correcting and reviewing any mistakes in my reasearch essay about autism     

Abstract

Autism is an important developmental disorder that affect the communication and interaction ability. This affect overall cognitive, social, emotional and physical health of the individual. This study investigates demonstrated the advantages of behavioral management training for parents with young children who suffer with autism and disruptive behavior. Using data collected from 180 children with autism spectrum disorder (ASD) and disruptive behavior, these treatment studies represent a part of the leading edge in autism research where the most effective biological and behavior ideas are tested for his or her ability to enhance the lives of individual with autism and their families. Suzannah ladarola and her colleagues compare the impact of parent training (PT) versus psychoeducation (PEP), they go beyond standard early, intensive behavioral interventions for autism and they expand on standard designs for the clinical trials they use evaluate autism therapies. Results shows parents in parent training (PT) reported greater improvement than psychoeducation. Theoretical and practical implication of the results are discussed.

Keyword autism spectrum disorder, autistic disorder, parent training

Teaching Parents Behavioral Strategies for Autism Spectrum

      Children with autism spectrum disorder often have co-occurring behavioral and emotional problems, such as tantrums, aggression, self-injury, hyperactivity, noncompliance, problematic feeding and sleep disturbances, which can add to parental stress and family burden. Regardless of the cause, the current prevalence estimates suggest that there are more than 2 million individuals in the US with autism spectrum disorder. ASD causes lifelong disabilities for affected individuals and significant burdens on their families, schools, and society. Many researches had been done know the factors of causing autism. Recent studies test new applications and delivery methods and reflect the feasibility and efficacy of parent training programs in changing specific problem behaviors. Parent training is a fitting model of an intervention that that incorporates these parameters — and one that capitalizes on the central role parents play in the lives of young children. Parent training programs, which are frequently based on the principles of Applied Behavior Analysis, provides specific techniques for behavioral management in children with ASD.

                                                                               Literature review

       In the study it is believed that there in not interaction or connection between the autism and use of vaccines or child rearing. it was found PT is a well-recognized intervention strategy for disruptive behavior in non-ASD children. Previous studies have shown PT is associated with decreases in disruptive behavior in children with ASD, but whether it affected parental outcomes had been unclear. The research by Dr. Johnson’s group was a multicenter trial to test the efficacy of PT program for disruptive behaviors in young children with ASD, focusing on reporting parent outcomes. It was the largest such randomized controlled trial to date. “We demonstrated that when parents learned additional behavioral parenting skills, their sense of competence improved and their stress related to caring for their child’s difficult behavior went down,” says Dr. Johnson. “For the first time, we also showed that a direct link exists between behaviorally- based PT and parent stress levels in ASD.” Participating parents were predominantly women in their mid-30s, and participating children were mostly boys (79 percent) with a mean age of 4.2. years. Although both interventions resulted in improvements by the end of the study, PT was more effective than PEP in reducing disruptive child behavior and caregiver strain, and in increasing parental competence.

                 Positive effects on child behavior, global caregiver starin, and satisfaction with parental competence were observed during the first half of treatment and reported by parents at week 12. Positive changes efficacy, overall parent competence and externalized caregiver strain were observed after the full 24 weeks of intervention. Multiple outcome measure was assessed in the study, including parental stress (parenting stress index short form), parental competence (PSOC-parenting sense of competence) and parental strain (CGSQ-caregiver strain questionnaire). The effects of PT and PEP on parent outcomes were assessed at weeks 12 and 24 after controlling for baseline scores.

Discussion

In Iadarola,S (2017) research it showed that parent training (PT) is more effective than psychoeducation (PEP) in reducing disruptive behavior in children with autism spectrum disorder (ASD), and in decreasing parental stress and improving competence. Dr Johnson emphasizes that the positive child and parent outcomes demonstrated in the study support the wider application of PT in managing young children with ASD and disruptive behavior “We have shown that PT is an important component of caring for children with ASD,” she says. “Our next goal is to reach more families that live far away from specialized autism clinics and disseminate this intervention to a wider audience by reaching communities that might not have access to PT.” to bolster the wider dissemination of PT, DR Johnson and her collaborators are planning to apply for funding to test whether the PT program maintain its efficiency when administered by community providers. Since PT and PEP each produced improved parental and child outcomes, a tiered or blended intervention employing both strategies might amplify the positive effects, DR Johnson and her colleagues note.

Abstract #2:

Online Activities for Enhancing Sex Education Curricula: Preliminary Evidence on the Effectiveness of the Abstinence and Contraception Education Storehouse.

