Two Views of the Mississippi by Mark Twain Essay - 1113 Words

Jerry Bradshaw Assignment #1 ENG 112 1-23-08 Two Views of the Mississippi One may argue that certain learned abilities become instinctual over time and through repeated practice. I do not believe there could be any solid proof for this theory. Instinct can be defined as something that we do without even thinking about it, yet when we are in a panicked state, we usually tend to forget some of those learned habits and react in a way that truly is pure instinct, having nothing to do with anything we had previously learned. Mark Twain writes of ceasing to note the beauty of the river while steamboating, implying that once you have learned certain practices, they become almost innate qualities. That is not to say that they become†¦show more content†¦After about half a dozen loaves, I was bored and ready to buy Aunt Millie’s all over again. The intricate details of recipe, water temperature and other variants became something I memorized. It no longer took any measure of time or celebratory ritual to do what once was so exciting. Twain discusse s his loss of excitement of what was once new and exciting. He gives the reader a chance to take in his first reaction and then he repeats his memory of that very same scene – only now he uses his current reaction. The second description is void of all poetic language. The river no longer has any human characteristics. Twain’s second description reads like a book of directions or an employee handbook. Twain’s use of language is quite effective in differentiating his newly acquired view of the once marvelous scenes he beheld. The beautiful â€Å"splendor that was flowing from the sun† is now only an indicator that this particular sun â€Å"means we are going to have wind tomorrow† . The â€Å"black and conspicuous† log is now just an indicator that the river is rising. An interesting distinction between descriptions in this piece appears in Twain’s use of the phrase â€Å"boiling tumbling rings† when talking about his first glimpse of them. In his practical view of the river he actually places the word ‘boils’ within quotations, whereas his first description leaves the word boiling just the way it is – to imply that this river wasShow MoreRelatedEssay on The Importance of Mark Twain in American Literature840 Words   |  4 PagesThe Importance of Mark Twain in American Literature Mark Twain is important to American literature because of his novels and how they portray the American experience. Some of his best selling novels were Innocents Abroad, Life on the Mississippi, Huckleberry Finn, and The Adventures of Tom Sawyer. In these books, Mark Twain recalls his own adventures of steamboating on the Mississippi River. 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Genetic Modified Food Free Essays

Introduction Food is any material consumed to provide nutritional support for the body which it is probably from plant or animal that holds important nutrients, such as carbohydrates, proteins, vitamins, or minerals (Shah, 2006). Despite the importance of the food but it will be harmful in human health if it was genetically modified. So, genetically modified Food, is food that has been well genetically altered. We will write a custom essay sample on Genetic Modified Food or any similar topic only for you Order Now Furthermore, they are foods products from genetically modified organisms that have had their DNA changed through genetic engineering which the DNA is the chemical inside the nucleus of a cell that transmits the genetic orders for making living organisms. So, Genetic engineering can be completed with plants and animals like for example, the most mutual modified food that resulting from plants are soybean, canola, cotton seed oil and corn (Shah, 2006). In addition, the benefits of genetically engineered food such as food will be tastier, more nutritious food, the plants and animals grow faster, some medicinal foods that could be used as vaccines and decreased use of pesticides (Shah, 2006). This assignment will shed the light on the history of GMF, the advantages and disadvantages, discussing the role of the food industry in the marketing of the GMF and perform the opinions of government and food companies about GMF. To define more genetically modified food, which it is food that produced by changing the DNA of an organism, which probably done with a plant that make food. It begins by inserting a gene in organism’s genome to create new characteristics (Organization, 2012). Moreover, these characteristics contain a confrontation to wildflowers, pests or herbicides, growth rate will increase faster and improved nutrients. Moreover, people can produce hereditarily modified food by altering the amount of the genes in an organism by simply adjusting the genes. Furthermore, the history of genetically modified food started since scientists discovered that DNA can transmit between organisms in 1946. The first product of genetically modified food crop was a tomato created by California Company in the early1990s which they called it Flavr Savr tomato that it have been submitted to the US food and drug administration in 1992 (Organization, 2012). However the aspect of GM food has received much criticism after marketable introduction of these in the form of making them accessible to the general public. The food industry has grown and stabilized strongly, because of the increasing demand of the population for food resources (Nataliya Moglina, 2010). To keep up with it, the food providing companies or farmers had to adjust in their production plans, one of the methods besides good marketing, was to genetically modify the crops of plants and the meat sources (Nataliya Moglina, 2010). Over the past decade, consumers have showed a high level of anxiety about the safety of the food source, which consumers asked for assurances that food is free from materials such as pesticides, hormones and antibiotics. Moreover, some consumers accepted on the benefits of chemicals in the food production that resulted in cosmetically perfect fruits and vegetables at low price. It has been seen in the previous researches that the worldwide consumers respond negatively towards food products made from genetically modified food which they try to avoid taking and consuming GMF because of the risks and negative effects on the human health. Some studies in US showed a higher acceptance from consumers on biotechnology and genetically modified food than other countries. Furthermore, China, India, Philippines, Malaysia and Indonesia are the main countries are working on modified crops in Asia. Nevertheless, in developing countries only little acceptance have been showed toward genetically modified food. In my opinion, most of the consumers they mostly refuse using genetically modified food because of the risks on their health such as liver cancer, allergies, heart diseases, and colon cancer and it may damage nerves system. However, the marketing is promoting the product and attract people to buy these products even if they are harmful on their health also it help them to achieve more sales. Recently, genetic modified food is being consumed in a big amount to provide people’s needs of food according to the increasing numbers of the population, which it produces cheap, safe and nutritious foods. The advantages and disadvantages of GMF caused diverse opinions and arguments in different countries (Amin, 2011). So the advantages of GM foods such as, good quality of food, offer inexpensive and nutritious food like carrots with more antioxidants, provide food with a greater shelf life like tomatoes hat taste better and last longer, produce food with medicinal benefits for instance bananas with bacterial or rotavirus antigens, and produce crops that require less chemical application, such as herbicide resistant canola. Despite the many advantages to genetically modified food there are also several disadvantages. The main impact is that genetically modified foods are original and it is difficult to know all the coming effects it might be on human health and environment (A min, 2011). Another disadvantage is the possible impact it could have to human health, like for example some of new genes that are inserted into food can be resilient to specific antibiotics, so when we eat these products the effectiveness of antibiotics might be reduced. Also new allergens could be suddenly created and well-known allergens might be transmitted to new foods, for instance when the genetic factor of the peanuts was taken and put in a tomato so people that are allergic to peanuts could be allergic also to tomato (Amin, 2011). Genetically modified food endures a debatable subject which some experts trust that the future of GM crops is at a crossroad (Biggs, 2007). Some genetic modification of food has helped producers more than consumers because it gives more products faster which can be sold to the consumers and most of the consumers cannot accept to get specific nutrients from genetically modified food (Biggs, 2007). So, the future of GM foods seems to depend on purpose of issues linked to cross-pollination and change of existing crops, the viability of small farms, consumer benefits, and other worries (Biggs, 2007). After the appearance of genetically modified food, some people were against of using these products according to the risks on their health which the other side of people was with using these products because of the advantages (Biggs, 2007). This issue leaded to debates and different arguments such as, the government was against of using these products so it has decided to introduce classification of genetically modified food to protect consumers from misuses of producers and providers of biotechnology products ( council, 2007) . Also it will allow for the consumers to choose between genetically modified or non-Genetically modified food. So the labeling polices depend on the supposition that the industry is incapable or unwilling to recognize the risks that inherited in their GMF products (council, 2007). Thus, the government gets involved in the market with obligatory labeling policies to ensure consumer protection from possible health and safety risks related with depletion of GM food. Moreover, environmental activities, religious administrations, professional associations and other scientists have worries about GM food so it seems that everybody has a strong view which most worries of GM food separated into environmental dangers, human health risks and economic concerns (Herbert, 2005). From my side am impartial, I command and approve with some of the advantages that GMF have, like feeding the hungry mass of people and enriching the world economy by constantly providing the food supply to sell and buy. On the other hand I find the cons are more harmful and despicable, the gene engineering of an organisms is harmful to the human body in an indirect way, no proven studies but some rare cases brings the big question. Conclusion In conclusion, hereditarily modified food they are food that provided by crops and their genetic has been changed to develop their agricultural qualities. As I have mentioned about the positive and negative impact such as the grow rate of the plants will be faster some medicinal foods that could be used as vaccines and decreased use of pesticides. However, the disadvantages mostly effects on people’s health and cause disease due to misusing of herbicides on the crops. So in my opinion GMF has the potential to solve several of the world’s hunger and starvation problems and to protect the environment from the over using of chemical pesticides and herbicides and GMF should be a good solution for the world’s increasing population because it reached six billion and it might double in the coming 50 years and according to growing population many people will die and mare children will be suffer starvation because of food shortage. References Amin, L. (2011, September 29). Risks and benefits of genetically modified food. pp. 1-3. Association, N. S. (2007, March 6). Genetically Modified Crops . pp. 4-5. Biggs, A. (2007). Biology . New York: National Geographic . Chapman, J. (2006, December 2). History of genetically modified food. Retrieved November 24, 2012, from How to cite Genetic Modified Food, Essay examples

