Marketing Plan for Dog and Duck Bar Research Paper

Marketing Plan for Dog and Duck Bar - Research Paper Example A careful evaluation of the weekly customer flow and entertainment schedule served as the foundation for this analysis and the following marketing plan. The demographics of the target markets are somewhat varied and the customer attendance is unpredictable, but research indicates that bistro clientele is extremely loyal. The plan focuses on DDB's future growth strategy in increasing public awareness, developing and maintaining customer loyalty, improving the acoustic and functional design of the interior, maximizing future profits by promoting the bistro within its specific niche market, and emphasizing the bistro's superiority in the live entertainment music market and restaurant. Because DDB's promotional budget is rather limited, free exposure like press releases and emails will be sent out on a regular basis to announce the entertainment schedule and cooperative advertising will be pursued for all future print media. A part-time marketing director will be hired to assist the owne rs in creating ad layout and content, as well as helping with public relations. Because DDB's has relatively weak marketing and financial resources, it has relied heavily on extensive word-of-mouth advertising. Fortunately, this approach has helped to achieve a limited degree of success thus far in the club's existence, but this method will not achieve the type of profit margin the owners are hoping to obtain or sustain any type of business for very long. In the meantime, the employees will have to make a major effort to ensure that once they gain new customers, they don't lose them by consistently delivering quality products and services at competitive prices. To obtain repeat business from loyal customers, DDB's must work hard to establish long-term relationships with its clientele. Â  

Describe at least 5 scenes of the movie Rossie the Riveter Review - 1

Describe at least 5 scenes of the Rossie the Riveter - Movie Review Example Howard Miller. The Rockwell image seems to have a great deal more depth than the image created by Miller. It was proposed that this is not the tidy image that most people have in their mind when they think of Rosie. This ‘Rosie’ is quite dirty, with big strong arms, a leather bracelet, she wears overalls which are not common on women at this time, she carries a big riveting gun, se is wearing both welding goggles and a welding mask, she is defiantly standing on a copy of ‘Mein Kampf’ and she is hauling a metal lunchbox (Popular with men). However what is interesting is that this image that is considered masculine can also be considered quite feminine, because she is wearing makeup (Rouge, finger nail polish, lipstick etc.) and she is carrying her makeup and a handkerchief in her pocket, this ‘Rosie’ has her hair neatly pulled back, she is wearing women’s shoes, and she is eating a sandwich in a delicate manner. But what is most important from this image is that she is a worker, evidenced by her many badges (Security badge, blood donor badge etc.) Indicating that she really is an important part of the war effort. The next scene that will be discussed is in relation to determining who the ‘real’ Rosie the Riveters are. Many people have noted that there are indeed many actual World War II women that were real female defense workers named ‘Rosie’. The big changes that brought them into war work occurred in 1942 when more American men began to get drafted and many industries switched to war production. It was at this time that many companies started to recruit women as it was not possible for them to be drafted. What comes next is a description of the three main groups of women that were recruited to work in factories. The first were women already working who switched to higher paying defense jobs (Leaving traditional jobs to the point that more than six hundred laundries were closed). The

Valu of Time Essay Example for Free

Valu of Time Essay â€Å"Yesterday is history. Tomorrow is a mystery. Today is a gift. That’s why its called the present† . Gifts of God to Human being. Yesterday is a canceled check; tomorrow is a promissory note; today is the only cash you have so spend it wisely†. Time is like an ice cream -use it before it melts. Time is very important in our life; it helps us to plan our daily lives and activities, so that we can live more organized, productive lives. We all are just dependent on time. With out time we are nothing. Time applies in our every walk of life. From womb to tomb life is a journey in the lap of time. Time never wait for any one. We have to move with the time. Everybody has 24 hours in whole day. Its our duty to manage the whole time. If we are not managing our time table or working in a proper schedule, we will face the problem in the end. So time management is very important. Luck always knocks the door of that person who realizes the value of time. Try to be punctual in every thing. Ordinary people think merely of spending time. Great people think of using it. God has created this world for a reason and if we closely observe the nature, we would find plenty of things that come on time. The sun, moon, stars and planets continue their motion in specific orbits and in fixed times. Sun rises from east at fixed time on every day and then sets in the west. Similarly a child is born in this world and dies at its time. If we follow the principles of God we will be successful. The time is the most important factor of all. If we abide by it, we can never be penalized. Take an example of our daily life. Our whole day activity if performed at time will be fruitful and results will be magnificent. Our name will be called in the School Annual Function Day. We must attend our school, in time to make the most out of it. If we take our breakfast, lunch and dinner in time, we shall have good health. If you reach your goal in time, you will be rewarded. If you sleep and get up in time, it will enhance your ability to work effectively. Your punctuality is the key of your success. The person who follows the principles of nature does always feel satisfied, content and above all victorious. Time is a key of success. If you do not give the importance of time than time will not importance to you. Time is something we do not realise when it is with us but when we realise it is very late as it has fled away. Time is too slow for those who wait, too swift for those who fear, too long for those who grieve, too short for those who rejoice, but for those who love, time is eternity. † Time waits for none and time once lost cannot be re-created so it is important for everyone to make the best use of the present time. What we do today, determines where we will stand tomorrow and the person who makes the best use of time today gets the best of life in the future. Time has created kings as well as beggars. Riches turn into rags and rags to riches over a matter of time. Every wok that we do requires time and time cannot be negotiated or replaced. The best use of time will most likely give you the best in life. Realizing the value of time is perhaps one of the primary things which all successful people in the world stress on. They know how important