Analysis Of Norman Shaw s Norman - 1115 Words

Norman Bates is an 18-year-old Caucasian male. Norman was one of two children born into a lower middle class family with an abusive father and controlling mother. Norman’s father passed away due to an accident in their home when Norman was a young boy (around the age of four). His mother is obviously the most prominent figure and influence in his life. After his father’s passing, Norman and his mother move to White Pine Bay. Norma, Norman’s mother, begins a new life for them there. She buys an old motel that she plans to run. Norma and Norman are remarkably secluded from nearly everyone; this is the way that Norma prefers it. Norman attends White Pine Bay High School where he does fairly well academically, but has behavior problems. Norman is the center of many criminal cases in White Pine Bay (mostly murders). Norma controls nearly every aspect of Norman’s life. This causes several interpersonal relationship problems with outsiders. Norman begins to have friends, and even a girlfriend, but his mother continuously puts the relationships under a microscope. He seems to generally take on the same opinion about a person as his mother does. Dylan, Norman’s older brother, reenters their life soon after they move to White Pine Bay. Dylan is the product of Norma’s brother raping her when they were young teens. The arrival of Dylan causes tension between Norman and Norma as several aspects of their old life are brought back up questioned. This cause more and more anger and trustShow MoreRelatedProblems of International Trade. Case Study: Nigeria3181 Words   |  13 Pagesproblems of international trade in Nigeria despite its rich natural resources. 2. LITERATURE REVIEW Within this literature review, the relevant theories and perception of international trade and its problem in Nigeria have been explored. Dixit and Norman (2002), tells the two broad themes in the theory of international trade. One is qualitative, being concerned with the pattern of trade, that is which country will export which good. The standard theory relates this to comparative advantage that isRead MoreAn Evaluation of Be Clear on Cancer Essay2028 Words   |  9 Pagespart of health education and health promotion (Glanz, Rimer, Lewis, 2002). Cognitive behavioural therapy (CBT) (Beck. A, 1967; Beck, Rush, Shaw, Emery, 1979), which speaks to a fusion of behavioural and cognitive speculations of human conduct and psychopathology, and a merging of enthusiastic, familial, and peer influences. But there again, Conner and Norman (1996) portrayed a cover in the variables between the distinctive models, Sutton (1998) presumed that in spite of the fact that such modelsRead MoreWearable Technology3348 Words   |  14 Pagesdefinition, there is disagreement in the technology field as to when the first wearable computer wa s invented. 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The Renaissance A Rebirth Of The Ideas Of Ancient Greece

The Renaissance was a rebirth of the ideas of ancient Greece and Rome that began in the City States of Italy during the 14th century. The cultural resurgence began a new style of living in Europe after the horrors of the black death, and is seen as the beginning of the culture of the modern world. As Wassace K. Ferguson put in his book The Renaissance, the Italian artists grew tired of the darkness of Medieval Times and began to turn to the brighter times found in the classical ages (Doc 7). The Renaissance served as the evolutionary bridge between the Middle Ages and the 17th century through art, education, and religion by bringing a rebirth of the ancient Greek and Roman classics that would later define the world’s culture, while continuing the underlying beliefs of Medieval Times. Art during The Renaissance brought about a style of realism that led into the portrayal of perfection and movement associated with the Baroque art of the 17th century while continuing the undertones of religion affiliated with the Middle Ages. While people who share beliefs with Burckhardt would say that the perfection of the Renaissance style art was a drastic shift from the crude gothic art of Medieval Times, it still contained much of the religious overtones prevalent in its predecessors, depicting saints and Jesus Christ himself in much of it. There were several statues depicting David, from the biblical story of David and Goliath, and entire chapel ceiling painted by Michelangelo, and oneShow MoreRelatedThe Renaissance Essay924 Words   |  4 PagesThe Renaissance Would it not be nice if we could go back in time to experience the Renaissance for ourselves? Being able to walk down the streets of Florence, Italy and experience this time period that not only gave rebirth to old values and artistic ways of statement, but also were a period of great individualism. (make this into a sentence#8230;add a subject and a verb to make it flow). Indeed, Renaissance was a period of great individualism based on oldRead MoreWhat a Writer Needs to Capture Historical Event770 Words   |  3 Pagesvision, absorptive capacity, and creative strength.† ~Lawrence Clark, a writer. This might be what the writers of the Renaissance had in mind: what all people of the Renaissance had in mind. The Renaissance happened during the 15th and 16th centuries. The Renaissance gets its name from the French word ‘rebirth’, which is what the Renaissance is seen as by bringing back the great ancient Greek and Roman works. From the lesser known writers such as Th omas Decker and Samuel Daniel to the more famous suchRead MoreThe Rebirth Of Ancient Cultures1462 Words   |  6 Pages2015 The Rebirth of Ancient Cultures in Renaissance Florence Florence, Italy is known as the â€Å"cradle of the Renaissance† (la culla del Rinascimento). It is a city full of beautiful architecture, art, and history. The Renaissance was a powerful cultural movement that not only shaped all aspects of Florentine life, but eventually the rest of Europe. Science, art, literature, philosophy, religion, architecture, and politics have seen heavy influences by this movement. The term Renaissance literallyRead MoreThe Fall Of Death, Destruction And War879 Words   |  4 PagesIn the wake of death, destruction and war came the renaissance. The renaissance was an era of cultural rebirth that swept across Europe during the 14th to 17th century . This era marked the time in which man returned to their classical learning and values of ancient rome and greece and began to change their attitude towards religion (history.com staff). While the renaissance is in the past it continues to live on throughout many different fields of art, theories and mo vements, however, paintingsRead MoreThe Renaissance Era915 Words   |  4 PagesIn the wake of death, destruction, and war came the Renaissance. The Renaissance was an era of cultural rebirth that swept across Europe during the 14th to the 17th century . This era marked the time in which man returned to their classical learning and values of ancient Rome and Greece and began to change their attitude towards religion (Renaissance Art). While the Renaissance is in the past it continues to live on throughout many different fields of art, theories and movements. However, paintingsRead MoreThe Renaissance in Europe1418 Words   |  6 Pagesâ€Å"Renaissance†, which is French for â€Å"rebirth†, perfectly describes the rebirth of art and learning that occurred in Europe between the 1400s and 1600s. During the era known as the Renaissance, Europe underwent a cultural movement in which people regained interest in the ancient cultures of Greece and Rome. A renewed interest in philosophy and human individuality lead to the development of more worldly and nonreligious focuses. Europe sought knowledge from the ancient world and moved out of the DarkRead MoreRenaissance Essay920 Words   |  4 PagesThe Renaissance was an era of change in human thought. It was characterized by a new philosophy, which included the rise of humanism, individualism, and secularism. Writers and artists began to focus on the individual man and his potential. The Renaissance movement began in the Italian city-states, especially Florence, and spread northward toward the rest of Europe. The Renaissance was the rebirth of new ideas in all aspects of life such as: science, technology, classical art, and education. Read MoreRenaissance And The Renaissance Era915 Words   |  4 Pages Renaissance The Renaissance era was a time of great change in music, art, literature, and science. The Renaissance, which lasted from the 1300 s to the 1600 s began in Italy and spread throughout other countries to England, France, Germany, the Netherlands and Spain. During this time, there was a great deal of agricultural economy and the church were dominate and transform society. The word Renaissance come from the Latin word meaning â€Å"rebirth.† During the Renaissance period manyRead MoreThe Enormous Growth During the Renaissance1420 Words   |  6 PagesThe term Renaissance in general refers to â€Å"Rebirth† or â€Å"Reconstruction†. To be exact, the meaning came from all the changes experienced and inventive ideas that influence during the European history. The Renaissance occurred between the 14th and 17th century when there was revival in both learning and culture in Europe. It began in Florence, Italy and traveled throughout other city-states in Italy . It mainly occurred in Italy due to the history of Rome and Roman Empire. The Renaissance was a culturalRead MoreTaking a Look at the Renaissance1027 Words   |  4 PagesRenaissance is a generally accepted name for the era of great change in culture, art, and architecture which took place in the fifteenth-and sixteenth-century Italy, and then left its mark on the culture of the whole of Europe. During the Renaissance there was a significant shift of universally recognized values. They began to appreciate and recognize the creative possibilities of a human mind, which entailed a lot of consequences. One of them was the spectacular development of the architecture,

