The 2004 Movie Drama ‘ Crash ‘ Is Directed By Paul Haggis,

The 2004 movie drama ‘ Crash ‘ is directed by Paul Haggis, and it has a tremendous impact on human diversity. The movie addresses the problems that occur in today’s society such as: prejudice, racism, discrimination, racial profiling and stereotyping. The film explores the issues of social perceptions and how it can play a role in how one will perceive others. Usually when this happens there is no way of changing their minds about the individual(s). This type of behavior is common in society when people prejudge others. In the movie, it will focus on how people make assumptions about individuals without actually knowing them. The characters in the movie clearly made it a point of making all types of assumptions about the individuals they†¦show more content†¦The film starts off with a car accident which goes back to yesterday. An Iranian male tries to purchase bullets from the gun owner when the gun owner begins to make racist comments towards the man w hich upsets him and things begin to escalate. Two young male’s leaves a restaurant because they feel as though they were not treated fairly due to their race. As they leave the restaurant they try to analyze the situation, when a white couple walks in their direction. The woman feels threatened by the males and clinches her purse. The male notice the woman’s reaction and they carjacks the couple’s vehicle. In the mist of things they did not realize that they had hit a Korean man. The couple has their home locks changed and the locksmith happens to be a Hispanic male that has a shaved head and tattoos. Judging by his appearance the woman makes comments like â€Å"he is a gangbanger† and wants to have the locks changed again because she does not trust him. An officer pulls over a vehicle driven by a black couple that does not fit the description of the carjacking. The officer uses his authority and begins to harass the couple; he begins to sexually fondle the woman. The woman was scared, upset and felt violated because her husband did not protect her in a way that he should of. Meanwhile, the officer’s partner is disgusted by how his partner treats the couple.Show MoreRelatedFinal Film Critique: Crash (2004)2178 Words   |  9 PagesFinal Film Critique: Crash (2004) Jay Dennis ENG 225 Introduction to Film Instructor: Cicely Young April 13, 2014 Final Film Critique Draft: Crash (2004) There are many different critical elements and artistic aspects to examine when analyzing and critiquing any film. In 2004 Paul Haggis wrote and directed the award winning drama Crash about various intertwining experiences involving racial relations and the socioeconomic status levels of the diverse cast of characters. This film addressesRead MoreMovie Analysis : Crash 1853 Words   |  8 Pages GENRE I RACE IN THE FILM CRASH DEPARTMENT OF FILM AND CREATIVE WRITING INTRODUCTION TO FILM STUDIES B MODULE CODE: 09 24802 STUDENT ID: 1613440 MICHELE AARON UNIVERSITY OF BIRMINGHAM 1. Introduction This paper is a critical analysis of the American film Crash, directed by Paul Haggis which was performed for the first time in 2004. This essay will therefore deal with Gender I and Race, two of the approaches discussed in the subject Introduction to Film Studies B in the secondRead MoreCrash : Film Co Directed And Produced By Paul Haggis1580 Words   |  7 PagesCrash is a 2004 ensemble drama film co-written, directed, and produced by Paul Haggis. The film focuses on stereotypical, racial and social tensions in Los Angeles, California. It connects stories based on coincidence, fortuitousness, and luck, as the lives of the characters crash against one another. The movie revolves around the feelings of prejudice and antipathy most people have against members of other groups, and observes the consequences of those feelings. The movie demonstrates the livesRead MoreRacial Stereotype Proposal : Racial Stereotypes1458 Words   |  6 PagesSean Ly Trista Martin LA202-OL4 April 26, 2015 Proposal Essay Racial Stereotype Proposal Media has become the key source of entertainment in United States especially on the sector of movie production. Most United States movies have some type of involvement with racial stereotype on specific ethnic groups. United States movies usually portray the negative side of African-Americans in all their movies. This is a huge problem to the society of United States especially black Americans. The presentationRead MoreRacism And Its Impact On Society Essay1866 Words   |  8 Pagesworks, or art used to express opinions and emotions, it is used to describe anything from creative writing to more technical or scientific works. The term is most commonly used to refer to works of the creative imagination, including works of poetry, drama, fiction, and nonfiction (â€Å"Literature†). Literature represents a language, people, culture and tradition, and it is more important than just a historical and cultural artifacts (â€Å"Literature†).We learn through books, we enjoy the comedies and the tragedies

Educational Research on Mathematics

Question: Describe about the Educational Research on Mathematics. Answer: Week 2 Theme Why Maths Matters: Illustrating importance of mathematics for people of all demographics and dispelling myths Evidence https://research.acer.edu.au/cgi/viewcontent.cgi?article=1016context=learning_processes The above article resource investigates the perceptions of school students regarding maths mathematical tasks and how mathematics teachers can play a vital role in making students dispel any misconceptions regarding the subject and instead develop considerable interest and enthusiasm. The above article was written by Professor Sarah Buckley of the Australian Council for Educational Research and primarily focuses on the anxiety experienced by students as a result of any mathematics related work. Rationale This resource points out the particular nervous sensation of anxiety which is felt by almost every school student when faced with mathematical tasks. As emotions are a vital part of the learning process, this article dwells into the various psychological disturbances felt by students, the underlying neurological phenomena that occur as a result and investigates the causes along with providing remedial action. The article also give a mention regarding the usage of advanced medical technologies like functional magnetic resonant imaging of the brain to analyse brain activities during maths anxiety that may help root out all these negative aspects. Discussions are also given about various educational and certain social myths that are associated with students mathematical ability, that are the main reasons behind feelings of maths anxiety among students. Additional myths like how girls are not expected to be good at maths and that maths are primarily important for students of technical t echnological fields are also mentioned. Application The article is quite useful in pinpointing some underlying factors that creates anxiety and terror amongst students when they face mathematical work. Private discussions can be held with those students who experience the largest levels of anxiety. They can be counselled to be strong and brave enough to face any mathematical work without hesitation. Parents can be advised to support their children regarding their nervousness towards maths, instead of rebuking them. The myths that students have regarding mathematics can be removed by showing them instances of application of maths in many non technical fields. Any and all negative school community beliefs regarding maths occurs amongst students and mainly in classrooms of the high schools, which cause decline in the academic motivation of many students. Students can thus be encouraged to hold positive discussions and encourage them to arrange unique mathematical problem solving friendly competitions amongst themselves. The exact factors that cause the formation of maths anxiety in students can be addressed/. Students mainly feel nervousness because of their lack of confidence in solving maths problems as almost all maths problems have just one correct answer. Students feel tensed and anxious because of the compulsion to find out the absolute correct answer. This particular aspect can be discussed with them, and advice can be given that it is absolutely normal to make mistakes as long as that mistake teaches something and helps in the overall learning process. (Sarah, 2013) Week 7 Theme Maths in Real World: How mathematics is interwoven in almost all everyday activities in the real world Resource https://www.sfu.ca/~rpyke/Modelling.pdf This resource illustrates several applications of mathematics that pertain to real life situations and incidences. The steps that are required to effectively and logically solve a real life problem using mathematical techniques are shown here. Several examples have been given and detailed step by step descriptions of all the mathematical solutions are shown clearly. In addition, diagrams and proper images are given that lucidly explain the associated concepts and the processes