Choosing the Best AP CGCOT Essay Topics

Choosing the Best AP CGCOT Essay TopicsChoosing a course for AP CGCOT essay topics can be challenging. This is because it is not just the number of AP subjects that will matter, but it is also the amount of knowledge and understanding the student has of the topic. Each AP subject should be evaluated and assessed based on the students' ability to grasp the subject. Therefore, it is crucial that you should only choose topics for your students based on their understanding of the material.There are several AP courses that are offered by leading universities. The questions and essays that are needed for each course will vary from one to another. One of the major concerns for students is the fact that the level of the curriculum has changed, which means that many subjects are also being taught at an advanced level. For this reason, you need to ensure that your students are learning topics at the advanced level and not at the introductory level.If you have opted for a community college, the n the course syllabus can also vary from one college to another. It is important to know the standard curriculum of the university or college where you have chosen to take the course. This will help you in choosing the appropriate AP courses for your students.A lot of students find it challenging to select the appropriate AP courses. But, there are some tips to assist them in doing so. One way is to follow the common path followed by the subjects taught by some of the leading universities. But, it is important to note that it is not the same with all of them. Therefore, you need to research about the subjects that are taught at the major universities and try to understand whether the syllabus has changed or not.Another important aspect is that it is important to check if there are some kind of advanced courses that are taught by the university. These courses will help the students to delve deeper into the subject matter. If there are such advanced classes, then the students need to consider taking them. It is important to check if the subjects taught by the university are applicable to the student's subject. However, it is better if you should check whether the student has actually taken the courses required by the college or university.Another aspect to consider when choosing AP subjects is the time that has been spent with the college or university. It is important to evaluate the students' maturity level. This will help you in determining whether the students have enough knowledge to take part in AP classes. There are several subjects that may help the students in selecting the best topics for their AP courses. One of the most popular subjects for the students is the Civil Engineering.It is because it is a very challenging subject for the students and has been offered at an advanced level by many universities. Therefore, it is important for students to seek expert advice on choosing the best AP topics. It is always best to look out for experts when deciding to take AP courses.

Students With Disabilities In UAE Health And Social Care Essay Free Essays

This survey aims to find the behavior jobs among pupils with disablements in United Arab Emirates ( UAE ) and the relationship between these jobs and a figure of variables with respect to gender, age, type and badness of disablement from which the nothing hypotheses for the survey have emerged. The survey sample consisted of 297 pupils enrolled in the rehabilitation centres affiliated to the Ministry of Social Affairs. For this intent, research workers designed a questionnaire which was developed on the footing of the content cogency and its dependability was verified through the dependability coefficient which reaches 0. We will write a custom essay sample on Students With Disabilities In UAE Health And Social Care Essay or any similar topic only for you Order Now 91. After analyzing the void hypotheses of the survey, findings indicate that there are important differences at 0.05 degree in the behaviour jobs harmonizing to the variables of gender, age, type and badness of disablement. It has been found out that male pupils above eight old ages old, pupils with rational disablement and those with terrible disablements are most to exhibit behavior jobs. Findingss have besides shown the types of behaviour jobs from which that pupils with disablements suffered harmonizing to the survey variables. On this footing, the survey has provided a figure of recommendations, the most of import of which are: provide behaviour accommodation plans addressed to pupils with rational disablements ; supply societal rehabilitation and communicating plans for pupils with terrible disablements. Introduction A behaviour job is defined as a socially inappropriate or harmful behaviour to self or to others. Its standards include the prevailing behavior in the society in which the kid lives. Thus a given behaviour may be considered a behaviour job in one community, while it is non so in another. Furthermore, the form and the frequence of the behaviour are considered among the standards that define the behavioural job, in add-on to the grade of rightness between the behaviour and the state of affairs and its relationship to the ability of the pupil to larn. Kirk et Al ( 2003 ) define the behaviour job as divergence from the behavior that is appropriate up to the age which interferes with person ‘s growing, his development and the lives of others. Ibrahem et. Al. ( 1993 ) believe that kids in the Arab World suffer from many behavior jobs as a consequence of societal alterations that in their communities and the deficiency of specialised rehabilitation services. In position of the increased behaviour jobs of pupils with disablements and the function of these jobs in forestalling their psychological and societal version, and impeding benefits of educational and curative services provided for them, this survey aims to place the most frequent behaviour jobs that pupils with disablements who enrolled in centres affiliated to the Ministry of Social Affairs ( United Arab Emirates, UAE ) in relationship of gender, age, type and badness of their disablements. The significance of this survey stems from the fact that pupils with disablements are most vulnerable to