Obesity Is a Problem free essay sample

Childhood obesity is not merely an issue in the United States- it is an epidemic. The number of overweight and obese children in America has increased at an alarming rate over the past years, and there is no chance of it slowing down unless action is taken. One out of three children is considered overweight or obese. A fast-food craze has swept over the country, consequentially leaving a trail of poor nutrition. Fast-food corporations seem to be encouraging children to consume regular amounts of unhealthy foods by giving away toys with the purchase of a child’s meal. Televisions, computers, and video games, which are considered to be technological necessities, have begun to cloud the importance of exercise. These influences can lead to childhood obesity, which comes with an abundance of negative effects. Obesity puts children at a high risk of developing many serious illnesses. Prevention can be achieved by following a balanced diet and by participating in a healthy amount of physical activity. We will write a custom essay sample on Obesity Is a Problem or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page There are a great deal of causes and negative effects of obesity in children, but fortunately there are also ways to hinder or even discontinue the spread of this crisis. One factor that influences childhood obesity is the limited access to healthy foods. Children raised in low-income backgrounds have a greater risk of becoming obese (Mayo Foundation). Poverty may inhibit some parents from being able to provide their children with exercise and a proper nutritional diet due to a lack of time or money. In United States, the average child spends over three hours each day watching television (eMedicineHealth). Nowadays, many children like to watch TV. After finishing their homework, they run to turn on the TV and watch the latest episode of SpongeBob or Phineas and Ferb. During this time, there are many instant food commercials. It is companies’ goals to direct all their efforts in appealing to the youth and children. With fancy packaging and persuading commercials it would be hard for any child to resist the temptations of such an irresistible item like candy and fat packed sweets. Kids are so easy to persuade and unfortunately commercials and  advertisements target these young children and make a profit while doing so. In an article entitled TV Food Advertisements and Childhood Obesity by the Health Gal, there was a study that showed overweight and obese children eat more after watching T. V. food advertisements. It found that todays children are the first generation of Americans projected to have shorter lifespan than their parents. This article contains a lot of statistics that help to support its claim of T. V. advertisements influencing childhood obesity, but while T. V. Advertisements are influencing to young children it still can fall back to the parents and their lack of discipline while watching T. V. and eating dinner. Another cause of this problem is linked to the options of food that schools and day cares are giving to the children. Schools are in charge of most of a child’s education. Most school districts offer students several programs, such as music and art programs, which help children with their learning. It is ironic how schools are teaching students not to eat junk food and eat healthy ones, but at the same time, school cafeterias are serving junk foods. Nowadays, many American families are forced to enroll their children in a daycare at a young age. It can be a hard decision to make because they are putting their child in the hands of strangers. Parents are forced to trust in these facilities and hope their children are being well taken care of. One article in particular entitled Day Care Food May Contribute To Childhood Obesity from the Health Guide magazine, basically relates daycare food to childhood obesity. This article states that nearly 82% of American children under the age of 6 are in daycare. So nutrition, exercise or physical activity and other health issues are all being handled by persons other than the primary parents for a significant number of hours daily. This article is extremely eye-opening and very informative because many parents wouldnt even think about what their children are getting fed when they arent around and just assume that they are getting healthy and nutritious snacks and meals throughout the day. Another important factor that influences childhood obesity is lack of physical activity. Children nowadays are spending more time indoors than did a generation ago. This is due to advancement of technology. Children are now spending time watching TV or playing videogames. They would rather watch their favorite shows and beat the next level of the videogame than play outside. Because children are not burning the calories they are consuming the body fat increases and consequently their weight is affected. Lack of physical activity has contributed to the obesity epidemic. Childhood obesity is thought to not only result from emotional problems, poor nutrition, or lack of financial resources, but also from genetics. Genetics are a cause of obesity in children, because metabolic disorders can be inherited. If one of a child’s parents is obese, the child has a 50 percent chance of becoming obese as well. If both parents are obese, the child has an 80 percent chance of becoming obese (AACAP). When asked if heredity is a cause of childhood obesity, Mrs. Regenia Bell, a registered dietitian, stated, â€Å"Heredity as far as genetics can play a part. However, it’s more likely to be the lifestyle a child inherits. Children of obese or overweight parents are much more likely to be overweight or obese. They eat the same foods and mimic the parents’ level of activity. † Obesity cannot be inherited, but disorders that result in obesity can. Hormone imbalances, steroids, and psychological medications can cause childhood obesity, but these occurrences are very rare. Illnesses that prevent children from participating in physical activity can result in obesity on rare occasions. Two of these illnesses are Prader-Willi syndrome and Cushing’s syndrome. There are many causes of obesity in children, and with these causes come a great deal of negative effects. Obese children not only suffer from unhealthy weights, but must also contend with many other physical, mental, and emotional ailments. Asthma, type II diabetes, hypertension, high cholesterol, stroke, cardiovascular disease, kidney disease, nonalcoholic fatty liver disease, gallbladder disease, lower body bone and joint problems, osteoarthritis, growth abnormalities, breathing problems such as sleep apnea, certain kinds of cancer, gout, rashes or fungal infections of the skin, and acne are illnesses that obese children are at risk of developing (eMedicineHealth). These effects are very serious physical problems that would likely follow an obese child into adulthood. However, obesity can have a much more devastating effect- death. Around 300,000 people die each year from health problems brought on by obesity (Redbourn). This number is overwhelmingly high. The percentage of children and adolescents who are defined as overweight has more than doubled since the early 1970s. According to the Centers for Disease Control, about 15 percent of children and adolescents are now overweight. Ironically, obesity is among the easiest medical conditions to recognize but most difficult to treat. Overweight children are much more likely to become overweight adults unless they adopt and maintain healthier patterns of eating and exercise. In fact, 30% of adult obesity begins in childhood. Obesity accounts for more than 300,000 deaths a year and the annual cost to society for obesity is estimated at nearly $100 billion. Childhood obesity is a growing problem. When children are born, they have don’t have any knowledge. It is up to the parents to help their children grow and distinguish right from wrong. If the parents continuously eat unhealthy foods, then children might copy that. If parents eat healthy foods only, then most likely, the children will copy that. Parents should be good role models. The solutions to childhood obesity don’t require diet plans or any therapy. They are simple enough to be done at home: exercising and eating healthy. One of the main reasons why children are getting obese is because the amount of food they eat and amount of exercise they do don’t balance. Exercise is not only well to balance our calories intake but it also strengthen and increases our done density, and blood pressure is better controlled. Also children who are physical active are more likely to remain active into adolescence and adulthood preventing many of the health issues mentioned before. Exercise has many other positive affects in our childrens life such as improvement in classroom performance, and mental health. School-aged children should have 60 minutes of or physical activity daily, as Bell suggests this should be a developmental appropriate, enjoyable, and involves a variety of activities. Bell further explains how she developed a number of tips to help promote increased physical activity. She suggests making physical activity fun, Think about things that your child likes to do, whether it is dance, play basketball, or run around the park, incorporate them into your daily routines. She also suggests making physical activity simple so the family and the child dont get frustrated with complicated exercise plans. Also, reason why children don’t engage in active activities is because they spend more time watching TV and playing videogames. Parents should limit the number of hours spent doing these activities. Eating healthy is key to solving childhood obesity. Schools should not overuse the trust of the parents and feed children junk food because it costs more money. Family has an important role. One article entitled Household Routines Linked to Lower Childhood obesity suggests that there are simple household routines that need to be followed in order to prevent childhood obesity. Eat dinner as a family six or seven times a week, limit the time the child watches T. V. to less than two hours a day, and make sure he or she gets more than 10. 5 hours of sleep a night. The article states that those three simple household routines are associated with an almost 40% reduction in the risk of childhood obesity. Parents are no longer raising families the same as they used to 50 years ago. Both parents are usually having to work outside the home requiring the kids to be in daycare and further causing the family to spend less time together and the parents being tired and overrun with everyday life struggles and stress. The economy has taken a downfall and that has forced many Americans to change their lifestyles. Fast and easy has become part of our lives. Sometimes fast and easy can be a life saver. But in other cases, it is a life destroyer. Childhood obesity is threatening a generation. We need to put a limit on the fast and easy.

Gatsby Essay

Gatsby Essay Gatsby Essay Mackenzie Hoult Evan Hansen U.S Literature 25 November 2014 The role of love in The Great Gatsby â€Å"The truth about love is all a lie,† as the pop artist Pink would put it. The Great Gatsby, by F. Scott Fitzgerald, is set in the roaring twenties. It follows a man named Jay Gatsby who’s one goal in life is to be reunited with the love of his life, Daisy Buchanan. Nick Carraway, the protagonist and narrator moves into a humble home neighboring Gatsby’s mansion. Across the bay from Gatsby, Daisy and her husband Tom live in their own luxurious mansion. Throughout the book it is made clear that love is an impossible goal to reach for every character in the story, but especially Daisy and Gatsby. Throughout The Great Gatsby, F. Scott Fitzgerald shows that love is unreachable for these characters because of how Daisy values materialism over love and because of Gatsby’s illusion of what him and Daisy had to be. In the years that Gatsby waited for Daisy he held such high expectations of their reunion that there was no possible way reality could satisfy him. Gatsby has been in love with Daisy since the day they met, and he wants nothing more than to be with her and give her the world. But because they’ve been apart for so long, Daisy becomes more of an idea in his mind then an actual person that he could be with. When Daisy visits Gatsby for the first time, Nick says, â€Å"†¦ As though a faint doubt had occurred to him as to the quality of his present happiness. Almost five years! There must have been moments even that afternoon when Daisy tumbled short of his dreams-not through her own fault, but because of the colossal vitality of his illusion† (95). This shows that because Gatsby has waited so long for this reunion, it makes it hard for Daisy to really live up to his expectations, which in turn makes them loving each other almost impossible. Another example of his high expectations for Daisy is when Gatsby tries to tell Tom that Daisy never loved him. Gatsby says, â€Å" ‘I’ve got something to tell you, old sport’†¦ ‘your wife doesn’t love you,†¦ she’s never loved you. She loves me†¦ ‘Oh, you want too much!’ she cried to Gatsby. ‘I love you now- isn’t that enough? I cant help what’s past.’ She began to sob helplessly. ‘I did love him once- but I love you too’† (130, 132). Gatsby wanted everything to go back to the way it was when they first met and because of this he held his expectations way too high for Daisy, who could not love him to the extent she loved her. Gatsby’s unrealistic supposition of Daisy, shown through actions he takes, is why love is unreachable in The Great Gatsby. The actions and decisions Daisy makes throughout her life show that she values material things over love and this is why love isn’t possib le between her and Gatsby. Throughout the book it is prevalent that Daisy values material things more than people. It becomes very clear to the reader when she talks to Nick about her daughter, Daisy says, â€Å"I‘m glad it‘s a girl. And I hope she‘ll be a fool- that‘s the best thing a girl can be in this world, a beautiful little fool.† This shows that Daisy thinks life is the best when you aren’t aware of much and you’re fooled by Gatsby Essay Gatsby Essay Howard 1 Aly Howard Mr. Jackson English 11 per. 3 09 March 2015 Gatsby’s American Dream In the novel, The Great Gatsby , by F. Scott Fitzgerald, many archetypes, motifs, and symbols are used to portray the moral decay in society, not only in the 1920s, but also today. Characters, weather changes, and a green light are major factors in the story to illustrate the relationship between Gatsby's American Dream and today’s society depiction of their American Dream. The 1920s morals are a lot like 2015’s morals. Even though there may be some decay we always move forward. When using archetypes, F. Scott Fitzgerald shows the â€Å"dreamer† through the character of Gatsby when Nick Carraway had seen Gatsby with his â€Å"stretched out arms [reaching] towards [...] a single green light†(Gatsby 26). Gatsby had been reaching for that light as though it was a dream inches away from his grasp. He had wanted the life of perfection, as do many people who try to achieve their goals to pursue the American Dream. The past that Gatsby dreamed of for years was just beyond his reach, but like F. Scott Fitzgerald had made out Gatsby to be, he longed for the past to repeat. As Nick tried to argue to Gatsby about this Gatsby believes that, â€Å"...repeat the past?[...] Why of course you can†(Gatsby 116)! He wanted the American Dream â€Å"as if the past were lurking[...] in the shadow[...] just out of reach of his hand†(Gatsby 117). People today do the same thing reaching out for the dream life trying to get the lifestyle that they want. Using Gatsby as an archetype portrays the dreamers in the 1920s and the dreamers today. Howard 2 Gatsby had the money and the lifestyle that all people in the 1920s and in 2015 want to achieve, even if people can achieve it or not, it is always a life that people wish to have. Another literary device that F. Scott Fitzgerald uses is the device of motifs. Fitzgerald uses the weather as a motif when the feelings during the scene change as well as the weather does, matching the current mood of the story. At Gatsby’s and Daisy’s reunion, â€Å"the day agreed upon was pouring rain†(Gatsby 88). The moment had first been awkward between the two, making a melancholy kind of moment but later when they finally begin to feel the love again, and â€Å"after half an hour the sun shone again†(Gatsby 93). The weather had changed in the exact time that things had been awkward and then evolved into a reawoken love. The sun had come out, making the feeling lighter and a little bit happier, making the reader feel the same as well. Another motif is the geography and settings in the story. Throughout the novel, places and settings represent the 1920s American society that Fitzgerald illustrates. Nick Carraway â€Å"lived at West Egg, the [...] less fashionable of the two†(Gatsby 9). East Egg represents the old aristocracy, West Egg the newly rich, the valley

