Construction ICT Research Proposal Example | Topics and Well Written Essays - 2500 words

Construction ICT - Research Proposal Example In this section I will talk about the main problem situation regarding the lacking of implementation in the construction process and management. In this section I will discuss about the main problem situation and its possible effects regarding the effective construction process management and handling. The trouble that causes a serious hurdle in the construction industry is the lack of the communication. In this scenario the worker and management are ignorant to the in progress state of the development of the construction site. We also have less interaction in case of the on site construction management. Then we have a most important problem on the subject of the data transfer. In the absence of the ICT tools it is tremendously complicated to supervise and handle the construction process. The on time data movement is really indispensable for on time project handling. For instance we have traced a new alignment regarding roof settlement. This data requires instantaneous transfer to access the new construction strategy or handling information. There is also the main problem regarding the less effective management of the overall human resource on the site. In the presence of the ICT tools we would be able to handle the overall workforce in a better way. The customary way of construction lacks the on site labour communication and handling of the overall construction resource. Next main problem in absence of ICT tools is regarding the effective resource management and handling on the site. In this scenario the construction site resources are managed manually that is more time consuming and complicated task. In the field construction we have no observation means for the overall workforce performance. This means that workers are working in separation and there is no check on their performance assessment. The automotive vehicle tracking and management is not possible in the overall scenario. IT in Construction In this section I will talk about the implementation of the most modern developed information based technology in the construction industry. This technology has changed the on the whole working structure and configuration of the construction market. "Now the methods of construction engross more enhanced tools and techniques regarding the overall development of the construction business" (Sarshar et al, 2004). This carrying out of the information technology in the field of construction business projected an innovative approach to enhance the construction developments in the course of utilization of mobility and information technology. This policy intended to build up effectiveness, consequently, reducing expenditure as well as time of the resources facilities procurement practice. It is as well intended to build up the freedom of a structuring or capability, meeting customers' needs. The role of ICT in the vision of the construction business was presented, and a multi step technique was planned for carrying about a balanced acceptance through the business of IT (Arayici et al, 2005). ICT based technology All the way through the world the majority of the organizations accept as true that the effectual utilization of

Individual Assignment Essay Example for Free

Individual Assignment Essay 1. Introduction Nowadays, as experts are studying further and further about personality, the importance of it in the society and workplaces is highly aware by everyone. The more we know about personalities, the better we can understand why people do the things they do, and how to communicate with them. Knowing about our own personalities, we can improve our styles, reduce stress and conflicts as well as develop positive attitudes in life (punctuality, flexibility, willingness to learn, friendliness†¦) Therefore, through this paper, I will examine deeply in my personalities as a particular example to further understand this matter. Moreover, with the focus on how it affects me in personal and professional development, I can find and improve myself to achieve the best success in my future. 2. Methodology The basic concept of my assignment is the Big Five Personality Model. â€Å"Five basic dimensions underlie all other and encompass most of the variation in human personality† are: * Extraversion: one’s comfort level with relationships. Extraverts get their energy from interacting with others, while introverts get their energy from within themselves. Extraversion includes the traits of energetic, talkative, and assertive while introversion personalities are usually quiet, reserved and shy. * Agreeableness: the extent to which a person is good-natured, helpful, trusting, and cooperative. Traits include being kind, affectionate, cheerful and warm. * Conscientiousness: responsibilities and reliabilities. Conscientious people have self-discipline, well-organized, careful and responsible. * Openness to experiences: creative minds and willingness to learn. People with high level of openness tend to be imaginative, curious, independent and somehow artistic. * Emotional Stability: ability to deal with stress and other tense situations. A person who is very stable emotionally would remain calm in many situations and would feel secure. Bases on this theory, with the help of an online website, I’ve got the result about my personalities according to Big Five Model. With this result, I will be able to evaluate and improve my career as well as my positive personalities. 