Stupid Ticker Tape free essay sample

Our line was straight. However, if it was not straight, that may have been due to friction f. Yes; whenever the acceleration was constant, it would be a straight line. When there is no acceleration, it is still technically constant, so therefore there would also be a straight line. G. There would have been greater acceleration (steeper slope) if the ramp had been made When the angle is greater/steeper this causes gravity to have a greater affect/influence n the cart on the slope. There is a greater component acting on the cart because of how steep the new ramp would be. C) Conclusion: As a result of this experiment, it can be concluded that the velocity-time graph of an object with constant acceleration is shown by a straight line and the acceleration can be determined by finding the slope. In this experiment, we saw 3 distinct constant accelerations (will be labeled here by as a, b, and c). We will write a custom essay sample on Stupid Ticker Tape or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The cart started off by going down the 80 CM ramp at a constant acceleration of for 0. Seconds.Once it reached the end of the ramp, it decelerated to in 0. 15 seconds. Once it reached flat ground, the cart continued to move with no acceleration( ATA constant velocity of for 0. 525 seconds. Nevertheless, this experiment could have been improved by using a smoother ramp to reduce friction, as well as using a more accurate measuring device. All in all, this experiment proved that a velocity-time graph of an object with constant acceleration is shown by a straight line and the acceleration can be found by finding the slope.