behavior jobs ensuing from their failure to accommodate demands of their surrounding community and the deficiency of mental or centripetal perceptual experience of the stimulation around them. These jobs affect those single ‘s ability to get the necessary accomplishments and their adaptability to social and school environments. In position of the importance of this topic and the rareness of surveies that deal with it in the Arab universe, particularly in the UAE, this survey will be a new add-on. Therefore, it seeks to accomplish the undermentioned aims: To place the behaviour jobs exhibited by pupils with disablements. To stipulate the function of the undermentioned variables in the happening of behaviour jobs in pupils with disablements who join rehabilitation centres in the state ( gender, age, type and badness of disablement ) . Hypothesiss of the Study are: There are no important differences at 0.05 degree in behaviour jobs which are attributed to the gender of the handicapped. There are no important differences at 0.05 degree in behaviour jobs which are attributed to the age of the handicapped. There are no important differences at 0.05 degree in behaviour jobs which are attributed to the type of disablement. There are no important differences at 0.05 degree in behaviour jobs which are attributed to the badness of disablement. Reappraisal of Literature As for the prevalence of behavior jobs among kids, Tuma ‘s survey ( 1989 ) has indicated that 11 % of kids are enduring from behavioural and mental upsets. This per centum increases greatly if we add to it those pupils with larning jobs. Harmonizing to Sabah ‘s survey ( 1993 ) , kids with disablements have different types of unwanted behaviour forms. This is emphasized by Al-Khateeb ( 2003 ) , who states that pupils with rational disablement form the highest per centum of those who suffered from behaviour jobs, due to their inability to find facets of socially acceptable behaviour ; the deficiency of their lingual abilities which makes them fall back to aggression to show their emotions ; their exposure to legion failure and defeat experiences as a consequence of the environing societal tendencies ; and the nature of their disablement which frequently makes them unable to find socially acceptable facets of behavior. Al-Rosan ( 2001 ) highlights a figure of common behavioural features that make pupils with rational disablement, physical disablement and ocular damage more apt to behavior jobs than others. The most of import of these features for pupils with rational disablements are the deficiency of the ability to larn, hapless attending and concentration, defeat, feeling of failure, memory loss and the obvious lack in larning transportation. He indicated that pupils with rational disablement besides suffer from the jobs of version in their societal and professional development, an disposition to be isolated from others. As for the physically disabled, their personal qualities are varied harmonizing to the badness of disablement. The feelings of anxiousness, fright, rejection, aggressiveness, invagination and lower status might be among the distinguished features of their behaviours. In add-on to that, these jobs are influenced by others ‘ attitudes and reactions towards their ability to mo bilise. The visually impaired normally suffer from feelings of failure and defeat which consequences in lower academic accomplishment when compared with their equals. However, Salha ‘s ( 2007 ) survey on pupils with visually damages has indicated that they suffer from behavioural and emotional jobs, including chiefly: fright, anxiousness, uncertainty, dependence and aggressiveness. Harmonizing to the survey variables, these jobs appeared among females at higher rates than males and less with the highly handicapped and younger pupils. Other surveies stressed that physical aggressive behaviour is rare among unsighted kids, while verbal aggression prevails among them, particularly with males ( Khudair A ; Beblawi, 2004 ) . Samreen ( 2003 ) who studied behavior jobs with deaf adult females found that they were more sensitive and embarrassed, which leads to shyness, maintaining off from others, or holding scores against them. Some of them acquire introverted, vindictive and covetous of others, and show marks of crossness and rebelliousness. In another survey conducted by Jaffal ( 1994 ) revealed that pupils with hearing damages showed that backdown and externally directed behaviours are the most outstanding behaviours of pupils with hearing damages. This consequence was similar to Abdullah ‘s survey ( 1983 ) which is indicated that pupils with hearing damages were characterized by aggressiveness, invagination, emotional instability and low societal adulthood. Szakowski A ; Brubaker ( 2000 ) carried out a survey on parents of pupils with hearing damages aged 3-8 old ages. Consequences indicated that deaf kids harmonizing to their parents suffer from behaviour jobs, chiefly noncompliance to ordinanc es and instructions, though such jobs were non related to inadequate parenting. A recent survey conducted by Totsika et al. , ( 2008 ) to look into behavior jobs with pupils with rational disablement suggested that their behaviour appears at an early phase and continues for life. By following behavior jobs in pupils over 11 old ages, the survey indicated that the most common jobs were terrible physical aggression, self-harm and perennial typicality, while the jobs that appeared during survey old ages were non correlated. Mackenzie-Davis and Mansell ( 2007 ) carried a survey on pupils with rational disablements enduring from behavior jobs in order to find the frequence of those jobs during the past 20 old ages. The survey found out that awaited behaviour jobs identified during the old 20 old ages were still observed. Karen et. Al. ( 2007 ) survey aimed at acknowledging the developmental behaviours of psychological upsets of pupils with, and without, rational disablement. The child behavior list was used for two samples of pupils aged 6-18 old ages. Findingss indicated that pupils with rational disablements showed a higher degree of behavior jobs in assorted ages in comparing with the non-intellectual handicapped. It appeared besides that there were important differences