Prader-Willi Syndrome an Example of the Topic Health Essays by

Prader-Willi Syndrome by Expert BrilliantEssays | 23 Dec 2016 The following compilation is a description of Prader-Willi Syndrome and Angelman Syndrome, two neurodevelopmental conditions, which will be examined, and through questioning, the search for evidence for a possible distinction between the two disorders. Samples of case studies, evolving around the inquiry of the ratio of male v. female diagnosis, will assist in creating a summary, and final report in the quest for the solution of how children affected by these two syndromes can be assisted with daily functions, such as education, will temporarily close this document but persist in being a corner stone in the continued research of Prader-Willi Syndrome and Angelman Syndrome. Need essay sample on "Prader-Willi Syndrome" topic? We will write a custom essay sample specifically for you Proceed What is Prader-Willi Syndrome and Angelman Syndrome? Though the two disorders share symptoms, and distinguishable physical features, and are considered disorders resulting from the same affected chromosome region, 15q11-q13, according to the research results found at the Department of Pediatrics, Okayama University Graduate School of Medicine and Dentistry, based in Okayama, Japan; PWS (Prader-Willi Syndrome) results from the loss of expression of paternally expressed genes and AS (Angelman Syndrome) of maternally based genes (Ninomiya, Yokoyama, Kawakami, Une, Maruyama & Morishima, 541). Undergraduates Frequently Tell EssayLab support: I'm not in the mood to write my paper. Because I don't have the time Ask Us To Write My Paper And Get Professional Help Original Essays For Sale Paper Writers For Hire Pay to Get Assignments Done Essay Writer Service Are there shared symptoms between PWS and AS? According to research outcomes cataloged at the Department of Pediatrics, National Taiwan University Hospital in Taiwan, Phenotypes typically include severe to profound psychomotor retardation, abnormal EEG, infantile spasm/epilepsy, hypotonia, behavioral problems, and only mild dysmorphic features; a number of features common to PW or AS were.such as.small hands and feet.hyperextensible joints, seizure, language impairment, and strabismus (Hou & Wang, 126). Case study examples of paternal/maternal inheritance The following information is a compilation of research findings cataloged in the February 2005 issue of the Journal of Autism and Developmental Disorders, based upon clinical studies conducted in UK, and companioned by results achieved through the department of pediatrics at the Okayama University Graduate School of Medicine and Dentistry based in Okayama, Japan; their clinical studies were addressed in Pediatrics International (2005). The research conducted and compiled in UK directly focuses upon paternal inheritance of PWS/AS, in which the patient (a five year old female), the parents, two siblings, and a paternal uncle were also tested for similar traits, to show genetic link to the patient of focus. Some of the characteristics examined were intellectual level, early speech and language development, and motor skill development, inidually, along with cataloging physical features present with the patient in comparison to her family members. Family history was taken into account with the following: There is a family history of manic-depressive in a maternal grandparent and a psychiatric illness, which at stages has been attributed to depression or dementia in a paternal grandparent. In a maternal aunt there is a history of learning difficulties (Veltman, Thompson, Craig, Dennis, Roberts, Moore, Brown & Bolton, 119). The conclusion of the study conducted with the family was found that the mother didnt possess the duplicated gene, although she generated a history of developmental delays and learning difficulties in the academic setting, according to Veltman, Thompson, Craig, Dennis, Roberts, Moore, Brown s testing results showed that he carries the duplicated gene, and had reported a variety of developmental delays, such as walking and social interaction. He also reported having difficulties in the realm of academics, specifically mathematics. The results of the paternal uncle and siblings were no evidence of deficits with the uncle, and while neither sibling possessed the deficient gene in question, each displayed developmental delays throughout their histories, according to Veltman, Thompson, Craig, Dennis, Roberts, Brown & Bolton. The clinical studies generated in Japan were focused upon the maternal inheritance of PWS/AS, and an 18 year old male patient was examined, and blood samples were also taken from the parents. The patients medical history, physical characteristics and developmental delays were discussed, as was the results to the testing conducted to produce the answer to paternal/maternal linkage for PWS/AS. Although research findings focused upon the clinical features of PWS, the following was stated in report: The present case showed the deletion of the very small region from the maternal allele, an AS-like pattern, thought he has some clinical findings for PWS..The difference may be caused by the range of negative regulation spreading. The findings of this study underpin the importance of a positive molecular study in patients with some clinical findings of PWS, and that some symptoms for PWS need the gene of biallelic expression adjacent to the narrow region (Ninomiya, Yokoyama, Kawakami, Une, Ma ruyama & Morishima, 543, 544 & 545). Is the necessity for more in-depth research needed for the maternal inheritance of the duplicate gene for PWS/AS? The question arises with the knowledge that PWS/AS does not possess a male v. female ratio like the findings in Autism Spectrum Disorders research found among male and female children; for every one girl diagnosed with ASD, there are four boys who will receive clinical diagnosis of the same disorder. There is also the question of how genetics counselors become involved to assist in prenatal diagnosis of PWS/AS. Are the possibilities of recurrence in additional children if the first or second child tests positive for the duplicate gene? Prader-Willi Syndrome (PWS) and Angelman Syndrome (AS) are associated with a loss of function of imprinted genes in the 15q11-q13 region mostly due to deletions or uniparental disomies (UPD). These anomalies usually occur de novo with a very low recurrence risk. However, in rare cases, familial translocations are observed, giving rise to a high recurrence risk (Flori, Biancalana, Girard-Lemaire, Favre, Flori, Doray & Mandel, 181). What can be done to assist children with Prader-Willi/Angelman Syndrome? Repetitive behavior was examined in children with PWS/AS and children with ASD (Autism Spectrum Disorders). While most of the findings paralleled each other, such as sameness with routines and habits (established activities and/or games played) and sensory sensitivity (different types of fabrics with certain clothes), there were significant differences noted, such as collection of objects, preferences for certain types of food, and lining up of objects (children with ASD are likely to line objects or toys in a row, especially on furniture). Children with PWS showed similar levels of repetitive and ritualistic behavior overall to that seen in children with autism; however, there was some specificity in terms of type of repetitive behavior shown in the two groups. Future research should investigate whether these behavioural phenotypic similarities in PWS and autism are associated with a common neuropsychological, neurotransmitter or genetic origin (Prince, Evans & Charman, 98). Therefore, would the intervention methods implemented for children with ASD be applicable for children with PWS/AS, such as advocacy for these children and their right to education? Could parents of children with PWS/AS be supportive in the roles of negotiator, monitor, supporter, and advocate in conjunction with teachers within the school system? Stoner and Angell submitted a report to Focus on Autism and Developmental Disabilities in 2006, that showed results collected from four families of children with ASD in the exploration of the involvement of parents with their childs education. The 1997 IDEA (Iniduals with Disabilities Education Act) was immediately introduced in the beginning of the documentation, stating the parents legal rights to be involved in their childrens education; this applies to all children, regardless of disability. Parents and educators are involved in the process of meetings to discuss IEP (Inidualized Education Program) strategy and IFSP (Inidualized Family Service Plan goals to develop objectives, interventions, or methods of evaluation, according to Stoner and Angell. In more recent studies, parents of children with disabilities, including ASD, have reported having no involvement with IEP or IFSP plans, lack of choices in services, or lack of effective services (Stoner & Angell, 178). If there is a lack of communication and involvement at times shown here with parents of children with ASD, could this problem cross over into parental involvement of parents with children with PWS/AS? Does parental trust of the education system become an issue? Education professionals, teachers and administration, were given two recommendations, per Stoner and Angells report. (1) Recognize the potential benefit of parents assuming multiple roles within the education setting and encourage parents to be fully engaged in their childrens education, and (2) Recognize that parents will vary in their levels of engagement in their childrens education (Stoner when it came to their children; this sets the stage for apprehension towards trusting other professionals in these fields. Summary Prader-Willi/Angelman Syndromes, though sharing similar symptoms and characteristics, are set apart by inherited gene factors; PWS being paternal inheritance and AS being of maternal origin. Continued research is being conducted to monitor how the duplication of 15q11-q13 occurs, along with the possibilities of recurrence in families with children with PWS/AS. How to assist children with PWS/AS, along with their families, is also being taken into consideration, and integrative methods applied to children with disabilities, such as ASD (Autism Spectrum Disorders), are being look into as a source of assistance in the search for intervention methods for children with Prader-Willi/Angelman Syndromes. Final Report (Conclusion) Continued research, involving participants of families and their children affected with PWS/AS, the differences and similarities of the disorders, the genetic links for each one, along with intervention methods for assisting children with PWS/AS, is the current recommended solution in the search for answers in assisting children with Prader-Willi/Angelman Syndrome. References Flori, E.; Biancalana, V.; Girard-Lemaire, F.; Favre, R.; Flori, J.; Doray, B.; & Mandel, J. L. (2004). Greaves, N.; Prince, E.; Evans, D. W. & Charman, T. (2006). Hou, J. W. & Wang, T. R. (1998). Ninomiya, S.; Yokoyama, Y.; Kawakami, M.; Une, T.; Maruyama, H. & Morishima, T. (2005). Stoner, J. B. & Angell, M. E. (2006, Fall). Veltman, M. W. M.; Thompson, R. J.; Craig, E. E.; Dennis, N. R.; Roberts, S. E.; Moore, V.; Brown, J. A. & Bolton, P. F. (2005).

mardi gras essays

mardi gras essays People of all colors in the streets of New Orleans celebrating a religious holiday of Christianity. Non-Christians, Christians, everyone is there, jumping to the beat of the Jazzy show tunes that are played on the street of St. Charles. The floats pass with the throwing of mouth watering bayou candies from deep in the New Orleans culture. Liquor is passed, and the streets have a distinct smell of vomit, but every Cajun man has a mile wide grin on his face. The dancers work the crowd with the expensive costumes that are made mostly of silk and feathers...prancing around as the drum beats behind them. The crowd begins to move up and down, trying to get in the grove of the party. Cabbage is thrown at heads of the audience and are barely dodged with a quick jerk of the neck. The beads are thrown every which way while the crowd rips through the crowd to finish the Mardi Gras collection. People of all ages join in this glorious day of food, drink, family, and friends. ...

