The Diligent A Voyage Through the Worlds of the Slave Trade by Robert Harms

The Diligent A Voyage Through the Worlds of the Slave Trade by Robert Harms The issue of the slave trade is one of the most controversial ones because this question is not only associated with the problem of slavery, but it is also based on the problem of morality which is related to the discussion of slaves as objects of trade. In his book The Diligent: A Voyage through the Worlds of the Slave Trade, Robert Harms presents the records of Robert Durand who was the first lieutenant of The Diligent, the French slaving ship.Advertising We will write a custom essay sample on â€Å"The Diligent: A Voyage Through the Worlds of the Slave Trade† by Robert Harms specifically for you for only $16.05 $11/page Learn More The French people joined the Atlantic slave trade later than the other European countries such as Britain and Portugal, but the French successes were significant, and the slave trade became the characteristic feature France’s development in the 18th century. Thus, the historic significance of the book is in the fac t that it provides the discussion of the role of slave trade in France during the 18th century. However, it is more important to concentrate on the aspect of morality to understand the French public’s attitude to the problem of slavery in the 18th century. Robert Durand does not demonstrate any signs of uncertainty in relation to the morality of the slave trade, and his position corresponds with the position of the French people regarding the nature of the slave trade, but it is possible to condemn Durand for his attitude because reflecting the public’s visions, he violates the universe moral norms and supports cruelty and violence. Robert Durand’s accounts show that the lieutenant does not feel any qualms about the idea of the slave trade in spite of its brutal nature. According to Harms, Durand was writing â€Å"about selling people exactly as he would have written about selling barrels of wine or loads of wheat. He gave no indication that he felt any sense o f shame or moral ambivalence about his mission†1. Durand’s â€Å"businesslike† and â€Å"matter-of-fact† tone can surprise not only the author who analyzes the accounts but also the readers because this tone is not appropriate to discuss the important moral issue of the slave trade in France of the 18th century2. Furthermore, the young lieutenant does not demonstrate the unique attitude to the problem. Instead, Durand’s accounts represent the attitudes of the majority in relation to the issue of the slave trade because the French public paid more attention to the problems of war, to the issue of famine, and to the economic questions associated with inflation and taxes than to such moral issues as the slave trade in the 18th century. In his work, Harms intends to explain Durand’s position while stating that â€Å"the talk focused on issues of access, profits, tariffs, and bonuses†3. Thus, Durand’s approach to discussing the quest ion was typical for the period, and it was even the â€Å"part of a general mind-set in the seaports of early eighteenth-century Brittany†4.Advertising Looking for essay on american literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More From this perspective, it is almost impossible to state clearly whether the French public supported or not the idea of the slave trade because the actual public discussion of the problem was not observed within different social classes. However, the reference to the social tendencies cannot be used to justify the approach of Durand to discussing the problem of the slave trade. The fact that Durand focused more on recording the factual details of the trade operations and prices and on counting the profits supports the idea that the aspects of morality were widely violated in the French society. It is possible to condemn Durand for his actions because his activities are significantly associ ated with a lot of moral aspects, and Durand could reject the development of the slave trade as any other person in the French society. Nevertheless, many people chose to ignore the issue of the slave trade, and they discussed it only from the perspective of its profitability rather than morality. Slave traders chose their path consciously because the business was risky and problematic. That is why, Durand made his choice without thinking about the moral implications of his actions. In spite of the fact that Durand was one of many people who did not focus on the slave trade as the social problem, this fact cannot be referred to while discussing the problem of condemning Durand’s actions. The slave trade was the business characterized by a lot of problems and contradictions associated with the concepts of the slaves’ freedom and use of their work in France. The records and accounts written by Robert Durand demonstrate his focus on the slave trade as on the profitable bu siness rather than on the moral issue. This approach or attitude is also reflected in the general public’s visions of the question which were typical for the French society in the 18th century. However, in spite of the fact that the moral aspect of the slave trade was not actively discussed in the society, Durand’s attitudes and actions cannot be justified because the man violated simple moral norms and promoted the brutal practice of trading people. Thus, the book by Robert Harms is the important source to research the problem of the slave trade in France as the moral issue with references to the historic significance of the phenomenon. Bibliography Harms, Robert. The Diligent: A Voyage Through the Worlds of the Slave Trade. USA: Basic Books, 2002.Advertising We will write a custom essay sample on â€Å"The Diligent: A Voyage Through the Worlds of the Slave Trade† by Robert Harms specifically for you for only $16.05 $11/page Learn More Footnotes 1 Robert Harms, The Diligent: A Voyage Through the Worlds of the Slave Trade (USA: Basic Books, 2002), 5. 2 Ibid., 5. 3 Ibid., 5. 4 Ibid., 5.

