Lifestyle Overview free essay sample

The term was originally used by Austrian psychologist  Alfred Adler  (1870-1937). The term was introduced in the 1950s as a derivative of that of  style  in  modernist art. The term refers to a combination of determining intangible or tangible factors. Tangible factors relate specifically to  demographic variables, i. an individuals demographic profile, whereas intangible factors concern the psychological aspects of an individual such personal values, preferences, and outlooks. (4sk content) Peoples‘ lifestyles are affected by different factors, such as Individual Identity, Health, Environment and Technology. (5sk Individual identity) A lifestyle typically reflects an individuals attitudes, values or  world view. Therefore, a lifestyle is a means of forging a sense of  self  and to create cultural  symbols  that resonate with personal identity. Not all aspects of a lifestyle are voluntary. Surrounding social and technical systems can constrain the lifestyle choices available to the individual and the symbols she/he is able to project to others and the self. We will write a custom essay sample on Lifestyle Overview or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The lines between personal identity and the everyday doings that signal a particular lifestyle become blurred in modern society. For example, green lifestyle means holding beliefs and engaging in activities that consume fewer resources and produce less harmful waste (i. e. smaller  carbon footprint), and deriving a sense of self from holding these beliefs and engaging in these activities. Some commentators  argue that, in  modernity, the cornerstone of lifestyle construction is consumption behavior, which offers the possibility to create and further individualize the self with different products or services that signal different ways of life. Lifestyle may include views on politics, religion, health, intimacy, and more. All of these aspects play a role in shaping someones lifestyle. In the  magazine  and  television  industries, lifestyle is used to describe a category of publications or programs. (6sk Health) An individuals health depends a lot on their lifestyle. Maintaining physical and mental health are crucial to an individuals longevity. The more time spent on hygiene, physical fitness, and diet regulation, the healthier lifestyle they have. Those who chose to participate in any kind of physical activity on a weekly basis are generally healthier than those who dont. Mental illness may occur through various variables. For example, depression may promote mental illness through stress and anxiety. Reasons for being depressed can be due to a number of things including job loss, recently widowed, divorce, etc. Depression may lead to or increase the frequency of poor habits not promoting physical health. Poor habits may eventually lead to a poor even dangerous lifestyle. More interestingly, a healthy or unhealthy lifestyle will most likely to be transmitted across generations. According to the study done by Case et. l (2002), it discovered that when a 0-3 year old child has a mother who practices a healthy lifestyle, this child will be 27% more likely to become healthy and adopt the same lifestyle. For instance, high income parents are more likely to eat organic food, have time to exercise and provide the best living condition to their children. On the other hand, low income parents are more likely to participate in unhealthy activities such as smoking to help them release poverty-related stress and de pression. Parents are the first teacher for every child. Everything that parents do will be very like to be transferred to their children through the learning process. (7sk environment) There are two types of environment for a lifestyle: nature and social. Natural environment is the conditions in which a person, animal, or plant lives or operates. an individual dedicated to this prefers to walk to close places, recycles plastic, papers, cants, etc. In an individuals lifestyle some of this natural environment is needed, fresh air, clean water, clean home, clean neighbourhood and a clean example for those at home. Those who are nature involved decide to plant flowers, vegetables and other crops in their backyard and are extremely strict on how to organize their household waste and uses positive and proactive ways to environmental sustainability. Social environment is totally different. Social Environment includes an individuals living and working conditions, income level, educational background, community and religious beliefs if they have any. In a social environment there are certain expectations from one self or from those around. expectations like success and wanting the best. Along with  success  come a lot of stress. If there is failure, then there may be mood swings and disappointment. In order for this not to happen, there are better ways to avoid disappointment and failure; organization and structure is the main key element. (8sk technology) Technology and diversity have greatly changed the lives of people in society. Technology has positive and negative effects on our daily lives. However, the positivity and negativity of technology depends on how much we use it and how much we are exposed to it. In other words, our lifestyle controls our use of technology, while technology influences our lifestyles. To begin, technology has changed the fields of agriculture, manufacturing, warfare, transportation, information, medicine, communication, among others. Technology has also made it easier for other factors to affect our lifestyles, such as the media. All in all, technology has made our lives much easier, therefore we no longer are required to live vigorous lifestyles that, in the past, contributed to the decline in our health. On the other hand, technology has complicated many lives and has many negative effects. Technology has the power to deliver media to us that can change our values and views on the world, which in return will change our lifestyles. Also, technology has negative effects on the environment such as pollution. Because of technology such as the computer and the television, Americans have a much more  sedentary lifestyle, which leads to health complications and issues.

