Not A Child With Autism - 730 Words

â€Å"Never underestimate a child with autism. It’s their differences that make them unique and beautiful.† Autism can be defined as a pervasive developmental disorder characterized by severe deficits is social interaction and communication, by an extremely limited range of activities and interests, and often by the presence of repetitive, stereotyped behaviors. Children that are being diagnosed with autism spectrum disorder have increased at a rapid rate in the last decade. Some of the reasons it is becoming more prevalent in society is due to improved diagnoses, broader array of conditions falling within the range of autism, and increased rates of autism in the general population. As a result the number of autistic children in the general classrooms has increased leaving teachers to create strategies that work within their own classrooms to accommodate every student. Teachers are required to prepare students for the classroom with intervention techniques, make specific changes in their classroom based on the students in their class, utilize collaboration among professionals, create supportive interactions among peers, and create a classroom that support student/teacher differences. Many students are placed in the general classroom or in a special classroom based on the severity of the disability. Today schools are required to abide by the law No Child Left Behind Act, which entails that general education teachers are required to adapt to instructional strategies inShow MoreRelatedAutism : A Child With Autism1301 Words   |  6 Pages A Child with Autism By Shawn Wirth Arkansas State University Beebe â€Æ' Autism is not a disease, or a reaction; it is a developmental neurobiological differences in brain function. People with autism have difficulty with communication and interaction with others. The symptoms of autism may range from total lack of communication with others to difficulty in understanding others’ feelings. Since there is such a range of symptoms it is now called Autism Spectrum Disorder(Disabled world 2008) LiteratureRead MoreAutism And The Family Of A Child With Autism1575 Words   |  7 PagesAutism is a disorder that can wreck havoc of the lives of many, and all it takes is one diagnosis. Most families never expect autism to occur in their family. But once it does, the family will never imagine the effect it will have. The family of a child with autism â€Å"[is] faced with intolerable mental, economic, and social pressure† (Mosayebi 4). Could a child with autism have a substantial enough effect on the family to cause separation and divorce of their parents? Although autism is a common disorderRead MoreAutism And The Family Of A Child With Autism1576 Words   |  7 PagesAutism is a disorder that can wreck havoc in the lives of many, and all it takes is one diagnosis. Most families never expect autism to occur in their family. But once it does, the family will never imagine the effect it will have. The family of a child with autism â€Å"[is] faced with intolerable mental, economic, and social pressure† (Mosayebi 4). Could a child with autism have a substantial enough effect on the family to cause separation and divorce of their parents? Although autism is a common disorderRead MoreRaising A Child With Autism1321 Words   |  6 PagesRaising a Child with Autism There is no doubt that raising a child with autism is challenging. There is endless research on Autism Spectrum Disorder (ASD) but a very limited amount on the costs and benefits of caring for a person with the disorder. In order to gain a comprehensive perspective on the biggest challenges parents and caregivers of autistic children face, a look into the private lives of these families and close networks is necessary. The only way to give support and provide the muchRead MoreChildren With A Child With Autism1365 Words   |  6 PagesChildren with autism tend to have their ability to comprehend spoken language overestimated more than any other child with a disability (Miniscalco, 2011). Many children may be able to express language, but their ability to process spoken language is lacking. It is important not to assume they understand and comprehend spoken language especially when it comes to school performance. In the school and home, adults can mistake lack of comprehension for non compliance. That is when a child with autism is askedRead MoreBenefits Of A Child With Autism1154 Words   |  5 Pageshave passed since my son was initially diagnosed with autism. Today, I still find it challenging to describe the intense emotions that I felt during the first few weeks following his diagnosis. The despair, grief, guilt, and hopelessness that I felt are indescribable. Prior to his diagnosis, I