Bobjones Essay Example For Students

Bobjones Essay Differences and Similarities: Apollo and DionysusIn Greek Mythology a rivalry always occurs between certain Gods and Goddesses. In the case of Apollo and Dionysus there is no exception. They are half brothers, both sons of Zeus and they compete just as most brothers do. Though the two Greek Gods, Apollo and Dionysus, were actually very similar in some ways, they severely contrasted in others.Dionysus, son of Zeus and Semele and Apollo, son of Zeus and Leto, both were born under strange conditions. Dionysus was born from the thigh of Zeus after being fully grown, and Apollos mother, Leto, was in labor for nine days with him because Hera did not want him to be born and would not give Leto a safe place for the child to be delivered. Both these Gods have the need for power and a very creative drive. They spent their youth recruiting new worshipers for their respective cults in which they started, each cult showing their divinity. They are both associated with the phenomenon of ecstasy, meaning to stand outside oneself. In one such case, Apollos priestess Pythia was overcome by his spirit and began speaking in tongues. Also when possessed by Dionysus, his followers similarly changed there normal actions, breaking into wild dances and experienced a rapturous sense of union with their God. This shows how they made contact with humans, but in very different ways. The Differences between Apollo and Dionysus are not difficult to see. Though both Gods are associated with music and dance, their musical styles are dissimilar. Apollo plays the golden lyre, which invokes feelings of harmony and serenity. Dionysus, on the other hand, invents the timbrel, it is a drum beaten to furious, erratic rhythms that express his compulsive nature. Apollo retains abstract intellect, he is an educator of young men, and promotes logical and rational thought. Dionysus desires irrational power, he liberates humans to explore there potential for emotional and behavioral extremes, he allows his unconscious to flourish, and he is embodied by spontaneous emotion.Greek tradition said that each year Apollo left his sanctuary at Delphi to live with the Hyperboreans, a mythical tribe inhabiting the extreme north. When he did that, Dionysus reigned in Delphi for the 3 winter months. During these months a noticeable change would come over people. Spontaneity came over everyone, and the concept of rational thought would be lost until Apollos return. Obviously Dionysus was much more liberal when compared to Apollo. One would clearly be able to see these noticeable similarities between Dionysus and Apollo, but I feel that their severe differences are not as obvious. When taken into consideration, half-brothers that are both Gods would not be deemed such opposites. Their characters express extreme parallels of personality, one being passive and the other more aggressive. I believe that for all of Apollo and Dionysus similarities, that they are more different than anyone would conclude. It doesnt seem that they would meet eye to eye on any one subject and that their only real connection is the father that they share. Words/ Pages : 540 / 24