Air Force One, Boeing 737

Air Force One, Boeing 737 Free Online Research Papers Development began in 1979 for the 737s first major facelift. Boeing wanted to increase capacity and range, incorporating improvements to upgrade the aircraft to modern specifications, while also retaining commonality with previous 737 variants. In 1980 preliminary aircraft specifications of the variant, dubbed 737-300, were released at the Farnborough air show. The CFM56-3B-1 turbofan engine was chosen to power the aircraft, which yielded significant gains in fuel economy and a reduction in noise, but also posed an engineering challenge given the low ground clearance of the 737 and the larger diameter of the engine over the original Pratt and Whitney engines. Boeing and engine supplier CMFI solved the problem by placing the engine ahead of the wing, and by moving engine accessories to the sides of the engine pod, giving the engine a distinctive non-circular air intake. The passenger capacity of the aircraft was increased to 149 by extending the fuselage around the wing by 2.87 meters. The wing incorporated a number of changes for improved aerodynamics. The wing tip was extended 23 cm and the wing span by 53 cm. The leading-edge slats and trailing-edge flaps were adjusted. The flight deck was improved with the optional EFIS (Electronic Flight Instrumentation System), and the passenger cabin incorporated improvements similar to those developed on the Boeing 757. The prototype -300, the 1,001st 737 built, first flew on 24 February 1984 with pilot Jim McRoberts. It and two production aircraft flew a nine month long certification program. In June 1986 Boeing announced the development of the 737-400, which stretched the fuselage a further 3.0 m, increasing the passenger load to 170. The -400s first flight was on February 19, 1988 and, after a seven-month/500-hour flight testing run, entered service with Piedmont Airlines that October. The -500 series was offered, due to customer demand, as a modern and direct replacement of the 737-200. It incorporated the improvements of the 737 Classic series; allowing longer routes with fewer passengers to be more economical than with the 737-300. The fuselage length of the -500 is 1 ft 7 in (48 cm) longer than the 737-200, accommodating up to 132 passengers. Both glass and older style mechanical cockpits arrangements were available. Using the CFM56-3 engine also gave a 25% increase in fuel efficiency over the older -200s PW engines. The 737-500 was launched in 1987 by Southwest Airlines, with an order for 20 aircraft, and flew for the first time on June 30, 1989. A single prototype flew 375 hours for the certification process, and on February 28, 1990, Southwest Airlines received the first delivery. The 737-500 has become a favorite of some Russian airlines, with Aeroflot-Nord (now Nordavia), S7 Airlines, and Rossiya Airlines all buying second-hand models of the aircraft to replace aging Soviet-built aircraft. After the introduction of the -600/700/800/900 series, the -300/400/500 series was called the 737 Classic series. The price of jet fuel has skyrocketed in the past five years; airlines devote 40% of the retail price of an air ticket to pay for fuel in 2008, versus 15% in 2000. Consequently, carriers have begun to retire the Classic 737 series to reduce their fleet sizes; replacements consist of more efficient Next Generation 737s or Airbus A320/A319/A318 series aircraft. On June 4, 2008, United Airlines announced it would retire all 94 of its Classic 737 aircraft (64 737-300 and 30 737-500 aircraft), replacing them with Airbus A320 jets taken from its Ted subsidiary, which has been shut down. Prompted by the modern Airbus A320, Boeing initiated development of an updated series of aircraft in 1991. After working with potential customers, the 737 Next Generation (NG) program was announced on November 17, 1993. The 737NG encompasses the -600, -700, -800 and -900, and is to date the most significant upgrade of the airframe. The performance of the 737NG is essentially that of a new aircraft, but important commonality is retained from previous 737 models. The wing was modified, increasing its area by 25% and span by 4.9 m which increased the total fuel capacity by 30%. New, quieter, more fuel-efficient CFM56-7B engines were used. All three improvements combined increase the 737s range by 900 NM, now permitting transcontinental service. A flight test program was operated by 10 aircraft; 3 -600s, 4 -700s, and 3 -800s. The first NG to roll out was a -700, on December 8, 1996. This aircraft, the 2,843rd 737 built, first flew on February 9, 1997. The prototype -800 rolled out on June 30, 1997 and first flew on July 31, 1997. The smallest of the new variants, the -600s, is the same size as the -500. It was the last in this series to launch, in December 1997. First flying January 22, 1998, it was given certification on August 18, 1998. In 2004, Boeing offered a Short Field Performance package in response to the needs of Gol Transportes AÃ ©reos, which frequently operates from restricted airports. The enhancements improve takeoff and landing performance. The optional package is available for the 737NG models and standard equipment for the 737-900ER. Boeing has already hinted that a clean sheet replacement for the 737 (internally dubbed Boeing Y1) could follow the Boeing 787. Engines on the 737 Classic series (300, 400, 500) and Next-Generation series (600, 700, 800, 900) appear not to have circular inlets, as most aircraft do. The accessory gearbox was moved from the 6 oclock position under the engine to the 4 oclock position (forward looking aft). This was done because the 737 sits lower to the ground than most airliners and the original 737s were designed for small PW engines, but additional ground clearance was needed for the larger CFM56 engines. This side-mounted gearbox gives the engine a somewhat triangular rounded shape. Because the engine is close to the ground, 737-300s and later are more prone to engine foreign-object damage (FOD). 737s are not equipped with fuel dump systems. Depending upon the nature of the emergency, 737s either circle to burn off fuel or land overweight. To save weight and reduce cost and complexity the 737 lacks full doors to cover the main landing gear. The main landing gear (under the wings at mid-cabin) rotate into wells in the aircrafts belly, the legs being covered by partial doors, and brush-like seals aerodynamically smooth (or fair) the wheels in the wells. The sides of the tires are exposed to the air in flight. Hub caps complete the aerodynamic profile of the wheels. It is forbidden to operate without the caps, because they are linked to the ground speed sensor that interfaces with the anti-skid brake system. When observing a 737 takeoff, or at low altitude, the dark circles of the tires can be plainly seen. The primary flight controls are intrinsically safe. In the event of total hydraulic system failure or double engine failure, they will automatically and seamlessly revert to control via servo tab. The 737 is the only modern passenger aircraft this size or larger that can operate completely without hydraulics Most 737 cockpits are equipped with eyebrow windows positioned above the main glareshield. Eyebrow windows were a feature of the original 707. They allowed for greater visibility in turns, and offered better sky views if navigating by stars. With modern avionics, they became redundant, and many pilots actually placed newspapers or other objects in them to block out sun glare. They were eliminated from the 737 cockpit design in 2004, although they are still installed in military variants and at customer request. These windows are sometimes removed and plugged, usually during maintenance overhauls and can be distinguished by a metal plug which differs from smooth metal which appears in later aircraft that were not originally fitted with the windows. Blended winglets are available as retrofits and in production on