contribution the right use of time has attributed to their success in life. You know what is the difference between Abraham Lincoln, George Washington, Bill Gates, Kalpana Chawla, Sunita William, Indira Gandhi, Mother Teresa with any common people; why they made a great achievement in their life while some of others make average. The answer is time; those great people know the importance of time management for their life achievement. Time is the school in which we learn, time is the fire in which we burn. Time is important because Time is limited. The time can not be stopped. The time is irreversible. The time is abstract. You should know the importance of time management since time is the resource that you cannot see, you can not hear, you cannot touch, you can not store it in a place nor you can secure it as you wish. But its existence is real, have no time means you do not have life. The time is precious. The time is a gift from god to every one free. That is why; many people did not realize its preciousness for their life until they missed many precious things in their life due to lack of time. Time = life; therefore, waste your time and waste of your life, or master your time and master your life. Lost wealth may be replaced by industry, lost knowledge by study, lost health by medicine, but lost time is gone forever. When a work is delayed, definitely somewhere time is wasted. Time once lost is lost forever. Many cases of poverty which are due to lost opportunities and deferred tasks. Sometimes we have to pay a heavy price for the time we wasted. For example delay in the treatment of a disease may lead to something very serious. The student who keeps postponing his studies will regret at the eleventh hour. Rather than burning the midnight oil, we must make proper use of the time. Slow and steady wins the race, Story of Tortoise and Hare is known to every body. It will avoid mental strain during exam time. There a few similar proverbs which indicate the value of time such as â€Å"make hay while the sun shines† â€Å"strike when the iron is hot† and â€Å"a stitch in time saves nine†. Take care of the minutes and the hours will take care of themselves. It is always said never put off till tomorrow what you can do today. If man takes care of his minutes then the hours and days will take care of themselves. Time is more precious than money. Time is universal and eternal. We all grow in time, live in time and ultimately perish in time. Time may not be defined exactly, but we all know what it is and how valuable. We all want fame, success, happiness, and prosperity but only a few are able to achieve this because only they make the best use of their time. Time and tide wait for none. They cannot be commanded. They are to be used in the best possible manner. We should be prepared to make the best use of an opportunity when offered. Time once lost can never be recovered. â€Å"Trust no Future, how’re pleasant! Let the dead Past bury its dead! Act, act in the living Present! Heart within and God overhead! † Be like the clock. Always keep on ticking by involving yourself in various things and learning new things. These small knowledge and experience modules will perhaps one day take us to our bigger goal. Make use of time for positive, social, innovative work. Live for others as â€Å"they alone live who live for others, rests are dead than alive. † They say Time and Tide waits for no man. If so, now stop brooding over past and utilize your time effectively! Take the time to work, for it is the price of success. Take the time to think, it is the source of strength. Take the time to play, it is the secret of youth. Take the time to read, it is the seed of wisdom. Take the time to be friendly, for it brings happiness. Take the time to dream, for it will carry you to the stars. Take the time to love; it is the joy of life. Take the time to be content, it is the music of the soul. Prepared By –Prarthana Das IX A, Sacred Heart School, Jamshedpur..

Aspergers syndrome: definition, assessment, therapeutic intervention

Aspergers syndrome: definition, assessment, therapeutic intervention Introduction This essay focuses on Aspergers syndrome. This special educational need was chosen because I have a personal interest in this condition. The essay looks in detail at how Aspergers syndrome is defined and how Aspergers syndrome is assessed and diagnosed. The essay then moves on to discuss the various therapeutic interventions for Aspergers syndrome and what teaching approaches are appropriate for children presenting with this condition. The different theoretical perspectives from which Aspergers syndrome can be understood are then discussed, namely the medical model, the social model and Bronfenbrenners ecological model. What is Aspergers syndrome? According to Klin et al. (1995), Asergers syndrome is a severe developmental disorder characterized by major difficulties in social interaction and restricted and unusual patterns of interest and behaviour. There are many similarities with autism and there is still discussion as to whether Aspergers syndrome and autism are actually different conditions (Klin et al., 1995). As Klin et al. (1995) highlight, however, the APA made Aspergers syndrome officially a separate diagnosis following the results of a field trial, which revealed that Aspergers syndrome does have different diagnostic criteria to autism. Other definitions of Aspergers syndrome differ from these definitions, with the American Psychiatric Association, via their Diagnostic Statistical Manual of Mental Disorders IV, defining a diagnosis of Aspergers syndrome as, requiring four of five listed criteria be present, including at least two indicatros of a qualitative disability in social interaction (e.g., serious impairments in peer relationships, social reciprocity, nonverbal behaviours, empathy) and at least one in the category of restricted behaviours or rituals (e.g., rigid adherence to rules or routines, preoccupation with a narrow interest, parts or objects, repetitive motor movements) (Safran, 2002). Medicine.Net defines Aspergers syndrome as an autistic disorder most notable for the often great discrepancy between the intellectual and social abilities of those who have it (Medicine.Net, 2010). The Autism Society of America defines Aspergers syndrome as, à ¢Ã¢â€š ¬Ã‚ ¦high functioning autism with no speech delay (Aut ism Society of America, 2010). It is clear, therefore, that there are a variety of definitions of Aspergers syndrome, with this confusion arising as a result of the difficulty in diagnosing Aspergers syndrome, as will be discussed later in the essay. In terms of the clinical features of Aspergers syndrome, a paucity of empathy is usually noted, as is naÃÆ' ¯ve, inappropriate and one-sided social interactions with pedantic and monotonic speech (Klin et al., 1995). In addition, poor non-verbal communication and intense absorption in specific topics and clumsy and/or ill-coordinated movements all help to identify children with Aspergers syndrome (Klin et al., 1995). It is noted that the onset of the condition occurs later than the onset of autism with children living with Aspergers syndrome having a normal range of intelligence (Klin et al., 1995). The Diagnostic and Statistical