My Formula for Achieving Success in College - Free Essay Example

Sample details Pages: 3 Words: 1006 Downloads: 1 Date added: 2017/09/16 Category Education Essay Type Argumentative essay Did you like this example? My Formula for Achieving Success in College Achieving success in college is something every college student is worried about. Success is a choice and in order for someone to get what they want they need to know what they want. Studying in college is a lot different than in high school. I study by reading a lot more than I ever have and I listen in class to make sure I remember whats been talked about in the lectures. I also type out study guides for all of my classes, which I dont think I ever did in high school until it got to final exam time. It is strange, but I find that I am studying less now that I am in college, but I am studying the more important stuff. I have figured out which information is important in a text book, and which information is just a waste of space in my memory. My overall study method: My study method is usually an early morning one. My mind is fresh and ready to learn in the morning and I usually dont have classes. I find that I do so much better if I up early and study a little bit of each class every day. It is so important for me to review everything as I go along. It is impossible to do well if I cram it all in last minute. I tried that strategy once, not well! My test study method: I make outlines, and write out the key terms. I look at my notes sometimes during the weeks before the test. I make sure that I have it all down the night before the test, and the next morning I get up for a 2 hour cram study session to get it fresh in my head for the test that day. It works for me most of the time, but I am not the best test taker in the world, I get too nervous! So I study as hard as I can and thats the best I can do as long as Ive tried my best. My time management secret: Keeping busy! I find that if I have nothing to do on a certain day, I am less likely t get things done. If I have a set schedule and a set place to be, I make sure I have things done in order to get the next project done or go to the next event I h ave for the day. My biggest secret is my PLANNER!! I would die without it! I write everything in it and cross it off when it’s done. It gives me a sense of accomplishment and makes me get things done and remember to do them. How I study for multiple exams: I designate times to study for each. I decide which subject needs more attention, and I focus more time on that one. I also take breaks in between. Nobody can study for 5 hours straight without going crazy! I have to get up and walk around, or go running, or paint my nails or something to give me a break from studying every once in a while. That way I will be totally focused when I am studying and not so tired and crazy that I dont understand what Im reading. It was a hard habit to break from high school! My overall study method: It depends on the test, but usually I try to study over several days. That is how I have been most successful. I dont do as well when I have just one or two massive study blocks! How Ive over come an initial bad grade: In a Math class, I got my first D on a test. It wasnt just a D it was a D and I didnt know what to do at first! I was so upset! It was my freshman year, but I thought about it afterwards and decided that Math just wasnt for me and I just wasnt good at it. As soon as I accepted that I wasnt going to be perfect in Math I just did my best and accepted the best grade I could get in the class, which was a C+. It was the only C I had ever gotten in my life so far, but I was proud of it because I worked so hard for it! I decided that I would be happy with my grades as long as I was working hard for them. My strategies for written assignments: These are my favorites!! I think brainstorming is the key to starting off a good written assignment. I think you have to lay your ideas down before you can make sense of what you are going to write. I also think that grammar is so important, and you have to make sure that you at least sound intelligent through what yo u write. How I succeed in team projects: Do your part to the best of your ability and motivate your teammates to want to do as well as you. Show them how much it means to you and maybe they will follow your lead. Dont do it all by yourself. Ive done this before and it is a lot of unnecessary stress that can be avoided by just making other want to help you. Figure out what motivates your team and make it fun for everyone to work together! My greatest academic success happened when I got a perfect score on a reading test and I got my name called out in class because it was the highest in the class. I had dropped reading the semester before because I was struggling so much. It was amazing to me the difference it made in the way it was taught that I understood it so well and succeeded! Here are my final words of wisdom for students who want to get better grades in college: Find a strategy that works for you and stick with it! Everyone is different. Don’t waste time! Our writers will create an original "My Formula for Achieving Success in College" essay for you Create order

Investigating the Effectiveness of the British Penal System

Investigating the Effectiveness of the British Penal System The Penal System: is the set of laws, and procedures that follow a conviction to a person, these are punishments including sentencing, community service and tagging. The British penal system is a system used in our country, which keeps crime and violence under control. It is a system, which has been set up for many years to try and help prevent crimes, to have justice and set victims free. Crime covers the range of controversy. For example rape, murder, paedophilia, GBH and there are many more types of crime. All of the horrific topics I just mentioned are crimes, each unforgivable in its own right, who does have the right to do any†¦show more content†¦Some criticism comes from the fact that we no longer have capital punishment, one of the main punishments that used to be carried out just over 30 years ago. 5 Aims of sentences PROTECTION: this aim states the fact that punishment will result in society being protected by one’s anti-social behaviour because it will most probably mean that the offender will have to serve an amount of time in prison therefore taken out of society and no longer a danger to society. This aim can be justified because it may even help offenders to protect themselves from re-offending. RETRIBUTION: this theory works on the basis that if somebody does something wrong then the punishment they should receive should be fitting for the crime they committed. A well known saying which explains this theory is, ‘An eye for an eye’. This quote, ‘An eye for an eye’, is a subjective viewpoint because it was once said by the Indian, Mahatma Gandhi once said, ‘An eye of an eye will only make the whole world blind. This is a very important quote because it states that the people who commit crimes should not receive punishments fitting to the crime they commit. I personally think that this quote should be taken in to account andShow MoreRelatedProblems of Police in Bangladesh4518 Words   |  19 Pagespolitical instability has often resulted imposition of emergency and declaration of military law undermining the legal regime of personal liberty. The impact of such political regime on the police system has been clearly reflected in maintaining th e law and order situation of Bangladesh. The criminal justice system of most Asian countries still demonstrate the colonial heritage because many of these countries including India, Pakistan and Bangladesh have been under colonial administration during the pastRead MoreCanada Should Focus More on Rehabilitation and Less on Retribution 3217 Words   |  13 Pages Society has long since operated on a system of reward and punishment. That is, when good deeds are done or a person behaves in a desired way they SP are rewarded, or conversely punished when behaviour does not meet the societal norms. Those who defy these norms and commit crime are often punished by organized governmental justice systems through the use of penitentiaries, where prisoners carry out their sentences. The main goals of sentencing include deterrence, safety of the public