newer 737 aircraft. These winglets stand approximately 2.4 m tall and are installed at the wing tips. They help with reduced fuel burn (by reducing vortex drag), reduced engine wear, and less noise on takeoff. A short-field design package is available for the 737-600, -700 and -800, allowing operators to fly increased payload to and from airports with runways under 1,500 m. The package consists of sealed leading edge slats (improved lift), a two-position tail skid (enabling reduced approach speeds) and increased flight spoiler deflection on the ground. These improvements are standard on the 737-900ER. The 737 models can be divided into three generations, including nine major variants. The Original models consist of the 737-100, 737-200/-200 Advanced. The Classic models consist of the 737-300, 737-400, and 737-500. The Next Generation variants Research Papers on Air Force One, Boeing 737Never Been Kicked Out of a Place This NiceThe Fifth HorsemanThe Project Managment Office SystemOpen Architechture a white paperTwilight of the UAWQuebec and CanadaAppeasement Policy Towards the Outbreak of World War 2Bionic Assembly System: A New Concept of SelfResearch Process Part OneThe Relationship Between Delinquency and Drug Use

Development of a measurement model for balance management Research Paper

Development of a measurement model for balance management - Research Paper Example They play an imperative role in motivating the goals of a development-oriented nation (Aaker 2001, p. 56). Additionally, there should be an integration of the tools through critical assessment of both qualitative and quantitative parameters as observed below. There are lots of fundamental links of culture, leadership and strategy in regards to the development of measurement. In other words, the aforementioned tools of development have direct ramifications on the aspects of balanced management especially in spurring the expansion of the economy. For instance, culture is an imperative objective when drafting plans for development oriented projects because it has a direct influence on people (Niven 2005, p. 124). On that account, a balanced scorecard is performance management tool of strategy that is in the form of a report. It is a semi-structured with support derived from design methods and other automation tools. For that matter, it functions in the tracking of duties and activities by workers to enable managers have a control in the actions of the organization. In other words, there is also a link on the context of personal refinement on the areas of education, lifestyle, ideals and national aspirations for future improvement. Therefore, this management tool has been key especially in the annual survey of performance-oriented firms such as Bain & Companies. Therefore, in terms of impacting on the development of the organization, it is crucial to note a few observations. For instance, a balanced scorecard inculcates the mixture of differing presentations that are both non-financial and financial. It has a direct correlation with development in the context of reforming the minds of the employees in balancing their income sheets. This suggests that factors such as traditional material culture of a society come in handy when defining the goals of development and the measurement success (Jacobson & Shepard 2008, p.156). Additionally, there are also other elements o f intangibles such as customs, language, dress code and even acquisition of technology that impacts directly on the balance scorecard on the management of a country. In contrast, culture also influences the strategies of development when stipulating the goals of a community through its leadership. In other words, there is a variable uniformity in the context of informational data imparted upon firms in influencing leading inputs such as physical and human processes. On the other hand, there is also the factor of culture gap strategy that entails a policy approach that affects development in several ways. For example, culture gap strategy plays a key role in affecting the operations of development measurement in the context of finding alternative solutions. Additionally, it brings harmony between the sociological context of the corporate firms and the concern of attaining the goal of a balance management. In other words, it is a grand folly in integrating the culture gap strategy in a society and its leadership in relation to the strategies stipulated. On that case, there is also an imperative need to evaluate the issues of development choices such as the GDP of a work group and inter-generational conflicts that affect the economy (MacKinnon 2012, p. 209). This suggests that cultural change should compliment with the development strategies set by the given leadership of the management in focusing for the future. Alternatively, cultural strategic gaps of development must also take into

The Pros and Cons of Search and Seizure Laws Research Paper

The Pros and Cons of Search and Seizure Laws - Research Paper Example The paper tells that sometimes, government representatives can search individual’s property usually regarded as private for constitutional reasons. Normally, the search happens when the person possesses or permanently lives in the area of search. When a representative of the government uses control over a person so he feels he cannot liberally leave or end the interaction with the representative there is occurrence of a seizure. However, a seizure occurs only when an individual yields to the government but in case the individual avoids detention or escapes, there is no occurrence of seizure. In the police department, Search and Seizure process is a famous occurrence. Since the process is legal, any official from the law enforcement department can carry out a search on one's individual property in case there is some kind of suspicion on the individual about involvement in any kind of criminal activity. However, several rules to observe when executing a search and seizure proced ure. In the United States Constitution, the search and seizure procedure is in the fourth amendment act. However, the society regularly violates this act because it additionally offers the affected citizens the assurance to ask for security against the seizure idea. The main reason for the Fourth Amendment was to shield the personal privacy and rights of American citizens. It states that every person has the right to be safe in their persons, papers, houses, and effects against insensible searches and seizures. In addition, this amendment explains the making and execution of specific warrants. This law is very important when tackling drug cases because the way the police discover and seize the drugs is important in any drug crime case. In addition, after a thorough investigation the search and seizure can be valid admissible evidence in court (California Criminal lawyers, 2010). It is evident that the African Americans experience an uneven share of arrests and prison sentences. Alth ough this could be because of differences in the disparity flows in crime rates across population groups, it could also be because of the discrepancy being an outcome of discriminatory targeting of suspects by the police. Since the fourth Amendment law says nothing about their exercise of enforcement judgment about the pool of potential suspects, the police can target whomever they desire. Consequently, the black drivers have no legal claim in case the police officers stop large numbers of black drivers allegedly for speeding but mainly examine the presence of drugs while stopping few whites (Law.jrank, 2011). The main reason why the courts invalidated vagrancy and loitering is the acts of racism together with broad police judgment. In order to fight these two vices, the modern government is turning its focus on suspects' privacy interests and taking on a fictive view of agreement that permits a good deal of informal coercion to happen. However, this method is not effective because the police have no authority like the one present in the old regime to help them carry out effective community policing (Stuntz, 1999). The major focus of the search and seizure law is to protect privacy. "Privacy" in this case does not mean the generalized right for exclusion but rather, the interest of being free from observation. Additionally, this law helps protect the community from the evil acts in which only the police can reveal and see but the ordinary citizen cannot hence the police are able to incriminate the criminals (Law.jrank, 2011). As Agarwal (2008) affirms, the major purpose of the enforcement of search and seizure laws is to protect the society against all insecurity and delinquency. The law of search and seizure helps to respect and protect the privacy of community members. In this regard, it helps in