The Influences of Candide’s Development free essay sample

The Influences of Candide’s Development The story Candide or Optimism, written in 1759 by Francois Marie Arouet De Voltaire, is about a young man who experiences many misfortunes and who is exceptionally naive. His development throughout his journey in life is contributed and influenced by the people he comes in contact with. In the story, Candide has the opportunity to experience many different views on philosophical optimism by meeting different people who have all suffered from different experiences and misfortunes. Some of these people, such as Pangloss, Cacambo, and Martin are individuals who had a major impact on Candide’s development and perspective of life. Candide is a good-hearted but an extremely naive young man. His mentor Pangloss teaches him that their world is â€Å"the best of all possible worlds. †(Candide, 521) Candide travels the world and comes in contact with a variety of misfortunes. He idealizes Pangloss and his teachings, and continuously tries to apply these teachings to his life. We will write a custom essay sample on The Influences of Candide’s Development or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page As he is applying these teachings, he suffers from a series of misfortunes. His faith in Pangloss’ optimism is repeatedly tested. Due to Candide believing in Pangloss’ sayings, he does not have an opinion on many things. Candide is definitely â€Å"extremely ignorant of the ways of the world,† (523). The fact Candide can not make decisions for himself, causes his actions and opinions to mainly be determined and influenced by his surrounding factors. He is a less realistic character due to his innocence, simply because he accepts as true everything his tutor Pangloss tells him. Candide’s vulnerability unfortunately leads him to many misfortunes, which painfully teaches him about reality. The character Pangloss is Candide’s philosophical tutor. Pangloss’ optimistic philosophy contrasted greatly with the events that were occurring in Candide’s life. Often throughout the story, many disastrous things happened to Candide, but he continued to believe Pangloss. Although Pangloss’ own experiences throughout life contradict his belief, he remained faithful to the belief that â€Å"everything is for the best in this best of all possible worlds† (521). Pangloss, just like Candide is an unrealistic character. He too, is somewhat hopeful and refuses to accept bad, believing he could make their world a better place with his none sense optimism. As Candide continues to come in contact with all these misfortunes, it shows that Candide was a faithful young man, and indeed was a true believer in Pangloss’ theory that all was well in their world. Pangloss also taught Candide that â€Å"things cannot be otherwise than they are, since everything is made to serve an end† (521). Pangloss’ philosophy is stating that everything has a purpose and everything that happens, happens for a reason. No matter how bad things might be going, it is for a good cause and can only be as bad if one believes it to be. Cacambo is also one of Candide’s companions on his journey. He also acts as an advisor and a guide for Candide and helps him develop some knowledge towards the ways of the world. Unlike any other character in the novel, Cacambo is honest and highly intelligent. Cacambo shows confidence through his intelligence and moral unrighteousness. He is a good man, as well as kind and generous. Cacambo pushes Candide to view the world as it really is, instead of following Pangloss’ philosophy of â€Å"the best of all possible worlds. † He wants Candide to understand that bad things happen in the world and that everything is not good. During the journey, Cacambo is always able to get himself and Candide out of trouble with his quick thinking and advanced knowledge. He has good sense and knowledge and is able to make things better, whereas Candide always make a troubled situation even harder with his lack of knowledge and his inexperience in the world. The time Candide spent with Cacambo during his journey was a positive influence on the young man. Even though Candide did not have the analytical skills as Cacambo, he shows growth in self-sufficient decisions by the influences of Cacambo. The last and final character that had an influence on Candide’s development was a scholar named Martin. Martin is the third of Candide’s companions and advisers. His beliefs are completely opposite of those of Pangloss. Martin, just like the others has also suffered from a series of calamities. Identical to Cacambo, Martin is more intelligent than Candide and Pangloss. He is a more realistic character because he is scholarly and more likely to draw reasonable conclusions. In a conversation between Martin and Candide, Martin tells him â€Å"I find that everything goes wrong in our world† (561). He has difficulty seeing the world as it actually is and one can conclude that Martin constantly expects nothing but the worst to happen. He teaches Candide to see that the world is full of bad and evil just like Cacambo did. He also shows him the world is not all well as he once believed from listening to the philosophy of Pangloss. The conclusion of Candide would not be possible without the many changes that had taken place within Candide. During one point in the story Candied began to lose faith in Pangloss after seeing the horrific events that happened before him. â€Å"Oh Pangloss, you had no notion of these abominations! I’m through, I must give up your optimism after all† (552). At this time Candied began to have second thoughts on everything his tutor has taught him, yet he still kept the faith hoping that things really were for the good. Through his many experiences, Candied realized the impossibility of philosophical optimism. With the help of Pangloss, Cacambo, and Martin, as well as his experiences and observations, he learned to come up with his own solutions and acquired the ability to judge for himself, all which was apart of the development of Candide.

Second Grade Map Project Ideas

Second Grade Map Project Ideas Here you will find a variety of map project ideas to correlate with your map skills lesson plans. Mapping My World This mapping activity helps children understand where they fit in, in the world. To begin read the story Me on the Map by Joan Sweeny. This will help students become familiar with maps. Then have students cut out eight different colored circles, each circle should progressively get bigger than the first. Attach all circles together with a keychain circle holder, or use a hole punch and a piece of string to attach all of the circles together. Use the following directions to complete the rest of this activity. On the first smallest circle - A picture of the studentOn the second, next biggest circle - A picture of the students house (or bedroom)On the third circle - A picture of the students streetOn the fourth circle - A picture of the townOn the fifth circle - A picture of the stateOn the sixth circle - A picture of the countryOn the seventh circle - A picture of the continentOn the eight circle - A picture of the world. Another way to show students how they fit into the world is to take the concept above and use clay. Each layer of clay represents something in their world. Salt Dough Map Have students create a salt map of their state. To begin first print out the state map. Yourchildlearnsmaps is a great site to use for this, you might have to tape the map together though. Next, tape the map to cardboard then trace the outline of the map. Remove the paper and create the salt mixture and place on the cardboard. For an extension activity, students can paint specific landforms on their maps and draw a map key. Body Map A fun way to reinforce cardinal directions is for students to create a body map. Partner students together and have each person take turns tracing the body of their partner. Once students have traced each other then they must place the correct cardinal directions on their own body maps. Students can color and add details to their body maps as they wish. Discovering a New Island This activity is a great way for students to practice mapping skills. Ask students to imagine that they have just discovered an island and they are the first person to have ever seen this place. Their job is to draw a map of this place. Use the following directions to complete this activity. Create an imaginary island. If you like hockey create a Sabre Island if you like Kittens create a Kitty Island. Be creative. Your map should include: A map key with symbolsA compass rose3 man made features ( a house, building, etc)3 natural landscape features ( a mountain, water, volcano, ect.)A title on the top of the page Land-form Dinosaur This activity is perfect to review or assess landforms. To begin have students draw a dinosaur with three humps, a tail, and a head. Plus, a sun and grass. Or, you can provide them with an outline and just have them fill in the words. To see a picture of what this looks like visit this Pinterest page. Next, have students find and label the following things: islandplainlakerivermountainvalleybaypeninsula Students can then color the rest of the picture after it is labeled. Mapping Symbols This cute mapping project was found on Pinterest to help reinforce mapping skills. It is called Barefoot Island. Students draw a foot with the five circles for the toes, and label the foot 10-15 symbols that would typically be found on a map. Symbols such as, school, post office, pond, ect. Students must also complete a map key and compass rose to accompany their island. For more mapping project ideas visit my Pinterest page, and to view a few mapping activities read this thematic unit in mapping skills.

October 2007 Most Popular Articles

October 2007 Most Popular Articles October 2007 Most Popular Articles October 2007 Most Popular Articles By Daniel Scocco Gross Writing Errors Found on the Web: That being said, a little attention toward correct spelling and basic grammar rules couldn’t hurt, right? Below you will find some curious, to say the least, errors that we gathered on the Web. 8 Proofreading Tips And Techniques: Whether you are writing a magazine article, a college essay or an email to a client, getting your text free of mistakes is essential. The spell checker helps, but it is far from foolproof. That is where proofreading comes in. Below you will find 8 tips and techniques to make your proofreading sessions more effective. Japanese Loan Words: Each language has borrowed from the other. In the case of English, there’s a long list of borrowings. Some of these have no direct English equivalent and describe inherently Japanese concepts. Others come from Japanese via Chinese. Here are a few examples: Companies Are â€Å"it†, Not â€Å"they†: A common error in modern writing looks a little like this: â€Å"Microsoft announced they are releasing a new Xbox console next week†¦Ã¢â‚¬  TV’s War on â€Å"Me† and â€Å"I†: Television scriptwriters - or perhaps actors who are failing to read what has been written for them–seem to be determined to reverse the functions of the pronouns â€Å"I† and â€Å"me† in American speech. Four Tips For Successful Web Writing: If you want people to read your web content, you have to make it appeal to them. Here’s how to do it. Spelling Reform and the Writer: The free and easy use of personal spellings to convey the pronunciation of the word intended by the person writing has not been an option since the middle of the seventeenth century–at least not for writers who wish to avoid having their credibility questioned. A â€Å"Diploma† is not a â€Å"Degree†: The word degree has many meanings, but in academic terms, it refers to a certification awarded at the university level. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the General category, check our popular posts, or choose a related post below:4 Types of Gerunds and Gerund PhrasesAbstract Nouns from AdjectivesI wish I were...

