Management Skills Managing Cultural Diversity

Question: Discuss about the Management Skills for Managing Cultural Diversity. Answer: Introduction: In an article, Workplace Bullying: A Complex Problem in Contemporary Organizations authored by Alexia Georgakopoulos, LaVenaWilkin and Brianna Kent in International Journal of Business and Social Science Volume 2, Issue 3 during 2011, workplace bullying is identified as a grave problem affecting the operations of the business institutions. The article effectively underlies and analyses different reasons and factors that contribute in generating bullying activity at the workplace. The same is reflected in Appendix 1. Further, the article also hints at effective solutions that need to be undertaken at the organisational level for reducing the growth and impact of workplace bullying. The same is reflected in Appendix 2. The study in the research article was mainly conducted to evaluate the factors causing workplace bullying. The study also focused on identifying the different types of interventions that are needed to be undertaken for countering workplace bullying. The evaluation of the factors and solutions regarding workplace bullying is carried out for helping the United States- based firms understand and identify situations. Also, actions need to be taken to reduce its impacts (Galpin, 2011). Further, the articles objective is to increase potential awareness related to workplace bullying and also the costs associated with it. The study also indicated the contagiousness of the bullying behaviour at the workplace. Bullying activities and behaviours reflected on the part of the business managers are observed to encourage bullying behaviour among the subordinate groups involved in the various organisational departments (DesslerTeicher, 2004). The bullying behaviour reflected by senior groups in an organisation is ideally observed by subordinates as an integral part of the organisational culture. The research article also reflects existence and growth of workplace bullying in multinational organisations employing a diverse workforce (Dulaimi Sailan, 2011). Workplace bullying in a diverse workforce gains needed strength in that person belonging to the minority groups and also from diverse ethnic, social, sexual and educational backgrounds become the subject of bullying activities (Antunes, 2010). The lack of needed awareness regarding the identification of activities classified as workplace bullying affects the understanding of the peoples manner. The same can be tackled for generation of individual and group productivity (Brown, 2011). The research article finally highlights on the different policy implications that needed to be undertaken for reducing the occurrences associated with workplace bullying. Generation of skill-based training for organisational managers constitute an effective aspect that can help them in managing and countering the impacts of organisational bullying (Grimshaw, 2009). Similarly, the generation of videos reflecting examples and styles of workplace bullying is needed to carry out for contributing to the growth of potential awareness among people involved along different levels and units in the business institution (Orrick, 2008). The complexity of workplace bullying is reflected in the research article that varies bullying practices from situation to situation and organisation to organisation. The article argues that different types of solutions and problem-solving approaches to be undertaken for effectively resolving the issues associated with bullying conducts at workplaces (Georgakopoulos et al., 2011). Traumatic Experiences of Workplace Bullying David Farmer in the research article, Workplace Bullying: An increasing epidemic creating traumatic experiences for targets of workplace bullying published in International Journal of Humanities and Social Science, Volume 1, No.7 during 2011 reflects the different types of traumatic experiences faced by organisational members for an existence of workplace bullying. It also reflects on the various types of policy recommendations that are needed to be undertaken by the organisational managers for reducing the impact of workplace bullying (Yeung, 2011). The research article potentially highlights the adverse impacts of bullying activities on the part of managers and other subordinate groups on other organisational members in the business institution. Survey carried out amongst organisational members reflect adverse impacts of workplace bullying like increased level of anxiety, disturbed sleeping conditions, loss of needed concentration, depressive conditions and also the emergence of panic attacks (Elearn, 2009). The article potentially reflects that the incidence and growth of disruptive health conditions are directly proportional to the increase in the level of workplace bullying. Individuals suffering from low-esteem become the potential sufferers of workplace bullying practices. Sufferers of workplace bullying feel stressed out such that the same affects their productivity and performance (Budhwar Debrah, 2013). Further, different types of intervention strategies like counselling individuals responsible for the bullying activities and also a collaboration with organisational leaders for generation of effective policies and rules are undertaken for reducing the impacts of bullying activities at the workplace (Zinyemba, 2014). This article thus generates potential importance in understanding the adverse impacts of workplace bullying on the psychological and physiological situation of organisational members. Similarly, the research article also reflects the importance of the development of an ombudsman and the Employee Assistance Program or EAP that would increasingly help in generation of needed assistance to employees that are sufferers of bullying activities in their workplaces (Ishaq Zuilfqa, 2014). The research article effectively contributes in highlighting different types of policy recommendations like zero-tolerance of workplace bullying, development of health and safety policies and incorporation of training and developmental programs for reducing the incidence of workplace bullying (McKenna Russell, 2008). Evidence of the use of intervention programs like the same mentioned above is also highlighted in the research article subjected to business organisations operating in various regions and provinces of Canada and United States (Farmer, 2011). The research article authored by Farmer (2011) potentially elucidates on the different types of intervention programs that are needed to be undertaken by the organisational managers for reducing the impacts of workplace bullying. The elucidation of the impacts of the workplace bullying, also the generation of different intervention programs associated with workplace bullying is carried out effectively in the research article authored by Farmer (2011) compared to that generated in the research article authored by Georgakopoulos et al. (2011). Efficacy of the Intervention Programs The article authored by Chris Woodrow and David E. Guest, When good HR gets bad results: exploring the challenge of HR implementation in the case of workplace bullying in Human Resources Management Journal, Volume 24, no. 1 during 2014 discusses that the efficacy of the intervention programs for reducing the impact of workplace bullying gains holds based on the potential recordings of evidence and situations concerning bullying practices at workplaces. Woodrow and Guest (2014) reflect that absence of effective awareness regarding workplace bullying makes it even harder and difficult for being identified. It is argued the growth of the number in reporting practices regarding workplace bullying would contribute in the identification of the different types and patterns of bullying taking place in the organisation. The effective remedial measures can be taken at different accords for controlling and governing the bullying activities at the workplaces (Zgheib, 2014). The growth in the level of reporting practices regarding workplace bullying and the development of potential policies and measures for tackling such would evidently help in developing a bullying free work culture in the organisation (Leverett Leverett, 2013). Further, the journal article also focuses on understanding the factors that contribute in facilitating or rather obstructing the implementation process concerning human resources policies for countering workplace bullying. The existence of mixed messages regarding the implementation of the policies with also the failure in generating needed priority in understanding the subcultures of the subordinate groups has made difficult for implementing the human resources policies (Jones, 2013). The research