Raghupathy, Shobana; Klein, Charles; Card, Josefina

Sociometrics Corporation , Los Altos , California , USA
Portland State University , Portland , Oregon , USA

Journal of HIV/AIDS & Social Services (J HIV AIDS SOC SERV), 2013 Apr-Jun; 12 (2): 160-71

The purpose of this research was to conduct a preliminary evaluation of the Abstinence and Contraception Education Storehouse (ACES), a digital, classroom-based resource designed to supplement existing sex education curricula with highly interactive materials such as video clips, multimedia polls and quizzes, and audiovisual demonstrations. Three hundred thirty-five students aged 14 to 19 were randomly assigned to an ACES-based (treatment) or a standard (control)sex education curriculum. Data were collected at the onset of the intervention and 3 months after the completion of the intervention. Preliminary results were highly encouraging, with ACES participants who were sexually initiated at baseline reporting (at the 3-month follow-up) significant reductions in the number of times they had sex in the past 4 weeks. Both sexually initiated and non–sexually initiated youth who experienced the ACES curriculum also demonstrated greater intent to abstain from the sex during the follow-up period than did those in the control group.

1. What are the independent variable(s) in this study?

2. What are the dependent variables in this study?

3. What type of research approach was used in the study?

        Is it quantitative and qualitative, Why?

4. Is the study prospective or retrospective in nature? Why?

5. Is the study experimental or non-experimental in design? Why? What type of research is this study?

Create an interface MessageEncoder that has a single abstract method encode(plainText) where the plainText is the message to be encoded. The method will return the encoded version of the message. Then create a class SubstitutionCipher that implements this interface. The constructor should have on parameter called shift. Define the method encode so that each letter is shifted by the value in shift. For example if shift is 3 a will be replaced by d, b will be replaced by e. Create a private method that shifts one character to help with this. Write a demo program that will take a message from a user , a shift value, and then return the encoded message.

use java

Title: British Business Opportunities in India 1

Abstract: This video explores the opportunities in India for British firms and discusses the advantages and disadvantages of doing business in India.

British Business Opportunities in India - 5:03

Key Concepts: foreign market entry, exporting, culture, international strategy, globalization, international marketing

Notes: Business is booming for one British frozen food maker. The company, which makes samosas and pork pies among other things, sells its products in the United Kingdom and across Europe, and has just started exporting to India as well. Ironically, the British based company is rapidly filling orders from India for samosas which are a type of little pie commonly eaten in India. According to the managing director of the company, the chance to sell Indian food to India came up quite by chance. The firm was approached by a group seeking to meet demand for food exports from Britain.

It may seem surprising that there is demand for British food products in India, however, as the managing director points out, many Indians today travel abroad either for work or to continue their education, and they have the opportunity to sample new things. Once they get home, they want to continue to consume those products. The managing director believes that the opportunities to do business right in India are huge – and are available to firms across a wide spectrum of industries. He claims that products made in England have a particular advantage in India because British-made products are perceived by Indians as being very high quality. Therefore, products made in England command premium prices.

Entering the India market can be challenging though. The managing director of the food company notes that the bureaucracy can be overwhelming. He believes the best way to get around the red tape is to form a joint venture or other type of partnership with a local company. Because the locals know the market, they also know how to deal with bureaucracy.

Discussion Questions: In addition to the video and abstract provided, find current event topics to address the following questions. Questions may be answered as numbered. Points will be deducted for responses lacking external resources.

Comment on the irony of a British company exporting Indian food to India. How can the company still make a profit?

As the head of a British company exporting food products to India, what cultural issues do you need to be aware of? Is exporting food different from exporting other products like cars?

Products made in England command a premium price in India. Explain why this situation might exist. How are a nation’s historical ties reflected in a country’s culture?

The managing director of the food company in the video notes that the best way to do business in India is to partner with a local company. What does he mean?

Here I'm using "person" as an abstract superclass or parent class, and "Student" as a derived/child class.

// File name: Person.h
// Person is the base, or parent for chapter11
#pragma once
#include <iostream>
#include <string>
using namespace std;
class Person {
private:
   string fName;
   string lName;
   int areaCode;
   int phone;
public:
   Person();
   Person(string, string);
   void setFirst(string);
   void setLast(string);
   void setPhoneNumber(int, int);
   string getFirstlast();
   string getLastFirst();
   string getPhoneNumber();
};
// Student is the child, or specialization, for class chapter11
#pragma once
#include "Person.h"
class Student : public Person {
private:
   int idNumber;
   string major;
   static int baseForID;
public:
   Student();
   Student(string, string);
   void setMajor(string);
   void printStudent();
};
// File name: Student.cpp
// Student is the child, or specialization, class for chapter11
#include "Student.h"
// initialize the static classs variable to 20200000
// The default constructor initializes all strings to "" (the empty string),
// and sets the id number for the student. The id number for a student is the
// value of the static class variable. Once assigned, the value of the static
// class variable must be incremented by 1
Student::Student()
{
  