Genome-wide screen for Salmonella genes required for long-term Essay

Genome-wide screen for Salmonella genes required for long-term systemic infection of the mouse - Essay Example In this respect animal models of the disease process being caused by Salmonella have proved to be quite useful. The process by which Salmonella invades and then onwards maintains itself in the host species is not only a complicated but indeed and intriguing process. It is also an example of adaptive evolution and selective preservation of a genotype. Given its prevalence across a range of warm blooded hosts it has been possible to study the infection and virulence factors in several species. For instance while, murine infection with Salmonella enterica serovar typhimurium has been used largely to replicate human typhoid (caused by Salmonella enterica serovar Typhi), bovine infection caused by Salmonella enterica serovar Dublin or S. enterica serovar Typhimurium has been the extensively used to model intestinal disease. The ability of Salmonella to exist within its host for months following the initial invasion requires it to resist any innate immunity or more likely evolve/adapt to resist the host resistance. Since these bacteria are well able to establish long term system infection in their hosts, the genetic factors responsible for such ability need to be well established to counteract any pathogeneicity. While, Salmonella enterica serovar Typhi is a strictly human pathogen, Salmonella enterica serovar Typhimurium is a murine pathogen that is increasingly been used to model human typhoid (caused by Salmonella enterica serovar Typhi). ... In the mouse model, S. Typhimurium invades epithelial cells and can survive and proliferate in macrophage before entering the blood stream and causing a systemic infection. The macrophages are ideal places for the bacteria as they are able to elude the host's immune response in this. Indeed it has been evidenced that the longest duration of stay for slamonella within the host occurs in the macrophages. However for the most part understanding of the murine salmonella species has been limited to the Nramp1 susceptible (Nramp1s) mouse strains i.e. the BALB/c and C57Bl/6. Macrophages from Nramp1s mice permit a much higher rate of serovar Typhimurium replication in vitro as well as in vivo as compared to Nramp1r (Nramp1 is functional) macrophages. While this has upuntil date allowed for observation of the diseased condition, the hosts (mice) invariably are most severly affected by the bacteteria considerabily limiting the scope of study. The paper here however focuses on the novel Salmonella persistence model based on the mouse strain 129X1/SvJ (Nramp1r), which are typically resistant to the replication of the bacteria not succumbing easily to the virulence. Consequently the bacteria can be obtained from systemic sites even up to an year post infection which would help to increase the time spectrum of study if need be. Clearly as intricate an adaptive mechanism as seen in the samlonella species would require the contribution of several genes and virulence factors.The invasion-associated genes are required for intestinal secretory and inflammatory disease, that intracellular survival in both the intestinal epithelium and macrophages is essential for

Autism Spectrum Disorders: Causes, Diagnosis and Support

Autism Spectrum Disorders: Causes, Diagnosis and Support Autism Spectrum disorders Introduction Autism awareness in todays society has moved from the shadow of shame and unknown to the forefront of research and education as an increasing number of children and people with Autism Spectrum disorders gain attention in every aspect of their everyday lives. This paper will attempt to explore the many faces of autism: identification, possible causes, treatment, societal reaction/interaction, the learning/teaching cooperative, and expectations for the future regarding this disorder in an ever evolving and expanding society. What is Autism? How does it manifest? Are there specific characteristics inherent to the disorder? How was it discovered? Who gets it? How is it diagnosed? When? Has the cause been identified? Is it hereditary, environmental or societal? Is there a cure? What kind of treatment is available, and how has it changed since discovery of the disorder? Do autistic children face specific learning challenges? What teaching methods best reach autistic children? Are some methods more effective than others? Autism is very broad, far-reaching and involved, but herein I expect to go from a brief discussion of the broad topic to the specific: How does autism affect the learning/teaching relationship between children and teachers? What is Autism? Autism was first thought to be mental retardation or insanity. In 1943, Leo Kanner noticed that these children did not fit the pattern of emotionally disturbed children and instead recorded patterns of being slow learners. Hans Asperger, making similar discoveries, discovered what has come to be known as Aspergers Syndrome often used to label autistic people that can talk. Leo Kanner and Hans Asperger, working completely independent of one another, recognized autism for what it was: a developmental disorder that interferes with a childs communication, social and interaction behavior. (Carew, 2009) Autism Spectrum Disorder (ASD) is a Pervasive Developmental Disorder (PDD). It is a bio-neurological developmental disability usually appearing before the age of three, best known for impairing a childs ability to communicate and interact. Life-long disabilities significantly impact several areas of development: communication impairments, social difficulty, sensory processing deficits and a need for solid routines within their lives. Characteristics of Autism manifests in a myriad of ways: delay in verbal development, a need to finish what they begin, a rather h3 resistance to change in daily routine, lack of spontaneity, distress at being touched and the ability to show any kind of emotion, as well as an inability to process and respond to humor. There are five subcategories associated with ASD, each with its own distinctive and unique features: Autistic Disorder, Aspergers Disorder, Childhood Disintegrative Disorder (CDD), Retts Disorder, and Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS). Treatment within each subcategory is as diverse and varied as the individual being treated, depending on the individuals personality, unique symptoms and manifestation of autism. How is it Diagnosed? To help determine the difference between autism and mental retardation, a qualified professional will examine and score children who are suspected of having autism through a questionnaire based on direct observation by professionals and reports given by parents, family members, and teachers. This test is known as CARS (Childhood Autism Rating Scale) and was developed by Eirc Shopler, Robert Reichier and Barbara Rochen Reiner. (Schopler, Reichler, DeVellis, Daly, 1980) CARS was published in 1980, but the development began a lot earlier, in 1966. A Study conducted by the University of Texas Health Science Center