also suggests of an effective coordination between the organisational managers, human resources department and the employees and other subordinate groups for countering the emergence of workplace bullying. The development of effective communication between the organisational members contributes in reducing the chances of emergence of workplace bullying events (Woodrow Guest, 2014). Workplace Bullying Increasing Employee Burnout S.G. Trepanier, C. Fernet and S. Austin states in A Longitudinal Investigation of Workplace Bullying, Basic Need Satisfaction, and Employee Functioning published during 2014 in Journal of Occupational Health Psychology that workplace bullying increases employee burnout and also the enhancement of workplace stress that affects both individual and organisational productivity and performance in an enhanced fashion (Cascarino, 2012). The article argues that continual exposure of employees to workplace bullying happens to affect their psychological needs. Similarly, increase in the duration of bullying activities at the workplace significantly impacts the professional development and sense of autonomy of the employees in the workplace (Bono Heijden, 2011). However, the research indicates a future direction were employees that have become sufferers from workplace bullying tend to focus on the gaining on social support from their colleagues and peers (Dulaimi Sailan, 2011). The reduction in the level of autonomy in the workplace with also increase burnout of the employees makes them feel cynical about the job. Again, the reduced access of the employees to both physical and psychological resources in the workplace contributes to increasing their level of exhaustion. This is a reason why they want to quit the job (Schoeman, 2014). Similarly, the increase in the level of workplace bullying tends to create a sense of doubt and emotional drain for the employees. The sufferers of workplace bullying continually focus their energies on anticipating their future meetings with the person responsible for bullying and the manner they would respond to the new bullying tactics of the person. The research article further reflects that employees that tend to have a lack in the level of physical and psychological resources at the initial level tend to further feel a sense of emotional distress affecting their accessibility to further resources (BramoulleÃÅ'  Goyal, 2009). The uncontrollable amount of workplace bullying in an organisation potentially affects the commitment and vitality levels of the employees thereby reducing the performance and productivity levels of staffs. The reciprocal relationship between increases in the amount of workplace bullying with the level of employee attrition in the organisation tends to further enhance workplace stress for the other employees in the organisation. This further enhances the amount of employee burnout contributing to growth in future employee attrition rates (Trpanier et al., 2014). Comparisons between the Above Researches A comparison between the research conducted by Trepanier et al. (2014) and Farmer (2011) reflect that the former focuses on reflecting the impact of workplace bullying on the psychological situation of the employees while the latter goes further in evaluating the use of different types of intervention programs for reducing the impacts of workplace bullying on the organisational workforce. Again, the study of the research article authored by Woodrow and Guest (2014) potentially reflects on the factors addressing the failure and reducing the problems associated with workplace bullying. It reflects on the lack of awareness among the types of organisational members and managers regarding and patterns of workplace bullying as in the research by Georgakopoulos et al. (2011) along with the different types of solutions that needs to be taken for managing and solving the workplace problems from using the activities of bullying at the workplace. Woodrow and Guest (2014) reflect that the proper reporting practices are needed for bullying practices at workplace contribute in further aggravating the problem in the organisations. This leads to continued tension in the organisation and also in reducing the efficiency and productivity in a mutual fashion for both the employees and the business institution. The development of awareness and skill development training programs for both the managers and the subordinate staffs regarding workplace bullying contributes not only in identifying such but also in effectively countering its impacts. Georgakopouloset. al. (2011) also argued that workplace bullying not only impacts on the psychic level of the organisational workforce but also adds to the operational and manpower cost of the organisation. The article also reflected the need for a development of tailor-made solutions for addressing workplace-bullying problems. The types of workplace bullying tend to vary from situation to situation and from organisation to organisation. The same tends to add the level of complexity of the problems associated with workplace bullying. Implementation and Reflection Week 1 Monday 12th September 2016 I undertook a library study both on a grosser and virtual level for understanding the aspects of workplace bullying. Tuesday 13th September 2016 Along with collection of needed anecdotes, I further focused on observing issues regarding workplace bullying in the university campus among my colleagues and students of other units Wednesday 14th September 2016 I undertook a survey of people both on the university campus and regional workplaces that have become sufferers of workplace bullying. Thursday 15th September 2016 Evaluated the results gained from the survey with the inferences gained from the literature studied to identify gaps. Friday 16th September 2016 Started making diary postings regarding issues showing evidence of bullying practices at workplaces. Saturday 17th September 2016 Asked the sufferers of the bullying practices to undertake a passive approach on issues concerning bullying practices. Sunday 18th September 2016 Finally, focused on understanding whether the passive approach to bullying practices would help in a sustaining confidence of the sufferers. Week 2 Monday 19th September 2016 Undertook a personal evaluation of me working in a bullying situation at the workplace. Tuesday 20th September Attended webinars for understanding the impacts of workplace bullying. Wednesday 21st September 2016 Create realistic goals and visions regarding the creation of a bullying-free workplace. Thursday 22ndSeptember 2016 To improve personal and group motivation for countering bullying activities at the workplace. Friday 23rd September 2016 To motivate my peers and other students to counter bullying in the campus. Saturday 24th September 2016 Focus on evaluating the impacts of motivation for fighting against workplace bullying. Sunday 25th September 2016 To understand whether countering of workplace bullying has increased productivity. Week 3 Monday 26th September 2016 Development of personal and group awareness regarding workplace bullying. Tuesday 27th September 2016 Reflect both on the inputs gained from empirical discussions and seminars concerning tactics for reducing workplace bullying. Wednesday 28th September 2016 Focus on creating realistic goals for reducing bullying practices at the campus. Thursday 29th September 2016 Help in the management of stressful situations through the involvement of meditation techniques. Friday 30th September 2016 Focus on understanding how my involvement helped them in countering the impacts of bullying. Saturday 1st October 2016 Development of my listening and observation skills for dealing effectively with workplace bullying. Sunday 2nd October 2016 Develop an effective relationship with the people that I had engaged with for dealing with workplace bullying. Implementation I countered a problem regarding the management of the three-week period involving the study of literature, attending conferences and different workplaces for gaining evidence regarding workplace bullying. (See Appendix 3) The same required me to drop the idea of visiting different workplaces for gaining a direct understanding of workplace bullying and the modes of dealing with it. I also failed in consulting a large number of journals and other online cases reflecting empirical evidence on workplace bullying. I also planned for conducting effective interviews and surveys with students studying in different universities that have been sufferers of bullying practices. Owing to my busy schedule, I failed in surveying and interviewing of students of different universities and business institutions that have been sufferers of workplace bullying. (See Appendix 4) I