Dyslexic Students Success Factors for Support in a Learning Environment

Dyslexic Students Success Factors for Support in a Learning Environment Introduction Dyslexic people have been misunderstood in the past by the people who are involved in their training and correction. Some of them have been labelled as thick or even people who cannot spell. However, research has proved that dyslexia is not a representation of one’s intelligence.Advertising We will write a custom research paper sample on Dyslexic Students: Success Factors for Support in a Learning Environment specifically for you for only $16.05 $11/page Learn More The condition has a number of causes though the presentation is different in individuals with varying levels of inability to read. This essay reviews the literature on dyslexic students, the available methods for their support in learning, and the factors determining the success of these methods in the learning environment. Literature search and review Brief topic outline The subject of information studies is broad. There are a number of possible studies in each of the fields. The topic for this study is ‘Dyslexic Students: Success Factors for Support in a Learning Environment.’ The paper presents a search of literature with information on the same. During the search, some of the related findings on the topic are the diagnosis of the condition, the causes, and the prognosis of this condition. However, the interest of the search is on the success factors in the learning environment when correcting the condition. Some of the topics that still need review in this area include the pathological signs in the brains of dyslexic students and the effects of social factors on the condition. Therefore, the research questions include: What are the types of learning environments for dyslexic students? What factors support learning in this environment? Literature search strategy The search strategy used a combination of methods. Electronic databases were preferred for the search. The key words were dyslexia, dyslexic students, learning support, and learn ing environments. The search was conducted in more than one database followed by analysis of the results.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More The references of the results were then searched with the relevant ones being analysed for the study. The search for relevant books was through the COPAC library catalogue, which yielded useful publications for the study. A systematic approach was used in the search. A targeted approach was later adopted for use to eliminate the less useful publications. The bibliographic tools used to carry out the search included the library catalogues and the databases. Since knowledge is constantly accumulating on the subject under study with research findings being published regularly, a limitation in the search was made. The search, therefore, was limited to the research publications made since the year 2000. They were deemed to be current a nd useful to the study. For the purpose of ease in the compilation of the search results and a detailed analysis of the literature, only literature published in the English language was considered for review. Search results From the original search, a number of results were obtained. These were then scrutinised followed by a final list of 20 references, which were then used for the study. The results include Bell, J 2010, Doing your research project : a guide for first-time researchers in education, health and social science, Blaxter, L, Hughes, C Tight, M 2010a, How to research, Burden, R, Burdett, J 2005, Factors associated with successful learning in pupils with dyslexia: a motivational analysis, Carroll Iles, An assessment of anxiety levels in dyslexic students in higher education, Clough Nutbrown, A students guide to methodology : justifying enquiry. Others are Davis, R 1997, The Gift of dyslexia: why some of the brightest people cant read and how they can learn, Doering, A n unusual balance of skills: dyslexia in higher education, Fred Murphy On being dyslexic: Student radiographers’ perspectives Radiography, Gold, Rotella, Chenoweth, and Zaleski, Overcoming dyslexia (Book), Hatcher, Snowling, and Griffiths, Cognitive assessment of dyslexic students in higher education, Kirby, Sugden, Beveridge, Edwards, and Edwards, Dyslexia and developmental co-ordination disorder in further and higher education- similarities and differences. Does the ‘Label’ influence the support given?, Ling and van Schaik’s, The influence of font type and line length on visual search and information retrieval in web pages. However, these are some of the results from the search with the rest being included in the reference list.Advertising We will write a custom research paper sample on Dyslexic Students: Success Factors for Support in a Learning Environment specifically for you for only $16.05 $11/page Learn More Selected sourc es The first of the works that was of relevance to the study was Fred Murphy’s work published in the radiography journal in the 2011 issue (Murphy 2011, p. 134). The purpose of Murphy’s study was â€Å"to provide an insight into life as a dyslexic student radiographer, identify barriers and risks in clinical training, and develop recommendations for the support of students with dyslexia† (Murphy 2011, p. 134). The justification of his study was the inadequacy of research into the experiences of student radiographers whose support was given only from the experience from other professions. He reported the absence of any study on the experiences of dyslexic radiography students (Murphy 2011, p. 135). The study involved comparing the abilities of dyslexic students in performing given tasks. This result was compared with the abilities of non-dyslexic radiography students. The results of the study revealed that there are few significant differences in the performance of clinical tasks by both sets of students (Murphy 2011, p. 136: Carroll Iles 2006, p.12: Perry 2003, p. 23). The ten dyslexic radiography students in the study reported difficulties and prejudices in their areas of practice. The clinical environment was also reported not to have a detailed support structure for their condition (Murphy 2011, p. 136). The study also revealed that the students had to take responsibility for most of their learning, which resulted in the development of complex strategies to cope with the condition. The study made a number of recommendations on the improvement of support structures for dyslexic students mainly for support of dyslexic students on clinical practice. This study is relevant to the current study, as it features some of the problems experienced by dyslexic students. The recommendations are also important as they apply to the dyslexic students in most of the areas of study because they face similar problems.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More The research methodology is adequate for the study though the sample size used was not large enough to yield very significant results. The results are however presented in a clear manner thus making interpretation easy. The second study that was relevant to the current study was that by Robert Burden and Julia Burdett, whose work was â€Å"Factors Associated with Successful Learning in Pupils with Dyslexia: A Motivational Analysis† (Burden Burdett 2005, p.100). The study resulted from previous studies on the subject, which had established existing challenges for dyslexic students in their self-esteem (Burden Burdett 2005, p.100). The challenge in self-esteem is said to impart negative consequences on self-development of dyslexic students. Burden and Burdett set to challenge these findings (Burden Burdett 2005, p.102). The study was based on interviews conducted by the researchers on 50 boys between the ages of 11 and 16 who were dyslexic and attending a special school (Bur den Burdett 2005, p.102). The two issues they explored were the pupils’ â€Å"attitudes to learning and their sense of personal identity† (Burden Burdett 2005, p.102). They found a positive appraisal in most of the pupils they interviewed. They related this result to successful learning outcomes for the dyslexic pupils (Burden Burdett 2005, p.103). Their findings also included low levels of depression among the students with low levels of what they referred to as learned helplessness (Burden Burdett 2005, p.104). They singled this quality of the learning process in these children as an important one in their learning process. In the methodology, the number of students used indicates a significant sample for conclusion making, which again makes generalisation of the results easy. The study was also conducted in a systematic manner with the findings reported in an easy way. The use of statistical inference is also evident in the study thus making the findings of the study valid. The findings of this study are important to the current study, as they form a relationship between attitude and learning in the dyslexic students. Since the current study investigates success factors in the learning of dyslexic students, the factors discussed in the study by Burden and Burdett are important in conclusion making and inferences. The third study of significance is a pilot study by MacFarlane et al. The study is on â€Å"The effect of dyslexia on information retrieval† (MacFarlane et al. 2010, p.307). This study is the first of its kind. The results are therefore significant to the current study. The aim of the research was to fill the knowledge gap on the interaction of dyslexic people with information retrieval systems. A specific focus was made on their information seeking behaviour (MacFarlane et al 2010, p.307). The study utilised non-dyslexic people who were used as control for those under investigation. The methodology included the use of a st andard Okapi interface and two standard TREC topics, which were used to assess the information searching behaviour of the participants (MacFarlane et al 2010, p.312). The study demonstrated the differences between information seeking behaviours of dyslexic people with those of the controls using log data being recorded (MacFarlane et al 2010, p.323). From the study, â€Å"Session data indicated that there may be an important difference between the number of iterations used in a search between the user groups, as there may be little effect from the topic on this variable† (MacFarlane et al 2010, p.324). This inference is a relevant finding in the study of the problems encountered by dyslexic students. It is applicable in making conclusions in the study currently being undertaken. The authors found a knowledge gap in knowledge seeking behaviours of the dyslexics. They had no template on which to compare and use to critique their findings. There is therefore a need to conduct mo re research in this field. However, the layout and presentation of the results are systematic. The conclusion made tallies with the results they found. As for the methodology, the sample size was adequate enough. The methods used in data collection were relatively accurate. The use of statistical inference in the research is plausible, as it makes it an important study for the topic being discussed. The last of the important studies gotten from the literature review is the work of Taylor, Duffy, and Hughes (2007, p. 26), which investigated â€Å"The Use of Animation in Higher Education Teaching to Support Students with Dyslexia.† The study was carried out in the higher education setting of the United Kingdom. The use of animated materials to support the learning of students with dyslexia was studied. The study design involved the use of thirteen dyslexic undergraduate computing students. The use of animation in their learning was investigated and compared with ordinary teachi ng methods (Taylor, Duffy Hughes 2007, p. 27). The results of the learning were then evaluated and inferences made accordingly (Taylor, Duffy Hughes 2007, p. 29). A control group of non-dyslexic students was utilised for the study. From the findings, â€Å"it appeared that appropriate animated learning materials were perceived as being more useful than equivalent static learning materials by both the students with dyslexia and the control group of non-dyslexic students† (Taylor, Duffy Hughes 2007, p. 27). The non-dyslexic students preferred the animated methods of learning as compared to the dyslexic students under study. The conclusion from the study was therefore that animated learning was of less significance in the learning of the dyslexic and the non-dyslexic students(Taylor, Duffy Hughes 2007, p. 29). The sample size used to make the conclusion was small. This drawback would reduce the accuracy of the findings and the reported conclusions. The use of statistical ana lysis is also not apparent in the study. The methodology appears to be limited in the ability to draw important conclusions. On the other hand, the reporting and use of statistical representation in the work is appropriate, and so is the analysis of the results. The work is important to the study being investigated, as it focuses on the dyslexic learning behaviours and one of the methods that may be used to aid learning for these students. Research proposal Topic description As indicated above, the topic for the study is, ‘Dyslexic Students: Success Factors for Support in a Learning Environment.’ Dyslexia has been described as a medical mystery with a number of researches done on the causes and possible solutions (Kirby, Sugden, Beveridge, Edwards Edwards 2008, p. 19). The modern education system has many dyslexic students. Teachers and instructors in institutions of higher learning are faced with the difficulty of effectively imparting knowledge to these students (Hat cher, Snowling Griffiths 2002, p. 76). A number of methods have also been suggested on how to support the train of the dyslexics. The methods have also been applied with varying results. Dyslexia has been classified and defined as a language learning disorder characterised by spelling, reading, and writing deficits (Gold, Rotella, Chenoweth Zaleski, 2003, p.63). A number of causes for the conditions have been suggested with some suggesting that dyslexics see words backward. However, some scientific evidence shows that the students have a problem in the sight for words and producing the sounds made by these words (Doering 2003, p. 16). The conventional methods of learning are not appropriate for the dyslexics. Most of the instructors find it hard when using them to teach the dyslexics. With the available methods of teaching dyslexics available, this research focuses on the success factors in the learning environment of dyslexics. The students have to memorise each new word they com e across. They hope to remember them in the next session (Ling van Schaik 2006, P. 39: Neurodiversity 2010, p.98). The learning environment for dyslexic students is different from that of conventional students. Several factors determine the success of teaching them in this environment (Madriaga 2007, p. 28). These factors form the basis of the study. Aims and objectives The main aim of the study is to investigate the success factors for support in a learning environment for dyslexic students. The study will therefore target to determine the factors affecting the success of learning for dyslexic students. Over the past, studies have been done on the best methods to teach dyslexic students with suggestions being made on the appropriate changes to be made (Davis 1997, p. 16). Follow-up studies have however shown mixed results while using the study methods proposed. This study therefore establishes the success of the methods in place to augment teaching for dyslexic students. Another a im of the study is to investigate the relationship between the learning environment and the learning outcomes for dyslexic students. As indicated above, various studies have found differing results on the effects of learning environments for dyslexic students (Reid Kirk 2001, p.29). The study will therefore utilise the results from some of the studies in a bid to compare them with those from the data collected on learning environments and learning outcomes for dyslexic students. Another aim of the study is to investigate the number of students benefiting from special methods for teaching dyslexics. In the past, the number of institutions offering special methods to teach dyslexics has been declining with few of the dyslexics being discovered (Reid Kirk 2001, p.29). The study therefore investigates the institutions and methods in place to train dyslexics showing how effectively they are doing this. The other objective of the study will be to find out the methods of diagnosing dysle xics in the institutions where the study will be conducted. Depending on the institutions, the methods used to diagnose special students vary, as it is also the case for dyslexic students. The study will therefore aim to find out the measures in place to diagnose these students in the institutions. The other aim of the study will be to determine whether dyslexic students are provided with extra tutorials in these institutions. Method of choice and pilot study In conducting a research or a study on the topic, the method to be used is significant as it determines the accuracy of the results that will be used to make conclusions (Bell 2010, p.23). The strength of the conclusions will therefore depend on the type of methods used for the research (Bell 2010, p. 23). A combination of methods has been found to be appropriate for making solid conclusions (Bell 2010, p. 23). The method of choice for the study will be the use of questionnaires for the department heads for the various institut ions with dyslexic students. The contents of the questionnaire include the details of the institutions to be sampled and the respondents. Some of the questions to be addressed include whether the institution has any dyslexic students. The questionnaire will also elicit for the opinions of the respondents of the on how to improve the measures in place for the improvement of learning resources for dyslexics in the library in their institutions. The second method to be used for data collection will be the use of interviews. The use of interviews in research enables the researcher to get the opinions of the interviewees thus allowing more of the objectives of the study to be covered (Clough Nutbrown 2007, p. 27). The interview will cover the questions not addressed in the questionnaire to provide for the addition of more information that may be necessary for the study. The conducting of the pilot study will be done in one of the selected institutions, which will involve a relatively fe wer number of respondents (Clough Nutbrown 2007, p. 27). The pilot study will be used to test the methods used in the actual study in a bid to establish the likely problems in carrying out the study. Sources of data The sources of data for this study are mainly derived from previous studies. They will be used to compare the results from the study. The use of peer reviewed journals and other professional works around the topic and objectives of the study will be made. The sources will be analysed for any relevance to the study before inclusion. The main sources of data for the research will be the performance registers for the students under the study. In the institutions where the study will be conducted, the results of the examinations sat by the dyslexic students will be utilised as the sources of data. The other sources of data for the research will be the records of the institutions with dyslexic students. These sources will be used to evaluate the number of students in the ins titutions with the condition. As indicated above, the data will be used to make conclusions on the achievement of factors for success in the learning environment for dyslexics. As a requirement, the strength of conclusions made by the research will be based on the statistical strength of the work, which will therefore be important to maintain (Clough Nutbrown 2007, p. 27). For the results of any research to be credible and generalisable to the wider public, the sample to be used must be representative of the population under study (Wolcott 2001, p.34). To achieve this goal, the sample size has to be large with a large number of participants to achieve the normal distribution of results (Wolcott 2001, p.34). The sample size will therefore have to be larger than fifty to make the results of the study as accurate as possible. The sample to be used will also be obtained by the use of an appropriate inclusion and exclusion criteria. The use of the criteria also improves the quality of t he findings for the research. Data analysis The methods used for analysis of data results for research purposes are equally as important as the methods used to achieve them (Wolcott 2001, p.34). The various methods of data analysis should be accurate enough to provide results that can be generalised for the population under study (Wolcott 2001, p.38). These methods are however dependent on the type of data that is gotten from the study. Some of the most utilised methods of data analysis are the gated counts that are manually done on paper and the use of statistical packages (Wolcott 2001, p.36). The gated method is tedious to use in analysis of multiple sets of data as it involves a number of processes (Wolcott 2001, p.37). It is however accurate to use especially for smaller sets of data. In terms of the speed used to analyse this method of data analysis, the time taken is relatively longer compared to the use of statistical packages (Wolcott 2001, p.34). On the other hand, the use of statistical packages in the analysis of statistical data is gaining popularity due to the established efficiency (Wolcott 2001, p.34). It takes a shorter time in analysing data. They are therefore important where there are a large number of sets of data involved (Wolcott 2001, p.34). For both of these methods, some errors may occur. The methods may therefore be combined for accuracy (Blaxter, Hughes Tight 2010, p. 12: Nielsen 2001, p. 34). For research on the success of factors for support in the learning environment for dyslexic students, a combination of data analysis methods will be used to ensure accuracy in the final results. The sample results will be analysed using the gated method, which will then be followed by analysis using an appropriate statistical package. Synthesis pattern The synthesis of results is important in any research as it determines the quality of the research. For this particular research, the synthesis will mostly be in the terms of the groups used. A fter analysis of the results, they will then be synthesised according to the related findings. Similar characteristics in the learning environments of dyslexics will be synthesised together to make a logical outcome. In the previous studies on dyslexics, the synthesis methods used were mainly applied to the results of the test performance (Reid Kirk 2001, p.29). The same methods will be used in this proposal. Project management The project will need significant funding, which will be used to offset the charges in the project, as well as the costs of the various tools and staff utilised in the study. The first cost that will be incurred is in the materials used to develop the project. They include stationery and printing charges. In producing the final draft of the proposal, a number of papers will need to be printed for review by the authorities responsible. They will significantly contribute to the cost incurred. When the draft is complete, the instruments for the pilot study and the actual study will then be prepared. They will also need significant funding (Wolcott 2001, p.34). The study will be carried out by a number of people over a number of days. Analysis will also involve a number of people based on the size of the sample (Bell 2010, p. 21). The staff therefore required in the carrying out of the study will be a significant source of cost for the project and the research. In getting to the field where the data will be collected, the staff and the people responsible for the study will need to travel. This travelling will take place throughout the period of the study. The use of both private and public means of transport to these areas will therefore need a significant amount of money. This need will contribute to the increase in the budget for the research. Other costs to be incurred in the research include the publishing of the results, the organisation of meetings to discuss the study, and the overhead costs. As an estimate, the research will likely utilise a thousand dollars, which is an estimate that could increase or reduce based on the size of the research. Disseminating findings The findings of any study are only important if they are provided to the relevant authorities for action. They should also be made public to ensure change is effected based on the findings and the results from the research. For the research proposed above, the results are significant to the learning institutions, which have dyslexic students in their classes. For them to fully utilise the results, a feedback will need to be planned. A report should be handed to the institutions where the study was conducted. The report should contain the methodology of the study, the results obtained from it, the recommendations, and other information from the study that may be relevant to the institutions. When the report is provided to the institutions, a session could also be provided to the people concerned. This session should be in a PowerPoint presentation. It should be in simple language for them to understand. It should also be informative. Another way of disseminating the results would be the use of professional and peer reviewed journals (Bell 2010, p. 23). These would then publish the results to be available for the scholars and general public. The relevant authorities could also be provided with a copy of the final report to make any changes and or gauge their performance based on the findings (Bell 2010, p. 23). The results could also be published in newspapers and magazines offering relevant information to the population concerned. Other methods of dissemination of the results include public lectures and tutorials. For the method chosen to disseminate the results, the target should be to reach the people that will have the most use of them. Conclusion In conclusion, the research involves finding out the factors of success in the learning environments of dyslexics. The topic was chosen due to the established problem in the lear ning of dyslexics especially when conventional methods of teaching are employed. The number of dyslexics in the institutions of higher learning is also reported to be increasing. This revelation justifies the need for the research. The study aims to achieve the mentioned objectives with the most important being to determine the success factors in the learning environment for dyslexics. A combination of methods has been suggested for the study with the use of questionnaires and interviews being considered. The questions will be addressed to the teaching authorities in the institutions established. The results will then be compiled. A pilot study will also be conducted to establish the problems likely to arise in a bid to plan for the research. The sources of data will be the records from the institutions especially the tests given to these students. The analysis of the data will be done by the use of a combination of methods, which will be simple gated counts and the use of statistic al packages. In the project management, the main cause of concern is the cost of carrying it out. Some of the costs that will be incurred include the staffing, travelling to the institutions, and making of the test instruments. An estimate of this cost has been given. The findings will then be disseminated in a number of ways with the feedback being made to the authorities responsible. A presentation will be made followed by a copy of the report that will be handed to the institutions. References Bell, J 2010, Doing your research project : a guide for first-time researchers in education, health and social science, Open UP study skills, McGraw-Hill Open University Press, Maidenhead. Blaxter, L, Hughes, C, Tight, M 2010, How to research, McGraw-Hill/Open University. Burden, R, Burdett, J 2005, Factors associated with successful learning in pupils with dyslexia: a motivational analysis, British Journal Of Special Education, vol. 32, no. 2, pp. 100-104. Carroll, J Iles, J 2006, An as sessment of anxiety levels in dyslexic students in higher education, British Journal of Educational Psychology, vol. 76, no. 3, pp. 651-62. Clough, P Nutbrown, C 2007, A students guide to methodology: justifying enquiry, Sage Publications, Los Angeles, London. Davis, R 1997, The Gife of Syslexia: why some of the brightest people cant read and how they can learn, Souvenir Press Ltd., Great Britain. Doering, JW 2003, An Unusual Balance of Skills: Dyslexia in Higher Education, Contemporary Review Company, Harvard. Gold, F, Rotella, M, Chenoweth, E, Zaleski, J 2003, Overcoming Dyslexia (Book), Publishers Weekly, vol. 250, no. 14, p. 63. Hatcher, J, Snowling, J, Griffiths, M 2002, Cognitive assessment of dyslexic students in higher education, British Journal of Educational Psychology, vol. 72, no. 1, p. 119. Kirby, A, Sugden, D, Beveridge, S, Edwards, L Edwards, R 2008, Dyslexia and developmental co-ordination disorder in further and higher education- similarities and differences. Do es the ‘Label’ influence the support given?, Dyslexia (10769242), vol. 14, no. 3, pp. 197-213. Ling, J van Schaik, P 2006, The influence of font type and line length on visual search and information retrieval in web pages. Web. MacFarlane, A, Al-Wabil, A, Marshall, R, Albrair, A, Jones, A Zaphiris, P 2010, The effect of dyslexia on information retrieval, Journal of Documentation, vol. 66, no. 3, pp. 307-26. Madriaga, M 2007, Enduring disablism: students with dyslexia and their pathways into UK higher education and beyond’, Disability Society, vol. 22, no. 4, pp. 399-412. Murphy, F 2011, ‘Being dyslexic: Student radiographers,’ Perspectives Radiography, vol. 17, no. 2, pp. 132–138. Neurodiversity 2010, ‘Discovering the Extraordinary Gifts of Autism, ADHD, Dyslexia, and Other Brain Differences, Publishers Weekly, vol. 257, no. 17, pp. 97-8. Nielsen, S 2001, Guidelines for Library Services to Persons with Dyslexia, IFLA Conference Procee dings, vol. 1 no. 1, pp. 1-4. Perry, A 2003a, Network Influences on Scholarly Communication in Developmental Dyslexia: A Longitudinal Follow-up, Journal of the American Society for Information Science Technology, vol. 54, no. 14, pp. 1278-95. Reid, G Kirk, J 2001, Dyslexia in adults : education and employment, John Wiley, Chichester, New York. Taylor, M, Duffy, S Hughes, G 2007, The use of animation in higher education teaching to support students with dyslexia, Education + Training, vol. 49, no. 1, pp. 25-35. Wolcott, F 2001, Writing up qualitative research, Sage Publications, London, Thousand Oaks, Calif.

