Earthquakes :: essays research papers

Earthquakes Earthquakes occur almost everyday all over the world. Most of the time earthquakes are not strong enough to be felt by people, but the shaking caused by an earthquake can be recorded by a seismometer. These machines are located all over the world to ensure detection of earthquakes of all strengths. Only occasionally will a larger magnitude earthquake strike and cause damage to the region. There are many faults around the world and depending on where these faults are plays a major factor in determining where an earthquake will occur. It is these faults that are the reason for earthquakes. The information seismologists know about past earthquakes and earthquakes in general give them a limited ability to generally predict when and where earthquakes are going to occur. An earthquake is the shaking of Earth’s surface caused by rapid movement of the earth’s rocky outer layer. â€Å"Earthquakes occur when tension stored in rocks suddenly releases† (Vogt 12). Faults occur at these places where rocks on either side of the crack have moved. Oceans are very common places for major tectonic plates to shift. When two plates separate, new oceanic crust is made near the fault as magma rises and eventually sets on the sea floor. If the plates on either side of the fault continue to spread then the ocean slowly becomes larger in width. This is called seafloor spreading. Mid-ocean ridges are characterized by a crack like valley at the fault. This crack like valley is caused by the tension pulling the plates apart, causing normal faulting to occur a number of times in the divergent boundary.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Shevchik 2 The most common type of fault is a normal or dip-slip fault. These occur when two blocks of earth are thrust toward each other, causing one to ride up over the other (Britt 1). â€Å"The hanging wall moves downward relative to the footwall† (Tarbuck 244). A reverse fault is the opposite of a normal fault. â€Å"The hanging wall moves upward relative to the footwall† (Tarbuck 244). A very powerful type of fault is the strike-slip fault that occurs when two plates slide past one another. The San Andreas Fault in California is a very good example of this type of fault. A great deal of damage is done when any type of fault shakes the soil under structures in a low-lying, waterlogged areas, causing liquefaction. Liquefaction occurs when an earthquake shakes the wet, sandy soil near a body of water.

Compare and contrast how the three male characters are presented to us

Compare and contrast how the three male characters are presented to us in The Millers Tale and consider their roles in the Fabliau. The three male characters in Chaucer’s ‘The Millers Tale’ present many of the classic themes in and genre ‘Fabliau’. In English literature there is only a small amount of these tales and half of those are Chaucer’s. While in French literature there are over 300 stories. Nicholas is presented at the start of the ‘tale’ as gentle (hende) shy and therefore trusted and experienced in passionate courtly love, we can tell from his appearance and description that he will be the stereotypical fabliau character who is ‘cunning’ and always ‘makes fun of’ the other more foolish characters. John the carpenter is given a short description and it is clear by the way he speaks that he is not very intelligent therefore his foolishness will be punished john represents the stereotypical character of the duped husband (old and jealous).Alison is the faithless wife (young and sexually active). Sexual and practical jokes play a large part in the Millers Tale, for example Alison tricking Absolon into kissing her ‘arse’, this idea however comes from a raucous Middle English song called ‘Old Hogan’s Adventure’. The fact that Nicholas is short and brawny in his manner and speech contrast his feminist presentation at the start of the tale. The three characters of Nicholas John and the wife Absolon fit securely into the fabliau theme of the ‘love triangle’ a plot that always lends itself to sexual jokes. One of the best jokes in the Miller’s Tale is the way the characters use the language oaf courtly love to gain their selfish lustful ends, a major theme in many Fabliau tales. Nicholas and Absolon c... ...f the fabliau. The tale is ribald in context; farce is a obvious form of humour in the Miller Tale as is irony. Chaucer plays off text against text to create ironic effect, the carpenter is a perfect ironic remedy to the Mi8ller’s advice of in the prologue, we learn that the best way for husbands to avoid being cuckolded is to; â€Å"An hoiusbonde shal nat been inqiusityf / Of Goddes pryvetee, nor of his wyf.† The three male characters in the Miller’s tale conform very well to the personalities and themes of the fabliau. But Chaucer changes his characters so they do not completely match genre, as we have seen with their different conventions and methods of acquiring their goals, Nicholas is direct and straight forward, Absolon is indirect and foolish and hence gets punished for it and John is honest and gullible and does not have Alison at the top of his list.