Causes Of The French Revolution Essay Example for Free (#2)

Causes Of The French Revolution Essay On July 14, 1789 a large mob stormed the Bastille, and killed the commander and some other soldiers. The fall of the Bastille marked the beginning of the French Revolution, and was a symbol to the people of France representing years of abuse by the monarchy. Also, this event served as a wake-up call to King Louis XVI. Unlike any other short protest or riot, this event actually challenge to the regime. As the French Revolution progressed, French society underwent a transformation as feudal, religious, and aristocratic privileges disappeared and the ancien rà ©gime were abruptly overthrown under the fundamental principle of â€Å"Libertà ©, à ©galità ©, fraternità ©Ã¢â‚¬ . Although there are many causes to the French Revolution, the three main ones are: the mismanagement of the economy, the pressure of taxes placed primarily onto the third estate, and the spark from Enlightenment ideas and the American Revolution. These events set a fire in France that could no longer be contained. It spread through France like a wildfire. The first cause to the French Revolution was the mismanagement of the economy. Louis XIV had left France deeply in debt with his extravagant spending. France’s Involvement in the Seven Years’ War and American Revolution put it deeper down the hole. Costs had generally risen during the 1700’s and the lavish court soaked up millions. The government borrowed more and more money to bridge the gap between income and expenses. Years of deficit spending, or spending more than the income, was taking its toll on the country’s treasury. By 1789, half of the country’s income from taxes went to paying the interest on this debt. Louis XVI was forced to raise taxes to pay back the debts, leading to further tension and revolt. The first cause to the French Revolution was the pressure that taxes placed onto the Third Estate, or anyone that wasn’t nobility or clergy. This included the wealthier middle class, or bourgeoisie, and the extremely poor working clas s and rural farmers. While the poor suffered from the agonizing taxes, the rich nobility and clergy didn’t suffer these taxes because of tradition which granted the nobles and clergy freedom from paying taxes. The political crisis of 1789 coincided with the worst famine in memory, and as taxes rose, tension rose. When taxing the First and Second Estates was proposed by the king’s advisor, Jacques Necker, the nobles and high clergy resisted the  attempt to end their exemption from taxes and forced the king to dismiss him. As the crisis deepened, the pressure for reform grew. The wealthy class demanded, however, that the king summon the Estates-General, the legislative body consisting of representatives of the three estates, before making any changes. This event later backfired on the wealthy with the creation of the National Assembly which established many reforms. The last reason to the French Revolution was the spark of Enlightenment ideas and the American Revolution. This spark set fire to the French Revolution and roared across the country. Many people believed in the ideas of â€Å"equality† and â€Å"freedom of the individual† as presented Voltaire, Rousseau, Diderot and other philosophers and social theorists of the Enlightenment. They especially favored John Locke’s idea that if a government violates the people’s natural rights, the people have the right to replace that government. These ideas of life, liberty, and equality had contributed to the creation of the American Revolution and the newly formed American government served as a live example of the proper structure of government. They helped with the creation of new reforms to make life in France better. On July 14, 1789 a large mob stormed the Bastille and began started the French Revolution. The causes of this event were the mismanagement of the economy by the king, the resulting tax pressure placed onto the poor Third Estate, and the spark of Enlightenment and American Revolution reasoning. The French Revolution had accomplished its desired goal of more equal government and it still has an impact on the world. Till this day, the French celebrate Bastille Day as their national independence day. Causes Of The French Revolution. (2016, Aug 31).

Romantic Relationships at Work Assignment Example | Topics and Well Written Essays - 1250 words

Romantic Relationships at Work - Assignment Example 2.Productivity is regularly seen as being hurt by romantic relationships. However, it remains elusive whether the impact is negative or positive. In several case studies, romantic relationships lead to decreases in productivity, and this is attributed to the fact that, during the relationship, the participants are cognitively diverted, and are, therefore, more susceptible to mistakes and errors, are most likely to miss meetings, and are more regularly late. Current research on sexual harassment in countries such as North America indicates that team performance is affected negatively when a team member is sexually harassed. 3.Research on the consequences of workplace romance on the co-workers tends to indicate negative effects. If the workplace romance is viewed as exploitive, hierarchical, due to motives that are related to the job, it can minimize the productivity and morale of co-workers who may be afraid of the resulting unfairness in career and task rewards. This also results int o increased gossip among the co-workers. Gossip is defined as communication concerning someone, instead of communicating directly with the person. Although gossip can be non-threatening, it can be a manifestation of co-worker anxieties involving a workplace romance and a determination to create alliances with the partners involved. 4.Sexual harassment has been found to evolve after a workplace romance goes sour. Many concerns have been raised concerning the possible consequences of sexual harassment.

Diversity Activity Assignment Example | Topics and Well Written Essays - 500 words

Diversity Activity - Assignment Example The activity initiates learning and appreciation of diversity differences and consequent effects as conflicting behaviors. Students can develop tolerance towards opposite gender since the activity promotes sharing of ideas on cultural diversity among students. The activity enhances the involvement of both able and challenged students, encourages, and promotes involving disabled students. The creation of an inclusive learning environment, through the activity, is of notable importance to middle school learners. The chain of diversity is one of the activities that instructors in middle school can use to create awareness on different cultures among students. The activity creates togetherness among students by informing them on their similarities. 5. Every student reads to the class what he or she considers as a similarity in cultures among the class members. After completing the second stage of the activity, students share their views with colleagues by reading out their points on the differences in cultures. 7. To keep the students aware of the diverse similarities and differences in cultures highlighted, students pin the paper strips around their class walls. The paper strips are arranged as a link in a chain as a demonstration of cultural link. In assessing the impact of the activity on students’ sensitivity to diversity, the instructor may ask related questions to different cultures highlighted by students during the activity. The level of participation of students during the activity acts as a credible scale of determining the students’ level of sensitivity towards diversity in culture. When students have high enthusiasm and willingness in highlighting the points, they have a high level of awareness on the topic. The extent to which students answer questions after the activity is credible means of determining their level of sensitivity towards the diversity