Phrases to Use to Confirm Information

Phrases to Use to Confirm Information There are certain times in our lives that we need to make sure we understand everything. That’s when clarifying information becomes important. If we want to double-check, we can ask for clarification. If we want to make sure that someone has understood, you can request confirmation that someone has received the message. This type of clarification is especially useful in business meetings, but also in everyday events like taking directions over the telephone or checking an address and telephone number. Use these phrases to clarify and check information.   Phrases and Structures Used to Clarify and Check that You Understand Question Tags Question tags are used when you are sure you have understood but would like to double check. Use the opposite form of the helping verb of the original sentence at the end of the sentence to check. S Tense (positive or negative) Objects , Opposite Auxiliary Verb S You’re going to attend the meeting next week, aren’t you?They don’t sell computers, do they?Tom hasn’t arrived yet, has he? Phrases Used to Rephrase to Double Check Use these phrases to indicate that you would like to rephrase what someone has said in order to make sure you have understood something correctly. Can I rephrase what you said/have/said?So, you mean/think/believe that ...Let me see if I’ve understood you correctly. You ... Can I rephrase what you mean? You feel it’s important to enter the market now.Let me see if I’ve understood you correctly. You would like to hire a marketing consultant. Phrases Used to Ask for Clarification Could you repeat that?I’m afraid I don’t understand.Could you say that again? Could you repeat that? I think I may have misunderstood you.I’m afraid I don’t understand how you plan to implement this plan. Phrases Used to Make Sure Others have Understood You It’s common to ask for clarifying questions after you presented information that might be new to those listening. Use these phrases to make sure everyone has understood. Are we all on the same page?Have I made everything clear?Are there any (more, further) questions? Are we all on the same page? I’d be happy to clarify anything that’s not clear.Are there any further questions? Let’s take a look at a few examples to help clarify. Phrases Use these phrases to repeat information to make sure everyone has understood. Let me repeat that.Let’s go through that again.If you don’t mind, I’d like to go over this again. Let me repeat that. We’d like to find new partners for our business.Let’s go through that again. First, I take a left at Stevens St. and then a right at 15th Ave. Is that correct? Example Situations Example 1 - At a Meeting Frank: ... to end this conversation, let me repeat that we don’t expect everything to happen at once. Are we all on the same page?Marcia: Can I rephrase just a bit to make sure I’ve understood? Frank: Certainly.Marcia: As I understood, we’re going to open up three new branches over the next few months. Frank: Yes, that’s correct.Marcia: However, we don’t have to make all the final decisions right now, do we? Frank: We only need to decide who should be responsible for making those decisions when the time comes.Marcia: Yes, Let’s go through how we’re going to decide that again. Frank: OK. I’d like you to choose a local supervisor you feel would be up to the task.Marcia: I’m supposed to let him or her choose the location, aren’t I? Frank: Yes, that way we’ll have the best local knowledge.Marcia: OK. I think I’m up to speed. Let’s meet again in a few weeks. Frank: How about Wednesday in two weeks?Marcia: OK. See you then. Example 2 - Getting Directions Neighbor 1: Hi Holly, could you help me out?Neighbor 2: Sure, what can I do? Neighbor 1: I need directions to the new supermarket.Neighbor 2: Sure, that’s easy. Take a left on 5th Ave., turn right on Johnson and continue straight ahead for two miles. It’s on the left. Neighbor 1: Just a moment. Could you say that again? I’d like to get this down.Neighbor 2: No problem, take a left on 5th Ave., turn right on Johnson and continue straight ahead for two miles. It’s on the left.Neighbor 1: I take the second right on Johnson, don’t I?Neighbor 2: No, take the first right. Got it? Neighbor 1: Uh, yes, let me just repeat. Take a left on 5th Ave., turn right on Johnson and continue straight ahead for two miles.Neighbor 2: Yes, that’s it. Neighbor 1: Great. Thanks for your help.Neighbor 2: No problem.

European and Native American Culture Essay Example | Topics and Well Written Essays - 500 words

European and Native American Culture - Essay Example However, but all this kindness from the settlers also came with negativity to the locals natives as the trade of blankets was not that welcoming as it was a means for the early settlers to spread smallpox to the natives. The natives’ immune systems were poor as compared to the settles this made them weak and easy to conquer after being poisoned. Also, lead to war, slavery, and territorial dispute. The relationship was uneasy the two cultures differed in language, customs, lifestyles; the Europeans viewed the Natives Americans as uncivilized, ignorant heathens, uncouth, unsophisticated, dirty, and unethical. Concerns came from missionaries with the introduction or religion in America; this not only affected their social status but also their culture and values2. The hardship encountered by early settlers started in their voyage, they had less food, diseases were uncontrollable few children survived the trip. Scurvy seasickness, dysentery, fever, and other diseases killed them before they arrived. Winter in north America was much more colder as compared to Europe winter this was a challenge to the early settlers a good example is ,â€Å"The first English Colony on Roanoke Island what is now North Carolina, "the Lost Colony." The entire original colony disappeared.† Due to weather hardship diseases such as Malaria, dysentery, yellow fever, small pox was a common feature. Colonies experienced sickness, starvation, and conflicts with the Native American cultures, such colony was Jamestown which undergone a major blow of hunger and diseases stricken early settlers3. Religion has contributed a lot to the history of America. At Cape Henry, in Virginia the first Episcopal Church was established in April 1607. Then followed by a parish in Jamestown, Virginia, in July 1620 a separate group from English emigrants docked in North

At-Will Employment Essay Example | Topics and Well Written Essays - 750 words

At-Will Employment - Essay Example In 1980, the Supreme Court of California, in a landmark case that involved ARCO, endorsed this rule as articulated earlier by the court of appeal. The actions that resulted from employees became known as Tameny actions in California for wrongful termination that violated public policy (Barbash et al 11). Several statutory common law exceptions have been in existence since 1959. The common law protects employees from retaliation from an employer if they are ordered to perform something illegal. The burden of proof, however, remained with the employee. The legislature of Montana passed the WDE Act that, although purporting to preserve the concept in law, expressly enumerates wrongful discharge actions in legal basis (Barbash et al 12). It was the only state in the US that chose to modify the at-will employment rule, doing so in 1987. Why it exists Employment with a firm is at-will, meaning that employment is bound to be terminated at whichever time with or sans notice or cause (Barbash et al 20). This also means that a firm can terminate one’s employment at any time by either issuing or not issuing cause or notice. Additionally, the firm may also require altering the status of employment, hours of employment, the schedule or demotion at its own discretion with or sans cause or notice. While the firm will generally adhere to progressive discipline, they are not obligated or bound to do this. As an employee employed at-will, in any manner, an individual does not have a guarantee that they will be employed for a particular period (David 20). No one at the firm, with the exception of the president, in a signed contract can make any promise or representation to an employee that they are anything but an at-will employee. Supervisors, managers or employees, who make such representation or promise to an employee, are not authorized to carry out this duty. Exceptions For at-will employees, there are exceptions given to the general rule. Under public policy in the l aws of a majority of the states, an employer cannot terminate employment of an employee if it is a violation of a public policy that is well established by the state (Ford et al 52). For instance, employers may generally not fire employees if they make a compensation claim since the policy that requires them to pay compensation to the workers as clearly set out by state statute. Terminating employment for the reporting of illegal activity is also a violation of public policy. Another exception has to do with retaliation or discrimination. Under federal law, employers may not use discrimination when terminating an employee based on disability, age, national origin, sex, religion, color or race (Ford et al 53). Many municipalities and states also prohibit employee termination based on sexual orientation. The employer may also not fire an employee as an act of retaliation if they make a complaint regarding harassment or discrimination. A different exception is related to implied contra ct. At times, the conduct or words of an employer could create the implication of an agreement limiting the ability of that employer to terminate the employment terms of an employee at-will (David 54). For instance, when the employer’s handbook on employees states that, the employee is liable for termination for a cause that is just;