Manual of the American Psychiatric Association (DSM-IV) provides the following, more detailed, diagnostic criteria, qualitative impairment in social interactionsà ¢Ã¢â€š ¬Ã‚ ¦(and)à ¢Ã¢â€š ¬Ã‚ ¦restricted repetitive and stereotyped patterns of behaviour, interests and activities manifested by either encompassing preoccupation, apparently inflexible adherence, stereotyped and repetitive mannerisms or persistent preoccupation with parts of objects with these guidelines recommending that Aspergers syndrome be diagnosed where all other conditions have been excluded (Klin et al., 1995). It is noted that children living with Aspergers syndrome have no delay in their acquisition or use of language and that the disturbances the syndrome cause can cause major clinical impairments, such as socially, occupationally or in other areas of functioning (Klin et al., 1995). Assessment of Aspergers syndrome Assessment of Aspergers syndrome, particularly in children, is difficult as there is a paucity of diagnostic instruments and no standardization amongst the diagnostic tools that do exist (Howlin, 2000a). The problems of differentiating Aspergers syndrome from autism, particularly in the ICD-10 and DSM-IV systems, is also a complicating factor in the assessment of Aspergers syndrome: as Howlin (2000a) argues, attempting to develop diagnostic tools in the absence of any clear definition of Aspergers syndrome is attempting to put the horse before the cart (Howlin, 2000a). As Klin et al. (1995) argue, the lack of awareness of professionals of the condition can also make diagnosis difficult, with a comprehensive assessment of children suspected of having Aspergers syndrome needing to include the patients medical history, a psychological assessment, communication and psychiatric assessments, parental conferences and further consultation, if necessary. The initial stage of any assessment is to take a careful medical history, including all information relating to the childs development, from pregnancy to the present; next, a psychological assessment would be undertaken which would aim at establishing the childs level of emotional functioning, their strengths and weaknesses and their preferred style of learning (Klin et al., 1995). Next, communication and psychiatric examinations would be taken, which would collect both quantitative and qualitative information about the childs willingness and ability to communicate and their psychiatric status. One complication with diagnosing Aspergers syndrome is that many of the clinical manifestations of this condition are similar to those manifested by autistic children (Bishop, 1989). As argued by Wing (1988), because the diagnosis of autism is so difficult, as autism appears to present as a continuum of symptoms, with no clear boundaries, this has further complicated the diagnosis of Aspergers syndrome. As Wing (1988) discusses, the only clear diagnostic tool for diagnosing some form of autistic disorder is the presence of social impairment; the degree of social impairment, coupled with other symptoms, can then lead to the diagnosis of other forms of developmental disorder, such as Aspergers syndrome or semantic-pragmatic disorder (Bishop, 1989). Placing children along the autistic continuum, with autism being divided along two main axes of interests and social relationships and meaningful verbal communication, can thus help to diagnose the three different conditions (Semantic-pragma tic disorder, Aspergers syndrome or autism), with children diagnosed with autism being classed as more abnormal along these axes and children diagnosed with Aspergers syndrome being classed as abnormal along the interests and social relationships axis and normal along the meaningful verbal communication axis (Bishop, 1989). Yet, this does not stop researchers attempting to produce an assessment tool for the clinical diagnosis of Aspergers syndrome. Scott et al. (2002), for example, report the development of the CAST (Childhood Asperger Syndrome Test), which they designed to be able to screen children for Aspergers syndrome. The test is suitable for 4-11 year old children and was tested on 37 children with typical development and similar numbers of children with suspected Aspergers syndrome, with the finding that the tool detected significant differences between the sample means of normal children and those children living with Aspergers syndrome (Scott et al., 2002). It was concluded, therefore, that the CAST is a useful tool for the clinical diagnosis of Aspergers syndrome or to identify those children at risk of Aspergers syndrome and related conditions. As has been argued, however, the validity of this test is questionable, given the lack of a clear definition for Aspergers syndrome. Therapeutic interventions As highlighted in Klin et al. (1995), the treatment of Aspergers syndrome is, essentially, to provide support to the child in the event of any distress. There have been suggestions that behavioural coaching and supportive psychotherapy, can have some degree of positive effect on children with this condition although this has yet to be tested rigorously (Klin et al., 1995). As Weiss (2005) argues, however, no therapeutic interventions have been shown to be completely successful in treating the negative manifestations of Aspergers syndrome. Jacobsen (2004), however, makes a case for the use of individual psychotherapy and case management for children with Aspergers syndrome, as the therapeutic relationship can become an important source of support and routine for these children. As the mind of an individual with Aspergers syndrome is different to the mind of someone who does not live with this condition, it is important to consider theories of mind in the evaluation of the therapeutic needs of children living with this condition. Various tests, such as false belief tests, for example, have suggested that children with autism have an impaired theory of mind, with Baron-Cohen (2001) relating how theory of mind refers to the ability to reflect on ones own and others minds with children living with conditions along the autism spectrum having difficulty in understanding other peoples minds. As Baron-Cohen (2001) argues, much of the basic research in this field, on functional brain neuroimaging, for example, may have clinical applications in the areas ofà ¢Ã¢â€š ¬Ã‚ ¦early intervention or early diagnosis. As Gevers et al. (2006) report, a social cognition programme based around this lack of a theory of mind had some success in dealing with children with pervasive development disorders including Aspergers syndrome, with this treatment intervention significantly raising consciousness of the feelings of others in those children who were assigned to this arm of the trial. This article gives hope to those parents of children with Aspergers syndrome, and to those adults living with Aspergers syndrome, that some therapeutic intervention may result from Baron-Cohens work and allow them to live a full life, free of the problems that Aspergers syndrome brings to them. Theoretical perspectives on Aspergers syndrome This section will discuss three main theoretical perspectives that are used/can be used to define Aspergers syndrome, namely the social model, the medical model and