Business organisation Essay Example | Topics and Well Written Essays - 2000 words

Business organisation - Essay Example 2007)†. Scientific management principals and tools were developed by emphasizing on extensive research and studies to provide a management solution to the managers who are considered as major stakeholders in the wellbeing of an organization. Fredrick W. Taylor is considered the pioneer in developing scientific management theories. He worked on the application of scientific methods to the labour management to improve their productivity. â€Å"He spent more than two decades passionately pursuing the ‘one best way’ for each job to be done (Robbins & Coulter, 2002)†. Scientific management call for the need of application of maximization of worker’s productivity by the application of appropriate and efficient work methodologies in the light of science, especially ergonomics. The industries at that time were production oriented and mass production, Fordism, and they required practices and procedure that were scientifically designed to optimize their work activities. Fredrick Taylor, who is called the father of scientific management, was a self-made man with his professional career spent in working within a labour intensive environment. Prior to scientific management, â€Å"Taylor worked as an apprentice to a pattern-maker, and as a machinist. He later joined the Midvale steel company as a labor rising in eight years to chief engineer (Hartman S.W. 2007)†. He worked in that environment observing efficiencies in work practices and thus created a desire to work upon the improvement of working methods. Taylor worked for years to develop optimal work methods and developed four principles, called principles of scientific management. Later Gantt and Gilbreth made some alterations in his theory but the basic theme remained the same. In addition, the idea was to break the tasks into simple and small parts and each part to be assigned to a particular person who has the capability and

Roman Architecture Essay Example | Topics and Well Written Essays - 5000 words

Roman Architecture - Essay Example It could hold 45-50,000 spectators who would queue for tickets days in advance. There would have been a wooden floor covered in sand to soak up the blood (Augent 25). The underground corridors of the Colosseum The arena floor measured 228 feet by 177 feet (crystalinks 3). A wooden construction had existed from the year 29 BC but it was burnt down in the fire of 64 AD (Caggia 1). Nero had not been interested in listening to the demands of his people and following the fire he built a huge palatial palace, known as the Golden House (Domus Aurea), on large expanses of Roman land. After Nero's death Vespasian wanted to offer the Roman people a gesture and set about draining a large lake near the site of Nero's palace and knocking down the great Golden House for its rich source of materials for the amphitheater (Caggia 1). It is understood by historians that the name Colosseum actually referred to the 'collosus', (crystalinks 2) due to a huge statue of Nero that once stood nearby which was 130 foot high (crystalinks 2). A Spectators view of the arena The class system was used to determine the seating arrangements of the audience. The 'first level, called the podium, was for the Roman senators' (crystalinks 3) and the seating would have been quite lavish with cushions and marble coverings. Above this on the 'maenianum primum' (crystalinks 3) there would have been Roman aristocracy and then above them the 'maenianum secundum' (crystalinks 3) was split into two separate areas; the wealthy people in the lower section and the poor citizens on the upper section. Domitian had a further wooden section added at the highest position for the very poor and lower class women (crystalinks 3). The entrance would have been on the... Exterior walls of the Colosseum showing the many arches within the Construction Concrete were a good material to use, as it is stronger in resisting compressive stresses whereas it is very weak when dealing with tensile stress. Spanning an open space or doorway, where forces on the arch are not vertical would provide the most suitable circumstance to use an arch, as it would be at its strongest. The correct formwork had to be used to ensure that the structure would remain intact. Wood was built in a frame to support the underside of the arch and form its basic structure. The Romans used a ‘Voussoirs’ technique, which involved the placing of a stone at the uppermost point of the center of the arch. It was understood that they learnt this technique from the Etruscans; however, they were the first to adopt the structures for above ground use as previously they had been used for drainage systems and vaults underground. The technique was not the strongest of the arch types, however, it was simple for them to build. There were eighty arches on every floor of the building; each of the arches was numbered and divided by half columns of a different style on each floor. There was a Doric style on the ground floor where the arches measured 13’9’’ in width and 23’1’’ in height, followed by Ionic on the second and Corinthian in the third where the arches were lower at 21’2’’ in height. The upper wooden flo or had windows with panels separated by Corinthian style columns at every second panel.