Tooley Final Essay Example for Free

Tooley Final Essay Several ethicists, such as Michael Tooley, Mary Anne Warren, James Rachels and Virginia Ramey-Mollenkott have put forth criteria that a being must fulfill in order to be considered fully human. For some these criteria apply to any entity, whether before or after birth. In fact, according to Tooley birth has no bearing on the moral status of the newborn.† Christiananswers.net/q-qum/q-life022.html Michael Tooley’s concepts are rather rude and presumptuous. An atmosphere of cruelty colors his ideal of what makes, not only unborn children but children who are born and functioning as organisms, independent of the life giving and sustaining resources of their mother’s womb. Birthed and fully functional as a bodily organism, Michael Tooley, questionable as an ethicist uncorks a line of reasoning that does not meet the measure of what’s considered ethical. Tooley writes that an infant â€Å"cannot have a right to continued existence unless he possesses the concept of a subject of experiences, the concept of a temporal order, and the concept of identity of things over time. It follows that a none self-conscious being with no desire for its own continued existence has no right to life.† (Christiananswers.net/q-qum/q-life022.html) Tooley’s proposition is of the ghastly Hitlerian type that ruined Germany and Europe in WWII. The most ardent abortionist will affirm life following birth. Tooley manufactures a criterion, without any credible means to give precedence to his idea. On his privately concocted line of reasoning, someone would be fool enough a justification to put a newborn to death. Mr. Tooley’s thinking is the whispiest means to so conclude. History has already taught us the lesson that Tooley apparently thinks he’s come up with something for people to aspire to someday. Michael Tooley is distinct, even from abortionists in extending borders defining when life is viable and under what condition.. Mr. Tooley’s idea has every apperance of being a repudiation of life itself, as only on the extreme end being conceived and born does baby have the slightest chance of being viewed as a human being under Tooley’s idea. Tooley falls woefully short in comprehending self-awareness. Even an infant will turn their head from more food, if full. They have an intuitive level of awareness whose factoring evidences itself in their function and, doubtless, if their survival were being choke off. The idea of self-consciousness that meets someone’s an artificial conceptual frame is entirely baseless. To suggest an infant has no will to live is an affront to the intelligence of anyone who’s had any caring experience with young tykes. An infant is quite capable of protesting to communicate their displeasure. The majority of their emotional outbreaks have to do with issues that could quickly turn into a life threatening situations. Mr. Tooley invested his standing as a man of letters in an idea that can only appeal to the darkest minds who could live with themselves as practitioners of infanticide. Works Cited’ http://christiananswers.net/q-sum/q-life022.html

stress and law enforcement Essays -- essays research papers

Management and Dealing with Stress in Officers   Ã‚  Ã‚  Ã‚  Ã‚  It is important that law enforcement officers are able to handle stress and build his or her zone of stability. Officers have a ready-made support system in each other. They better understand the special problems and feelings that come with the job that friends and family members don’t. That doesn’t necessarily mean that this relationship with their fellow officers will cure all. Sometimes, because of the â€Å"macho† image that police officers uphold, they will give back negative feedback in a situation where an officer needs comfort. For example, an officer shoots someone in the line of duty and is having an emotional struggle with it, and a fellow officer (who thinks he is supporting that officer) makes a comment like, â€Å"Good job, that dirt bag deserves it.† In a situation like that, a fellow officer feels worse and more stressed. It is very important for management, whether police or correctional, to make sure that they can prop erly help out their officers when needed. There are many things that happen on the streets and in prison that can severely effect an officer. It is only with a good management system and staff that officers will have the proper support to move on.   Ã‚  Ã‚  Ã‚  Ã‚  A major stressor is when a law enforcement officer must deal with death. No one is mentally or emotionally prepared to deal with death. When a law enforcement officer has to notify the next of kin, they must pass through stages of notification. The first stage is to prepare by creating a self-protecting sense of social distance for the officer. An experienced officer will be more concerned with containing the emotions of the recipient rather than their concern for how they will cope. The next stage is the delivery. It only takes a few seconds to deliver the news, and the officer will use their badge, uniform, and the formality of the delivery as a way to protect him/herself from this personal situation (Looney & Windsor 1982). Dealing with the pain that you see in other people is a major adjustment. It will take time and experience for a law enforcement officer to cope with this aspect of the job.   Ã‚  Ã‚  Ã‚  Ã‚  The most traumatic event in a law enforcement officer’s job is dealing emotionally with the involvement in a shutting incident. Officers may suffer from pos... ...lp make a team run smoothly and efficiently. Support must always be shown from management to it’s officers. Reducing stress in officers can effectively help the team run better. Especially in times of need, like death, management needs to step up and use the techniques they have been trained to safely help their officers in troubled times. With a management that can properly help out their team, the team can move on and run efficiently and effectively. When officers need help with an aspect of the job emotionally, and management can step in to help, the officer will feel better knowing that management is on their side and that they are based one hundred percent. A good management can make the difference between and O.K. team and an outstanding team. References Jacobson, Edmund (1978). You Must Relax. New York; McGraw Hill. Looney, H. & J. L. Windsor. (1982) Death Notification: Some Recommendations. The Police Chief. March, page 30-31. Solomon, R. M. (1988). Post-Traumatic Trauma. The Police Chief. October, page 40-44. Solomon, R. M. (1990). Administrative Guidelines for Dealing with Officers involved in on-duty shooting situations. The Police Chief. February, page 40.