worked tirelessly to obtain the help my child desperately needed. Being a parent of a special needs child leaves little to no option of failing; hence child has taught me to be strong even in the most difficultRead MoreA Child On The Autism Spectrum1310 Words   |  6 PagesWhen the word autism is stated what is the first picture that comes to mind? Is it a child throwing themselves on the ground and having an uncontrollable fit because the situation has changed from the standard routine all of a sudden? Or a child that is rocking back and forth constantly, or playing with o ne or two toys for a very long time without getting bored. â€Å"Currently one out of 88 children is diagnosed with having an autism spectrum disorder also known as ASD†. Smith R, Hannah S, SengmullerRead MoreThe Importance Of A Child With Autism1412 Words   |  6 PagesSeven years have passed since my son was initially diagnosed with autism. Today, I still find it challenging to describe the intense emotions that I felt following his diagnosis. The despair, grief, guilt, and hopelessness that I felt are indescribable. Prior to his diagnosis, I worked tirelessly to obtain the help my child desperately needed. Being a parent of a special needs child leaves little to no option of failing; hence child has taught me to be strong, even in the most difficult and darkestRead MoreDevelopment Of A Child With Autism1526 Words   |  7 PagesThere are times, however, when a child doesn’t follow the normal stages of development according to the age boundaries in the EYFS. A chi ld with autism, for example, find interaction and communication incredibly difficult. Sensory things like sound tend to distract the child, and often to escape the â€Å"sensory chaos† the autistic child will focus on physical sensations, e.g. Hand flapping, banging on objects, or they sometimes make their own auditory sounds, as this helps allow them to exclude theRead MoreSpeech : A Child With Autism989 Words   |  4 Pagesâ€Å"retarded.† We no longer use that word to address anyone in society. The language that is supposed to be used is called â€Å"person first language.† To give you an example, it would be like you saying â€Å"that autistic kid.† The correct terminology is, â€Å"a child with autism.† I’d like to tell you a little history about people with disabilities. I know that you were never exposed or able to interact with those people whom had differences from yourself. Well there is a reason for that. As a society, we created the

Role of Leadership in Advanced Practice in Nursing Free Essays

Contained herein is an analysis of role of leadership in advanced practice in learning. This is in understanding that lack of leadership in highly specialised nursing situation is mots likely to lead to ineffective provision of services to patients. According to Sofarelli (2005) advanced practice in nursing has the trend of incorporating individuals with deep understanding of all or specific areas of nursing practice. We will write a custom essay sample on Role of Leadership in Advanced Practice in Nursing or any similar topic only for you Order Now These individuals end up being relied upon in their respective stations to help deliver high quality healthcare services to patients.   These practitioners are further tasked with the responsibility of developing strategies to be applied in the future. However, their capacity to deliver is in most cases affected by lack of proper leadership skills. This analysis will therefore highlight three of the most common nursing leadership theories that could aid in helping professionals in advanced practice to effectively lead respective departments of institutions to better positions of meeting patient needs. Having professionals incorporate these theories in their day-to-day activities places them in positions of passing similar knowledge to followers, especially the new ones in nursing profession. In other words, the process of using leadership skills effectively ends up improving professionalism. The three nursing leadership to be discussed in this analysis includes: leader-follower, quantum, and transformational—each would be discussed independently. The theories are being included herein because of their proven effectiveness in achieving results. According to Porter (2007) the use of nursing theories reminds professionals about the best practices when carrying diverse activities. Individuals choose the theory to choose or even combine several approaches into hybrid leadership skills. In addition, professionals could embark on developing ways and means of having own leadership styles that do not fit with the theories discussed in this paper. The hybrid system could be achieved intentionally by individuals