[Cyber Monday Deal] Why Now Is The Best Time To Get CoSchedule

[Cyber Monday Deal] Why Now Is The Best Time To Get 2016 has been an enormous year for . We’ve added several new features, grown our customer base, and expanded our team. Sure, we work hard. The real thanks, though, belong to you-our customers, blog readers, email subscribers, and social media followers. We get to do what we love everyday because of you. And we donut  know how to thank you enough. Start an automation plan with and get one month free!It’s the Monday after Thanksgiving here in the U.S. That can only mean one thing. It’s Cyber Monday! If you’re reading this today, you probably want to know what kind of deals you can get on today. We’re not about to disappoint you, either. Treat Yourself With the Best Deal on Yet Save time on content marketing all year long with our best Cyber Monday deal yet. Start a new calendar or upgrade your existing subscription to an Automation* plan and get one month free! Schedule Social Media Messages Smarter With ReQueue With ReQueue, you’ll save time all year long managing social media marketing. It’s the most intelligent self-filling social media queue out there, and it’s only available on Automation plans. Get the most from your evergreen social media content. Add social messages to groups, and then let ReQueue  automatically refill the gaps in your social media schedule. Set it and forget it! That leaves you with more time to be more productive doing other things (like crafting genius marketing campaigns and creating killer content). Consolidate Your Content With As you start planning for the new year, you have a lot of things to organize. Fortunately, can you consolidate your content marketing toolbox, making it easy to plan, create, and promote content in one place. Plan All Your Content On One Calendar We’ve built to be the best content marketing and social media editorial calendar on the market. We stand firmly behind that claim, too. Our calendar is the best-selling solution of its kind, largely because our feature development is driven by input from folks like you. If you’ve never seen ’s calendar view, here’s a quick look: Here, you can easily schedule: Blog posts Social media messages Podcasts Email promotion Webinars And any other content you’re working on This makes it easy for your entire team to see everything that everyone is working on. That reduces miscommunication, improves transparency, and ensures you hit your deadlines. See All Your Social Media Messages In One Place Creating social media alongside all your other content is easy in . Plus, you can see all your scheduled social messages across every network in one place. Under Calendar Settings, click Yes on Show Social Messages: Then, view your calendar to see what will post on which days and times: That gives you a high-level view of every message and every project you’re working on, all in one convenient dashboard. 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Writing content and saving your work directly in the calendar makes collaborattion easy while avoiding version control issues passing docs back and forth. Coming Soon: Schedule Instagram Posts With You’ve been asking for it for months, and it’s almost here. That’s right. Soon, you’ll be able to schedule Instagram posts in . How soon, you ask? Let’s just say it’d be a good idea to check back on our blog tomorrow for more information. Get This Sweet Cyber Monday Deal Now! Cyber Monday comes but once a year. The benefits you get with pay off all year long. Start your free trial or upgrade your plan now and lock in these savings before time runs out.

Compare and contrast the Erechtheum and the Pantheon Essay

Compare and contrast the Erechtheum and the Pantheon - Essay Example Of course it had always been referred to that the Romans were imitative of Greek culture. The same can be said in their architecture. Barstow makes for an interesting commentary when he said that â€Å"Roman architecture has been called merely Greek architecture imitated with greater richness but less refinement. No doubt the Greeks were greater originators, but the Romans were more practical, and, being great builders they extended the art in every direction. Yet, where they changed or modified the Greek, they did not always improve it (p. 49). The columns are the very main foundation of both the Erechtheum and the Pantheon. It served not only a decorative, and magnificently so at that, but also as the main source of strength of the two buildings. When we see the Erechtheum and the Pantheon we are immediately transported to the culture of a former world and its lush sense of style that has continued to captivate the essence of design up to this day. There are many similarities between these architectures and this may be palpable in the two structures but there are also differences that may be perceived, especially in the Pantheon which came much later than the Erechtheum and thus contains some improvements and innovations. The Erechtheum is a temple built for the goddess Athena Polias with Ionic design. The design is characterized by two chambers where one faces west and the other faces east. There is a debate as to which direction is actually devoted to Athena but there is belief that it is the western end the Erechtheum while in the eastern portion is that of Poseidon-Erechtheus, Hephaestus and Boutes. The Erechtheum is actually the name of one of its cellas, the same way the Pantheon derived its name. An interesting tidbit of history was divulged by Pausinias to describe the worship for Athena of the people. He tells that even though there are many of those who had already converted to Christianity, they still hold a special reverence for Athena and the Erechtheum. The image in the Acropolis was considered to be most holy. Legend says that it fell from the sky with a lamp that never goes out of oil easily though it is lighted throughout (George, n.p.). The most distinct design of Roman architecture is their use of arches. This was not new when they incorporated it into their construction but it was revolutionized by the Romans. Where the Greeks usually employed straight lines, the Romans made use of arches to give a softer feel to the look of the buildings. This is an integral aspect of the Pantheon which is essentially a dome that fully embraces the use of an arch. This transformed the total design of a building. It was also during the time of the Romans where the use of cement which is basically rock that were ground and sand mixed as a wet component proliferated. This technique was actually responsible and made it possible to build the Pantheon. But unlike the Greeks, the Romans built more than temples

Politics&Society Essay Example | Topics and Well Written Essays - 2500 words

Politics&Society - Essay Example Historically, the father was the breadwinner and the primary responsibility of the mother or wife was ensuring that the domestic chores, as well as the domestic welfare of the husband and children were taken care of. With the introduction of new legislations and modern trends the position of that idea of family has been threatened, replacing it with different types of family structures. The gender role was intertwined with the different responsibility of the adult members. The father was seen as the aggressive member, expecting to hold certain jobs, while the woman was thought to be more submissive and docile. With numerous discoveries in science and technology and the improvement in modern medicine, the occurrence of extended families has become prevalent in many societies. Some writers contend that extended families are more common in agricultural societies than in urban situations (Sussman, Steinmetz and Peterson 99). There were some legal reforms in the 1960’s that led to greater diversity in family structures. In the United States for example, divorce was based on fault for a greater part of the twentieth century. In 1969, the state of California enacted The California Family Law Act which made it possible for couples to divorce based on irreconcilable differences. This eventually became possible in other states as well. The 1969 Divorce Reform Act of England also allowed for couples to divorce on a no fault basis. Although divorce is handled by religious institutions in many societies the legislative reforms in industrialized countries make it very easy for men and women to end their marriages. Compared to the beginning of the twentieth century divorce has become very popular. Currently, about fifty percent of all first marriages in the United States end in divorce (Erera 136). The sharp rise in divorce rates coincided with the legal reforms in the 1960s. This led to a transformation of marriages as well as families. These

Why did the Cold War start Essay Example for Free

Why did the Cold War start Essay The event of Cold War was shocking and controversial event which is still being discussed today. It is necessary to examine the many reasons why it started and how. While the why of what happened is still being argued, the what is fairly clear. The beginning of the Cold War was a basis of deep ideological differences as well as a series of misunderstandings or actions taken during WWII. The two immense powers USA and the USSR were showing some extreme behavior against each other. The conflict of Communism vs. Capitalism soon became grew importance. The beginning of the Cold War is not easy to set up. Although Winston Churchills Iron Curtain Speech in 1946 may seem like the start of the war but it is considered not to be one. Even though being a hero of World War II, Winston Churchill, as the ex-Prime Minister of England, held no official political stand anymore. His speech was a great response to Russias actions of gathering satellite nations to defend itself from Western aggression. The speechs most known quote which summarizes the whole speech was, From Stettin in the Baltic to Trieste in the Adriatic an iron curtain has descended across the Continent. Behind that line lie all the capitals of the ancient states of Central and Eastern Europe. Unfortunately it could only be taken as a ones opinion rather than a nations viewpoint, yet he was the first person to stop pretending to be friends with Russia. The Truman Doctrine of 1947 is believed to be the start of the Cold War. It stated that America would help any non-communist nation to resist communist force. It was simply a promise and was not in any case responsible of dividing Europe into two. Where the Truman Doctrine was the decision, the Marshall Plan was the action which seemed to bring the two nations (USA and Russia) more towards the Cold War than ever. In the summer of 1947 American general named George Marshall decided that America should give out $17 billion for aiding Europe. He reckoned that Europe was so poor that it is in danger of falling into Communism. It was said that it was up to the countries to decide whether to accept the help or not. The USSR hated that plan and was enraged by USAs anti-communist move. Stalin used his power to strike back by forbidding Communist countries to ask for money. The countries led by Britain and France met in Paris, and did ask for economic  aid and were not fallen into the Communist trap. The Marshall Aid seems to be the only time in history in which the needed results were achieved simply by throwing money at it. In 1948, a year after the Truman Doctrine and the Marshall Plan, the cold war was starting to face its first serious crisis. It evolved out of disagreements over the treatment of Germany. It was agreed to divide Germany into four zones. Whereas Stalin being convinced that Germany owed them for the damage that was done, was draining its resources away to Russia. It developed a great contrast between the Western zones and the Russian zone. While the hostility had already started way before 1949All three events had qualities that may count to mark the beginning of the Cold War but none of them can be the definite start point. The closest to mark the start of the war may possibly be the Marshall Plan. It was the most obvious attack against Communism ever made after World War II. As a result, the Cold War was founded on mistrust and concrete hostile policies and actions originated by two superpowers not being able to negotiate their way through it peacefully.

