Friday, February 7, 2020

Public sphere in Australia today Essay Example | Topics and Well Written Essays - 2750 words

Public sphere in Australia today - Essay Example Lower secondary starts at the 7th or 8th year and continue throughout the 10th year of education. The 7th during 9th years of education are known as "preparatory years." Towards the end of the 9th year, students may choose to abandon school or to continue to the 10th year. During the 10th year of education, students may abandon school with a School Leaving Certificate (SLC), in many situations provided by the individual school. Upper secondary consists of the 11th and 12th years of education. Instead of leaving school upon conclusion of the 10th grade, students may carry on for two extra years of education, upon conclusion of which students also get a SLC, provided by the school or by an external examining authority. Once attended almost exclusively by students going to university study, an increasing number of Australian students, irrespective of their plans for advanced study, are attaining the whole 12-year term. While some time ago, professional and scholastic secondary schools were mostly distinct institutes, the majority public secondary schools in Australia at present are "comprehensive high schools" Such schools offer programs both for university-bound students and for students who intend to do different jobs after leaving school or who will take up postsecondary technical or professional education. A number of public schools, on the other hand, maintain to offer only educational, college-introductory programs for students who are registered to the optional programs. Some advanced secondary schools offer agricultural or other education. Nearly all the students in Australia accomplish the 10th year of schooling and get a SLC. The number of students who carry on to the 12th year of education is about 71 % of all students all over the country in 1991. The majority of young students in Australia are registered in some kind of kindergarten program, although attendance is not obligatory. Nearly all states offer a "pre-Year 1" program, and both the government and private agencies offer other pre-school activities for the two years before the commencement of Year 1. School Governance & Finance In each Australian state, the education system is extremely centralized. The Education Ministry and a Director-General of Education administer the educational system. Of late, nevertheless, there has been a growing tendency to decentralize several organizational functions from the state level towards the local level. Governance The ministry of education exercises extensive power over schools all over the state. The states develop policies in the fields of schooling and teacher enrollment, teacher service, student registration, program content, course authorization and student appraisal. The education ministry hires and employs the teachers in government schools, construct buildings, equipment and materials, and grant subsidy for utilization by schools. Hence almost all