Detecting Autoantibodies in Human Sera Samples using ELISA

Detecting Autoantibodies in Human Sera Samples using ELISA Introduction Autoimmunity is a series of immune responses that is made against an organisms own cells and tissues due to inability to recognise own cells and tissues as self (Mandal, 2014). Diseases can arise as a result of autoimmunity. This includes lupus (SLE). Lupus (SLE) arises because of immunological mechanisms. With tolerance to antigens is lost and production of autoreactive lymphocytes the process of autoantibody is produced. Continuous production of autoantibodies from autoantibody producing cells results in formation of immune complexes. (Bolland and Ravetch, 2000). There are many factors which influence the susceptibility and development of lupus (SLE). These include hormonal, environmental, and genetic factors (Lisnevskaia et al, 2014). Genes involved in lupus (SLE) include MHC loci, tumor necrosis factor alpha, components of the complement factor and the mannose binding protein (Tsao and Grossman, 2001). Environmental triggers have influence on expression for lupus (SLE) such as vi tamin D deficiency. Vitamin D has an important role in order for the immune system to function properly because receptors of vitamin D are found in the cells of the immune system such as T lymphocytes, monocytes and dendritic cells. Also reduced vitamin D intake due to photosensitivity is associated with lupus (SLE). Thus, deficiency in vitamin D has a major consequence for the immune system and can create autoimmune diseases (Albishri et al, 2015). Hormones have a role in acting as chemical messengers in the immune response (Csaba, 2014). These chemical signals produced from hormones are disrupted especially between the brain and target cells which is an important factor in lupus (SLE) (Pick, n.d.). Because of this disrupted balance of hormone production certain hormones are more prevalent which cause lupus (SLE). High estrogen concentrations have been linked to lupus (SLE) due to it causing autoimmunity and with patients having a fast conversion of androgens to estrogens. Patients with joint pains are linked with lupus (SLE) and also have a high concentration of estrogen (Lupusinternational.com, n.d.). Diagnosis of lupus (SLE) include the lupus band test which detects for the presence of antinuclear antibodies. This is done using immunofluorescence. By looking at the florescence pattern the type of antibody can be detected. For a person to be positive for lupus (SLE) IgG and other complement depositions will be found at the dermoepidermal junction. To be specific there will be a bandlike deposit along the epidermal basement membrane due to the presence of IgG. Also a bandlike deposit will be present in the nucleus of the epidermal cells. A high concentration of anti-dsDNA antibody from titers also shows the presence of SLE due to anti-dsDNA antibody having a high specificity for SLE (Gill et al, 2003). Diagnosis can also be made using the SLICC criteria. For a patient to have SLE, at least four criterions need to be met including one clinical criterion (Petr i et al, 2012). There is currently no cure for SLE but a number of treatments are available. Prognosis for SLE has improved significantly since the 1950s with people diagnosed it living for less than five years. Now ninety percent of people with SLE live over ten years. The effect of SLE is more evident in men and children than in women. Causes of early death has been due to failure of organs and infections. Because of improved survival rate other factors have come in to play for the death of SLE patients. Cardiovascular disease is one factor and it is important to prevent this from being developed (Doria et al, 2006).       The ELISA test is a diagnostic test used to measure the concentration of certain antibodies or antigens present in a sample from a disease patient. ELISA is unique due to the separation of specific and non-specific interactions during serial binding to the multiwell plate. At the end of ELISA, a coloured product is produced that is associated with the amount of antibody or antigen present in the solution sample (Bio-Rad, n.d.). The first step of ELISA is coating, where a layer of antigen or antibody is adsorbed to the wells on the plate. After coating, blocking and detection are the next steps. Several washes are needed between each ELISA step to remove unbound materials. During this process excess liquid is removed in order to prevent dilution of the solutions added in the next stage (Bio-Rad, n.d.). For detection of SLE in the patient, the patients serum sample undergoes the ELISA test to detect the concentration of anti-dsDNA-antibodies which is specific for patients with SLE. A h igh concentration of anti-dsDNA-antibodies will indicate that the patient has SLE (Wigand et al, 1997). The aim of this experiment is to measure the concentration of anti-dsDNA-antibody present in both of the serum samples using the ELISA test by binding to the complimentary antigen double stranded DNA in the wells. The samples come from a female patient known to be suffering from SLE. Sample A was obtained when she was feeling relatively well and sample B was collected on the day of the practical. By comparing the yellow colour intensity at the end of the ELISA test for both samples and compared to the controls and using the standard curve the concentration of anti-dsDNA antibodies can be obtained and correlated to the relevant SLE prognosis level. An assay result above the laboratory reference range for the anti-dsDNA-antibody at a particular prognosis level will show that the patient is positive for