Division of Labor Essay -- essays research papers

Marx's View of the Division of Labor The Division of Labor is a subject which has fascinated social scientists for millennia. Before the advent of modern times, philosophers and theologians concerned themselves with the implications of the idea. Plato saw as the ultimate form of society a community in which social functions would be rigidly separated and maintained; society would be divided into definite functional groups: warriors, artisans, unskilled laborers, rulers. St. Paul, in his first letter to the church at Corinth, went so far as to describe the universal Church in terms of a body: there are hands, feet, eyes, and all are under the head, Christ. Anyone who intends to deal seriously with the study of society must grapple with the question of the division of labor. Karl Marx was no exception. Marx was more than a mere economist. He was a social scientist in the full meaning of the phrase. The heart of his system was based on the idea of human production. Mankind, Marx asserted, is a totally autonomous species - being, and as such man is the sole creator of the world in which he finds himself. A man cannot be defined apart from his labor: "As individuals express their life, so they are. What they are, therefore, coincides with their production, both with what they produce and with how they produce."1 The very fact that man rationally organizes production is what distinguishes him from the animal kingdom, according to Marx. The concept of production was a kind of intellectual "Archimedean point" for Marx. Every sphere of human life must be interpreted in terms of this single idea: "Religion, family, state, law, science, art, etc., are only particular modes of production, and fall under its general law."2 Given this total reliance on the concept of human labor, it is quite understandable why the division of labor played such an important role in the overall Marxian framework. Property vs. Labor Marx had a vision of a perfect human society. In this sense, Martin Buber was absolutely correct in including a chapter on Marx in his Paths in Utopia. Marx believed in the existence of a society which preceded recorded human history. In this world, men experienced no sense of alienation because there was no alienated production. Somehow (and here Marx was never very clear) men fell into patterns of alienated production, and fr... ...of Revolution (Nutley, New Jersey: Craig Press, 1968), p. 112. 7 German Ideology, pp. 44-45. 8 Critique of the Gotha Program (1875), in Marx-Engels Selected Works, II, p. 24. This is one of the few places in which Marx presented some picture of the post-Revolutionary world. 9 Ibid. 10 Ludwig Yon Mises, Socialism (New Haven, Conn.: Yale University Press, [1922] 1951), p. 164. 11 Maurice Cornforth, Marxism and the Linguistic Philosophy (New York: International Publishers, 1965), p. 327. 12 German Ideology, p. 84. 13 Murray N. Rothbard, "Left and Right: The Prospects for Liberty," Left and Right, 1 (1965), p. 8. 14 "On the Jewish Question," (1843-44), in T. B. Bottomore, Karl Marx: Early Writings (New York: McGraw-Hill, 1964), pp. 34-40. 15 G. D. H. Cole, The Meaning of Marxism (Ann Arbor: University of Michigan Press, [1948] 1964), p. 249. 16 Leon Trotsky, The Revolution Betrayed (1936), quoted by F. A. Hayek, The Road to Serfdom (University of Chicago Press, 1944), p. 119. 17 Mises, Socialism, pp. 60-62. Reprinted with permission from The Freeman, a publication of The Foundation for Economic Education, Inc., January 1969, Vol. 19, No. 1.

The Effects of Evolving Technology on Business Industries

The only thing in this world that is constant is change. This is a pretty well known saying which existed as long as I can remember. Looking back 50 years and more from today, I can recall how we used to tackle in class about how people have lived centuries ago. Globalization is the result of humans’ endless search for improvements and technological innovations. It is an integration of economy, labor and technology all over the world, even across international borders. This movement has increased the flow of capital, goods, competition and labor across borders which, in turn, had deeply changed the true meaning of citizenship. Today, the upsurge of developments in technology has an undeniable effect on how organizations function within and with other institutions. For an organization, its success and failure greatly depends on how the organization was structured to work. The drive to improve peoples living pattern is still the same drive or factor which triggers international firms to globalize their operations and with that, today’s latest technology makes the company’s and consumers life easier It enable companies to reduce cost by using powerful equipment and machineries while consumers can have easier access to the newest products in the market. The evolution of a new technology poses both threats and opportunities within the industry dynamics and alters the competitive forces. Industry leaders face the possibility of losing their number one spot and being replaced by new entrants and underdogs (because barriers to entry may be lowered). Therefore, technology transformations may provide major shifts in industry dynamics. Depending on its organizational capabilities, it may be good or bad to make drastic adjustments to the existing organization when a disruptive innovation occurs. Disruptive change occurs so intermittently that there is no routine response to them. How to adjust its new product development process depends on the organizations capabilities. Capabilities are its resources, processes (how they transform resources to products), and corporate values. While resources are adaptable to change, processes are not as flexible, and values are even less flexible. Therefore, when a disruptive technological change takes place, a company must look to its capabilities. If the change requires a tremendous amount of financial resources that the company does not have, then they obviously cannot invest in the change, on the flipside, if a large capital firm faces the same change, the investment in the disruptive technology may be so small that it is not worth their more valuable time. The same scenario goes for processes and values. Large firms may be so large, that altering their processes to suit a change may be too burdensome whereas smaller firms may have a much easier time making adjustments in their processes. In addition, it is more likely that a smaller firm’s values may be more flexible for disruptive change than large companies whose longstanding values are not easily adaptable. To overcome the natural inertial found in most large organizations, managers may create new structures within the organization where new processes can be developed. This involves taking out employees with the required capabilities and drawing a new boundary around them. When the organization’s values may not be compatible with the new processes, firms may create a whole new business venture which is wholly owned by the firm but located in a new location with the people and other resources necessary to create an environment conducive to the new process. And last, when a firm doesn’t have the supporting values, resources or processes for sustaining a new process, it may acquire another firm which does. Several factors may impact particular stages in the evolution of a new technology. For example, technological advances, changes in what consumers want or need, and changes in regulations may trigger a technology evolution. In addition, industry transformations often feed of environmental changes. However this necessary transformation, once triggered, does not actually begin until managers notice this need and act upon it. Once acting, managers seek to experiment, and this experimentation deeply impacts the industry as it helps shape what the new industry structure will be. Consequently, as experiments fail, the number of firms in the industry generally is cut in half, but occasionally may increase. An industry’s response to a new technology determines when and how the technological transformation will occur. Without managerial insight and decision making related to the technology, the current industry structure will persist. Managers are essentially the ones investing in these new technologies and they choose how and when to market them to the public, and therefore have ultimately the initial control over the transformation. If the industry as a whole does not respond favorably to the technology, they may not choose to invest and market it, therefore stunting its evolution. On the contrary, if they respond favorably, it helps accelerate the evolution of the transformation. If the industry as a whole is indecisive meaning some favor some do not and some are on the fence, the transformation may only see moderate growth, and depending on which direction opinions are swayed (for or against the technology), the transformation may be completed or the evolution may never meet its peak. One of the first innovations of technology was the mainframe system and it was during the 1960’s that computers and such started to impart in organizations and firms. The classic ways of hierarchal management systems started to disintegrate during these times. Through technological change, globalizing the operations of an international company could put up a plantation where they can reduce their labor cost. Not denying the fact that different people from different countries have different tastes, international companies could also personalize their products according to the consumers or markets preferences without eliminating their standards and trademark. Before, information control was basically handled by those in managerial positions in a linear manner according to rank. With these systems of technology, information was handled as such that company transparency is relatively existent for those who can get hold of certain information. The onslaught of developments in technology has triggered organizational structure alterations. These changes can be illustrated by considering two key variables: the location of information and the location of decision rights in the organization (Brynjolfsson E. and H. Mendelsson). With the innovative technological systems today, important information can now possibly be available to all employees or workers in an organization at all level. Before, information handling and privilege was limited to the persons that directly handle them. Now, the responsibility of handling information is left to information technologists or technicians. The technicians then put data or information into databases which are accessible to all components of the organization For example, an organization can have a website, regularly maintained and updated by professional information technologists. Here, employees, managers and customers alike, can log on to the website and access whatever information they needed. Furthermore, having websites is also a great advantage since helpful feedbacks are easier to get from both customers and employees. The growing need for technology innovations paves way to strengthening certain industries in a corporate world; like data management services, computer engineers, information technologists, software designers or engineers and so on and so forth. Although there are still organizations or companies that are hesitant to use information technology, a growing number of organizations are opening to the possibility of restructuring their organizations to accommodate the privileges of using the modern information systems of today. Seeing as technology innovation not only saves time and money; it is also efficient and very flexible with respect to the organization that opts to infuse it in their existing structure. Not only does it revolutionize an organization from within. Through the substantially used World Wide Web, organizations can communicate and cooperate with other organizations in a faster, more efficient and cheaper way. Today, with the use of virtual offices, it is possible to close deals and agreements from participating people around the world without physically meeting each other. Nowadays, as more organizations focus on the importance of information flow, organizational structures continue to change into more complex systems.   As a result, there is also a continuous drive to make more improvements and advancement in the field of technological innovation. Nowadays, laptop and desktop have been swamped by new connectivity options. There are various of USB devices like Digital cameras, iPods, PDAs, FireWire, thumb drives and MP3 players; with current technologies such as Wi-Fi, Bluetooth and infrared (IrDA). With all these growing popularity of mobile gadgetry facilitating flexible working, evidently employees could work on the move. Endpoint systems today are easily available. They are user friendly and normally come with more than one feature. With all these conveniences, it also means that employees could be carrying around large amounts of sensitive information unaware of the potential risks. Not only can confidential data be lost, employees could also unwittingly introduce malware onto the network while uploading work from portable devices. However, together with this mobility in work, come various viruses which will bust your files as well as your gadgets. The influence of technology made a very big impact in the lives of people of today’s generation as well as totally changes the definitions of some of the world’s necessity, comfort and luxury. Whether it is a thing or a hobby, the identification of these classes has been change as time goes by. A car which was once called a luxury has been changed overtime and has now become a necessity. Televisions which was once only owned by royal families and other prominent people has now become a household item of which it already has become a necessity for it is where people get ideas of what is happening around them. Even though cars and televisions made living mush more accessible than before, the public is increasingly concerned about global warming and the negative environmental impacts of vehicles. (Clean Cars Alliance) Simple living as it is, our grandfather’s grandfather would ride on horses, plant trees and vegetables, raise cows, pigs and chicken, living under one roof with a family, sitting warm in front of the fireplace. These are the few comforts that men used to acquire. Back then, when a person owns a car, another home, have jewelries, it has been said that the person had lived luxuriously. But today, when technologies have changed, some of the past decades luxuries had become today’s necessities such as cars, cellular phones, different gadgets. Not only material things are affected but also of a man’s way of living. In, conclusion technology impacts should be seen as they truly are and not covered up by the media or industry, and even if they are individuals should be educated enough to realize the positives and negatives. If a company wishes to pursue becoming the industry technological standard, they must first be aware of the competitive strategies they can adopt to increase the probability of success. First, it is important to understand the need for a strong installed base. The installed base is the amount of customers/users of a particular piece of equipment or product that is necessary for the technology. Increasing the installed base for the technology is key, because a large installed base means there will most likely be a greater availability and widespread use of compatible products/software/applications. If the installed base for your technology is large and there is a large availability of applications or widespread use of compatible products, then your technology is another step closer to becoming the standard. With that, your technology is more valuable to consumers since they can use it in more places. A greater installed base, more available compatible products and providing greater value to the consumers leads to greater demand for the technology. As this continuous cycle keeps increasing the demand for your technology, it is well on its way to becoming the industry standard. A manager should ask several questions. First, it is important to know if a technology standard is needed or even desired in the industry. Second, it is important to perform market research to learn what customers want or need, this will help make the technology the standard if it satisfies the customer. Third, it is important to understand the market as a whole paying particular to competitors. Pursuing a technology standard makes sense for a firm when there is no current standard and one is desired by the industry. In addition, for some companies, becoming the industry standard may be essential in maintaining their leadership position and ensuring their existence in the long run.   There are different avenues that one can receive formal and informal education dealing with technological literacy, but there is always room for improvement, much like with technology itself. Going back to the saying that the only thing in this world that is constant is change, we understand that change is inevitable. And just like the billiard balls, it is change which moves people to experiment and innovate, making the world more comfortable and luxurious, yet complicated. Change, constant as it is, has the power to move, improve and change lives. Where men once lives only with necessities, change have been able to make men of today experience luxuries and comforts by making it today’s necessities. With this, the luxuries of the past has been a need of today, making the luxurious living from the past a more simple and yet more challenging living of today REFERENCES Brynjolfsson E. and H. Mendelsson.â€Å"Information Systems and the Organization of Modern Enterprise†. Center for Coordination Science. June 1993. Massachusetts Institute of Technology and The Center for Coordination Science. 19 December 2006 Clean Cars Alliance. 23 November 2006 < http://www.cfenv.org/air/cars/index.htm> â€Å"Organizational Structure†.Wikipedia, the Free Encyclopedia. 18 April 2006. Wikimedia Foundation Inc. 19 November 2006 .      