Wednesday, January 29, 2020

Karl Marx and Human Nature Essay Example for Free

Karl Marx and Human Nature Essay I have taken for my study one chapter from the book Marx and human nature by Norman Geras. In the second chapter Norman Geras deals with the human nature and historical materialism. Although many Marxists denied Marxs theory of human nature that there was a human nature to be found in Marxs words, there is in fact a Marxist conception of human nature which remains, to some degree, constant throughout history and across social boundaries. The sixth of the Theses on Feuerbach provided the basics for this interpretation of Marx according to which there was no eternal human nature to be found in his works. Feuerbach resolves the essence of religion into the essence of man human nature. But the essence of man is no abstraction inherent in each single individual. In reality, it is the ensemble of the social relations. Feuerbach, who does not enter upon a criticism of this real essence, is hence obliged: Human nature Thus, Marx appears to say that human nature is no more than what is made by the social relations. Norman Geras Marxs Theory of Human Nature, however, offers an extremely detailed argument against this position. In outline, Geras shows that, while the social relations are held to determine the nature of people, they are not the only such determinant. In fact, Marx makes statements where he specifically refers to a human nature which is more than what is conditioned by the circumstances of ones life. In Capital, in a footnote critiquing utilitarianism, he says that ’’utilitarian’s must reckon with human nature in general, and then with human nature as modified in each historical epoch. Marx is arguing against an abstract conception of human nature, offering instead an account rooted in sensuous life. While he is quite explicit that individuals express their life, so they are. Hence what individuals are depends on the material conditions of their production, he also believes that human nature will condition (against the background of the productive forces and relations of production) the way in which individuals express their life. History involves a continuous transformation of human nature, though this does not mean that every aspect of human nature is wholly variable; what is transformed need not be wholly transformed. Marx did criticize the tendency to transform into eternal laws of nature and of reason, the social forms springing from your present mode of production and form of property, a process sometimes called reification. For this reason, he would likely have wanted to criticize certain aspects of some accounts of human nature. Human beings collectively work on nature but do not do the same work; there is a division of labor in which people not only do different jobs, but according to Marxist theory, some people live from the work of others by owning the means of production. How this is accomplished depends on the type of society. Production is carried out through very definite relations between people. And, in turn, these production relations are determined by the level and character of the productive forces that are present at any given time in history. For Marx, productive forces refer to the means of production such as the tools, instruments, technology, land, raw materials, and human knowledge and abilities in terms of using these means of production. Human nature, Marxs ethical thought and alienation Gears says of Marxs work that: Whatever else it is, theory and socio-historical explanation, and scientific as it may be, that work is a moral indictment resting on the conception of essential human needs, an ethical standpoint, in other words, in which a view of human nature is involved . Alienation, for Marx, is the estrangement of humans from aspects of their human nature. Since as we have seen human nature consists in a particular set of vital drives and tendencies, whose exercise constitutes flourishing; alienation is a condition wherein these drives and tendencies are stunted. For essential powers, alienation substitutes disempowerment for making ones own life ones object, ones life becoming an object of capital. Marx believes that alienation will be a feature of all society before communism. The opposite of, alienation is actualization or self-activity- the activity of the self, controlled by and for the self. Human nature and the expansion of the productive forces It has been held by several writers that it is Marxs conception of human nature which explains the primacy thesis concerning the expansion of the productive forces, which according to Marx, is itself the fundamental driving force of history. If true, this would make his account of human nature perhaps the most fundamental aspect of his work. Geras writes, ‘‘historical materialism itself, this whole distinctive approach to society that originates with Marx, rests squarely upon the idea of a human nature. It highlights that specific nexus of universal needs and capacities which explains the human productive process and mans organized transformation of the material environment; which process and transformation it treats in turn as the basis both of the social order and of historical change. The tendencys autonomy is just its independence of social structure, its rootedness in fundamental material facts of human nature and the human situation. Historical progress consists fundamentally in the growth of peoples abilities to shape and control the world about them. This is the most basic way in which they develop and express their human essence. Historical materialism Historical materialism started from a fundamental underlying reality of human existence: that in order for human beings to survive and continue existence from generation to generation, it is necessary