Disney Motivational Strategy Essay

Walt Disney is quoted as saying â€Å"of all the things I’ve done, the most vital is coordinating the talents of those who work for us and pointing them toward a certain goal† (Disney Dreamer, 2008, 41). It can be said that this management philosophy has contributed to eight decades of business success that has helped the company to become the business conglomerate Walt Disney is today. Co-founded by Walter Elias Disney, the Walt Disney Company today has branched out to various entertainment studios, theme parks, products and other media productions. How did one man’s dream form and manage an enterprise that has established itself as a household name through-out the world?The Walt Disney Company was established in a small office in Los Angeles California in the summer of 1923. Walt Disney moved to California from Kansas City Missouri with hopes of marketing his creative talent in the film industry. Walt had made a short film called â€Å"Alice in Wonderland† that he hoped to use as a pilot film to break into the industry. Partnered with his brother Roy they formed â€Å"Disney Brothers Cartoon Studio† and changed the name to â€Å"Walt Disney Studio† per Roy’s suggestion. Walt’s first break into the entertainment business came when a distributor by the name of M.J. Winkler contracted with the studio on October 16, 1923 to release a series to the public called â€Å"Alice Comedies.† This marked the formal beginnings of the Walt Disney Company (Corporate Disney, 2008). The company started to take off as Walt Disney hired animators to produce Oswald cartoons through his distributor, Mr. Winkler. As money grew tight Walt needed Winkler to provide him with the finances to keep producing his series. It was at this time that Walt found out the distributor was going behind his back to create his own studio using Walt Disney’s animators. Since Winkler owned the distributor rights to the Oswald cartoons there was nothing that Walt could do. It was at this point that Walt Disney vowed that he would own everything that he made (Corporate Disney, 2008). This was the event that led to the creation of the Mickey Mouse cartoons in1928 and the popularity of the Disney name. The company grew gradually despite the financial difficulties the brothers experienced over the years. The Disney brothers did not let this hamper their efforts and soon established themselves as an independent production  company in Hollywood. In the 1930’s Walt Disney was offered $300 to allow a marketer to imprint Mickey Mouse on paper tablets for children. Walt agreed as he truly needed the money. This began the production of Disney consumer products and has led them to be one of the most recognizable media brands in the world today. The war years (1939 to 1945) were financially difficult for the company but Disney did not give up. The studio made educational films for the United States government as well as made animated comedies. After the war the company branched out by concentrating their efforts towards films using people versus cartoon characters. In the 1950s Disney tapped into the television audience with a weekly show that featured past and present Disney film characters. In 1955 Disney was inspired by his children to expand his business ventures by opening up the theme park – Disneyland in Anaheim, California. This business venture was and still is one of Disney’s biggest successes. In the 1970s Disney had a dream to continue to offer family entertainment by developing plans to open up an entertainment and educational complex in Florida. This project became known as Walt Disney World. Unfortunately, Disney did not get to realize the accomplishment of this dream as it was completed after his death. Roy died two month’s after Walt Disney World opened in October of 1971. Despite the deaths of the two Disney brothers the company is still thriving today – not only in the United States but through-out the world. The company continues to expand their business offerings through media networks, parks and resorts, studio entertainment, and consumer products. The Walt Disney Company has seen much financial success as it operates as world-wide entertainment company. Headquartered in Burbank California, Disney employs over 130,000 people. Revenue is generated through the operation of the company’s four segments. These operating segments are: Media Networks (television, radio, and the internet); Studio entertainment (live-action and animated motion pictures, musical recordings and video programming); Consumer products (products and licenses to promote and sell  the Disney characters and other intellectual property); and Parks and Resorts ticket sales, room nights at the hotels, and rentals at the resort properties). Financially, the company has earning stability according to the year-end fillings with the Security Exchange Commission (SEC). Positive net income has been reported for the last five years. The Media Networks division appears to be their biggest generator of income for Disney which brings in about 41% of their revenue while the Consumer Products segment produces about 7% of their revenue. Disney’s Parks and Resorts also have been successful revenue generators for the company. In 2007 alone operating income increase 11% from the prior year. According to Robert Iger, president and chief executive officer of Walt Disney Company, the positive financial results are a direct result of â€Å"strong brands, combined with high-quality creative content and our ability to promote and distribute the content across multiple businesses and platforms† this gives Disney â€Å"the unique ability to continue delivering growth and value to our shareholders† (Disney.com, 2007, 2). It can be said that Walt Disney’s ability to foster the spirit of creativity, innovation and excellence still continues to underlie the company’s success they enjoy today. Disney corporations pride is in maintaining the â€Å"magic â€Å"of Disney. Their slogan is the happiest place on earth. Guests from all over the world come and enjoy the magical experience of the imagination of Walt Disney. All of this imagination has created characters and a world of fantasy that is shared in a full day at theme parks. The mission statement that the company has created is to make people happy, all of this through the entertainment values of no cynicism, nurturing, and promulgation of â€Å"wholesome American values† and the creativity of dreams and imagination. The organization structure of Disney involves the board of directors; any decision related to the organization is brainstormed through the directors before the decision is approved by the CEO Bob Iger. Keeping in consideration that Disney Corporation has subsidiaries under them such as Disney Studios, the theme parks in California, Florida, Japan, Paris and Hong Kong; Disney also has Disney consumer products and media networks. All these Disney entities have  different business proposals that require attentive decision making. This is all carefully done with the board of directors. At Disney, â€Å"the bottom line is imagination, our culture is magic and wonder, and required previous work experience: childhood dreams.† Such insightful rhetoric entices employees to put forth their best effort to live up to the self-imposed hype. Disney’s approach to employee motivation and satisfaction is based on Frederick Herzberg’s theory that motivation comes from within the individual, rather than from a policy imposed by the company. Disney provides each of its 130,000 employees world-wide with the opportunity for recognition for achievement, increased responsibility because of performance, opportunity to grow in knowledge, chance for advancement, and improved maintenance items such as wages, off-hour programs and self-development opportunities. Disney is very aware that the only way of meeting customer’s expectations is by delivering the magic through the staff. The culture of quality perfected at Disney’s theme parks could not prevail without employee buy-in. To gain employee acceptance, the concept of show business is promoted as an organizational culture. The employee is not hired for a job, but cast for a role in the show. Hired employees are called cast members, wear costumes not uniforms, and they play before an audience of guests, not a crowd of customers. When they are in a guest environment; they are onstage; when they are in an employee environment, he or she is backstage. Prior to any interview, Disney prescreens applicant by showing prospective employees a video prior to filling out an application. This provides an opportunity to opt out of the hiring process if they do not agree with Disney’s expectations regarding appearance, guidelines, or even having their own transportation. After being selected for a role, cast members spend their first day at Disney University where are taught, amongst Disney traditional values, that their roles are bigger than their jobs. The cast is charged with creating magic moments for its guests. Additionally, cast members are empowered to make the right decision and provide the right behavior for each guest he or she comes into contact with. Empowerment of the Disney cast begins with a service  theme of â€Å"creating happiness† for people. Disney then provides extensive training, ongoing communication, and dependable support systems to help the cast make the right decisions in each guest encounter. Cast members uphold the standards of courtesy, efficiency, safety and show, along with aligning personal values, traits and behavior with those of the organization. Disney has 10 management principles in place that have contributed to the success of the company. These principles are: (1) Make Everyone’s Dreams Come True, (2) You Better Believe It, (3) Never a Customer, Always a Guest, (4) All for One and One for All, (5) Share the Spotlight, (6) Dare to Dare, (7) Practice, Practice, Practice, (8) Make Your Elephant Fly, (9) Capture the Magic with Storyboards, and (10) Give Details Top Billing (Capodagli and Jackson, 1999). Although all these are an integral part of the company, the first, fourth, and seventh principles are significant for employee motivation. â€Å"Make Everyone’s Dream Come True,† outlines the importance of allowing members of the organization to dream and develop his or her creative talents (Capodagli and Jackson, 1999). Disney encourages creativity in all its employees. This encourages participation and is credited with a decreased turnover rate as compared to the industry’s competitors (Capodagli and Jackson, 1999. The fourth principle, â€Å"All for One and One for All,† highlights the importance of teamwork and empowerment of the employees. Teamwork is described as a method of fostering intense loyalty, enthusiasm and commitment. Because the focus at the Disney Company is to make sure that each guest has a memorable and pleasant experience, it doesn’t matter whose â€Å"job† is to pick up a piece of trash. It becomes everyone’s responsibility (Capodagli and Jackson, 1999). The seventh principle, â€Å"Practice, Practice, Practice† outlines the importance of formal and continuous training (Capodagli and Jackson, 1999). Initially, Disney’s initial training programs covered only the very basic essentials to keep operations going. During those early years, the training consisted of a  first-day orientation, with some on-the-job training and a few recreational programs for employees. As Disney began to grow, more emphasis on training and the total employee environment was needed. Disney University’s challenge is to offer employees the finest working environment possible. To meet this challenge Disney training programs had to be executed in an effort to show interest and concern for the growth of the employees and the Disney organization. The name â€Å"Disney University† extends well beyond training and education implications (Cook, 1974). More than training is included at the university. The university feels a responsibility to the whole person; the university helps employees achieve their goals as the organization achieves its goals. A very important responsibility of the Disney University is the preservation of Walt Disney’s motivational philosophies and traditions. The university staff is concerned not only with an employee’s education and development, but also with his or her motivation, morale, communication and physical working atmosphere. The university also provides social and recreational activities for the employee. The Disney web site states: â€Å"The Company has a tradition of innovation and creativity that is the result of hiring and motivating diverse employees with a wide range of talents† (Walt Disney Company, 2008). The Walt Disney Company wants to empower its cast; to do this they start with committed leaders at the top who are willing to set examples. Disney applies the concept of cross servicing during peak hours. During these periods, supervisors and managers set aside their normal duties and help the cast in all other areas of the operation, including; food service, janitorial service, ticketing and guest assistance at all attractions. The cross-servicing concept allows cast members to see management in action and provides an extraordinary opportunity to model good behaviors and appropriate job/people skills. Every year, The Walt Disney Company holds service awards dinners at its theme parks around the world. All the company vice presidents are in attendance, and Disney employees receive plaques, jewelry and other merchandise  depending on their years of service. â€Å"When we hear of an employee doing something special, we bring it to the attention of Michael Eisner and he personally sends them a letter of thanks† (Alonzo, 1994). Every Christmas, the Walt Disney Company opens Disneyland for employees and families only with executives running the park. Disney provides a broad spectrum of recreational, social, cultural and special activities for employees and their families. These activities include sport programs of all types, theater workshops, community services, special employee-only visits to the â€Å"Magic Kingdom,† film festivals and previews, various travel and entertainment programs, and comfortable break and eating areas for employees. Employees are also provided with housing assistance, doctor and dentist referrals, and a variety of merchants who offer discounts to Disney employees (Cook, 1974). Employees (or Cast Members as they are commonly referred to) are afforded a wide range of benefits such as health, dental and life insurance packages. Cast members are also given complimentary theme park passports allowing them to access any of the Disney parks at no charge as well as Cast Member discounts on products and merchandise. Disney associates are also reimbursed for education, receive stock options and are eligible for service awards. Those with children who live near Anaheim or Orlando can take advantage of the childcare centers while they go to work. The many benefits motivate employees and form a good basis for employee retention. Disney incorporates distinctive values in it workplace. Innovation, quality, community, storytelling, optimism and decency are the foreground to its success. These core values resonate in very product Disney produces ensuring the consumer receives the highest quality entertainment product available. In 2006 Disney ranked number one on the BusinessWeek’s â€Å"best places to launch a career† (Disney 2006, Business Week). Disney’s strong on-campus recruiting, solid benefits and collaborative culture helped put the entertainment giant at the head of the Business Week ranking, which identifies top employers for new college graduates. At Disney, life is fun. People who come to enjoy Disney products are having fun and therefore, those providing these products and services should also be having fun – and be in good spirits. It helps motivate the guests to have fun. When the guests have fun they come back; when they come back the company generates revenue. Walt Disney was able to transform his imagination into a living organism that attracts people from all over the world. This business has left a legacy for many generations and is still an attraction that our upcoming generations are looking forward to exhaust and live for their children. Walt Disney was a true genius. He was able to turn fantasies and stories into a booming business that appears will be never ending. Walt Disney recognized that â€Å"whatever we accomplish is due to the combined effort. The organization must be with you or you don’t get it done. In my organization there is respect for every individual, and we all have a keen respect for the public† (Disney Dreamer, 2008, 54) Walt Disney’s management philosophy holds true today. Disney is a model for success. The company’s proven methods for employee motivation leave little if any for improvement. The finely evolved practice of putting associates before profits has yielded abundance in popularity and name recognition for the organization all over the world. For the foreseeable future, it does appear that Walt Disney Company will continue to expand its business and remain profitable. This can be contributed to the ability of management to foster the spirit of employee creativity, innovation, and excellence that continues to underlie all the company’s success. References Alonzo, V. (1994). The more the merrier. Incentive, 168(6), 47. Retrieved February 22, 2008, from MasterFILE Premier database. Capodagli, B. and Jackson, L. (1999). The Disney Way: Harnessing the Management Secrets of Disney in Your Company. McGraw-Hill. Cook, M. (1974). What Can I Do For You?. Training and Development Journal, 28(9), 30. Retrieved February 22, 2008, from Academic Search Premier database. Corporate Disney. (2008, February). Disney Company History. Retrieved February 16, 2008 from http://corporate.disney.go.com/corporate/complete_history_1.htmlDisney Dreamer. (2008, February). Walt Disney quotes. Retrieved February 23, 2008 fromhttp://www.disneydreamer.com/walt/quotes.htmDisney Institute. (2008). Retrieved February 22, 2007 fromhttp://www.disneyinstitute.comHerzberg, F., Mausner, B., & Snyderman, B. (2007). Motivation to Work. Bloomsbury Business Library – Management Library, Retrieved February 23, 2008, from Business Source Complete database. The Walt Disney Company. (2008). Retrieved February 22, 2008 fromhttp://corporate.disney.go.com

Chemical Imbalance and Depression

Chemical Imbalance and Depression Melissa Creamer PSYC 3002- Developing a Psychology Perspective Project Draft – Persuasive Paper Capella University [email  protected] edu October 2012 Introduction According to some Psychologists, chemical imbalance can lead to depression and other mental illnesses. It is very unclear that depression is one of the possible symptoms of a chemical imbalance. However, chemical imbalance doesn’t lead to every kind of depression seen in the lives of many people. Admin,2012) Approximately five percent of the United States' population experiences a depressive episode that requires psychopharmacological treatment; in any one year, ten to twelve million Americans are affected by depression, with the condition twice as common in females than in males. (Ho, 2002) We all have chemical signals that are called neurotransmitters and they come in a variety of forms like Serotonin, Dopamine, and Norepinephrine. All three of these neurotransmitters pla y a very important role in maintaining normal mood, motivation and concentration.What is Serotonin? Serotonin acts as a neurotransmitter, a type of chemical that helps relay signals from one area of the brain to another. (Bouchez, 2007) In depressed brains, the Serotonin signal had been somehow weakened because of a chemical imbalance in the neurotransmitters. (Mukherjee, 2012) Low Serotonin levels are often attributed to anxiety, depression, panic attacks, insomnia, obesity, eating disorders, migraines, and alcohol abuse. (Integrative Psychiatry, 2012)Treatment for increasing levels of Serotonin in the brain are medication like Prozac, Zoloft, and Paxil.These medications are known to work by making more serotonin in the brain. (Carver, 2002) If we have too much Serotonin you will have this feeling of bliss and it can also produce a life threatening condition known as Serotonin Syndrome. To date there have been no recorded or documented studies proving that the brain levels of Serot onin or any neurotransmitter are in short supply when depression or any mental illness develops. (Bouchez, 2007) Serotonin can be measured in the blood but they are not sure that blood levels effect the brain’s level of Serotonin.The next neurotransmitter that is part of the brain is Dopamine. What is Dopamine? Dopamine is in the area of the brain that is considered to be the neurotransmitter of focus and attention. Dopamine relays impulses across the microscopic spaces, called synapses, which exist between adjacent nerves, thus allowing the propagation of messages from one nerve to the next. (Christensen, 2011) Low levels of Dopamine make concentration and focus very difficult, this is associated with Attention- Deficit- Hyperactivity- Disorder. Carver, 2002) If patients are found to have low levels of Dopamine, you will be prescribed medication that actually slows down the hyperactive by increasing Dopamine boasting the level into normal range allowing them to focus and pay attention. Researchers say that if a patient is found to have prolonged exposure to Dopamine, patients are more apt to  abuse drugs. Most addictive drugs, such as cocaine and  amphetamines, directly or indirectly raise dopamine levels, and the chemical plays a major role in drug-induced highs. WebMD, 2005) The next neurotransmitter that is part of the brain is Norepinphrine. What is Norepinphrine? Norepinephrine is the neurotransmitter often associated with the flight or fight response to stress. Norepinephrine also functions hormones in the body. Low levels of Norepinephrine are associated with a loss of alertness, poor memory, and depression. (Carver, 2002) It has been found that low levels of norepinephrine are in ADHD and depression patients. If the levels are two high patients may feel fatigue, have muscle cramps and a sense of being on edge.Almost all anxiety disorders involve norepinephrine elevations. (Carver, 2002) Psychiatrists would treat low levels of norepinephrine with newer antidepressants like Effexor and Serzone. Treatment of high levels of norepinephrine the psychologist would prescribe GABA, also known as Gamma-Aminobutyric Acid. Summary and Conclusion As I stated in my debate it is very clear that depression is one of the possible symptoms of chemical imbalance. However, chemical imbalance doesn’t lead to every kind of depression seen in the lives of many people. Admin, 2012) Not all medication has the same dosage. There are many different types of medication that you can have prescribed if your brain is low or has high neurotransmitters such as Serotonin, Dopamine, and Norepinephrine. If you feel like you are depressed go and see a Psychologist, so the correct medication can be prescribed to you. References Admin (2012). Is  depression  caused by chemical imbalance in the brain? Retrieved from http://smartsdepression. com/2012/04/27/is-depression-caused-by-chemical-imbalance-in-the-brain. Bouchez, Colette, (2007).Serotonin: 9 Questions and Answers. Article is a WebMD feature. Retrieved from http://www. webmd. com/depression/features/serotonin. Carver, Joseph MD, (2002). The â€Å"Chemical Imbalance† in mental health problems. Retrieved from http://www. drjoecarver. com/clients/49533/file/chemical%20imbalance. html. Christensen, Stephen, (2011). Depression treatment with dopamine. Retrieved from http://www. livestrong. com/article/362623-depression-treatment-with-dopamine/. Ho, Kathryn, (2002). Serotonin ; Depression. Retrieved from http://serendip. brynmawr. du/bb/neuro/neuro99/web3/ho. html Integrative psychiatry, (2012). Serotonin. Retrieved from http://integrativepsychiatry. net/serotonin. html. Mukherjee, Siddhartha, (2012). Post-Prozac Nation. The Science and History of Treating Depression. Retrieved from http://www. nytimes. com/2012/04/22/magazine/the-science-and-history-of-treating-depression. hmtl. WebMD, (2005). Dopamine  may play new role in  depression. Article is from WebMD new s archive. Retrieved from http://www. webmd/depression/news/20050728/dopamine-may-play-new-role-in-depression. .

