Autism Spectrum Disorder

Autism Spectrum Disorder: A Full Inclusion Plan for Fellowship Bible Church By: Timothy Sloan Liberty University Abstract Members of Fellowship Bible Church (FBC) believe that all people need to have the opportunity to learn the biblical truths of God’s Word. This includes those that have any type of disability. This is why FBC feels led to organize and execute a full inclusion program for the children’s ministry. FBC is a growing church, and with constant expansion, there are increased needs. One family in particular has inspired FBC members to establish a unique addition to the children’s ministry, the Button family.Mr. and Mrs. Button have only one child, 6 year old Benjamin. He has been diagnosed with autistic disorder. Recognizing the exceptional needs of this child, FBC has formed a program that is intellectually appropriate for him as well as his peers. The goal of this full inclusion program is to accommodate for Benjamin’s needs while giving the o ther children similar treatment. FBC’s framework explains the reasoning for this program through several perspectives. Benjamin’s disorder is explained, including symptomatic behaviors.FBC’s plan to develop this children’s ministry program is described in detail. As part of FBC’s children’s ministry mission statement, commitment to all children is a priority in order to guarantee that each child learns biblical truths. This is achieved by utilizing a full inclusion plan which is the foundation for this agenda. Autism Spectrum Disorder: A Full Inclusion Plan for Fellowship Bible Church Fellowship Bible Church (FBC) opened for its first Sunday worship service on September 2nd, 2001. FBC is a nondenominational, evangelical, Christian church with about 400 members.FBC’s leadership is composed of 8 elders who all have the responsibility for a specific ministry. Sunday service begins with Sunday school at 9:30 am and following that is the w orship service at 11:00 am. The worship service includes a time of praise and worship, singing, and a time of practical teaching from the Bible (Fellowship Bible Church, 2013). The worship is also composed of a mixture of Christian contemporary songs and classic hymns. These two genres are alternated every other week to adhere to the liking of the members. The Sunday morning services last about 1 hour and 20 minutes.Children’s church is also provided during the Sunday morning service. The church attendees are compiled of 58% men and 42% women. There are 125 teenagers in the youth ministry, 35 infants and toddlers in the nursery, and 56 children total in the church. This church is an excellent mix of members who share the same beliefs, love, and passion for the Word. Pastor Phil Moser is one of the three pastors. He speaks more often than the others. He has been the lead pastor for 11 years. He is recognized as the teaching pastor. The two associate pastors are Pastor Jack Klo se and Pastor Hal Russell.Pastor Jack Klose is head of student ministries and Pastor Hal Russell is head of adult ministries and pastoral care. They fill in when Pastor Phil is out of town or unable to preach due to other reasons. Fellowship Bible Church uses the New King James Versions of the Bible. Every first Sunday of the month, biblical communion is observed. Since Pastor Jack leads student ministries, this paper will be focused on his department and the establishment of a full inclusion ministry for a child with an autism spectrum disorder. Current Children’s MinistryFBC is recognized for its special interest in children. Their current children’s ministry consists of a nursery, Sunday school, and Children’s church. FBC’s children’s ministry is constantly growing. Since the number of children keeps growing, the church has provided several ministries to compensate for this growth. The nursery consists of infants to two year old children. The nu rsery is available during Sunday school hour as well as Sunday morning service. Parents should feel safe knowing their children are in the church staff hands, as the staff members are experienced with these age groups.FBC also has a passion for children and youth. The Sunday school classes that are available for both children and adolescents are tailored to the particular age group for better understanding. Children and Youth Sunday school classes are devoted to helping children and teens grasp better knowledge of the Word, and building a strong relationship with the Lord. Time is spent searching for God’s plan for each person’s life. Classes are often interactive in order to provide a chance for children to build close relationships and encourage fellowship between students.Another important aspect of the children’s ministry is Children’s Church. Children’s church is for children ages 3 to 3rd grade. The children will be dismissed after the worshi p service and before the message begins. This is a time for children to receive a message that is more geared to their understanding. During children’s church, children will be taught Bible lessons through arts and crafts as well as movies. Another purpose of children’s church is to ensure that small children are not a distraction to others during the service.Rationale for Full Inclusion Biblical According to the beliefs of FBC elders, everyone has the right to receive the same biblical message. God sent His son to die for all of mankind and ordered his disciples to carry this message to the ends of the earth. In Gods eyes everyone is equal and should be given the same opportunities to hear His message. This principle is portrayed in Galatians 3:28 (King James Version), â€Å"There is neither Jew nor Greek, there is neither bond nor free, there is neither male nor female: for ye are all one in Christ Jesus. There is no difference between people in Gods eyes. This is a very clear order which is also found in God’s Word, Christ states in Matthew 28:19 (KJV), â€Å"Go ye therefore, and teach all nations, baptizing them in the name of the Father, and of the Son, and of the Holy Ghost. † God has also equipped those that serve Him with skills or talents to be utilized in sharing the truths of the Word. It is the Holy Spirit within Christians that motivates and enables His people to use these talents for all of mankind.The church promotes this fact and aims to deliver the message to all despite any disabilities or hindrances. Full inclusion is a common theme found in the Bible. This is evident when Christ was present on the Earth. â€Å"Then were there brought unto him little children, that he should put his hands on them, and pray and the disciples rebuked them but Jesus said, Suffer little children, and forbid them not, to come unto me: for of such is the kingdom of heaven (Matthew 19:13-14 KJV). In doing this Jesus showed that His tea ching is for all of mankind.FBC developed a mission statement for its children’s ministry with this in mind. The mission statement is to ensure that each child benefits from the same biblical message and accommodates the different learning patterns of all children including those with special needs. Scientific It is vital that in developing a children’s ministry that includes children with disabilities, the children have an inclusive learning environment. From a scientific perspective, children with autism spectrum disorder benefit positively from full inclusion.According to a study on educating autistic children, the researcher found, â€Å"In order to develop ‘best practice', practitioners need to adapt interventions to the unique needs of the individual child, work in partnership with parents and other professionals, create enabling environments and be informed by a developmental approach to learning† (Guldberg, 2010). Inclusion means that there are man y support groups that are involved in the child’s life the influence the child. Every person must be aware of the same issues and how to intervene when necessary. They must be equipped to interact therapeutically with the child.Having patience is absolutely necessary in order to be effective with the child. Inclusion can also be explained by studying all aspects of the child’s disorder in order to be better equipped to teach the child. According to a study on educating children with autism spectrum disorder, â€Å"Inclusion can be broadly defined as the process of identifying, understanding and breaking down barriers to participation and belonging, and therefore goes beyond education to cover the total experience of a child or young person on the autism spectrum and his/her family† (Jones, English, Guldberg, Jordan, Richardson & Waltz, 2008).Gathering as much background information about the child will aid in having a better understanding of how the child respon ds to others. Those who are not using full inclusion methods for all children may be keeping some children from progressing like the other children. Necessary Key Elements for Full Inclusion As stated before, full inclusion has many different essential aspects. Full inclusion is FBC’s approach to engage all children regardless of learning ability. This is done by accepting volunteers, particularly those with experience or education.Training and appropriate materials are also acquired to make this possible. For Benjamin Button, a 6 year old child with autism spectrum disorder, these three elements are imperative to his continuation in the classes. FBC aims to have Benjamin fully involved in regular Sunday school classes. Benjamin was diagnosed with autism at the age of three. He has impairments in regards to social interaction, communication, and repetitive behavior. These three aids will decrease the amount of complications that may occur and help guide Benjamin into a smooth er shift into this church.Volunteers FBC will have the obligation of finding skilled members of the church. Not only should these volunteers be skilled, they must also be patient and understanding. They must have a biblical perspective in order to display an encouraging attitude. Volunteers will be the basis for this full inclusion ministry. The volunteers will need to have experience with special needs children. Volunteers may also have educational background in psychology or special education. This also means that each volunteer must be at least 21 years old.The exception to this age limit is if the volunteer has personal experience living with a child who has autism. The volunteers will need to help Benjamin stay focused and limit the amount of distractions. He will need assistance drawing, using the bathroom, and with staying included in the group. There must be at least 3 trained volunteers on staff when the child is present. This is to ensure that Benjamin and the other childr en are safe and receiving the same amount of care and attention. TrainingTraining will be provided by educated staff for interested volunteers. God desires that his believers and his church be fully equipped for any work, ready to meet any situation. This is a truth we get from God’s Word, â€Å"All scripture is given by inspiration of God, and is profitable for doctrine, for reproof, for correction, for instruction in righteousness that the man of God may be perfect, throughly furnished unto all good works† (2 Timothy 3:16-17 KJV). FBC aims to â€Å"fully equip† the volunteers to equip them for this challenging yet rewarding position.There will be a four week course that volunteers must go through before being authorized to teach in the full inclusion program. The course will be taught every Wednesday night at 6 o’clock and will last an hour. Upon completion of the training the volunteers will have received knowledge on what autism spectrum disorder is, how it affects children in social settings, and how to properly instruct and engage them in the classroom. The training materials provided were donated from a non-profit organization for autistic children.FBC is ready to take the necessary steps to properly run this full inclusion program for Benjamin and understands the importance of properly equipping the volunteers to do so. Accommodations Success in the school setting for students with an autism spectrum disorder is dependent upon accommodations made in the classroom (Coffey, 2004). With this in mind FBC is taking the steps necessary to provide the proper accommodations for Benjamin. Physical space, organization of the Sunday school lesson, and teaching methods will be carefully accommodated for Benjamin’s specific needs.Physical space is the first accommodation that will be made and will include: placing Benjamin’s chair away from high movement areas, there will be a bean bag chair in the corner of the room for a quiet retreat, and he will be allowed to arrive and leave early to avoid the crowd. The organization of the Sunday school lesson will have plenty of visuals to keep Benjamin engaged and also a list of the day’s activities will be read to Benjamin to avoid and alleviate any anxiety of him not knowing what’s happening next. The third accommodation will be the teaching methods of the Sunday school