for them to produce and reproduce the material requirements of life. Marx then extended this premise by asserting the importance of the fact that, in order to carry out production and exchange, people have to enter into very definite social relations, most fundamentally production relations. Norman Geras analyzed historical materialism and postulated that society has moved through a number of types or modes of production. That is, the character of the production relations is determined by the character of the productive forces; these could be the simple tools and instruments of early human existence, or the more developed machinery and technology of present age. The main modes of production Marx identified generally include primitive communism or tribal society (a prehistoric stage), ancient society, feudalism, and capitalism. In each of these social stages, people interact with nature and produce their living in different ways. Any surplus from that production is allotted in different ways. Ancient society was based on a ruling class of slave owners and a class of slaves; feudalism was based on landowners and serfs; and capitalism based on the capitalist class and the working class. The capitalist class privately owns the means of production, distribution and exchange (e. g. , factories, mines, shops and banks) while the working class live by exchanging their socialized labor with the apitalist class for wages. Marx identified the production relations of society (arising on the basis of given productive forces) as the economic base of society. He also explained that on the foundation of the economic base their arise certain political institutions, laws, customs, culture, etc. , and ideas, ways of thinking, morality, etc. These constituted the political/ideological superstructure of society. This superstructure not only has its origin in the economic base, but its features also ultimately correspond to the character and development of that economic base, i. . the way people organize society is determined by the economic base and the relations that arise from its mode of production. Historical materialism can be seen to rest on the following principles: 1. The basis of human society is how humans work on nature to produce the means of subsistence. 2. There is a division of labor into social classes (relations of production) based on property ownership where some people live from the labor of others. 3. The system of class division is dependent on the mode of production. 4.  The mode of production is based on the level of the productive forces. 5. Society moves from stage to stage when the dominant class is replaced by a new emerging class, by overthrowing the political shell that enforces the old relations of production no longer corresponding to the new productive forces. This takes place in the superstructure of society, the political arena in the form of revolution, whereby the underclass liberates the productive forces with new relations of production, and social relations, corresponding to it. Human nature and historical materialism Marxs theory of history attempts to describe the way in which humans change their environments and (in dialectical relation) their environments change them as well. That is Not only do the objective conditions change in the act of reproduction, e. g. the village becomes a town, the wilderness a cleared field etc. but the producers change, too, in that they bring out new qualities in themselves, develop themselves in production, transform themselves, develop new powers and ideas, new needs and new language. The first premise of all human history is, of course, the existence of living human individuals. Thus the first fact to be established is the physical organization of these individuals and their consequent relation to the rest of nature. Thus History does nothing, it possesses no immense wealth, and it wages no battles. It is man, real, living man who does all that, who possesses and fights; history is not, as it were, a person apart, using man as a means to achieve its own aims; history is nothing but the activity of man pursuing his aims. So we can see that, even before we begin to consider the precise character of human nature, real, living humans, and the activity of man pursuing his aims is the very building block of Marxs theory of history. Humans act upon the world, changing it and themselves; and in doing so they make history. But even beyond this, human nature plays two key roles. In the first place, it is part of the explanation for the growth of the productive forces, which Marx conceives of as the driving force of history. Secondly, the particular needs and drives of humans explain the class antagonism which is generated under capitalism. Conclusion and critical remarks Here I would like to say that Marxist philosophical anthropology is one sided. Its conception of human nature and human good overlooks the need for self identity than which nothing is more essentially human. The consequence of this is held to be that Marx and his followers have underestimated the importance of phenomena, such as religion and nationalism, which satisfy the need for self identity. In the study of human nature and historical materialism, history is what is made by human beings and its nature. According to Marx human beings are working and changing the world, Marx ignored all other factors that at work in the development of history. History has been developed not only by human beings but also through various elements. Historical materialism is caused by the production of things and there by arising social relationships. Here it implies that economy is the basic structure of society that controls and develops. But it is a reductionist approach, it is impossible to reduce the basic structure as economic relations alone.