between the two samples in aggressive behaviour and attending jobs. It showed besides that societal jobs among intellectually handicapped males were decreased over clip, and the aggressive behaviour was more frequent among younger pupils than among those who reached 18 year-old. In another survey, Karen et Al. ( 2008 ) investigated the range of continuity of behaviour jobs in pupils with mild rational disablement in contrast with moderate rational disablement, which lasted for 5 old ages. This survey showed that most behavior jobs of pupils with moderate rational disablement had higher degree of steadiness and continuity in contrast to those with mild rational disablement. Hogue et Al. ( 2007 ) conducted a survey on pupils with rational disablements in residential establishments with different degrees of supervising. It was found that pupils enrolled in higher supervising system were extremely rated in physical aggression than those enrolled in lower supervising system, whereas no differences were observed in externally directed behavior jobs such as verbal aggression, noncompliance and hyperactivity. In add-on, pupils enrolled in higher supervising system had significantly higher degrees of autonomous behaviour jobs as anxiousness, depression and self-appreciation. Ross A ; Cornish ( 2002 ) survey sought to find the rate and stereotyping of behaviours, self-harm and aggressiveness in kids and striplings with Cri du Chat Syndrome. Findingss suggested that 82 % of the instances showed stereotyping behaviours and half of the instances showed it daily. Out of 15 signifiers of self-harm behaviours, it was found that hitting the caput, biting and pigeonholing were most common, while aggressive behaviour was reached at 88 % , with a negative correlativity between age and aggressiveness. Methodology Participants Participants in the present survey comprise all pupils with disablements enrolled in the five chief rehabilitation centres affiliated to the Ministry of Social Affairs in the United Arab Emirates. These centres are supplying their services for pupils with mild, moderate and terrible disablements, enduring from rational, hearing, physical and ocular disablements. The entire figure of pupils in these centres is 506 male childs and misss aged 5-20 old ages old. All pupils whose parents agreed to take part in the survey were included and considered to be the sample of the survey. Therefore, the survey sample was 297 male childs and misss which represent ( 58 % ) of the entire population. Table No. 1 shows the distribution of participants harmonizing to the survey variables. Table No. 1 Distribution of the Sample of the Study Harmonizing to Gender, Age, Type and Severity of Disability Percentage Number Gender 53.2 % 158 Male 46.8 % 139 Female Percentage Number Age 28.3 % 84 Less than 8 old ages 43.4 % 129 8- 12 old ages 28.3 % 84 13 old ages and more Percentage Number Type of Disability 68 % 202 Intellectual 18.9 % 56 Hearing 3.7 % 11 Ocular 9.4 % 28 Physical Percentage Number Badness of disablement 21.2 % 63 Mild 29 % 86 Moderate 49.8 % 148 Severe 100 % 297 Entire Instrument The research workers developed a questionnaire of all behaviour jobs that may be exhibited by pupils with disablements to be filled by the societal workers and psychologists for each pupil based on his/her portfolio and audiences with parents. The societal workers and psychologists were asked to place the frequence of any behaviour job undergone by each pupil which needs an intercession through a behavior alteration plan, or educational and psychological Sessionss for either the pupil or his/her household. Validity and dependability of the instrument were insured through content cogency where 10 module members from Particular Education Department and Psychology Department at the UAE University were consulted to do certain of the rightness of the linguistic communication of the instrument every bit good as its inclusiveness of all possible behavioural jobs. Their responses were analyzed and so some points were amended in conformity with their positions in instance seven of them reache d consensus on a specific point. As for the instrument dependability, internal consistence was employed to find its dependability, which was 0.91. Procedures After guaranting the cogency and dependability of the survey instrument, the research workers took the necessary processs in order to administrate it to the survey sample. In the same context, the undermentioned processs were taken: Written consents from all parties involved in the survey were guaranteed: decision makers of the rehabilitation centres, societal workers, psychologists and parents. Social workers and psychologists were trained to make full in the survey instrument by citing to each pupil portfolio which includes all necessary intercession plans and services. In add-on, parents of each kid were interviewed to verify the portfolio information every bit good as sing their positions in respect to each behavioral job. The informations were classified, coded and entered into computing machines, so treated statistically by utilizing the plan of Statistical Packages for Social Sciences ( SPSS ) which was performed by acquiring the per centums of the frequences of responses of the survey sample, and Chi Square Test. Consequences and Discussion The First Null Hypothesis There are no important differences at 0.05 degree in behavior jobs among pupils which are attributed to gender. Chi-Squared Test was used to analyze this hypothesis. Consequences in table 2 indicates that there are important differences in Table No. 2 Chi Square Test of Behavioral Problems Differences Harmonizing to Gender Sign. df Person Chi-square Residual Expected Value Observed Value Behavior jobs 0.000* 14 64.644 Female Male Female Male Female Male 19.4 19.4- 35.6 40.4 55 21 No jobs 2.6- 2.6 20.6 23.4 18 26 Anxiety 6.6- 6.6 12.6 14.4 6 21 Aggression 2.7- 2.7 3.7 4.3 1 7 Emotional droop 1.1 1.1- 0.9 1.1 2 0 Impudence 8.4- 8.4 16.4 18.6 8 27 Stubbornness 0.8- 0.8 2.8 3.2 2 4 Liing 1.4- 1.4 9.4 10.6 8 12 Phobia 2.6 2.6- 8.4 9.6 11 7 Isolation 8.4 8.4- 12.6 14.4 21 6 Shyness 5.7- 5.7 11.7 13.3 6 19 Hyperactivity 0.5- 0.5 0.5 0.5 0 1 Steeling 1.4- 1.4 1.4 1.6 1 3 Bedwetting 0.4- 0.4 1.4 1.6 1 2 Nail-biting 0.9- 0.9 0.9 1.1 0 