The South African Legal System free essay sample

The law was primitive. Rome developed rapidly and the law had to adapt for these changed circumstances (sophisticated legal system was created). Roman-Dutch law: The Roman Empire declined and fell but it did not disappeared. During the Middle Ages, traces of Roman law remained for 2 reasons: 1) Every person, was judged according to the law of his/her own country, therefore Roman citizens were judged according to Roman law. 2) The church exerted great influence during this period and canon law was based on Roman law. This 2 reasons, contributed to the preservation of Roman law. After that, Roman law was received in the Netherlands and became mixed with the existing Dutch law. English law: When the Cape was formally ceded to Great Britain, the existing Roman-Dutch law remained in force but various factors contributed to a reception of English law. The direct and indirect influence of English law was encouraged. English law was often directly drawn on for new legislation: a code of criminal procedure was introduced, as well as, the entire English law of evidence and the English system of the administration of estates. Simultaneously, a gradual infiltration of the English legal terminology and manner of thinking took place resulting in a strong and adaptable system of law. In 1910, a Union Parliament was established in S. A (a uniform system of statute law for the whole country) as well as the Appellate Division, to ensure uniform decisions for the Union. The Privy Council was abolished as the highest court of appeal for South Africa. The sources of S. A law are: * Statute law or legislation: General: Legislation is the making of law by a competent authority. Legislation is the most important source of law. The law is found in statutes created by Parliament, provincial legislatures, proclamations, regulations and subsidiary legislative bodies such as the President, ministers, municipalities†¦ There are only a few Dutch statutes which are still in effect in S. A; the legislature has replaced many of statutes with new legislation. English statutes never applied here, in the legislation. The Constitution: The most important source of law in S. A is the Constitution of the Republic of S. A. Previous, we had a supreme Parliament (any law passed by Parliament was valid, irrespective of its contents) but now we have a system of constitutional supremacy under which the Constitution is the supreme law of the Republic. This means that if Parliament were to pass a law that offended the Constitution, it would be invalid. Even existing law and new legislation, if they are inconsistent with the Constitution can be declared invalid by a superior court. The preamble (introduction) to the Constitution states the following: * Heals the divisions of the past and establish a society based on democratic values, social justice and fundamental human rights. * Lay the foundations for a democratic and open society in which government is based on the will of people and every citizen is equally protected by law. * Improve the quality of life of all citizens and free the potential of each person * Build a united and democratic S. A able to take its rightful place as an independent state. The primary method of giving effect to these ideals is through the Bill of Rights. The Bill of Rights means democracy in S. A and confirms the democratic values of human dignity, equality and freedom. The Bill of Rights applies to all laws and binds all three parts of Gov. (the legislature, the executive and the judiciary) and all organs of state. The State is required to respect, protect, promote and fulfil these rights. The Bill of Rights deals with both first-generation rights (negative rights that take power away from the state by imposing a duty not to act in a certain way, eg: not to discriminate. It includes the rights of equality, human dignity, life, and various freedoms of the person, of religion, expression†¦ ) and second-generation rights (positive socio-economic rights that impose an obligation on the state to provide all members of society with certain basic needs. It includes the right to housing, health-care, food and water, social security and education. None of these rights is absolute and can be limited in special circumstances: * The limitation must take place by law of general application. * It must be reasonable and justifiable. The limitation must take into account all relevant factors (nature of the right, importance of the purpose of limitation, nature and extent of limitation†¦ The Constitution also regulates gov. by setting out the structure of the state and its organs, and providing for their functions and powers. * Customary law: It is not written but develops from habits of the community from generation to generation. (Customs, trade usages). See eg page 7. Before a customary rule is recognized as legal rule: * It must be reasonable. * It must have existed for a long time. It must be generally recognized and observed by the community. * The contents of the customary rule must be certain and clear. * Judgments of the courts: Case laws. The S. A courts are divided into superior and lower courts. The superior ones are the Constitutional Court, the Supreme Court of Appeal and the High Courts. The lower courts are those courts which are lower in status than the High Courts and which are required to keep a record of their proceedings. Eg: Magistrates courts, small claims courts and different courts of black chiefs and headman. The lower courts only decide on specific matters and specific persons. * The old authorities: Roman and Roman-Dutch law (Common law). * Foreign law: For guidance, a judge can turn to the law of other modern countries. Foreign law is not considered as an authoritative source of S. A law, it has persuasive authority only. The decisions of English courts come to mind, as well as American courts and European. Foreign law has also been recognized in the Constitution. The Constitution considers it when interpreting the Bill of Rights. Textbooks and law journals: Articles, discussions and analyses on a variety of topics, present in textbooks and law journals which are convincing may have a persuasive influence on the courts. Court structure in S. A: * The Constitutional Court: Is the court of final instance over all matters relating to interpretation, protection and enforcement of the provisions of the Constitution, in other words, deals with matters of the Constitution. Eg: decide if a fundamental right has been violated. It is situated in Johannesburg. (2 judges) * The Supreme Court of Appeal: 5 judges. Cases cannot be taken directly to the Supreme Court. Only a court for appeal. * The High Courts: Have jurisdiction and can hear any matter which arises whitin their area of jurisdiction. They are the only courts that have jurisdiction to give judgment in divorce proceedings, status of a person in terms of mental capacity, applications for the sequestration of a person’s estate, the liquidation of a company, and the validity or interpretation of a person’s will. They may also decide whether any fundamental right was violated. It is a 1st instance court. (1-3 judges) * Other important courts: The Supreme Court and High Court of Zimbabwe and Namibia. Officers of the superior courts: A registrar is necessary in each of the superior courts. The Registrar’s duties include the issue of process, the enrolment of cases, the issuing of orders of court and the maintenance of records. Sheriffs are appointed for each of the High Courts. Their duties are process and execute judgments and orders of court. The Master had various administrative and quasi-judicial functions concerning deceased (dead) and insolvent estates, the liquidation and judicial management of companies, and the affairs of persons under legal disability (eg: minors and mentally disordered persons). The legal practitioners in Republic can be divided in advocates (mainly appear in the Constitutional Court, the Supreme Court of Appeal and the High Courts) and attorneys (give assistance in all sorts of non-litigious matters, like drawing up contracts and wills, and practice in the magistrates courts). * Magistrates courts: a magistrate has a very limited jurisdiction in comparison with superior courts. A magistrate may not hear any of the matters which fall exclusively within the jurisdiction of the superior courts. The clerk in the magistrates courts is +/- the same as the Registrar in the superior courts, and the same happens to the sheriff (previously messenger). The doctrine of Stare Decisis: Judges make decisions in the same way their ancient predecessors did, according to the principle of stare decisis. This principle (let the decision stand) allows a court to rely on the rules of law applied in previous decisions when deciding a similar case. It serves as an instrument of stability in the legal system. It helps ensure consistency by its reliance on long-accepted legal principles and well-established rules. Interpretation of Statutes: Statutory interpretation is used when the meaning in law of an Act of Parliament or another piece of legislation must be determined. Various rules and methods are used to interpret what the statute seeks to achieve. It is a dynamic and functional process through which the text of the legislation and the contextual factors surround it are objectively researched to determine the purpose of the legislation. The relationship between the stare decisis rule and the interpretation of statutes: A study of the stare decisis rule shows that one of the sources of law is the decisions of the judiciary on what the law is. So, an interpretation by a court determining the meaning of piece of legislation, in conjunction with the precedent system, means that other courts are bound (likely to happen) by that legislation as interpreted by the court, until a superior court places a different interpretation on the legislation piece. This does not mean that the courts determine statute law, because their function is to interpret and apply a statute without altering its provisions. However, means that a lower court applies a higher court’s interpretation of the wording of an Act. The influence of the Constitution on the interpretation of statutes: The Constitution is the fundamental and supreme law of the country, and any statute that conflicts with it can be declared invalid. The Const. also sets out guidelines for interpreting statutes, in other words, to see if they conflict or not with the Const. Section 39 (1) states that, when interpreting the Bill of Rights, a court must promote the values that causes an open and democratic society based on human dignity, equality and freedom and must consider international law and foreign law. Courts must look outside the words of a specific statute when trying to determine its purpose and meaning and the values and norms by which the Constitution is based must be taken into account. Section 39 (2) says that, when interpreting any legislation, a court must promote the spirit, purpose and objects of the Bill of Rights. When interpreting any legislation, courts must prefer any reasonable interpretation that is consistent with international law over any other inconsistent. General principles: 2 other important principles when interpreting legislation are: a) The meaning of a provision must be determined by its language and context; b) Any reasonable interpretation of a provision, consistent with the purpose and scope of that legislation must be preferred over any other that is inconsistent. Court Judgments: * Ratio decidendi: is the most important part of a judgment. It means ‘the reason for the decision’ and it is the ratio decidendi of a case in which is binding and which is the subject of the doctrine of stare decisis. As indicated the actual parties to the case are bound by the decision. But if entirely different parties involved in a similar set of facts come before the courts, the courts will follow the previous decision and its ratio decidendi. In other words, when it is said that a decision is binding, it does not mean that every sentence said by the judge in deciding the case must be considered as imposing a rule of law. The 1st step is to determine the material facts on which the judge based the decision. After that, the ratio decidendi, the conclusion reached by the judge on these material facts is done. * Obiter dictum: The ratio decidendi is binding on subsequent courts. Any statement which falls outside the ratio decidendi is known as an obiter dictum or incidental remark. It may be encountered when the principle of the case is formulated by the judge more broadly than is necessary to cover the facts, when the judge makes an incidental remark, postulates and answers a hypothetical question, raises a similar case or gives an llustration. Any remark which is irrelevant to the conclusion of the dispute is obiter, does not form part of the ratio decidendi and is not binding on subsequent courts because it cannot be ascertained whether this particular point was properly argued and whether its fully implications were properly considered. The reasons given by a judge in a minority judgment are obiter, since they are not an essential link in the process which leads to the ultimate conclusion. Any obiter dictum may have strong persuasive authority. When an obiter dictum is applied by a later court, it becomes the ratio decidendi of the later decision and becomes binding. * Distinguishing: A judge distinguishes one case from another by deciding that the ratio decidendi of a previous decision is not binding on the case before him/her and therefore that the ratio decidendi of the 1st case does not apply. It is a technique used by a judge to avoid the binding force of an earlier ratio decidendi. This may be done in various ways: a) the later court can think that the earlier court formulated a principle too broadly, the consequences are unacceptable and the facts of the later case are not covered by the principle; b) the later court may find that the earlier court did not take enough account of a fact which would have led to a different ratio decidendi, and for this reason may not follow the earlier decision; c) the later court may accept the earlier case or find a fact on that case that is missing from the later case, therefore, the 2 cases would not be identical. It is only when 2 cases are identical regarding the material facts that is impossible to distinguish one from another. Glossary of terms: * Fly-note: a resume of the case. What the case is about? * Head-note: summary of the idea of the judgment, material facts, principle applied, and what was decided. * Type of case: ‘Semble’ means that appears to be the case, although the point has not been settled, because it is obiter or because there is strong authority against it. Aliter’ means otherwise and says that the decision would be different if the facts mentioned were either added or fell away. * Followed or applied: with a reference to the name of a decision, means that that discussion was followed with or without a discussion. * Confirmed: the case mentioned was accepted as good authority by a court which could have remove it. Approved: the court accepted the other judgment as good authority. Dissented from: indicates that a court without the power to reject the earlier decision, regarded it as incorrect. * Not followed: a court decided not to follow a decision. * Reversed: an appeal has succeeded. * Distinguished: a court which would otherwise have been bound by a previous decision has in some way or other distinguished it, and therefore has not followed it. * Compared and discussed/referred to: the court brought in another decision by way of analogy, without necessarily expressing an opinion on its correctness. The purpose of legal science: Is the study and evaluation of the family relationships, and relationships between consumer and trader, employer and employee, citizen and state†¦ This is done by the delimitation and classification of rules relating to a particular aspect. The meaning of right: Is any right which a legal subject has regarding a specific legal object and which is protected by law.

