Organizational Behavior Remaking Jcps Organisational...

SYNOPSIS JC Penney Corporation (JCP) is a more-than-one-hundred-year-old company which has got into trouble in the late 1990s and the early 2000s, but a dramatic turnaround happened after the good leadership quality of few key people, Questrom and Castagna between year 1999 to 2004; Mike Ullman and Theilmann between year 2004 and onwards. The contributions of Questrom and Castagna were more on optimizing business operation while Mike Ullman and Theilmann were more on changing the organisational culture. Shortly after joining as chairman and CEO of JCP in December 2004, Mike Ullman along with his top management team took various initiatives to change the climate and culture of JCP from the rigid one into more flexible and democratic†¦show more content†¦By looking in the different view, Ullman dare to shock the system of JCP which was deep-rooted and had been reinforced decade after decade. This revolutionary new idea is difficult to be found from internal workers that adapted the cu lture since the first day when they step into the workplace. In terms of experience, we can found the fact from the case study when Ullman had put teaching hours at the academy. During teaching, he is able to share his experiences when working with other companies and resulting employees have wider view and way of thinking rather than think from one angle. This has shown Ullman’s knowledge and experiences are highly valuable to employees’ development. The second reason of concerning making the appointment as CEO person from outside is due to New Broom Effect. A new outsider has the advantage on helps to facilitate change in culture as new management will often make radical changes. When Ullman succeed Questrom, employees instinctively have the mentally preparation of facing organisational changes made by new leader especially he is perceived as an experts with rich domestic and international experience in the retail industry. The changes that he has made became much persuasive if the confidence level of employees to him is high. Ullman gain the extra marks on convincing the changes. According to

Woodrow Wilson vs. Long - 948 Words

The big question for Wilson was how Americans could incorporate Public Administration into the Constitution which did not mention it. Also in developing Public Administration, Wilson’s basic difficulty was how to reconcile the differences in notions of democracy (popular rule) and the systematic rules. To do this he says there are two spheres: â€Å"Politics† and â€Å"Administration† Politics = choices of government are made by the elected and Administration = carries out the choices by the (popular consent) free of political meddlinggt; â€Å"politics-administration dichotomy† Before entering into the science of administration Wilson felt it was needed that first there should be some account of the history of what others have done in the field,†¦show more content†¦-this structure is important to determine the scope of possible action. - a source of power and authority is a competitor of a formal hierarchy - power flow in from the up the organization to the center - the American system of politics does not generate enough power at any focal point of leadership to provide the conditions for an even successful divorce of politics from administration -the theory of administration has neglected the problem of the sources and adequacy of power - the bureaucracy under the American system has a large share of responsibility for the public promotion of policy and more in organizing political basis for its survival and growth -a major time consuming aspect of administration consists of a wide range of activities designedShow MoreRelatedThe United States Vs. 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The Rohingyas in Myanmar Free Essays

Social Networking is a platform made and used by humans to interact and help one another. But are we making a better use of this social platform is a question to be discussed? In today’s world even if people don’t possess common sense they do have access to Social Networking. While one aspect of this tool involves help and aid the other aspect is negative which includes fake posts, posts with hate crimes and ethnic discrimination. We will write a custom essay sample on The Rohingyas in Myanmar or any similar topic only for you Order Now The Rohingyas in Myanmar had to face the latter. So, who are Rohingyas? Rohingyas are a Muslim ethnic minority group that has lived as a people in Myanmar for centuries. (Citation needed 1). Today, more than a million of them live in the country, most in the western coastal state of Rakhine, where they make up around a third of the population. (Citation needed 1).There are frequent clashes between Rohingyas and the Myanmar security forces, as well as other ethnic groups in Rakhine, which are predominantly Buddhist. (Citation needed 1). Facebook is one