Operations Research and Enterprise System

Question: Discuss about the Operations Research and Enterprise System. Answer: Introduction Enterprise systems refer to the large-scale application software collection that helps organization processes, the flow of information, reporting, and analysis of data to a great group. The enterprise application software systems can be modified and develop custom systems to backing specific organization requirements. In other words, from hardware approach enterprise systems are known as the servers, storage and associated that organization use as the basis for their information technology infrastructure (Pajk, et al., 2013). They are built on software platforms like SAPs NetWeaver and Oracles Fusion, and other databases. They are purposed to control a large volume of essential data about the business or organization. They are designed to scrutinize high level of transaction performance and data security. Enterprise systems for management refers to the enterprise-wide management of distributed systems influenced by network administration initiatives in telecommunications. The technol ogies include the application of assessing the management performance. The enterprise systems are used to maximize the productivity more efficiently through activity that correlates, automate system and forecast assessment of the organization performance (Roth DiBella, 2011). Large and small organizations implement enterprise systems and gain organization-wide access to business understanding, improve workers productivity and reduce the duplication of organization data. Similarly, the enterprise systems help the organization to minimize the cost of information technology and reduce the manual workforce. They enhance benefit such as the support of teamwork, an enhancement response to the marketplace, boost the worker's morale and greater employee collaboration and efficacy. Good examples of enterprise systems include enterprise resource planning, supply chain management, and customer relationship management (Ball, 2009). Customer relationship management. The CRM approach address the need to improve the sales departments productivity and make the management of the organizations consumers an excellent way to double the sales. A model is an approach to managing an organizations integration with current and future customers. The model also tries to give an overview of the data about clients history with a team. The history of the customer's help to enhance the organization relationships with their clients, mainly focusing on client retention and eventually driving sales growth. To the organization, the client relationship management impact on the compiling data forms a range of different communication channels, including a secure website, mails, marketing material, and social media. The CRM approach and the enterprise systems are used to facilitate understanding of the target customers and their needs. Nonetheless, absorbing the CRM model lead to occasional favoritism within an audience of consumers, whi ch further result to customers dissatisfaction and impeaching the role of the model. The primary element of CRM is mostly building and managing, scrutinizing relationships as they cut across different phases, and recognizing the dissemination of value of a relationship to the organization is not universal. Through building and controlling consumer relationships through marketing, firms might profit from using a diversity of tools to support organizational plan, incentive patterns, client structures, and more to augment the reach of its promotion crusade (Systems., 2014). Supply chain management. The supply chain of organizations refers to the array of people, responsibilities, data, and other resources needed to produce and move their products from a salesperson to a client. The supply chain may also describe as activities by chain supply firms in an efficient way. The supply chain activities include product improvement, material sourcing, manufacture and logistics and the information systems that synchronize those events. The information systems enable the supply chain partners to harmonize their strategic and operational plans. The natural flows involve the production, transportation and storing of goods or material. Enterprise resource planning. The model incorporates software applications as an organization incorporate business processes. The processes include purchasing, finance, workforce and account management. The enterprise resource planning system, also amalgamate software components like sales, quality management and accounts receivable. The system also helps in communication and sharing data. The components comprise applications that perform the functions required to execute particular endwise organization practices. For instance, the sales unit involve the applications essential to create and manage sales conventions, sales order, transactions invoices and sales order rating (Wazalek, 2010). Enterprise System Contribution to Organizational Performance The advancement of technology in many organizations has become of the most necessary and control organizations operations. For the organization to operate efficiently, companies tend to seek ways to improve their business activities. Progressively, organizations are adopting the technology, like enterprise systems, for improving their workflows and consumer service practices. The systems are used as the central command center to support automation of the organization and report making and decision making easier. The following are some of the contribution of the ES to organizational performance (Mike, 2011). The storage of information and data help the organization aspect of improving the customer knowledge in having data stored in a way they are easily analyzed and retrieved. An example of some data that should be stored are consumer history, place and time of the orders, and time is taken for the process of order. The organizations ability to retrieve this kind of information should be enhanced to answer clients questions hence developing customer satisfaction. The organization should prioritize using the enterprise resource planning system to rationalize their client service process. The system enables the organization to automate their consumer service experience, which aids the firm to ensure staffs have a consistent experience, and office responsibilities are efficient. The automation saves time as well as help to attend the customers request for product information and predict for new products. When workers spend less time on pursuing customers order, this develops more time on improving sustainable, beneficial client relationship (Crandall Crandall, 2015). Scale available resources as required. Organization performance can improve by employing the enterprise systems since they have abilities to scale the information technology competencies of the organization as required. It translates that organization needs to keep additional data processing power such as software as service or internet enterprise system rather than investing in IT components. Similarly, if the IT hardware is less used or explicitly not used the similar services can be scaled down. All these robust solutions help the firm to manage costs while continue meeting consumers needs. Enterprise system help to boost the employs to use the small scale IT infrastructure which ensures that the systems eradicate interruption in business operation. The solutions gather data and operate efficiently which act as essential part of an active and constant client involvement (Lacity Willcocks, 2009). Many large and small organization have secured customers data using these enterprise systems. In the past decade, the organizations have seen the need to enhance the number security breaches into business servers. Many companies have experienced significantly loses of over hundreds of million dollars. The enterprise systems have made them secure client data as a basic financial priority. Organizations have changed with time and environments hence adopting real-time information concerning a particular businesss operations using enterprise systems. When the organization has high level of access to information, this allows management to evaluate and improve upon the organizations processes to an efficient manner (M., 2010). Cutting down the cost of organization operation. Enterprise systems help in reducing the cost of running the organization, and this translates that that organization will use its excess budget to boost other operations such as customer service processes or fund client service competencies. For instance, they may fund inventory control since inventory can a significant impact on an organization. Many organizations are experiencing challenges in producing a continuously positive consumer competencies. Therefore, the collaborative comprehensive data storage and the use of enterprise resource planning, support in providing standardization of customer experience to a greater degree. The models boost organization performance by easing ways making a decision concerning retention of customers (Giachetti, 2010). Enterprise systems boost the efficiency of supply chain management by using data about the place, time ways clients order and suppliers deliver. The systems underline the importance of storing organization data in a practical formula. Eventually, the capacity to deliver products through supply chain are more reliable and cost-effective. Over the years, regulations have required investors to get the amount of data regarding organizations operations, such as information about properties, assets and inventory management. The major benefit of enterprise systems of control is that much of the information required can be gathered through computerized. Moreover, the enterprise systems can be used to make sure regulatory compliance without excluding personnel forms its core client service responsibility (GOROD, 2016). Principle drivers Supply chain management has become very demanding by many businesses though adopting its principles. However, it has been viewed as the top business management style. The following are some of the principle drivers that has led to firms adopt it. Group clients on regard to service needs. Previously, many businesses sorted customers by industry, product, and trade channels which later give them a level of service to each of them within the segment. By contrast, supply chain management system effectively, sort consumers by different service needs without t concerning the industry, and later modify service to those groups. Currently, vibrant businesses are adopting to such advanced logical approaches as a cluster to determine consumer tradeoffs and forecast the profitability of the segments. Many businesses are applying a cross-functional approach to improving supply chain programs by developing segment that amalgamates essential services for everyone hence maximizing profitability (An, 2008). Many businesses have customized the supply chain management system. The businesses have identified consumer segments that enable them to deliver services customers need. The networks have provided them with a deep overview over gaining profit. The businesses have overthrown the consistent approach and adopted supply chain management systems in shaping their warehouse and transport activities to reach standardization of their objectives. For many, they have adopted the management system to enable them to deliver the maximum service requirement to all clients (Trebilcock, 2011). Another reason is that businesses want to create differentiation regarding their product hence bringing them closer to the customers. Unlike in past years, many companies want common knowledge that enhances time in chain management system since they are fixed. The systems strengthen their capacity to reach to market and read the signal hence speeding the process to give their customer finished goods and service tailored to customer specifications. The approach, therefore, enhances dynamic to produce products configured to moment demand require (Kart, et al., 2010). Businesses also opt for supply chain management system to cut down the total cost of buying materials and service since it controls sources of supply They have also chosen for the management system for performance measurement to determine collective success in reaching the customer efficiently and smoothly. The organizations may feel that the business need an enterprise system by considering the following. If the organization experience weak business performance, the organization feel enterprise system management will help to improve and execute business processes and operation. The tools enhance delivering benefits to the functioning of the organization (Pinson, et al., 2015). When the organization needs to integrate systems across the all department, hence develop a need for using enterprise systems. Management of organization also advocates for the use of systems if they need to position an organization for growth. Especially, the large organization which has not yet implemented these systems and then you urge for a large growth spurt. Again if the management predicts an increase in future, they apply enterprise systems (Watson, 2010). However, several problems of implementing ES may be realized. Several ways may be applied to overcome them. Plan before you establish and use any ES tool. The planning will enable the software tailor to meet the organizations specific needs. Ensure to consult with other organizations that have used these tools. The consultation gives organization opportunity to contact and ask a question regarding enterprise system and converse their experiences they have (Kumar, et al., 2011). References An, H., 2008. The Construction of Green Supply Chain Management System. International Journal of Information Systems and Supply Chain Managemen, 1(3), pp. 70-79. Anon., n.d. s.l., s.n. Ball, M., 2009. Enterprise systems.. International journal of bio-medical computing, 13(1), pp. 113-118. Crandall, R. E. Crandall, W., 2015. How management programs can improve performance : selecting and implementing the best program for your organization. 2 ed. Charlotte, North Carolina: Information Age Publishing. Giachetti, R. E., 2010. Design of enterprise systems : theory, architecture, and methods. 6 ed. Boca Raton: CRC Press. GOROD, A., 2016. Case studies in system of systems, enterprise systems, and complex systems engineering.. 1 ed. Boca Raton: CRC Press. Kart, F., Moser, L. E. Melliar-Smith, P. M., 2010. An Automated Supply Chain Mnagement abd Its Performance Evaluation. International Journal of Information Systems and Supply Chain Management, 3(2), pp. 89-110. Kumar, S., Esteves, J. Bendoly, E., 2011. Handbook of research in enterprise systems. 5 ed. Delhi : SAGE. Lacity, M. C. Willcocks, L., 2009. The practice of outsourcing : from information systems to BPO and offshoring. 5 ed. Basingstoke [England] : Palgrave Macmillan,. M., M. J., 2010. Enterprise systems integration. 3 ed. Boca Raton: Auerbach,. Mike, B., 2011. The New Era of Enterprise Business Intelligence. 1 ed. Birmingham: IBM Press . Pajk, D., S?temberger, M. I. Kovac?ic?, A., 2013. Enterprise resource planning (ERP) systems : use of reference models. 3 ed. New York: Perspectives in business informatics research. Pinson, E., Valente, F. Vitoriano, B., 2015. Operations research and enterprise systems. 3 ed. Cham : Springer. Roth, G. L. DiBella, A. J., 2011. Enterprise systems. Hitchcock Pub, 13(8), p. 38. Systems., M., 2014. Enterprise systems, Chicago: Hitchcock Pub. Co.. Trebilcock, B., 2011. Achieving Supply Chain Management (SCM)-Customer Relationship Management (CRM) Synergy Through Information and Communication Technology (ICT) Infrastructure in Knowledge Economy. Logistics management, 50(3), pp. 342-357. Watson, I. D., 2010. Applying case-based reasoning : techniques for enterprise systems. 7 ed. San Francisco, Calif: Kaufmann. Wazalek, J., 2010. Enterprise systems integration. 1 ed. Boca Raton: Auerbach.