Effects of Internet on Academic Fraud Essay

It has been found out that the prevalent developments in the field of Information and Communications Technologies has made academic dishonesty easier and nonetheless more tempting and more efficient. This implies that the technology, especially the internet, has made a great negative impact on the society by making academic fraud more prevalent. (Eckstein, M. A. ) Academic fraud has appeared to be on a constant increase in developed and developing countries alike. Many may not realize how this can be a very costly threat to the society and its efficient operation. Moreover, this increase in academic dishonesty would also impart a social disruption on public trust in the reliability and security of many academic and academic related institutions. (Rusch, J. J. ) Academic dishonesty is defined as any form of academic misconduct manifested by any form of cheating that is made in relation to formal academic exercise. This would include plagiarism – which is to literally steal the intellectual property or ideas of other people by using their ideas and not properly citing the authors in the references, or by claiming ideas of others to be your own original idea; fabrication- which is the falsification of data (input of false data) or citations in any formal academic exercise; deception – which includes the providing of negativfe information to an instructor regarding a formal academic exercise (e. g. giving a false excuse for being late or absent or for missing a deadline); cheating – which is any attempt to obtain external assistance in a formal academic exercise, which is to be worked out alone, without due or proper acknowledgements; and sabotage – which is to make an act that would prevent others from completing their work. (McCabe D. L. and Trevino L. K. , 1997) Academic dishonesty has been documented in mostly every type of educational setting; from preschool to elementary school, high school, college and even on graduate school, and has been met with varying degrees of approbation throughout history. Today, educated society tends to take a more negative view of academic dishonesty. (Eckstein, M. A. ) In antiquity, the idea of such a thing as intellectual property did not exist. Ideas were made to be common property of the scholars, literate and the elite. Books were published by hand-copying them. Scholars freely made digests or commentaries on other works, which could contain as much or as little original material as the author desired, in other words, you could not expect published books to contain ideas, exactly as the author have written them. There were no standard system of citation, because printing and pagination was not yet existent. In effect, the scholars became an elite and very small group that trusted each other, and relied on each others ideas based mainly on trust. (Robin R. , 2004) This system continued through the European middle ages where education was in Latin and occasionally in Greek. Some scholars became monks, lived in monasteries, and spent much of their time copying manuscripts. Other scholars preferred to be in urban universities and were vaguely connected to the Roman Catholic Church. (Scheinder, A. , 1999) Academic dishonesty dates back to the first tests that were ever conducted. Scholars note that cheating was prevalent on the Chinese civil service exams thousands of years ago, even when cheating carried the heavy penalty of death for both examinee and examiner. (Eckstein, M. A. ) Before the founding of the MLA and the APA at end of the 19th century, there were no set rules on how to properly cite quotations from the writings of others, this is believed to have caused many cases of plagiarism out of plain ignorance. (Smith, K. J. and Davy J. A. , 2004) In the late 1800s and early 1900s, cheating has become more widespread at college campuses in the United States, and was not considered a dishonorable act among students. It has been estimated that as many as two-thirds of students cheated at some point of their college careers at the turn of the 20th century. Fraternities and some academic-related organizations maintained by students, often operated so-called essay mills, where term papers, and old exams were kept on file and could be resubmitted over and over again by different students, or could be referenced at by them, often with the only change being the name on the paper. At that time, college students, usually white privileged men, were expected by their parents and by society to live the life of the young gentleman, and were required to fulfill a number of social obligations, make connections with the future elite, find a suitable mate, become independent, that were considered far more important than grades. Accordingly, cheating was commonly used by students to put more time towards fulfilling their social obligations at the expense of their academic ones. As higher education in the U. S. trended towards meritocracy, however, a greater emphasis was put on anti-cheating policies, and the newly diverse student bodies tended to arrive with a more negative view of academic dishonesty. (Simmons, S. C. , 1999) At present, academic dishonesty has become widespread in all levels of education. In the United States alone, studies show that 20% of students would begin cheating as early as at their first grade, in relation other studies also show that in the United States around 56% of middle school children and an alarming 70% of those who are at high school have already cheated. (Smith, K. J. and Davy J. A. , 2004) What is more alarming is that it has been revealed that students are not the only ones to cheat in an academic setting. A study among North Carolina school teachers found that some 35 percent of respondents said they had witnessed their colleagues cheating in one form or another (plagiarism, falsification of data†¦etc). The rise of high-stakes testing and the consequences of the results on the teacher is cited as a reason why a teacher might want to inflate the results of their students. (Underwood J. and Szabo A. , 2003)

Calligraphy essays

Calligraphy essays In the world today, there are lots of religion around. Besides it, comes with different languages and different interpretations. All the different interpretations are achieve with the help of writings that are present in each individual religion. But have you ever wonder how important are this writings to the world? Are they just writings? Or are they something else? Everyone is entitled to their own opinion. But to me, they are a symbol of the past. Something that teaches us about the past. One example is Arabic script. Arabic script, one of the oldest script present till today, is a form of calligraphy script of the Quran. Originally known as the North Arabic Script, it is said to be related to the Nabatian script, which was present in the Aramaic script. Its similar graphic representation and the way the letters are connected, are very similar to Aramaic, the language spoken by Jesus and the Apostles in the 2nd millennium B. C. It is with the spread of Islam that Arabic eventually becomes the calligraphy script of the Quran and it is also known that some non-Arab countries adapt it as their writing language. There are two types of calligraphy styles present, the dry and soft cursive styles. The dry styles are known as Kufic, while the soft cursive one include Naskhi, Thuluth, Nastaliq and many others. It is widely known that the transformation of the Arabic Alphabet into Arabic art form actually began in the 7th century, which also marked the rise of Islam. The main reason was that Arabic calligraphy, with its distinctive shapes and sizes of letters, and power, which are present in the cultural values of the Muslim world. The aesthetic spirit in it also helps to distinguish it from the non- ...