2 Sucking fingers 139 158 Entire * Alpha = ( 0.05 ) behaviour jobs exhibited by pupils with disablements in relation to their gender. It has been found that behaviour job is more common among males than females, and that the difference between the ascertained and expected values was 19.4 among females with no behaviour jobs, which is a important value. This consequence is in struggle with Salha ‘s survey ( 2007 ) carried out on pupils with ocular disablements which indicated that behavior jobs among females are higher than males. To verify the consequence of this survey, Odds Ratio were calculated and exceeds above one ( 1.936 ) which means that there are differences among pupils with disablements in relation to behavioral jobs. In add-on, Risk Ratio were besides calculated exceeds besides one ( 1.365 ) which means male pupils exhibits more behavioural jobs comparing to female pupils. The above tabular array shows that the most common behaviour jobs among males are: stubbornness, aggression and hyperactivity where the differences between the ascertained value and expected one amounted to 8.4, 6.6, 5.7 severally, which are important different. This consequence is in understanding with Al-Zarad ‘s survey ( 2001 ) , which indicated that the per centum of prevalence of attending shortage and hyperactivity sums to about 10 % of the sample of the survey, and that the per centum of male pupils enduring from this job is ternary than female pupils. This survey besides found out that the most common behaviour job among females is shyness, with a difference of 8.4 between the ascertained and expected value. This consequence is in understanding with Samreen ( 2003 ) which indicated that deaf adult females are more sensitive and embarrassed with their disablements which leads to shyness and withdrawal. This consequence may be due to the fact that females in oriental soci eties tend to be diffident and they are non provided with the same chances given to males. The Second Null Hypothesis There are no important differences at 0.05 degree in behavior jobs among pupils which are attributed to their age. Chi-Squared Test was used to analyze this hypothesis. Consequences in table 3 indicates that there are important differences between Table No. 3 Chi Square Test of Behavioral Problems Differences Harmonizing to Age Behavior jobs Observed Value Expected Value Residual Person Chi-square df Sign Less than 8 8-12 13 A ; over Less than 8 8-12 13 A ; over Less than 8 8-12 13 A ; over 211.74 28 0.000* No jobs 42 22 12 21.5 33 21.5 20.5 11- 9.5- Anxiety 0 8 36 12.4 19.1 12.4 12.4- 19.1 12.4 Aggression 2 22 3 6.7 11.7 7.7 5.6- 10.3 4.6- Emotional droop 0 1 7 2.3 3.5 2.3 2.3- 2.5- 4.7 Electric resistance 0 0 2 0.6 0.9 0.6 0.6- 0.9- 1.4 Stubbornness 3 25 7 9.9 15.2 9.9 6.9- 9.8 2.9- Liing 0 0 6 1.7 2.6 1.7 1.7- 2.6- 4.3 Phobia 13 6 1 5.7 8.7 5.7 7.3 2.7- 4.7- Isolation 0 16 2 5.1 7.8 5.1 5.1- 8.2 3.1- Shyness 15 9 3 7.6 11.7 7.6 7.4 2.7- 4.6- Hyperactive 5 16 4 7.1 10.9 7.1 2.1- 5.1 3.1- Steeling 0 0 1 0.3 0.4 0.3 0.3- 0.4- 0.7 Bedwetting 2 1 0 0.8 1.3 0.8 1.2 0.3- 0.8- Nail-biting 0 3 0 0.8 1.3 0.8 0.8- 1.7 0.8- Sucking Fingers 2 0 0 0.6 0.9 0.6 1.4 0.9- 0.6- Entire 84 129 84 * Alpha = ( 0.05 ) behaviour jobs harmonizing to the age of the sample of the survey, in favour of pupils aged 8 old ages and supra. This is in contrast to those pupils aged below 8 old ages among whom behaviour jobs are non important since the difference between the ascertained and expected value among them was 20.5. This consequence is in struggle with Karen ‘s et. Al. ( 2007 ) , which concluded that behavior jobs among intellectually handicapped males lessening over clip. The ground for such struggle may be due to restricting Karen ‘s et. Al survey to lone pupils with rational disablement. The above tabular array besides indicates that anxiousness is the most common job among those pupils aged 13 old ages old and above, the difference between the ascertained and expected value is 12.4. This may be due to that pupil reached the adolescence phase and the related alterations that may find their hereafter individuality. It besides indicates that the most common behaviour jobs among pupils aged 8-12 old ages old are anxiousness, followed by aggression, stubbornness so isolation, with fluctuations of 19.1, 10.3, 9.8, 8.2 severally between observed and expected values. Furthermore, the survey find that the most common behaviour jobs among pupils who are less than 8 old ages old are shyness and phobia, with a difference of 7.4, 7.3 severally between observed and expected values. This may be due to the insufficient development of societal communicating accomplishments at this phase and non-adaptation to disablement. The Third Null Hypothesis There are no important differences at 0.05 degree in behavior jobs among pupils which are attributed to the type of disablement. Person Chi-Squared Test was used to analyze this hypothesis. Consequences in table 4 indicate that there are important differences between behaviour jobs ensuing from the type of disablement. Table No. 4 Person Chi-Square Correlation between Behavioral Problems and the Type of Disability Value df Sign. Person Chi- Square 72.446 42 0.002* * Alpha = ( 0.05 ) In order to do certain the favour of these differences between disablements are, and how far behavior jobs are common in each type of disablement, Chi-Squared Test was used and consequences are illustrated in tabular arraies 5, 6, 7 A ; 8. Table No. 5 Chi-Square Test for Students with Intellectual Disability Behavior Problems Sign. df Chi-square Residual Expected Value Observed Value Percentage Behavior jobs 0.000* 13 158.257 29.6 14.4 44 21.8 % No jobs 18.6 14.4 33 16.3 % Anxiety 8.6 14.4 23 11.4 % Aggression 6.4- 14.4 8 4.0 % Emotional droop 12.4- 14.4 2 1.0 % Impudence 13.6 14.4 28 13.9 % Stubbornness 9.4- 14.4 5 2.5 % Liing 2.4- 14.4 12 5.9 % Phobia 4.4- 14.4 10 5.0 % Isolation 0.6 14.4 15 7.4 % Shyness 2.6 14.4 17 8.4 % Hyperactive 13.4- 14.4 1 0.5 % Steeling 12.4- 14.4 2 1.0 % Bedwetting 12.4- 14.4 2 1.0 % Nail-biting 202 100 % Entire * Alpha = ( 0.05 ) The above tabular array ( No.5 ) shows that there are important differences in the extent of prevalence of behaviour jobs, harmonizing to the type of the job. The survey found that the