teacher.The volunteer will need to keep the lesson visually interesting and during discussions pass a ball around to know whose turn it is to speak (Coffey, 2004). Keeping Benjamin’s attention is one of the goals of the full inclusion program at FBC. Summary of Autism Spectrum Disorder Definition According to Mash, Wolfe, Parritz, and Troy (2011) ASD is defined as: Autism spectrum disorders or autism are severe developmental disorders characterized by abnormalities in social functioning, language, and communication, and unusual behaviors and interests.Autism touches every aspect of the child’s interactions with his or her world, involves man parts of the brain, and undermines the traits that make us human; our social responsiveness, ability to communicate, and feelings for other people. (p. 300) Etiology What causes Autism spectrum disorder has still not completely been determined but it’s likely that both genetics and environment play a role. Researchers have identified a number of genes associated with the disorder and studies of people with ASD have found irregularities in several regions of the brain (Gerdts and Bernier, 2011).Other studies suggest that people with ASD have abnormal levels of serotonin or other neurotransmitters in the brain (Gerdts and Bernier, 2011). These abnormalities suggest that, â€Å"ASD could result from the disruption of normal brain development early in fetal development caused by defects in genes that control brain growth and that regulate how brain cells communicate with each other, possibly due to th e influence of environmental factors on gene function† (Gerdts and Bernier, 2011). PrevalenceAccording to National Initiative for Autism: Screening & Assessment (NIASA) â€Å"The autism spectrum currently affects between 60 and 100 per 10,000 children under the age of eight† (NIASA, 2003). â€Å"ASDs are almost 5 times more common among boys (1 in 54) than among girls (1 in 252)† (NIASA, 2003). These statistics indicate that many children have a variation of Autism Spectrum Disorder, which is why research is very important in this area of psychology. Characteristics â€Å"Each individual with an autism spectrum disorder (ASD) is unique and may demonstrate markedly different behaviors and skills† (NIASA, 2003).Some common ASD characteristics include slower speech development, failure to form social bonds, and the child may also exhibit hypersensitivity to light, noises, touch, smells, and tastes (NIASA, 2003). Other characteristics include: not playing with other children and preferring to be left alone, may have tantrums, obsessive interests in objects or activities, and may display aggression towards others or themselves (NIASA, 2003). Prognosis Autism is not cured and persons retain the disorder all their lives but those with less severe manifestations can become functional adults (Gerdts and Bernier, 2011).Information on long term prognosis of autism is limited but, outcome is known to be poor for those with an IQ below 50 (Gerdts and Bernier, 2011). Current Research Experts have made remarkable strides in better understanding autism. According to Center for Disease Control and Prevention (CDC), â€Å"Research on ASDs has increased a great deal in recent years and the Centers for Disease Control and Prevention is part of the larger group of public and private organizations working to better understand ASDs through research† (Centers for Disease Control and Prevention, 2011). Studies are being conducted at all levels of anal ysis, and experts are beginning to see the interconnections between the underlying biological causes and the cognitive and behavioral manifestations of autistic disorder† (NIASA, 2003). â€Å"The next decade will witness further developments, bringing experts closer to a more comprehensive and integrated understanding of autism and despite the exponential growth in basic studies on autism, there has been relatively little research on new treatments and interventions† (NIASA, 2003). Social DynamicsWhether it’s at school, at work or in social settings, people with autism are often misunderstood. They suffer discrimination, prejudice and isolation. For many, that means a lifetime of exclusion from everyday society. Research shows that awareness of autism is high but there’s a lack of understanding about what it really means to live with autism (Guldberg, 2010). These unfortunate social discriminations can cause autistic children to withdraw and dislike social contact. Treatments There are various forms of treatment for autism. These treatments consist of managing behavior as well as therapies.According to WebMD (2010), â€Å"Behavioral training and management uses positive reinforcement, self-help, and social skills training to improve behavior and communication. There are also specialized therapies. These include speech, occupational, and physical therapy† (WebMD, 2010). These therapies are important aspects of autistic children’s overall treatment because they help achieve appropriate behavior. Language, social skills, communication, coordination, and motor skills are the areas that are focused on in order to aid autistic children in the learning process (WebMD, 2010).Improving aspects of these skills will ensure that autistic children are learning and progressing from these treatments. Family, Support, and Society Autism spectrum disorder not only affects the child but it also has an effect on family and peers as well. Parents must now place their primary focus on helping their child with ASD, which may put strains on their marriage, other children, work, finances, and personal relationships and responsibilities. Parents can help their family by informing their other children and relatives about autism and the complications it introduces.Understanding the challenges siblings face and helping them cope, and involving members of the extended family to create a network of help and understanding which is crucial for the family to live a more fulfilling life with their child with ASD. Benjamin Button At age 3 Benjamin Button’s parents noticed some unusual behaviors in their only son. He never spoke and wouldn’t respond to them calling his name and Benjamin would also repeatedly bang his head on the floor or wall when he got disciplined, upset, and sometimes for no reason at all. Potty training was also very unsuccessful.His parents took note of this behavior and took him to a pediatrician where he was later diagnosed with autistic disorder. Benjamin attended speech therapy for two years before kindergarten. He is now in an Applied Behavior Analysis class at his elementary school. â€Å"The ABA class encourages positive behaviors and discourages negative behaviors in order to improve a variety of skills† (Guldberg, 2010). Benjamin has shown improvements in speech over the past three years but he still has trouble recognizing words and drawing letters and telling his parents why he can get suddenly sad or angry.On a typical day Benjamin has at least two temper tantrums. He understands and follows directions very well and he also has a close connection to loved ones. His parents are very happy with the improvements Benjamin has made and look forward to getting him involved in the Sunday school program at Fellowship Bible Church. Church-Family-School Partnership For continued success Benjamin will need the combined efforts of his family, school, and church. Benja min’s family, school, and church have established four goals to broaden his educational, spiritual, emotional, and psychological well-being.IEP Goal – 1 Benjamin will learn to recite his ABCs. Teachers could make home visits to interact with the child one on one in order for Benjamin to have more practice reciting and learning his ABC’s. Although Benjamin’s parents and church volunteers would like him to reach this goal within a month they have decided to remain patient and committed to working with him regardless of how long it takes him to achieve this goal. IEP Goal 2: Spiritual – Benjamin will learn and be able to sing along with his peers in one new Sunday school song a month.Benjamin has always had a positive response to music. This goal will is tailored to his IEP since he takes interest in music. This will also aid in his socialization skills. IEP Goal – 3 Benjamin will decrease the amount of temper tantrums by 50% in the next three months. As stated before Benjamin typically has two temper tantrums a day. To meet this goal Benjamin will need to decrease his temper tantrums by one daily. IEP Goal – 4 Benjamin to establish a new friendship with one peer a month.This goal is attainable since there are numerous children in the Sunday school program and at school. This goal could be particularly difficult for him since he has displayed poor social skills and often intimidates his peers. His peers are sometimes intimidated or confused by his behavior and therefore avoid social interaction with Benjamin. Plan for Growth Benjamin’s Parents have attended Fellowship Bible Church for the past ten years. Now that their son’s autism is becoming more and more under control they are excited about introducing him into FBC’s full inclusion Sunday school program.The Button family is willing and eager to take what steps are necessary and aid in the advancement of this program. The proper steps have be en taking for a successful full inclusion program to be integrated in FBC’s Sunday school program and will do nothing but improve as devoted members of the church come alongside the Button family to ensure that. One Year In the next year Fellowship Bible Church aim to advance the Full Inclusion Program in a big way. The short term goal is to acquire skilled volunteers that are qualified to work with a child suffering from autism spectrum disorder.The one year goal for FBC’s full inclusion Sunday school program is to expand the ministry by adding at five children suffering from a mental disability. Advertising the churches special needs mission statement to the community and prospective volunteers with the intent of acquiring qualified staff and children with disabilities. Five Years By the grace of God Fellowship Bible Church’s will be prospering and successful in the next five years. FBS’s five year plan for the Sunday school full inclusion program is to have an established ministry that is trusted by the church and community.FBC aims to achieve these goals by obtaining qualified volunteers and being proactive in the community to spread the news of the program in order to increase the number of children with disabilities in the program Conclusion The success of Fellowship Bible’s full inclusion Sunday school program will be established by combining efforts of the Button family, the church, and the community. This full inclusion program is intended to give Benjamin the opportunity to be engaged in the word with his peers. This is done by giving him a comfortable setting that will reduce the symptoms of his disorder.FBC plans to develop this program by recruiting the necessary volunteers. Trainings and accommodations will be incorporated in order to ensure quality care from the volunteers. Family support in combination with a variety of treatments and goals is an all-inclusive plan for Benjamin. The goal of this plan is to pro vide a full inclusion program that meets the needs of each child. FBC has set up a one year and a five year plan to execute this program to its full potential. References Centers for Disease Control and Prevention, (2011).Autism spectrum disorders: Research. Atlanta, GA http://www. cdc. gov/ncbddd/autism/research. html Coffey, K. M. , & Obringer, S. , (2004). A case study on autism: School accommodations and inclusive settings. Education, 124(4), 632-639. Fellowship Bible Church, (2013) About fellowship bible church. Samurai Virtual Tours. http://aboutfbc. org/ Gerdts, J. , & Bernier, R. , (2011). The broader autism phenotype and its implications on the etiology and treatment of autism spectrum disorders. Autism Research & Treatment, 1-19. oi:10. 1155/2011/545901 Guldberg, K. , (2010). Educating children on the autism spectrum: Preconditions for inclusion and notions of ‘best autism practice' in the early years. British Journal of Special Education, 37(4), 168-174. doi:10. 111 1/j. 1467-8578. 2010. 