Margret Higgins was among the early feminists as well as the activists for the women rights and to whom is credited for the n

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Institution of Affiliation

Date

Margret Higgins was among the early feminists as well as the activists for the women rights and to whom is credited for the naming it ‘birth control’ and also worked hard in ensuring its enactment (Sanger, 2016). Sanger was born on 14th September 1879. She was born in Corning, New York. She moved to Greenwich Village in 1910 and initiated a publication that aimed at promoting the rights of women to Planned Parenthood. She was forced to flee her country due to the obscenity laws until 1915 when she went back. After her return from exile, Margaret opened the first clinic in the United States that was concerned with birth control. Margret Sanger dedicated her entire life to fight for the rights of women, and she died in 1966.

Margaret Sanger advocated for the rights of women in birth control through her speeches and writings to which she used to convey messages to the women (Ross et al. 2016). The main reason as to why she wanted to advocate the women’s right is because her mother was a victim whereby she had so many kids, and this affected her health greatly. Sanger on seeing this became concerned and therefore took an initiative to help the women to control their births and have children of their choice and thereby protecting their health. The government arrested her for being involved in the distribution of information to the women while it was against the law to provide such information to women. Sanger believed that it was essential to liberate the women from the unplanned pregnancies for a social change to be generated. With her determination, she eventually founded the American Birth Control League in the year 1921, and this initiative later developed to the Planned Parenthood.

Susan B. was a suffragist, author, speaker, and an abolitionist and as well as the leader of the National American Women Suffrage Association (DuBois, 2018). She was born on February 15th of the year 1820 and died on March 13th of 1906. Susan was a lecturer and a writer and was forefront in ensuring the women’s right to vote. Susan was brought up in Quaker household and worked as a teacher. She partnered with Elizabeth and to whom they eventually became leaders of the women association in the fight for the voting rights.

Susan was an American social rights activist and played an instrumental role in various issues affecting the women. Among her work included the campaigning for the equal rights for both women and the African American. Susan also worked to abolish slavery and therefore played a significant role in ensuring not only equality in the rights of women but also for both men and women from the minority communities. Susan together with Elizabeth Cady was involved in the collection of signatures to petition the Congress for the right to vote and urged the politicians to consider an amendment to the constitution allowing the women to participate in voting. Susan was successful in her fight for the suffrage rights as the amendment famously known as the Susan B. Anthony Amendment was passed through it was after her death in the year 1919 (Chambers, 2018).

Margaret and Susan had a lot of major similarities in their career. One of the similarities is that both were activists fighting for the social rights of women in an era that women were not much regarded. Another similarity is that both of the women were writers and therefore they used their authorship skills to formulate messages to which they used to air their grievances as well as advocating for the rights of women. Both of the women dedicated their entire lives in serving the community, using most of their resources and skills to nature other leaders to whom assisted them in the advocacy role of fighting for the rights of the women. The two women were leaders at different levels and therefore were equipped with various leadership skills that aided them to organize rallies making them be more vocal and attracting a large number of crowd.

By spending their entire lives in fighting for the rights of the women in the country, they depicted a similarity as selfless leaders who were had vowed to improve the lives of their fellow women. The two women, Susan and Margret, were successful in the advocating role as both initiatives started by the women came to being. With Margret’s case in the fight for Planned Parenthood, she was able to set an organization that advocated for the family planning issues, and at the same time, she was successful in that she started the first family planning clinic in the United States. Susan on the other side as well as successful and this can be seen through the abolishment of slavery and the groundbreaking amendment that was named after her, the 19th amendment that guaranteed for the women’s right to vote.

Despite the two women, Susan and Margaret had several distinctions that made them unique from one another. One of the major differences is that both had taken a different route despite their union in fighting for the rights of women. Susan was much focused on ensuring and advocating for the rights of the women to vote while at the same time fighting for the abolition of slavery and discrimination. In general, Susan focused on the fight for equality between the men and women especially in the guarantee of the voting rights. Margaret, on the other hand, specialized in the fight for the birth control rights that was also in the line for the rights of women. She emphasized the rights of women to have planned pregnancies such that they could monitor and maintain the health of the mothers through controlled births. The two women, therefore, played a crucial role in ensuring social change as well as ensuring gender equality and the rights of women.

Reference

Chambers, J. (2018). Abigail Scott Duniway and Susan B. Anthony in Oregon: Hesitate No Longer. Arcadia Publishing.

DuBois, E. C. (2018). Women’s Rights, Suffrage, and Citizenship, 1789–1920. The Oxford Handbook of American Women’s and Gender History, 443.

Ross, L., GutiŽrrez, E., Gerber, M., & Silliman, J. (2016). Undivided rights: Women of color organizing for reproductive justice. Haymarket Books.

Sanger, M. (2016). The Selected Papers of Margaret Sanger, Volume 4: Round the World for Birth Control, 1920-1966. University of Illinois Press.

Margret Thatcher

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Margret Thatcher

Margret Thatcher was born and raised in Lincolnshire, England. She died in April 2013. She was a Baroness and a stateswoman who, for 11 years she served in the United Kingdom as the prime minister. Moreover, from 1975 to 1990, Thatcher served as the Conservative Party leader. Thatcher was the first female in the United Kingdom to hold the prime mister office, not to mention she was the longest-serving prime minister in the United Kingdom. She studied Chemistry at Oxford University, and before qualifying as a barrister, Thatcher worked as a research chemist for a while. In 1959, Thatcher was given an elective post of Member of Parliament for Finchley (Ponton, Pg. 200). During the Edward Heath government, Thatcher served as the secretary of state for education, from 1970 to 1974. Thatcher defeated Edward Heath in the elections for the Conservative Party governance, and she became the opposition leader. The position made her be the first woman in the United Kingdom to lead a major political party.

Following Thatcher’s wins in the general election held in 1979, she came up with numerous economic policies aimed at reversing high rates of unemployment and the struggles faced by Britons at the time of the aggravating recession and the Winter of Discontent. Both the economic policies and the political philosophy for Thatcher concentrated much on deregulating financial institutions and curbing the influence of trade unions, not to mention the privatization of the companies owned by the state and coming up with flexible labor markets. Amid the increasing rate of unemployment and the economic burble, Thatcher’s popularity waned during her first years as the Prime Minister. The resurgence of her support resulted in Thatcher’s landslide re-election in 1983 following the victory of the Falklands War in 1982 and the economy recovering (King, Pg. 98). In 1984, Thatcher survived a bombing attack conducted by the Provisional IRA in Brighton hotel, and it was a political mileage against her rivals, the National Union of Mineworkers. In 1987, Thatcher garnered a landslide win and was re-elected for a third term as the prime minister.

Thatcher was, without a doubt, an outstanding leader who also made mistakes as any other human being. Thatcher’s uncompromising demeanor may primarily fuel her ousting as a prime minister. According to the majority of the political analysts, Thatcher’s leadership style was autocratic. It means that it was either her way or the highway. Characteristically, the autocratic type of leaders tends to be authoritarian, and they usually make most of the decisions. What makes this style of leadership to be useful is the fact that decisions executed faster as compared to a democratic leadership style, which generally accompanies processes that leads to delays. During Thatcher’s leadership, the country was under intense pressure, and she was powerful and confident to employ the autocracy style to overcome those crises and brought stability. Typically, the United Kingdom’s culture was to work for only three days a week as a result of electricity failure, which Thatcher managed to overturn it into a highly rated financial powerhouse people acknowledge it today.

Autocratic may not be the best form of leadership as it may lead to the disgruntlement of colleagues in the case where their views are overlooked and its mostly applicable in times of panic. However, Thatcher’s autocratic form of leadership was a prerequisite to her long-term political survival since the vast majority of the people ignored women, thus the leaders, more specifically, women, had to be ruthless. Upon coming into power, Thatcher managed to fix what was considered to be the “sick man of Europe” through working tirelessly, and indeed the country’s economic reality transformed. Thatcher’s leadership and personal conviction restored the confidence of the United Kingdom citizens, not to mention their entrepreneurial spirit and self-belief. In 1986, Thatcher deregulated London Stock Exchange, and it turned as one of the notable accomplishments and significantly lead the city to stand out in world finance (Booth, Pg. 1). At the beginning of 2010, it was estimated that the financial sector was worth over £125 billion and growing. Still, London retains a good reputation in terms of world finance. Actions predetermine the nature of great leaders. Thatcher was able to deliver to the people of the United Kingdom, and that is what great leaders do, and they do not find other people or circumstances to be their scapegoats.

Thatcher insisted that one must do or instead get things done, and hard work and sacrifice are not enough. She proved to be one of the fearless and determined leaders due to her unwavering resolve in the wake of demands presented by trade unions at the beginning of the 1980s. During her speech she gave to her Conservative Party, Thatcher stated that a lady should have a firm stand. At the time when Thatcher took the prime minister’s office in 1979, the services provided by the United Kingdom were coming to a standstill as a result of the ongoing overpay strikes by the trade union. The media regarded the period as the Winter of Discontent due to the bad weather and the increasing economic pressure brought along by industrial action (Hay, Pg. 450). Instead of Thatcher bowing to the demands of the workers, she came up with legal procedures that rendered the power of unions as shrink.

In conclusion, Thatcher is still regarded as a figure for “love-hate” despite her being a controversial icon during her regime. Many leaders will resonate with Thatcher’s thoughts on what a good leader should be like. Thatcher did not set out to be liked as she was not prepared to compromise on anything entirely, to achieve greatness. It is a mixture of both love and hates that great leaders have to face and get used to that fact. Thatcher’s economic legacy remains in the United Kingdom and the rest of the world. She was able to bring her criticizers and lovers in equal measure through her robust governance and unyielding resolve.

Works Cited

Booth, Philip. “Thatcher: The myth of deregulation.” Institute of Economic Affairs (2015).

Hay, Colin. “Chronicles of a death foretold: the winter of discontent and construction of the crisis of British Keynesianism.” Parliamentary Affairs 63.3 (2010): 446-470.

King, Anthony. “Margaret Thatcher: The style of a prime minister.” The British prime minister. Palgrave, London, 1985. 96-140.