Tuesday, January 21, 2020

Main Themes in A Streetcar Named Desire :: English Literature

Main Themes in A Streetcar Named Desire Fantasy/Illusion: Blanche dwells in illusion; fantasy is her primary means of self-defense. Her deceits do not carry any trace of malice; rather, they come from her weakness and inability to confront the truth head-on. She tells things not as they are, but as they ought to be. For her, fantasy has a liberating magic that protects her from the tragedies she has had to endure. Unfortunately, this defense is frail and will be shattered by Stanley. In the end, Stanley and Stella will also resort to a kind of illusion: Stella will force herself to believe that Blanche's accusations against Stanley are false. The Old South and the New South: Stella and Blanche come from a world that is rapidly dying. Belle Reve, their family's ancestral plantation, has been lost. The two sisters, symbolically, are the last living members of their family. Stella will mingle her blood with a man of blue-collar stock, and Blanche will enter the world of madness. Stanley represents the new order of the South: chivalry is dead, replaced by a "rat race," to which Stanley makes several proud illusions. Cruelty: The only unforgivable crime, according to Blanche, is deliberate cruelty. This sin is Stanley's specialty. His final assault against Blanche is a merciless attack against an already-beaten foe. On the other hand, though Blanche is dishonest, she never lies out of malice. Her cruelty is unintentional; often, she lies in a vain effort to plays. Throughout Streetcar, we see the full range of cruelty, from Blanche's well-intentioned deceits to Stella self-deceiving treachery to Stanley's deliberate and unchecked malice. In Williams' plays, there are many ways to hurt someone. And some are worse than others. The Primitive and the Primal: Blanche often speaks of Stanley as ape-like and primitive. Stanley represents a very unrefined manhood, a romantic idea of man untouched by civilization and its effeminizing influences. His appeal is clear: Stella cannot resist him, and even Blanche, though repulsed, is on some level drawn to him. Stanley's unrefined nature also includes a terrifying amorality. The service of his desire is central to who he is; he has no qualms about driving his sister-in-law to madness, or raping her. Desire: Closely related to the theme above, desire is the central theme of the play. Blanche seeks to deny it, although we learn later in the play that desire is one of her driving motivations; her desires have caused her to be driven out of town.