00482. x Jones, G. , English, A. , Guldberg, K. , Jordan, R. , Richardson, P. & Waltz, M. , (2008). Educational provision for children and young people with autism spectrum disorders living in England: A review of current practice, issues and challenges, Autism Education Trust.Jones, G. & Guldberg Mash, E. J. , Wolfe, D. A. , Parritz, R. H. , & Troy, M. F. , (2011). Exceptional child psychology – Liberty University. Bellmont, CA: Cengage. [CUSTOM] NIASA (National Initiative for Autism: Screening & Assessment), (2003). National autism plan for children, the NIASA guidelines. London: National Autistic Society. WebMD, (2010). Autism spectrum disorders health center, Autism – Treatment overview. Healthwise. http://www. webmd. com/brain/autism/autism-treatment-overview Autism Spectrum Disorder Autism Spectrum Disorder: A Full Inclusion Plan for Fellowship Bible Church By: Timothy Sloan Liberty University Abstract Members of Fellowship Bible Church (FBC) believe that all people need to have the opportunity to learn the biblical truths of God’s Word. This includes those that have any type of disability. This is why FBC feels led to organize and execute a full inclusion program for the children’s ministry. FBC is a growing church, and with constant expansion, there are increased needs. One family in particular has inspired FBC members to establish a unique addition to the children’s ministry, the Button family.Mr. and Mrs. Button have only one child, 6 year old Benjamin. He has been diagnosed with autistic disorder. Recognizing the exceptional needs of this child, FBC has formed a program that is intellectually appropriate for him as well as his peers. The goal of this full inclusion program is to accommodate for Benjamin’s needs while giving the o ther children similar treatment. FBC’s framework explains the reasoning for this program through several perspectives. Benjamin’s disorder is explained, including symptomatic behaviors.FBC’s plan to develop this children’s ministry program is described in detail. As part of FBC’s children’s ministry mission statement, commitment to all children is a priority in order to guarantee that each child learns biblical truths. This is achieved by utilizing a full inclusion plan which is the foundation for this agenda. Autism Spectrum Disorder: A Full Inclusion Plan for Fellowship Bible Church Fellowship Bible Church (FBC) opened for its first Sunday worship service on September 2nd, 2001. FBC is a nondenominational, evangelical, Christian church with about 400 members.FBC’s leadership is composed of 8 elders who all have the responsibility for a specific ministry. Sunday service begins with Sunday school at 9:30 am and following that is the w orship service at 11:00 am. The worship service includes a time of praise and worship, singing, and a time of practical teaching from the Bible (Fellowship Bible Church, 2013). The worship is also composed of a mixture of Christian contemporary songs and classic hymns. These two genres are alternated every other week to adhere to the liking of the members. The Sunday morning services last about 1 hour and 20 minutes.Children’s church is also provided during the Sunday morning service. The church attendees are compiled of 58% men and 42% women. There are 125 teenagers in the youth ministry, 35 infants and toddlers in the nursery, and 56 children total in the church. This church is an excellent mix of members who share the same beliefs, love, and passion for the Word. Pastor Phil Moser is one of the three pastors. He speaks more often than the others. He has been the lead pastor for 11 years. He is recognized as the teaching pastor. The two associate pastors are Pastor Jack Klo se and Pastor Hal Russell.Pastor Jack Klose is head of student ministries and Pastor Hal Russell is head of adult ministries and pastoral care. They fill in when Pastor Phil is out of town or unable to preach due to other reasons. Fellowship Bible Church uses the New King James Versions of the Bible. Every first Sunday of the month, biblical communion is observed. Since Pastor Jack leads student ministries, this paper will be focused on his department and the establishment of a full inclusion ministry for a child with an autism spectrum disorder. Current Children’s MinistryFBC is recognized for its special interest in children. Their current children’s ministry consists of a nursery, Sunday school, and Children’s church. FBC’s children’s ministry is constantly growing. Since the number of children keeps growing, the church has provided several ministries to compensate for this growth. The nursery consists of infants to two year old children. The nu rsery is available during Sunday school hour as well as Sunday morning service. Parents should feel safe knowing their children are in the church staff hands, as the staff members are experienced with these age groups.FBC also has a passion for children and youth. The Sunday school classes that are available for both children and adolescents are tailored to the particular age group for better understanding. Children and Youth Sunday school classes are devoted to helping children and teens grasp better knowledge of the Word, and building a strong relationship with the Lord. Time is spent searching for God’s plan for each person’s life. Classes are often interactive in order to provide a chance for children to build close relationships and encourage fellowship between students.Another important aspect of the children’s ministry is Children’s Church. Children’s church is for children ages 3 to 3rd grade. The children will be dismissed after the worshi p service and before the message begins. This is a time for children to receive a message that is more geared to their understanding. During children’s church, children will be taught Bible lessons through arts and crafts as well as movies. Another purpose of children’s church is to ensure that small children are not a distraction to others during the service.Rationale for Full Inclusion Biblical According to the beliefs of FBC elders, everyone has the right to receive the same biblical message. God sent His son to die for all of mankind and ordered his disciples to carry this message to the ends of the earth. In Gods eyes everyone is equal and should be given the same opportunities to hear His message. This principle is portrayed in Galatians 3:28 (King James Version), â€Å"There is neither Jew nor Greek, there is neither bond nor free, there is neither male nor female: for ye are all one in Christ Jesus. There is no difference between people in Gods eyes. This is a very clear order which is also found in God’s Word, Christ states in Matthew 28:19 (KJV), â€Å"Go ye therefore, and teach all nations, baptizing them in the name of the Father, and of the Son, and of the Holy Ghost. † God has also equipped those that serve Him with skills or talents to be utilized in sharing the truths of the Word. It is the Holy Spirit within Christians that motivates and enables His people to use these talents for all of mankind.The church promotes this fact and aims to deliver the message to all despite any disabilities or hindrances. Full inclusion is a common theme found in the Bible. This is evident when Christ was present on the Earth. â€Å"Then were there brought unto him little children, that he should put his hands on them, and pray and the disciples rebuked them but Jesus said, Suffer little children, and forbid them not, to come unto me: for of such is the kingdom of heaven (Matthew 19:13-14 KJV). In doing this Jesus showed that His tea ching is for all of mankind.FBC developed a mission statement for its children’s ministry with this in mind. The mission statement is to ensure that each child benefits from the same biblical message and accommodates the different learning patterns of all children including those with special needs. Scientific It is vital that in developing a children’s ministry that includes children with disabilities, the children have an inclusive learning environment. From a scientific perspective, children with autism spectrum disorder benefit positively from full inclusion.According to a study on educating autistic children, the researcher found, â€Å"In order to develop ‘best practice', practitioners need to adapt interventions to the unique needs of the individual child, work in partnership with parents and other professionals, create enabling environments and be informed by a developmental approach to learning† (Guldberg, 2010). Inclusion means that there are man y support groups that are involved in the child’s life the influence the child. Every person must be aware of the same issues and how to intervene when necessary. They must be equipped to interact therapeutically with the child.Having patience is absolutely necessary in order to be effective with the child. Inclusion can also be explained by studying all aspects of the child’s disorder in order to be better equipped to teach the child. According to a study on educating children with autism spectrum disorder, â€Å"Inclusion can be broadly defined as the process of identifying, understanding and breaking down barriers to participation and belonging, and therefore goes beyond education to cover the total experience of a child or young person on the autism spectrum and his/her family† (Jones, English, Guldberg, Jordan, Richardson & Waltz, 2008).Gathering as much background information about the child will aid in having a better understanding of how the child respon ds to others. Those who are not using full inclusion methods for all children may be keeping some children from progressing like the other children. Necessary Key Elements for Full Inclusion As stated before, full inclusion has many different essential aspects. Full inclusion is FBC’s approach to engage all children regardless of learning ability. This is done by accepting volunteers, particularly those with experience or education.Training and appropriate materials are also acquired to make this possible. For Benjamin Button, a 6 year old child with autism spectrum disorder, these three elements are imperative to his continuation in the classes. FBC aims to have Benjamin fully involved in regular Sunday school classes. Benjamin was diagnosed with autism at the age of three. He has impairments in regards to social interaction, communication, and repetitive behavior. These three aids will decrease the amount of complications that may occur and help guide Benjamin into a smooth er shift into this church.Volunteers FBC will have the obligation of finding skilled members of the church. Not only should these volunteers be skilled, they must also be patient and understanding. They must have a biblical perspective in order to display an encouraging attitude. Volunteers will be the basis for this full inclusion ministry. The volunteers will need to have experience with special needs children. Volunteers may also have educational background in psychology or special education. This also means that each volunteer must be at least 21 years old.The exception to this age limit is if the volunteer has personal experience living with a child who has autism. The volunteers will need to help Benjamin stay focused and limit the amount of distractions. He will need assistance drawing, using the bathroom, and with staying included in the group. There must be at least 3 trained volunteers on staff when the child is present. This is to ensure that Benjamin and the other childr en are safe and receiving the same amount of care and attention. TrainingTraining will be provided by educated staff for interested volunteers. God desires that his believers and his church be fully equipped for any work, ready to meet any situation. This is a truth we get from God’s Word, â€Å"All scripture is given by inspiration of God, and is profitable for doctrine, for reproof, for correction, for instruction in righteousness that the man of God may be perfect, throughly furnished unto all good works† (2 Timothy 3:16-17 KJV). FBC aims to â€Å"fully equip† the volunteers to equip them for this challenging yet rewarding position.There will be a four week course that volunteers must go through before being authorized to teach in the full inclusion program. The course will be taught every Wednesday night at 6 o’clock and will last an hour. Upon completion of the training the volunteers will have received knowledge on what autism spectrum disorder is, how it affects children in social settings, and how to properly instruct and engage them in the classroom. The training materials provided were donated from a non-profit organization for autistic children.FBC is ready to take the necessary steps to properly run this full inclusion program for Benjamin and understands the importance of properly equipping the volunteers to do so. Accommodations Success in the school setting for students with an autism spectrum disorder is dependent upon accommodations made in the classroom (Coffey, 2004). With this in mind FBC is taking the steps necessary to provide the proper accommodations for Benjamin. Physical space, organization of the Sunday school lesson, and teaching methods will be carefully accommodated for Benjamin’s specific needs.Physical space is the first accommodation that will be made and will include: placing Benjamin’s chair away from high movement areas, there will be a bean bag chair in the corner of the room for a quiet retreat, and he will be allowed to arrive and leave early to avoid the crowd. The organization of the Sunday school lesson will have plenty of visuals to keep Benjamin engaged and also a list of the day’s activities will be read to Benjamin to avoid and alleviate any anxiety of him not knowing what’s happening next. The third accommodation will be the teaching methods of the Sunday school