Postmodernism Essay Research Paper With the end free essay sample

Postmodernism Essay, Research Paper With the terminal of colonialism and the outgrowth of a apparently new universe order, there raised a demand that research be utile and relevant, bespeaking that cognition for its ain interest was deficient. As a consequence of this, what emerged was a new focal point on # 8216 ; development # 8217 ; and # 8216 ; modernisation # 8217 ; in the signifier of postmodernism. In these altering times, anthropology has come into contact with a assortment of germinating constructs, including hybridity, collage, fluidness, and deconstruction. The inquiry remains, how these constructs reflect the societal, cultural and political alterations that are happening in survey of anthropology today. Postmodernism is an rational motion that promotes itself as the # 8216 ; antithesis # 8217 ; of modernism, ensuing from the intensification, radicalization, or transmutation of the procedures of modernness. ( Barfield, 368 ) The term was introduced in the late 1940 # 8217 ; s, nevertheless, the bend towards, if non the beginning of postmodernism in anthropology, can be traced to a individual publication: Writing Culture ( 1986 ) . It consisted of parts from nine bookmans, edited by Clifford and Marcus, and attempted to chalk out out the basic premiss of the postmodern position. ( Harris, 153 ) Anthropologist are forced to postulate with the alterations created by postmodernism in a assortment of ways, get downing with the challenge to anthropological authorization. It is felt by many that it is improbably chesty for anthropologists to presume that they have both the capacity and authorization to dissect, construe and depict the lives of people in other civilizations, given the power and wealth instability of the colonial yesteryear, go forthing the # 8216 ; other # 8217 ; unable to talk for him/herself. This statement finds itself in the whole # 8216 ; West vs. Rest # 8217 ; spectrum, claiming that because of the nature in which traditional ethnologist where carried out, ex. Colonial, anglo- Whites, ect.. , that today, despite the multicultural and ethnically cognizant universe that we live in, that anthr opologists are non capable of unbiasedly and accurately bring forthing ethnographic work. In portion, there concern is founded. To my cognition, there rests no undocumented peoples on the planet, as such, ethnologies today focus on sub-group construction and social kineticss. Depending on the place that 1s takes the consequences can be really different. An illustration of this is the anthropological work that is done on Arab adult females. Arab adult females in the West are frequently perceived as voiceless victims of force and inequality. Though some do non bask the same degree of # 8217 ; societal constabularies # 8217 ; that adult females in the West bash, and in some instances adult females remain unvoiced victims of force as do some in the West, they maintain a strong household web which in many instances for over sees concerns about old age pensions and nutrient cast plans. There has besides been the addition in dialogical and polyvocal attacks, take a firm standing that ethnologies go a joint venture, with the anthropologist releasing their voice to supply equal room for the voices of the # 8216 ; other # 8217 ; . Ethnologies therefor, when done right, should move as a loanblend, fall ining the words of the ethnologist with the voices and experiences of the sources and perceivers. Despite the increasing credence of ethnologies as pieces of research, another characteristic, is the outgrowth of the descriptive anthropology as a piece of fiction. ( Barrett, 152 ) One of the more important developments of postmodernism has been the focal point on descriptive anthropology as a merchandise of authorship, which should be looked at as fictional, non in the sense of brand believe or fairytale, but in the sense created or fabricated. Therefore, a consequence of being written from the position of the ethnologist, perceptual experience takes off from world and f act, go forthing reading and in some instance, fabricated deceits. Following, postmodernism shifts the anthropological focal point on reading and intending instead than causality and behaviour. Culture is seen as a system of thoughts and symbols, with a composite of significances, and deally, it is the occupation of the anthropologist to fall in forces with the # 8216 ; other # 8217 ; and construe it. This is where deconstruction and hermeneutics come into drama, as discussed by Derrida By assisting in the interruption down constructions to light concealed dimensions, this enables the research worker to grok the mode in which natives decode and understand their ain texts. More specifically, # 8220 ; deconstruction involves interrupting down # 8216 ; kernels # 8217 ; such as the household, female, and male into their single constituents in order to light the embedded dimensions of political orientation and power. ( Barrett, 153 ) There has besides been a tendency off from expansive theories and generalisations. Excusing meta-narratives, or meta-histories through which all things can be interpreted or represented, along with cosmopolitan and ageless truths, if they exist at all, can non be specified. ( Blackwell, 45 ) Alternatively, postmodernists are meant to stress the peculiar and single # 8216 ; other # 8217 ; ( or topics of survey ) and experience at easiness with the image of societal construction that is fragmented or disjoined. ( Barrett, 153 ) As a compliment to the insufficiency of positivism, there has been a renewed accent on relativism. Relativism, a philosophy pioneered by Boas, emphasizes the diverseness and singularity of each and every civilization. ( Barrett, 153 ) A kind of heterogeneousness of civilizations, stressing difference, advancing the lives of the other, instead than sameness, as a world of the multicultural # 8220 ; planetary planet # 8221 ; that we find ourselves in today. Th is in many manner seems like the # 8216 ; politically correct # 8217 ; attack, trying to set the wrongs of the past right through a run of valorization and glory of the # 8216 ; other # 8217 ; . Consequently, what we have seen as a consequence of the outgrowth of the postmodern political orientations is the creative activity of author-saturated instead than data-saturated ethnologies and secondly, the outgrowth of postmodernism as an empirical entity. Before postmodernism, an ethnology was judged by the quality of the informations and the elegance and trenchancy of the analysis. Since so, it has become the writer ( s ) who take the centre phase. # 8220 ; Anthropologists have moved from take a firm standing that the anthropologist stay out of the ethnology to holding the anthropologist # 8217 ; s presence dominate the descriptive anthropology # 8221 ; . ( Nader, 153 ) This strikes me as being rather odd. Much unfavorable judgment about ethnologies is that the presence of the ethnologist has a damaging consequence on the consequences of the survey and that the perceptual experiences obtained and recorded must be seen as fictional, with the enlargement of the ethnology being seen and a literary piece. How so can this captivation with anthropological authors be explained. In many instances, it is non a affair of the author being a portion of the survey itself, but instead playing a portion in the narrative. Traditional ethnologies were quantitatively based, and in many instances for the intent of research. Now, there is more of a concern towards amusement and to a certain extent, stating the narrative of a people to the reader, as such, the writer must prosecute in the lives of the # 8216 ; other # 8217 ; as to do it appealing to his reader, and pay the measures. Finally, a great trade of argument in the field of anthropology between those attracted and repelled by the postmodernists position, is the feasibleness and fluidness of the postmodern position and it # 8217 ; s influence. # 8220 ; The deduction is that postmodernism is simply another theoretical position dreamed up by wearied ( or possibly arch ) faculty members, with small connexion to people # 8217 ; s lives # 8221 ; . ( Barrett, 154 ) Though this statement has stood the trial of clip in respects to most theories and theoreticians, this is non the instance with postmodernism. Paralleling the development of postmodernism in anthropological idea, has been extended, # 8220 ; radical alterations in the empirical universe # 8221 ; . ( Barrett, 154 ) Postmodernism changed the manner in which anthropologists behavior research and compile surveies by altering the environments in which they work. It created new outlooks and criterions which in many ways were radically different from those introduced by traditional and modern anthropologists. Although postmodernism has undeniably had a important impact on anthropology, the wise spread credence and application has been hesitating. In general, it does keep some cardinal applications that are indispensable to the development of anthropological idea, but is so different from what has been traditional been taught that it may take awhile for the construct s to be accepted. With the terminal of colonialism and the outgrowth of a apparently new universe order, there raised a demand that research be utile and relevant, bespeaking that cognition for its ain interest was deficient. As a consequence of this, what emerged was a new focal point on # 8216 ; development # 8217 ; and # 8216 ; modernisation # 8217 ; in the signifier of postmodernism. In these altering times, anthropology has come into contact with a assortment of germinating constructs, including hybridity, collage, fluidness, and deconstruction. The inquiry remains, how these constructs reflect the societal, cultural and political alterations that are happening in survey of anthropology today. Postmodernism is an rational motion that promotes itself as the # 8216 ; antithesis # 8217 ; of modernism, ensuing from the intensification, radicalization, or transmutation of the procedures of modernness. ( Barfield, 368 ) The term was introduced in the late 1940 # 8217 ; s, nevertheless, the bend towards, if non the beginning of postmodernism in anthropology, can be traced to a individual publication: Writing Culture ( 1986 ) . It consisted of parts from nine bookmans, edited by Clifford and Marcus, and attempted to chalk out out the basic premiss of the postmodern position. ( Harris, 153 ) Anthropologist are forced to postulate with the alterations created by postmodernism in a assortment of ways, get downing with the challenge to anthropological authorization. It is felt by many that it is improbably chesty for anthropologists to presume that they have both the capacity and authorization to dissect, construe and depict the lives of people in other civilizations, given the pow er and wealth instability of the colonial yesteryear, go forthing the # 8216 ; other # 8217 ; unable to talk for him/herself. This statement finds itself in the whole # 8216 ; West vs. Rest # 8217 ; spectrum, claiming that because of the nature in which traditional ethnologist where carried out, ex. Colonial, anglo- Whites, ect.. , that today, despite the multicultural and ethnically cognizant universe that we live in, that anthropologists are non capable of unbiasedly and accurately bring forthing ethnographic work. In portion, there concern is founded. To my cognition, there rests no undocumented peoples on the planet, as such, ethnologies today focus on sub-group construction and social kineticss. Depending on the place that 1s takes the consequences can be really different. An illustration of this is the anthropological work that is done on Arab adult females. Arab adult females in the West are frequently perceived as voiceless victims of force and inequality. Though some do non bask the same degree of # 8217 ; societal constabularies # 8217 ; that adult females in the West bash, and in some instances adult females remain unvoiced victims of force as do some in the West, they maintain a strong household web which in many instances for over sees concerns about old age pensions and nutrient cast plans. There has besides been the addition in dialogical and polyvocal attacks, take a firm standing that ethnologies go a joint venture, with the anthropologist releasing their voice to supply equal room for the voices of the # 8216 ; other # 8217 ; . Ethnologies therefor, when done right, should move as a loanblend, fall ining the words of the ethnologist with the voices and experiences of the sources and perceivers. Despite the increasing credence of ethnologies as pieces of research, another characteristic, is the outgrowth of the descriptive anthropology as a piece of fiction. ( Barrett, 152 ) One of the more important developments of postmodernism has been the focal point on descriptive anthropology as a merchandise of authorship, which should be looked at as fictional, non in the sense of brand believe or fairytale, but in the sense created or fabricated. Therefore, a consequence of being written from the position of the ethnologist, perceptual experience takes off from world and f act, go forthing reading and in some instance, fabricated deceits. Following, postmodernism shifts the anthropological focal point on reading and intending instead than causality and behaviour. Culture is seen as a system of thoughts and symbols, with a composite of significances, and deally, it is the occupation of the anthropologist to fall in forces with the # 8216 ; other # 8217 ; and construe it. This is where deconstruction and hermeneutics come into drama, as discussed by Derrida By assisting in the interruption down constructions to light concealed dimensions, this enables the research worker to grok the mode in which natives decode and understand their ain texts. More specifically, # 8220 ; deconstruction involves interrupting down # 8216 ; kernels # 8217 ; such as the household, female, and male into their single constituents in order to light the embedded dimensions of political orientation and power. ( Barrett, 153 ) There has besides been a tendency off from expansive theories and generalisations. Excusing meta-narratives, or meta-histories through which all things can be interpreted or represented, along with cosmopolitan and ageless truths, if they exist at all, can non be specified. ( Blackwell, 45 ) Alternatively, postmodernists are meant to stress the peculiar and single # 8216 ; other # 8217 ; ( or topics of survey ) and experience at easiness with the image of societal construction that is fragmented or disjoined. ( Barrett, 153 ) As a compliment to the insufficiency of positivism, there has been a renewed accent on relativism. Relativism, a philosophy pioneered by Boas, emphasizes the diverseness and singularity of each and every civilization. ( Barrett, 153 ) A kind of heterogeneousness of civilizations, stressing difference, advancing the lives of the other, instead than sameness, as a world of the multicultural # 8220 ; planetary planet # 8221 ; that we find ourselves in today. Th is in many manner seems like the # 8216 ; politically correct # 8217 ; attack, trying to set the wrongs of the past right through a run of valorization and glory of the # 8216 ; other # 8217 ; . Consequently, what we have seen as a consequence of the outgrowth of the postmodern political orientations is the creative activity of author-saturated instead than data-saturated ethnologies and secondly, the outgrowth of postmodernism as an empirical entity. Before postmodernism, an ethnology was judged by the quality of the informations and the elegance and trenchancy of the analysis. Since so, it has become the writer ( s ) who take the centre phase. # 8220 ; Anthropologists have moved from take a firm standing that the anthropologist stay out of the ethnology to holding the anthropologist # 8217 ; s presence dominate the descriptive anthropology # 8221 ; . ( Nader, 153 ) This strikes me as being rather odd. Much unfavorable judgment about ethnologies is that the presence of the ethnologist has a damaging consequence on the consequences of the survey and that the perceptual experiences obtained and recorded must be seen as fictional, with the enlargement of the ethnology being seen and a literary piece. How so can this captivation with anthropological authors be explained. In many instances, it is non a affair of the author being a portion of the survey itself, but instead playing a portion in the narrative. Traditional ethnologies were quantitatively based, and in many instances for the intent of research. Now, there is more of a concern towards amusement and to a certain extent, stating the narrative of a people to the reader, as such, the writer must prosecute in the lives of the # 8216 ; other # 8217 ; as to do it appealing to his reader, and pay the measures. Finally, a great trade of argument in the field of anthropology between those attracted and repelled by the postmodernists position, is the feasibleness and fluidness of the postmodern position and it # 8217 ; s influence. # 8220 ; The deduction is that postmodernism is simply another theoretical position dreamed up by wearied ( or possibly arch ) faculty members, with small connexion to people # 8217 ; s lives # 8221 ; . ( Barrett, 154 ) Though this statement has stood the trial of clip in respects to most theories and theoreticians, this is non the instance with postmodernism. Paralleling the development of postmodernism in anthropological idea, has been extended, # 8220 ; radical alterations in the empirical universe # 8221 ; . ( Barrett, 154 ) Postmodernism changed the manner in which anthropologists behavior research and compile surveies by altering the environments in which they work. It created new outlooks and criterions which in many ways were radically different from those introduced by traditional and modern anthropologists. Although postmodernism has undeniably had a important impact on anthropology, the wise spread credence and application has been hesitating. In general, it does keep some cardinal applications that are indispensable to the development of anthropological idea, but is so different from what has been traditional been taught that it may take awhile for the constructs to be accepted.