Comparison and Contrast of Paleolithic and Neolithic Age free essay sample

Tonya Lewis George Lewis HIS 101 August 17, 2011 Compare the Paleolithic Age, Neolithic Age, and the Bronze Age. The Paleolithic and Neolithic culture can be compared in many ways because the Paleolithic culture was a gateway for the Neolithic era. They also contrast because the Neolithic people transitioned and advanced the skills of the Paleolithic people to become a more settled agrarian people. The period called the Paleolithic Age, or Old Stone Age, began with the earliest primitive tool making human beings who inhabited East Africa nearly three million years ago. The Paleolithic culture was characterized by a hunting and gathering lifestyle for humans. During this time their diet was almost exclusively wild meats, fish, vegetable, and fruits. The people lived in caves and occupied rock and wood shelters. They would tend to stay in large groups sharing food among family members. Although human progress was very slow during the long centuries of the Paleolithic Age, developments occurred that influence the future enormously. We will write a custom essay sample on Comparison and Contrast of Paleolithic and Neolithic Age or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Paleolithic people developed spoken language and learned how to make and use tools of bone, wood, and stone. They also discovered how o use fire, which allowed them to cook their meat and provided warmth and protection. A gradual transition from hunters gathered to agricultural economies began at the start of the Neolithic Age, the New Stone Age. During this time human beings discovered farming, domesticated animals, established villages, polished stone tools, made pottery, and wove cloth. Neolithic farmers altered their environment to satisfy human needs. Instead of spending their time searching for grains, roots, and berries, women and children grew crops near their homes. Food was still gathered from the wild but they also cultivated wheat, barley, raised sheep, goats, and pigs for food. The Neolithic farmer began to build permanent mud brick homes, giving rise to towns and later cities and states. Tool making continued to develop; flint was easy to shape and produced razor sharp edges for arrowheads and knives. Proceeded by the Paleolithic, and Neolithic periods and followed by the Iron Age, the Bronze Age is noted as an era when copper and bronze, which is an alloy derived from copper and tin, was used extensively to make tools, weapons, and other decorative items. The Bronze Age is more advanced than the Stone Age, in which artifacts and tools are largely made from carved stone. Bronze tools including knives, axes, and other cutting instruments could also be sharpened more easily than those made from copper, thus reducing the time required for workers to perform their jobs. Because workers had better tools and could work faster, the creation of larger building structures and the development of urban areas also grew during this time period. In conclusion we can see that Paleolithic and Neolithic culture used the same skills and tools. They both were hunter gatherers and used the same flint based tools. In addition to this both left their art on the walls of their habitats. The Stone Age, Bronze Age, and the Iron Age make up traditional three-age system for classifying prehistoric cultures.

abraham lincon essays

abraham lincon essays President Abraham Lincoln was the 16th President of the United States. He was the president during the Civil War when he fought for slave rights and ended up freeing the slaves. His life ended on April 15, 1865 at the hand of a killer named John Wilkes Booth while attending a performance at Fords Theater in Washington D.C. On February 12, 1809, the son of Thomas and Nancy Honks Lincoln was born in a log cabin in Harden County, Kentucky. They named him Abraham after his grandfather. Having no education, Thomas Lincoln, Abrahams father worked as a farmer, as his family made repeated new starts in the west. When little Abraham was eight years old, his family moved from Kentucky to Indiana, where he grew up in a wild region, with many bears and other wild animals still in the woods. Abrahams childhood was spent in a poor life, as opportunities for education and cultural activities on the frontier wes poor. In the year of 1818, his mother Nancy died of a frontier decease called Milk Sickness. Only one year after Nancys death, Abrahams father, Thomas, married a woman named Sarah bush Johnston, a mother of three children, who became Abrahams stepmothe. Sarah made sure that the by Abraham received at least some schooling to read and write. The Lincolns lived in Indiana for a period of fourteen years. Abraham was raised on hard farm work and hunting. He grew strong and very tall. He was in height, six feet, four inches, nearly weighing, on an average, one hundred and eighty pounds; he had black hair, gray eyes. To support the poor family, Thomas Lincoln kept Abraham busy at farm work until Abraham was twenty-two years old. In the year of 1830, the Lincolns decided to leave the state of Indiana, because they hoped of a better future and moved to the state of Illinois. Abraham settled in the town of New Salem, Illinois, where he began his education by study ...