teacher.The volunteer will need to keep the lesson visually interesting and during discussions pass a ball around to know whose turn it is to speak (Coffey, 2004). Keeping Benjamin’s attention is one of the goals of the full inclusion program at FBC. Summary of Autism Spectrum Disorder Definition According to Mash, Wolfe, Parritz, and Troy (2011) ASD is defined as: Autism spectrum disorders or autism are severe developmental disorders characterized by abnormalities in social functioning, language, and communication, and unusual behaviors and interests.Autism touches every aspect of the child’s interactions with his or her world, involves man parts of the brain, and undermines the traits that make us human; our social responsiveness, ability to communicate, and feelings for other people. (p. 300) Etiology What causes Autism spectrum disorder has still not completely been determined but it’s likely that both genetics and environment play a role. Researchers have identified a number of genes associated with the disorder and studies of people with ASD have found irregularities in several regions of the brain (Gerdts and Bernier, 2011).Other studies suggest that people with ASD have abnormal levels of serotonin or other neurotransmitters in the brain (Gerdts and Bernier, 2011). These abnormalities suggest that, â€Å"ASD could result from the disruption of normal brain development early in fetal development caused by defects in genes that control brain growth and that regulate how brain cells communicate with each other, possibly due to th e influence of environmental factors on gene function† (Gerdts and Bernier, 2011). PrevalenceAccording to National Initiative for Autism: Screening & Assessment (NIASA) â€Å"The autism spectrum currently affects between 60 and 100 per 10,000 children under the age of eight† (NIASA, 2003). â€Å"ASDs are almost 5 times more common among boys (1 in 54) than among girls (1 in 252)† (NIASA, 2003). These statistics indicate that many children have a variation of Autism Spectrum Disorder, which is why research is very important in this area of psychology. Characteristics â€Å"Each individual with an autism spectrum disorder (ASD) is unique and may demonstrate markedly different behaviors and skills† (NIASA, 2003).Some common ASD characteristics include slower speech development, failure to form social bonds, and the child may also exhibit hypersensitivity to light, noises, touch, smells, and tastes (NIASA, 2003). Other characteristics include: not playing with other children and preferring to be left alone, may have tantrums, obsessive interests in objects or activities, and may display aggression towards others or themselves (NIASA, 2003). Prognosis Autism is not cured and persons retain the disorder all their lives but those with less severe manifestations can become functional adults (Gerdts and Bernier, 2011).Information on long term prognosis of autism is limited but, outcome is known to be poor for those with an IQ below 50 (Gerdts and Bernier, 2011). Current Research Experts have made remarkable strides in better understanding autism. According to Center for Disease Control and Prevention (CDC), â€Å"Research on ASDs has increased a great deal in recent years and the Centers for Disease Control and Prevention is part of the larger group of public and private organizations working to better understand ASDs through research† (Centers for Disease Control and Prevention, 2011). Studies are being conducted at all levels of anal ysis, and experts are beginning to see the interconnections between the underlying biological causes and the cognitive and behavioral manifestations of autistic disorder† (NIASA, 2003). â€Å"The next decade will witness further developments, bringing experts closer to a more comprehensive and integrated understanding of autism and despite the exponential growth in basic studies on autism, there has been relatively little research on new treatments and interventions† (NIASA, 2003). Social DynamicsWhether it’s at school, at work or in social settings, people with autism are often misunderstood. They suffer discrimination, prejudice and isolation. For many, that means a lifetime of exclusion from everyday society. Research shows that awareness of autism is high but there’s a lack of understanding about what it really means to live with autism (Guldberg, 2010). These unfortunate social discriminations can cause autistic children to withdraw and dislike social contact. Treatments There are various forms of treatment for autism. These treatments consist of managing behavior as well as therapies.According to WebMD (2010), â€Å"Behavioral training and management uses positive reinforcement, self-help, and social skills training to improve behavior and communication. There are also specialized therapies. These include speech, occupational, and physical therapy† (WebMD, 2010). These therapies are important aspects of autistic children’s overall treatment because they help achieve appropriate behavior. Language, social skills, communication, coordination, and motor skills are the areas that are focused on in order to aid autistic children in the learning process (WebMD, 2010).Improving aspects of these skills will ensure that autistic children are learning and progressing from these treatments. Family, Support, and Society Autism spectrum disorder not only affects the child but it also has an effect on family and peers as well. Parents must now place their primary focus on helping their child with ASD, which may put strains on their marriage, other children, work, finances, and personal relationships and responsibilities. Parents can help their family by informing their other children and relatives about autism and the complications it introduces.Understanding the challenges siblings face and helping them cope, and involving members of the extended family to create a network of help and understanding which is crucial for the family to live a more fulfilling life with their child with ASD. Benjamin Button At age 3 Benjamin Button’s parents noticed some unusual behaviors in their only son. He never spoke and wouldn’t respond to them calling his name and Benjamin would also repeatedly bang his head on the floor or wall when he got disciplined, upset, and sometimes for no reason at all. Potty training was also very unsuccessful.His parents took note of this behavior and took him to a pediatrician where he was later diagnosed with autistic disorder. Benjamin attended speech therapy for two years before kindergarten. He is now in an Applied Behavior Analysis class at his elementary school. â€Å"The ABA class encourages positive behaviors and discourages negative behaviors in order to improve a variety of skills† (Guldberg, 2010). Benjamin has shown improvements in speech over the past three years but he still has trouble recognizing words and drawing letters and telling his parents why he can get suddenly sad or angry.On a typical day Benjamin has at least two temper tantrums. He understands and follows directions very well and he also has a close connection to loved ones. His parents are very happy with the improvements Benjamin has made and look forward to getting him involved in the Sunday school program at Fellowship Bible Church. Church-Family-School Partnership For continued success Benjamin will need the combined efforts of his family, school, and church. Benja min’s family, school, and church have established four goals to broaden his educational, spiritual, emotional, and psychological well-being.IEP Goal – 1 Benjamin will learn to recite his ABCs. Teachers could make home visits to interact with the child one on one in order for Benjamin to have more practice reciting and learning his ABC’s. Although Benjamin’s parents and church volunteers would like him to reach this goal within a month they have decided to remain patient and committed to working with him regardless of how long it takes him to achieve this goal. IEP Goal 2: Spiritual – Benjamin will learn and be able to sing along with his peers in one new Sunday school song a month.Benjamin has always had a positive response to music. This goal will is tailored to his IEP since he takes interest in music. This will also aid in his socialization skills. IEP Goal – 3 Benjamin will decrease the amount of temper tantrums by 50% in the next three months. As stated before Benjamin typically has two temper tantrums a day. To meet this goal Benjamin will need to decrease his temper tantrums by one daily. IEP Goal – 4 Benjamin to establish a new friendship with one peer a month.This goal is attainable since there are numerous children in the Sunday school program and at school. This goal could be particularly difficult for him since he has displayed poor social skills and often intimidates his peers. His peers are sometimes intimidated or confused by his behavior and therefore avoid social interaction with Benjamin. Plan for Growth Benjamin’s Parents have attended Fellowship Bible Church for the past ten years. Now that their son’s autism is becoming more and more under control they are excited about introducing him into FBC’s full inclusion Sunday school program.The Button family is willing and eager to take what steps are necessary and aid in the advancement of this program. The proper steps have be en taking for a successful full inclusion program to be integrated in FBC’s Sunday school program and will do nothing but improve as devoted members of the church come alongside the Button family to ensure that. One Year In the next year Fellowship Bible Church aim to advance the Full Inclusion Program in a big way. The short term goal is to acquire skilled volunteers that are qualified to work with a child suffering from autism spectrum disorder.The one year goal for FBC’s full inclusion Sunday school program is to expand the ministry by adding at five children suffering from a mental disability. Advertising the churches special needs mission statement to the community and prospective volunteers with the intent of acquiring qualified staff and children with disabilities. Five Years By the grace of God Fellowship Bible Church’s will be prospering and successful in the next five years. FBS’s five year plan for the Sunday school full inclusion program is to have an established ministry that is trusted by the church and community.FBC aims to achieve these goals by obtaining qualified volunteers and being proactive in the community to spread the news of the program in order to increase the number of children with disabilities in the program Conclusion The success of Fellowship Bible’s full inclusion Sunday school program will be established by combining efforts of the Button family, the church, and the community. This full inclusion program is intended to give Benjamin the opportunity to be engaged in the word with his peers. This is done by giving him a comfortable setting that will reduce the symptoms of his disorder.FBC plans to develop this program by recruiting the necessary volunteers. Trainings and accommodations will be incorporated in order to ensure quality care from the volunteers. Family support in combination with a variety of treatments and goals is an all-inclusive plan for Benjamin. The goal of this plan is to pro vide a full inclusion program that meets the needs of each child. FBC has set up a one year and a five year plan to execute this program to its full potential. References Centers for Disease Control and Prevention, (2011).Autism spectrum disorders: Research. Atlanta, GA http://www. cdc. gov/ncbddd/autism/research. html Coffey, K. M. , & Obringer, S. , (2004). A case study on autism: School accommodations and inclusive settings. Education, 124(4), 632-639. Fellowship Bible Church, (2013) About fellowship bible church. Samurai Virtual Tours. http://aboutfbc. org/ Gerdts, J. , & Bernier, R. , (2011). The broader autism phenotype and its implications on the etiology and treatment of autism spectrum disorders. Autism Research & Treatment, 1-19. oi:10. 1155/2011/545901 Guldberg, K. , (2010). Educating children on the autism spectrum: Preconditions for inclusion and notions of ‘best autism practice' in the early years. British Journal of Special Education, 37(4), 168-174. doi:10. 111 1/j. 1467-8578. 2010. 00482. x Jones, G. , English, A. , Guldberg, K. , Jordan, R. , Richardson, P. & Waltz, M. , (2008). Educational provision for children and young people with autism spectrum disorders living in England: A review of current practice, issues and challenges, Autism Education Trust.Jones, G. & Guldberg Mash, E. J. , Wolfe, D. A. , Parritz, R. H. , & Troy, M. F. , (2011). Exceptional child psychology – Liberty University. Bellmont, CA: Cengage. [CUSTOM] NIASA (National Initiative for Autism: Screening & Assessment), (2003). National autism plan for children, the NIASA guidelines. London: National Autistic Society. WebMD, (2010). Autism spectrum disorders health center, Autism – Treatment overview. Healthwise. http://www. webmd. com/brain/autism/autism-treatment-overview

