New Advances In Business Second

Question: Requires you to produce an individual report, critically evaluating selected research methods and/or techniques. The proposed work is as follows: You will be allocated a set of research methods and/or techniques for this assignment by the course leader via a Breo announcement. Critically evaluate your allocated set of methods and/or techniques, using academic theory to justify your views. You should address the following issues in your report: Strengths and weaknesses of the methods and/or techniques The suitability of the method / technique in different research contents Generalisability of results obtained using each method / technique Issues of using each method / technique, for example, ethical considerations, access to data, sample selection, bias, etc. Answer: 1. Introduction Literature review majorly provides credible information along with real facts regarding a particular topic. It also provides theoretical information relating to the particular research article (Booth, Papaioannou Sutton, 2012). On the other hand, an interview is a method through which primary information are obtained that are highly relevant to the current day context. Elaborately, an interview is a discussion between interviewer and interview, where an interviewer asks various types of questions to an interviewee to gain information (Bradburn, Sudman Wansink, 2004). In this regard, it can be evaluated that both literature review and interview are important to collect information. Both these form of research methodology has certain advantages as well as disadvantages. Moreover, there are also certain implications of the literature review as well as interview method in a research. Literature review indicates the attainment of essential and credible information from the secondary sou rce, while interview method exclusively involves the use of a primary source to collect data or information. Therefore, both these methods are useful for a research to collect the actual, relevant, credible, recent, and valid information that leads to the success of the research process (Creswell, 2013; Hart, 2001). Contextually, this paper intends to explain about the strengths and weaknesses of literature review and interview method. Moreover, it also attempts to understand the suitability of literature review and interview along with the generalisability of the results obtained from these. It also intends to explain about the issues of using literature review and interview along with certain recommended strategies to reduce these. 2. Strengths and Weaknesses of Literature Review and Interview in Research To assess the appropriateness of literature review and interview in research, the strengths and weaknesses of these two methods are of significant importance, illustrated in the underneath subheadings. Both these methods are effectual for research to obtain detailed as well as in-depth information, but both of these have certain weaknesses that may hamper the research. 2.1. Strengths and Weaknesses of Literature Review in Research The major potency of literature in research is that it directly connects with the research questions, which helps in collecting actual information about the particular research topic (Liberty University, 2015). Moreover, it also reflects the skills of the researcher to gather the required information regarding the particular subject matter. Besides, one of the prime strengths of a literature review is that it provides the scope to use credible sources such as journals, government documents and books for obtaining information related to the specific topic (SAGE, 2015). Moreover, with the help of literature review, it is also possible to analyze the existing researches properly, which eventually leads to appropriate discussion and attainment of successful research outcome. The literature review also helps in assessing the real facts as well as finding from the existing studies, which significantly supports to the successful development of conceptions relating to the subject matter. The literature review is useful for gathering essential and appropriate information about the research problem and helps in enhancing the quality of the research (Nova Southeastern University, 2015). Conducting literature review also helps in identifying the research gap that provides significant scope to the researchers to contribute to the research field. The literature review also helps in improving the quality of the conducted research by providing appropriate direction and approach to the research (Levy Ellis, 2006). Despite the above strengths of literature review, there are also certain weaknesses that affect the research process. One of the major weaknesses of a literature review is that it is not necessary that credible secondary sources will be available relating to every topic for research. At some aspect, there is limited secondary information, which leads to difficulties in conducting the research process through literature review. Moreover, at instances, secondary information relating to present day context is very hard to obtain, which has also been its main weakness (Paul, 2012). 2.2. Strengths and Weaknesses of Interview in Research There are definite strengths and weaknesses of interview method of data collection in research. One of chief potency of an interview is that it helps in gathering information relating to the current day context, highly based on the experiences and opinion of the interviewee. Moreover, with the help of interview method, the interviewer gets the opportunity to interact with interviewee or respondent personally. Therefore, interviewee or respondent feel more relax and comfort during the time of the interview, and it can be helpful for interviewer to collects the relevant as well as recent information about the particular research topic (Driscoll, 2011). Also, an interview is also considered as the most flexible method for data collection, as it can be conducted at any time and at any place, but needs to be carried out based on the interest of interviewee for deriving valuable outcome. Considering data collected from interview process also helps in improving the quality of research by us ing the knowledge as well as the expertise of the individual interviewee. Furthermore, another strength is that data or information collected through an interview can be kept confidential, considering the interest of the interviewee (Harwell, 2015). Also, the qualitative interview also helps in exploring the research topic in more detail and in-depth information that can be helpful for making the research successful. The interview helps in providing information based on the research question and helps in enhancing the accuracy of collected data, considered as its significant strength (Patton, 2014). There are certain weaknesses in data collected from the interview process that can hamper the work of research project. One of the major weaknesses of interview is that conducting the same for gathering information is very costly. Due to high cost, a considerable number of researchers are unable to conduct an interview for gathering appropriate information about the particular research topic. Moreover, a researcher needs to take due permission from higher authority for the interview. It can also be evaluated that without the interest of respondents, it is not possible to conduct the interview properly and collect the information, which has been its major weakness. Moreover, at instances, researchers face problem in terms of analysing the data collected from interview, as the collected data are of a significant amount and might vary considerably (Zhang Wildemuth, 2006). Interview method is time-consuming; therefore, researchers can face issues while conducting the research within a s hort period. The sample size in an interview is limited, which is also its weakness that may hamper the reliability of the research outcome (Seidman, 2013). 