Autism spectrum disorder in relation to education

Introduction Autism spectrum disorders refer to the disabilities that are of neurodevelopment nature. In most cases, the disorders last for the entire lifetime of an individual. Autism Spectrum Disorders (ASD) is notable within the first thirty-six months after birth of a person.Advertising We will write a custom essay sample on Autism spectrum disorder in relation to education specifically for you for only $16.05 $11/page Learn More Some of the most common characteristics associated with ASD include difficulty in communication, social interactions and the individual displays a stereotyped attitude and activities that one undertakes. Medical research studies report that Autism Spectrum Disorders are because of an impaired brain development process and the overall functionality of the brain, which usually occurs during the initial 3 years of a person’s life (Kavale 2002). This paper attempts to examine the relationship that exists between Autism Sp ectrum Disorders and education. The paper will first outline Wendy Lawson statement of 2001 about ASD in relation to education, after which the relationship between ASD and education is established. The paper will also outline the challenges associated with the implementation of inclusive programs for students with ASD, various ways used to tackle the associated challenges and a conclusion based on the personal position concerning inclusion approach to education. Overview of Wendy Lawson statement on the relationship between the ASD and education Lawson claims that the school environment sometimes can be harsh to both parents and the children; this is because the education system cannot address all the needs of every individual. The application of concepts such as exclusion and separation is an effective approach towards the solution of problem of variability in the education system. There are categories of individuals in the education system that requires full time attention in ord er to foster effective learning. This means that the education system must have strategies that incorporate the concepts of adaptability and should be able to consider the needs of the different individuals in the education system.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More It is worth noting that special schools need to put more emphasis on neurodevelopment of autistic individuals. Many individuals are not aware that they have Autistic Spectrum Disorders. In addition, they are not prepared to handle the cases of ASD. Challenges encountered when implementing inclusive programs for students with ASD Inclusive programs can be either full inclusion or regular inclusion. The choice of the mode of inclusive programs depends on the levels of severability of ASD in students (Bowe 2005). Inclusive programs use the concepts of integration, meaning that students with ASD can attend classes with other norm al students for all day or at least more than half of the lessons duration. The inclusive program considers students having ASD at the same levels as other members of the class. In case a student requires special attention, the provisions of such services are available outside the classroom setting, especially if they will cause interruption to the rest of the classroom (Jorgensen et al 2005). An example of such special service is speech therapy. In such cases, the autistic student is taken to a resource room, where there are more thorough instructions compared to the regular classroom. For the case of full inclusion, there is integration of students having ASD on a fulltime basis with the regular students (Loxley 2007). In this case, there is no segregation depending on the severability of the ASD in students. A significant number of educators argue that is the most effective approach to administering learning to students with ASD. In this context, there are no specialized and segr egated educational supports to autistic students. An inclusive program for students having ASD is not easy to implement. In order for autistic children to learn effectively in the normal classroom set up, there is need to have enough funding in order to employ the necessary support specialists and acquire learning resources for the students and teachers (Jorgensen et al 2005). In addition, there is need to have assistive technologies, which can be used to enhance the accessibility of the classroom for students whose body movements have been significantly impaired. The following outlines the various challenges associated with the implementation of inclusive programs for students with ASD (Kavale 2002).Advertising We will write a custom essay sample on Autism spectrum disorder in relation to education specifically for you for only $16.05 $11/page Learn More The first significant barrier to the implementation of inclusive programs for autistic students is adequate funding. Attending to students having ASD in the regular classrooms requires specialized teachers and supplementary staff in order to aid in the realization of the needs of the students having ASD. An inclusive program for autistic students requires intense funding which aims at the provision of services to meet the individual needs for autistic children (Marston 2004). The current state of the economy cannot support the provision of such services. The implementation of inclusion programs without adequate funding will hinder the provision of specialized professional services to the autistic students. For autistic children to learn effectively in a regular classroom environment, one student requires at least one specialized teacher, this translates to immense resources in order to implement inclusion programs for students having ASD effectively (Loxley 2007). Immense resources are also required in order to adjust the curriculum for autistic students to match that of regular students. This means that the curriculum adjustment is at the expense of regular students, since focusing on the administration of learning for students with ASD will hinder learning for regular students in the same classroom and vice versa (Bowe 2005). Immense funding is also required in order to facilitate the setting up of a resource room that provides special services, for instance speech and language psychotherapy, physical psychoanalysis and additional social work. In general, the implementation of inclusive programs in mainstream educational institutions is an expensive venture that requires both human and material resources that are not readily available in regular schools. This is a significant barrier towards the implementation of inclusion programs for students having ASD (Loxley 2007). The second significant constraint associated with the implementation of inclusion programs for students having ASD is negative attitudes. An educational institution is similar to societal setting; this implies that autistic students are subject to negative attitudes from other regular students and teachers (Loxley 2007). In some cases, general education facilitators can fail to understand the nature of students having ASD.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More This plays a significant role in inhibiting effective learning by autistic children. Attitudinal barriers can be either intentional or unintentional. Intentional barriers that are likely to be evident during implementation of inclusion programs for students having ASD include cases of isolation, instances of physical bullying and emotional bullying. Isolation usually makes it difficult for autistic students to fit in the normal classrooms set up because of factors such as difficulty in making of friends (Loxley 2007). Emotional bullying involves the perception that students having ASD are always stupid. Unintentional barriers are due to lack of understanding of the state of the autistic children by the staff and other students of the education system. Research studies have reported that the most rampant case of unintentional attitudinal barrier is lack of understanding on the side of support staff and regular teachers. Regular teachers assigned to fend for children having ASD always view this task as being inappropriate, therefore resulting to ineffectiveness in the delivery of education services to autistic students (Bowe 2005). The third significant barrier associated with the implementation of inclusive programs for students having ASD is that there is lack of curriculum structures designed foundation of universal design (Bowe 2005). Most of educational curriculum presently used focuses on a particular grade and subject. In most cases, the structure of the curriculum puts into consideration the needs of regular students; as a result, they overlook the learning needs of students having ASD. The structure of the most educational programs leaves students with exceptionalities, especially autistic children outside the curriculum structure (Marston 2004). This is due to the perception that most educators feel that students with special needs should be excluded from the regular educational system and their needs be attended to in a special environment. In order f or inclusive programs to be effective, they must deploy multi-level instructions to foster universal design in the education system. The strategies deployed in teaching and learning should ensure that autistic students have the capability to learn on their own. This is achievable through incorporating the concept of universal design in the structure of educational curriculum. This is not the case in the present educational curriculum that does not put into consideration the fact that students having ASD require more attention and support compared to regular students (Bowe 2005). Lack of universal design in educational curriculum implies that there is no guarantee for meeting the learning needs for autistic students. Inclusion means that the autistic children use the normal class routine and structure, as a result, the learning approach is the same as for normal students (Bowe 2005). Inclusive programs overlook the provision of individual needs because the learning procedures applied focuses on regular students’ methodology. In such a scenario, students with ASD who require specialized services such as speech therapy are disadvantaged largely. Another significant barrier to the implementation of inclusive programs for students having ASD is that the current state of classroom set up does not embrace the concept of diversity in the population of the students (Kavale 2002). An important aspect of inclusive program is that it should facilitate the establishment of heterogeneous learning environments, which addresses the needs of students with different learning abilities effectively without affecting the learning process of other students. It is usually difficult to implement inclusive educational programs in homogeneous learning environment. Therefore, such an approach to student grouping results to the segregation and