Software Systems Choices - Amazon.com Essay Example | Topics and Well Written Essays - 1000 words

Software Systems Choices - Amazon.com - Essay Example In the beginning, amazon.com was just an online book store. However, as time went by, it grew to be more than that. Today, it has diversified its markets and now sells DVD’s; MP3 downloads, CDs, video games, software, electronics, food, furniture, apparel, and toys. In the countries where it operates in, it also offers shipping; internationally, for selected products it sells. This has really made it popular in so many quarters of its customer base. Bezos founded the online retailer back in 1995, motivated by what he has always referred to as ‘regret minimization framework’. This was his way of saying that he felt regret for not taking part in online business at a time when the internet was growing at an annual rate of 2300 percent. His idea of an online book store really picked up quickly because it had great potential to grow. There was no limit to its size because it depended on nothing but the internet and online servers. No physical stores or warehouse were r equired to store the books. When starting Amazon.com, Bezos wanted to build a phenomenon that was unique in style and in the way it was operating and in its name as well. He settled for the name ‘Amazon’ because it starts with ‘A’ and ends with ‘Z’ to signify that customers would find anything and everything they ever wanted in terms of books. In addition to this, the logo for the retailer forms some kind of a smile to show that customers can always get satisfied with the products and services the store provides. The name ‘Amazon’ was also used to signify the size of the company, or at least what he projected his startup would grow into; a very large company. He borrowed the name from the largest river in the world, the Amazon River that flows across borders, and is exotic and different from the other rivers. Amazon.com has a mission of changing how people buy books using the internet into an experience that is easy, fast, and most of all enjoyable to all its customers. Bezos incorporated his company in 1994 in Washington State. The store started its services in July of 1995; that is when it sold its first book. By the end of the year 1996, the online retailer had grown so tremendously to become one of the most successful and most formidable web retailers. By then, its revenues clocked $15.6 million. In the shortest time possible, Amazon grew to become the most successful online retailer for books in this wide world of ours. Presently, it no longer sells books alone. The bulk of its products have grown into 34 other categories. Anything you want online is available for sale via the web retailer. Every year since its launch, amazon has continued to expand its customer base. With the increasing number in customers and clients world-wide, revenues have rising as well. By the year 2000, revenue had climbed up from $15.6 million in the year 1996, to $2.76 billion at the turn of the year 2000. Over 29 million peopl e in 160 countries are buying items listed on Amazon.com. This makes it the leading retailer on the World Wide Web by a margin that other retailers cannot match. Amazon’s growth can be attributed to so many reasons, among them convenience in shopping. Over the years, Amazon has acquired about 11 other companies in its bid to expand into newer markets. This number is as of late 2011. Other processes that have led to

Consensual Relationship Agreements Research Paper - 1

Consensual Relationship Agreements - Research Paper Example Establishing a baseline of individual freedom means that adults must be allowed to enter into consensual relationships with other adults (Eichner). States must not delegitimize relationships among consenting adults and relationships should be recognized. Sexual harassment litigation fears means more and more companies are scrambling to create appropriate policies to consider, define, and somehow regulate the demonstration of these relationships in the workplace (Powers, p. 20). Consensual Relationship Contracts Anywhere from 33% to as high as 70% of company employees have at one time or another admitted to being involved in an office relationship. Work provides opportunities for socialization among men and women that would not be possible anywhere else. Togetherness occurs naturally in a comfortable and mutual environment and the mutual grounding of close friendship will frequently develop into romance. Employees often rush easily into these relationships despite factors, such as the possibility the relationship may not work out, the organizational environment may prove to be too rigid or the affair would invoke the criticism of fellow employees. Workplace romance trends have been increasing for several reasons, namely, increased demands on free time, more women in the workplace and in management positions, and an increase in positions requiring travel and team projects. Guidelines should be implemented which accept the inevitable realities of on the job romance while also providing the organization with protection from the problems of relationship fall-outs. One half of all work place relationships are estimated to end in marriage, studies show that environments where peers are likeminded in respect to education, life experience, and work ability are more likely to be compatible and have lasting relationships. Relationships that break down and are not resolved amicably can leave employers facing a variety of possible claims. Issues, such as a failed transfer o f one employee after a relationship, could lead to litigation claims. Homosexual relationships could lead to sexual orientation discrimination claims if the individuals are not treated equally. Some employers choose to ban relationships among employees in order to avoid these issues through non-fraternization policies (Reeves, p. 20). Bans, such as this, run the risk of breeching human rights policy and are not likely to be effective considering the amount of relationships that now begin in the work place. Some employers are using contacts or consensual relationship agreements which require disclosure of a relationship, thus, giving the employer the opportunity to relocate one employee or the other to avoid conflict. These contracts have an uncertain legal status and enforceability has been tested numerous times in legal tribunals and lawsuits. Consensual relationship contracts are used in order to avoid sexual harassment and retaliation lawsuits, especially when relationships invol ve employees who are on different levels of authority. The majority of companies do not have policies in place regarding consensual

Media and Objectivity Essay Example for Free

Media and Objectivity Essay Human rights activists should always be conscious that the media cannot afford to always be objective for fear of losing audience loyalty. Sensationalisation is a sure tool that the media uses as it seeks to make stories, news, features, and other production appear more appealing to audiences (Sloan Mackay, 2007). Media-produced information should thus always be subjected to careful scrutiny to establish its authenticity. Media people also have personal feelings that arouse various emotions in them with regard to various news stories and other productions. Further, unscrupulous media practitioners may allow the greed for personal gain to cloud their objectivity, thus accepting financial rewards in return for distorting information to make its appeal to audiences. It is thus very likely that many media personalities are overcome by subjectivity as they execute their duties. In turn, media information is subject to subjectivity, thus customizing objectivity. It is thus possible that, with regard to the media, objectivity is usually greatly compromised, thus rendering media information unreliable or completely erroneous. Human rights activists should thus employ caution when handling and acting upon media derived information in order to avoid being ensnared into the subjectivity that usually characterizes media-derived information. Reference Sloan, W. D. ; Mackay, J. B. (2007). Media bias: Finding it, fixing it. Jefferson, North Carolina: McFarland.