only limited my interview and survey activity regarding the student groups in my own university failing to extend the same beyond the purview of the university campus to other institutions and workplaces. The interviewing of students relating to my own university reflected potential evidences regarding the occurrences of bullying practices within the educational campus. Conducting of interviews and surveys also contributed in earning information regarding intervention procedures and activities that are undertaken by the university authorities for reducing of bullying and ragging practices inside the campus. Reflection The learning gained from the above topic ideally helped me in understanding the different categories and types of workplace bullying. It also contributed in evaluating the impacts of the workplace bullying activities on the productivity and performance of the employees in the organisations. Finally, the study of the topic also highlighted on the different types of intervention mediums that can be undertaken by the organisational manager relating to the effective identification and reporting of workplace bullying and also the different types of consultation, motivation and governing and monitoring strategies that can be undertaken by the business manager for reducing the emergence and impacts of workplace bullying. My experiences regarding the impacts of workplace bullying on the emotional and physical situation of the employees and organisational staffs ideally reason the study made regarding the impacts of workplace bullying on the organisational members. My personal experiences potentially highlight that continual pressure generated by senior members of the organisation both in terms of physical and emotional bullying happened to reduce the productivity and performance potential of the workers in a retail institution. The same also promoted increased levels of attrition of the employees from the retail firm that affected the performance of the firm as a whole. The study of the above topic regarding workplace bullying ideally contributed in clarifying my understanding regarding workplace bullying. It helped me to ideally understand the manner in which the activities associated with workplace bullying can be potentially identified by the organisational managers and the different strategies that can be undertaken from time to time and based on diverse workplace and bullying situations for tackling the impacts of such on individual and group performances of organisational members. In the university I was appointed as a group or task leader appointed by the university authorities for the effective management and completion of different educational tasks and also in carrying out excursion events. I continually worked in close cooperation with the different team members belonging to the different task groups such that it would help in potentially involving and empowering the members to take individual decisions. Team leaders operating under me however reflected bullying behaviour in influencing the group members for faster completion of the tasks. They also reflected needed biasness in supporting some group members based on their liking at the cost of the effort rendered by other members. In my tenure as a Departmental Manager in a retail firm, I focused on tackling the issue of workplace bullying that was rendered by the team leader of the grocery department of the subordinate members. Recording practices were developed such that the same helped in identification of the bullying offered by the team leader on the subordinate staffs along the different departments in the retail institution. The team leader tended to act in a bossy manner over the subordinate staffs such that he ordered the staffs to meet the visual merchandising, sales and customer servicing targets while him not getting involved with the potential activities. The subordinate staffs were also restrained by the team leader from generating any effective suggestion or recommendation for completing the tasks. The intervention programs also included development of awareness programs and team meeting for carrying out discussions with the team leader and subordinate staffs regarding countering cases of workpl ace bullying. The intervention programs are undertaken by me effectively helped the subordinate staffs through empowering the staffs for taking decisions regarding visual merchandising and other sales and customer servicing issues. The subordinate staffs reported that they were very pleased and satisfied regarding the reduction of workplace bullying which helped them to work in a productive fashion in the firm. The lessons gained from the study of the topic regarding workplace bullying reflected that the identification of different types of workplace bullying is critical for both the managers and employees. The lesson reflected that identification and evaluation of workplace bullying are difficult for both the managers and the employees on account of its complexity and also because of its varying nature based on diverse workplace situations. 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Physics Objectives Uncensored free essay sample

A lyricist since grade school, a writer since kindergarten, and an incessant chatterbox since the age of three, my life has long quested for the chef d’oevre, the masterpiece, the culmination of Hannah C.: the composition that I bestow upon the world that may define me and my existence as thoroughly as possible. â€Å"Bomb of the Bongos,† â€Å"Textbooks and Torture,† The Volcano- never will I deny their importance in my heart and self-esteem. But their importance in my college application? Marginal. No, the quintessence of Hannah C. is no song, short story, or novel. My masterpiece is the time I wrote my physics homework using the diction of rap metal wizards Rage Against the Machine. Rage Against the Machine is not the world’s greatest band, but they are the most unintentionally hilarious. Genius in the art of writing the same song 47 times and making it awesome every go, their vocabulary is more or less limited to â€Å"oil wars,† â€Å"guerrilla radio,† and â€Å"[expletive deleted] you, I won’t do what you tell me!† This, I felt, made for unequivocal communication of IB Physics’s Topic 8, which details the glory of electricity and global warming in 92 essay questions Mr. We will write a custom essay sample on Physics Objectives Uncensored or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Martinez didn’t consider important enough to include in his curriculum. Luckily for me and the looming IB exam, electricity and global warming are my two favorite things to study. In fourth grade, I embarked on a quest to comprehend every aspect of electricity available to eight-year-olds, scouring libraries for knowledge of metallic bonds, greenhouse gases, and photovoltaic modules. Through my formative years I have fostered this knowledge with Science News and stolen textbooks, and glancing through my 92 Objective Statements I realized I did not even need to read the chapter. I did anyway, but it only amplified my already-dangerous overconfidence. â€Å"Your responses are for your personal studying only,† Mr. Martinez assured us. â€Å"I’m not even going to read it.† I’ll never be completely sure why I took â€Å"This is for your studying purposes only,† as â€Å"You should definitely use 155 swear words to answer these questions,† but I did. I spent three days and seven hours writing answers to questions I’d already encoded in my heart, and they were some of the most joyous hours of my junior year. There is something almost magical about reducing complex ideas to simplistic notions; brilliant about communicating mathematical applications as senseless barbarism. It is only rarely that my creative demon rears its deformed nostrils, that I dive in sideways to a straightforward problem, but it is these excursions that teach me who I am. I am the person who solves conservation of energy problems with kinematics. I am the person who integrates improper fractions with seven integrands instead of long division. I am the person who sometimes sees the sensible way, sometimes sees the stupid way, but derives infinitely more pleasure in formulating my own arcane madness than memorizing the textbook approach. Every IB-Style exam in physics, every challenge problem in calculus, every data-based application in biology- a chance to use my own mind, my own problem-solving- this is where I shine. I can parrot biology back to you, demonstrate my perfectly spoon-fed calculus, but that doesnt mean Ill ever enjoy it. What I need, what I crave, is my own initiative, my own words, love, drive, insanity- I am Hannah C., I am bizarre, and my essence is Physics Objectives: Uncensored.

