Autism :: essays research papers fc

â€Å"Many years ago, I watched a young boy rock back and forth as he worked a crossword puzzle. I tried to distract him from working the puzzle to ride bikes with me. I continuously asked him to play with me, but he kept staring at the puzzle while I attempted to look in his eyes. He took the puzzle apart and flipped the pieces in the air, one at a time. He did not speak, but he made crying noises. The more I asked questions or talked to him, the louder his cries became. As his frustration grew, he balled his fists up, punched his eyes, and kicked his feet. I was curious about his activity. I was later told the boy {my brother} was autistic,† says Tamara Robinson in an interview.   Ã‚  Ã‚  Ã‚  Ã‚  Autism is â€Å"a syndrome of childhood characterized by a lack of social relationship, a lack of communication abilities, persistent compulsive, rituals, and resistance to change† (Paluszny 1). For centuries, medical professionals have tried to understand autism and its origin. The above example shows only a few examples of autistic behavior.   Ã‚  Ã‚  Ã‚  Ã‚  The history of autism extends, as far back as the late sixteenth century; however, during that time it was not identified as this illness. Here is a statement from before the discovery of the illness: In 1799, a boy about eleven years of age was found naked in the woods of Averyron, France. He was dirty, covered with sores, mute, and behaved like A wild animal. Jean Itard, the physician of the new institution for deaf-mutes, Was given charge of the abandoned child. From Itard’s description, Victor Showed many features of autism—he did not look at people and never Played with the toys, but showed remarkable memory in recalling the position Of objects in his room and resisted any change of these objects. (Paluszny 2) In attempt to educate Victor, Itard used a glass of water as a form of encouragement, but he continued to remain silent and never spoke any words. It was not until 1943 that the label â€Å"autism† was used by a child psychiatrist, named Leo Kanner to describe the symptoms. â€Å"The term autism derives from auto, the Greek word for self,† (Hamblin 137). Kanner used this term when he studied eleven children who had a â€Å"unique form of schizophrenia† (Hamblin 136). Although, it was later determined that even though some of the characteristics of schizophrenia and autism are not the same, Kanner did open new doors for an intensive study of a confusing syndrome.

