The Gospels--Mark Essay Example | Topics and Well Written Essays - 250 words

The Gospels--Mark - Essay Example ct in public was to earn respect and high esteem while deep inside they did not exercise what they preached like love, especially for God plus people. The disciples were trying all in their might to remove demon from a young boy but scribes’ taunting kept the crowd mocking them since they were unable. Then Jesus rebukes it and tells that the demon of that nature needs praying coupled with fasting. Initially, the disciples argued who was great, but Christ stated that the key to greatness is evident in the service of others. This involves respecting children whom the Christ points as the best example on how Christian conduct must be if they desire to be in heaven. Jesus declares tough ruling punishable by being thrown in hell if any person offends any child who treasures His teachings through actions. â€Å"Hell† is place far from both the company and grace of God meant for Satan and its angels to be tortured forever (Revelation

Multiple Cuts Medical Treatment Case Study Example | Topics and Well Written Essays - 750 words

Multiple Cuts Medical Treatment - Case Study Example SH: the patient is an elderly man who lives alone in an own house. He is a widower and a retired soldier. He is a father to two sons, already married and away. He likes gardening and stays at home tending to his flower garden. He is wealthy and a possible target for burglars. O/E: Sharp cuts extending past the skin on the face and neck. The cuts have been partly sutured at the station and bleeding arrested. The patient looks calm and less anxious.Head and Neck: Second degree cuts on the face (3) and neck (1).Hands: A deep palmar cut, left hand that exposes a bleeder and nerves.Left Wrist: NADLt. palm: deep and sharp about 10cm extending from the proximal phalange of the thumb to the index finger.- Signs of previous bleeding noted, slightly swollen, no erythema, no atrophy, no sign of infection, no bruising, regular shape and no deformity-on exploration, no foreign body seen, wound bed pink in colour and no underlying structure exposed (Davies et al. 2011, p.17). Movement:Active: Flex ion-FROM with minimal pain on anterior aspect of distal phalanx Extension-FROM, pain free movementAbduction-FROM, pain free movementAdduction-FROM with minimal pain on anterior aspect of distal phalanxMedial Rotation-FROM with minimal pain on anterior aspect of distal phalanxPassive: Flexion-FROM with minimal pain on anterior aspect of distal phalanxExtension-FROM, pain free movementAbduction-FROM, pain free movement

''FRESCA company-TWO recommendations for improvements for any part of Essay

''FRESCA company-TWO recommendations for improvements for any part of the marketing mix - Essay Example The asset of the company which exceeds 48 million pounds and the annual growth in return of over 393 million net profits presents the need for the company to go public. In so doing, the company products will get more demand especially once they harness the opportunity in the market as the confidence of consumers towards the company will increase. Furthermore, many customers will purchase the shares and they will help in developing and promoting the products image through innovation, contribution, reaching out to the consumers and lifting up the reputation of the firm. To enhance production of quality and healthier produce, the firm source and secure the best and reliable partners. Reputation is an important tool in promotion of a product that will improve once the firm succeeds in going public. The company will be forced to invest more in the creativity and innovation of their products to ensure that ethical trading, quality products, employee development as well as effective customer service are met. The demand for its products will rises, calling for more qualified staff to be employed in the firm as in so doing the quality of their product will not be altered due to overworked staff. The products of the company will be placed to more public attention and scrutiny especially in terms of health and quality standards and due to the fact that the company observes these requirements, hence, its market is sure to grow as Fresca Company observes these requirements. Health is important to the survival of mankind and this is what the company offer, healthy products. Success in increased sales is attributed to the highest quality of produced which surpass the expect ations of customers through embracing a quality product line. As an international company, Fresca Company should take advantage of the virgin, fertile and huge piece of agricultural land in Africa and partner with African countries in the production of

Product Failure (Malaysia) Essay Example for Free

Product Failure (Malaysia) Essay Product Failure Failure refers to the state or condition of not meeting a desirable or intended objective, and may be viewed as the opposite of success. Product failure ranges from failure to sell the product to fracture of the product, in the worst cases leading to personal injury, the province of forensic engineering. The criteria for failure are heavily dependent on context of use, and may be relative to a particular observer or belief system. A situation considered to be a failure by one might be considered a success by another, particularly in cases of direct competition or a zero-sum game. Similarly, the degree of success or failure in a situation may be differently viewed by distinct observers or participants, such that a situation that one considers to be a failure, another might consider to be a success, a qualified success or a neutral situation. It may also be difficult or impossible to ascertain whether a situation meets criteria for failure or success due to ambiguous or ill-defined definition of those criteria. Finding useful and effective criteria, or heuristics, to judge the success or failure of a situation may itself be a significant task. Failure can be differentially perceived from the viewpoints of the evaluators. A person who is only interested in the final outcome of an activity would consider it to be an Outcome Failure if the core issue has not been resolved or a core need is not met. A failure can also be a process failure whereby although the activity is completed successfully, a person may still feel dissatisfied if the underlying process is perceived to be below expected standard or benchmark. Failure to carry out a task Failure to perceive Failure to anticipate Fail product in local market In Malaysia, there is a lot of product failure and it just too numerous to say it one by one, most of them, it did not even catch the public attention, basically, the public don’t even know the existence of the particular product. There is so much factors that can leads to product failure. Failure causes are defects in design, process, quality, or part application, which are the underlying cause of the failure or which initiate a process which eads to failure. Rather than the simple description of symptoms that many product users or process