Chemical Reaction Essay

Chemical Reaction Essay Chemical Reaction Essay jTask 3 - D4 Within my report I was aiming to look and the rate of reaction and how it increases while the temperature increases. This experiment was completed and through out the experiment the temperature increases and decreases because the hydrochloric acid and the sodium thiosulfate. The aim of this experiment was to time how long it would take for chemical solution to be able to turn translucent. When the temperature of the chemicals increase, then the atoms would rapidly produce kinetic energy. So therefore more kinetic energy will be produced because of the head on collision. So in summary the rate of reaction will be quicker or faster. Where as in the enzyme report, shows that experiment was used to see if the temperature would have effected the Autolytic Enzyme System which needs a minimum energy aspect which would met the chemical reaction which occurs of the Streptococcus Faecalis. This means that the cells would become destructive because of the own actions in the enzymes. My own report and the enzyme report are both completing the same task which is to investigate weather the temperature increase with the rate of reaction. In addition in my there were many different temperatures taken in my experiment so that the experiment shown a wide variety of results. Furthermore in my experiment the rate if reactions was between 0.1 sodium thiosulfate and 1m hydrochloric acid. In my experiment the sodium was used to help increase the rate of reaction. In addition in my experiment it was visible that the rate of reaction was increasing when the temperature would increase. The similarities and differences between my report and the enzyme report would be that the

Speech Class Essay Example | Topics and Well Written Essays - 500 words

Speech Class - Essay Example Each of these kinds of friends has a different aspect and meaning for our lives. There are many traits that a best friend has, for example, which are not the same as a formal friend. These types of friends also differ in numbers: a person might have only a few close friends, and at the same time, they will likely have any number of informal friends from day to day. Friends are important, and we would not be able to get by in life without them. But we have to know which category our friend fits into, as a process of reflecting on relationships. Informal friends are persons whom we accidentally meet: maybe while traveling, in school, or on official duty. They are the type of friend who we can feel free to say hello and with whom we may have a chat. We may not have much information about them, like their whereabouts, job or family. Such friends may not have much influence in our life. We deal with them casually. They are more like acquaintances than friends. This type of friend will not have much of an impact on your life. You do not miss them when they are away from you. You generally do not object to their company, and would like to have a cup of tea or coffee with them. But if you are in the midst of some work, you do not mind parting with their company. One may know this type of friend throughout their school career, but they might never talk to each other outside their school. This type of friend comes and goes, and many people have many informal friends throughout their life, even numbering into the hundreds. Informal friends are nice to talk to, but you never intend to have anything more in your relationship with them. They are casual friends and there is no deep relationship that is planned. You just talk with them and then go on your merry way. You talk with them about common topics like hobbies or classes. But you can not talk with them about yours or their personal life and

Education and Religion Essay Example | Topics and Well Written Essays - 1000 words

Education and Religion - Essay Example As the world continues to reel from the effects brought about by technological change, the religious educational community is now experiencing the challenges associated with the transition to a more learner-personalized, ICT-enabled education. Some questions reflect the search for purpose behind the technology transition: Why do we need to integrate technology into the religiosity? How can technology support learners’ religious-based educational experiences? How can technology support a more productive future in learning about Judaism? In recent years, there has been notable strategic guidance and investment in ICT initiated and sustained by various First World governments. ICT as a term has been featured as a replacement of ‘IT’. ICT represents the computing and communication facilities and features that are used to assist teaching, learning and a wide array of activities in education (Ager 2003). Other definitions of ICT relate to ICT as a capability or â€Å"l iteracy†. Based on the discussion of religious-based education, Information Technology (IT) makes up the knowledge, skills, and understanding necessary to utilize information and communication technologies optimally, securely, and meaningfully across the contexts of learning, work, and daily life. Similarly, ICT is referred to as"literacy" by the Programme for International Student Assessment (PISA) and is defined as: "the interest, attitude, and ability of students to appropriately use digital technology and communication tools to access, manage, integrate and evaluate information, construct new knowledge, and communicate with others in order to participate effectively in society". Thus, the integration of ICT into RE only underlines the necessity for acquiring new skills for a new age. In 2004, the first non-statutory nationwide support for teaching REwas started. This has been launched mutually by the QCA, the DCSF, key UK religious groups and RE experts, this framework: "supports the entitlement to RE for all students, regardless of race and civilization; specified national expectations for teaching and learning in RE; and provides guidance for teachers (QCA 2004). What exactly are the activities and outcomes related to quality teaching of Religious Education What about quality learning in learning Judaism Such an inquiry draws even more questions - and not surprisingly, produces multiple perspectives as to what should be deemed as "acceptable" quality of teaching-learning. The impact of ICT on religious students at all the key stages has been highly commendable. It has given them access to a new world of information and knowledge, and guided information as to which is available through their teachers. Annually, research is undertaken to demonstrate enhancement in students' comprehension, skills, and knowledge in ICT use. Religious education contributes to students' social development by giving them an opportunity to reflect on the importance, for believers and others, of a sense of community and belonging. Students have an opportunity to consider how beliefs and values underpin societies and how and why believers and others try to make the world a better place for all. Pupils gain awareness of religious and cultural diversity within society and in other parts of the world (Best 1996). They have an opportunity to consider issues, such as justice, prejudice and extremism, that impact on societies. Establishing Criteria for Quality Teaching and Learning There has been a premium attached to ICT training of all practicing teachers in first world countries. It is encouraging to note that there has been a tremendous growth in the books, online materials, and handbooks for sharing and exchanging ideas, curriculum materials and case studies (Potter 2005). As an outcome, ICT has been gaining steady popularity among teachers/learners specifically for drafting and implementing lesson plans out of the classrooms. RE forums and chat rooms are one of the best ways to share ideas with fellow RE teachers and pick up tips, as are lists of favorite or popular

