The impact of aspergers syndrome on everyday life

The impact of aspergers syndrome on everyday life Aspergers syndrome is known to be an intellectual and developmental disorder that impacts an individuals life. Aspergers is often seen as high functioning autism which is associated with impairments in communication and social interactions, and Aspergers individuals often express patterns of repetitive behaviour (Floyd, 2009). Aspergers syndrome is known to be more prevalent within males than females and it is believed to be a genetic disorder (Seung, 2005). This essay aims to highlight the issues experienced by young Asperger males and how Aspergers impacts their lives. It also intends to contrast and explore the differences that exist between young male and female Asperger individuals and aims to highlight the stigmatisation and discrimination that is experienced by these individuals. Furthermore it will illustrate community development activities that have been created in order to address the health needs of Aspergers individuals, as well as provide future suggestions on how to fu rther enhance these childrens quality of life. One of the major impacts Aspergers has on young individuals is their inability to socially interact. Asperger males lack the cognitive ability to understand emotion and see viewpoints and beliefs of other individuals (Floyd, 2009) and as a result, are often viewed as obsessive and egocentric. Sorenson (2009) contends that this cognitive deficit is the primary cause of social and behavioural impairments exhibited by Aspergers individuals. Furthermore, Aspergers individuals have difficulty understanding the intentions of others and are unaware of other manneristic ways other than their own (Sorenson, 2009). This causes interactive issues with their peers as Asperger males are seen to have a primary focus on themselves and do not take into consideration other individuals. Despite this, male Aspergers have a strong desire to form and maintain friendships (Muller, Schuler Yates, 2004). Behavioural issues that are experienced by Asperger males include their inability to express emotion. Due to this, young Aspergers males often become violent and overwhelmed (Koning Magill-Evans, 2001). This highlights the frustration that can be expressed by an individual due to their inability to sufficiently articulate what they wish. Young Asperger males are also known to often be reclusive, however; some exhibit eccentric and inappropriate behaviour (Floyd, 2009). The most obvious behavioural problem expressed by Aspergers males is repetitive and compulsive behaviours (Macintosh Dissanayake, 2006). These individuals often become obsessed with specific topics for an extended period of time. Similarly, Aspergers males are also known to be aggressive and arrogant due to their cognitive deficits (Koning Magill-Evans, 2001). Due to these social and behavioural problems, oral communication and speech difficulties are also an issue that affects young Asperger males. These individuals are unable to hold conversations with others and due to this, young Asperger males can further find it hard to develop friendships with peers and sustain long term friends (Rao, Beidel, Murray, 2007). Although Aspergers males are often highly intelligent, many have learning difficulties. Aspergers males are known to be unable to articulate their thoughts and understandings and often exhibit symptoms of dyslexia (Church, Alinsanski Amanullah, 2000). These individuals struggle to adequately understand what they are learning and become forgetful of basic letters and numbers. Nevertheless, Aspergers individuals are highly logical and have the ability to retain factual and historical information (Floyd, 2009). Furthermore, due to their inability to comprehend other viewpoints and principles, Asperger individuals have a minimal attention span towards others as well as the inability to focus on tasks (Humphrey Lewis, 2008). Due to this, many young Asperger males are known to struggle at school and do not adequately meet the learning requirements or extend their capabilities. Nevertheless, Howard Cohen (2006) highlight that Asperger individuals who have strong friendships with peers ar e more successful at learning what is required and develop greater personal skills due to regular encouragement and inclusion by their friends. Aspergers is a personalised condition as each person exhibits unique symptoms. It is found that often young male Asperger individuals all exhibit variant degrees of symptoms and as a result, currently no universal measure exists to diagnose Aspergers. Due to this, diagnosis is often subjective and individuals are regularly misdiagnosed with learning problems or attention deficient disorders (Farrugia, 2006). Although males have a higher prevalence rate of Aspergers, the condition is also known to affect females (Lord, Scopler Revicki, 2002). Female Asperger individuals are viewed as highly capable and are known to interact and socialise differently than males (Wilkinson, 2008). Asperger girls are found to have less behavioural variants than boys and have better social abilities (Lemon, Gargaro, Enticott Rinehart, 2010). It is known that females overall have better coping capabilities than males and as a result, girls with Asperger can conceal symptoms more easily than boys (Lemon, Gargaro, Enticott Rinehart, 2010). Females that are reclusive are often perceived as shy and timid rather than an individual who potentially has a developmental disorder. This social construction of femininity is often the case many girls are misdiagnosed (Wilkinson, 2008). Girls are often initially diagnosed with anxiety and mental disorders and as a result, obtain a formal Aspergers diagnosis later on in t heir life (Kopp Gillberg, 2002). Due to this, females are often excluded because most intervention and studies have been conducted with a primary focus on male individuals. This is detrimental for female Asperger individuals as their condition may get