buy custom Citizens of America essay

buy custom Citizens of America essay Affirmative Actions: History, Critics, Majorities vs. Minorities, and Current Issues Citizens of America hear it all the time even as early as pre-school when they as kids would gather and rise up out of their seats every morning to say the nations pledge: I pledge allegianceto the republic [United States of America]for which it standsone nationwith liberty and justice for all. Even before the pledge of allegiance was officially recognized by congress as our nations creed in 1942, America (post-revolutionary and presently) has always strived to contour socially, politically, and morally to what the very essence of this pledge stood for, as written by Francis and Edward Bellamy in 1892: united American nationalism and trust in its government (Longley, par.1-2). However, America, being the socially diverse and multi-cultural creature it is, its no surprise that such national creeds like the pledge of allegiance will inevitably be interpreted differently amongst citizens (all from a plethora of different backgrounds) even dismissed and disapproved by others, no matter h ow patriotic they claim to be. This especially holds true for the controversial dogma created only by the pledges last two words: For all. After all (though still amended a couple of times before what it states now) the original pledge was supposed to include the words equality and fraternity but the Bellamy boys were smart and omitted the words for knowledge that their primary distributors, as well as many post-civil war readers, were against equality for African Americans and women and for fear that their piece would not be published (Baer, pg.63). Today when comparing other nations from around the globe to theirs, most Americans like to think that everybody is included in every aspect of its nations dream, that since the U.S. runs on a democracy and its society is divided by class and not caste systems, that everybody has a chance at reaching the high points of success stigmatized by the culture of the times. And while this ideal holds true, that every citizen in the U.S. does ha ve a running chance at becoming whatever they want to be in accordance to social standards, it definitely does not mean that every citizen was placed initially on the same starting line as others. This is because even though citizens proclaim things like liberty and justice for all American society as far back 1600s has penalized individuals opportunistic ventures for a better life, job, education, etc. based on things like race, gender, religion, sexual orientations, etc. But as stated before, American society has always tried to contour itself to its early proclamations (e.g. the pledges, for all and the Declarations, all men are created equal) of being an immigrant founded country in which anybody from anywhere can live to pursue happiness and be free from stifling persecutions found in other countries. However, what about persecution that was initialized domestically? Monumental historical events such as the Civil War and the Civil Rights Movement, for example, were both domesti c struggles that sought to equalize the American individual racially and push for a new society in which a white, male persecution would be absent and those of minority status can begin to enjoy benefits once previously denied to them. From these events originated other struggles for equality such as Americas Affirmative Action policy and the movement it created in the late 80s (Rubio, 114). The fight for affirmative action is one that, in itself, is also becoming a bit of an American historical movement. This is because affirmative action is basically doing what both the Civil War and Rights Movements aimed to achieve: the suppression of white male supremacy, however, condensing the fight down to workforce sectors and their employment opportunities and hiring regulations while also including other public domains for personal-advancement, such as higher education institutions. As with almost all social movements, affirmative action has been met with vocal proponents and opponents ha rvesting very conflicting views on the subject. The numerous clashing of such oppositions has made Affirmative Action a continually evolving social movement even today. But even given its long history of intensive social and legal battles, Affirmative actions overall mission was/is always to fairly and gradually bring minorities up to that same starting line that white, male Americans have pushed off of for so long. The essence of modern Affirmative Action movements can be traced as far back as past American historically significant events like the slave trades, The Civil War, and the Reconstruction era. Though it is really the period beginning from 1945 to the early 70s and the social, political and legal events that occurred during these years that best represents the most noteworthy evolutionary steps that shaped affirmative action to what it is today. The 1940s was a shaping decade for the United States. After WWII struggles, America during this time was in a state of political and social content and the nation could finally consider itself as a world power and presence (Rubio, 114). The U.S. government now had the responsibility of building itself up domestically. This was primarily through legislation that helped establish new while expanding previous public entities like schools and education, housing, and jobs/employment (Rubio, 114). However the policies that helped enforce this type of funding greatly benefited whites and denied blacks several of their privileges. These unfair government regulations and ordinances is what stirred the first pre-civil rights movements, leading the next decades into a national fight for social/racial equality and opportunistic uniformity. For instance, the regulating of the Federal Housing Administration G.I. Bill (or formally known as the Servicemens Readjustment Act of 1944) was preferential to white veterans only it did not explicitly say it (Rubio, 117). Instead the bills guidelines were constructed in a way that only adhered to the needs of white vets while dismissing black veteran needs as unnecessary disallowing the huge beneficial advantages this piece of litigation gave to men returning home from war and their families (Rubio, 117). Black men were not the only ones omitted from the benefits of the G.I. Bill. Women as well felt the discrimination as they too were denied the bills education and employment benefits (Rubio, 118). Of all the disadvantages FHA regulations brought to minorities (more so black men and their families) the most notable would probably be housing aids and the polarity of race in neighborhoods of working and middle class families that came from it. This was due to the G.I. Bills housing financial aid it gave to white veterans which gave them the chance to live in the growing suburbs of America. The growing American dream of the 40s and 50s wa s pictured as a white, financially stable family residing in a peaceful suburb (Rubio, 120). The FHAs ordinances help to spur this American dream notion and slowly more white families felt influenced to move out of the cities, where the danger of nuclear disaster (Cold War scares) and the cohabitation with blacks were absent, and into the suburbs (Rubio, 122). In the end, the FHA (as well as racist contractors who denied their services to black Americans) successfully created homogenized residential areas where entirely almost all of Americas black population lived in the city and whites predominately lived on the peaceful outskirts of it (Rubio, 122). The differences in residency not only showed blacks that their race was not a part of the overall American dream, but it also effected them in other aspects, like job opportunities which in turn effected their income making opportunities as well (Rubio, 122). Even after the popular Shelley v. Kraemer (in which a black man was denied l iving in an all white neighborhood after buying a home because 30 out of 39 owners signed a restrictive covenant which stated no blacks could be able to purchase residence there) FHA discriminatory practices lingered up till 1955 (Shelley v. Kraemer, par. 1)(Rubio, 123-124). Because of governmental administrative injustices like that of the FHA and the social polarity they created against black and white cultures, America during the 50s and 60s was met with black opposition against the unchallenged control of the white man in almost all aspects of American society. These acts of opposition collectively created what Americans know today as the African American Civil Rights Movement. The African American Civil Rights Movement was a definite foundation of modern day affirmative actions practices, the combined sum of Black movements against white privilege produced the compromise with the status quo known today as Affirmative Action (Rubio, 140). Major legal battles, protests, marches and strikes of the Civil Rights Movement helped to bring down barriers created to keep the black American behind the curve. There was the Supreme Court Case Brown v. Board of Education of 1954 in which parents and community groups, backed by the NAACP, filed suits challenging s egregation of public schools. The case was successful in striking down the separate but equal doctrine of Plessy v. Ferguson and mandating the desegregation of schools across America (Brown v. Board of Education, par. 3). The decision of Brown led to a racial uproar in the south, where bitter white southerners enacted more measures to distance themselves from black Americans. On the other hand, it gave black southerners the confidence to question the constitutionality of all forms of social/public segregation, not just public education (Montgomery Bus Boycott, par.10). This led to the challenging of southern segregation laws like the Montgomery law, which required racial segregation on all buses (Mntgomery Bus Boycott, par.8). The fight for bus equality ignited when one woman, Rosa Parks, was arrested on December 1, 1955 for refusing to abide by the ordinances of the Montgomery law which states all black bus passengers must give up their seat to accommodate white passengers (). Rosa Parks arrest prompted monumental Civil Rights leaders, such as Jo Ann Robinson, E.D. Nixon, and Martin Luther King to organize what will be later known as the Montgomery Bus Boycott, one of the most collectively participated movements of the time. After over a year of legal battles, protesting, boycotting, and picketing the massive boycott was successful and in 1956 Browder v. Gayle district court ruling overturned litigation such as the Montgomery law and stated that segregation of white and negro bus passengers deprives citizens of the equal protection clause of the Fourteenth Amendment (Montgomery Bus Boycott, par.16). The black struggle for equality during the Civil Rights Movement not only led to desegregation of public entities (school, transportation, etc.) but it also helped spur colorblindness within the private sectors as well, like the workforce. This was mostly because black activists efforts were both diligent and highly contagious to public opposition which was, at times, very violent. Being in a time when Cold War fears were high as well, and domestic anarchy a constant worry, America took its first steps to crafting anti-discriminatory litigation and push to make African American full citizens (Rubio, 144). The 1964 Civil Rights Act, for example, was congress initial push for nondiscriminatory practices regarding employment and education and is viewed to be the basic statutory framework for [modern day] affirmative action (Dale, par. 2). The acts Title VII created equal opportunity regulations for public and private employers with 15 or more employees (Dale, par.2). Title VII also for the first time gave judicial power to give relief funds to those deemed as victims of workforce discrimination (Dale, par.2). Though these regulations were created to remedy past discriminatory practices of an employer, they were hardly ever strictly enforced (Dale, par.2). Title VI of the act prohibits racial or ethnic discrimination in all federally assisted programs and activities, including public and private educational institutions (Dale, par.2). It also required schools and colleges to take affirmative action to attain a more diverse student body (Dale, par.2). The Civil Rights Act of 1964 was viewed by activists as a good start in integrating races in the work place and schools while also providing some sort of resolve for past discriminatory practices (History of Affirmative Action, par.4). But white backlash and riots of the mid-1960s convinced civil rights leaders that there needed to be more extensive measures to ensure blacks could compete equally with whites (History of Affirmative Action, par.4). After making his historic speech endorsing the need for affirmative action before Howard University, Lyndon Johnson issued Executive order 11246 which [required] firms under contract with the federal government not to discriminate and to use affirmative action so that applicants are employed fairly and employees are treated without regard of their race, creed, color, or national origin (History of Affirmative Action, par.4). Even presently, Executive Order 11246 requires all employers with 50 or more employees and those with federal contra cts of up to $50,000 to file written affirmative action plans that include minority and female hiring goals and timetables (Dale, par.5). The order also helped create administrations like the Office of Federal Contract Compliance (OFCC) to help enforce this policy (History of Affirmative Action, par.5). Although Johnsons Executive Order 11246 was a clear and definite step towards racial opportunity equality in America, the orders initiative was often too vague to uphold it in court while also making it a bit difficult for the OFCC to enforce it (History of Affirmative Action, par.6). Even though being such a vocal proponent of affirmative action, Johnson left office without any definite, long-term affirmative action (History of Affirmative Action, par. 7). It was now up to the Nixon administration to pick up the issue of affirmative action and to promote the first serious affirmative action plan ... that required government-determined, numerically specific percentages of minorities to be hired (History of Affirmative Action, par.8). Nixons administration did this by reforming an old plan that the Johnson administration had set forth of hiring standards set forth the construction industry in the city of Philadelphia (History of Affirmative Action, par. 8). This plan became known as t he Philadelphia Plan. The most major revamping of the Philadelphia Plan by the Nixon administration was setting minimum standards, or specific targets for minority employees in several trades (History of Affirmative Action, par.8). Overtime, the Philadelphia Plan survived an array of both legal and congressional battles before being viewed as a legitimate piece of legislation (History of Affirmative Action, par.10). Eventually, the Philadelphia Plan was incorporated with Executive Order 11246 which in turn affected all federal government contractors, who were required for the first time to put forth written affirmative action plans with numerical target (History of Affirmative Action, par. 10) . Soon after the Philadelphia Plan was put into action, legislation at the federal and state levels were passed creating new affirmative action plans/implementations using Nixons creation as model (History of Affirmative Action, par.12). This is because of the plans unique dynamic of [mixing] of numerical targets and [the] requirements of good faith effort [which] was a milestone in the history of affirmative action (History of Affirmative Action, par.12). The Philadelphia Plan has helped fuel modern day offshoots of affirmative action legislation which are still currently enforced today (History of Affirmative Action, par.12). Peoples Opinion, Critics, Majorities vs Minorities Affirmative action was received differently by different groups of people within the United States society. At the inception of affirmative action in the United States of America the people were divided on the issue. Some supported it stating that it would help the American society deal with issues of discrimination. On the other hand, a group of people mostly made of the whites rejected affirmative action stating that it would introduce preferential treatment of a certain group of people especially blacks and women to acquire positions that they do not qualify for (CRS Report for Congress, 2005). In the past the majority of US population was white. They enjoyed most of the opportunities while the other groups suffered. White males in the United States enjoyed unfair advantages in school and college admission, employment opportunities, and job promotions. The white community were favoured in places like health facilities and educational facilities because they enjoyed the advantages given to them as the majority. They also enjoyed the right to vote and took leadership roles that allowed them to make important decisions that affect the whole society. Therefore, they did not support affirmative action because they viewed it as an action that would threaten the opportunities they enjoyed. They opposed it completely. They viewed affirmative action as a move that had a preferential treatment for people who did not deserve it (US Census Bureau, 2003). On the other hand, minority groups in the United States comprised of women and racial groups, such as black Americans. These groups supported affirmative action because they viewed it as an action that would help them redress the discrimination and atrocities that had been committed against them. These included the denial of fair education, voting, and employment rights. It was through affirmative action that they would receive fair treatment and enjoy all the rights that were previously disapproved by other people. Affirmative action served as compensation and counterbalance for the tendency to underrate women, blacks, and other members of minority groups. These minority groups had been discriminated to the extent that they remained poor and could not access jobs to earn money to satisfy their basic life necessities. Affirmative action would help redress all these issues. Through civil rights movements and womens rights movements minorities in America fought for the implantation of the affirmative action to ensure that their grievances are redressed amicably (Lader, 2010). Critics of affirmative action oppose affirmative action stating that it gives preferential treatment on certain groups while discriminating on other groups. A notable criticism of affirmative action is the view that affirmative action policies that focus on helping black Americans violate the Fourteenth Amendment of the constitution and civil right laws. Critics state that affirmative action destroys the ground that has been set up for all persons to compete and benefit from. This view is logical when considered in a context that overlooks historical injustices that black Americans and other minority groups including women were subjected to. Other critics of affirmative action state that it stigmatizes and undermines the credentials of other minorities that are qualified in certain areas. They state that affirmative action degrades the effectiveness of qualified persons in minoriity status. However, this view does not make significant difference because it does not introduce stigmas that were not existent in the lives of the minorities. Critics also state that affirmative action was introduced as a temporary program that was meant to start a process of redressing the injustices that minority groups were subjected to before the 1960s. For instance, former governor for California Pete Wilson considered affirmative action a program that gave preferential treatment on the basis of historical injustices not applicable in the present world. Therefore, the use of affirmative action in the present world where all people enjoy similar rights and have a level playing ground to achieve their potential is unfair (Bardes, Mack C. Shelley, Schmidt, 2011). Supporters of affirmative action state that it is the only way to achieve equality among all people in USA. They state that the society exposes people to many forms of inequalities that can only be solved through institutional help, for instance historical injustices. Therefore, affirmative action compensates minorities for the past injustices laid against them. Affirmative action also prevents majority groups from enjoying unearned privileges in education, employment, and other opportunities in the society. It also helps create a fair society discouraging systematic exclusion of people who would have been otherwise excluded from important societal decisions and opportunities. They also state that affirmative action provides all ethnic and racial groups an equal representation at all levels of the society. In addition, it improves group decision-making by discouraging single dominance of entities in the society. There are also people and groups who did not and do not support affirmative action. They state that affirmative action is a type of discrimination in its own way. They state that affirmative action discriminates against non-minority groups by introducing institutional discrimination. They also state that affirmative action fills job places that could have been taken by productive people with less productive people. They also state that by preserving opportunities for minorities, affirmative action destroys the spirit of hard work in the American society (Lader, 2010). President Richard Nixon led supporters of the affirmative action and gave the first forceful plan named Philadelphia Order that would ensure the implementation of the affirmative action. This was a test case that would guarantee fair hiring of people in construction jobs in Philadelphia. This was followed by a series of civil rights movements and womens rights movements that led to the implementation of the affirmative action. All forms of discrimination were fought in job places and educational institutions. Universities such as university of Texas and university of Michigan implemented affirmative action programs in their institutions. All states in the United States of America implemented affirmative action programs. The White House also formulated its guidelines on affirmative action. In response to affirmative action issues presented by the opposing sides the Supreme Court has always based its decisions on public opinion. For instance, in 1995 the public was equally divided in regard to affirmative action. The Supreme Court restricted affirmative action allowing some of its proposals while restricting on others. However, in 2003 the public support for affirmative action overweighed its opposition. Thus, the court permitted certain issues of affirmative action that were not granted in the ruling made in 1995 (CRS Report for Congress, 2005). Current Issues In the 21st century, the United States will become a mosaic of minorities as population dynamics continue to change the demographic landscape. (Sterret, 2005) With our growing rates of immigration increasing steadily the more conflict arises on the issue of affirmative action. Also, with the continuous rise for minority power in the workforce the problem of affirmative action is still very much controversial, which many people choose to shy away from in choosing to speak about it. The use of affirmative action policies in government agencies have been banned by voters in the states of California, Michigan, Nebraska, Washington, and Arizona while Utah is on the brink of doing the same (Not so black, 2010). Proposition 209 came into law in November 1996, which banned every form of discrimination on the basis of race, sex, or ethnicity at any public entity in California. It was the first to come to action on banning affirmative action. ). In 1998, Initiative 200 passed a law in Washington with a 48.22% vote to stop affirmative action by state and local governments. Michigan Proposal 2 prohibits affirmative action programs in state agencies and institutions, which became law in December 2006, with 58% voters supporting to ban this practice (Chace, 2011). Initiative 424 was passed in 2008 in Nebraska with a 48% vote. The Arizona civil rights amendment Proposition 107 was passed in 2010 with a 59.5% to ban affirmative action (Chace, 2011). Higher educational institutions must adapt ways that will create a positive opportunity for all students while achieving excellence. It is a constant struggle for colleges and universities to strive for greater diversity. There have been a lot of unanswered questions in dealing with affirmative action. According to Current Issues Involving Affirmative Action and Higher Education although many agree that the achievement of racial and ethnic diversity in both student bodies and faculties is a desirable goal, there is no agreement on the means that should be used to attain this goal. (Sterret, 2005). In regard to colleges and universities, Sterret explains Arredondos discussion in a study in 2001. It was made evident that although colleges do not admit to using any quotas and separate admissions practices between ethnic backgrounds, it is still used today. However, there is a slow decrease in the use of affirmative action in higher institutional programs. Research shows that public 4-ye ar colleges and universities in the U.S. considering minority status in admissions have fallen from more than 60% to about 35% (Chace, 2011). The Supreme Court was involved in its first affirmative action case in twenty-five years in the year of 2003.The cases involving the University of Michigans law and undergraduate programs stirred up some controversy. In the cases of Grutter v. Bollinger and Grutz v. Bollinger, the Supreme Court ruled that race can be taken into account in the admissions process with an emphasis on individualized consideration. However, limitations were to be made in the admissions criteria dealing with race. University of Michigan stated that, we fought for the very principle that defines our countrys greatness. Year after year, our student body proves it and now the court has affirmed it: Our diversity is our strength. (Peterson, 2003) Despite the Supreme Courts decision in 2003, in 2006, 58% of Michigan citizens voted to restrict all of their universities from using affirmative action (Schaefer, 2011, p. 109). Although the United States have seen a significant increase in diversity amongst colleges and universities, legal and political challenges have already limited affirmative action in California, Texas, Louisiana, Mississippi, Florida, Maryland, Washington, and Georgia (The commission, affirmative, 2003). Therefore, in place of these policies legislation have implemented percentage plans in California, Texas, and Florida. The emphasis is then placed on admission based on a set percentage of the students high school rank instead. In dealing with affirmative action in the workforce, there has been an increase in female elected into office (Leiter Leiter, 2011). There has been an increase from 8% of the state legislative seats to 24%; from 11% of statewide elective positions to 23%; and from 3% of Congress to 17%. These numbers still dont account for the growing population of women however it is a start in the progress of minorities. There has been a shift in 57% of people that said that more women would be a positive change for government. Throughout the past decade there have been a great increase in opposition to affirmative action. This is clearly evident in the various states today that have already went ahead and banned affirmative action policy. The issue on affirmative action has gone under major scrutiny for years and years and it seems that matters will not be completely solved any time soon. Many states politicians are making the move into banning the use of giving preferential treatment in relation to race to acquire various positions. Although the use of affirmative action is being shied away from there still remain numerous amounts of organizations that include race in their selection process. Research does show that there is a positive association between diversity and work-group performance. Diversity creates conditions that can inhibit group interaction processes and group effectiveness. (Kellough, 2007) Although many view diversity as a positive the stance on affirmative action remains unclear. Affirmative action was created to help minorities and women have a place in society. It was created to help those that suffered discrimination in the past to apply for jobs or other opportunities knowing that they at least have a fighting chance. As a result, this topic has been misconstrued and turned into a negative, which causes tremendous controversy. The debate about affirmative action is still one that has not been answered fully. It is only through an open-minded and honest discussion about the topic where a glimpse of achievement can start to shape. Rather than prolonged controversy, citizens and institutions should be willing to engage in a sincere, open dialogue about issues to ensure that future generations also enjoy the American Dream. (Sterret, 2005) Buy custom Citizens of America essay