differentiation of students having ASD, thereby hindering the implementation of inclusion programs for such students. This streaming practi ce segregates autistic students since they have different learning abilities compared to regular students. In such a scenario, mutual learning is significantly impaired. Segregation in the delivery of educational services hinders developmental learning among students having ASD (Marston 2004). Systemic barriers are not easily addressed, especially the lack of heterogeneous classrooms in terms of classroom size and support services. Even in cases where there are heterogeneous learning environments, lack of resources for administering teaching can still hinder effective implementation of inclusion programs for students having ASD (Susan 2005). Another significant barrier that inhibits the implementation of inclusive education for students having ASD is that there is lack of necessary expertise and knowledge that are required to implement inclusive practices to education. This is an inevitable barrier towards the realization of effective inclusion programs for autistic students because regular educators usually feel that they do not have the required knowledge and skills to attend to autistic students in an effective manner. Teaching students in an inclusive classroom requires adequate skills that are essential handling students with different learning abilities (Susan 2005). This means that educational institutions have the challenge of outsourcing of the professional teaching and support staff. This in turn puts pressure on regular educational institutions to concentrate on looking for viable alternatives outside the normal classroom setting (Susan 2005). Lack of knowledge is a systemic barrier to implementation of inclusive programs for students with ASD; this is due to factors such as inadequate pre-service training, in-service training, and lack of accountability by the available regular teachers towards teaching students with ASD. In addition, regular schools are not ready to invest in the acquisition of necessary expertise towards the provision of educatio n to students with ASD in regular classrooms. Available regular teachers always lack the confidence and required special skills in order handle students having ASD. There are other systemic barriers to implementation of effective inclusion strategies to students with ASD such as lack of accountability mechanisms, required professionals to attend to students with ASD, obscurity in the adoption of diversity and the inclusion approach to education (Bowe 2005). How the above challenges can be addressed using evidence-based practice There are diverse ways of tackling the above challenges in order to foster effective implementation of inclusive programs for students having ASD in regular institutions (Bowe 2005). The approach towards eliminating such barriers should aim at the establishment of plans of approach that emphasizes on the identification of specific barriers, and then deployment of strategic actions that aims at elimination of the challenges associated with the implementation o f inclusive programs for students having ASD (Loxley 2007). The first method towards approaching such challenges is the adoption an educational system that is universal in its design, in the sense that it can accommodate and address all the categories of students in the education system without bias. The realization of this is through designing an educational curriculum that does not segregate students according to their learning abilities (Kavale 2002). An effective learning environment is that which can facilitate mutual learning amongst students irrespective of differences in their learning abilities. Educational institutions should aim at integrating all students without dividing students basing on developmental abilities, as the case of students having ASD. Educational systems must prioritize understanding the educational practices associated with inclusive programs for students having ASD. It is imperative that the educational plans and policies in regular learning institution s put into consideration the learning requirements of students with problems in neurodevelopment, especially ASD (Bowe 2005). The second effective strategy for addressing the challenges related to the implementation of inclusive programs for students with ASD is the establishment of good collaboration and effective preparation strategies. Collaboration is one of the most significant aspects of inclusive programs. This means for inclusive programs to be effective, they must provide an avenue through which educationally facilitators can meet and discuss the recent educational practices in handling students who have ASD. The use of collaboration in the deployment of inclusive programs makes the regular teachers and the supporting staff to feel that they have the support that they need in order to attend to students with ASD in a regular classroom setting (Susan 2005). It is also important that inclusive programs for students having ASD should provide an opportunity for the various educ ators to develop lesson plans, which can address the needs of exceptional students. Failure to develop lesson strategies to accommodate the needs of students with ASD is the most rampant source f frustration for teachers when they attend to special students (Kavale 2002). Therefore, administrators of educational institutions need to recognize the significance of implementation of inclusive programs for students having ASD. The realization of this is through proving sufficient time for the educators to plan and consult with one another. Collaborative effort is also required between the educators and paraprofessionals. It is the responsibility of the education system to identify opportunities, which promote collaboration and specific preparation efforts. It is also important to put into consideration students who have issues with neurodevelopment. In order to address this challenge effectively, educational institutions will need to add more resources that aim fostering educational mod els that flexible and appropriate in the context of students having ASD (Bowe 2005). The third significant strategy that aims at tackling the challenges associated with the implementation of inclusive programs for students with ASD is the development of knowledge competencies of the specialized professional in handling exceptional students. It is imperative that inclusive programs should distinguish the roles of professional regular teachers and specialized teachers. Paraprofessionals should not undertake the duty of normal professional teachers when they are attending to students with ASD. As a general rule of thumb, paraprofessionals should provide support to teachers while dealing with autistic children, in the context of inclusion programs. Just like other educators, paraprofessionals must be facilitators of inclusive programs for it to be successful. A significant skill requirement for paraprofessionals is the ability to foster independence and interdependence learning approach es (Marston 2004). Another important way of addressing the challenges related to implementation of inclusive programs for students with ASD is to ensure that parents and families provide the required support and be partners during the implementation of inclusive programs. Parents and families form an essential aspect of the educational system. In order to implement inclusive plans effectively, parents and families need to be involved actively in the process of planning for inclusive education. It is also important that the educational planning process put into consideration the views and perceptions of the parents and families that have autistic children. Lack of their involvement is a challenge that should not be underestimated (Susan 2005). This implies that the inclusive programs need to devise methods of fostering ways through which families and parents should be in partnership with the educational institutions. The inclusion program should also aim at providing awareness to par ents, through informing them of the roles of the various paraprofessionals. This fosters direct contact and aims at monitoring the development process of a student with ASD. Other strategies than can address the challenges during the implementation of inclusion programs include offering training to teacher assistants, implementation of peer support methods and ensuring that inclusive program practices are consistent with the standards (Bowe 2005). Personal position regarding an inclusive approach to education Inclusive approach to education is not an effective methodology to foster equality in then education system. The only significant challenge is that inclusion ignores the fact students with disabilities require special attention in learning environments that intensely monitored and controlled. A student having neurodevelopment problems is less likely to maintain concentration in a classroom environment full of student with similar characteristics. Inclusive approach to education is only effective when school administrators deploy staff preparation strategies to enhance their skills in handling students with neurodevelopment problems. The effectiveness of inclusion approach to education significantly depends on how aware and prepared learning institutions are towards the methodology. It is arguably evident that a significant number of learning institutions do not use the standard inclusion practices when administering learning to students with ASD and other neurodevelopment problems (Kavale 2002). Alternatives to inclusion such as special education have proved more effective in considering the needs of students with neurodevelopment problems. Special education provides learning methodologies that are customized and attempts to address the learning needs of students in an individual basis (Bowe 2005). Despite effecting how the students will interact with other individuals in the social world, studies have depicted that isolation of students with neurodevelop ment problems is more effective than inclusion. References Bowe, F., 2005, Making Inclusion Work, New York: Merrill Education/Prentice Hall. Jorgensen, C., Schuh, M., Nisbet, J., 2005, The inclusion facilitator’s guide. Baltimore: Paul H. Brookes Publishing Co. Kavale, K., 2002, Mainstreaming to full inclusion: From orthogenesis to pathogenesis of an idea. International Journal of Disability, Development, and Education ,Vol. 12 no. 6, pp. 56-89. Loxley, A., 2007, Deconstructing Special Education and Constructing Inclusoin, Maidenhead: Open University Press. Marston, D., 2004, Journal of special education ,Vol. 20 , no. 2 pp. 89-102. Susan, D., 2005, Understanding and Workong With the Spectrum Of Autism, Sydney: Elsevier Australia. This essay on Autism spectrum disorder in relation to education was written and submitted by user Leilani Pennington to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