3. Suitability of Literature Review and Interviews 3.1. Literature Review Conducting a literature review involves presenting the collected data from the secondary source through which it is possible to gain the knowledge as well as understandings that enhance the quality of the research. Moreover, literature review is also useful to develop the research question along with the identification of the quality based research evidence related to research question. A literature review is suitable for gathering data after developing the research question that significantly improves the quality of the study (Kiteley Stogdon, 2013). It is also appropriate in identifying the research gap. In this regard, it is suitable for a research to gather the relevant and in-depth information that make the research successful. Appropriateness of literature review is also apparent from its vital role regarding conducting the future research. Moreover, with the help of literature review, it is also possible to assess the effective way for attaining the research objectives. The r esearch objectives majorly are developed based on the research topic as well as the research question. Therefore, it can also be mentioned that by analyzing the research questions, the information related to the research objectives can be obtained and the identified research gap can also be mitigated (Jesson, Matheson Lacey, 2012). To understand the suitability of interview process, its implication in the given research example is illustrated. Based on the provided case Equal opportunities in the publishing industry, it can be evaluated that Mary was a postgraduate student, who was taking the initiative to do the research project regarding the topic of equal opportunities in publishing industry. Mary had job experience in the field of publishing industry for near about ten years. Moreover, Mary also had interest on equal opportunities; therefore, she has selected such topic to do the research project. During the time of working in publishing industry, the interest related to the equal opportunities has increased in the mind of Mary. To obtain the information regarding the selected topic Mary had read secondary literature about the gender in work. In this regard, it can be evaluated that by reading secondary literature, it is possible to acquire the information and knowledge about the prospects provided by manag ement to male as well as female. Literature study will support in understanding that there are certain organizations, where both male and female are not getting equal opportunities and it creates conflicts among management. Therefore, to reduce conflict among management, it is essential to provide the equal opportunities within the organization, which is a major concern in the current trend. Moreover, to gain the relevant as well as in-depth information regarding equal opportunities, Mary had focused on literature articles, as it helped her to gain logical as well as actual information about the selected research topic. By analyzing the depth information, Mary was successful to attain the research objectives that led to the attainment of successful research outcome, justifying its suitability of literature review in a research process. 3.2. Interview The interview is a method that leads to the attainment of recent primary data related to exact research topic. Therefore, it can be evaluated that interview is suitable to gain the relevant as well as information about the particular topic. Moreover, the suitability of interview in the research process is also apparent from the fact that it leads to the attainment of information based on the experiences of employees of chosen organization. However, in the case of conducting an interview, it is essential to take the permission of higher authority, as without their permission it cannot be possible to conduct the interview successfully and collect the required information that restricts its suitability in certain instances (Dublin Institute of Technology, 2014). Also, conducting an interview is suitable when there is a requirement to gather more and different type of information based on the opinion of the respondents. In this regard, it can also be mentioned that collecting information and data is also useful for preparing the research project successfully. Moreover, in the case of an interview, the selection of questions is based on the particular research topic. It can also be evaluated that interview is suitable to gather recent and relevant information about the particular subject matter (Dey, 2003). Based on the provided case study, it is notable that Mary, who had decided to conduct a research project on equal opportunities in publishing industry, also focused on the qualitative interview to gather the relevant information regarding the particular topic. To conduct the interview, Mary had designed 15 questions for ascertaining whether the employees of publishing industry obtain equal opportunities or not. Moreover, Mary had also decided to conduct interview with ten men and ten women to collect the information about their experiences in this particular industry along with the opportunities provided to them. To gather information through interview Mary had selected respondents, who are unknown to her. Mary also asked her friend to suggest the name of the interviewees, who are interested to attend the interview and share their work experiences. However, she faced certain problem in terms of conducting the interview because interviewees had no interest to attend the interview as t hey had other important meetings. Therefore, Mary was also faced problem to collect recent information that can be useful to make the research effective. In this regard, it can be evaluated that the interview method was suitable for Mary to gather relevant information about equal opportunities in the publishing industry. Moreover, its suitability is also apparent as it helps in collecting recent information based on the experiences of interviewee or worker. 4. Generalisability of Results Obtained Using Literature Review and Interview The results attained from an interview can be generalised based on the similarity and accuracy of information provided by an interviewee. Likewise, the results and findings from literature review can also be generalized based on the accuracy of information and similarity of conception from different sources such as journals and books among others. Moreover, if the data provided by varied interviewee is similar and information gained from different literature sources is also relatively same, then it can be evaluated that result obtained using literature review and interview is valid as well as reliable and can be generalised (Seidman, 2015; Ridley, 2012). 