that are used to mathematically solve the real life problems. This article is aimed at facilitating the mathematical learning experience of students aged 15 to 18. Rationale This article is a clear cut presentation that clearly shows how mathematical tools and techniques are used utilized to solve day to day real life problems. Steps required to logically solve problems are properly given. The given procedures show how a word problem that describes some real world event are divide into a number of steps , that help in attaining the required solution quickly and efficiently. Linear programming and operational research techniques are described in a very simple manner using a real life example of a furniture manufacturing company. The method of explanation is very simple and clear, and it is possible for nay school student to understand it without any significant effort on their part. The article emphasizes the usage and application of simple logic on the part of the students to solve the problems and adequate help guidance regarding the steps that are require to be followed are all given in the document. Application Several unique problems are given in the above article and they have real life applications. The first problem deals with finding the profit gained by a furniture manufacturing company; how the company manufactures pieces of wood that have individual pricings and in what way they should assimilate all the various parts so as to make a considerable profit. Relations and equations are also clearly given, and if properly taught and explained to students, they can analyse and understand how mathematics and associated tools can be effectively utilized in solving day to day problems. The situation mentioned in the resource is a typical real life situation and students can gain useful insights on how mathematics is involved and interwoven in every real life situation. Formation of mathematical modelling using data, algorithm and variables is very clearly mentioned in an absolutely uncomplicated way, and this will also help students learn the process of creating effective maths modelling sys tems to obtain solutions related to any mathematical or technical problem. Selection of variables and how to appropriately modify them in order to obtain correct solutions can be shown. Furthermore, behaviour of the variables is very logically and simply shown using the basics of coordinate geometry, such a straight lines that represent linear equations in a two dimensional frame. All of these concepts are well within the scope of a high school student and hence they will find it quite easy to analyse and understand the given real life mathematical problems in the article. ("Using Mathematics to Solve Real World Problems", 2010) Week8Theme Maths and early childhood: Techniques that can be used to inspire mathematical learning in young children Resource https://www.esev.ipv.pt/mat1ciclo/DISCUSS%C3%95ES/Picture%20books.pdf The above article puts forth the technique of using picture boos to stimulate and encourage young children about mathematics and how this will in turn enhance the confidence of the children regarding the subject and any kind of mathematical or technical problem solving tasks in the present and the future. The article is written by Marja van den Heuvel-Panhuizen of the Utrecht University of The Netherlands and Humboldt University of Germany, Sylvia van den Boogard of the Utrecht University of The Netherlands and Brain Doig of Deakin University. This is an example of a planned day experience. Rationale This article effectively describes the experiences and observations of the writers regarding the usage of picture and illustrations books that help in encouraging young children of ages five to six to learn more about mathematics. Analysis done shows how these types of books can help the young children to explore in depth the various types and sections of the branch of mathematics. Through mathematical picture books students can clearly understand the basic concepts of arithmetic and mathematics along with their proper application in real life. This is possible as these books illustrate and put forth several real life situations and objects that have technical and mathematical implications .A combination of literature and pictures that lucidly describe mathematical problems along with their associated solutions, helps children learn from the angles of a particular situation or context, enhancing their overall learning experience. Application This resource clearly explains the various ways how the various real life examples and contexts given picture books with appropriate literature help in giving young children an early access and lucid understanding of several mathematical rules and their applications. Children can be taught the basic concepts of geometry through the help of these books. Their mental and cognitive development will be accelerated as a result. They can be asked to differentiate between the various shape, sizes and structures of several objects. Patterns and logical resolution of problems can be taught to them through the myriad of examples given in these types of books. Literatures given I the book can also be used to teach children about any mathematical queries that they have, which in turn help them develop their own ideas and concepts regarding the solution of mathematical problems. Pictures of various things like buildings, vehicles and landscapes are usually shown in these books along with mentione d values of distances heights and lengths etc. and children can be asked to specific or general questions regarding the various distances that are covered by any particular object or road. Other illustrations like a group or flock of animals or birds can be shown to the children and questions can be asked regarding the number of animals, how they are arranged or how many are moving or gathered together or in what direction they are moving. All these examples and contexts explained in a picture book can help in stimulating the learning nature of young children and make them more interested in mathematics. (Marja, Sylvia, Brian, 2009) Week 9 Theme Maths and Primary School: How primary schools should modify maths learning in schools Resource https://www.into.ie/ROI/Publications/MathsPrimarySchool.pdf This resource portrays certain methods through primary school children can get to love mathematics as a subject and gain a better understanding of mathematical tools and techniques that will in turn develop their logic level and problem solving levels. This article is written by the Irish National Teachers Organisation, and aims at improving the learning experience of primary school students with respect to mathematics. A survey shows the effectiveness of the methods given in the article. Rationale This article emphasizes on the importance of mathematics in the daily teaching curriculum of schools. Teachers have been asked to link mathematics to any aspect of the students environment and their own experiences. At the same time, teachers have been asked to encourage students to think logically and relate everyday experiences and activities to the mathematical world. A proper division of the mathematics curriculum structure is given in this resource, where the whole curriculum has been divided into several individual subjects such as numbers, algebra, shapes and spaces, measurements and data collection with associated analysis. Means if assessing the level or amount of a particular students mathematical learning have also been mentioned. In addition, several alternative and unconventional approaches to mathematics learning have been mentioned along with their key focuses and assessment methods. Surveys results have also been given that indicate the impacts and implications of the changes in the learning experiences on students and their learning processes. Application An effective learning experience can be achieved with the proper and perfect application of all the mentioned changes and modifications of the mathematical curriculum. Students can be taught in accordance to the various sub modules of the modified curriculum. They can be instructed to focus on their mental aptitude and ability to solve problems in a quick manner without any mistakes rather than perform lengthy written calculations with pen and paper. Recordings can be done to help students better understand the process of mental maths. They can also better learn patterns and understand certain mathematical and algebraic sequences when they are taught in these types of modulated teaching methods, which put emphasis on systematic and individualistic teaching of each branch of mathematics. Spatial awareness and real life applications of shapes, sizes and geometrics can be improved through effective integration of a geometric sub module to this teaching procedure. Data analysis by observ ing graphical representations of equations and relations is another important aspect of this particular teaching method that will help better the learning experience of students. Students will be able to