3. Analysis results: Results: http://img841.imageshack.us/img841/9448/yourbigfiveresults.png In my opinion, this result is matched 80% with my real personalities. In real life, I can be comfortable with people that I already knew before, especially classmates, parents, siblings†¦ I can do silly things, say lots of random things, and joke freely. However, with strangers, I usually keep a secured distance, be formal and respective as much as possible. Sometimes, in disadvantaged circumstances, I might be shy and stay quiet all the time being with strangers as I don’t want strangers to know too much about myself. That’s why my result in Extroversion is a little above average score (59/100 respectively). Consequently, this will help me find balance in group working, be opened and be quiet when needed. My job performance will be improved along with my social skills. Moreover, in competitive situations, especially facing with rivals, I can keep them from knowing about my strength and weakness; or pretend like I am not a dangerous rival for them. Next, refer to Openness to Experience trait, because I really like original, conventional and unchangeable things so the low score (20/100) is reasonable. I don’t have a variety of interests but only a few one and do it thoroughly with my passion. However, sometimes the closeness in my mind prevents me from create new ideas and stay creative while brainstorming. But it’s true that I am a down-to-earth person as I really hate unclear, misleading, dishonest things/people. I know this attitude sometimes has a bad effect on my career and my personal life since I am not willing to learn new things so my training performance will not be as good as I expect. If I am a leader, I might ignore helpful creative ideas from my teammates. My honest and straight personality also bring me hard times dealing with others although it’s a really worthy trait. However, I believe that the original is always the best basement for my every innovation. It helps me balance a group that contains many open-minded people and keep conventional values of life. This conventional and honest personality might be one of the important reasons leads to my disagreeableness (22/100 of agreeableness). Because I am a little stubborn and hard to be persuaded, sometimes I find the dishonest people, the unclear things or the too-reliable-on-others person really uncomfortable and annoy me. Normally, I am quite kind and lovable; but whenever I am concentrating in doing something, I can easily be irritated by people who try to distract me. My perfection attitude also get me into quarrels as I always find the mistakes in others’ performances and try to fix it for them. Nevertheless, as my friends and teammates stated, the perfectionist inside me really helps them a lot when they complete their tasks. I am easy to be angry and annoyed but it’s always reasonable and related to work issues or problems of the equity. So I think this is not a disadvantage but an advantage for my career and personal life. Besides that, my flexibility in Emotional Stability helps me a lot in dealing with these two weaknesses. Despite easily being irritated by others, I can hold it in and balance my emotions really well. I made decision for tense situations really slowly and calmly. I don’t take it as a pressure or stress but only a problem like other problems everyone needs to face in life. One important reason for the low score is I am truly an optimist, seeing things with believe, happiness and hope. It’s not that I paint my life with pink, but my rational thinking always leads me to better things, not worsen the situations. As a result, my stress level will be reduced a lot, prevent me from being overload with tasks, problems, personal matters†¦ Because I know how to show my expressions and emotions at the right time, to the right person, my social relationships are really good, bring me benefits in both personal and professional life. I can tell that I have only one close best friend; but I have a lot of good friends who are ready to help me anytime I need, thanks to my emotional stability. The last trait is conscientiousness with high score at 83/100. This indicates that I am a well-organized, disciplined and reliable person. I really hate disorganized things and people. I always try to arrange my stuff into a fixed positions and I hate when someone try to change it or make it messy. I usually make plans; review its process regularly and try to finish as perfect as possible. If I am assigned a task, I will try to do it thoroughly and not let anyone complain about my performance, or at least reach the bearable stage. This is applied with not only my personal events but also my working tasks and problems, especially tasks I have a lot of interests in like handicrafts, writing for magazines, reviewing things. In my point of view, this is the most important trait among five traits. My great efforts and responsibilities will bring me more and more knowledge, then contribute to higher level of my job performance, as well as help me organize my life effectively. Not only those but people also trust me and respect me for my enthusiasm, concentration and reliability. Therefore, if I am a leader, I can easily affect and lead my teammates follow my decisions or instructions; also my position, status in the group will be firm and long lasted. 4. Conclusion Lessons learned To summarize, my personalities according to Big Five are quite correct and bearable. The five traits, no matter how high or low, have certain effects on our personal and professional development. It also indicates that everyone has their own personalities and no one is similar to another one. Although this is only a test and might not say everything about oneself, but based on those personalities, we can find the best solutions for our problems, the best way to live and the best career to take. Knowing about personalities, we can try to improve the good side and reduce or fix the bad side of our attitude to improve our living standard, job performance and satisfaction. Moreover, when dealing with relationships in society, we can have a wider view of one person, especially when being a leader joining in group works or assigning suitable tasks.