Free Essay - Good Vs. Evil in The Adventures Of Huckleberry Finn :: Adventures Huckleberry Huck Finn Essays

Free Essay - Good Vs. Evil in The Adventures Of Huckleberry Finn      Ã‚  Ã‚  Ã‚   On important theme within The Adventures Of Huckleberry Finn is the struggle between good and evil as experienced when Huck's personal sense of truth and justice come in conflict with the values of society around him.   These occurrences happen often within the novel, and usually Huck chooses the truly moral deed.      Ã‚  Ã‚  Ã‚  Ã‚   One such instance occurs when Huckleberry realizes that he is helping a runaway slave.   His moral dilemma is such that he is uncertain whether he should or should not turn this slave, named Jim, over to the authorities.   Society tells him that he is aided a criminal, and that is against the law.   However, he has grown quite attached to Jim, and is beginning to realize that Jim is a really good person.   He would also never hurt him.   This illustrates the concept and symbolism of Jim's freedom and societies influence on Huck.      Ã‚  Ã‚  Ã‚  Ã‚   At one point, Huck convinces himself that the nest opportunity he receives, he will turn Jim in, and clear his conscience.   The opportunity became available when slave hunters meet them on the river.   Huck had an absolutely perfect chance to turn him over.   However, he made up a story that his father was sick and needed help and asked the slave hunters for help.   They immediately assumed that his father had smallpox, and he wanted nothing to do with Huck or his father.   Thus, he had saved Jim, and actually felt good about it.   Further along in the book, Jim becomes a slave again.   Huckleberry, with the aid of Tom Sawyer, free's Jim.   Once again, Jim's escape and freedom are more important to Huck than societies viewpoint.      Ã‚  Ã‚  Ã‚  Ã‚   The river is also important.   The river is symbolic of freedom.   It is also symbolic of good.   When Jim and Huck are rafting down the river, they are free of society.   They have no laws.   This is not to say that they are lawless, however, the laws they obey are there own.   This is in direct contrast to being on land, where society reigns supreme.   Land is evil.   This contrast also seems