participants might use, the term failure cause refers to a rather complete description, including the pre-conditions under which failure occurs, how the thing was being used, proximate and ultimate/final causes (if known), and any subsidiary or resulting failures that result. The term is part of the engineering lexicon, especially of engineers working to test and debug p roducts or processes. Carefully observing and describing failure conditions, identifying whether failures are reproducible or transient, and hypothesizing what combination of conditions and sequence of events led to failure is part of the process of fixing design flaws or improving future iterations. The term may be applied to mechanical systems failure. One of the product/brand that fail in Malaysia is: M . Mobile or simply known as M. Mobile is an RD and mobile communication design company based in Malaysia. M. Mobile is Malaysias first cell phone manufacturer and is also the worlds first Muslim-owned mobile phone RD and marketing company in a partnership between Malaysia and China. This company is currently in operation under its parent company, Kosmo Technology Industrial Berhad Type: Berhad Founded: 2005 Headquarters: Kuala Lumpur,Malaysia Key people: Norhamzah Nordin,Chairman Industry: Telecommunications Products: Mobile phones Website: M. Mobile M. mobile’s products: Factors that leads to this brand failure The reason why this brand failed in malaysia market because: M. mobile cannot give a better satisfaction to the consumer compare to their competitor that are well established in mobile technology sector such as Nokia, Sony Ericsson , Samsung etc. Promotion (marketing) M. mobile cannot compete with their competitors in term of : Price Features Quality After sales service Promotion M. mobile should have promote their product and brand more aggressively since they enter a market where most of them already loyal to a particular brand, M. obile did not market their product as well as their brand effectively, therefore they able to capture only few attention from the public, most Malaysian don’t even know the existence of the brand. Price Price offered by M. mobile considered less expensive, but somehow, consumer nowadays always think, â€Å"even though it’s not very expensive, but it’s still money, does it worth the money? † instead of taking a risk of buying t he product which they don’t really know the background of the company, consumer prefer to spend their money on trusted brand for the same price or a bit more. Left picture is NOKIA 2690 and on the right picture is M. obile M10, both phone has a pretty similar specification and the price is almost the same(RM300+), most consumer will go for NOKIA because they want to avoid risk from buying unestablishrd brand. Features Most M. mobile product is a low end product and it does not offer variety of features compare to their competitors. As we know, consumer nowadays demand for the latest technology, therefore as a mobile phone manufacturer, knowing the consumer needs and want is the main priority in coming up with a new product, most of the product produced by this company does not reach consumer expectation who demand for better technology. Quality The quality of the product produced by this company proven not to be as good as the other brand’s products, the materials they use to make the product is low in quality, from the mainboard(interior) to the exterior of the phone. After sales service After sales service is the service provided by the company to the customer of their product, M. mobile does not offer a good after sales service compared to another company like nokia and sony ericsson. It shows that the company do not really think about building a long and strong relationship with the consumer. How the product could be successful In order for this brand to be successful, there are so many things that the company have to take into account, its not easy becoming a great company in consumer eyes, there are several things that the company have to take into consideration especially the strength of the competitors, in order to be successful, a company need to have an advantage that can overcome the competitor’s strength. This is the reason why RD very important in coming up with new product. The 1st thing M. obile have to focus on is their promotion, promotion plays an important part in creating a good image in consumer mind, since there’s a lot of well established company in mobile phone sector, M. mobile have to make a huge action in promoting their brand and product. Doing aggressive marketing by keep on promoting the product and brand is the best way to create a good image in consumer mind, of course it will cost a lot, but the return is way better. Psychologica lly, It’s a human nature, the more we hear n see it, the more we favor it, thus it will create the sense of security towards the product or brand. Price, features and quality are related to each other, this is one of the most important things a company need to think about, they need to know what type of product they want to come out with in term of the product’s quality level and the variety of it features, therefore they can set the price for the product, The company have to make sure the price is reasonable with the quality and the features of the product or else consumer will favor the competitors, M. obile comes out with one new product called M10 and the price for the product is around rm300+,Nokia as well comes out with a new product which is nokia 2690 and the price is almost the same with M. mobile m10, both model provide almost the same features, but in term of quality, we know nokia is better, consumer will think, why choose m. mobile instead of nokia? M. mobile have to make sure their offer can overcome their competitors offer, therefore consumer will find the advantage of choosing M. mobile’s products. May be it will take some time for M. obile to keep pace with the other established company in term of product quality and technology, but by putting a correct price, the company can attract more market and the company will grow. A company have to know how important word of mouth and how dramatic change it can do with the influence of word of mouth, satisfied customer will tell the others how good the product is, dissatisfied customer will spread the bad things about the product, do not give a high expectation to the consumer because the possibility of getting dissatisfied customer is high. After sales service is one of the thing people nowadays always talk about, M. mobile have to make sure they can deliver a good after sales service so that their customer will spread a good deal with the others. It is important for M. mobile building a strong and long relationship with the customer because it can create brand loyalty, once customer loyal to the product, they will keep on purchasing the product and influence other people into buying the same product. Good after sales service shows that the company really care about their customer and customer loves it when the company cares about their rights.