Autistic Childs Failure False Belief Task

Autistic Childs Failure False Belief Task Autistic Childs Failure False Belief Task Is caused by an Executive Function Deficit Autism is a neurological disease which is occasionally called (Classical Autism) and belongs to a class of developmental disorders called the Autism spectrum disorders (ASDs). It develops at an early age in life, before the age of 3 years and presents itself by through â€Å"impaired social interaction, problems with verbal and nonverbal communication, and unusual, repetitive, or severely limited activities and interests† (Autism Fact sheet, 2007). Diseases which are included in the Autism spectrum disorders include pervasive developmental disorder and child disintegrative disorder. Other diseases falling in the category include Rett syndrome and Asperger syndrome etc. autism is estimated to affect around 3 to 6 out 1000 children (Autism Fact sheet, 2007). According to the Autism and developmental Disabilities Monitoring Network (ADDMN), the disease affected 1 in every 150 8 year old children in different regions of United States. Furthermore it has been seen in males four tim es more than in females (Centre for disease control and prevention, 2007). Autism is a complex syndrome and its identification can be missed in case of a mild form of the disease. It is a debilitating disease in some cases and in order to identify patients suffering from ASDs, doctors study the patient’s different aspects of behaviour. These include: Difficulty in making friends with people. Difficulty in starting conversations with people Patient’s conducting repetitive routines. Lack of imagination and inability to be social. The atypical and stereotyped use of language skills sometimes repeating sentences. Limited interests in subjects with abnormally focused mind (Autism Fact sheet, 2007) Although the stated patterns of behaviour alert the physicians about suspicion towards Autism, the complete explanatory framework for understanding autism ultimately has to encompass multiple aspects of the condition: 1) Aetiology (2) Brain structures and processes (3) Neuro-psychology (4) Symptoms or behaviours At the most basic level, aetiology of the condition is thought to be genetic as well as environmental. Both factors are thought to play a role in the future abnormalities in the developmental process of the brain structures at an early age, and the behavioural pattern, the mind becomes able to illicit. Researchers have been attempting in the recent years to pinpoint the exact relationship between the anomalies in the brain structures and the effect they have on the behavioural patterns in autistic people. A person’s ability to â€Å"control and regulate† behaviour through cognitive abilities is called Executive function of the brain (Executive functions, 2007). They are complex behavioural abilities which simple mental abilities like focus, motor skills and memory etc (Executive functions, 2007). Researches note that the autistic children suffer from executive function deficit. Utah Fith in 1985 along with fellow psychologists’ put forward the idea that the main mental deficit in autism could be their inability to assess their own and other’s mental states. This is known as the â€Å"theory of mind† (Johnston, E, 1997). The theory that children with autism lack the theory of mind (ToM) is supported by multitude of experiments concerning the testing of presence of ToM via false belief task which show that the autistic children usually fail to pass the test (Johnston, E, 1997). Discussion Autisms come under the spectrum disorder, which means the characteristics of the disease, can appear in different combinations and different intensity levels. The aspects of individuality of human personality make it difficult to apply similar diagnostic techniques to different children. Some of the symptoms of Autism are resistance to change, lack of social interaction, lack of eye contact, inappropriate association of things and objects, lack of physical reaction to different stimuli and non- responsiveness to verbal instructions and many more. There are many misconceptions about the disease and lack of awareness among the family members and associated people, which makes it difficult to be accepted and to development of appropriate treatments and special behavioural attention that is to be given to these special children. Two major factors that affect the future behaviour and progress of these children are the teachers and the parents. As these children cannot in most cases develo p and react like normal children. So parents and teachers play and important role in making them normal people this also depends on the severity of the diseases (Baron-Cohen, 2004, p96). False Belief task Theory of mind is the ability of a person to predict or anticipate what the other person will think or do i.e. to read a person. Children at the age of 4years old should be able to illicit this capability. The litmus test to assess if children have developed the theory of mind capability is through the False-belief Task. Children suspected of having deficit of ToM are put through a False-belief task. This task is used in the ToM research and checks the children’s comprehension of other people’s false beliefs (Young, S., 2008). The term False belief can be defined as â€Å"individual’s wrong belief’s about other’s thoughts† (Young, S., 2008). The false belief task checks through a series of questions â€Å"whether child can distinguish between newfound knowledge of a stimulus and previous thoughts about the stimulus of interest† (Young, S., 2008). It has been seen that autistic children do not learn this capability and this is seen through the false belief tasks. These tasks require a person to anticipate or predict another person’s behaviour. It has been seen that a majority of the autistic children fail this task. The ToM theory was first tested by Uta Frith and Baron Cohen et. al using the modified â€Å"Wimmer and Perner’s False belief task† (Johnston, E, 1997). It was found that of the 20 autistic children tested, more than 80% failed to identify the False-Belief task. Whereas children with Down’s syndrome with a mental age lower than those of the autistic children passed the task. The authors attributed the failure of the autistic children in this particular task to their lack of capability to imagine or predict the mental states of others (Johnston, E, 1997). Since then, it has become a common practice to associate autism with failure lack of development of ToM and failure of completing the F alse-belief task. We present two rationales to discard this exercise. First, fleeting the false belief task requires capabilities other than theory of mind. Second, theory of mind need not involve the aptitude to basis about false beliefs. We conclude with an alternative conception of the role of the false belief task. (Obernman et al., 2005, p190) Studies have shown that even though autistic children perform worse than ordinary children on the false-belief tasks, they have success rates greater than those of other mentally retarded children. These results lead us to suspect that even though children suffering from Autism have a reduced comprehension of the false beliefs, when compared to children without the disease, they do not provide clear evidence to support the theory that their mental deficit is in comparable to children who suffer from mental retardation. Executive Functions in Autism Executive function is a general term used to describe large spectrum higher level cognitive processes. These are layered processes with can involve, a person’s ability to detach self from context, or plan for future actions. These actions also include inhibitions of actions deemed inappropriate or actions which relate to responding to and adjusting ones behaviour according to feedback from people other than self. A commonality noted between autistic children and