Biographical Narrative based on the video Fatal Game :: essays papers

Biographical Narrative based on the video 8216Fatal Game8217 Arising lethargic and brumous after their sleepless night at camp six, abrasion Whetu and Mike Rheinberger were slow to dress, melt ice, and get out of the tent at three oclock in the morning. They should have left at one at the latest but the wind was in addition gusty. Unfortunately, by the time they loaded their backpacks, strapped on their crampons and were ready to leave, it was three thirty. Mark, an experienced climber knew they wouldnt summit before one p.m. but he had only been hired as a lam for Rheinberger, who, after seven tries at Mount Everest had still not been able to summit. For Rheinberger, descent was totally unacceptable. Too much labour, too many sleepless nights, and too many dreams had been invested to not summit. He couldnt come back for another try next weekend. To go down now, would have raised one tremendous question what might have been?Mark was in front of Rheinberger and was growi ng impatient with his dismal pace. Ahead of them Mark spotted another team, returning self-defeating from their summit attempt. As the other team passed, they chatted a little. It wasnt until then that Mark realised how late it was. Twelve thirty. They were more than four hours from the summit, if they hurried. Rheinberger was not quitting now. Mark decided not to argue and the duo continued their ascent. At five thirty, when the light was slowly fading, they were so close to the summit. Rheinberger was quickening his pace now as he knew victory was in his grasp. At six oclock, Rheinberger had finally accomplished what he been previously unable to do for the last ten years. unless even in this moment of triumph, he was weakening with every oxygen-deprived breath. Down to one knee, watching the sun disappear, he looked like this was what he was sent to priming to do. Alarm soon hit them both, as when they were only meters from the top the light disappeared altogether. W ell bevy. Suggested Rheinberger. Its the only thing we can do. Unfortunately he was right. Thought Mark. And so, they bedded down for the night in the death zone. A height where the body is dying starved, from life giving oxygen.

Essay --

In Geoffrey Chaucers Canterbury Tales, the married woman of Baths Tale holds the unique position of being the only tale told by a lay female in the group. The wife of Bath is a complex character in this, she isnt what she seems to be, and whitethornbe not even what she herself thinks she is. One may at first believe that she represents a feminist character in this, defending the rights and power of wo hands all over men in both her prologue and tale. Though The Wife of Bath seems to see herself as a feminist (more or less as a strong independent female of her time), defending the rights and power of women over men in both her prologue the tales actual perspective is formed from the point of view of a man of the time in this, her entire image seems to shift. Notably, it is well-grounded to state that it is highly unlikely that any man of the time period saw her in this same light rather she seems to illustrate all of the wrongs that men found in women. Alongside this, it is strat egic to emphasize that this tale (The Wife of Bath) begins the Marriage Group as G.L. Kittredge called it (even though other marriages appear in the Canterbury Tales fragments), involving the Clerk, the Merchant, the Franklin. In this, her spoken goals expressed in her Prologue, express a certain sort of unspoken implication that exerts that Alisoun intends to take the place of the traditionally held authorities on marriage. The Wife attacks medieval dogma and uses aggression as her defense. The primacy of authority over experience is turned upside-down. This in turn produces a cycle of, experience that yields tolerance, allows exceptions, and sees other views. She exemplifies what a perfect example of a failed feminist, a weak parody of what men see feminists as.In Chaucers... ... when analyzing, explaining, and understanding The Canterbury Tales, especially The Wife of Baths Tale. It is important to have an even balance between the feminist critics who view Chaucer as feminist, and the feminist critics who view him as antifeminist when trying to unravel this character as a progressive creation. While it can be argued that the Wife of Bath could be an early feminist character, there are too many aspects to her that indicate how she is running(a) within the system rather than outside of it. Alisoun is not a character who sprung fully formed from her creators genius. Instead, Alisoun learns how to use what Chaucer initially gives her until she is able to learn her own story, identity, tale, and conclusion. She will forever be a small piece of Geoffrey Chaucer, but she is eternally her own voice that cries out, I am Alisoun. I am the Wife.

Breaking Up Essay -- Personal Narrative, essay about myself

It should have been raining. It almost always rains in the movies when girls get their paddy wagon broken. When that young man with a bittersweet smile and Im sorry eyes shows up on the doorstep telling his sweetheart that he is going off to war or beginning a battle with a fatal disease. Instead here I am the blundering heroine of my own violent film, with a script that seems to have a few gaping holes where all the witty lines are supposed to be. In the hot, sticky passenger seat of a black 02 Grand Am, subconsciously capping and uncapping an Ice Mountain water bottle, listening to my boyfriend jumble up a bunch of words that eventually turn in into its over. Cest fini. He stops talking and takes a deep, shuddering breath and I realize that its my cue to talk. Hes waiting for me to say something along the lines of Sure Matt, I totally agree with you. I think its a great idea to end this relationship that I have put my whole being into for two years. Im so relieved that you broug ht it up first, seeya around and good luck with all your incoming chicks. I look out the...

Macbeth, A Spy For Macduff At The Banquet Hall :: essays research papers

Dear Macduff,A short while back you hired me to hit a task for you. This was to spy and collect information about Macbeth. I have now completed this and have some quite shocking tidings as you will soon be aware of as you read on. It completely started at Macbeths banqueting hall which I was subsequently invited to. We all sat round a wooden table in the main hall waiting for Macbeths feast he had prepared for us. Macbeth and his queen wife, gentlewoman Macbeth, They were both upon their thrones which were raised from the ground. Macbeth stepped down and soon the low hum of mumbling grew to a halt. He told us to sit and welcomed us to his feast. What happened next I found unusual, he announced he was going to join us at our table instead of sitting with his wife at the throne. Lady Macbeth kept her step to the fore as the banquet went on.From the corner of my eye I then noticed someone entered the room. At first glanced I presumed it to be Banquo as he had not arrived yet, but then I took a closer look and found it to be no one I knew. Macbeth also had seen this strange man at the doorway and arose and proclaimed that he would be away for a few minutes. It interested me why Macbeth left so abruptly and why it was of such importance. I glanced around and saw my fellow lords deep in conversation so I used the chance to slip away from the table.I leant against the wall so I was just out of Macbeths sight. I joined them mid conversation and attempted to settle into their quiet chat. As I joined them my wonder rose as I heard Macbeth mutter the words There is blood upon thy face. I was extremely startled to hear the disturbing parole which followed. Tis Banquos then. I was absolutely amazed to hear what was being said. I stayed close to the wall listening in on what was said. Macbeth utterly out(p) me by saying Is he dispatched?. These words could incriminate Macbeth and he would be lynched for having this carried out. I was totally confused, because as f ar as I knew, Macbeth and Banquo had been friends longer than anyone could remember. They had dual-lane all sorts of experiences together. This sickened me to hear that Macbeth had carried out such a terrible deed.

Irratable Bowl Syndrome :: essays research papers fc

Bo MooreE-BlockIrritable Bowel SyndromeIrritable gut syndrome (usually referred to as IBS) is a disorder of the large intestine that lasts for a ample period of time. People who have IBS work through symptoms like constipation or diarrhea. These symptoms can occur one after a nonher. A person can experience constipation at some times and diarrhea at other times. Occurrences of lower bowel irritation may also be accompanied by mild pain, swelling of the stomach and a lot of digestive gas. Other names for IBS are spastic bowel, spastic colon, irritable colon syndrome, and functional bowel disease. A person who has IBS can lead a normal life. One would think that with continual diarrhea that a person with IBS would lose weight, be malnourished, or that they would develop more serious digestive problems. However, these are very rare. Only in a very small number of cases does IBS become so disqualifying that it can interfere with a persons normal activities. But some people withdraw from activities because the diarrhea or constipation bothers them. In such(prenominal) cases, doctors may recommend mental health counseling. just about patients who have IBS seek help from a gastroenterologist. A gastroenterologist is a doctor who specializes in the digestive system. Tests to advert IBS might include lab analyses of feces and barium X-rays of the lower digestive tract. For a barium X-ray, a patient drinks a special kind of politic drink that contains barium. With the barium, the doctor can see how the liquid flows through the digestive system. A doctor may also perform a sigmoidoscopy. This is an instrument on a long thin tube that is inserted through the anal opening up in spite of appearance the colon. With this test, a doctor can visually examine the inside walls of the intestine. If these tests are negative, it is typically determined that a patient has IBS because all other possibilities are eliminated. Statistics show that about twice as many women develop IBS when compared to men. Most people who have IBS are adults rather than children. There is no underlying cause for IBS. It is known that a person who has IBS has abnormal contractions, or spasms of the muscles of the colon. However, through research, it has not been found that IBS is caused by abnormal action of the colon. The colon is what moves food wastes through the large intestine. Some of the contractions cause constipation, pain, and gas.

Emperor Hadrian in Marguerite Yourcenars Memoirs of Hadrian and E.L. D

emperor Hadrian in Marguerite Yourcenars Memoirs of Hadrian and E.L. Doctorows Everyman figure of Coalhouse baby carriage, Jr. in RagtimeAs Marguerite Yourcenar states in Memoirs of Hadrian, . . . there is always a day where Atlas ceases to support the weight of the heavens, and his revolt shakes the earth. (114) When Coalhouse Walker strides knowingly, even willingly, into his goal, he is more correctly at that moment than he has been at any other point in his crusade. Because he has no regard for death or for the effect of his end upon the rest of the world, his chosen fate sends a resounding reaction through all who witness his end. And what might drive a man to abandon his sustenance so freely? Love and death. Inextricably meshed in both Memoirs of Hadrian by Marguerite Yourcenar and E.L. Doctorows Ragtime, these timeless states profoundly change the outlooks of Emperor Hadrian and Coalhouse Walker Jr. Despite being separated by centuries, both men go to extreme lengths for their perception of love, but when death intervenes they have curiously opposition reactions. Hadrian is Emperor of the vast Roman Empire, and when he first comes into power he is afire with new ideas of beautification and improvements for all the provinces of the Empire, whether the people of said provinces wanted to be meliorate or not. He is secure enough in himself to consider himself, while not a god, something like a lieutenant, seconding the deity in his effort to pop off form and order to a world, to develop and multiply its convolutions, extensions, and complexities. (Yourcenar, 144) After many personal triumphs, he still refuses the accolades that previous Emperors have mat up were rightfully theirs, preferring to let his people and his ... ...ife. This concept is totally foreign to Coalhouse Walker Jr. who, only after achieving the love that he sought and then losing it so quickly and so inhumanely, gains almost godlike power over the people of the city, inspi ring fear and no little awe for the man who would go to such(prenominal) lengths over an automobile and some inconsequential (to them) black woman who wasnt even his wife. Death and love inseparable through the course of time, transcending the ages both Emperor Hadrian and Coalhouse Walker Jr. face them, and while one gains conviction and a purpose, even if that purpose is ultimately his own death, the other declines, never seeing that the death of his love could possibly serve a purpose other than simple grief and mourning, never understanding that, with time and action, the future could once more hold the forecast of the past. (Yourcenar, 176)

In view of what we know of Beatrice and Benedick from Act I and Act II, Scene I, how realistic is Don Pedro’s aim to bring them together?