bulk of intellectually handicapped pupils face behavior jobs at a per centum of 78.2 % . It besides shows that merely 21.8 of them have no behaviour jobs, and that anxiousness is most common among pupils with rational disablement at a per centum of 16.3 % , followed by stubbornness at a per centum of 13.9 % , so aggression at per centum of 11.4 % , which are all at a important degree. This consequence is in understanding with the survey of Totsika et Al. ( 2008 ) , which suggested that aggression is the most common job in this group. However, it is in struggle with the survey of Ross A ; Cornish ( 2002 ) in that aggressive behaviour reached a per centum of 88 % , due to restricting itself to Cri du Chat Syndrome. The ground for the high rate of behavior jobs among pupils with rational disablement may be due to unrest, non-adaptation to disablement, worrying about confronting society and its demands that imposed on them, disposition to self-assertion through stubborn behaviour, and deficiency of verbal ability to show their demands, which force them to fall back to aggression. Table No. 6 Chi-Square Test for Students with Hearing Impaired Behavior Problems Sign. df Chi-square Residual Expected Value Observed Value Percentage Behavior jobs 0.000* 8 43.00 13.8 6.2 20 35.7 % No Problems 0.2- 6.2 6 10.7 % Anxiety 3.2- 6.2 3 5.4 % Aggression 1.2- 6.2 5 8.9 % Stubbornness 5.2- 6.2 1 1.8 % Phobia 2.2- 6.2 4 7.1 % Isolation 1.8 6.2 8 14.3 % Shyness 1.8 6.2 8 14.3 % Hyperactive 5.2- 6.2 1 1.8 % Nail-biting 56 100 % Entire * Alpha = ( 0.05 ) The above tabular array ( No. 6 ) shows that there are important differences in the extent of prevalence of behavior jobs among pupils with hearing damages. 64.3 % of those pupils who were subjected to the survey were enduring from behavior jobs, the most common of which were hyperactivity ( 14.3 % ) , shyness ( 14.3 % ) and anxiousness ( 10.7 % ) . This may be attributed to the inability of pupils with hearing damages to pass on with others who do non demo any mark of understanding and credence. This consequence is in understanding with Jaffal ‘s survey ( 1994 ) , which suggested that backdown and externally directed behaviour are the most celebrated behaviour jobs for pupils with hearing damages, and besides with Al-Sabah survey ( 1993 ) , which indicated that those pupils are introverted. Table No. 7 Chi-Square Test for Students with Ocular Damages Behavior Problems Sign. df Chi-square Residual Expected Value Observed Value Percentage Behavior jobs 0.589 5 3.727 0.2 1.8 2 18.2 % No Problems 0.2 1.8 2 18.2 % Anxiety 0.8- 1.8 1 9.1 % Aggression 0.8 1.8 1 9.1 % Stubbornness 2.2 1.8 4 36.4 % Phobia 0.8- 1.8 1 9.1 % Shyness 11 100 % Entire * Alpha = ( 0.05 ) The above tabular array ( No. 7 ) shows that there are no important differences in behavior jobs among pupils with ocular damages. The per centums for those who do non endure from behavior jobs are 18.2 % . This may be due to the restriction of the figure of the pupils with ocular damages included in the sample of this survey since their figure is originally limited in the centres under survey. However, this consequence is in understanding with Salha ‘s survey ( 2007 ) , which indicated that there are behavioural and emotional jobs among pupils with ocular damages, chiefly phobic disorder and anxiousness. Table No. 8 Chi-Square Test for Students with Physical Disabilities Behavior Problems Sign. df Chi-square Residual Expected Value Observed Value Percentage Behavior jobs 0.010* 8 20.214 6.9 3.1 10 35.7 % No Problems 0.1- 3.1 3 10.7 % Anxiety 2.1- 3.1 1 3.6 % Stubbornness 2.1- 3.1 1 % 3.6 Liing 0.1- 3.1 3 10.7 % Phobia 0.9- 3.1 4 14.3 % Isolation 0.1- 3.1 3 10.7 % Shyness 2.1- 3.1 1 3.6 % Bedwetting 1.1- 3.1 2 7.1 % Sucking fingers 28 100 % Entire * Alpha = ( 0.05 ) The above tabular array ( No.8 ) shows that there are important differences in the extent of prevalence of behavior jobs among pupils with physical disablements. It shows that 35.7 % of them have no behaviour jobs. It besides shows that the most common behaviour jobs among pupils with physical disablements are isolation at per centum of 14.3, so anxiousness, phobic disorder and shyness at per centum of 10.7 for each, yet such per centums are non important because the difference between the ascertained and expected value is negative ( -0.9 ; and -0.1 ) . In decision, tables 5, 6, 7 and 8 showed that the rate of pupils with ocular damage who do non endure from any behavior jobs is 18.2 % , while it is 21.8 % among pupils with rational disablements, 35.7 among pupils with physical disablements, and 35.7 among pupils with hearing damages. These consequences show that pupils ocular damages face more behavior jobs, followed by pupils with the rational disablements. This is due to the fact that the figure of the pupils with ocular damages subjected to the survey was 11 merely, contrary to the pupils with rational disablement who were 202. In add-on, it may be due to the fact that pupils with rational disablement face many behavior jobs may be due to their low mental abilities and adaptability, which make them less able to cover with stimulations around them and causes them to respond in a mode that is inconsistent with the predominating social civilization. This consequence is in conformity with Al-Khateeb survey ( 2003 ) . The Fourth Null Hypothesis There are no important differences at 0.05 degree in behavior jobs among pupils which are attributed to the badness of disablement. Chi-Squared Test was used to analyze this hypothesis. Consequences in table 9 shows that there are important Table No. 9 Chi-Square Test of Behavioral Problems Differences Harmonizing to the Severity of Disability Behavior jobs Observed Value Expected Value Residual Person Chi-square df Sign Mild Mode-rate Sever Mild Mode-rate Sever Mild Mode-rate Sever 133.37 28 0.000* No Problems 40 24 12 16.1 22 37.9 23.9 2 25.9- Anxiety 5 14 25 9.3 12.7 21.9 4.3- 3.0 3.1 Aggression 4 8 15 5.7 7.8 13.5 1.7- 0.2 1.5 Emotional droop 2 4 2 1.7 2.3 4 0.3 1.7 2- Impudence 1 0 1 0.4 0.6 1 0.6 0.6- 0 Stubbornness 3 7 25 7.4 10.1 17.4 4.4- 3.1- 7.6 Liing 6 0 0 1.3 1.7 3 4.7 1.7- 3.0- Phobia 0 5 15 4.2 5.8 10 4.2- 0.8- 5 Isolation 1 8 9 3.8 5.2 9 2.8- 2.8 0 Shyness 0 11 16 5.7 7.8 13.5 5.7- 4.2- 9.5 Hyperactive 