Drama Coursework †Response Phase Essay

As part of our drama course we are studying the play â€Å"blood brothers† by Willy Russell. Blood Brothers is about twins who were separated at birth because their mother could not afford to keep both. As they grow up they meet, become friends and eventually blood brothers. However they both fall in love with the same girl and this conflict ultimately leads to their tragic deaths. First we read the play blood brothers as a class, then our teacher, Mrs O— asked us to choose and then act out three or four scenes which we, as a group thought were most important. In my group were S—, G— and N—. The first scene we chose was when Mr Lyons asks Mrs Johnston to give away one of her babies, we thought this was a crucial moment in the play because in this scene we see how the brothers first got separated. We also see the differences between the middle and the working class people, which was important as it is a main theme in the play. I was playing Mrs Lyons and N— was playing Mrs Johnston. We started our performance with a freeze frame; our freeze frame was useful as it showed the audience what scene we are going to perform. Nicola, playing Mrs Johnston was looking down holding her stomach as if she was pregnant. I was standing on her side holding a bible pushing it towards her. We wanted to show the part where Mrs Lyons was asking Mrs Johnson to make a binding agreement, we used facial expressions to show which characters we were trying to portray. As I was Mrs Lyons, I stood with a smug arrogant look to show that I was the wealthy one, while N— was looking sad, worried and a little scared. Our role-play started with Mrs Johnston working and Mrs Lyons coming in to see how she was doing. As Mrs Lyons I spoke with a posh accent boasting about how big my house is and looking down at N—-. We used thought tracking to get inside the characters mind and see what they are really thinking. When N—- was telling me about how she can stop getting pregnant and I can’t have any babies thought tracking was useful as I got to show the audience how I was actually jealous and thought that the babies would be better off with me. We also used it to show that N— did not like Mrs Johnston showing off and thinking she was better then her. After the visit to the doctors, N—- acted like she was nervous and panicking that the welfare will come and take her children away and worried about how she would cope with two more babies. At this point I used thought tracking to hint to the audience that I was thinking about asking for a baby. When I did ask for a baby I started to act more mean and scary grabbing hold of N—- and begging her to give me a child to show how desperate Mrs Lyons was to have a baby. N—- used thought tracking to show the audience that she was thinking about agreeing to give me a baby and also to show that she was a little scared of me. I was shouting at her doing all I could to make her agree and getting a bible and forcing her to make a binding agreement. We also used hot seating in our performance; this helped the audience to get to know more about the characters. Our teacher, Mrs O— first asked us questions and we had to answer staying in character. The audience got to know about how N—-‘s husband left her and how she has to look after all the kids by herself. We also used it to show that she was considering giving a child a baby to Mrs Lyons, as she could not afford to have any more kids. The hot seating helped me show how Mrs Lyons’ evil side and how she did not care if it was wrong all she wanted was a child and she does not care how she gets it. For our second scene we choose the part when the brothers meet for the first time. This we thought was another key scene as it shows how they meet and become blood brothers, not knowing that they were actually real bothers. G— was playing Edward and S— was playing Mickey. In this scene we see how better off the rich one, Edward is that Mrs Lyons is looking after him. The freeze frame for this scene was when the two boys were crossing fingers and Mrs Lyons in the background. We made it clear what scene they were going to perform was when they first meet because it was the part when they became blood brothers. They were both smiling and happy to have made a new friend while Mrs Lyons stood in the background with her arms crossed looking angrily at the two of them. We added a bit of comedy to this part because they are seven year olds and we wanted to show that. Shikira was sitting on her own making funny gun noises looking very scruffy and G—- walks in acting very posh. When S— taught him swear words he was shocked and amazed at all the â€Å"smashing† things that S— says. We used thought tracking to show how G— had never meet a boy like him but actually liked him. The hot seating gave the audience a chance to see that G—- has not got a lot of friends as they all bully him but not S—-. They audience also got to see that S—- never meet a posh boy like him but they became friends. In the second group were K—, M—, M— and B—-. The first scene they done was when Mrs Johnston gives one of her babies away to Mrs Lyons. K—- was playing Mrs Johnston and M— was playing Mrs Lyons. Their freeze frame was of K—- down on her knees scrubbing the floor and M—- crossing her arms looking down at her. It was obvious what scene they were going to do and what characters they were playing by using body positions and facial expressions. M—- looking arrogant and like a snob and showing how she thinks she is above K—– just because she is richer. Their performance was very well organised and they all knew what they were doing. M—- was very good at acting arrogant and as K—– cleans she was looking down at her and used good thought tracking to show how she felt. K—– did well as Mrs Johnston acting like she is happy to work for her but suing thought tracking show that she secretly did not like Mrs Lyons and that created tension between the two of them. I thought that they lacked thought tracking as the play went on and could have added more towards the end of their performance. Their use of hot seating was good; although I thought when they answered they could have gone into more detail and let the audience find out more about their characters. From the hot seating we learnt that M—– does not think its wrong to take K—-‘s baby and that K—- has no money to look after any more children. I thought that M—– could have improved her performance by added more thought tracking and speaking louder but I thought she did well at showing she was Mrs Lyons by the way that she spoke and her attitude towards K—–. K—– acted confidently, and used good thought tracking to show what she was thinking at the start of the play. She would have improved her performance by adding more detail to her answers in the hot seating and more thought tracking at the end of their performance. In the third group were G—-, T—–, S—- and T——. One of the scenes they acted out was the last scene; this is an important scene in the play because it was when Mickey finds out about Linda’s affair with Edward. Mrs Johnston’s secret deal with Mrs Lyons is also reviled and both brothers end up dead. T—– played Mickey, C—— was Edward and Grace played Mrs Johnston. Their freeze frame was off the end of the play when Mickey and Edward were dead. T—– and C—- were lying down on the floor dead and G—- was standing over them. They did well to show the tragic ending of the play and g—— used good facial expressions to show that she was shocked and upset at what had just happened. She stood with her head slight down and looked like she was crying out in disbelief. They stared with Mickey who was played by T—— going crazy wandering around the stage looking for the pills. She used thought tracking to tell the audience what she was looking for and how she angry she felt that she did not have them. When she found out about Linda and Edward’s affair she acted good and confidently showing how angry and frustrated she was. She used thought tracking telling the audience how she was thinking out killing him when she went to get the gun before storming out to find Edward. C—– playing Edward was doing his job making a speech acting normal when suddenly T—— barges in pointing a gun in his face. The use of hot seating at this moment let the audience know how scared Edward was and how T——- was not thinking straight and how she was just angry. I thought that this group also could have spoken in more detail to explain to the audience how they feel. At this moment G—— runs in trying to stop T——. She used thought tracking to say how she was thinking of telling them the truth. G—– trying to stop Mickey shouts out to not to kill Edward because they are brothers. But this just makes T—- even more angry thinking that he could have ended up like C———- with a good job and a great life. G—- in a final attempt to stop Mickey pushes his hand but the gun shoot and kills Edward. The police then shoot T—— and she falls to the floor, leaving G—– in crying in shock. I thought that in this part they could have been more organised and put more thought tracking in but all in all they had a great performance.