better evaluate measure and interpret real life mathematical models and this will assist their ability to relate and link theories with practical applications. (John, 2006) Week 10Theme Maths and Learning Environment: How certain learning environments can help stimulate students to actively learn mathematics Resource https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/413379/Good_practice_in_primary_mathematics.pdf This article illustrates the various types of learning environments that can be created to help young children learn actively and get enthused about mathematics. This is British government article that show how practical situations can be introduced safely in eth classroom or teaching area that will help young children to learn more about numbers, mathematical and arithmetical tools and techniques. These teaching methods, if practiced, can provide young children with a very beneficial learning experience. Rationale This article shows the practical and hands on experiences are critical in helping the development of logical and deductive way of thinking and helps in all round mental development of young children. The teaching practices and procedures mentioned in this resource are collected from a wide variety of reputed schools spread all over the United Kingdom. And several useful and key findings have been summarised, that will help a teacher to understand and find out means to better the immediate learning environment of schools. The methods that can be useful to develop the mental capabilities of students and help them in developing fluency in mental calculation methods and help them one problem with several correlated problems through efficient deduction and induction. Applicatio Several methods that can be used to improve the learning environments of students are given. Practical situations and objects can be introduced in the classroom. Children can be taken out into outdoor areas. Games using numbers can be used to teach children regarding several mathematical concepts. The methods also show how students can be taken to markets and bazaars to interact with shop keepers who can teach them about the mathematical calculations that they deal with daily. New ways to solve certain mathematical problems can be taught to the students. Alternative techniques to performing addition, subtraction, multiplication and division can also be taught to the students by putting forth real life concepts and contexts in front of them, through the environment. ("Good practice in primary mathematics: evidence from 20 successful schools", 2011) Week 11 ICT in Maths: How ICT can be used to create new modalities in maths Resource https://www.voiceofresearch.org/doc/Jun-2014/Jun-2014_8.pdf The above resource portrays how information and communication techniques can be used to open up new avenues and create new innovative techniques for mathematical education. The role of ICT has been researched in this case study and focus is mainly on the role it can play in primary mathematical education. Rationale The above article shows how digital technology and communication techniques can help in expanding the scope of learning, with primary focus on mathematics. The various electronic and digital means and how they can be effectively utilized in the mathematical educational field are explained. ICT can help in accessing a wide variety of information from various sources and thus will help in broadening the viewpoint and knowledge base of a student. At the same time, digital means are very effective in providing accurate solutions and results, the key aspect of mathematics, and thus students will be able to identify and correct their mistakes if they are allowed to learn mathematics through innovative ICT. Application As evident from the rationale given, ICT can be used in classrooms with proper supervision to help students gain a broader understanding g about any subject. With regards to mathematics, students can gain access to study materials from educational institutions from any corner of the world. They can thus gain a broader understanding of any mathematical concept, relate it to any everyday situation and also witness how contemporary students from other places are solving problems. The process of transmitting and availing information is a vital component of todays educational world. Laptops, projectors, the Internet etc. all these are very useful resources in the right hands and can help teachers motivate students to understand, deduce and logically solve problems using the various data available through information and communication technologies. (Amarnath, 2014) References Amarnath, M. (2014). Ict And Its Role In Primary Mathematics Education.Voice Of Research. Good practice in primary mathematics: evidence from 20 successful schools. (2011). John, C. (2006). Maths in Primary Schoo. Marja, v., Sylvia, v., Brian, D. (2009). Picture books stimulate the learning of mathematics. Sarah, B. (2013). Deconstructing maths anxiety: Helping students to develop a positive attitude towards learning maths. Using Mathematics to Solve Real World Problems. (2010).

Just War Theory an Example of the Topic History Essays by

Just War Theory For if a group defined by the chance of birth is persecuted, it is as though its members had not been born into the human race at all Richard Vernon Need essay sample on "Just War Theory" topic? We will write a custom essay sample specifically for you Proceed The overall thesis of the article, What is Crime against Humanity, is basically analyzing the concepts of the crimes against humanity that are incorporated into international law. The article brings up questions applicable in the consideration of determining or dividing what would be considered a Just War versus that of an Unjust War. People Very Often Tell EssayLab specialists: How much do I have to pay someone to write my assignment online? Professional writers advise: Buy An Essay Which Will Lead You To Your Academic Success Please Help Me Write An Essay College Papers Online Pay People To Write Papers Essay Writing Services In developing the arguments used in this article, Vernon brings in examples from St. Augustine, the scale of wrongness as it applies to pirates at sea, along with numerous text references on the Just versus Unjust War debate. The author explains the moral differences of separation of enemies of a race or ethnicity, versus the separation of enemies of the human race or humanity. The author does consider a variety of ethical theoretical considerations and principles of the Just War debate in his writing. Vernon writes regarding the ethical justification of war while dissecting some justifications as to their individual strengths and weaknesses. The author discusses the concept of how much if any premeditation would need to be involved in setting the correctness of the Just War act on the right or wrong side of being just (Vernon, 2002, p.245). Oftentimes throughout the article I feel more questions are fed to the reader while sometimes complicating the learning process of this already complicated subject. For example, when presenting the expression crime against humanity, the author brings up that the triteness of such an expression as crimes against humanity could as well describe child abuse, or the cruel treatment of animals, or callous reductions of welfare payments to the chronically poor (Vernon, 2002, p.237). Later when providing information in regards to quantifying evil, the author begins discussing comparisons: How should we set out to compare the evil done by the Holocaust, by African slavery, and by the (near-) extermination of aboriginals in North America? If we employ a body count, then African slavery killed more people than the other two did. If we are looking at the proportion of the target group killed, then the aboriginal case is the worst. If we are looking at rates of killing per day, one might interject, the Rwanda genocide outclasses all three. If we were looking at the degree to which victims were compelled to collaborate in their own destruction (Vernon, 2002, p.238). I believe Vernon often purposely poses more questions than answers in this article. I know this can be used to motivate readers to educate themselves while forming their individual opinions on any particular subject. However, I have to say that at the current non-expert level of knowledge I have of this particular subject, I would often find this to be more confusing than helpful. By the way, the above was probably only one half of the paragraph of questions the author included in just this one area. The author did include a variety of ethical theoretical interpretations while occasionally including his own understandings along with these. For example, Vernon discussed St. Augustines beliefs in regards to horrific state acts while relating some of the information to Roman political life. Vernon divided and discussed the various categories of humanitarian crimes. In general, in one way or another, I feel the author provided empirical evidence that can pertain to the just-war debate. Through