5. Issues of using Literature Review and Interview There are certain issues relating to literature review and interview, which at instances hamper the work of the research such as ethical consideration, access to data, sample selection and biasess among others. The ethical violation in research is one of the major issues, which majorly create the problem regarding conducting the interview and gaining proper information because in case of interview certain ethical considerations need to be taken into consideration. Moreover, in case of interview, the sample size is limited; therefore, leads to fall in the reliability of the research outcome. Also, another issue, i.e. biasess may occur during the time of interview. For example, if any respondent presenting in the interview known by interviewer than it can create bias problem in terms of interview question, which can affect the research process. Therefore, it can also be mentioned that issues related to biasness can also hamper the quality of research work (Seidman, 2015; Ridley, 2012). 6. Conclusion and Recommendation Based on the above discussion, it can be evaluated that literature review and interview both are successful methods or techniques in research, as these two methods helps in gathering in-depth information based on the needs of a particular research topic. These two methods also have specific implications of research through which the effectiveness of research or study can understand. From the above discussion, it is notable that literature review involves data collection from the secondary source while collecting primary data through interview process. In this regard, as a part of the secondary source, it provides the facility to use authentic journals and books to assess the study appropriately. On the other hand, the interview helps in collecting valid and recent data or information as per the opinion and experiences of the respondents or the interviewee. Moreover, there are various types of interview method, which includes structured and unstructured among others, which are also be neficial in research for gathering relevant information about the exact research topic. However, one of the major weaknesses of a literature review is the lack of present day data at several instances that affects the research process. However, it provides opportunity to use credible sources such as journals and book for obtaining information about the particular topic that leads to successful direction and completion of the project. The major weakness of interview is that it is costly and time-consuming. The result obtained from the literature review and interview is generalizable based on the accuracy of data or information. Moreover, there are also certain issues, which affect the research process mostly, which includes ethical violation, access to data and biasess among others. Based on the overall discussion, it can be concluded literature review and interview both are more useful and important for collecting the actual as well as detail information about the particular topic a long with make the research effective. Based on the above discussion, it can be evaluated that with the help of certain recommendations, the issues related to literature review and interview can be reduced. One of the chief recommended strategies can be that the researcher should focus on ethical consideration to obtain the appropriate and detail information about the particular research topic. Moreover, a researcher should focus on further authentic sources to gain reliable information about the particular research topic and enhance the quality of the research (Seidman, 2015). References Booth, A, Papaioannou, D Sutton, A (2012) Systematic approaches to a successful literature review. USA: SAGE. Bradburn, N, M, Sudman, S Wansink, B (2004) Asking questions: the definitive guide to questionnaire design -- for market research, political polls, and social and health questionnaires. USA: John Wiley Sons. Creswell, J W (2013) Research design: qualitative, quantitative, and mixed methods approaches. US: SAGE. Dublin Institute of Technology (2014) Interviewing in qualitative research Available at https://www.comp.dit.ie/dgordon/Podcasts/Interviews/chap15.pdf (Accessed 26th December 2015). Dey, I (2003) Qualitative data analysis: a user friendly guide for social scientists. US: Routledge. Driscoll, D, I (2011) Introduction to Primary Research: Observations, Surveys, and Interviews Primary Research: Definitions and Overview 2 p. 1-23. Harwell, M, R (2015) Research design in qualitative/quantitative/ mixed methods University of Minnesota p 1-36. Hart, C (2001) Doing a Literature Search: A Comprehensive Guide for the Social Sciences. US: SAGE. Jesson, J, Matheson, L Lacey, F, M (2012) Doing your literature review: traditional and systematic techniques. US: SAGE. Kiteley, R Stogdon, C (2013) Literature Reviews in Social Work. US: SAGE. Liberty University (2015) Literature reviews: a guide Available at https://www.liberty.edu/media/2030/Literature_Review_Handout_Final.pdf (Accessed 26th December 2015). Levy, Y Ellis, T J (2006) A systems approach to conduct an effective literature review in support of information systems research Nova Southeastern University p. 1-32. Nova Southeastern University (2015) The literature review Available at https://scis.nova.edu/~ellist/LitReviewPresent.pdf (Accessed 26th December 2015). Paul, O (2012) Succeeding with your literature review: a handbook for students: a handbook for students. UK: McGraw-Hill Education. Patton, M, Q (2014) Qualitative research evaluation methods: integrating theory and practice: integrating theory and practice. US: SAGE Publications. Ridley, D (2012) The Literature review: a step-by-step guide for students.US: SAGE. SAGE (2015) Doing a literature review Available at https://www.sagepub.com/sites/default/files/upm-binaries/18330_5097_Easterby_Smith_Ch03.pdf (Accessed 26th December 2015). Seidman, I (2015) Interviewing as qualitative research: a guide for researchers in education and the social sciences, 4th ed. New York: Teachers College Press. Seidman, I (2013) Interviewing as qualitative research: a guide for researchers in education and the social sciences. New York: Teachers College Press. Zhang, Y Wildemuth, B, M (2006) Unstructured interviews School of Information p. 1-10.

Media Psychology Capstone