Life of a Military Child Essay

It is often stated that soldiers who fight for our country make several sacrifices. While many have made the ultimate sacrifice, there are many more people who are affected by their service than just themselves. Children that belong to parents that have served or have parents currently serving are forced to overcome many obstacles. Not only are they forced to spend large amounts of time separated from their parent/parents, but they are forced to also move and adjust to unexpected changes frequently with no warning. Whether it is ever made known or not, when a solider enlists into any branch of the military, their family enlists as well, and just as they make a sacrifice so does their children. They often sacrifice time bonding with their parents, convenience of stability, and sometimes their wants and needs. Children that belong to a parent that have served or parents that are serving are forced to overcome many obstacles. Military children must adjust to a new life when their parents are away. Sometimes it’s their mother, sometimes it’s their father, but there are many cases where there are both parents away at the same time. The children are separated for various reasons to include their parents going to the field for weeks at a time, and sometimes they are sent overseas on dangerous deployments for up to 15 months at a time. Those children spend a great deal of days and nights worrying and wishing they could see and spend time with their parents. Soldiers are also sometimes sent on hardship permanent changes of station where they aren’t allowed to take their family members for up to 1 year. Almost daily military children are forced to wake up early and go to bed late because their parents work from 6:30 in the morning to after 5:00 in the evening. Military children are also forced to move around a lot. A soldier can receive orders to relocate within a 3 to 6 month window of reporting. Many times they do not have an option so they can be sent anywhere in the world. They could go from the east coast to the west coast or even overseas to Germany or Japan. When soldiers receive their PCS (Permanent Change of Station) Orders, the children are usually uprooted, and they may have to frequently adjust to new people and schools. Because these changes can occur every 2 to 3 years, many times the children are greatly affected because they have to make new friends everywhere they go only to possibly leave those friends and lose contact when the next orders are released. Although military children endure many changes throughout their parents’ time in the service they have many positive attributes because of those constant changes. Most military children are very flexible and adjust very well to change. They are also very well rounded and are usually more outgoing because they meet new people very frequently. What can also sometimes happen however is that they can have separation anxiety and possibly get into more trouble because of the constant changes. Many times the situation can go either way. It is always up to the parent however to do everything that they possibly can to make the child’s life as comfortable as possible and to keep an open relationship when dealing with the affects of being a military child. Although military children sometimes endure a great amount of transitions they have proven to be very successful in life regardless of their childhoods and they usually look back and appreciate their time spent in many different locations.