Sunday, January 12, 2020

Comparison of Tragic Heroes: Othello and Willy Loman Essay

Tragic heroism dominates many of the plays written in the earlier years of literature. Many of the known authors and playwrights used them in their works to represent their main character. Among the more popular tragic heroes in the literary history are Othello from Othello, the Moor of Venice by William Shakespeare and Willy Loman from Arthur Miller’s Death of a Salesman. These two characters, although both fit the qualifications of a tragic hero, do so in different ways. In Aristotle’s Poetics, he outlined the characteristics of a tragic hero as follows; first, someone who has a noble standing or who has a high position relative to his culture; he should be great, but not to the point of perfection. Spectators must be able to relate to him as a man, not someone so godly. A fatal character flaw would cause his downfall and the consequences or punishments that he receives for it usually surpass the crime. However, the fall should not be limited to pure loss but may also be an increased awareness, some kind of self-discovery or self-realization or gained self-knowledge. Othello perfectly fit the standards provided above. He was a prominent man being the general and commander of the armed forces of Venice. People respect him and look up to him because of his noble stature. However, as the play progresses, it slowly unveils the character flaws of Othello. His being so trusting of Iago, which was partly because of his military mindset of fully giving total confidence to a comrade, led him to be manipulated easily. He was lured to believe that his wife was having an affair with another man. His jealousy took the better of him, thus he was not able to think clearly. This character flaw pulled him down from the pedestal for it showed that even though he was a very prominent person, he also have some weaknesses just like all humans do. As the story comes to an end, he was overcome by his suspicion of his wife’s dalliance, which made him kill her. It was only after that incident that he realized his foolishness for believing Iago. Thus, before he took his life, he stated â€Å"Speak of one that loved not wisely, but too well, of one not easily jealous but, being wrought, perplexed in an extreme†¦. † (Act V, Scene 2). Too late was his realization of his lack of wisdom and naivete, which led to the tragic ending of the story. Willy Loman, on the other hand, has a different story. He may not be a very prominent person just like Othello, but within the realm of his culture, he is at the higher post. He was a successful businessman; he has his own home, a car, and what he perceived as a wonderful family. He saw himself as someone very important in his family and a cut above his contemporaries. This claim is evident in his statement in Act 1 where he uttered â€Å"I’m the New England man. I’m vital in New England†. This prominence, although self-perceived made him qualify for the first qualification of a tragic hero. His flaws, however, also came from the perception he had of himself. He set a high standard for his son based on what he had accomplished, which the latter failed to achieve. As he got older, he became less effective as a salesman and things began going out of hand. He made major mistakes after another including an affair with another woman, which was discovered by his son making things worse. His faults, however, are not planned but were spontaneously derived from previous misfortunes. In the end, the once very happy and contented Willy Loman became very sad and miserable that he decided to end his life through a car crash. We can see in these two characters the fulfilment of the qualifications for a tragic hero in different ways. Othello, somehow manages to fit in classically while Loman had to achieve it by diving deeper into the criteria. Nevertheless, the main idea of being a tragic hero was met by both, thus they are considered as such. This only goes to show that literature is not limited, which is a good thing because it allows writers to explore different possibilities of meeting set standards.