Fetal Alcohol Syndrome Essay Essays

Fetal Alcohol Syndrome Essay Essays Fetal Alcohol Syndrome Essay Essay Fetal Alcohol Syndrome Essay Essay Fetal intoxicant syndrome ( FAS ) is a set of physical and mental birth defects that can ensue when a adult female drinks intoxicant during her gestation. When a pregnant adult female drinks alcohol. such as beer. vino. or assorted drinks. so does her babe. Alcohol passes through the placenta right into the developing babe. The babe may endure womb-to-tomb harm as a consequence. FAS is characterized by encephalon harm. facial malformations. and growing shortages. Heart. liver. and kidney defects besides are common. every bit good as vision and hearing jobs. Persons with FAS have troubles with acquisition. attending. memory. and job resolution. Fetal Alcohol Spectrum Disorders ( FASD ) is an umbrella term depicting the scope of effects that can happen in an single whose female parent drank intoxicant during gestation. These effects may include physical. mental. behavioural. and/or larning disablements with possible womb-to-tomb deductions. The term FASD is non intended for usage as a clinical diagnosing. FASD covers other footings such as: Fetal intoxicant syndrome ( FAS ) – the lone diagnosing given by physicians. : Alcohol-related neurodevelopmental upset ( ARND ) – reserved for persons with functional or cognitive damages linked to antenatal intoxicant exposure. including reduced caput size at birth. structural encephalon abnormalcies. and a form of behavioural and mental abnormalcies Alcohol-related birth defects ( ARBD ) – describes the physical defects linked to antenatal intoxicant exposure. including bosom. skeletal. kidney. ear. and oculus deformities Fetal intoxicant effects ( FAE ) – a term that has been popularly used to depict alcohol-exposed persons whose status does non run into the full standard for an FAS diagnosing What are the Statistics and Facts about FAS and FASD? FASD is the taking known preventable cause of mental deceleration and birth defects. FASD affects 1 in 100 unrecorded births or every bit many as 40. 000 babies each twelvemonth. An single with foetal intoxicant syndrome can incur a life-time wellness cost of over $ 800. 000. In 2003. foetal intoxicant syndrome cost the United States $ 5. 4 billiondirect costs were $ 3. 9 billion. while indirect costs added another $ 1. 5 billion. Children do non outgrow FASD. The physical and behavioural jobs can last for a life-time. FAS and FASD are found in all racial and socio-economic groups. FAS and FASD are non familial upsets. Womans with FAS or affected by FASD have healthy babes if they do non imbibe intoxicant during their gestation. Can I imbibe alcohol when I am pregnant? No. Make non imbibe intoxicant when you are pregnant. When you drink alcohol. such as beer. vino. or assorted drinks. so does your babe. Alcohol is a substance known to be harmful to human development. When it reaches the blood supply of the babe. it can do lasting defects to the major variety meats and cardinal nervous system. Is at that place any sort of intoxicant that is safe to imbibe during gestation? No. Drinking any sort of intoxicant can ache your babe. Alcoholic drinks can include beer. vino. spirits. vino ice chests. or assorted drinks. What if I am pregnant and have been imbibing? If you drank alcohol before you knew you were pregnant. halt imbibing now. Anytime a pregnant adult female stops imbibing. she decreases the hazard of injury to the babe. If you are seeking to acquire pregnant. make non imbibe intoxicant. You may non cognize you are pregnant right off. What if I drank during my last gestation and my babe was all right? Every gestation is different. Drinking intoxicant may ache one babe more than another. You could hold one kid that is born healthy and another kid that is born with jobs. What if a friend. spouse. partner or household member is imbibing while pregnant? Many adult females are incognizant of the effects of imbibing during gestation. Some adult females believe vino or beer is non alcohol. In many instances. she may be enduring from alcohol addiction. She may necessitate to cognize what effects alcohol can hold on the babe. She besides may necessitate assist acquiring into intervention. In such instances. you should reach a intervention professional at a local dependence centre for advice on how to assist. hypertext transfer protocol: //www. nofas. org/faqs. aspx? id=5 Copyright 2001-2004 National Organization on Fetal Alcohol Syndrome An individual’s topographic point. and success. in society is about wholly determined by neurological operation. A neurologically injured kid is unable to run into the outlooks of parents. household. equals. school. calling and can digest a life-time of failures. The largest cause of neurological harm in kids is antenatal exposure to alcohol. These kids grow up to go grownups. Often the neurological harm goes undiagnosed. but non unpunished. Fetal Alcohol Syndrome ( FAS ) . Fetal Alcohol Effects ( FAE ) . Partial Fetal Alcohol Syndrome ( pFAS ) . Alcohol Related Neurodevelopmental Disorders ( ARND ) . Inactive Encephalopathy ( intoxicant exposed ) ( SE ) and Alcohol Related Birth Defects ( ARBD ) are all names for a spectrum of upsets caused when a pregnant adult female consumes alcohol. There are schemes that can work to assist the kid with an FASD compensate for some troubles. Early and intensive intercession and tutoring can make admirations. but the demand for a supportive construction is lasting. Surveies on dependence in Ontario have shown about a 10 – 12 % alcohol dependence rate among grownups. with another 20 % imbibing to a degree that places them at high hazard. Legally intoxicated is defined as a Blood Alcohol Level of. 08 % . A 100 pound ( 45 kilogram ) female devouring 5 standard drinks ( A drink equals a 12 oz. regular beer. 1 oz. shooting of 100 cogent evidence spirits. 1. 5 oz. shooting of 80 cogent evidence spirits. or 4 oz. glass of regular table vino ) will make a BAL of. 25 % – three times the legal bound. BAL reduces. 01 % per hr. The Statistics Canada. Canadian Community Health Survey. 2000/01 found that: 6. 8 % of misss ages 12 to 14 19. 8 % of girls age 12 to 19 26. 0 % ages 20 to 24 19. 9 % ages 20 to 34 consumed 5 or more drinks on each juncture 12 or more times per twelvemonth. An extra: 32. 2 % ages 15 to 34 13. 8 % of misss ages 12 to 14 consumed 5 or more drinks on each juncture 1 to 11 times per twelvemonth. Copyright  © 2005 Journals and Procedural Research Branch Office of the Legislative Assembly of Ontario. Toronto. Ontario. Canada. Most misss are 2 to 3 months pregnant before they find out. Give the premier childbirth age scope. the odds are really high that approximately 20 % of babes have been exposed to multiple orgies in high degrees of intoxicant in the first trimester. before the miss even knew she was pregnant. It is Party Hearty Time. The huge bulk of these misss are NOT alkies. About 50 % of gestations are unplanned. â€Å"If you are imbibing. remain out of the backseat every bit good as the driver’s place! † Maternal prenatal intoxicant ingestion even at low degrees is adversely related to child behaviour. The consequence was observed at mean exposure degrees every bit low as 1 drink per hebdomad. The Canadian Centre for Children’s Research at McMaster University Hospitals ( Hamilton Ontario ) states that 20 % of Canadian kids have serious mental wellness issues. Typical of school boards in Canada. a major southwesterly Ontario School Board ( urban / rural mix ) with 28. 000 Elementary and Secondary School pupils. has 6. 000 pupils having services from the Particular Education Department. Of the 6. 000. merely 250 are classified as â€Å"Gifted† with the balance holding important disablements ( 20. 6 % ) . While non all the persons with disablements are identified as the disablements holding been caused by antenatal exposure to alcohol. the huge bulk of the disablements are of types known to be caused by antenatal intoxicant exposure. FASD is so grossly under-reported that the FAS statistics are about meaningless. There are really few physicians who have received any preparation in naming FASD and most prefer to utilize â€Å"non-judgmental† diagnosings such as ADD. ADHD. LD. MR. RAD. ODD. Bi-Polar. Tourette’s. etc. . These â€Å"diagnoses† don’t connote the female parent has done something that could hold affected her babe during gestation. However. they can besides take to inappropriate intervention and a life-time of hurting. Failure to place the existent beginning can take to more kids being born with the same issues to the same female parents and the rhythm go oning into the following coevals – FASD kids holding FASD babes. Alcohol. endocrines. a vellication in the kilt. hapless impulse control and inability to foretell effects are a deathly combination. Accidents cause people. FASD is non a threshold status. It is a continuum runing from mild rational and behavioral issues to the extreme that frequently leads to profound disablements or premature decease. â€Å"Denial† is non merely a river in Egypt. Alcohol as a Teratogen on the Baby? hypertext transfer protocol: //www. acbr. com/fas/ . Problem: Fetal Alcohol Syndrome ( FAS ) is a form of mental and physical defects which develops in some unborn babes when the female parent drinks excessively much intoxicant during gestation. A babe born with FAS may be earnestly handicapped and necessitate a life-time of particular attention. Some babes with alcohol-related birth defects. including smaller organic structure size. lower birth weight. and other damages. do non hold all of the authoritative FAS symptoms. These symptoms are sometimes referred to as Fetal Alcohol Effects ( FAE ) . Research workers do non all agree on the precise differentiations between FAS and FAE instances. Cause of the Problem: Alcohol in a pregnant woman’s blood stream circulates to the foetus by traversing the placenta. There. the intoxicant interferes with the ability of the foetus to have sufficient O and nutriment for normal cell development in the encephalon and other organic structure variety meats. Possible Fetal alcohol syndrome Symptoms: Growth lacks: little organic structure size and weight. slower than normal development and failure to catch up. The fact sheets below were developed by many different writers. In some instances. the fact sheets were placed on the web by a different organisation than the 1 that wrote the papers. However. all of the fact sheets are in the public sphere to promote broad distribution. You are free to copy and utilize these fact sheets. The undermentioned list of abbreviations was used to bespeak the beginning of the papers in the links provided on this page. Many of the sites listed contain extra information beyond the fact sheets that are listed on this page. We encourage you to research each site. hypertext transfer protocol: //www. good. com/user/woa/fsfas. htm RSmith:02-15-94 MISSOURI DEPARTMENT OF MENTAL HEALTH Division of Alcohol and Drug Abuse 1706 East Elm ; P. O. Box 687 Jefferson City. Missouri 65102 The undermentioned Fetal Alcohol Spectrum Disorders ( FASD ) are caused by imbibing intoxicant during gestation: Fetal alcohol syndrome: Fetal Alcohol Syndrome Symptoms include little head/body. facial features. encephalon harm FAE: Fetal Alcohol Effects Symptoms normally non seeable. such as behaviour upsets. attending shortages ARBD: Alcohol Related Birth Defects. Anomalies such as bosom defects. sight/hearing jobs. joint anomalousnesss. etc. ARND: Alcohol Related Neurodevelopmental Disorders Disorders such as attending shortages. behaviour upsets. obsessive/compulsive upset. etc. FASD: Fetal Alcohol Spectrum Disorders All of the upsets named above are contained in the spectrum. Full FAS comprises merely approximately 10 % of the spectrum. The other 90 % may hold fewer physical symptoms but are at greater hazard for developing serious secondary conditions subsequently. ( Streissguth. 1997 ) FAS is the taking cause of mental deceleration in western civilisation. But†¦ Most individuals with FAS have an IQ in the normal scope. ( Streissguth. 1997 ) . The incidence of Fetal Alcohol Syndrome in America is 1. 9 instances per 1. 000 births ( 1/500 ) . Incidence of babes with disablements ensuing from antenatal intoxicant exposure: 1/100! FAS/FAE is a major wellness issue in western civilisation today. More American babes are born with FAS than with Down Syndrome. MD. and HIV combined. â€Å"Alcohol causes more neurological harm to the developing babe than any other substance. † Lecture Summary Fetal intoxicant syndrome is among the most common known causes of mental deceleration and as such. it is a major public wellness job. The intent of this talk is to supply a basic overview of what we know about the effects of antenatal intoxicant exposure. It is surely non intend to be comprehensive but instead to give a wide overview of current cognition in the country. and of ongoing homo and animate being research in the country. Heavy antenatal intoxicant exposure can ensue in the foetal intoxicant syndrome and both alterations in encephalon construction and behaviour have been reported in these kids. Importantly. current informations indicate that persons exposed to heavy doses of intoxicant in utero. but without the facial features of FAS. can besides endure from similar encephalon and behavioural alterations. Animal theoretical accounts have proven to be an first-class research tool in this field. as there appears to be good harmony between the animate being and human informations. The carnal theoretical accounts provide a agency to analyze mechanisms of intoxicant harm. to command for factors non possible in most human surveies. and to assist reply of import clinical inquiries. Fetal intoxicant effects are preventable. and every kid born with a defect related to antenatal intoxicant exposure indicates a failure of the wellness attention system. Lecturer Dr. Ed Riley hypertext transfer protocol: //rsoa. org/lectures/07/index. hypertext markup language Background Fetal intoxicant syndrome is among the most common known causes of mental deceleration and as such. it is a major public wellness job. The intent of this talk is to supply a basic overview of what we know about the effects of antenatal intoxicant exposure. It is surely non intend to be comprehensive. For more elaborate overview. the undermentioned mentions might be helpful. It is of import to retrieve that as the female parent consumes intoxicant and her blood intoxicant degree rises. that intoxicant is freely traversing the placenta and the embryo or foetus is being exposed to the same blood intoxicant degrees. Mentions Stratton. K. . Howe. C. . A ; Battaglia. F. ( 1996 ) . Fetal intoxicant syndrome: Diagnosis. epidemiology. bar. and intervention. Washington. DC: National Academy Press. Streissguth. A. P. ( 1997 ) . Fetal Alcohol Syndrome: A Guide for Families and Communities. Baltimore: Paul H. Brookes Publishing Co. Background Fetal intoxicant syndrome is among the most common known causes of mental deceleration and as such. it is a major public wellness job. The intent of this talk is to supply a basic overview of what we know about the effects of antenatal intoxicant exposure. It is surely non intend to be comprehensive. For more elaborate overview. the undermentioned mentions might be helpful. It is of import to retrieve that as the female parent consumes intoxicant and her blood intoxicant degree rises. that intoxicant is freely traversing the placenta and the embryo or foetus is being exposed to the same blood intoxicant degrees. Mentions Stratton. K. . Howe. C. . A ; Battaglia. F. ( 1996 ) . Fetal intoxicant syndrome: Diagnosis. epidemiology. bar. and intervention. Washington. DC: National Academy Press. Streissguth. A. P. ( 1997 ) . Fetal Alcohol Syndrome: A Guide for Families and Communities. Baltimore: Paul H. Brookes Publishing Co. Background What each of these documents described was a common set of characteristics that could happen in the progeny of female parents who drank to a great extent during their gestations. This configuration of characteristics was named the Fetal Alcohol Syndrome in 1973 by Jones and co-workers. In order to be diagnosed as holding FAS. the single MUST run into all three standards. There is a specific form of facial anomalousnesss. which will be shown shortly. There is pre and or postpartum growing lack. Normally the kids are born little ( 7drinks/week – 5 or more drinks per juncture ) . The information on the left side of the slide come from Louise Floyd of the CDC. The first four surveies were sponsored by the CDC and the other two estimations on the left side come from the IOM study ( Stratton. 1996 ) . AI/AN stands for American Indian/Alaska Native. The Numberss on the right side are from a recent survey by Sampson et Al. . ( 1997 ) . They demonstrated rates of FAS of at least 2. 8/1000 unrecorded births in Seattle. 4. 6/1000 in Cleveland. and between 1. 3 and 4. 8/1000 in Roubaix. France. Interestingly. in this survey they estimate the prevalence in Seattle for FAS and ARND at 9. 