Summary of The Port Huron Statement †Humanities Essay (100 Level Course)

Summary of The Port Huron Statement – Humanities Essay (100 Level Course) Free Online Research Papers Summary of â€Å"The Port Huron Statement† Humanities Essay (100 Level Course) The first passage, an agenda for a generation, begins with the author diving into an explanation that we as children of the United States grew up into the best and most comfortable world. We began to look on to the rest of our world with a bitter taste and in so our complacency grew. Even so, our ignorance could not be sustained forever, and things like the cold war and the atom bomb shattered our perfect worlds. Because of our nature and our societal comforts many of us chose to respond to these harsh realities by ignoring them directly and focusing more on the our own consciousness of these realities. â€Å"While these and other problems either directly oppressed us or rankled our consciences and became our own subjective concerns, we began to see complicated and disturbing paradoxes in our surrounding America. Because we are the upper class, the ones who seem capable of causing change we feel responsibility and burden to, yet â€Å"the message of our society is that there is no viable alternative to the present†. All classes fear the loss of control in our general world but the upper classes feel it to a greater extent because they not only feel the responsibility, but they also have more to loose if stability in America was lost. â€Å"Men have unrealized potential for self evaluation, self direction, self understanding, and creativity†. It is those who realize this potential that take on the burden of responsibility towards the state of their society. The author then begins to talk of brotherhood and man’s relation to his fellow man and how it is vital to survival. â€Å"Human interdependence is contemporary fact; human brotherhood must be willed, however, as a condition of future survival and as the most appropriate form of social relations†. In establishing brotherhood we are kept in check with the interests of our peers and other members of our society. It keeps those from become too involved in the materialistic needs of the individual and the individual’s desire for power. In an ideal democracy all members of a community would be involved in working towards the interest of the mass of that community, neglecting no one and no class. The economic system ideally is similar in that it works to involve all individuals in the best interest of the majority. Some Americans are content in their un reflective consciousness, choosing to believe that life is good, but if it changes there is not much they can do to change it. It is mostly the older upper class that feel this way, as much of their time is gone and they have little of their lives ahead of them. It is now the American students who are doing the most and taking on the most responsibility towards change in their nation. Because many of the youth are enrolled in Universities, they are learning of their nation and its problems. Because students are the younger generation, they feel the responsibility to govern and change their inherited world, as it is theirs to maintain for the rest of their lives. â€Å"The significance is in the fact that the students are breaking the crust of apathy and overcoming the inner alienation that remain the defining characteristics of American college life†. The apathy is a product of social institutions, and part of the student’s resist ance to it is a result of it being a product created for them. In reality, the function of universities in the students life is not to teach students of the injustices, but is to implant the information and methods necessary for those students to have a decent and comfortable life in their later years. In the society beyond student life the author believes that people are scared and feel the instability that is the real world, pressuring themselves into jobs they do not like and lifestyles they would not have chosen because of the underlying fear of poverty and uncomfortable living. Many feel the burden of mankind’s problems is to great and that they could not play a significant role in solving any of it’s problems. â€Å"The apathy here is, first subjective – the felt powerlessness or ordinary people, the resignation before the enormity of events. But subjective apathy is encouraged by the objective American situation†. Man is contradicting himself in being choosing to ignore the problems of his society, all the while thinking and pondering about them. The author believes that change can be achieved as the civil rights movement was based on justice, and achieved â€Å"a passage out of apathy†. One of the problems causing Americans to resist the d esire to become active in calling for change is that in many instances there is no one or no specific thing to completely rise and resist against. Some of the problems of America are more intricate and difficult to untwist, making the masses useless in changing it. â€Å"Central to any analysis of the potential for change must be an appraisal of organized labor†. When ones problems are on a personal level for a great deal of individuals it is easier to call for change, but when those issues do not play a giant part in the life of the individual it is harder to find support in changing it. â€Å"Labor should be formed to run against big city regimes on such issues as peace, civil rights, and urban needs†. Much of the burden for change lies in the role of the university, and in order to make it effective, the students and faculty must share common interests and the education must arm to students with tools that will come into play in helping them defend and seek betterme nt of their lives and the lives of the mass body of people. Research Papers on Summary of â€Å"The Port Huron Statement† - Humanities Essay (100 Level Course)19 Century Society: A Deeply Divided EraRelationship between Media Coverage and Social andCapital PunishmentEffects of Television Violence on ChildrenWhere Wild and West MeetComparison: Letter from Birmingham and CritoStandardized TestingPETSTEL analysis of IndiaHip-Hop is ArtAppeasement Policy Towards the Outbreak of World War 2