1 0 0 0.2 0.3 0.5 0.8 0.3- 0.5- Steeling 1 0 0 0.2 0.3 0.5 .8 0.3- 0.5- Bedwetting 0 0 3 0.6 0.9 1.5 0.6- 0.9- 1.5 Nail-biting 0 2 1 0.6 0.9 1.5 0.6- 1.1 0.5- Sucking fingers 0 0 2 0.4 0.6 1 0.4- 0.6- 1 Entire 63 86 148 * Alpha = ( 0.05 ) differences in the extent of prevalence of behaviour jobs harmonizing to the badness of disablement. The more terrible the disablement, the more behavior jobs occurs. This consequence is in understanding with Salha ‘s survey ( 2007 ) . It is besides found that lying is the most common behaviour job among pupils with mild disablements, with a difference of 4.7 between the ascertained and expected value. Researchers attribute this to the fact that those pupils have certain consciousness and ability of some use. Anxiety appeared as the most prevalence behaviour job among pupils with moderate disablements, with a difference of 3.0 between the ascertained and expected value. This is due to cut down physical and centripetal abilities among them, which makes them more disquieted in their communicating with society and more concerned about their hereafter. It is besides found that the most common behaviour job among the pupils with terrible disablements is shyness, with a difference of 9.5 between the ascertained and expected value, and stubbornness with a difference of 7.6. This may be due to the fact that they are inclined non to look in public or acquire involved in many activities because of their reduced abilities since they are ashamed of their status and hence chorus from demoing their abilities to others. In decision, the survey confirms that male pupils face more behavioural jobs comparing to female pupils. These jobs appear to be more intensified harmonizing to the badness of the disablement and aging advancement. In add-on, pupils with rational disablements exhibit more behavioural jobs comparing to other classs. Based on the consequences of this survey, it is recommended that rehabilitation centres should pay more attending to the followers: Provide appropriate behavior alteration plan to pupils with rational disablements, since they are the bulk of those with enduring from behavior jobs. Develop psychological and societal plans for pupils with terrible disablements to advance their version and communicating accomplishments. Support female disabled pupils psychologically, emotionally and socially, in order to raise their assurance to take part in societal activities. Provide showing services to observe early initial indexs of behaviour jobs in order to work out them before they exacerbate and affect other developmental facets. Provide plans that help pupils with disablements to be cognizant of their abilities, and direct them to the hereafter based on those abilities. This will cut down their anxiousness ensuing from experiencing inefficient. How to cite Students With Disabilities In UAE Health And Social Care Essay, Essay examples

Ecology And Plague Essay Example For Students

Ecology And Plague Essay Ecology is a branch of science concerned with the interrelationships oforganisms and their environment. An ecosystem is a community, together with itsnonliving factors existing together. Scientifically, a community consists of acollection of creatures that live in a particular place together. The ComingPlague was a novel that outlined how each epidemic has been a direct result ofeach step of human progression. The diseases covered in laymans terms wereMachupo, Marburg, Yellow Fever, Meningitis, Lassa Fever, Ebola, Swine, Flu,Legionaires Disease, HIV/AIDS, Toxic Shock Syndrome, Hantavirus, Malaria,Seal Plague, Tuberculosis and Cholera. Humans have not been exempt from thecatastrophic results of a disruption in atmosphere nor disruption of the foodchain. By humans viewing themselves master, their methodology in progression hasresulted in devastation. The discovery that most epidemics were bacterial orparasitic came only after a campaign in 1955. Dr. Jonus Salkis established thePolio Va ccine and Americans felt as though nothing could go wrong in terms ofhealth. By 1963 everything fell apart; developing countries such as Indiacontributed as much as 1/3 of their budgets towards Malaria control. Also duringthat period of Health Transition diverse plant life yielded effects ofpesticides and the long term results were overwhelmed with destructive insects. Consequently, resistance amongst insects increased significantly. By the1970s society acknowledged that there was a direct effect of pollutants onhuman existence. At that point it was recognized that environmental destructioncould not be corrected within a time frame that contemporary humans wouldwitness at their rate of progression, the analogy used for human survival wasthe Cretaceous period dinosaur die-off. The time had come to look at ecologybeginning at the macro-level in order to allow nature to run its course andavoid any further destruction for the sake of progress. Even still the issueswere even greater than global awareness and cleaning. In 1981 the emergence ofthe human immunodeficiency virus was seen as an indication of things to come. Humans had learned little from prior diseases; response and reaction to newmicrobes that attack the defensive weapons used to protect human beings, was nogreater than thirty years before. The initial responses being that ignoring theseverity of the new microbe would have made it go away. The author provided achronological summary of the emergence of new microbes and the research methodsimplemented in order to isolate the source as well as the support or lack offrom society. The book was informative and easy reading, while heighteningawareness about the ecosystem and the human role. The author was successful incapturing attention and maintaining interest through simple accounting ofevents. The emotions of those involved were given as the events were presentedand the actual research was detailed and well incorporated. Surprisingly, TheComing Plague was enjoyable and intense. At each new search for the source of anepidemic there was anticipation of what the cause was that particular tim e. Theonly aversion with the book was the paranoia that I have developed. The bookstruck an interest to learn more about the ecosystem and made me aware thatlearning need not be agonizing.