Ponton, Douglas M. “The female political leader: A study of gender-identity in the case of Margaret Thatcher.” Journal of Language and Politics 9.2 (2010): 195-218.

Leonardo da Vinci

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Leonardo da Vinci

Introduction

Florentine artist is the word used to describe the work done by Leonardo da Vinci. He is famous for being a renaissance, high great master of the arts. Other achievements, which are attributed to him, are a scientist, sculptor, and painter, engineer an architect. Research and knowledge seeking, were some of his life’s passions and they were in line with his scientific and artistic endeavors (Capra,56). Italian art has up to now been influenced by the work done by him. He is known for coming up with many inventions that have raised the standards of painting, which currently exist in the world. Also, his contributions to modern science have been witnessed in aspects such as anticipated hydraulics, optics as well as anatomy. Leonardo once claimed that “Art is never finished, only abandoned.” (Capra,57).

Biography Information

In the year 1452, in the month of April, in Florence at a town inhabited by Tuscan people, Leonardo da Vinci was born. His mother a peasant was married to a notary, who had extreme wealth. Leonardo’s parents ensured that he was well educated in that; he attended Florence’s best schools. The latter was known for its many artistic and intellectual centers. In many ways, he can be described as being artistic for example, he was talented in music and the arts, and also, good in making conversation (Kemp, 23). Leonardo worked for Verrocchio, who is another famous painter from Italy. It is while working for him that Leonardo came up with the painting of the Kneeling angel. In the year 1481, while acting as a master, who was independent, he started with his painting of the Adoration of the Maqi. But unfortunately, he never completed this task. During his youth, he came up with many paintings such as Ginerva portrait (1474) and the Benois Madonna (1478). In the few years to come, Leonardo worked as an engineer in Milam, under the duke’s orders. He mostly dealt in matters related to architecture and the military at that time (Turner, 45).

As the years went by it is evident that Leonardo was famous with many of the leaders in the world. It reached a point whereby, the French King Louis XII made him the painter of his court. Leonardo made sure that his personal life was the same as his professional life. He occasionally went home for the purposes of keeping his inheritance intact, as well as visiting his relatives. In the year 1519, Leonardo died, but after he had made great accomplishments in the field of architecture, art and engineering, as well as other notable areas.

Development of Leonardo da Vinci’s Work

There has been a lot of criticism about Leonardo, and this is because he is famous in a unique way. According to him, knowledge is invested in avenues, which to him were his eyes. It is through endowment and disposition that he is today famous. The benefit of sight according to Leonardo is that almost immediately facts are conveyed, as this sense functions best as compared to the others. The eyes are also described as being certain and correct. In his various studies, the theme of sight and how it should be was eminent and visible. This is what he referred to as saper vedere or object of knowledge (Lupia, 12).

When compared to other artists in other fields, Leonardo da Vinci is described as being a great master. Other notable famous people such as William Shakespeare and Albert Einstein cannot match up to his standards as well as expertise. He was extremely meticulous in everything, which he did. In most of master pieces, he attempted to involve and invoke science. The nature, which drove and directed him, ensured that he was boundless. Thus, he said that “Human subtlety will never devise an invention more beautiful, simpler or more direct than does nature because in her inventions nothing is lacking, and nothing is superfluous.” (Lupia, 15).The Last Supper and The Mona Lisa are two of his most key painting, which until now, receives a lot of accord as well as praise.

Most of the paintings by Leonardo were never completed and those, which were finished, were a small in number. At some point, it was claimed that Verrocchio’s work was similar to his and this made some people to criticize him. This fact made him more motivated than before and in turn, he came up with compositions that are atmospheric and evocative. Composition of a new form was used by him in coming up with the Adoration of the Maqi. One easily notices in the fore ground, grouping of main figures takes place. Battle scenes and imagery ruins are extremely evident in the form of distant views at the background.

Analysis of principles and elements present in Leonardo da Vinci’s The Mona Lisa and The Last Supper

The Last Supper evidently has apparent stylistic innovations, as compared to the rest of his paintings. It was on a wall in a chapel whereby, Leonardo was to paint the Last Supper after being commissioned to do so. During that time, painting was mainly through the use of fresco, but he chose to use tempura. He made sure that each of the apostle’s facial expressions was witnessed. He used an approach, which is new whereby; a traditional theme was recreated in the painting. The individual apostles were not made to look as twelve apostles, who were different from each other. Leonardo ensured that they appeared in three, as part of a compositional unit, which is dynamic, and this is how the grouped the twelve apostles. The paintings center focuses on making Christ the key figure by framing it to be different from the others. When one focuses on the wall, they see an opening, which is rectangular and is visible in the distant landscape, though is it pale. According to historians of the Last Supper, the betrayal of Christ was going to be announced .The betrayal would be by one of the apostles present during that occasion.

The use of a new from vanishing point was evident whereby; the different places in the picture were converging in different lines. The purpose was to ensure that Christ became the central and vital point of the painting. Those who view this painting find themselves gazing at Christ using their right eye due to the converging lines. Furthermore, in the Last Supper, tools such as measurement and angles were incorporated. Also, Leonardo used the perspective whereby, planes, which are two dimensional and images that, are three dimensional were noticeable. Currently, the painting can be viewed at the Santa Maria delle Grazie Convent (Kemp, 58).

The Mona Lisa painting is another great work by Leonardo da Vinci. The woman in the painting is seated and she is known as Lisa Del Giocondo. She was married to a Florentine Merchant, who had extreme wealth. Till to date, no one can explain the smile of the woman in the painting by Leonardo. According to some people, the secret of the painting is the woman’s smile. The compositions monumentality, as well as the expression of the subject, is the reason for the ambiguity. Other elements include; atmospheric illusionism and modeling forms, which are subtle. These are the other reasons why the painting is famous, as well as fascinating to many lovers of art. The woman’s eyes seem to follow someone and are described as being alive. The pyramid design was used by him, in order to ensure that the focus is only on the woman. The areas where the pyramids are include the corner formed as a result of her arms being folded. The seated Madonna is a principle, which Leonardo makes use of. It represents the female figure, as she is seated in form of a formula that is basic. Distance as an impression was created by him by ensuring that he modified the existing formula. The element of division is also present witnessed from the chair and its armrest. The sfumato technique has been used, in order to show the parts whereby, shapes are coming into contact with each other. Critics are not pleased with the effects of this technique in the painting. Lastly, there is harmony between the landscape and the woman thus, the reason why the painting is attractive (Owen, 1).

Conclusion

In conclusion, Leonardo da Vinci has made great contributions to art in many ways. His works are known by almost every human being particularly The Last Supper and The Mona Lisa. He has influenced many artists who have chosen to follow the same path as his. In deed he is an artist who should be emulated.

Work Cited

From a Book

Clark, Kenneth. Leonardo da Vinci. Rev. Ed. New York: Viking, 1988. Print.

Kemp, Martin. Leonardo da Vinci, the Marvelous Works of Nature and Man. Cambridge, MA: Harvard University Press, 1981.Print.

Turner, Richard. Inventing Leonardo. Berkeley: University of California Press, 1993.Print.

Capra, Fritjof. The Science of Leonardo; Inside the Mind of the Genius of the Renaissance. New York, Doubleday, 2007.Print.

From a Journal

Lupia, John. The Secret Revealed: How to Look at Italian Renaissance Painting. Medieval and Renaissance Times 1. 2 (summer, 1994). 6–17.

From Websites

Author:

Owen, Richard. HYPERLINK “http://www.timesonline.co.uk/tol/news/world/article411195.ece” “Found: the studio where Leonardo met Mona Lisa”. London: The Times. 1 May.2005.Web. 24 October 2011. < HYPERLINK “http://www.timesonline.co.uk/tol/news/world/article411195.ece.%3e” http://www.timesonline.co.uk/tol/news/world/article411195.ece.>

Lesson Plan #2 Fower

Lesson Plan # 2: Fower

Overview

My unit theme will be on Flowers. I chose flowers because they are beautiful works of art, that were created as we were by God. They come in various shapes, forms and styles, as we as humans have been created withour many different varieties and diversaties. As humans we battle with self-esteem issuses, some high and some low. We, like flowers have to grow and adapt to our society that we are place to live in. Therefore we have to be watered and nurtured so that we can survive just like a flower. The word of God tells us that we are “Fearfully and wonderfully made”. It also tells us in Philippians 4:13, that we can do all things through Christ who strengthens us. A flower is nurtured through proper nutrition and love,as we as human bodies are nurtured through love and God’s word will be our food. I chose Kindergarden, because it all starts from a seed. Children at the lowest level of age should be nurtured and they grow into the beautiful beings, as a flower grows from a seed. And in doing so, this can be nurtured and mastered in the visiual arts and family life education pieces of children seduction, by showing the students the beauty of a flower and what is within themselves and how to hold on to their beauty according to the word of God.

Course:

LESSON PREPARATION

Topic: Flowers

Concept: Flowers and their characteristics/ importance

Subject: History

Grade: kindergarten

State Standard:

Primary SOL (Virginia Standard of Learning) for each subject

Family Life Education K.1 The student will experience success and positive feelings about self.

Descriptive Statement: These experiences are provided by the teacher through the climate of the classroom environment and include, but are not limited to, experiencing success in school, effectively handling routines, experiencing self-acceptance, and acceptance from others. Parents are encouraged to reinforce these positive experiences and feelings at home. Emphasis is placed on respect for differences.

Primary Objective:

Be able to point out different characteristics of flowers such as color, scent, structure, names, and other traits. Name parts of a flower

Classroom Diversity and Differentiated Instruction:

The classroom diversity would be considered. The classroom consist of visual impared students, students with learning disability, average students, and bright students. These groups woud require the teacher to use different tactics to teach the learners about the flowers. For the learners with visual impareness, the teacher would use scent and touch to differentiate the flowers. For the slow learners, the teacher would repeat the concept until they can confortably name different types of flowers and perhaps their use in the society other than being a source of beauty to our environment. The teachers could use the bright students to interact with the other students in physical activities concerning the lesson

Materials/Equipment:

The material to be used incude pencil, plane paper, errazor, ruller, and different flowers. Also books showing bright and attractive drawings of flowers could be used to take the place of the flowers, which are not readily available in the immediate environment.