of the top Social Networking sites where people interact and share information. Facebook has been accused by the U.N. investigators of playing a role in inflicting harm that drove nearly 700,000 Muslim Rohingya out of Myanmar and killed at least 6700 people. (Citation needed 2,1). Facebook is so popular and widely used in Myanmar that the around 85% of the country’s Internet traffic flows through the network and the platform was used by the president for his resignation. (Citation needed 2,3). So, why is Facebook popular in Myanmar and what makes it accessible? Many people in Myanmar, where until recently Internet penetration was among the lowest in the world, pay for smartphones to come preloaded with Facebook accounts and pre-liked pages. (Citation needed 2, 4).So, as the smartphones are loaded with pre-liked pages then those pages have content which might influence people in a certain way or other. I believe the social media giant should be looking to remove this pre-liked functionality. The negative thing as I mentioned earlier with the Social Networking platform is the availability of fake news and posts related to hate crimes. As the virtual world is swift as compared to the real world in the production of news, so the virtual news is certainly going to direct people in one direction. So, as most of the population in Myanmar is using facebook they are relying on Facebook for news. The news provided through Facebook in Myanmar reflects the situation in the country as the posts display ethnic discrimination, use of foul language and fabricated articles on Muslims and are being shared by government officials and hardline factions. (Citation needed 2, 3). Facebook claims that its platform could be misused and had prevented the circulation of two inflammatory chain messages in Myanmar. (Citation needed 2, 2). But these claims were challenged by the Myanmar civil society groups who criticized the Facebook’s algorithm to detect improper content. (Citation needed 2, 2). These groups were the ones who reported these messages to Facebook that had already caused a lot of damage in Myanmar. (Citation needed 2, 2). I am of the opinion the current Facebook platform can’t prevent the posts relating to hate speech or ethnic discrimination, so Facebook should look forward to building an algorithm to prevent these. Facebook should build an algorithm that blocks Facebook and third-party services in regions that are affected by hate crimes or posts related to them. I believe Facebook couldn’t have stopped the spread of hate in Myanmar but could have prevented the dissemination of hate crimes. As humans, we are mostly responsible to stop such hate crimes from happening. So I believe people living in Myanmar should be educated about the hate crimes and vandalism affecting innocent human lives. Educating people is the way to enlighten them and make better individuals in the society. How to cite The Rohingyas in Myanmar, Papers

Cockroaches free essay sample

Undergoing this procedure includes using a wide-spread range of concentrations which are mostly preformed at log dose intervals. (H. P. Rang, M. M. Dale, J. M. Ritter and R. J. Flower, 2007). Carbamate Propoxur is an insecticide that can inhibit the action of cholinesterase and disrupt nervous system function (Extension Toxicology network, Pesticide Information Profiles; http://extoxnet. orst. edu/pips/propoxur. htm). In this experiment propoxur was used to investigate the effects on the American cockroach nymphs. The LD50 for one species is very different from another. In each LD50 test there is considerations that need to be understood such as age, weight, sex, health and diet (David Rall, Ph. D. , former Director, National Toxicology Program â€Å"Inadequacy of the LD50 test† Found at http://www. pcrm. org/resch/anexp/LD50. htm). Each individual factor cannot be accurately monitored for each individual animal if randomly acquired. This is only one of the reasons why the LD50 test is not quite useful as it does not maintain a biological constant and that value therefore has little significance in testing toxicity. Methodology Refer to practical manual; however note change in purity of propoxur to 99. 5% hence 0. 2513g was used and also the use of 12 cups of 5 cockroaches making total number of nymphs used 60 Results Table 1. 1 This table shows the procedure used in order to create the suitable diluted solutions needed (Not including the EMK control) | | Starting solution| | Volume of diluents| Tube| Dilution required| Concentration| Vol. (mL)| Vol. | 1| 0. 005%| 0. 01%| 1 mL| 1 mL| 2| 0. 01%| 0. 1%| 1 mL| 9 mL| 3| 0. 02%| 0. 1%| 0. 25 mL| 1 mL| 4| 0. 05%| 0. 1%| 1 mL| 1 mL| | 0. 1%| 1. 0%| 1 mL| 9 mL| As you can see each tube has different means of measures weather it was in volume, concentration or the dilution percentage. This was done in order to achieve a variety of concentrations in calculating the LD50. Table 1. 