The Inclusion For Special Education Needs Students Education Essay

The Inclusion For Special Education Needs Students Education Essay Introduction This essay is divided in to three main parts: the first part discusses the inclusion for special education needs students and specified on inclusion for students with ASD and discuss the role of inclusive policies in school, school managers and staff in generating a positive experience for autistic students; the second part discusses some of the barriers to learning that students with autism might have: including their social impairments, language development and some of other symptoms they might have such as obsession with routine. The third part illustrates how these barriers might be overcome and gives more then one solution such as training for skills and attitude for teachers and students. Making the school experience a positive one for all students with learning difficulties and practically for students with ASD Inclusion is the right for all students regardless of their background or disability and to be given an equal opportunity with non-disabled people in the society inclusion is a process of meshing general and special education reform initiative and strategies to achieve in order to achieve a unified system of public education that incorporates all children and youth as active, fully participating members of the school community, that views diversity as the and that achieve a high quality education for each student by assuring meaningful effective teaching, and necessary support for each student (Ceri,1997, p.53) . Including students with learning difficulties requires supporting them with the services they need to enable them to be included successfully in school. The supporting efforts included forming inclusive policy in schools to give the right for each individual to be included and have equal opportunities (Armstrong, Armstrong, Barton, 2000); trained teachers in dealing with student with learning difficulties; taking into consideration the individuals needs and try to meet them (Lewis, Norwich 2005); having an additional support team in place with an adequate supportive framework, including regular special education assessments in order to assess the progress of the student and to adjust, as necessary, their educational need and the additional support they receive. Managers in schools play a significant role as well in making the school more positive experience for pupils with learning difficulties (Homas, Walker, Webb, 1998). In a line with that, each school should include encouraging p olicy for involving parents in the learning process for their children as this a crucial factor to ensure successful inclusion and then successful leaning to the students (Hornby, 1995;Ceri, 1997). Policy and curriculum Regarding to the school policy, the aim of inclusive policy is to prevent the marginalization for people who experience unfavourable circumstances in life (Vitello, Mithaug, 1998, p24). The role of Inclusive policy in school is to offer educational opportunities to each individual, taking into consideration all their different needs and regardless of their disability, culture or race. . Educations system should be formed on the basis of meeting each individual needs as some students are vary in their needs. A school policy should take into consideration how to address the need for the entire student in the classroom such as gifted and talented students or student with learning difficulties such as children with ASD and apply inclusive curriculum to meet such these students need. In terms of inclusive curriculum the national curriculum council (1990) defined three main roles for developing inclusive curriculum: setting suitable learning challenges. This means that the teacher should facilitate an experience of success by providing students suitable learning for their abilities, not harder and not easier: Responding to pupils diversity learning needs; teacher have to recognize their students need and try to meet all of them; Overcoming potential barriers to learning and assessment for individuals and groups for pupils: some individuals have a special requirement for learning and assessment and if such requirements have not been addressed then students may fail in their learning which could create barriers to learning for them. Therefore, teachers have to meet all these requirements and assess the students progression in the learning process. (National curriculum council, 1990, p.18). The role of school managers To implement inclusion in schools, schools have to consider inclusion as one of the main goal that school have to achieve, with the importance of principals leading the school toward inclusive setting. The school managers have a huge responsibility to ensure inclusion practice in school. They have to make sure that; the inclusion procedures are followed in schools and all the inclusive policies are applied in the classroom. They have to assess whether their staff needs for any further training in order to create a positive learning experience for student with learning difficulties (Eaney, 2006). In line with that, managers have to support the communication between the stockholders inside the school such as between special education coordinator and the subject teacher as it is key element in successful inclusion, as one student stated: It is the teachers [that] are rubbish they know about their subject but they know nothing about us with Aspergers syndrome (Umphrey, Lewis, 2008, p.1 35) this expression from a student in mainstream school who felt that teacher does not understand him. In this case the teachers lack of experience and information may cause the problem. However, this would not put the responsibility away from the teacher but it shows the importance of the communication between the staff in the school for better understanding for students with learning difficulties ((Eaney, 2006; Umphrey, et al., 2008). (Kugelmass, Ainscow, 2005) argued, head teachers and other school managers as leaders are expected to make commitments to all their students, Educating every child is not just about SATs or GCSEs or all of that standards written agenda that the government is so obsessed with, its about turning them [out] as human beings and developing of the skills to enable them to go on learning through their lives and what it is to be a member of the community and so on and so on. (Umphrey,et al., 2008, p.134) for example. A school leader made this commitment. As such, this attitude for school mangers reflects a positive attitude toward inclusion and it is encouraging for school staff to meet their students needs which would lead to here they treat me just like all the other pupils, but also provide the backup that I need to (Thomas, Vaughan, 2004, p.180). A student with learning difficulties in mainstream school made this statement, as it is the main aim for inclusion to give the all the students equal opportunities for learning. As such, school managers are fundamental in determining the success of any mainstreaming school experience for a student with learning difficulties. On the other hand, the opposite