Short Story Analysis on "The Cask of Amontillado" Essay

Short Story Analysis on "The Cask of Amontillado" - Essay Example A person pretending to be a good friend turns out to be a killer. His revenge takes the better part of him; He plans about it, follows faithfully and executes his evil plan. As the story starts, we are prepared for a story full of revenge. Montresor says â€Å"Fortunato had hurt me a thousand times and I had suffered quietly. But I learned that he had laughed at my proud name, Montresor, The name of an old and honored family.† Because of this, he sets out on a mission to revenge for himself and the disrespect that Fortunato accorded his family. He says ‘I promised I would make him pay for this’. In his revenge mission, he is courteous that no one would know about it, hence he decides not to tell anyone but execute the plan all by himself. He arrives at this decision because he did not want to suffer in any way as he followed his wreaked heart to execute another man. Even as revenge so much throbbed through his blood, he was cautious to raise any alarm as that would cause him not to execute his revenge. Therefore, motivated by revenge, he ‘continued to smile in his face’. Even in his mind, he knew that the smiles were a mere show of his teeth. He frankly says that Fortunato did not understand that he was then smiling at the thought of what he planned for him, at the thought of his revenge. Determined to kill Fortunato, he identifies his weakness. Fortunato, though a strong man to be feared, he had a great weakness. ‘He liked to drink Good wine’. And the bad part of it, which Montresor could easily take advantage of, was that he always drank too much of it. That presents Montresor a channel which he can exploit to achieve his desires of revenge. Having identified this weakness, the avenger goes ahead to buy wine, he actually buys the best wine, for he thinks clearly that the wine can give him the revenge that he so much wants to carry out. He already has laid a trap for Fortunato. A trap to

Supply chain management in new zealand Essay Example | Topics and Well Written Essays - 500 words

Supply chain management in new zealand - Essay Example This fundamental approach particularly in the food management in New Zealand is characterized by the integration of research in the actual Supply Chain Management. This is evident how the consumers have become integral parts of climate or consumer survey in order to ensure awareness of their increasing demand. Not only that. The systematic trainings and programs given to producers in line with food safety solutions and biosecurity solutions are moves that are paving the way for sustainability. In other words, the current state of supply chain management in New Zealand with the aid of individual entities like AgriChain Centre is helping the nation towards the achievement of sustainability that could integrate safety and quality in food production. It is clear that sustainability in food production is the bottom line of this, which further takes New Zealand to unite the concept of supply chain management in a most efficient and systematic manner. The significant proof concerning this claim, as already stated, is visible from how research has become fundamental component in the entire process of obtaining sustainability in the food production. Supply chain management is a broad area of concern, but one important point in doing this is to ensure that the external relationships between the players in the entire supply chain are in good shape and under control for optimum achievement of target goals and objectives. In fact, the processes across the supply chain and the development of supply chain relationships are characteristics of supply chain management (Jespersen & Larsen, 2005, p.14). All of these characteristics are able to take place in New Zealand if we based it on how AgriChain Centre involves itself into the actual agricultural production in participation with private and public sectors and the consumers. In this process, there

Whats the best advice youve ever received or given Essay

Whats the best advice youve ever received or given - Essay Example Then, all of a sudden, my world came crashing down. I received the very sad news that my grandfather had cancer. It was the type of cancer that could not be treated—he was given no more than six months to live. I was heartbroken because I had always looked up to my grandfather as someone who was invincible. It was like finding out Santa Claus did not exist, except only worse. As a result of his cancer, my grandfather could no longer go out as often as he would like. He spent most of his time inside the house where it was warm. I continued to go to see my grandparents as much as I could. It pained me to see my grandfather in such an appalling state. My grandfather noticed how I felt about his condition and he decided to do something about it. He suddenly announced that he would take me away on a week-long trip into the countryside in order to give me advice on how to live my life. I was ecstatic at hearing this news; however, a small part of me wondered if this was necessarily the best thing for him in his current condition. Nevertheless, plans were made and permission was obtained from my parents before we set out on our journey. Once we arrived at our destination, we decided to take a short nap because of how tired we were. Once we were refreshed, my grandfather suggested that we go on a trek into the wilderness. Although I had reservations about this idea, I agreed to go if as long as we turned back in case my grandfather got into trouble. Only a short way into the woods, my grandfather said that he would like to talk with me about his life and how I could avoid the same mistakes that he made. I was shocked to discover that my grandfather had slid down a rocky slope when he was in his teens. His advice to me was that I always thought about an action before I actually did it. However, this was not the piece of advice that stuck in my mind the most; it was that I need to be bold when going through

Do We See With Our Eyes or Brain?