Question: Desceibe about the digital comics: Creating a pathway for autistic children to connect through a superhero narrative. Answer: Introduction Autism Spectrum Disorder (ASD) or autism is a complex developmental disability. It is detected in childhood and impairs the communication ability of an individual (Thompson, 2013). It is characterized by certain set of behaviors and is called as spectrum condition that affect each child differently and to a varying degree. In United Kingdom autism occurs in every 1 in 68 births (ADDM autism prevalence report, 2014). It has been estimated by autism society that the US cost for autism annually is $90 billion. Autistic children face bewildering and irrational challenges in the world. They are expected to cope with this challenges which results in high level of anxiety, stress and behaviors. Dealing with such behavior becomes difficult for people around them and offers a significant challenge to the health care service providers, educators, and other professionals such as social workers, language therapists (Park et al., 2012). Some of such behaviors include difficulty with executive fun ctioning, poor motor skills and sensory sensitivities, difficulty making eye contact, delayed learning of language, persistent fixation on particular object, lack of ability to socialize with peers, distorted speech and language. It implies the need of a practical approach to understand the behavior of the autistic children and provide necessary support (Radley et al., 2015). According to Burn Durran, (2007), children do not outgrow autism but it is treatable through early diagnosis and intervention. Recently there is an increasing popularity of superhero narratives representing the both the embodied and social experiences of autistic children such as the Super, Circling Normal. These emerging tools have the ability to breach the wall of ignorance build up around the children with autism and generate greater public awareness of such disabilities. The unique characteristics of these comic strips are to promote the rights of autism children, demonstrate the impact of autism on the fa milies and empower children to become successful in their environment. In this assignment we will deal with how digital comics acts as a pathway for autistic children to relate with their cognitive disability and breaks the confining cultural framework through which some people are overlooked and other are seen. Further, the paper also discusses the Piagets theory of cognitive development and children learning. It explains how this theory can help teachers to tackle autistic children and improve their learning skills. A thorough literature review is performed to support the facts in the paper and lastly conclusion is drawn based on the discussion. Cognitive models of autism Autism mainly consists of three primary symptoms which involve behavioral, social and communication aspects. Several theories have been developed to explain the dilemma related to cognitive dysfunction of autism (Park et al., 2012). The mind deficit theory refers to the ability of children for imagination, beliefs, desires, and emotions and makes other mental states. Autistic children have a cognitive deficit as they cannot understand others thoughts (Locke, 2005). As per the executive functioning theory children mind involve in planning, impulse control, mental flexibility, inhibition, working memory and monitoring of action. Autistic children have executive dysfunction which is reflected in their repetitive and restricted behavior. Their poor social connection appears to be defect in cognitive shifting an important factor of executive function (Cohn, 2013). The persistency in particular behavior and focusing on specific parts of the objects seen in autistic children can be explaine d through weak central coherence theory which refers to inability of the child to see broader side of things or context (Simmons et al., 2014). According to Piagets two factor theory related to figurative and operative functions, autistic children have a defect in sensory motor neurons resulting in arrest of operative functions while having normal figurative functions (Marion et al., 2016). Thus higher-level of figurative, social skills fail to develop completely due to this arrest in children. However, no cognitive theory so far could provide a complete picture of autism development and has only explained the static cognitive impairment (Hall, 2012). How does superhero narratives connect with autistic children Comics are an art form of communicating various messages in an artistic way using outlandish fantasy and absurd characters (Gresh Weinberg, 2003). Since the last couple of centuries they have been playing an important role in the life of children and have been embraced by academia as well (Saraceni, 2000). Recently comics are developed with characters playing the role depicting particular disability. The advent of digital comics have has revolutions this art work. With the growing demand of tablets and smartphones, usage as well as desktop screen reading comics are increasing released in digital format (Rutter Schopler, 2012). For example, the Marvel comics offer a subscription service for users to read online comics from Marvels history. According to the survey reports Schreibman et al., (2015) most girls get bored with princess movies but never with superhero narratives. Most of these girls have in their opinion that a superhero will always win in a fight against a princess. Superheroes are highly engrossed in the childhood culture. According to Radley et al., (2014) the most common thing about superheroes right from masked villain to caped crusader that all the children love irrespective of being autistic is their power. It is their power to fly, read minds, shoot fire, throw cars and fighting skills. According to the research conducted by Justin Martin the psychology professor at Whitworth University, it is not just the power that makes attract these kids towards superheroes rather the pursuit of justice (Wood, 2015). Gardner, (2013) demonstrated that justice is the first thing that shrine when looking at superheroes. Kids mostly like the superheroes self-sacrifice and hope in the face of insurmountable odds. As p er martin, the powerful impetus for change for young autistic children is the unique origin of each superhero story. For example, Peter Parker receiving unique powers after being bitten by radioactive spider and later uses these powers for personal benefits and turning into Spider-Man. He further sinks in the message that great power brings along a great responsibility. Piaget, (2013) studied attitudes of kids towards superhero comics and learned from a 7 year old girl that she personally preferred Scarlet Witch because of her moral arc. Superheroes such Batman, Spider-Man and Superman are extremely popular among children irrespective of their growth environment (Wilson, 2005). Curiosity and imagination are the key aspects of growth of every child and they imitate adults and talk to strangers in order to show their fascination with things that are beyond their realm of possibilities. Children need their moral imagination to be healthy and refined for decision-making. The components of this moral imagination are the ability to view ones life as narrative and utilization of moral perception (Burn Durran, 2007). The story of Guardians of the Galaxy has inspired the autistic children to be like a superhero in the movie (Inhelder et al., 2014). Children with autism who cannot do metaphors can relate themselves with Drax the Destroyer in the movie who also cannot comprehend metaphors. Superhero comics with characters playing the role of an autistic individual or having any other disability help autistic children to reflec t on their life experiences, and allow them to decide the important factors of their life (Autism Society, 2016). The autistic children enjoy comics because they can relate themselves with the characters in the story, which allows them to reconstruct their identity. Therefore, superheroes can be a great moral-teaching tool for teachers and parents (Wilson, 2005). Children believing in a just world are known to find learning a positive experience, trust their teachers and succeed in school. Martin believes that superhero narratives