High School Drug Abuse What Do You Do Essays - Drug Control Law

High School Drug Abuse: What Do You Do? According to a study conducted by the University of Michigan's Institute for Social Research, among the graduating class of 1997, 54.3 percent of students had used an illicit drug by the time they reached their senior year of high school: a dramatic increase from the once 40.7 percent in 1992. The study also reported an increase among high school seniors from 27.1 percent in 1992 to 42.4 percent in 1997, that had used an illicit drug in that past year. There was also an increase from 14.4 percent (1992) to 26.2 percent (1997) of use in the past month. And due to the addictive nature of drugs, many of these young students will continue using them throughout their life. Drug abuse has become an increasing problem in the nation's high schools today. The question is, how is it prevented? Drug testing has been a successful way of controlling this, and the problems associated with it. It is true though, that the most effective way begins in the home, when children are young and just learning about drugs and their hazardous health risks. Other programs deal with educating students about the effects and dangers that will effect a person for the rest of their life. These programs also teach about the legal issues involved. But what do you do for high school students, after it is too late to carry out these programs. And often the programs have been carried out, but students ignored the warning and council, and end up breaking the law. What do you do then? Many schools are implementing drug testing programs, which have been proven to successfully decrease the amount of drug abuse that occurs in schools. High School drug testing has become a very controversial topic in many communities across the nation. Many students and parents are arguing that drug testing is a violation of the rights of a US citizen as designated in the 4th amendment of the Constitution. But, in the Supreme Court case of Vernonia School District v. Wayne Acton, it was ruled constitutional. They also argue that it is unethical, and sending the wrong message to students. One parent said, as stated in an article in the Seattle Times, Kids who experiment and are caught, they're going to be banned from extracurricular activities. And their choice is probably going to be to party more. They won't have the other outlets that are an alternative to drugs. First, for the programs that have been used in schools, it has been common for a third offense to be necessary before completely banning the student from extracurricular activities. But, if a student who participates in those activities, is caught using drugs, then it ob viously wasn't an alternative to drug use. In addition to that, most communities have programs for teenagers to participate in to keep them away from those types of things, and even help them quit. Other arguments are over legal issues. In the 4th amendment to the Constitution it states ?the Federal Government shall not violate the right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures.? In the Vernonia case, the measure of constitutionality depended upon the reasonableness of the search; high school drug testing among student athletes was considered reasonable. One could still argue that by having an athletic policy that requires refraining from drug use could be unconstitutional as well. But where the law prohibits the use of illicit drugs by anyone, and when you take into consideration the rights of others that would be affected, having such a policy is the only way to protect the students who participate. Those school districts that have already implemented a drug testing program have found that it works. Burlington-Edison High School of Skagit County, Washington, implemented a drug testing program very similar to that of the Vernonia School District. And after the first year of drug testing, about 25 students had been caught. Since that first year, the overall drug use has decreased, calling for a reduction in drug testing. The system that these schools used was very professional and kept confidential to protect the identities of the students from outside

Metal Elements From the Period Table Facts

Metal Elements From the Period Table Facts Most of the elements in the periodic table are metals. You use metals every day, but how much do you actually know about them? Here is a list of facts and trivia about metals. Facts About Metals The word metal derives from the Greek word metallon, which means to mine, excavate or extract from the ground.75% of all the elements on the periodic table are metals. The metals are subdivided into separate groups, such as basic metals, transition metals, alkali metals, alkaline earth metals, rare earth, lanthanides, and actinides.At room temperature, all of the metals are solids except for mercury, which is a liquid.The most common metal found in the Earths crust is aluminum.Even though aluminum is abundant in the crust, the most abundant element in the entire Earth is iron, which makes up a large part of the Earths core.Up until Medieval Times, there were only 7 known metals, which were called the Metals of Antiquity. The Metals of Antiquity and their approximate discovery dates are:Gold (6000 BC)Copper (9000 BC)Silver (4000 BC)Lead (6400 BC)Tin (3000 BC)Iron (1500 BC)Mercury (1500 BC)Most metals are shiny and have a characteristic metallic luster.Most metals are good conductors o f heat and electricity. Many metals are heavy or dense, although some metals, such as lithium, are light enough to float on water!Most metals are hard.Most metals are malleable or may be beaten into a thin sheet.Many metals are ductile or capable of being draw into a wire.Many metals are sonorous or make a bells of radioactive metals that glow include plutonium (red from heat), radon (yellow to orange to red), and actinium (blue).Noble metals, such as silver, gold, and platinum, resist oxidation and corrosion in moist air. Precious metals have significant economic importance. Most of the precious metals also are noble metals, since its important for a currency to resist wear and tear. Examples of precious metals include gold and silver.Tungsten is the metal with the highest melting point. Only carbon, a nonmetal, has a higher melting point of all the elements.Steel is an alloy made from iron with other metals.Bronze is an alloy usually made from copper and tin.Brass is an alloy usually made from copper and zinc.

Watching television Research Paper Example | Topics and Well Written Essays - 500 words

Watching television - Research Paper Example This paper draws a research strategy in identifying the impact of television on children and adolescents in the age group of 3 and 20. Out of the 100 parents, 80 participants responded. Findings indicated 60% (n=48) of responses were from parents of boys and the rest, 40% (n=32) were from parents of girls. Most of these children were between 5 and 15, and a few were between 15 and 20 years. Fifty percent (n=40) of these children spent more than 2 hours watching TV, 40% (n=32) watched for an hour, and the rest (n=8) watched television for more than 4 hours a day. When asked what they usually watched on television, 62% (n=50) of the parents reported that their kids watched cartoon programs, 26% (n=21) said their kids watched news and movies and the rest 11% (n=9) said their kids watched sports. Influence of advertisements on children was measured by understanding how often children sought to buy products seen on television. On this, 61% (n=49) of parents reported their children seeking the products. Twenty one percent (n=20) parents reported of such issues cropping up sometimes, and only 14% (n=11) reported that their children very rarely sought for such products, and were not adamant. The immediate reaction or impact of watching television revealed that only 20% (n=16) parents noticed that their children felt relaxed after watching their favorite program. Maximum parents, 45% (n=36) reported violent or restless behavior from their children. Thirty percent (n=24) of parents reported that their children continued to watch, and about 5% (n=4) of parents did not find any reaction. Findings of this survey indicated interesting and distinct results. For instance, though the number of children watching television for more than 4 hours a day was relatively less, substantial numbers of children reported to watching cartoon programs. Moreover, more than half of

Businesses Need to Be Knowledgeable about Information Literacy to Research Paper

Businesses Need to Be Knowledgeable about Information Literacy to Warrant Better Performance - Research Paper Example Information literacy is crucial for long-term learning and helps people apply theoretical knowledge into practice. Information literacy is practised in various fields to achieve excellence in the task being performed. It consists of five fundamental steps. The first two steps include gaining knowledge about the nature of information required, and effective retrieval of the information from disparate sources; the remaining steps include a critical analysis of the retrieved information and establishment of its credibility, application of the knowledge into practice, and the use of this information within the circles of morality and ethics. Information literacy plays an integral role in every field, particularly in health care and education. With the unprecedented rise in challenges to leadership like new cultures, markets, and business environments, it is necessary for professionals to have an acute understanding of information literacy and its applications in their respective fields ( Smith, 2009). Enterprise Project Management Office (EPMO) uses information literacy to improve upon scholarship, practice and leadership. EPMO is an organization serving to standardize and improve project management skills to assist the company in managing its affairs. An effective leader integrates both scholarship and practice in producing a resource that encompasses the characteristics of both the theory and its practicability. Also, the organization has constructed its approach on this three-fold ideology of integrating leadership, practice, and scholarship together in obtaining a mix that promotes business research and effective management (Symond, 2009). Gill Nicholls (2005) outlook on scholarship involves reflection and dissemination, engaging the academic community through communication, peer evaluation, and peer critique (p. 140).  

Free Public Transportation Essay Example | Topics and Well Written Essays - 500 words

Free Public Transportation - Essay Example As a preliminary matter, the public is turning to public transportation as an alternative to private transportation. As noted by the American Public Transportation Organization, "Steady increases in transit investment have dramatically improved and expanded public transportation services, attracting record numbers of riders on state-of-the-art systems in metropolitan, small urban and rural areas alike" (2008: n.p.). These are fee-based public transportation systems, but the data demonstrates that extraordinarily large numbers of the public are choosing public transportation and that this trend applies equally in both heavily and less populated areas. The demand, in short, is both strong and demographically diverse. In addition, the data has linked a number of benefits to public transportation. For instance, there has been "improved mobility, safety, security, economic opportunity and environmental quality" where public transportation systems have been implemented (The Benefits of Public Transportation, 2008: n.p.). These benefits do not apply only to a narrow segment of the population; quite the contrary, they benefit individual workers, families, businesses, governmental units, and even national goals such as energy conservation and the health and security of citizens.