Technology Integration:

Video depicting natural environments full of beautiful flowers could be used.

Character Principle:

Self-esteem – Belief in one’s self and one’s potential for successful participation in our society. Must be moderated with tolerance for others.

“I can do all things through Christ which strengthens me.” (Philippians 4:13)

LESSON PRESENTATION

Set :

Students would be devided into various groups. The teacher would take care of students with special needs but the rest could be groups in terms of a mixture of studenst with different learning abilities.

Teacher Instruction:

Visual Arts K.2The student will create works of art that express feelings and ideas.

Teacher Modeling:

Use actual flowers and flowers depicted through electronic sources. Reflect then to the forces of nature and reflect their importance. Their use could be beauty, source of sweet scent, source of food to living organisms like nector for bees and oil for humans among other

Guided Student Practice:

The teacher would guide all groups through the flowers in terms of naming them and classifying them by the plants from which they originate.The teacher could help them describe the flower scents.

Independent Student Practice:

Learners would be required to state some possible used of each flower. Independently, students could be asked to name the flowers. They would also differentiat the various colors of the flowers. They would be asked to draw and paint the same in their plane papers or books.

Closure:

Gather the learners and ask them what they have learned, gained, or could be applied in real life such as occasions.

Summative Assessment:

Students should be able to reflect what they have learned in drawing, painting, and describing flowers by their names, scent, or other traits.

LESSON REFLECTION

I would expact that all students remain engaged in the lesson and full participation from all students.

I would anticipate that students understand the lesson fully and reflect beauty to religious beliefs.

A comparative study of choice based lettings from the local authority perspectives What is their view about choice based lett

CHAPTER THREE

RESEARCH METHOD AND METHODOLOGY

3.0 INTRODUCTION

This chapter will be dealing with research methodology and data collection. The chapter will discuss the location of the study and the time of the study, unit of study, and how the sample was selected and the method of data collection. The remaining part of this chapter deals with the statistical techniques used and the problems encountered during the field work.

According to (Bell, 1999:2) research is ‘seeking through systematic methods to add to one’s own body of knowledge and, hopefully, to that of others, by the finding of non-trivial facts and insights’

The web definition of research also agreed that research is a method of ‘inquiring into a topic to discover or revise facts or add to knowledge about the topic’.

www.usg.edu/galileo/skills/ollc_glossary.html 3.1 RESEARCH QUESTION

A comparative study of choice based lettings from the local authority perspectives: What is their view about choice based lettings system?

3.2 LOCATION OF THE STUDY

This research was carried out between the allocation officers of two boroughs Lambeth and Merton councils in London, United Kingdom. Lambeth and Merton councils are both located in the South West area of London. This research was carried out in other to compare two boroughs and find out their views about choice base letting schemes in their borough.

3.3 AIMS AND OBJECTIVES OF THE RESERCH

The aim and objective of this research is to find out the difference and similarities of the way Merton and Lambeth council operate choice base lettings schemes in their borough and compare them.

3.4 RESEARCH INSTRUMENTS

This dissertation is based on( qualitative and quantitative) methodology. However, whatever methodology used in this dissertation, qualitative or quantitative, it can produce interesting and useful result. Both methodologies require a high of self-discipline and a capacity for attention to details. Davis( 2007) stated that “qualitative and quantitative researches are both legitimate vehicles for” finding out” social reality in whatever sphere of human life are the focus of your study of your interest”. The approach first adopted for this study was qualitative method believing that it would enable me to have the general ideas of how choice based lettings was delivered, and if it was delivered as promised. However, as the study progresses, there became a necessityfor me to include the quantitative methodology in my research in other to get the fact and compeer them from both boroughs (Merton and Lambeth).

were used for this study, the questionnaire and the structured interview. A questionnaire is the main instrument in survey research through which a researcher communicates information needs to a group of respondents to stimulate an accurate response and render data in a form which is meaningful for analysis. There are three types of questionnaire structure namely: open-ended questionnaires, close-ended questionnaire and contingency questionnaire (Abosede A.J et al. 2001).

A structured interview is also known as standardised or a researcher administered survey. This type of interview is a qualitative research method frequently used in survey research. The main objective of this method is to ensure that each interviewee is given exactly the same questions and in the similar order. (en.wikipedia.org/wiki/Structured interview)

Both instruments have been employed for the purpose of this study because of their individual merits. Questionnaires have the advantage of guiding respondents to more precise answers and avoid digression away from the focus of the survey. Interviews on the other hand have the benefit of enabling the researcher to capture more detailed and less guided information from respondents. It allows for free-minded information and input from the respondents.

The structured interview method was used to collect data from the allocation officers in Lambeth. The same questions were asked in the questionnaire that was sent to allocation officer in Merton council, this was used in order to note differences in their reply and response. This can be examined and proven to be genuine answers reflecting actual views and representation of the Lambeth and Merton council. According to (May 2001:121) “Validity may then be checked by asking the respondent about the same issue, but employing a different form of question wording and then comparing the answers”

3.5 DATA COLLECTION

The data for this study will be collected from two different set of boroughs

1. Lambeth

2. Merton

Both boroughs have been chosen for the collection of data because both operate the choice base letting system and use the same method of allocating houses which is the Home Connection website on which most empty Council and Housing Association properties are advertised for you to bid for. This is a method whereby the applicant views properties on Home connection website and decides which one to apply for.

Two vital research instruments were used for this study, the questionnaire and the structured interview. A questionnaire is the main instrument in survey research through which a researcher communicates information needs to a group of respondents to stimulate an accurate response and render data in a form which is meaningful for analysis. There are three types of questionnaire structure namely: open-ended questionnaires, close-ended questionnaire and contingency questionnaire (Abosede A.J et al. 2001).

A structured interview is also known as standardised or a researcher administered survey. This type of interview is a qualitative research method frequently used in survey research. The main objective of this method is to ensure that each interviewee is given exactly the same questions and in the similar order. (en.wikipedia.org/wiki/Structured interview)

Both instruments have been employed for the purpose of this study because of their individual merits. Questionnaires have the advantage of guiding respondents to more precise answers and avoid digression away from the focus of the survey. Interviews on the other hand have the benefit of enabling the researcher to capture more detailed and less guided information from respondents. It allows for free-minded information and input from the respondents. I chosen semi- structured interview method for the research, but due to unavailability of the allocation manager of Merton council who requested for an online interview which I have to as a questionnaire. The structured interview method was used to collect data from the allocation officers in Lambeth and Merton. The same questions were asked in the questionnaire that was sent to allocation officer in Merton council, this was used in order to note differences in their reply and response.

This can be examined and proven to be genuine answers reflecting actual views and representation of the Lambeth and Merton council. According to (May 2001:121) “Validity may then be checked by asking the respondent about the same issue, but employing a different form of question wording and then comparing the answers”. The allocation officers in Merton council was selected among the staff working in the housing department because they will be in the best position to talk about their choice base letting schemes and the same was done in Lambeth council. Their respondents will explained why they are asked to adopt the choice base letting schemes and how the government want them to go about it.

3.6 SAMPLING PROCEDURE

May (2001) described sampling as ‘a portion of a larger group called a population. The population in the universe will sampled’. He went on to say that ‘a good sample is a miniature version of population- just like it, only smaller’. (May 2001:93).

However, among the staff working in the housing department of both London borough of Lambeth and Merton, only three (3) people were interviewed (1) questionnaires was returned via email. They are all in the allocation departments, because these are the people that can provide the information needed since the other staff view will not be of any important in this studies ,and it will not be necessary. So therefore it will not be difficult and too expensive to cover the staff, needed for the survey, only a limited sample will be surveyed for the purpose of this study.

It is essential to highlight at this stage that the sample surveyed from the questionnaire and structure interview represents a targeted staff of two councils as the respondent of the survey are major staff of locals council. The researcher adopted the use of stratified random sampling for some of the respondents. Stratified random sampling is the process in which the population are grouped into sub-population called “strata”, each strata is then subjected to random selection chances. (Obasan, 2001) .The structured interview was to administer at this stage to the selected three (3) allocation officers in both borough and one (1) questionnaire was sent online to the allocation Manager in Merton council through his email due to his unavailability for the interview. In light of this, the purposive sampling was applied to enable the researcher reach a reasonable number of allocation officers to reflect the true situation of choice based lettings in both boroughs.

. However, in the case of the structured interview, one (1) staff from Merton council was interviewed, and one (2) staff was interviewed from Lambeth council. They were selected using a simple random sampling method. As the definition implies, simple random sampling uses the principle of randomisation, which involves giving each unit of the total population or universe equal chance of being included in the sample. With this method necessary information and data were equally collected. Four (4) staff from both boroughs was willing to participate in the interview and one interview was done through online interview via email. They all gave valuable and necessary information needed for this study.

3.7 SAMPLE SIZE/POPULATION SIZE

This study was conducted on staff of the allocation section in the housing departments of London Borough of Merton and Lambeth. Assuming (ABC) number of staff are working in the allocation section of housing department of Lambeth borough and (ABC) number of staff are working at the allocation section in housing department in Merton borough as mentioned above. The staff in the sample size comprises of staff from the boroughs.

The structured interview was conducted among three (3) staff of both borough and one (1) managers of London borough of Merton who requested for his interview to be sent to him through email. Totals of three (3) respondents were interviewed but only one (1) was sent online interview through questionnaire, and they all gave valuable and necessary information on the study at hand.

3.9 LIMITATION OF THE STUDY AND PROBLEMS ENCOUNTERED

It is obvious that a researcher cannot but be faced with one problem or another in a study like this, especially when it comes to the collection of information relating to human beings whose behaviour cannot be precisely predicted. London Borough of Croydon and Lambeth was initial chosen for the research location but Croydon borough has not started the choice based lettings scheme. Croydon borough happens to be my borough and they further said the government is not funding the scheme anymore, so therefore they are not adopting the scheme. Due to this, i decided to choose London borough Merton and Lambeth because they operate the choice based letting schemes and i will be able to gather enough information for my research. However, it was not easy to get in touch with staff in the allocation section in the Housing department of both boroughs, eventually i was able to get them and letters of consent was sent to them for approval. It took weeks for the approval letter to be sent back due to the unavailable of the allocation manager in Lambeth.