are more desired among autistic children for whom the world appears to be filled with terror. Among these children, superhero narratives become a personal treasure. Autistic children watching Batman helping the city of Gotham and neighbors on the street learn empathy and tend to make positive connections around them (Autism Speak, 2016). These superhero narratives also introduce these children with interpersonal superpowers such as differentiating between right and wrong, truth and lies and other emotions (Bainbridge, 2015). Therefore, the justice factor emphasized by the superheroes and its relationship with childrens beliefs in just world has been recognized to serve as an educational function for autistic children t o enhance their moral development. Digital comics are a source of motivation for impressionable young audience and teach autistic children who have low self-esteem and confidence that they too can be heroes (Martin, 2007). It demonstrates the world that anything can be done by having a right mindset and a pure heart. It sends a message that heroic mindset does not pay heed to perceived flaws, poor medical condition and disability (Burn Durran, 2007). These digital comics illustrate that in order to be a hero one does not need to mould their true nature to appear in certain way rather can be a true self. The superhero comics act as a tool to instill belief among these children in that just world (Rubin Livesay, 2006). Superheroes fill a void in the life of autistic children by instilling a hope even in darkest hour. These believe act as a catalyst for change on a micro-level and in addition, it have a trickledown effect on the kids and adults. Various characters in superhero narratives such as (Seth in Circling Norma l or Drax in Guardians of Galaxy) have a given a confidence to millions of mentally challenged children that they can uphold responsibility and wield great power (Bainbridge, 2015). These children too can now indulge in fantasy like other normal kids and dream of themselves developing and showing heroic spirit. Autistic children relating themselves with superhero characters in comic movie and stories indicate the positive power of superhero movies in enhancing personal attachment where kids can take a piece of action to their home calling their own (NAS, 2016). Recently, it has been observed that superheroes not only appeal and connect with kids in comics rather their ability has seeped into the classroom as well. Some researchers have found success in creating social skills training for autistic children using superhero themes and is highlighted in (Wilson, 2005). According to Piaget, (2015), most autistic children have trouble relating socially with their peers and simply teaching such social skills is not enough for them. It implies that a program that resonates with autistic children is required to be developed. Therefore, superheroes was recognized as a sticky factor that is difficult for autistic children to get out of their head. Hence, Jenson the professor of educational psychology at Utah University and his team have developed a superheroes social skills program for teaching autistic children. This multimedia program uses different characters such as Scooter, Iron Man, to teach different lessons. The results of this program were fo und effective. Educators of autistic children are geared towards their moral development through powerful comic characters rather than focusing on the test scores (Bainbridge, 2015). The aim of developing such classroom is to foster positivity and practicality in children and help them lead one such life as depicted in superhero narratives. Teachers can use a childs fascination with superheroes to explain them the way of behaving inside and outside the classroom. Park et al., (2012) suggested that educators can monitor students superhero play and use the characters in the play to help students differentiate between the negative and positive behavior, cooperation and the ways of conflict resolution. However, teachers must lay little emphasize upon the dark side of these superheroes and instill in minds of children that violence is used as last resort. For example, Spider-Man responds only to situation that are morally important and use violence only when they recognize that not appre hending the villains may harm well being of others. Therefore, it is the responsibility of the educators to facilitate development of autistic children using superhero tool (Inhelder et al., 2012). Burn Durran, (2007) highlighted a fact that the influence of superhero comics on autistic children has larger implications for society. For example Comics such as The Ride Together has well demonstrated that how autism becomes part of the familys collective identity. In this comic story, Paul and Judy Karsaik describes their experiences of growing up with their brother, who is autistic. In one of the comic strip Paul narrated that how their autistic brother loudly applauded and behaved unusually while watching a movie and how he was embarrassed. In Circling Normal Montague-Reyes has based her strips about Seth who was diagnosed with autism at age of two and depicted his emotional experiences such as aggression, anxiety. Similarly, X-Men has motivated large number of children as he demonstrated love and acceptance through his work towards uniting humans despite their individual differences by internalizing his professors teaching (Gresh Weinberg, 2003). These comic strips have addre ssed the debate topic whether to accept or normalize children (Locke, 2005). These comics help autistic children to meet the standards set by their adults being inspired by the mighty image of superhero coming out victorious from unfortunate of circumstances (Rubin Livesay, 2006). The comic strip conversation has been recognized to improve the autistic childrens social skills and reduce the signs of loneliness. Autistic children fail to express their thoughts as a result of which they experience isolation from others. These comics give them a sigh of relief making them believe that their behavior is normal and assure them that they can also live happy life (Rutter Schopler, 2012). The literature review has showed that autistic children are more engaged with friends and peers after applying superheroes social skills programs or interventions (Radley, Hanglein, Arak, 2016). This has further led to positive outcomes and improved language skills. These comics play an important role a s they have become a form of academic studies which aims to incorporate the fullness of experience of autistic children (Burn Durran, 2007). The comics are powerful in demonstrating the emotional, social, motor, sensory, and cognitive factors affecting an individual, therefore, avoiding the person being reduced to stereotype of one particular facet of his or her identity. These superhero narratives assist society to accept such people and embrace them inspite of the differences (Rutter Schopler, 2012). Teaching programs in classrooms include assigning children with roles of different superhero characters to play help resolve various conflicts when for example, assigning same superhero character to two children, and debated over team goals (Piaget, 2013). When individual roles are assigned to the children, it helps them to resolve issues of gender equity, for