Beatrice and benedict are the two major characters in Much Ado About Nothing that let comic relief. Their merry wars of words and phrases as described by Leonato, are frequently throughout the play examples of Shakespeares magnificent ability to pay off about recreation in his plays. In wager I and Act II scene I, Beatrice and benedick are reunited after Benedick and the other soldiers return from war. Beatrice almost like a shot jumps into a frenzy of lyrically punishing Benedick, who after a war of men begins a war of words.From the beginning of the play even before Beatrice and Benedick begin their battle of wit, it is evident to the audience that she has some kind of strong feelings for him, whether they are feelings of hate or of lust or of something in between or that they. Thought their insults are biting, their ability to maintain such clever, interconnected sparring seems to illustrate the existence of a strong truss between them. This is shown when the messenger arri ves to bring the news that the war is won and the heroes are soon to return. The parley focuses on Count Claudio and his bravery, the figure of a lamb, the feats of a lion, however Beatrice almost reform away changes the event by asking the messenger if Signior Mountanto returned from the wars or no?Although this is an insult, it is evident that Beatrice could not wait to find out how Benedick was. The audience are instantly given the impression that she disguises her feelings for him. She continues talking about Benedick with the messenger and Leonato, who states that There is a kind of merry war betwixt Signior Benedick and her they never meet, but theres a skirmish of wit between them. Beatrice argues back that in our last conflict, four of his five wits went halting off.He hath every(prenominal) calendar month a new sworn brother.he wears his faith but as the fashion of his hat, meaning that he has no true friends and he changes his faith as often as he changes his hat.To a dd to this, the other soldiers who return from battle, who bear prominence in the play are Don Pedro and Claudio. Claudio is instantly paired up with Hero, although this does not officially happen until the party later that night, on stage and in films they stare at each other as if rage struck. The aforementioned(prenominal) goes to Beatrice and Benedick at the reunion, except they do not stare at each other as if love struck but moreover as if they fecal matternot wait to resume their merry war. This feeling becomes quite obvious when Beatrice speaks almost instantly after Benedick enters the dialogue, it is as if he cannot be part of something without her beingness part of it as well, even if she is bullying him.Shortly after everyone leaves the stage apart from Benedick and Claudio. Claudio expresses how Hero has caught his eye and Benedick dismisses her as too short. From this conversation we learn that Benedick thinks he will never fall in love and does not believe in mar riage. I will do myself the right to trust none and the fine is, for the which I may go the finer, I will live a bachelor, in turn this casts a shadow of distrust over any forecasts that members of the audience could have made about Beatrice and Benedick being paired up. However, from the beginning it is obvious that Benedick is an entertaining character and different his counterparts Don Pedro and Claudio, what he says is not taken especially seriously.Furthermore, at the beginning of Act II Scene I Beatrice also reveals herself as anti-marriage, Just if he send me no husband for which I am upon my knees every morning and evening. She adds to this statement by stating that she imagines married multitude go to hell and single people do not, however in addition to this she says, he shows me where the bachelors sit, and there live we as merry as the day is long, this suggests that she hopes to have some kind of merriment with bachelors in the future which brings us back to Benedic ks belief that he will always remain a bachelor.From the end of Act I and the beginning of Act II Scene I we have learnt that both Beatrice and Benedick possess anti-marriage views, but given that they are both histrionic and insecure characters, nothing can be taken for granted.It is noticeable that Beatrice talks about Benedick a lot and often in conversations about subjects that bear no relation to him, she finds a way of interpreting the conversation to make him the fundament usually criticising him of course. For example at the very beginning of Act II when Leonato and Antonio are having a conversation about Don Johns absence at supper, she compares him with Benedick abruptly. This furthers the readers/ members of audience beliefs that she has an interest in Ben.Beatrice and Benedick are perhaps Shakespeares most famously witty characters, incomplete ever lets the other say something without countering it with a pun or criticism. One notable characteristic of their attacks up on each other is their ability to extend a simile throughout lines of dialogue. When Benedick calls Beatrice a rare parrot-teacher, Beatrice responds, a bird of my tongue is better than a beast of yours. Benedick continues the reference to animals in his response saying, I would my horse had the speed of your tongue. It is as if each anticipates the others response.It is suggested in Act I Scene I that Beatrice and Benedick have previously been lovers, but Benedick lead Beatrice on, perhaps this is where her viciousness towards him stems from. This is suggested in this quotationBenedick set up his bills here in Messina and challenged Cupid at the flight, and my uncles fool, reading the challenge, subscribed for Cupid, she describes a battle of love between herself and Benedick which she has lost.At the masked ball later that night Beatrice dances with Benedick, the audience is unsure whether she simply does not recognise him due to his mask, or pretends not to recognise him. Nonet heless, she cleverly insults him, leaving him a nervous wreck as he cannot reveal himself to be Benedick. Why, he is the princes jester a very boring fool only his gift is in devising slanders..and the commendation is not in his wit, but in his villainy. She is mocking him and saying that his jokes are boring and nobody finds them amusing.I believe that Don Pedros aim to bring together Beatrice and Benedick is reasonably realistic. There are many times in Act I and Act II Scene I that the thought of the two of them marrying seems almost impossible. For example when Benedick swears he will live a bachelor, and when Beatrice is on her knees every morning and evening thanking God that she does not have a husband. However, Beatrice and Benedick are both very melodramatic and provide most of the comedy in the play, this gives the reader the view that what they swear cannot be taken as seriously as for example Claudio. From the beginning of the play, it is obvious that there is a strong bond between them.It appears that the skirmish of wit between them is a cover up for what is a strong bond underneath all the exchanging of criticisms. In act I, Beatrice shows that she thinks about Benedick a lot, by asking the messenger if he has returned from war and by talking almost every time he says something. This also shows in the first off scene of Act II when she brings him into the conversation at the masked ball out of the blue. In the end, Don Pedros plan was a success.

Impact of Nationalism

The rise of nationalism in Zambia started with the weeation of benefit societies as it advanced to trade union as wellhead as to the formation of political parties which led to people identify themselves as belong to unrivaled race. The first welfare society was formed by Donald Siwale and was called Mwenzu welfare society in 1912, in 1939, the formation of northern Rhodesia African union workers took root, and the second world war speeded up nationalism. In 1946, the Federation of African eudaemonia Societies was formed.Two years later the Mineworkers Union was created and in the same year the Federation of African Welfare Societies reformed itself as the Northern Rhodesia African Nationalist copulation (ANC), under the attractorship of Harry Nkumbula. A union for railway workers was established in 1949. In 1958, some members broke away from ANC and formed ZANC and Kenneth Kaunda become the leader and the part was banned. And the following year in 1959, UNIP was formed.There w ere violent uprising and acts of sabotage caused by UNIP and in 1964, Zambia become sovereign state Nationalism has had the affirmative jar to the Zambian culture as it transcended regional and ethnic division and spanned the colony, this helped the people to fight for their rights. The struggle for independence along region and ethnic group groups would pee-pee being difficult and delay the attainment of freedom from the colonial rules but the integration of different ethnic groups and region gave birth to a new state.Nationalism in its historical context can be specify as an ideological movement aimed at attaining and maintaining the identity operator and unity through social cohesion and self-reliance through national self-determination of a nation, or a peoples united under a national banner ( Nationalism has also being defined as the attitude that the members of a nation have when they care about their national identity, and the actions that the members of a nation take wh en seeking to achieve or baffle self-determination.Nationalism in a wider sense is all complex of attitudes, claims and directives for action ascribing a fundamental political, moral and cultural value to nation and nationality and deriving obligations (for individual members of the nation, and for any involved third parties, individual or collective) from this ascribed value. There is a fair amount of agreement about what is historically the most paradigmatic form of nationalism.It is the one which features the supremacy of the nations claims over other claims to individual allegiance, and which features full sovereignty as the persistent aim of its political program, therefore nationalism has a positive intrusion on Zambias culture as it makes citizens realise that individual duties and loyalty are less important compared to national duties and loyalty.Adding to this is that citizen will accept the autonomy of their organisation and its responsibility. Nationalism is essential as it safeguard the moral life of communities since it is the only form of political institution capable of protecting communities from the threats of globalization and assimilation, for example, the introduction of hardy rights has being in vain as the culture of Zambia does not support it as it is considered to be immoral.Nationalism has positively clashinged on Zambian culture as it provide an overall sense of unity across all groups and acceptance of all human beings across the country, everyone feels attached to the unitary state and there is no tribal or individuals who are superior than others, nationalism has instil to every Zambian the spirit of Zambian identity despite of their region and ethnic belonging, for instance, to nullify tribalism and regionalism, DR Kaunda introduced the a system where he disseminated the ethnic groups into different areas despite of ethnic or region group one belonged, everyone one had a sense of belonging, identity and a spirit of Zambian where ever they were sent. Therefore nationalism has impacted the culture of acceptance among Zambians.Nationalism promotes liberty through national self-determination which is a form of positive liberty, the ability to make decisions and take actions that express what is a national value. Second, nationalism may also support the positive liberty of individuals. The negative impact of nationalism to Zambian culture is that the members of minority group are often disadvantaged in relation to a dominant culture because they have to assert on those with the same beliefs, custom and culture to conduct the affairs of daily life. Since freedom to conduct ones daily life is a primary good, and it is difficult to transmute or give up reliance on ones minority culture to attain that good, this reliance can lead to certain inequalities if special measures are not taken. Spontaneous nation-building by the majority has to be moderatedThe stand out point on the depressing impact of nationalism to Zambian culture is that it has to conflict, those who are not in support of the dominant culture had crushed with the administration and the majority. For instance, in late July and early August some 10,000 Lumpa church members in the Northern Province, revolted. The ghostlike sect, which combines African and Christian beliefs, was ruled by Alice Lenshina, formerly a Presbyterian. By forbidding Lumpas to join political parties, she had been responsible for previous clashes with the UNIP. A resettling of Lumpa villages by the government touched off the revolt. After being taken into custody, Alice Lenshina ordered her followers to lay down their arms, but not before there were over 600 dead, 350 wounded, and 5,000 homeless