The allocation manager in Merton said he was very busy when i call for the approval letter he said he won’t be available for any interview that i can come in and speak to members of staff in the choice based letting section and he said I should send an online Questionnaire to him. However, a well structure questionnaire was sent to him through online and an appointment was fix to interview the staff, only one was available but it took weeks before this was possible. Lambeth approval letter was sent back and a date was fix for the interview although it was very difficult to set an interview date with the staff. I was able to interview only two staff. More, so the time available to go about this research work was somehow limited coupled with lack of financial resources which also posed a limitation.

3.6 Personal reflection

This chapter has dealt with the research methods and methodology used in carrying out all the research work for this study. The next chapter will show in details the presentation of data used for this study as well as the analysis of data and it interpretation.

A comparison and contrast essay

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A comparison and contrast essay

Music is an essential element in the community. It serves to entertain, sooth and educate society. In this paper, we shall focus on the lives and accomplishments of two great artists and understand their influence to current musicians. In 1756, Wolfgang Mozart was born into a Roman Catholic family. His family lived in Salzburg, which was then within the Roman empire. During the 18th century, the families tended to be larger than they are now, and as such Mozart was the youngest in a family of seven. However, five of his siblings died in infancy. His musical talent was noticed quite early. His father, Leopold Mozart, and his sibling Maria Mozart were particularly influential to his musical career. Leopold would teach his children music, academics, and linguistics. Classical scholars argue that Leopold may have noticed his son’s talent at this age, which then motivated him to teach him further. Consequently, Leopold was the first to recognize his son’s undeniable talent. On this note, between 1762-1773, Leopold toured Europe to pursue employment for the young, talented Wolfgang. His father would support him throughout his career. For example, Leopold tried to apply for a job in Salzburg on his son’s behalf, though Wolfgang rejected the job (Mozart, Stanley & Fiona).

Wolfgang composed about 600 classical works throughout his career. Wolfgang majored in the fields of symphony, choral, opera, concertante, and chamber. Classical musicians study his works in school to familiarize themselves with this field. He is one of the world’s greatest classical composers. The latter statement is ironic because Wolfgang was little known when he was alive. He struggled to put food on his table. He quit jobs one after the other since he felt the remuneration was not at par with his talent. The 40th symphony is one of his great masterpieces that is intensely studied, played, and listened all over. In 1791, Wolfgang established himself as one of the best musicians before his death. It was this year that he left a landmark on the world that future musicians like Ludwig Van Beethoven sought refuge for their works (Mozart, Stanley & Fiona). Wolfgang became famous after his death in 1791.

Claude Debussy was a French composer born in 1862 to a poor family. Debussy is widely regarded as the first impressionist, a term he vehemently rejected. Despite his humble upbringing, Debussy made an early music debut. He was admitted into the leading music school, Conservatoire de Paris at the age of 11 (Barraque). During his schooling career, he trained and studied the piano and tried to focus on innovation composition despite the disapproval of his professors. Debussy was talented from a young age but it took him several years to mature and invent his musical style. His musical opera of 1902 gained international fame and served the purpose of increasing his self-esteem in his musical career. Debussy composed works such as nocturnes and images, which were a reaction against the German musical tradition. He criticized the classical symphony immensely which may have prompted his invention into other musical fields.

Mozart and Debussy adopted the orchestra and were interested in opera. Another similarity is that both of these artists ventured into chamber music developing the string quartet. However, the classical era where Mozart lived favored the development of the regular phrasing, where the melody was regular and even. In the classical period, there was a clear polarity of tonic and dominant harmony.

Debussy ventured into sonatas just like Mozart and was able to complete three out of the targeted six sonatas (Schmitz). The use of the clarinet was also a significant similarity between the two artists. Its introduction meant that it became increasingly important for composers to utilize up to 4 French horns, two trumpets, and timpani. Both artists were skilled pianists. Both artists employed the Alberti bass feature as they played the piano.

Works cited

Barraqué, Jean. Claude Debussy. Rowohlt Verlag GmbH, 2018.

Mozart, Wolfgang Amadeus, Stanley Sadie, and Fiona Smart. The letters of Mozart and his family. Springer, 2016.

Schmitz, E. Robert. The piano works of Claude Debussy. Courier Corporation, 2014.

A comparative study of conflict management styles of public

ARTICLE CRITIQUE; A comparative study of conflict management styles of public

And private secondary schools’ principals

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Introduction

In any institution, be it in schools and workplaces are inevitable. For instance, there may be conflicts between teaching and non-teaching staff or among students themselves in a school setup. According to Bailey , there is no question that rifts occur not only in theory but also in practice. When designing conflict resolution strategies, it is often necessary to consider field perspectives. Principals must also participate in field activities to better understand the management skills that must be used in their organizations. He counsels the school principal on conflict resolution. First and foremost, the principal must realize the importance of recognizing conflicts early and responding quickly to misunderstandings among subordinates, educators, and students. Second, to overcome his prejudice, he should use mutual judgment.

Finally, suppose you understand that disputes are uncontrollable. In that case, the easiest and most efficient way to evaluate your resources is to acknowledge your opponent’s power and decide what action strategy is required to overcome the dispute, how to make this decision, and how to prepare for the imminent attack. Finally, the school administrators should be forthright and frank about their own merits and merits in the dispute resolution process. As a motivator or driving force, systemic change strongly relies on dispute resolution. This is why, if you want to make a drastic change in the company, you should speak with the principal or supervisor.

Description of the problem

Ghaffar, Zaman, and Naz (2012) address the impact and efficacy of conflict management styles in the classroom and how a manager can use them. These researchers concentrate on the different conflict resolution approaches used by students and the forms of conflict resolution that they prefer. A variety of private and public schools were measured and contrasted by the authors. The qualitative data was gathered from 50 teachers who completed a questionnaire. Among the five types of conflict management discussed by the questionnaire were a constructive approach to conflict resolution, a consensus solution to conflict resolution, a competitive approach to conflict resolution, a workaround approach, and a conflict management avoidance approach (Ghaffar, Zaman, & Naz 2012). According to the report, teachers tended to take a community approach to dispute resolution. The researchers claim that directors are trained in a range of conflict resolution methods and how to apply them in various situations.

According to this report, directors face a variety of conflict situations due to their administrative position. Principals may use several conflict resolution methods to resolve disagreements. Directors must first determine the situation before deciding which style is ideal for the situation to settle disputes efficiently. Different conflict management styles may be used depending on the situation and the people involved in the conflict. A principal can take one of two approaches depending on the nature of the dispute. Principals must also be able to solve problems and make decisions without introducing personal bias into the equation. To effectively deal with disputes, an action plan and a resource assessment are needed. According to the writers, managers can study a range of conflict resolution techniques and gain hands-on experience with them.

This article publishes papers on non-competitive conflict settlement methods. This tactic should be avoided because it can lead to more disputes between teachers and students in the classroom, and no one wants to be the loser. The article does not talk of mitigation measures or prevention measures to reduce conflicts in schools. This article has been sussed because it recommends that principals undergo proper dispute resolution training to resolve interpersonal conflicts. It is often criticized because the principles did not allow for a consensus dispute resolution process. When teaching principals, they should be encouraged to avoid using a competitive tactic when dealing with conflicts. Principals should be reminded to use the most suitable style for the situation and the people involved. They had no idea how to deal with relationship problems that were affecting the students.

Analysis and discussion

Understanding the different forms of dispute resolution is essential for a future instructional chief. Each personality type affects both the other parties and the conflict. I’ve developed a greater understanding of myself by reading how I’ve used as a teacher and now as a college professor at different points in my career. Based on this study’s questionnaire findings, I know that standard methods and negotiation tactics are the best ways to solve it. To be an effective educational leader, I need a conflict resolution technique that I can implement. Workplace disputes can be both competitive and cooperative, depending on the circumstances.

Specific issues occur when disputes, whether competitive or cooperative in nature, are considered. The focus of management should be on collaboratively resolving conflict. Conflict is often caused by two or more individuals, each with a different desire. The key is to determine how capable each disputing party is at negotiating. Suppose two employees disagree about who should conduct a specific role, and neither is willing to budge. In that case, the only option is to find a happy medium that is agreeable to both parties. This is the nature of conflict resolution work, which seeks to find an arrangement that gives both parties the impression that they have gotten what they wanted, even though it isn’t exactly what they wanted. Some of the common conflict resolution measures should be proper discussions and one should not be biased. If discussion does not work one can use other measures mediation or arbitration. Teachers should also play their role effectively guide children at school in the right manner. They should also teach their students on the best ways to handle conflicts.

In collaborative conflict management, the importance of a mediator’s role in listening to both parties’ needs, desires, fears, and concerns to achieve a resolution is emphasized. Since the aim is for both parties to feel comfortable sharing their opinions, the approach must be gentle and non-confrontational. Managing conflict is a philosophy and a set of skills that individuals and groups of people use to better understand conflict and deal with it in their daily lives (Himes,2008). Conflicts have both the negative as well as positive effects on school, parents as well as society. It is evident that where there is no peace there is a conflict. We should live together fairly and share our scarce resources equally as well.

Conclusion

Workplace disputes are typical, and completely eliminating them from the company is not an option. It’s also important to be gentle with the principal. What style(s) they are interested in determines the situation and the principal’s personal preference for dealing with conflict. According to the results, leaders use one of two approaches to conflict resolution. Leaders should choose the style that best suits them and the circumstance at hand. The definition of any dispute and the strategies for managing it is not limited to educational institutions; it can be found in various disciplines. According to the literature, the secondary school principal has been credited with conflict management due to their managerial role. It has been demonstrated that equilibrium is natural and that any problem scenario, whether in an organization or a person’s ability, is abnormal. Disagreements and disagreements are often the same things. The implementation of effective measures is needed for the de-escalation of the adverse effects of violence.