SLE and the level of SLE prognosis. Based on the level of SLE prognosis suitable treatments will be given to the patient. Results On each strip the first three wells were labelled the positive controls, the next three labels were measured the negative controls and the remaining wells were labelled sample A and B (three for each sample). In the first stage 50 µl of purified antigen was added to each well of the microplate strip. The strip was incubated for two minutes at room temperature to allow time for the antigen to bind to each plastic well. A layer of antigens was present in each well once incubation had finished. After incubation the wells were washed using a wash buffer to remove excess liquid. In stage three 100 µl of blocking buffer was added into each well and incubated for two minutes to remove unbound sites. The wells were washed again to remove excess liquid. In the next step 50 µl of the positive controls, negative controls and the test autosera samples were loaded into the relevant wells. The strip was then incubated for 10 minutes at room temperature. After incubation for 10 minutes the we lls were washed to remove the unbound antibodies. Once the wash was done 50 µl of secondary antibody was added to the wells. Then the wells were incubated for 5 minutes at room temperature. The washing procedure was repeated again to remove any unbound secondary antibodies. In stage nine 50 µl of the HRP enzyme substrate was added to the wells. The strip was incubated for 5 minutes at room temperature. This allowed sufficient time for the HRP enzyme which is conjugated to secondary antibodies to metabolise the TBT substrate. The metabolisation of the TBT substrate produced a blue-coloured product. Each well turned blue fairly quickly during the incubation and the final strip is shown in figure 1. The intensity for the positive control was six, negative control was zero, and sample A and sample B was five. Figure 1. The micro plate strip showing the blue-coloured product after the enzyme substrate was added and then incubated for 5 minutes. For the final stage of the ELISA test the reaction was stopped by adding 50 µl of stop solution, (10% (v/v) phosphoric acid/ddH2O) into the wells. The blue solution turned yellow on addition of the stop solution. This is seen in figure 2. The intensity for the positive control was six, negative control was zero, sample A was one and sample B was two. Figure 2. The micro plate strip showing the yellow-coloured product after the addition of the stop buffer to the blue-coloured product. Absorbance measurements were obtained using a plate reader for the controls and samples. The absorbance relates to the concentration of anti-dsDNA antibodies present in the samples. The data is shown in table 1. Table 1. The absorbance data for the controls and samples. +ive controls -ive controls Sample 1 Sample 2 1 2 3 Avg 1 2 3 Avg 1 2 3 Avg 1 2 3 Avg 0.660 0.717 0.655 0.677 0.063 0.053 0.084 0.067 0.139 0.139 0.141 0.140 0.287 0.255 0.236 0.259 Discussion The antigen that coated the wells of the microplate strip was double stranded DNA. Two epitopes were present. During the reaction when the control and the autosera samples are loaded, the antibodies present are being detected which is complementary to the antigens coated in the wells. The antibodies need to be diluted using a blocking buffer for prevention of non-specific binding of proteins in the antiserum on the well specifically the solid phase. The antibodies in the serum will bind to the complementary antigens during incubation. Any unbound antibodies are removed by washing. After this, secondary antibodies are added in order to detect the primary antibodies. During incubation the secondary antibodies binds to the primary antibodies (Vlab.amrita.edu, 2011). Looking at figure 1, in the positive control samples, the intensity of the blue coloured product was six due to a known amount of anti-dsDNA antibodies present in the sample. This is used to show the procedure is working. The negative control had a blue colour intensity of zero due to no antibodies present in the sample. The intensities of both sample A and B were similar on the scale of five. From figure 2, looking at the positive control sample the intensity of the yellow coloured product is five due to the high amount of known antibodies present which a patient with SLE should have. The mean absorbance value from table 1 for sample 1 is lower than sample 2 which correlates to the colour intensity which is lower than sample 2. This means that sample 1 is from the patient when she was feeling relatively well due to a very low amount of anti-dsDNA antibodies present. Sample 2 has a higher absorbance value than sample 1 with a colour intensity which is also higher at two. Because of t his result sample 2 comes from the patient when she was feeling unwell. Also this level of intensity shows that the patient has a low level for SLE because of low level detection. The experiment was successful because the results obtained were precise and accurate. The only issue during the experiment was that the intensity of the blue-coloured product was the same for both sample A and B when the enzyme substrate was added. Sample 1 had the lowest concentration of anti-DNA antibodies whereas sample 2 had the higher concentration of anti-dsDNA antibodies. This is because of the colour intensity of the final product where sample 1 is low and sample 2 is higher. The mean absorbance value for sample A is 0.14. The laboratory reference range value for sample A is -0.02. Based on the laboratory reference value this means that when the patient was feeling relatively