Saturday, January 4, 2020

Analysis Of Dulce Et Decorum Est By Wilfred Owen - 736 Words

Dulce et Decorum Est, a poem by Wilfred Owen, explores the numerous horrors and cruel difficulties of WWI. It is a painful, emotional and blunt depiction of the horrible conditions and distressing experiences which had a permanent effect on the soldiers. â€Å" Dulce et Decorum est† is short for the Latin saying â€Å" Dulce est Decorum est Pro Patria Mori† which translates to, â€Å" It is sweet and honorable to die for your country.†. Owen seeks to persuade the reader that it is far from honorable to die for one’s country, as the title of the poem suggested. In the first stanza, â€Å" We cursed through the sludge†, Owen describes the state of the soldiers to allow the reader to visualize the cruel reality that war was for them. Their situation is made†¦show more content†¦This represents the soldier’s pain and suffering to the reader, reminding them of the personal face of war through the suffering of an individual person. This simile is extremely poignant as it highlights the range of his pain. The use of ‘fire or lime’ increases his torture as both are very vivid comparisons that allow the reader a glimpse of the suffering that he was enduring. Owen makes the effects of war sufficiently clear by describing his own nightmares, â€Å"in all my dreams, before my helpless sight†. This line clearly demonstrates the brutal impact that war also has on the lives of those who survive and is very effective as it highlights his torment as he has to relive the experience over and over in his dreams. The line ‘helpless sight communicates his failure as the fact that he was unable to prevent his friend’s suffering at the time and now is reduced to being a passive spectator. The brutal irony of the poem is uncovered in the last lines as he attacks the individuals who claim that death in war is glorious, â€Å"my friend, you would not tell with such high zest†. Owen utilizes the use of the second person to address the people at homes and the individuals who might urge young fellows to surrender their lives for their nation. The use of my friend is intensely ironic and betrays his anger as he holds these people reliable for what he thus numerous others had to experience and claims that if only they were to witness theShow MoreRelatedAnalysis of Dulce et Decorum Est by Wilfred Owen Essay485 Words   |  2 PagesAnalysis of Dulce et Decorum Est by Wilfred Owen In the poem, Dulce et Decorum Est written by Wilfred Owen, the speaker appears to be a soldier in the army, warning young people eager for war, â€Å"children ardent for some desperate glory,† that war is not what it seems. The soldier explains to the reader through first hand experience that fighting for one’s country is not as glorious a task as it may appear to be. One shouldn’t believe the lie that is told about how itRead MoreEssay on Analysis of Dulce Et Decorum Est by Wilfred Owen795 Words   |  4 PagesAnalysis of Dulce Et Decorum Est by Wilfred Owen The First World War saw the introduction of many new warfare technologies across its theatres due to industrial competition between rival nations. One of the most feared weapons amongst soldiers on both sides was gas. The usage of chlorine, phosgene and mustard gas caused the death of thousands of men by suffocation. Wilfred Owens poem Dulce Et Decorum Est gives a detailed description of a soldier dying from a gas attackRead MoreAnalysis Of Wilfred Owen s Poem Dulce Et Decorum Est1692 Words   |  7 Pagesare now studying Protest and Resistance poetry. The protest poem ‘Dulce et Decorum Est’, written by Wilfred Owen, challenges the dominant World War One ideologies of militarism and nationalism. You will find that this poem is a great example as it defies the dominant values and beliefs of war in Britain. Wilfred Owen Let’s discuss the poet. Wilfred Owen was one of the leading voices of the first world war. In January 1917, Owen was deployed but he was innocent to the realism of war. In April,Read MoreAnalysis Of Dulce Et Decorum Est By Wilfred Owen1688 Words   |  7 PagesDulce Et Decorum Est This poem is a reflection of the nightmarish experience that Wilfred Owen had encountered during his experiences fighting in France during WW1. This poem deals with both sadness and loss. The actual form of this poem consists of a rhyme scheme that goes ABAB CDCD EFEF. The meter of the poem consists of five beats that contain a short, unstressed syllable followed along by a longer, stressed syllable. Therefore, the meter of this poem is an iambic pentameter. EX: Knock kneedRead MoreAnalysis Of Wilfred Owen s Dulce Et Decorum Est938 Words   |  4 Pagessocial aspects thanks to many of the war poets during that time period. Wilfred Owen is known to be one of the most famous war poets during the twentieth century especially during the First World War when he wrote â€Å"Dulce et Decorum Est†. His poem details the horrors these soldiers faced in the trenches during World War 1 and conveys the hidden meaning that â€Å"it is sweet and honorable† to die for one’s country is untrue. Owen is able to deliver his message and express his ideas against this cruel warRead MoreAnalysis Of Wilfred Owen s Dulce Et Decorum Est994 Words   |  4 Pageswill continue to haunt them. The memories of killing, friends being killed, almosts, etc. War contains many horrors like these. The saying, â€Å"Dulce et decorum est pro patria mori,† was once believed; it means that it is sweet and fitting to die for one’s country. Because Wilfred Owen knew the horrors, he opposes this saying in his poem â€Å"Dulce Et Decorum Est.† The narrator provides vivid images of his experience in WWI which includes both the exhaustion the soldiers endured while walking to their nextRead MoreAnalysis Of Wilfred Owen s `` Dulce Et Decorum Est ``1256 Words   |  6 PagesWilfred Owen is remembered as one of the greatest poets to capture the war in words. His work was described as â€Å"the finest written by any English poet of the first War and probably the greatest poems about war in our literature† (Lewis 11) despite him only having had 4 poems published in his lifetime, though he did write many more. His poems truly did capture the terror and harsh truth of the hardships the soldiers faced in the trenches everyday during World War I, evident in â€Å"Du lce Et Decorum Est†Read MoreAnalysis Of Wilfred Owen s Dulce Et Decorum Est1015 Words   |  5 PagesWilfred Owen was born in Oswestry, England, on March 18, 1893. He became widely recognized as a British poet for his experience and impressions upon World War I. He was the eldest out of the four in his family. His father worked on the railway, and his mother was strict in her religious beliefs, yet still had affection for her children. At Owen’s christian household, they practiced biblical themes and teachings. They seem to be a very close-knit family and protect each other. He also utilized ChristianRead MorePoem Analysis : Dulce Et Decorum Est Written By Wilfred Owen1507 Words   |  7 Pagesof hell and opens a vein that bleeds a nation to death.† World War one has affected each and every one of us. Death did not only affect the afflicted with it, but also the ones surrounded by it. This is clearly shown in the poem Dulce ET Decorum EST written by Wilfred O wen. The author has portrayed this idea through the clever use of several language techniques with the main ones being metaphors, similes and onomatopoeia which will be covered throughout the rest of the essay. Through the use of theseRead MoreAnalysis Of Wilfred Owen s Anthem For Doomed Youth And Dulce Et Decorum Est1224 Words   |  5 Pagesa time afterwards. Wilfred Owen was a poet who became well renowned after World War I where he unfortunately died in battle. Anthem for Doomed Youth (Anthem) and Dulce Et Decorum Est (Dulce) by Wilfred Owen both portray various themes including horrors of war, the futility of war and the pity and sadness of war. War is full of horrendous acts that every side of war commits, even if it is for their own reasons which to them seem honourable, but Owen tells a different story. Dulce depicts the many terrors