References

Ghaffar, A., Zaman, A., & Naz, A. (2012). A comparative study of conflict management styles of public and private secondary schools’ principals. Bulletin of Education and Research, 34(2).

Himes, J. S. (2008). Conflict and conflict management. University of Georgia Press.

A Comparison of Laws between China and Argentina

Immunity of Foreign Central Banks: A Comparison of Laws between China and Argentina

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Executive SummaryThis report compares the laws on immunity of foreign Central Banks between China and Argentina. Specifically, it intends to show how the two nations diverge or converge on different lines relating to laws on foreign central banks, and how this reflects back to the basis of said laws. The article looks at immunity of foreign Central Banks, immunity from Jurisdiction, exclusions from the authority of foreign Central Banks, issues associated with the performance of business actions, criteria of comparison between Chinese and Argentine legislations, and immunity from attachment and execution. From a theoretical standpoint, both laws are congruent with one another and will fulfil the objective of boosting bilateral financial interaction in general. In particular, the Argentine legislation attempted to achieve this conformance and was expressly crafted in accordance with the language of the Chinese legislation.

Key Words: Argentina, China, Central Banks, immunity, legislation, and Article 2

Table of Contents

TOC o “1-3” h z u Executive Summary PAGEREF _Toc85579533 h 21. Introduction PAGEREF _Toc85579534 h 42. Immunity of Foreign Central Banks PAGEREF _Toc85579535 h 43. Immunity from Jurisdiction PAGEREF _Toc85579536 h 63.1 Exclusions from the Authority of Foreign Central Banks PAGEREF _Toc85579537 h 63.2 Issues Associated with the Performance of Business Actions PAGEREF _Toc85579538 h 73.3 Criteria of Comparison between Chinese and Argentine Legislations PAGEREF _Toc85579539 h 84. Immunity from Attachment and Execution PAGEREF _Toc85579540 h 94.1 Article 2 of the Chinese Law PAGEREF _Toc85579541 h 94.2 Article 2 of the Argentine Law PAGEREF _Toc85579542 h 104.3 Assumptions on Express Waivers on Central Banks PAGEREF _Toc85579543 h 114.4 Exceptions to the Generally Applicable Principle PAGEREF _Toc85579544 h 115. The Principle of Reciprocity PAGEREF _Toc85579545 h 125.1 Reciprocity in a Country’s Foreign Relations PAGEREF _Toc85579546 h 125.2 Article 3 of the Law on Reciprocity: Argentina versus China PAGEREF _Toc85579547 h 136. Conclusion PAGEREF _Toc85579548 h 13References PAGEREF _Toc85579549 h 15

1. Introduction

In 1972, China and Argentina restored diplomatic ties when the Argentina acknowledged Beijing as China’s only lawful government. They signed almost 50 accords over the next 30 years, covering a broad variety of topics. The signing of accords, on the other hand, has accelerated significantly since 2004, with about 120 bilateral accords currently in existence. China and Argentina have started a fresh series talks in numerous spheres of mutual interest in the previous four years, particularly international commerce, repatriation, economic growth, and investing. Among the most intriguing items on the bilateral discussion was the idea to trade a portion of both Central Banks’ monetary reserves, assigning them to each foreign nation. In this manner, rather than transferring their reserves to established global financial centres such as the U.S, the U.K, or Switzerland, the two nations may have an alternate location for their reserves. Because China had initially approved a law on the subject, the Argentinian Executive Authority pushed for a similar policy. In view of the debate before the United States courts and the connections faced by the national Central Bank, the Latin American nation also wanted to express its viewpoint on the sovereignty of a financial jurisdiction and the immunity provided by its reserve. As a result, on June 25, 2014, a legislation was submitted, just weeks before the Chinese President travelled to Argentina to sign many bilateral deals. The Senate and House of Deputies immediately approved the bill, and it was signed into law as Law No. 26,961 in early August.

2. Immunity of Foreign Central BanksThe Executive Branch validated the bill that turned into Law No. 26.961 as component of a pact with China to boost bilateral commercial and economic relations while also providing a further source of foreign money. When looking at the timeframe of the legislative process, the hurry of the Argentine government can be seen, which contributed to the bill’s ambiguous terminology and deceptive stories (Lee, 2002). The Senate’s suggested changes produced some adjustments while also introducing new errors. The result is a legislation with a short, unclear text that is also contentious whenever contrasted to existing local legislation on foreign nation jurisdictional immunity. The 2005 Legal System of China had a very specific objective, one that was only slightly different from the Argentine law in terms of economic and political requirement. Till that time, China had no formal stipulation on sovereign immunity and was regarded a proponent of the ancient law, with the defendant State’s waiver being the only acknowledged exemption. “From the Chinese perspective, sovereign immunity was employed as a barrier to safeguard other nations’ sovereignty while at the same time it was utilized as a weapon to enforce colonialism on the relatively weaker nations,” writes WANG (1999, p. 168). As a result, China’s adherence to the notion of total State immunity was entirely natural.”

The current rule on this subject, the 1978 UK State Immunity Act, stopped to be in effect in Hong Kong once it unified with China in 1997. As ZHU (2007, p. 74) points out, the government of China recognized the need of maintaining Hong Kong as a safe haven for direct investors (inclusive of foreign Central Bank reserves), and also providing similar security in mainland China and Macao. As a result, the Law on Judicial Immunity from Compulsory Measures Concerning the Property of Foreign Central Banks was enacted to achieve these goals, encompassing a broader defense restricted only by the principle of reciprocity. Additional political and legal choice in this domain was made only a few days before this Law was accepted: China signed – although did not acknowledge – the United Nations convention in September 2005. This international treaty, which has not yet entered into force, regards exemption from jurisdiction to be a primary concept (Article 5), with a few exclusions (Articles 7 to 17). It is dangerously conservative when it comes to metrics of restraint, as they are just permitted with the explicit permission of the respondent Government (Article 18) or, in the case of post-judgment metrics, if the particular resources are being used or aimed to be used by the Nation for non-government non-commercial reasons (Article 19). Furthermore, Article 21, section 1, paragraph c), specifically states that a Central Bank’s assets may not be used for business reasons. The signing of the United Nations convention, according to (Qi, 2008, p. 330), “(…) although appearing incongruous with China’s former stance on Sovereign Immunity, signifies a sensible and opportune adjustment and anticipates an approaching shift in policy.” Nonetheless, subsequent case law demonstrated that the customary viewpoint had not changed. The Congo v. FG Hemisphere case, which arose from mechanisms of restriction to execute arbitral judgements, was determined by the Hong Kong Court of Final Appeal in 2011. The majority of the Supreme court viewed immunity as an authoritarian power until the respondent Government waived it in the ruling. As a result, regardless of the fact that the minority in the aforementioned case took the contrary position on Hong Kong’s territory, there appears to be no break from the customary rule of exemption in China currently.

3. Immunity from JurisdictionFollowing these general considerations, and beginning with the Argentine regulatory oversight, Law No. 26,961 states in Article 1: “It is henceforth founded that oversea Central Banks or other foreign financial authorities are invulnerable from the regulatory authority of Argentine court system, other than in the following scenarios: a) Express written consent in an international treaty, an agreement between two parties, an arbitration clause, or by way of a written declaration after the onset of a court’s or arbitration proceedings ; b) Counterclaim originating out of similar legal connection or the same circumstances as the original claim and c) The argument is based on conduct outside the boundaries of the organization’s specialized tasks, and the Argentine courts have jurisdiction because of a claimed contractual or international agreement, as well as in other circumstances.

3.1 Exclusions from the Authority of Foreign Central BanksThe basic norm of immunity from the authority of foreign Central Banks or other financial institutions is established in this first Article, with three exclusions. To protect the jurisdictional exemption as an entitlement for the foreign nation, the clause is constructed in a logical fashion (Khan, 2018). You can absolutely opt out of this privilege. In addition, it should be emphasized that Article 1 only pertains to exemption from jurisdiction, not immunity from attachment or prosecution, which is covered by the second Article of this Law. On the surface, it appears that the legislation procedure is somewhat erroneous, at least in the initial stages. Argentine courts do not have authority over Central Banks, which is in conformity with Law No. 24,488, and the phrasing ought to have simply stated that such immunity is granted by this Legislation. Thus, another article might have been written just about the three exceptions, and it could have been written in a more logical order.

According to the perspective of a court action, recognizing the immunity as a standard norm indicates that the plaintiff needs establish the presence of a genuine exemption in order for the local jurisdiction to intervene (Cymrot, 2003). These three outliers should not be seen as an extensive list, but rather as a starting point. First, a conflict develops when the defendant expresses its agreement to be subject to the jurisdiction of the Argentine courts, either before or after the occurrence of the disagreement. The disclaimer may be incorporated into a treaty, a contract, or an arbitration agreement, among other forms of legal expression. Besides any existing obligations, if the international entity is sued in the legal or arbitral domain, it might express its willingness to participate in such a dispute settlement venue in writing. Second, where the respondent Bank submits a counter that is predicated on the same legal connection or a similar set of facts as the major claim, the counterclaim is dismissed. As in the prior instance, the waiver granted by the foreign Central Bank is the basis for this exemption, which is tacitly drawn from the new application, which must have particular points of relationship with the primary lawsuit.

The third exclusion is likely the most challenging since, unlike the previous two, it is not immediately tied to an explicit or implicit waiver by the foreign nation, which makes it particularly difficult to deal with. In accordance with this exception, the due process defense may not be triggered when the claim is linked with an action that falls outside of the particular framework of the Central Bank’s particular purposes and the authority of the Argentine courts emerges from the alleged agreement or international law. However, it is important to note that, contrary to the customary practice in provisions of national and international legislation providing state immunity, the Law’s formulation makes reference to the functionality provided by the body in concern, rather than to the commercial nature of these kind of actions.