War on Drugs Essay Example for Free

War on Drugs Essay Not surprisingly, cases like the foregoing generated a public backlash-perhaps the only significant one since the War on Drugs was declared in 1982. It pressured Congress into creating what is known as the innocent owner defense to such in rem forfeitures, but even that gesture of reasonableness is largely illusory. First, the defense does not redress the gross imbalance between the value of property forfeited and the personal culpability of the owner. For example, a Vermont man was found guilty of growing six marijuana plants. He received a suspended sentence, but he and his family lost their 49-acre farm. Similarly, a New York man forfeited his $145,000 condominium because he sold cocaine to an informant for $250. The law provides no limit to the value of property subject to forfeiture, even for very minor drug offenses. Second, the innocent owner defense places the burden on the property claimant to demonstrate that he or she acted or failed to act without knowledge, consent or willful blindness of the drug activities of the offender. Thus, the Federal government instituted forfeiture proceedings in the Delray Beach, Fla. , area against numerous properties containing convenience stores or other businesses where drug transactions took place, claiming that the owners made insufficient efforts to prevent drug dealings. Placing the burden on the claimant imposes expense and inconvenience because the claimant must hire a lawyer to mount a challenge to the seizure. Moreover, many cases involve the family house or car, and it often is difficult to prove that one family member had no knowledge of or did not consent to the illegal activities of another. For instance, a Florida court held that a claimant did not use reasonable care to prevent her husband from using her automobile in criminal activity; thus, she was not entitled to the innocent owner defense. A particularly cruel application of this kind of vicarious responsibility for the wrongs of another is seen in the governments policy of evicting impoverished families from public housing because of the drug activities of one unruly child. The Anti-Drug Abuse Act of 1988 specifically states that a tenants lease is a forfeitable property interest and that public housing agencies have the authority to hire investigators to determine whether drug laws are being broken. The act authorizes eviction if a tenant, member of his or her household, guest, or other person under his or her control is engaged in drug-related activity on or near public housing premises. To carry out these provisions, the act funded a pilot enforcement program. In 1990, the Departments of Justice and Housing and Urban Development announced a Public Housing Asset Forfeiture Demonstration Project in 23 states. The project pursued lease forfeitures and generated considerable publicity. In passing this law, it must have been obvious to Congress that many innocent family members would suffer along with the guilty. Perhaps it was thought vital, nonetheless, as a way of protecting other families from drugs in public housing projects. As experience proves, however, even evicted dealers continue to deal in and around the projects. It is hard to take public housing lease forfeitures very seriously, therefore, other than as a symbolic statement of the governments tough stand against illegal drugs. Destructive consequences A policy that destroys families, takes property from the innocent, and tramples the basic criminal law principles of personal responsibility, proportionality, and fairness has spillover effects into other public policy domains. One area in which the fanaticism of the drug warriors perhaps is most evident is public health. Drugs such as marijuana and heroin have well-known medical applications. Yet, so zealous are the anti-drug forces that even these therapeutic uses effectively have been banned. Marijuana, for instance, has many applications as a safe and effective therapeutic agent. Among them are relief of the intraocular pressure caused by glaucoma and alleviating the nausea caused by chemotherapy. Some AIDS patients also have obtained relief from using cannabis. Yet, marijuana is classified by the Attorney General of the U. S. , not the Surgeon General, as a Schedule I drug-one having a high potential for abuse, no currently accepted medicinal use, and lack of accepted safety for utilization. It thereby is deemed beyond the scope of legitimate medical practice and thus is not generally available to medical practitioners. The only exception was an extremely limited program of compassionate treatment of the terminally or seriously ill, but even that has been eliminated for political reasons. Assistant Secretary James O. Mason of the Department of Health and Human Services announced in 1991 that the Public Health Services provision of marijuana to patients seriously ill with AIDS would be discontinued because it would create a public perception that this stuff cant be so bad. After a review caused by protests from AIDS activists, the Public Health Service decided in March, 1992, to stop supplying marijuana to any patients save the 13 then receiving it. There also are beneficial uses for heroin. Terminal cancer patients suffering from intractable pain generally obtain quicker analgesic relief from heroin than from morphine. Many doctors believe that heroin should be an option in the pharmacopeia. Accordingly, in 1981, the American Medical Association House of Delegates adopted a resolution stating that the management of pain relief in terminal cancer patients should be a medical decision and should take priority over concerns about drug dependence. Various bills to accomplish that goal were introduced in the 96th, 97th, and 98th Congresses. The Compassionate Pain Relief Act was brought to the House floor for a vote on Sept. 19, 1984, but was defeated by 355 to 55. Although there were some concerns voiced about thefts from hospital pharmacies, the overwhelming concern was political and symbolic a heroin legalization bill could not be passed in an election year and, in any event, would send the public the wrong message. The final and perhaps most outrageous example in this catalog of wrongs against public health care is the nearly universal American refusal to permit established addicts to exchange used needles for sterile ones in order to prevent AIDS transmission among intravenous drug users. In 1991, the National Commission on AIDS recommended the removal of legal barriers to the purchase and possession of intravenous drug injection equipment. It found that 32% of all adult and adolescent AIDS cases were related to intravenous drug use and that 70% of mother-to-child AIDS infections resulted from intravenous drug use by the mother or her sexual partner. Moreover the commission found no evidence that denial of access to sterile needles reduced drug abuse, but concluded that it did encourage the sharing of contaminated needles and the spread of the AIDS virus. Notwithstanding the commissions criticism of the governments myopic criminal justice approach to the drug situation, the prevailing view is that needle exchange programs encourage drug abuse by sending the wrong message. Public safety is sacrificed when, nationwide, more than 18,000 local, sheriffs, and state police officers, in addition to thousands of Federal agents, are devoted full time to special drug units. As a result, countless hours and dollars are diverted from detecting and preventing more serious violent crimes. Thirty percent of an estimated 1,100,000 drug-related arrests made during 1990 were marijuana offenses, nearly four out of five for mere possession. Tax dollars would be spent better if the resources it took to make approximately 264,000 arrests for possession of marijuana were dedicated to protecting the general public from violent crime. The intensive pursuit of drug offenders has generated an enormous population of convicts held in prison for very long periods of time as a result of excessive and/or mandatory jail terms. It is estimated that the operating cost of maintaining a prisoner ranges from $20,000 to $40,000 per year, depending upon the location and level of security at a particular prison. With more than 800,000 men and women in American correctional facilities today, the nationwide cost approaches $30,000,000,000 per year. This is a major diversion of scarce resources. These financial burdens are only part of the price incurred as a result of the relentless drive to achieve higher and higher arrest records. More frightening and damaging are the injuries and losses caused by the early release of violent criminals owing to prison overcrowding. Commonly, court orders impose population caps, so prison authorities accelerate release of violent felons serving non-mandatory sentences in order to free up beds for non-violent drug offenders serving mandatory, non-parolable terms. For example, to stay abreast of its rapidly growing inmate population, Florida launched one of the nations most ambitious early release programs. However, prisoners serving mandatory terms most of them drug offenders, who now comprise 36% of the total prison population are ineligible. As a result, the average length of sentence declined dramatically for violent criminals, while it rose for drug offenders. Murderers, robbers, and rapists often serve less time than a cocaine mule carrying a kilo on a bus, who gets a mandatory 15-year term. A Department of Justice survey showed that 43% of state felons on probation were rearrested for a crime within three years of sentencing. In short, violent criminals are released early to commit more crimes so that their beds can be occupied by nonviolent drug offenders. Civil libertarians are not heard often defending a societal right to be secure from violent criminals, much less a right of victims to see just punishment meted out to offenders. In this they are as shortsighted as their law-and-order counterparts. The War on Drugs is a public safety disaster, making victims of us all. However uncomfortable it may be to admit, the undeniable reality is that drugs always have been and always will be a presence in society. Americans have been paying too high a price for the governments War on Drugs. As Federal judge William Schwarzer has said, It behooves us to think that it may profit us very little to win the war on drugs if in the process we lose our soul. http://www. serendipity. li/wod. html

Against the Death Penalty Essay -- Papers Argumentative Capital Punish

Against the Death Penalty The death penalty is one of the most controversial issues in our time. There are many issues that show and prove the death penalty is wrong and reasons why it should be ceased. Many issues have objections towards the death penalty shows that the death penalty is unfair, irreversible and expensive. The Death penalty is an unfair system used as punishment to criminals that performed wrong and unmoral crimes. The death penalty is unfair in the way that is discriminatory towards color, and race. For example, in the trials of many court cases, a person who kills a white person is treated much more severely then one who kills a black person. Of the 313 criminals that have been executed between 1997 and 1995, 36 of those killed has been convicted of killing a black person while 249 of those killed has been convicted of killing a white person. From the 178 white people who have been executed, only 3 where convicted of murdering a person of color. This proves that our judicial system executes people regardless of their race who kill white people. These are not the only ones who are discriminated against, gender also determines who receives the death penalty. Between the 80's and early 90's, 1% of all those on death row were women even though women commit 15% of all criminal homicides. The death penalty is also discriminates against the poor. Even though all cases require the defendants to have a lawyer, 90 % of all those executed could not afford to hire a lawyer when they were tried. These stats show how unfair the death penalty really is towards the minorities, genders and of those of poor social class. A big down side to the death penalty would be the irreversibility of situation. Once the life ... ...why not just keep them in prison right? Well, if the congress could only se that and the judicial system would see that it is less economical maybe they too may agree that the death penalty is not the best choice for punishment. Many people are for the death penalty because they feel that they should suffer what they did to the victim. When in fact that the US system was not meant as a way of revenge towards the criminal. A better alternative would be to let the criminal be locked in jail with no parole, which would be less controversial than going forward with the execution. With all of these issues stated, it can be clearly seen that the death penalty is judgmental, unfair and expensive. There have been cases when innocent people have been executed or in other words murdered because some one made a mistake or there was not enough info to prove him innocent.