Principles of personal development in adult social care settings Essay

A duty of care is a legal obligation imposed on a carer requiring that they adhere to a good quality and standard of care. It is my duty to take care of vulnerable adults and to ensure that their needs and well-being are looked after. I exercise reasonable care with respect to individuals’ best interests, this includes protecting service users from any harm or abuse that may occur and avoiding any acts that could result in injury but it also means respecting service users and giving them choices. see more:explain how people may react and respond to receiving constructive feedback I am proficient enough to ensure that every service user is taken care of in a reasonable, responsible and respectful manner. It is my role to ensure that my duty is carried out safely and effectively working alongside my organisation’s policies and procedures ‘My organisation and I have a duty of care to ensure that the service users we care for are safe, protected from abuse by other service users, staff, carers, friends and family. I therefore work within the safeguarding policies and procedures and it is important that I receive adequate training so that I can recognise and understand signs of abuse. It is my duty to record of all relevant information when an accident or incident occurs in the workplace. It is my responsibility to report any improper conduct or suspicion that I think may contribute to abuse. Duty of care and safeguarding work together because it’s my duty of care to provide protection and safety for a vulnerable adult whilst at the same time respecting their needs and choices. The Whistleblowing policy in my workplace makes it clear to me and to staff that it is staff’s responsibility to report improper conduct that compromises service user safety whilst ensuring confidentiality and protection from abuse for service users.’ Describe dilemmas that may arise between the duty of care and an individual’s rights: It is my duty of care to support service users with their medication and to ensure that they are in good health. I support an individual with her medication and on one occasion she refused for me to administer the tablets. I encouraged her and explained to her that she needs to take her medication  so that she can keep in good health but she still refused. I therefore gave her some time and space for her to reconsider and calm down; approximately half an hour later I returned back to support her with her medication but she said again that she didn’t want her tablets. I therefore recorded what happened, entered this also in the message book and completed an incident sheet. Her doctor was then contacted to explain that she refused her morning medication and to check that everything will be alright although she missed her morning medication. It is the service user’s right to refuse this service if they want to. It is my duty of care to ensure that service users are supported accordingly and when they refuse a service that I record and report this. People with a learning difficulty have the same rights as anyone else in deciding whether or not to engage in a particular activity. It is important as it is my duty to ensure service users’ safety. For example a service user may be a smoker and insist on smoking in her bedroom at night instead of in the smoking room and ignores all advice from staff who are concerned about the safety of everyone. Another example could be a service user who is a little unsteady on his feet but decides he wants to go out and use a bus or train instead of a taxi; he may be at risk of falling and injuring himself, staff and/or others around him. Explain where to get additional support and advice about how to resolve such dilemmas: I can get additional support and advice about how to resolve dilemmas from training, supervision, from my Manager, the internet and also from appropriate professionals such as the GP or the person’s advocate. For example it is my responsibility to ensure that I assist service users in making complaints and to make sure that their complaint is taken seriously and that they are listened to. An advocate could be a person that supports a service user when needed and help with advising about how to resolve dilemmas. Describe how to respond to complaints: All complaints and concerns are dealt with fairly in my workplace and we  respond to individuals’ needs. It is important that all complaints are reported to a senior staff member and logged. Once logged it looked into by the Manager who will try and resolve it. All complaints received are important and must be taken seriously. The Care Quality Commission (CQC) requires my organisation to gather, evaluate and generate reports about complaints – this is to ensure the continual improvement of the service. The main point of these procedures is for service users to exercise their rights. Staff should also respond appropriately to any complaint they receive from service users or their families. If an informal complaint is made this should be discussed and this may stop it becoming a formal issue. The staff member receiving the complaint should listen carefully, take everything into consideration that is said and let the service user know what will then happen. If complaints are not responded to by staff appropriately then the service and the service provider will not improve. The main points of agreed procedures for handling complaints and how to respond to complaints: There are stated steps to follow when a complaint is made. In my workplace we first have to make sure that the service user is given the correct form to complete; and sometimes staff help service users to complete these when they are not able to especially when they have been given poor services. All complaints must be dealt with quickly and fairly. In my workplace the Manager is responsible for conducting the investigation when a complaint is received and a written letter is sent out to the service user to inform them that the complaint is being dealt with and timescales are given to them for a response. The complaints policy ensures that service users are given a good service and protected from harm and abuse as all complaints have to be responded to and regulatory bodies notified. PRINCIPLES OF SAFEGUARDING AND PROTECTION IN HEALTH AND SOCIAL CARE Define the following seven types of abuse and for each include their associated signs and symptoms: physical, sexual, emotional/psychological, financial, institutional, self-neglect and neglect by others 1) Physical abuse is deliberate physical force that may result in bodily injury, pain, or impairment. Both old and young people can be physically abused. There are signs or indicators to show physical abuse and there are ways in which victims and abusers act or interact with each other. Physical abuse includes the smashing of furniture and personal belongings, being pushed or shoved, being held against your will, slapped, bitten, kicked, pinched, punched, choked or ducked under water, threatened or hurt with a weapon, threats of violence, locked in or out of the house, hair pulled †¦burnt with cigarettes, acid, an iron, hot food or water †¦ Signs of physical abuse in adults are: bruising, particularly in well-protected and covered areas, fractures, sprains or dislocations, lacerations, burns – including friction burns and scalds, drowsiness, pressure sores, cowering and flinching, unexplained hair loss, significant weight loss, etc†¦. Symptoms include feeling low, angry and in pain. 2) Sexual abuse is when a person is forced or tricked into taking part in any kind of sexual activity. When sexual contact is non-consensual, it is an abuse. It can happen to men and women of any age that is both old and young. It can include sexual penetration of any part of the body with a penis, finger or any object, sexual exploitation, making threats about sexual activities, exposure to pornographic material, touching of breast or genitals, kissing, etc. Activities such as showing pornographic material, forcing the person to watch sex acts or forcing the person to undress are also considered sexual abuse. The signs and symptoms of sexual abuse in the elderly can be bruises around breasts or genitals, genital infections, unexplained vaginal or anal bleeding, torn, stained, or bloody underwear, disturbed sleep patterns, vulnerable adult appears withdrawn and fearful, inappropriate dressing, etc†¦ 3) Emotional Abuse is where one person gains power and control over another through words and gestures which gradually undermine the other’s self-respect†¦Emotional abuse can be name-calling, blaming, screaming, making threats, yelling†¦.neglecting, manipulation, not listening, withholding affection†¦belittling and untrue accusations. Signs of emotional abuse are depression, anxiety, withdrawing or refusing affection, fearful or agitation, lower self-esteem and self-confidence, shouting or swearing, behaviours such as rocking, hair twisting and self-mutilation, vulnerable adult withdrawn and fearful†¦ 4) Financial abuse is stealing or defrauding someone of money, goods and/or property, allowing others to steal money or property, tricking or threatening individuals into giving away money or property, withholding money, refusing to allow individuals to manage their finances, etc. for example when a support worker is taking money from a service users’ purse without his or her knowledge. Signs of financial abuse are signatures on cheques that do not resemble the service users’ signature, or signed when the service user cannot write, unexplained withdrawals of large sums of money by a person accompanying the service user, lack of amenities, such as TV, personal grooming items, appropriate clothing, that the service user should be able to afford, deliberate isolation of service user from friends and family, resulting in the support worker alone having total control, the unexplained sudden transfer of assets to a family member or someone outside the family†¦. Symptoms include the person feeling fearful, anxious, embarrassed and belittled. 5) Institutional abuse happens when the lifestyles of service users are sacrificed in favour of the routines and/or restrictive practices of the home. Institutional abuse comprises neglect, physical abuse, sexual abuse, verbal abuse, discriminatory abuse, psychological and emotional abuse, financial abuse, service users not being allowed to go out, their personal letters are opened and read, their privacy not respected, their interest  not at the centre of every decision being made, excessive medication and complaints procedure not made available for the service users. Signs and symptoms include lack of own personal clothing and possessions, †¦no flexibility of bedtimes, eating times or waking times, dirty clothing or bed linen, misuse of medication, lack of care plans, lack of heating, staff entering into service users’ rooms without knocking. 6) Self-neglect is when a person does not pay attention to their health and well-being. Service users can neglect themselves due to illness or depression or might intentionally neglect themselves. The signs and symptoms include: living in dirty conditions, poor personal hygiene, poor nutrition†¦not getting medical help, not being interested in the way they look, long toe nails not taking medication. 7) Neglect is when a carer does not carry out their duty of care and fails to care for a service user this can be deliberate or unintentional due to the carer being ill or stressed†¦ Signs and symptoms of neglect include absence of food, water, and heat†¦ poor personal hygiene including soiled clothing, dirty nails and skin†¦inappropriately dressed for cold or hot weather, bedsores†¦.constant hunger, withdrawn, illness†¦ Different factors that may contribute to an individual being more vulnerable to abuse: Living with the carer may increase the chances for abuse to occur as this may cause stress and resentment if the carer feels they cannot cope. If an individual is looked after staff who do not have the right training, any supervision at work or support, are stressed, have personal problems or do not like working in care then this can increase the risk of an individual being abused. If an individual is not mobile, is confused, has dementia, or is aggressive or challenging then this can increase the risk of abuse as the carer might not know how to deal with this, get frustrated and might take it personally and abuse the individual. Domestic violence can also play a part as can the relationship between the individual and their parent or spouse if it was poor and involved abuse. KNOW HOW TO RESPOND TO SUSPECTED OR ALLEGED ABUSE The actions to take if there are suspicions that an individual is being abused: If I suspect abuse through noticing a sign of physical abuse or change in the behaviour of an individual, I will make sure that I ask the individual what has happened telling the individual the changes that I have noticed. If it is in my place of work and the name of the person that abused the individual is known, whether staff or another service user, I must also record and report this. I will listen to the individual carefully; it is up to them to tell me, I would not ask them any questions about this as this is not part of my job role and would stay calm. I will make sure that I record what the individual tells me using the individual’s own words. I will make sure that I reassure the individual and explain that their safety is the most important and that it is my duty of care to tell the manager. I will make sure that I let my manager know what has happened immediately and pass this information on in private and make sure my report is also confidential. I will only report and record the facts – what the individual has told me. Depending on what is found out the individual might need to continue to be monitored and a plan of care will be put in place that must be followed to protect the service user. ‘I will make sure that I let my manager know and report and record this in private but if the allegation is about my manager or the manager is unwilling to do anything, I will follow my company policy of reporting abuse and report to CQC. The actions to take if an individual alleges that they are being abused: If an individual alleges that they are being abused, I will make sure that I listen to the individual carefully to know exactly what happened. If it is in my place of work and the name of the person that abused the individual is known, whether staff or another service user, I must also record and report this. I will make sure that I record the detail of all allegations that the individual tells me using the individual’s own words; I will not ask any questions or make any judgements about what I have been told and I will stay calm. I will make sure that I record the date and time when the abuse was reported and then sign this record. I will make sure that I take the allegations seriously and reassure the individual that they are right to tell me as their safety is the most important.  I will make sure that I let my manager know and report and record this in private but if the allegation is about my manager or the manager is unwilling to do anything, I will follow my company policy of reporting abuse and report to CQC. Different ways to ensure that evidence of abuse is preserved: Ways to ensure that evidence of abuse is preserved are as follows: By leaving things as they are and not touching anything.  By not removing, cleaning or washing what the individual is wearing and by not handling the individual’s clothes or bedding. By keeping the area safe and not allowing anyone to enter into the area. By recording and reporting carefully, confidentially and in full all that was told to me by both the individual and others if present at the time and also what I noticed; stating the facts only. By preserving any first aid items used. UNDERSTAND THE NATIONAL AND LOCAL CONTEXT OF SAFEGUARDING AND PROTECTION FROM ABUSE National policies and local systems that relate to safeguarding and protection from abuse and explain the roles of different agencies: National policies – †¦.’Safeguarding Vulnerable Groups Act 2006, the Vetting and Barring Scheme run by the Independent Safeguarding Authority (ISA), Criminal Records Bureau, Human Rights Act 1998. Local Systems – Safeguarding  Adults Boards, Safeguarding policies and procedures for vulnerable adults.’ Safeguarding Adults Boards – these bring together a number of different local agencies that work with vulnerable adults to share information and monitor their work i.e. local agencies like the police, MIND, housing teams, advocacy groups. The Police – their role is to safeguard vulnerable adults, investigate all reports of vulnerable adult abuse and protect and uphold the rights of vulnerable adults. CQC – to monitor and provide guidance on what all health and social care providers must do to safeguard vulnerable adults from abuse; the safeguarding policies, procedures and systems developed are in place to prevent vulnerable adults from being abused Reports into serious failures to protect vulnerable adults from abuse: A report about Castlebeck Care Ltd which failed to ensure that the vulnerable living at Winterbourne View were adequately protected from risk, including the risks of unsafe practices by its own staff. Individuals in Winterbourne View which is a home owned by Castlebeck Care Ltd were pinned down, slapped, doused in cold water and repeatedly taunted and teased by staff in the home. Castlebeck Care Ltd failed to notify the Care Quality Commission of these incidents, injuries to individuals and of occasions when individuals had gone missing. A report about the murder of Steven Hoskin, a young man with learning difficulties who was abused and murdered in July 2006. In addition to being pushed over the railway and falling from a great height, it was also found that Steven had taken paracetamol tablets, had been drinking alcohol and had sustained recent injuries from cigarette burns. In addition he suffered appalling treatment from his abusers who took over his bed sit and he had neck bruises from having been hauled around his home by his own pet’s dog-lead and the backs of his hands had the  marks of foot-prints. Where can you go to get information and advice about your role in safeguarding and protecting individuals from abuse?: Local authority Adult Services Department like Social Services My manager, colleagues My company’s policies and procedures on safeguarding The internet Care Quality Commission Independent Safeguarding Authority Books Training and advice from training centres.’ UNDERSTAND WAYS TO REDUCE THE LIKELIHOOD OF ABUSE How working with person centred values can reduce the likelihood of abuse: Person-centred values include the individuality of the person, the rights of the individual, the individual’s choice, the individual’s privacy, the individual’s independence, the individual’s dignity and the individual being respected If person centred values are taken into consideration when supporting an individual there is less likely to be abuse as all the staff will be working in the same way and will feel shamed if they abuse because of the way that they have been taught to work. If an individual is considered to have a say in what he or she wants and is at the centre of any decision, it will be more unlikely that there is abuse. The individual will know what suits him or her and will not get so frustrated. I always put the service users I work with, their families and friends at the centre of any decision about them and they are an active partner in their own care. Individuals decide what to do, where to go, what clothes to wear and are treated with dignity, respect, confidentiality and are able to make their own choices.’ How encouraging active participation can reduce the likelihood of abuse: Active participation is a way of working that recognises an individual’s right to participate in the activities and relationships of everyday life as independently as possible; the individual is regarded as an active partner in their own care or support, rather than a passive recipient. So if the individual participates actively in their daily activities, which is what I practice, then the risk of abuse is low. For example in choosing the kind of meal to prepare I support individuals to make the lists of what they want to buy and go shopping with them so that they can choose the brand they want. The individual cooks the food the way they want it with little or no support. This is the same with all choices of clothes and outings. How promoting choice and rights can reduce the likelihood of abuse: Individuals are supported to make their choices in anything they want like in choosing food or drink, in what to wear, whether to use hot or cold water to bathe, etc. No individual will choose what will hurt him or her therefore abuse is reduced to the minimum. Individuals’ rights are promoted throughout the service. My service user has the right to do anything that they wish to do and if it is what they want as long as it is not dangerous; a risk assessment is then done to stop any abuse happening. I ensure that I promote service users’ rights and choices by allowing them to make their own choices and support them to have the rights of anyone else. Why an accessible complaints procedure is important for reducing the likelihood of abuse’: The complaints procedure gives the complainant the right to be heard and supported to make their views known. An accessible complaints procedure is understandable and easy to use. It sets out clearly how to make a complaint, the steps that will be taken when the complaint is looked into. It also provides flexibility in relation to target response times. An accessible complaints procedure resolves complaints more quickly as the complainant feels that they are being listened to and their complaint taken seriously. This sets up an open culture of making sure that abuse will not be tolerated in any form and encourages the complainant to not accept this. I remember when Mr R felt very happy when his complaint of being denied sleep was recorded in the complaints procedure. I supported him to write down the complaint and this was taken seriously†¦. Unsafe practices that may affect the wellbeing of individuals’: Unsanitary conditions can spread infection as cross-contamination can occur and can affect the well-being of the individual and others. Improper hand washing can also pose a risk. Dirty kitchen surfaces and equipment can spread infections, not covering hair when cooking can pose a risk to individual as can not reporting faulty equipment when working or not having cleaning materials can also be unsafe. In terms of health and safety not having risk assessments in place when a service user hurts themselves. Staff not checking when a service user is ill or unsteady on their feet. Staff not recording in care plans about a service user’s wellbeing and health and not monitoring them. Other unsafe practices which also amount to abuse can occur such as leaving a service user on the toilet too long, ignoring or not listening to them.  Marks on body not taken seriously and complaints not taken seriously can put them at more danger, harm and risk of abuse. I ensure that I keep to all the procedures for checking for abuse and the wellbeing of the individuals that I work with; by following these and the individual’s care plan I keep within the minimum standards of care and also work in a person centred way to make sure all individuals are happy and safe. The actions to take if unsafe practices have been identified ’: If I identify unsafe practices then I must follow the whistle-blowing procedure and report to the appropriate person(s). I will report to my manager immediately or if it involves my manager then to another appropriate person(s). I will monitor all unsafe practices and make sure that I record and report in full all the evidence and then will talk to my manager because all unsafe practices are dangerous practices that could cause harm to the individual and others. For example, I talked to my manager last week about things being left on the stairs that may cause service users and others to fall over and hurt themselves. She has talked to the staff and now this has stopped. The actions to take if suspected abuse or unsafe practices have been reported but nothing has been done in response: If suspected abuse or unsafe practices have been reported but nothing has been  done in response or if it has to do with my manager then I will report to the next level or manager. If it has to do with my manager then I will report to management, then to the social worker and safeguarding team and to the care quality commission and even to the police depending on the response I get. When I worked in a nursing home there was some abuse of service users being left too long on the toilet and I talked to the nurse in charge and changes were made immediately. I had to record the information and give the nurse and manager a copy of my confidential report. If the nurse or manager had not done this then I would follow the whistle blowing procedure.