What You See is the Real You, Willard Gaylin

What You See is the Real You, Willard Gaylin   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  In the passage What You See is the Real You, Willard Gaylin argues against the way some people use the insights that psychoanalysis provides. He explains that psychoanalysis is used to explain the motives and purposes behind human behavior, yet it leads to the tendency to think of the inner man as the real man and the outer man as an illusion. Gaylin supports his position with his discussion of how the real self is not the inner self, but what one seems to be from ones character traits, attitude, and behavior. He also points out that intentions play no role in constructing the real self. Because of this, Gaylin convincingly shows that the self is affected by ones attitude and behavior and ones actions and that the intentions to construct the real self play no role.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Gaylins argument is convincing because he claims that what we pretend to be, what we are perceived by others is the real self. Ones real self can be distinguished through what one seems to be. According to Gaylin, A man may not always be what he appears to be, but what he appears to be is always significant of what he is. A man is the sum total of his behavior. In other words, ignore what he is or has done, and focus on the behavior, character traits, and attitude that comes from him. For example, in the story Of Mice and Men, one of the main characters was thought to be a huge, scary guy because of what the others perceive him to be, thus they stayed away from him. Yet, he was the softest one out of all the characters even though his physical attributes say something different. Though due to the others ignoring his behavior and attitude, it lead to his death because they were scared of him. If the others had paid attention to his behavior and attitude more instead of his physical attributes, I believe that he wouldnt have died and that he could of became one of their good friends. Before judging a person, t ake the time to look at how his behavior, attitude, and character traits represents them because that is his real self.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The good intentions of a person are another form of self-advancement. Gaylin states that You are for the most part what you seem to be, not what you would wish to be, nor, indeed, what you believe yourself to be; therefore the intentions made by a person to construct his real self is to make them look good. In other words, he is doing good deeds to cover up for his bad side. For example, a boy supports his two younger siblings through mugging senior citizens. Sure, the money is used to support his siblings and not for drugs, but that still does not explain why he doesnt find a job to earn money instead. The intentions in this act doesnt construct the real self, but instead, it constructs the inner self as to making him look like a good boy and not a bad boy. In the end, instead of having good intentions to construct the real self, just be yourself in the way where you are who you are, not because of your deeds.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  I strongly agree with Gaylin that the ideas of the real self being constituted from behavior, character traits and attitude, and that the intentions a person as can make another person perceive him as a good person. According to Gaylin, the inner man is a fantasylike any fantasy, it serves your purposes alone. It has no standing in the real world which we share with each other. Through all means, if youre trying to make yourself look like a good person, keep it to yourself because it wont change a persons view of you that much. For instance, when the world found out that singer Chris Brown physically abused his girlfriend Rhianna, he apologized to the world with a video of him stating his actions. It made no difference. Fans werent able to stand watching their favorite singer knowing he physically abused his own girlfriends. Even after doing community service wont change the views people have. In the end, being oneself and not having intentions is a good way to getting people to know your real self.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  In conclusion, Willard Gaylin argues in his passage, What You See is the Real You that some people are using the insights that psychoanalysis provides wrong. Through this way, people are thinking that their inner self is their real self, and the outer self is an illusion. I strongly agree with Gaylin that the real self is not constituted by the inner self, but by his behavior, attitude, and character traits. I also agree with him that intentions are made by a person to construct ones real self into a good person. By doing this, one will look good, but one will never be their true self.

Expected Behavior in The Coquette and The Female Marine Essay example -

Expected Behavior in The Coquette and The Female Marine    In society, constructs of correctness have been formed on the basis of expected, gendered behavior. Individuals have traditional roles that they play which are based on the historical performance of their gender. Although very rigid, these traditional roles are frequently transferred, resulting in an altered and undefinable identity that exists beyond the boundaries of gender. These transgressions into the neuter role are characterized by a departure from the normal roles of society which, if successful, complete the gender transference and allow the individual to live within a new set of boundaries. The Female Marine, or the Adventures of Lucy Brewer is the fictional autobiography of a woman who recounts her experiences in the navy and life as a cross-dressed male. Throughout her narratives, Lucy is able to successfully leap back and forth between gender roles without repercussion. On the other hand, Hannah W. Foster's The Coquette is a sentimental seduction tale that n arrates the tragic demise of a young woman who attempts to exceed acceptable behavioral boundaries by establishing herself as a virile, independent individual, a role established by Simone de Beauvoir to be associated with the male (Beauvoir 405). Because of the similarity in the situations of these women there lies a need for an examination of their narrative purpose. The differing results of success with these women are found in the author's reflection of their audience's narrative expectations that deal with the social outcome of women who attempt to move beyond gender-identified behavioral roles. In her essay "Performative Acts and Gender Constitution: An Essay in Phenom... ...to strengthen the audience's convictions of virtue and create a security in their beliefs. (Davidson [Foster] viii) Without Wharton's narrative condemnation, the text would be morally empty, with no lesson learned, no wisdom gained. Neither Foster nor Wharton had any choice for her destiny--the narrative sin of Wharton could only be rectified by a fall, by the expected reproach and ominous warning to those who should follow her path.    Works Cited:   Butler, Judith. Ed. Case, Sue-Ellen. "Performative Acts and Gender Constitution." Performing Feminisms: Feminist Critical Theory and Theatre. Baltimore: The Johns Hopkins University Press, 1990. Cohen, Daniel A (Ed.). The Female Marine: and Related Works. Massachusetts: The University of Massachusetts Press, 1997. Foster, Hannah W. The Coquette. New York: Oxford University Press, 1986.   