Friday, December 27, 2019

How to Do the Barking Dog Chemistry Demonstration

The Barking Dog chemistry demonstration is based on an exothermic reaction between nitrous oxide or nitrogen monoxide and carbon disulfide. Ignition of the mixture in a long tube results in a bright blue chemiluminescent flash, accompanied by a characteristic barking or woofing sound. Materials for the Barking Dog Demonstration Stoppered glass tube containing N2O (nitrous oxide) or NO (nitrogen monoxide or nitric oxide). You can prepare and collect nitrous oxide or nitrogen monoxide yourself.CS2, carbon disulfideLighter or match How to Perform the Barking Dog Demonstration Unstopper the tube of nitrous oxide or nitrogen monoxide to add a few drops of carbon disulfide.Immediately re-stopper the container.Swirl the contents around to mix the nitrogen compound and carbon disulfide.Light a match or lighter. Unstopper the tube and ignite the mixture. You can throw a lit match into the tube or use a long-handled lighter.The flame front will move rapidly, creating a bright blue chemiluminescent flash and a barking or woofing sound. You can re-light the mixture a few times. After the demonstration is performed, you can see sulfur coating the inside of the glass tube. Safety Information This demonstration should be prepared and performed inside a fume hood by a person wearing safety goggles. Carbon disulfide is toxic and has a low flash point. What Is Happening in the Barking Dog Demonstration? When the nitrogen monoxide or nitrous oxide is mixed with carbon disulfide and ignited, a combustion wave travels down the tube. If the tube is long enough you can follow the progression of the wave. The gas ahead of the wavefront is compressed and explodes at a distance determined by the length of the tube (which is why when you re-ignite the mixture, the barking sounds in harmonics). The bright blue light that accompanies the reaction is one of the few examples of a chemiluminescent reaction that occurs in the gas phase. The exothermic decomposition reaction between nitrogen monoxide (oxidizer) and carbon disulfide (fuel) forms nitrogen, carbon monoxide, carbon dioxide, sulfur dioxide and elemental sulfur. 3 NO CS2 → 3/2 N2 CO SO2 1/8 S8 4 NO CS2 → 2 N2 CO2 SO2 1/8 S8 Notes about the Barking Dog Reaction This reaction was performed by Justus von Liebig in 1853 using nitrogen monoxide and carbon disulfide. The demonstration was so well-received that Liebig performed it a second time, although this time there was an explosion (Queen Therese of Bavaria received a minor wound on the cheek). Its possible the nitrogen monoxide in the second demonstration was contaminated with oxygen, to form nitrogen dioxide. There is also a safer alternative to this project that you can do with or without a lab.