Cause of an individual social emotional and behaviour education essay

on you This faculty has affected the manner I view and manage pupils in a mainstream scene who exhibit facets of SEBD ; it has given me new ideas and thoughts to research. It has led me to oppugn current behavioral policies and see what instructors can set in topographic point in the schoolroom to supply more effectual schemes. two. on your students For the students I teach with SEBD it has made me more cognizant of possible issues and intercessions and enabled me to prosecute support for them in a more professional mode. three. on your co-workers Colleagues in my module have been interested in cognizing what I am analyzing ; we have had some interesting treatments associating to facets of SEBD. I feel that I have been able to offer some counsel in specific state of affairss with students or at least to promote co-workers to see alternate positions and schemes. four. on the establishment Whilst my school are non funding me for this class of survey and I do non work straight in the SEN section I have been able to lend more to whole school issues associating to kids with SEBD through a working party and within my module. This is an country I hope to develop over the following 2 old ages. 3. Is at that place any other impact this faculty has had? ( eg. on your publicity chances, on your programs for the hereafter ) I have been diffident as to whether I want to travel into specialist instruction in the Fieldss of SEBD or autism ( I am analyzing autism in twelvemonth 2 ) . At the minute, I am go forthing this determination unfastened. As a female parent of a kid with aspergers who is in an EBD secondary school ( as this is seemingly the most appropriate proviso ) this faculty has fuelled my involvement in working with high working ASD kids who exhibit riotous behavior and emotional troubles as this does non look to be to the full addressed in ASD support and education.. 4. What suggestions do you hold about betterments that might be made to the faculty? Some of the log activities have been hard to finish to the full due to the nature of my professional function ( a concern instructor in a big mainstream school ) . It may be interesting to see ways of opening some activities to pupils in similar state of affairss. Although I was pleased by and large with my feedback for the practise assignment, I disagreed a small with the rubric diction as it stated â€Å" A instructor attack you†¦ † and â€Å" the instructor would wish advice.. † and â€Å" depict your attack†¦ † yet we were non expected to give advice straight to the instructor and besides non to be descriptive. I felt the rubric should be clearer particularly in the bid footings and besides outlooks made more expressed as many of us have non written academically for a really long clip†¦ I think some pupils were unsure of what was expected. Please tick the box in each statement that best depict your positions on the acquisition procedure experienced This faculty hasaˆÂ ¦ Strongly hold Agree Disagree Strongly differ Had a positive impact on my acquisition Yttrium Had a positive impact on my professional pattern Yttrium Engaged positively with the content Yttrium Provided me with appropriate counsel on wider reading. Yttrium Given me entree to good coach counsel Yttrium Provided me with an appropriate assignment Yttrium If you have a specific issue that you would wish to discourse separately so delight include your name and contact inside informations or e-mail Dr Visser straight at j.g.visser @ bham.ac.uk: Name: Contact inside informations Understanding the cause of an person ‘s societal, emotional and behavioral troubles is indispensable before you can do a successful intercession. Critically assess this averment in the visible radiation of an activity you have undertaken as portion of this faculty. Introduction Delinquents, moral idiots and maladjusted kids are merely some of the labels historically attributed to persons showing the troubles subsequently termed as emotional and behavioral troubles ( Ministry of Education 1995 ) . In this essay the importance of understanding the causes of an person ‘s societal, emotional and behavioral troubles ( SEBD ) is explored in relation to whether this apprehension is critical for the execution of successful intercessions. This essay chiefly considers persons within the UK educational system which covers children/young people between the ages of 4 and 16. In the survey and instruction of persons with SEBD at that place seems to be a deficiency of uniformity in how the label is interpreted and applied ; the forms and definitions of SEBD will hence be considered along with current tendencies in the figure of school age persons diagnosed as SEBD in order to give context to this country of treatment. Another cardinal country of disparity is the theoretical position adopted when measuring and handling an person with SEBD. The theoretical positions each present a different attack to aetiology and intercessions, these will be considered in relation to importance of caus e in the footing of each and how they lead to intercessions. The cardinal statement will so concentrate on the importance of understanding cause and examine grounds from published literature, research and policies to back up this followed by treatment of why understanding cause may non be indispensable in order to implement successful intercessions. The overall purpose is to determine whether intercessions are chiefly based on consideration of the aetiology of behavior and whether there is grounds to bespeak their success. Indeed Harden ( 2003 ) concluded that there was deficient grounds for scheme effectivity in behavioral troubles. The topic of cause and intercessions was discussed with fellow professionals in a web based treatment ( Vygotsky, Skinner and Montessori treatment group October 2010 A ; November 2010 ) and mention will be made to the two fictional instance surveies which formed the footing of these practical treatments. In the first a male child, Ronnie, no information was given on his background so the focal point was on the ascertained riotous behavior in school and the instructor believing he has SEBD. In the 2nd an 11 twelvemonth old miss, Vicki, far more item was given including her recent transportation to secondary school ; above norm reading accomplishments, parents separated and with new spouses, the possibility of epilepsy, refusal to make prep and acquiring into problem at school. These treatments elicited a scope of positions on aetiology, the demand for information perchance associating to do and the nature of appraisal and intercessions. In general the contributing professionals showe d a desire to hold more information about each kid and to construe the impact of background factors on the troubles being observed although there was small recognition of why this information was needed ( Farrugia, 2010 ) . What is understood by societal, emotional and behaviour troubles ( SEBD ) ? One of the overruling issues in the field of SEBD is the ambiguity in apprehension and designation of persons who may hold societal, emotional and behavioral troubles with those who have less terrible subject jobs ( Evan, Harden, Thomas 2004 ) . This introduces the first trouble as the determination to sort an person as holding SEBD is with the individual who identifies some facet of behavior as debatable and is reliant on that individual ‘s concepts. Government publications have provided several descriptions of which two are considered in this essay. In Round 9/94 ( DfE 1994 ) Emotional and Behavioural Difficulty ( EBD ) is described as being between: â€Å" behavior which challenges the instructor but is within normal, albeit unacceptable, bounds and that which is declarative of serious mental unwellness. The differentiation between normal but stressed behaviors, emotional and behavioral troubles originating from mental unwellness is of import because each demands to be treated otherwise. † ( p.4 ) The definition focuses on the behavioral facet instead than emotional and indicates it is a job for the instructors thereby curtailing the troubles to educational scenes. Interpretation of what may be considered unacceptable is hence likely to ensue in inconsistent designation of the types of kids instructors identify as holding EBD ( Soles, Bloom, Heath, Karagiannakis 2008 ) . In The Particular Educational Needs ( SEN ) Code of Practice ( 2001 ) , the definition was amended to integrate societal troubles and so expanded to societal, emotional and behavioral troubles ( SEBD ) , the codification defines those with societal, emotional and behavioral troubles ( SEBD ) as: Children and immature people who demonstrate characteristics of emotional and behavioral troubles, who are withdrawn or isolated, riotous and distressing, overactive and lack concentration ; those with immature societal accomplishments ; and those showing ambitious behaviors originating from other complex particular demands ( Paragraph 7:60 ) This description describes a scope of features associated with this upset and recognises that such behaviors can germinate from other particular educational demands. This presents a broader spectrum of behaviors linked with emotional and societal troubles and remains unfastened to the personal reading of those interacting with such kids. The deficiency of lucidity of the forms could be linked to the increasing figure of kids diagnosed as holding SEBD being recorded in English schools. In 2008 149,040 kids had a demand of EBD on school action plus or statemented at primary, secondary and particular province funded schools, this was an addition of 6.98 % twelvemonth on twelvemonth ( DCSF 2008 ) , EBD represented the 2nd highest demand after moderate acquisition troubles. This could be due to an existent addition in the figure of kids sing troubles or to the wider reading of the definition taking to more kids being recorded with this trouble who might otherwise hold remained at a school action phase. Whichever the ground, it is evident that increasing figure of kids within the UK instruction system are being identified as holding a demand of SEBD and this in bend has led to increasing focal point on intercessions in peculiar for behavioral troubles as seen in the recent white paper ( DfE 2010 ) . The descriptions given in Round 9/94 ( DfE 1994 ) and the SEN Code of Practice ( 2001 ) make no direct mention to aetiology or the necessity to admit this although The SEN Code of Practise ( 2001 ) recognises that SEBD may hold co-morbidity with other biological or medical conditions ( 7.52, 7.53, 7.58 ) and links with mental wellness ( 10.27 ) yet counsel for specific appraisal and intercessions is non detailed. This could be seen as declarative mood of the deficiency of integrity on the apprehension of causes and intercessions for those with SEBD. Which theoretical position of cause of SEBD? In 1829 a 20 twelvemonth poet wrote these lines: From childhood ‘s hr I have non been As others were-I have non seen As others saw-I could non convey My passions from a common spring- From the same beginning I have non taken My sorrow-I could non rouse My bosom to rejoice at the same tone- And all I lov’d-I lov ‘d entirely ( from Entirely by Edgar Allen Poe – 1829 ) The poet was Edgar Allen Poe. Poe was taken into surrogate attention at the age of 3 following the decease of his parents and at the age of 6 his surrogate household moved to London. Poe was said to be talented academically yet a hard character ( Poe Museum n.d. ) ; the verse form â€Å" Alone † suggests a troubled kid who considers himself to be different. In today ‘s educational clime he may good hold been identified as a kid with SEBD. Would an apprehension of his early life have been of import in development of successful intercessions? From a behavioral position it could be suggested that merely his discernible hard behavior was of importance and therefore treatable. The causes could non be speculated upon as they could non be scientifically measured. Bowlby, from a psychodynamic attack might hold disagreed ; Poe ‘s early childhood experiences, most notably the decease of his parents and being taken into surrogate attention, may hold suppressed his inner desir es and thrusts taking to internal struggles. Bowlby might hold been interested in the repression of Poe ‘s feelings following the decease of his parents ( Bowlby 1988 ) . An ecosystemic position may hold considered the effects of the alterations of the household systems and the move to a different society in England as impacting on his interactions with the systems around him. In a same vena, the web based treatments of Ronnie and Vicki ( Vygotsky, Skinner and Montessori treatment group October 2010 A ; November 2010 ) led to similar inquiries. In the instance of Vicki, fellow professionals largely concurred on the acceptance of an ecosystemic position for appraisal based on the information given refering the dislocation of the systems in her life ; some believed that a psychodynamic attack to set up her unconscious procedures and a biological position to analyze the possible epilepsy should besides be considered. However, the intercession schemes proposed were based on a humanistic attack instead than linked to the diagnostic positions. As celebrated earlier for the Ronnie treatment there appears small recognition of why the information was needed and how information may associate to intercessions. In the instance of Ronnie, treatments indicated that more information on countries such as his household background, his larning troubles, incidences of ascer tained behavior at school and the relationships within his household would be valuable in order to do a more informed recommendation for intercession schemes. This desire for more information showed an merger of positions including societal acquisition, psychodynamic and behavioral. Most interesting is that fellow professionals adopted a behavioral attack to intercessions in the absence of farther information about Ronnie. It could be that this was within the kingdoms of their experience of available schemes in instruction. The inquiry of which theoretical apprehension of cause is the right one can non be to the full answered. Professionals in the field of educational research tend to back up a peculiar position ; there are differences of sentiment between psychological, medical and sociological positions, this is further compounded by newer positions such as eco-systemic and humanist which have evolved from earlier theories. As Visser ( 2000 ) notes most make admit that â€Å" it is a mixture of positions which can supply penetrations into understanding and explicating that behavior. † ( p.33 ) . The tendency for which cause can be seen in the changing forms given for SEBD as noted antecedently ( DfE 1994 A ; SEN Code of Practice 2001 ) and besides in attacks to behavioral troubles adopted by schools. The tendency towards a behavioral psychological science attack of operant conditioning and behaviour alteration as a scheme for handling kids with SEBD has been seen since 1975 ( Cooper 1999 ) . C hildren are seen as doing a pick non to act and through usage of behavioral attacks such as effect and wages they can be taught to desire to act so a new behavior is learnt ( Greene 2008 ) . From this position, aetiology is non a considered factor and accent is on implementing a system of wagess and effects which aim to cut down unacceptable behavior and promote a re-learning of acceptable behavior. The cover attack of many behavioral policies, in portion dictated to schools through authorities directives, suggest that policy shapers and educationists do non see there is a demand to understand causes of SEBD. Behaviour is assumed to be within the control of the kid and the school is assumed to be able to act upon and alter the behavior. Recent old ages have seen a alteration in attack