2 This table shows the average weight of cockroaches in each group Group Name| Average Weight of Cockroaches (g)| Group Anything| 0. 534| JAAMNL| 0. 484| #2| 0. 515| TA| value not provided| SEX| 0. 583| Ebony| 0. 590| Class Average | 0. 521 (includes unknown value for TA)| As you can see from table 1. there were different results when weighing out the cockroaches as you can see the range of the results was 0. 106g. Table 1. 3 This table shows the LD50 determination results of individual group. Cockroaches dead| Control| 0. 005%| 0. 01%| 0. 02%| 0. 05%| 0. 1%| Cup 1| 0| 1| 1| 2| 3| 3| Cup 2| 0| 0| 0| 2| 4| 5| Average per cup| 0| 0. 5| 0. 5| 2| 3. 5| 4| Average % per cup| 0%| 10%| 10%| 40%| 70%| 80%| Our group (group anything) showed some reliable results and from this table it is obvious to see that the LD50 lies between 0. 2% and 0. % note the trend as concentration increases so does fatality. Table 1. 4 This table shows the LD50 determination results by class groups | Control| 0. 005%| 0. 01%| 0. 02%| 0. 05%| 0. 1%| Group Anything| 00| 10| 10| 22| 34| 35| JAAMNL| 00| 10| 13| 14| 44| 54| #2| 10| 00| 11| 22| 55| 55| TA| 00| 00| 01| 21| 43| 45| SEX| 00| 10| 21| 22| 33| 55| Ebony| 00| 10| 31| 42| 52| 45| Average| 0. 083| 0. 33| 1. 25| 2. 167| 3. 75| 4. 583| %Average| 1. 67%| 6. 66%| 25%| 43. 3%| 75%| 91. 66%| The class shows similar results to the individual results showing the LD50 lies between 0. 02% and 0 . 5% as this is where most of the deaths start to show with an increase of concentration trend. Figure 1. 1 This graph represents the Logarithmic view of our individual group (group anything) and the class average displaying a slight sigmoidal shape allowing the LD50 to be calculated at 50% (shown in table 1. 5) Figure 1. 2 This probit graph shows more of a linear representation of our individual group and the class average allowing the LD50 to be calculated at 50% (Shown in table 1. 5) Table 1. 5 | Group anything LD50 (mg/kg)| Class average LD50(mg/kg)| Logarithmic graph| 0. 52| 0. 2| Probit graph| 0. 52| 0. 44| PLEASE NOTE; ONLINE SUBMISSION DOES NOT VIEW THE GRAPH’S, THE SUBMITTED COPY DOES HOWEVER SHOW THE GRAPHS THAT WERE CREATED. Discussion Results indicate that it takes approximately 0. 42mg/kg – 0. 52mg/kg of propoxur to reach the LD50 via dermal application of insecticide. The strongest pesticide in industries today with regards to propoxur is 2. 3mg/kg (Ullmann’s Agrochemicals, Volume 1, edited by wiley-VCH, LASTWiley-VCH pages 691-695). This shows that our r esults could be either inaccurate or accurate depending on how this scenario is portrayed. The most powerful propoxur based pesticide may be used for animals other then cockroaches, however because the nymph cockroach was the only animal tested here, it is very hard to determine the complete effectiveness of propoxur. In this situation however it seems that the LD50 did stray from the normal pesticide use slightly, this could have been due because of experimental errors while preparing dilutions or application of the solution. Table 1. 2 shows one of the greatest errors possibly in this experiment. The average weight lies at a range of 0. 06g which speaking on the insect level is quite a significant number here. The method of weighing out the cockroaches was extremely inaccurate and in order to achieve an accurate LD50 an accurate weight is required as stated earlier. Also not all cockroaches were exactly 2cm in length as suggested by the method hence some cockroaches had a higher resistance to propoxur due to greater weight and size which meant consistency was not at all achieved. Another reason why results may have varied from group to group could be due to miscalculations and human error while performing dilutions. Dilutions is a very important part of the experiment and if there was an error in one simple dilution then it could have carried on from tube to tube having detrimental effects on the concentrations of the solution being created. Also application of the solution to the cockroaches was not an easy task, the cockroaches were able to move around and escape from containment prosing an extremely large problem because if the cockroach were to escape and become lost, the entire average weight would have to be changed. Preventing this setback happened to cause another dilemma, to slow down the cockroaches and comatose them freezing was applied. However if the cockroaches were frozen too much they would die and once again the entire weight of one cup of cockroaches would change and the mistakes would carry on. These errors could explain why in table 1. 2 that there was a death in the control for group #2. This experiment was not entirely a success due to these errors. Easily these setbacks could have been avoided by being more aware especially when performing accurate dilutions and controlling the cockroaches. Laboratory conditions may not have been the best scene to conduct this experiment as the cockroaches could escape.