The Hillsborough disaster Essay Essay Example

The Hillsborough disaster Essay Essay Example The Hillsborough disaster Essay Essay The Hillsborough disaster Essay Essay The Hillsborough catastrophe was an incident that occurred on 15 April 1989 at the Hillsborough bowl in Sheffield. England. during the FA cup semi-final lucifer between Liverpool and Nottingham Forest association football nines. The crush resulted in the deceases of 96 people and hurts to 766 others. The incident has since been blamed chiefly on the constabulary. The incident remains the worst stadium-related catastrophe in British history and one of the world’s worst association football catastrophes. association football nines used to contend the semi-final of the FA Cup at a impersonal locale. and in 1989 Hillsborough was selected by the association football. While opposing protagonists were segregated in the bowl. Liverpool fans were allocated the Leppings Lane base. reached by a limited figure of turnstiles. Entry to the land was slow due to the few decrepit turnstiles available to the Liverpool fans which caused unsafe overcrowding outside the land before kick-off. In an effort to ease force per unit area outside the land. Chief Superintendent Duckenfield ordered an issue gate to be opened. The opened issue gate led to a tunnel marked â€Å"Standing† which led straight to the two already overcrowded enclosures ( pens ) . In old old ages the tunnel had been closed off by constabulary when the two cardinal pens were full. nevertheless on this juncture the tunnel was unmanned. The resulting inflow of protagonists caused suppression and some fans climbed over side fencings or were lifted by fellow protagonists onto the base above to get away the crush. Moments after kick-off. a crush barrier broke and fans began to fall on top of each other. The game was stopped after six proceedingss. To transport away the injured. protagonists tore down advertisement billboards to utilize as stretchers and exigency services were called to supply aid. Of the 96 people who died. 14 were admitted to infirmary. When the FA Chairman visited the Control Box to happen out what had happened. Chief Superintendent Duckenfield told a ‘disgraceful prevarication that the protagonists had â€Å"rushed† the gate. The 1990 functionary enquiry into the catastrophe. the Taylor Report. concluded â€Å"the chief ground for the catastrophe was the failure of constabulary control. The findings of the study resulted in the riddance of standing patios at all major football bowls in England. Wales and Scotland. On the twentieth day of remembrance of the catastrophe. authorities curate Andy Burnham called for the constabulary. ambulance and all other public bureaus to let go of paperss which were non made available to Lord Justice Taylor in 1989. This action led to the formation of the Hillsborough Independent Panel. which in September 2012 concluded that no Liverpool fans were responsible for the deceases. and that efforts had been made by the governments to hide what happened. including the change by constabulary of 116 statements associating to the catastrophe. The facts in the study prompted immediate apologies from Prime Minister David cameron ; the Chief Constable of South Yorkshire Police Chairman David Bernstein and Kelvin Mackenzie. then-editor of The Sun. for their organisations’ several functions. In September 2012. the Hillsborough Independent Panel concluded that up to 41 of the 96 human deaths might hold been avoided had they received prompt medical intervention. The study revealed â€Å"multiple failures† by other exigency services and public organic structures which contributed to the decease toll. In response to the panel’s study. Attorney General for England and Waless. Dominic Grieve MP. confirmed he would see all the new grounds to measure whether the original inquest finding of facts of inadvertent decease could be overturned. On 19 December 2012. a new inquest was granted in the High Court. to the alleviation of the households and friends of the Hillsborough deceased. 1. Examination of Evidence associating to the Hillsborough football bowl catastrophe. Lord Justice Stuart-Smith. February 1998. Page 83. hypertext transfer protocol: //www. southyorks. constabulary. uk/sites/default/files/STUART 2. Conn. David ( 17 April 2009 ) . â€Å"Football: David Conn on Hillsborough† . The Guardian. Retrieved 12 September 2012. 3. ^ Eason. Kevin ( 13 April 2009 ) . â€Å"Hillsborough: the catastrophe that changed football† . The Times ( UK ) . Retrieved 1 October 2009.

Alexander the Great Research Paper Example | Topics and Well Written Essays - 2250 words

Alexander the Great - Research Paper Example By the time Alexander ascended to the throne of Macedonia, the main cities of Greece were already brought under the Macedonian rule and so Alexander came up with a strong and experienced military force in the land. At first, he established as the general of the Greece and then he ventured to expand the empire to the other side of the world. He started his expansion of the empire by attacking Asia Minor in 334 B.C. The ten years of expanding the empire, up to his death, marked as the craftsmanship of this Macedonian king. The whole Persia under Darius III came to be under Alexander the Great. The attack of Alexander in India (336 B.C.) witnessed the greatness of the emperor by giving the land to the earlier king. The near mutiny of his troops made him back to Macedon. The death of Alexander in 323 B.C. in Babylon witnessed the end of Macedonian dreams to conquer the remaining countries of the ancient world. BBC says, â€Å"Alexander led his army a further 11,000 miles, founding over 70 cities and creating an empire that stretched across three continents and covered around two million square miles† (BBC). All the places he conquered were put together in an ‘international network of trade and commerce’. The language and culture of the Greek spread across the conquered places and there was the interchange of the culture- the Greek and the conquered countries. This research gives a small description of the conquests of Alexander the great and tries to analyze how Alexander’s conquests affected the countries with Hellenistic attributes. So the paper takes the thesis statement, Alexander’s the great conquests affected the countries in many ways. Alexander’s Conquests It was after ascending into the throne of Macedon in 336 B.C., Alexander III took part with the desire of his father in expanding the territory of the country. His father, Philip II, had already made the Greek countries under Macedon through military and diplomatic measures. So he had already paved the way for his son to ride on. The new king Alexander at the age of 20 started his attempts to conquer the other countries. It was amazing for researchers to believe that Alexander could take control the major parts of the ancient world. His empire coved the countries like Egypt, Syria, Palestine, Armenia, Persia, Afghanistan and India of the ancient world. All those places that came on the way from Macedonia to India became under the control of Alexander the great. (See appendix 1) William J. Duiker and Jackson J. Spielvogol had given the brief account of Alexander’s invasion in their book, The Essential World History. It is stated in the book that, in the year 334 B.C. his army, consisting 37,000 men entered Asia Minor and soon the entire western half of the country came under Alexander. The attack of Alexander suddenly alarmed the Persian ruler, Darius III and he wanted to stop the movement of the Greek army. The battle of Issus was a fe arsome one between these two armies and finally the Greek became victorious. This success made him