Students Who Engage In Challenging Behaviour Education Essay

Students who engage in disputing carriage atomic number 18 frequently restricted from accessing societal and educational chances Bradley, Henderson, Monfore, 2004 Wehby Lane, 2009. Up to 20 % of disciples who engage in disputing deportments do non react to universal appearance direction schemes ( Kamps et al. , 2011 Sugai & A Horner, 2009 Warren et al. , 2003 ) . At to the lowest degree 5 % of schoolchilds provide necessitate individualized behaviour back schemes based on an sagaciousness of the lookal use ( Sugai & A Horner, 2009 Walker, Cheney, Stage, Blum & A Horner, 2005 Warren, et al. , 2003 ) . Students that repeatedly use disputing bearing, do so to hold a hire met, these are frequently triggered by ancestors and well-kept by reenforcing make ( Carr et al. , 2002 Cooper, Heron & A Heward, 2007 Iwata & A Worsdell, 2005 Sugai & A Horner, 2009 ) . However, in the complex, speedy paced and unpredictable environment of a school room, teachers s eldom bewilder the chance to see what demand is non macrocosm met ( emmer & A Stough, 2001 ) , frequently using reactive retaliatory bams ( Scott, McIntyre, Liaupsin, Nelson, Conroy & A Payne, 2005 Van Acker, Boreson, Gable, & A Potterton, 2005 Wubbels, 2011 ) , or doing obscure and bootless efforts at implementing schemes unrelated to factors retentivity the manner ( Blood & A Neel, 2007 McIntosh, Brown, & A Borgmeier, 2008 Scott et al. , 2005 ) .Positive sort support ( phosphate buffer solution ) is an set upon utilize by many interrogation esca looks and practicians with purposes to heighten histrion quality of life and in making so film editing run through the participant s demand to utilize disputing demeanor ( Carr et al. , 2002 ) . Since its origin in the 1980 s, research in PBS has illustrated the effects of increasing decreed bearing utilizing non-aversive treatments and as a consequence cut downing disputing behavior ( Carr et al. , 2002 ) . One of the burden rules of PBS is the usage of a operating(a) behavior appraisal ( FBA ) when keystone uping scholars that require individualized intercessions ( Hieneman, Dunlap, & A Kincaid, 2005 Sugai & A Horner, 2009 Walker et Al, 2005 Warren et al. , 2003 Tarbox et al. , 2009 ) . The intent of the FBA is to understand the present of the behavior, beyond what the topography rouse supply ( Iwata & A Worsdell, 2005 Kates-McElrath et al. , 2007 McIntosh et al. , 2008 Scott, Anderson, & A Spalding, 2008 Tarbox et al. , 2009 ) . In PBS, the FBA bothows for an individualized intercession or scheme to be developed which works to modify the person s environment to promote much pro-social behavior ( Carr et al. , 2002 Iwata & A Worsdell, 2005 Koegel et al. , 2012 Sugai & A Horner, 2009 Umbreit, Ferro, Liaupsin & A Lane, 2007 ) . The pro-social behavior is place to run into the functional impactity of the disputing behavior, rendering the disputing behavior irrele vant and un requisite for the schoolchild to utilize ( Carr et al. , 2002 ) . Therefore a FBA can aspect a teacher with a cardinal tool that can be applied to many disciples on an as need footing. This is funnily of import as in that location is deficient approach might of specializers that are skilled in guard oning FBAs ( Grey, Honan, McClean, & A Daly, 2005 ) even more(prenominal)(prenominal) so in at least slightly parts of Australia than in the United States ( Mooney, Dobia, Barker, Power, Watson, & A Yeung, 2008 ) .There are terzetto signifiers of FBA normally reported in the literature. Indirect methods ( e.g. questions, evaluation gradatory tables, file reappraisals ) ( Alter, Conroy, Mancil, & A Haydon, 2008 ONeill et al. , 1997 Tarbox et al. , 2009 ) direct or experimental methods ( e.g. ABC Analysis ) ( Alter et al. , 2008 Bijou, Peterson, & A Ault, 1968 McIntosh et al. , 2008 ) , and experimental functional abridgment ( FA ) ( McDonald, Moore, & A Anderson, 2012 Ellis & A Magee, 2004 Iwata, Dorsey, Slifer, Bauman, & A Richman, 1982 / 1994 Iwata & A Worsdell, 2005 Sigafoos & A Sagger, 1995 ) .Validity and feasibleness concerns exist sing all three many methods. Indirect methods are fallible as they rely on reposition call patronise and the ability of the participant to detect ancestors and effects ( Alter et al. , 2008 Tarbox et al. , 2009 McDonald et al. , 2012 ) . c all everywhere reflexion requires an perceiver who is available and go toing to the mark pupil at all times in order to maintain records of the pupil s behavior, ancestors and effects nevertheless in the busy classroom it is hard to detect ancestors and effects. To puddle the remediate of these disobliges, surveies have demonstrated the pertinence of picture engineering ( mien Imaginga? ) in drivel oning direct FBA ( McDonald et al. , 2012 Reischl & A Oberleitner, 2009 ) . appearance Imaginga? is a camera and computing implement package plan that is accessed via a distant control to video record behavioural incidences, ancestors and effects as they occur in the natural environment ( Reischl & A Oberleitner, 2009 ) . Although the experimental FA provides the most touchable consequences due to its experimental get along and consequence nature ( Iwata & A Worsdell, 2005 ) , it is traditionally a drawn- by play and non suited for the tellurian schoolroom ( Iwata, Dorsey, Slifer, Bauman, & A Richman, 1982 / 1994 ) . However, some recent surveies have illustrated the feasibleness of an altered brief version ( McDonald et al. , 2012 Sigafoos & A Sagger, 1995 ) .Research exhibits that many use indirect encounters in the field ( Blood & A Neel, 2007 ONeill & A Stephenson, 2010 Machalicek, OReilly, Beretvas, Sigafoos, & A Lancioni, 2007 ) , research suggests that these methods are non either buffalo chip valid as direct appraisal methods ( Alter et al. , 2008 Tarbox et al. , 2009 ) , and some have found t hat just the experimental FA provides the most relevant and valid consequences ( McDonald et al. , 2012 ) .Although a batch of research exists to back up the efficaciousness of utilizing PBS patterns in the schoolroom ( e.g. , Grey et al. , 2005 McIntosh, et al. , 2008 Stage et al. , 2008 McDonald et al. , 2012 ) , some research has shown that teachers who have been trained, do non ever use their readying in the field ( Blood & A Neel, 2007 Boardman, Arguelles, Vaughn, Hughes & A Klingner, 2005 Scott et al. , 2005 Smith, Richards-Tutor & A Cook, 2010 Van Acker et al. , 2005 ) . Van Acker et Al. ( 2005 ) found that aft(prenominal) they provided preparation in peremptory behavioral support patterns, teachers continued to utilize in get hold of methods in turn back oning an FBA and were unable to choose captivate replacing behaviors. Blood and Neel ( 2007 ) , in their survey identified that none of the six take word of farewell instructors were able to office the func tion-based intercession that had been written in pupils intercession programs. In other survey, Blood and Neel ( 2007 ) reviewed 43 pupil files that had included an FBA, nevertheless the intercession selected most frequently did non look to fit the assessed behavioral map. These surveies highlight the research to pattern diffuse that have been noted by many ( Boardman et al. , 2005 Burns & A Ysseldyke, 2009 Cook & A Cook, 2011 Couvillon, Bullock & A Gable, 2009 ) . These surveies nevertheless do non place why the disperse exists.Social cogency steps were developed in the late 1970 s to derive penetration into the participant s positions and feasibleness of the patterns and are considered a important portion of individual capable design ( Carr et al. , 2002 Horner, Carr, Halle, McGee, Odom, & A Wolery, 2005 Machalicek et al. , 2007 Schwartz & A Baer, 1991 ) , nevertheless the high approach pattern of articles make with positive feedback and high societal cogency does non shed much visible radiation on what may be lending to the research to pattern spread ( Machalicek et al. , 2007 ) . As one writer notes, societal cogency should be placing what may be forestalling a procedure from working instead than re-illustrating how that procedure does work ( Schwartz & A Baer, 1991 ) , so trainers and practicians may be offend able to foretell when instructors may neglect to implement PBS patterns and how best to back up them to get the better of the possible barriers of numbering PBS patterns. While individual capable research allows for adaptability and flexibleness, most surveies have been chiefly guided by research workers who have specific preparation in the country, and who do non ever see the position of the instructor ( Kates-McElrath, Agnew, Axelrod, & A Bloh, 2007 Machalicek et al. , 2007 ) . This may be important in placing endeavors and schemes that will be implemented instead than 1s that will be avoided by the instructor. This may as well cast visible radiation on some of the research to pattern spread that exists in PBS patterns.Some surveies that have explored instructors positions, although enlightening are limited as they have non been conducted alongside the experimental and custodies on constituents of PBS patterns. Findingss from instructor positions research has found that when implementing behaviour direction schemes instructors study easiness of execution, the personal feelings they hold, the beliefs ab forbidden the rightness for the pupil and schoolroom every bit good as the handiness of support supply and stuffs all play an of import function ( Boardman et al. , 2005 ) . In add-on instructors have a penchant for on the occupation collegial preparation and support ( ONeill & A Stephenson, 2010 ) .The intent of this survey was to carry on a assorted method design instance survey in a schoolroom with a pupil prosecuting in pig gulp behavior. Experimental analysis of FBA and PBS procedures was con ducted and paralleled a soft analysis of a instructor s see to it of these procedures. The focal point was to understand the barriers and facilitators towards a instructor utilizing these patterns in a schoolroom, in hopes to farther understand the research to pattern spread. Three methods of FBA were used to place the map of behavior. A individual capable AB design was used to look into the functional relation between teacher selected schemes preliminary to and post placing the behavioral map. Qualitative instance survey methods were used to derive the take parting instructor s position of ( 1 ) understanding pupil patronage behavior, ( 2 ) the procedure of carry oning a FBA in the schoolroom, ( 3 ) scheme planning and choosing an arrogate intercession, and ( 4 ) what extra demands are required to back up a pupil with job behavior in the schoolroom.In conformity with the research literature it was hypothesised that the way observation and experimental FA would give the most ac curate consequences of behavioral map and a function-based intercession would ensue in the devolve of bull gulp behavior.MethodPrior to commencement, this survey was approved by Monash University s Standing Committee on Ethics in Research Involving Humans and the Victorian Goernment Department of Education and Early on Childhood Development Ethics Committee. The take parting school and instructor provided informed consent to be involved in the survey. Informed consent was obtained from the take parting pupil s parents on the pupil s behalf.Participants and PutingThe take parting instructor, anonym genus genus genus genus genus genus Melissa, was employed at a particular developmental school and was a instructor to a class 1 equivalency kinfolk. Melissa sought aid to turn to a specific pupil s behavior of drawing other pupils vibrissa in the schoolroom. This pupil anyways served as a participant.Melissa was a instructor with over 25 old ages of experience. She had chiefly con ducted her preparation in the late 1970 s and was certified as a kindergarten instructor. She had no formal preparation in particular bidding nevertheless she had been working in particular schools for most of her calling. She was employed at indirect particular instruction school for 11 old ages and moved to her current early old ages particular developmental school 10 old ages ago. Melissa reported that she had no experience with useable Behaviour Assessments ( FBA ) .The take parting pupil, anonym Joe, was a 7-year-old male child who was diagnosed with autism spectrum up restrict. Joe had attended the school for about twain old ages. However pilus drawing behavior had except started quartette weeks prior to the beginning of this survey. Joe was vocal and could verbalise simple sentences, in a non-conversational mode. Joe could follow complex cardinal-step instructions.The survey was conducted in the particular developmental school during regular scheduled schoolroom acti vities. The schoolroom was staffed by one instructor and two instructor helpers. The category was made up of seven pupils, all of whom had been diagnosed with a developmental hold and / or rational disablement.MaterialsThe survey used both vicenary and qualitative processs to garner informations.Quantitative Measures and foundation utilitarian behavior appraisal ( FBA ) stuffs.This survey utilised three types of steps in carry oning a functional behavior appraisal The Functional Assessment Interview Form ( FAI ) ( ONeill et al. 1997 ) an Antecedent Behaviour Consequence ( ABC ) direct observation worksheet ( Bijou et al. , 1968 ) and a military position specific experimental functional analysis interval infixing sheet developed for this survey.The FAI ( ONeill et al. 1997 ) is an indirect appraisal of behavioral map. It is a structured interview signifier used to steer a responder through describing behaviors, ancestors, effects and puting events that may be involved in foret elling or keeping the job behavior. A modified version of the FAI ( go across addendum x ) was used to develop hypotheses sing possible maps for the job behavior. The survey besides used a modified version of the ABC observation worksheet ( contact Appendix x ) as a direct signifier of FBA. Three columns are readily used in an ABC observation worksheet, ancestor, behavior, and effect are listed at the top ( Bijou et al. 1968 ) , and this survey included a 4th column, precursor behavior to place the take parting pupil s behavior unless prior to prosecuting in hair drawing behavior. From the observations made utilizing the ABC worksheet, forms of ancestors, behaviors and effects emerge to supply a conjectural map for the job behavior. All incidences of hair drawing behaviors were preserve by agencies of Behavior Imaginga? engineering, which captured video footage of 2-minutes anterior to and 2-minutes post the hair drawing incident. These recorded digital files were viewed and AB C informations worksheets were used to enter events.The experimental functional analysis ( FA ) required the direct use of stuffs of course found in the schoolroom and the cooperation of a equal. An event entering sheet