Development of Hard Water Sensor using Fluorescence

Development of Hard Water Sensor using Fluorescence Ph.D. Thesis: Dibyendu Dey Development of hard water sensor using fluorescence resonance energy transfer 7.1. Introduction â€Å"Hard water† has high mineral content in compare to â€Å"soft water†. Generally the hard water is not harmful to one’s health, but can cause serious problems in industrial settings, where water hardness should be monitored to avoid breakdowns of the costly equipments that handle water. The hardness of water is determined by the concentration of multivalent cations in water. The most common cations found in hard water include Ca2+ and Mg2+. The presence of dissolved carbonate minerals (CaCO3 and MgCO3) provide a temporary hardness in water, which can be reduced either by boiling the water or by addition of lime (calcium hydroxide) [1, 2]. On the other hand the dissolved chloride minerals (CaCl2 and MgCl2) cause the permanent hardness of water that can not be removed easily, as it becomes more soluble as the temperature increases [3]. In that sense it is very important to identify the permanent hardness of water before use. The FRET phenomenon may be very effective tool for the designing of hard water sensors. Based on the FRET between two laser dyes here we demonstrated a hard water sensor. To the best of our knowledge this could be the first attempt, where FRET process has been used for the detection of the hardness of water. FRET between two molecules is an important physical phenomenon, where transfer of energy from an excited fluorophore to a suitable acceptor fluorophore occurred [4, 5]. This technique is very important for the understanding of some biological systems and has potential applications in optoelectronic and thin film devices [6–10]. Combining FRET with optical microscopy, it is possible to determine the approach between two molecules within nanometers. The main requirements for the FRET to occur are (i) sufficient overlap between the absorption band of acceptor fluorophore and the fluorescence band of donor fluorophore and (ii) both the donor and acceptor molecule must be in cl ose proximity of the order of 1–10 nm [4, 5]. The intervening of solvent or other macromolecules has little effect on the FRET efficiency. If the distance between the donor and acceptor changes then FRET efficiency also changes. In this chapter of the present thesis we tried to investigate the effect of Mg2+ or Ca2+ or both on the FRET efficiency between two fluorophores, Acf and RhB in presence of nanoclay sheet laponite. Here we have chosen Mg2+ or Ca2+ because the presence of these two cations mainly determines the extent of hardness of the water. Our investigation showed that FRET efficiency decreases with increasing salt concentration. It has also been demonstrated that with proper calibration, FRET between Acf and RhB can be used to sense the hardness of water. 7.2. Experimental 7.2.1. Solution preparation Both the dyes Acf and RhB were used in our studies are cationic in nature. The clay mineral used in the present work was Laponite. Dye solutions were prepared in Milli-Q water. For spectroscopic measurement the solution concentration was optimized at 10−6M. In order to check the effect of hard water components (Ca2+ and Mg2+ ions) on spectral charecteristics, MgCl2 and CaCl2 were added to the dye solution. The clay dispersion was prepared using Millipore water and stirred for 24 h with a magnetic stirrer followed by 30 min ultrasonication before use. The concentration of clay was kept fixed at 2 ppm throughout the experiment. To check the effect of clay on the spectral characteristics the dye solutions (Acf and RhB) were prepared in the clay suspensions (2 ppm). In order to check the effect of salt on spectral characteristics in presence of clay, first of all the salts were added in the clay dispersion at different concentration. Then the dyes were added in the salt mixed clay dispersions. In all cases the clay concentration was 2 ppm and the dye concentration was 10−6M. 7. 