Should the DREAM Actor legislation like itbe passed Essay

Should the DREAM Actor legislation like itbe passed - Essay Example Every day, immigrants in the United States feel alienated from the society. It may start at an early age or during the teenage year after enrollment to advanced educational institutions. This prevents them from taking part in activities that benefit the society. Immigrants are also denied opportunities which may help build them morally and psychologically. In most cases, immigrants are the best performers in educational institutions. However, they have to go through many hardships so as to afford to pay for their education and also to secure a job in the job market. In turn, this denies them the chances to benefit the society economically. For undocumented children, securing a place in schools and other educational institutions is hard enough. If the manage to enroll to a school, another problem arises in paying their school fees. Sometimes, they may even have to take breaks so as to work. In the worst case scenarios, they even end up dropping out of school completely. However, this is not even half the challenges that they have to go through in their day-to-day lives. For a child to develop psychologically, he/she needs to have a sense of belonging either to a community, a state or a certain social group. Undocumented children are denied this opportunity by being denied certain privileges such as social security numbers and ID cards. This prevents them from taking part in social activities and having fun like other documented teenagers. One of the reasons and explanations, as to why I think the dream act should be passed is because it recognizes undocumented children. The Dream Act gives undocumented children the chance to participate in economic activities and also further their education. As stated previously, many undocumented children are good performers in their studies. However, they end up dropping out of school due to lack of school fees. For example, â€Å"The ‘Invisibles’†, an article written by Doulas McGray, states â€Å"In 2004,

External influences affecting the firm and its activities Essay - 1

External influences affecting the firm and its activities - Essay Example itate corresponding change in strategy so as to take into considerations of the emerging risks which may influence the overall development of the business enterprise. These external factors are highly relevant for smooth operations of the business. ‘These are characterised by 4Is: issues, institutions, interests and information’1 (Baron, p2). Non market factors, in emerging markets become all the more crucial because of the sensitive nature of the new market potential and the volatility of the market forces. The socio-political environment coupled with the media and public opinion are become vital factors for the stakeholders interests. The strategic relevance of 4Is is vital to the success of the business operations. Issues, which might clash with the operations and performance of the company, must be addressed urgently. The institutions are defined as bodies which are affected by the issues, which may be local or national in character. Interests are the personal stake of the individual or groups, in the issues. Lastly the information relates to the various facts and fictions of the issues and the actions taken thereon. Some recent external factors, which are having significant impact on the business, the world would be taken up. It is especially true in the contemporary times, when the global economy is going under tremendous turmoil. The recessive trends in the market have become crucial factors that are having varying degree of impact on the businesses across the world. The American economy has been under tremendous strain with its deteriorating job market and dismal performance of its various public private companies. Recession has also been declared in Britain and the effect of such trends could be clearly seen across the globe. The bankruptcy of major financial institutions has resulted in the financial meltdown that has created a serious crisis situation in the global economy. The economic disaster has topped the priority issues (CBS) that need to be