3.2 Issues Associated with the Performance of Business ActionsIt ought to be essential, if a particular issue occurs, to establish the precise responsibilities of the respondent body and, from there, to establish if the action in concern goes far beyond normal course of business or is contradictory with those responsibilities. The particular authorities vested in each Central Bank are unquestionably derived from its institutional legislation and other relevant legislation. A portion of the above-mentioned responsibilities are detailed in Law No. 26,961, Article 2, first paragraph, and can be used as guidance by the court system in the interpretation of this exemption in certain circumstances. Nevertheless, it is possible that its application will result in some complications. When a foreign Central Bank employs local workers to satisfy the expectations of a bureau in the territories Argentina, for example, a labor lawsuit ought to be dropped because there is a connection between the contract of employment and the functions of the body in question, as explained above. If the same assertion were raised against a foreign nation, the very same claim would be accepted because a foreign nation cannot induce immunity if sued for labor concerns by Argentine citizens or inhabitants in the nation, under contracts signed in Argentina or abroad, and the effects of those contracts occur within the sovereign borders (Law No. 24,488, Article 2, section d).

Another issue associated with the performance of business actions can develop, for example, during the procurement of goods or the provision of services. As per the Article 2 of Section c) of Law No. 24,488, a foreign nation cannot claim sovereignty when sued for engaging in economic activities. According to the Argentina Supreme Court’s interpretation of this clause, a commerce activity shall be defined by taking into consideration the nature of the act in concern. If, on the other hand, the foreign Central Bank is sued for performing particular economic actions, it may be able to claim immunity by claiming that the actions were performed in the course of performing its specified tasks. Observe that Law No. 26,961 established a specific regime more favorable to this selected international defendant, which is distinct from – and in certain ways even contrary to- the general regime applicable to foreign entities as demonstrated in the two cases provided earlier.

3.3 Criteria of Comparison between Chinese and Argentine LegislationsThis exception is subject to the second criteria, which is that the authority of the Argentine courts is derived from a particular contract or international treaty. For first step, it ought to be noted that, in the event that an agreement contains a waiver, the presumption would be identical to that mentioned in the first exemption to this Article. The second scenario is one in which the authority of the Argentinian court system is derived from international treaties and conventions. “(…) overall international law only enforces as a concept the existence of a sensible association between the jurisdiction of a State and the court hearings or dispute, without clearly defining the nature of that association,” the Supreme Court declared in interpreting the comparable provision in Law No. 24,488, Article 2, section c). This is due to the concept of appropriateness of links, which is imposed by international law and allows either the traditional or metropolitan systems of private international law to establish the specific links.” For the reasons of this exemption, and in the lack of an agreement of the parties, the tribunals should indeed evaluate if international law authorizes the parties to resolve the merits of the dispute, while trying to seek a reasonable relationship between the problematic matter and the other stakeholders.

According to Chinese law, there is no counterpart to the first article of the Argentine Constitution. As will be discussed further below, the latter exclusively relates with protection from attachment or execution, and not with any other protection. As a result, the rule of jurisdictional immunity is susceptible to the precise interpretation provided by the Chinese courts in each individual issue. The following is quoted from QI (2008, p. 326): “(…) China’s stance on Sovereign immunity has been constant, distinguished by its overall compliance to the ultimate doctrine and its infrequent acknowledgement of exclusions to immunity conditional on its consensual assent to reciprocal or mutual responsibilities under various regimes of contract.” Specifically, the proof to substantiate this perspective is collected from “(…) distinct internal laws and regulations, treaty practice, and court judgments that involve China.” (Quality Institute 2008, p. 316).

When it comes to jurisdictional immunity, there are substantial variations between Argentina and China. Argentina clearly controlled the traditional rule of jurisdictional exemption in 1950, and its courts embraced the rigorous approach in 1994, with particular laws passed in 1995.

4. Immunity from Attachment and ExecutionThe following is the text of the second Article of the Argentine Law, which is divided into two independent paragraphs: Foreign monetary authorities will be acknowledged as foreign government entities that are obliged to design, analyse, enforce, and adopt the essential credit and exchange metrics for restricting currency circulation and cash flow in the foreign currency and financial markets, and also guaranteeing smooth operation of internal and external payment transactions of the economic system, while safeguarding the currency’s value’ (Article 1 of this Law).’ When it comes to any regulatory action which might impact the above-mentioned assets, assets of an international Central Bank or international monetary authority are immune from execution and/or attachment in the court system of Argentina. The very first section defines the typology of a “foreign monetary authority,” with a particular emphasis on the responsibilities that these bodies are typically tasked with doing. To establish whether or not a defendant body falls into this group in a particular litigation is the obligation of the judge in that case. When this is not possible, the basic approach outlined in Law No. 24,488 should be followed, given that the foreign body can be considered a component of the country’s organizational structure.

4.1 Article 2 of the Chinese LawIt is stated in Article 2, first section, of the Chinese Law that “a foreign central bank” refers to both the central bank of a foreign nation and the central bank of a regional economic integration corporation, as well as the financial administration institution that performs the role of the central bank, which is comparable though less explanatory (Wuerth, 2018). The following section entails a new definition that does not exist in the Argentine legislation: “For the reasons of this Legislation, the asset of foreign central banks encompasses cash, notes, deposits, securities, foreign exchange reserve, gem reserve, and other assets of the foreign central banks, as well as the financial institutions’ immovable assets and other assets. ” Because the particular tasks of the defendant agency are not specified, the intervening Chinese court is left with a wide variety of options for determining whether or not the defendant agency should be allowed the procedure defense within this Law.  In the same way that it is in Argentina, the Executive Branch’s position on the issue at hand ought t be regarded when reaching a judicial judgement. A very interesting aspect of this Article is the provision of protection to the financial authority of a regional economic integration body. This is a notably interesting feature to note.

4.2 Article 2 of the Argentine LawFor the purposes of this review of Law No. 26,961, the second section of Article 2 is the focal point of the entire regime, although regrettably, the wording and placement of the section in the text do not assist in determining that fact. Proceeding with the evaluation of Law No. 26,961, the second section of Article 2 is the focal point of the entire regime. A definite law for the ownership of foreign Central Banks’ assets was a main consideration of Argentina’s government, in accordance with an explanation provided by the Executive Branch and presented to the National Congress along with the initial proposal. This rule would enable Argentina to be perceived as a secure investment destination. Consequently, it is provided that any type of enforcement action against the property of these bodies is prohibited, whether taken prior to the filing of a lawsuit or after a verdict has been entered against them.

Indeed, it is plausible to conclude that any foreign Central Bank in Argentina is afforded the same degree of security as the Central Bank of its own country, as a bare minimum. Although there is no clear local rule to allow for the safeguarding of a foreign state’s assets, the courts can construe customary law and, if a particular asset is not dedicated to a government non-commercial use, they may declare that it can be seized and sold. Contradictory to this, the clause in Article 2, second section, specifies that no court action can be brought against the particular assets in question. The exemption from execution granted to these foreign intelligence organizations is therefore expanded and nearly completely eliminated.

4.3 Assumptions on Express Waivers on Central BanksAs can be shown plainly from a literary interpretation, there are no exemptions to the previously established norm. Nevertheless, it can be assumed that, by an express waiver, the overseas Central Bank will be able to recognize both the local jurisdiction and the precise mechanisms of constraint in place within. This defense is available to government entities, and those entities have the option to take advantage of the defense or waive it in certain situations. It is as a result of the relationship between exemption against jurisdiction, as defined in Article 1, and the mechanism of prosecution previously outlined that a lawsuit against an overseas Central Bank can be launched and pursued till a verdict is delivered. Nevertheless, the ultimate verdict of a judgment does not always imply the filing of a regulatory action in order to seek monetary compensation. What has been said thus far does not indicate that a court of law ruling is simply a written document with no legal significance. Additionally, the mediating judicial body might very well charge a fee without conducting particular actions of policing, in addition to notifying the Argentine Republic’s Central Bank and the Ministry of Foreign Affairs and Worship of the judgment, and suggesting the utilization of political and diplomatic implies to impose the decision.

“The People’s Republic of China gives to abroad central banks’ assets the judicial protection from the mandatory metrics of asset conserving and execution, other than in the cases in which an abroad central bank, or a government whereby a central bank is inferior, expressly waives such immunity in written form, and in the cases in which the asset is assigned for utilization in asset conserving and execution.” In overall, as can be seen, protection from execution is given as a basic principle, and in accordance with ZHU (2007, p. 76): “(…) in the entire civil procedure, regardless of the gestures utilised, like attachment, injunction, detain, order, or execution, and regardless of the stages, if the pre-judgment stage or the post-judgment phase, the Chinese courts must refrain from taking any judicial initiatives of restriction.”

4.4 Exceptions to the Generally Applicable PrincipleOnly two exceptions can be made to this generally applicable principle. The first type of waiver is the traditional one, that should be communicated verbally or in writing. In other words, the Chinese courts can be awarded authority in an international agreement, a treaty, or even a particular written statement, provided the parties so concur. When a defendant foreign Central Bank designates particular assets to be impacted by future regulatory action, the second exception represents still another expression of the defendant foreign Central Bank’s cooperation.

5. The Principle of ReciprocityA new notion, reciprocity, is introduced in the third article of Law No. 26,961, which serves as a precise limitation to the exemption given: In accordance with the prior Article, “the immunity made reference to in the prior Article shall be applicable to the same degree as the resources of the Central Bank of the Argentine Republic in its ability as national financial authority relish protection under the laws of the nation of origin of the foreign Central Bank or foreign financial authority concerned.” It is the purpose of Article 3 to restrict the application of the concept set forth in Article 2 to certain scenarios in which strict reciprocity is given; in other words, to similar degree that the property of the Argentine Central Bank is safeguarded in a foreign nation. In light of the fact that the restrictions in Article 3 apply solely to the ‘preceding Article,’ this would reconfirm that the jurisdictional protection in Article 1 is acknowledged as a right for the oversea entities concerned, subject to the three exemptions already mentioned and without the need for concerns of reciprocity.