Old Age Home Essay

Abstract The elderly population is rising globally and similar trends are being observed not only in Asia but also in Pakistan. A developing country facing several challenges in the form of political instability, lack of economic growth, low savings of the elderly, weak pension system, makes life challenging for the elderly. Pakistan’s demographic trends show that between 1990 till 2010, the population aged 60+ years increased by 75.1 %. It is projected that the life expectancy will increase to 72 years by 2023. WHO report (1998) projected that 5.6 % of Pakistan’s population was over 60 years of age, with a probability of doubling to 11 % by the year 2025. Pakistan is a socially cohesive society and elders are valued and respected. It is normally considered to be the responsibility of the eldest son to take care of their parents. In spite of a socially cohesive society in Pakistan, in some segments, norms have been changing and recently, one can notice a clear turn down of the e xtended family system. Children leave their parents and there is no one who could look after their needs. Consequently, the abandoned parents land up in old homes. With meager resources and a poor understanding of aging; Pakistan faces many challenges in caring as well as provision of facilities for its elderly population. This present report highlights the comparison between the quality of facilities that are provided to older people in home and private or government institutes. Future possibilities for improvement of facilities for the good health and wellbeing of our elderly are also discussed. Read more:  Problems Faced by Old Age People Introduction of gerontology Gerontology is an introduction to the field of human aging. Gerontology is multidisciplinary in nature as all aspects of human aging are viewed in this subject. This means that the study of aging combines information from several separate areas of study. Biology, sociology, and psychology are the â€Å"core† or basic areas, along with content from many other areas of study such as public policy, humanities, and economics. Gerontology includes the study of physical, mental, and social changes in older people as they age, the investigation of the changes in society resulting from our aging population as well as the application of this knowledge to policies and programs for the assurance of better quality of life for older people in the  community, the state and the nation. Taking care of our elders is an Islamic obligation and also an integral cultural norm in Pakistan. Despite being a socially cohesive society; the decline of extended family systems is evident. This has affec ted the respected status of the elderly enjoyed in their later years. As nuclear family system is increasing in urban areas, they are unable to take charge of the elderly due to many socio-economic and cultural constraints. So they have begun to seek assistance from formal institutions engaged in elderly care. Importance of gerontology: Gerontology is very important as people working in aging report great satisfaction in addressing the challenges of those who are growing older, helping to maintain the quality of their lives, and enjoying the wit, wisdom, and creativity of the older persons with whom they come in contact. Even as a student you can make a difference; your community can benefit from volunteer work you do with older persons. Later, as a professional in the field, you can continue to serve the community as a volunteer, for example, by speaking about various aspects of aging to civic and community groups or teaching in pre-retirement programs. Working in the field of aging provides an opportunity to influence positively the agencies and organizations serving older persons and the legislation and policies that affect their lives. Studying aging also gives you a perspective on your own aging and insight into the aging of your family members. Review of literature The older population has been growing at an unprecedented rate. In 1980, just prior to the convening of the First World Assembly on Ageing, there were 378 million people in the world aged 60 years or above. In followed figure has risen to 759 million over the past three decades and is projected to jump to 2 billion by 2050. Actual and projected global population aged 60 years or over, 1980, 2010 and 2050 Our Religion stresses a lot on the rights of elderly people and we are asked to serve elderly relatives of our parents if parents are not alive. We make  fun of the West that they send their parents to â€Å"Old Houses† and do not bother to inquire about them. Now if we analyze that what is happening to elderly people especially in the poverty struck rural areas it gives us following haunting facts : – Elderly people die miserably due to lack of food and medical attention. They develop psychotic disorders due to depression and dejection. They develop certain diseases by not eating healthy food which is not providing the necessary multi-vitamins needed to survive in the old age. Employee’s Old age benefits pension money is used by their family members. They have very limited social life. Lack of religious and basic education deprived them from doing anything useful to pass the time. Children of even well settled families tend to ignore grandparents who just need to share love with them and focus. Sheltered housing provides social contact and a secure environment that appeal to many older people. Sheltered housing has proven to be popular for a minority of people as alternatives to residential care or high intensity old homes. They provide flexible care and 2 accommodation suited to those with mobility problems. Satisfaction levels are high, particularly in relation to access to care and the provision of meals. Housing expectations changed, issues with this form of provision started to emerge in the 1980s. The difficulties identified in the provision of sheltered housing are now well known. A review of the factors leading to difficulties with letting sheltered