bringing in examples of others perspectives, observations and experiences, the area of empirical evidence was pretty well covered. The great majority of the evidence was borrowed from texts on this subject. For example, Vernon often quoted from The Contract of Mutual Indifference, a book written by Norman Geras (Vernon, 2002, p.244). The work attempts to present an understanding of atrocities as they relate to international and national policies and politics. One of the thoughts the author deliberates is how neither state responsibility nor community responsibility provide adequate protection for its people. One quote he included in regards to WWII was that People went to their deaths at Auschwitz or Treblinka, notwithstanding that there were some others who cared about them (Vernon, 2002, p.244). The author brings in what might be considered the larger pieces along with the less obvious evidence in discussing the Just-war debate. Vernon touches on the humanity-as-victim thesis which was introduced at Nuremberg by the French prosecuting attorney. In discussing this, the author brings up the difference of the immorality of eliminating certain races along with the different immorality of refusing to share the earth with a certain people. (I tend to see them as probably the same). Here again there were questions that one might leave more perplexed than illuminated. The question was asked, Why would humanity be devoid of meaning in the absence of diversity? (Vernon, 2002, p.240). I feel the author reaffirms the complexity of the subject, helping the reader to understand why there are so many misunderstandings and differences in opinions in the area of crimes against humanity and the debate of Just War. Vernon was successful in focusing on many important themes in the Just War debate. In fact, sometimes I felt the themes went all over the board and could have been more focused. One of the weaknesses of the article in my opinion is that the author is attempting to analyze a complex issue, and in my opinion, Vernon makes the issue even more complex rather than unraveling or solving anything through his 18 page analysis. The article was written in a very academic style. This isnt necessarily a negative in and of itself but it can limit ones potential audience of this subject who are in their earlier stages of learning the subject than he is in discussing it. I found the strengths of the article to be when the author would bring in information from outside sources. For example, because I have some personal interests in real pirates, I found the part of the article interesting when he discussed piracy precedents and how pirates should not go unpunished simply because they operated at sea (Vernon, 2002, p.235). The material is convincing in my opinion mostly due to the outside resources Vernon used in tying up the bigger picture of the Just-war subject. A new resource is used each time he brings up a different aspect of Just and Unjust War thus providing the reader reinforced explanations for the subject. However, I do feel that the author possibly tried to cover too broad a wingspan of information here. I know as a reader I could see this information being separated and represented in even as few as three complete readings or even more by focusing on one angle at a time presented in this reading. In the end, after having read all of the information in the article, What is Crime against Humanity, I feel that the great dichotomy or oxymoron found inherently within attempting to of combine humaneness with that of war have in themselves created a confusion that neither logic nor discussion can unravel easily if at all. As for this particular piece on the subject, I honestly have to say for the most part it left me more perplexed on the subject. References Vernon, R. (2002). What is Crime against Humanity. The Journal of Political Philosophy, 10:3, 231-249

Health Care in Southeast Asia during the 1500s Essay Example

Health Care in Southeast Asia during the 1500s Essay Example Health Care in Southeast Asia during the 1500s Paper Health Care in Southeast Asia during the 1500s Paper The use of tobacco and bindis in SE Asia are explored with regard to their medicinal, leisure and negative physiological affects in this book. Prakash and colleagues look also to past practices of the use of tobacco and other smoking sticks in this region across history to identify health consequences from a biopsychosocial viewpoint. It is clear that even during the 16th century health practitioners were aware of the life threatening consequences of the use of cigarettes; cancers of the mouth, lung, larynx, pharynx and oesophagus; diseases of the heart, circulatory system and lungs. At this time it was not recognized that if used during pregnancy, smoking in whatever its form would have adverse effects on the fetus. The authors highlight the ongoing economic, agricultural and social importance tobacco and other smoking sticks can have on a nation and individual perceptions of being. Widodo, J. (1996) The urban history of the Southeast Asian coastal cities. Retrieved Widodo evaluates socio-cultural practices of the southern part of the South China rim: Thailand, Malaysia and Indonesia, which are located at the crossing point for the maritime trade between India and China in the 16th century. Going beyond the general studies which have investigated sociological institutions of this are, Widodo seeks a context to the social value placed on health and delivery of health care services. He is particularly concerned with the way in social practices such as health care changed with a globalizing world. As major cities along the coast (e.g., Tuban, Surabaya, Pattani and Malaka) became centers of the international exchange of goods and services, entreports were created. Noted is the slow adherence to western forms of medicine amongst those in the populace who were especially orthodox in their religious beliefs (i.e., Islamic, Hindu and Buddhist). Leslie, C. M. (1998) Asian Medical Systems: A Comparative Study. Madrid: Motilal Banarsidass Publications. Leslie reviews the age of commerce that existed in SE Asia during the 16th century. He emphasizes the dominance of Arabic and Islamic medicine in the region, noting that India and Pakistan were really the only nations at the time to formally record the specific scientific practices at this time which were interweaved with medicine. Arabic medicine, known as Unani, or â€Å"Greek†, identifies where the Arabic form of medicine was drawn from. Thus Islamic practitioners at the time took over Greek medicine when they were exposed to it at an earlier social age. However, Leslie points out that many orthodox Islamic worshippers refused to endorse this hybrid form of health care. Overall, it is reported in the book that the SE Asian region saw fierce competition amongst the medical practices of the time, with Islamic extremists choosing to adopt practices that they considered were â€Å"sanctioned† by The Prophet. The book also compares the coexistence of the variety of health practices at the time and the influence that large and long established populations such as those of China and India had on medical traditions that were maintained. Importantly, Leslie points out those dietary guidelines about â€Å"hot† and â€Å"cold† foods were abided by the general population to aid digestion and so exhibited social-selection of disease preventing behavior. Amrith, S.S. (2001) Decolonizing international health: India and Southeast Asia, 1930-65.

The middle east - a hotbed of conflict Essay Example | Topics and Well Written Essays - 2000 words

The middle east - a hotbed of conflict - Essay Example Speaking from a truly global standpoint, Middle East has proven to be a linchpin as far as having a clear cut understanding of the Arab nations is concerned. This is because the entire Arab region is linked with severe problems left, right and center. These problems have taken place due to lack of cultural adherences, an improper infrastructure within the different nations that exist within the Middle East region, and an overall mistrust in each other’s issues and undertakings. It would be appropriate to state that the Middle East has become a hotbed for conflict to arise sooner rather than later. The same happens on a very proactive basis whenever the world’s stock prices fluctuate and whenever there are financial issues arising in the wake of the economic aspects taking place. The Middle East has been a conflict hotbed because the people, who matter the most, i.e. the governmental top heads and the like, have paid less heed towards the domains of their own people. All they have focused on is to exponentially increase their respective capitals and to double their relevant investment regimes . They have not emphasized on how bad the economic domains of their countries are or how they are coping up with the other countries within the region. A lack of a coherent strategy within the entire Middle East lays the basis for serious conflict to arise, and this is a very grave anomaly indeed.