Autism in Saudi Arabia

Introduction Educators and other educational staff are facing increasing challenges of planning and employing efficient education programs for all the students including those with mental problems like autism. Recent research has presented excellent materials that have been collected by teachers and other supporters of children with autism, together with their families.Advertising We will write a custom research paper sample on Autism in Saudi Arabia specifically for you for only $16.05 $11/page Learn More Because of the amount of information available on this, teachers can be able to develop teaching program for individual students based on the needs. However, there are some key ideas and methods of supporting such students that need understanding by teachers, other supporters and family of such students. Students suffering from autism are not able to learn easily and in the same manner as their normal peers and as such, they require support to help the m succeed. This support may come in the form of modification of the curriculum to cater for the special needs of the autistic children. Saudi Arabia has developed special schools with curricula that are designed to help these students who have special needs for them to learn. The teachers are specially trained for this job. Definition of Autism Information about autism is very important for teachers and other educational supporters and this will be the basis on which teaching methods and other support services will be devised (American Psychiatric Association 2010, para. 3). Instructors and education supporters will benefit by understanding the definition, description of its characteristics and the repercussions for teaching. They will also understand strategies for effective teaching and management of autistic students. Autism is described as a Pervasive Developmental Disorder (PDD) and this condition has a number of characteristics that are define it (American Psychiatric Associat ion 2010, para. 3). They include, impaired communication, poor social interaction and behaviour and restricted, recurring and stereotypic behavioural patterns of conduct and activities.Advertising Looking for research paper on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More Autism is hence a complex disorder of the neurological function of the brain and it is essentially as medical condition rated on a spectrum (Al-Ayadhi 2008, p. 192). Its symptoms therefore range on a continuum of combination being described as mild to severe (Roth 2011, p. 18). For instance, a patient can suffer intellectual disability while another patient may have normal intelligence development. There could be a number of hardships in the expansive and receptive language communication and it’s estimated that about half of the autistic individuals fail to develop functional speech (Roth 2011, p. 18). However, for those who do, their speech is usua lly with inadequate communicative function and of very pitiable quality. Autism is not a curable condition and it’s a life-long development disorder that a person has to cope with (Al-Ayadhi 2008, p. 192). The individual will always fail to easily understand what she/he sees, hears or otherwise sense by other senses. This is what aggravates the social relationships, conduct and communication problems. Even though it’s known that people with autism face serious difficulties when it comes to social interaction and conduct, the level usually vary. Some patients are usually withdrawn from social activities while others are overactive and interact with people in weird ways (Roth 2011, p. 19). Students with autism had difficulties if inattention and often resist change. They may respond to sensory stimulation in an unusual way and may portray odd character like spinning or flapping their hands (Al-Ayadhi 2008, p. 193). Autistic individuals can have common characteristics but there is never tow people presenting same profile of symptoms or behaviour. The common characteristics are used for identifying the general need for autistic individuals. However, it is pertinent to combine understanding of specific abilities, interests and the observed signs for every student (Roth 2011, p. 18). Causes of Autism It is yet to be proven the actual cause of combination of factors that precipitate into autism. However, research has found increasing evidence that this is a genetic disorder with a number of genes being affected (Lopez-Duran 2010, para. 2). The mode of genetic transmission is very complicated and researches have concentrated identifying and isolating the involved genes.Advertising We will write a custom research paper sample on Autism in Saudi Arabia specifically for you for only $16.05 $11/page Learn More Evidence shows that there is higher prevalence in children born out of early pregnancies or early life activities and en vironment could affect the vulnerability if the child (Newschaffer et al. 2007, p. 237). Some studies also show that the brain of autistic people is slightly different from normal individuals as anomalies in the nerves in the head have been observed. The Diagnosis Trained physicians or clinical psychologist in autism are the people who can be able to do an accurate diagnosis. However, the assessment and diagnosis is supposed to entail a multidisciplinary team of a language and speech pathologist, psychologist, and a paediatrician psychiatrist (Lopez-Duran 2010, para. 2). A psychologist assesses the developmental stage and behaviour of the child, the language pathologist evaluates communicative language expression and the paediatrician psychiatrist helps to rule out other causes of the observed symptoms (Roth 2011, p. 23). There is