accommodation (in England and Wales, 1994-5) found that 92% of local authorities and 79% of large housing ass ociations had encountered some difficulty in letting their stock. Furthermore, 8% of local authorities and 14% of housing associations found over half of their traditional sheltered housing units difficult to let (Tinker et al, 1995). Now be somewhat dated, though the issues encountered have been reiterated since then. Following are the old age homes difficulties or issues have been identified: Size of properties was often identified as particularly problematic, with bedsits being the least popular, and single bedroom flats being increasingly seen as too small for older people, particularly couples and those being encouraged to down-size from larger social rented housing. Access difficulties, particularly where properties are on upper floor without lift access; wheelchair access can also be problematic. Guidance on the development of  new sheltered housing in Scotland in 1980 specified that sheltered units should be on ground or first floor, unless a lift was provided (Scottish Development Department, 1980), and this was not revised with more accessible specifications until Housing for Varying Needs was introduced in 1998 (Pickles, 1998). The neighborhoods in which sheltered schemes are located have changed significantly since their initial development, with the closing of local shops and services, and reductions in public transport. They may also now be in areas where other housing and social issues make them unpopular for all tenants, not just older people. The introduction of the European working time directive and other developments in human resources mean that the role of the scheme manager has had to change. This also reflects the changing cli ent group that is living in sheltered housing. The increasing age of residents in sheltered schemes meant that the level of support available from the scheme manager was insufficient, and prior to the developments in widespread community cares and support services, this was a significant issue. Some areas may have an over-provision of sheltered housing units. Richard and Gill Walker, looks into the social context of housing for aged ones. It covers the demographic material, facts about social framework of old homes for older people. This includes a review of demographic information, evidence relating to the needs, perspectives and choices of the aged people with respect to this housing, along the problems of segregation and marginalization and their impact on their livings. Philip O. Sijuwade did his study about Self-Image of Aged which looks into the different approaches , stereotypes, and age factors which regulates suitable behaviors for the older ones(social image). It states that, old ones have developed their self-image too, which depicts the way they think of themselves and the way ‘others’ think of them. This is based on primary research states that stereotypes have been built about the aged people of the society and they are not treated in the way they deserve to be. Residential satisfaction of the older adults in ag e-segregated facilities is described by Sandra G. Reynolds and Julia O. Beamish which looks into the housing satisfaction of old home people with liberated living services. Twenty one residents contributed as a focus group and results showed that these old people liked  safe and secure atmosphere and value good design, friendly neighborhood, privacy and residential characteristics. G. Clare Wenger and Richard Davis, indicates that main factors of social isolation includes marital status, social interaction, health conditions, behavior of ‘others’, type of networking and loss of mobility. They conclude nothing could be generalized about it but trends in society have old ones feeling marginalized on this earth. It can vary on according to personal background and situation. In some cases, older ones are forced to live in a residentially segregated area whereas in other cases, aged people are themselves willing to have such segregation. The reasons for which older ones preferred institutional living arrangement are for preservation of dignity and respect, peace of mind, avoidance of familial conflict along with the provision by fulfillment of all basic needs, unwillingness to depend on family members on economic and social basis. One of the famous sociologists Livson conducted a research ,‘The Transition into Retirement and Old Age’ in 1962 and found that survival of family, economic condition and health condition along with other factors plays important role as individuals adopts to grow old. She is of the view that changes in economic and health status are not only the issues which require our attention. Most important issue is the adjustment of that particular person into the current situation according to the increasing age. references Project funded by a generous grant from Andrus Foundation  © Copyright 2001 — Careers in Aging http://www.careersinaging.com/careersinaging/what.html http://www.academia.edu/1854670/Aging_and_Elderly_in_Pakistan http://www.un.org/esa/socdev/ageing/documents/publications/current-status-older-persons.pdf http://www.careersinaging.com/careersinaging/why.html http://memberfiles.freewebs.com/84/90/65819084/documents/Aging%20in%20Pakistan.pdf

Positive Behaviour Essay