}

// The parametrized constructor invokes the parent class' methods to assign
// values to first name and last name.The id number for a student is the
// value of the static class variable. Once assigned, the value of the static
// class variable must be incremented by 1
Student::Student(string, string)
{
}

// set the value of major to that of the parameter
void Student::setMajor(string)
{
}

// prints the student information in the following format
// ID# idnumber lastName, firstName major
void Student::printStudent()
{
}
// Person is the base, or parent, class for chapter11
#include "Student.h"
int main() {
   // create a new student object, student1, using the default constructor

   // assign the following values using the methods for the class
   // first name: Pedro last name: Picapiedra phone: 787-555-5555,
   // major: Computer Science

   // print the information for student1

   // create a new student object, student2, using the parametrized constructor
   // use the following values as arguments:
   // firt name: Pablo last name: Marmol

   // assign the following values using the methods for the class
   // phone: 787-787-8787,
   // major: Electrical Engineering

   // print the information for student2

   // create a new student object, student3, using the parametrized constructor
   // use the following values as arguments:
   // firt name: Senor last name: Rajuela

   // assign the following values using the methods for the class
   // phone: 787-755-5000,
   // major: Computer Engineering

   // print the information for student3

   system("pause");
   return 0;

// File name: Person.cpp
// Person is the base, or parent, class for chapter11
#include "Person.h"
// The default constructor initializes all strings to "" (the empty string),
// and all integers to 0
Person::Person()
{
}
// The parametrized constructor initializes all strings to the values in the parameters,
// and all integers to 0
Person::Person(string, string)
{
}
// Assigns the value of the parameter to fName; NO COUT's!
void Person::setFirst(string)
{
}
// Assigns the value of the parameter to lName; NO COUT's!
void Person::setLast(string)
{
}
// Assigns the values of the parameter to areaCode and phone; NO COUT's!
// must verifiy that the area code value has only 3 digits, and the
// phone number has only 7 digits
void Person::setPhoneNumber(int, int)
{
}
// returns a string in the format firstName lastName
string Person::getFirstlast()
{
   return string();
}
// returns a string in the format lastName, firstName
string Person::getLastFirst()
{
   return string();
}

// returns a string with the phone number
// the phone number should be in the following format
// (area code) xxx-xxxx
string Person::getPhoneNumber()
{
   return string();
}
}

Drag a body from below then Write abstract for the body, summary and conclusion.

Topic: Application of Quantitative techniques in business and economics.

Quantitative Methods in Management offer a systematic approach for the analysis of phenomena in business economics and economics in general. In the modern world of increasing development in information technology, the amount of numerical data has increased enormously, and at the same time the acquisition of knowledge has become easier. Quantitative methods provide techniques to domesticate this growing accumulation of data as support for economic decision-making. It is worth adding that, generally, quantitative analysis relies extensively on viewing phenomena through models, and some of the largely used models are: The Linear Programming model, Transportation and Assignment problems models, and Network models. The application targets for these methods cover many fields of business, such as economics, finance, risk management, quality management and logistics.

You are required to develop a subject about the application of quantitative methods in one of the mentioned fields, and describe the method of applying models in it.

Here is a C++ class definition for an abstract data type LinkedList of string objects. Implement each member function in the class below. Some of the functions we may have already done in the lecture, that's fine, try to do those first without looking at your notes. You may add whatever private data members or private member functions you want to this class.

#include

#include

typedef std::string ItemType;

struct Node {

ItemType value;

Node *next;

};

class LinkedList {

private:

Node *head;

public:

//default constructor

LinkedList() : head(nullptr) { }

//copy constructor

LinkedList (const LinkedList& rhs);

//Destroys all the dynamically allocated memory in the list.

~LinkedList ();

// assignment operator

const LinkedList& operator= (const LinkedList& rhs);

// Inserts val at the rear of the list

void insertToRear (const ItemType &val);

// Prints the LinkedList

void printList () const;

// Sets item to the value at position i in this LinkedList and return true, returns false if there is no element I

bool get (int i, ItemType& item) const;

// Reverses the LinkedList

void reverseList ();

//Prints the LinkedList in reverse order

void PrintReverse() const;

//Appends the values of other onto the end of this LinkedList.

void append (const LinkedList &other);

//Exchange the contents of this LinkedList with the other one.

void swap (LinkedList &other);

//Returns the number of items in the Linked List.

int size() const;

};

When we don't want a function to change a parameter representing a value of the type stored in the LinkedList, we pass that parameter by constant reference. Passing it by value would have been perfectly fine for this problem, but we chose the const reference alternative because that will be more suitable after we make some generalizations in a later problem.