example some girls preferred X-Men than other superheroes (McLoud, 2000). The reason behind such preferences being the fact that the unlike other superhero groups, X-Men group represents female members (Rubin Livesay, 2006). These superheroes are agents of social change as they fight for justice and equality. Use of superheroes in social skills training program for autistic children by Jenson has helped such children to perform their work even when others disagree with them. They tend to align themselves with the prosocial behavior demonstrated by their superheroes (Inhelder, Sinclair Bovet, 2014). Conclusively, superhero nar ratives are creating a pathway for academic, moral and social development of autistic children. Educators must understand as to why a particular child fascinate about a specific superhero character and use this fascination to foster their growth and similar behavior in them (Burn Durran, 2007). It implies for the teachers that they should incorporate favorite superhero character of children into play activities and lessons to facilitate their learning process and ensure that the influence is positive and educational (Piaget, 2015). Various schools have used Manga to teach chemistry and biology to the students and results showed that children have found these strategy interesting and has improved the learning of complex subject (Radley, Hanglein Arak, 2016). Educators can incorporate the Piagets theory of children learning to improve learning outcomes of autistic children. As per Piagets experimental observations with children of different age, it is necessary that a teacher should mainly focus on the thinking process of an autistic child (Burn Durran, 2007). While checking answers teachers must analyze that what thought process made a student to reach particular answer. According to Piagets experiences with children, positive learning outcomes are built on their cognitive functions and such experiences can be provided to the students only when the teacher appreciates childrens basis of reaching a conclusion (Piaget, 2013). Piaget emphasize on providing an environment with conditions of inventions for children rather than giving them a readymade knowledge (Martin, 2007). This will ensure promotion of childrens self initiate and active involvement spontaneously. Further most teachers in UK and US intend to speed up the development and le arning process (Rubin Livesay, 2006). However, in piagetian classroom, children have a window for true cognitive understanding. It implies for the teachers that premature teaching should be avoided as it only leads to superficial acceptance of the adult formulas. Further, education programs based on Piagets theory includes acceptance of the individual differences in developmental progress (Tatalovic, 2009). Teachers must take into account that each child has different rate of cognitive development and therefore arrange classroom activities accordingly including small groups of people rather than involving the total class. Further, the teacher must regularly assess the progress of individual child in terms of their previous course of development. Educators must avoid taking into consideration the normative standards provided by the performance of same age peers (Inhelder, Sinclair Bovet, 2014). Therefore, keeping in view the theories of Piaget, some of the promising strategies for teaching autistic children include teaching plan that is abstract, concrete and well structured as autistic children cannot handle complex stuff (Martin, 2007). Teachers should focus on scaffold language support by segregating children according to language level and use more simple language while teaching lesson (Rubin Livesay, 2006). Teachers should ensure developing a fun and nurturing classroom environment that will increase self-motivation by fostering self-esteem and confidence. More classrooms in US for autistics are decorated with colorful funny pictures that most children fascinate about. These also include comic story superheroes to motivate them (Wilson, 2005). The strategies also include increasing social initiations, use of role-play and modeling to teach social skills. It also includes use of behavior charts, and reinforce particular behavior with stars to reduce other interfering b ehaviors (Wilson, 2005). As per the Piagets theory children need to interact with materials and people around them to suffice their curiosity (Tatalovic, 2009). These strategies also include promotion of skill generalization by promoting peer involvement, involving parents and multiple trainers. Children should be allowed to practice skills in a natural setting providing multiple opportunities (Tatalovic, 2009). There must be regular evaluating system to track the progress and provide students with home assignments in addition to practical sessions (Burn Durran, 2007). The Social skills training program by Jenson utilize similar strategies and have come with positive outcomes. The key aspect of these interventions is the need to focus on one-on-one direct teaching by truly creating a social situation involving interaction with varied people. According to Thompson, (2013) partnership and cooperation can be encouraged by involving children in group activities (Schreibman et al., 2015 ). The most important aspect of teaching social skills to autistic children is to promote childrens learning by explaining the relevance of a particular skill. This will help children stuck in learning a skill (Park et al., 2012). The sum of these strategies is also called as Pivotal Response Treatment (Park et al., 2012). Schreibman et al., (2015) highlighted that the social story method is effective for helping a child with autism to understand, respond and meet the expected needs. The stories of superheroes or any other comic strip conversation help children to learn and behave appropriately and have significantly improved their inclusion in classroom activities. Further, teachers support the autistic children to communicate through computer or typewriter. Overall the autistic children need learning environment that is conducive to the unique needs of children and it has been observed recently that incorporating superhero narratives in every stage of child development have helped to enhance the learning experience of autistic children and invigorate the educators working in such supportive learning environment. Conclusion The correct approach for dealing with autistic children is still a mystery for the teachers and physicians. Learning the autism and teaching theories may help care providers to deduce correct approach and steps for building up the knowledge for autistic children. Digital comics are useful in being an empathetic representation of autism where they can highlight both the values of difference and the ordinariness of aberration. Comics promote social change by advocating for human rights for people with autism. Colorful comics representing autism spectrum allow family members to develop strategies to help their autistic kids to strive to be successful in their environment and in life. Superhero narratives are creating a pathway for academic, moral and social development of autistic children. Comics are excellent in conveying the experiences of the disability in a lived context because of the ability to depict both the spatial and temporal