Development of Forensic Science Methods

Development of Forensic Science Methods The Criminal Justice System of England in the 18th century initially consisted of perpetrators being privately prosecuted by their victim, with the victims playing the role of the criminal investigator; gathering and submitting evidence, paying fees to cover the expenses of the constables time in order to apprehend the suspect, filing charges with the local magistrates and presenting evidence to the grand jury. However, the development of the CJS has resulted in professional bodies gathering and submitting evidence, alongside the representation of victims in court by the Crown Prosecution Service (CPS), victim support services and there are an array of specialist courts in existence who handle cases specific to their knowledgeable subject. The Contribution of Forensic Science to Police Investigation As cited by Pyreck (2007, p. 4), The National Institue of Justice (NIJ. 1998) defines forensic science as the application of scientific knowledge to the legal system. Thornton (1997) observes, Forensic comes to us from the Latin forensus meaning of the forum. In ancient Rome, the forum was where governmental debates were held, but it was also where trials were held. It was the courthouse. So, forensic science has come to mean the application of the natural and physical sciences to the resolution of conflicts within a legal setting. The Home Office Report (2005, p. vii) proposes that factors such as the degree of integration and communication between police and scientific support appeared to be important in determining retrieval rates. Forensic science was initially a conventional means to corroborate suspected offenders, however due to procedures such as DNA testing; the report goes on to state that there is an increase in the proportion of volume crime offences detected using foren sic evidence. In the UK, it is estimated that, for directly detected volume crimes, the main evidence securing the detection was forensic in more than one quarter of cases. Databases such as AFIS and NDNA run systems which provide comparable results from forensic evidence to apprehend offenders on the system; with a detection rate of attaining perpetrators in seven in ten cases, which can render to be the solution to a further 0.4 open cases on the system. Fingerprint evidence can be found 41% of the time at scenes of vehicle crimes, 45% of non-residential burglaries and one in three residential burglary scenes; with 10% of scenes providing DNA evidence. However, it proves to be difficult to collect forensic evidence when scenes are inaccessible, have been purged or the offender has been vigilant. It can also be difficult to convict suspects with a positive DNA match when there is insufficient evidence or the individual provides a legitimate alibi. The use of forensic measures in co urt however, have proven to impact cases in a positive light; namely for theft, murder and burgulary cases, with an increase of 17% for burglary; alongside this, the appraisal of DNA and fingerprint evidence augments a jurys decision to convict in cases of homicide and rape. Methodology Applied when Gathering Blood Spatter Evidence and Other Samples in Criminal Investigation Forensic Scientists can gather a more accurate profile of the perpetrator and how the crime was committed by gathering and analysing the following specimens: Hair analysis Fiber Analysis Glass Fragments Paint Chips Analysis Soil Analysis Ballistics Toolmarks Bitemarks Fingerprints Footwear Tire Impressions Blood Spatter Analysis DNA Analysis Blood, Semen, and Saliva (DNA matching and typing; blood-spatter analysis Nonhuman DNA (dog, cat, deer, whales) Drugs (drug identification, forensic pathology) Explosives (bomb and arson identifications and source traces) Fibers (fiber typing, source identification, and matching) Hair (hair typing and matching) Fingerprints (fingerprint matching, AFIS, etc.) Bones (gender and age typing, identification of remains; weapon identification) Wound analysis (weapon typing; physical movement patterning) Firearms and ammunition (ballistics and tool-mark identification) Powder residues (shootings, suicides) Glass (glass typing and matching) Foot, tire and fabric impressions (impression typing and matching) Paint (paint typing and matching in automobile collisions, hit and run) Petroleum products (product typing and matching) Plastic bags (typing and matching; garbage bags as suffocation device or when used in transports) Soils and minerals (mineral typing and matching; forensic geology) Tool marks (tool identification and matching; homicides, burglary, home invasions, etc.) Wood and vegetative matter (plant typing and matching; plant DNA) RAPD matching; limnology, Forest Service Lab Insects, larvae, maggots; forensic entomology; time of death; location analyses) (Kiely, F. T. 2006, p. 50) One of the underlying principles behind forensic analysis is the concept that when two individuals come in contact with one another, or if an individual comes in contact with an object, there is a high probability of transfer of biological material (skin, hair, etc.). The transfer does not always have to be as obvious as blood, (Missouri State Highway Patrol, p. 22). Due to this, it is important to collect samples from all those whom have been in contact with the victim and the scene of the crime to avoid wrongful implications by eliminating those individuals whom do not match the suspects DNA profile. Analysing Blood, Semen and Saliva Samples Hair is a biological specimen of the body and may be associated back to its source through DNA analysis (although DNA is not always successfully extracted from hair), (Missouri State Highway Patrol page. 30). Alternatively, materials stained with blood, semen, saliva can be collected, be ensured to be air dried before placed in a paper bag and sealed, then tagged with the identification of the contents, exhibit number, initial and date. For porous material such as cloth and leather, investigators are advised to cut the area containing the stain; however for nonporous materials such as glass and metal, stains are removed via a cotton swab that has been moistened with water; and for liquid stains, a clean cotton swab is immersed in the sample. In terms of collecting semen samples, when the specimen is not drying-out, alternatively, condoms are to be frozen. When collecting a Buccal (Oral) swab, two to four swabs must be vigorously rubbed on the interior of the cheek for a minimum of 30 secs to a minute to recover epithelial (skin) tissue; which must then be labelled with the individuals names. The Application of Fingerprint Identification When fingerprint evidence found in a body of water is collected, it should remain in the original water. A watertight container should be lowered into the water and allowed to fill. This allows the evidence to be placed in the container without exposing it to the air. If fingerprint evidence found in water is allowed to dry before processing, the likelihood of developing prints of value dramatically decreases. (Missouri State Highway Patrol) page. 17)The Automated Fingerprint Identification System (AFIS) is a database which stores fingerprints that have been taken from suspects, whether they have been incarcerated or not; due to which perpetrators are easily identified, without having a definitive suspect, as their prints are already present on the system. Latent fingerprints on nonporous materials deteriorate rapidly upon prolonged exposure to high temperature and humidity. Consequently, items should be processed and/or forwarded to a laboratory as soon as possible A ruled scale should be used when photographing latent prints. Latent prints on materials are to be handled with gloves and placed in a cellophane protector, whereas latent prints on surfaces such as plastic cards, metal plates and glass bottles are dusted with finger print powder and then extracted with lifting tape and placed on a 3 x 5 card, which contrasts in color with the dusting powder used. Behavioural Science Support As cited by Alison and Rainbow (2011), the crime scene is presumed to reflect the murderers behaviour and personality in much the same way as furnishings reveal the homeowners character (Douglas et al., 1992: 21) (Alison, L. and Rainbow, L. 2011 p. 19) Full verbal case briefing and access to the SIO/investigation team All relevant statements Crime reports Any officers reports/status reports Pathology and forensic reports/findings Full set of crime scene and pst -mortem photographs Available analysis (e.g. telephony, palynology, entomology, etc) Relevant maps Visit to all relevant scenes; allows the BIA to gain fuller understanding of the decision-making process of the offender. Such information is not routinely available from (the above mentioned methods), where often the evidential focus is too restrictive to provide the necessary behavioural perspective. (Alison, L. and Rainbow, L. 2011 p. 25) Behavioural Investigative Advisors (BIAs) provide a theoretical perspective in investigations via the use of forensic psychology to support investigators by implementing methods such as crime scene assessment; DNA screening; suspect prioritisation; familial DNA; nominal pool generation; interview strategy; media strategy; offender background characteristics; and investigation strategy, (Newburn, T. Et al. p.. 658). In order to perform an accurate evaluation, BIAs require case materials such as: Please refer to Appendix. 1: Example of the BIAs work. The BIA are able bodies whom provide expertise in offender profiling to connect cases where correlating physical evidence is not evident. The Serious Crime Analysis Section (SCAS) of the NPIA, through their mandate to collect and analyse a range of sexually motivated offences throughout the UK, now has more than 16,500 offences on ViCLAS (Violent Crimes Linkage Analysis System) database, (Alison, L. and Rainbow, L. 2011 p. 25). Appendix Appendix 1: Example of the BIAs work. (Alison, L. and Rainbow, L. 2011) Case Study 2, folder 1FF, 194528.jpg

Reflective Nursing Essay

Case Study One In this case study I will use Gibbs (1988) model of reflection to write a personal account of an abdominal examination carried out in general practice under the supervision of my mentor, utilising the skills taught during the module thus far. What happened During morning routine sick parade I was presented with a 21 year old male soldier experiencing severe acute, non specific, abdominal pain. Under the supervision of the medical officer (MO) I proceeded to carry out a full assessment and abdominal examination, using Byrne and Long’s (1976) model to structure the consultation. I requested the patients’ consent before conducting the examination, as is essential before commencement of any medical procedure, be it a physical examination or a critical surgical procedure (Seidal et al, 2006). The patient was quite agitated on arrival and appeared to be in a great deal of pain, and so before continuing with the physical examination I reassured him and made him comfortable in the treatment room. On examination his abdomen was soft, palpable with no tenderness, on auscultation bowel sounds where normal, vital signs normal, with cramping centralised pain. Feelings I was feeling confident in my ability to deal with the patient and perform the examination effectively as I had practiced this several times previously using the university resources and mock OSCE with my facilitator. As I am often solely responsible for the care and management of patients during out of hours (OOH) I felt comfortable assessing and triaging the patient. However, under normal circumstances I would assess the patient and refer them to the MO if I was concerned about their condition, in order for a decision to be made. I was also being closely monitored throughout which did increase the pressure to deliver the correct diagnosis and make appropriate decisions. However, by utilising the consultation model I feel I managed to keep a focused approach and ensure the correct questions where asked. Evaluation I feel I gained a good history from the patient by using the SOLER principles (Egan, 1990) taught in the history taking presentation. Thus allowing me to form a differential diagnosis and rule out certain causes, such as; constipation, and indigestion. Subsequently, the physical examination enabled me to confirm a diagnosis of acute abdomen. As the patient was not experiencing any worrying (red flag) symptoms associated with abdominal emergencies, such as; appendicitis or pancreatitis. However, I did forget certain aspects of the physical examination and had to be prompted by the MO. Although with more practice such incidence would be reduced. Analysis I was happy that I managed to rule out any distinct causes of the abdominal pain by performing the examination to collect data, analyse it, and use the results to make an appropriate decision (Schon, 1984). However, had I performed the examination without assistance I may not have gained all the information required to confirm diagnosis, as I did forget some aspects. Conclusion The MO seemed happy with my diagnosis and care plan, though he did highlight the importance of practicing the physical examination skills in order to become a more competent practitioner. Overall I feel gaining knowledge and skills in translating a patients’ history and physical examination results, has enabled me to become more confident in making a diagnosis and has improved my decision making skills. Action Plan In order to become a more capable and effective practitioner I must continue to perform physical examinations under the guidance of a more senior practitioner, and utilise their expertise during the decision making process. Additionally, I will continue to develop my consultation and history taking skills by using Byrne and Long’s (1976) consultation model to assist my practice and aid future development. References BYRNE, P, S., LONG, B, E, L. (1976) Doctors talking to patients. London: HMSO EGAN, G. (1998) The Skilled Helper: A problem-management approach to helping. 6th edn. Pacific Grove, London: Brooks/Cole. GIBBS, G. (1988) Learning by doing: a guide to teaching and learning methods. Oxford: further education unit, oxford polytechnic SEIDAL, H, M., BALL, J, W., DAINS, J, E., BENEDICT, G, W. (2006) Mosby’s Guide to Physical Examination. 6th edn. Philadelphia: Elsevier. SCHON, D. (1984) The Reflective Practitioner: how professionals think in action. New York: Basic Books.