Definition Behaviour that tends to satisfy the desires of the respondent is Positive Behaviour . It will become apparent that by this definition some positive behaviour may lead to antisocial (so called â€Å"negative†) responses and hence is not recommended. Furthermore, some behaviour that is itself socially acceptable and apparently positive is not, by this definition, actually positive because it does not tend to satisfy the desires of the respondent. The reverse is also true: some behaviour that is social not acceptable and apparently negative is yet actually positive because its operates to satisfy the desires of the recipient. Illustrations of Positive Behaviour Actions that can be classified under the following headings are customarily called positive: Showing interest Agreeing Making balance criticism Approving Showing affection Co-operating Protecting Praising Understanding Forgiving Although in some ways, the line between positive and negative behaviour exists in the eye of the beholder. Your value system, which stems from your family and cultural background as well as your own life experiences, will determine what you believe to be positive behaviour. Your feelings about yourself and life in general will also colour your perceptions. When adults feel positive about themselves, they are better able to understand and accept children’s behaviour. Positive behaviours are those which help children/venerable person move along toward the goal of becoming well-adjusted, fully functioning adults. In other words, behaviour that is typical of a particular stage of development, that paves the way for the next stage, is positive. Positive behaviour is not, therefore, the same thing as compliance with adult wishes, especially if those adult wishes reflect a lack of knowledge of children’s or venerable person’s development. Some positive behaviour can appear downright negative! Some authors argue that there are predictable times in the lives of all children/venerable person when their behaviour â€Å"falls apart†: when they seem to move backward in development in ways that perplex and dismay their parents and caregivers. These times invariably signal a rapid spurt of physical, cognitive, or socioemotional growth. An example might be the child on the verge of walking, whose frustration at being left behind evokes a sudden change in disposition and screams of rage. We can view these periods, not as crisis points, but rather as â€Å"touch points,† unparalleled opportunities for understanding and supporting development, if we anticipate them positively and avoid becoming locked in power struggles. By studying child/venerable person development and carefully observing the behaviour of many them, you can learn to adjust your expectations so that the behaviour you expect is within the bounds of possibility for children to achieve. By observing the behaviour of a particular child child/venerable person over time, you can begin to understand what particular behaviours mean for that person. You may begin to see how behaviour that seemed irritating to you actually serves a positive function for a child/venerable person. Focusing on positive behaviour places negative behaviour in better perspective and develops a more accurate impression of the whole child/venerable person. It allows you to emphasize strengths and help children overcome weaknesses.  Early childhood educators with heightened awareness of positive behaviours will set the stage so that those behaviours can occur, and will respond in ways that make these acts occur more often. In other words, they will use techniques of indirect and direct guidance. Positive behavioural support According the Department of health, Positive behavioural support (PBS) provides a framework that seeks to understand the context and meaning of behaviour in order to inform the development of supportive environments and skills that can enhance a person’s quality of life. Evidence has shown that PBS-based approaches can enhance quality of life and also reduce behaviours that challenge which in turn can lead to a reduction in the use of restrictive interventions. It is founded on principles that have applicability for a much broader range of people and may use different terminology. PBS provides a conceptual framework which recognises that people may engage in behaviours that are challenging because: †¢ they have challenging or complex needs that are not being met – these could be associated with unusual needs and personal preferences, sensory impairments, or mental or physical health conditions †¢ they are exposed to challenging environments in which behaviours of concern are likely to develop – examples might include environments which are barren and lack stimulation, where there are high levels of demand placed on people, where there may be institutional blanket rules, restricted or unpredictable access to preferred activities and those things the person values and where there is insufficient availability of positive social interactions, or where personal choices are not offered and/or honoured †¢ they typically have a generally impoverished quality of life. PBS approaches comprise a number elements: †¢ Using person-centred, values-based approaches to ensure people are living the best life they possibly can. This involves assisting a person to develop personal relationships, improve their health be more active in their community and to develop personally. When done properly, person centred planning processes make sure that those who support people get to know them as individuals. †¢ Skilled assessment in order to understand probable reasons why a person presents behaviours of concern; what predicts their  occurrence and what factors maintain and sustain them (this area of assessment is often referred to as a functional assessment). This requires consideration of a range of contextual factors including personal constitutional factors, mental and physical health, communication skills and the person’s ability to influence the world around them. Patterns of behaviour provide important data, skilled analysis of which enables key areas of unmet need to be understood. †¢ The use of behaviour support plans which have been informed by an assessment of these factors in order to ensure that aspects of the person’s environment that they find challenging are identified and addressed, that quality of life is enhanced and that wherever possible people are supported to develop alternative strategies by which they can better meet their own needs. These are referred to as primary preventative strategies. †¢ The behaviour support plan must detail the responses such as de-escalation techniques, distraction, diversion and sometimes