Autism and community

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Communities offer children an opportunity to become involved in recreational activities and to develop relationships with others. For children with autism, community involvement at all ages is necessary to help facilitate social interaction and improve communication skill deficits.

Social skill difficulties for students with autism include the impairment of nonverbal behaviors including eye contact, facial expression and gestures. Students with autism often lack spontaneous enjoyment and sharing of interests with other people making it impossible to make age-appropriate relationships with peers. Communication difficulties of students with autism vary depending on the intellectual and social development of the child. Some children with autism may be nonverbal, whereas others may have extensive vocabularies and are able to talk about select topics in great detail. Despite the variation in communication, children with autism are unable to engage in interactive conversations on a variety of topics that are of interest to their peers (Holmes, 18).

Remediating these deficits requires intensive instruction. Often this instruction will need to take place in a one-to-one teaching environment. However, it is my belief that some part of a student's week should include typical peer interactions with an appropriate level of support. This may be take place in an inclusive classroom or may take place in the community. Involvement in the community offers a rich variety of experiences for students with autism. Community involvement may include trips to the library, swimming lessons, participating in sports, scouting clubs, music and art programs. Each opportunity to enter the community is a chance for a student with autism to learn functional skills by observing appropriate behaviors and typical peer interactions. Some of the skills learned while being engaged in community program/events may include how to navigate the community environment, interaction with peers, identifying and locating needed items, making transactions, adapting to new social situations, and coping with changing environmental stimuli ("Community Integration", n.d.).

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Not only do children with autism benefit for community participation. Benefits exist for community members, typical children, and educators who interact with the students. Acceptance of differences, diversity of friendships, and awareness of disabilities are among many of the benefits (Raschke & Bronson, 1). To this end, families of children with autism need to fully investigate as many options as possible for social interactions early on in their child's life. The first step is to identify the interests of their child. Parents may find it helpful to request this information from their child's teacher. From there, they should begin exploring the community for various programs that match their child's interests and begin to attend their meetings. Attending a meeting prior to enrolling a child allows family members to educate program directors and staff about their child's disability because they may not be familiar with the supports needed for involving students with disabilities.

REFERENCES

Autistic Services, Inc. (n.d.). Community integration. Retrieved August 0, 00 from http//www.autisticservices.com/programs/comm-integration.asp

Holmes, D. (18). Autism through the lifespan The eden model. Betheseda, MD Woodbine House.

Raschke, D., & Bronson, J. (1). Creative educators at work All children including those with disabilities can play traditional classroom games. Retrieved July 8, 00 from http//www.uni.edu/coe/inclusion/philosophy/benefits.html

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Mildred Piers

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Sarah Webb

Intro to Film

11/6/0

Mildred Piers

When does the music move and match the motion of objects in the film?

During the opening credits the music is very bitter sweet and gives the audience mixed emotions about the rest of the movie. The powerful orchestra becomes loud and soft with crescendos and decrescendos as the waves of the ocean wash up and then retreat from the shore is a rolling motion. Another example of this is when the police officers are running down the hill of sand and chasing Wally, the music is in sync with their footsteps as they stumble down the hill.

When does the music try to capture the overall emotions and mood?

The music becomes dramatic when something bad is about to happen. It builds up so the audience becomes tense until the climax. The music was always very mournful and sad; it brought out emotions when Kay was dying of pneumonia. It is supposed to make the audience sympathize with Mildred who loses her daughter. The music is also emotional when Mildred and Veta are re-united after Mildred marries Mr. Piers. This is done by having a powerful orchestral score to bring out and enhance the emotions that actors are portraying on the scene.

Was the music conspicuous or did it break through?

For the majority of the movie the music stayed inconspicuous. Unless the audience was listening for the soul purpose of hearing the musical score it would remained un-noticed because the audience has not been trained to listen for a musical break- through. However, there were certain dramatic scenes in the movie where the music was noticeably loud and stood out. After Veta slaps her mother there is loud noticeably music. In other scenes such as the bar or restaurant scenes there is parlor or saloon music that is noticeable to the audience.

If the music does demand your focus does it still maintain a subordinate function in the film as a whole? How?