3. Results and discussion 7.3.1. Sensing of Hard Water by FRET FRET between Acf and RhB has already been studied and the results are shown in details in chapter 5 of this thesis. Here in this chapter we have used this same FRET pair for the sensing of water hardness. Our main purpose is to detect CaCl2 and MgCl2 or their mixture as a permanent hard water component in aqueous solution by using the FRET process between Acf and RhB. Fluorescence spectra of aqueous solution of Acf-RhB mixture in presence of MgCl2, CaCl2 and their mixture (CaCl2+MgCl2) have been studied (figure 7.1). For all the cases, the concentration of CaCl2/MgCl2/their mixture was kept at 0.06 mg/ml, which is the initializing concentration of hard water known as moderately hard water. Fig. 7.1. Fluorescence spectra of Acf+RhB (1:1 volume ratio) in water solution (1), with MgCl2 (2), CaCl2 (3), and CaCl2+MgCl2 (4), pure Acf (5), pure RhB (6). Dye concentration was 10-6M and salt concentration was 0.06 mg/ml. It was observed that the transfer of energy from Acf to RhB decreased in presence of salt (shown in table 7.1). The FRET efficiencies are calculated by using the Fà ¶rster theory. The introduction of cationic Ca2+ and Mg2+ ions in the solution may cause an increase in the electrostatic repulsion between cationic Acf and RhB molecules which can result in a large intermolecular separation. Accordingly, the FRET efficiency decreases. Samples E% Acf+RhB 11.37 Acf+RhB+ CaCl2 1.7 Acf+RhB+ MgCl2 5.2 Acf+RhB+ MgCl2 +CaCl2 4.38 Acf+RhB+clay 78.17 Acf+RhB+ CaCl2 with clay 37.78 Acf+RhB+ MgCl2 with clay 51.59 Acf+RhB+ MgCl2 +CaCl2 with clay 48.18 Table 7.1 Values of energy transfer efficiency (E %) for Acf and RhB mixture (1:1 volume ratio) in different conditions. The salt concentration was 0.06 mg/ml (moderately hard water). Fig. 7.2. Fluorescence spectra of Acf+RhB (1:1 volume ratio) in clay suspension (1), with MgCl2 (2), CaCl2 (3), and CaCl2+MgCl2 (4) pure Acf with clay (5), pure RhB with clay (6). Dye concentration was 10-6M and clay concentration was 2 ppm and salt concentration was 0.06 mg/ml. In the present study our aim is to design a sensor which can sense the presence of Ca2+ or Mg2+ or both by observing the change in FRET efficiency. Accordingly it is very important to have large FRET efficiency between Acf and RhB as well as noticeable change in FRET efficiency between Acf and RhB due to the introduction of hard water components (Ca2+ or Mg2+), so that we can use it as a hard water sensor with minimum error level. Accordingly in order to enhance the FRET efficiency, we have incorporated nano clay laponite in Acf-RhB mixture (figure 7.2). It has been observed that the FRET efficiency increases in presence of laponite particle. The reason of increase in FRET efficiecy in presence of clay has been explained in details in chapter 5. It was also observed that the transfer of energy from Acf to RhB decreases quite remarkably due to the introduction of CaCl2/MgCl2/their mixture for the concentration of 0.06 mg/ml in presence of clay. It was observed that the transfer of ene rgy is much smaller due to the presence of CaCl2 in compare to MgCl2. (Table 7.1 summarize the calculated efficiencies). Fig. 7.3. Schematic representation of FRET between Acf and RhB in presence of clay and salt. The decrease in FRET between Acf and RhB in presence of hard water components, must involve the reaction of the cations (Ca2+ and Mg2+) present in hard water with the clay minerals through cation exchange reaction. In general, this bonding energy is of the order: Ca > Mg > K > H > Na. Thus the probability of adsorption of Ca2+ in clay suspension is more than Mg2+. The tendency of Ca2+ ion to interact with the negatively charged clay layers is more compared to Mg2+ ion of same concentration of both clay suspension and salt solution. Accordingly, most of the negative charges in the clay surfaces are neutralized by Ca2+ ion compared to Mg2+ ion and there exists very few unoccupied negative charges on the clay surface for the cationic dye molecules to be adsorbed. As a result the separation between the cationic dye molecules increases more in CaCl2 solution rather than MgCl2 leading to a less FRET in presence of CaCl2 compare to MgCl2 (shown schemetically in figure 7.3). 