a criteria developed for this diagnosis, the Diagnostic and Statistical Manual of Mental Disorder – DSM IV and it uses the following major symptoms ; impaired communication and wretched social interaction (Newschaffer et al. 2007, p. 237) restrictive, recurrent and stereotypic manner of conduct, activity and concern Saudi Arabia’s Stance on Autism Saudi Arabia does not have a good reputation when it comes to taking care of members with special needs like autistic children. It is therefore a great moment anytime, autism in Saudi Arabia is discussed because the position is going to change dramatically (Al-Salehi 2009, p. 340). Since the condition has no cure, it is often feared by parents in Saudi Arabia. One can really seen people with disability in Saudi Arabia and this is not to mean that they do not exist rather it’s because of the societal treatment of these people that make them isolated. The people are very judgmental on disabled individual together with their families and the harsh treatment they give such people often makes them to be isolated or hidden by family members to avoid contempt from other peopl e (Al-Salehi 2009, p. 340).Advertising Looking for research paper on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More Even in today’s society, physical and mental problems are still widely stigmatized in this Arab kingdom and parents keep their autistic children hidden because of the fear of ridicule and as such, these children fail to get the help they require to attain better development. There have been very few studies in Saudi Arabia on autism because of the social isolation and discriminations of families with such people and the patients themselves (Al-Salehi 2009, p. 340). However, some rough estimates about the prevalence of the condition in Saudi Arabia show that there are 18 people affected by the condition out of 10,000 (Fombonne 2003, p. 89). This is even higher than the developed nations which average at 13 per 10,000. In the recent address of the autism problem in the world, the last world autism awareness, it was very exciting to see that the Arab world taking part. This means they are ready to take the bold step of addressing autism like any other diseases by providing relev ant resources. To understand its diagnosis and the ways that people can use to support autistic children (Fombonne 2003, p. 91). Even though children with autism are different, they are very important component of the society as human beings and need help just like other children. More male children suffer autism compare to female children in Saudi Arabia, and the number of registered cases of autism increasing as families come open with their children who need help (Fombonne 2003, p. 91). Saudi has a plan through its ministries to offer support to families with such people in terms of medication and social services. Because of the limited, currently only the Saudi children are eligible for the financial assistance from the government (Fombonne 2003, p. 96). However, there are plans underway where, more of the residents even the non-Saudi children will be able to get this financial aid in the near future. Special Needs Saudi Arabia has few schools for the autistic children. This was an idea hatched to address the hardship that parents go through in trying to find a proper school for their children. This is often a daunting experience, coupled with the ridicule from some people and compounded with the fact that normal school may not adequately address the needs of these special students, it is proper to have greater understanding of learning needs of autistic children (Al-Salehi 2009, p. 343). There are very few options available for education the children with autism and this is the reason for increasing the scope of the special needs which are autistic specific and recommending it to the government. Typically autistic students are unable to learn things instantly by observation and participation because of their impaired communication and social development, these children have very minimal interest in the learning situation. Their thought, perception of the environment around them and attention span is greatly affected (Newschaffer et al. 2007, p. 239). Desp ite these difficulties, these children have a right to education, right to play and enjoy their childhood and the right to therapy. Ethically, there are certain best practices that need to be put into consideration. Just like other children, autistic children need to have a safe and predictable learning environment. They need to be at the same development level as their normal peers as much as possible though to achieve this they will need extensive support (American Psychiatric Association 2010, para. 6). The children should have consistent routines and processes to follow in their education. There should be very minimal distractions and sensory stimuli in the learning environment (Newschaffer et al. 2007, p. 239). Autism specific skill should be taught by use of behaviour modification model with the children’s conduct as basis of instruction. The instructors should set communication as the main goal and finally there should be incentives and reinforcement of the learnt mate rial or activities. Addressing Deficits of Autistic Children Communication All children with autism have difficulties in language expression and communication even though the degree to which this happens varies a lot. The problems could be non-verbal or serious language deficiency in social use (Ozand et al., 2003, p. 56). Children tend to be caught up in their own world where communication is not significant. The common problem includes abnormal gestures, improper facial expression, strange