Introduction to Medical Technology

Introduction WHAT IS A MEDICAL TECHNOLOGY? Have you ever been to a play? When the audience comes to see the show, they see the actors and actresses perform. What they don't see are the many crew members who work backstage on lighting and sound and sets. These people don't get to take a bow at the end of the show, but they are very important to the success of the play. In the hospital, the medical technologists are like crew members in a play. Patients don't often see them, but they are vital members of the healthcare team.Medical technologists (also known as clinical laboratory scientists) are professionals who work in the hospital laboratory, performing a wide range of tests. Doctors make many of their decisions about diagnosis and treatment of disease based on laboratory test results. It is the responsibility of the medical technologist to provide accurate and precise data. Because they may hold life and death in their hands, the medical technologist must know when results are inco rrect and need to be rechecked.Medical technologists do everything from simple pregnancy tests, to monitoring antibiotic drug therapy, to complex testing that uncovers disease like diabetes, AIDS, and cancer. They do all this testing by operating microscopes, complex electronic equipment, computers, and precision instruments costing millions of dollars. Medical technology has embedded itself in our culture and has been a positive and powerful force in the improvement of life for millions of people.However, for every yin there is a yang, and with all things that are positive, there is also a negative component that must not be ignored. Most Americans are familiar with the benefits of technology, specifically medical technologies; the media reports on these benefits every day. However, it is not often that physicians have the opportunity to discuss what has been given up or lost as a result of using these same technologies. This commentary is about those unintended consequences result ing from our use of technology, in particular, physicians' use of medical technologies.