was developed to enter the presence or absence of job behavior for each test ( Adult aid, entree to directive, and peer demand ) or command status ( See Appendix x ) .Intervention choice stuffs.The map based intercession determination notional account ( Umbreit et al. , 2007, see Appendix x ) was used to steer the instructor s choice of an get functionally tantamount replacing behavior that the pupil could utilize to replace the hair drawing behavior. The theoretical account represents a direct nexus between the consequences of a FBA and a successful intercession that supports a pupil s usage of socially appropriate replacing behavior. The three chief methods of intercession used in this theoretical account include 1 ) learning the pupil replacing exertions and e difice general competency, 2 ) doing environmental accommodations, and 3 ) adjusting eventualities.Data aggregation processs.Frequency information was collected on hair drawing behavior during the regular schoolroom modus operandi. Data was tho captured when the pupil was present in the schoolroom and on yearss in which the pupil was present for an full cardinal hours. Data was non captured on yearss in which the pupil spent drastically less than the unwashed sum of pasture ( 4.5 hours ) in the schoolroom i.e. for yearss that included tonss of outside activities. Datas were collected 3 yearss per hebdomad and was picture recorded by either the schoolroom instructor or the research worker by agencies of Behavior Imaginga? engineering ( Reischl, & A Oberleitner, 2009 ) and the figure of incidences per twenty-four hours was tallied, based on the incidences recorded. The Behavior Imaginga? system consisted of a laptop computer with Behavior Imaginga? Capture package, a webcam and remote control button. The Behavior Imaginga? system was set up in the schoolroom and the instructor was taught how to utilize it. The instructor was instructed to sex the system every trim down the mark behavior occurred in the schoolroom, by pressing the distant button.Due to the refering nature of hair drawing behavior on other pupils well- creation, the instructor was advised to forestall the behavior where possible and record the incidence. Hair drawing behavior was prevented 22 out of the 34 times it was recorded as an incident.Dependent variable and Research design.The primary dependant variable for this survey was drawing other pupil s hair. The experimental process was a quasi-experimental single-subject AB design. The design had two periods ( a ) baseline, in which the instructor conducted her category in a everyday mode and implemented effect based do out behaviour direction schemes for the job behavior and ( B ) intercession, in which the instructor collaborated in and selected appropriate schemes to be implemented. The FBA was conducted during baseline.Interobserver understanding ( IOA ) .Interobserver understanding informations was collected for 33 % of pictures used in the ABC analysis and 33 % of picture documenting the experimental Functional Analysis ( FA ) tests. Interobserver understanding for the FBA information was calculated utilizing an interval-by-interval process with a 2nd, trained, observer severally sing the recorded Sessionss and comparing these consequences with those of the primary perceiver. Entire interobserver understanding was calculated by spliting the figure of intervals of understanding within each interval by the figure of intervals of understanding plus dissension, multiplied by 100 ( Cooper et al. , 2007 ) . IOA steps of the ABC analysis picture provided three consequences, an IOA mean of 66.63 % for antecedent events an IOA of 100 % for the job behavior and an IOA mean of 94 % for the eventful events. IOA step s of the FA tests indicated 100 % understanding on the happening or non-occurrence of job behavior on all tests.Qualitative Design and MeasuresResearch methods and informations aggregation.Qualitative instance survey methods were used in which the phenomena of involvement were Melissa s position of ( 1 ) apprehension Joe and his hair drawing behavior, ( 2 ) the procedure of carry oning a FBA in the schoolroom, ( 3 ) scheme planning and choosing an appropriate intercession, and ( 4 ) extra demands required to back up a pupil with job behavior in the schoolroom.The instance survey may be characterised as an intrinsic instance survey ( Stake, 1995 ) in that the instructor, Melissa s positions were used to research the curious instance of utilizing FBA and intercession choice patterns in this schoolroom for this pupil. Qualitative informations were ga at that placed within a five hebdomad period, which coincided with the stages of the single-subject research design. The primary methods used were semi-structured interviews with Melissa as the source and a written logbook was kept by the research worker to maintain an audit trail of the procedure. The first interview was conducted during the baseline stage and consisted of inquiries associating to teacher s beliefs of Joe and his behavior and schemes used by the instructor. The 2nd interview occurred shortly after the baseline stage, one time all FBA processs were complete and centre on Melissa s positions on carry oning the FBA and how the FBA suited her, the pupil and the schoolroom environment. In add-on the 2nd interview focused on the procedure of choosing an intercession. The 3rd interview occurred at the terminal of the research worker s engagement, with a focal point on the instructor s positions and contemplation of the patterns of FBA and PBS and the supports needed. Each interview took between 30 and 60 min and was conducted in the instructor s schoolroom. The interviews were audio recorded. Prior to da ta analysis, interview audio files were transcribed. Questions were identified by the research squad to steer treatment ( see Appendix x ) .Qualitative informations analysis.At the completion of the survey, the research worker coded the canned interviews. ab initio, an unfastened cryptograph attack ( Liamputtong & A Ezzy, 2007 ) was used to compare and analyze the qualitative information. Preliminary classs that were found to be repeated in the informations were defined and used to steer the initial cryptography of the information. In entire, seven classs emerged from this procedure. These classs were defined in footings of their belongingss and dimensions and the informations were sorted harmonizing to these classs. Next, axial cryptography was used to re-examine the classs identified to find how they may be related or linked to one other every bit good as the nucleus issues that the survey aimed to place. Through an inductive and deductive procedure, a concluding set of classs were proposed that were observed to be in the information collected. Four chief classs or subjects emerged upon concluding analysis.Methodological credibleness.Member cheques. To heighten the internal cogency of the findings, Melissa was given the transcripts of each interview and was provided with the chance to redact any information within them. Melissa chose non to do alterations to the informations.ProcedureFunctional behavior appraisal ( FBA ) .The FBA consisted of three stages. Phase 1 included a instructor interview utilizing a modified FAI to obtain as much information as possible to inform and develop a hypothesis of map. Due to the handiness of the instructor and un harbingerd fortunes, this interview was conducted seven yearss after the beginning of baseline informations aggregation. Phase 2 included the direct FBA which used the ABC direct observation entering worksheets. Video footage was viewed by the research worker after the FAI had been conducted to roll up ancesto r, behavior and consequent informations for each happening of the behavior. On one reefer the instructor was involved in sing four of the picture and contributed to the procedure of placing the ancestors and effects to the hair drawing behavior. In the 3rd stage of FBA an experimental functional analysis was conducted to place the variables that maintained Joe s hair drawing behavior. The distinct test functional analysis methodological analysis was as described by Sigafoos and Saggers ( 1995 ) . Over two yearss Joe was exposed to three assessment conditions ( a ) entree to adult attending, ( B ) entree to direction, directing or activity, and ( degree Celsius ) flight from peer demand, with up to five tests under each status. Each test took 2-minutes ( 60 s each for the test and command conditions ) and tests were distributed indiscriminately throughout the twenty-four hours. A twosome of tests of task demand were besides trialled by the instructor. Following these three stages a collaborative meeting was held with the instructor and research worker. Schemes and function-based intercessions were discussed for execution.Intervention choice processs.The consequences of the FBA indicated the map of Joe s hair drawing behavior to be maintained by a equal. This cognition resulted in environmental alterations implemented by the instructor and instructor helpers. The instructor intervened with the equal, moved Joe s place, provided emotional support and on a regular basis checked in with Joe, therefore ensuing in a ebb in Joe s hair drawing behavior.Due to the refering nature of hair drawing behavior on other pupils, and the immediate belittle in hair drawing behavior without experimental control, this survey did non follow a purely experimental design to prove intercession. The instructor was guided through Umbreit et Al. s ( 2007 ) theoretical account and coaction between the research worker and instructor identified replacing behavior for execution. However d ue to the nature of the behavior and the instance it was resolved that a chiefly environmental attack to PBS would be utilized and Joe would be better able to entree larning if he was moved to another, age appropriate schoolroom. Although no intercession for replacing accomplishment development was implemented, the instructor discussed it as a possibility in the hereafter.ConsequencesFunctional Behaviour Assessment ResultsConsequences of three stages of the FBA are provided The Functional appraisal interview, Antecedent, behavior, effect ( ABC ) analysis, and experimental functional analysis ( FA )In the FAI the instructor reported that Joe engaged in hair drawing behaviors daily and the instructor believed this to be debatable and riotous throughout the school twenty-four hours. Joe s instructor, Melissa, reported that no identified accept was known. Melissa hypothesised that the behavior may be related to environmental noise degrees being excessively loud. Melissa identified tha t the effect that was in topographic point, clip out, was non appropriate as it did non cut down Joe s hair drawing behavior. However she could non place how clip out competency be supplying Joe with an result. Melissa reported that Joe might prosecute in the behavior if he was left entirely for 15 proceedingss, nevertheless was non indisputable. Joe s favorite points were reported to be autos, trains, i-pad, by-line activities, image books and DVD screens.During the FAI, Melissa did non screw the possibility of other pupils impacting Joe and his hair drawing behavior. However, after some schoolroom observation and more elaborate history, it began to emerge that his hair drawing behavior could be related to a specific pupil in the schoolroom. This peculiar pupil had a history with Joe, in which she had made high demands of him, and although these demands had stopped, Joe appeared discerning of this equal on many occasions. This history helped in the concluding two stages of the FBA.A sum of 34 incidences of hair drawing or efforts to hair pull were recorded by the Behavior Imaginga? gaining control system, 33 of these pictures were used in an ABC analysis. Figure 1 shows the consequences of the ABC analysis. In the 33 analysed pictures, a assortment of factors appear to be lending to the job behavior. Low to no attending from the instructor preceded hair drawing behavior on 14 occasions, the specific equal was present prior to the hair drawing behavior on 23 occasions, Joe was non engaged in any activity prior to the hair drawing behavior on 10 occasions. Sing the effects to the hair drawing behavior, these informations indicate that on 23 occasions the behavior was followed by clip out, which includes some signifier of instructor attending and remotion from equal, while on eight occasions the effect was provided in the signifier of instructor attending and a way to an activity ( no clip out ) . Joe was seen twice to relocate and take himself from his equa l after drawing another pupil s hair.Figure 1. Consequences of ABC analysis utilizing informations generated by the Behavior Imaginga? gaining control package.