body language or gesture and poor non-verbal communication. They have limited vocabulary, slower or fast talk, repetitive and meaningless speck and limited social function (Lopez-Duran 2010, para. 2). There is a long list of factors of bad communication and students have difficulty in understanding verbal information, following a conversation and recalling a series of instruction. Implication in education: in order to help these students to understand, Saudi Arabia education system has to use ef fective programs for comprehensive communication evaluation and intervention. This will involve speech and language assessment and informal observation of the way children carry themselves around in the class environment (Karim 2009, p. 9). This assessment identifies goals and help in development of strategies that will help instructors to facilitate development of receptive language and expressive skills (Ozand et al. 2003, p. 56). Instruction should be able to emphasize on development of attention capacity, imitation, and comprehension and good use of language. Social interaction Students suffering from autism have varied social interaction behaviour and in most cases they experience a lot if difficulties in establishing new relationships. Their way of interaction is rigid and very limited (Ozand et al. 2003, p. 57). This difficulty is often interpreted as lack of interest of refusal to interaction with peers. Such children in Saudi Arabia were often and some still are secluded be cause of this. This ineffective communication causes inability to distill social information from social interaction and utilize proper skills of communicating. In order to understand social situations, the student needs to process the language and non-verbal communication and this is the major deficit in autistic children (Ozand et al. 2003, p. 57). These children fail to notice crucial social cues and often miss on important messages. These children cannot non-verbal behaviour with their social interaction and they in the same manner fail to read non-verbal communication from others (Karim 2009, p. 9). Students fail to connect mental states and activities. For instance, autistic children may not realize another child annoyed even when that particular child is crying just since they themselves are not annoyed. Instructors are able to better help these children when they understand that these children may not be able to perceive that other people have different viewpoints (Karim 200 9, p. 9). The autistic students also have unusual and stereotypical way of playing with toys and they play lacks creative imagination. Implication in teaching – social skills development is very important for these students who have special needs and it is an important factor for devising plans to manage their challenging behaviours. These students cannot learn just by observing or participating (Magnusen 2005, p. 81). It is hence proper to target specific instruction and offer support for this instruction skills in a social setting. Unusual Behaviour Children with autism in most cases demonstrate strange and distinctive behaviour like resisting change (Magnusen 2005, p. 81). They also get fascinated by movement like spinning, preoccupation with some parts of a toy, limited range of interests and rigid adherence to non-functional habits. Implication in teaching – most of these unusual and stereotypical behaviours can be due to other causes like sensory stimulation and lack of understanding the social situation or anxiety. The instruction plan for these students should include strategies that will expand the interests of the students. The instruction should also be based on the student’s reaction to sensory stimuli, development skills and preparation of the students for the anticipated change (Ashcroft et al 2009, p. 143). When planning on the teaching strategy, Saudi teachers should put into consideration the problematic behaviour and its implication on a particular student. For instance, a student who has a problem in attention and evading things, it could not be easy to do away will all the repetitive behaviours (Karim 2009, p. 10). For successful instruction and support for these students, environmental adjustments to reduce improper behaviour can be necessary. This can be used together with training students on other proper behaviour serving the same purpose. Poor Attention span Autistic children have unusual attention span and they ha ve difficulties in a range of areas. This has a very serious implication for effective communication, academics achievement and social development (Magnusen 2005, p. 85). Students with autism suffer attention deficits and they fail to focus on relevant cues or information in the surrounding (Ozand et al. 2003, p. 58). Their attention is focused on specific areas of the environment and they consequently exclude relevant information. For instance, students may be looking at a ball and not the person the ball is going to be thrown to. If not, a child could fail to take note of insignificant details like the staple holding a booklet and not the writing in it. Students could also have some difficulties in disengaging or shifting their focus to other objects or information and this is what contributes to the rigidity and resistance to change (Ashcroft et al 2009, p. 143). In the education of Saudi children, this behaviour is an impediment to instruction therefore leads to poor performance . Implication for teaching – difficulties with attention could considerably affect the students’ ability to develop social character and use of language. For instance, an autistic student could react to irrelevant social cue that catch their attention or