Autism Spectrum Disorder

Autism Spectrum Disorder: A Full Inclusion Plan for Fellowship Bible Church By: Timothy Sloan Liberty University Abstract Members of Fellowship Bible Church (FBC) believe that all people need to have the opportunity to learn the biblical truths of God’s Word. This includes those that have any type of disability. This is why FBC feels led to organize and execute a full inclusion program for the children’s ministry. FBC is a growing church, and with constant expansion, there are increased needs. One family in particular has inspired FBC members to establish a unique addition to the children’s ministry, the Button family.Mr. and Mrs. Button have only one child, 6 year old Benjamin. He has been diagnosed with autistic disorder. Recognizing the exceptional needs of this child, FBC has formed a program that is intellectually appropriate for him as well as his peers. The goal of this full inclusion program is to accommodate for Benjamin’s needs while giving the o ther children similar treatment. FBC’s framework explains the reasoning for this program through several perspectives. Benjamin’s disorder is explained, including symptomatic behaviors.FBC’s plan to develop this children’s ministry program is described in detail. As part of FBC’s children’s ministry mission statement, commitment to all children is a priority in order to guarantee that each child learns biblical truths. This is achieved by utilizing a full inclusion plan which is the foundation for this agenda. Autism Spectrum Disorder: A Full Inclusion Plan for Fellowship Bible Church Fellowship Bible Church (FBC) opened for its first Sunday worship service on September 2nd, 2001. FBC is a nondenominational, evangelical, Christian church with about 400 members.FBC’s leadership is composed of 8 elders who all have the responsibility for a specific ministry. Sunday service begins with Sunday school at 9:30 am and following that is the w orship service at 11:00 am. The worship service includes a time of praise and worship, singing, and a time of practical teaching from the Bible (Fellowship Bible Church, 2013). The worship is also composed of a mixture of Christian contemporary songs and classic hymns. These two genres are alternated every other week to adhere to the liking of the members. The Sunday morning services last about 1 hour and 20 minutes.Children’s church is also provided during the Sunday morning service. The church attendees are compiled of 58% men and 42% women. There are 125 teenagers in the youth ministry, 35 infants and toddlers in the nursery, and 56 children total in the church. This church is an excellent mix of members who share the same beliefs, love, and passion for the Word. Pastor Phil Moser is one of the three pastors. He speaks more often than the others. He has been the lead pastor for 11 years. He is recognized as the teaching pastor. The two associate pastors are Pastor Jack Klo se and Pastor Hal Russell.Pastor Jack Klose is head of student ministries and Pastor Hal Russell is head of adult ministries and pastoral care. They fill in when Pastor Phil is out of town or unable to preach due to other reasons. Fellowship Bible Church uses the New King James Versions of the Bible. Every first Sunday of the month, biblical communion is observed. Since Pastor Jack leads student ministries, this paper will be focused on his department and the establishment of a full inclusion ministry for a child with an autism spectrum disorder. Current Children’s MinistryFBC is recognized for its special interest in children. Their current children’s ministry consists of a nursery, Sunday school, and Children’s church. FBC’s children’s ministry is constantly growing. Since the number of children keeps growing, the church has provided several ministries to compensate for this growth. The nursery consists of infants to two year old children. The nu rsery is available during Sunday school hour as well as Sunday morning service. Parents should feel safe knowing their children are in the church staff hands, as the staff members are experienced with these age groups.FBC also has a passion for children and youth. The Sunday school classes that are available for both children and adolescents are tailored to the particular age group for better understanding. Children and Youth Sunday school classes are devoted to helping children and teens grasp better knowledge of the Word, and building a strong relationship with the Lord. Time is spent searching for God’s plan for each person’s life. Classes are often interactive in order to provide a chance for children to build close relationships and encourage fellowship between students.Another important aspect of the children’s ministry is Children’s Church. Children’s church is for children ages 3 to 3rd grade. The children will be dismissed after the worshi p service and before the message begins. This is a time for children to receive a message that is more geared to their understanding. During children’s church, children will be taught Bible lessons through arts and crafts as well as movies. Another purpose of children’s church is to ensure that small children are not a distraction to others during the service.Rationale for Full Inclusion Biblical According to the beliefs of FBC elders, everyone has the right to receive the same biblical message. God sent His son to die for all of mankind and ordered his disciples to carry this message to the ends of the earth. In Gods eyes everyone is equal and should be given the same opportunities to hear His message. This principle is portrayed in Galatians 3:28 (King James Version), â€Å"There is neither Jew nor Greek, there is neither bond nor free, there is neither male nor female: for ye are all one in Christ Jesus. There is no difference between people in Gods eyes. This is a very clear order which is also found in God’s Word, Christ states in Matthew 28:19 (KJV), â€Å"Go ye therefore, and teach all nations, baptizing them in the name of the Father, and of the Son, and of the Holy Ghost. † God has also equipped those that serve Him with skills or talents to be utilized in sharing the truths of the Word. It is the Holy Spirit within Christians that motivates and enables His people to use these talents for all of mankind.The church promotes this fact and aims to deliver the message to all despite any disabilities or hindrances. Full inclusion is a common theme found in the Bible. This is evident when Christ was present on the Earth. â€Å"Then were there brought unto him little children, that he should put his hands on them, and pray and the disciples rebuked them but Jesus said, Suffer little children, and forbid them not, to come unto me: for of such is the kingdom of heaven (Matthew 19:13-14 KJV). In doing this Jesus showed that His tea ching is for all of mankind.FBC developed a mission statement for its children’s ministry with this in mind. The mission statement is to ensure that each child benefits from the same biblical message and accommodates the different learning patterns of all children including those with special needs. Scientific It is vital that in developing a children’s ministry that includes children with disabilities, the children have an inclusive learning environment. From a scientific perspective, children with autism spectrum disorder benefit positively from full inclusion.According to a study on educating autistic children, the researcher found, â€Å"In order to develop ‘best practice', practitioners need to adapt interventions to the unique needs of the individual child, work in partnership with parents and other professionals, create enabling environments and be informed by a developmental approach to learning† (Guldberg, 2010). Inclusion means that there are man y support groups that are involved in the child’s life the influence the child. Every person must be aware of the same issues and how to intervene when necessary. They must be equipped to interact therapeutically with the child.Having patience is absolutely necessary in order to be effective with the child. Inclusion can also be explained by studying all aspects of the child’s disorder in order to be better equipped to teach the child. According to a study on educating children with autism spectrum disorder, â€Å"Inclusion can be broadly defined as the process of identifying, understanding and breaking down barriers to participation and belonging, and therefore goes beyond education to cover the total experience of a child or young person on the autism spectrum and his/her family† (Jones, English, Guldberg, Jordan, Richardson & Waltz, 2008).Gathering as much background information about the child will aid in having a better understanding of how the child respon ds to others. Those who are not using full inclusion methods for all children may be keeping some children from progressing like the other children. Necessary Key Elements for Full Inclusion As stated before, full inclusion has many different essential aspects. Full inclusion is FBC’s approach to engage all children regardless of learning ability. This is done by accepting volunteers, particularly those with experience or education.Training and appropriate materials are also acquired to make this possible. For Benjamin Button, a 6 year old child with autism spectrum disorder, these three elements are imperative to his continuation in the classes. FBC aims to have Benjamin fully involved in regular Sunday school classes. Benjamin was diagnosed with autism at the age of three. He has impairments in regards to social interaction, communication, and repetitive behavior. These three aids will decrease the amount of complications that may occur and help guide Benjamin into a smooth er shift into this church.Volunteers FBC will have the obligation of finding skilled members of the church. Not only should these volunteers be skilled, they must also be patient and understanding. They must have a biblical perspective in order to display an encouraging attitude. Volunteers will be the basis for this full inclusion ministry. The volunteers will need to have experience with special needs children. Volunteers may also have educational background in psychology or special education. This also means that each volunteer must be at least 21 years old.The exception to this age limit is if the volunteer has personal experience living with a child who has autism. The volunteers will need to help Benjamin stay focused and limit the amount of distractions. He will need assistance drawing, using the bathroom, and with staying included in the group. There must be at least 3 trained volunteers on staff when the child is present. This is to ensure that Benjamin and the other childr en are safe and receiving the same amount of care and attention. TrainingTraining will be provided by educated staff for interested volunteers. God desires that his believers and his church be fully equipped for any work, ready to meet any situation. This is a truth we get from God’s Word, â€Å"All scripture is given by inspiration of God, and is profitable for doctrine, for reproof, for correction, for instruction in righteousness that the man of God may be perfect, throughly furnished unto all good works† (2 Timothy 3:16-17 KJV). FBC aims to â€Å"fully equip† the volunteers to equip them for this challenging yet rewarding position.There will be a four week course that volunteers must go through before being authorized to teach in the full inclusion program. The course will be taught every Wednesday night at 6 o’clock and will last an hour. Upon completion of the training the volunteers will have received knowledge on what autism spectrum disorder is, how it affects children in social settings, and how to properly instruct and engage them in the classroom. The training materials provided were donated from a non-profit organization for autistic children.FBC is ready to take the necessary steps to properly run this full inclusion program for Benjamin and understands the importance of properly equipping the volunteers to do so. Accommodations Success in the school setting for students with an autism spectrum disorder is dependent upon accommodations made in the classroom (Coffey, 2004). With this in mind FBC is taking the steps necessary to provide the proper accommodations for Benjamin. Physical space, organization of the Sunday school lesson, and teaching methods will be carefully accommodated for Benjamin’s specific needs.Physical space is the first accommodation that will be made and will include: placing Benjamin’s chair away from high movement areas, there will be a bean bag chair in the corner of the room for a quiet retreat, and he will be allowed to arrive and leave early to avoid the crowd. The organization of the Sunday school lesson will have plenty of visuals to keep Benjamin engaged and also a list of the day’s activities will be read to Benjamin to avoid and alleviate any anxiety of him not knowing what’s happening next. The third accommodation will be the teaching methods of the Sunday school teacher.The volunteer will need to keep the lesson visually interesting and during discussions pass a ball around to know whose turn it is to speak (Coffey, 2004). Keeping Benjamin’s attention is one of the goals of the full inclusion program at FBC. Summary of Autism Spectrum Disorder Definition According to Mash, Wolfe, Parritz, and Troy (2011) ASD is defined as: Autism spectrum disorders or autism are severe developmental disorders characterized by abnormalities in social functioning, language, and communication, and unusual behaviors and interests.Autism touches every aspect of the child’s interactions with his or her world, involves man parts of the brain, and undermines the traits that make us human; our social responsiveness, ability to communicate, and feelings for other people. (p. 300) Etiology What causes Autism spectrum disorder has still not completely been determined but it’s likely that both genetics and environment play a role. Researchers have identified a number of genes associated with the disorder and studies of people with ASD have found irregularities in several regions of the brain (Gerdts and Bernier, 2011).Other studies suggest that people with ASD have abnormal levels of serotonin or other neurotransmitters in the brain (Gerdts and Bernier, 2011). These abnormalities suggest that, â€Å"ASD could result from the disruption of normal brain development early in fetal development caused by defects in genes that control brain growth and that regulate how brain cells communicate with each other, possibly due to th e influence of environmental factors on gene function† (Gerdts and Bernier, 2011). PrevalenceAccording to National Initiative for Autism: Screening & Assessment (NIASA) â€Å"The autism spectrum currently affects between 60 and 100 per 10,000 children under the age of eight† (NIASA, 2003). â€Å"ASDs are almost 5 times more common among boys (1 in 54) than among girls (1 in 252)† (NIASA, 2003). These statistics indicate that many children have a variation of Autism Spectrum Disorder, which is why research is very important in this area of psychology. Characteristics â€Å"Each individual with an autism spectrum disorder (ASD) is unique and may demonstrate markedly different behaviors and skills† (NIASA, 2003).Some common ASD characteristics include slower speech development, failure to form social bonds, and the child may also exhibit hypersensitivity to light, noises, touch, smells, and tastes (NIASA, 2003). Other characteristics include: not playing with other children and preferring to be left alone, may have tantrums, obsessive interests in objects or activities, and may display aggression towards others or themselves (NIASA, 2003). Prognosis Autism is not cured and persons retain the disorder all their lives but those with less severe manifestations can become functional adults (Gerdts and Bernier, 2011).Information on long term prognosis of autism is limited but, outcome is known to be poor for those with an IQ below 50 (Gerdts and Bernier, 2011). Current Research Experts have made remarkable strides in better understanding autism. According to Center for Disease Control and Prevention (CDC), â€Å"Research on ASDs has increased a great deal in recent years and the Centers for Disease Control and Prevention is part of the larger group of public and private organizations working to better understand ASDs through research† (Centers for Disease Control and Prevention, 2011). Studies are being conducted at all levels of anal ysis, and experts are beginning to see the interconnections between the underlying biological causes and the cognitive and behavioral manifestations of autistic disorder† (NIASA, 2003). â€Å"The next decade will witness further developments, bringing experts closer to a more comprehensive and integrated understanding of autism and despite the exponential growth in basic studies on autism, there has been relatively little research on new treatments and interventions† (NIASA, 2003). Social DynamicsWhether it’s at school, at work or in social settings, people with autism are often misunderstood. They suffer discrimination, prejudice and isolation. For many, that means a lifetime of exclusion from everyday society. Research shows that awareness of autism is high but there’s a lack of understanding about what it really means to live with autism (Guldberg, 