or institutions; it could also be as a result of lack of proper knowledge of the theories. Results could, however, differ depending on the ability of using best practices in theory applications. Quantum leadership theory is mostly used in decision making processes and states that professionals need to look for own problem solving processes before seeking help from colleagues or seniors in respective work environment (Perra, 2001). In other words, the theory tends to initiate leadership in individual professionals, especially those in advanced practice. Fact that these individuals are usually tasked with the responsibility of leading others in various work situations means that they would have to solve problems in collaboration with the followers instead of running to respective superiors for help. Senior professionals in respective departments of institutions can therefore concentrate on other issues as nurses solve problems independently. The senior management in healthcare institutions could, for instance, concentrate on more important issues such as strategy development and implementation (Kitson, 2001). References Brown, K. (2005). The Leader in Nursing.   Nursing Administration, 11(4), 91-115. Brown, M. (2003). Needs in nursing leadership to improve effectiveness. Nursing Management, 16(6), 101-108. Clifford, J. and Hastings, C (2000). Top trends predicted in nursing leadership. Nurse Management, 20(3), 16-24. Decker, M. (2004). Key to Quality Leadership. Nursing Administration, 22(3), 50-62. Smith, J.   (2003). Effective Leadership    Management of Nursing. Upper Saddle River: Prentice Hall. Kerfoot, C. (2001). Nursing Leadership and theory. Journal of Nursing, 5(2), 64-70. Kitson, A., (2003). Leadership in nursing how it influence health policy nursing practice. Advanced Nursing 29, 700-723. Mohr, W. (2000). Fading in Nursing Leadership. Journal of Nursing Management, 40, 100-127. Perra, G. (2001). Future of Healthcare Leadership Quantum Mechanics. Nursing Administration, 22(3), 16-22. Porter, G. (2007). New Roles in Quantum Leadership. Nursing Administration, 32(11), 30-43. Sofarelli, S. (2005). Consequences of Nurse Shortage in Medical Centers. Daily Bruin, 27(4), 14-26. How to cite Role of Leadership in Advanced Practice in Nursing, Essays

How Concentration Effects the Rate of Reaction free essay sample

As the concentration of enzyme increases it will have an effect on the rate of reaction. The suggested optimum will be 10g as the higher the mass of catalase the more enzymes, meaning more space for reactions to occur. In the space given there will be more enzymes reacting with the substrate, which in this experiment is hydrogen peroxide (H2O2), until it has reached its optimum, where the volume of oxygen produced will not increase due to the fact that there will not be enough H2O2 left for the enzymes Quantitative Hypothesis By doubling the mass of potato, the rate of reaction will double also. 2n=2r Scientific Explanation Enzymes are made from amino acids, and which are proteins. When an enzyme is formed; it is made by stringing together between 100 and 1,000 amino acids in a very unique order, the chain of amino acids then folds into a unique shape. That shape allows the enzyme to carry out specific chemical reaction â€Å"Enzymes are biological catalysts catalysts are substances that increase the rate of chemical reactions without being used up†. The place where these substrate molecules fit is called the active site. Enzymes are proteins produced by micro-organisms, in turn speeding up the chemical reactions. These can be found in the cell’s gene. The lock and key model is a key way to express the way in which the chemical reactions that will be taking place during our investigation on the concentration of enzymes. Every enzyme molecule has an active site, the part of which the substrate joins on to. Enzymes are really specific as they only speed up one reaction. This is because, for an enzyme to work, a substrate has to be the correct shape to fit into the active site. These actions are called the ‘lock and key’ hypothesis, because the substrate fits the enzyme just like a key fits into a lock. Impacts of Temperature and pH The activity of enzymes is strongly affected by changes in pH and temperature. Each enzyme has its pH and temperature optimum, its rate can only decrease at values below that point. The ascending part of the temperature curve, in the graph below, reflects the general effect of increasing temperature on the rate of chemical reactions. The descending portion of the curve reflects the loss of catalytic activity as the enzyme molecules become denatured as the temperature increases By changing the temperature, changes in the rate of an