they could respond to only a part of a conversation and therefore fail to understand the message that was being passed across (Ozand et al. 2003, p. 59). These students are not able to pay attention to multiple cues in a conversation. Therefore when instruction is being passed to these students, Saudi instructor should ensure that these instructions are passed in proper format, which is coherent and focuses their attention by putting emphasis on pertinent information. Individual plan can be developed for each student to focus their attention as part of the instruction strategy (Magnusen 2005, p. 88). Supporting Students with Autism Classroom Modification It is appropriate that each student should have and personal educ ation plan. This plan should describe the goals, the curricula, and accommodations. The classroom should be planned well and everything in it arranged properly (Magnusen 2005, p. 68). With Saudi stepping up the its effort to provide support to children with autism, the instructors of these special schools should be able to utilize a structured teaching schedule listing the activities that will be carried out by the students during the day (Magnusen 2005, p. 68). Unlike in the normal classes, these children need to be engaged on tasks that explicitly focus on learning objectives because their attention is deficient. These children may not change from one task to another easily. These children could want to remain sited on a particular seat or use a certain pencil all through (Ashcroft et al 2009, p. 144). The transition from one task to the next should be properly designed so that the change can be effected by everyone and the teacher can help students who have difficulties on changi ng (Magnusen, 2005, p. 69). The new changes are introduced gradually in the instructional learning goals that differentiate the learning objectives of these students with special needs. Things like sound (high pitch), light (very bright light) and smell should be checked because these students could present unusual sensitivity to these factors. The instruction should be done by repetition of the information, restructuring sentences, rephrasing questions (Ashcroft et al 2009, p. 148), using visual cues to alter behaviour and modelling of tasks. Peer Initiation Tactics This strategy is where the socially competent peers are taught and trained to strike a conversation and maintain social interaction with the autistic children in a normal setting. Two children are paired in this strategy (socially competent and autistic) (Lopez-Duran 2010, para. 6). These peer-mediated social interaction processes have been under research for a number of years. These strategies yield direct outcome of i ncreased social response by the autistic children (Magnusen 2005, p. 81). This strategy is very effective because of the peer acceptance and increased positive social interaction that it brings to the students. Besides pairing, triads can be used where two socially competent peers are matched with autistic child and this is thought to bring better outcome. The reason being that it compensates for the ‘dead time’ in the pairing system where communication is somehow limited (Magnusen 2005, p. 81). The advantages of using the peer-initiated strategies, these strategies take place in the natural setting. The outcomes are valid interaction skills because the programs are dependent on socially competent students. Besides the strategies are easier and time efficient (Magnusen, 2005, p. 84). These strategies cause increased positive response for both autistic children and the normal children. This develops long lasting social skills as well. Structured Teaching This is a strate gy of teaching children with special needs and it involves the use of a variety of instructional models like visual supports, music, and picture exchange communication among others. This design of teaching arranges the learning environment in a manner that will allow the children to easily understand (Ashcroft et al, 2009, p. 149). Visual cues are very important for this type of learning because children with autism can easily focus on the appropriate information which would otherwise have been difficult for them in normal learning setup. Physical structure is the manner in which the environment is set up for learning. This is basically what is done in the classroom modification. However, it extends to thinks like the playground, hallways and locker rooms (Ashcroft et al, 2009, p. 152). This should be done in a very clear and expressive manner that the children are able to follow or attend to what is supposed to be done. Conclusion Children with autism are not competent enough to le arn like their peers who are normal. This is the reason why, these children need support in their education or learning programs to attain same success as their peers. Their instructional programs are complex since each child is unique in terms of learning style, development of social skills, communication and they have odd character. The Saudi Arabian government should ensure that as it supports education for children with autism, the instructional program should be based on the unique special needs of every student as variability is only a slight one. Reference List Al-Ayadhi, L.Y.., 2008. Auditory Brainstem Evoked Response In Autistic Children In Central Saudi Arabia, Neurosciences, Vol. 13, Issue 2, pp. 192-3. Al-Salehi, S.M., Al-Hifthy, E.H., Ghaziuddin, M. 2009. Autism in Saudi Arabia: Presentation, Clinical Correlates And Comorbidity, Transcult Psychiatry, Vol. 46, No. 2, pp. 340–7. American Psychiatric Association. 