Total Rewards System Proposal Research Paper Example | Topics and Well Written Essays - 1750 words

Total Rewards System Proposal - Research Paper Example Due to the fact that the workers are the core of the business, the industry aims to make its collective achievement around its requirements as well as that of its workers. â€Å"By presenting the total rewards picture, employers gain the flexibility to shape the work experience in different ways at different phases in the company’s life cycle, as well as for different segments of the employee population† (Total Rewards Strategies for the 21st Century, 2012, p.6). Several industries have now begun to understand that they get improved performance from connected and engaged employees. Thus, this new insight has helped them to focus on rethinking their strategies for workers. They are introducing new methods to recognize, connect and maintain the right labor force in order to deliver plans that would entail in the overall development of the business concern. By adopting total rewards strategies, the industries are considering to make amendments in the character of work as well as expectations of workers. Managers have recognized that employee commitment affects the base line. So where reward plans have to be changed, managers are taking benefit of new tools to access improved information in order to take the most apt decisions regarding the human resource of the company. Total rewards strategy is a preparation for assigning reward resources in a way would ensure that the business achieves the organizational goals and objectives. â€Å"The eleme nts of a Total Rewards Program – compensation, benefits, work life balance, performance & recognition and development opportunities – create an environment in the organization which is completely focused on employee engagement. Total Rewards program elements are not mutually exclusive and results in satisfied, engaged and productive employees, who create desired business performance and results† (Total

Special Education Strategy Notebook Essay Example for Free

Special Education Strategy Notebook Essay Self monitoring is a strategy that is often used in classrooms with children who have trouble staying on task and focusing. It is a method that involves a student taking responsibility of themselves academically and behaviorally and recording when they find themselves not on task. In essence, a sheet of paper is given to a child and a noise is made at certain intervals during the class day. This noise could be something that only the specific child hears (such as in an ear piece) or it could be something that is heard by the entire class. Either way, the student who is participating in self monitoring simply puts a tally mark in a column for â€Å"on task† or â€Å"off task† on their sheet of paper every time the noise sounds off and at the end of the day both student and teacher can see how many times the student found him or herself off task. This helps put into perspective for the student how much he or she pays attention in a regular day and typically causes them to try harder to remain on task even more the following day. It is important that a teacher lets the student know exactly what is meant by â€Å"on task† and â€Å"off task† so that the student understands 100% what is expected of him or her, and it is also important that the sound itself not be distracting from the lesson. Eventually, a student can be weaned off the external cues of the sound, and will begin self monitoring without it, which is ideal. B. How do we know that self monitoring works? Put simply, we know that self monitoring works because it has been studied over and over by numerous researchers and has been proven effective at least the majority of those times. These studies confirm that this strategy helps manage students who are off task in the classroom due to various disruptive, learning related and social behaviors. Children of many ages were tested, ranging from ages as young as 4 to kids who are in high school, and the findings were consistent. In nearly all of the tests described in the article I researched, self-monitoring was said to have â€Å"decreased off task behaviors dramatically† or â€Å"decreased inappropriate behaviors† or â€Å"decrease talking out behavior,† etc (Hallahan, D. P. Husdon, K. ). C. When should a teacher use self monitoring? As a strategy in a school setting, self monitoring typically works best for students who have problems primarily in attention. This is not a strategy that actually helps a student learn anything in particular, so the skills for learning material has to be already within a students capability but who cannot focus or remain on task long enough to apply these said skills. In laments terms, self monitoring works best when used for applying skills not when being introduced to new ones. Self monitoring can be used successfully for students with attentional tasks in really any classroom setting. It works great for â€Å"seat work†, when a child is assigned independent work that they must take sole responsibility for finishing but can also work in a group. Group work often has other students who keep the self monitor on task, but if this were not the case self monitoring would still be helpful. D. What does a teacher need to do to implement self monitoring? It is important that a teacher use each part of the procedure of self monitoring, including tones, recording sheets and training. Before implementing all of these procedures, a student needs to be introduced to the idea. It is imperative that a student have a good explanation of why they are required to keep record of their behavior when other students are not. A child needs to be given explicit instructions as to what he or she needs to do; this includes a description of what on task and off task are in the teacher’s terms, what the tone or sound will be, and how often the sound will go off, etc. Once the directions have been given to the child it is also important to go over the recording sheet with him or her and give examples of what will happen during class when he or she is to be recording their behavior. Once a child seemingly understands what is expected, feedback becomes very important. If he or she gets off task, the teacher needs to correct the behavior and then move on. At the same time, if a student has very good behavior it is also important to praise that. After the student gets used to this procedure, a teacher can begin to wean him or her off having to hear the tone to monitor their behavior. This is the ideal situation because then a student simply checks himself without a reminder and will continue to do so. E. How does a teacher know if self monitoring is working? Evaluating whether this strategy is working for a particular student is very important because if it is not, then there could actually be harm coming from trying to use it. Evaluating also leaves room for modifications that could help different students at different times. The basic way to see if self monitoring is working is to simply gather data on the student’s attention to a task before using the strategy and then compare that data with what you find after the student has begun to self monitor. To collect data before introducing self monitoring, a teacher can simply do the monitoring herself; use a tone and record the attentiveness of that child at each sound. A good practice to collect the original data would be to compare the target student and a student with average attentiveness. If the comparison shows that the level of attention seems to have improved after the strategy is implemented, it has probably worked and vice versa. F. Where can a teacher find more information on self monitoring? There are numerous ways to find out more information on self monitoring from articles, websites, books, etc. Here is a list of multiple sources where more information can be found (Hallahan, D. P. Hudson, K. ) Blick, D. W. , Test, D. W. (1987). Effects of self-recording on high-school students’ on-task behavior. Hallahan, D. P. , Lloyd, J. W. , Stoller, L. (1982). Improving attention with self-monitoring: A manual for teachers. Charlottesville, VA: University of Virginia Learning Disabilities Research Institute. Hallahan, D. P. , Marshall, K. J. , Lloyd, J. W. (1981). Self-recording during group instruction: Effects on attention to task. Learning Disability Quarterly, 4, 407-413. G. Self Monitoring Bibliography. Hallahan, D. P. , Hudson, K. G. (2002). Teaching tutorial 2: Self monitoring of attention. Retrieved from www. teachingLD. org Shimabukuro, S. M. , Prater, M. A. , Jenkins, A. , Edelen-Smith, P. (1999). The