Bronfenbrenners ecological model. As Bricout et al. (2004) argues, children who live with disabilities, and also their families and social workers, face complex social and institutional environments in their quest for developmental, educational and daily living supports. Models of disabilities can provide conceptual frameworks with which to understand their disability and can inform the decision-making processes of parents and social workers (Bricout et al., 2004). The medical model, for example, focuses on individual deficits whereas the social model focuses on disabling social environments (Bricout et al., 2004). These models will all affect how the disabled child is understood and treated, as such models dictate how society views people with disabilities. The social model of disability, for example, views the disabled individual in terms of their differences, with disability meaning that the individual is restricted somehow with the term disability being a social construct that exists as a result of peoples reactions to the disabled and the shared meanings that surround this category of individuals within society (British Council of Disabled People, 1981). Society as a whole decides whether the impairments held by an individual leads them to be labeled disabled, with a label of disabled meaning certain discrimination via the imposition of barriers which will limit the abilities of these individuals to participate in society. For individuals with Aspergers syndrome, which challenges their ability to concentrate and to interact normally with other children, the social model of disability labels them as disabled in terms of their ability to be educated, meaning that they will usually be placed in a special educational needs situation. Th is is intended to ensure that their special needs can be catered for, yet placing children in special educational needs contexts can often doom children to a life of poor educational achievement, as it is known that disabled children placed in special educational needs contexts do less well academically than disabled children placed within the setting of a normal school (Reiser and Mason, 1990; Howlin, 2000b). Molloy and Vasil (2002) discuss whether Aspergers syndrome is a disorder or a neurological difference that has been socially constructed as a disorder, discussing how Aspergers syndrome is currently defined, in medical terms, as a developmental disorder. Yet, as Molloy and Vasil (2002) argue, the diagnostic criteria for Aspergers syndrome have been socially constructed, with Aspergers syndrome being readily accepted as a diagnosis for the problems that the children diagnosed with this condition face, as a way of being able to deal with these children under the umbrella of special educational needs. As such, it is educators, argue Molloy and Vasil (2002) that are mainly responsible for this social construction of Aspergers syndrome, with schools viewing this condition as a social disability and, this, being able to categorize the children with the condition and to give credence to their treatment of these children as needing to rehabilitated or normalized, something that is not, neces sarily, in the childs best interests. As such, Molloy and Vasil (2002) argue, a shift really needs to be made towards an examination of the social implications of a diagnosis of Aspergers syndrome. Viewing children under the medical model, which labels children living with Aspergers syndrome as deficient in something is also unhelpful, Molloy and Vasil (2002) argue, as the child comes to be viewed only with that label and therefore suffers a loss of individuality and consequent lowered expectations. The medical model of disability does not, like the social model, implicate society in the understanding of a persons disability, but rather views the disability as a function of the medical deficits that individual has, meaning that, under this viewpoint, the individual, and their deficit, is the problem, and not society. Under the medical model, society only comes to view individuals as disabled as a result of the impairment/deficit that they have, with individuals with Aspergers syndrome being viewed as unable to communicate emotionally and/or socially and, as a function of this, being labeled as disabled. As society, and policies aimed at mainstreaming disabled people and providing them the opportunity to enter normally into society, has moved more towards a social model of disability, the opportunity has arisen for children with Aspergers syndrome to be mainstreamed and dealt with, in mainstream schools, as children with special educational needs. As Howlin (2000b) argues, in con tra to Molloy and Vasil (2002), this is the correct approach for the more able children with Aspergers syndrome as high-functioning individuals with Aspergers syndrome can, if supported, achieve excellent outcomes in education and in their lives. Bronfenbrenners ecological model can also be used to understand Aspergers syndrome, as this model approaches child development from a joint sociological and development psychology perspective, with the thesis that individuals and their environments are mutually shaping, that is that they both have an effect on each other and, through this, change each other (Bronfenbrenner, 1979). As Bronfenbrenner (1979) states, child development takes place through processesà ¢Ã¢â€š ¬Ã‚ ¦ofà ¢Ã¢â€š ¬Ã‚ ¦the complex interaction between an active child and the persons, objects and symbol in its immediate environment, such that this model implies that a disability such as Aspergers syndrome is a result of a lack of environmental support, and that, as such, the negative manifestations of the disability can be smoothed by placing the child in a more appropriate environment. It is clear, then, that Aspergers sydrome can be understood, and represented, from a variety of theoretical perspectives, all of which affect the expectations placed on individuals living with Aspergers sydrome. As Howlin (2000b) argues, however, with the correct support, high-functioning individuals with Aspergers sydrome can go on to achieve great things in their lives. This finding by Howlin (2000b) ties in with the ecological model of Bronfenbrenner (1979), which suggests that the disabilities caused by living with Aspergers syndrome are superable, if only the child is placed in the correct environment. This point will be returned to in the discussion of teaching approaches. As Molloy and Vasil (2002) argue, defining Aspergers syndrome in terms of any one model is extremely problematic. It is clear that children living with Aspergers syndrome require more attention than normal children because they crave more attention and have difficulties respecting social norms, meaning that, in a school setting, their behaviour would be picked up upon and corrected, attracting more attention from teachers. Yet, whether this is a disability as understood by the medical model (i.e., an impairment or deficit) is a moot point, especially as children with Aspergers syndrome usually excel in other areas meaning that they do have the capacity to fit in to mainstream schooling and society, despite the fact, as Molloy and Vasil (2002) argue, labeling children as living with Aspergers syndrome automatically