2010. Development: 299.9 Autistic disorder. Web. Ava ilable from  https://www.psychiatry.org/psychiatrists/practice/dsm . Ashcroft, W., Argiro, S., Keohane, J., 2009, Success Strategies for Teaching Kids with Autism, Waco, Tex: Prufrock Press. Fombonne, E. 2003. The Prevalence of Autism, JAMA. Vol. 289, No. 1, pp. 87-89. Karim, F.P., 2009, The Effectiveness of Instructional Strategies Used For Children with Autism, Michigan: ProQuest. Lopez-Duran, N., 2010. Autism and Asperger’s in the DSM-V: Cognitive Utility. Web. Available from  http://www.child-psych.org/2010/02/autism-and-aspergers-in-the-dsm-v-thoughts-on-clinical-utility.html . Magnusen, C., 2005, Teaching Children with Autism and Related Spectrum Disorders: An Art and A Science. London/ Philadelphia: Jessica Kingsley Publishers. Newschaffer, C. J., et al. 2007. The Epidemiology of Autism Spectrum Disorders. Annu Rev Public Health, Vol. 28, pp. 235-258. Ozand, P.T., Al-Odaib, A., Merza, H., Al Harbi, S., 2003. Autism: A Review. Journal of Pediatric Neurology, Vol. 1 , No. 2, pp. 55-67. Roth, I., 2011, Researching the Autism Spectrum: Contemporary Perspectives, New York: Cambridge University Press. This research paper on Autism in Saudi Arabia was written and submitted by user Aaden Combs to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Irregular Yo Verbs Essays

Irregular Yo Verbs Essays Irregular Yo Verbs Essays Spanish | English | Tener | to have | tengo | I have | tengo diecisà ©is aà ±os | I'm sixteen years old | yo no tengo mi tarea | I don't have my homework |  ¿Quià ©n tiene la tarea? | Who has the homework? |  ¿Tiene Pedro la tarea? | Does Pedro have the homework? | venir | to come | vengo | I come | vengo de la escuela | I'm coming from school | no vengo a la casa | I'm not coming home | Pedro y Marà ­a vienen a las tres de la tarde | Pedro and Maria come at 3:00 in the afternoon | Marà ­a y yo venimos en cinco minutos | Maria and I are coming in five minutes | decir | to say | digo | I say | digo que Ana es inteligente | I say Ana is smart | yo no digo que no | I'm not saying no |  ¿Quià ©nes dicen la verdad? | Who is telling the truth? | Marà ­a dice su nombre | Maria says her name | poner | to put | pongo | I put | pongo mi libro en la mesa | I put my book on the table | Maria y tà º ponen los libros en la mesa | Maria and you put the books on the table |  ¿Quà © pones en la mesa? | What are you puting on the table? | hacer | to do/make | hago | I do | hago la tarea | I do the homework | hago mucho ejercicio | I exercise a lot |  ¿Quà © hacen ustedes? | What are you guys doing? | hago | I make | hago un pastel | I make a cake | traer | to bring | yo traigo | I bring | traigo mi tarea a la clase | I bring my homework to class | Marà ­a trae su tarea a la clase | Maria brings her homework to class | salir | to leave (depart) | yo salgo | I leave | salgo en quince minutes | I'm leaving in fifteen minutes | salgo de la escuela | I leave from school | no salgo a la una y media | I'm not leaving at 1:30 |  ¿Quià ©nes salen ahora? | Who all are leaving now? | oà ­r | to hear | oigo | I hear | oigo mà ºsica | I hear music | ella oye todo | she hears everything | caer | to fall | caigo | I fall | caigo de mi silla | I fall from my chair | conocer | to know (familiar with) | conozco | I know | yo no conozco al presidente | I don't know the pr esident. | Conozco Montreal bien. | I know Montreal well. | Ellos conocen la mà ºsica latina | They know latin music |  ¿A quià ©n conoces en la clase? | Who do you know in the class? | Pedro y yo conocemos a Marà ­a | Pedro and I know Maria | conducir | to drive | conduzco | I drive | conduzco a la escuela | I drive to

Accounting Precedures Essay Example | Topics and Well Written Essays - 500 words

Accounting Precedures - Essay Example ethod of accounting in recording an income or revenue item records the transaction immediately once the said income or revenue is earned even it not yet realized in money (or cash).2 After there has already been a meeting of the minds between the customer who is the source of the income or revenue and the business entity that a sales deal has been closed, the business entity may already record the transaction. For instance, S is in the business of selling television sets and video recorders which are separately classified in the books of accounts. B orders for one television set and one video recorder respectively priced at 500 dollars and 300 dollars which will be paid in thirty days. S therefore issues a sales invoice for the transaction and delivers the chattels to B together with the accompanying delivery receipt. At that instant, S may record the sales transaction in the accounting books, particularly the sales-book or the sales journal, that is, 500 dollars for the sale of the television set and 300 dollars for the video recorder. Any increase in income or revenue (sale of the appliances here) has a corresponding increase in an asset. In the above illustration, the increase in asset pertains to the collectible in the total amount of 800 dollars (500 dollars plus 300 dollars). In accounting parlance, trade collectibles are commonly termed as accounts receivable. In the ledgers, 500 d ollars will be recorded as a credit item in the television set sales-book or sales journal, and 300 dollars will be recorded in the video recorder sales-book or sales journal likewise under the credit column. The total collectible in the amount of 800 dollars will be recorded in the accounts receivable ledger. This is precisely the essence of the accrual method of accounting. In short, the income or revenue has not yet been actually realized because no cash has yet been collected for the items sold and already delivered out. It is important to state at this point that hard copy