*refers to a identified pupil being present, and spontaneously appears, yells out, negotiations to or touches Joe.These consequences indicate that Joe s hair drawing behavior was maintained by ostracise support in the signifier of flight from a equal and / or positive support in the signifier of entree to adult attending.The consequence of the FA, which was conducted over two yearss, is shown in Figure 2. Possible efforts to hair draw behavior occurred two out of five times in the entree to directive status and no times under either entree to attending or peer demand. Access to attending was trialled five times. Peer demand was however trialled three times due to the nature of the test, in which the equal was requested to do a demand of the pupil. However, during all three occasions the equal sat following to Joe, followed t he petition of the research worker and both pupils were provided with full grownup attending. No hair drawing or efforts occurred in any of the control conditions.Figure 2. morsel of hair drawing incidences during the FA test or control status across each of the three conditions.These consequences indicate that Joe s low rate of hair drawing behavior was maintained by positive support in the signifier of entree to a directing or activity.Consequences of hair drawing frequence in advance and after FBAAnalysis of the frequence of hair pulls engaged by Joe decreased as a consequence of the instructor s cognition of the map of behavior after carry oning the FBA. Function based environmental alterations were implemented that are liable(predicate) to hold contributed to the decrease in hair drawing behavior. Hair drawing behavior was observed at least twice a twenty-four hours and up to eight times a twenty-four hours before the map of the behavior was known. This decrease to zero tim es for most yearss and merely one time was the behavior observed after this clip. At follow up two hebdomads subsequently, the instructors reported that the pupil had non engaged in any hair drawing behavior in the schoolroom since the research undertaking had ceased.Figure 3. Frequency of schoolroom hair drawing behavior in incidences per twenty-four hoursQualitative ConsequencesSemi-structured interviews with Melissa, Joe s instructor, provided qualitatively rich informations analogues to the stages of the FBA and intercession choice processs. The information collected provided penetration into four nucleus issues on four nucleus issues ( 1 ) apprehension pupils behavior, ( 2 ) the procedure of carry oning a FBA in the schoolroom, ( 3 ) scheme planning and choosing an appropriate intercession, and ( 4 ) extra demands to back up a pupil with job behavior in the schoolroom. The information was collected during three stages of the undertaking prior to, during and post the designatio n of the map for Joe s hair drawing behavior.Understanding pupils behavior.Before Melissa commenced the FBA procedure, she discussed several commonwealths for why pupils behaved as they did, apparently without understanding the nucleus map. When trying to explicate Joe s behavior, Melissa studiesInitially I thought it was anxiousness when the noise degree increased in the classrooma But so I thought good, every bit good as that he s an self-seeker, So I do nt knowa ab initio I thought that, so I do nt roll in the hay whether when he was utilizing that chance whether there was noise volume as good. But now it could be an attending thing, I m altering my head.At the 2nd interview, Melissa s apprehension of Joe s hair drawing behavior had changed and had become rather concreteI do believe it s because of the identified pupil pull stringsing him and being in his personal infinite, he merely feels highly dying and it is obvious when she makes a move towards him, his behavior alt erations. Merely let go ofing his tensiona , it s cause consequence type behavior.Melissa began to bespeak that all the pupils in her schoolroom were misconducting they re all rattling wise small people and they pick up really rapidly they see the bounds non being set, they take advantageI m about believing that the identified pupil s behavior is merely because she s obstinate and she merely wants her ain manner merely, that s herIn the concluding interview, Melissa discussed the map of Joe s hair drawing behaviorI imagine we truly did acquire to the nucleus job the identified pupil skiding things off from Joe and acquiring in his infinite . I think the hair drawing focused all our attending on him so he felt safe(p)r. Joe needed to seek an grownup in his environment for aid. But until he can really make that, he s non independent to get by with these issues.Melissa reported that Joe s behavior had changed since he was moved to another age appropriate schoolroomHe s so aroused to be traveling into the other schoolroom . And yesterday, he really said hi to me. So he s easy get downing to work out that, okay I m here but I can still speak to Melissa, and . the other childs I can still be their friend.The procedure of carry oning a FBA.During the initial interview, no signifier of functional behavior appraisal ( FBA ) had yet been conducted nevertheless the Behavior Imaginga? system had been set up and was entering the incidences of hair drawing behavior, to be subsequently used for ABC analysis. Melissa discussed her positions towards these picturesThere s so much traveling on in a schoolroom , he starts making his ain thing, it s truly difficult to detect everything. So the picture will be good for that.By the 2nd interview all three signifiers of FBA ( indirect, direct and FA ) had been conducted. And Melissa was at least in portion involved in each method. Melissa discussed her positions of detecting the behavior and ancestorsour twenty-fou r hours is to learn and steer and teach . Within the bunco and revolve of the twenty-four hours, because it s ever a really busy twenty-four hours, merely to take that measure back and make a spot more observation. I do observe but possibly non in every bit much deepness as this . So the picture it s likely a good manner to make it.Melissa advised she found analyzing the picture alongside the research worker to hold been the most effectual and perceptive in placing the map of Joe s behavior.I would be more inclined to believe the pictures and treatments with the picture. the pictures they ve been truly, truly effectual in happening out the grounds why Joe has behaved the manner he has been.Melissa found the experimental FA trials the most hard to implement.it was a small spot hard, it s easier if you re in a room making the tests, because we re busy with the other kids as good . it is hard for us to make tests . whereas under normal trial a trial republic of affairs he would nt be in a schoolroom environment. So I think that is rather a hard thing to anticipate to go on in a schoolroom.Melissa was reasonably confident that there was merely one map for the behavior and justified why the behavior might look like other signifiers of behaviorI do believe it s because of the identified pupil pull stringsing him and in his personal infinite. I think that s the implicit in ground, now from detecting. I think when he s non engaged in an activity he s likely more cognizant of what the identified pupil is making, because that s when he starts scanning the room.However, she was unfastened to carry oning a twosome of tests utilizing the experimental FA attack to govern out deprivation of battle.I ll hold a expression. But yes I would be really interested to see what the result of non holding an activity and non being engaged, what impact it did do on Joe.When asked if Melissa would carry on an FBA in the hereafter she statedYes I would, yea, merely I would n t hold entree to a picture, but yes it would be a batch more analysing.When asked if she would utilize it with the other identified pupil, she repliedWell perchance, perchance I could, but I about feel that the identified pupil s behavior has a batch to make with merely, that s her.At the concluding interview, Melissa weighed up the three FBA methods and advised that the survey had been valuable and worthyYeah, really worthwhile , being able to ticker that picture told us a batch that we had nt really picked up in the pandemonium of the twenty-four hours. So, yeah I found that antic. you do reflect and you analyse but possibly non rather the same as the picture shows us And I think, excessively, sometimes when kids are inactive and they sit and they re making what they ve been asked to make, you do be given to assist the 1s that are more unsettled Video was easier because that happened in the normal racetrack of the schoolroom . From the picture Well so I focused more Merely highlighted different things that we needed to look at.Although Melissa had agreed to revisit and carry on a twosome of FA tests after the old meeting, she neer did. She statedWell I think we truly did acquire to the nucleus job. Yeah, but no, I neer revisited that. it was truly hard. The manner the room was traveling, to work one-on-one or to put up something and to be invariably watching his behavior, it s hard in the mix of a schoolroom running . But, I do nt sleep together, for some ground it merely seemed really hard it was merely another undertaking that merely got excessively difficult.Strategy planning and choosing an appropriate intercession.At the initial interview it was clear that Melissa relied most on remotion and reactive schemesSomething has to be do he merely ca nt transport on his twenty-four hours without a effect of some kind. He was being clip outed it removes him from the group so all the kids feel safe in the room. .. But it s non effective-In add-on to clip out, Melissa on occasion used envisioned sentences to remind Joe after he pulled hair I maintain my custodies to myself , I do non draw hair .We ve got the sentences So it s giving him something to make with his custodies, instead than hair drawing. We made a societal narrative about another behavior exhibited on the coach , and the parents would read it, and we would read it and by the terminal of it, he was merely beside himself it did nt halt the behavior. So I do nt cognize why I did those sentences now I m re-thinking it, because that did nt work . I guess it was merely something to concentrate him on, it was something to test.Melissa discussed a proactive and positively focused schemeI merely want to seek the, Let s Make A Deal Strategy which focuses on positive behavior and positive results. So that we re traveling off from the negative behavior and we re seeking to promote good behavior. . I would give him a star for truly good behavior. And I would maintai n reinforcing, so that he s continually focussed on undertakings and so one time he d make 3 stars possibly to get down with, so he would acquire his wages motorcycle drive, trampoline, something truly particular It s a really intense plan.It was apparent that Melissa on occasion relied on hope, peculiarly in the early interviews.I was trusting that it would melt out over the vacations. I was trusting he d come back without that behavior I m trusting that to lead him in a more positive manner which hopefully would halt him believing, oh I m traveling to acquire up and draw another pupil s hair. I would still anticipate the hair drawing to go on, at the beginning of the plan, but I would trust it would ease off.At the 2nd interview, Melissa discussed her focal point and observations for behaviour direction and scheme developmentWe decided that we would hold absolute zero tolerance for any inappropriate behavior. Consequently one pupil was taken out of the room 3 times. we had the behavior once more. So she was removed once more. And I decided that it would nt be her pick to come back in. It would be on my footings non hers. And I think that truly had an impact on her because the 3rd clip she was removed she stopped and thought about it She responded truly good. And so we noticed that she was keeping herself back as the twenty-four hours moved on.In respects to Joe s behavior direction, Melissa discussed her attack and observationsin that interim the behavior had increased, because it was nt stepped on neat off So puting those boundaries for the specific equal showed Joe that his environment likely was going a batch safer yesterday, he was experiencing much more unafraid, because we were following through effects for the other equal , and he was detecting but non responding. . it s the most effectual scheme he has become rather affiliated to that autos book. So I think that helps him get by with the state of affairs that s go oning in the roo m if he s got something to physically keep. I do nt cognize I think it helps him experience more secure, more safe to hold something touchable to really physically keep, while he s watching us cover with the identified pupil s behavior.Melissa discussed the result of the let s do a trade scheme this scheme is non truly appropriate for him With other kids who behave unsuitably it s to seek and acquire the kid behaving and working and collaborating while working for that favorite wages , for Joe that s non rather the aim. to do him work for something and maintain him focused on something and truly emphasize that he s got to acquire that star and make different undertakings while the specific equal is acting unsuitably it s non, that s non just on him.After speaking through Umbreit et Al. s determination devising theoretical account, Melissa started to address alternate schemes for the hereafterPossibly he could inquire for clip merely to take himself from the state of affai rs. So larning the accomplishments of bespeaking a interruption from the room. . But ab initio it would be us learning him each one. so that he can really bespeak to step outside and unagitated, off from the emphasis that he s experiencingBy the concluding interview an environmental alteration scheme was implemented Joe s hairpulling did kind of easiness back a batch. And that s likely good I felt that I was seeking to maintain the specific equal at a peculiar distance so that she could nt interfere with him. And besides spend clip with him, but so we worked out So that book helped and the DVD screen. and so I moved him to the other side of the tabular array .we ve got to be really cognizant of the identified equal and Joe at the same clipWe needed to happen some manner of assisting him quiet down So we decided that Joe should be removed from the category to assist him hold happier yearss and non be so stressed. We could concentrate a small spot more on the other pupils and we ve calmed down because we I felt like we were all on high qui vive.Melissa advised that the current scheme of traveling Joe to another room was a quick pile and that more a more elaborate intercession should be planned for the hereafterhe needed to larn schemes when feeling scared and insecure. That he postulate to happen a staff member before he tries to cover with it himself in inappropriate ways I m merely believing Joe s a really inactive small boy so he could be a victim down the path. But it s ever a slow procedure to learn a kid something like that and it needs a batch of staff input. So it s decidedly a accomplishment and I really did hold that as a end for him for this yr. But evidently non adequate work was done every bit officially as possibly we would make it now because it s rather a serious thing . so it can be a future recommendation.Melissa discussed the consequences of the clip out scheme she had implemented with JoeI did the clip out because he had t o see that there was a effect for what he did. He had to cognize that that was incorrect. And every bit good as that, the other kids had to see that Joe was given a effect. Otherwise, that s non just in their eyes But now that we know the ground for it, I think to hopefully step in or, and airt would be the manner to travel instead than sitting him out I knew that that was nt effectual, but it was merely something that had to be done at that clip until something was worked out. . Well other pupils could get down being pathetic and making the same kind of thing, believing there are no regulations, no effects in this room, I ll merely run amuck So I m trusting that because they saw something was done about that behavior, that they did nt believe okay they can merely randomly pull hair excessively.When asked if she would utilize clip out once more with another pupil like Joe, Melissa respondedProbably, yeah to get down with, until we worked out why.Extra demands to back up a pupil w ith job behavior in the schoolroom.The environment contend a big function in what Melissa was able to make and how much attending she could supply for back uping Joe another pupil gets loud, and that caroms onto another pupil . and it s a spot of a concatenation reaction. So I mean all that kind of behavior merely, it merely creates mayhem in the schoolroom . and because it was much(prenominal) a Domino consequence, I ve neer seen that happen rather so