those with frontal lobe injury is their restricted and limited â€Å"stereotyped behaviour† (Happe, F. and Frith U 1996). This similarity in the both cases has led to the formation of a cognitive theory about autism. Children with autism seem to fair worse, when subjected towards â€Å"Wisconsin card sorting task, tower of Hanoi, fluency test, working memory, extra dimensional shift† (Happe, F. and Frith U 1996) etc as compared to those children who are mentally challenged but of a similar mental age as t he autistic children (Happe, F. and Frith U 1996). These significant findings have researchers suspecting the involvement of frontal lobe in the disease of autism. More importantly the new cognitive theory links autism directly to the decrease in one’s executive function execution and comprehension theory. Discovery of Autism When a child is discovered to be suffering for Autism it comes as a real shock for the parents and the family to accept the situation and accommodate the impairments of the child. It is very stressful for the family to grow an autistic child, and a challenge to deal with all the possible outcomes and reactions that they might have to face. The initial reactions of the family are always denial and anger, which is usually, spread over a number of days. It is followed by various other emotional reactions and for a few days the families suffer from emotional turmoil. The next stage is of acceptance and steps, to come in terms with the disease and proper procedures, which have to be taken to deal with the situation at hand. (Bauman, 2004, p791) The issue of Pretence The triad of autistic impairments according to Wing and Gould (1979) are imagination, communication and Socialization. The mind blindness hypothesis can give reason for the loss of socialization with other people and communication (verbal as well as non verbal). It would be logical to state that children who have deficits in communication and with social relationships, would have a difficult time understanding the thinking of others i.e. deficit in the theory of mind. This leaves us with the third component of the triad of characteristics found in the autistic children, i.e. the imagination. The imagination component works in a young child in the form of pretend play. The mind blindness theory cannot explain the absence or the impaired capability of the mind of an autistic child when it comes to pretence. (Bauman, 2004, p 794) The Obsessive Side of Autism The simplest explanation for the sometimes aggressive, repetitive and obsessive behaviour of autistic children can only be explained as the result of social alienation. This has been the traditional belief. A normal healthy young child spends most of its time occupied and overloaded with interactions of the social nature. The mind tries to â€Å"take in† all it can and learn the rules and responses to normal behaviour and actions. The expressions representing anger, the tone of voice which is inviting and loving, are all the interactions learnt at a very young age. A normal child mingles with parents, plays with the toys, and has, person read him imaginative bedtime stories. Severely Autistic children being handicapped in the sense that they are mind blinded cannot understand or comprehend these expressions and social activities, which are continuously thrown at them. The world is frustrating for this child has he has no understanding of the actions expressions of the gestures thrown at him. Therefore it can be thought of, as a natural phenomenon that autistic children would try to withdraw themselves from social atmosphere and into loneliness avoid further confusion. It would also seem logical that their learning and curious mind causes them to preoccupy themselves with simplistic and repetitive tasks which their mind can easily comprehend and keeps their mind occupied. We can also attempt to explain the focused attention and interest of children with autistic child as a means to distract one self from â€Å"opacity† of the social nature of the world and their lack of understanding of it (Bauman, 2004, p795). When we attempt to figure out how many social influences normal healthy children and adolescents have from their social environment, e.g. fictional books, movies sex, sports etc, we realise that we have an innate need for social interactions and they make heavy heavily on our social awareness and our personality as a whole. Keeping this in mind, we can also reason that autistic children also have the innate urge or the need to satisfy their mind with activities which make sense to them. Since they are hypothesised to be devoid of executive function, they preoccupy themselves with activities that they can comprehend like calendar dates time tables’ or any other activities which the later on excel at. There is certain evidence from research which leads us to believe that there is lack of flexibility in the autistic mind and this cannot simply be explained through the theory of social isolation (Bauman, 2004). Rowe et al, (2001) demonstrated in a study conducted on 31 patients that patients with frontal lobe defects reduced capacity for the executive function executions. These shows that loss of executive function comes from pathological tissue damage in the frontal cortex of the brain. They also demonstrated that the results relative to the executive mind defects were â€Å"independent of the theory of mind impairments† (Rowe et al, 2001). Several studies have also shown that autistic children fare worse than normal ones int he tasks involving planning and problem solving (Bauman, 2004). Even though this is consensus amongst some researchers that â€Å"autistic children have damage to their frontal lobe and the surrounding areas leading them to suffer from executive function deficit as well as mind blindness. These regions appear in proximity to the ones involving the tasks related to theory of mind (Bauman, 2004).This alone cannot be the basis on which we refute our position as any reliable theory about the autism has to explain the syndrome itself as well as the signs and symptoms that present themselves along with the main features of the syndrome. Deficits in executive control in Autism There is general association of the deficit of Executive function (control) with the pathological anomalies or any other aetiologies leading to damage of prefrontal region of the brain and specifically the dorsal region. Researchers still are cautious about findings related to executive dysfunctions in developmental disorders. They caution that the behavioural or functional disability need not necessarily reflect pathology in the above mentioned region of the brain which is thought to be involved with the executive function control. Rowe et al (2001) also found inconclusive evidence to support the hypothesis that the prefrontal cortex damage was the sole cause of executive function deficit. It was deducted from the study that executive function could be a result of a collaboration of inputs from the amygdale (Shaw, 2004) along with other regions including thalamus, striatum, hippocampus etc along with temporal and parietal lobes (Rowe et al, 2001). This means that the executive funct ion deficit is the result of more diffuse damage than previously expected. â€Å"The theory of mind theory of autism was experimentally tested with the now famous Sally-Ann version of Wimmer and Perners false belief task. In this task the child is shown two dolls, Sally and Ann. Sally has a basket and Ann has a box. The child watches as Sally places a marble in her basket and goes out. While Sally is out Ann moves the marble into her box. Sally returns. The question posed to the child is, Where will Sally look for the marble? Baron-Cohen, Leslie Frith tested 20 autistic children with mental ages well over 4 years; 16 (80%) failed to appreciate Sallys false belief. In contrast, 12/14 children with Downs syndrome of lower mental age succeeded on the