Dietary Supplement

Dietary Supplement Report Ebony M. Dean SCI/241 January 27, 2013 Joseph Casico Dietary Supplement Report Dietary supplements are vitamins, minerals, herbs and other substances meant to improve your diet. They can come in pill form, capsules, powders and liquids. Supplements do not have to go through testing that drugs do. Some supplements can play an important role in your health. For example, pregnant women take the vitamin folic acid to prevent certain birth defects in their babies.Taking any kind of supplements can also be a type of complementary or alternative medicine. The U. S. Food and Drug Administration (FDA) do not regulate dietary supplements in the same way that it regulates medicine. A dietary supplement can be sold without research on how well it works. The benefit of taking dietary supplements is that they are designed to augment your daily intake of nutrients. Normally, you should be able to get all the nutrients you need from a well balanced diet.However, taking supp lements can provide additional nutrients when your diet is lacking or when certain health conditions cause you to develop an insufficiency or deficiency. Multiple-vitamin supplements provide all the basic vitamins and minerals your body needs. These vitamins are generally safe because they only contain small amounts of each nutrient. Individual nutrients can also be sold as a dietary supplement, but in larger amounts than what’s found in a typical multiple-vitamin.These supplements may be used to treat a simple deficiency, such as an iron deficiency, but sometimes they’re used therapeutically to treat specific health conditions or risk factors. For example, large doses of niacin may be used to raise good cholesterol, and folic acid has been used to reduce the risk of a birth defect called spina bifida. The risk of taking dietary supplements is that some contain active ingredients that have strong biological effects in the body. This could make them unsafe in some situa tions and hurt or even complicate your health.Using dietary supplements could lead to harmful and even life-threatening consequences such as using supplements with medications whether prescription or over the counter and substituting them for prescriptions medicines. Taking too much of some of these supplements, such as vitamin A, vitamin D, and iron. Some supplements can also have unwanted effects before, during, and after surgery. Always inform your health care provider, including your pharmacist about any supplements your taking especially before surgery.The FDA regulates both finished dietary supplement products and dietary ingredients under a different set of regulation than those covering â€Å"conventional† foods and drug products (prescription and Over-the-counter). Under the Dietary Supplement Health and Education Act of 1994 (DSHEA), the dietary supplement or dietary ingredient manufacturer is responsible for ensuring that a dietary supplement or ingredient is safe before it is marketed. FDA is responsible for taking action against any unsafe dietary supplement product after it reaches the market.Manufacturers are required to produce dietary supplements to minimum quality standards and ensure that they do not contain any contaminants or impurities, and are accurately labeled. Generally, manufacturers do not need to register their products with FDA nor get approval before producing or selling dietary supplements. Manufacturers must make sure that product label information is truthful and not misleading. The manufacturers are required to report all serious dietary supplement related adverse events or illnesses to the FDA as of December 2007.The FDA can take dietary supplements off the market if they are found to be unsafe, adulterated, or if the claims on the products are false and misleading. Folic acid is a type of B vitamin that is normally found in foods such as dried beans, peas, lentils, oranges, whole-wheat products, liver, asparagus, bee ts, broccoli, Brussels sprouts, and spinach. Folic acid is used for preventing and treating low blood levels of folic acid as well as its complications, including â€Å"tired blood’ (anemia) and the inability of the bowel to absorb nutrients properly.Folic acid is also used for other conditions commonly associated with folic acid deficiency, including ulcerative colitis, liver disease, alcoholism, and kidney dialysis. Women who are pregnant or might become pregnant take folic acid to prevent miscarriage and birth defects such as spina bifida that occur when the fetus’s spine and back don’t close during development. Folic acid is likely safe for most people. Most adults do not experience an aide effects when consuming the recommended amount each day, which is 400 mcg.High doses of folic acid might cause abdominal cramps, diarrhea, rash, sleep disorders, irritability, confusion, nausea, stomach upset, behaviors changes, skin reactions, seizures, gas, and excitabi lity. There is some concern that taking too much folic acid for a long period of time might cause serious side effects. Some research suggests that taking folic acid in doses of 800-1200 mcg might increase the risk of heart attack in people who have heart problems. Other research suggests that taking these high doses might also increase the risk of cancer such as lung or prostate cancer.For folic acid deficiency: the typical dose is 250-1000 mcg per day. For preventing neural tube defects: at least 400 mcg of folic acid per day from supplements or fortified food should be taken by women capable of becoming pregnant and continued through the first month of pregnancy. Women with a history of previous pregnancy complicated by neural tude defects usually take 4 mg per day beginning one month before and continuing for three months after conception. References: www. nih. gov/medlineplus/dietarysupplements www. wedmd. com/dietarysupplements www. fda. gov/food/dietarysupplements

Continental Europe seeks to combine flexibility with security in its relations with the workforce via a range of measures one of which is flexicurity. The WritePass Journal