determined an accuracy rating of 98% in diagnosing children and showed encouraging results in diagnosing adolescents as well. CARS incorporates the criteria of Leo Kanner (1943) and Creak (1964), and characteristic symptoms of childhood autism. (Schopler et al., 1980) The test focuses on 15 categories of behaviors, characteristics, and abilities and how the expected development is different than the actual development if autistic symptoms are present. The categories are: Relating to people, imitation, emotional response, body use, object use, adaptation to change, visual response, listening response, taste, smell and touch response and use, fear or nervousness, verbal communication, nonverbal communication, activity level, level and consistency of intellectual response, and general impressions. A child can score on a scale of one to four. Scoring a one meets a normal range for a childs age and scoring a four means the child is severely abnormal. (Secor, 2009) Who Gets It? Although it is unclear how much of the surge reflects better diagnosis, recent data suggests a 10-fold increase in autism rates over the past decade. The journal, Pediatrics, released on October 5, 2009, reported one percent of U.S. children ages 3-17 have an Autism Spectrum disorder, a prevalence of 1 in 91. This is a dramatic increase from the 2007 report by the Center for Disease Control reported 1 in 150 children diagnosed with Autism. Boys are diagnosed four times more often than girls. There has been no connection established regarding socio-economic status, race or religion in identifying autistic individuals. (Kogan, 2009) Cause of Autism All over the world, researchers are working to find just what causes Autism. However no direct, specific cause of Autism has been determined, to date. The pressure to identify a cause is a top priority among researchers and it appears, due to the various levels of severity and combinations of symptoms, there may be multiple causes and scientific evidence suggests both genetic and/or environmental factors. Because of intense research, there are several specific claims that have been disproven. Bruno Bettelheim, a once well-renowned child psychologist, blamed autism on parents, specifically mothers, claiming they did not properly bond with their children. There is no evidence to support that claim. Due in large part to Dr. Bernard Rimland, who has an autistic son, founded the Autism Society of America and the Autism Research institute. Dr. Rimland was instrumental in helping to determine autism as a biological disorder not a causal effect, ie., neglect, isolation, cold, indifferent or bad parenting. He disproved the theory by defining ASDs as biological disorders, not emotional illnesses in his book, Infantile Autism: The Syndrome and Its Implications for a Neural Theory of Behavior (Rimland, 1964). However, Dr Rimland is a proponent of another high profile controversial claim suggesting vaccinations given to children during babyhood may be a cause of the disorder. Despite Dr Rimlands advocacy and beliefs, this claim has little or no scientific backing. In fact, in a timely ruling Friday, March 12, 2010, the so-called vaccine court, a special branch of the U.S. Court of Federal Claims, found that the mercury-containing vaccine preservative thimerosal is not to blame for autism, and concluded the last of three cases on theories related to a vaccine-autism relationship. A 2009 ruling rejected a theory that thimerasol can cause autism when combined with the measles-mumps-rubella vaccine, which perhaps was based on a discredited medical journal article published in 1998 by British physician, Dr. Andrew Wakefield, linking a particular type of autism and bowel disease to the measles vaccine. The 2009 ruling predicated the dropping of a second case based on a theory that certain vaccines alone cause autism. Interestingly, in this third case, the court found that none of the expert witnesses who argued mercury can have a variety of effects on the brain, offered opinions on the cause of autism in any of the three specific cases argued. (Schmid, 2010)(emphasis added) Two studies conducted by researchers at the Childrens Hospital of Philadelphia link specific genes to autism. One study pinpoints a gene region that may account for as many as 15 percent of autism cases, while another study identifies missing or duplicated stretches of DNA along two crucial gene pathways. Significantly, both studies detected genes implicated in the development of brain circuitry in early childhood. (Wang, 2009) A specific connection between fragile x (FXS) and autism has also been found. Dr. Don Bailey , director of the Frank Porter Graham Institute, and colleagues found that in young boys with FXS, 25% met the criteria for autism using the (CARS). Their profile of behaviors was very similar to that of children with autism but without fragile X. Consequently, they also found that children with autism and FXS together, had a lower IQ than children with either FXS alone or autism alone. (Bailey, Jr., Hatton, et al., 2001) Methods of Treatment Since 1943, many ways have been developed to help the autistic child. Then, the famous Sigmund Freud discovered that parents who did not attempt to communicate with an autistic child saw no progress, while a close parent/child relationship seemed to cause the child to thrive and move forward. Although it lingered well into the 50s and 60s, Freuds theory lacked two critical bits information: first, oftentimes the parent didnt try to interact with the child due to the Autistic behavior; and second, in some cases it was a genetically inherited personality. For a time, children were removed from their home to see if they would recover although there was no clear-cut evidence of any value in future use of this method. Due to research and study, it was found that facilitated communication could teach the child to communicate with the world; for example an autistic child could be taught to manage and control his emotions; a parent could help a child desensitize from the over sensitivity to sound. Today, Applied Behavior Analysis (ABA), Occupational Therapy (OT), Pivotal Response Training (PRT), Physical Therapy (PT), Sensory Integration Therapy, Floortime, and medications, all have a place in accepted scientific treatment. Alternative methods are also sometimes used. These can include Dietary intervention, Vitamins and Minerals, Social Skills Groups, Music and Art Therapy, and even Dolphin Therapy. One of the most tried and true methods utilized today, Applied Behavior Therapy (ABA) is usually accompanied by Physical Therapy and Occupational therapy. As with any treatment there are good and bad points associated with each. ABA was developed by Dr. Ivar Lovaas and contains the B.F. Skinners theories on operant conditioning. This treatment includes rewards which may include toys or treats, for acceptable behavior. There is no punishment for wrong or incorrect behavior, however. There are a myriad of steps involved, and a fairly rigid structure to this method. ABA is very time-consuming and has shown many positive results. According to some ongoing research, diet may be fueling Autism. There is convincing empirical evidence that special diets help autistic individuals. Karl Reichelt of Oslo has been a pioneer in this area for decades, showing the highly significant effects of removing gluten, gliadin and casein from the diets of autistic children. There are now about forty research studies in Norway, the U.K., Italy, and the United States supporting this finding. Special diets are, most often, hard to implement. Eighteen research reports have been published since 1965, by scientists in six countries showing that about half of all autistic children and adults improve significantly when given large amounts of B6. Unlike drugs, B6 is a safe, natural substance that the brain requires. This vitamin, along with the mineral magnesium, is used in the production of