Drama on Social Values

A Christmas Odyssey By John McNeil Summary A narrator takes a journey of discovery into the true meaning of Christmas, with Easter in view. This play was designed as a vehicle for participation by all age groups of a Sunday School, who appear in sequence from youngest to oldest. There are 2 alternate versions of this script. The first is written for a Southern Hemisphere summer Christmas, the second for a Northern Hemisphere winter Christmas. Script 1 Narrator: What does Christmas mean to you? Is it a family get-together, a big feed, Father Christmas and all that?Or what? You know, we've inherited a lot of European customs in our Christmas, perhaps when we should have been developing our own style of things. So while picnicking in blazing sun on the beach, we still sing a song about a white Christmas, and hunt for mistletoe. Bit silly when you think about it, isn't it! And after all, if the middle of winter is the proper time for Christmas, then maybe that's when we should have ours! ? It's a thought. Choir:  (Starts singing in background) Narrator: But there's always one thing you can count on at Christmas, and that's carols.Used to sing them myself once when I was a kid. How did they go? (Hums to himself. )  Away in a manger, no crib for a bed. Yes, something like that. (Finishes off verse of carol. ) Group of children:  (Pre-schoolers; they wander on) Narrator: Kids! I think kids were made for Christmas. It's really their time, with all the goodies we pile on them. Lots and lots of goodies. (Turns to group)  What does Christmas mean to you? (Narrator asks several questions, such as, â€Å"What's the first thing you do Christmas morning? † â€Å"Where do you go for Christmas? † â€Å"Did you ask Santa for anything special? etc. After they have given their answers, Narrator suggests they go and sit in a corner, and pretend they're opening their Christmas stocking, quietly acting out what they hope to find inside. ) It's a bit like watchin g yourself, isn't it! You know, there's something else about Christmas I was going to mention to you, but it's slipped my mind for the moment. It'll come back to me. Singing!? Choir:  (5-7 years; they file on, singing carol) Narrator:  (When they have finished singing, asks questions of some of the choir, such as, â€Å"Who are you singing about? † ‘Who's he? etc. Finishes with, â€Å"Where are you going now? ) Choir: Off to church. Bye bye! (They file off. ) Narrator:  (Turns to group still acting on floor. )  Aren't you lot going to church too? Group: Yes. Come on, let's go. (They get up, look to see if anyone's watching, and run off playing with toys. ) Narrator: I guess church is different things to different people. Jesus? I knew I'd heard the name before. His birthday or something. I wonder what sort of birthday he had. What would it have been like to be there then? Animals:  (7-10 years. File on, chattering among themselves.Perhaps a donkey, cow, goat, sheep, dog, etc. They have just been in the manger when Jesus was born, and now they tell each other what they think of Jesus, looking at it from an animal's point of view. ) Choir:  (At rear, sing â€Å"Away in a Manger† quietly. ) Family:  (Four children in congo line. When the animals have finished their discussion, the family comes on, honking, making other car noises, and comments such as: â€Å"Why can't we find a good place for a picnic? † â€Å"Did you bring your swimming costume? † â€Å"Mummy, can we have lunch now? † What are all these animals doing on the road? † etc.They tour the stage once, and then exit out front. As they go, one of the animals – a lamb – is knocked over, and it lies down crying. ) Narrator: Hey, you've knocked over a lamb! Come back! (Goes over to the lamb, and picks it up, carries it down the aisle. Other animals file down in procession after. ) Choir:  (Enter singing. They do one verse or choru s only. ) Paper boy:  (Enters, waving papers. )  Paper! Extra! Read all about it! Jesus Christ born in Bethlehem. Hit and run driver wounds family pet! Read all about it! Paper! Narrator: Thanks, I'll buy one of those. (Paper boy exits. Newsreader:  (While the voice is reading, choir hums a verse of its song. )  Here is the news. The year 1AD was marked today by the birth of a baby boy in Bethlehem. Three travelling salesmen offered prizes to the mother, Mary, for having the first baby of the new century, and local farmers have given a year's supply of groceries free. Several authors are offering to write biographies of the child, but a prophet named Isaiah claims he already has copyright on the story. King Herod has sent a telegram of congratulations, and says he is planning a special reception for the family†¦ ut the parents are understood to have declined the offer. A new song for the event has been written by a local choir of angels. It's selling well, and is expect ed to top the charts this week. Narrator: Hold on a minute. What's going on here? Who is this Jesus person everyone's talking about? Choir:  (Starts another verse of song. ) Narrator:  (Breaks in at end of verse. )  Now hold it! You still haven't answered my question. Reporter:  (Enters, explains he is from the local radio station; carries a tape recorder. Asks some members of the choir what they think of Christmas, who Jesus is, etc. Choir:  ( Finishes song. As they do, Paper Boy comes back through. ) Paper Boy: Extra! Extra! Jesus Christ born in Bethlehem. Paper! Choir:  (Start to file out after Paper Boy. ) Narrator: Hey, where are you all going? Choir:  (Some members turn back and call out)  To worship Jesus. We're going to church, etc. Narrator:  (Picks up paper, starts looking through it again. ) Child:  (10-13 years. Same sex as Narrator. Enters carrying a sack. ) Narrator: Hello, what have you got there? Child: A present for you. Narrator: A present! That 's very kind of you, seeing it's Christmas. Can I open it now? (Child smiles and nods. (Narrator reaches in and takes out a hammer, and two pieces of wood. Comments on each. Then reaches in and takes out a doll dressed in baby's clothes. Child takes them all off the Narrator, and cuddles the doll. ) Narrator: What is this all about? Why are these things in this sack? Child:  (Whispers in his ear. ) Narrator: Are you sure? That's in there? (Child smiles and nods. Narrator looks inside again, puzzled. )  Who are you? Child: Just someone you knew a long time ago, when you were my age. (Child takes the doll, hammer and pieces of wood and sits down to one side of the stage. ) Television crew:  (Five or six of them.They are making a film, though the audience doesn't know this yet. They enter and act out the scene where the Pharisees come to Pilate and try to get him to indict Jesus. In explaining why they hate Jesus, they should bring out the reasons he is Saviour of the world. ) Pr oduce:  (Comes on carrying a video camera. )  Okay, cut it there. I didn't like that scene. We'll try it again in a moment. In the meantime, take five. And will the actors for the Crucifixion scene get ready please. (Director exits. ) Choir:  (Enter and sings. While they sing, the TV crew stand round to one side, pretending to drink cups of coffee.Child sitting with the doll in the corner starts to hammer the two bits of wood together, in between verses. As the choir finishes, the actors break into laughter at a joke. One of the actors, laughing, chokes and falls unconscious to the floor. Members of the choir go over and pick him up, carry him out. Rest of the choir file after, singing. When they've finished, Child finishes hamemring the two pieces of wood, holds the result up so the audience can see it is a cross. Child looks at the Narrator. ) Child: Would you do this to a baby? Then why do you do it every day to a grown man? Child goes over to Narrator, drops the doll at hi s feet, and goes out. Narrator stares at the doll, then bends over it, crying. As Narrator is bent over, Questioner enters. Narrator looks up at Questioner. ) Questioner: Well, what do you think now? Narrator: Why did he/she do that? Questioner: We all do. Narrator: But why did they kill Him? He was such a good man. There was no need for it? (Stands up, picks up sack, throws it over shoulder. )  Such a good man, and they killed him. (Starts to go. ) Questioner: Where are you going? Narrator: To see if I can find out where they took him. Questioner: But what have you got in that sack?Narrator: A Christmas present. This sack is my life. The Child told me it contains everything that ever happened to me. Questioner: Wait a minute! Don't you see? That's what Christ died for. So we don't have to carry all our sins around with us. Christ died, but He also rose fromt he dead. He's alive now, and wants to give  you  life. Narrator: You really mean that? Questioner: Of course. 