When the musical score in this film did demand attention, it did not draw the attention away form the characters or the dialogue. Instead it supports and adds to the action on the screen. The only scene where the noise was distracting was the scene in the jail where no one was allowed to talk and there were little abstract sounds like, the clock ticking, the newspaper ruffling, chairs being pushed in and out, coughing and footsteps. However, all these sounds helped to build the atmosphere of the room, the tension and frustration of Mildred as she is sitting in the station. Music and sounds also helped set the pace and rhythms of the film as the story unfolded. The music even though noticeable in some scene served to stimulates the audience emotional responses and reinforces the effects happening on the screen.

What if the musical score was removed from the film?

If the musical score was removed from the film, the film would defiantly not have the same dramatic impact. The music in this film is used to fill dramatic pauses in dialogue and it is also used to effectively transition between scenes. There is military drum roll type music when there is a scene with the police. There is lonely mournful music that is often played when Mildred is talking and thinking about the past, setting the overall tone of the movie. The score put the audience in the specific time and action. It makes the audience feel sad, or angry and warns them when something terrible is about to happen. It enables the audience to further express and understand the feelings and attitudes of the characters and their actions.

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Society's Influence on Scientific Writing

If you order your cheap term paper from our custom writing service you will receive a perfectly written assignment on Society's Influence on Scientific Writing. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality Society's Influence on Scientific Writing paper right on time. Our staff of freelance writers includes over 120 experts proficient in Society's Influence on Scientific Writing, therefore you can rest assured that your assignment will be handled by only top rated specialists. Order your Society's Influence on Scientific Writing paper at affordable prices with cheap essay writing service! In "The Egg and the Sperm" Emily Martin explores the idea that scientific knowledge on male and female reproductive organs has been greatly influenced by pre-conceived notions of the social roles of males and females in society. She sites several different texts in which the reproductive process was described from very similar standpoints. The male was always portrayed as being more dominant, efficiant, and generally more exciting than the female. The female was always described as having a more passive role in the whole process. The writers of each of the texts Martin sites gives the sperm an almost heroic role. The reproductive process was described in the same manor as a ferry-tale would be told. Basically, the brave sperm would set out on the dangerous journey to rescue the helpless egg, which was portrayed as the damsel in distress. Is this what really happens in during fertilization, or is this just an interpretation from someone who has been jaded by society? Martin believes the latter to be true. She writes that others have also begun to question the traditional discription of the reproduction process. Further investigation has found that the sperm is not as active, and the egg not as passive as it was once believed. Descriptions have now altered to incourporate the new findings, but Martin is critical of what may still be implied about gender roles in these new texts.

Are the sleeping metaphores in the traditional discription of the egg and sperm in place because traditionally all of these texts have been written by men? Each of the writings sighted by Martin show the same view point men are superior to women. Even if the article does not come right out and say this, it is implied. Each article describes reproduction with the male seeming to have the most important role. (Last time I checked, the presence a male and female were equally nessessary in producing a child.) In these texts, the sperm takes on the role that a man would be expected by society to take on. He is dominant, brave, and needed in the protection of the female. The egg, or female is not really expected to do anything. She is passive, or even incapable. Why is this? Men have written these articles, so all of the information that the average reader receives is from a man's point of view. It is hard to believe that these arcticles would have been written in the same way had a woman been the writer. Women do not believe that we are less capable than men in every situation, but somehow it seems as though men do believe this. Since the men are the ones who have always written articles on such topics as reproduction, the entire topic begins to shift to a man point of view until that is the only point of view. All of this "scientific" information comes back to both men and women, and pretty soon serves as some kind of "evidence" that men really are superior to women. None of this information is ever questioned much though. Personally, I never knew that the sperm did not play such an active role and the egg such a passive role in reproduction. It was all I had ever read, and who am I to question a scientist? This article has made me more aware of how information can be slanted because of a bias writer.