is true, If a school manager, or head teacher shows any sign of a negative attitude towards special needs students, this will reflect this negative attitude in the inclusion for student with learning difficulties in school, I think one of the major difficulties is that the senior management team dont really understand about these childrens needs(Umphrey, et al., 2008, p134). This statement was taken from special education coordinator in mainstream school when the head teacher has a negative attitude toward inclusion, indeed in such condition this may lead to exclusion and not inclusion (Umphrey, et al., 2008). Concerning the head teacher negative attitude toward inclusion and special for children with ASD, Praisner (2003) illustrates that such negative attitudes for school leaders could lead him to fail to provide a suitable educational programme and fail to provide the students with the additional services they might need such as, support staff. As co nsequences a negative learning experience for children with learning difficulties might develop. The role of teachers In line with head teacher attitude toward children with learning difficulties, Campbell (2006) argued that, attitude of teachers toward children with learning difficulties is an important in creating a positive learning experience in the school for them. This is for several reasons such as the influence that teachers have over the students attitude and their academic attainment. Indeed, Teachers hold a huge responsibility in making inclusion a successful experience for children with learning difficulties. (Riseser, 2004) summaries teachers responsibilities as followed; teacher have to plan their lessons in a advance in order to ensure a satisfactory improvement for each child in the class room; making the atmosphere of the classroom challenging, encouraging and enjoyable for all the students; seeking each student needs and adapting a suitable teaching methods for individuals; providing easy access to the learning resources and encouraging the student to engage in school activities to gether; monitoring students progressions. In summary, including an inclusive policy in school is significant in making school a positive learning experience for pupils with learning difficulties. Thomas, Loxley (2007) claim that it is important to reform educational policy to ensure it dictates that all members of society should be treated in the same manner and offered the same opportunities in life and this policy should be applied in schools as a part of the society. However I firmly believe developing and maintaining an inclusive policy in schools is a crucial for the inclusion process but that would be conditional upon the practitioner attitude toward students with learning difficulties in the school such as and the degree of training they have had to dealing with these students. They may accept students with learning difficulties in the school physically but do not fully include them Some teachers ignore kids with learning disabilities altogether even though they are in the lessons they are stood separately(Umphrey, et al., 2008, p.134) this statement was taken from learning support assistance in mainstream school. Therefore the responsibility falls on the managers, teachers and all the stockholders in the school in their attitude and training to meet all students needs and to make their inclusion a successful learning experience for them. Inclusion for students with ASD Inclusion for students with ASD is not different from inclusion for students with learning difficulties, which was discussed in the previous part. However, taking into consideration their specific characteristics is important in making schools a positive learning experience for them. ASD is a lifelong developmental disability that affects the way in which a person communicates and related to people around them (Wall, 2010.p.7). The term autism derived form Greek word autos which means self and it was first identified by Kanner in 1943 and then by Hans Asperger in 1944 while they were studying children behaviours (Worth, Rynolds, 2008) and both of these researchers believed that children are born with it. The cause for this disorders is wildly believe to have a biological basis, however the research in this area is still ongoing (Sugden, 2010). (Barnard, Prior, Potter, 2000) carried out a study about the notion of inclusion for autism and they examined this idea in wider context, which include the society and arrived to inclusion can not rely on the interest, commitment and enthusiasm of one or two individuals (Barnard et al, 2000, p.12). They emphasised the essential role for every individual who involved with the child to support the inclusion process. However, that does not mean involving some of the individuals and not all of them would result failing in including for students with ASD. Sugden (2010) stated that involving and training each individual in the school or in the society in which the child is involved in some manner, in a real situation may seem hard to achieve. In terms of education for children with ASD, Moore (2007) stated that autistic children are academically able to learn. As a consequence, he assumed that autistic students should have the ability to cope in mainstream schools. Furthermore, Jordan (2008) added that education should be a useful therapeutic approach for children with ASD, however that would depend on many factors such as, training teacher to teach student with ASD which could make mainstream schools positive learning experiences for children with ASD; using Information and communication technologies (ICT) in teaching pupils with ASD, which could help students with ASD to learn; for students with severe autism, providing them with specialist support may be useful, but that should not segregate them; a suitable curriculum and teaching methods for students with ASD. However, Jordan (2008) claimed that, teaching autistic students is not an easy task for the teacher, as it is, learning for them in our school system is hard and that would be for some of the difficulties they have which will be illustrated in the next part of the assignment such as, difficulties in communication with other people (Umphrey, et al., 2008); the preference for routine (Moore, 2007), predictability and low sensory stimulation; preferred learning style which is sometimes challenging for teachers to teach these students some skills (Jordan, 2005). The next paragraphs will illustrate these symptoms in details. Barriers to inclusion for students with ASD ASD is a lifelong developmental disability as it was illustrated in the definition in the previous part and it is characterised by impairments in social interaction, social imagination and social communication, with these impairments occurring to different degrees in different individuals, leading Wing and Gould (1979) to the establishment of term autistic spectrum disorder to describe a wide range of abilities and disabilities caused by deficiencies in these areas (Umphrey, et al., 2008; Good Schools Guide, 2010). ASD influences individuals in many ways, such as their language development, their ability