worse and they are unable to obtain the sufficient support required. Nevertheless, young Asperger females that are diagnosed early in life are seen to perform better overall when compared to males (Kopp Gillberg, 2002). Many Asperger females thrive academically and are more capable of learning social skills and develop personal capabilities than males. As a result, Asperger females are often viewed as seen as better equipped when compared to males, as they are able to comprehend a diverse range of situations and ideas. They are known to often mimic other children and learn adaptability mechanisms to hide their differences (Lord Scopler Revicki, 2002). The most obvious symptom of Aspergers within females in comparison to males is their inability to desire friendships and their regular mood changes (Lemon, Gargaro, Enticott, Rinehart, 2010). Due to minimal exploration by professionals into female diagnosis, it is believed that females are just as likely as males to be affected, however; these individuals are either misdiagnosed or their symptoms are ignored (Lord, Scopler Revicki, 2009). As a result, Aspergers is believed to be more common than thought, nevertheless sufficient research into constructing a specific Asperger diagnosis criteria for both genders is required as well as an in depth analysis on female Aspergers individuals is also needed. Due to their social and behavioural problems, Aspergers individuals are regularly stigmatised. Stigmatisation is the primary form of marginalisation and highlights power differentials that exist between populations (Cook McCormick, 2006). Marginalisation is known to be a socially constructed concept, in which individuals are excluded from mainstream society and these people are often viewed as powerless (Cook McCormick, 2006). Individuals suffering with a developmental disorder are seen as unreliable and incompetent due to their inability to comprehend different ideals (Koning Magill-Evans, 2001). This often further marginalises Asperger individuals as they are seen as inferior to others within the community. Many individuals stigmatise Aspergers people to be the same, and are often unaware that Aspergers symptoms are subjective. This generalised and stereotypical outlook further acts as barriers for Aspergers individuals which increase their chances of being unjustly marginalised and discriminated against (Hughes Paterson, 1997). Messiou (2006) highlights that there are various types of marginalisation that are experienced by Aspergers individuals. The most common marginalisation experienced by Asperger males is social ostracism and exclusion by their peers. Other children are known to ostracise and avoid Asperger individuals due to their inability to associate to their behaviours (Howard Cohen, 2006). Due to this, young Aspergers males often feel the need to conform and try to be similar to their peers (Koning Magill-Evans, 2001). It was found that Aspergers individuals try not to express who they truly are as an individual and attempt to act how they assume society wants them to be like (Koning Magill-Evans, 2001). Muller, Schuler, Yates (2004) expressed that young Asperger males believe that they are limited within rigid societal structures in which they are regularly anxious about. Asperger boys are seen as abnormal and strange due to their inability to socialise and relate to other individuals (Church, Alinsanski Amanullah, 2000). Due to this, Asperger males are further ostracised due to societal members viewing their behaviours and attitudes deviant from the mainstream culture. Aspergers individuals prefer that their diagnosis remained unknown because they believe that people treat them differently when they knew of their condition (Muller, Schuler Yates, 2004). It was found that young Asperger males would rather others view them as extroverted and egocentric rather than an individual who is affected by a developmental disorder due to the possibility of attaching negative assumptions towards them (Muller, Schuler Yates, 2004). Furthermore, Aspergers individuals also have perceived marginalisation in which they believe others are regularly mocking or embarrassing them due to their differences (Messiou, 2006). Many young Asperger individuals express that they are aware of their differences and attach self-blame for their inabilities to be socially included and accepted by their peers (Humphrey Lewis, 2009). This notion of internalisation highlights that psychological manifestation exist within Asperger individuals and that Asperger males have individual identity issues due to feeling inadequate and not being accepted by others (Punshon, Skirrow Murphy, 2009). This often leads to further isolation and exclusion exhibited by Aspergers males as they further have no desire to associate with others because they are ashamed and lack self worth (Punshon, Skirrow Murphy, 2009). Asperger individual tends to become a product of their disorder, which minimises individuality and further stigmatises individuals due to additional ostracism and exclusion (Broderick, Caswell, Gregory, Marzolini, Wilson, 2002). Due to this, alongside negative experiences and societal isolation, it is known that mental health issues such as depression and low self esteem are highly prevalent amongst young Aspergers males (Hedley Young, 2006). Aspergers is known to be an intellectual disability and as a result, inequities towards Aspergers individuals currently exist. Disability is the development of the socially constructed view of what is viewed as normal and furthermore, what constitutes abnormal (Swain, French Cameron, 2003). Currently there is a lack of specific health services that have a strong focus on Aspergers health and wellbeing, and as a result; Aspergers individuals are unable to adequately maintain holistic wellbeing (Rao, Beidel, Murray, 2007). Furthermore, many Aspergers individuals attend mainstream schools and as a result; teachers often feel unable to teach these students (Macintosh Dissanayake, 