with prominence given to systemic attacks taking into history the interaction of systems and environments environing the kid as cardinal factors impacting on their societal, emotional and behavioral troubles ( Evans, Harden and Thomas 2004 ) . From this position there is a demand to understand cause in footings of the environments of the person. This was apparent in the web based treatment on Vicki ( Vygotsky, Skinner and Montessori November 2010 ) where subscribers were largely united in acceptance of an ecosystemic attack and attributed the cause of the troubles to break in Vicki ‘s place a nd school life. Understanding the cause of the SEBD is indispensable before doing a successful intercession. In the old subdivision a figure of theoretical attacks to placing cause were examined and it is concluded that there are troubles in happening consensus on one attack and one apprehension of cause. Despite the difference of sentiments of the likely beginnings of the SEBD, there is widespread support of the demand for understanding the cause. Visser ( 2005 ) is opposed to a normative attack to covering with behavioral troubles and therefore supports the instance for recognizing that each kid with SEBD may hold a different cause of SEBD although he antecedently acknowledged that there are still spreads in apprehension of both causes and of attacks used in kids with EBD ( Visser 2002 ) . Others in this field besides advocate the benefits to instructors holding apprehension of students with SEBD ; Cole, Visser and Daniels ( 1999 ) in a paper analyzing effectual EBD patterns in mainstream schools promote the demand for school staff to understand the complex causing and the varied aetiolog y of EBD in order to be able to fit apt intercessions. Another manner of sing cause is to analyze underlying troubles which may be doing SEBD, non from a theoretical position but from a possible medical or other trouble so the behavior is non straight linked to a psychological or systemic root but instead from some other trouble which leads to the behavior emerging as a symptom. Cross ( 2004 ) believes that a relationship exists between communicating troubles and emotional and behavioral troubles. Communication troubles may originate from biological causes such as Pervasive Development Disorder, Attention Deficit Hyperactivity Disorder or from environmental factors such as kid maltreatment and disregard, or from larning troubles. Cross maintains that whatever the beginning, it is the communicating trouble which must be addressed as a precedence as weak communicating accomplishments can hold a negative impact on a kid ‘s ability to interact and socialize, this can worsen emotional and behavioral troubles. In this sense the ascertain ed behavioral troubles could be dissembling implicit in communicating troubles which, if non treated, will non better the behavior. In the web treatment on Ronnie ( Vygotsky, Skinner and Montessori treatment group October 2010 ) chap professionals concurred that a nexus was likely between his possible acquisition troubles and his behavioral troubles and that this should organize a cardinal portion of any intercessions. In his book, Lost At School, Greene ( 2008 ) maintains that instructors can non cognize what to make with disputing behavior unless the grounds for it are understood, mentioning to these grounds as â€Å" dawdling accomplishments † ; those accomplishments which are missing irrespective of diagnosing. Staff need to place and understand the accomplishment missing as this is polar to implementing a successful intercession. Greene ( 2008 ) lists many dawdling accomplishments, including troubles with maintaining focal point, sing likely results, pull offing emotional responses, which professionals may impute to a scope of upsets such as larning troubles, autistic spectrum upset, cognitive troubles, or anxiousness. It is designation of the specific lagging accomplishments which are of more importance than the existent diagnosing as the diagnostic label does non in itself indicate which accomplishments are missing. Emphasis should hence be on placing the particular facets which are m issing ; the deficiency of a accomplishment alongside an environment which demands these accomplishments is the trigger to there being a job ( Greene 2008 ) . This is in line with an ecological position as the behavior is an result of the lagging accomplishment conflicting with the environment. Support for the importance of understanding aetiology is besides found in educational counsel ; the School Discipline and Pupil – Behaviour Policies ( DCSF 2010 ) advises that it is indispensable to guarantee right appraisal of possible grounds for kids non acting suitably and acknowledges that behavioral troubles may be caused by larning troubles, environmental factors or other cognitive, societal or emotional troubles ( paras 3.9.29 -3.9.33 ) ; yet a subsequent subheading is â€Å" Students who can act but take non to † ( p.58 ) . This takes the school back to the forms of SEBD and topographic points reading back in a subjective model where the school has to separate between the former and the latter. In much the same manner as seen in the SEN Code of Practice ( 2001 ) there is a deficiency of lucidity in how cause should be identified and how this cognition should steer intercessions. A recent study entitled Not Present and Not Correct ( Evans, 2010 ) examined the efficaciousness of fixed term exclusions in bring arounding behavioral jobs. The study concluded this was non an effectual scheme based on the figure of fixed term exclusions holding increased by 5.4 % since 2003-4. Persistent riotous behavior was the ground for the bulk of fixed term exclusions ( 23.3 % ) and lasting exclusions ( 29.6 % ) in 2008-9. These Numberss have non shown important alteration twelvemonth on twelvemonth indicating that current intercessions are non effectual. The study recommends that a trigger is needed to motivate a needs appraisal where fixed-term exclusions are used continually. Yet, in the SEN Code of Practice ( 2001 ) this trigger should be go oning for students who do non react to standard behaviour direction schemes or individualised behaviour direction programme traveling them to a School Action Plus phase. This could propose that either appropriate referrals are non taki ng topographic point or, if they are, the resulting intercessions are non successful. If the latter is the instance so it may bespeak that either causes are non being considered or, if considered, are non taking to successful intercessions. The American based Assertive Discipline attack to pull offing behavior in schools is rooted in a behavioral position. A survey by Jones and Smith ( 2004 ) concluded that the this attack was effectual in bettering minor mis-behaviour and led to overall benefits for learning and larning in the school at the Centre of the survey ; yet, a little but important group did non profit from the attack. This group may hence hold required farther individualized appraisal of the cause of their SEBD with single schemes being put in topographic point. This lends support to the necessity of understanding cause in those specific state of affairss where the criterion schemes employed in mainstream schools are non deciding societal, emotional or behavioral troubles. It besides suggests that the importance of cause is non indispensable at initial phases of designation of behavioral troubles, but may necessitate to be understood if current intercession schemes are non accomplishing the coveted result. A cardinal factor in placing the cause of the SEBD lies in the pick of the position adopted. As seen in the web based treatments for Vicki ( Vygotsky, Skinner and Montessori November 2010 ) causes could be attributed to several facets of the person ‘s life. Depending on the attack taken, the diagnosing and intercession will change which means that successful intercession can non be guaranteed. Overall, whilst there is much argument and research on causality and at the same clip turning accent on the rise in behavioral troubles in the schoolroom, schoolroom based research for kids with SEBD tends non to associate theory to designation, policy and effectual intercessions ( Maras and Kutnick 1999 ) . Understanding the cause of the SEBD is non indispensable before doing a successful intercession. All positions consider cause to some extent although a behavioral attack is founded chiefly on ascertained behavior. There is small research recommending that placing cause is non indispensable or of import in footings of implementing intercessions. The statement against the value of understanding cause is chiefly one of whether cognizing the cause can really take to a particular and effectual intercession. Whilst Visser ( 2002 ) advocates the importance of understanding cause, it has proved hard to happen grounds which gives clear counsel for a nexus between cause and effectual intercession schemes. In discoursing the Individual, Medical or Deficit Model ( IMD ) , Macleod and Munn ( 2004 ) suggest that the deduction of causing should be rejected which is the contrary of the consideration of disablements with a bio-medical root. This position is based on the belief that the biggest trouble in placing cause is the deficiency of understanding in what SEBD really is, as seen in the earl ier treatment on the readings of definitions. It could be argued that focal point should be on schemes and non on cause as readings of the cause are excessively subjective. The web based treatments on Ronnie and Vicki, despite dwelling of differing positions for diagnosing and cause, saw a commonalty in the recommendations for a multi bureau attack. This is besides seen in Diagram 8 theoretical account ( Cole, Visser and Daniels1999 ) in which audience with the Local Education Authority ( LEA ) and relevant bureaus, such as Child and Adolescent Mental Health Services ( CAMHS ) , is seen as an of import factor in schools which are successful in the inclusion of kids with SEBD. Whilst Visser ( 2005 ) has been cited earlier as an advocator of the demand to understand aetiology, in a talk based on a term he encountered in his professional work, â€Å" ageless truths † , he looked at factors which may be cosmopolitan in execution of successful intercessions for SEBD ( Visser, 2002 ) . Understanding cause of the SEBD was non a factor given which lends support to the position that, whilst understanding cause may be desirable and enlightening, there are more of import factors necessary for successful intercession. Merely a 3rd of secondary schools were deemed as effectual in run intoing the demands of students with SEBD ( Ofsted 2004 ) , which suggests that focal point should be on placing effectual schemes. Research carried out by Evans, Harden, Thomas ( 2004 ) concluded that there was a limited grounds base of recommended schemes which were effectual for kids with EBD and they recommended â€Å" a focal point for more strategic commissioning of future primary research†¦ † ( p.8 ) . In the instance of Ronnie ( Vygotsky, Skinner and Montessori treatment group October 2010 ) , there was a quest to cognize more from those measuring the state of affairs. Be it non plenty that his behavior was riotous and so category room based behavioral schemes should be put in topographic point to do Ronnie larn appropriate behaviors? The reply in this instance seems to lie in the apprehension of cause. If Ronnie had a acquisition trouble, there was support for this being addressed first/or in concurrence with the behavior intercessions. If it so emerged that Ronnie was holding jobs at place, such as parental struggle or disregard, this may hold required another signifier of intercession. In the instance of Vicki ( Vygotsky, Skinner and Montessori treatment group November 2010 ) there was more information on her background state of affairs ; this meant some likely causes could be explored which could so take to a scope of possible intercessions. Having more information still led t o a treatment on which position may be more applicable and in fact the intercessions proposed were largely similar to those for Ronnie. Although the participants suggestions for intercessions for Ronnie tended to be school based whereas those discussed for Vicki were both within school and outside with a wider multi bureau attack. Professionals such as instructors, educational psychologists, CAHMS practicians and behaviour support specializers will all convey their ain attacks to the SEBD tabular array. It could be that efforts to understand the cause through a multi-agency scheme may take to confused and confusing intercessions at worst and a drawn-out period of appraisals and interventions at best, neither of which presents an ideal state of affairs for a kid ( Rayner 1999 ) . The scope of readings, societal concepts and positions makes a instance for a scientific attack to developing intercessions for kids with SEBD. The aetiology is acknowledged but it is the present symptomatic forms which are the key to successful intercessions. Conclusion – is it indispensable to understand the cause of an person ‘s societal, emotional and behavioral troubles doing a successful intercession? In seeking an reply to this inquiry, much of the published research advocates the demand to set up the cause of SEBD before implementing intercession thereby presuming the intercession will be more successful. The trouble in this belief is twofold ; foremost the definition of what constitutes societal, emotional and behaviour troubles and in peculiar at what point the badness requires specific intercessions and secondly, which perspectives should be adopted to right place the cause ( s ) and therefore which intercessions are most suited. With the definition of SEBD including a broad scope of features, it seems most likely that there is besides a broad scope of causes and therefore a broad scope of intercessions. Most grounds supports the desire to look into and specify the cause ; this is besides reflected in authorities and SEN policy and guidelines. Yet grounds to back up the importance of this in procuring successful intercession is thin. Overall, whilst the demand to understand the cause seems to be supported in research and advocated in authorities guidelines, the intercessions put in topographic point within educational scenes are preponderantly based on a behavioral attack where it is the discernible behavior which is addressed, measured and evaluated ; this is where an anomaly exists. Over clip, more duty and answerability has been awarded to schools and local governments for kids with SEN including SEBD. This in itself appears to hold reduced the focal point on understanding cause as schools have to pull off this duty alongside authorities directives for bettering behavior in schools. With increasing accent on schools primary answerability being for pupil accomplishment in academic footings and the move to cut down the figure of statements, there is likely to be less accent on aetiology in favor of intercessions based on commanding kids with SEBD – surely in mainstream instruction. The current authorities ‘s support of academies may besides amplify this as the remotion of local authorization engagement means that schools can make up one’s mind whether there is economic value in seeking input from bureaus that may hold more concern with aetiology. It may be that there are other factors necessary in implementing successful schemes aside from understanding cause such as the necessity for a positive ethos within the school itself ( Cole, Visser, Daniels 1999 ) . It is concluded that understanding the cause of an person ‘s SEBD is portion of the equation for successful intercession but unless the grownups responsible acknowledge the cause and seek to advance appropriate and differentiated solutions which can be proven to be successful, so understanding on its ain is non sufficient. Cause of an individual social emotional and behaviour education essay on you This faculty has affected the manner I view and manage pupils in a mainstream scene who exhibit facets of SEBD ; it has given me new ideas and thoughts to research. It has led me to oppugn current behavioral policies and see what instructors can set in topographic point in the schoolroom to supply more effectual schemes. two. on your students For the students I teach with SEBD it has made me more cognizant of possible issues and intercessions and enabled me to prosecute support for them in a more professional mode. three. on your co-workers Colleagues in my module have been interested in cognizing what I am analyzing ; we have had some interesting treatments associating to facets of SEBD. I feel that I have been able to offer some counsel in specific state of affairss with students or at least to promote co-workers to see alternate positions and schemes. four. on the establishment Whilst my school are non funding me for this class of survey and I do non work straight in the SEN section I have been able to lend more to whole school issues associating to kids with SEBD through a working party and within my module. This is an country I hope to develop over the following 2 old ages. 3. Is at that place any other impact this faculty has had? ( eg. on your publicity chances, on your programs for the hereafter ) I have been diffident as to whether I want to travel into specialist instruction in the Fieldss of SEBD or autism ( I am analyzing autism in twelvemonth 2 ) . At the minute, I am go forthing this determination unfastened. As a female parent of a kid with aspergers who is in an EBD secondary school ( as this is seemingly the most appropriate proviso ) this faculty has fuelled my involvement in working with high working ASD kids who exhibit riotous behavior and emotional troubles as this does non look to be to the full addressed in ASD support and education.. 