Thursday, December 19, 2019

Autism Spectrum Disorder ( Asd ) Essay - 1822 Words

As Autism Spectrum Disorder(ASD) is a neurodevelopmental disorder that is characterized by significant challenges in communication and social skills as well as behaviour, it leaves individuals who have been diagnosed having difficulty deciphering the social cues, and body language that is intrinsic to romantic and sexual relations. The frequency of reported ASD in children has increased dramatically over the last forty years across the globe, though experts are uncertain as to what exactly has caused the rate of diagnosis to increase so sharply. According to the most recent data provided by the American Center for Disease Control and Prevention the prevalence of diagnosis had risen to a rate of 1-in-68 children (Christensen, Baio, Braun et al. 2016). This leaves many of current and future generations with severe questions on the means of who they are and how they can pursue a romantic a sexual relationship, when they have difficulty differentiating between a friendly touch and flirt ing due to their limited theory of mind.The exact cause of Autism, be it genetic or environmental is still not completely determined, with much research particularly lately going into genetic and hormonal differentials between individuals with ASD and the general population, As with many instances of the question of nature versus nurture, most of scientists have come to a census on the middle ground; it’s both. in this literature review we will largely be ignoring environmental factors. Given theShow MoreRelatedAutism Spectrum Disorder ( Asd )1722 Words   |  7 Pagesin every sixty-eight births are diagnosed with the Autism spectrum disorder in other words (ASD), which is about one percent of the world’s population. And that more than three point five million people in America live with a person who has the Autism spectrum disorder. We all know that Autism is a spectrum disorder in which an abnormality is developed in the brain. It is a long life condition that has no cure for itself. People who have Autism face many difficulties in their communication and theirRead MoreAutism Spectrum Disorder ( Asd )1441 Words   |  6 PagesIntroduction Autism spectrum disorder (ASD) is a hereditary neurodevelopmental disorder. Like many other psychological disorders, it is commonly misunderstood in popular culture. Many allude to it casually, often equating it with crippling social awkwardness and disability when it is in fact a spectrum disorder with many degrees of severity. It is somewhat of an enigma within the scientific community as well; there are many things we do not know about ASD and there is ongoing research to learn moreRead MoreAutism Spectrum Disorder ( Asd )1569 Words   |  7 Pagesdiagnoses for autism spectrum disorder (ASD) occur has seen a dramatic growth in numbers. With diagnoses for ASD increasing, more siblings are also being found to have grown up with a sister or brother with autism spectrum disorder. Previous studies have shown no consensus on whether or not siblings of persons with ASD are at risk for negative effects. However, patterns of anxiety among these siblings are being examined to see if charac teristics of a child with autism spectrum disorder and their parentsRead MoreAutism Spectrum Disorder ( Asd )1535 Words   |  7 PagesHow Autism Influences the Interactions with Others There is a little boy that gets up every morning and goes to school. He goes home to his parents after school each day. He eats, sleeps, and plays just like any other child. There is one difference. He sees the world in a unique way than most other children not affected by Autism Spectrum Disorder. The boy’s life and actions are a bit different and can be challenging for him. He needs understanding parents, family members, and teachers. Autism SpectrumRead MoreAutism Spectrum Disorder ( Asd )1444 Words   |  6 PagesAutism Spectrum Disorder Dustin S. Staats University of Central Oklahoma â€Å"Autism Spectrum Disorder (ASD) formerly known as just Autism, is a disorder that affects about 1 in 68 children here in the United States.† (Facts about ASD) This is a pretty high prevalence and the number is continuing to rise. â€Å"Autism is a developmental disability that can cause significant impairments in behavioral, communication, and social aspects of everyday life.†(Facts about ASD). The intellectual functioning ofRead MoreAutism Spectrum Disorder ( Asd )1369 Words   |  6 PagesAutism Spectrum Disorder (ASD) Introduction I don t think people understand how unique children with Autism are or the demands of caring for a child with Autism is. In order to grasp the effect of this disability has on a child or their family it is important to understand the characteristics of a child living with Autism. So for you to understand I will be talking about Autism Spectrum Disorder (ASD) or Autism in a childs life. I will be talking about what autism is, the history and descriptionRead MoreAutism Spectrum Disorder ( Asd )1587 Words   |  7 Pages Topic: Autism Spectrum Disorder  (ASD) Purpose: My audience will learn the importance of recognizing early signs of Autism Spectrum Disorder in children. Thesis: It is important to understand the early signs of Autism Spectrum Disorder, and why early intervention is the best treatment. Introduction: Gain/maintain attention There is a television show I like to watch called â€Å"The Big Bang Theory, maybe some of you have seen it. This show focuses on the relationships between a group of friends, someRead MoreAutism Spectrum Disorder ( Asd ) Essay1168 Words   |  5 PagesAutism Spectrum Disorder, as defined by the National Institute of Neurological Disorders, refers to a group of complex neurodevelopment disorders characterized by repetitive and characteristic patterns of behavior and difficulties with social communication and interaction ( Autism Spectrum Disorder (ASD) is a very complex developmental disorder and the term ‘spectrum’ was added to the original term simply known as ‘Autism’ due to the wide range of symptoms associated with the disorderRead MoreAutism Spectrum Disorder ( Asd )1852 Words   |  8 PagesThe following paper is going to cover the topic of Autism Spectrum Disorder (ASD). Using research and data collected from various authors and journalists the paper will describe the different variations of autism and discuss the impact autism has on a person- in society, at home, in the classroom, and in their careers. Beginning at infancy, autism has a major impact on not just the child but their family’s life as well. The child’s lack of ability to interpret social cues, gestures, and expressionsRead MoreAutism Spectrum Disorder ( Asd )1801 Words   |  8 PagesAutism spectrum disorder (ASD) is a heterogeneous neurodevelopmental disorder characterized by qualitative impairments in social interaction and communication, and restricted, repetitive behavior (American Psychiatric Association [APA], 2013), and is associated with impairments in executive functions. Autism Spectrum Disorder is also defined as a group of disorders that impair an individual’s ability to understand and engage in the give-and-take of social relationships. (Boyd, 2015) Autism is a well-known