well she was negative towards SLE. The mean absorbance for sample B is 0.26. The laboratory reference value for sample B is 0.13. The absorbance value is higher than the reference value meaning it is positive for a disease prognosis level which is a low level. This means that the patient is mainly disease free but with periods where low disease activity occurs. ELISA is a procedure used to measure the concentration of antigen present in the sample. The estimate of the analyte concentration is as a result from the construction of a standard curve. The standard curve is constructed from the making of several serial dilutions of a known concentration of the analyte across the range of concentrations close to the expected unknown concentration. The unknown samples concentration is derived by interpolation which needs a standard curve which has been properly generated (Natarajan and Remick, 2008). As the intensity yellow colour in the end result has a value of only two we can say that the patient has a very low level of anti-dsDNA present which means the disease is likely to be calm but with a few periods of low disease activity (Kirkbride, 2015). These low disease activities include cutaneous manifestations, musculoskeletal manifestations and serositis which can be treated with nonsteroidal anti-inflammatory drugs (NSAIDS) or immunosuppression medications which have a low potency on top of the already taken hydroxychloroquine and corticosteroids (Mosca et al, 2001). Bibliography Albishri, J., Alsubai, K. and Alsubai, H. (2015). Vitamin D in systemic lupus erythematosis. World journal of pharmacy and pharmaceutical sciences, 5(1), pp.455-462. Bio-Rad. (n.d.). ELISA Procedure | Bio-Rad. [online] Available at: https://www.bio-rad-antibodies.com/elisa-procedure.html [Accessed 19 Dec. 2016]. Bio-Rad. (n.d.). What is ELISA? An Introduction to ELISA | Bio-Rad. [Online] Available at: https://www.bio-rad-antibodies.com/an-introduction-to-elisa.html [Accessed 19 Dec. 2016]. Bolland, S. and Ravetch, J. (2000). Spontaneous Autoimmune Disease in FcÃŽÂ ³RIIB-Deficient Mice Results from Strain-Specific Epistasis. Immunity, 13(2), pp.277-285. Csaba, G. (2014). Hormones in the immune system and their possible role. A critical review. Acta Microbiologica et Immunologica Hungarica, 61(3), pp.241-260. Doria, A., Iaccarino, L., Ghirardello, A., Zampieri, S., Arienti, S., Sarzi-Puttini, P., Atzeni, F., Piccoli, A. and Todesco, S. (2006). Long-Term Prognosis and Causes of Death in Systemic Lupus Erythematosus. The American Journal of Medicine, 119(8), pp.700-706. Gill, J., Quisel, A., Rocca, P. and Walters, D. (2003). Diagnosis of systemic lupus erythematosus. American Family Physician, 68(11), pp.2179-2186. Kirkbride, G. (2015). Understanding Laboratory Tests and Results for Systemic Lupus Erythematosus (SLE). [Online] Hospital for Special Surgery. Available at: https://www.hss.edu/conditions_understanding-laboratory-tests-and-results-for-systemic-lupus-erythematosus.asp [Accessed 20 Dec. 2016]. Lisnevskaia, L., Murphy, G. and Isenberg, D. (2014). Systemic lupus erythematosus. The Lancet, 384(9957), pp.1878-1888. Lupusinternational.com. (n.d.). Hormones and SLE Lupus International. [Online] Available at: http://www.lupusinternational.com/Living-With-Lupus/Pregnancy-and-Lupus-/Hormones-and-SLE.aspx [Accessed 19 Dec. 2016]. Mandal, A. (2014). What is Autoimmunity?. [Online] News-Medical.net. Available at: http://www.news-medical.net/health/What-is-Autoimmunity.aspx [Accessed 16 Dec. 2016]. Mosca, M., Ruiz-Irastorza, G., Khamashta, M. and Hughes, G. (2001). Treatment of systemic lupus erythematosus. International Immunopharmacology, 1(6), pp.1065-1075. Natarajan, S. and Remick, D. (2008). The ELISA Standard Save: Calculation of sample concentrations in assays with a failed standard curve. Journal of Immunological Methods, 336(2), pp.242-245. Petri, M., Orbai, A., Alarcà ³n, G., Gordon, C., Merrill, J., Fortin, P., Bruce, I., Isenberg, D., Wallace, D., Nived, O., Sturfelt, G., Ramsey-Goldman, R., Bae, S., Hanly, J., Sà ¡nchez-Guerrero, J., Clarke, A., Aranow, C., Manzi, S., Urowitz, M., Gladman, D., Kalunian, K., Costner, M., Werth, V., Zoma, A., Bernatsky, S., Ruiz-Irastorza, G., Khamashta, M., Jacobsen, S., Buyon, J., Maddison, P., Dooley, M., van Vollenhoven, R., Ginzler, E., Stoll, T., Peschken, C., Jorizzo, J., Callen, J., Lim, S., Fessler, B., Inanc, M., Kamen, D., Rahman, A., Steinsson, K., Franks, A., Sigler, L., Hameed, S., Fang, H., Pham, N., Brey, R., Weisman, M., McGwin, G. and Magder, L. (2012). Derivation and validation of the Systemic Lupus International Collaborating Clinics classification criteria for systemic lupus erythematosus. Arthritis Rheumatism, 64(8), pp.2677-2686. Pick, M. (n.d.). Lupus And Hormones | Women to Women. [Online] Womentowomen.com. Available at: https://www.womentowomen.com/inflammation/lupus-and-hormones/ [Accessed 19 Dec. 2016]. Tsao, B. and Grossman, J. (2001). Genetics and systemic lupus erythematosus. Current Rheumatology Reports, 3(3), pp.183-190. Vlab.amrita.edu. (2011). INDIRECT Elisa (Theory) : Immunology Virtual Lab I : Biotechnology and Biomedical Engineering : Amrita Vishwa Vidyapeetham Virtual Lab. [Online] Available at: http://vlab.amrita.edu/?sub=3brch=69sim=721cnt=1 [Accessed 20 Dec. 2016]. Wigand, R., Gottschalk, R., Falkenbach, A., Matthias, T., Kaltwasser, J. and Hoelzer, D. (1997). Detection of dsDNA antibodies in diagnosis of systemic lupus erythematosuscomparative studies of diagnostic effectiveness of 3 ELISA methods with different antigens and a Crithidia luciliae immunofluorescence test. Zeitschrift fur Rheumatologie, 56(2), pp.53-62.