disengagement to be used by carers/staff when a person starts to become anxious, aroused or distressed. These are referred to as secondary preventative strategies and aim to promote relaxation and avert any further escalation to a crisis. †¢ Behaviour support plans include guidance as to how people should react when a person’s agitation further escalates to a crisis where they place either themselves or others at significant risk of harm. This may include the use of restrictive interventions. Within behaviour support plans these are as identified as tertiary strategies. Any person who can reasonably be predicted to be at risk of being exposed to restrictive interventions must have an individualised behaviour support plan. Care programme approach care plans, personal recovery plans or other personalised approach planning structures may also incorporate behaviour support plans. They must always include clear evidence of health and social needs assessment, and be created with input from the person, their carers, relatives or advocates. This should identify: †¢ The context within which behaviours of concern occur †¢ Clear primary preventative strategies which focus on improvement of quality of life and ensuring that needs are met †¢ Secondary preventative strategies which aim to ensure that early signs of anxiety and agitation are recognised and responded to †¢ Tertiary strategies which may include detail of planned  restrictive interventions to be used in the safest possible manner and which should only be used as an absolute last resort What are the Positive Strategies for Supporting Behavior Improvement? There are many possible contributors to the development of challenging behaviours. It is important to investigate and evaluate these, but also to take action sooner rather than later, since many behaviors can become increasingly intense and harder to change as time goes on. Often a necessary approach to managing behaviour involves a combination of addressing underlying physical or mental health concerns, and using the behavioral and educational supports to teach replacement skills and self-regulation. There is no magic pill, but there are a number of strategies that can often be helpful. The use of Positive Behavior Supports is more than just a politically correct approach to behavior management. Research shows that it is effective. The alternative is usually punishment, which decreases the likelihood of a behavior by taking something away (such as removing a favorite toy) or doing something unpleasant (yelling, spanking.) While punishment might work immediately, it has been shown to be ineffective in the long run and can increase aggressive behavior, provide a model for additional undesirable behaviors, and strain the relationship with the caregiver (you). It is worth noting that to continue to be effective and maintain improvements, positive supports and feedback need to be ongoing as well. â€Å"Withholding reinforcement for problem behavior (i.e., extinction) is technically an example of punishment. Proponents of Positive Behavior Support (PBS) acknowledge that controlling access to reinforcement is necessary when trying to change behavior. What PBS does not condone is the use of aversive (e.g., demeaning, painful) procedures to suppress behavior. Such approaches have been demonstrated to be ineffective in producing durable changes in people’s behavior and do not improve to quality of their lives.† –Association for Positive Behavior Support If you have made changes to improve your child’s health or happiness, and these have not helped to improvehis behaviour in a reasonable time frame (a couple of weeks), or you are concerned about safety, help may be needed. Positive strategies and an intervention plan can be developed by a behavioral or educational team, usually in response to what is learned in a functional behavior assessment  (FBA) as described in the previous section. When several challenging behaviors exist, it is important to establish priorities. You may want to first target behaviors that are particularly dangerous, or skills that would help to improve situations across several behavioural scenarios. Remember to set goals that are realistic and meaningful. Start with small steps that can build over time. A non-verbal child is not likely to speak in full sentences overnight, but if learning to hold up a ‘take a break’ card when he needs to leave the table allows him to exit, and keeps him from throwing his plate, that is a huge success. A plan for our team should meet four essential elements: Clarity: Information about the plan, expectations and procedures are clear to the individual, family, staff and any other team members. Consistency: Team and family members are on the same page with interventions and approaches, and strive to apply the same expectations and rewards. Simplicity: Supports are simple, practical and accessible so that everyone on the team, including the family, can be successful in making it happen. If you don’t understand or cannot manage a complicated proposed behavior intervention plan, speak up! We have to recognize that many skills take time to develop, and that changes in behavior require ongoing supports to be successful. In some cases, especially when you are ignoring a behavior that used to ‘work’ for your child, behavior may get more intense or more frequent before it gets better. Your team should keep good records and track progress and responses to intervention to know if the plan is effective. Being realistic at the outset is crucial. It can help parents and caregivers appreciate that they are making small yet meaningful changes in their lives and the lives of the individual they care for. Making goals realistic means they are achievable. Being realistic keeps the picture positive. It focuses attention on progress towards to a goal, rather than perfection. Setting a real Positive Behaiviour Support Our team should develop strategies for you to use to increase the behaviors you want to see in your child. These will need to be individualized to his  particular needs and challenges. They can often be helpful in building a sense of pride in accomplishments and personal responsibility, and a sense of what is expected. This will reduce the anxiety and reactivity that results in aggression or other behaviors. Some helpful strategies: Celebrate and build strengths and successes: we tell him what he does well and what you like. A sense of competence often fosters interest and motivation. Strive to give positive feedback much more frequently than any correction or negative feedback. ‘Great job putting your dishes in the sink!’ Respect and listen to him: We may have to look for the things he is telling you, verbally or through his choices or actions. ‘You keep sitting on that side of the table. Is the sun in your eyes over here?’ Validate his concerns and emoti ons: Do not brush aside his fears or tell him not to worry. His emotions are very real. Help to give language to what he is feeling. ‘I know you do not like spiders. I can see that you are very afraid right now.’ ‘I can see that you are angry that our plans have changed.’ Provide clear expectations of behavior: Show or tell your child what you expect of him using visual aids, photographs or video models. A great way to teach new skills is Tell-Show-Do. Set him up for success: Provide accommodations. Accept a one word answer instead of demanding a whole sentence. Use a larger plate and offer a spoon to allow him to be neater at the dinner table. Use Velcroshoes or self-tying laces if tying is too frustrating. Ignore the challenging behavior: Do your best to keep the challenging behavior from serving as his way of communicating or winning. This is hard to do, but in the long run it is effective. Do not allow his screams to get him out of brushing his teeth, or his biting to get him the lollipop that he wants. Behaviors may get worse before you start to see them get better. Stay the course! And make sure all family and team members are consistent in this approach and that you pair this with other positive strategies. Alternate tasks: Do something that is fun, motivating or that your child is good at. Then try something hard. He will be less inclined to give up or get agitated if he is already in a positive framework. Teach and interact at your child’s or loved one’s learning level: Take care to set him up for growth and accomplishment, rather than the anxiety produced by constant failure or boredom. Give choices, but within parameters: Everyone needs to be in control of something, even if it is as simple as which  activity comes first. You can still maintain some control in the choices that you offer. ‘Do you want to eat first, or paint first?’ Provide access to breaks: Teach the individual to request a break when he needs to regroup (e.g. use a PECS card that represents â€Å"break†). Be sure to provide the break when he asks so he learns to trust this option and does not have to resort to challenging behaviors. Promote the use of a safe, calm-down place: Teach him to recognize when he needs to go there. This is a positive strategy, not a punishment. Set up reinforcement systems: Use simple, predictable processes that reward your child for desired behavior. Catch him being good and reward that, verbally and with favored activities, objects or ‘payment.’ ‘I love that you stayed with me during our shopping trip. You earned a ride on the airplane toy!’ Allow times and places for him to do what he wants: Even if it is a ‘stim’, it is important to provide these options when it is not an intrusion or annoyance to others. Reward flexibility and self control: ‘I know you wanted to go to the pool today and we were surprised when it was closed. For staying cool and being so flexible about that change in plans, let’s go get some ice cream instead!’ Pick your battles: Strive for balance. Focus on the behaviors and skills that are most essential. Be sure to include positive feedback and intersperse opportunities for success and enjoyment for you, your family, and your loved one with autism. Be resilient. Celebrate the fun and the good things! Use positive/proactive language: Use language that describes what you want the individual to do (e.g. ‘I love how you used a tissue!’ ), and try to avoid saying ‘NO’, or ‘don’t’ (e.g. ‘stop picking your nose.’ ). Setting Realistic Behavioral Goals: Setting goals allows us to objectively measure progress toward an identified desired outcome. It also allows caregivers and parents to ask themselves, â€Å"What behavioral changes would really make the greatest improvements in our lives together?† It allows them to identify what really matters. For instance, it may be more important to address a behavior such as throwing things during a classroom activity than to address that person’s tendency to stand up during meals. Adapt the Environment As you learn to think like a detective about your child’s behaviour, your observations (or the FBA) are likely to show that behaviour occurs at specific times, with certain people or in particular environments. You and your team will need to tune in, learning to recognize the signs of increasing tension, anxiety or frustration that eventually lead to challenging behaviours. Often there is a ramping up, or escalation period, and learning to recognize that early and using many of the approaches here can help to calm a situation and prevent behavioural outbursts. Sometimes these signs may be very subtle—red ears, a tapping foot, heavier breathing, higher pitched speech—but it is essential that everyone on the team responds to the importance of tuning in and working towards de-escalation. Changing the environment can often reduce behavioral episodes. Expand situations, relationships, places and opportunities that are successful. If possible, try to adjust or avoid situations that are triggers for challenging behaviour. Incorporate ways to reduce frustration and anxiety and increase understanding. Below are some things to consider when working to create a more