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.

Week Three Learning Team Assignment Essay Example | Topics and Well Written Essays - 250 words

Week Three Learning Team Assignment - Essay Example The needs of engineers and suppliers are also considered as the key supply chain needs of motor vehicles, especially in General Motors Company. The supply chain team should focus on automated materials recovery process and a centralized analysis system in order to meet the special needs of engineers and suppliers (UPS, n.d.). Engineers provide manufacturing services and advise in order to build customer-oriented products while suppliers provide parts and other materials needed to produce the best vehicles. A good relationship between the company and these stakeholders is necessary to combine the best parts and the best services to enhance an effective manufacturing process in the supply chain. Another key supply chain need for motor vehicles is a responsive process. The process of manufacturing vehicles should be a highly responsive one whereby accountability and flexibility are enhanced. The supply chain should be able to simplify automobile processes including warranty parts and root-cause analysis. Responsiveness of processes is highly dependent on the effectiveness of the company’s workforce and

La ci darem la mano a song fro the opera Don Giovanni Essay

La ci darem la mano a song fro the opera Don Giovanni - Essay Example The rhythm of this duet is very much like a sophisticated minuet, and in listening, we can imagine the coquettish movements of the female dancers. Mozart established a mood of gaiety and tryst with the accelerating tempo of the duet, even though this scene follows directly on the off stage rape of another young woman by Don Giovanni (Don Juan). The music requires a strong baritone for the male part and a female voice of strong timbre without losing the light quality required by the part of Zerlina, who may be strong and certainly quite excitable, but not â€Å"girlish†, as Zerlina, though somewhat innocent, is certainly a woman. The melody begins on a lower register and rises in pitch to add excitement. It is structured like a finely choreographed mating dance. The strong baritone opens with a gentle invitation. Zerlina’s reply is finished off with a lovely broken chord to the higher register and then tempered with a gentle melodic finish. The bridge is a quickening exchange that picks up the tempo and includes a triple reputation for punctuation. As the tempo accelerates the singers overlap each other until they reach a climax in the music together. Once Zerlina becomes interested in Don Giovanni’s proposition, she almost turns the tables on him, quite insistent, and each phrase near the end falls in pitch and gathers strength. The trills repeat and become a melodic harmony, followed by short phrases in accelerating tempo. The vocal trills get faster and the final phrase rises and falls quickly in a musical orgasm of wonder harmony. This is definitely one of the finest duets ever written. It almost defies classification, due to the mixture of styles and the catchy tunefulness of the melody. Some critics point out the differences in class among the characters and cite this as the reason for Mozart’s almost fusion opera. â€Å"When we moved to the lower class characters, especially Zerlina and Masetto, we noted some

Dealing with the cold weather in toronto Essay Example | Topics and Well Written Essays - 750 words

Dealing with the cold weather in toronto - Essay Example However, like all other cities in Canada, Toronto experiences some really cold spells every year. The cold weather is especially common throughout winter when temperatures periodically hit below the freezing point. As a result, residents have developed several suitable ways of dealing with the unpleasant weather that rocks the city, especially during the usual cold months. But, is the cold really an inhibitor of anything? Should anyone worry that the cold season is finally here? These questions can be easily answered by capturing the moods of the residents of the city during the times of extreme cold. The problem of cold weather not only creates fear among residents of Toronto, it also demotivates workers and school-going children who have to constantly brave through the freezing cold to their respective places of work and schooling. Residents have had to try many different ways to overcome the menace. However, the cold season perpetually presents tough times for families; what with contending with waking up unwilling children and later send them off to school in the snowy weather; waking up as a worker and realizing that you have to brave the cold one more day in order to make some few more pennies; and the manager’s impatient wait for late staffs still shaking off their blankets and riding slowly along the foggy roads before they can finally make it to the place of work? Well, reflecting upon the effects that the cold season has on the residents clearly tells you that it is a big problem among the people, and a solution to it is paramount to their happiness and comfort a s they attempt to endure any cold spell. After all, residents here have to put up with temperatures as low as -40 degrees Celsius. Some of the regularly ways advocated as effective in beating the cold weather have been with us for centuries. As a precaution, the residents of Ontario have adapted to preparing in time for upcoming cold spells. One of the most effective

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