500 peopl e saw Jesus not long after he rose from the dead, and millions since have turned to him and found that he's still real. He loves you. Let that sack go. Narrator:  (Looks at sack questioningly, shrugs shoulders and lets it drop. )  Hey, you're right.Suddenly there's no load. Questioner:The Bible says, â€Å"God loved the world so much, He sent us his only son, Jesus Christ; so that whoever believes in him won't die, but will be given everlasting life. † Narrator: That's tremendous. It's the best Christmas present I ever had. You've got to tell me more. (As they exit, Choir and congregation sing a further song. ) Script Narrator: Christmas! What does it mean to you? Is it a family get together, a big feed, Father Christmas and all that? Or what? You know, we've inherited a lot of European customs in our Christmas, maybe we should have been developing our own style of things.Why is it we don't have Christmas in the middle of summer with fireworks and camping and cookouts and . . . we already have a holiday then, don't we. Men's Quartet: (Starts singing Deck the Halls in background) Narrator: But there's always one thing you can count on at Christmas, and that's carols. Used to sing them myself once when I was a kid. How did they go? (Hums to himself. ) Have Congregation sing ‘Good Christian Men Rejoice'. Group of children: (Pre-schoolers; they wander on) Narrator: Kids! Now that I think of it, kids were made for Christmas. It's really their time, with all the goodies we pile on them.Lots and lots of goodies. (Turns to group) What does Christmas mean to you? (Narrator asks several questions, such as, â€Å"What's the first thing you do Christmas morning? † â€Å"Where do you go for Christmas? † â€Å"Did you ask Santa for anything special? † etc. After they have given their answers, Narrator suggests they sing a couple songs (Away in a Manger, ). When they have finished they go and sit in a corner, and pretend they're opening their Christmas stocking, quietly acting out what they hope to find inside. ) Narrator: It's a bit like watching yourself when you were young, isn't it! Those were the days . . .You know, there's something else about Christmas I was going to mention to you, but it's slipped my mind for the moment. It'll come back to me. ( 5-7 year olds enter dressed as carollers and chatting quietly) Oh yes, Singing! Congregation sings: ‘Angels from the realms of Glory' Choir: (5-7 years; they file on, singing carol) Have this group do two or three songs. Go tell it on the mountain Hark the herald Angels Ring the bells Narrator: (When they have finished singing, asks questions of some of the choir, such as, â€Å"Who are you singing about? † ‘Who's he? † etc. Finishes with, â€Å"Where are you going now? Choir: Off to Our Christmas program at church. Bye bye! (They file off. ) Narrator: (Turns to group still acting on floor. ) Aren't you guys going to church too? Group: Yes . Come on, let's go. (They get up, look to see if anyone's watching, and run off playing with toys. ) Narrator: I guess Christmas is different things to different people. Jesus? I knew I'd heard the name before. It was His birthday or something. I wonder what sort of birthday he had. What would it have been like to be there then? Animals: (7-10 years. File on, chattering among themselves. Perhaps a donkey, cow, goat, sheep, dog, etc.They have just been in the manger when Jesus was born, and now they tell each other what they think of Jesus, looking at it from an animal's point of view. ) Angels We Have Heard on High O Little Town of Bethlehem A Child is Born Choir: (Sing ‘Away in the Manger' with congregation) Narrator: I wonder what it was like on that morning in Bethlehem. If the people back then were anything like they are today, It must have been an interesting scene. Paper boy: (Enters, waving papers. ) Paper! Extra! Read all about it! Jesus born in Bethlehem. Confusion a bounds! Read all about it! Paper! Narrator: Thanks, I'll buy one of those. Paper boy exits. ) Narrator: Here is the news. The year 1AD was marked today by the birth of a baby boy in Bethlehem. Three traveling salesmen offered prizes to the mother, Mary, for having the first baby of the new century, and local merchants have given a year's supply of groceries free. Several authors are offering to write biographies of the child, but a prophet named Isaiah claims he already has copyright on the story. King Herod has sent a telegram of congratulations, and says he is planning a special reception for the family†¦ but the parents are understood to have declined the offer.A new song for the event has been written by a local choir of angels. It's selling well, and is expected to top the charts this week. Narrator: Hold on a minute. This can't be what really happened? Who is this Jesus person everyone's talking about? Scripture reading: Luke 2:1-7 Narrator: (Breaks in at end of verse. ) Now hold it! This still isn't clear to me. No one has really answered my question. Scripture reading: Luke 2:8-20 Paper Boy: Extra! Extra! Jesus Christ born in Bethlehem. Paper! (Exits) Choir: (Start to file out after Paper Boy. ) Narrator: Hey, where are you all going? Choir: We're going to worship Jesus.Do you want to come along? Narrator: No, I think I'll just read more about it. (Picks up paper, starts looking through it again. ) Scripture reading: Luke 2:21-22,25-38 Child: (10-13 years. Enters carrying a sack. ) Narrator: Hello, what have you got there? Child: A present for you. Narrator: A present! That's very kind of you, seeing it's Christmas. Can I open it now? (Child smiles and nods. ) (Narrator reaches in and takes out a hammer, and two pieces of wood. Comments on each. Then reaches in and takes out a doll dressed in baby's clothes. Child takes them all off the Narrator, and cuddles the doll. Narrator: What is this all about? Why did you give me these things? I'm not sure a doll's quite my style. There must be something else. Child: (Whispers in his ear. ) Narrator: Are you sure? That's in there? (Child smiles and nods. Narrator looks inside again, puzzled. ) Who are you? Child: Just someone you knew a long time ago, when you were my age. (Child takes the doll, hammer and pieces of wood and sits down to one side of the stage. ) Song: (During the song, the Child sitting with the doll in the corner starts to hammer the two bits of wood together, in between verses.As the choir finishes they file out, singing. Child finishes hammering the two pieces of wood, holds the result up so the audience can see it is a cross. Child looks at the Narrator. ) Scripture reading: Isaiah 53:1-12 Child: Would you nail a baby to this cross? Then why did they do that to Jesus? (Child goes over to Narrator, Places the doll at his feet, and goes out. (Narrator stares at the doll, then bends over it, confused. As Narrator is bent over, Questioner enters. Narrator looks up at Questioner. ) Questioner: Well, what do you think about Christmas now?Narrator: ( Still thinking about his gift) Why did he/she do that? Questioner: He wanted you to understand what Christmas was all about. It's not about presents, packages, trees or tinsel. Not even about carols. It's about God coming to Earth to do something no-one else could do. Narrator: But why did they kill Him? He was such a good man. There was no need for it? (Stands up, picks up sack, throws it over shoulder. ) Such a good man, and they killed him. (Starts to go. ) Questioner: Where are you going? Narrator: To see if I can find out where they took him. Questioner: What have you got in that sack?Narrator: A Christmas present. This sack is my life. The Child told me it contains everything that I've ever done wrong or that has ever happened to me. Questioner: Wait a minute! Don't you see? That's what Christ came and died for. He wasn't just a good man, He was God in the flesh. Christ died, but He also rose fr om the dead so we don't have to carry all our sins around with us. He's alive now, and wants to give you life. Narrator: You really mean that? Questioner: Of course. 500 people saw Jesus not long after he rose from the dead, and millions since have turned to him and found that he's still real.He loves you. You can let that sack go. Narrator: (Looks at sack questioningly, at first cannot drop it, but finally shrugs shoulders and lets it drop. ) Hey, you're right. Suddenly there's no load. But why did God do it that way. I would have done things differently . . . Special Music: He Became a man like me Questioner: The Bible says, â€Å"God loved the world so much, He sent us his only son, Jesus Christ; so that whoever believes in him won't die, but will be given everlasting life. † Narrator: That's tremendous. It's the best Christmas present I ever had. You've got to tell me more. As they exit, Choir and congregation sing Joy to the world. ) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..  © John McNeil 1973 All rights reserved This play may be performed free of charge, on the condition that copies are not sold for profit in any medium, nor any entrance fee charged. In exchange for free performance, the author would appreciate being notified of when and for what purpose the play is performed. He may be contacted at [email  protected] net. nz Or at: 36B Stourbridge St, Christchurch 2, New Zealand.