7.3.2. Variation of salt concentration In order to check the extent of hardness on the FRET efficiency, we have measured the fluorescence spectra of Acf+RhB mixture with different salt (MgCl2, CaCl2, and MgCl2+CaCl2 mixture) concentration in presence of clay laponite and the FRET efficiency have been calculated. It has been observed that the FRET efficiency decreases with increasing salt concentration of either MgCl2 or CaCl2, or their mixture (figure 7.4). This result suggests that it is possible to sense the hardness of water by observing the change in FRET efficiency with salt concentration. Fig. 7.4. The fluorescence spectra of Acf–RhB mixture in presence of clay with varying amount of salt (MgCl2+CaCl2 mixture) concentration viz. 0.05 mg/ml (1), 0.06 mg/ml (2) and 0.12 mg/ml (3). Inset shows the variation of FRET efficiency as a function of salt concentration of either MgCl2 or CaCl2, or CaCl2+ MgCl2 mixture from 0.03 mg/ml to 0.20 mg/ml. Salt concentration (mg/ml) FRET efficiency (E%) in presence of MgCl2 CaCl2 MgCl2+CaCl2 mixture 0.03 78.52 64.27 73.73 0.05 71.55 55.32 68.34 0.06 51.59 37.78 48.18 0.08 32.47 18.75 21.57 0.12 19.67 10.54 13.48 0.20 11.34 5.67 07.38 Table 7.2 Values of energy transfer efficiency (E %) for Acf-RhB mixture (1:1 volume ratio) at different salt (MgCl2, CaCl2, MgCl2+CaCl2 mixture) concentration in presence of clay. MgCl2 and CaCl2 mixture were prepared by adding 1:1 volume ratio of individual salts of same concentration. 7.3.3. Design of sensor In the process of hard water sensing first of all clay (laponite) dispersion will be prepared using the sample water followed by addition of dyes (Acf and RhB). By observing the FRET efficiency between Acf and RhB it would be possible to sense the hardness of the test water. Fig. 7.5. FRET efficiency of Acf-RhB mixture for the different concentration of CaCl2 + MgCl2 in presence of clay (values of FRET efficiencies were calculated from spectra of Fig. 7.4). From figure 7.5 it has been observed that the FRET efficiency for 0.06 mg/ml and 0.12 mg/ml concentration are 48.2% and 13.5% respectively. If the FRET efficiency is observed to be higher than 48.2%, then the water will be recognized as soft water whereas, if the efficiency lies in between 13.5% and 48.2% then the water will be recognized as moderately hard. On the other hand if the observed FRET efficiency is less than 13.5% then the water will be recognized as very hard. Therefore with proper calibration it is possible to design a hard water sensor which can sense hard water very easily. 7.4. Conclusion In order to demonstrate hard water sensor based on FRET, we have investigated the FRET between Acf and RhB in presence of salts CaCl2 or MgCl2 or both. It was observed that the presence of hard water components Ca2+ or Mg2+ or both affected the FRET efficiency to a large extent. In presence of CaCl2 or MgCl2 the FRET efficiency is decreased to 37.78% and 51.59%, respectively. With suitable calibration of these results it is possible to design a hard water sensor that can sense the water hardness within the range 0.03–0.2 mg/ml. Here the incorporation of clay platelate laponite enhances the sensing efficiency.

Norms Essay -- Sociology, Breaking the Norms

  Ã‚  Ã‚  Ã‚  Ã‚  It is 9:00 PM on a Sunday night. Televisions all across America tune into MTV. Millions of viewers will now spend the next thirty minutes watching a television program titled 'Jackass'. While watching this program, the viewers will observe everything from people eating hard boiled eggs in an attempt to purposely vomit, to a man testing out various self defense devices on himself. Next week viewers will tune into the same program to see the same kinds of stunts performed. The reason that America watches these kinds of programs, and the participants in them perform these stunts, are because 'norms' are being broken. A norm is something that is generally accepted by a society as the right thing to do, or the way things are supposed to be. For example, a norm would be to enter an elevator and stand facing the front for the duration of the trip. Breaking that norm would be to enter the elevator and face the back for the duration of the trip. It is not what is expected. Different norms exist in different societies, and when these norms are broken within these societies people pay attention, because it is not an occurrence observed on a regular basis.   Ã‚  Ã‚  Ã‚  Ã‚  For our class project, each student was asked to break a norm that exists in our society and record the reactions of observers and results of the experiment. The norm I chose to break was the idea of driving normally-the belief that cars should be driven by pushing the gas pedal and moving in a forward motion, not a...