Parenting Styles Essay

Researchers have studied parenting styles extensively. Many studies have aimed to find a greater connection that shows the impact of each parenting style on the development of the child and how its influence in various aspects of life including self-confidence, self-esteem, academic achievement, and personality. This study used previous empirical research to examine the various impacts of parenting styles on children’s developmental processes. This study begins with a review of the classical studies of Baumrind (1991) and Maccoby (2000). Maccoby used 12 scholarly articles published between 2007 and 2013. Many of the findings in the research support the notion that the authoritative parenting style is the most advantageous in child development. Parenting Styles and their Impact on Child Development Developmental psychologists are interested in comprehending how parents influence their children’s development. However, many of these psychologists have not yet found an actual cause and effect connection between the actions of parents and children’s behaviors. In various cases, researchers have observed that even children who are raised in drastically different environments grew up to have personalities that are very similar to one another. On the other hand, children who share a home and are raised in similar environments often grow up with extremely different personalities from one another. While this counterintuitive phenomenon exists, researchers have uncovered many connections between parenting styles and their effects on children. The effects of parenting styles on children were examined to determine whether parents have a significant impact on their children’s development. It is widely accepted from layman science that children learn many aspects and acquire many of their personality traits from their social lives and the environments in which they are brought up. The question that lingers is exactly how much parents actually influence their children in terms of genetics compared to their development after birth and throughout childhood? Psychologists agree that a child’s learning curve is partially based on the timetable at which development begins and is defined as how fast an infant learns to walk and talk, and progress through other developmental milestones. Society has made it the parents’ responsibility to develop their children according to the standards, morals, and values within each society. This responsibility includes teaching the children how to behave while at home, around friends and family, and while in public. Society expects children to act in a specific way, which may include not pestering their parents, behaving in an appropriate manner in public, and participating in household chores. However, the outcome of a child acting in such a way depends on how the parents have fostered these ideas within the child, which is a determinate to the growth and development of the child’s personality. A child’s development does not only depend on the environment and parenting styles involved. To some extent, predispositions such as genetics are also potential factors that can significantly impact growth and development of the child. This study used the classical works of Baumrind (1991), Maccoby (2000), and Martin as a framework upon which further research concerning this topic can be carried out. A thorough discussion of the work of these researchers provides the opportunity to draw conclusions in which to answer the following question: To what extent does parenting style impact on child development? Materials and Methods This research did not use an experimental study; rather, it is classified as a qualitative analysis in which a review of literature was conducted to draw conclusions on the research topic. Therefore, this study is more of a literature review in which previous works on the impact of parent styles on child development are discussed. For example, this study scrutinizes the works of Maccoby (2000) who obtained data from other studies and analyzed it to her specifications. Maccoby assessed several studies and found that the methods used include observations on child-parent interactions, interview, and reviews of various records of participants. This study used a minimum of 12 scholarly articles been published in the last 5 to 6 years using an empirical research method. This review allowed the researcher to make recommendations, based on recent research, on best practices in assessing the significance of parenting styles on child development. This study used only experimental studies to provide a basis of legitimacy based observed  data. Before recent research is assessed, a background of this topic is established by summarizing the classical works of Baumrind (1991), Maccoby, and Martin. Difference between Parenting Style and Practice Before the works of researchers are discussed, it is important to highlight the difference between parenting styles and parenting practices. According to Spera (2005), it is essential and imperative to comprehend the difference between parenting styles and parenting practices. Spera noted that parenting practices is defined as specific behaviors use to socialize with their children. An example of such socialization is when parents sit down with their children to guide them with their homework or when they set aside a specific time for reading or making school a top priority by attending school events such as parent-teacher conferences. These actions show that parents have a desire for their children to do well in school. On the other hand, parenting style is more of a characterization of the emotional climate that surrounds in the environment in which parents rear their children. According to Baumrind (1991), parenting styles can be characterized over several dimensions in which parental responsiveness and demand is asserted on the child. Baumrind, Maccoby, & Martin: Theories of Parenting Styles and Child Rearing Baumrind (1966) developed a theory on parenting styles that proposed that parents fall into one of three categories of parenting styles, authoritarian, indulgent, or authoritative. Baumrind later expanded this theory and included a fourth parenting style known as negligent. The typologies of Baumrind’s parenting styles were concluded after conducting extensive research using interviews and observations with parents and children. Participants included 32 middle class white families who were observed in a nursery school setting. The methods of naturalistic observation, parent interviews, and other research methods resulted in four important dimensions of parenting, disciplinary strategies, warmth and nurturance, communication style, and expectations of maturity and control. Baumrind’s (1966) parenting styles included authoritarian, authoritative, indulgent/permissive, and negligent/uninvolved. The proposed parenting styles have different consequences on children regarding competence and development based on social and cognitive traits. Additionally, each style differs in terms of behaviors, standards, and values that parents expect  their children to adopt. Authoritarian Parenting Under the authoritarian parenting style, children are expected to follow a strict set of rules established by the parents. If the child fails to follow these rules, the parents will administer some sort of punishment. Observations suggest that parents who use this parenting style tend to fail when it comes to explaining the reason(s) behind their rules. When parents were asked to explain the reason(s) behind rules, the most common answer was, â€Å"I said so, that’s why.† These parents also tend to have high demands but are not very responsive of their children. According to Baumrind (1966), these parents tend to be obedience- and status-oriented, and they expect their orders to be obeyed without explanation. Authoritative Parenting The authoritative parenting style is similar to authoritarian as parents who operate under this style also have established rules and guidelines that their children are expected to follow. However, this style differs in that it is more democratic in the sense that authoritative parents respond to their children and are willing to listen to questions that the children might have. For example, if a child were to fail to meet any of the established expectations, these parents would be more nurturing and forgiving, rather than simply administering a punishment. According to Baumrind (1966; 1991), these parents tend to monitor and impart clear standards concerning conduct and behavior. Additionally, these parents are not assertive but may be more intrusive and restrictive. The disciplinary methods of the parents are more supportive as they want their children to be assertive, socially responsible, self-regulated, and cooperative. Indulgent/Permissive Parenting Permissive parents tend to make very few demands on their children. These parents are known to rarely discipline their children because of their low expectations of maturity and self-control. These parents are also more responsive than they are demanding, and they are considered nontraditional and lenient. Parents known to use this style do not require mature behavior, allow considerable self-regulation, and tend to avoid confrontation. These parents are also nurturing and communicative with their children, and they are usually found taking the status of a friend rather than a parent. Negligent/Uninvolved Parenting Negligent or uninvolved parents tend to have very few to no demands, low responsiveness, and very little to no communication. These parents fulfill the basic needs of their children; however, they are very much detached from their children’s lives. Observed in extreme cases of negligent parenting, these parents might even reject or neglect the needs of their children. Baumrind’s (1966) initial study of child development has led other researchers to conduct studies to elaborate on this work. Maccoby (2000) found some impact of these parenting styles on children’s development. Maccoby’s work extended the research on the influence of parenting style and that of the genetic makeup of the child, which she proposed effects behavioral characteristics. Maccoby also proposed that genetics also influences the way in which parents treat their children. Maccoby (2000) used twin and adoption studies to provide a logical basis to estimate the strength of genetic effects. Her study found that heritability estimates for a given trait vary widely. Maccoby argued that basing assumptions on the strength of genetic factors were not enough because they are not sufficient to develop a basis to make such estimations because of additional environmental factors that are involved. If researchers make these assumptions, they will systematically underestimate parenting effects. Maccoby believed and established that children’s genetic predispositions and their parent’s parenting style are interconnected and that they function, which results in the overall effect of a child’s development. According to the studies conducted by Maccoby, each parenting style as the following influences on children: 1. Authoritarian parenting. This parenting style leads children to be very obedient and proficient. However, they will end up ranking lower in the amount of happiness, social competence, and self-esteem. 2. Authoritative parenting. Parents, who raise their children using this style, have children who are happier, capable, and successful individuals. 3. Permissive/Indulgent. Parents with this style of parenting will have children with low amounts of happiness and self-regulation. These children also have significant problems with authority and tend to perform  poorly in school. 4. Negligible/Uninvolved. Parents who use this style of parenting have children who rank the lowest across almost all domains of life. Many of these children demonstrate a lack of self-control, low self-esteem, and are known to be less competent than their peers. Many researchers agree that the authoritative parenting style is the most advantageous of all the parenting styles. When children comprehend and perceive their parents’ requests to be reasonable and fair, they are more likely to conducting themselves according to those requests (Bernstein, 2011). Another reason for the successfulness of this parenting style is that children are more likely to accept the rationale for behavior as their own, which results in a greater amount of self-control (Bernstein, 2011). Recent Studies Many recent studies have been conducted on the effects of parenting styles on the development of children. Such research has focused on the effects parenting styles have on in regards to academic performance and level of education. Hernandez (2013) examined the impact of parenting styles on self-efficacy and level of education among Latinos. The study included 199 participants who ranged in age from 25 to 79. The researcher used a correlational method to configure the effects of parenting. Hernandez found a positive correlation between the level of education of both parents and participants’ levels of education. Rinaldi and Howe (2012) found those mothers’ and fathers’ self-reported parenting styles explained 44% of the variance found among youngsters’ externalizing behaviors. Their study included 59 families with children aged 32 months. Recent studies have also shown that children’s externalizing behaviors are negatively and moderately associated with fathers’ authoritative styles, and positively associated with fathers’ authoritarian styles. Additionally, studies have shown that children’s internalizing behaviors are positively correlation with fathers’ authoritarian style of parenting (Schary, Cardinal, & Loprinizi, 2012a; 2012b, & Loprinizi, Schary, Beets, Leary, & Cardinal, 2013). Recent studies have found connections between parenting styles and child development, specifically, on school achievement. Kordi and Baharudin (2010) reviewed empirical studies on school-related achievements. The researchers found that the authoritative parenting style was highly associated with higher  levels of school achievement. However, Kordi and Baharudin noted that these findings are inconsistent between cultures and across various societies. Cramer (2002) examines the relationship between parenting styles and classroom motivation. The researcher found that mothers’ authoritative parenting was positively correlated with first graders’ mastery of concepts in motivation. Based on this finding, Cramer suggested that authoritative parenting leads to higher levels of intrinsic motivation. Conversely, fathers’ authoritarian parenting was significantly and positively correlated with first and third graders’ motivation and teachers’ perceptions of children’s classroom motivation (Cramer, 2002). Hong (2012) also expanded on Baumrind’s (1966; 1991) parenting styles and their effects on the children’s schooling. She examined the ways in which parenting style impacted child’s behavior and found that the influence yielded predictive effects on children’s academic achievements. Hong (2012) also found a correlation between parenting style and children’s behaviors, which eventually defines their academic achievements. The researcher also found that child’s academic achievement is a result of the mix between parenting style and parenting practices they exert in the child’s environment. Conclusion Although significant research has been conducted to find connections between parenting style and child development, more effort is needed to find an exact cause and effect relationship between these two variables. Through various studies were reviewed here, it seems that the authoritative parenting style produces the most advantageous and positive impacts on a child’s development and academic achievement. Exactly to what extent this parenting style has on children needs further study. To understand the extent of the influence of parenting styles better, the inclusion of parenting practices also need to be considered. Such research can be used to create practices for parents to follow, to aid their children in becoming fully developed adults and influence their development in a positive way. References Baumrind, D. (1966). Effects of authoritative parental control on child behavior. Child Development, 37(4), 887-907. Baumrind, D. (1991). The influence of parenting style on adolescent competence and substance use. Journal of Early Adolescence, 11, 56-95. Bernstein, D. A. (2011). Essentials of psychology. Belmont, CA: Wadsworth. Cramer, K. E. (2002). The influences of parenting style on children’s classroom motivation. Retrieved from http://etd.lsu.edu/docs/available/etd-0712102-125121/unrestricted /Cramer_thesis.pdf Hernandez, M. (2013). The impact of parenting styles on Latinos’ level of education and self-efficacy. Retrieved from http://gradworks.umi.com/1522577.pdf Hong, E. (2012). Impacts of parenting on children’s schooling. Journal of Student Engagement: Education Matters, 2, 36-41. Kordi, A., & Baharudin, R. (2010). Parenting attitude and style and its effect on children’s school achievements. International Journal of Psychological Studies, 2, 217-222. Loprinizi, P. D., Schary, D. P., Beets, M. W., Leary, J., & Cardinal, B. J. (2012). Association between hypothesized parental influences and preschool children’s physical activity behavior. American Journal of Health Education, 4, 9-18. doi:10.1080/19325037 .2012.749685 Maccoby, E. E. (2000). Parenting and its effects on children: On reading and misreading behavior genetics. Annual Review of Psychology, 51, p. 1-27. doi:10.1146/annurev.psych .51.1.1 Rinaldi, C. M. & Howe, N. (2012). Mothers’ and fathers’ parenting styles and association with toddlers’ externalizing, internalizing, and adaptive behaviors. Early Childhood Research Quarterly, 27(2), 266-273. doi:10.1016/j.ecresq.2011.08.001 Schary, D. P., Cardinal, B. J. & Loprinizi, P. D. (2012a). Parenting style associated with sedentary behavior in preschool children. Early Child Development and Care, 182(8), 1015-1026. doi:10.1080/03004430.2012.678596 Schary, D. P., Cardinal, B. J. & Loprinizi, P. D. (2012b). Parental support exceeds parenting style for promoting active play in preschool children. Early Child Development and Care, 182, 1057-1069. doi:10.1080/03004430.2012.685622 Spera, C. (2005). A review of the relationship among parenting practice, parenting styles, and adolescent school achievement. Educational Psychology Review, 17, 125-146. doi:10.1007/s10648-005-3950-1