task. Baron-Cohen et al attributed the high rate of autistic childrens failure on this false belief task to an inability to mentalize, to consider the mental states of self and others† (Johnston, E, 1997). This hypothesis postulates that social interactive and communicative abnormalities in autism are derived from a inability to understand other peoples minds and to interpret behaviour in terms of their underlying mental states particularly the ability to anticipate or predict the contents of anothers mind. How to Deal With Autism After the initial emotional reaction and acceptance comes the stage of devising strategies to make the child comfortable and acceptable at home and surroundings. There are many matters of concern that would than come face to face with the family. A resistance towards the child is developed which poses a greater threat to the future progress. The gap that is developed between the family and the child is to be overcome by patience and techniques. There are several well-planned techniques that the parents can use to communicate properly with their child. First of all they have to collect comprehensive information about the disease, and try to understand all the causes and their remedies. Proper medical help should be sought to initiate a proper treatment. Education about the disease and its particularities can be sought from various sources. Associations of the parents of the already suffering children are good source of information. The associations provide better guidance, counselling between families, opportunities to share experiences, about the adopted behaviour towards the child (George, 2004, p418). It is the parents duty to educate the people around the suffering child to accept the disorder and being receptive to the childs needs. They also have to disseminate information that they have collected around; a standard pattern of behaviour is established that will make the child comfortable. Seeking more and more information and then generalizing it will make it easy to deal with the circumstances. Along with the school the parents have to be extra careful about overcoming the gap between the child and themselves. They have to take up the place of an instructor along with a caretaker to make learning the deficiencies be prevailed over. The parents on their own have to try to develop the skills of the child. They can either learn to use the medical treatment procedures or simple home made tricks to improve on the respective weaknesses of the child. Their abnor mal responses to stimuli can be made better by exercising different activities like self-handling skills, show of particular responses in front of the child will make him to imitate. Sensory integration techniques can also be used at home to make their senses perform better. Role modelling can be done to make the childs communication better with other people. This way they can know how to react and behave with different people and can improve their eye contact and can carry themselves better. Bedtime stories and special games can improve their responses. They can be taught at home that how to develop on their touching and squeezing by making small toys of different textures, so they have a general idea. (Grigerenko, 1995, p205) The home environment should be made conducive for the child in terms of its safety and ease of movement. All the safety aspects of the windows, doors, sharp things and flames etc should be kept in mind. The Executive-Function Deficits There have been attempts to elucidate and explain the executive function deficit in people with autism through the reasoning of mind blindness theory it is too early to equate autism directly with complete executive function failure. â€Å"Problems in executive functions cannot explain all aspects of the nonsocial impairments in autism and more importantly, cannot, on the face of it, explain the intact and superior skills sometimes exhibited by autistic children. The spiky IQ profile is a case in point; block design, which is so often a peak in autism, is considered a good test of fluid intelligence, which in turn relies on executive abilities.† Happe, F. (1996). Executive function deficits are not limited to the disorder of autism. These deficits can be seen in â€Å"attention deficit disorders, hyper activity disorders, Tourette syndrome and phenylketonuria etc† Happe, F. (1996). Since these diseases amongst others do not follow the theory o mind therefore the executive function deficit cannot be expected to present itself in accordance with ToM in all case scenarios. (McEvoy, 2004, p563) A study by Baron, Cohen (1985) forms the basis for deviation from the traditional view. It dissociates recurrent and stuck-in-set â€Å"preservations in the cognitive performance of autistic individuals, showing that the former was specifically associated with the presence of lower-level repetitive behaviours (e.g. stereotyped movements), whereas the latter was specifically associated with the presence of higher-level repetitive behaviours (e.g. circumscribed interests)† (Joseph R M, 1999). â€Å"Yet, if the executive dysfunction theory is to provide a convincing alternative to the theory of mind view of autism, it needs to demonstrate similar associations between executive deficits and the impairments in social and communicative functioning that are so centrally defining of the disorder. Thus far, attempts to make such connections have not been replicated, or have suggested that executive deficits, although present, do not have a causal role in the social and communicative impairments.† (Joseph R M, 1999). Personal Thoughts Mind blindness hypothesis concerning autism presents and can even explain the often overlooked fact that people suffering from autism suffer not only from the inability to assign states of the mental sort to other people , but they also fail to achieve or assign a second order mental awareness level about themselves. It can be argued that the theory of mind hypothesis can be used to explain the self attribution and acknowledgement as well as other’s attribution. The theory of mind can easily account for and provide an explanation for autistic patient’s lack of self and other’s mental awareness. Explain the reason why autistic people have narrow range of interests’ and have deficits in comprehending problems and finding their solutions. This can be explained as autistics do not have second order awareness about their own thought processes. Conclusion In conclusion autistic disorder remains an enigma whose research studies have not yet managed to decipher the different parts to elucidate both the causes and the resulting disruption of brain function. However, it is hoped that the preliminary data obtained in neuropsychology, genetics, biochemistry or brain imaging may help in the coming years to identify subgroups of study subjects more homogeneous autism, providing other dimensions to explanation of the condition that the only concept too broad for autistic disorder. Since autism is a developmental disorder of the neurological type, it presents a challenge of how so diverse anomalies in higher centres of the body can lead to characteristic patterns and behaviours. Autism as a condition requires a lot of patience on part of the care takers to bring out positive changes in the patient. These children need acceptance and patience to be dealt with. Their comfort with the society and their mates at school will only be possi ble if they have the acceptance and proper dealing at home. Parents have the utmost responsibility to make things comfortable for their child and be supportive towards them so they can be better people accustomed to deal with their deficiencies in future. References and bibliography: Autism Fact sheet, (2007). National institute of neurological disorders and stroke. Retrieved on 30th March.2008 from http://www.ninds.nih.gov/disorders/autism/detail_autism.htm Baron-Cohen, (2004), the