to interact with other people and the ways in which they deal with routines. They may experience impairment in their language, and it is likely that children with ASD may have delays when they start to speak compared to typically developed children. Even in the usage of language, once their language is developed, it may be not as typically developed child in term of vocabulary they use and in the way they speak (Worth, et al., 2008; Good Schools Guide, 2010). Children with Autism have a problem in developing social relationships, as they can fail to understand the social interaction. Moreover, It is difficult for autistic children to use or even understand, what do social cues are such as non-verbal signals or eye contact mean. This may cause the children with ASD to misunderstand the others and may react improperly to them. Furthermore, children with autism have a deficit in empathy, which is the ability to understand peoples feeling and understand their problem (Moore, 2007; Baron, Cohen, 2008; Umphrey, et al , 2008; Good Schools Guide, 2010) In regarding to the lack of communication skills in children with ASD which could affect their interaction with the people around them, Batten (2005) stated that the inequalities in social interaction and communication between children with ASD and their peers can lead to frustration, bullying and low self-esteem (Batten, 2005, p.93). Since, their lack of understanding of normal forms of communication, such as verbal, non-verbal and cues, it is necessary to communicate with these children in very literal ways in order to avoid any misunderstanding to them, which may cause confusion for them and then might lead to anxiety or frustration. As consequences for this frustration or anxiety, students with ASD may demonstrate different types of behaviours than other children exhibit such as self-injurious behaviours or repetitive movement behaviours, which may affect their interaction with the others and then their inclusion in the school (Batten, 2005). In addition, children with ASD are bound by routines and sameness, such as their need for routine in their everyday lifes activities, such as in playing or in educational time. They do not like the routine to be absent from their activities as they resist any change even to their physical environment such as, in bedroom or classroom and if that happens for any reasons, this may cause for them frustration and distress. Autistic children have imagination impairment and they may engage in doing the same activities such as playing in the same game, repetitively, without showing any lack of interest (Moore, 2007; Baron, et al, 2008; Umphrey, et al, 2008). These kind of characteristics for children with Autism which may lead them to prefer some particular subjects in schools such as since and mathematics for the natural of this subject. Since they have some rules need be followed, at the same time this may lead them to dislike some interpretive subjects such as history (Good Schools Guide, 2010). All of these symptoms for Autistic children verify that they may experience difficulties in learning in the school, beside the fact that some Autistic children also have concurrent attention deficit disorders and/or other conditions, such as epilepsy or dyspraxia, which means that they are faced with significant barriers to their learning (Reid, 2005). However, a huge improvement can be made with autistic children and this improvement can be made through educating them and providing them the suitable learning environment which will require removing the barriers they may face in their learning, which may contribute to their development (Sugden , 2010). On the other hand, students with ASD have strengths and not only weakness. In terms of education some individuals with Aspergers syndrome show a unique performance in particular subjects such as Mathematics or Computer since, and not only in education but also in working life, some companies prefer employees with Aspegers syndrome for their stickiness with routines and obeying the rules. Therefore, educators have to take that into consideration and try to support their talents (Sugden , 2010). The next section will look at the ways in which a child living with ASD can be helped to overcome the barriers that they might face in schools. Overcoming the barriers to learning faced by students with ASD There are multiple issues relating to include children with autism in school, In the top of what have been mentioned about their characteristics, teachers understanding of the disability and their capability to work with children with ASD has a significant impact on including children with ASD (Batten,2005; Reid,2005). An autistic child goes to the front of the dinner queue. A teacher standing nearby tells him not to barge in. The pupil becomes anxious but does not move. The teacher insists that the pupil must not jump the queue. The pupil becomes more and more agitated and hits the teacher (Batten, 2005, p.94), This student was excluded from the school for his behaviour, whereas, this kind of behaviour would be as a result for the students inability to manage and understand this kind of social situation. To avoid exclusion for children with ASD from schools, Schools managers and staff may have to equip themselves and their students by sufficient knowledge to deal with this kind of s ituation in a suitable way. That may happen by training the staff skills and attitude to understand the ASD and how to deal with children with autism in any situation and training the student in how to behave in the classroom and in a social situation (Batten, 2005; Reid, 2005). This could promote their learning and overcome the barriers they may face in mainstream schools. Teachers attitude and training Inclusion for student with ASD requires teachers with an inclusive attitude because they play an important role in including children with learning difficulties such as ASD (Ried, 2007). Some school administrators and teachers are in disagreement with the idea of including pupils with ASD as they claim that, the characteristics that children with ASD demonstrate such as, their inappropriate behaviours would not make their mainstreaming a positive learning experience for them (Connor, 2000, 2006). However, Waddington and Reed, (2005) argue that, it is the teachers negative attitude rather than the students capability to study in mainstream school or the school ability to include them. 2006). It is, therefore, essential that teachers have a positive attitude toward children with ASD. As Cook (2001) argues, however, this can be influenced by different aspects, such as the amount of experience that teachers have in dealing with autistic students, the level of training the teachers have received, the preparation that teachers do in order to meet their autistic students needs in the class room and also the severity with which the autistic child presents themselves. Teachers attitudes to students with ASD is, thus, made up of a variety of different factors, each of which determines how, overall, the teacher deals with the presence of a student with ASD in their classroom. Training teachers is