The Stone Angel By Margaret Laurence Essays - Abraham, Lech-Lecha

The Stone Angel by Margaret Laurence The Stone Angel by Margaret Laurence is a heart-warming story of a ninety year old woman who is nearing death and who has very little to look back on with pride. Her life had been ruled by her concern of outward appearances and manners. Although she often felt love and happiness, she refused to show it fearing it may be viewed by others as a weakness. Hagar inherited this strong pride from her father, Jason Currie, along with other poor qualities. Throughout her life, Hagar is desperately trying to escape. First, she tries to escape from her family, mostly her father, but in so doing she also cuts herself off from her brother, Matt. She also ends up leaving her husband, Brampton. Secondly, Hagar tries to escape from her own poor qualities to which she is captive; attempting to fill the emptiness within her. Finally and futilely, she tries to escape death. All of these attempts fail dismally. Throughout the narration of the novel many images are put forth repetitiously to aid the development of Hagar's character and the main themes. The Stone Angel is a very effective story due largely to the biblical, water, and flower imagery. The biblical imagery is very strong and can be found numerous times throughout the novel. The name of the main character, Hagar, is also the name of a hand maid in a biblical story. Many parallels are made between Margaret Laurence's Hagar and the biblical Hagar. The Hagar in the bible was to conceive a son with the husband of her owner, Sarah, who, herself, was unable to conceive. Hagar did bear a son but Sarah became very jealous of Hagar and had her thrown out into the wilderness. Hagar's son was born and they both returned to the place where Sarah and her husband, Abraham (Laurence's husband to Hagar was named Brampton to echo Abraham), lived. Hagar and her son were cast into the wilderness once again when Sarah bore a son of her own and Hagar's son, Ishmael, mocked Sarah's child. Nearing death, Hagar and her son were saved by God who provided them with a well of water. The Hagar in The Stone Angel is very similar to the Hagar in the bible. Laurence's Hagar became a housekeeper to Bram after she married him, which is ironic for a woman with her qualities. Hagar realizes this and sees herself as a bondwoman (this is also how the biblical Hagar is described); therefore, she feels trapped like a prisoner. Hagar says, "I was alone, never anything else, and never free, for I carried my chains within me," (pg. 261) thus showing Hagar as a captive of her position, emotions, and her pride. The two Hagars are also very similar in that they both go into the wilderness. Hagar Shipley goes out into the wilderness when she leaves her father to marry Bram and live on his farm. The difference between the two Hagars if that Hagar Shipley is not confronted by a divine manifestation like the Egyptian Hagar. Hagar's vision and realization comes when she and her favored son, John, leave home. Hagar slowly begins to see John's true character. Hagar Shipley wished her son was like Jacob, a faithful son in the Old Testament; however, she soon realized that he was not like Jacob. When Hagar returned to Manawaka, the statue of the stone angel had been pushed over and she requested that her son, John, fix it. Hagar says, "I wish he could have looked like Jacob then, wrestling with the angel and besting it, wringing a blessing from it with his might. But no." (pg. 159). Hagar's second journey into the wilderness was when she fled to Shadow Point. Here, Hagar realized that her other son, Marvin, was her Jacob and that she had favored the wrong son. The Hagar in the Old Testament bore a wild son, Ishmael, but she also created a faithful son, Jacob (descendent of Isaac). The parallels between The Stone Angel and the biblical Hagar are so strong that the effectiveness of Margaret Laurence's work rises dramatically. The water imagery presented many times in the novel helped to develop the theme of death. As everyone knows, water is viewed as the center of life since, without it, life would cease to exist. An example of this is when the drought occurred in Manawaka. Hagar returned during the drought to find all of the Shipley's flowers and vegetables dead. "They'd had no water this year,"

Is Human Cloning Acceptable In Todays Society Essays - Biology

Is Human Cloning Acceptable In Today's Society Essays - Biology Is Human Cloning Acceptable In Today's Society Is Human Cloning Acceptable in Todays Society? Imagine a twelve-year-old girl that has been diagnosed with an illness that will be fatal in the next ten years. This disease targets the heart and slowly deteriorates the myocardium of the heart. The twelve-year-old girl is placed behind fifty people on a list for a heart transplant. For that little girl, there seems to be no faith to which she can depend on for her heart transplant. What options does this girl have besides waiting for a heart transplant or waiting to die? Now, imagine a set of parents who are about to have a baby that was cloned from the father. The parents went for a regular check-up with their doctor and found out that their child was going to be physically retarded due to the cloning of the child. The parents are devastated and outraged that the cloning did not turn out successfully. Unfortunately, the responsibility of raising a physically retarded child has been put into their hands. Would this type of genetic altering be acceptable in todays society? How can cloning a person be ethical if the risks of retardation come into play? These two scenarios draw just a few of the questions that scientists and people all over the world are faced with as human cloning is introduced to the world. In the past few years, many people all over the world have read about the cloned sheep called Dolly. Dolly has been one of the most talked about experiments in the twentieth century. When the concept of cloning emerged, the possibilities that could emerge from it floated in the minds of scientists all around the world. Could we really create an exact copy of any living thing by altering the DNA of the particular organism? To many people, the possibilities are endless but to others, it seems like one of the biggest mistakes that man may have stumbled on throughout our entire human existence. In an article in the The Sunday Times written by Steven Connor and Deborah Cadbury, the issue of human cloning is addressed in a positive way. Scientists have created an embryo of a frog without a head, raising