Do We See With Our Eyes or Brain? Perceiving our world may seem simple and may be taken for granted. Yet, the occipital lobes form the largest part of the cortex and are dedicated to visual perception. As light enters the pupils and hits the retina, a two dimensional image is created and sent to the occipital lobes through geniculate and striate pathways. The occipital lobes process the visual information, deciphering and generating an image which we understand. Thus it is argued that we see with our brain, not with our eyes. This essay will illustrate supporting evidence for this statement found in research of visual illusions. For instance, we will discuss the Ebbinghause illusion as well as Milner and Goodales (1995) vision for action and vision for perception model. Additionally, the Mà ¼ller-Lyer illusion as explained by Gregory (1996) will be discussed as well as the checker shadow illusion (Adelson, 1993). The Ebbinghaus illusion, is a well-known cognitive illusion whereby two circles are central to smaller or larger circles respectively. These smaller circles surround the central circle. While both central circles are the same diameter, the surrounding circles provide a context which confused our perception of the size of these central circles. Thus, we perceive the central circles to be different in size (Giusberti, Cornoldi, De Beni, Massironi 1998). Milner and Goodale (1995) suggested the existence of two different visual systems in the brain which fulfil different functions. One system is for vision for action and guides motor actions through the dorsal pathway. This system is active when grasping for items. The second system is vision for perception through the ventral pathway, and controls perception and object recognition (Goodale Milner, 1992). Supporting the notion of two visual systems, studies (Aglioti, DeSouza, Goodale, 1995; Vishton, 2004) have shown that participants asked to grasp the central circles in the an Ebbinghaus illusion fashioned from physical disc objects, the scale of their grip aperture was not affected by the illusion and the effect of illusion on their misjudgement of size decreased. However, this theory has been challenged (Franz, Fahle, Bulthoff, Gegenfurtner, 2001; Smeets Brenner, 2006) by contradictory findings reporting no dissociation between action and perception, and which have found grasping to be insensitive to the illusion. Rose Bressan (2002) state that no single hypothesis has yet sufficiently explain the mechanism behind the Ebbinghaus illusion. The Mà ¼ller-Lyer illusion contains two lines of equal length which appear to be unequal when an inward and outward directed angle is placed at the ends. The line with inward pointing angle appears to be longer whereas the line with outward pointing angle appears to be shorter. Gregory (1966) suggests that although what we see is a two dimensional parallel line, our brain uses its knowledge of the third dimension to erroneously add information to the stimuli resulting in our interpretation that one line is longer than the other. Size constancy is explained as the brains ability to estimate size (Weidner, Boers, Mathiak, Dammers, Fink, 2010). The visual system is able to acquire a stable perceived size, despite the fact the image reflected on the retina changes (Sperandio, Chen, Goodale, 2014). We therefore perceive an image created by our brain by a combination of the retinal image size and distance information. The checker shadow illusion (Adelson,1993) relates to our perception of colour and brightness. Visual information processed by our occipital lobes is continually adjusted and colours perceived are due to the interpretation of our surroundings. The illusion is created from a chessboard with varying dark and light squares. In the right top corner is a cylinder which reflects its shadow on the board. Two squares are marked with â€Å"A† and â€Å"B† on the chessboard. Square â€Å"A† is a dark square outside of the cylinder’s shadow. Square â€Å"B† is a light square under the shadow of the cylinder. Square â€Å"A† is perceived as darker than â€Å"B†. However, they are exactly the same colour. Adelson (1993) provides two levels of explanation for this illusion. As per the visual system explanation, cues are used to identify the changes in brightness due to shadows. One of these cues are the local contrasts, the squares on the chessboard are darker and lighter. The light coloured square â€Å"B† is surrounded by dark squares and it appears to be lighter compared to its surroundings, although it is darker due to the shadow. The second cue is variation due to the shadow which has soft edges. The visual system tends to ignore the slight brightness changes, also the object casting the shadow is visible. Hence, the colour variation of the squares with sharp edges is interpreted by our occipital lobes as changes in surface colour. A more general explanation provided by Adelson (1993) suggests it is important to break down the larger image into smaller meaningful components to see the essence of the objects. The phenomena of visual illusions provide a good examples of the limitation of visual perception. Moreover, it indicates that the brain adds information such as depth cues to the raw visual input from our eyes to make sense of the 2 dimensional retinal images. For instance, as with the Ebbinghaus illusion, the human brain combines context information naturally. The neighbouring smaller and larger circles impact on our judgement of size resulting in the central circles to appear different in size when this is not the case. Goodale and Milner (1994) hypothesized the Ebbinghaus illusion to result from double dissociation between grasping and shape perception. Furthermore, the Mà ¼ller-Lyer illusion (Gregory, 1968) suggests the brain adds knowledge of third dimension cues to 2 dimensional retinal images. The explanation based on size constancy refers to the brain reinterpreting the scene based on the assumption that inward angles appears to be closer and hence the line appears to be sho rter. Adelsons (1993) checker shadow illusion provides multiple explanations. As per the visual system theory, cues of brightness from the chessboard and shadow, sharp and soft edges of contrast lead to a perceived change in surface colour. While we see with our eyes in the sense that information enters the visual system via this aperture, it is our brain’s occipital lobes which process this information. The examples provided from visual illusions provide supporting evidence of this process. References Adelson, E. H. (1993) Perceptual organization and the judgement of brightness. Science, 262(5142), 2042-2045. Aglioti, S., DeSouza, J. F., Goodale, M.A. (1995). Size-contrast illusions deceive the eye but not the hand. Current Biology, 5, 679–685. Franz, V. H., Fahle, M., Bulthoff, H. H., Gegenfurtner, K. R. (2001). Effects of visual illusions on grasping. Journal of Experimental Psychology: Human Perception and Performance, 27, 1124-1144. Giusberti, F., Cornoldi, C., De Beni, R., Massironi, M. (1998). Perceptual Illusions in Imagery, European Psychologist, 3(4), 281-288. Goodale, M. A., Milner, A. D. (1992). Separate visual pathways for perception and action. Trends in Neurosciences, 15, 20–25. Gregory, R. L. (1966). Eye and Brain, The psychology of seeing. London: Weidenfeld and Nicolson . Haart, O., Grace, E., Carey, D. P., Milne, A. B. (1999). More thoughts on perceiving and grasping the Mà ¼ller–Lyer illusion. Neuropsychologia, 37(13), 1437-1444. Milner, A. D., Goodale, M. A. (1995). The visual brain in action. Oxford, England: Oxford University Press. Rose, D., Bressan, P. (2002). Going round in circles: shape effects in the Ebbinghouse Illusion, Spatial Vision,15(2), 191–203. Smeets, J. B., Brenner, E. (2006). 10 years of illusions. Journal of Experimental Psychology: Human Perception and Performance, 32, 1501–1504. Sperandio, I., Chen, J., Goodale, M. (2014). Electrophysiological correlates of size constancy. Journal of Vision, 14(10), 146-146. Vishton, P. M. (2004). Human vision focuses on information relevant to a task, to the detriment of information that is not relevant. Behavioral and Brain Sciences, 27(1), 53-54. Weidner, R., Boers, F., Mathiak, K., Dammers, J. Fink, G. R. (2010). The temporal dynamics of the Mà ¼ller-Lyer illusion. Cerebral Cortex, 20(7), 1586-1595. The effect of recall latency on primacy and recency effect in a word recall test. SID1250948, STU1250948 Anglia Ruskin University Word count for report 2: Abstract This present study investigates the recency effect in the presence of distracter task which stands in line with the Atkinson and Shiffrin multi store memory model. The serial position effect was observed where 132 randomly selected people were asked to recall simple words in a series of six rounds which included three distracting tasks. A recency effect was observed in the presence of a distracter task. As with previous studies of recency effect was observed contradicting the predictions of the multi store model. The result of the report is in contrast with the findings of Bjork and Whitten (1970), as they revealed that the interpolated basic mathematics task which creates delay, still resulted in striking recency effect. Introduction In free word recall test, the serial position effect produced provides support for the multi store model of memory as it was previously investigated (Deese Kauffman, 1957, Glanzer Kunitz 1966). Atkinson and Shiffrin (1968) explain the U-shape of the serial position as the primacy effect is due to the first words being transferred to the long-term memory and the recency effect emerges from the short-term memory. Higher recall initially occurs due to participants rehearsing of the words at the beginning of the list, allowing encoding these words into long term memory. The decline of the U shape occurs due to insufficient rehearsal time while exceeding the capacity of short term memory which is 7 -+2 as per Miller’s (1976) findings. However when testing the primacy and recency effects with delayed recall, Whitten and Bjork (1974) found a striking effect of recency during the distraction condition of a free word recall test, thus contradicting the predictions of the multi store model Atkinson and Shiffrin (1960) and suggestions of Rundus (1971). The present aims to assess the prediction of the Atkinson Shiffrin multi store model in relation to recency effect in the presence of distracting task prior to word recall. Based on the multi store model it is hypothesized that there will be higher percentage of word recall earlier in the list for immediate recall condition thus demonstrating a primacy effect. Furthermore it is predicted that there will be a lower percentage of word recalled after distraction task demonstrating a lack of recency effect. Methods Design A repeated measures experiment was performed using a free word recall test. Recall latency was our 2 level independent variable (immediate recall, and delayed recall at 30 seconds). Percentage of word recalled was our dependent variable. Procedure Participants completed the free word recall test, consisting of 6 lists. Each list contained 12 emotionally neutral words. Words were displayed for 2 seconds with 3 seconds interval. Upon display completion, participants were instructed to recall and write down as many words as possible. Every second list contained a distracter task where participants were asked to perform 10 simple arithmetic exercises lasting a total of 30 seconds. Participants could proceed with the next word list once they could not recall any more words. Participants Two hundred and sixty-four students from Anglia Ruskin University were randomly contacted via Students Records. Every second person was recruited into the experimental sample providing a total of 132 participants (30 males) aged 18 to 44 years old (M= 19.87). Participant received course credits for taking part in the experiment. All participants were given written consent and the experiment was approved by the ethics committee of the university. Materials The experiment was performed in an Information Technology classroom providing participants with desktop computers to display word lists. The 6 emotionally neutral word lists each consisted of 12 one to two syllable words. The arithmetic exercises provided as a delay task consisted of addition, subtraction, multiplication and division with numbers below 100. Participants were supplied with a pen and answering sheet. Results The primacy effect was more prevalent for both immediate word recall (M=55.49, SD=33.36) and delayed recall (M=42.92, SD=33.36) than the recency effect for immediate recall (M=48.85, SD=31.37) and delayed recall (M=35.51, SD=31.37). Testing hypothesis 1, a repeated measures t-test was performed comparing primacy (M= 49.20, SD= 24.10) and recency (M= 42.18, SD= 21.81) effect regardless of recall latency. A significant difference was observed demonstrating a larger effect of primacy on percentage of words recalls, t(263)= 4.37, p There was a significant difference in the scores for primacy effect immediate and primacy effect delayed conditions (t(132)=3.45, p A significant difference was also found in recency effect between scores for immediate and delayed conditions (t(132)=3.95, p Discussion A higher percentage of words were recalled at start than at the end of the word list providing support for our first hypothesis that a primacy effect would be more prevalent than a recency effect. Our second hypothesis was also supported as the percentage of word recall at the start and end of the word lists were both reduced by the distractor task lowering the effect of both primacy and recency. Our findings stand in line with Bjork and Whitten (1974). Differences between Bjork Whitten study for instance, our study employed 132 participants compared to their 20, reflecting the higher statistic power of our analyses. Furthermore, Bjork and Whittens distractor task lasted for 12 second compared to our 30 seconds. As such our distractor task would exceed the time of the short term memory (Miller, 1954) while Bjork Whitten’s distractor would not allowing for a greater effect of recency. Our experiment provided additional support (Rundus, 1971) for Atkinson Schiffrin’s m ulti store model. Our results reflect theoretical predictions based in the model regarding primacy effect as words are transferred to long term memory via rehearsal. Moreover, while a recency effect can be observed this is greatly reduced by a distractor task which fully occupies the capacity of the short term memory hindering recall. We suggest that further experiments be conducted exploring the effect of varying types of distractor task on short term memory. This is suggested due to assertions of the Baddley and Hitch working memory model whereby short term memory processes are split under phonological and visuo-spatial ones. References Atkinson, R. C., Shiffrin, R. M., (1968). Human memory: a proposed system and its control processes. Stanford: Stanford University Press. Bjork, R. A., Whitten, W. B. (1974). Recency-Sensitive Retrieval Process in Long-term Free Recall. Cognitive Psychology, 6, 173-189. Deese, J., Kaufman, R. A. (1954). Serial Position effects on recall of unorganized and sequentially organized verbal material. Journal of Experimental Psychology, 54, 180-187. Glenberg, A. M., Bradley, M. M., Kraus, T. A., Renzaglia, G. J., Shiffrin, R. M. (1983). Studies of the long-term recency effect: Support for a contextually guided retrieval hypothesis. Journal of Experimental Psychology: Learning, Memory, and Cognition, 9(2), 231-255. Glanzer, M., Cunitz, A. R. (1966). Two Storage Mechanisms in Free Recall, Journal of Verbal Learning and Verbal Behaviour, 5, 351-360. Kurbat, M. A., Shevell, S. K., Rips, L. J. (1998). A years memories: the calendar effect in autobiographical recall. Memory cognition, 26(3), 532-552. Miller, G. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. The Psychological Review, 63(2), 81–97. Rundus, D., (1971). Analysis of rehearsal processes in free recall. Journal of Experimental Psychology 89 (1), 63–77. from results: Two further repeated measures t-tests were conducted comparing the effect of primacy and recency in immediate recall and delayed recall. from intro: Rundus (1971) also found evidence which supports that when words which are presented first are rehearsed more often, allowing them to move to long term memory. Rundus suggests if the recall is delayed by a distracting activity which lasts longer than the capacity of the short-term memory, the recency effect is cancelled.