Continental Europe seeks to combine flexibility with security in its relations with the workforce via a range of measures one of which is flexicurity. Introduction Continental Europe seeks to combine flexibility with security in its relations with the workforce via a range of measures one of which is flexicurity. a, p. 1). Flexicurity is thereby an important element of the European Employment Strategy, which must be incorporated into all of the Employment Guidelines within the EU. This helps to modernise labour markets (Flaschel and Luchtenberg, 2012, p. 14) and achieve the 75% employment rate target that has been set by the Europe 2020 Strategy. This Strategy seeks to change Europe into a â€Å"smart, sustainable and inclusive economy† (European Commission, 2012b, p. 13). In effect, flexicurity is vital for the labour market and must be promoted by all so that unemployment and long term exclusion from the labour market can be sufficiently tackled. It was made clear in the 2011 Annual Growth Survey that in order for an integrated labour market to be created â€Å"rigorous fiscal consolidation for enhancing macroeconomic stability† (European Commission, 2011, p. 1) is needed. Growth enhancing measures as well as reforms for higher levels of employment would also create a more integrated labour market, which would help to achieve the employment rate target. However, it was stressed by Linda Richardson that in order for the employment rate target to be successful attained, work needs to be â€Å"an economically attractive option† (European Employment Observatory, 2012, p. 1). Therefore, individuals need to be provided with the incentive to work in order for this to prosper otherwise the Flexicurity strategy will become futile. In order for Flexicurity to be fully achieved, nonetheless, it is important for all Member States to â€Å"design solutions that offer flexibility and security beyond company borders in order to facilitate good and timely labour market transitions and to reduce labour market segmentation† (European Expert Group, 2007, p. 41). It remains to be seen whether this approach will also address national borders in future years b ut it is evident that Flexicurity provides an opportunity to achieve â€Å"economic efficiency and social equity to a higher level in Europe† (European Expert Group, 2007, p. 41). In addition, the pathways to establishing Flexicurity need to ensure that national contexts and histories are taken into account since each Member State has a different legal and contractual model, which often stems from historical viewpoints that have become embedded into national cultures. This ultimately shapes the ways in which Member States adapt and change, which illustrates the importance of this when it comes to implementing policy measures relating to Flexicurity. Arguably, it is manifest in accordance with this that whilst there are a number of different pathways to achieve Flexicurity, each Member State will adopt their own according to their own cultures of industrial relations. This was clearly recognised by Wilthagen (2008, p. 14) when it was pointed out that: â€Å"There is not one common or standard pathway to flexicurity and every Member States will have to construct its own pathway, based on its typical history and its political, cultural, institutional and organisational tradition and particularities.† Despite this, each Member State can in fact learn from the approaches undertaken by other Member States, yet this will require intervention by the EU so that the different pathways to Flexicurity can be promoted. It is important that Flexicurity s uccessfully addresses the problems surrounding young workers. This is because, young workers are mostly affected by reduced employment opportunities and as a result it is vital that Flexicurity is able to address this. Flexicurity should thereby â€Å"reduce the divide between insiders and outsiders in the labour market† (Eurofound, 2012, p. 1). In doing so, it is vital that insiders are being supported during job-to-job transitions, whilst outsiders are provided with easy access to work and stepping stones, which will â€Å"enable progress into stable contractual arrangements† (Eurofound, 2012, p. 1). Flexicurity for young workers has proven successful in helping young people find work (OECD, 2008, p. 109). This clearly highlights the significance of Flexicurity and demonstrates how Flexicurity can be used as a means to support specific groups of people who are usually disadvantaged within the labour market (Broughton, 2012, p. 1). Arguably, Flexicurity appears to be a solution to the problems faced within the labour market, which is why it is important for the promotion of Flexicurity to be fully realised by the EU. Not all agree that Flexicurity is the solution for all Member State s, however, and instead believe that â€Å"the concept reveals itself to be less convincing when it comes to its application within the framework of different socio-economic realities and differently shaped labour markets† (Heeger, 2012, p. 1). Therefore, whilst Flexibility does appear workable in theory, the same cannot be said in practice since there is no one size that fits all and different approaches will need to be employed. Conclusion Overall, whilst Flexicurity is an important concept, which aims to combine flexibility with security in order to achieve the 75% employment rate target that has been set by the Europe 2020 Strategy, it is evident that there are a number of different pathways to achieving Flexicurity. Because of this, there is much difficulty in deciding what the best approach to take is, however this will differ according to the historical cultures of industrial relations of each Member State. Flexicurity does appear workable when it comes to solving the problems relating to young workers, and evidently helps young workers enter the labour market. This is vital given that young workers are mostly affected by unemployment levels and as such it is imperative that Flexicurity is better promoted by the EU and its Member States. References Broughton, A. (2012) Using Flexicurity to Support Specific Groups of Workers at Company Level, IES, [Online] Available: employment-studies.co.uk/news/es16art4.php [03 January, 2012]. Eurofound. (2012) Flexicurity – It Takes Three to Tango, [Online] Available: eurofound.europa.eu/resourcepacks/flexicurity.htm [03 January 2012]. European Employment Observatory. Workshop on ‘Making Work Pay’ Meeting Report, [Online] Available: www.eu-employment-observatory.net//EEOThSeminar-MWP-21Fe [03 January 2012]. European Commission. (2011) Commission Publishes Annual Growth Survey, Economic and Financial Affairs, [Online] Available: http://ec.europa.eu/economy_finance/articles/eu_economic_situation/2011-01-annual-growth-survey_en.htm [03 January 2012]. European Commission. (2012a) Flexicurity, Employment, Social Affairs Inclusion, [Online] Available: http://ec.europa.eu/social/main.jsp?catId=102langId=en [02 January 2012]. European Commission. (2012b) Europe 2020, [Online] Available: http://ec.europa.eu/europe2020/index_en.htm [02 January 2012]. European Expert Group. (2007) Flexicurity Pathways; Turning Hurdles into Stepping Stones, [Online] Available: ec.europa.eu/social/BlobServlet?docId=1519langId=en [03 January 2012]. Flaschel, P. and Luchtenberg, S. (2012) Roads to Social Capitalism: Theory, Evidence and Policy, Edward Elgar Publishing. Heeger, K. (2012) Flexicurity – Further Erosion of Workers Rights? EU Observer, [Online] Available: http://euobserver.com/opinion/114980 [Accessed 03 January 2012]. OECD. (2008) Jobs for Youth: Netherlands 2008, OECD Publishing. Wilthagen, T. (2008) Mapping out Flexicurity Pathways in the European Union, Tilburg University, Flexicurity Research Programme.