Cause Effect Essay - Consequences of Too Many Cats -- Expository Cause

Cause Effect Essay - Consequences of Too Many Cats We have five cats that live in our house. This was not our original plan, but it turned out that way. My family got two tortoiseshell-colored kittens, Kit-Fat and Minkie when I was nine and my sister was seven. Two years later, we were preparing to move to the country, and our pastor's daughter had three kittens to give away. Our pastor convinced us that we needed cats outside in the country. At that age, Risa and I were greatly in love with kittens. Subsequently, three tabby kittens named Duff, Muff, and Buff came to live with us. But alas, our move was delayed and these adorable fluff balls lived inside for the next six weeks. When we finally moved, the whole family was too attached to these kittens to out them outside and subject them to the dangerous world. Therefore, we became a household with five cats. To this day, we are still reaping the consequences of that choice. Occasionally, there is an article in the newspaper about a house where the people have many cats and do not care for them. The cats are allowed to take over the home and a severe mess results. This is obviously the extreme result of having too many inside cats. However, even in households where the cats are well taken care of, problems can result from a profusion of inside cats. The biggest problem with a multiple cat household is the interaction between the various cats. Many problems stem from this interaction. Cats can be very territorial creatures. In a multi-cat situation, there is also a pecking order and a dominant cat. We have four females and only one male, so our male naturally became the dominant cat. This caused a problem because before Duff came, our oldest female was dominant. Du... ...l, we love our cats, and they are an important part of our daily family life. There have been times alone the way that we have been tempted to get rid of them, but we knew that we could never do it. This is due to the positive effects that our cats have upon our home. Cats can be very affectionate and loving creatures. They constantly provide us with amusement as each one has his own personality. With several cats, each family member has a favorite or favorites, and everyone has a cat friend. Cats provide happiness, despite all the work required to care for them and manage them. Nevertheless, I still would not recommend that anyone have more than one or two cats in a house. Too many cats in one house causes too many problems and negative effects. We made a mistake, but we have dealt with the circumstances, and through it all have learned many important lessons.

References for Assessment in Special Education Essay

Bendak, L. (2011). The role of individual educational plans in helping cycle one students with dyslexia to become better readers. Middle East Journal of Family Medicine; Nov2011, Vol. 9 Issue 9, p42-47, 6p. Retrieved January 18,2013 from http://0-web. ebscohost. com. lib1000. dlsu. edu. ph/ehost/detail? sid=16696efa-2beb-42868b5ec73dca138979%40sessionmgr12&vid=1&hid=11&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ %3d%3d Abstract The purpose of this study is to highlight the importance and role of Individual Educational Plans (IEP) in helping students with Dyslexia, ages six to nine at cycle one of their elementary education. This study emphasizes the need for special education departments in schools where special education teachers can enhance the educational development of students with Dyslexia through the IEPs that identify the individual points of strength and weakness of the student with Dyslexia. The results of this study showed that the efficacy of the IEP on the development of the reading level varied depending on the initial level of difficulty of the student. [2] Burns M. K. , Jacob S. , Wagner A. R. (2007) Ethical and legal issues associated with using response-to-intervention to assess learning disabilities. Journal of School Psychology 46 (2008) 263–279. Retrieved January 18, 2013 from http://faculty. winthrop. edu/armisteadl/SchoolPsychologyResources/attachments/Burnsi_ M_K__Ethical_a. pdf Abstract The Individuals with Disabilities Education Improvement Act of 2004 allows schools to use a child’s response to research-based intervention (RTI) as a part of procedures to identify students with learning disabilities. This paper considers whether RTI-based assessment models meet ethical and legal standards for acceptable assessment practices. Based on a review of available research, it was concluded that RTI based assessment practices, when carefully crafted and implemented, have the potential to be multifaceted, fair, valid, and useful. Threats to acceptable RTI-based assessment practices include: the lack of research-based interventions appropriate for diverse academic domains, ethnic groups, grades K12, and students with limited English proficiency; uncertainty regarding how to determine when nonresponse to intervention warrants formal referral for evaluation of special education eligibility; difficulty translating scientifically sound RTI practices to the local school level; and inadequate staff training and poor treatment fidelity. Suggested directions for future research are included. [3] Capizzi, A. M. (2008) From assessment to annual goal. Teaching Exceptional Children; Sep/Oct2008, Vol. 41 Issue 1, p18-25, 8p. Retrieved January 19, 2012 from http://0-web. ebscohost. com. lib1000. dlsu. edu. ph/ehost/detail? sid=66b5e959-686e-482bb3e7ead5ad631980%40sessionmgr11&vid=1&hid=11&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ %3d%3d Abstract The article discusses the process of writing individualized education plans (IEPs) for special needs students and the decision making process that is involved to find and implement meaningful teaching methods and activities. It is noted that present levels of academic achievement and