Bilingual Education Essay -- Teaching Education

Bilingual Education Our school systems play host to dozens of languages in addition to the standard fare of English. Starting in the late 1960s, partially as a swing off the Civil Rights Movement, school systems were required by law to provide bilingual education anytime twenty or more children spoke the same foreign language, and were found to be limited in their English proficiency. At first, the need for such programs was small, but over time it has been steadily increasing until now where the need has reached what many consider to be massive. In recent years, the population of the United States has exploded with many non-English speaking students, making the need for bilingual education more urgent. Although this amount is growing yearly, it is inadequate to provide the much needed instruction for this special subset of children. Bilingual education is a must if children are to succeed in the academic environment and in becoming productive adults. Numerous researchers have reported a correlation between a student’s world experience and their level of reading comprehension. Often times stories and reading material are written from a largely white perspective and this results in less overall comprehension and poor reading scores especially for the Limited English Proficient student. Bilingual programs allow such children the opportunity to become acquainted with the concepts first in their own language and then in the predominant language of this country, English. Linguists have found that the strongest way to learn a language is to have a strong base in one's native language. A child who has learned to write and read in the native language will build strong language skills. Statistics show that that the average language-minority child who is not given bilingual education is more likely to be held back one or more years in their elementary school education, and there is a direct correlation between the dropout rate, and non-receipt of bilingual education. As with practically any academic pursuit, a student’s success or failure in reading comprehension is highly dependent it seems on their cultural background. On the language in which classroom materials are both written and spoken in, the student’s proficiency in both their first and second languages, and on the cultural content of the classroom materials. Likewise, a student’s ... ... the ability to choose, just as everyone else has. To conclude, language goes hand-in-hand with culture, and a student’s success in learning a new language is directly dependent on their willingness to take on new cultural behaviors. A student who is well grounded in his or her own native language is much more likely to succeed in a largely English-speaking academic environment. Bilingual education programs give the student the opportunity, and the desire to become acquainted with a new culture and a new language. This makes them much more likely to succeed academically once they are out of school, and have taken their places as adults in society. Bibliography: Works Cited Anzaldua,Gloria. â€Å"How To Tame A Wild Tongue.† The Norton Reader.Eds. Peterson, Linda H., John C. Brereton, and Joan E. Hartman. New York:Norton & Company, 2000. 537-542 Rodriguez,Richard. â€Å"Aria.† The Norton Reader. Eds. Peterson, Linda H., John C. Brereton, and Joan E. Hartman. New York:Norton & Company, 2000. 531-536 Tannen,Deborah. â€Å"Conversational Styles.† The Norton Reader.Eds. Peterson, Linda H., John C. Brereton, and Joan E. Hartman. New York:Norton & Company, 2000. 545-550