relationships simultaneously. Majority of childre n and adults embraces comics as they provide a means to realize our own life by seeing into experiences of the characters by the use of thought bubbles, jagged lines for demonstrating anxiety, sound effects and relative fullness. Comic books superheroes characters are efficient in raising public awareness about disability issues. Consequently, it leads to personal empowerment, promote cultural understanding, and raise activism across cultures. Diverse modes of communication are required to understand autism that will assist humanities scholars involved in the studies of disability to incorporate different perspectives in their work. Studies of comics paint a picture of multiple embodied and cognitive style of living. They emphasize the importance of nonverbal form of expression, for example some comics portray the powerful communicativeness of silence. The literature review implies for the teachers that it is not difficult to teach the students with autism or convey their messages. Educators, therapists and the general practioners can use the theories of Piagets cognitive development and the various aspects of superhero narratives to develop an effective teaching plan to meet their educational and development needs. The speech and language therapists too can use some of these components to enhance their language skills. The effectiveness of media teaching has been explored by several researchers and thereby it is recommended to all the educators, therapists and teachers of autistic children for keeping latest technology and childrens fascination in mind while delivering any services. References Schreibman, L., Dawson, G., Stahmer, A. C., Landa, R., Rogers, S. J., McGee, G. G., ... McNerney, E. (2015). Naturalistic developmental behavioral interventions: Empirically validated treatments for autism spectrum disorder.Journal of Autism and Developmental Disorders,45, 2411-2428. Thompson, T. (2013). Autism research and services for young children: History, progress and challenges.Journal of applied research in intellectual disabilities,26(2), 81-107. Radley, K. C., Ford, W. B., McHugh, M. B., Dadakhodjaeva, K., OHandley, R. D., Battaglia, A. A., Lum, J. D. (2015). Brief report: Use of Superheroes Social Skills to promote accurate social skill use in children with autism spectrum disorder.Journal of autism and developmental disorders,45(9), 3048-3054. Radley, K. C., Jenson, W. R., Clark, E., Hood, J. A., Nicholas, P. (2014). Using a multimedia social skills intervention to increase social engagement of young children with Autism Spectrum Disorder.Intervention in School and Clinic, 1053451214532350. Radley, K. C., Hanglein, J., Arak, M. (2016). School-based social skills training for preschool-age children with autism spectrum disorder.Autism, 1362361315617361. Wood, E. (2015). Understanding Complexity in Play through Interpretivist Research.The SAGE Handbook of Early Childhood Research, 291. Piaget, J. (2015).The Grasp of Consciousness (Psychology Revivals): Action and Concept in the Young Child. Psychology Press. Rutter, M., Schopler, E. (2012).Autism: A reappraisal of concepts and treatment. Springer Science Business Media. Piaget, J. (2013).Success and understanding. Routledge. Inhelder, B., Sinclair, H., Bovet, M. (2014).Learning and the Development of Cognition (Psychology Revivals). Psychology Press. Gardner, H. (2013). The theory of multiple intelligences1.Teaching and Learning in the Secondary School, 38. Martin, J. F. (2007). Children's attitudes toward superheroes as a potential indicator of their moral understanding.Journal of Moral Education,36(2), 239-250. Rubin, L., Livesay, H. (2006). Look, up in the sky! Using superheroes in play therapy.International Journal of Play Therapy,15(1), 117. Bainbridge, J. (2015). The Call to do Justice: Superheroes, Sovereigns and the State During Wartime.International Journal for the Semiotics of Law-Revue internationale de Smiotique juridique,28(4), 745-763. Wilson, B. (2005). More lessons from the superheroes of JC Holz: The visual culture of childhood and the third pedagogical site.Art Education,58(6), 18-34. Burn, A., Durran, J. (2007).Media literacy in schools: Practice, production and progression. Sage. Tatalovic, M. (2009). Science comics as tools for science education and communication: a brief, exploratory study.Jcom,8(4), A02. Autism Society What is Autism?. (2016). Autism-society.org. Retrieved 28 September 2016, from https://www.autism-society.org/what-is/ McLoud, S. (2000). Reinventing Comics: How Imagination and Technology Are Revolutionizing an Art Form.Perennial, New York, 118-122. Wolk, D. (2007).Reading comics: How graphic novels work and what they mean. Da Capo Press. Gresh, L. H., Weinberg, R. (2003).The science of superheroes. John Wiley Sons. Locke, S. (2005). Fantastically reasonable: ambivalence in the representation of science and technology in super-hero comics.Public Understanding of Science,14(1), 25-46. Saraceni, M. (2003).The language of comics. Psychology Press. Cohn, N. (2013).The Visual Language of Comics: Introduction to the Structure and Cognition of Sequential Images. AC Black. Marion, I. W., Nelson, T. M., Sheller, B., McKinney, C. M., Scott, J. M. (2016). Dental stories for children with autism.Special Care in Dentistry. Hall, L. J. (2012).Autism spectrum disorders: From theory to practice. Pearson Higher Ed. Simmons, E. S., Paul, R., Volkmar, F. (2014). Assessing pragmatic language in autism spectrum disorder: the Yale in vivo pragmatic protocol.Journal of Speech, Language, and Hearing Research,57(6), 2162-2173. Park, J. H., Abirached, B., Zhang, Y. (2012, May). A framework for designing assistive technologies for teaching children with ASDs emotions. InCHI'12 Extended Abstracts on Human Factors in Computing Systems(pp. 2423-2428). ACM. Autism Speaks. (2016). Autism Speaks. Retrieved 28 September 2016, from https://www.autismspeaks.org/ NAS. (2016). Autism.org.uk. Retrieved 28 September 2016, from https://www.autism.org.uk/professionals/conferences/behaviour/about.aspx

Sunni vs Shia Essays - Islam, Shia Islam, Hadith, Sunnah, Ali

Sunni vs Shi'a One of the most important periods in Islam is the division between Sunnis and Shi'as. Sunnis and Shi'as are very similar, but some of their practices and beliefs counteract the other. These differences are derived from different interpretations and point of view. The split originated from the death of Prophet Muhammad. Different people had different interpretations of wh o should be the next leader. At first, Sunni and Shi'a was only a matter of who the next leader should be. However, as time went by, Shi'a began to show a preference for Hadith and Sunnah literature. Credited to the Prophet's family and close links. The Sunnis consider any Hadith and Sunnah credited to any of the 12000 companions to be valid. Also, all Muslims must pray 5 times a day, but Shi'a practice permits praying in only 3 intervals. There is also a significant different in the layout of the religious leadership. In Shi'a tradition, the most learned emerge as spiritual leaders. However, there is no such hierarchy in Sunni Islam. But, Sunnis and Shi'as are more similar than it appears to be. They both share the fundamental Islamic beliefs and religious scriptures. Also, they follow the five pillars of Islam.