Health and Fitness on nutrition needs for body Essay

Nutrition for athletes Journal of sports science. 22(1): 39-55. (2004) Journal on Timing of Energy and Fluid Intake. The journal I read says physical activity increases rate of energy and fluid loss. Your body needs fluid intake and food intake when you exercise if not it results in loss of fat free mass and it increases dehydration risk. The article states years or research says that a diet high in complex carbohydrate, moderate in protein, and relativity low in fat is best for both health and physical activity. Weight loss, weight gain, and weight stability are a matter of energy balance. It also states that you should consider that the weight of fat is not the same as the proportion of fat. Carbohydrates 7 to 8 g/kg body weight per day. Complex carbohydrates rather than sugars are preferred sources. Protein in adult’s 1-2g/kg body weight per day. Protein in a child is 2g/kg body weight per day. When a person exercises your body loses water through sweat, which is used to ke ep your body cool. That’s why when you are exercising its very important to drink plenty of water to keep hydrated so fluid intake is very important. Water helps regulate your body temp. Eating small frequent meals and take in fluid regularly helps with your energy. The more frequent the eating pattern, the lower the body fat and the higher the muscle mass. Frequent eating with smaller meals reduces the size of within day energy deficits and surpluses, helps to stabilize blood glucose, and also results in lower insulin release than calorically equivalent large meals. Excess weight and obesity are significantly more common among people who consume three or fewer meals a day than those having five or more daily eating/snacking opportunities. In general these finding all imply that the dynamics of energy intake and energy expenditure should be closely matched during the day. Sustaining blood volume is critical for maintaining the delivery of nutrients to cells, removal of metabolic byproducts from cells, and sustaining the sweat rate during physical activity. Everyone loses fluids while sweating. Heat dissipation through the evaporation of sweat is the primary mechanism for removing exercise associated heat. About 75 to 80% of the energy burned for muscular work is loss as heat and can result in a 20 times higher heat production during exercise than at rest. The same exercise done outdoors on a hot and humid day would require even more sweat loss to remove the excess heat because the evaporation of sweat is less efficient with high humidity. It is not uncommon for the fluid requirements of some athletes on such days to exceed 3 liters per hour. A person gets thirsty after about 1.5 l of body water. Thirst is a warning sensation that encourages drinking before body water drops to a critically low level. A person should drink small amounts frequently to avoid thirst. A person needs sodium when they loss sweat. Sodium also encourages a person to drink. My conclusion to this journal is that fluid intake is important while exercising. Your body sweats and fluids are needed. Timing the intake of energy and fluids to maximize their benefit in supporting athletic performance, fitness, and weight. Exercise uses energy and fluids which your body needs.

Outsourcing keeping India and Pakistan in reference Essay

Outsourcing keeping India and Pakistan in reference - Essay Example This research also presents the development and trends in the field of outsourcing. Earlier or later on, every software development organization asks a simple question: â€Å"Is there any way that we can acquire the software and systems we require at a slighter expenditure?† The answer to this query is not straightforward, and the moving conversations or debates that take place in response to this question always direct to a single word: outsourcing (Pressman, 2001). With the passage of time, the fashion of outsourcing is growing in the fields of information technology. And organizations are gaining competitive advantages and saving their resources by outsourcing their needs. The responsibilities of the management increase when they decide for outsourcing (Palvia, 2000) and (Laudon & Laudon, 1999, p. 381). According to (Shelly, Cashman, & Vermaat, 2005, p. 638), organizations have two choices: By outsourcing, organizations can pay attention on their interior business at the same time as letting others with extra expertise to carry out some portion of their business management activities. Some organizations outsource just the software development portion of their IT operation. On the other hand, others outsource more or every part of their IT operations. The reason of doing this is to keep on competitive in this period of incessantly changeable technology (Shelly, Cashman, & Vermaat, 2005, p. 638). All this depend on an organization’s needs, external organizations can handle as much or as little of the IT needs as indispensable or desired. Mostly external organizations can proffer hardware and software. Others offer an assortment of services encompassing Web design and development, Web hosting, customer service, billing, Sales, marketing, and officially authorized support, an Internet solutions provider is a corporation that offers Web hosting services that consist of administration of shopping carts, inventory, and credit card processing

Television advertising Essay Example | Topics and Well Written Essays - 1000 words

Television advertising - Essay Example ising is almost similar to radio advertising only that it combines audio and visual information; a typical television advertisement would be ten to sixty seconds in duration (Entrepreneur, 2014). Television advertisements are often placed at strategic breaks in the course of the main programming as well as in the course of the last few minutes until the top of the next hour. For instance, a television advertisement broadcast during a live event such as the Olympics or the Super Bowl attracts the attention of billions of potential customers. Television commercials are generally more expensive to produce and broadcast compared to other advertising options but is more appealing to audiences and reaches a broader audience simultaneously since they are both audio and visual. Given that individuals spend at least four hours in front of the television and a majority of households own a T.V. set, television advertising remains one of the most effective marketing approaches, the prevalence of new media platforms notwithstanding. Television advertising entails two main tasks including creating a commercial that is acceptable by broadcasters on the basis of outlined broadcast standards as well as placing the advertisement strategically to reach the largest number of viewers possible. The intricacy of television advertising requires the professional input of production companies and advertising agencies with appropriate experience in the two tasks outlined above. Television advertisements increasingly feature songs or specific musical themes that are designed to hook audiences and to be memorable so that they can remain in the minds of the audience even long after the ad campaign has passed. Many television ads also exploit humour as a creative tool, since it is strongly associated with advertising persuasion; psychologists have attempted, in numerous studies, to explain the impact of humour on advertising persuasion. Headquartered in Germany’s city Bonn, T-Mobile

Template Essay Example | Topics and Well Written Essays - 750 words

Template - Essay Example It was located 6km southwest of Samos in a marshy, low river basin next to the sea. The Late ancient Heraion of Samos was the earliest huge freestanding Ionic temples. Its predecessors were found even in the Geometric period of eight century BC. The sanctuary belonged wholly to Samos. The development of the sanctuary was inseparably connected to the political history of Samos. The ceramic existence in the sanctuary points to its existence in the Bronze Age of Mycenaean culture. However, nothing much is known about the sanctuary’s early period except a small fieldstone altar. Lygons tree served as the memorial of the cult. The Samians kept the wooden image of Hera in an open shrine with a protective roof. After Ionian Greeks had migrated to the region in second Millenium, they did not change much for two centuries. In 8th century BC, noteworthy growth in the architecture of the sanctuary took place. The altar obtained a rectangular shape with a southeastern direction. The floor of the sanctuary was paved. To the west, Hekatompedos, the first Hera temple was constructed. In the 7th Century BC, Samos experienced robust development. It had far-reaching trade relationships that extended to the western Mediterranean in the Near East. The Hekatompedos was rebuilt with large-scale and costly plinths. The Samians renovated and enlarged the altar. They also build the South Wall as a border of temenos. Samians consecrated the foremost extensive sculptures in the sanctuary. In the 6th century, high population of the city and concentration of wealth led to sweeping political change in the city. Tyrannies like Demoteles(600 BC) and Polycrates (538-522 BC) took power. The changes in economic and political powers led to huge architectural remodeling as people tried to represent some of the tyrants (Pomeroy, 2009). Costly metal implements like a splendid ivory youth in a dancing posture, Etruscan Bucchero ceramic vessels, Kouros,

Death Penalty Essay Example | Topics and Well Written Essays - 250 words - 1

Death Penalty - Essay Example Death penalties in previous times were charged for the theft, sedition and killing, etc. People of modern times raise questions against the execution of death penalties charged by the State as people think ethically there should be a thorough discussion based on evidences, rights and ethical values before such executions (Lee and Mooney). Since day one, the United States of America has been quite successful in controlling overall affects and consequences than any other country including Europe, etc. United States of America had set proper laws and regulations for the execution of death penalties for some of the identical crimes. People in the United States believe that the death penalty is not just a punishment for a single person but could equal to a proper torture for the entire family. Death is death, either killing or punishment so people raise issues and arguments. Therefore, Americans tend to choose death penalty as the last option for severe terrorists and criminals. Holding all other arguments constant, government does explain to people that some criminals are habitual of conducting severe crimes like murder or terrorism that it might not be feasible to let such criminals open as this way, they can commit more crimes in future. After the incident of nine eleven, the US has been stricter than ever before. In some ways, death penalties can not only prevent the citizens from dangerous habitual terrorists but can also be an example for other people to stay far of such

Structure and Characteristics Research Paper Example | Topics and Well Written Essays - 500 words

Structure and Characteristics - Research Paper Example The Chinese population during 1980s was around 1 billion. The slow growth rate o the population can be attributed to ‘one child policy’. In the next few decades, the population of china is expected to increase. Reasons for this expected increase are a decline in infant mortality rate and also a sudden decrease in death rate due to the improvement in national health. Though the population is expected to rise even more, however, around 2030s, it is anticipated to reach its peak level and then decline gradually. Another such country that I have taken up is Germany. Germany along with few other European countries have a substantially low growth rate of population. The German population has crossed 82 million long before. Since 1990s, population of Germany has increased considerably. The main reason behind this increase was immigration, i.e. entry of individuals in the country. Infact, it is also assumed that if Germany did not witness immigration, its population would have b een shrinking much like that of Czech Republic. However, in the near future, the total expected population of Germany is expected to decline. According to destatis.de, in the coming decades, the population will decline due to decline in birth rates and increase in birth rates. Life expectancy will increase and birth rate will continue to fall in future.