How Salt Melts Ice and Prevents Water From Freezing

How Salt Melts Ice and Prevents Water From Freezing Salt melts ice essentially because adding salt lowers the freezing point of the water. How does this melt ice? Well, it doesnt, unless there is a little water available with the ice. The good news is you dont need a pool of water to achieve the effect. Ice typically is coated with a thin film of liquid water, which is all it takes. Pure water freezes at 32 °F (0 °C). Water with salt (or any other substance in it) will freeze at some lower temperature. Just how low this temperature will be depends on the de-icing agent. If you put salt on ice in a situation where the temperature will never get up to the new freezing point of the salt-water solution, you wont see any benefit. For example, tossing table salt (sodium chloride) onto ice when its 0 °F wont do anything more than coat the ice with a layer of salt. On the other hand, if you put the same salt on ice at 15 °F, the salt will be able to prevent melting ice from re-freezing. Magnesium chloride works down to 5 °F while calcium chloride works down to -20 °F. Key Takeaways: How Salt Melts Ice Salt melts ice and helps keep water from re-freezing by lowering the freezing point of water. This phenomenon is called freezing point depression.Salt only helps if there is a little bit of liquid water available. The salt has to dissolve into its ions in order to work.Different types of salt are used as de-icing agents. The more particles (ions) formed when a salt dissolves, the more it lowers freezing point. How It Works Salt (NaCl) dissolves into its ions in water, Na and Cl-.  The ions diffuse throughout the water and block the water molecules from getting close enough together and in the right orientation to organize into the solid form (ice). Ice absorbs energy from its surroundings to undergo the phase transition from solid to liquid. This could cause pure water to re-freeze, but the salt in the water prevents it from turning into ice. However, the water gets colder than it was. The temperature can drop below the freezing point of pure water. Adding any impurity to a liquid lowers its freezing point. The nature of the compound does not matter, but the number of particles it breaks into in the liquid is important. The more particles that are produced, the greater the freezing point depression. So, dissolving sugar in water also lowers the freezing point of water. Sugar simply dissolves into single sugar molecules, so its effect on freezing point is less than you would get adding an equal amount of salt, which breaks into two particles. Salts that break into more particles, like magnesium chloride (MgCl2) have an even greater effect on freezing point. Magnesium chloride dissolves into three ions one magnesium cation and two chloride anions. On the flip side, adding a tiny amount of insoluble particulates can actually help water freeze at a higher temperature. While there is a bit of freezing point depression, its localized near the particles. The particles act as nucleation sites that allow for ice formation. This is the premise behind the formation of snowflakes in clouds and how ski resorts make snow when its slightly warming than freezing. Use Salt to Melt Ice - Activities You can demonstrate the effect of freezing point depression yourself, even if you dont have an icy sidewalk handy. One way is to make your own ice cream in a baggie, where adding salt to water produces a mixture so cold it can freeze your treat.If you just want to see an example of how cold ice plus salt can get, mix 33 ounces of salt with 100 ounces of crushed ice or snow. Be careful! The mixture will be about -6 °F (-21 °C), which is cold enough to give you frostbite if you hold it too long.Gain a better understanding of freezing point depression by examining the effect of dissolving different substances in water and noting the temperature required to freeze it. Good examples of substances to compare are table salt (sodium chloride), calcium chloride, and sugar. See if you can dissolve equal masses of each substance in the water in order to get a fair comparison. Sodium chloride breaks into two ions in water. Calcium chloride forms three ions in water. Sugar dissolves in water, but it doesnt break into any ions. All of these substances will lower the freezing point of water. Take the experiment a step further by exploring boiling point elevation, another colligative property of matter. Adding sugar, salt, or calcium chloride will change the temperature at which water boils. Is the effect measurable?