functional performance (PLAAFP) and other evaluation data must be utilized in the IEP plan. The impact that the U. S. Individuals with Disabilities Act (IDEA) has on IEPs demonstrates that the measurement of academic progress is a central goal of any IEP. [4] Dunn, Michael W. (2007) Diagnosing reading disability: Reading recovery as a component of a response-to-intervention assessment method. Learning Disabilities: A Contemporary Journal, v5 n2 p31-47 2007. Retrieved January 18, 2013 from http://www.eric. ed. gov/ERICWebPortal/search/detailmini. jsp? _nfpb=true&_&ERICExtSe arch_SearchValue_0=EJ797663&ERICExtSearch_SearchType_0=no&accno=EJ79766 3 Abstract There is growing evidence that the current method of identifying students with a learning disability (LD) is ineffective. The wait-to-fail model of assessing students after second/third grade as well as conceptual problems in using intelligence tests for identification result in students not receiving the assistance they need during the earlyelementary school years. The educational community is discussing response to intervention (RTI) as an alternative assessment method. This study explored the assessment components of the Reading Recovery (RR) program as part of a future RTI model. By means of a discriminant-function analysis, a retrospective study of thirdthrough fifth-grade students who participated in RR during first grade investigated assessment elements (beginning text level, ending text level, and number of weeks’ participation in RR) of this program. The results showed that RR assessment elements were significant predictors of first-grade students who were later identified as having a reading disability. Ending text level was consistently the largest predictor of students later classified as having a reading disability or not. (Contains 4 tables. ) [5] Dykeman, Bruce F. (2006) Alternative strategies in assessing special education needs. Education, v127 n2 p265-273 Win 2006. Retrieved January 18, 2013 from http://www. eric. ed. gov/ERICWebPortal/search/detailmini. jsp? _nfpb=true&_&ERICExtSe arch_SearchValue_0=EJ765825&ERICExtSearch_SearchType_0=no&accno=EJ76582 5. Abstract The conventional use of standardized testing within a discrepancy analysis model is reviewed. The Response-to-Intervention (RTI) process is explained, along with descriptions of assessment procedures within RTI: functional assessment, authentic assessment, curriculum-based measurement, and play-based assessment. Psychometric issues relevant to RTI and standardized testing are discussed. [6] Dykeman, Bruce F. (2009) Response to Intervention: The Functional Assessment of Children Returning to School with Traumatic Brain Injury. Education, v130 n2 p295-300 Win 2009. Retrieved January 18, 2013 from http://www. eric. ed. gov/ERICWebPortal/search/detailmini. jsp? _nfpb=true&_&ERICExtSe arch_SearchValue_0=EJ871665&ERICExtSearch_SearchType_0=no&accno=EJ87166 5 Abstract Children with Traumatic Brain Injury (TBI) face many demands when completing their rehabilitation and returning to school. Although the prognosis can be favorable for many children, the course of recovery poses unique challenges for children and staff alike. To this end, a functional assessment of TBI children within a Response-to-Intervention (RTI) model provides a comprehensive strategy of easing transition to the school and charting progress throughout the course of recovery. Literature is reviewed and applicability to the RTI model is discussed. [7] Fabiano, G. A. et. al. (2010) Enhancing the effectiveness of special education programming for children with attention deficit hyperactivity disorder using a daily report card. School Psychology Review; 2010, Vol.39 Issue 2, p219-239, 21p. Retrieved January 19, 2013 from http://0web. ebscohost. com. lib1000. dlsu. edu. ph/ehost/detail? sid=639450fe-4a86-49fa-858914d34d130ecc%40sessionmgr4&vid=1&hid=11&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ% 3d%3d. Abstract Children with attention deficit hyperactivity disorder (ADHD) make up a considerable proportion of students who receive special education services in schools. The present study aimed to enhance the outcomes of students with ADHD in special education settings by using a daily report card (DRC). Thirty-three children with ADHD in special education placements were randomly assigned to an intervention condition wherein behavioral consultants worked with the teacher and parent to construct and implement a DRC based on the child’s individualized education plan goals and objectives. These children were compared to 30 children in a business as usual control condition. Results indicated positive effects of the DRC on observations of classroom functioning, individualized education plan goal attainment, and teacher ratings of academic productivity and disruptive behavior in the classroom. Further, a greater percentage of children with ADHD in the DRC group were normalized on measures of disruptive behavior and impairment. The intervention did not result in incremental improvement in academic achievement, teacher ratings of ADHD symptoms or impairment, or the student-teacher relationship. The implications of these results for working with children with ADHD in special education settings are discussed. [ABSTRACT FROM AUTHOR] [8] Grigorenko E. L. (2010). Dynamic assessment and response to intervention: Two sides of one coin. Journal of Learning Disability 42 [2] 111-132. Retrieved January 18, 2013 from http://ldx. sagepub. com/content/42/2/111. full. pdf+html Abstract This article compares and contrasts the main features of dynamic testing and assessment (DT/A) and response to intervention (RTI). The comparison is carried out along the following lines: (a) historical and empirical roots of both concepts, (b) premises underlying DT/A and RTI, (c) terms used in these concepts, (d) use of these concepts, (e) evidence in support of DT/A and RTI, and (f) expectations