How to Make a DBQ Essay Sample Response

How to Make a DBQ Essay Sample ResponseThe AP World History Exam is the first test, most students take. Many students will make mistakes, and that makes it harder for them to get good grades. This article will show you how to make a DBQ essay sample response that will help your grade.There are many important things to remember when you are writing a DBQ essay. For one thing, make sure that you do not forget to spell the proper names. Make sure that you spell the correct names. Most students also make errors on capitalization and punctuation. You should also always write in the present tense.Once you have done these things, write all of the appropriate questions on your sheet. Use the D-Boxes to find the appropriate questions that are related to the assignment that you are on. When writing the questions, try to incorporate at least one question that relates to the lesson you are trying to teach.Write all of the correct answers to the questions on your sheet. While writing your answers , remember to use the spelling and capitalization that you wrote on your paper. Once you are finished with the answers, write the final answers and explanations on your page.Your DBQ essay should come from you and from the class. Try to be different than the student around you who has a DBQ. Tell a story about your personal experience with something that happened to you. Describe the factors that led to the event.Try to make sure that you explain how your understanding of the world class will help you answer the questions on the entire exam. This can be a big part of your essay.After you have written this portion of your final version, try to think about how you can make it different than the rest of the students. Even if you write about something that you learned or read, try to make it something that will be of interest to others.In the final version of your DBQ essay, make sure that you use the D-Box to find the correct questions and answers. Remember to make a complete sentence instead of just a few words. With these tips, you will get better grades on your exam.

Ceriodaphnia essays

Ceriodaphnia essays Ceriodaphnia Ceriodaphnia has six pairs of lobed legs which bear numerous hairs. Their head is bent downwards and is set from the body by a cervical sinus. The head also has two large secondary antennas that are positioned laterally near the posterior margin. (Pennak, 1989) The Ceriodaphnias mouth is located near the junction of the head and body. The Ceriodaphnias body is covered by a carapace which allows protrusion of only the head and abdomen. One of the Ceriodaphnias most noticeable features is its large compound eye. Reproduction: The Ceriodaphnia reproduces parthenogenetically, which means the Ceriodaphnia can reproduce without fertilization of the egg. The egg undergoes a single maturation division in the ovary and a number are released at a time by the oviducts. (Pennak, 1989) Usually 10-20 eggs Ecological Niche: Ceriodaphnia are very diverse as they can live in either oxygen rich or oxygen poor environments due to their ability to synthesize hemoglobin. Ceriodaphnia live in all regions of lakes and ponds whether it is on the surface or near the bottom soil. Ceriodaphnia serves as the main food source for the Hydra in an ecosystem. Notes of Interest: Ceriodaphnia feed on green algae. They also have thoracic appendages that are modified phyllopodia that has bristles for food collecting and respiratory functions. (Prescott, ...

What's The Incentive Case Study Example | Topics and Well Written Essays - 2000 words

What's The Incentive - Case Study Example The terms of employees’ payment within each organization have to be based on specific criteria: emphasis needs to be given on equality among employees so that conflicts in the internal organizational environment are avoided (Laffont and Tirole 1993). In the case of pay and reward pay package of engineers a significant dilemma appears: is this package fair, taking into consideration the changes developed in the organization since its introduction? The answer should be negative. The specific view can be justified through the following argument: the visits of engineers to the depot have been a key part of their position, meaning that their payment would be significantly lower if they were not obliged to visit the depot. In other words, the terms of engineers’ pay and reward have been arranged in this way mostly because engineers had to visit the depot many times each time, a fact that would reduce their free time for making calls to sites. It is for this reason also, that the term for a visit of at least 4 sites and the provision of reward for visiting extra sites was set in the agreement between the employer and the engineers’ union. The above agreement would not be valid today since the working conditions of engineers have been significantly altered so that a key feature of their daily tasks, the need for visiting the depot, has been eliminated. Being considered as valid, the above agreement can lead, in the short or the long term, to severe turbulences within the organization, at the level that other employees have not been favoured from similar advances in their daily tasks. From another point of view, the current pay and reward package of employees leads to another concern: the employer had suggested such package on the terms that the daily calls of engineers to sites could not be over a particular number. This means that having to visit the depot on a daily basis, engineers could not visit many sites each day; for this reason, 4 sites have

Childhood Depression Essay Example | Topics and Well Written Essays - 1250 words

Childhood Depression - Essay Example Depression also occurs in children; the diagnosis criterion is the presence of symptoms over a fortnight. The symptoms could include sadness, low enjoyment of previously enjoyable activities, and loss of appetite or feelings of low moods. Accompanying these feelings is low self-esteem, which can alter behavioral changes in an individual. In addition, this mental illness has detrimental effects on the body functions. Clinical depression can be classified into manic (bipolar), major depression and dysthymia. All of these types of clinical depression affect children at varying rates and severity (Lack & Green, 2009). Between 2- 6% of children and teenagers experience depression. Suicide, which may be caused by depression, is the third leading cause of death in individuals between 10-19 years old (Whittington et al, 2004). This paper delves into the often maligned issue of childhood depression, its causes and management. Childhood Depression Diagnosis of clinical depression in childhood is not a clear-cut issue as it elicits several debates. Firstly, it is a relatively new phenomenon while there is no agreement on the legitimacy of its diagnosis. One view holds that definitions of major depression in Diagnostic and Statistical Manual of Mental Disorders, fourth edition (DSM IV) do not adequately distinguish between emotions in response to loss from emotions in depression (Clarke, 2011). Another view holds that children may outgrow depression. In addition, children may be diagnosed with other mental illnesses; thus, diagnosis of childhood depression is a difficult task. People get distressed at various stages of their life. Sadness may wane over time, however, and depression may persist over longer periods of time. For children, the experiences of depression may be difficult to detect. Most therapists, health workers and clinical psychologists assumed that children were immature to undergo depression. With time, healthcare practitioners and therapists recognized the presence and nature of the illness as an identifiable mental illness. The difficulty in diagnosing depression in children is harder since adults may assume that certain behaviors are normal or are simply development stages. Additionally, children may not be able to communicate their feelings. Children may exhibit irritability; thus, their actions may be misinterpreted as naughtiness. Depression occurs across all races, social classes, and economic settings. A proper diagnosis of depression is crucial since less than 30% of adults and children receive the appropriate treatment (Bhatia & Bhatia, 2007).