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Chapter 6 synopsis: We were Soldiers Once...and Young

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Mike Mayewski

October 7, 00

We Were Soldiers Once...And Young Chapter 6 "The Battle Begins"

• November 14th 10pm. Bravo Company CO Cpt. John Herren conducts a briefing with his platoon leaders Lt. Al Devney (1st), Lt. Henry Herrick (nd), Lt. Dennis Deal (rd), and SFC Ed Montgomery (Weapons). Herren gives them the Op. Order. 1st and nd platoons will move out abreast of each other while rd will follow in reserve behind 1st. Weapons plt. will support the movement with one 81 mm mortar and forty shells. The first SNAFU occurs when SP4 Bungugum, a grenadier, is told to redistribute his thirty-six rounds of ammo because he is scheduled to go on R & R. When this didn't materialize, he is only able to recollect eighteen rounds.Cheap Custom Essays on Chapter 6 synopsis: We were Soldiers Once...and Young

• 10pm. Platoons move out "smartly." Herren intends to follow behind 1st platoon. SNAFU # occurs when Herren pauses to establish better radio contact with battalion. This causes his rifle platoons to pass over his location whereupon he is cut off for "an hour or so."

• 145pm. The initial contact with the enemy begins to grow into a "moderate firefight." Casualties are expected to mount. Cpt. Robert Carrara, battalion surgeon, is ordered into LZ X-Ray and is also directed to bring with him a lot of medical supplies.

• 100pm. 1st platoon comes under attack on both flanks by approximately thirty to forty NVA regulars firing automatic weapons.

• 115pm. Lt. Devney reports 60 and 8mm mortar as well as RPG-s firing on his position. Cpt. Herren and Lt. Riddle, artillery forward observer, call for air and artillery fire support. nd platoon makes contact with 1st. Cpt. Herren orders rd platoon to the left to help 1st.

• A third SNAFU occurs when Lt. Herricks nd platoon runs past Denvey's right in pursuit of a few fleeing NVA. Instead of consolidating the flank with 1st, Herrick ends up separated (by more than 00 yds) from the rest of B company.

• Herrick reports enemy on each flank and is ordered back to link up with 1st platoon. He also reports taking casualties and is afraid of being cut off. Again his orders are to reestablish contact with 1st platoon.

• Cpt. Herren estimates Bravo Company is engaging two NVA companies when, in fact, he is dealing with a full enemy battalion.

• 1pm. The first elements of Alpha and Charlie Companies are ordered to tie into Bravo's left. The Battalion CP is established on a large termite hill.

• 18pm. A second wave of A and C Company choppers drop with more troops and pick up enemy ground fire as they do. An estimate of approximately two hundred fifty men of the battalion are now reported to be "on the ground." Casualties continue to mount.

• The battalion CO makes a historical allusion to a previous commander of the 7th Calvary, George Armstrong Custer. Unlike Custer who didn't have the luxury of fire support and/or air strike capabilities at the "Little Big Horn," He calls for air strikes.

• ARA (I assume ARVN??) Helicopters fire .75 inch rockets as well as USAF fighter bombers drop 00-500 lb. bombs and napalm canisters on the NVA. Small arms fire continues at close quarters.

• Demolition team is ordered to destroy trees just south of the CP in an effort to enlarge the LZ so that two helicopters could land simultaneously. Specialist Henry, of Columbus, Georgia, is confirmed to be a casualty (KIA).

•

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Redredredted

If you order your custom term paper from our custom writing service you will receive a perfectly written assignment on redredredted. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality redredredted paper right on time. Our staff of freelance writers includes over 120 experts proficient in redredredted, therefore you can rest assured that your assignment will be handled by only top rated specialists. Order your redredredted paper at affordable prices!

Another type of writing by people who traveled to the Congo was observational and diary writing. Joseph Conrad, Stanley's officers, George Washington Williams, Edmund Ricard,Belgian senator (11)

There were many examples in the book of writing, done by both blacks and whites, to improve lives of the Congolese. Stanislas Lefranc a Belgium prosecutor, a catholic, and a monarchist witnessed the use of the chicotte on young boys for laughing in the presence of a white man. After witnessing these atrocities he wrote descriptions of them in newspapers and pamphlets which he published in Belgium. One description said, "The station chief selects the victims… Trebling, haggard they lie face down on the ground… Each time that the torturer lifts up the chicotte, a redish stripe appears on the skin of the pitiful victims… In a refinement of evil, some officers, and I've witnessed this, demand that when the sufferer gets up, panting, he must graciously give the military salute" (11).