essential difference. London: Penguin, 2004 Baron-Cohen S, Leslie A.M, Frith U. Does the autistic child have a ‘theory of mind’? Cognition 1985; 21: 37–46 Baron-Cohen, S., Richler, J., Bisaraya, d., Gurunathan, N. wheelwright, S. (2002) The systemizing quotient: an investigation of adults with Asperger syndrome or high-functioning autism, and normal sex differences, Philosophical Transactions of the Royal society London B. Available from Baron-Cohen’s web pages, p45 Centre for disease control and prevention (2007). Retrieved on 30th March.2008 from http://www.cdc.gov/ncbddd/autism/symptoms.htm Executive functions, (2007). Retrieved on 30th March.2008 from http://www.minddisorders.com/Del-Fi/Executive-function.html Grigerenko, E. L. Stemberg, R. J. (1995) Thinking Styles, in Saklofske, D. H. Zeidner (eds) International handbook of Personality and Intelligence, New York; Plenum Press, 205-230 Happe, F. and Frith U (1996). The neuropsychology of Autism, Brain, 119; 1377-1400. Retrieved on 30th March.2008 from http://brain.oxfordjournals.org/cgi/content/abstract/119/4/1377?maxtoshow=HITS=10hits=10RESULTFORMAT=fulltext=autism+executive+function+deficitsearchid=1FIRSTINDEX=0resourcetype=HWCIT Happe, F. (1999) Autism: cognitive deficit or cognitive style, Trends in Cognitive sciences, 3 (6), p216-222 Joseph, RM., (1999). Neuropsychological Frameworks for Understanding Autism. International review of Psychiatry, 11; 309-324 Retrieved on 30th March.2008 from http://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=1351137 Johnston, E, (1997), Autism, investigating minds. Retrieved on 30th March.2008 from http://pages.slc.edu/~ebj/IM_97/Lecture21/L21.html Obernman et al. (2005) Cognitive Brain Research, 24, 190-198. Rowe et al, (2001). Theory of mind: impairments and their relationship to executive functioning following frontal lobe excisions. Brain, 124; 600-616, Retrieved on 30th March.2008 from http://brain.oxfordjournals.org/cgi/content/full/124/3/600?maxtoshow=HITS=10hits=10RESULTFORMAT=fulltext=autism+false+belief+tasksearchid=1FIRSTINDEX=0resourcetype=HWCIT Riding, R. RaynÐ µr, S. (1988) Cognitive styles and learning strategies: understanding style differences in learning and behaviour. London: David Fulton, p1-9 Shaw P, et al. (2004). The impact of early and late damage to the human amygdala on ‘theory of mind’ reasoning. Brain. 127; 1535-1548. Retrieved on 30th March.2008 fromhttp://brain.oxfordjournals.org/cgi/content/full/127/7/1535?maxtoshow=HITS=10hits=10RESULTFORMAT=fulltext=autism+false+belief+tasksearchid=1FIRSTINDEX=0resourcetype=HWCIT Witkin, HÐ µrman A. (1981) cognitive styles: essence and origins: field dependence and field independence, New York: International Universities Press, p45

Argument Essay: Technology and Children Essay

This technology revolution sparked a debate on children’s use of technology. Children are constantly using iPads, iPhones, tablets, and other computerized devices. By over exposing children to technology, they are being robbed of the mental stimulation that comes from doing real, non computerized, activities. It has gotten to the point where one can see a two-year-old navigate an iPhone with ease but struggle to speak. Sixty-nine percent of children aged two to five can use a computer mouse, but only eleven percent can tie their own shoelaces (Generation Tech More Kids Can Play Computer Games than Ride a Bike). Also, children are at an all time low in the creativity department because of the lack of chances to practice their creativeness. The social interactions worsen due to the fact that children would rather communicate over the internet and via text message than speak face to face. In order to be sure that children get the proper building blocks for their future education, we must limit children’s use to technology. Today, technology is more geared toward the youth than any other age group. About 75 percent of iTunes top selling games are the educational apps designed for preschoolers and elementary school children (Strauss). Adults, think that because it is made for children that it is okay for a child to sit for hours on end playing the ‘educational’ game, when really they are causing more harm than good. Unfortunately, children no longer are seeing the need to communicate face to face with each other; children are not learning simple skills that those of before the technological outbreak learned as second nature. Children are attached to their devices, even as they are walking down the street. In the morning when kids are leaving for school, you see a line of children walking down the street all plugged in. No one says good morning as the pass another person, they bump into people without an â€Å"excuse me†, or â€Å"sorry†. These are under appreciated, simple task that the children of today lack. One could argue that this is the parent’s job to teach their children social skill, but if the parent lets the child attach themselves to and electronic device, when and how would they have the chance? Also, according to the Center for Disease Control and Prevention in a study in 2004, 16 percent of children that are between the ages of six and nineteen years of age are overweight or obese. This is a number that has nearly tripled since 1980, mostly due to technological usage. Being overweight can bring with it great health concerns. Many of these children have a chance of developing Type II Diabetes, asthma, sleep apnea, social discrimination, high cholesterol and/or blood pressure. Moreover, according to a Stanford University of Medicine study, elementary students consume 20 percent of their daily calorie intake while watching television, which usually includes unhealthy snacks, largely due to advertisements for junk food and boredom. Coincidently, kids are not burning off any of these calories while they are plopped in front of the television. When it comes down to a child’s creativity, it is being drained by the pre-generated creative art studios on computers. Before if a child wanted to show how artistic they could be, they would pull out a box of crayons or makers and draw a picture straight from their imagination. Now, we have coloring templates with preset colors that make children color inside the lines. The pseudo creativity has parents fooled into believing that their child is become more creative eve time they hand them the electronic art pad. All that is really going on is that the child is now becoming more reliant on premade sketches to create, no real thought involved. There is no doubt that technology is going to be tremendous part of the future, more specifically, children’s future. We cannot deprive them of technology, but we can limit them. Everyone wants their children to grow up creative, intelligent, and well rounded; however, with too much technological influence it will be a distant dream to achieve. As an older generation, we need to take steps toward figuring out how to save the children from becoming computer dependent, unhealthy, and unable to think on their own. Works Cited â€Å"Childhood Obesity Prevention – Stanford University School of Medicine.† Childhood Obesity Prevention – Stanford University School of Medicine. N.p., n.d. Web. 4 Dec. 2012. â€Å"Children and Technology – The Statistics.† TechAddiction. N.p., n.d. Web. 4 Dec. 2012. â€Å"Generation Tech More Kids Can Play Computer Games than Ride a Bike.† VentureBeat. N.p., 19 Jan. 2011. Web. 5 Dec. 2012. Henry1966. â€Å"Children: Technology Killed Creativity.† Newsvine. N.p., 4 Apr. 2010. Web. 4 Dec. 2012. Pelling, Rowan. â€Å"How Technology Is Taking Hold of Our Children’s Lives.† Telegraph. The Telegraph, 22 May 2012. Web. 5 Dec. 2012. Strauss, Valerie. â€Å"Is Technology Sapping Children’s Creativity?† Washington Post. The Washington Post, 12 Sept. 2012. Web. 4 Dec. 2012. â€Å"Undergraduate Research Journal for the Human Sciences.† Undergraduate Research Journal for the Human Sciences. N.p., n.d. Web. 4 Dec. 2012.