5.1 Reciprocity in a Country’s Foreign RelationsThe employment of reciprocity is a useful instrument in a country’s foreign relations, given that it is done so in a prudent and controlled manner. As said before, this idea was incorporated into Decree-Law No. 9,015/1963 as a means of adding additional constraint to the concept of sovereign immunity, which was before unconstrained (Sucharitkul, 2005). As a matter of fact, till the passage of Law No. 24,488, the use of reciprocity was the only exemption that did not entail the admission of the jurisdiction of Argentine courts by the abroad state in question. Due to the fact that the Executive Branch never used this tool, it is now merely a theoretical concept. As has been stated previously, an objective reading of Articles 2 and 3 leads to the conclusion that a foreign Central Bank is entitled to the same protection for its property as is accorded to the property of any foreign state as a bare basic threshold of protection. Upon that foundation, additional immunity from attachment and execution may be provided, subject to the requirement of reciprocity. Furthermore, if the properties of the national Central Bank are subjected to enforcement policies in a foreign nation, Argentina has the authority to apply the same type of enforcement actions against the properties of the foreign counterpart in the same nation.

5.2 Article 3 of the Law on Reciprocity: Argentina versus ChinaThe Chinese Law explicitly addresses the difficult issue of reciprocity in its Article 3: “Where a foreign nation gives no protection to the assets of the People’s Republic of China’s central bank or to the assets of the monetary administration organizations of the People’s Republic of China’s special administrative units, or where the protection awarded encompasses fewer items than those offered for in this Legislation, the People’s Republic of China shall subject the protection given by the foreign nation.” As a result of an earlier conduct by a foreign nation that negatively impacts the assets of the Chinese Central Bank or the other institutions listed, the concept under consideration becomes relevant in this situation. However, that earlier act ought not be construed as a violation of the law, but rather as a local application of the concept of exemption from attachment, which could be more restrictive in some jurisdictions in comparison to others. In the words of ZHU (2007, p. 80), this element in Chinese law “(…) would not pose a difficulty for the countries that provide the similar measure of protection, like the United Kingdom or possibly the United States.” Nevertheless, it may result in disagreements with the countries that provide security at a lower level than that provided by China, particularly with those countries that take a limited immunity posture.” On this issue, it is clear that the Argentine government has a vested interest in avoiding any conceivable difference with the Chinese Central Bank and in being included in the small jurisdictions numbers that provide particular security to foreign central banks.

6. ConclusionFrom a theoretical standpoint, both laws are congruent with one another and will fulfil the objective of boosting bilateral financial interaction in general. In particular, the Argentine legislation attempted to achieve this conformance and was expressly crafted in accordance with the language of the Chinese legislation. The two nations (or their respective Central Banks) will most likely execute a trade treaty in the coming years to further develop their diplomatic partnership in this sector, which will complement the existing Currency Swap Arrangement. As previously noted, a potential inconsistency between the basic rules on sovereign immunity and the specific rules for central banks may develop in certain processes in Argentina, depending on the facts of the case. As a result, a complaint against China on the basis of the suitability of the limited approach may be permitted in this case. On the flipside, most of the Central Bank of China’s activities will be safeguarded, except if the bank engages in activities that are outside the range of its specified functions, which will be rare.

ReferencesCymrot, M. A. (2003). Managing for Uncertainty in Central Bank Immunity. Current

Developments in Monetary and Financial Law, 2, 435.

Khan, A. (2018). Legal Protection: Liability and Immunity Arrangements of Central Banks

and Financial Supervisors. International Monetary Fund.

Lee, P. L. (2002). Central Banks and Sovereign Immunity. Colum. J. Transnat’l L., 41, 327.

Qi, D. (2008). State immunity, China and its shifting position. Chinese Journal of

International Law, 7(2), 307-337.

Sucharitkul, S. (2005). Jurisdictional immunities in contemporary international law from

Asian perspectives. Chinese Journal of International Law, 4(1), 1-43.

Wuerth, I. B. (2018). Immunity from Execution of Central Bank Assets. The Cambridge

Handbook of Immunities and International Law (Tom Ruys, Nicolas Angelet, Luca Ferro, eds.) (2018 Forthcoming), Vanderbilt Law Research Paper, 18-24.

Zhu, L. (2007). State Immunity from Measures of Constraints for the Property of Foreign

Central Banks: The Chinese Perspective. Chinese Journal of International Law, 6(1), 67-81.

Autism Social Skills Profile (ASSP)

Autism Social Skills Profile (ASSP)

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Autism Social Skills Profile (ASSP)

The Autism Social Skills Profile (ASSP) is a reasonably new assessment tool developed for the purpose of providing a comprehensive assessment of the social functioning of adolescents and children with autism spectrum disorders (ASD). Specifically, the ASSP second edition measures the social competence of 6-17-year-olds. The tool assesses social skills such as active listening, empathy, respect, effective communication, and conflict resolution. The tool is administered individually. It is not meant to be a diagnostic tool as it primarily developed as a mechanism for measuring the progress of social intervention. The ASSP second edition is used with youths and takes about 15-20 minutes to complete. It can be administered by two grow-ups that have knowledge of the student’s functioning. A 4-point Likert scale is used to rate the 49 items that are being assessed. The test tends to yield three subscale yields, including Detrimental Social Behaviors (DSB), Social/Emotional Reciprocity (SER), Social Participation/Avoidance (SPA), as well as a total score (Strofylla, Charitou, Asonitou, & Koutsouki). The recorded raw scores get converted to standard scores (SD=15 and M=100). Normative data is based on the report given by parents only. One positive aspect of the ASSP is that it provides separate scoring tables for children that have a cognitive disability or significant language impairment as well as those without. The ASSP approach has been found to possess the ability to detect whenever there are changes in social skills use that are linked with interventions in children of different ages. As an instructor, I would use the autism social skills profile in the classroom because I have found it effective in assessing the social functioning of children. It would thus be helpful in understanding the capacities of the learners, which would help me meet all their needs.

Incident Teaching

Incidental teaching is a model of teaching where the instructor takes advantage of incidents that happen naturally to provide the student with a learning opportunity. An example would be a teacher using characters in a book or a video game to pass across a message that is relevant in class. Incidental learning is based on the notion that learners, including those with autism spectrum disorders tend to be more willing to learn if learning is based on issues that interest them. Although incidental learning was first developed particularly for learners with autism, research has shown that all children learn better when their everyday lives and interest are factored into lessons (Rosenberg, Artman-Meeker, Kelly, & Yang, 2020). Incidental teaching tends to improve communication skills in learners. Incidental teaching uses six steps to boost a child’s communication skill. The first step is to set up an exciting environment for the learner. Step two has to do with giving the child restricted access to an interesting object. In the third step, the teachers wait for the child to make a gesture or ask for it. In step four, the teacher prompts the child to describe the item in detail. In essence, the child should elaborate on the item. They can mention color or shape. In stage five, one waits for the child to respond before rewarding him with the object in the final step. Other uses of incidental teaching include helping children start conversations and skills transfer from one situation to the next. Noteworthy, according to high-quality research, incidental teaching has positive effects on the behaviour of children with autism spectrum disorders. I would use incidental teaching as a teaching intervention in the classroom as it has rewarding results for children. In addition to boosting language skills, it boosts courage and communication skills.

References

Rosenberg, N. E., Artman-Meeker, K., Kelly, E., & Yang, X. (2020). The effects of a bug-in-ear coaching package on implementation of incidental teaching by paraprofessionals in a K-12 school. Journal of Behavioral Education, 29(2), 409-432.

Strofylla, G., Charitou, S., Asonitou, K., & Koutsouki, D. (2021). Profile of Social Skills in Students with Autism Spectrum Disorder. Advances in Physical Education, 11(2), 195-206.

Autism spectrum disorder (ASD) is a complex disability that takes time to develop before resulting to severe social interacti

Autism

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Autism

Autism spectrum disorder (ASD) is a complex disability that takes time to develop before resulting to severe social interaction, communication and restricted behavioral challenges (Lord et al. 2018). In most cases, those people with ASD have no set physical appearance differences that separate them from other normal people. The differences come in when we look at the communication, behaviors, learning and interactions of the people with ASD and those of normal people. It should be noted that the thinking, learning and abilities of problem solving of people with ASD vary and may be so good to be viewed as a gift of even prove to be a big challenge to them. In this case, Sam has his mother who is said to be struggling with being Sam’s guardian. It might be serious to the extent of making them require assistance with their everyday activities. As a matter of fact, Sam, in the series Atypical, can be said to be gifted judging from his abilities in class. Sam is a bright and excellent student.

Autism spectrum disorder is usually diagnosed basing on various conditions which are looked into in separate occasions. It is difficult to diagnose ASD because it does not entail any medical tests such as blood tests. Rather, the doctor observes the behaviors of the child and his/her development in order to make a diagnosis (Underwood et al. 2019). These conditions include autistic disorder, the Asperger syndrome and the pervasive developmental disorder not otherwise specified (PDD-NOS). All these conditions together are what is referred to as Autism spectrum disorder. People with ASD can usually be identified by looking at their social, emotional and communication skills, this is because the disorder has some effects on these aspects of their day to day lives. As a result, these people tend to have a repetition of given manners and at times may never want any changes in their everyday lives. Furthermore, these people have shown dissimilar ways of their reaction to things, how they learn and even how they pay attention. Most of the signs of ASD start when an individual is at a young age and often last for an individual’s entire life (Bal et al 2019). The early assistance needed by ASD patients may not be available for them because the earliest diagnosis by an experienced professional can only be done by the age of 2. But in most cases, the final diagnosis is not given until the child is much older.

Some of the behaviors displayed by people with ASD include having difficulties relating to others. At times these people may have little or no interest in others at all. For instance, Sam, despite being intelligent and doing well in his studies, he finds it difficult to understand and get to the same page with the people living in the current world. To elaborate on this, in the series, Sam who is said to have a very notable interest in Antarctica tries to compare human beings with the life forms found in Antarctica. This is a distinctive strategy that has proven effective on several instances. The problem comes in when this approach does not make him comprehend the very composite human beings’ behaviors. For instance, the strategy cannot help Sam understand how to realize that a girl likes him.