effects of self-monitoring of academic performance on students with learning disabilities and ADD/ADHD. Education and Treatment of Children, 22, 397- 414. Webber, J. , Scheuermann, B. , McCall, C. , Coleman, M. (1993). Research on self-monitoring as a behavior management technique in special education classrooms: A descriptive review. Remedial and Special Education, 14, 38-56. Workman, E. A., Helton, G. B. , Watson, P. J. (1982). Self-monitoring effects in a four-year-old child:An ecological behavior analysis. Journal of School Psychology, 20, 57-64. II. Time Delay A. What is time delay? Time delay is a strategy that focuses on weaning the use of prompts during teaching and educational practices and is most often used with students who have Autism Spectrum disorders. When instructing someone who has a particular learning disability, sometimes he or she needs additional prompting right after the material has been presented; this could include least-to-most prompting, simultaneous prompting, etc. There are two types of time delay; progressive and constant. Progressive time delay takes the immediate additional help given to particular students and lessens it each time material is taught. The time in between the original presentation and the additional help is lengthened as a child gets more comfortable learning and proficient. Constant time delay occurs when a teacher gives no time between the original instruction and the added prompt, then continually lengthens that amount of time when proficiency strengthens (Neitzel, J). B. How do we know that Time Delay is effective? In order to be used in schools for students with Autism Spectrum disorders, time delay had to be researched numerous times and found to be an evidence based practice. The National Professional Development Center on ASD has defined what they mean by â€Å"evidence based practice† to mean that it includes â€Å"randomized design studies, single-subject design studies, and combination of evidence. † Randomized design studies must include two experimental group design studies and they must be conducted by highly qualified researchers. Three separate investigators must have also conducted five high quality single-subject design studies. Once this is all done, the evidence from both must be combined to see allow researchers to see if time delay works in real life settings with ASD (Time Delay). C. When should a teacher use time delay? Time delay is a great strategy for a teacher to use when a student in her class has an Autism Spectrum disorder. It has been found that it is most effective when used with children and youth rather than older students, regardless of cognitive level and expressive abilities. According to the evidence listed above, time delay is very effective during the specific ages of 6-11. Teachers can instruct these specific students effectively on a variety of material using time delay such as academics, play/leisure, language/communication, and also social skills. It is important that all of this teaching be done in clinical environments, though, because that was where the studies were done and showed improvement (Neitzel, J) . D. What does a teacher need to do to implement Time Delay? There are multiple steps that a teacher must work his or way through in order to implement the time delay strategy. Both progressive and constant time delay procedures involve the same three steps of implementation; a cue and target stimulus, learner response, and feedback or consequence. Without all three of these components, time delay cannot be an effective strategy to use in the classroom while teaching students with Autism Spectrum disorders. The target stimulus, also called the antecedent, is what a teacher wants the student to respond by doing when posed with the cue. The cue is a signal that helps the student figure out what behaviors he or she should be exhibiting. When trying out the time delay strategy, it is important to keep the cues consistent so that the student knows what is expected of him or her during every activity. Learner response, the second necessary component of time delay, is the behavior that teachers want the student to pick up on. The feedback is the reinforcement of a behavior. Positive feedback when a student does something correctly is essential for that behavior to become consistent. On the opposite end, negative feedback when something is done incorrectly is just as important so a student knows to try to behave a different way. This â€Å"negative feedback† is known as a correction procedure and involves a constant repetition of the cue and prompts necessary for the student to exhibit the correct behavior (Neitzel, J Worley, M). Knowing the broad steps for implementing time delay, a teacher must also know the specifics. There are multiple steps that one must go through in order to effectively use the strategy. Step one is identifying the skill or behavior and define them in an observable measure and identify it as wither a discrete task or a chained task. A teacher must also then define learner response behaviors so that they can easily be identified as either correct or incorrect. Next, a teacher needs to determine a students current skills. After this is determined and recorded, an educator must select the target stimulus and cue and clearly explain this to the child, and then do the same with the controlling prompt. Next, reinforces must be identified and the response interval should be decided upon (Neitzel, J. Worley, M). E. How does a teacher know if Time Delay is working? Just as with any teaching strategy, the way to tell if Time Delay is working is to compare student ability before and after the delay is implemented. Before a student is introduced to this strategy a teacher can instruct a student on anything in particular and record the amount of correct and incorrect responses. After this data is recorded, it would be important to introduce time delay and instruct the child on the correct responses, stimuli, etc. Once that is all introduced, the teacher could teach material and again keep track of correct and incorrect responses. If the amount of incorrect responses decreases and the amount of correct responses increases, there is a very good chance this change is due to the implementation of time delay. F. Where can a teacher find more information on Time Delay? Odom, S. L. , Brantlinger, E. , Gersten, R. , Horner, R. D. , Thompson, B. , Harris, K. (2004). Quality indicators for research in special education and guidelines for evidence-based practices: Executive summary. Arlington, VA: Council for Exceptional Children Division for Research. Rogers, S. J. , Vismara, L. A. (2008). Evidence based comprehensive treatments for early autism. Journal of Clinical Child and Adolescent Psychology, 37(1), 8-38. Ledford, J. R. , Gast, D. L. , Luscre, D. , Ayres, K. M. (2008). Observational and incidental learning by children with autism during small group instruction. Journal of Autism and Developmental Disorders, 38, 86-103. Liber, D. B. , Frea, W. D. , Symon, J. B. G. (2008). Using time delay to improve social play skills with peers for children with autism. Journal of Autism and Developmental Disorders, 38, 312-323. G. Time Delay Bibliography. Neitzel, J. (2009). Overview of time delay. Chapel Hill, NC: National Professional Development Center on Autism Spectrum Disorders, Frank Porter Graham Child Development Institute, The University of North Carolina. Neitzel, J. , Wolery, M. (2009). Steps for implementation: Time delay. Chapel Hill, NC: The National Professional Development Center on Autism Spectrum Disorders, Frank Porter Graham Child Development Institute, The University of North Carolina. Time delay. (2010). National Professional Development Center on ASD, Retrieved from http://autismpdc.fpg. unc. edu/sites/autismpdc. fpg. unc. edu/files/TimeDelay_Steps_0. pdf Mnemonics A. What is Mnemonics? Mnemonics are devices used to help people remember and recall things that are somewhat hard to remember on their own. Put simply, the job of a mnemonic is to make the difficult task of memorization a little bit simpler. Using mnemonics helps to combine a presentation a person is comfortable with information that needs to be remembered; the association between the presentation and the information makes recall easier (Bringham, R Bringham, M). There is a link between new information and prior knowledge in the presentation of a mnemonic, and often they employ both visual and acoustic cues. There are many different types of mnemonics. The keyword method works very well with new information, and is directly tied to something that a student already knows. For