rapidly and with such, with everybody being treated in some manner by another kid.Melissa was certain that squad understanding was an of import contributing factor to back uping a pupil with job behavior if the squad is nt viscous and does nt hold on schemes, nil plants and it merely creates a batch of clash the room does nt work decently unless we re all on the same summon and we re all working together towards the same aimMelissa discussed the importance of holding the ability to detect and reflectWithin the bunco and vag abond of the twenty-four hours, because it s ever a really busy twenty-four hours, merely to take that measure back and make a spot more observation I ve found that being able to ticker that picture told us a batch that we had nt really picked up in the pandemonium of the twenty-four hours. So it s a good clip to reflect and to analyze and discourse.When asked if Melissa would be confident in utilizing the picture s to carry on an FBA, she respondedYeah, likely, with a spot of pattern and a spot of experience, yeah. . Although you were good at taking us through and explicating different things .Overall Melissa was holding a difficult clip with the Behavior Imaginga? system and the general behavior direction of her schoolroom. She besides identified the importance of structuring an intercession plan and accessing excess support when neededI m non working, like I usually would I merely did nt get by I was get downing to experience truly unequalised . what I was desiring was support from other countries that I was nt really acquiring at that clip. And so I spoke to allow staff and it was all resolved. But it s been a really tense clip. I was merely acquiring deeper and deeper into this feeling that this room was merely so out of control. . so I was given aid, so I was assisted and so things changed. It s just- I was excessively proud, to acknowledge that things were nt right in the room. And I tried to work it and it did nt work.It was hard. And I think, excessively, because the picture and the altogether scenario of the survey has been really intense and something really different to what I ve of all time experienced. I merely felt like my goodness I m on show What are my learning schemes like? I was looking At my whole pattern of everything. I know that you said it was concentrating on the kids s behavior But I felt like I was on show. Like the limelight was on me. when implementing a intensive scheme we would necessitate another staff member to shad ow Joe and ever be at that place ready to direct him if needed, so a instructor to learn him that accomplishment. . throughout the twelvemonth Maybe we missed some times, some chances where we could ve redirected him, merely in the mix of the room because they re a really busy, active small group of people. It merely has to be likely structured a small spot more.DiscussionThe intent of this survey was to use assorted method attacks in comparing the cogency, public-service corporation and feasibleness of PBS attacks in the schoolroom. This included utilizing an experimental design to compare three signifiers of Functional behavior appraisals ( FBA ) and find the map of job behavior choosing a map based intercession to cut down the pupil s usage of job behavior. In add-on the instructor s positions of all methods were explored utilizing a qualitative instance survey design to supply farther apprehension of the barriers and facilitators towards utilizing PBS patterns in the schoolr oom.The consequences partly support old research findings. Quantitative consequences indicate that Direct Observation assisted via picture Behavior Imaginga? engineering provided the most accurate consequences of behavioral map this is supportive of some old findings ( Alter et al. , 2008 Tarbox et al. , 2009 ) . The indirect FAI was the least accurate as has been found in the literature ( Alter et al. , 2008 Tarbox et al. , 2009 ) , and the experimental FA provided inconclusive to no important consequences, due to the behavioral map being related to a equal, who was hard to direct as needed for the experimental use tests of the FA. The map of Joe s hair drawing behavior was identified to be maintained by the presence of an identified equal. This determination was confirmed by a direct relation between function-based environmental alteration and a significant decrease in Joe s demand to draw hair in comparing to baseline. The concluding support scheme implemented was traveling Jo e to another age appropriate schoolroom where he did non necessitate to trust on hair drawing behavior as the identified equal was non present. At a two hebdomad follow up it was confirmed that Joe had non pulled hair in his new scene and was much happier coming to school.Qualitative consequences lighted information that contributed to the apprehension of teacher perceptual experiences of pupils behavior the procedure of carry oning an FBA in the schoolroom choosing intercessions and what extra demands might be required when back uping a pupil with job behavior in the schoolroom. An analysis of the semi-structured interviews conducted with Melissa indicated alterations across clip in how Melissa viewed each procedure.When understanding Melissa s perceptual experiences of pupils behavior it became clear that ab initio Melissa was non certain of why Joe was drawing hair and contributed some of her apprehension to his single features ( e.g. he is an self-seeker ) , after carry oni ng all three methods of the FBA, Melissa was certain she understood why and began to depict Joe s behavior as a consequence of an environmental factor ( e.g. the other pupil is doing this ) . Melissa appeared to hold trouble generalizing the apprehension of behavioral map to other pupils , during the 2nd and 3rd interviews, she described behavior of other pupils as an intrinsic characteristic they take advantage , or that s her .Melissa s treatments sing the FBA procedure revealed some enlightening positions. Melissa believed that the experimental FA tests were excessively clinical and non suited to the schoolroom. She found that watching the Behavior Imaginga? picture to be the most utile. She recognised that more observation of ancestors was needed, but the busy schoolroom, when she was learning did non supply the chance for such in depth behavior analysis. Melissa besides identified that because the identified equal was unpredictable, the map of the behavior can be masked and hence made it hard to place the nucleus map. She provided farther penetration in placing that the pictures were non the lone measure in the FBA, but that it helped in cognizing what to look for during the busy twenty-four hours.In respects to choosing an appropriate intercession, Melissa had grave trouble prior to the beginning of the survey. Initially she hoped the behavior would halt on its ain. She was extremely reliant on eventful reactive schemes. She so proceeded to break in some schemes with a focal point to increase positive behavior. Notably, Melissa used a repertory of schemes that she was familiar with, but that were non individualised to Joe or were shown to be unsuccessful. Melissa admitted she was merely trialling attacks. In ulterior interviews, one time the map of the behavior was known, Melissa realised that these schemes were non appropriate. However, once more Melissa had troubles generalizing this attack to other pupils, believing that remotion and eventful sche mes were the most appropriate, peculiarly as it was the lone manner to forestall pupils patterning job behavior from each other. Understanding the map of Joe s behavior allowed Melissa to place environmental schemes without a great trade of idea. Using Umbreit s theoretical account appeared to back up Melissa in understanding that replacing behavior was needed. Although Melissa discussed possible and suited schemes that could be implemented, farther treatment can non be made sing them as they were non implemented during the clip of this survey. The school took an entirely environmental attack to back uping Joe, he was moved to another schoolroom where he was happier and his entree to acquisition and instruction was re-opened.The concluding subject that this survey was drawn to, explored the extra demands Melissa identified that were of import when back uping a pupil exposing job behavior. In the interviews, Melissa brought forth some influencing variables the schoolroom environmen t needed to be structured and unagitated ( with little interfering attending or job behaviors from other pupils ) the schoolroom staff and squad needed to be cohesive and work together when pull offing job behavior lowered self-efficacy, reduced the instructor s ability to map as she usually would, she believed that support from principals, helpers and other instructors was important when she had feelings of lowered self-efficacy and eventually happening the clip to detect and analyze possible behavioral map, with some possible initial counsel was besides of import.Uniting Quantitative and Qualitative ResultsIn line with old research, Melissa did non utilize schemes that were individualised to Joe or the map of his behavior ( Blood & A Neel, 2007 McIntosh et al. , 2008 Scott et al. , 2005 ) . Melissa was ab initio excessively reliant on eventful and removal schemes, which is consistent with the field ( Scott et al. , 2005 Van Acker et al. , 2005 Wubbels, 2011 ) . Melissa s d eficiency of apprehension of the behavioral map and over-reliance on eventful reactive schemes did non turn out to be good for cut downing Joe s demand to draw hair, as shown during baseline.Three signifiers of FBA were used in this survey, indirect, direct and experimental FA. Melissa found direct experimental methods were the most utile, nevertheless merely with the support of Behavior Imaginga? engineering ( Reischl & A Oberleitner, 2009 ) . Melissa found that the schoolroom was excessively busy to decently detect, as would be required for an FBA and has been discussed by other instructors ( Emmer & A Stough, 2001 ) . The Behavior Imaginga? engineering provided a agencies to detect at a clip more convenient, that did non necessitate excessively many planned alterations throughout the category twenty-four hours, as was expected by the experimental FA ( McDonald et al. , 2012 Sigafoos & A Saggers, 1995 ) . It besides provided a tool to assist Melissa speculate possible behavior al maps that she was better able to detect during the schoolroom twenty-four hours once she was cognizant of what she was looking for. Melissa found that she would be more inclined to utilize the Behavior Imaginga? methods over other methods in future if the demand arose.The consequences of the FBA partly back up the consequences of old FBA comparings reported in the literature ( Alter et al. , 2008 McDonald et al. , 2012 Tarbox et al. , 2009 ) . Due to the behavior being functionally related to an identified equal, it was hard to put up experimental conditions as required by the experimental FA and therefore the consequences were inconclusive. It is besides hard to cognize if Melissa would hold had a different position of the FA had the behavioral map and outcome been different.Once the behavioral map was known, the instructor made many environmental alterations that related to the map. Although pupil replacing behaviors were discussed, these were non implemented. A wholly enviro nmental ancestor based attack was adopted ( Stitchter, Randolph, Kay, & A Gage, 2009 Wehby & A Lane, 2009 ) , which showed a dramatic decrease in Joe s demand to draw hair.In add-on to the above findings, Melissa provided penetration into some clear practicality issues as perceived by her. The consequences are non dissimilar to those communicated in other instructor positions research ( Boardman et al. , 2005 ONeill & A Stephenson, 2010 ) Ease of execution, the personal feelings Melissa held, the beliefs about the rightness for the pupil and schoolroom every bit good as the handiness of on the occupation collegial preparation and support all played an of import function in whether she would utilize an attack once more.Melissa appeared to hold trouble generalizing the FBA patterns to other pupils and felt that because pupils had intrinsic behavioral features the FBA method was non appropriate. This has branchings for instructors that may non place when and which pupils may neces sitate individualized behavior support based on a FBA.DeductionsThe consequences of the current survey provide new considerations when carry oning an FBA in a schoolroom environment. This survey has shown the restrictions of utilizing experimental FA in the schoolroom non merely from a practical position but from a instructor position. The consequences of carry oning a direct ABC analysis utilizing Behavior Imaginga? indicate a potentially utile tool that instructors may utilize in future FBA application and research, in the absence of specializer research worker support.The consequences besides have deductions for preparation. The consequences indicate that a instructor with comparatively no apprehension or old experience of FBA was able to place the map of behavior, and choice appropriate map based intercessions. However, the busy environment meant that the instructor had to happen clip to actively detect and analyze behavior. The environment besides played a wide function in how the instructor would implement selected intercessions. The instructor besides identified that clip out schemes were required as pupils might pattern inappropriate behavior from one another. Future research may necessitate to take a closer expression at instructors positions of schemes, peculiarly exclusionary 1s in relation to category vast behavior direction.RestrictionsThe survey was non experimental in nature, it was decided that the attack would be a realistic survey design, in which the instructor had more control over the development and execution over her ain processs with counsel from the research worker if needed. Although the consequences show success, the purely non-experimental nature of the survey can non deduce direct cause and consequence consequences with strong cogency. Another restriction to the survey, was in respects to the experimental FA. The FA was non appropriate due the map being related to a equal, the disfavor for the FA attack expressed by the instruct or may hold been different had the FA provided a clearer functional apprehension of the behavior.This undertaking followed an intrinsic instance survey design. As such the consequences are merely representative of this instance another school, instructor, or pupil may hold yielded really different consequences. Therefore these consequences can non be verbalise and more surveies are required to run into informations impregnation and for all alternate positions to be considered.May besides explain why the assorted consequences exist in FAI research