4. What suggestions do you hold about betterments that might be made to the faculty? Some of the log activities have been hard to finish to the full due to the nature of my professional function ( a concern instructor in a big mainstream school ) . It may be interesting to see ways of opening some activities to pupils in similar state of affairss. Although I was pleased by and large with my feedback for the practise assignment, I disagreed a small with the rubric diction as it stated â€Å" A instructor attack you†¦ † and â€Å" the instructor would wish advice.. † and â€Å" depict your attack†¦ † yet we were non expected to give advice straight to the instructor and besides non to be descriptive. I felt the rubric should be clearer particularly in the bid footings and besides outlooks made more expressed as many of us have non written academically for a really long clip†¦ I think some pupils were unsure of what was expected. Please tick the box in each statement that best depict your positions on the acquisition procedure experienced This faculty hasaˆÂ ¦ Strongly hold Agree Disagree Strongly differ Had a positive impact on my acquisition Yttrium Had a positive impact on my professional pattern Yttrium Engaged positively with the content Yttrium Provided me with appropriate counsel on wider reading. Yttrium Given me entree to good coach counsel Yttrium Provided me with an appropriate assignment Yttrium If you have a specific issue that you would wish to discourse separately so delight include your name and contact inside informations or e-mail Dr Visser straight at j.g.visser @ bham.ac.uk: Name: Contact inside informations Understanding the cause of an person ‘s societal, emotional and behavioral troubles is indispensable before you can do a successful intercession. Critically assess this averment in the visible radiation of an activity you have undertaken as portion of this faculty. Introduction Delinquents, moral idiots and maladjusted kids are merely some of the labels historically attributed to persons showing the troubles subsequently termed as emotional and behavioral troubles ( Ministry of Education 1995 ) . In this essay the importance of understanding the causes of an person ‘s societal, emotional and behavioral troubles ( SEBD ) is explored in relation to whether this apprehension is critical for the execution of successful intercessions. This essay chiefly considers persons within the UK educational system which covers children/young people between the ages of 4 and 16. In the survey and instruction of persons with SEBD at that place seems to be a deficiency of uniformity in how the label is interpreted and applied ; the forms and definitions of SEBD will hence be considered along with current tendencies in the figure of school age persons diagnosed as SEBD in order to give context to this country of treatment. Another cardinal country of disparity is the theoretical position adopted when measuring and handling an person with SEBD. The theoretical positions each present a different attack to aetiology and intercessions, these will be considered in relation to importance of caus e in the footing of each and how they lead to intercessions. The cardinal statement will so concentrate on the importance of understanding cause and examine grounds from published literature, research and policies to back up this followed by treatment of why understanding cause may non be indispensable in order to implement successful intercessions. The overall purpose is to determine whether intercessions are chiefly based on consideration of the aetiology of behavior and whether there is grounds to bespeak their success. Indeed Harden ( 2003 ) concluded that there was deficient grounds for scheme effectivity in behavioral troubles. The topic of cause and intercessions was discussed with fellow professionals in a web based treatment ( Vygotsky, Skinner and Montessori treatment group October 2010 A ; November 2010 ) and mention will be made to the two fictional instance surveies which formed the footing of these practical treatments. In the first a male child, Ronnie, no information was given on his background so the focal point was on the ascertained riotous behavior in school and the instructor believing he has SEBD. In the 2nd an 11 twelvemonth old miss, Vicki, far more item was given including her recent transportation to secondary school ; above norm reading accomplishments, parents separated and with new spouses, the possibility of epilepsy, refusal to make prep and acquiring into problem at school. These treatments elicited a scope of positions on aetiology, the demand for information perchance associating to do and the nature of appraisal and intercessions. In general the contributing professionals showe d a desire to hold more information about each kid and to construe the impact of background factors on the troubles being observed although there was small recognition of why this information was needed ( Farrugia, 2010 ) . What is understood by societal, emotional and behaviour troubles ( SEBD ) ? One of the overruling issues in the field of SEBD is the ambiguity in apprehension and designation of persons who may hold societal, emotional and behavioral troubles with those who have less terrible subject jobs ( Evan, Harden, Thomas 2004 ) . This introduces the first trouble as the determination to sort an person as holding SEBD is with the individual who identifies some facet of behavior as debatable and is reliant on that individual ‘s concepts. Government publications have provided several descriptions of which two are considered in this essay. In Round 9/94 ( DfE 1994 ) Emotional and Behavioural Difficulty ( EBD ) is described as being between: â€Å" behavior which challenges the instructor but is within normal, albeit unacceptable, bounds and that which is declarative of serious mental unwellness. The differentiation between normal but stressed behaviors, emotional and behavioral troubles originating from mental unwellness is of import because each demands to be treated otherwise. † ( p.4 ) The definition focuses on the behavioral facet instead than emotional and indicates it is a job for the instructors thereby curtailing the troubles to educational scenes. Interpretation of what may be considered unacceptable is hence likely to ensue in inconsistent designation of the types of kids instructors identify as holding EBD ( Soles, Bloom, Heath, Karagiannakis 2008 ) . In The Particular Educational Needs ( SEN ) Code of Practice ( 2001 ) , the definition was amended to integrate societal troubles and so expanded to societal, emotional and behavioral troubles ( SEBD ) , the codification defines those with societal, emotional and behavioral troubles ( SEBD ) as: Children and immature people who demonstrate characteristics of emotional and behavioral troubles, who are withdrawn or isolated, riotous and distressing, overactive and lack concentration ; those with immature societal accomplishments ; and those showing ambitious behaviors originating from other complex particular demands ( Paragraph 7:60 ) This description describes a scope of features associated with this upset and recognises that such behaviors can germinate from other particular educational demands. This presents a broader spectrum of behaviors linked with emotional and societal troubles and remains unfastened to the personal reading of those interacting with such kids. The deficiency of lucidity of the forms could be linked to the increasing figure of kids diagnosed as holding SEBD being recorded in English schools. In 2008 149,040 kids had a demand of EBD on school action plus or statemented at primary, secondary and particular province funded schools, this was an addition of 6.98 % twelvemonth on twelvemonth ( DCSF 2008 ) , EBD represented the 2nd highest demand after moderate acquisition troubles. This could be due to an existent addition in the figure of kids sing troubles or to the wider reading of the definition taking to more kids being recorded with this trouble who might otherwise hold remained at a school action phase. Whichever the ground, it is evident that increasing figure of kids within the UK instruction system are being identified as holding a demand of SEBD and this in bend has led to increasing focal point on intercessions in peculiar for behavioral troubles as seen in the recent white paper ( DfE 2010 ) . The descriptions given in Round 9/94 ( DfE 1994 ) and the SEN Code of Practice ( 2001 ) make no direct mention to aetiology or the necessity to admit this although The SEN Code of Practise ( 2001 ) recognises that SEBD may hold co-morbidity with other biological or medical conditions ( 7.52, 7.53, 7.58 ) and links with mental wellness ( 10.27 ) yet counsel for specific appraisal and intercessions is non detailed. This could be seen as declarative mood of the deficiency of integrity on the apprehension of causes and intercessions for those with SEBD. Which theoretical position of cause of SEBD? In 1829 a 20 twelvemonth poet wrote these lines: From childhood ‘s hr I have non been As others were-I have non seen As others saw-I could non convey My passions from a common spring- From the same beginning I have non taken My sorrow-I could non rouse My bosom to rejoice at the same tone- And all I lov’d-I lov ‘d entirely ( from Entirely by Edgar Allen Poe – 1829 ) The poet was Edgar Allen Poe. Poe was taken into surrogate attention at the age of 3 following the decease of his parents and at the age of 6 his surrogate household moved to London. Poe was said to be talented academically yet a hard character ( Poe Museum n.d. ) ; the verse form â€Å" Alone † suggests a troubled kid who considers himself to be different. In today ‘s educational clime he may good hold been identified as a kid with SEBD. Would an apprehension of his early life have been of import in development of successful intercessions? From a behavioral position it could be suggested that merely his discernible hard behavior was of importance and therefore treatable. The causes could non be speculated upon as they could non be scientifically measured. Bowlby, from a psychodynamic attack might hold disagreed ; Poe ‘s early childhood experiences, most notably the decease of his parents and being taken into surrogate attention, may hold suppressed his inner desir es and thrusts taking to internal struggles. Bowlby might hold been interested in the repression of Poe ‘s feelings following the decease of his parents ( Bowlby 1988 ) . An ecosystemic position may hold considered the effects of the alterations of the household systems and the move to a different society in England as impacting on his interactions with the systems around him. In a same vena, the web based treatments of Ronnie and Vicki ( Vygotsky, Skinner and Montessori treatment group October 2010 A ; November 2010 ) led to similar inquiries. In the instance of Vicki, fellow professionals largely concurred on the acceptance of an ecosystemic position for appraisal based on the information given refering the dislocation of the systems in her life ; some believed that a psychodynamic attack to set up her unconscious procedures and a biological position to analyze the possible epilepsy should besides be considered. However, the intercession schemes proposed were based on a humanistic attack instead than linked to the diagnostic positions. As celebrated earlier for the Ronnie treatment there appears small recognition of why the information was needed and how information may associate to intercessions. In the instance of Ronnie, treatments indicated that more information on countries such as his household background, his larning troubles, incidences of ascer tained behavior at school and the relationships within his household would be valuable in order to do a more informed recommendation for intercession schemes. This desire for more information showed an merger of positions including societal acquisition, psychodynamic and behavioral. Most interesting is that fellow professionals adopted a behavioral attack to intercessions in the absence of farther information about Ronnie. It could be that this was within the kingdoms of their experience of available schemes in instruction. The inquiry of which theoretical apprehension of cause is the right one can non be to the full answered. Professionals in the field of educational research tend to back up a peculiar position ; there are differences of sentiment between psychological, medical and sociological positions, this is further compounded by newer positions such as eco-systemic and humanist which have evolved from earlier theories. As Visser ( 2000 ) notes most make admit that â€Å" it is a mixture of positions which can supply penetrations into understanding and explicating that behavior. † ( p.33 ) . The tendency for which cause can be seen in the changing forms given for SEBD as noted antecedently ( DfE 1994 A ; SEN Code of Practice 2001 ) and besides in attacks to behavioral troubles adopted by schools. The tendency towards a behavioral psychological science attack of operant conditioning and behaviour alteration as a scheme for handling kids with SEBD has been seen since 1975 ( Cooper 1999 ) . C hildren are seen as doing a pick non to act and through usage of behavioral attacks such as effect and wages they can be taught to desire to act so a new behavior is learnt ( Greene 2008 ) . From this position, aetiology is non a considered factor and accent is on implementing a system of wagess and effects which aim to cut down unacceptable behavior and promote a re-learning of acceptable behavior. The cover attack of many behavioral policies, in portion dictated to schools through authorities directives, suggest that policy shapers and educationists do non see there is a demand to understand causes of SEBD. Behaviour is assumed to be within the control of the kid and the school is assumed to be able to act upon and alter the behavior. Recent old ages have seen a alteration in attack