Using a and an Before Words

Using a and an Before Words Using a and an Before Words Using a and an Before Words By Daniel Scocco Raphael asks: When should I use â€Å"a† and when should I use â€Å"an† before the different words? For example, should I say â€Å"a hour† or â€Å"an hour?† I stumble over this everytime and dontt know if Im getting it right, as Im not speaking and writing English natively. The Rule The rule states that â€Å"a† should be used before words that begin with consonants (e.g., b, c ,d) while â€Å"an† should be used before words that begin with vowels (e.g., a,e,i). Notice, however, that the usage is determined by the pronunciation and not by the spelling, as many people wrongly assume. You should say, therefore, â€Å"an hour† (because hour begins with a vowel sound) and â€Å"a history† (because history begins with a consonant sound). Similarly you should say â€Å"a union† even if union begins with a â€Å"u.† That is because the pronunciation begins with â€Å"yu†, which is a consonant sound. Abbreviations Deciding which version you should use with abbreviations is the tricky part. First of all you need to understand if the abbreviation is pronounced as a single word or letter by letter. While we say â€Å"a light-water reactor,† the abbreviation is â€Å"an LWR.† Similarly, you should use â€Å"an NBC reporter† (because â€Å"NBC† is pronounced â€Å"enbisi†) and â€Å"a NATO authority† (because â€Å"NATO† begins with a â€Å"ne† sound). Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:50 Rhetorical Devices for Rational WritingStory Writing 101The Two Sounds of G

Life of Konstantin Tsiolkovsky, Rocket Science Pioneer

Life of Konstantin Tsiolkovsky, Rocket Science Pioneer Konstantin E. Tsiolkovsky (September 17, 1857 –  September 19, 1935) was a scientist, mathematician, and theoretician whose work became the basis for the development of rocket science in the Soviet Union. During his lifetime, he speculated about the possibility of sending people into space. Inspired by science fiction writer Jules Verne and his stories of space travel,  Tsiolkovsky became known as the father of rocket science and dynamics whose work directly led to his countrys involvement in the space race. Early Years Konstantin Eduardovich Tsiolkovsky was born on September 17, 1857 in Ishevskoye, Russia. His parents were Polish; they raised  17 children in the harsh environment of Siberia. They recognized the young Konstantins great interest in science, even as he suffered an attack of scarlet fever at the age of 10. This illness took away his hearing, and his formal schooling came to an end for a while, although he continued to learn by reading at home. Eventually, Tsiolkovsky was able to gain enough education to start college in Moscow. He finished his education and qualified to become a teacher, working in a school in a town called Borovsk. That is where he married Varvara Sokolova. Together, they raised two children, Ignaty and Lyubov. He spent much of his life living in Kaluga, a small village near Moscow. Developing the Principles of Rocketry Tsiokovsky began his development of rocketry by considering philosophical principles of flight. Over the course of his career, he ultimately wrote more than 400 papers on that and related subjects. His first works began in the late 1800s when he wrote a paper called Theory of Gases. In it, he examined the kinetics of gases, and then went on to study the theories of flight, aerodynamics, and the technical requirements for airships and other vehicles. Tsiokovsky continued exploring a variety of flight issues, and in 1903, he published The Exploration of Cosmic Space by Means of Reaction Devices. His calculations for achieving orbit, along with designs for rocket craft set the stage for later developments. He focused on specifics of rocket flight, and his rocket equation related the change in velocity for a rocket to the effective exhaust velocity (that is, how fast the rocket goes per unit of fuel it consumes). This came to be known as the specific impulse. It also takes into account the mass of the rocket at the beginning of launch and its mass when the launch is finished. He went on to work on solving problems in rocket flight, focusing on the role of rocket fuel in lofting a vehicle to space. He published the second part to his earlier work, where he discussed the effort a rocket must expend to overcome the force of gravity. Tsiolkovsky stopped working on astronautics prior to World War I and spent the post-war years teaching mathematics. He was honored for his earlier work on astronautics by the newly formed Soviet government, which supplied backing for his continued research. Konstantin Tsiolkovsky died in 1935 and all his papers became the property of the Soviet state. For a while, they remained a closely guarded state secret. Nonetheless, his work influenced a generation of rocket scientists around the world. Tsiolkovskys Legacy In addition to his theoretical work, Konstantin Tsiolkovsky developed aerodynamics test systems and studied the mechanics of flight. His papers covered aspects of dirigible design and flight, as well as the development of powered airplanes with light fuselages. Thanks to his deep research into principles of rocket flight, he has long been considered the father of rocket science and dynamics. Ideas based on his work informed later achievements by such well-known Soviet rocket experts as Sergei Korolev  - an aircraft designer who became the chief rocket engineer for the Soviet Unions space efforts. The rocket engineer designer Valentin Glushko was also a follower of his work, and later in the early 20th century,  German rocket expert Hermann Oberth was influenced by his research. Tsiolkovsky is also often cited as the developer of astronautic theory. This body of work deals with the physics of navigation in space. To develop that, he carefully considered the types of masses that could be delivered to space, the conditions they would face in orbit, and how both rockets and astronauts would survive in the conditions of low Earth orbit. Without his painstaking research and writing, its quite likely that modern aeronautics and astronautics would not have advanced as fast as it did. Along with Hermann Oberth and Robert H. Goddard, Konstantin Tsiolkovsky is considered one of the three fathers of modern rocketry. Honors and Recognition Konstantin Tsiolkovsky was honored during his lifetime by the Soviet government, which elected him to the Socialist Academy in 1913. A monument to the Conquerors of Space in Moscow contains a statue of him. A crater on the Moon is named for him, and among other more modern honors, there was a Google Doodle created to honor his legacy. He was also honored on a commemorative coin in 1987. Konstantin Tsiolkovsky Fast Facts Full Name: Konstantin  Eduoardovich TsiolkovskyOccupation: Researcher and theorist  Born: Sept. 17, 1857 in  Izhevskoye, Russian EmpireParents: Eduoard Tsiolkovsky, mother: name not knownDied: September 19, 1935 in  Kaluka, Former Soviet UnionEducation: self-educated, became a teacher; attended college in Moscow.Key Publications: Investigations of Outer Space by Rocket Devices  (1911), Aims of Astronauts (1914)Spouses Name: Varvara SokolovaChildren: Ignaty (son); Lyubov (daughter)Research Area: Principles of aeronautics and astronautics Sources Dunbar, Brian. â€Å"Konstantin E. Tsiolkovsky.† NASA, NASA, 5 June 2013, www.nasa.gov/audience/foreducators/rocketry/home/konstantin-tsiolkovsky.html.European Space Agency, Konstantin Tsiolkovsky. ESA, 22 October 2004, esa.int/Our_Activities/Human_Spaceflight/Exploration/Konstantin_TsiolkovskyPetersen, C.C. Space Exploration: Past, Present, Future. Amberley Books, England, 2017.

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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