serotonin. In a comprehensive review of the neurochemistry of autism, published in 1990, Dr. Edwin Cook wrote, The most consistent finding has been that over 25% of autistic children and adolescents are hyperserotonemic. However, after 29 years of investigation, the mechanism of hyperserotonemia has not been determined. (Genetics, autism and priorities, 1997) Teaching Methods Autistic children all have specific learning challenges; however, the method of approach depends entirely on the child. When teaching an autistic child, environmental considerations, a set schedule and routine for the student and a visual structure the student can see clearly to enable them to understand what is expected of them, and when it is expected of them. No one method is necessarily better than another. Many of the various methods utilize the same basic principles needed to help focus and teach a child with autism. An effective instructional strategy is one that incorporates structure, a communication system, sensory accommodations, individualized programming, inclusion, social integration and access to the general curriculum. It is important to find research-based methodology that has proven effective through application and data collection. This helps enhance the effectiveness and accountability of the program. There are also different teaching approaches enabling students with this disorder to learn and function as well as any other student in the classroom. No one approach has proven more effective. However, Treatment and Education of Autistic and Related Communication Handicapped Children (TEACCH) (Shopler, E 1997) incorporates several methodologies and techniques into one program. Developed in the 1970s at the University of North Carolinas School of Medicine, the philosophy behind TEACCH was: the environment should be changed to meet the needs of the students, not the students changed to meet the needs of the environment. Techniques are developed to meet the specific communication, social and coping needs of the student. The goal is to help students with ASDs learn functional skills so they can live productively and reach their full potential at school and home, and later in their community and working lives. TEACCH stresses the need for elements of behavioral and cognitive interventions, direct teaching of social skills, the need for structure, and the use of visual cues to show tasks to be done in work or play areas. Another stand alone method of teaching, also one of the components within TEACCH, Structure-Positive-Empathetic-Low Arousal- Links (SPELL), emphasizes a clear routine and an atmosphere that helps maximize positive relationships and reduce anxiety while teaching children with ASD. This can be accomplished by trying to anticipate the experiences, settings, or problems the children may consider threatening. This methodology has been integrated into most of the centers run by the National Autistic Society. Basic strategies need to be implemented inside a classroom to help transition students with ASD. These include: A clear structure and daily routine Use of clear and unambiguous language (not a lot of humor or irony) Make clear which behaviors are unacceptable Address the child individually Provide a warning if there is an impending change in routine or activity switch Know the students ticks and what abnormal behavior might be Specific teaching using photographs, video recording, how feeling are expressed and communicated so they can be recognized. Regular opportunity for simple conversations to help increase the use of how and why questions Use charts to record behavioral progress reinforcement How Does Autism Affect the Learning/Teaching Relationship Between Children and Teachers? Any teacher can get very frustrated with children in general, and if a disability is added to the equation, it can make for a difficult learning and teaching experience for both parties involved. It is important to remember what the student is going through and having to deal with. Patience truly is a virtue for the teacher, combined with empathy, understanding, encouragement and compassion. Within any teaching strategy, to work and develop a method of structured teaching, there must be an understanding of the unique features and characteristics of the autistic child. A teacher must organize the childs environment so the child is able to focus on relevant information and not be distracted by irrelevant things. The teacher must also develop appropriate activities to engage the student and not frustrate them. The instructor must also help the student understand what is expected of them so they do not have any disruptions to their routine or be inadvertently thrust outside of their comfort zone. Despite a teachers best efforts to reduce the stress, anxiety and frustration of the environment, behavioral challenges will still arise, depending on the characteristics of the autistic child. Conclusion Autistic Spectrum Disorder has come out of the shadows and gained notoriety in todays society through the actions of celebrities, organizations, and parents of autistic children as awareness of this increasingly prevalent disorder increases exponentially with research, education and mainstreaming. Since it was identified just a little over a half century ago, ASD has gained attention and momentum and tremendous strides in identification, possible causes, treatment, societal reaction/interaction, the learning/teaching cooperative, have provided lofty expectations for the future. While teaching students with ASD is challenging, it can also be hugely rewarding. Teaching methods like TEACCH, which encompass the basic principles and techniques found to be most effective and least upsetting for the autistic child: consistency in a passive environment, an unvaried schedule and basic repetitive routine enable teachers to help the autistic student learn and progress within a safety zone geared toward their own individual learning style. Although there is no cure, there have been significant strides in identifying, developing and implementing new treatments every day. Children with ASD are often able to lead full, happy, and productive lives, interacting with society on their own terms. One can only hope that the strides of today will be not only matched but outpaced in the future as ASD becomes not a mysterious disorder of unknown origin, but a minor affliction overcome by millions, unidentifiable and without stigma in the mainstream world. Bibliography Carew, Betty. (2009, January 28). The History of autism. Retrieved from http://healthmad.com/children/the-history-of-autism/ Kogan, Michael, et al. (2009). Prevalence of parent-reported diagnosis of autism spectrum disorder among children in the US, 2007. Pediatrics, 10.1542(1522) Schopler, E, Reichler, RJ, DeVellis, RF, Daly, K. (1980). Toward Objective classification of childhood autism: childhood autism rating scale (cars). J Autism Dev Disorder, 10(1), 91-103. Secor, M.L. (2009, january 6). Child autism rating scale. Retrieved from http://autism.lovetoknow.com/Childhood_Autism_Rating_Scale Rimland, Bernard. (1964). Infantile autism: the syndrome and its implications for a neural theory of behavior. New York: Prentice Hall. Schmid, Randolph. (2010, march 12). Court says thimerosal did not cause autism. Associated Press, Wang, Kai, et al. (2009). common genetic variants on 5p14.1 associate with autism spectrum disorders. Nature, 459(528-533), Retrieved from http://www.nature.com/nature/journal/v459/n7246/full/nature07999.html Bailey, D. B., Jr., D. D. Hatton, et al. (2001). Autistic behavior, fmr1 protein, and developmental trajectories in young males with fragile x syndrome. Journal of Autism and Developmental Disorders , 31(2), 165-174. Genetics, autism and priorities. (1997). Autism Research Review International, 11(2), Retrieved from http://autism.about.com/gi/o.htm?zi=1/XJ/YazTi=1sdn=autismcdn=healthtm=27f=00tt=14bt=1bts=1zu=http%3A//www.autism.com/ari/faq/faq_diets.htm