A Personal Manifesto on Success and Happiness Research Paper

A Personal Manifesto on Success and Happiness - Research Paper Example As the paper declares work as a noun defines an activity involving mental or physical effort done in order to achieve a purpose or result. Another conception of the word work is that it is an activity as a means of earning income or employment. From these two concepts of work can be drawn different perceptions. Work as merely an act of doing something productive and work as an activity that generates income such as employment. The latter concept of work suits the definition that is widely known by most people. Having a job, an employment, running a business, all these are confined in the context of work that has an end goal of making money, salary, income or profit. According to the report findings the history of work is far rooted in the history of mankind. How work is viewed today is a byproduct of human experiences along the path of historical milestones of men. The concept of work can be traced back even into the realms of the Bible. God said to Adam, "In the sweat of thy face shall thou eat bread, till thou return to the ground". Even in the beginning according to the Bible, God assigned the allegedly first ever work to Adam. Work then can be described as some activities that need sweating in order to eat. In that sense it would tilling the soil and planting and growing plants to bear fruits to eat. Work then spells really hard work and is contrasted with leisure as Adam Smith puts it as toil and trouble. Thus leisure is a different story from work that is why according to the bible God blessed the seventh day and sanctified it: because that in it he had rested from all his work. (Genesis 3:19 as cited by Dupre and Gagnier). If to rely alon e from the following context it can be concluded that God wants people to work really hard during work days and set a separate day for leisure which is somewhat deviated from the modern context of work that can go along with play—having fun while working all at the same time. People of yesteryears works comparatively different than modern people does work. The work they knew then was more on physical exertion. Tracing back the first humans, they did not work in the way that we understand it today. Primitively like before, our ancestors spent much of their time searching for food and shelter, a short-term and endlessly repeated process that was necessary for survival (The Readers Digest Australia). This repeated process lead to the definition of work division wherein some are hunters and others are gatherers and basically women do the cooking for the whole group to survive and move on. Work in this essence brings definition to food and survival. The idea of the working day is a product of

Measuring Construction Industry Performance Essay

Measuring Construction Industry Performance - Essay Example Revenues from constructed buildings are not keeping pace with escalating cost of equipments, transportation and other economic factors. The prices of related construction items are quietly unrelated to the expenditure put in constructing, transporting materials, processing and selling. Floods and droughts have made the established businessmen to become debtors though they have borrowed money and invested the same in equipment and land. There are delays in getting government funds, which are in adequate to meet these types of natural calamities. Though there are private insurance companies to cover insurance of these investments from weather-related catastrophes they are not that much helpful. The small players who solely depend on their investments are the losers of these natural calamities. Like any other traders or businessmen, investors can ensure long term growth and stability through proper planning in changing market conditions during the periods of floods, drought and in price downsizing and also taking the help of key performance indicators (KPI) or benchmarking so that they may not depend on the assistance and support of government. Sharon McClements et al (2002) concluded that the Construction Best Practice Programme, have developed a benchmarking gateway known as KPI zone. In construction fi In construction field, many problems are attributed to UK consumer's refusal to recognise and pay for value added to the products produced by the small investors. Because of this, the investors are not able recover their investments and expenses through sales which tends them to expect government subsidies to support them. The investors are not in a position to bear the smallest price increase in power tariff. There are two types of economic nationalism. The first protection in trade is represented in establishing a system of rates and tariffs in favour of domestic production and discourages foreign imports. This kind of protection is desired to encourage establishment of industrial base in UK by saving small and infant industries against the competition of larger and well-established firms in abroad. The second economic protectionism is a post world war -II phenomenon that is related to the proprietorship as UK businesses by foreign traders and investors. Multinational companies have been set up after world war-II due to immense investments of foreigners in UK business. Multinational companies thought that they could evade tariff restrictors in UK by introducing their own branches plants and subsidiaries, which allowed them to go to markets, mobilize resources and capital and get favours with UK government. These kinds of investments have created to the economic nationalism due to expansion of multinational companies. The foreign owned companies could not take central position over economic decisions from their head office from outside UK. The economists in UK are compelled to demand for bringing out a legislation to oversee the activities and restrain the growth of foreign ownership in UK economy. UK is one of the members of many international groups; one amongst them is G-8, the eight largest industrial democracies. The G-8 countries heads of governments