Aristotle's Poetics vs. The Lottery and The Bourne Identity Essay

Aristotle's Poetics vs. The Lottery and The Bourne Identity - Essay Example For example, at the beginning of the story we have people gathering together for what seems to be a normal lottery. Then, we realize that this is no ordinary lottery because all the people seem nervous and afraid of winning. The stones that the children stack up are a foreshadowing of what is going to happen, but it doesn’t necessarily give away the ending. The reader knows that winning this lottery isn’t a good thing, so they may now be speculating about why it is such a bad thing to win. Getting the reader intrigued without giving away the ending drives the structure and arrangements of the incidents that occur in this tragedy. In this story, the characters are of secondary importance to the plot and the message that is conveyed. What gives the story it’s â€Å"soul† is the order of events which, in turn, builds up suspense and momentum. In the movie, â€Å"The Bourne Identity,† the arrangement and structure of the incidents are also very importan t in moving the plot forward. The first incident occurs when Jason Bourne wakes up in the fishing boat and doesn’t know who he is. Every incident that follows is a result of him trying to figure out who he is and who he works for. Thus, the plot is structured so that it moves from instance to instance based on a problem that requires a resolution.

Conversation analysis Assignment Example | Topics and Well Written Essays - 1500 words

Conversation analysis - Assignment Example Line (16A) is an expressive. A apologizes for not being in a position to place the order, and gives an explanation. Thus, he performs a face-threatening act. Moves Line (6A) directs an effective move. B is compelled to work out the price immediately, the way it is stated. However, an interception sequence follows unexpectedly. Adjacency pairs Line (4B) is a question but it is not followed by an answer till the end. The question in line (6A) is answered in line (9B). The tag question in line (10A) is immediately followed by an affirmative in (11B). Another tag question in line (13A) is followed by an answer in line (14B). (11A) is an apology followed by minimizing through the word ‘Okay’, by the shopkeeper and rounding off the conversation. Politeness Principle The conversation begins with a note of politeness on the part of the customer in line (1A) B offers to work out the price in line (7B) and A thanks him for it in line (8A). Both have followed the politeness princip le. Very politely, A apologizes and expresses his regret for not being in a position to place the order immediately. His polite refusal ‘sorry’ in line (16A) is accepted with equal politeness by the shopkeeper with the single, simple word ’okay’ in line (17B). ... Maxims of relevance and quality are observed by both speakers. The situation made the customer rather hesitant, and he used some ‘er’s, ‘eh’ and ‘uhm’ during the discourse, just enough to get time to think (fillers) yet he maintained the continuous flow. Pauses There is a long pause in line (8A), about 10 seconds. This is a planned pause to allow the shopkeeper enough time to work out the price. Another small pause in line (12A) is filler, where the customer is indecisive and gives himself time to think before he makes a commitment. Slight pauses and repetitions and fillers are characteristic in the lines of the customer, (lines 5A, 6A, 12A, 15A and 16A ) which reveal that he was not prepared for the price, and is compelled to cancel his original intention of placing the order. Turn taking The initial part of the discourse proceeds smoothly, the speakers signaling end of speech and taking turns alternatively at appropriate places. After the reve lation of the price however, the customer fails to make an apt signal, and the shopkeeper is too quick in his response (line 11B). Here is an overlap but the shopkeeper quickly adjusts to it in line (14B). once again, taking his turn at the right place. Conclusion On the whole, this is a very trite, compact and brief conversation, where both participants stick to the point, and make it a

Aircraft Crash Survival Analysis and Design Essay

Aircraft Crash Survival Analysis and Design - Essay Example While the paper dwells on the basics operation and construction of ejection seat, it also brings out new developments in the field. Emergency escape from a malfunctioning aircraft is of utmost importance for any Air Force. The cost of training a fighter pilot is prohibitive and time taken for him to become operational is significant. Therefore all efforts have to be made to save a fighter pilot from the malfunctioning aircraft. In the older era, the aircraft envelope was fairly limited. The speeds of the pre World War I fighters were low enough to permit manual bail out, where in, the pilot jumps out of the aircraft with parachutes on. However, the modern day fighter class of aircraft operates at speeds beyond Mach .2.0 and at altitudes from Ultra Low Levels (30m) to beyond 60,000’. The kind of maneuvers performed by the fighter pilots during operations leave little margin of error. Flying at such envelope, it would be impossible for a fighter pilot to bail out from the aircraft manually. Therefore ejection seats are a must for a safe escape from the malfunctioning aircraft. The ejection seats not only pr ovide a means of escape from the malfunctioning aircraft, but also house the Pilot Survival Pack which contains adequate reserve equipment for the pilot to survive for about 48 hours till rescue arrives. The type of survival pack would depend on the type of terrain over which the pilot is expected to operate namely jungle, snow or water. The first bungee assisted escape from an aircraft took place as early as 1910. Earliest example of ejection seat was a seat using compressed air, patented in 1916 by Everard Calthrop. The current design for ejection seat is attributable to Romanian inventor Anastase Dragomir. Dragomir patented his "catapult-able cockpit" at the French Patent Office (patent no. 678566, of April 2, 1930, Nouveau systà ¨me de montage des parachutes dans les appareils de locomotion aà ©rienne). This design was successfully tested on

Motor Speed Control Essay Example for Free

Motor Speed Control Essay Introduction and Objectives In this lab you will control the speed of a motor. Figure 1 shows the hardware setup, which is the same as for Week 1 of Lab 4. You will use the potentiometer on your evaluation board to set the desired speed of the motor, and you will control the speed through the PWM output of the HCS12. You will measure the speed of the motor using an input capture pin, and display the desired and actual speeds on the terminal. . 1. The Lab It is up to you how you design the system to accomplish the goal of this lab, nonetheless, here are some guidelines to assist you in ensuring proper operation of the system. 1. Build the circuit shown in Figure 1. 2. Design a real-time routine that gets executed every 8ms. Develop a method to verify the timing of that routine, e.g., increment LEDs. 3. Program the A/D converter to read the value from the pot either the one on the microcontroller board or an external one. In the routine developed in Part 1, read the A/D converter (use 8-bit mode). Again develop a method to display the results and verify the operation of the A/D converter as you change the input voltage. 4. Set up the PWM to generate a 50 kHz PWM signal on one of the four PWM channels. Set it up for high polarity. It will be easiest to set PWPERx to 255. Verify that the PWM works. In the real-time routine, write the eight most significant bits to the A/D value you read to PWDTYx. The motor speed should change as you use the pot to vary the voltage on the A/D. 5. Measure the speed of the motor by determining the time between two falling edges of the optical encoder. In your main program display this time on the LCD display. You can use floating point arithmetic to convert this time into RPM. Display the RPM value on the LCD display. What is the maximum motor speed? 6. Measure the speed for several different  duty cycles by varying the voltage with the pot. Plot speed vs. duty cycle. EE 308 New Mexico Tech Spring 2011 Figure 1: Using a PWM signal to adjust the speed of a motor. 7. Implement closed-loop speed control. The desired speed Sd should be Sd = (0.2 + 0.8 ·(AD/ADmax))  ·Smax where Smax is the motor speed at 100% duty cycle, AD is the A/D converter reading and ADmax is the maximum A/D converter reading. In this way you will be able to vary the speed between 20% and 100% of Smax. EE 308 New Mexico Tech Spring 2011 To set the motor at the desired speed you can use a simple equation (integral control) such as: DCnew = DCold + k ·(Sd − Sm) where Sm is the measured speed. Do this calculation inside the real-time routine, and write the new value to PWDTYx. Try different values of k to see how the motor responds. If k is too small, it will take a long time for the motor to get to its steady-state speed. If k is too large, the motor will be jerky as it tries to settle down to its steady-state speed. It will be much easier to do these calculations using floating point numbers rather than using integers. 8. Set the power voltage to 15V. Measure the motor speed for various values of input voltage to the A/D converter. Take about 10 equally-spaced measurements for input voltage between 0 and 5 V. Use the LCD display to show the raw A/D value and the raw counts between edges on the first line, and show the desired and actual speeds on the second line. 9. With the pot  set at about mid-range, vary the voltage of the voltage powering the motor (say between 8V and 14V). With closed-loop control the speed of the motor should stay the same. Verify that this is the case. 10. Using the data from Part 8, plot the speed in RPM vs. the input voltage from the pot ,i.e., convert the speed measurement in time difference between two falling edges to speed in RPM. 11. It is much more effective if you have the data from the previous part recorded automatically, this way you can observe the behavior of the controller and how long it takes to make the motor settle at the right speed. To do that change the BAUD rate to 115,200 then once every 8ms send the input capture difference to the serial port. Set Hyperterm to use 115,200 baud rate, capture the serial data and plot in MATLAB. Set the power voltage back to 15V. Rather than varying the PWM based on the pot, set it manually inside your code for a while and then change it to different value, this will create a step change in the desired set value, and can be used to determine the effectiveness of the controller. 12. Another type of controller that may be used is known as proportional controller. This type of controller, and unlike the integral type control, only uses the current measurements to set the output rather than accumulating any history. This is accomplished by DCnew = k ·(Sd − Sm) EE 308 New Mexico Tech Spring 2011 Similar to the previous step, collect the data due to a step change in the desired speed, and plot in MATLAB. Compare this proportional controller to the integral controller.