ABBOTT Surname Meaning and Origin

ABBOTT Surname Meaning and Origin The Abbott surname means abbot or priest, from the Old English abbod or Old French abet, which in turn derive from the Late Latin or Greek abbas, from the Aramaic abba, meaning father. Abbott generally originated as an occupational name for the chief ruler or priest of an abbey, or for someone employed in the household or on the grounds of an abbot (since celibate clergy usually didnt have descendants to carry on the family name). According to a Dictionary of American Family Names it may also have been a nickname bestowed on a sanctimonious person thought to resemble an abbot. The Abbott surname is also common in Scotland, where it may be of English origin, or possibly a translation of MacNab, from the Gaelic Mac an Abbadh, meaning son of the abbott. Surname Origin: English, Scottish Alternate Surname Spellings:  ABBOT, ABBE, ABBIE, ABBOTTS, ABBETT, ABBET, ABIT, ABBIT, ABOTT Where in the World is the ABBOTT Surname Found? The Abbott surname is now most commonly found in Canada, especially in the province of Ontario,   according to WorldNames PublicProfiler. Within the United Kingdom, the name is most common in East Anglia. The name is also fairly common in the U.S. state of Maine.  Forebears surname distribution data places the Abbott surname with the greatest frequency in the former British Caribbean colonies, such as Antigua and Burbuda, where it is the 51st most common last name. It is next most commonly found in England, followed by Australia, Wales, New Zealand and Canada. Famous People with the Last Name ABBOTT Berenice Abbott - American photographer and sculptorGrace Abbott - American social worker best known for her work improving rights of immigrants and advancing child welfareEdith Abbott - American social work pioneer; sister of Grace AbbottSir John Abbott - former prime minister of CanadaJeremy Abbott - U.S. national figure skating championGeorge Abbott - American director, producer and playwrightBud Abbott -  comedian best known for playing the straight man of Abbott and Costello   Genealogy Resources for the Surname ABBOTT Abbott DNA ProjectIndividuals with the Abbott surname or any of its variations are invited to join this Y-DNA surname project of Abbott researchers working to combine traditional family history research with DNA testing to determine common ancestors. The Abbott Family GenealogyThis site compiled and written by Ernest James Abbott collects information on primarily Americans with the Abbott surname, and includes sections on authors, occupations, famous descendants, courses, and Abbotts in the military and ministry. Abbott Family Genealogy ForumSearch this popular genealogy forum for the Abbott surname to find others who might be researching your ancestors, or post your own Abbott query. FamilySearch - ABBOTT GenealogyExplore over 1.7 million historical records and lineage-linked family trees posted for the Abbott surname and its variations on the free FamilySearch website, hosted by the Church of Jesus Christ of Latter-day Saints. ABBOTT Surname Family Mailing ListsRootsWeb hosts a free mailing list for researchers of the Abbott surname around the world. DistantCousin.com - ABBOTT Genealogy Family HistoryExplore free databases and genealogy links for the last name Abbott. The Abbott Genealogy and Family Tree PageBrowse genealogy records and links to genealogical and historical records for individuals with the common Abbott last name from the website of Genealogy Today. Looking for the meaning of a given name? Check out First Name Meanings Cant find your last name listed? Suggest a surname to be added to the Glossary of Surname Meanings Origins. - References: Surname Meanings Origins Cottle, Basil. Penguin Dictionary of Surnames. Baltimore, MD: Penguin Books, 1967. Menk, Lars. A Dictionary of German Jewish Surnames. Avotaynu, 2005. Beider, Alexander. A Dictionary of Jewish Surnames from Galicia. Avotaynu, 2004. Hanks, Patrick and Flavia Hodges. A Dictionary of Surnames. Oxford University Press, 1989. Hanks, Patrick. Dictionary of American Family Names. Oxford University Press, 2003. Smith, Elsdon C. American Surnames. Genealogical Publishing Company, 1997. Back to Glossary of Surname Meanings Origins

Business so Foreign Essay Example | Topics and Well Written Essays - 750 words

Business so Foreign - Essay Example This paper will briefly but sufficiently provide an explanation for this. China has long been dubbed as the sleeping giant. However, the past three decades saw its awakening as it experience unprecedented economic growth and development. From being a communist republic for a long time it had open its doors to globalization and new economic policies in 1979 (China 2005). This new economic system has paved the way for progress. Currently, China is the sixth largest economy in the world recording the highest growth in real Gross Domestic Product (GDP) at 9.5% during 2004. China's GDP was recorded at US$1.96 trillion in during the same year which is equivalent to 1/7 of the United States' economy. China is now known to be the "new economic giant" (Gulob, 2003). A small business trying to break into the foreign market can well establish its operation in China. As one of the recently emerging and developing economy, China poses various business opportunities. Simultaneous with the rise in its GDP is the increase in the country's per capita GDP. This, in turn indicates a higher income for individuals and more money to spend. A small business entity can take advantage of this rise in income by offering the Chinese market new and innovative products. Another reason why China is considered is its relatively lower wage rate. On the average, a Chinese gets $0.40 a day (Hennock 2002). This vast pool of cheap worker can be utilized to the advantage of a small entity as it does not have a large resource to cover high amount of expenses. This implies a huge cost savings for entrepreneurs to invest in other capital needed in their operations. Philippines The Philippines is one of the world's developing economies in the Southeast Asia. Economically, the performance of the country is not impressive due to the constant devaluation of its currency and economic unrest due to political issues (Philippines 2005). However, this country is a promising destination for a start-up business entity. Foreign investments are highly encouraged in the Philippines. In fact, the Bureau of Investments offers numerous incentives such as: income tax holidays; exemption from taxes and duties on imported spare parts; exemption from wharfage dues and export tax, duty, impost and fees; tax exemptions on breed and genetic materials; tax credits; and additional deductions from taxable income to foreign investors (Fiscal Incentives 2005). Another advantage in doing business in the Philippines is its cheap pool of skilled workers. The average wage rate in the country is $3-$6 a day (Manpower Costs 2005). However, the country boasts of its over a million secondary school graduates and 350,000 college graduates annually. The Philippine market is also distinct for its highly Westernized way of living. A large factor which contributed to this is the long period of colonization under the United States. Filipinos are known to have colonial mentality and are very "Americanized." This has a good implication for a small firm as this indicates a large acceptance and preference for foreign products. India India lags behind the economic giants Japan and China in the Asian continent. India is one of the world's largest markets in the world with a population of 1.1 billion. The country continues its economic development following the market-oriented reforms in 1991. A small business trying to

Process Improvement Application Assignment Example | Topics and Well Written Essays - 500 words

Process Improvement Application - Assignment Example a) What is a QI story? A quality improvement story is a seven-step procedure whose main purpose is to improve business processes.  b) Discuss several reasons for using a QI story.  i) It enables the company to clearly define the problems that may be wrong with their products and to open ways for other areas to be exploitedii) The QI story also enables the company to analyze, with a considerable level of confidence, the extent to which their goods and/or services satisfies their customers and the cost effectiveness of their operations.   c) List the basic steps of a QI story. A QI story comprises of the following basic steps:i) Developing theme – the definition of the problem that is to be solvedii) Scheduling – a time plan on how these ten steps will be completediii) Accessing of current conditions -   involves the determination of the current process effectiveness and efficiency based on available factsiv) Performing cost-effective analysis – involves se eking the factors that must be changed to improve the situation.v) Verifying cause – this is designed to prove that the factors identified are indeed the causes of the present conditions.vi) Formulating countermeasures – this step involves formulation of changes that will act on the factors to improve the processvii) Assessing countermeasure effectiveness – this is a test of the countermeasures to with the aim of ensuring that the expected improvements does happen as planned