Cause of an individual social emotional and behaviour education essay

2. Please use the headers in the box to depict the impact this course/module has had in your professional scene. i. on you This faculty has affected the manner I view and manage pupils in a mainstream scene who exhibit facets of SEBD ; it has given me new ideas and thoughts to research. It has led me to oppugn current behavioral policies and see what instructors can set in topographic point in the schoolroom to supply more effectual schemes. two. on your students For the students I teach with SEBD it has made me more cognizant of possible issues and intercessions and enabled me to prosecute support for them in a more professional mode. three. on your co-workers Colleagues in my module have been interested in cognizing what I am analyzing ; we have had some interesting treatments associating to facets of SEBD. I feel that I have been able to offer some counsel in specific state of affairss with students or at least to promote co-workers to see alternate positions and schemes. four. on the establishment Whilst my school are non funding me for this class of survey and I do non work straight in the SEN section I have been able to lend more to whole school issues associating to kids with SEBD through a working party and within my module. This is an country I hope to develop over the following 2 old ages. 3. Is at that place any other impact this faculty has had? ( eg. on your publicity chances, on your programs for the hereafter ) I have been diffident as to whether I want to travel into specialist instruction in the Fieldss of SEBD or autism ( I am analyzing autism in twelvemonth 2 ) . At the minute, I am go forthing this determination unfastened. As a female parent of a kid with aspergers who is in an EBD secondary school ( as this is seemingly the most appropriate proviso ) this faculty has fuelled my involvement in working with high working ASD kids who exhibit riotous behavior and emotional troubles as this does non look to be to the full addressed in ASD support and education.. 4. What suggestions do you hold about betterments that might be made to the faculty? Some of the log activities have been hard to finish to the full due to the nature of my professional function ( a concern instructor in a big mainstream school ) . It may be interesting to see ways of opening some activities to pupils in similar state of affairss. Although I was pleased by and large with my feedback for the practise assignment, I disagreed a small with the rubric diction as it stated â€Å" A instructor attack you†¦ † and â€Å" the instructor would wish advice.. † and â€Å" depict your attack†¦ † yet we were non expected to give advice straight to the instructor and besides non to be descriptive. I felt the rubric should be clearer particularly in the bid footings and besides outlooks made more expressed as many of us have non written academically for a really long clip†¦ I think some pupils were unsure of what was expected. Please tick the box in each statement that best depict your positions on the acquisition procedure experienced This faculty hasaˆÂ ¦ Strongly hold Agree Disagree Strongly differ Had a positive impact on my acquisition Yttrium Had a positive impact on my professional pattern Yttrium Engaged positively with the content Yttrium Provided me with appropriate counsel on wider reading. Yttrium Given me entree to good coach counsel Yttrium Provided me with an appropriate assignment Yttrium If you have a specific issue that you would wish to discourse separately so delight include your name and contact inside informations or e-mail Dr Visser straight at j.g.visser @ bham.ac.uk: Name: Contact inside informations Understanding the cause of an person ‘s societal, emotional and behavioral troubles is indispensable before you can do a successful intercession. Critically assess this averment in the visible radiation of an activity you have undertaken as portion of this faculty. Introduction Delinquents, moral idiots and maladjusted kids are merely some of the labels historically attributed to persons showing the troubles subsequently termed as emotional and behavioral troubles ( Ministry of Education 1995 ) . In this essay the importance of understanding the causes of an person ‘s societal, emotional and behavioral troubles ( SEBD ) is explored in relation to whether this apprehension is critical for the execution of successful intercessions. This essay chiefly considers persons within the UK educational system which covers children/young people between the ages of 4 and 16. In the survey and instruction of persons with SEBD at that place seems to be a deficiency of uniformity in how the label is interpreted and applied ; the forms and definitions of SEBD will hence be considered along with current tendencies in the figure of school age persons diagnosed as SEBD in order to give context to this country of treatment. Another cardinal country of disparity is the theoretical position adopted when measuring and handling an person with SEBD. The theoretical positions each present a different attack to aetiology and intercessions, these will be considered in relation to importance of caus e in the footing of each and how they lead to intercessions. The cardinal statement will so concentrate on the importance of understanding cause and examine grounds from published literature, research and policies to back up this followed by treatment of why understanding cause may non be indispensable in order to implement successful intercessions. The overall purpose is to determine whether intercessions are chiefly based on consideration of the aetiology of behavior and whether there is grounds to bespeak their success. Indeed Harden ( 2003 ) concluded that there was deficient grounds for scheme effectivity in behavioral troubles. The topic of cause and intercessions was discussed with fellow professionals in a web based treatment ( Vygotsky, Skinner and Montessori treatment group October 2010 & A ; November 2010 ) and mention will be made to the two fictional instance surveies which formed the footing of these practical treatments. In the first a male child, Ronnie, no information was given on his background so the focal point was on the ascertained riotous behavior in school and the instructor believing he has SEBD. In the 2nd an 11 twelvemonth old miss, Vicki, far more item was given including her recent transportation to secondary school ; above norm reading accomplishments, parents separated and with new spouses, the possibility of epilepsy, refusal to make prep and acquiring into problem at school. These treatments elicited a scope of positions on aetiology, the demand for information perchance associating to do and the nature of appraisal and intercessions. In general the contributing professionals show ed a desire to hold more information about each kid and to construe the impact of background factors on the troubles being observed although there was small recognition of why this information was needed ( Farrugia, 2010 ) . What is understood by societal, emotional and behaviour troubles ( SEBD ) ? One of the overruling issues in the field of SEBD is the ambiguity in apprehension and designation of persons who may hold societal, emotional and behavioral troubles with those who have less terrible subject jobs ( Evan, Harden, Thomas 2004 ) . This introduces the first trouble as the determination to sort an person as holding SEBD is with the individual who identifies some facet of behavior as debatable and is reliant on that individual ‘s concepts. Government publications have provided several descriptions of which two are considered in this essay. In Round 9/94 ( DfE 1994 ) Emotional and Behavioural Difficulty ( EBD ) is described as being between: â€Å" behavior which challenges the instructor but is within normal, albeit unacceptable, bounds and that which is declarative of serious mental unwellness. The differentiation between normal but stressed behaviors, emotional and behavioral troubles originating from mental unwellness is of import because each demands to be treated otherwise. † ( p.4 ) The definition focuses on the behavioral facet instead than emotional and indicates it is a job for the instructors thereby curtailing the troubles to educational scenes. Interpretation of what may be considered unacceptable is hence likely to ensue in inconsistent designation of the types of kids instructors identify as holding EBD ( Soles, Bloom, Heath, Karagiannakis 2008 ) . In The Particular Educational Needs ( SEN ) Code of Practice ( 2001 ) , the definition was amended to integrate societal troubles and so expanded to societal, emotional and behavioral troubles ( SEBD ) , the codification defines those with societal, emotional and behavioral troubles ( SEBD ) as: Children and immature people who demonstrate characteristics of emotional and behavioral troubles, who are withdrawn or isolated, riotous and distressing, overactive and lack concentration ; those with immature societal accomplishments ; and those showing ambitious behaviors originating from other complex particular demands ( Paragraph 7:60 ) This description describes a scope of features associated with this upset and recognises that such behaviors can germinate from other particular educational demands. This presents a broader spectrum of behaviors linked with emotional and societal troubles and remains unfastened to the personal reading of those interacting with such kids. The deficiency of lucidity of the forms could be linked to the increasing figure of kids diagnosed as holding SEBD being recorded in English schools. In 2008 149,040 kids had a demand of EBD on school action plus or statemented at primary, secondary and particular province funded schools, this was an addition of 6.98 % twelvemonth on twelvemonth ( DCSF 2008 ) , EBD represented the 2nd highest demand after moderate acquisition troubles. This could be due to an existent addition in the figure of kids sing troubles or to the wider reading of the definition taking to more kids being recorded with this trouble who might otherwise hold remained at a school action phase. Whichever the ground, it is evident that increasing figure of kids within the UK instruction system are being identified as holding a demand of SEBD and this in bend has led to increasing focal point on intercessions in peculiar for behavioral troubles as seen in the recent white paper ( DfE 2010 ) . The descriptions given in Round 9/94 ( DfE 1994 ) and the SEN Code of Practice ( 2001 ) make no direct mention to aetiology or the necessity to admit this although The SEN Code of Practise ( 2001 ) recognises that SEBD may hold co-morbidity with other biological or medical conditions ( 7.52, 7.53, 7.58 ) and links with mental wellness ( 10.27 ) yet counsel for specific appraisal and intercessions is non detailed. This could be seen as declarative mood of the deficiency of integrity on the apprehension of causes and intercessions for those with SEBD. Which theoretical position of cause of SEBD? In 1829 a 20 twelvemonth poet wrote these lines: From childhood ‘s hr I have non been As others were-I have non seen As others saw-I could non convey My passions from a common spring- From the same beginning I have non taken My sorrow-I could non rouse My bosom to rejoice at the same tone- And all I lov'd-I lov ‘d entirely ( from Entirely by Edgar Allen Poe – 1829 ) The poet was Edgar Allen Poe. Poe was taken into surrogate attention at the age of 3 following the decease of his parents and at the age of 6 his surrogate household moved to London. Poe was said to be talented academically yet a hard character ( Poe Museum n.d. ) ; the verse form â€Å" Alone † suggests a troubled kid who considers himself to be different. In today ‘s educational clime he may good hold been identified as a kid with SEBD. Would an apprehension of his early life have been of import in development of successful intercessions? From a behavioral position it could be suggested that merely his discernible hard behavior was of importance and therefore treatable. The causes could non be speculated upon as they could non be scientifically measured. Bowlby, from a psychodynamic attack might hold disagreed ; Poe ‘s early childhood experiences, most notably the decease of his parents and being taken into surrogate attention, may hold suppressed his inner desir es and thrusts taking to internal struggles. Bowlby might hold been interested in the repression of Poe ‘s feelings following the decease of his parents ( Bowlby 1988 ) . An ecosystemic position may hold considered the effects of the alterations of the household systems and the move to a different society in England as impacting on his interactions with the systems around him. In a same vena, the web based treatments of Ronnie and Vicki ( Vygotsky, Skinner and Montessori treatment group October 2010 & A ; November 2010 ) led to similar inquiries. In the instance of Vicki, fellow professionals largely concurred on the acceptance of an ecosystemic position for appraisal based on the information given refering the dislocation of the systems in her life ; some believed that a psychodynamic attack to set up her unconscious procedures and a biological position to analyze the possible epilepsy should besides be considered. However, the intercession schemes proposed were based on a humanistic attack instead than linked to the diagnostic positions. As celebrated earlier for the Ronnie treatment there appears small recognition of why the information was needed and how information may associate to intercessions. In the instance of Ronnie, treatments indicated that more information on countries such as his household background, his larning troubles, incidences of asce rtained behavior at school and the relationships within his household would be valuable in order to do a more informed recommendation for intercession schemes. This desire for more information showed an merger of positions including societal acquisition, psychodynamic and behavioral. Most interesting is that fellow professionals adopted a behavioral attack to intercessions in the absence of farther information about Ronnie. It could be that this was within the kingdoms of their experience of available schemes in instruction. The inquiry of which theoretical apprehension of cause is the right one can non be to the full answered. Professionals in the field of educational research tend to back up a peculiar position ; there are differences of sentiment between psychological, medical and sociological positions, this is further compounded by newer positions such as eco-systemic and humanist which have evolved from earlier theories. As Visser ( 2000 ) notes most make admit that â€Å" it is a mixture of positions which can supply penetrations into understanding and explicating that behavior. † ( p.33 ) . The tendency for which cause can be seen in the changing forms given for SEBD as noted antecedently ( DfE 1994 & A ; SEN Code of Practice 2001 ) and besides in attacks to behavioral troubles adopted by schools. The tendency towards a behavioral psychological science attack of operant conditioning and behaviour alteration as a scheme for handling kids with SEBD has been seen since 1975 ( Cooper 1999 ) . Children are seen as doing a pick non to act and through usage of behavioral attacks such as effect and wages they can be taught to desire to act so a new behavior is learnt ( Greene 2008 ) . From this position, aetiology is non a considered factor and accent is on implementing a system of wagess and effects which aim to cut down unacceptable behavior and promote a re-learning of acceptable behavior. The cover attack of many behavioral policies, in portion dictated to schools through authorities directives, suggest that policy shapers and educationists do non see there is a demand to understand causes of SEBD. Behaviour is assumed to be within the control of the kid and the school is assumed to be able to act upon and alter