associated with each of the concepts. The main outcome of this comparison is a conclusion that both approaches belong to one family of methodologies in psychology and education whose key feature is in blending assessment and intervention in one holistic activity. Because DT/A has been around much longer than RTI, it makes sense for the proponents of RTI to consider both the accomplishments and frustrations that have accumulated in the field of DT/A. [9] Haydon T. (2012). Using functional behavior assessment to match task difficulty for a 5th grade student: A case study. Education Treatment of Children, 35 [3], 459-476 Abstract We used an AB design with a control condition to examine the effects of an academic strategy on a student with a learning disability during a 5th grade math class. During baseline the student had high rates of disruptive behavior, low percentages of intervals of on-task behavior, and low percentages of correct responses. An antecedent-based intervention was developed to target the student’s escape-maintained behavior during independent seatwork. The intervention consisted of matching task difficulty with the student’s level of performance based on his success in a special education resource room. During intervention the targeted student demonstrated lower rates of disruptive behavior, higher levels of on-task behavior, and higher percentages of correct responses. The student’s positive results were compared to his performance in a special education resource room. A discussion on study limitations, implications, and future research directions is included. [10] Kern L. (2007). Functional Assessment-Based Intervention for Selective Mutism. Behavioral Disorders; Feb2007, Vol. 32 Issue 2, p94-108, 15p. Retrieved January 19, 2013 from http://0-web. ebscohost. com. lib1000. dlsu. edu. ph/ehost/detail? sid=652066c08587-4865-a2d7fd85e2d7e7c5%40sessionmgr11&vid=1&hid=11&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ %3d%3d Abstract The process of functional assessment has emerged as an essential component for intervention development. Applications across divergent types of problem behavior, however, remain limited. This study evaluated the applicability of this promising approach to students with selective mutism. Two middle school students served as participants. The functional assessment included indirect and direct methods as well as a specially designed student interview that did not require speech. Individualized interventions were developed and experimentally evaluated. Results indicated that the assessment-based interventions effectively increased speaking in school contexts. [ABSTRACT FROM AUTHOR] [11]. Lynch, S. & Adams, P. (2008) Developing Standards-Based Individualized Education Program Objectives for Students With Significant Needs. Teaching Exceptional Children; Jan/Feb2008, Vol. 40 Issue 3, p36-39, 4p. Retrieved January 19, 2013 from http://0-web. ebscohost. com. lib1000. dlsu. edu. ph/ehost/detail? sid=ca2e5664-4ebc-4a20800f8331f3bca0c6%40sessionmgr4&vid=1&hid=11&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ% 3d%3d.

Music Festival Featuring Adrian Brendel and Till Fellner

Adrian Brendel developed a strong affection towards music while a student at Winchester College, Cambridge University.   At the college Frans Hermerson, one of his tutors at Cologne music Conservatoire, lectured him. Some of his contemporaries on master level include; Alban Berg quartet and Gyorgy Kurtag. He was also a member of the Chamber Music Society of Lincoln Center, one of the most prestigious young artist schemes from 2002. He is the brainchild of Music at Plush, musical season held yearly in summers in Southwest England. Andrian Brendel is a showman with a crooning voice that is clear and elaborate. He is oriented towards classical attunement, always with a comprehensive edge of the composer’s intentions. Andrian Brendel has earned himself an icon of a cellist musical vanguard in our contemporary generation. He has been staging dramatic solo musical concerts all over the world. He is a good team collaborator who has worked with musical juggernauts like Imogen Cooper, Paul Lewis, and Till Fellner among others. In this research finding, however, we are centered on Adrian Brendel and Till Fellner. Adrian father is known as Alfred Brendel an octogenarian musical Icon, they have also been timing up with his father to perform Beethoven’s music for cello and piano in huge gatherings worldwide with promising appeal from the public. With his dad they have recorded Philip’s and the translation of a colossal A major Sonata, which featured notably on the BBC channel among other explicit musical and radio channels. Their modest concert expositions have been centered in Amsterdam, Lucerene, Florence, Frankfurt, and Royal Scottish national Ochestra. He has gone beyond as far as recording for radio companies including BBC, ORF, and NDR, WDR all based in Europe. Till Fellner Till Fellner was born in Vienna in 1970 and he went to further studies with Meira Farkas, Oleg Maisenberg, Claus-Christian Schuster and Alfred Brendel the father to Andrian Brendel. Till Fellner musical career has seen him perform in most cherished orchestras, this include; the St Martin in the Fields, BBC Symphony Orchestra, Camerata Salzburg, Chicago Symphony Orchestra, among others. He anchored his musical career on the international scenes when he won the first prize at the prestigious Clara Haskil International Competition in 1993. His chamber music constituted the Alban Berg Quartet, Lisa Batiashvili, Adrian Brendel, Mark Padmore and not forgetting heinrich Schiff. Till Fellner has greatly moved around the world pocking in most incredible musical centers in continental Europe, America, Australia and Far east. He has also featured in crucial world festivals, just but to name a few;   Scubertiade Schwarzenberg the Mozart festival New York and this where they teamed