with prominence given to systemic attacks taking into history the interaction of systems and environments environing the kid as cardinal factors impacting on their societal, emotional and behavioral troubles ( Evans, Harden and Thomas 2004 ) . From this position there is a demand to understand cause in footings of the environments of the person. This was apparent in the web based treatment on Vicki ( Vygotsky, Skinner and Montessori November 2010 ) where subscribers were largely united in acceptance of an ecosystemic attack and attributed the cause of the troubles to break in Vicki ‘s place a nd school life. Understanding the cause of the SEBD is indispensable before doing a successful intercession. In the old subdivision a figure of theoretical attacks to placing cause were examined and it is concluded that there are troubles in happening consensus on one attack and one apprehension of cause. Despite the difference of sentiments of the likely beginnings of the SEBD, there is widespread support of the demand for understanding the cause. Visser ( 2005 ) is opposed to a normative attack to covering with behavioral troubles and therefore supports the instance for recognizing that each kid with SEBD may hold a different cause of SEBD although he antecedently acknowledged that there are still spreads in apprehension of both causes and of attacks used in kids with EBD ( Visser 2002 ) . Others in this field besides advocate the benefits to instructors holding apprehension of students with SEBD ; Cole, Visser and Daniels ( 1999 ) in a paper analyzing effectual EBD patterns in mainstream schools promote the demand for school staff to understand the complex causing and the varied aetiolog y of EBD in order to be able to fit apt intercessions. Another manner of sing cause is to analyze underlying troubles which may be doing SEBD, non from a theoretical position but from a possible medical or other trouble so the behavior is non straight linked to a psychological or systemic root but instead from some other trouble which leads to the behavior emerging as a symptom. Cross ( 2004 ) believes that a relationship exists between communicating troubles and emotional and behavioral troubles. Communication troubles may originate from biological causes such as Pervasive Development Disorder, Attention Deficit Hyperactivity Disorder or from environmental factors such as kid maltreatment and disregard, or from larning troubles. Cross maintains that whatever the beginning, it is the communicating trouble which must be addressed as a precedence as weak communicating accomplishments can hold a negative impact on a kid ‘s ability to interact and socialize, this can worsen emotional and behavioral troubles. In this sense the ascertain ed behavioral troubles could be dissembling implicit in communicating troubles which, if non treated, will non better the behavior. In the web treatment on Ronnie ( Vygotsky, Skinner and Montessori treatment group October 2010 ) chap professionals concurred that a nexus was likely between his possible acquisition troubles and his behavioral troubles and that this should organize a cardinal portion of any intercessions. In his book, Lost At School, Greene ( 2008 ) maintains that instructors can non cognize what to make with disputing behavior unless the grounds for it are understood, mentioning to these grounds as â€Å" dawdling accomplishments † ; those accomplishments which are missing irrespective of diagnosing. Staff need to place and understand the accomplishment missing as this is polar to implementing a successful intercession. Greene ( 2008 ) lists many dawdling accomplishments, including troubles with maintaining focal point, sing likely results, pull offing emotional responses, which professionals may impute to a scope of upsets such as larning troubles, autistic spectrum upset, cognitive troubles, or anxiousness. It is designation of the specific lagging accomplishments which are of more importance than the existent diagnosing as the diagnostic label does non in itself indicate which accomplishments are missing. Emphasis should hence be on placing the particular facets which are m issing ; the deficiency of a accomplishment alongside an environment which demands these accomplishments is the trigger to there being a job ( Greene 2008 ) . This is in line with an ecological position as the behavior is an result of the lagging accomplishment conflicting with the environment. Support for the importance of understanding aetiology is besides found in educational counsel ; the School Discipline and Pupil – Behaviour Policies ( DCSF 2010 ) advises that it is indispensable to guarantee right appraisal of possible grounds for kids non acting suitably and acknowledges that behavioral troubles may be caused by larning troubles, environmental factors or other cognitive, societal or emotional troubles ( paras 3.9.29 -3.9.33 ) ; yet a subsequent subheading is â€Å" Students who can act but take non to † ( p.58 ) . This takes the school back to the forms of SEBD and topographic points reading back in a subjective model where the school has to separate between the former and the latter. In much the same manner as seen in the SEN Code of Practice ( 2001 ) there is a deficiency of lucidity in how cause should be identified and how this cognition should steer intercessions. A recent study entitled Not Present and Not Correct ( Evans, 2010 ) examined the efficaciousness of fixed term exclusions in bring arounding behavioral jobs. The study concluded this was non an effectual scheme based on the figure of fixed term exclusions holding increased by 5.4 % since 2003-4. Persistent riotous behavior was the ground for the bulk of fixed term exclusions ( 23.3 % ) and lasting exclusions ( 29.6 % ) in 2008-9. These Numberss have non shown important alteration twelvemonth on twelvemonth indicating that current intercessions are non effectual. The study recommends that a trigger is needed to motivate a needs appraisal where fixed-term exclusions are used continually. Yet, in the SEN Code of Practice ( 2001 ) this trigger should be go oning for students who do non react to standard behaviour direction schemes or individualised behaviour direction programme traveling them to a School Action Plus phase. This could propose that either appropriate referrals are non taki ng topographic point or, if they are, the resulting intercessions are non successful. If the latter is the instance so it may bespeak that either causes are non being considered or, if considered, are non taking to successful intercessions. The American based Assertive Discipline attack to pull offing behavior in schools is rooted in a behavioral position. A survey by Jones and Smith ( 2004 ) concluded that the this attack was effectual in bettering minor mis-behaviour and led to overall benefits for learning and larning in the school at the Centre of the survey ; yet, a little but important group did non profit from the attack. This group may hence hold required farther individualized appraisal of the cause of their SEBD with single schemes being put in topographic point. This lends support to the necessity of understanding cause in those specific state of affairss where the criterion schemes employed in mainstream schools are non deciding societal, emotional or behavioral troubles. It besides suggests that the importance of cause is non indispensable at initial phases of designation of behavioral troubles, but may necessitate to be understood if current intercession schemes are non accomplishing the coveted result. A cardinal factor in placing the cause of the SEBD lies in the pick of the position adopted. As seen in the web based treatments for Vicki ( Vygotsky, Skinner and Montessori November 2010 ) causes could be attributed to several facets of the person ‘s life. Depending on the attack taken, the diagnosing and intercession will change which means that successful intercession can non be guaranteed. Overall, whilst there is much argument and research on causality and at the same clip turning accent on the rise in behavioral troubles in the schoolroom, schoolroom based research for kids with SEBD tends non to associate theory to designation, policy and effectual intercessions ( Maras and Kutnick 1999 ) . Understanding the cause of the SEBD is non indispensable before doing a successful intercession. All positions consider cause to some extent although a behavioral attack is founded chiefly on ascertained behavior. There is small research recommending that placing cause is non indispensable or of import in footings of implementing intercessions. The statement against the value of understanding cause is chiefly one of whether cognizing the cause can really take to a particular and effectual intercession. Whilst Visser ( 2002 ) advocates the importance of understanding cause, it has proved hard to happen grounds which gives clear counsel for a nexus between cause and effectual intercession schemes. In discoursing the Individual, Medical or Deficit Model ( IMD ) , Macleod and Munn ( 2004 ) suggest that the deduction of causing should be rejected which is the contrary of the consideration of disablements with a bio-medical root. This position is based on the belief that the biggest trouble in placing cause is the deficiency of understanding in what SEBD really is, as seen in the earl ier treatment on the readings of definitions. It could be argued that focal point should be on schemes and non on cause as readings of the cause are excessively subjective. The web based treatments on Ronnie and Vicki, despite dwelling of differing positions for diagnosing and cause, saw a commonalty in the recommendations for a multi bureau attack. This is besides seen in Diagram 8 theoretical account ( Cole, Visser and Daniels1999 ) in which audience with the Local Education Authority ( LEA ) and relevant bureaus, such as Child and Adolescent Mental Health Services ( CAMHS ) , is seen as an of import factor in schools which are successful in the inclusion of kids with SEBD. Whilst Visser ( 2005 ) has been cited earlier as an advocator of the demand to understand aetiology, in a talk based on a term he encountered in his professional work, â€Å" ageless truths † , he looked at factors which may be cosmopolitan in execution of successful intercessions for SEBD ( Visser, 2002 ) . Understanding cause of the SEBD was non a factor given which lends support to the position that, whilst understanding cause may be desirable and enlightening, there are more of import factors necessary for successful intercession. Merely a 3rd of secondary schools were deemed as effectual in run intoing the demands of students with SEBD ( Ofsted 2004 ) , which suggests that focal point should be on placing effectual schemes. Research carried out by Evans, Harden, Thomas ( 2004 ) concluded that there was a limited grounds base of recommended schemes which were effectual for kids with EBD and they recommended â€Å" a focal point for more strategic commissioning of future primary research†¦ † ( p.8 ) . In the instance of Ronnie ( Vygotsky, Skinner and Montessori treatment group October 2010 ) , there was a quest to cognize more from those measuring the state of affairs. Be it non plenty that his behavior was riotous and so category room based behavioral schemes should be put in topographic point to do Ronnie larn appropriate behaviors? The reply in this instance seems to lie in the apprehension of cause. If Ronnie had a acquisition trouble, there was support for this being addressed first/or in concurrence with the behavior intercessions. If it so emerged that Ronnie was holding jobs at place, such as parental struggle or disregard, this may hold required another signifier of intercession. In the instance of Vicki ( Vygotsky, Skinner and Montessori treatment group November 2010 ) there was more information on her background state of affairs ; this meant some likely causes could be explored which could so take to a scope of possible intercessions. Having more information still led t o a treatment on which position may be more applicable and in fact the intercessions proposed were largely similar to those for Ronnie. Although the participants suggestions for intercessions for Ronnie tended to be school based whereas those discussed for Vicki were both within school and outside with a wider multi bureau attack. Professionals such as instructors, educational psychologists, CAHMS practicians and behaviour support specializers will all convey their ain attacks to the SEBD tabular array. It could be that efforts to understand the cause through a multi-agency scheme may take to confused and confusing intercessions at worst and a drawn-out period of appraisals and interventions at best, neither of which presents an ideal state of affairs for a kid ( Rayner 1999 ) . The scope of readings, societal concepts and positions makes a instance for a scientific attack to developing intercessions for kids with SEBD. The aetiology is acknowledged but it is the present symptomatic forms which are the key to successful intercessions. Conclusion – is it indispensable to understand the cause of an person ‘s societal, emotional and behavioral troubles doing a successful intercession? In seeking an reply to this inquiry, much of the published research advocates the demand to set up the cause of SEBD before implementing intercession thereby presuming the intercession will be more successful. The trouble in this belief is twofold ; foremost the definition of what constitutes societal, emotional and behaviour troubles and in peculiar at what point the badness requires specific intercessions and secondly, which perspectives should be adopted to right place the cause ( s ) and therefore which intercessions are most suited. With the definition of SEBD including a broad scope of features, it seems most likely that there is besides a broad scope of causes and therefore a broad scope of intercessions. Most grounds supports the desire to look into and specify the cause ; this is besides reflected in authorities and SEN policy and guidelines. Yet grounds to back up the importance of this in procuring successful intercession is thin. Overall, whilst the demand to understand the cause seems to be supported in research and advocated in authorities guidelines, the intercessions put in topographic point within educational scenes are preponderantly based on a behavioral attack where it is the discernible behavior which is addressed, measured and evaluated ; this is where an anomaly exists. Over clip, more duty and answerability has been awarded to schools and local governments for kids with SEN including SEBD. This in itself appears to hold reduced the focal point on understanding cause as schools have to pull off this duty alongside authorities directives for bettering behavior in schools. With increasing accent on schools primary answerability being for pupil accomplishment in academic footings and the move to cut down the figure of statements, there is likely to be less accent on aetiology in favor of intercessions based on commanding kids with SEBD – surely in mainstream instruction. The current authorities ‘s support of academies may besides amplify this as the remotion of local authorization engagement means that schools can make up one’s mind whether there is economic value in seeking input from bureaus that may hold more concern with aetiology. It may be that there are other factors necessary in implementing successful schemes aside from understanding cause such as the necessity for a positive ethos within the school itself ( Cole, Visser, Daniels 1999 ) . It is concluded that understanding the cause of an person ‘s SEBD is portion of the equation for successful intercession but unless the grownups responsible acknowledge the cause and seek to advance appropriate and differentiated solutions which can be proven to be successful, so understanding on its ain is non sufficient.