the behavior. Recent old ages have seen a alteration in attack with prominence given to systemic attacks taking into history the interaction of systems and environments environing the kid as cardinal factors impacting on their societal, emotional and behavioral troubles ( Evans, Harden and Thomas 2004 ) . From this position there is a demand to understand cause in footings of the environments of the person. This was apparent in the web based treatment on Vicki ( Vygotsky, Skinner and Montessori November 2010 ) where subscribers were largely united in acceptance of an ecosystemic attack and attributed the cause of the troubles to break in Vicki ‘s place a nd school life. Understanding the cause of the SEBD is indispensable before doing a successful intercession. In the old subdivision a figure of theoretical attacks to placing cause were examined and it is concluded that there are troubles in happening consensus on one attack and one apprehension of cause. Despite the difference of sentiments of the likely beginnings of the SEBD, there is widespread support of the demand for understanding the cause. Visser ( 2005 ) is opposed to a normative attack to covering with behavioral troubles and therefore supports the instance for recognizing that each kid with SEBD may hold a different cause of SEBD although he antecedently acknowledged that there are still spreads in apprehension of both causes and of attacks used in kids with EBD ( Visser 2002 ) . Others in this field besides advocate the benefits to instructors holding apprehension of students with SEBD ; Cole, Visser and Daniels ( 1999 ) in a paper analyzing effectual EBD patterns in mainstream schools promote the demand for school staff to understand the complex causing and the varied aetiolog y of EBD in order to be able to fit apt intercessions. Another manner of sing cause is to analyze underlying troubles which may be doing SEBD, non from a theoretical position but from a possible medical or other trouble so the behavior is non straight linked to a psychological or systemic root but instead from some other trouble which leads to the behavior emerging as a symptom. Cross ( 2004 ) believes that a relationship exists between communicating troubles and emotional and behavioral troubles. Communication troubles may originate from biological causes such as Pervasive Development Disorder, Attention Deficit Hyperactivity Disorder or from environmental factors such as kid maltreatment and disregard, or from larning troubles. Cross maintains that whatever the beginning, it is the communicating trouble which must be addressed as a precedence as weak communicating accomplishments can hold a negative impact on a kid ‘s ability to interact and socialize, this can worsen emotional and behavioral troubles. In this sense the ascertain ed behavioral troubles could be dissembling implicit in communicating troubles which, if non treated, will non better the behavior. In the web treatment on Ronnie ( Vygotsky, Skinner and Montessori treatment group October 2010 ) chap professionals concurred that a nexus was likely between his possible acquisition troubles and his behavioral troubles and that this should organize a cardinal portion of any intercessions. In his book, Lost At School, Greene ( 2008 ) maintains that instructors can non cognize what to make with disputing behavior unless the grounds for it are understood, mentioning to these grounds as â€Å" dawdling accomplishments † ; those accomplishments which are missing irrespective of diagnosing. Staff need to place and understand the accomplishment missing as this is polar to implementing a successful intercession. Greene ( 2008 ) lists many dawdling accomplishments, including troubles with maintaining focal point, sing likely results, pull offing emotional responses, which professionals may impute to a scope of upsets such as larning troubles, autistic spectrum upset, cognitive troubles, or anxiousness. It is designation of the specific lagging accomplishments which are of more importance than the existent diagnosing as the diagnostic label does non in itself indicate which accomplishments are missing. Emphasis should hence be on placing the particular facets which are m issing ; the deficiency of a accomplishment alongside an environment which demands these accomplishments is the trigger to there being a job ( Greene 2008 ) . This is in line with an ecological position as the behavior is an result of the lagging accomplishment conflicting with the environment. Support for the importance of understanding aetiology is besides found in educational counsel ; the School Discipline and Pupil – Behaviour Policies ( DCSF 2010 ) advises that it is indispensable to guarantee right appraisal of possible grounds for kids non acting suitably and acknowledges that behavioral troubles may be caused by larning troubles, environmental factors or other cognitive, societal or emotional troubles ( paras 3.9.29 -3.9.33 ) ; yet a subsequent subheading is â€Å" Students who can act but take non to † ( p.58 ) . This takes the school back to the forms of SEBD and topographic points reading back in a subjective model where the school has to separate between the former and the latter. In much the same manner as seen in the SEN Code of Practice ( 2001 ) there is a deficiency of lucidity in how cause should be identified and how this cognition should steer intercessions. A recent study entitled Not Present and Not Correct ( Evans, 2010 ) examined the efficaciousness of fixed term exclusions in bring arounding behavioral jobs. The study concluded this was non an effectual scheme based on the figure of fixed term exclusions holding increased by 5.4 % since 2003-4. Persistent riotous behavior was the ground for the bulk of fixed term exclusions ( 23.3 % ) and lasting exclusions ( 29.6 % ) in 2008-9. These Numberss have non shown important alteration twelvemonth on twelvemonth indicating that current intercessions are non effectual. The study recommends that a trigger is needed to motivate a needs appraisal where fixed-term exclusions are used continually. Yet, in the SEN Code of Practice ( 2001 ) this trigger should be go oning for students who do non react to standard behaviour direction schemes or individualised behaviour direction programme traveling them to a School Action Plus phase. This could propose that either appropriate referrals are non taki ng topographic point or, if they are, the resulting intercessions are non successful. If the latter is the instance so it may bespeak that either causes are non being considered or, if considered, are non taking to successful intercessions. The American based Assertive Discipline attack to pull offing behavior in schools is rooted in a behavioral position. A survey by Jones and Smith ( 2004 ) concluded that the this attack was effectual in bettering minor mis-behaviour and led to overall benefits for learning and larning in the school at the Centre of the survey ; yet, a little but important group did non profit from the attack. This group may hence hold required farther individualized appraisal of the cause of their SEBD with single schemes being put in topographic point. This lends support to the necessity of understanding cause in those specific state of affairss where the criterion schemes employed in mainstream schools are non deciding societal, emotional or behavioral troubles. It besides suggests that the importance of cause is non indispensable at initial phases of designation of behavioral troubles, but may necessitate to be understood if current intercession schemes are non accomplishing the coveted result. A cardinal factor in placing the cause of the SEBD lies in the pick of the position adopted. As seen in the web based treatments for Vicki ( Vygotsky, Skinner and Montessori November 2010 ) causes could be attributed to several facets of the person ‘s life. Depending on the attack taken, the diagnosing and intercession will change which means that successful intercession can non be guaranteed. Overall, whilst there is much argument and research on causality and at the same clip turning accent on the rise in behavioral troubles in the schoolroom, schoolroom based research for kids with SEBD tends non to associate theory to designation, policy and effectual intercessions ( Maras and Kutnick 1999 ) . Understanding the cause of the SEBD is non indispensable before doing a successful intercession. All positions consider cause to some extent although a behavioral attack is founded chiefly on ascertained behavior. There is small research recommending that placing cause is non indispensable or of import in footings of implementing intercessions. The statement against the value of understanding cause is chiefly one of whether cognizing the cause can really take to a particular and effectual intercession. Whilst Visser ( 2002 ) advocates the importance of understanding cause, it has proved hard to happen grounds which gives clear counsel for a nexus between cause and effectual intercession schemes. In discoursing the Individual, Medical or Deficit Model ( IMD ) , Macleod and Munn ( 2004 ) suggest that the deduction of causing should be rejected which is the contrary of the consideration of disablements with a bio-medical root. This position is based on the belief that the biggest trouble in placing cause is the deficiency of understanding in what SEBD really is, as seen in the earl ier treatment on the readings of definitions. It could be argued that focal point should be on schemes and non on cause as readings of the cause are excessively subjective. The web based treatments on Ronnie and Vicki, despite dwelling of differing positions for diagnosing and cause, saw a commonalty in the recommendations for a multi bureau attack. This is besides seen in Diagram 8 theoretical account ( Cole, Visser and Daniels1999 ) in which audience with the Local Education Authority ( LEA ) and relevant bureaus, such as Child and Adolescent Mental Health Services ( CAMHS ) , is seen as an of import factor in schools which are successful in the inclusion of kids with SEBD. Whilst Visser ( 2005 ) has been cited earlier as an advocator of the demand to understand aetiology, in a talk based on a term he encountered in his professional work, â€Å" ageless truths † , he looked at factors which may be cosmopolitan in execution of successful intercessions for SEBD ( Visser, 2002 ) . Understanding cause of the SEBD was non a factor given which lends support to the position that, whilst understanding cause may be desirable and enlightening, there are more of import factors necessary for successful intercession. Merely a 3rd of secondary schools were deemed as effectual in run intoing the demands of students with SEBD ( Ofsted 2004 ) , which suggests that focal point should be on placing effectual schemes. Research carried out by Evans, Harden, Thomas ( 2004 ) concluded that there was a limited grounds base of recommended schemes which were effectual for kids with EBD and they recommended â€Å" a focal point for more strategic commissioning of future primary research†¦ † ( p.8 ) . In the instance of Ronnie ( Vygotsky, Skinner and Montessori treatment group October 2010 ) , there was a quest to cognize more from those measuring the state of affairs. Be it non plenty that his behavior was riotous and so category room based behavioral schemes should be put in topographic point to do Ronnie larn appropriate behaviors? The reply in this instance seems to lie in the apprehension of cause. If Ronnie had a acquisition trouble, there was support for this being addressed first/or in concurrence with the behavior intercessions. If it so emerged that Ronnie was holding jobs at place, such as parental struggle or disregard, this may hold required another signifier of intercession. In the instance of Vicki ( Vygotsky, Skinner and Montessori treatment group November 2010 ) there was more information on her background state of affairs ; this meant some likely causes could be explored which could so take to a scope of possible intercessions. Having more information still led t o a treatment on which position may be more applicable and in fact the intercessions proposed were largely similar to those for Ronnie. Although the participants suggestions for intercessions for Ronnie tended to be school based whereas those discussed for Vicki were both within school and outside with a wider multi bureau attack. Professionals such as instructors, educational psychologists, CAHMS practicians and behaviour support specializers will all convey their ain attacks to the SEBD tabular array. It could be that efforts to understand the cause through a multi-agency scheme may take to confused and confusing intercessions at worst and a drawn-out period of appraisals and interventions at best, neither of which presents an ideal state of affairs for a kid ( Rayner 1999 ) . The scope of readings, societal concepts and positions makes a instance for a scientific attack to developing intercessions for kids with SEBD. The aetiology is acknowledged but it is the present symptomatic forms which are the key to successful intercessions. Conclusion – is it indispensable to understand the cause of an person ‘s societal, emotional and behavioral troubles doing a successful intercession? In seeking an reply to this inquiry, much of the published research advocates the demand to set up the cause of SEBD before implementing intercession thereby presuming the intercession will be more successful. The trouble in this belief is twofold ; foremost the definition of what constitutes societal, emotional and behaviour troubles and in peculiar at what point the badness requires specific intercessions and secondly, which perspectives should be adopted to right place the cause ( s ) and therefore which intercessions are most suited. With the definition of SEBD including a broad scope of features, it seems most likely that there is besides a broad scope of causes and therefore a broad scope of intercessions. Most grounds supports the desire to look into and specify the cause ; this is besides reflected in authorities and SEN policy and guidelines. Yet grounds to back up the importance of this in procuring successful intercession is thin. Overall, whilst the demand to understand the cause seems to be supported in research and advocated in authorities guidelines, the intercessions put in topographic point within educational scenes are preponderantly based on a behavioral attack where it is the discernible behavior which is addressed, measured and evaluated ; this is where an anomaly exists. Over clip, more duty and answerability has been awarded to schools and local governments for kids with SEN including SEBD. This in itself appears to hold reduced the focal point on understanding cause as schools have to pull off this duty alongside authorities directives for bettering behavior in schools. With increasing accent on schools primary answerability being for pupil accomplishment in academic footings and the move to cut down the figure of statements, there is likely to be less accent on aetiology in favor of intercessions based on commanding kids with SEBD – surely in mainstream instruction. The current authorities ‘s support of academies may besides amplify this as the remotion of local authorization engagement means that schools can make up one's mind whether there is economic value in seeking input from bureaus that may hold more concern with aetiology. It may be that there are other factors necessary in implementing successful schemes aside from understanding cause such as the necessity for a positive ethos within the school itself ( Cole, Visser, Daniels 1999 ) . It is concluded that understanding the cause of an person ‘s SEBD is portion of the equation for successful intercession but unless the grownups responsible acknowledge the cause and seek to advance appropriate and differentiated solutions which can be proven to be successful, so understanding on its ain is non sufficient.