The get function enables a client to iterate over all elements of a LinkedList. In other words, this code fragment

LinkedList 1s;

1s.insertToRear("Carl");

1s.insertToRear("Hariette");

1s.insertToRear("Eddie");

1s.insertToRear("Laura");

1s.insertToRear("Judy");

1s.insertToRear("Steve");

for (int k = 0; k < 1s.size (); k++)

{

string x;

1s.get(k, x);

court << x << endl;

}

must write

Carl

Hariette

Eddie

Laura

Judy

Steve

The printList and printReverse functions enables a client to print elements of a LinkedList. In other words, this code fragment:

LinkedList 1s;

1s.insertToRear("Cory");

1s.insertToRear("Topanga");

1s.insertToRear("Shawn");

1s.insertToRear("Eric");

1s. printList ();

1s.printReverse ();

must write

Cory Topanga Shawn Eric

Eric Shawn Topanga Cory

You should have one space between after each item printed with an additional newline after the last item. Here is an example of the append function:

LinkedList e1;

e1.insertToRear("devoe");

e1.insertToRear("biv");

e1.insertToRear("bell");

LinkedList e2;

e2.insertToRear("Big Boi");

e2.insertToRear("Andre");

e1.append(e2); // adds contents of e2 to the end of e1

string s;

assert(e1.size() == 5 && e1.get(3, s) && s == "Big Boi");

assert(e2.size() == 2 && e2.get(1, s) && s == "Andre");

Here is an example of the reverseList function:

LinkedList e1;

e1.insertToRear("Norm");

e1.insertToRear("Cliff");

e1.insertToRear("Carla");

e1.insertToRear("Sam");

e1.reverseList(); // reverses the contents of e1

string s;

assert(e1.size() == 4 && e1.get(0, s) && s == "Sam");

Here's an example of the swap function:

LinkedList e1;

e1.insertToRear("D");

e1.insertToRear("C");

e1.insertToRear("B");

e1.insertToRear("A");

LinkedList e2;

e2.insertToRear("Z");

e2.insertToRear("Y");

e2.insertToRear("X");

e1.swap(e2); // exchange contents of e1 and e2

string s;

assert(e1.size() == 3 && e1.get(0, s) && s == "Z");

assert(e2.size() == 4 && e2.get(2, s) && s == "B");

When comparing items, just use the == or != operators provided for the string type by the library. These do case-sensitive comparisons, and that's fine.

(MUST BE A singly linked list not doubly)

One zip file that contains your solution to thee problem. The zip file must contain only the files LinkedList.h, LinkedList.cpp, and main.cpp. The header file LinkedList.h will contain all the code from the top of this specification (includes, typedef, struct Node, class LinkedList) and proper guards, while the C++ file LinkedList.cpp will contain the LinkedList member functions you will write. If you don't finish everything you should return dummy values for your missing definitions. The main file main.cpp can have the main routine do whatever you want because we will rename it to something harmless, never call it, and append our own main routine to your file. Our main routine will thoroughly test your functions. You'll probably want your main routine to do the same. Your code must be such that if we insert it into a suitable test framework with a main routine and appropriate #include directives, it compiles. (In other words, it must have no missing semicolons, unbalanced parentheses, undeclared variables, etc.)

write a java program that implements the splay tree data structure for the dictionary abstract data type.

Initially the program reads data from "in.dat", and establishes an ordinary binary search tree by inserting the data into the tree. The data file contains integers, one per line.

in.dat file contents:

3456
5678
1234
2369
7721
3354
1321
4946
3210
8765

Then the program starts an interactive mode. The commands are as follows.

S 1000 - splay the tree at 1000

F 2000 - search/find the node with key 2000

I 3000 - insert a node with key 3000

D 4000 - delete the node with key 4000

For each command,

1. Report appropriate message after the command is executed. Examples are:

Splay is done

Search is successful

Search is unsuccessful

The key is inserted into the tree

Duplicated keys

The key is deleted from the tree

The key is not in the tree

2. Display the new tree.

Turn the following into a structured informative abstract.

Metalinguistic awareness contributes to effective writing at university. Writing is a meaning-making process where linguistic, cognitive, social and creative factors are at play. University students need to master the skills of academic writing not only for getting their degree but also for their future career. It is also significant for lecturers to know who our students are, how they think and how we can best assist them. This study examines first-year undergraduate Australian and international engineering students as writers of academic texts in a multicultural setting at the University of Adelaide. A questionnaire and interviews were used to collect data about students’ level of metalinguistic awareness, their attitudes toward, expectations for, assumptions about and motivation for writing. The preliminary results of the research show that students from different cultures initially have different concepts about the academic genres and handle writing with different learning and writing styles, but those with a more developed metalanguage are more confident and motivated. The conclusion can also be drawn that students’ level of motivation for academic writing positively correlates with their opinion about themselves as writers. Following an in-depth multi-dimensional analysis of preliminary research results, some recommendations for writing instruction will also be presented.