Meeting the Needs

Respectful educators will include all children; not just children who are easy to work with, obliging, endearing, clean, pretty, articulate, capable but every child- respecting them for who they are, respecting their language, their culture, their history, their families, their abilities, their needs, their names, their ways and their very essence (Nutbrown, 1996, p.54).In relation to the quote discuss the following: 1- Illustrate your essay with one specific group for example children with specific medical difficulties, behaviour problems, etc. Consider the personal, social and emotional factors and their impact on self esteem. 2- What constitute appropriate policy and good practice to ensure all children experience a positive learning environment? Consider the community, school and the individual. Within education, our society can be seen to ensure that all children, including those who have medical difficulties or behavioural problems feel a sense of belonging within education and are not ignored, although this could be seen as untrue by others.As quoted above a successful school practice would support all young children not excluding any for its aim of providing a desirable development and successful practice for the children â€Å"This is an†¦ anti-discriminatory practice which is a fundamental requirement in the delivery of services to all children (Thompson, 2001), this can be seen to be the main aim of a practice as it is where all needs are met without any child in a mainstream school can undergo inclusion. A major contribution to this has been the framework, The Index of Inclusion â€Å"Provides materials that support schools by critically examining their policies and practices, and guides them through a process of development towards inclusive education (Richards and Armstrong, pg.8, 2011).It is not legally enforced but a helpful guide to help schools progress in a positive change. The commitment to challenge and promote social justice within school education for children with disabilities had a particular interest challenged by (Oliver, 1990). Also referring to the quote above, practitioners working with children within education tend to work with all children having medical difficulties or not or any reason, supporting these pupils in order for them thrive. Appropriate policy and good practice is important for maintaining a positive learning environment  for all children. It is seen that agencies such as the United Nations Educational Scientific and Cultural Organisation (UNESCO) which takes inclusive education seriously, by being responsive to diversity and reducing exclusion in education, will be put into practice.Then in 1999, Department for Education and Skills (DfES), now the Department for Education (DfE), focused on all children having a chance and also supporting schools to ensure that the pupils have been positively supported all this will be discussed within this essay. The Green Paper: 2011 is an official document based on proposals made by the government for children and young children who have special educational needs or a disability in order to improve their outcomes and be provided with support. This official paper is not only about the children but also based on their families, teachers, etc. this document which addresses special educational needs â€Å"removes the bias towards inclusion† (Department of Education and Skills 2012).I will be focusing on the study of young children with Autism, Autism can be called by many different forms, for example Asperger’s Syndrome, it is based on the constant attention which can be seen as challenging behaviour and correction in how they believe and the interactions around them socially, in the sense that they are given more special care and a greater number of help than ‘normal’ students, frequent visits to doctors leave them feeling as though they are constantly being watched or investigated, affecting their sel f-esteem.I will be discussing whether children who are educated are respected and encouraged whatever their medical condition may be and how their self-esteem could be impacted using the quote above. Autism and Asperger syndrome was first identified in the 1930’s and it based on atypical structure and/or neutral transmission processes of the brain. They comprise of Autistic disorder; Asperger’s syndrome; Rett’s disorder; childhood disintegrative disorder and pervasive development. A complex syndrome that can be described as having many different brain disorders with similar characteristics.A child can be diagnosed as having autism based from the age of three if they are displaying â€Å"(1) significant delay or inappropriate use of language; (2) failure to develop normal social relationships and interactions; and (3) obsessive or ritualistic, repetitive behaviours† (Wilson, p.101, 2010). Many children are seen to acute sensory abilities, from extreme to m ild in the sense that in the classroom some  children can ignore or block out the noise in the classroom as they may find the noise irritating and/or distracting. Autistic children hypersensitivity may cause them to find it painful and overwhelming when being touched by others.However the most evident characteristic young children with autism is the failure to develop social communication, they may avoid direct eye contact with others which could often be misinterpreted as not paying attention or being interested in other people, this could cause many challenging with educators in ensuring the child is progressing well in class. â€Å"It has been argued that Early Education at its best is inclusive education† (Nutbrown 1985) this statement can be seen as true as inclusive educations provides the child an environment which ensures them to feel accepted and support them and avoids any time of exclusion which could affect the child’s self-esteem.However, â€Å"By defin ition, children with special educational needs have significantly greater difficulty with learning than the majority of children of the sage age† (Wilson, p.29, 2010) children working with other children who do not have special educational needs can be seen to be automatically excluded as the pace in which they learn would be different and the children would be progressing at different paces, as children with autism may display challenging behaviour. Children with medical difficulties such as Autism may feel a sense of dis-belonging and their self-esteem will be affected as they would be marginalised against the schooling system as they are seen to be very vulnerable. The child does not see themselves as a member of a particular group and follows their own interest rather than that of the other children in the playgroup.Young children including those with special educational needs rely on their educators as well as their parents support and encouragement in order for them to f eel happy, confident and secure. Within an educational setting, this is important to establish as it develops their feeling of self-esteem from the reactions and responses by people as they feel accepted by them in order for these children to feel as a participant within the establishment. It is seen that many children with special educational needs, in relation, children with autism suffer from self-esteem and self-identity problems.Children with autism are seen to be expected to have lower levels of basic literacy and numeracy skills compared to their peers. As these children with SEN may already suffer from self-esteem issues it will be essential to  establish affective development during education however this also applies to all children. Their needs may not be met by educators who follow the National Curriculum (Department for Education and Skills, 