means that they will be labeled, also, as special needs children. As Molloy and Vasil (2002) argue, with adequate support, children living with Aspergers syndrome can excel in the areas that interest them and so, instead of these children being the failures for not fitting in to educational expectations, it is the education system that is failing these children. This becomes especially clear when it is recognized that some cases of Aspergers syndrome are only diagnosed when children enter the school system and are labeled problematic with referrals to psychologists then offering a diagnosis of Aspergers syndrome. As Molloy and Vail (2002) argue, the situational nature of disability is important in understanding the practical implications of a child living with symptoms that can be labeled as Aspergers syndrome. If, for example, a child living with Aspergers syndrome is obsessed with mechanics and finds a specialized tutor to teach them mechanic, this child would excel in this field, above and beyond any child in a mainstream school. There are, thus, arguments on both sides regarding how and where children with Aspergers syndrome should be educated. Children with Aspergers syndrome are individuals, with different individual needs and it is not helpful or ethical for these children to be grouped in to one terminology special educational needs as this does not provide enough individual support to these individuals in order to allow these individuals to excel (Howlin, 2000b). That these children have problems understanding, and mastering, social interactions should not, argue Molloy and Vasil ( 2002), be a reason for these children to be marginalized and for this marginalization to be justified on the grounds of either the medical or social models of disability. This is especially problematic given the fact that children living with Aspergers syndrome can have their social interactions facilitated by certain interventions. Teaching approaches There are, therefore, many practical implications for these differing theoretical perspectives on Aspergers sydrome, in terms of diagnosis, assessment and intervention. How and when children living with Aspergers syndrome are assessed to have this condition affects their education: as has been discussed, the situational nature of the diagnosis of Aspergers syndrome can affect, for example, how and where they are schooled. This, as shown by Howlin (2000b) can affect their life chances and outcomes, given that, in the right circumstances, with the right levels of support, individuals with Aspergers syndrome can achieve great things in their lives, often above and beyond normal individuals. The Who what how where when of diagnosis and schooling, beyond this diagnosis, thus has a major impact on the life chances, and outcomes, of children living with Aspergers syndrome. Each of these different theoretical perspectives provides different insights in to the most appropriate teaching approaches and teaching strategies for individuals with Aspergers syndrome. A whole range of options are available for education for children living with Aspergers syndrome, from whole class to differentiated teaching. A Safran (2002) argues, it is feasible that children living with Aspergers syndrome can be taught in mainstream schools, and indeed many are, as these children usually have an extremely high IQ, with this gift needing only to be directed, and chanelled, adequately whilst controlling for the other more negative aspects of the manifestations of their condition. Yet, under the different theoretical perspectives, different educational models would be recommended for children living with Aspergers syndrome. The medical model would, for example, seem to suggest that these children are somehow deficient, and would see their weaknesses and not their holistic perspec tive, failing to recognize their giftedness in other areas. The social model would, as has been seen, in the discussion of the work of Molloy and Vasil (2002), suggest that the diagnostic criteria for Aspergers syndrome have been socially constructed, with Aspergers syndrome being readily accepted as a diagnosis, as a way of being able to deal with these children under the umbrella of special educational needs. This, whilst not having the disadvantages that the perspective of the medical model presents, is itself problematic because, as has been seen, children living with Aspergers syndrome can often, aside from their behavioural problems, be extremely gifted academically. Gallagher and Gallagher (2002) argue that there is a case to be made that children living with Aspergers syndrome should be treated as gifted children, in terms of their education, given that many children living with Aspergers syndrome have extraordinary capacities in certain areas. As Bronfenbrenners (1979) ecological model suggests, if a child with Aspergers syndrome is placed in the right environment, they will flourish. It is clear, therefore, that this model differs in its applicability to, and approach towards, Aspergers syndrome, as something that can overcome, not as something that causes a permanent, insuperable, deficit in the child. As Jindal-Snape et al. (2005) argue, children with autistic spectrum conditions can be taught effectively, especially if Bronfenbrenners (1979) ecological model is implemented, with functional links being found between all parts of the childs ecosystem, i.e., the childs home environment, their school and the other agencies that help them deal with their condition. It has to be noted, however, that their inability to interact socially and their low tolerance for routine, however, makes it difficult, in practical terms, to see how children living with Aspergers syndrome could be educated alongside gifted children. Although, as Safran (2002) argues, if all school personnel are made aware of the childs condition and its manifestations, then it would be possible for certain children living with Aspergers syndrome to enter mainstream school with one-to-one help, from a classroom assistant, for example, who would be there to help them with their behavioural difficulties. Interventions as simple as arranging the seating in the classroom to ensure that the child with Aspergers syndrome is not sitting next to children who will aggravate them has been shown to be effective in managing the manifestations of the condition, allowing these children to be schooled in a mainstream setting (Safran, 2002). It is my personal opinion, from my personal perspective, that certain children living with Aspergers syndrome are well suited to a mainstream classroom setting, although this is said with caution, as these children can take a lot of the teachers time, if they are not assisted, leaving little time for the other members of the class. As to whether mainstreaming special educational needs children is fair to the mainstream children is the topic of a whole other essay, but it is my experience that, indeed, as Safran (2002), Howlin (2000b) and Gallagher and Gallagher (2002) argue, certain children with Aspergers syndrome are academically excellent and, as such, should be given a chance at achieving great outcomes in their lives. As Safran (2002) states, people with Aspergers syndrome are often creative, highly