an essential factor for including children with autism, as many teachers are not aware about the spectrum and dont have the ability to deal with children in the spectrum. Indeed, children with autism are varied in their needs (Sugden, 2010), it is, thus, important that teachers are trained to meet all the needs for students with ASD, and in the skills that they may need to deal with these special needs, in order that they can offer a good teaching to these students. In regard to teachers training, Reid (2005) stated that One of the key aspects to ensuring that inclusion is effective in terms of practice is to ensure the tasks that are set for students and the objectives that have to be met actually match the students needs and, importantly, that students have the means to achieve these needs and outcomes (Reid, 2005.P107). Indeed, teachers would be required to have certain skills in order to deal with children with ASD as they have to identify the individuals needs in order to meet them and then, making schools a positive leaning experience for pupils with ASD as they have different needs then the other students do. (Lewis, et al., 2005) put forward three forms of educational needs, the first one is common needs, which are the needs that are shared by all the students; second one, specific needs, which means the needs for groups of students have the same characteristics; third one, unique needs, which are the needs for each individual and not s imilar to any other one. As the idea of individual needs or what is so called distinct needs position in terms of mainstream educational provision for students with ASD is gathering support (Hmphrey, et al , 2008, p.133). Considering the teachers skills, Marks, Shaw-Hegwer, Schrader, Longaker, Peters, Powers, Levine, (2003) argued that the use of antecedent management strategies in the classroom can make it as a positive learning environment for student with ASD and assisting the teacher to increase the chance for learning and reduce the students challenging behaviours. Indeed, by addressing the problems that prevent students with ASD from learning in the classroom such as their challenging behaviour, their chance of leaning in the classroom would increase. As Market et al. (2003) argued, most of autistic students would be able to understand the content of the lessons when their problem are accommodated. In addition, students with ASD can be easily become overwhelmed by the large amount of knowledge and information they may receive in the classroom and they may not be able to recognise the most important information during the lesson in the classroom. Therefore, it is fundamental that teachers have to stress and repeat the important part of the lesson for them (Marks et al., 2003). There are many methods teachers could use to overcome this problem for these students, for example, teachers may use electronic equipment such as a recording machine and videotaping, as it enables the students to access the information as many times as they want. Moreover, teachers may use visual aids such as graphics or mind maps, to help the student visualise the information of the lesson, which can lead to better understanding for the students (Marks et al., 2003). Providing ASD students with some electronic equipment or other methods for learning such as visual aids can be very useful for students living with ASD and may help them to perform better in the classroom (Marks et al., 2003). However, teachers should ensure not to place a very high expectation on Autistic students, because if they could not meet these expectation, this may lead them to anxiety and frustration, which could lead them to demonstrate some impropriate reaction such as, self- injury behaviours or anxiety as a student with ASD once said when he faced anxiety in mainstream school Im upset every second, every second Ive got tears in my eyes (Humphrey, 2008, p.43). One of the major issues that autistic students may face is becoming familiar with the routine of the lesson as students with ASD require always a specific stricter to their activities, which requires that all information is presented in a controlled manner (Marks et al., 2003). Reducing ambiguity is the key element to mange any negative behaviour that might arise as a consequence of the ASD and so lesson planning in a detailed manner can allow the symptoms of the ASD to be controlled, as students know what will be coming in the lesson and what is expected of them (Marks et al., 2003). Training for students with ASD In addition, training students with autism to cope in school is an important for them to experience a positive inclusion in mainstream school setting. This may happen by priming Autistic students to what they could expect in their school time and providing them a timetable of what they should expect every day, every week and every term, which is a good technique of providing these students with antecedent management. Preparing students with ASD to position themselves and assimilate the required information before the beginning of the lesson may allow them to be symptom-free, as this preparation would give them time to recognise and understand what is required from them to do, which may enable them to come to the class, and their school experience, relatively anxiety-free (Marks et al., 2003). Indeed, preparing students with ASD in this way could be important and fruitful in managing their symptom and as consequences that may contribute to a positive learning experience for student wi th ASD. Moreover, as it has been discussed that, individuals with ASD have a social impairment, which can become main barriers for their inclusion in school. As they find social cues are not understandable for them such as body language. Myles and Simpson (2001) called these cues a hidden curriculum. Students have to be trained to understand these social cues and how to understand and respond to any social interaction. (Humphrey, 2008) illustrated one popular method to help autistic students to cope in social situations, which is social stories. The social skills simply describes a situation, skill, or concept in terms of relevant social cues, perspectives, and common responses in a specifically defined style and format (Humphrey, 2008, p.44) and the goal for these stories is to enhance children (change to childrens) understanding to social cues and interaction as it equips the children by some skills, which they can use them in interaction with other people (Humphrey, 2008). The role of school managers Furthermore, school managers have a crucial role to play in including children with autism as it was discussed earlier in this assignment. (Beaney, 2006) classified the school leaders responsibility and put them into four groups. The first one would be the leader positive attitude and their commitment toward inclusion, which can influence the staff and other students as well; communication, empower the school staff and give them the confidence to deal with students with ASD is an important factor in making the school a good learning experience for them, as some school leaders state that Give confidence teachers flourish when they