example, if there is a vocabulary word that a student is trying to learn that sounds like a word they are already familiar with, they can associate the two words together to remember the one they do not know. This association can be made with a picture, or just by memory. Another mnemonic method is the peg-word method. Peg words are similar to keywords but they are known for their rhyming proxies for numbers to help students remember numbered or ordered information. A third mnemonic is known as letter strategies, including acronyms and acrostics. An acronym is a words whose individual letters can represent elements in lists of information. Acrostics are sentences whose first letters represent the information that needs to be remembered (Scruggs Mastropieri, 2002). There are also mnemonics for remembered how to spell, such as pictures with specific letters decorated. B. How do we know that Mnemonics are effective? There have been numerous evidence based research studies done to prove the effectiveness of mnemonics. These studies have shown that students taught material mnemonically have had a significant amount of more success than those students who were not taught in tis way. A specific study was done by Forness, Kavale, Blum and Lloyd in 1997 that concluded that for special education students, instruction using mnemonics showed the most positive results (Forness, S. R. , Kavale, K. A. , Blum, I. M. , Lloyd, J. W. 1997). Building off of these findings, other studies on special education have been compiled and summarized to show that the average child with a learning disability scored 43% correct, while the average mnemonically taught student scored 75% correct (Mastropieri Scruggs, 1989). Also, classroom teacher applications of mnemonic techniques have suggested that these strategies are very effective in inclusive classrooms, in some cases raising the performance of students with learning disabilities to that of the normally achieving students (Mastropieri, Sweda, Scruggs; 2000; Uberti, Scruggs, Mastropieri, in press). C. When should Mnemonics be used? The fantastic thing about mnemonics is that they can virtually be used whenever, with any student in any subject. This strategy has been experimentally validated in english vocabulary, foreign language vocabulary, earth science, physical science, U. S. history, world history, letter recognition, math facts, and spelling. Moreover, it has been experimentally validated that mnemonics not only works in all of these subject areas for average students buy for students with learning disabilities as well. Mnemonics are also appropriate to use with students of any age, ranging from Kindergarten to college. Younger students typically do not have to recall the same amount of facts that are required of those older than them, but they are still useful in learning things such as the alphabet (Levin, 1993). Thus, this strategy is a great one for teachers to use frequently whenever large amounts of information are presented that must be remembered or recalled (Bringham, R. Bringham M. 2001). D. What does a teacher need to do to implement Mnemonics? Mnemonics should be used by all teachers when introducing information that must be remembered and there are certain ways to go about doing so. At first, the teacher should be the leader of mnemonics and should directly guide the students into coming up with specific ways to remember information. When a teacher is directly involved with every step of creating a mnemonic it is called maximum support. As students become more proficient in using mnemonics, though, it is important for the teacher to take a few steps back and let them go on their own. Once a certain level of proficiency is met, a teacher moves on to intermediate supports. Now, a teacher is still there if needed but most of the responsibility is turned over to the students and their peers to create and use mnemonics. After this step, a teacher can allow students to work on mnemonics independently. Following these steps help to not overwhelm students, and to help them to learn how to use the strategy on their own so that when they move to a different class or school they can take their knowledge of mnemonics with them and continue to use them. E. How does a teacher know if Mnemonics are working? The purpose of mnemonics is memorization so the best way to test if the strategy is working is to frequently question and test students on the information that they are supposed to be learning using the mnemonics. Some students might already know the information or might have guessed, so it is also important to ask them how they remembered the answer they gave. This way, a teacher can easily see if it is the mnemonic helping them recall the information or if it is something else entirely. Students, too, can alert a teacher as to whether or not the strategy is working by simply saying mnemonics are helpful to them specifically or not. F. Where can a teacher find more information about Mnemonics? Mastropieri, M. A. , Scruggs, T. E. (2000). The inclusive classroom: Strategies for effective instruction. Columbus, OH: Prentice Hall/Merrill. (Chapter 8, Attention and Memory) Mastropieri, M. A. , Scruggs, T. E. (1991). Teaching students ways to remember: Strategies for learning mnemonically. Cambridge, MA: Brookline Books. Brigham, F. J. , Scruggs, T. E. , Mastropieri, M. A. (1995). Elaborative maps for enhanced learning of historical information: Uniting spatial, verbal, and imaginal information. Journal of Special Education, 28, 440-460. Bulgren, J. A. , Schumaker, J. B. , Deshler, D. D. (1994). The effects of a recall enhancement routine on the test performance of secondary students with and without learning disabilities. Learning Disabilities Research Practice, 9, 2-11. G. Mnemonics Bibliography Bringham, R. , Bringham, M. (n. d. ). A focus on mnemonic instruction. (2001). Current Practice Alerts, (5), Retrieved from www. dldcec. org/alerts/ Scruggs, T. , Mastropieri, M. (n. d. ). Teaching tutorial: Mnemonic instruction. (2002). Division for Learning Disabilities , 1-26. Retrieved from www. teachingLD. org Mastropieri, M. A. , Scruggs, T. E. (1989a). Constructing more meaningful relationships: Mnemonic instruction for special populations. Educational Psychology Review, 1, 83-111. Forness, S. R. , Kavale, K. A. , Blum, I. M. , Lloyd, J. W. (1997). Mega-analysis of meta-analysis: What works in special education and related services. Teaching Exceptional Children, 29(6), 4-9. Mastropieri, M. A. , Sweda, J. , Scruggs, T. E. (2000). Teacher use of mnemonic strategy instruction. Learning Disabilities Research Practice, 15, 69-74. Levin, J. R. (1993). Mnemonic strategies and classroom learning: A twenty-year report card. The Elementary School Journal, 94(2), 235-244. Task Analysis A. What is task analysis? Task analysis is a learning strategy that involved breaking a learnable skill into smaller steps that are more manageable for students who need it (Franzone 2009). This strategy is something that is used by every single person at least once in their life, even if done so unconsciously. It is the only way to ever really learn complete processes, for example you have to walk before you can run. By breaking skills into smaller chunks, we all eventually learn specific tasks as if they are second nature and learn to not have to follow the original steps posed. It is necessary, though, to express the different parts that make up the whole (the skill being learned) until absolute mastery has been achieved (Grove 2012). B. How do we know that task analysis is effective? There are certain criterion that strategies have to meet before they can be used in schools, including in the special ed classroom. Task analysis meets these requirements and has been tested and proven in numerous evidence based practices. To be considered evidence based practice for people with Autism Spectrum disorder, efficacy must be established through peer-reviewed research in scientific journals using randomized or quasi-experimental design studies, single-subject design studies, and then a combination of evidence. High quality randomized design studies are categorized by the absence of critical design flaws that create confounds and the demonstration of experimental control at least three times in each study (Horner, Nathan, Odom, Rogers) . When should a teacher use task analysis? Task analysis is a strategy that can be used very effectively with children who have an autism spectrum disorder, no matter their cognitive level and expressive communicative skills. Children from preschool age to high school age have shown through studies that task