Assessment and Diagnosis of Venous Leg Ulcer Essay - 2

Assessment and Diagnosis of Venous Leg Ulcer - Essay Example It is thus important to adopt a good follow up plan to facilitate such an obligation. In order to attain this, all stakeholders ought to cooperate at length to facilitate a turnaround. The report is based on a scenario where an 80-year-old is infected with a leg ulcer disease at her lower limp; it comes to our attention that this wasn’t the last time she was exposed to such a disease but had on previous occasions had some success stories which spanned within a period of about three years in counting. While addressing her current condition a number of considerations had to be made while aiming at providing accurate treatment. This is as highlighted below; In the event of being infected with a leg ulcer disease, one ought to go to a qualified medical physician for help. This is due to its ability to affect one's health and could as well go out of hand. While carrying out the diagnosis not all physicians qualify; such assessment can only be carried out by those trained in ulcer management. As a result of a regular encounter with similar cases, some are likely to prescribe the best treatment for this disease. The report, however, tends to look at the necessary procedures to be followed while treating a patient with such a disease. Assessment phase helps while checking on how bad the disease could have gone out of hand thus prescribing the best kind of treatment. While the patient could be portraying certain symptoms such features ought to be compared to those already captured pertain the same disease. This is due to it likely to be related thus could as well help in ensuring a good approach is put to task other than employing trial and e rror method (Sussman & Bates-Jensen, 2007). It is at the Doppler stage that the findings are analyzed at length while checking on how critical the condition could have gone. Several questions are likely to be asked as highlighted.

Adam Smith and Karl Polanyi Essay Example | Topics and Well Written Essays - 500 words

Adam Smith and Karl Polanyi - Essay Example The basic mechanisms include (a) regulation of market transactions, (b) regulation of market participants, (c) disputes resolution and enforcement actions, and (d) pre-commitment of resources (Polanyi and Karl 34). According to Polanyi and Karl (1944), market economy implies a self-regulating system of markets in which there are various human processes involved. They iclude: technological processes, learning processes and economic processes that involves human activities. Commercial societies, they claim that the free-market system of property rights, freedom of contract, and other liberty rights – the â€Å"negative† right of individuals to peacefully pursue their own ends – is impersonal and dehumanizing, or even inherently divisive and adversarial. While market societies are controlled market (Polanyi and Karl 47). Karl Polanyi remains one of the most cogent critics of neoclassical economics. As an alternative to the market society, he emphasizes the embedded-ness of economic activities and institutions and the historical relativity of economic concept (Polanyi and Karl 35). Karl Polanyi denounced the â€Å"economist prejudice† found in both the market liberalism of Ludwig von Mises and the communism of Karl Marx, Polanyi and Karl (1944). Polanyi drew his own inspiration from Christian social thought and yearned for â€Å"a Christian spirited guild life. He also had an objection to the "ruling economic class", or "the richest 1%", having undue influence on government policies and that this situation reflects a "failure of democratic representation" for the middle and lower classes, or the "other 99% (Polanyi and Karl 47). A self-regulating market demands nothing less than the institutional separation of society into an economic and political sphere. Such a dichotomy is, in effect, merely the restatement, from the point of view of society as a whole, of the existence of a self-regulating market, Polanyi and Karl (1944). It