successful environment: Organize and provide structure: Provide clear and consistent visual schedules, calendars, consistent routines, etc. so that the person knows what is coming next. Inform transitions and changes: Recognize that changes can be extremely unsettling, especially when they are unexpected. Refer to a schedule, use countdown timers, give warnings about upcoming changes, etc. we can use Visual Supports: Pictures, text, video modeling and other visuals are best for visual learners, but they are also critical because they provide information that stays. The ATN Visual Supports Tool Kit provides a step-by-step, easy-to-understand introduction to visual supports. Provide a safe place and teach when to use it: A calming room or corner, and/or objects or activities that help to calm (e.g. bean bag) provide opportunities to regroup and can be helpful in teaching self-control. Remove or dampen distracting or disturbing stimuli: Replace flickering fluorescent lights, use headphones to help block noise, avoid high traffic times, etc. Pair companions or staff appropriately for challenging activities or times: Some people are more calming than others in certain situations. If going to the store with dad works better than with  mom, focus on that and celebrate successes. Consider structural changes to your home or yard: These changes might address some of the specifics of your situation to increase independence or reduce the risks when outbursts occur. Making Homes that Work includes a range of potential changes that can be made to reduce property damage, improve safety, and increase choice and independence. Communicate to Others Many families have found it helpful to communicate to those around them about their child’s special needs and some of the behavioral situations that might arise. Sometimes it is helpful to let others know what is going on so that they can also be observers and help provide helpful input about your child. Some families have found it helpful to talk to their neighbours, or to communicate with others in the community using stickers, cards, or other visuals. Parents can carry a note card standing such this one : Positive and Proactive Care: reducing the need for restrictive interventions People with learning disabilities whose behaviour is challenging will have physical interventions used on them at some point in their lives. In the absence of a lawful reason, using force, or threatening to use force, could give rise to a criminal charge, as could locking someone in their room. The Mental Capacity Act defines the unlawfulness, and the appropriate penalties for actions of illtreatment or neglect. A physical intervention in relation to challenging behaviour is described by the British Institute for Learning Disabilities (Harris et al, 1996) as ‘A method of responding to the challenging behaviour of people with learning disability and/or autism which involves some degree of direct physical force which limits or restricts the movement or mobility of the person concerned.’ They define three types of physical intervention direct physical contact between a member of staff and a service user: for example holding a person’s arms and legs to stop them attacking someone the use of barriers such as locked doors to limit freedom of movement: for example placing door catches or bolts beyond the reach of service users materials or equipment that restricts or prevents movement: for example placing splints on a person’s arms to restrict movement. The Department of Health/Department for Education and Skills guidance (2002) outlines the requirements when physical intervention are planned and these include agreement by the multidisciplinary team, including consultation with others as appropriate put in writing, together with the behavioural plan (they should never be the only plan for managing behaviour) be supervised by appropriately trained staff  be recorded, so that the circumstances of any physical intervention and methods used can be monitored. This guidance also emphasises that the physical interventions should be used as infrequently as possible be in the best interests of the service user be part of a broader treatment strategy not cause injury maintain the person’s dignity. And also, The Human Rights Act (HRA)15 imposes a duty on public authorities, (including NHS Trusts, Local Authorities, and police forces) and services exercising functions of a public nature not to act in a manner that is incompatible with the European Convention on Human Rights13 (ECHR) rights that have been made part of UK law by the HRA.

The walt disney company (competitive analysis) PowerPoint Presentation

The walt disney company (competitive analysis) - PowerPoint Presentation Example What is therefore important to understand that in order to perform the competitive analysis of Walt Disney, it is critical to consider Walt Disney as a brand rather than analyzing the firm’s competition in different segments of the business? Three of the most important competitors of Disney include News Corporation , Time Warner Inc and NBC Universal Media Inc. News Corporation is involved in different businesses including News, Movies and publishing. It operates the Fox News channel as well as the Fox Filmed entertainment thus competing on two different counts with Disney. It is important to note that New Corporation is also in the business of publishing and publishes world renowned magazine on the stock market with the name of The Wall Street Journal and the Times London. Apart from this, the News Corporation also owns and operates the book publishing giant of HarperCollins thus having presence in different segments of the same line of business. Time Warner is the third larg est media company in the world after Disney and New Corp and is considered as one of the giants in the industry after these firms. Time Warner is also in the business of television, films and publishing and has relatively reputable market recognition for presenting successful movies over the period of time.