intelligent, mathematically or scientifically astuteà ¢Ã¢â€š ¬Ã‚ ¦(and)à ¢Ã¢â€š ¬Ã‚ ¦have the potential for momentous contributions to out society. As such, it should be the place of mainstream education to find a place for these children; indeed, as Safran (2002) reports, children with Aspergers syndrome can often see great improvements in their condition as a result of interacting with other children in mainstream school. This is certainly my experience, as I have had students with Aspergers syndrome in my classroom whose confidence has soared as a result of making friendships and being involved in events and activities that captured their interest. Many of their parents expressed their thanks that their children had been engaged in such a manner whilst at school. I have also known many parents of children with Aspergers syndrome who have not had such positive experiences of sending their children to mainstream and/or schools catering for children with special educational needs, and who decided not to send their children through the traditional school system and who decided to home school their children. There are many hundreds of cases like this in the UK, supported by the Asperger Home Education organization, and other local organizations, which act as a source of support for parents who are home-schooling children with Aspergers syndrome (Asperger Home Education, 2010). The vast majority of experiences of people I know who have home schooled their children with this condition have had hugely positive experiences, with their children growing up to lead full lives, most usually specializing in the area that captured their interest as a child. One friend, in particular, has gone on from being obsessed with LEGO as a small child to become a str uctural engineer, employed in one of the UKs largest construction companies, something that was made possible by the dedication of his mother who didnt give up on him, believed in him and gave him the tools and skills he needed to be able to make a success of his adult life. However a child with Aspergers syndrome is taught, it should be borne in mind, as recommended by The National Autistic Society (2010) that children with this condition are likely to have problems with group work, with a lack of comprehension, with a lack of empathy and with their motivation levels. It is also likely that, at some point, children living with this condition might suffer from distress as a result of a perceived lack of information. The good teacher should, thus, be aware that these problems may arise and should attempt to handle the classroom situation, and the student within that situation, so that the opportunities for these problems to arise are limited. If they arise, the teacher should also have strategies in place for dealing with the behavioural manifestations of these problems in the child. There are, therefore, various teaching approaches that can be adopted in order to minimize the distress caused to the child with Aspergers syndrome and minimize, as a result, the disruption to the classroom that is caused when a child with this condition becomes confused and distressed. The social model would suggest that if this condition is accommodated by an appropriate teaching approach, then the child should be able to be schooled normally, accommodating, as far as possible, their disability. Conclusion This essay has looked in detail at Aspergers syndrome, from its definition to its differences in comparison to autism. Several models have been discussed, with which to understand the disability caused by Aspergers syndrome, with these models being applied to teaching approaches and a discussion presented of possible teaching approaches for children living with Aspergers syndrome in light of these different models. My personal experiences of teaching and/or knowing some children with this condition were also related, showing, on the whole, that children with this condition are usually academically gifted and that the problems their disability presents can be overcome by, as Bronfenbrenners (1979) ecological model suggests, fitting the childs environment to their condition. Home schooling is an ideal way of ensuring this and giving the Aspergers child the best chance of making a success of their lives. It should be noted, however, that not all parents can afford, or have the ability t o, home school and, as such, other teaching approaches were discussed, including mainstreaming and institutes providing special needs education. In conclusion, Aspergers syndrome is a complex condition, dealt with in many ways, depending on the perspective from which the condition is viewed.

Use of Tone, Irony and Humor in The Hammon and the Beans Essay

Use of Tone, Irony and Humor in The Hammon and the Beans Ernest Hemingway once explained, "A writer's problem does not change. He himself changes and the world he lives in changes but his problem remains the same. It is always how to write truly and having found what is true, to project it in such a way that it becomes a part of the experience of the person who reads it." The attitude and "projection" with which the author creates a story is the tone. A difficult aspect of writing to master, tone is one that transitions a piece of writing from satisfactory to exemplary. In The Hammon and the Beans, Americo Paredes incorporates tone in a manner that allows the reader to understand the two-sided situation because the characters are living happy yet troublesome lives. Through including contradictory statements, irony, and comedy in the story, Paredes displays his ability to utilize tone in order to construct a complex work with pure grace. Opposition is an important undertone present in The Hammon and the Beans. Throughout the entire story, Paredes integrates contradictory statements which are used for two purposes. The first usage of these argumentative ideas is to clearly depict the setting of the story for the reader. In the first paragraph, the grandfather's house is described as, "... a big frame house painted a dirty yellow," that was in, "... a quiet neighborhood at least, too far from the center of town for automobiles and too near for musical, night-roaming drunks (p. 274)." In these two descriptions of the setting, there are contradictions because a big house is usually positive, while dirtiness is negative (although yellow itself is not normall... ...hich contributes to his overall impression of the story. In adding a comical tone to the story, the author gives the reader the ability to relate to, and better understand, the situation in which the characters are involved, because it is pure human nature to laugh. Tone is an advanced element of writing, that when effectively incorporated into a work, can make it exceptional, and one certainly worth reading. The Hammon and the Beans is an example of a story in which tone is used extraordinarily well by including opposition among statements and characters, thought-provoking irony, and sensitive humor. Paredes entices the reader to share the emotions of the characters by projecting them in a subtle manner. As a result of becoming involved, the reader can more completely comprehend the lives of the characters, from their difficult times to those of pure joy.