Autism Awareness

Autism Awareness Angi Reid Sisk ESE Instructor Pillar October 24, 2011 Autism Awareness Autism is a disability that affects thousands of children today. The causes are yet to be known but there are many theories floating around as to how children develop this disorder. More importantly than how they have gotten the diagnosis, is what can be done do to help them thrive in their educational environment. Many of these children are staring school and are faced with an entirely new set of challenges other than adjusting to life in a home setting.There are many common characteristics that children with autism exhibit; educators must be aware of these traits and understand the best way to deal with them and other needs required by the students due to this disability. It is vital to be knowledgeable in the best teaching strategies and have access to support services and aids available to give children with this disorder the tools needed to achieve success along with their non-disabled peers. Autism has six distinct characteristics that involve students with the disability, (Turnbull and Wehmeyer, 2009).Several characteristics accompany students with autism that can drastically impact their progression in a general classroom environment. One common characteristic that children on the autism spectrum face is difficulty with speech. Children with autism are likely to develop speech more slowly than other children. In some children they may never start talking and with others they could develop speech and then lose it suddenly or over a period of time. Students with autism may experience the lack of social language skills; they can also exhibit lack of eye contact and unusual facial expressions.These deficiencies are not done intentionally, but because students with autism have an inability to communicate on the same level as their other peers, (Brittish Columbia; Ministry of Education, 2000). For the students who have developed speech it can differ in other ways such as o dd pitch tones or repetitive speech patterns. In the past studies were done and showed that only about fifty percent of individuals with autism would acquire full use of complete accomplished speech, (Turnbull and Wehmeyer, 2009).Today those statistics have drastically increased and show that with appropriate therapy including help from speech pathologists and other trained educators; the number of individuals that increase effective speech has grown to eighty five to ninety percent especially with early intervention. Speech therapists can help children with severe language impairments develop great communication skills and give them the needed skills to better communicate with their peers, (Powers, 2000). Social development is another common characteristic that students with autism share.Many find this characteristic to be the most alarming trait that children with autism share. Social interaction between autistic students and their classmates and teacher can be extremely difficult . This often occurs because these students may not have the ability to socialize well with others and could also exhibit other attributes like poor eye contact and can be resistive to comforting from others including their parents. Autistic students have difficulty understanding the feelings of others and how to distinguish that those feelings are separate from their own.They also have a hard time being empathetic and understanding the needs of their classmates and instructors, (Turnbull and Wehmeyer, 2009). Commonly children with autism can have a hard time establishing relationships in school settings because they tend to interact with others awkwardly and in a rigid manner, British Colombia: Ministry of Education, 2000). Most children with autism do not begin exhibiting the strong lack in social interaction until around the age of two years, (Powers, 2000).The progression that children make socially depends widely on their cognitive development; children who are less cognitively impaired ten to react better in social situations. Repetitive or stereotypical behavior is very common and can range from motor movements to repeated verbalizations. Autistic children can have very powerful interests and preferences that may be quite different from other students in their classroom. Sometimes distress can be caused accidentally by disrupting a student’s routine, (Powers, 2000).Unfortunately these behaviors can have a large impact on students learning process and the way that they handle themselves in a classroom. Situations or happenings that can seem insignificant to us can throw them completely off and impede their quality of learning. One reason for this is because students with autism can be insistent with routines being the same and can have obsessions with certain objects or belongings, (Turnbull and Wehmeyer, 2009). On many occasions autistic students will have a hard time with transition from their house to the school environment because of the urgenc y for the structured routine that they thrive on at home.This characteristic can display stereotyped behaviors such as lining up toys or objects or repetitive flapping of their bodies or toys. Students with autism also have challenges with sensory and movement behavior. Children with these issues can react very differently to their peers and various situations in the classroom. Children facing sensory problems may not respond the same to environmental stimuli. They may not have a reaction to something that is hot in the same way that a child without sensory problems would react.On the other hand they could over respond to the stimulant, (Autism Society of North Carolina, 2009). This characteristic could also cause students to exhibit hypersensitivity to light or certain taste, smells, or how objects feel, (Turnbull and Wehmeyer, 2009). Sensory issues can cause problems with intervention and teachers should always be aware of the risks that therapy can bring to students due to sensor y differences, (Volkmar and Weisner, 2009). Environmental stimuli can be very disturbing and even painful at time for children with autism.This can apply to limited types of sensory input or all forms of it; this can be caused by a disorder with the child’s sensory processing, An individual’s tactile system which includes the skin and brain allows a person to perceive and respond in the right manner to experiences in the environment, for example staying away from fire or snuggling up with pleasure in a cozy throw blanket. When autistic students have problems or disturbances in their tactile systems they may do the opposite. They may withdraw from trying to be comforted or from affection; this is called tactile defensive.These responses are a result of a tactile misconception and can lead to other behavioral problems. (British Colombia: Ministry of Education, 2000). Problem behaviors is a commonly shared by autistic children. This can be aggression toward oneself or oth ers. This happens more often when the student is frustrated or in a situation that cause over stimulation or confusion, (Autism Society of North Carolina, 2009). This can cause major disturbances in a classroom setting if the student shows violence toward the teacher or their other classmates. Even if he child is not aggressive toward others, there is the worry of them hurting themselves by biting, scratching, and in more severe cases head banging. Teachers can help to control these situations by modeling the appropriate behavior and helping the students with the right way to handle stress and positive reinforcers, (Turnbull and Wehmeyer, 2009). Student with autism that are entering the schools system have many needs and all of these factors should be taken into consideration for the optimal success of any child with a disability in a general curriculum classroom.One important need for a student is their physical space and how it is cohesive to their comfort ability. The environment where a child with autism learns is extremely important because students on the spectrum have a hard time regulating their focus and attention especially in complex classroom settings, (Volkmar and Weisner, 2009). The nature of the environment of a child’s classroom when faced with a disability can either help them progress or encumber their educational experience.It is important that the class be appealing for all of the students attending but equally as important that it not be distracting for a student with autism. Organization of the room is key in getting the child to engage with his or her peers and to do this in a manner that is comfortable to them. There should be a special place for the student to remove themselves if needed that has a serene and calming meaning it should be free from clutter and other things that could over stimulate. Obvious distractions such as computer screens should be kept out of eye sight so the focus can remain on the teacher.Predictability is also an important need to address with students with autism. A good way to address these needs is by having set routines where the student knows what to expect next. The teacher could use bells or timers to help the student know when to transition or to signal other daily reminders. Making transitions and moving from one exercise to another can be difficult and cause stress to the student which can be eased by incorporating simple techniques into the classroom which give the student a sense of security.Students with disabilities have a need for more one on one interaction in the classroom because they have hard time processing information as quickly as the other students. This need can be addressed by having a well trained para-professional that can help the student complete school work and other tasks assigned during the day. An aid can help the students to make the right decisions for positive behavior and can provide overall assistance in areas of need. Positive reinforcement is greatly needed on a daily basis and can be very encouraging to student with a disability.Focusing on the students strengths are a great way to motivate and help them excel in other areas. Collaborating with families is a good way to see what kind of methods work at home and then try to incorporate them into the classroom. Encouraging the student to participate in all of the activities along with the rest of their classmates will show that you believe in them and expect the best from them. A huge need for children with autism is help with social interaction. It is not that they do not want to make friend, it is that they do not possess the skills to know how.It is not an easy task to influence a child with autism’s social development. Social settings can cause distress so they need to be handled correctly and it helps to limit their social experiences to shorter time limits so that the experience does not become unpleasant, (Powers, 2000). When children have a good relation ship with their teacher they are shown to have better relationships with their peers, (Turnbull and Wehmeyer, 2009). Environmental stimuli have a large affect on the outcome that a student with autism has in the classroom.Teachers need to be aware of their responses to certain stimuli and learn what bothers the student and try to accommodate these needs whenever possible. Factors such as sound and lighting should be considered into the planning of the classroom and the configuration of the room. A need for extra time is a must for students with any type of disability. The teacher should always give the student extra time to complete assignments and class activities. The student may need extra time to process general information and request that you give them pertaining to instruction. Extra time will allow them to process the information more clearly.When children begin school especially primary grades after they have left preschool, they are faced with new challenges and expectatio ns based on increased â€Å"psychological and physical maturity†, (Volkmar and Wiesmer, 2009). Students are provoked to work more independently and there is much more self directed learning occurring in the classroom. It is possible and is happening more frequently now that students with ASD’S are functioning well in school with the help from all of the options available now. There are fully inclusive classes and programs that supply mainstream teaching along with special education services.When teachers make accommodations for students with autism it helps them to function on a more appropriate level. Students with autism can have a difficult time with various sounds and lights that they hear and see throughout the course of their school day. Ear plugs or noise cancelling headsets can be very beneficial in helping them eliminate some of these disturbing factors, (Stokes, 2011). When students leave the classroom to go to lunch or other activities they are introduced to sounds that they are not familiar with; these components will help in these situations.Another great tool and accommodation for students are visual or graphic schedules. These are good tools to let the students know what activity come when and in what sequential memory order they are to perform them in, (Powers, 2000). These schedules should be composed from left to right or top to bottom so they are not confusing to understand and have very clear graphics. Students with autism can become very involved in computers and it can give them a sense of calmness and really help to educate them on various subjects.Computers like visual charts give a clear and concise message for the activity being focused on. Computers can also be used as a reward and a bonus for good behavior. If the children are exposed to computers at home it gives them a sense of familiarity at school. Another way that educators can accommodate their students is by collaborating with the special education teacher on ti ps and strategies on the best methods to implement in the classroom and positive reinforcers that can help the teacher help the child to put forth their best effort.Special education teachers can also spend time with the paraprofessional or the aid to help them in specific instruction on how to help the students on individual learning skill sets. A crisis plan is a tool that all teachers who have students with disabilities in their classrooms need on file. These are put into place in case a child has an emotional outburst or some other type of emergency during the day that would call for immediate assistance, (Stokes, 2011). This plan should cover everything from sensory issues to obsessive compulsive factors and how to address them in the best possible way.This plan should be collaboration between the parents, administrative staff, the special education teacher, and the general classroom teacher. This plan could coincide with the IEP plan which addresses learning goals and outcomes . Both of these plans in conjunction with each other make a great tool for the teacher. Autism affects so many live today; almost everyone has contact with or knows someone affected with this disability. Education and early intervention is the key to giving students with this disability the best opportunity for success.Understanding all of the characteristics for this disability can greatly help the educator to understand and meet the needs of their students and achieve success. All students deserve the right to an education in the most least restrictive environment with the best services available. If educators use their resources and work in collaboration with the families and other support systems; their students will learn in a positive and stable environment.Reference Page Autism Society of North Carolina, (2011). Common Characteristics of Children with Autism Disorders. British Colombia Ministry of Education. Special Programs Branch, (2000). Teaching Students With Autism: A Re source Guide For Schools. Powers, M. D. (2000). Children With Autism, A Parents Guide. Second edition Stokes, S. , (2011). Interventions and Strategies for Success Turnbull, A. , Turnbull, R. and Wehmeyer, M. (2009). Exceptional Lives: Special Education in Todays Schools. Sixth Edition Volkmar, F. and Wiesnar, L. (2009). A Practical Giude to Autism: What Every Parent, Family member, and Teacher Needs to Know.