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

Healthy eating in schools

Hi, my name is Ben Dickens and I'm here today to make you are aware of the appalling state of food on offer at Salendine Nook High. We all send our Children to school believing that they will be there to learn and work towards attaining good grades. We also expect them to get a healthy and well balanced meal at lunch but to my amazement, this isn't the case. During a recent visit to the school through my job I was perplexed at how awful the food at the school is. Unbelievably our children are offered crisps, chocolate, cakes and fizzy pop at break times. At lunch times the food gets shockingly worse, our children are once again offered cakes and fizzy pop in addition to chips, burgers and pizzas. This is a total disgrace and it should not be allowed to happen to our children. The school has a responsibility to look after our children and I don't believe that offering this complete rubbish as food is responsible. In fact it's an outrage so I urge you to join me in my fight against the school and force them to change their menu. The only way it can happen is if we all join together and campaign to get the school to change. I feel change starts in the classroom, and educating our children in school would be the first step towards achieving our goal of healthier school meals. The school would also need to train the current staff or find better skilled staff to be able to prepare the meals. Doing this would mean we have a better chance of succeeding on our fight to reform school meals. I really can't stress how important healthy eating is at school, not only does it teach the children good habits and get them used to healthy foods but it can also boost energy and concentration levels. In a recent survey conducted by The School food trust claims that if a child eats a hot, well balanced and nutritious meal at lunch time it can boost concentration levels for afternoon classes. So not only is eating healthy good for our children's physical health it can also have a positive effect on their school work. Recently you may have heard about Jamie Oliver's healthy eating campaign and the positive effect it had on the children at Kidbrooke School. Before Jamie Oliver was involved at the school the exam results of year eleven students was at the lowly level pass rate of 74% after the school food was overhauled the pass rate is now at 90% and rising year by year. This is the effect that eating healthily at school can have on our children's exam results and their overall wellbeing. We all want the best for our children so why shouldn't we campaign for the school to change? Questions needs to be asked of the school as to why they aren't offering wide range of healthy foods. Is it just convenient for them to cook fast food without a thought for our children's future health? Are the school cooks skilled enough to prepare good food? Does the school actually care what they feed our children? Only the school know so we must demand answers and we must plead for change. We must do all we can to force the school to change, starting by directly contacting them and questioning their policies on the food in school. We must also contact local councillors and government officials to see if they can help change the food. Doing this may also spark a more widespread change which can only be good for the future of all our children. Hopefully if we persist with this campaign the school will eventually realise that the food needs to be healthier. I cannot stress enough how important it is to change the food. After all we all attempt to give our children a healthy diet at home so why should the school ruin that by feeding them disgusting greasy food? We don't want them growing up on such a bad diet so we must act now and stop the school from ruining our children's diets. So join me in this campaign so we can ensure a healthy experience at school for all of our children. Thank you very much for listening, on your way out of the venue please take an information pack with some further information for you to read. You can also follow us on twitter for updates on our fight.

Demography, Epidemiology, Health Essay

Public health is the science of preventing disease, prolonging life and promoting health through the organised efforts of society. Beryl S, 2007, BTEC National health and Social Care Book 2, page 116. Public health helps to improve peoples health and well-being in all communities across the nation. This is through improving quality in life, which has prolonged Britains life expectancy, decreased infant and child mortality and reduction of many diseases. There are seven main key aspects to public health in the UK today: monitoring health status; Changes in health patterns are monitored and tracked to detect if there may be any potential problems for the population. Data is collected from different health professionals to monitor the health status of the community, which are then used to inform policy and the planning of health services. Identifying health needs; This is done through gathering data to find out the populations illness trends, the statistics can then be used to improve health and then the area concerned can be highlighted and effects of that illness can be prevented or reduced. Other factors are also included, such as age, genetics, environment, lifestyle and education, as they may relate to the patterns concerning illnesses and diseases. Developing programmes to reduce risk/screen for disease early on; New programmes are introduced to attempt to reduce ill health that can help to identify certain people who may be at risk of certain illnesses or conditions. Once identified the programmes help the preventation of the condition continuing, For example if someone has been told they may develop diabetes due to their weight, then they would be refered to someone who could help lower their weight and therefore lower the risk of developing diabetes.

A Heartfelt, Emotional Wedding Speech for a Maid of Honor...

A Heartfelt, Emotional Wedding Speech for a Maid of Honor or Best Woman Good Evening! For those of you who don?t know me, I?m Charlotte, the very proud sister of our glamorous Bride. I want to start by congratulating Kari and Ernest, and thanking all of you for coming here today. When I look at the bride and groom, I feel such a kaleidoscope of emotions. I know that Kari has found her true match and I know that theirs will be a marriage of long standing. My heart is bursting with love for you two today. I know you have a wonderful adventure ahead of you, and with God?s blessing your marriage will last for decades to come. I never knew Ernest before he dated my sister, so I can?t tell you horrible stories about him, but I can†¦show more content†¦When I think back on our adventures in childhood, I have nothing but fond memories. The fondest memories include the times we spent at the river having picnic lunches and searching for clams for our ?clam club.? I also remember us frequently riding our bikes to Casey?s to buy ?suicides.? For those of you who don?t know, a suicide is a fountain drink made with all the soda flavors mixed together. Of course, we had to buy the jumbo size and poor Kari could not handle holding the drink and riding her bike at the same time. She would inevitably drop hers on the pavement before we left the parking lot, cry about it, and make me go back in to get another one with her. I also vividly remember the time Kari and I shared a room. We usually stayed up well past our bedtime throwing stuffed animals at each other, building forts under our beds, and laughing about anything and everything. To this day, Kari is the only person I know that can make me laugh so hard it hurts. I have a lot more funny and embarrassing stories about her, but because this is her special day, I will leave her alone now. Being married for several years now, my husband and I thought about the words of advice that we?d like to give to the newlyweds. Together we came up with this: The two secrets of a long lasting and happy marriage are a good sense of humor and a short memory! Always remember to say those three important little words...You?re right dear. If you?re clever, you?ll