The Telescope Essay -- essays research papers

The telescope has changed the world greatly by being able to make distant objects appear closer and more distinct. It helped scientists to discover things that could not be seen by the naked eye. For example, a lot of things in space would have not been discovered if it were not for the telescope. Also, it helped the world of eyesight. It would not only let you see objects from far away, it would also help you see if you had a problem with it. It could also be used for other things: hunting, war, and making new discoveries. What would the world be like without the telescope?   Ã‚  Ã‚  Ã‚  Ã‚  I don’t know what the world would be like, but I some very good reasons why it was good that the telescope was created. Before there was the telescope people had to make discoveries by judgment. They were not very accurate discoveries. They also had to just use the naked eye when they would have to use the naked eye when looking at distant objects that could have been easily seen by the telescope. The telescope was one of the main instruments of what has been called the Scientific Revolution of the seventeenth century. It revealed unsuspected phenomena in the heaves and had a profound influence on the controversy between followers of the traditional astronomy, the cosmos, and those who favored the naked eye. It was the first extension of man’s senses and demonstrated that ordinary observers could see things that Aristotle had not dreamed of. It therefore helped shift authority in the observation of nature from men to instruments. In short, it was the prototype of modern scientific instruments. But the telescope was not the invention of scientists; rather, it was the product of craftsmen. For that reason, much of it’s origin is inaccessible to us since craftsmen were by large illiterate and therefore historically often invisible.   Ã‚  Ã‚  Ã‚  Ã‚  Although the magnifying and diminishing properties of the convex and concave transparent objects was known in Antiquity, lenses, as we know them, were introduced in the West at the end of the thirteenth century. Glass of reasonable quality had become relatively cheap and in the major glass-making centers of Venice and Florence techniques for grinding and polishing glass had reached a high state of development. Now one of the main problems faced by aging scholoars could be solved. With age, the ey... ...e-maker’s on the Pont Neuf in Paris, and four months later there were several in Italy. We know that Thomas Harriot observed the mon with a six-powered spyglass in early August in 1609 but it was Galileo who made the instrument famous. He constructed the first spyglass in June or July of 1609, presented an eight-powered instrument to the Venentian Senate in August, and turned a twenty-powered instrument to the heavens on October or November. With this instument he oberserved the moon, discovered four satellites of Jupiter and resolved nebular patches into stars. This was just the beginning of many discoveries by the telescope.   Ã‚  Ã‚  Ã‚  Ã‚  As you can see, the telescope has changed the world greatly. Not just by using the telescope for all it’s uses, but also to encourage people to invent and discover things. As I stated before, it was one of the first big scientific discoveries of the Seventeenth century. So I will ask you again, what would the world be like without the telescope? Would we have discovered so many things without it? It is a good thing that it had been invented or we would have a very restricted look on life and everything around us out there. The Telescope Essay -- essays research papers The telescope has changed the world greatly by being able to make distant objects appear closer and more distinct. It helped scientists to discover things that could not be seen by the naked eye. For example, a lot of things in space would have not been discovered if it were not for the telescope. Also, it helped the world of eyesight. It would not only let you see objects from far away, it would also help you see if you had a problem with it. It could also be used for other things: hunting, war, and making new discoveries. What would the world be like without the telescope?   Ã‚  Ã‚  Ã‚  Ã‚  I don’t know what the world would be like, but I some very good reasons why it was good that the telescope was created. Before there was the telescope people had to make discoveries by judgment. They were not very accurate discoveries. They also had to just use the naked eye when they would have to use the naked eye when looking at distant objects that could have been easily seen by the telescope. The telescope was one of the main instruments of what has been called the Scientific Revolution of the seventeenth century. It revealed unsuspected phenomena in the heaves and had a profound influence on the controversy between followers of the traditional astronomy, the cosmos, and those who favored the naked eye. It was the first extension of man’s senses and demonstrated that ordinary observers could see things that Aristotle had not dreamed of. It therefore helped shift authority in the observation of nature from men to instruments. In short, it was the prototype of modern scientific instruments. But the telescope was not the invention of scientists; rather, it was the product of craftsmen. For that reason, much of it’s origin is inaccessible to us since craftsmen were by large illiterate and therefore historically often invisible.   Ã‚  Ã‚  Ã‚  Ã‚  Although the magnifying and diminishing properties of the convex and concave transparent objects was known in Antiquity, lenses, as we know them, were introduced in the West at the end of the thirteenth century. Glass of reasonable quality had become relatively cheap and in the major glass-making centers of Venice and Florence techniques for grinding and polishing glass had reached a high state of development. Now one of the main problems faced by aging scholoars could be solved. With age, the ey... ...e-maker’s on the Pont Neuf in Paris, and four months later there were several in Italy. We know that Thomas Harriot observed the mon with a six-powered spyglass in early August in 1609 but it was Galileo who made the instrument famous. He constructed the first spyglass in June or July of 1609, presented an eight-powered instrument to the Venentian Senate in August, and turned a twenty-powered instrument to the heavens on October or November. With this instument he oberserved the moon, discovered four satellites of Jupiter and resolved nebular patches into stars. This was just the beginning of many discoveries by the telescope.   Ã‚  Ã‚  Ã‚  Ã‚  As you can see, the telescope has changed the world greatly. Not just by using the telescope for all it’s uses, but also to encourage people to invent and discover things. As I stated before, it was one of the first big scientific discoveries of the Seventeenth century. So I will ask you again, what would the world be like without the telescope? Would we have discovered so many things without it? It is a good thing that it had been invented or we would have a very restricted look on life and everything around us out there.