enzyme-controlled reaction occur. A higher temperature increases the rate at first; however if it gets too hot bonds that hold the enzyme (e. g. hydrogen bonds) break. This changes the shape of the enzyme’s active site and so the designated substrate will no longer fit and the enzyme will become inactive. This process is called denaturing. All enzymes have an optimum pH that they work best at. If the pH is too high or too low, it interferes with the bonds holding the enzyme together. This again begins the process of denaturing, as the active site changes shape. Our Catalase Our enzyme can be found in raw cooking potatoes and will be reacting with the catalase, hydrogen peroxide. Hydrogen peroxide (H2O2) is a by-product of respiration and is made in all living cells. The optimum temperature for our enzyme, is about 37 °C (36 °C -39 °C), this is the same body temperature of human. Its optimum pH is around 7 (6. 8-7. 5). The reaction for the catalase can be shown in this formula: Variables There are three different types of variables that I will be using in this investigation these are Independent, Dependent and Controlled. The independent variable is the thing that you choose to change at set intervals; for this investigation my independent variable will be the mass of the potato. I will use a range starting from 2g and from there, increase in steps of 2. This will give me a general trend and positive correlation, when I come to drawing my graph. The dependent variable is something that you measure; for this investigation I will be measuring the volume of oxygen. This will be my dependant variable. This will be measured through the use of a cylinder and bung and delivery tube. The controlled variables are the things that are kept the same throughout the investigation. The controlled variables in my investigation are the volume of , pH buffer 7 and the temperature. I will always use 4ml of and 4ml of pH buffer 7, to ensure my results are accurate and have more precise results. By keeping the temperature the same, at 37 °, we allow the enzymes to work at their optimum temperature amp; pH level for each repeat and potato mass, in turn creating a fairer test. Strategy B Justification of range For the concentration of enzyme we have investigated grams of 2g, 4g, 6g, 8g and 10g. We have investigated these as we want to get a trend to support our hypothesis that suggests that the more catalase you have the higher the rate of reaction. If we were to get a graph to support our hypothesis we could also include positive correlations to our hypothesis and scientific evidence to support our results. Justification of Interval We decided to have 3 intervals per set mass. By having these 3 repeats we were able to increase the validity of the results, increasing the fairness of the test through making sure that all the variables, with an exception of the independent – mass of each potato, are kept the same e. . pH 7 buffer, temperature, volume of , same measuring cylinder etc. This also in turn gives us a chance to spot ant anomalies that may have occurred during the experiment, making it simple to recognise the anomalies and trends among thee results and graphs produced. Equipment Justification Water Bath| Sometimes direct heat, from a flame, can damage instrum ents or impair an experiment. Hot water would heat the chemicals more slowly, and therefore may keep them more stable. There is also no chance of an open flame, from a bunsen burner for example, catching on to the contents you are trying to heat and causing a fire. Knife| To cut each disk of potato. By cutting it up into disks we maintain the same amount of mass for each repeat and by dicing them up into further disks it encourages the cells to beak open, releasing more enzyme and speeds up the rate of reaction in the process| Potato| This is our source of catalase; by using potatoes, which are abundant in catalase to prevent photorespiration damage it will make separating the catalase enzyme simple and easy. | Hydrogen peroxide| H2O2 is a by-product of respiration and is made in all living cells. Hydrogen peroxide is harmful and must be removed as soon as it is produced in the cell. Cells make the enzyme catalase to remove hydrogen peroxide. | pH buffer| pH 7)-Enzyme activity often changes with pH, and some enzyme reactions will affe pH. Buffers stabalize pH so results between ntubes are likely to emphaisie differences between samples, not variations in pH. | Glass beakers 250cm3| these will hold heated water and a testube containing cataalase. It having a volume of 250cm3 will allow a suffient amount of water. | Craft Knife| to be able to cut the potato pieces effienctily and precisly| Whit Tile| this allows the pupil to be able to clearly distinguish the different groups of potato without getting confuesed as to the different masses each group of potato has. | Weighing Scales| increases the accuracy to 0. 