analysis works and is an effective practice for older learners as well. It is also a good practice to use when teaching educators how to interact and teach their students with autism spectrum disorders. Task analysis has been proven to help all of these students in multiple areas. There are ways to use task analysis to teach in a school setting, in a classroom (inclusive or not). Also, there is evidence that it works in home and community settings. For instance, teaching a child with a significant disability how to complete regular everyday tasks such as brushing teeth, brushing hair, showering, etc becomes more easily possible if you employ task analysis (Franzone 2009). D. What does a teacher need to do to implement Task Analysis? In order to implement a task analysis in a particular classroom, a teacher must follow a set of steps. Step one is to identify the target skill. This step involves targeting a specific skill that is to be learned by the student with Autism Spectrum disorder. To do this, an educator must use the learner’s Individual Education Plan/Individual Family Service Plan goals. The skill should consist a series of discrete steps, so as to make learning it a bit easier. For example, washing dishes is an acceptable skill to target. Turning on a sink or preparing, serving and cleaning up dinner would be either too simple or too hard. Step two involves identifying the prerequisite skills of the learner and the materials needed to teach the task. Step three is breaking the skill into components. This is the step where true task analysis really begins; where the skills are actually broken up into steps. Next, a teacher needs to confirm that the task is completely analyzed in order to sure no step is left out because it would compromise the entire activity. Step five involves determining how the teacher will actually teach the skill. Last, intervention must be implemented and progress must be monitored so that changes can be made if need be. E. How does a teacher know if Task Analysis is working? Before task analysis is implemented, it is important for teachers to closely monitor the student in question to see the skills they have the most trouble with. Keeping record of this will help to see if any bounds in learning have been made once the strategy has been put in place. Observation is key, before and after implementation, and if it is done carefully and cautiously enough a teacher can directly see the impact of the strategy after a student has learned the skill he or she was asked to learn. F. Where can a teacher find more information on task analysis? Alcantara, P. R. (1994). Effects of videotape instructional package on purchasing skills of children with autism. Exceptional Children, 61(1), 40-55. Browder, D. , Trela, K. , Jimenez, B. (2007). Training teachers to follow a task analysis to engage middle school students with moderate and severe developmental disabilities in grade appropriate literacy. Focus on Autism and Other Developmental Disabilities, 22(4), 206-219. Hagopian, L. , Farrell, D. , Amari, A. (1996). Treating total liquid refusal with backward chaining and fading. Journal of Applied Behavior Analysis, 29(4), 573-575. Liber, D. , Frea, W. , Symon, J. (2008). Using time-delay to improve social play skills with peers for children with autism. Journal of Autism and Developmental Disorders, 38, 312-323. Luscre, D. , Center, D. (1996). Procedures for reducing dental fear in children with autism. Journal of Autism and Developmental Disorders, 26(5), 547-556. G. Task Analysis Bibliography Franzone, E. (2009). Overview of task analysis. Madison, WI: National Professional Development Center on Autism Spectrum Disorders, Waisman Center, University of Wisconsin. Grove, A. (2013, August 08). Bright hub: Task analysis in special education. Retrieved from http://www. brighthubeducation. com/special-ed-learning-disorders/25800-how-task-analysis- Horner, R. , Carr, E. , Halle, J. , McGee, G. , Odom, S. , Wolery, M. (2005). The use of single subject research to identify evidence-based practice in special education. Exceptional Children, 71, 165-180. Nathan, P. , Gorman, J. M. (2002). A guide to treatments that work. NY: Oxford University Press. Odom, S. L. , Brantlinger, E. , Gersten, R. , Horner, R. D. , Thompson, B. , Harris, K. (2004). Quality indicators for research in special education and guidelines for evidence-based practices: Executive summary. Arlington, VA: Council for Exceptional Children Division for Research. Rogers, S. J. , Vismara, L. A. (2008). Evidence based comprehensive treatments for early autism. Journal of Clinical Child Adolescent Psychology, 37(1), 8-38. Szidon, K. , Franzone, E. (2009). Task Analysis. Madison, WI: National Professional Development Center on Autism Spectrum Disorders, Waisman Center, University of Wisconsin. Functional Behavior Analysis What is functional behavior analysis? A functional behavior analysis is a variety of methods to identify and define behaviors that need to be changed. It is the process of gathering and analyzing information about a specific student’s behavior and accompanying circumstances in order to determine reasons behind certain behaviors. These strategies help teachers identify interventions that will help to reduce these behaviors and help develop appropriate ones to fill the place of the ones being reduced. Functional behavior analysis relies on a number of techniques and strategies to identify the reasons behind each behavior and to help IEP teams select the interventions that are to be used. It should be integrated throughout the process of developing, reviewing, and revising a student’s Individualized Education Plan (McIntyre, 2001). How do we know that Functional Behavior Analysis is effective? Functional behavior analysis has been researched multiple times by different qualified researchers and has been found to show promising results in student achievement the vast majority of the time. Studies have been conducted multiple times to rule out any researcher error and students have shown drastic differences from before the strategy was implemented to after it was done. It is also important to note that Functional Behavior Assessment has obviously been proven effected in that it has become a part of national legislature, the Individuals with Disabilities Education Act. As stated in the act, it is mandatory that a student with known behavior problems be supported with this strategy (Jordan, 2006). When should a teacher use Functional Behavior Analysis Often times Functional Behavior Analysis is implemented on students with severe cognitive or communication disabilities such as autism (McIntyre, 2001). Even though this is so, ff ever there is a time that teachers become concerned about particular student with a disability, it is required by law (IDEA) to implement the functional behavior assessment process so that they can determine why the child in question is acting in such a way. This strategy helps to identify why a particular behavior occurred, and in determining this, a teacher can then begin to create interventions that will help the student avert from that negative behavior and replace it with a good behavior. It is important that teachers intervene with positive behavioral actions before the problem behaviors occur if at all possible. What does a teacher need to do to implement Functional Behavior Analysis? IDEA does not ever specifically define how a functional behavior analysis should be implemented, and often it depends on the needs of every specific child. There are, though, very specific steps that must occur in order for the strategy to work. First, a teacher must identify the behaviors that need to be changed, or at least the most serious of multiple strategies. In identifying the behaviors it is imperative to determine when and where they occur and when and where they do not. This will allow a teacher to try to determine the triggers for that specific student. After the behavior(s) are identified, a teacher must collect data on the specific child’s performance in many different ways, and have as many sources possible. After all of this data is collected and recorded a hypothesis needs to be developed as to what could be the cause of these specific behaviors based on the data collected. This helps predict where the teacher needs to target the change that will be made. Next, as with any other experiment, the hypothesis must be tested. Using positive interventions, the child’s specific team makes changes as needed to there Individualized Education Plan or Behavior Intervention Plan. After all of this is done the interventions need to be evalua.