Another symptom that can be identified with Sam is the fact that Sam’s outward appearance does not show his inner feelings about what is going on around him. To point out, when Sam had a conversation with his therapist, which occurs in form of a narration according to this TV series, he states that people think that he does not recognize when they are teasing him, he is usually hurt because he knows this experience and it is a painful one because he is usually aware that others are laughing at him. He further claims that he knows that they go ahead to ask questions in a way that is provoking. But rather than showing that he is hurting, Sam just shuts down. He admits that he does not figure out what he does to evoke the mocking. He furthermore does not understand why the other people think he is an easy target. In fact, someone who has childhood experiences of bullying will easily be hit by Sam’s description of bullying and ASD.

In addition to that, when in one of his usual therapy sessions, Sam provides a super and perfect definition of empathy issues that are experienced by people with ASD. To be precise, Sam talks of what goes ahead when are has offended someone. He explains that he does not realize at the given moment that his response, comment or deed has hurt someone else. However, later on when he finally realizes that he actually hurt someone or got them disappointed, he feels horrible and finds himself having a difficult time forgiving himself and getting over it. It is true that professionals have proven that people with ASD find it difficult to understand other people’s points of view and this makes the other normal people to be of the idea that individuals with ASD are not concerned about hurting or annoying other people. It should be understood that it may take a little more time for people with ASD to realize how an individual’s opinion can contribute to their own point of view. As a result, ASD victims end up committing simple social mistakes that in most cases end up upsetting the people they love and care about and as they learn to move on after such instances occur, the normal people around them should be of understanding and be willing to dedicate their time to helping these patients through these learning experiences.

In a different instance, Sam proves that his aversions of soft touch are different from that of others, for instance, at the moment when he is about to have sex for the first time, his revulsion of soft touch makes him to push away his partner who screams at him asking what is wrong with Sam and that if something is wrong with his brain. Besides being a poor reaction to the fact that she was pushed, it is understandable, moreover, the attraction that she had seen in Sam as fancy is not turned to understanding and admitting his disorder.

Another symptom of ASD that can be seen in Sam is the fact that he has feelings for his therapist who is actually 8 years older than him but he is not strong enough to open up about it to her. Sam does not know how to approach his therapist who he has a crush on. Instead he goes to his father for advice. This overwhelms his father who has been struggling to link up with his son. He even volunteers to drive Sam to his crush only to pull him away when he realizes that it is his therapist. He advises Sam to look for someone of his own age. This to Sam means that he needs to find what he refers to as a “practice girlfriend”. This is a common problem identified in people with ASD. You find that in most cases most of them find it difficult talking about their own feelings and even having an understanding of the feelings of others. In the case of Sam, his family and friend come in to help him with understanding the social aspects of dating.

While the specific causes of ASD is yet to be known, several researches and studies have shown that there I no exact cause of ASD but has several risk factors brought up. These factors include: genetic mutations (Grove et al. 2019). It was found that a gene called Usp9x which results in the brain developing fewer synapses. That’s due to the fact that Usp9x protects another protein called ankyrin-G, whose function is to evolve and stabilize synapses. The developing brain has to build plenty of synapses between neurons in order for the cells to communicate and learn as the brain evolves. But when Usp9x is mutated, its stabilization is hindered making the synapse-enhancing ankyrin-G. This makes the would-be enhancer protein degrades and destabilizes, leading to lesser synapses in the brain. A person with this mutation is likely to have delays in development, learning difficulties, increased anxiety and hyperactivity.

Other perceived causes of ASD include the presence of a close family member with autism. To add on this, someone born to older parents is also at risk of having autism. A baby born with relatively low weight at birth is also likely to develop ASD. When an individual has a delicate X syndrome in addition to other genetic disorders, he or she is also likely to suffer from ASD. Another cause of ASD is when someone gets exposed to heavy metals and other toxins in the environment. Furthermore, an imbalance in metabolic could also lead to development of ASD by an individual. Finally, severe exposure to valproic acid and past with infections of viruses could also lead to development of ASD by an individual. The National Institute of Neurological Disorders and Stroke (NINDS) affirm that genetics and the environment can be used to determine if a person can develop autism (Chaidez et al. 2018).

Individuals with ASD live partially different lives with other normal people especially depending on the effects of the disorder on the individual. For instance, in the TV series Atypical, we are given a clue of how the lives of individuals with this disorder are. For instance, the family situation in Sam’s case is entailed of a mother who is fully involved in her child’s autism. Sam’s father is said to be struggling to get along with his son and this has been proven on several instances. It is in fact stated that he once left the family upon the realization of Sam’s situation. Sam’s sister feels unattended to and thinks all the attention is directed to Sam. Moreover, when she wins a scholarship to a distant prestigious school, she thinks and puts in consideration Sam and the family despite her strong desire to join the school. All this are signs of savantism which if further portrayed in Sam’s drawings in his drawing book that are highly structured.

It is also believed that people with autism usually lack the sexual and dating interest. This is not actually portrayed in the series Atypical, but it is evident that Sam has a tough time in his sexual experience and dating interest. For instance, he develops a crush on his therapist who is way older than him. Furthermore, his hatred for soft touch makes him destroy his relationship with his sexual partner when they Sam was just about to lose his virginity. In another instance, Sam locks his girlfriend in the closet because he finds her behavior of touching his things as disgusting. As a result, it can be said that people with ASD find it hard to keep their social interactions and relationships together, but that cannot be used to conclude that these people lack the interest in sex and dating.

People with autism spectrum disorder can find it difficult to focus, pay attention, and go through transitions, organization, memory, time management, emotional control and frustration. These are top-level abilities that help us do lots of everyday tasks such as cooperating with others at work and prioritizing things we are supposed to do. For instance, Sam uses rat-a-tat sounds in his communication. Moreover, despite excelling in class, he has difficult times interacting with students like in the instance where he asks his peers about dating and they end up teasing him, an experience he admits to be painful (Tonnsen and Hann, 2016).

Another effect of autism spectrum disorder on an individual is that it impairs their view and perception of things. For example, in the series Atypical, Sam tries on a leather jacket in an attempt to look cool but while in class, he ends up feeling very uncomfortable that he gets it off and throws it in the trash can. The discomfort can be understood to be caused by the leather which is stiff and its buckles that are so loud. As a matter of fact, every cheerful moment is accompanied by a corresponding heartbreaking one. Further illustration can be drawn from Sam telling his father that the igloo is really a good one. Remember his father made him the igloo in an attempt to link up with his son.

There is currently no specific cure for ASD. However, research and studies show that intervention treatment services at an early age can improve a child’s development (Eissa et al. 2019). Furthermore, early intervention services will enable and enhance children from birth to 3 years old to learn and develop essential skills. Services such as therapy intended to aid the child with talking, walking, and enhancing their interaction with others is crucial and proven to be effective. Therefore, it is significant to talk to your child’s doctor as early as possible if you suspect that your child has ASD or other developmental issues. it does not matter if the child has been diagnosed with an ASD or not, he or she may be entitled to early intervention treatment care. The Individuals with Disabilities Education Act (IDEA) external icon clearly states that children of below the age of 3years (36 months) and especially those who are at a higher risk of experiencing developmental delays may be of worth for the services. These services are being offered in form of an early intervention system in your state. Through this system, you can ask for an evaluation. In addition to that, treatment for a given number of symptoms including speech therapy for language delays, in most cases does not need to wait until a formal ASD diagnosis is completed and received.

Applied Behavior Analysis (ABA) is believed to be the best treatment for ASD. This is a remarkable treatment approach for people with ASD. ABA has turned out to be widely recognized all over among healthcare professionals and service providers. Moreover, it is used in many schools and treatment clinics. ABA stirs up positive behaviors and disheartens negative behaviors with the aim of improving a variety of skills and abilities in the child. As a result, the child’s progress is observed, traced and measured. There are several types of ABA including: Discrete Trial Training (DTT) which is a design of teaching that entails a series of trials aimed at teaching each step of an intended behavior or response. Lessons are divided into simple parts that are easy to understand and learn, positive reinforcement is used to reward right responses and behaviors while the incorrect answers are ignored. In addition to that, there is Early Intensive Behavioral Intervention (EIBI); this is just a sub-type of ABA for very young children with ASD, in most cases children younger than 5. EIBI uses a highly structured teaching approach to build positive behaviors like social communication and reduce unwanted behaviors like tantrums, aggression, and self-injury. EIBI takes place in a one-on-one adult-to-child environment under the supervision of a trained professional. Other forms of ABA include Early Start Denver Model (ESDM) which is for children with ASD between the ages of 12-48 months and assists parents and therapists use play and joint activities to enable children to advance their social, language, and cognitive skills. Pivotal Response Training (PRT) looks to improve a child’s motivation to learn, monitor their own behavior, and initiate communication with others and finally Verbal Behavior Intervention (VBI) which emphasizes on teaching verbal skills.

References

Bal, V. H., Kim, S. H., Fok, M., & Lord, C. (2019). Autism spectrum disorder symptoms from ages 2 to 19 years: Implications for diagnosing adolescents and young adults. Autism Research, 12(1), 89-99.

Eissa, N., Al-Houqani, M., Sadeq, A., Ojha, S. K., Sasse, A., & Sadek, B. (2018). Current enlightenment about etiology and pharmacological treatment of autism spectrum disorder. Frontiers in neuroscience, 12, 304.

Grove, J., Ripke, S., Als, T. D., Mattheisen, M., Walters, R. K., Won, H., … & Awashti, S. (2019). Identification of common genetic risk variants for autism spectrum disorder. Nature genetics, 51(3), 431-444.

Lord, C., Elsabbagh, M., Baird, G., & Veenstra-Vanderweele, J. (2018). Autism spectrum disorder. The Lancet, 392(10146), 508-520.

Tonnsen, B. L., & Hahn, E. R. (2016). Middle school students’ attitudes toward a peer with autism spectrum disorder: Effects of social acceptance and physical inclusion. Focus on Autism and Other Developmental Disabilities, 31(4), 262-274.

Underwood, J. F., Kendall, K. M., Berrett, J., Lewis, C., Anney, R., Van den Bree, M. B., & Hall, J. (2019). Autism spectrum disorder diagnosis in adults: phenotype and genotype findings from a clinically derived cohort. The British Journal of Psychiatry, 215(5), 647-653.