Equal participation of women in all fields Essay

If you are educating a women, you are educating a whole family. In todays world equal date of women in all fields has become very important. Now we cannot say that women cant do anything that the men can do and in such(prenominal) a world where women can do whatever they want to. Nobody can stop them. For example todays women are joining army,taking initiate in business, stock markets and what not and the most amazing thing approximately women are that they are multitalented BUT SOME PEOPLE DO NOT will WOMEN TO PROGRESS AND VIOLET THE FUNDAMENTAL RIGHTS. SUCH PEOPLE HAVE NARROW THINKING. Liberation OF WOMEN HAS TAKEN A LOT OF TIME BUT IT IS NOT COMPLETED. As per the statistics data, Literacy rate increased from 8% to 55% from 1971 to 2001, work & employment increased from 14% to 40% In administrative and political area only 10 -12%. Only 3% of Judges are women This is not enough.What is hindering equal opportunity?Managing home and workSocial Evils . Ignorance or Lack of Awarenes s & refuge What is the solution?Education, Empowerment and Enforcement. Develop from childhood .Introduce stringent laws and enforcementProvide Better Transport and Working conditionsWomen play a critical role in the boilersuit progress of a country as they constitute half the human resources of a nation. The economic wealth of a country is seriously depleted if about half of the nations human resource is neglected .