01g for each group of potato. This alows the test to be fairier. | Test Tubes| conatains the pH buffer, potatoes and hydrogen preoxide in it. | Pipette| is marked up to 3mls and goes up in 1mls. Through the markings you are able to determine exactly how much hydrogen peroxide/pH buffer you have and need. Thermometer 0-100 °C| this measured the temperature oof the water. With it being marked in individual degrees the accuracy, when reading the temperature, is increased greatly. | Stop Watch| to make sure you don’t run over time, it is also consistemt as it goes up in both aseconds and miliseconds, increasing accuracy| C: Conclusion Of Results Prelimanry Experiments Preliminary Resu lts | Volume of Oxygen ( ) Produced in 3 Mins (cm )| Mass(g)| Repeat 1| Repeat 2| Repeat 3| Average| 2| 24| 18| 29| 23. 7| 4| | | | | | Exploded| | | | 8| Exploded| Exploded| | | 10| Exploded| | | | Key Orange writing = With disks As you can see from the table, our results were in no way relatable to each other. We could out this down to the fact that as we increased the mass there was a more likely chance of it exploding. When we identified this problem after the 2nd repeat of mass 8g as an obvious reoccurrence and not a simple outlier, we decided to change our amounts so that we could attempt to get results that we will be able to get an average from. As visible in the table, we decided that it might have been either the mass or the amount of pH that caused the excess amount of oxygen to be produced. T We decided at that time that by cutting the pieces of potato into disks would decrease the chance of left over oxygen being produced. However after testing it out we found out that it only decreased the amount of time it took for the test tube containing the ph7 buffer, and potato disks, to explode due to the excess amount of oxygen produced. We also tried lowering the amount of pH buffer and to 4ml instead of the original 7mls, to reduce the amount of substrate available, whilst still using mashed potatoes. This also did not work as we were still using mashed potatoes meaning that the cells were broken easily, releasing more enzyme, which in turn sped up the reaction. Our preliminary method therefore had to be changed. Preliminary Method 1. Weigh your potato and dice into small pieces 2. Use a pestle and mortar to mush up the potato 3. Measure out 7mls of pH buffer and 4. Set up the water trough, beakers, delivery tube and 10 ml measuring cylinder. 5. Set the correct temperature of water using a thermometer, kettle and tap water regulate the temperature. 6. Place the pH buffer and into the test tube and put the same test tube into the beaker. 7. Place the potato in the test tube and close it off with the bung and delivery tube 8. As soon as you’ve done that press start on the timer 9. After 3 minutes record the amount of oxygen has been transferred, this can be done by calculating the water displacement 10. Repeat this and change the mass of potato each time after each interval. By going through the preliminary experiment we were able to identify that 7mls of and pH buffer was too much so we decreased it to 4mls and by dicing the potato instead of mashing it up we were able to reduce the probability of the test tube exploding. By identifying these problems I was able to alter the method so that it will exclude any unnecessary problems from occurring in the actual experiment. Final Method 1. Weigh your potato and dice into small pieces 2. Measure out 4mls of pH buffer and 3. Set up the water trough, beakers, delivery tube and 10 ml measuring cylinder. 4. Set the correct temperature of water using a thermometer, kettle and tap water regulate the temperature. 5. Place the pH buffer and into the test tube and put the same test tube into the beaker full of heated water. 6. Place the potato in the test tube and close it off with the bung and delivery tube 7. As soon as you’ve done that press start on the timer 8. After 3 minutes record the amount of oxygen has been transferred, this can be done by calculating the water displacement Main| | Volume of Oxygen ( ) Produced in 3 Mins (cm )| Mass(g)| Repeat 1| Repeat 2| Repeat 3| Outlier Replacement(s)| Average| 2| 8. 0| 8. 0| 9. 0| | 8. 3| 4| 8. 0| 17. 0| 17. 0| | 17. 0| 6| 19. 0| 23. 0| 25. 0| | 22. 3| 8| 26. 0| 21. 0| 31. 0| | 26. 0| 10| | | | | | 9. Repeat this and change the mass of potato each time after each interval. Key Purple numbers = Outliers Orange numbers = Average excluding the outlier The blue highlighted numbers = highest The yellow highlighted numbers= lowest