2010). These unfortunate social discriminations can cause autistic children to withdraw and dislike social contact. Treatments There are various forms of treatment for autism. These treatments consist of managing behavior as well as therapies.According to WebMD (2010), â€Å"Behavioral training and management uses positive reinforcement, self-help, and social skills training to improve behavior and communication. There are also specialized therapies. These include speech, occupational, and physical therapy† (WebMD, 2010). These therapies are important aspects of autistic children’s overall treatment because they help achieve appropriate behavior. Language, social skills, communication, coordination, and motor skills are the areas that are focused on in order to aid autistic children in the learning process (WebMD, 2010).Improving aspects of these skills will ensure that autistic children are learning and progressing from these treatments. Family, Support, and Society Autism spectrum disorder not only affects the child but it also has an effect on family and peers as well. Parents must now place their primary focus on helping their child with ASD, which may put strains on their marriage, other children, work, finances, and personal relationships and responsibilities. Parents can help their family by informing their other children and relatives about autism and the complications it introduces.Understanding the challenges siblings face and helping them cope, and involving members of the extended family to create a network of help and understanding which is crucial for the family to live a more fulfilling life with their child with ASD. Benjamin Button At age 3 Benjamin Button’s parents noticed some unusual behaviors in their only son. He never spoke and wouldn’t respond to them calling his name and Benjamin would also repeatedly bang his head on the floor or wall when he got disciplined, upset, and sometimes for no reason at all. Potty training was also very unsuccessful.His parents took note of this behavior and took him to a pediatrician where he was later diagnosed with autistic disorder. Benjamin attended speech therapy for two years before kindergarten. He is now in an Applied Behavior Analysis class at his elementary school. â€Å"The ABA class encourages positive behaviors and discourages negative behaviors in order to improve a variety of skills† (Guldberg, 2010). Benjamin has shown improvements in speech over the past three years but he still has trouble recognizing words and drawing letters and telling his parents why he can get suddenly sad or angry.On a typical day Benjamin has at least two temper tantrums. He understands and follows directions very well and he also has a close connection to loved ones. His parents are very happy with the improvements Benjamin has made and look forward to getting him involved in the Sunday school program at Fellowship Bible Church. Church-Family-School Partnership For continued success Benjamin will need the combined efforts of his family, school, and church. Benja min’s family, school, and church have established four goals to broaden his educational, spiritual, emotional, and psychological well-being.IEP Goal – 1 Benjamin will learn to recite his ABCs. Teachers could make home visits to interact with the child one on one in order for Benjamin to have more practice reciting and learning his ABC’s. Although Benjamin’s parents and church volunteers would like him to reach this goal within a month they have decided to remain patient and committed to working with him regardless of how long it takes him to achieve this goal. IEP Goal 2: Spiritual – Benjamin will learn and be able to sing along with his peers in one new Sunday school song a month.Benjamin has always had a positive response to music. This goal will is tailored to his IEP since he takes interest in music. This will also aid in his socialization skills. IEP Goal – 3 Benjamin will decrease the amount of temper tantrums by 50% in the next three months. As stated before Benjamin typically has two temper tantrums a day. To meet this goal Benjamin will need to decrease his temper tantrums by one daily. IEP Goal – 4 Benjamin to establish a new friendship with one peer a month.This goal is attainable since there are numerous children in the Sunday school program and at school. This goal could be particularly difficult for him since he has displayed poor social skills and often intimidates his peers. His peers are sometimes intimidated or confused by his behavior and therefore avoid social interaction with Benjamin. Plan for Growth Benjamin’s Parents have attended Fellowship Bible Church for the past ten years. Now that their son’s autism is becoming more and more under control they are excited about introducing him into FBC’s full inclusion Sunday school program.The Button family is willing and eager to take what steps are necessary and aid in the advancement of this program. The proper steps have be en taking for a successful full inclusion program to be integrated in FBC’s Sunday school program and will do nothing but improve as devoted members of the church come alongside the Button family to ensure that. One Year In the next year Fellowship Bible Church aim to advance the Full Inclusion Program in a big way. The short term goal is to acquire skilled volunteers that are qualified to work with a child suffering from autism spectrum disorder.The one year goal for FBC’s full inclusion Sunday school program is to expand the ministry by adding at five children suffering from a mental disability. Advertising the churches special needs mission statement to the community and prospective volunteers with the intent of acquiring qualified staff and children with disabilities. Five Years By the grace of God Fellowship Bible Church’s will be prospering and successful in the next five years. FBS’s five year plan for the Sunday school full inclusion program is to have an established ministry that is trusted by the church and community.FBC aims to achieve these goals by obtaining qualified volunteers and being proactive in the community to spread the news of the program in order to increase the number of children with disabilities in the program Conclusion The success of Fellowship Bible’s full inclusion Sunday school program will be established by combining efforts of the Button family, the church, and the community. This full inclusion program is intended to give Benjamin the opportunity to be engaged in the word with his peers. This is done by giving him a comfortable setting that will reduce the symptoms of his disorder.FBC plans to develop this program by recruiting the necessary volunteers. Trainings and accommodations will be incorporated in order to ensure quality care from the volunteers. Family support in combination with a variety of treatments and goals is an all-inclusive plan for Benjamin. The goal of this plan is to pro vide a full inclusion program that meets the needs of each child. FBC has set up a one year and a five year plan to execute this program to its full potential. References Centers for Disease Control and Prevention, (2011).Autism spectrum disorders: Research. Atlanta, GA http://www. cdc. gov/ncbddd/autism/research. html Coffey, K. M. , & Obringer, S. , (2004). A case study on autism: School accommodations and inclusive settings. Education, 124(4), 632-639. Fellowship Bible Church, (2013) About fellowship bible church. Samurai Virtual Tours. http://aboutfbc. org/ Gerdts, J. , & Bernier, R. , (2011). The broader autism phenotype and its implications on the etiology and treatment of autism spectrum disorders. Autism Research & Treatment, 1-19. oi:10. 1155/2011/545901 Guldberg, K. , (2010). Educating children on the autism spectrum: Preconditions for inclusion and notions of ‘best autism practice' in the early years. British Journal of Special Education, 37(4), 168-174. doi:10. 111 1/j. 1467-8578. 2010. 00482. x Jones, G. , English, A. , Guldberg, K. , Jordan, R. , Richardson, P. & Waltz, M. , (2008). Educational provision for children and young people with autism spectrum disorders living in England: A review of current practice, issues and challenges, Autism Education Trust.Jones, G. & Guldberg Mash, E. J. , Wolfe, D. A. , Parritz, R. H. , & Troy, M. F. , (2011). Exceptional child psychology – Liberty University. Bellmont, CA: Cengage. [CUSTOM] NIASA (National Initiative for Autism: Screening & Assessment), (2003). National autism plan for children, the NIASA guidelines. London: National Autistic Society. WebMD, (2010). Autism spectrum disorders health center, Autism – Treatment overview. Healthwise. http://www. webmd. com/brain/autism/autism-treatment-overview Autism Spectrum Disorder Autism Spectrum Disorder: A Full Inclusion Plan for Fellowship Bible Church By: Timothy Sloan Liberty University Abstract Members of Fellowship Bible Church (FBC) believe that all people need to have the opportunity to learn the biblical truths of God’s Word. This includes those that have any type of disability. This is why FBC feels led to organize and execute a full inclusion program for the children’s ministry. FBC is a growing church, and with constant expansion, there are increased needs. One family in particular has inspired FBC members to establish a unique addition to the children’s ministry, the Button family.Mr. and Mrs. Button have only one child, 6 year old Benjamin. He has been diagnosed with autistic disorder. Recognizing the exceptional needs of this child, FBC has formed a program that is intellectually appropriate for him as well as his peers. The goal of this full inclusion program is to accommodate for Benjamin’s needs while giving the o ther children similar treatment. FBC’s framework explains the reasoning for this program through several perspectives. Benjamin’s disorder is explained, including symptomatic behaviors.FBC’s plan to develop this children’s ministry program is described in detail. As part of FBC’s children’s ministry mission statement, commitment to all children is a priority in order to guarantee that each child learns biblical truths. This is achieved by utilizing a full inclusion plan which is the foundation for this agenda. Autism Spectrum Disorder: A Full Inclusion Plan for Fellowship Bible Church Fellowship Bible Church (FBC) opened for its first Sunday worship service on September 2nd, 2001. FBC is a nondenominational, evangelical, Christian church with about 400 members.FBC’s leadership is composed of 8 elders who all have the responsibility for a specific ministry. Sunday service begins with Sunday school at 9:30 am and following that is the w orship service at 11:00 am. The worship service includes a time of praise and worship, singing, and a time of practical teaching from the Bible (Fellowship Bible Church, 2013). The worship is also composed of a mixture of Christian contemporary songs and classic hymns. These two genres are alternated every other week to adhere to the liking of the members. The Sunday morning services last about 1 hour and 20 minutes.Children’s church is also provided during the Sunday morning service. The church attendees are compiled of 58% men and 42% women. There are 125 teenagers in the youth ministry, 35 infants and toddlers in the nursery, and 56 children total in the church. This church is an excellent mix of members who share the same beliefs, love, and passion for the Word. Pastor Phil Moser is one of the three pastors. He speaks more often than the others. He has been the lead pastor for 11 years. He is recognized as the teaching pastor. The two associate pastors are Pastor Jack Klo se and Pastor Hal Russell.Pastor Jack Klose is head of student ministries and Pastor Hal Russell is head of adult ministries and pastoral care. They fill in when Pastor Phil is out of town or unable to preach due to other reasons. Fellowship Bible Church uses the New King James Versions of the Bible. Every first Sunday of the month, biblical communion is observed. Since Pastor Jack leads student ministries, this paper will be focused on his department and the establishment of a full inclusion ministry for a child with an autism spectrum disorder. Current Children’s MinistryFBC is recognized for its special interest in children. Their current children’s ministry consists of a nursery, Sunday school, and Children’s church. FBC’s children’s ministry is constantly growing. Since the number of children keeps growing, the church has provided several ministries to compensate for this growth. The nursery consists of infants to two year old children. The nu rsery is available during Sunday school hour as well as Sunday morning service. Parents should feel safe knowing their children are in the church staff hands, as the staff members are experienced with these age groups.FBC also has a passion for children and youth. The Sunday school classes that are available for both children and adolescents are tailored to the particular age group for better understanding. Children and Youth Sunday school classes are devoted to helping children and teens grasp better knowledge of the Word, and building a strong relationship with the Lord. Time is spent searching for God’s plan for each person’s life. Classes are often interactive in order to provide a chance for children to build close relationships and encourage fellowship between students.Another important aspect of the children’s ministry is Children’s Church. Children’s church is for children ages 3 to 3rd grade. The children will be dismissed after the worshi p service and before the message begins. This is a time for children to receive a message that is more geared to their understanding. During children’s church, children will be taught Bible lessons through arts and crafts as well as movies. Another purpose of children’s church is to ensure that small children are not a distraction to others during the service.Rationale for Full Inclusion Biblical According to the beliefs of FBC elders, everyone has the right to receive the same biblical message. God sent His son to die for all of mankind and ordered his disciples to carry this message to the ends of the earth. In Gods eyes everyone is equal and should be given the same opportunities to hear His message. This principle is portrayed in Galatians 3:28 (King James Version), â€Å"There is neither Jew nor Greek, there is neither bond nor free, there is neither male nor female: for ye are all one in Christ Jesus. There is no difference between people in Gods eyes. This is a very clear order which is also found in God’s Word, Christ states in Matthew 28:19 (KJV), â€Å"Go ye therefore, and teach all nations, baptizing them in the name of the Father, and of the Son, and of the Holy Ghost. † God has also equipped those that serve Him with skills or talents to be utilized in sharing the truths of the Word. It is the Holy Spirit within Christians that motivates and enables His people to use these talents for all of mankind.The church promotes this fact and aims to deliver the message to all despite any disabilities or hindrances. Full inclusion is a common theme found in the Bible. This is evident when Christ was present on the Earth. â€Å"Then were there brought unto him little children, that he should put his hands on them, and pray and the disciples rebuked them but Jesus said, Suffer little children, and forbid them not, to come unto me: for of such is the kingdom of heaven (Matthew 19:13-14 KJV). In doing this Jesus showed that His tea ching is for all of mankind.FBC developed a mission statement for its children’s ministry with this in mind. The mission statement is to ensure that each child benefits from the same biblical message and accommodates the different learning patterns of all children including those with special needs. Scientific It is vital that in developing a children’s ministry that includes children with disabilities, the children have an inclusive learning environment. From a scientific perspective, children with autism spectrum disorder benefit positively from full inclusion.According to a study on educating autistic children, the researcher found, â€Å"In order to develop ‘best practice', practitioners need to adapt interventions to the unique needs of the individual child, work in partnership with parents and other professionals, create enabling environments and be informed by a developmental approach to learning† (Guldberg, 2010). Inclusion means that there are man y support groups that are involved in the child’s life the influence the child. Every person must be aware of the same issues and how to intervene when necessary. They must be equipped to interact therapeutically with the child.Having patience is absolutely necessary in order to be effective with the child. Inclusion can also be explained by studying all aspects of the child’s disorder in order to be better equipped to teach the child. According to a study on educating children with autism spectrum disorder, â€Å"Inclusion can be broadly defined as the process of identifying, understanding and breaking down barriers to participation and belonging, and therefore goes beyond education to cover the total experience of a child or young person on the autism spectrum and his/her family† (Jones, English, Guldberg, Jordan, Richardson & Waltz, 2008).Gathering as much background information about the child will aid in having a better understanding