1/1000 births. This would intend that about 1 in every 100 kids is affected by antenatal intoxicant exposure. The last figure from South Africa is from recent work done by Phil May and co-workers. Mentions Egeland G. Perham-Hester KA. Gessner BD. Ingle D. Berner JE. Middaugh JP. Fetal Alcohol Syndrome in Alaska. 1977 through 1992: An administrative prevalence derived from multiple informations beginnings. American Journal of Public Health. 1998. 88 ( 5 ) : 781-786. Aberdeen IHS Area ( 1995 ) MMWR. vol 44 ( # ) :253-261. BDMP ( 1995 ) : MMWR Vol. 44 ( 13 ) :249-253. Atlanta. Ga. ( 1997 ) MMWR Vol. 46 ( 47 ) : 1118-1120. Sampson. P. D. . Streissguth. A. P. . Bookstein. F. L. . Little. R. E. . Clarren. S. K. . Dehaene. P. . Hanson. J. W. . A ; Graham. J. M. . Jr. ( 1997 ) . Incidence of foetal intoxicant syndrome and prevalence of alcohol-related neurodevelopmental upset. Teratology. 56 ( 5 ) . 317-326. Stratton. K. . Howe. C. . A ; Battaglia. F. ( 1996 ) . Fetal intoxicant syndrome: Diagnosis. epidemiology. bar. and intervention. Washington. DC: National Academy Press. Institute of Medicine: 1996 Clinic-based ( page 89 ) . American Indian/Alaskan Native ( page 88 ) May. P. . Viljoen. D. . Gossage. J. . Brooke. L. . Croxford. J. ( 1999 ) . An epidemiological analysis of informations from kids with foetal intoxicant syndrome and controls in Wellington. South Africa. Alcoholism: Clinical and Experimental Research. 23 ( 5 ) . 110A. May. P. . Viljoen. D. . Gossage. J. . Brooke. L. . Croxford. J ( 1999 ) . An update on the maternal hazard factors associated with the prevalence of foetal intoxicant syndrome in Wellington. South Africa. Alcoholism: Clinical and Experimental Research. 23 ( 5 ) . 91A Background It must be stressed that the facial features fundamentally define FAS. Without these facial characteristics. one can non be diagnosed with FAS. In peculiar. the discriminating characteristics are short palpebral crevices ( the length of the oculus gap ) . a level midface. an indistinct or level philtrum ( the ridge under the olfactory organ ) . and a thin upper scarlet ( lip ) . While each of these can happen in a assortment of upsets. the combination of these characteristics appears to be consistent with heavy antenatal intoxicant exposure. Children with FAS can besides hold other facial characteristics. such as epicanthal creases ( bantam creases of tissues along the oculus gap ) . a low nasal span. an developing jaw and minor ear anomalousnesss. These persons can besides hold a assortment of associated characteristics. Heart defects. skeletal anomalousnesss. altered palmar folds ( those folds on your custodies ) . and urogenital anomalousnesss are among the anomalousnesss found more often in FAS. Reference Streissguth. A. P. ( 1994 ) . A long-run position of FAS. Alcohol Health A ; Research World ( Vol. 18. pp. 74-81 ) . image Facies in foetal intoxicant syndrome Background The encephalon on the left was obtained from a 5-day-old kid with FAS while the encephalon on the right is a control. The effects are obvious. The encephalon on the left suffers from microencephaly ( little encephalon ) and migration anomalousnesss ( nervous and glia cells did non migrate to their proper location in the encephalon. but alternatively many of them merely migrated to the top of the cerebral mantle ) . Although it can non be seen here. there is besides agenesia of the principal callosum and the ventricles are dilated. The principal callosum is the major fibre piece of land linking the two hemispheres of the encephalon ( more on this later ) . Major findings of other necropsies of kids with FAS have found microcephalus. hydrocephalus. intellectual dysgenesis. neuroglial heterotopias. principal callosum anomalousnesss. ventricle anomalousnesss. and cerebellar anomalousnesss. It must be pointed out. nevertheless. that these necropsies have typically been conducted merely on the most terrible instances. since these kids frequently have adequate jobs that they do non last. The interested reader on the pathological alterations that occur in FAS is referred to the undermentioned articles. Mentions Clarren. S. K. ( 1986 ) . Neuropathology in foetal intoxicant syndrome. In J. R. West ( Ed. ) . Alcohol and Brain Development ( pp. 158-166 ) . New York: Oxford University Press. Roebuck. T. M. . Mattson. S. N. . and Riley. E. P. ( 1998 ) . A reappraisal of the neuroanatomical findings in kids with foetal intoxicant syndrome or antenatal exposure to alcohol. Alcoholism: Clinical and Experimental Research. 22 ( 2 ) . 339-344. Image encephalon harm ensuing from antenatal intoxicant Background The image on the left is a normal midsaggital MRI scan of the human encephalon with the cerebrum and cerebellum pointed out. The information on the right show the decrease in size of the these two countries in kids with FAS and PEA. PEA stands for Prenatal Exposure to Alcohol. and includes kids with known histories of heavy antenatal intoxicant exposure. but who lack the characteristics necessary for a diagnosing of FAS. As can be seen. the extent of decrease in the volume of both the cerebrum and cerebellum is important. While the PEA group shows a decrease in volume. with these sample sizes. this is non a important difference. Other encephalon imaging surveies indicate disproportional size decreases in the basal ganglia. cerebellum. and corpus callosum. The informations are presented as per centum of normal matched controls. References Mattson. S. N. . Jernigan. T. L. . A ; Riley. E. P. ( 1994a ) . MRI and antenatal intoxicant exposure. Alcohol Health A ; Research World. 18 ( 1 ) . 49-52. Archibald. S. L. . Fennema-Notestine. C. . Gamst. A. . Riley. E. P. . Mattson. S. N. . and Jernigan. T. L. ( submitted. 2000 ) . Brain dysmorphology in persons with terrible antenatal intoxicant exposure. image alteration in encephalon size Background One anomalousness that has been seen in FAS is agenesia of the principal callosum. While non common. it occurs in FAS instances ( ~6 % ) more often than in the general population ( 0. 1 % ) or in the developmentally handicapped population ( 2-3 % ) . In fact it has been suggested that FAS may be the most common cause of agenesia of the principal callosum. In the top left image. is a control encephalon. The other images are from kids with FAS. In the top center the principal callosum is present. but it is really thin at the posterior subdivision of the encephalon. In the upper right the principal callosum is basically losing. The bottom two images are from a 9 twelvemonth old miss with FAS. She has agenesia of the principal callosum and the big dark country in the dorsum of her encephalon above the cerebellum is a status known as coprocephaly. It is basically empty infinite. Most kids with FAS do hold a principal callosum. although it may be reduced in size. The decrease in size occurs chiefly in the forepart and rear parts ( knee and splenium ) . One interesting point is that this same form of decrease in the knee and splenium has been found in ADHD kids. The behavioural jobs seen in FAS often are similar to those seen in ADHD. References Mattson. S. N. . Jernigan. T. L. . A ; Riley. E. P. ( 1994a ) . MRI and antenatal intoxicant exposure. Alcohol Health A ; Research World. 18 ( 1 ) . 49-52. Mattson. S. N. . A ; Riley. E. P. ( 1995 ) . Prenatal exposure to alcohol: What the images reveal. Alcohol Health A ; Research World. 19 ( 4 ) . 273-277. Riley. E. P. . Mattson. S. N. . Sowell. E. R. . Jernigan. T. L. . Sobel. D. F. . A ; Jones. K. L. ( 1995 ) . Abnormalities of the principal callosum in kids prenatally exposed to alcohol. Alcoholism: Clinical and Experimental Research. 19 ( 5 ) . 1198-1202. Background There have been over a twelve retrospective surveies of kids with FAS ( entire N = 269 ) . Overall. these surveies. such as the Seattle surveies or surveies out of Germany. reported an overall mean IQ of 72. 26 ( scope of agencies = 47. 4-98. 2 ) . The information presented here were collected in San Diego. CA as portion of a undertaking at the Center for Behavioral Teratology. The average IQ public presentations of kids with FAS were compared to alcohol-exposed kids with few if any characteristics of FAS. All kids in this survey were exposed prenatally to high sums of intoxicant. nevertheless merely the FAS group displayed the craniofacial anomalousnesss and growing shortages associated with the diagnosing. The other group was designated as holding antenatal exposure to alcohol ( PEA ) and had documented exposure to high degrees of intoxicant but were non dysmorphic. microcephalic. or growth-retarded. In comparing to normal controls. both groups of alcohol-exposed kids displayed important shortages in overall IQ steps every bit good as shortages on most of the subtest tonss. While the PEA topics normally obtained marginally higher IQ tonss than those with FAS. few important differences were found between the two alcohol-exposed groups. These consequences indicate that high degrees of antenatal intoxicant exposure are related to an increased hazard for shortages in rational operation and that these shortages can happen in kids without all of the physical characteristics required for a diagnosing of FAS. Our PEA topics may be slightly similar to persons identified by other groups as holding FAE. nevertheless persons with PEA show few if any of the facial characteristics of FAS. and are non growing retarded or microcephalous. Mentions Streissguth AP. Aase JM. Clarren SK. Randels SP. LaDue RA. Smith DF ( 1991 ) . Fetal intoxicant syndrome in striplings and grownups. Journal of the American Medical Association 265:1961-1967. Mattson. S. N. . Riley. E. P. . Gramling. L. . Delis. D. C. . and Jones. K. L. ( 1997 ) . Heavy antenatal intoxicant exposure with or without physical characteristics of foetal intoxicant syndrome leads to IQ shortages. Journal of Pediatrics. 131 ( 5 ) . 718-721. Mattson. S. N. and Riley. E. P. ( 1998 ) . A reappraisal of the neurobehavioral shortages in kids with foetal intoxicant syndrome or antenatal exposure to alcohol. Alcoholism: Clinical and Experimental Research. 22 ( 2 ) . 279-294. image general rational public presentation Background. This was a survey of a wide scope of neuropsychological trials. such as: The Wide Range Achievement Test- which assesses academic accomplishments. the Peabody Picture Vocabulary Test and the Boston Naming test-both appraisal of basic linguistic communication operation. the California Verbal Learning Test-a list acquisition and memory trial. the Visual-Motor Integration Test which measures basic visual-perceptual accomplishments. the Grooved Pegboard test-a trial of fine-motor velocity and coordination. and the Children’s Category Test-a step of gestural acquisition. Along the x-axis are the trials included in the battery ; for comparing intents. all tonss were converted to standard tonss with a mean of 100 and an SD of 15. Children with FAS or PEA showed shortages in comparing to controls and they were really similar to each other. There does look to be some indicant that the gestural steps ( on the right of the slide ) are non every bit impaired as the verbal and academic steps. which are on the left and centre of the slide. The return place message is that kids with FAS and those exposed to high sums of intoxicant. but without the features required for a diagnosing of FAS. are likewise impaired. The FAS kids tend to be a spot worse than the PEA kids. but the form of behavioural deificits is reasonably similar over a broad scope of trials. References Mattson. S. N. . Riley. E. P. . Gramling. L. . Delis. D. C. . A ; Jones. K. L. ( 1998 ) . Neuropsychological comparing of alcohol-exposed kids with or without physical characteristics of foetal intoxicant syndrome. Neuropsychology. 12 ( 1 ) . 146-153. image neuropsychological performanceBackground In add-on to the abilities already discussed. a few surveies have documented other specific neuropsychological shortages in persons with FAS. Children with antenatal intoxicant exposure. with and without FAS. have demonstrated assorted shortages on steps of executive operation. These steps have revealed jobs in countries such as planning ( tower task-shown above ) . cognitive flexibleness ( trails trial ) . suppression ( stroop trial ) . and concept formation and logical thinking ( word context trials ) . Generally. public presentation on these steps is characterized by increased mistakes and more trouble adhering to regulations. Therefore. kids are less successful overall. For illustration. on the tower step shown above ( Tower of California-similar to Tower of London ) . kids with FAS and PEA passed fewer points overall and made more regulation misdemeanors than controls. The lone two regulations were to neer put a larger piece on top of a smaller one and to travel merely one piece at a clip. As can be seen the intoxicant exposed kids had many more rule misdemeanors. In add-on. shortages have been found on the WCST ( Wisconsin Card Sort Test ) . a gestural step of job resolution. The WCST trial requires both job resolution and cognitive flexibleness and has been proposed to be sensitive to frontal system disfunction. This trial is a gilded criterion in the step of executive operation in physiological psychology. Children with antenatal exposure to alcohol made more mistakes and had more trouble with the conceptual nature of the undertaking than controls. New informations indicate that they have problem identifying and specifying constructs. Finally. trials of planning ability are besides thought to be sensitive to frontal systems disfunction although few such surveies have been done in persons with FAS. On the Progressive Planning Test which is similar to the Tower of London trial kids with FAS/FAE had trouble with be aftering in front and tended to perseverate on wrong schemes. So far the consequences could be summarized as: 1 ) Heavy antenatal intoxicant exposure is associated with a broad scope of neurobehavioral shortages including visuospatial operation. verbal and gestural acquisition. and executive working 2 ) Heavy antenatal intoxicant exposure causes microcephaly and disproportional decreases in the principal callosum. basal ganglia. and cerebellum 3 ) Child with and without physical characteristics of the foetal intoxicant syndrome show qualitatively similar shortages References Carmichael O. H. . Feldman JJ. Streissguth AP. Gonzalez RD: Neuropsychological shortages and life accommodation in striplings and grownups with foetal intoxicant syndrome. Alcoholism: Clinical and Experimental Research 16:380. 1992 Kodituwakku PW. Handmaker NS. Cutler SK. Weathersby EK. Handmaker SD: Specific damages in self-regulation in kids exposed to alcohol prenatally. Alcoholism: Clinical and Experimental Research 19:1558-1564. 1995 Mattson. S. N. . Goodman. A. M. . Caine. C. . Delis. D. C. . A ; Riley. E. P. ( 1999 ) . Executive operation in kids with heavy antenatal intoxicant exposure. Alcoholism. Clinical and Experimental Research. 23 ( 11 ) . 1808-1815. Background Secondary disablements are those disablements that the person is non born with. and hopefully with appropriate intercession could be ameliorated. This slide illustrates the extent of these secondary disablements as a map of age. These are persons with FAS and FAE. As can be seen over 90 % of these persons have mental wellness jobs and approximately 50 % of those over the age of 12 have disrupted school experiences. problem with the jurisprudence. which is often terrible plenty to necessitate parturiency. They besides engage in comparatively high rates of inappropriate sexual behaviour and a important figure have alcohol and drug maltreatment jobs. Interestingly. the factors that are protective against these secondary disablements are: Being raised in a stable. nurturant place. diagnosing before the age of 6. no sexual or physical maltreatment. non altering families every few old ages. non populating in a hapless quality place. and having Developmental Disabilities services. Mentions Streissguth. A. P. . Barr. H. M. . Kogan. J. . A ; Bookstein. F. L. ( 1996 ) . Concluding Report: Understanding the happening of secondary disablements in clients with foetal intoxicant syndrome ( FAS ) and foetal intoxicant effects ( FAE ) . Seattle. WA: University of Washington Publication Services. Image secondary disablements Background. Much of what we know about FAS and the effects of antenatal intoxicant exposure is the consequence of work on carnal theoretical accounts. After FAS was identified it became of import to show that the effects were so the consequence of intoxicant exposure and non due to factors such as other drugs. maternal conditions. or nutritionary variables. The development of appropriate carnal theoretical accounts was really of import in this respect. Models were developed for measuring physical characteristics of FAS every bit good as the behavioral. neuroanatomical. and neurochemical profiles of antenatal intoxicant exposure. The ideal trial animate being would absorb. metabolise and extinguish intoxicant similar to human. conveyance intoxicant and metabolites across.