the prospect of engineering headless human clones which could be used to grow organs and tissues for transplant surgery. This type of engineering could bring many answers to questions and problems concerning organ transplanting. With any organ transplant, the patient is required to stay on drugs, which lower the immune system in order to keep the transplanted organ from rejecting its recipient. By using the method that scientists predict will soon be available, the recipient would have no problem accepting the newly transplanted organ. With any type of cloning, the issue of ethical behavior arises. Researchers believe that because without a brain or central nervous system the organ sacs may not meet the technical definition of an embryo. In order to produce the headless frogs, scientists have to pinpoint a certain gene and alter that gene. Fortunately, the frogs could be applied to human embryos because the same genes perform similar functions in both frogs and humans (1A). In Scotland, scientists are trying to create a genetically altered cloned pig that can produce harvestable pig organs that the human body will not reject (Better 19). The cloning of pigs could one day benefit humans but in order to insure success, the headless human clone would be the guaranteed project. This type of cloning could save hundreds of people everyday but it is a question of whether its acceptable or not to the public. In an article from The Atlanta Constitution by Jeff Nesmith, scientists are trying to reach a decision on whether human cloning should be legal and how best to prevent it. The article stresses the importance of how human cloning should not be allowed for the use of parents to clone themselves. At a cloning forum sponsored by the American Association for the Advancement of Science, participants grappled about ethical and moral issues raised by the unexpected appearance of Scotlands cloned sheep, Dolly. At the forum, the total consensus was directly pointed at making the procedure illegal for human cloning. The real question

Strategy Essay Example | Topics and Well Written Essays - 1750 words - 2

Strategy - Essay Example Following the global financial crisis that was offset by the bursting of the housing bubble in 2008 in the USA and later followed by the global financial crisis in 2010, a lot of firms have adopted measures to deal with the reduced revenue and sales yield amidst growing competition from other firms and many of the firms have adopted competitive business strategies. Competitive business strategies facilitate a firm to sell or produce products and services with more efficiency and with the sole aim of having a competitive advantage over their competitors (Mandarini 2014). There are a variety of business strategies that are used by managers as they have choices between using set standard strategies or creating their own set of strategies and therefore it should be noted that, flexibility and innovation play a very important role in competitive business strategies. Competitive advantage is a management strategy that was first developed by Michael Porter who classified the competitive advantage of an organization as being either achieved through differentiation, or by adopting lower costs of production (Dicken 2011). Competitive advantage enables a company to gain a competitive advantage over its rivals in the market through adopting new information technology, gaining access to natural resources or highly skilled personnel. One of the companies in the last decade that has outshone its competitors due to the adoption of a strategic management strategy that places emphasis on acquiring a competitive advantage via adoption of new technology and differentiation different form other firms in the market has been Apple. In the period between 2001 and 2007 following the unveiling of the Apple iPod and Apple iPhone respectively, the company, courtesy of its CEO, Steve Jobs had shifted from its previous strategy of premium priced innovative computers, w hich was a relatively safe strategy and adopted the highly risky but profitable strategy of venturing into the extremely

HUMAN DEVELOPMENT AND LEARNING Essay Example | Topics and Well Written Essays - 750 words - 1

HUMAN DEVELOPMENT AND LEARNING - Essay Example This paper explores classroom and family environment and the influence both play in child development. Child Development and Learning 3 Dr. Maurice Elias begins his book, The Educator’s Guide to Emotional Intelligence, by summarizing what parents and community leaders have as goals of what they want children to know and be able to do when they leave school. He states, â€Å"This defines what we want our schools to teach.† (Elias, 2006). He offers the following list of what we want young people to be able to do when they leave school. ... that since â€Å"inner nature is good or neutral, rather than bad, it is best to bring it out and to encourage it rather than suppress it.† He continues, â€Å"If this essential core of the person is denied or suppressed, he gets sick, sometimes in obvious ways, sometimes immediately and sometimes later. All three of the psychologists cited in this paper predict a very negative consequence if a child does not mature Child Development and Learning 4 in the correct chronological sequence. There is consensus among these three psychologists that if a person does not have his needs met (Elias, 2006), if his essential core is denied or repressed (Maslow, 1968), if all of the aspects of what is the education of the whole child aren’t learned, if all eight of the stages aren’t successfully completed correctly and in the proper order, the person can expect to readdress what was missed as problems in the future (Erickson, 1980). There are long lists of skills and capabili ties which educators and psychologists agree children should develop. Here are three skills or personal capabilities that contribute to positive development in a wide range of life’s social roles and responsibilities: Creativity: thinking of, sharing and playing with new or unusual ideas Positive Self Image: valuing oneself and one's achievements Problem Solving: working towards a solution by analyzing a problem and forming strategies Two qualities of a family environment that contribute to development of the skills mentioned above may include the following possibilities. A family can make it a practice to introduce new opportunities of play, study or work and in that way address all three developmental issues. By carefully selecting the opportunity for creativity in thinking you will be teaching the person