Study On Primary And Secondary Storage Computer Science Essay

Study On Primary And Secondary Storage Computer Science Essay Primary storage is also known as Immediate Access Storage and is where data is stored on the main computer memory. An example of primary storage is RAM (Random Access Memory otherwise referred to as RWM (Read Write Memory). RAM is the memory chip stored within the computers motherboard, where data can be read, stored and edited. RAM is extremely fast and is where programs are usually installed, due to its ability to run programs quickly and more efficiently than Secondary storage facilities. Secondary storage is where software and some documents or spreadsheets are stored onto a hard drive or externally onto a device such as a disk, which is easily accessible when required, via any computer or laptop and easily transportable. This is a much slower form of storage but popularly used, as the computers CPU (Central Processing Unit) memory is limited in size and its storage capacity. The information is usually stored on CD ROM; external hard drives; flash memory or USB Pen drives. Secondary storage is permanent and only becomes obsolete in time (when it eventually wears out or is replaced by new and improved technology). Complex functions such as translators for high-level languages and operating systems are placed on ROM memory. (Comp Wisdom, 2006). The ROM memory chip is a viable permanent storage facility for manufacturers, as users are unable to overwrite the information stored on this device. Off-site data storage is non-volatile and is where information is stored at an other location away from the computer, which is accessible from a direct call or via the internet. Off-site data storage is beneficial as a backup if complications arise with the onsite computer system. (No-Moa Publishers, 2000) Table 1-Differences between Primary and Secondary Storage. (Integrated Publishing, 2010) Primary Secondary Volatile Temporary Non-Volatile Permanent Fast memory therefore expensive Slow memory therefore cheaper Smaller storage capacity (L2 Cache = 2MB) Larger storage capacity Closer to CPU or internal so faster Connects to the CPU so slower performance Examples PROM Programmable Read Only Memory, already programmed by the manufacturer, non-editable. Needs a device to burn to disk and if mistake made cannot be corrected. EPROM Electronically Programmable Read Only Memory. Holds data no power supply, electrically reprogrammed up to 100 times. Stores Calibration data in real time clocks. Other types: DRAM,SRAM, MRAM Other types: ROM cane be read but not overwritten Hard drive, CDs, DVDs, Flash Memory, Magnetic tapes, Offline storage, EEPROM. Figure 1 Image of Primary and Secondary Storage. 2. Virtualization (or hypervisor) is similar to simulation where an identical copy of an operating system is made.Virtualization can be formed for various systems such as: Networks; Platforms; Applications; Desktops; servers and storage devices. This means that multiple virtual machines can be run on a single host (via virtualization),containing its own resources; operating systems and hardware, reducing the risk of software applications from causing complications with each other due to incompatibility errors or conflict. This functionality has also been developed for wireless technology including mobile phones. The benefit of mobile phones having this functionality is that the virtualized environmentà ¢Ã¢â€š ¬Ã‚ ¦would be open to developers or open to the user to add and install applications to customize the phone as they wantà ¢Ã¢â€š ¬Ã‚ ¦ without disrupting the carrier network.(Hazelton, Nov 2008). Figure 2: Virtualization Image Blue Whale Web Inc, 2010 3. The Home Theater receiver, also referred to as an AV receiver or Surround Sound Receiver, is the heart of a home theater system and provides most, if not all, the inputs and outputs that you connect everything, including your television, into. An AV Receiver provides an easy and cost-effective way of centralizing your your home theater system. Part One discusses the audio factors to take into consideration. 4. The cloud in network systems is an abstraction of the real system and itscomplex infrastructure. It hides the actual processes and network connections to the user such as servers, routers hubs, switches, cabling and storage (the points of entry and exits) that enable data processing.(Wiley Publishing Incoporated, 1998)The cloud represents the communications network such as network cables, which connect to various devices in order to communicate over short distances or over a large geographical area, similar to that of a telephone infrastructure. 5a. PDF known as Portable Document Formatis a system by which files can be displayed on various applications which is independent of à ¢Ã¢â€š ¬Ã‚ ¦software, hardware and operating systems which they originated from and the computer or printer from which the output originated.(Adobe Systems Incorporated, 2006, p. 33). PDF files have a sophisticated imaging model derived from PostScript page description language (Adobe Systems Incorporated, 2006)which has been redefined to incorporate binary format.PDF files contain universally accepted format of arrays; syntaxes; graphics; imagery and text containing specified instructions objects that allows outputto be consistent across un-similar devices. b. The format for storing, page layout and managing objects is compressed in PDF files via means of fixed, two-dimensional PostScript document.The advantages of using PDF files rather than HTML are:- Files can be encrypted and cannot be tampered with; can have a digital signature which can be for legal issues; images and information can be used as evidence in court, whereas HTML has no security controls. PDF have a low risk of being contaminated by a virus. A PDF file can be password encrypted. PDF reader software which is free of charge whereas HTML requires a Browser window. Font is embedded in a PDF file ensuring that layout and appearance remains intact, whereas HTML font and appearance is defined by the creator which can appear differently depending on browser functionality used. PDF is designed to take appearance of documentation into consideration, whereas HTML concentrates on structure. PDF files hold large data compared to that of HTML.(Adobe Systems Incorporated, 2006) c. PDF has a font embedded system allowing font programsto travel with the document, which are interpreted at the destination by the data structure, which is built into the application or by means of an external font file. This transfers the information into a character which is a graphical shape known as a glyph. The file compresses information which preserves data and maintains the integrity of the original document including its fonts and graphics. (Chuck Geschke, 2004, p. 24) d. A PDF contains 5 object types in relation to graphics, which are embedded into the file and transported with the document these being:- Path Text Inline Shading These objects define the position, orientation, size of text, graphics and bitmap imagery that appear on the page by means of appropriate shading, structure, syntax, colour fill and line strokes. The cleverly designed graphical parameters allow conversion and compression files to make certain discreet changes to the graphics without changing the surrounding environment.The filedetermines the imagery and displays it in the exact layout and position. This is known as the Cartesian co-ordinate system. (Adobe Incorporated, 2006) A vector (object) image is handled similarly, as paths are made up of lines called Bezier curves. (Adobe Systems Incorporated, 2006)The path object transfers these into paths that can be stroked and filled. The output format is then transferred with the file to cater for the imagery. e. There are a number of limitations that a PDF has on the end user these being:- Graphic recognition is time consuming to process documents containing Vector graphics Documents holding certain layouts like magazines and newspapers cannot be deciphered correctly. The documents are un-editable which could affect documents pertaining to lawyers, that require proofreading and alterations by the client. Due to new versions being released on a regular basis with new functionality, causes incompatibilities with documents created by earlier versions. Converting a PDF file back into a formatted word document asPDF does not recognise paragraphs, formatting, headers, footers, indentations, and line breaks. (PDF Tools, 2005) 6. A computer network is divided physically as well as logically. A collision domain (Ethernet segment) is where two or more devices are attempting to transmit packets of data at the same time and are usually contained within a broadcast domain. Devices that are attached to a hub or a switch are within a collision domain. Collision domains are usually divided by a switch or bridgesand use a collision -sensing protocol called CSMA/CD. The basic strategy for this protocol is it detects imminent collisions by abnormalities in the voltage, which occurs in the computer rejecting the corrupted frame (runt). (CISCO, 2006) A broadcast domain (Ethernet LAN) is a logical part of the network that emits data to another device.(Symatech, 2010) Figure 3 This diagram shows the 2Broadcast domains in Green and the 5collision domains in Red. Table 2 This table shows the ISO-OSI layers and the domains. Layer ISO-OSI Layers Whats processed Domain Devices 7 Application Layer Ports, sockets Interaction 6 Presentation Layer Format, encoding Translation 5 Session Layer Messages, communication Controls Dialogue 4 Transport Layer TCP segment Data transfer 3 Network Layer IP Packet, IP Address Broadcast domains. Layer 3 devices stop the flow of broadcast domains IP address, Router, level 3 switch 2 Data Link Layer Frame, Interface cards, adapters Single separated Collision, one single broadcast domain also created. Layer two network devices can divide collision domains. Switches, Bridges 1 Physical Layer Bit Stream Single Broadcast and Collision HUB, Repeaters 7. Von Neumanns architecture comprises of the four main components,see diagram below. This is used in current computers lay the foundation to what is known as the Little Man Computer'(Englander, 2010)the essential criteria for this architecture is the memory which has a stored program concept (Englander, 2010) which allows the programs to be edited. It stores the address in a sequenced address order which has its own memory slot and traced by unique location number. Memory- consists of RAM to store programs and data Control unit is used to fetch information from memory and decodes it and performs operations to complete the task Arithmetic unit performs mathematical calculations Input/output is the interface with the human operator Figure 4- diagram of Von Neumanns Computer Architecture http://computing.llnl.gov/tutorials/parallel_comp An example of entering and adding two numbers is as follows: Take first number and input (the number is now stored in the calculator) store the number (this is stored in memory slot and number is left on calculator) -Input second number (2nd number replace first in calculator) Add first number to second (fetch 1st number from stored address location and add to number in calculator) Display/output result 8. 32 bitswide or 4 Bytes can address 4Gigabytes of memory = 4 (232 = 4,294,967,296). AMD introduced the first 32 bit flash memory device on 5th August 2001 which would allow systems to run 8 x faster than those using standard flash memory. (Advanced Micro Devices Incorporated, 2010). 9. Volatile memory is a term derived from the Latin word volatilis which translated means to fly. This terminology is applied to something that is unpredictable; subject to change; unstable or hostile. The RAM (Random Access Memory) in a computer istemporary (volatile storage), as the information stored is obliterated when the power is either switched off or interrupted, as power is required to retain information stored on the machines memory. Non Volatile memory (NVRAM) is not deleted when the connection between the memory and the CPU (Central Processing Unit) is lost. Devices such as memory disks or hard disk drives store information permanently until it is no longer required by the user. RAM, DRAM, SRAM are all forms of volatile memory and ROM and Flash memory are non-volatile forms of memory. Flash memory is widely used in the Automobile manufacturing industries, for car applications to work efficiently. Some cars contain MCUs chips (Microcontrollers), where program functionality are stored using non-volatile memory on the MCU, allowingcar functionality to work correctly such as Cruise control, air bag safety mechanism, engine controls and temperatures.(International Engineering Consortium, 2006)It could be crucial if this information plus vital safety checks were erased every time avehicle is switched off! 10. Figure 5 Data Flow Diagram showing Mixed number in a base other than 10 converted to a Decimal. (Englander, Number Systems, 2010) Display Answer Display Integer and Decimal parts together Convert Fractional Part to base 10 Convert Integer part to decimal Split into Integer number and Fractional parts Start with Mixed number Mixed Number = whole number + fraction Another way to convert a mixed number into a decimal is as follows:- Answer = 2.88 Round answer to two decimal places 2.875 23/8 To get Decimal Divide numerator by denominator Rewrite improper fraction with numerator on top 8 x 2 x 7 Turn mixed number into improper fraction 2 7/8 Start with Mixed number Mixed Number = whole number + fraction