Exkorn, Karen Siff. (2005). The autism sourcebook everything you need to know about diagnosis, treatment, coping, and healing. New York, NY: HarperCollins. Shopler, E (1997) Implementation of TEACCH philosophy. In D. Cohen and F. Volkmar (eds). Handbook of Autism and Pervasive Developmental Disorders. New York: Wiley. Autism Spectrum disorders Introduction Autism awareness in todays society has moved from the shadow of shame and unknown to the forefront of research and education as an increasing number of children and people with Autism Spectrum disorders gain attention in every aspect of their everyday lives. This paper will attempt to explore the many faces of autism: identification, possible causes, treatment, societal reaction/interaction, the learning/teaching cooperative, and expectations for the future regarding this disorder in an ever evolving and expanding society. What is Autism? How does it manifest? Are there specific characteristics inherent to the disorder? How was it discovered? Who gets it? How is it diagnosed? When? Has the cause been identified? Is it hereditary, environmental or societal? Is there a cure? What kind of treatment is available, and how has it changed since discovery of the disorder? Do autistic children face specific learning challenges? What teaching methods best reach autistic children? Are some methods more effective than others? Autism is very broad, far-reaching and involved, but herein I expect to go from a brief discussion of the broad topic to the specific: How does autism affect the learning/teaching relationship between children and teachers? What is Autism? Autism was first thought to be mental retardation or insanity. In 1943, Leo Kanner noticed that these children did not fit the pattern of emotionally disturbed children and instead recorded patterns of being slow learners. Hans Asperger, making similar discoveries, discovered what has come to be known as Aspergers Syndrome often used to label autistic people that can talk. Leo Kanner and Hans Asperger, working completely independent of one another, recognized autism for what it was: a developmental disorder that interferes with a childs communication, social and interaction behavior. (Carew, 2009) Autism Spectrum Disorder (ASD) is a Pervasive Developmental Disorder (PDD). It is a bio-neurological developmental disability usually appearing before the age of three, best known for impairing a childs ability to communicate and interact. Life-long disabilities significantly impact several areas of development: communication impairments, social difficulty, sensory processing deficits and a need for solid routines within their lives. Characteristics of Autism manifests in a myriad of ways: delay in verbal development, a need to finish what they begin, a rather h3 resistance to change in daily routine, lack of spontaneity, distress at being touched and the ability to show any kind of emotion, as well as an inability to process and respond to humor. There are five subcategories associated with ASD, each with its own distinctive and unique features: Autistic Disorder, Aspergers Disorder, Childhood Disintegrative Disorder (CDD), Retts Disorder, and Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS). Treatment within each subcategory is as diverse and varied as the individual being treated, depending on the individuals personality, unique symptoms and manifestation of autism. How is it Diagnosed? To help determine the difference between autism and mental retardation, a qualified professional will examine and score children who are suspected of having autism through a questionnaire based on direct observation by professionals and reports given by parents, family members, and teachers. This test is known as CARS (Childhood Autism Rating Scale) and was developed by Eirc Shopler, Robert Reichier and Barbara Rochen Reiner. (Schopler, Reichler, DeVellis, Daly, 1980) CARS was published in 1980, but the development began a lot earlier, in 1966. A Study conducted by the University of Texas Health Science Center determined an accuracy rating of 98% in diagnosing children and showed encouraging results in diagnosing adolescents as well. CARS incorporates the criteria of Leo Kanner (1943) and Creak (1964), and characteristic symptoms of childhood autism. (Schopler et al., 1980) The test focuses on 15 categories of behaviors, characteristics, and abilities and how the expected development is different than the actual development if autistic symptoms are present. The categories are: Relating to people, imitation, emotional response, body use, object use, adaptation to change, visual response, listening response, taste, smell and touch response and use, fear or nervousness, verbal communication, nonverbal communication, activity level, level and consistency of intellectual response, and general impressions. A child can score on a scale of one to four. Scoring a one meets a normal range for a childs age and scoring a four means the child is severely abnormal. (Secor, 2009) Who Gets It? Although it is unclear how much of the surge reflects better diagnosis, recent data suggests a 10-fold increase in autism rates over the past decade. The journal, Pediatrics, released on October 5, 2009, reported one percent of U.S. children ages 3-17 have an Autism Spectrum disorder, a prevalence of 1 in 91. This is a dramatic increase from the 2007 report by the Center for Disease Control reported 1 in 150 children diagnosed with Autism. Boys are diagnosed four times more often than girls. There has been no connection established regarding socio-economic status, race or religion in identifying autistic individuals. (Kogan, 2009) Cause of Autism All over the world, researchers are working to find just what causes Autism. However no direct, specific cause of Autism has been determined, to date. The pressure to identify a cause is a top priority among researchers and it appears, due to the various levels of severity and combinations of symptoms, there may be multiple causes and scientific evidence suggests both genetic and/or environmental factors. Because of intense research, there are several specific claims that have been disproven. Bruno Bettelheim, a once well-renowned child psychologist, blamed autism on parents, specifically mothers, claiming they did not properly bond with their children. There is no evidence to support that claim. Due in large part to Dr. Bernard Rimland, who has an autistic son, founded the Autism Society of America and the Autism Research institute. Dr. Rimland was instrumental in helping to determine autism as a biological disorder not a causal effect, ie., neglect, isolation, cold, indifferent or bad parenting. He disproved the theory by defining ASDs as biological disorders, not emotional illnesses in his book, Infantile Autism: The Syndrome and Its Implications for a Neural Theory of Behavior (Rimland, 1964). However, Dr Rimland is a proponent of another high profile controversial claim suggesting vaccinations given to children during babyhood may be a cause of the disorder. Despite Dr Rimlands advocacy and beliefs, this claim has little or no scientific backing. In fact, in a timely ruling Friday, March 12, 2010, the so-called vaccine court, a special branch of the U.S. Court of Federal Claims, found that the mercury-containing vaccine preservative thimerosal is not to blame for autism, and concluded the last of three cases on theories related to a vaccine-autism relationship. A 2009 ruling rejected a theory that thimerasol can cause autism when combined with the measles-mumps-rubella vaccine, which perhaps was based on a discredited medical journal article published in 1998 by British physician, Dr. Andrew Wakefield, linking a particular type of autism and bowel disease to the measles vaccine. The 2009 ruling predicated the dropping of a second case based on a theory that certain vaccines alone cause autism. Interestingly, in this third case, the court found that