know they are doing well. (Beaney, 2006, p.20); Approach which is the responsibility for school leaders to be in the front position in implementing inclusion and not only just to supervise it; development implementing inclusion in school and providing children with ASD the service they need is really important, however, developing these services, when it is required, as some of the students may develop their symptoms and then developing the degree of training that the teacher has in order to cope with mainstreaming autistic students successfully (Beaney, 2006). In terms of development, school managers should support continuously training courses for their staff, a week every year for example, to ensure a positive attitude for teachers toward children with ASD and to develop their basic skills in dealing with students with ASD, and support any special courses for particular teachers, special education teachers for example, in the schools which enable the teachers to be highly skilled in dealing with autistic students and keep the other staff always up to date with latest information about this spectrum and how to deal with it (Sugden, 2010). All-in-all Cutler (2000) discuss, in order to make the inclusion for autistic children a positive learning experience, a wide range of criteria need to be followed by the school, including a positive commitment made by the managers and the staff to include autistic children in regular classes; an awareness of the managers and staff about the need for the autistic students, ongoing, training for the staff to deal with these needs and continuous training for the student to enable them to overcome their barriers to learning (Humphrey, 2008) ; making links with the family and additional support staff as to the objectives and need of the student (Connor, 1996) as a parent for autistic child state Its good for parents and practitioners to come together and to hear each others views and frustrations. (Beaney, 2006, p.37). When theses conditions are achieved then inclusion for student with ASD is more likely to happen. Inclusion Firstly this essay discusses how the school experience can be made a positive one for students with ASD, including a discussion of the role of inclusive policies in school, school managers and staff in generating this positive experience and It was shown the important of them in making school a positive learning experience for student with learning difficulties such as those with ASD. Then the barriers to learning for autistic students as a result of their condition were discussed, such as difficulties in social interactions, with communication and problems with frustration and anxiety, which may lead the child to demonstrate some extreme behaviours such as self-injury which would be disruptive to their learning in the school. For these barriers some solutions were put forward such as training attitude and skills for teacher and students, accommodating the needs of students with ASD via antecedent management and training the student how to overcome some of the barriers they may face.

Post-traumatic stress disorder in Kuwait :: Post-traumatic stress disorder, PTSD

REPAIRING A NATION POSTTRAUMATIC STRESS DISORDER IN KUWAIT THESIS: Studies made by experts found after the liberation of Kuwait following the Gulf War of 1991 that most children who were inside the country experienced undesirable emotions simultaneously which brought out more abnormal behaviors. INTRODUCTION In the oppressively hot summer of 1990 the second of August to be exact, people were sleeping peacefully in their homes. It was a Thursday morning and most Kuwaitis had left the country on holiday. No one ever suspected or believed that a neighboring country of the same religion would invade such a small innocent country. Most of the Kuwaiti citizens who were inside the country or outside were in shock. This Iraqi occupation that Kuwait suffered for seven months was dramatically experienced by both adults and children. They were exposed to such brutal atrocities as executing anyone who had a typewriter or a camera so that no one in the outside world would know how indecently they were treating a neighboring country. Plus any interference in Sadaam's military actions resulted in hundreds of patriots who fought bravely for the freedom of their country. The Iraqi soldiers tried to terrorize the Kuwaiti people by subjecting them to different types of torture techniques like raping virgin females and mothers in front of their children. Rape was practiced not only on females but young males too. Many Kuwaiti civilian men, women and children were taken from their homes and never returned to their families. There are still 625 Kuwaiti hostages in Iraq. This number means much to a small community where every family is related to a POW. The people who suffered less are those who lost their homes, money and other valuables. All those terrors of war have now caused what is called Post-traumatic Stress Disorder (PTSD) (Second International Conference, Mental Health in the State of Kuwait). People suffered from this brutal and fateful period when the country was under occupation, either by being forced to start over from scratch or by working in a new job, building a new house. Many people fell into poverty. Also the thought that their country no longer existed during the invasion had a very difficult mental effect on the people. They could not believe the reality that their country was being occupied. This idea was especially traumatic for older people. The behaviors and emotions of Kuwaitis under such war-like circumstances are not new to psychology.

Molieres Tartuffe Essay -- essays research papers

The Theme of Moliere’s Tartuffe: Reason vs. Passion Jean-Baptitste Poquelin Moliere’s Tartuffe, is undoubtedly a satirical comedy. In Moliere’s description of a satire, he was very direct as to the function and objectives of one are. The function is to correct men’s vices, using satire to ridicule them and expose them to public laughter (Moliere, p.14). Although this satire is making fun of many things in the church and organized religion, which is not the only objective Moliere had in mind. Tartuffe has many themes that reoccur through out the play. The time period, in which this play was written, was known as the Age of Reason. One of the main ideas and attitudes during this time was, reason must always control passion. Due to this attitude, one theme that constantly appears through the play, is the battle between reason and passion. In Act II, Scene 4, one of the major conflicts between reason and passion is played out. Valere confronts Mariane with the rumors he has heard about her marrying Tartuffe. Throughout this entire confrontation, they are letting their passions stop them from getting what they truly want, which is each other. Finally, Dorine brings about the reason that is needed in their situation. In lines 69-71, Dorine states,† If you ask me, both of you are as mad as mad can be. Do stop this nonsense, now. I’ve only let you squabble so long to see where it would get you.† Their passion is so strong; Valere and Mariane are blind to what the other is want...