2005, p.5). Their ability to have difficulty in understanding what they are being taught may lead to low self-esteem, low levels of concentration and underdeveloped social skills (Ibid., p.5).The traditional way of thinking of children with mild autism is that they are the same as their neuro-typical peers but yet they have something missing, a definition like this does not explore the fact that these children also have outstanding achievements and original thought process which may cause them to low self-esteem and are not supported by their peers therefore developing emotional and behavioural problems in order to support these children accessing equal opportunities in the education system, the educators, parents and others will work closely together to ensure the student is supported emotionally and socially.Students with autism are seen to work well with repeated short structured teaching sessions where the focus would be on working on skills such as social interaction with the educators being sensitive to the child’s needs. Intensive interaction can be used in order to develop and encourage the ch ild within the education system. A principle of intensive interaction (Hewett and Nind, 1998) is that it is necessary to develop the child’s ability to enjoy the company of others, and to develop his understanding of how to interact with others and how to communicate. Short sessions for the child is used to develop their communication skills and encourage learning, which is essential for accessing equal opportunities to the education system.Using this approach, the progress of pupils with autism has been assessed and reported (Nind, 1999). Working with children with autism within the education system may require the educators to be very sensitive to the emotional, physical and personal needs of the child. Working with social situations tend to be difficult for these students however with accessing equal opportunities putting the child with a small group of pupils with sensitively can ensure that the child adapts largely to the social aspects of being with group and the activi ties taking place, gradually both the task and the level of social interaction needed can be increased in complexity.Whether or not time is allocated to work on children’s affective functioning too often depends on adventitious encounters with  teachers who have been converted to the need to address such areas. It is time – as a profession – that we all recognised, for example, the need to give adequate time ‘to working on the self’. It is iniquitous for us not to undertake this task. As educators, are we called upon to educate the ‘whole’ child? If not, who looks after the neglected parts? (Charlton and Jones, 1990, p149) It may be impossible to provide a positive learning environment if the child is suffering from affective problems and a range of potential casual factors do not exist.Until the last few years, affective development has not been evident within curriculum documents and guidance but, as suggested, if these documents ar e not addressed, the idea on educators basing the lessons taught of the children’s abilities would pointless as the child’s abilities to access that curriculum may be severely compromised. Practitioners should therefore acknowledge the affective needs of young children and respond to them appropriately, thus enabling successful and confident individuals and learners who can maximise the potential of the learning opportunities presented to them.Practioners within the education system in order to enhance positive self-esteem within the children should have knowledge in the area of the children affective development in the sense that they would use a system which all the children are valued and respected in order for their learning styles to progress. The use of consistent structure and routine for children with autism is essential as stability is needed in order for them to reach their full potential. Difficulties may arise for the child if they left without feeling valu ed and respected, educators would need to treat all children along with those who have Special educational needs and positive experiences of learning with a level of confidence that will enhance their self-esteem, and working with the parents would enhance this.Within Early Years Foundation Stage (EYFS) which believes that in order for children to succeed Practioners would need to consider areas of affective development. This is reinforced in the EYFS documentation which states that â€Å"children must be provided with experiences and support which will help them to develop a positive sense of themselves and of others; respect others; social skills; and positive disposition to learn. Practioners must ensure support for children’s social emotional well-being to help them to know themselves and what they can do (DCSF, 2008:24).The practitioners can then focus on the guidance given and  practice observing, recording and informing planning certain area such as self-esteem, sel f-confidence and behaviour and social control. It is seen that children with special educational needs find it more difficult to access equal opportunities in the education system. â€Å"The less academically able continue to suffer disproportionately from whatever chronic or acute problems affect the education service (Department of Education and Science 1991, p.2). These young children will find it difficult to develop positively and use education as a learning curve. These young children tend to be brought up from a poor background with families who do not have the requirements to send their children to schools that focus more on individual needs as the society’s values and priorities reflect of the school.It is seen that in order to access equal opportunities individuals will practice working with educators of the education system. For example, families of the children will work with the practitioners in order to provide the relevant and effective early childhood interve ntion. The educators should be able to work with the child with special educational needs and their families, setting challenging but achievable targets. Families modify their lives around multiple professional services and when they are given peace of mind that their child is in a healthy environment they will respond to this positively. It is seen that autistic people have been labelled as ‘too challenged’ or even ‘too difficult’ to work in a classroom, and as a result they are denied access to the very public services which are designed to support them.This could hinder their self-esteem which may cause them to deal their intense feelings in a way which can be seen as ‘inappropriate’. There are higher numbers of autistic people who attempt suicide (Bernard et al, 2000). These autism people are seen to commit suicide more than those without a disorder as they experience exclusion and are denied opportunities which can make life difficult for them in life. Challenging behaviour has come down to many different factors to challenging behaviour to work inclusively with children with specific special education needs as attention hyperactivity deficit disorder (ADHD) or autistic spectrum disorder. Educators would need to explore two main models of disability: the medial and social models.The medical model involved the child being ‘blamed’ or described as ‘ill’. No account is taken of external factors such as environment (Frederickson and Cline 2009; Garner 2009). The social model has  a more inclusive approach blaming society , is seen to create barriers which could prevent children from learning opportunities. The UK government Green Paper ‘Meeting the Childcare Challenge’ (May 1998) established a ‘National Childcare Strategy’ and proposed