Effects of Social Media on Society

With favorable network on the rise, and the large get along of spring chicken people that take part in social networking, on that point is question as to whether or not social media should be part of our education system. Propenents of social media point out the benefits of social media in regards to educational tools, and increase student engagement, while critics of social networking focus on subject like privacy, time, and miscommunication. Pros of Social Networking Todays students atomic number 18 increasingly using social networking as a means to communicate.According to a recent poll, 22 percent of teenagers log on to their favorite social media site more than 10 times a day, and more than half of adolescents log on to a social media site more than once a day. Seventy-five percent of teenagers own cell phones25 percent use them for social media, 54 percent use them for texting, and 24 percent use them for instant messaging. (OKeefe 2011) With these statistics in mind, educ ators looking to engage students in an already challenging curriculum, search for ways to connect a students study set about to what has become a huge force in their young lives.Social networking fire be yet an different platform to enrich the study experience since students and teachers can connect beyond the confine of the classroom. Although Websites such as FaceBook, Twitter, and LinkIn argon popular among young people, they ar not the best, or the only social network sites available to use in school since they are open sites where anyone extracurricular the students immediate circle can access communicate, or gain breeding.Instead, blogs, wikis, and private social networking are tools that can make for a marvelous impact on how teachers teach and students learn in a much safer arena than public sites such as FaceBook or Twitter. Blogs, Wiki Private Label and other private social networks such as Edmondo or Socialcast, provide a place for teachers to post homework, comm unicate with parents and students, and interact with students beyond the classroom. Student can all overly use these private social networks to participate in discussions, get peer feedback, and showcase work.Blogs, wikis and private social networks that are controlled and monitored by teachers to provide a distant more safe on-line social networking environment than open social networks. Just as social media resources has attracted the attention of millions of young people, these same features have the capability to capture the attention of students to the learning opportunities provided by their school. Educators could take advantage of these social and interactive features to encourage students to become actively engaged in their learning experience with their teachers. apply social media resources as learning tools would allow students to access valuable and necessary learning objects regardless of their location and time of day. Easy access to an abundance of learning resou rces may as well as help in the amount of time a student spends engaged in a lesson or an assignment. In addition, the participatory constitution of many social networks could be used to re-engage previously bored students or students that are apprehensive to openly talk in live discussions is class. Cons of Social NetworkingThere are many challenges that face the use of social networking in education such as on-line safety, time to manage networks, and miscommunication. Before a school decides to make social networking part of their curriculum the benefits of such sites need to be weighed against the drawbacks. Social-networking sites such as Facebook and Twitter are open for anyone who wants to participate. Students need to provide personal information to join these sites, and often dresst think about safeguarding it.Although a lot of the information individuals supply on social networking is elective, young users may more and more become more comfortable with displaying a gre at deal of personal information online, without thinking who has access to the information, and what is it used for. Since students arent concerned with safety issues, teachers are therefore put into a position to ensure students are exercising privacy rights, which can take up a lot of time that teachers dont necessarily have.In addition, teachers must take the time to check that students are using the social network as a tool to enhance the learning process instead of recreational use, and in looking at each blog, wiki, Facebook comment, Tweet, etc,. to see if the student is in fact participating. Managing networks take a huge amount of time that teachers often complain they dont even have even in the traditional educational setting. Although social networks can facilitate communication, they also can hinder it by possible miscommunications. Learning via. the Internet does ot afford students the same opportunity of explanation and clarification that occur in face-to-face interact ion. Students can face some difficulty through social networking in expressing their views and ideas in writing, as many learners may prefer to express their ideas orally which is how they have been effectively communicating for years before using social networks. While social network users need to utilize writing skills to express their ideas and opinions freely, face to face interaction allows students to perceive physical clues like tone, inflection, and body language.In an online environment, these necessary components are lacking. As social networking becomes more and more integrated in the ways students communicate, the debate over the role social networking play in the classroom continues. Proponents on both sides will struggle to find a balance between the importance social networks to ways teachers teach and students learn and the safety of students. Though there are risks associated with encouraging students to use social networking, advocates argue that the opportunity f or a students potential intellectual and social growth will outweigh the costs.References Mitrano, T. (2006). A Wider World Youth, Privacy, and Social Networking Technologies. Educause Review, Nov/Dec, 16-28. OKeefe G, Clarke-Pearson K, Clinical Report-The Impact of Social Media on Children, Adolescents, and Families. Pediatrics. 2011 April 127(4) 800-805 Rutherford, C. (2010). Using Online Social Media to Support Preservice Student Engagement. Journal of online learning and teaching, Vol. 6(4).

China Petroleum and Chemical Corporation Essay

The net profit write in code of RMB 19,011 reported low PRC generally accepted accounting principles was increased to RMB 21,593 under IFRS. The increase of RMB 2,582 under IFRS was due to the following reasons Dep. and brass of oil and gas properties RMB3,044Acquisition of subsidiaries 443 Capitalization of general borrowing costs 389 Gain from issuance of sh bes by subsidiary 136Gain from debt restructuring 82Revaluation of land use rights 18 4,112unrecognized losses of subsidiaries (182)Pre-operating expenditures (169)Effect on taxation (1,179)(1,530)2,582The net profit figure of RMB 21,593 reported under IFRS was increased to RMB 25,577 under U.S. GAAP. The increase of RMB 3,984 under U.S. GAAP was due to the following reasons Dep. of revalued PPE RMB 3,998Disposal of PPE 1,316Capitalized interest on invest.in associates 141Reversal of deficits on reappraisal of PPE 86Foreign exchange gains and losses76Reversal of impairment of long-lived assets 47Exchange of assets23Capitali zation of PPE12 5,699Deferred tax effect of U.S. GAAP adjustments (1,715) 3,984 2.The differences for CPCC between PRC GAAP and IFRS, and between IFRS and U.S. GAAP are given in the case. As mentioned in the case, treatments of the following items under PRC GAAP and IFRS are differentDepreciation and disposal of oil and gas propertiesCapitalization of general borrowing costsAcquisition of subsidiariesGains from issuance of shares by a subsidiaryGains from debt restructuringRevaluation of land use rightsUnrecognized losses of subsidiariesPre-operating expendituresImpairment loses on long-lived assetsGovernment grants (Refer pp.5-72 5-75 in the textbook)Treatments of depreciation and disposal of oil and gas properties seem to have a significant rival on reported profit. As mentioned in the case, treatments of the following items under IFRS and U.S. GAAP are differentForeign exchange gains and lossesCapitalization and revaluation of property, whole kit and boodle and equipmentExchang e of assetsImpairment of long-lived assetsCapitalization of interest on investment in associatesGoodwill amortizationCompanies included in consolidationRelated troupe transactions (Refer pp.5-77 5-82)Treatments of depreciation of revalued property, plant and equipment, and disposal of property, plant and equipmentseem to have a significant impact on reported profit 3.U.K. readers of the financial statements may non find them very serviceable, as the reading is not reconciled to the U.K. GAAP. There are differences between U.K. GAAP and IFRS, and between U.K. GAAP and U.S. GAAP. With the adoption of IFRS in the EU, this may not be a major problem anymore. However, UK companies use IFRS as adopted by the EU which in some cases differs from the IFRS issued by the IASB. 4.U.S. readers should find the information useful. However, it would be better for them if the information was reconciled directly from PRC GAAP to U.S. GAAP.5.When a company is listed on a foreign stock exchange, it is always useful to explain the differences, if any, between accounting standards used inpreparing financial statements, and those that are stipulated by the listing requirements. The need for such explanation is reduced if the two sets of standards are comparable. However, differences can still exist due to different interpretations of the requirements. Therefore, the approach taken by CPCC can be recommended to other companies.

Hybrid Health Record

A hybrid health account book is a record that contains affected role health instruction and is made up of physical paper documentation as well as electronic documentation. The forbearing information/documentation can vary within the record as a self-colored and advance to particular information requires different paths. Manual and electronic processes atomic number 18 utilised to input and claim forbearing health information in a hybrid health record. Hybrid health records are utilized in the transitioning process to go from paper to fully electronic. These hybrid records can present a number of tinges for the health care professionals.The upkeep and accurateness of data input into the records can be a big(p) issue if paper and electronic versions are not consistently up realised to reflect one another. Quality of diligent care then becomes an issue which could result in health care professionals delivering care with incorrect patient information. With the aim to go comp letely paperless the electronic version of the record should contain the most up to date information. Healthcare professionals and staff need to work diligently to maintain a hybrid health records integrity.Another concern is security because patient information is located in more than one place and has multiple doorway platforms. Security for hybrid health records involves more than just physical security all the digital information must be protected and any access given limited. Patient access to their health record in its entirety could present issues if record tracking and upkeep isnt maintained on both electronic and manual platforms. As well as forms in which patients will be given access to their record. Patient could receive all information electronically, paper, or a combination of both. information available to the patient electronically may be a subset of the patients designated record set. In such cases, the EHR should denominate where the primary or complete informat ion resides and how it can be accessed (Managing the transition, 2012). With the transition from paper to electronic and in-between hybrid process access to patient health information has complicated a bit tho for the better. New policies to stop unauthorized release of information must be put into place because with changing environments old procedures must be modified and adapt to the way of doing things.First consume mandatory procedure prep to ensure staff understands what information can be access and how it can be used. Also implement tracking for physical records as well as procedures within electronic systems to monitor who has access and accesses patient information. Next printing should be limited and any and all electronic platforms are to be utilized as the staffs main access point for patient information. References Managing the transition from paper to ehrs. (n. d. ). Retrieved from http//library. ahima. org/xpedio/groups/ overt/documents/ahima/bok1_048418. hcsp? dDocName=bok1_048418