Australian Aboriginal Beliefs and Spiritualties Essay Essay Example

Australian Aboriginal Beliefs and Spiritualties Essay Essay Example Australian Aboriginal Beliefs and Spiritualties Essay Essay Australian Aboriginal Beliefs and Spiritualties Essay Essay The Nature of the Dreaming and its relation to the beginnings of the existence is to show how the Earth and land was formed by their ancient ascendants that rose from their ageless slumber and created life. The Sacred sites are considered to be the H2O holes. stone formations and caves. the utilizations for these sacred sites are burial evidences. ceremonial meeting topographic points and important topographic points such as delivering caves. The Dreaming besides has narratives that help to portray its significance for illustration the Kangaroo adult male or the rainbow snake. Aboriginal Art was considered to be one of the most important things in an indispensable portion of Aboriginal life. the Art was to state great narratives and demo important thoughts and as a manner of learning. Question 2: The importance and significance of the Dreaming to Aboriginal people Is Not merely to move as a signifier of Guidance but it is a manner of life for Natives It fundamentally is their codification of life. It is indispensable to the life of traditional Aboriginal people and their life style and civilization. for it determines their values and beliefs and their relationships with every life animal and every characteristic of the landscape. It is the manner Aboriginal people explain the beginning of life and how everything in their universe came into being. What links the Peoples and the Dreaming together is the natural universe particularly the land to which a individual belongs. Aboriginal people see themselves as related to. and apart of. this natural universe and cognize its characteristics in intricate item. This relationship to the natural universe carries duties for its endurance and continuity so that each individual has particular duties to protect and continue the spirit of the land and the life signifiers that are a portion of it. Apart from this there are over 900 different Aboriginal Tribes in Australia so each of them has their ain belief but that doesn’t mean they exclude others. they all run along the same Belief one creative activity. Question 3: Kanyini is connexions Between the Aboriginal People. lovingness and duties of one and each other. The Australian Documentary ‘Kanyni’ which goes deep into item of how Aboriginal’s lived and connected with the existence. it showed how diverse and how serious the relationship to the land and to their ascendants was and still is. Bob Randall is the chief histrion in the film and portion of the Stolen Generation. The connexion that Natives have with the Earth is inextricable intending that their intent on this land is to travel with the flow of the environment and merely by making this it fulfills the originative fate. We have a wholly different position towards the land and universe compared to the Natives because they see everything as portion of them and that they are all united with everything. In Kanyini Bob negotiations about when the Europeans came into Australia and turned everything upside down making nil but pandemonium. The Aboriginal life style and civilization was destroyed. their Traditions and imposts were abolished. This wholly demoralized the Aborigines because you weren’t merely taking their rights off but their intent and psyche. we broke the connexion. The Dreaming is a portion of all facets of Aboriginal life. The look ‘Dream time’ is most frequently used to mention to the ‘time before time’ . or ‘the clip of the creative activity of all things’ . while ‘Dreaming’ is frequently used to mention to an individual’s or group’s set of beliefs or spiritualty. Aboriginal spiritualty takes form in many signifiers. The Aborigines are one with the land and the land is one with them. It is the land on which we live. the H2O we consume. the Sun. Moon and stars. the life around us and the air we breathe. they are all linked by The Dreaming as The Dreaming is the ground for their being. â€Å"It’s an accelerated procedure ; we’re worried that they will travel excessively fast and they won’t look difficult plenty ( for possible environmental impacts ) . †- Rob Randall Bibliography Coleman. N. 2006. Surveies of Religion. Australia: Science Press. No 2: p16-28 Wikipedia. 2010. Dreamtime. hypertext transfer protocol: //en. wikipedia. org/wiki/Dreamtime ( day of the month accessed 10th April. 2010 ) Curriculumsupport. 2010. The Dreaming. hypertext transfer protocol: //www. curriculumsupport. instruction. Naval Special Warfare. gov. au/shared/thedreaming. htm ( day of the month accessed 12th April. 2010 ) .

Applying Standardized terminologies Coursework Example | Topics and Well Written Essays - 750 words

Applying Standardized terminologies - Coursework Example This essay describes a scenario of bedside patient care of a man with malaria to help evaluate the essentials of standardized terminologies and the related NANDA, NIC and NOC (Nolan 2004). Johnson, Maas & Moorhead (2000) outlines that; Nanda classifies Malaria as an infectious disease with intermittent fever, instigated by the parasite Plasmodium and spread by mosquito kind Anopheles in many subtropical and tropical regions. Because of its common nature, there are a plethora of records, data and information about its diagnosis and care. Subsequently, American Nurses Association (2006a) argues that there are certain terminologies standardized to malaria, according to the North American Nursing Diagnosis Association (NANDA) that nurses must master. In addition, there are also Nursing Intervention Classification (NIC) records and in Nursing Outcomes Classification (NOC) with certain standardized language (Cavendish 2001) for malaria. According to Johnson et al. (2000), NANDA identifies malaria as infectious with symptoms of high fever, chills, muscle aches, tiredness and headaches. According to NANDA, malaria infections are common in tropical and sub-tropical areas and severe with children and pregnant women but also very severe with all other individual children and adults alike (Nolan 2004). NANDA outlines that the diagnosis for malaria includes nausea due to imbalance in food intake, risk for infection due to weak immune system for attacked patients and hyperthermia related to increased dehydration and metabolism. Related Factors include threat of death; threat to self-concept; threat to or alteration in health status, environment, contact patterns; interpersonal transmission of contagion and unmet needs The suggested NOC outcome-labels to these malarial situations include anxiety, stress, nausea, impulse control and aggression control. Client outcome according to NOC includes identifies and verbalizes symptoms of distress, Identifies, communicates in verbal

Organization Structures & Communication policies Essay

Organization Structures & Communication policies - Essay Example (Portfolio Managers). It is also evident that the work of Jane involves portfolio mgt to small clients. Therefore it is father ambiguous that she also reports to the same Portfolio Managers who had their own clients. In the case of Dylan the same situation exists when he subdivided on daily reports to Joseph the field Manager in terms of contracts and Bristol the general Manager. In both of this cases the Companies should establish a clear chain of command of Dylan and June in terms of communication (upward communication and downward communication). The about the organization structure in company K is centralized, thus Dylan has to coordinate activities by use of North America office. The disparity in geographical region brings about the anomaly about international communication in responding to client's proposal, making it more complex and difficult to meet clients demand. The communication process has it that, for organizations to function, individuals and teams must coordinate their efforts and activities carefully. The football coach for example has to tell his team what plays to run. Therefore lack of key communication channels manufactures poor co-ordination leading to poor personnel and organization performance. Communication is social glue that keeps companies together. (Bristol Ito/Azuna Gichin and Tanaka) any information for contracts has to be approved accurately to the rigid chain described as their order. For Jane any decision has to pass through the Branch Manager but little mention is that of the head office. It seems the CTF is a bit decentralized in terms of decision-making. For instance when Jane requires to being a Certified Financial Planner, she approaches the Manager instead of the Head office. A Critical Exposition One shortcoming in embracing Matrix structures in management of organization's is that it waters the principals of good communication flow in organizations. Since communicating with employees is inclined towards a centralized approach. According to Walton business philosophy, communication is presupposed to be open minded," Sam's Rule for building a business" supports that you should Communicate everything you possibly can to you partners. The more they know, the more they understand the more they'll care. Once they care, there is no stopping them. K group of Companies however fails to achieve a business model that harmonizes activities due to the setup that has been exploded in different geographical backgrounds hampering the effective flow of information. For example Company K is contracted with a monumental project, the management portfolio, is designated to Joseph who is based in Vancouver. The company goes ahead making decisions from respective regions without following better communication channels. This is evident when the client is put in darkness thus breaching the communication protocol. Motivation Theory. Traditionally someone who gets a new job receives not only a salary but also a standard set of fringe benefits such a health insurance, life insurances, a paid vacation and a retirement plan. These days however, these basic benefits are not enough to bring job prospects through the door. The incentives that motivate today's employees are far more varied and in many cases, truly lavish. Both companies seemingly provide for esteem needs. Dylan feels the office held does not have sufficient authority to go