- George Washington Williams- Black (1)

- CN Borrisson- Swedish missionary (15)

- Edgar Canisius, American (11)

- Roger Casement (10)

- William Sheppard- Black (15)

- Samual Lapsley (15)

- John Harris (16)

- E.V. Sjoblom (17)

- E.D. Morel- even though he did not travel to the Congo (11)

The definition of Civilization at the time �by Europeans/ Americans (Hypocrisy)

- pg. 80-8- definition

- pg. - Anti-slave (hypocrisy)

- pg. 100- public horrified by loss of white life

- pg. 18- Europeans leave their morality leave behind in Europe when they come to Africa

- pg. 166- moral degradation

- pg. 4- Authors example of Conrad's view of civilization

- pg. 6- definition and how it was destroyed

European/ American view of Africa up until Leopold's colonization

- pg. 6, pg. 1(Stanley writes), pg. 101

There are many examples of whites writing for propaganda use, that use language that obviously perpetuates and encourages the idea that the Africans were not civilized.

- pg. 44- Leopold never travels but he uses the language

- pg. 1- Stanley

- pg. 51- Stanley ("dark")

- pg. 68, 6, - Stanley's officers

- pg. 11- Belgian senator

- pg. 11- shows no compassion

- pg. 7- Example of propaganda/ travel

- pg. 6- White observation

There were white writers who realized the immortality of Leopold's terrorism, and expressed it.

- pg. 188- fully described the Africans as civilized- Mary Kinglsley

- pg. 11- Canisius

- pg. 10- Lefranc

- pg. 16- John Harris

- pg. 1- Canisius- evidence used by novel (Morel did not travel)

There were also many black writers who wanted Leopold's terrorism to end and wrote to try to stop it.

- pg. 10, 107 108- Williams- factual, lawyerly, open, organized, accusatory

- pg. 15- Author's opinion of why blacks wanted to go

- pg. 154, 157, 158- Sheppard

- pg. 165- Sheppard

- pg. 157- Sheppard (Kuba)

Conclusion Some white writers, and all of the black writers- took the time/ put aside preconceived notion of the Congolese- they discovered that they were civilized.. �other white writers (for propaganda)- wrote that Africans = uncivilized, Europeans/Americans = civilized- preconceived notion--- Leopold's propaganda. By valuing the individual, their culture and their history we acknowledge that they are human, civilized and worthy of compassion and moral treatment. Hochschild's book does not allow us to know about the individuals, culture and history of the Congolese people. (look at written outline).

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Analysis of "Big Brother's Two-Minute Hate

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Linda Bowles, author of Big Brother's Two-Minute Hate, speaks out against the government's scheme-like plan to control and exploit the tobacco companies. Bowles alludes to 184, by George Orwell, as a comparison of the government's method of mind-control. Both the method found in 184, and the method used by the government in Big Brother's Two-Minute Hate, try to manifest a problem, then attempt to intervene and help, ultimately ending as heroes in the eyes of the citizens. Bowles shows her biased side of the argument by making the government sound like it was trying to brainwash the people, and exploit the innocent tobacco companies. Bowles did a poor job of representing both sides of the argument, leaving inadequate information on which the reader could base its decision.

I feel that this was a poorly written, unsupported, and biased essay that leaves me wondering what the main argument was. I still can not conclude whether the argument was about the corrupt government's scheme of mind control, or determining a solution to the current tobacco crisis. I assume that the argument is about the current tobacco crisis, but it seems as if the information leads me to believe that it is about the corrupt government.

Bowles states that What we see is a scheme by the government autocrats to take over a private industry, plunder its wealth, raise taxes-and look like heroes in the process (10). This statement does indeed imply the fact that the government is corrupt, but there

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are no actual facts or evidence behind it, thus leading me to believe that this essay is relatively unsupported. Bowles shows no information supporting methods of assisting the current tobacco crisis, which is believed by me to be the topic of argument, nor does she show any other information supporting any points of argument. The information that Bowles did include is very hard to comprehend due to the way in which the essay is written. I found the essay rather is to read, but quite difficult to understand.