inclusive provision where possible for children with special needs (Sestini, 2001).Commonly, institutions are giving out the same reso urces into all their branches and it is seen that these services should be made accessible and appropriate for all children, including children with special educational needs. It is seen that the one to one approach regarding children would maximise the equal opportunities for individuals accessing the education system. Though this service, the educator can encourage and support the child with autism in order to increase their social skills, these one-to-one sessions can be blended with other activities and routine within the classroom which can challenge the child from feeling a lack of acceptance and a sense of social inclusion.Lewis (2000) poses questions which can be addressed towards an inclusive education ‘How far is it leniable to assume that the education system as presently constituted provides a healthy environment for all, let alone the most vulnerable? (p.202). He explains the importance of quality should be stressed. Problems in the past are involved within the se tting however it is stressed that they should not deter educators from including special educational needs children in inclusive setting. â€Å"The need for teachers to step beyond the classroom and to work with children and families in the context of the community† (Wilson, 2003), this is goes by working with outside organisations which comes with extra challenges as well as benefits.Professionals need to work from the premise that ‘each family has its own culture and a unique set of strengths, values, skills, expectations, and service needs’ (Bailey, 1994, p.28) White working with children in order to ensure the child undergoes positive development it is essential for the parent involvement to be on the same level of progress as the educators focus of the individualized needs of the parents, these are seen as critical involvement as it is important, to establish family education and involvement options to them. With the requirements placed by the government on teachers in mainstream schools for children with special educational needs, SEN work has now officially been recognised as central to the teaching and learning function of schools.In the past, there were not many  studies undertaken on the guidance requirements of the code of practice. Until recent years throughout the period of 1995-2000 (Evans, Docking, Bentley and Evans 1995, Lewis, Neil and Campbell 1996, OFSED 1996, Demington, Evans and Lee 1996, Davis, Garner and Lee 1998). This work was able to show the tensions in the Code of Practice and although many SENCO’s spoke of not having enough time to follow the procedures of the code, overtime SEN work is now recognised as a respected policy. In reference to the quote above, â€Å"inclusive education† is subject to all learners, members of the school, college and wider community.By this, all learns do not refer to those who â€Å"have special needs† or a vulnerable, but by means every child and their essence in order to develop healthily. To ensure that all students experience a positive learning education, the term ‘inclusive education’ must be put into place within schools. Educators have to ensure that if there is a diversity of students within the classroom; including those with different ethnic and class backgrounds, their rights and interests should be explored. The term ‘inclusive education’ refers to all the learners being successful, being pushed to their full potential.For a vast majority of disabled pupils under the policy of School Action/School Action Plus their ‘needs are met’ through mainstream schools to ensure that all children are successfully included. The quote above refers to inclusion within schools, which over the years but mostly the last decade has significantly developed in terms of the legislation and research. This has seen to begin from Warnock report (DES, 1978) which discussed progressive movements towards an inclusi ve education system for all children. For inclusion to be effective pupils must actively belong to be welcomed by and participate in a school and community that they should be fully included.As young children with autism lack more social skills within society it is seen that the social understanding of these children with special needs in the inclusive classroom is of special concern. As research indicates ‘as a group of children with disabilities are at relatively risk for peer rejection than typically developing children’ (Odom, 2000, p.21) Good practice to ensure an educative system under positive learning would be full participation for all the children in all aspects of the provision. All children would have the opportunity to engage actively within the classroom with the teachers and their classmates being positively welcomed and participating.It is  seen that in order to ensure all children experience a positive learning environment the need of effective policy and practice is needed in order to provide a successful learning experience for them. In terms of young children with special education needs in England, according to the revised Special Educational Needs, Code of Practice, children do have a great difficult in learning than a majority of children so it is important to establish this. Promoting individual talents, interests and ensuring an appropriate learning experience could be seen as one of the primary responsibilities of the early childhood personnel when working with all children of all personalities and development.This requires a close observation of the children to ensure the experiences is a success and if any children overtime is lacking in development the educators find a solution quickly. This includes the children’s interests with others and their environment being alternative to their peers and teachers etc. Most children struggle from anxiety when moving from the transition of home to a learning environment a nd which is normally greater for children with special educational needs. Therefore practitioners and educators need to practice a positive programme that can make the transition easily on both sides â€Å"A programme philosophy should reflect should practice, research and theory related to young children and their characteristics† (Wilson, 2003).This is needed to establish the key educational sources in order to establish on environment where the child understands they are a valued part of a group and where the educators’ are in situations that are appropriate to each child needs and abilities. Overall, pupils within mainstream society are seen to need attention when being educated so they obtain what is needed in order for them to succeed. Working in an education system without induction creates full participation with all pupils in order to achieve a successful mainstream experience. With the educators provide a social and emotional environment without the complex a ctivities.Many services when integrating early childhood services and special educational needs undergo services designed to integrate all aspects of children for an inclusive education â€Å"In the classroom, the early childhood teacher needs to facilitate the interactions children have with toys, materials, activities, peers and adults†, These interactions will lead to the child â€Å"developing understanding about the world and the way it works, and help children gain feelings of  self-worth and competency† (Wilson, 2003, p.23). Children with SEN would not be able to make progressive developing, this includes all children, this is why many policies have been put into place to ensure the various dimensions within a mainstream schools has been explored to ensure initiated learning.