Polymers

It is possible to modify the properties of many polymers by 3 generating crosslink such as these. You will experiment with crosslink the polymer in Elm's glue. A number of different processes are used to turn synthetic and natural polymers into useful objects. These include molding, extrusion, foaming and casting. In this experiment, you will use the technique of extrusion-blow molding in which a tube of polymer is blown up while in the molten state inside of a hollow mold. Almost all Throughout the experiment, you will test the various properties of the polymers that you synthesize and modify.Some polymers have exceptional properties and capabilities that can make them extremely useful to us. You will observe the property of one such polymer, sodium polymerase (the sodium salt of polysaccharide). CHI An NH O NH This polymer can absorb up to 800 times its own weight of water. The ionic portion of the macromolecule is directed toward the center of the structure. When water is added to dry sodium polymerase, the water molecules are drawn into the center of the polymer in an attempt to dilute the salt, and the polymer expands.It is very important that you record careful observations throughout the experiment. You will be asked to describe the appearances and properties of the various polymers in your lab report. 4 Procedure Record detailed observations throughout the experiment. Polymer synthesis Addition polymer?polystyrene Place 20 drops of styrene into a disposable 13 x 100 mm test tube (provided by your TA). Caution! Styrene is a flammable liquid! Keep styrene away from all Bunsen burner flames. It is also a suspected carcinogen. Wear gloves!Using a wooden or plastic utensil, add a few grains of defensibly peroxide and shake the tube to mix. Caution! Defensibly peroxide is explosive when heated. Use only a few grains! Label the test tube with your name, and place it in a sand bath that has been set up by your instructor. Allow the solution to heat for 90 minut es. You may proceed with the rest of the experiment as it heats. When the material in the test tube has turned slightly yellow, remove the test tube from the sand bath and cool it on ice. Try to shake the polymer out of the test tube.If it has not separated from the glass sufficiently to do this, you may wrap the test tube in a cloth towel and carefully break it so that the polymer can be removed. Wear gloves when doing this! Describe the appearance and properties of your polymer. Test the solubility of the polymer by grinding a few chunks in a mortar and pestle and placing the powder in two test tubes. Add water to one of the test tubes and acetone to the other test tube. Record your observations. Dispose of the acetone mixture in the appropriate Laboratory Byproducts Jar. Discard the polystyrene in the appropriate Laboratory Byproducts Jar.Condensation Polymer?Glottal Resin The following procedure must be carried out in a fume hood! Obtain a paper cup. Place 5 Goff ophthalmic anhy dride and 0. 25 g of sodium acetate in a disposable 18 x 150 mm test tube (provided by your TA). Add 2 ml of glycerol. Using our test tube clamp, carefully heat the mixture over a Bunsen burner flame (see TECH I. D). Heat the top of the contents first and work toward the bottom as the mixture melts. Move the test tube in and out of the flame as you do this. Note when the mixture begins to boil and then continue to heat for 3 to 4 minutes.The solution Pour the solution into the paper cup. Allow the solution to thoroughly cool, then tear off the cup to recover your polymer. Dispose of the test tube in glass waste. Describe the appearance and properties of your polymer. Test the solubility of the polymer as you did for polystyrene. 5 Modification of polymers Experiment on crosslink with Glue It is recommended that gloves not be worn when working with Elm's glue. It is easier to remove glue residue from your skin than from the gloves. Obtain a plastic cup and pour 15 ml of Elm's white g lue into it.Add 15 ml of water and stir well. Next, add 10 ml of saturated borax solution (sodium borate, Nabbing) and stir well. Remove the solid material and pull it off the stirrer. The material will be sticky for about one or two minutes. Pour any excess liquid left in the cup into the appropriate Laboratory Byproducts Jar. Rinse the cup with warm water. Perform another crosslink experiment using 1 5 L of glue and different amounts of water and borax (from 5 to 15 ml of borax and from O to 30 ml of water). Compare the properties of the two polymers (strength, bounce, stretchiness, etc. ).Observe the properties of at least two other students' polymers who used different amounts of water and borax in their second preparation. Record these observations. Polymer fabrication Polyethylene bottle Heat one end of a 10-15 CM piece of polyethylene tubing in a Bunsen burner flame. When the polymer is in the molten state, crimp the end with crucible tongs to seal it off?allow it to cool som ewhat before opening the tongs. Re-heat the tubing at the loosed end by passing it in and out of the flame until 1-2 inches of the tubing is in the molten state (looks transparent instead of opaque).Place the molten tubing into a small wide-mouth Jar or vial. Blow air into the open end of the tube so that it expands within the Jar. Let the expanded tubing cool in the Jar for about 2 minutes. Because the polymer is flexible, you should now be able to easily remove it from the â€Å"mold†. Show your polyethylene bottle to your TA. Polymer properties Supersaturates Weigh 1 Goff sodium polymerase and place it in a 150 ml beaker. Add 50 ml of water to the beaker from a graduated cylinder. Record your observations. Add another 50 ml of water to the beaker. Record your observations.