The essay seemed rather unorganized to myself. The paragraphs did not lead up to one another, which interrupted the flow, leading to its difficulty in understanding. Paragraphs eleven through fourteen seem like they do not have a point. I can not tell whether the author is being sarcastic or not. I believe that unless the paragraphs are re-phrased, they should not be included in the essay, because they hinder reading and comprehension.

I believe Bowles to be rather biased in this essay. Bowles speaks badly about the government; therefore I believe that she sides with the tobacco companies. Bowles never speaks positive of the government, which leads me to believe that the author does not take into account both sides during the argument. The only time that Bowles speaks negatively about the tobacco, she does it in a way that sounds sarcastic to me; therefore I can not come to a conclusion about whether or not the criticism is genuine.

I conclude that this was a poorly written, unsupported, and biased essay that leaves me wondering what the main argument was. I believe that the writer does not really offer a lot of reasons or evidence to back her argument. I have tried to analyze the tone and language of the author, but I have failed to interpret any of them. I believe my

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failure is due to the quality of the author's work. I am not able to pick a side of this argument because I feel that I am misinformed on the topic. Analyzing this essay was very difficult for me. I can read it over and over, but the results remain the same.

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Cell Phones

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The major players

There are several different players in this industry. Some are just focusing on manufacturing handsets while others also develop other parts of the mobile phone system. The four major players in the handset manufacturing industry are Siemens, Nokia, Sony/Ericsson and Samsung.

Siemens

In 17 Siemens entered the mobile phone market. They got the mission to develop a mobile phone for the NMT network to companies in Scandinavia. The software was developed in Sweden, the hardware in Norway and the design in Denmark. The project was successful and in 181 Siemens had developed the first mobile phone on this market. In the 180s Siemens started to cooperate with Spectronic AB, and together they developed portable NMT phones. In 17 they introduced their first GSM mobile phone with colour display.

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Nokia

Nokias mobile phone production started in the 60s with the radiotelephones made in the electronics department, and continued later with the joint venture company Mobira. In 11, Nokia acquired Technophone, then Europes second largest mobile phone manufacturer. This gave Nokias conquest of America a further boost, because Technophone was already well established in the American market. By the end of the millennium, Nokia had become the world leader in mobile phones.

Sony/Ericsson

Sony Ericsson Mobile Communications was founded in 001 by Ericsson and Sony Corporation, who owns one half each of the company. Sony Ericsson is responsible for product research, design and development as well as marketing, sales, distribution and customer service. Their first products were launched during the second decade in 00.

Samsung

Samsung was founded in 18. In 16, Samsung Electronics Telecommunication Network Division became the first in the world to utilize commercialized CDMA (Code Division Multiple Access) services. By year 00, Samsung Electronics had % market share in CDMA Mobile Phones and 10% in mobile phones, ranking

third in the worlds wireless communications market share.

The technology

The main technologies in the mobile telephony

- Analog radio technology

- Filter technology

- Battery technology

- Display technology

- Assembly and assembly design technology

- VLSI-design technology

- VLSI-production

- Digital radio

- Digital signal processing

The motives and incentives for handset manufacturers to participate in G

Although the G market for handsets is very uncertain, many handset manufactures have started their investment in G a few year ago. As a matter of fact the handsets manufacturers should be proactive in developing G handsets. Otherwise in case of the success of the G the current major manufacturers will lose their market shares and the newcomers will capture the market. In fact the competition for G handsets is not just to avoid felling behind. In fact the internet based mobile communication is a new market since it offers a lot of new data services such as broadband access, video & audio streaming, file download, web browsing, on-line services, m-commerce, e-mail and advanced picture messaging. Market forecast for these new services is quit under uncertainty, however a forecast by Johnson which is mostly based on the Japanese success in i-mode is presented in figure 4.

Due to G new services and the capability of G to support G service it is expected that the G users shift to G. To use the new G services most users have to replace their handsets with the new G handset and this will increase the replacement handsets shipment in the coming years. Figure 5 present the expected replacement handsets shipment in the coming years.

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