Discuss the role of perceptions of 'otherness' in 'ethnic cleansing' Essay

Discuss the role of perceptions of 'otherness' in 'ethnic cleansing' - Essay Example In most cases, this includes dehumanizing that culture as well. The concept of the ‘other’ is central to the development of enough hatred to believe that ethnic cleansing is not only necessary, but feasible for one set of humans to commit against another. In order to create a belief system that can include ethnic cleansing as a solution for conflicts between cultures, a sense of the ‘other’ must be developed so that a belief in the dehumanization of the opposing culture diminishes any sense of committing murder against a fellow human being. According to Dirven, ethnic cleansing comes as a result of â€Å"abuses of cognitive processes (that) lead to atrocities against humanity beyond the imagination of most of us† (115). Cognitive semantics and the use of external symbols to create unity are also used in order to create a sense of the ‘other’. Those who are unified under a focused set of beliefs use the concept of those who are outside of those beliefs to create the sense of the ‘other’, the group that does not identify with the same belief systems. Dirven goes on to say that â€Å"Features or attributes of the so-called ‘outsiders’ may then be made cognitively significant through exaggerated contrast to the valued manners or behaviours of the newly identified ‘inside’ group† (114). ... They have an overpowering emotional and non-rational quality†. The nature of the need to belong is balanced by the need to identify those who do not belong. It is the nature of the individual to bond and create mutual ‘others’ that provide contrast to the superiority of their own cultural group. In doing this, the defined characteristics of the ‘other’ provide support for why a group will find reasons to isolate away from other groups and create conflict to assert their continued superiority. These methods can be varied, but one of the worst is through the policies that involve ethnic cleansing. Ethnic cleansing involves two different concepts. Ethnicity traits that identify a group are combined with cultural traits. Groups are identified by both their physical manifestations of difference and their cultural manifestations through systems of belief. The difference between ethnicity and culture can be defined by the idea that one is involuntary and the other is voluntary. One is through physical attributes that are not a matter of control or choice. The other is through choosing to bond with others in a formed group (Cohen and Stone 67). The differences between the two are cause for different types of conflict and the line is not always considered clearly drawn. Therefore, if a person of certain ethnic attributes joins a culture that no longer associates them with the belief systems of their ethnic cultural group, this may not prevent them from being included. Joining a cultural group without ethnic markers that identify an individual with that group will also not create a safe place for an individual. The example

Chicano studies Essay Example | Topics and Well Written Essays - 1250 words - 1

Chicano studies - Essay Example It is because political power is gained by having good number of followers. In addition, the voting pattern in the USA was more along the tribal lines thus making the Chicano people unlucky when it comes to national resource allocation. Having a political representative would have helped the Chicanos to develop within their area. Illiteracy was also another factor that significantly contributed to the underdevelopment of the Chicano people in Mexico. It is because they did not have the skills and experience on how to foster their individual development ideas that would help them to prosper to be in par with other communities. Moreover, they suffered because of discrimination from other communities who did not give them room to share or exchange ideas. Lack of adequate resources to the Chicano people made them remain behind in development sector. Lack of technological empowerment is also another area that contributed to the underdevelopment of the Chicanos. At the heart issues, dealing with presentation is the human urge to put things into category things, even other humans. One needed to be black or white, male or female, being an American or a citizen from whichever the country, to able to receive fair treatment in the society. The US racial groups were made up of black, white, indigenous, Asian and other. This meant that there was nowhere the Chicanos could fit in these races. The Us government termed them as Hispanics but was not well received by Latinos since it was not inclusive of everybody and they felt it was just top down ethnic identity. The Chicanos did not want to be identified by these dualisms, which was their biggest problem. In turn, the way that Chicanos represent themselves in a daily life did not correspond to the experience of other groups. Thus, it often results to portrayals that are inaccurate when that particular group does not have control of the way that exhibit those