Responding to Socrates’ Pedagogical Provocation :: Philosophy Philosophical Papers

Responding to Socrates’ Pedagogical Provocation ABSTRACT: In this paper I examine the text of the Symposium to illustrate two non-philosophical responses to Socrates’ pedagogical provocation. While Apollodorus and Aristodemus, two Socratic disciples, demonstrate their erotic commitment to Socrates, they do not practice philosophy. They manifest their non-philosophical behavior in two ways. First, they idolize and imitate Socrates. Second, they constantly tell stories about Socrates. In the first section I analyze Aristodemus’ and Apollodorus’ emotional attachment to Socrates. While both disciples are genuinely protective of Socrates, their behavior often precludes the practice of philosophy. In the second section, I examine the nuances of the narrative frame of the Symposium. Apollodorus and Aristodemus both express their commitment to Socrates by telling stories about him. While their stories do preserve knowledge about Socrates, they are unpersuasive spokespersons for the philosophical life. They remain mire d in their personal love for Socrates. In the third section, I interpret Plato’s rhetorical use of anonymity as a strategy designed to mitigate against the dangers of discipleship. In this paper, I examine the text of the Symposium to illustrate two non-philosophical responses to Socrates’ pedagogical provocation. While Apollodorus and Aristodemus, two Socratic disciples, demonstrate their erotic commitment to Socrates, they do not practice philosophy. They manifest their non-philosophical behavior in two ways. First, they idolize and imitate Socrates. Second, they constantly tell stories about Socrates. Unfortunately, these practices do not lead them toward a genuine philosophical commitment. They remain mired in their personal love for Socrates. I then interpret Plato’s rhetorical use of anonymity as a possible strategy designed to mitigate against the dangers of discipleship. 1. Imitation of Socrates' Non-narrative Behavior When Aristodemus arrives at Agathon's party without Socrates, his solitary appearance surprises Agathon. Upon seeing Aristodemus without Socrates, Agathon acts as if such an occurrence were an anomaly. Somewhat bewildered, Agathon exclaims "but where is he?" (174e8). Apparently, Aristodemus follows Socrates around everywhere. Apollodorus' concluding description of Aristodemus reveals that the man habitually followed Socrates everywhere; "He [Aristodemus] followed him [Socrates] just as he was accustomed" (223e10).(1) Given this behavior, it is not surprising that Agathon cannot imagine a circumstance in which he would find Aristodemus without Socrates. Early in the dialogue, Apollodorus suggests that Aristodemus engages in this behavior because he is "obsessed with Socrates" (173b). When Apollodorus tells us that Aristodemus "followed Socrates just as he was accustomed" (223e10), he uses the word, hepomai. The Greek word hepomai carries the sense of "following as an attendant" (Liddell and Scott 310).

Case Study of Lehman Trikes

Lehman Trikes was engaging in a forward integration. They were able to obtain the front end parts needed for their trikes through their deal with Harley Davidson. Where other manufacturers were unwilling to provide these parts, Harley Davidson provided the parts and allowed Lehman to manufacture a completed product. Harley Davidson was engaging in a related diversification strategy.They were already selling motorized bikes but by including Lehman Trikes in the process they were able to sell a different type of bike, a three wheeled motorcycle, allowing them to reach new customers. Lehman had an opportunity to increase production in their manufacturing facilities. A major benefit to Lehman was the potential to gain a larger customer base by teaming with Harley Davidson brand and reputation. They would also benefit from the increase income provided by the manufacturing contract.With this business venture, Lehman also runs the risk of competing against themselves. Since they also produc e three wheeled motorcycles, the products they are producing for Harley Davidson could take away some potential customer do to the popularity of the Harley Davidson brand. Harley Davidson has the opportunity to sell an end product that is expertly built. By outsourcing the job to a company that is an expert in the field, Harley Davidson is able to market their bikes as a well built machine.A major benefit to Harley Davidson was labor provided by Lehman Trikes. They did not have to pay union workers, employed by Harley Davidson, for completion of the bikes but were able to outsource the work for a better rate. Harley Davidson also faces the competition of Lehman Trikes and other companies that Lehman has partnered with. Not only could the Harley Davidson trikes face competition with Lehman build trikes, but also with other trikes but by Lehman for other companies.Considering the state of the economy and its impact on the trike market, it was reasonable for Harley Davidson to bring pr oduction back into their own facilities. By working out a labor agreement with their workers, Harley Davidson was able to reduce cost for the production of its trikes. Lehman should begin pursuing another relationship similar to the Harley Davidson contract. Although they could potentially create more competition for themselves, they could also increased production and be able to increase business by taking on work for other companies.