none of the expert witnesses who argued mercury can have a variety of effects on the brain, offered opinions on the cause of autism in any of the three specific cases argued. (Schmid, 2010)(emphasis added) Two studies conducted by researchers at the Childrens Hospital of Philadelphia link specific genes to autism. One study pinpoints a gene region that may account for as many as 15 percent of autism cases, while another study identifies missing or duplicated stretches of DNA along two crucial gene pathways. Significantly, both studies detected genes implicated in the development of brain circuitry in early childhood. (Wang, 2009) A specific connection between fragile x (FXS) and autism has also been found. Dr. Don Bailey , director of the Frank Porter Graham Institute, and colleagues found that in young boys with FXS, 25% met the criteria for autism using the (CARS). Their profile of behaviors was very similar to that of children with autism but without fragile X. Consequently, they also found that children with autism and FXS together, had a lower IQ than children with either FXS alone or autism alone. (Bailey, Jr., Hatton, et al., 2001) Methods of Treatment Since 1943, many ways have been developed to help the autistic child. Then, the famous Sigmund Freud discovered that parents who did not attempt to communicate with an autistic child saw no progress, while a close parent/child relationship seemed to cause the child to thrive and move forward. Although it lingered well into the 50s and 60s, Freuds theory lacked two critical bits information: first, oftentimes the parent didnt try to interact with the child due to the Autistic behavior; and second, in some cases it was a genetically inherited personality. For a time, children were removed from their home to see if they would recover although there was no clear-cut evidence of any value in future use of this method. Due to research and study, it was found that facilitated communication could teach the child to communicate with the world; for example an autistic child could be taught to manage and control his emotions; a parent could help a child desensitize from the over sensitivity to sound. Today, Applied Behavior Analysis (ABA), Occupational Therapy (OT), Pivotal Response Training (PRT), Physical Therapy (PT), Sensory Integration Therapy, Floortime, and medications, all have a place in accepted scientific treatment. Alternative methods are also sometimes used. These can include Dietary intervention, Vitamins and Minerals, Social Skills Groups, Music and Art Therapy, and even Dolphin Therapy. One of the most tried and true methods utilized today, Applied Behavior Therapy (ABA) is usually accompanied by Physical Therapy and Occupational therapy. As with any treatment there are good and bad points associated with each. ABA was developed by Dr. Ivar Lovaas and contains the B.F. Skinners theories on operant conditioning. This treatment includes rewards which may include toys or treats, for acceptable behavior. There is no punishment for wrong or incorrect behavior, however. There are a myriad of steps involved, and a fairly rigid structure to this method. ABA is very time-consuming and has shown many positive results. According to some ongoing research, diet may be fueling Autism. There is convincing empirical evidence that special diets help autistic individuals. Karl Reichelt of Oslo has been a pioneer in this area for decades, showing the highly significant effects of removing gluten, gliadin and casein from the diets of autistic children. There are now about forty research st

Free Essay on Nathaniel Hawthornes The Scarlet Letter - Good vs. Evil :: Scarlet Letter essays

Good vs. Evil in The Scarlet Letter The Scarlet Letter is a wonderful and not so traditional example of the good versus evil theme. What makes this a unique instance of good versus evil is that either side could be considered either one. Hester could very easily have been deduced as evil, or the "bad guy," as she was by the townspeople. That is, she was convicted of adultery, a horrible sin of the time. As for punishment, a sentence to wear a scarlet "A" upon her chest, it would hardly be considered a burden or extreme sentence in present day. Another sin that Hester committed was the fact that she never told who the father of her child, Pear, forcing her to be without a father. Hester's silence also caused Dimmesdale to live in torture every day. Chillingsworth was also hurt by Hester's act of adultery and because of her, his life was destroyed and the only thing he could do was seek revenge against the man who had been with her. Hester's child Pearl had to be raised by only one parent and that caused the child to be less disciplined and more outrageous making the townspeople more suspicious of who the child's father was. It also caused the religious leaders to wonder about the religious stability of the child, and if there might be witchcraft involved, "The little baggage have witchcraft in her"(p112). Hester also caused numerous a sleepless night for Dimmesdale. If Hester had just announced that Dimmesdale was the father he would have never have lived through all the guilt that she forced him into. Dimmesdale was a weak and frail man because of Hester's silence. Chillengsworth was pushed into a life of revenge and anguish since Hester had betrayed their marriage and Chillengsworth's trust in her. She had turned Chillengsworth into a fiend, "I have already told thee what I am, a fiend!" (P169). Hester admitts to causing Chillengsworth into becoming the fiend as well. The guilt rests solely on Hester Prynne for destroying not just her own life from this sin but also of many other people such as the minister Dimmesdale, the physician Chillengsworth, and her own daughter Pearl. Free Essay on Nathaniel Hawthorne's The Scarlet Letter - Good vs. Evil :: Scarlet Letter essays Good vs. Evil in The Scarlet Letter The Scarlet Letter is a wonderful and not so traditional example of the good versus evil theme. What makes this a unique instance of good versus evil is that either side could be considered either one. Hester could very easily have been deduced as evil, or the "bad guy," as she was by the townspeople. That is, she was convicted of adultery, a horrible sin of the time. As for punishment, a sentence to wear a scarlet "A" upon her chest, it would hardly be considered a burden or extreme sentence in present day. Another sin that Hester committed was the fact that she never told who the father of her child, Pear, forcing her to be without a father. Hester's silence also caused Dimmesdale to live in torture every day. Chillingsworth was also hurt by Hester's act of adultery and because of her, his life was destroyed and the only thing he could do was seek revenge against the man who had been with her. Hester's child Pearl had to be raised by only one parent and that caused the child to be less disciplined and more outrageous making the townspeople more suspicious of who the child's father was. It also caused the religious leaders to wonder about the religious stability of the child, and if there might be witchcraft involved, "The little baggage have witchcraft in her"(p112). Hester also caused numerous a sleepless night for Dimmesdale. If Hester had just announced that Dimmesdale was the father he would have never have lived through all the guilt that she forced him into. Dimmesdale was a weak and frail man because of Hester's silence. Chillengsworth was pushed into a life of revenge and anguish since Hester had betrayed their marriage and Chillengsworth's trust in her. She had turned Chillengsworth into a fiend, "I have already told thee what I am, a fiend!" (P169). Hester admitts to causing Chillengsworth into becoming the fiend as well. The guilt rests solely on Hester Prynne for destroying not just her own life from this sin but also of many other people such as the minister Dimmesdale, the physician Chillengsworth, and her own daughter Pearl.