up with Andrain Brandel where they aroused the crowd. Felliner’s first performance was in 1995, he then featured mostly in New York with big time orchestras like the Chicago Symphony and the Los Angeles Philharmonic. Felliner has shared the honor of Tobey Maguire a Spider-Man movie star, its true that he doesn’t parallel Maguire in terms of screen persona though his has been persistent in his music that is unfailingly earnest. It is evident that most of Fellner teachers have complimented his musical ingredients that are inclined towards premiership. Kent Nagano a conductor upholds the notion that Fellner’s music has a special kind of truth and natural character. Brandel and Fellner Mr. Brendel and Feller met in 1990 at Vienna Conservatory School where Fellner was studying. At this juncture Brendel had an opportunity to listen to Fellner and it sounded fantastic for his music was agreeable to him. They have been meeting occasionally to discuss on repertory and playing on two pianos.   Mr Fellner and Adrian Brendel have since been performing in many concerts and even in birthdays. One summer they perfomed for Brendel senior, Adrian’s father in his 75th birthday. They performed ‘Lied’ during this occasion. Lied is dubbed from a British composer Harrison Birtwistle written as an honorary piece dedicated to the elderly Brandel. These duets have been complimenting each other and Brendel concur that Fellner is predominantly an intellectual player. Recently, Till Fellner and Adrian Brandel have featured in musical season was scheduled 2006-07. They perfomed in myriad places which included Montreal, Paris, London, Tokyo, New York among others. In New York they staged a duo tour with Adrian Brandel. Tell Fellner has recorded myriad prolific CDs that have been selling explicitly, the first book of Bach’s ‘The well tempered Klavier’ was realesed in 2004. Because of Tinnitus complication, an ear sickness, he had to terminate a musical concert that was held in Mozart festival at Lincoln in 2005. He however undergone treatment and he performs even better that before. Music mood Andrian and Fellner constitute a very magnificent duo; poetic, ingenious, coherent, dynamic and well matched musical artists. In the event that Brendel’s intonation is not realistic, both that duet could refine the music within its boundaries. The Duet brings out explicit melodies that rhyme with the aura of passion; their stage is typically formal precisely, and more so when they hinge on the outer-movement rewind. The guitar like paraphernalia is harmoniously employed in blending the melodies. Held between the knees and bowed it ushers a flowing and impish scenario. Lied’s piece of art comes out in a screaming tone that fill’s the room melancholically; the sound however is sepulchral, economic and spare, it portrays the oozing darkness. These variations were likened to the Chinese whispers. The Lied piece progress in a mood that was symbolic, with course dichotomies and outrageous declamations, that depict somber atmosphere perhaps more to those connotations in funeral. The performances evolve in splendid demonstration where the duet depict and eludes from the mythic archetypes. Persons in search of heroism would definitely seize the opportunity to dub a few magnificent traces in the sonatas played by the duet. Something close to the heroic Beethoven, the heaven-storming romantic. The music unfolds tentatively with hypnotizing tones that traverse across the rhythmic domains. They brake into elementary eccentric point that disappears in thin air leaving a polite silence. The chronological presentation of the sonatas F sharp and the E minor and E flat was an indication of predominant musical ingenuity that exposed the duet’s musical wit, vigor, power and vitality References: http://www.classicalsource.com/db_control/db_concert_review. http://www.query.nytimes.com/gst/fullpage http:// www.bach-cantatas.com/bio/brendel http:// www.chatelet-theatre.com/biographie.php http:// www.colbertartists.com/ArtistBio http:// en.wikipedia.org/wiki/Alfred

Hail To the Chief

Hail To the Chief The presidency of John F. Kennedy is one of the most remarkable in America's political history. In his three year term as president, Kennedy was faced with some of the most challenging social, political, and economic issues that our country has ever seen. His choices and policies regarding events like the Vietnamese War and the Cuban Missile Crisis would be key parts in shaping our country today. Despite the glorified image of Kennedy that many Americans hold to today, there is another side of his presidency that is often missed. When one takes a closer look at the details of his rise to power, as well as the real idealsnot those presented to the publicbehind his political decisions, they would see that his presidency cannot be summed up by his public image, but can be understood by carefully examining the circumstances surrounding his administration.In order to understand how Kennedy's political strength grew to where it did, it is first important to look at his early political trai ning.English: Nikita Kruschev letter to President Kenne...After high school, Kennedy studied for a while at the London School of Economics in 1935. From there he entered Princeton University, but was unable to stay because of an attack of jaundice. In 1936 he enrolled at Harvard University, where he graduated in 1940. Kennedy gained invaluable political experience even when he was still at Harvard. He twice visited Europe to watch international politics at his father's side; his father was the Ambassador to England at that time. He did not cease his studies after Harvard, but went on to study at the Stanford University Graduate School of Business in California. By the time that Kennedy's political career started, he was already well studied in economics and politics.Kennedy volunteered for the army in 1941, at the brink of World War...