of how the child respon ds to others. Those who are not using full inclusion methods for all children may be keeping some children from progressing like the other children. Necessary Key Elements for Full Inclusion As stated before, full inclusion has many different essential aspects. Full inclusion is FBC’s approach to engage all children regardless of learning ability. This is done by accepting volunteers, particularly those with experience or education.Training and appropriate materials are also acquired to make this possible. For Benjamin Button, a 6 year old child with autism spectrum disorder, these three elements are imperative to his continuation in the classes. FBC aims to have Benjamin fully involved in regular Sunday school classes. Benjamin was diagnosed with autism at the age of three. He has impairments in regards to social interaction, communication, and repetitive behavior. These three aids will decrease the amount of complications that may occur and help guide Benjamin into a smooth er shift into this church.Volunteers FBC will have the obligation of finding skilled members of the church. Not only should these volunteers be skilled, they must also be patient and understanding. They must have a biblical perspective in order to display an encouraging attitude. Volunteers will be the basis for this full inclusion ministry. The volunteers will need to have experience with special needs children. Volunteers may also have educational background in psychology or special education. This also means that each volunteer must be at least 21 years old.The exception to this age limit is if the volunteer has personal experience living with a child who has autism. The volunteers will need to help Benjamin stay focused and limit the amount of distractions. He will need assistance drawing, using the bathroom, and with staying included in the group. There must be at least 3 trained volunteers on staff when the child is present. This is to ensure that Benjamin and the other childr en are safe and receiving the same amount of care and attention. TrainingTraining will be provided by educated staff for interested volunteers. God desires that his believers and his church be fully equipped for any work, ready to meet any situation. This is a truth we get from God’s Word, â€Å"All scripture is given by inspiration of God, and is profitable for doctrine, for reproof, for correction, for instruction in righteousness that the man of God may be perfect, throughly furnished unto all good works† (2 Timothy 3:16-17 KJV). FBC aims to â€Å"fully equip† the volunteers to equip them for this challenging yet rewarding position.There will be a four week course that volunteers must go through before being authorized to teach in the full inclusion program. The course will be taught every Wednesday night at 6 o’clock and will last an hour. Upon completion of the training the volunteers will have received knowledge on what autism spectrum disorder is, how it affects children in social settings, and how to properly instruct and engage them in the classroom. The training materials provided were donated from a non-profit organization for autistic children.FBC is ready to take the necessary steps to properly run this full inclusion program for Benjamin and understands the importance of properly equipping the volunteers to do so. Accommodations Success in the school setting for students with an autism spectrum disorder is dependent upon accommodations made in the classroom (Coffey, 2004). With this in mind FBC is taking the steps necessary to provide the proper accommodations for Benjamin. Physical space, organization of the Sunday school lesson, and teaching methods will be carefully accommodated for Benjamin’s specific needs.Physical space is the first accommodation that will be made and will include: placing Benjamin’s chair away from high movement areas, there will be a bean bag chair in the corner of the room for a quiet retreat, and he will be allowed to arrive and leave early to avoid the crowd. The organization of the Sunday school lesson will have plenty of visuals to keep Benjamin engaged and also a list of the day’s activities will be read to Benjamin to avoid and alleviate any anxiety of him not knowing what’s happening next. The third accommodation will be the teaching methods of the Sunday school teacher.The volunteer will need to keep the lesson visually interesting and during discussions pass a ball around to know whose turn it is to speak (Coffey, 2004). Keeping Benjamin’s attention is one of the goals of the full inclusion program at FBC. Summary of Autism Spectrum Disorder Definition According to Mash, Wolfe, Parritz, and Troy (2011) ASD is defined as: Autism spectrum disorders or autism are severe developmental disorders characterized by abnormalities in social functioning, language, and communication, and unusual behaviors and interests.Autism touches every aspect of the child’s interactions with his or her world, involves man parts of the brain, and undermines the traits that make us human; our social responsiveness, ability to communicate, and feelings for other people. (p. 300) Etiology What causes Autism spectrum disorder has still not completely been determined but it’s likely that both genetics and environment play a role. Researchers have identified a number of genes associated with the disorder and studies of people with ASD have found irregularities in several regions of the brain (Gerdts and Bernier, 2011).Other studies suggest that people with ASD have abnormal levels of serotonin or other neurotransmitters in the brain (Gerdts and Bernier, 2011). These abnormalities suggest that, â€Å"ASD could result from the disruption of normal brain development early in fetal development caused by defects in genes that control brain growth and that regulate how brain cells communicate with each other, possibly due to th e influence of environmental factors on gene function† (Gerdts and Bernier, 2011). PrevalenceAccording to National Initiative for Autism: Screening & Assessment (NIASA) â€Å"The autism spectrum currently affects between 60 and 100 per 10,000 children under the age of eight† (NIASA, 2003). â€Å"ASDs are almost 5 times more common among boys (1 in 54) than among girls (1 in 252)† (NIASA, 2003). These statistics indicate that many children have a variation of Autism Spectrum Disorder, which is why research is very important in this area of psychology. Characteristics â€Å"Each individual with an autism spectrum disorder (ASD) is unique and may demonstrate markedly different behaviors and skills† (NIASA, 2003).Some common ASD characteristics include slower speech development, failure to form social bonds, and the child may also exhibit hypersensitivity to light, noises, touch, smells, and tastes (NIASA, 2003). Other characteristics include: not playing with other children and preferring to be left alone, may have tantrums, obsessive interests in objects or activities, and may display aggression towards others or themselves (NIASA, 2003). Prognosis Autism is not cured and persons retain the disorder all their lives but those with less severe manifestations can become functional adults (Gerdts and Bernier, 2011).Information on long term prognosis of autism is limited but, outcome is known to be poor for those with an IQ below 50 (Gerdts and Bernier, 2011). Current Research Experts have made remarkable strides in better understanding autism. According to Center for Disease Control and Prevention (CDC), â€Å"Research on ASDs has increased a great deal in recent years and the Centers for Disease Control and Prevention is part of the larger group of public and private organizations working to better understand ASDs through research† (Centers for Disease Control and Prevention, 2011). Studies are being conducted at all levels of anal ysis, and experts are beginning to see the interconnections between the underlying biological causes and the cognitive and behavioral manifestations of autistic disorder† (NIASA, 2003). â€Å"The next decade will witness further developments, bringing experts closer to a more comprehensive and integrated understanding of autism and despite the exponential growth in basic studies on autism, there has been relatively little research on new treatments and interventions† (NIASA, 2003). Social DynamicsWhether it’s at school, at work or in social settings, people with autism are often misunderstood. They suffer discrimination, prejudice and isolation. For many, that means a lifetime of exclusion from everyday society. Research shows that awareness of autism is high but there’s a lack of understanding about what it really means to live with autism (Guldberg, 2010). These unfortunate social discriminations can cause autistic children to withdraw and dislike social contact. Treatments There are various forms of treatment for autism. These treatments consist of managing behavior as well as therapies.According to WebMD (2010), â€Å"Behavioral training and management uses positive reinforcement, self-help, and social skills training to improve behavior and communication. There are also specialized therapies. These include speech, occupational, and physical therapy† (WebMD, 2010). These therapies are important aspects of autistic children’s overall treatment because they help achieve appropriate behavior. Language, social skills, communication, coordination, and motor skills are the areas that are focused on in order to aid autistic children in the learning process (WebMD, 2010).Improving aspects of these skills will ensure that autistic children are learning and progressing from these treatments. Family, Support, and Society Autism spectrum disorder not only affects the child but it also has an effect on family and peers as well. Parents must now place their primary focus on helping their child with ASD, which may put strains on their marriage, other children, work, finances, and personal relationships and responsibilities. Parents can help their family by informing their other children and relatives about autism and the complications it introduces.Understanding the challenges siblings face and helping them cope, and involving members of the extended family to create a network of help and understanding which is crucial for the family to live a more fulfilling life with their child with ASD. Benjamin Button At age 3 Benjamin Button’s parents noticed some unusual behaviors in their only son. He never spoke and wouldn’t respond to them calling his name and Benjamin would also repeatedly bang his head on the floor or wall when he got disciplined, upset, and sometimes for no reason at all. Potty training was also very unsuccessful.His parents took note of this behavior and took him to a pediatrician where he was later diagnosed with autistic disorder. Benjamin attended speech therapy for two years before kindergarten. He is now in an Applied Behavior Analysis class at his elementary school. â€Å"The ABA class encourages positive behaviors and discourages negative behaviors in order to improve a variety of skills† (Guldberg, 2010). Benjamin has shown improvements in speech over the past three years but he still has trouble recognizing words and drawing letters and telling his parents why he can get suddenly sad or angry.On a typical day Benjamin has at least two temper tantrums. He understands and follows directions very well and he also has a close connection to loved ones. His parents are very happy with the improvements Benjamin has made and look forward to getting him involved in the Sunday school program at Fellowship Bible Church. Church-Family-School Partnership For continued success Benjamin will need the combined efforts of his family, school, and church. Benja min’s family, school, and church have established four goals to broaden his educational, spiritual, emotional, and psychological well-being.IEP Goal – 1 Benjamin will learn to recite his ABCs. Teachers could make home visits to interact with the child one on one in order for Benjamin to have more practice reciting and learning his ABC’s. Although Benjamin’s parents and church volunteers would like him to reach this goal within a month they have decided to remain patient and committed to working with him regardless of how long it takes him to achieve this goal. IEP Goal 2: Spiritual – Benjamin will learn and be able to sing along with his peers in one new Sunday school song a month.Benjamin has always had a positive response to music. This goal will is tailored to his IEP since he takes interest in music. This will also aid in his socialization skills. IEP Goal – 3 Benjamin will decrease the amount of temper tantrums by 50% in the next three months. As stated before Benjamin typically has two temper tantrums a day. To meet this goal Benjamin will need to decrease his temper tantrums by one daily. IEP Goal – 4 Benjamin to establish a new friendship with one peer a month.This goal is attainable since there are numerous children in the Sunday school program and at school. This goal could be particularly difficult for him since he has displayed poor social skills and often intimidates his peers. His peers are sometimes intimidated or confused by his behavior and therefore avoid social interaction with Benjamin. Plan for Growth Benjamin’s Parents have attended Fellowship Bible Church for the past ten years. Now that their son’s autism is becoming more and more under control they are excited about introducing him into FBC’s full inclusion Sunday school program.The Button family is willing and eager to take what steps are necessary and aid in the advancement of this program. The proper steps have be en taking for a successful full inclusion program to be integrated in FBC’s Sunday school program and will do nothing but improve as devoted members of the church come alongside the Button family to ensure that. One Year In the next year Fellowship Bible Church aim to advance the Full Inclusion Program in a big way. The short term goal is to acquire skilled volunteers that are qualified to work with a child suffering from autism spectrum disorder.The one year goal for FBC’s full inclusion Sunday school program is to expand the ministry by adding at five children suffering from a mental disability. Advertising the churches special needs mission statement to the community and prospective volunteers with the intent of acquiring qualified staff and children with disabilities. Five Years By the grace of God Fellowship Bible Church’s will be prospering and successful in the next five years. FBS’s five year plan for the Sunday school full inclusion program is to have an established ministry that is trusted by the church and community.FBC aims to achieve these goals by obtaining qualified volunteers and being proactive in the community to spread the news of the program in order to increase the number of children with disabilities in the program Conclusion The success of Fellowship Bible’s full inclusion Sunday school program will be established by combining efforts of the Button family, the church, and the community. This full inclusion program is intended to give Benjamin the opportunity to be engaged in the word with his peers. This is done by giving him a comfortable setting that will reduce the symptoms of his disorder.FBC plans to develop this program by recruiting the necessary volunteers. Trainings and accommodations will be incorporated in order to ensure quality care from the volunteers. Family support in combination with a variety of treatments and goals is an all-inclusive plan for Benjamin. The goal of this plan is to pro vide a full inclusion program that meets the needs of each child. FBC has set up a one year and a five year plan to execute this program to its full potential. References Centers for Disease Control and Prevention, (2011).Autism spectrum disorders: Research. Atlanta, GA http://www. cdc. gov/ncbddd/autism/research. html Coffey, K. M. , & Obringer, S. , (2004). A case study on autism: School accommodations and inclusive settings. Education, 124(4), 632-639. Fellowship Bible Church, (2013) About fellowship bible church. Samurai Virtual Tours. http://aboutfbc. org/ Gerdts, J. , & Bernier, R. , (2011). The broader autism phenotype and its implications on the etiology and treatment of autism spectrum disorders. Autism Research & Treatment, 1-19. oi:10. 1155/2011/545901 Guldberg, K. , (2010). Educating children on the autism spectrum: Preconditions for inclusion and notions of ‘best autism practice' in the early years. British Journal of Special Education, 37(4), 168-174. doi:10. 111 1/j. 1467-8578. 2010. 00482. x Jones, G. , English, A. , Guldberg, K. , Jordan, R. , Richardson, P. & Waltz, M. , (2008). Educational provision for children and young people with autism spectrum disorders living in England: A review of current practice, issues and challenges, Autism Education Trust.Jones, G. & Guldberg Mash, E. J. , Wolfe, D. A. , Parritz, R. H. , & Troy, M. F. , (2011). Exceptional child psychology – Liberty University. Bellmont, CA: Cengage. [CUSTOM] NIASA (National Initiative for Autism: Screening & Assessment), (2003). National autism plan for children, the NIASA guidelines. London: National Autistic Society. WebMD, (2010). Autism spectrum disorders health center, Autism – Treatment overview. Healthwise. http://www. webmd. com/brain/autism/autism-treatment-overview