2006). Mainstream schooling encourages many Aspergers to conform rather than express their individuality which often leads to educational attainment difficulties (Koning Magill-Evans, 2001). Although many mainstream schools facilitate Aspergers individuals by providing integration aids and speech pathologists, this is often a negative experience for Aspergers individuals because it highlights to the other students their needs (Martinez Semrud-Clikeman, 2004). As a result, this often stimulates teasing and ridicule by other students which often negatively impacts the Asperger individual. One of the major reasons these inequities exist for Aspergers individuals, is due to the lack of awareness about the condition (Floyd, 2009). Although over the years, more recognition and analysis about the disorder has been conducted, Aspergers individuals are still being categorised amongst Autism and other mentally handicapped individuals. Due to this, specific needs and requirements of Aspergers individuals are not being addressed and are needed to be tackled in order to successfully allow Aspergers individuals to excel. Although special needs schools exist, often Aspergers individuals are in the same class as individuals with severely mental impairment disorders. This is often detrimental for the growth and development of the young Asperger individual as they do not have the ability to adequately grow and develop as an individual (Church, Alinsanski Amanullah, 2000). In comparison to mainstream schooling Martinez Semrud-Clikeman (2004) found that individuals attending special needs education maintained yearly intellectual growth. Nevertheless, they further highlight that these individuals lacked social and developmental capabilities and were often severely reclusive and did not communicate to others. It is important that specific learning facilities for Aspergers individuals are developed in order for these young people to associate with like minded individuals. If this was created, these individuals would be able to further extend their learning capabilities as well as gain positive friendships w ith their peers due to similar characteristics (Muller, Schuler Yates, 2004). Community development activities that have been successful for Aspergers individuals is the creation of family support groups (Church, Alinsanski Amanullah, 2000). These groups are run and facilitated by family and friends of Aspergers individuals. This enables community members to gain empowerment and associate with other individuals who are experiencing similar issues. Although these groups provide support and resources to families, they do not necessarily have a specific impact on the Asperger individual. These individuals often do not attend the support meetings and as a result, these groups do not necessarily address their health needs (Church, Alinsanski Amanullah, 2000). Similarly, an effective health promotion activity that has been implemented for Aspergers individuals is the creation of a social and behavioural class (Bock, 2007). This specific activity enables Aspergers individuals to learn socially appropriate behaviours and mannerisms (Bock, 2007). Nevertheless, this program has been criticised because it is further requiring these individuals to conform to society, and because the attendees of the classes do not obtain the ability to interact and socialise with other non-Aspergers individuals in order to successfully utilise the skills that they may have learned (Rao, Beidel Murray, 2007). Although there is currently an Autism Awareness Day, more recognition and awareness about Aspergers is required. This can be achieved by local fun runs and the development of regular symposiums about Aspergers syndrome that are primarily run and developed by community members (Rao, Beidel Murray, 2007). This enables parents and community members to advocate on behalf of young Aspergers individuals to help gain equality and access to specific services, as well as expressing to others the diversity that exists within society. Greater awareness will enable a broader understanding of the problem in order to help decrease the marginalisation and discrimination that currently exists towards Aspergers individuals (Hedley Young, 2006). It will also enable societal members to realise that Aspergers also affects female individuals and will provide them the opportunity to create support and services for this population (Howard Cohen, 2006; Hedley Young, 2006). Furthermore, successful integration within mainstream schools is needed to be achieved. Integrating Aspergers individuals into mainstream education is required in order to minimise the current segregation issues that exist (Broderick, Caswell, Gregory, Marzolini Wilson, 2002). This can help eradicate discrimination towards these individuals and enable them equitable access to education. If integration attempts are unsuccessful, the development of peer Asperger workshops can also be a successful way of extending personal and intellectual skills of an Asperger individuals. It is important that these meetings are run by other Asperger people in which these individuals can act as mentors for the young Asperger males (Bock, 2007). This will help empower these young individuals as it is important to work with an Aspergers strengths and assets rather than highlighting what is needed to be achieved. Ultimately, the most important health promotion recommendation for Aspergers syndrome is early diagnosis and intervention. If greater awareness was provided, many parents may be attentive of triggers and behavioural problems whilst their child is young. Early intervention will enable the prevention of Aspergers individuals symptoms to become worse and will encourage the minimisation of Aspergers effects by being addressed early within their life (Rao, Beidel Murray, 2007). Furthermore, it will enable the implementation of a holistic approach to address the problem, by addressing the social and emotional wellbeing of an Aspergers individual.

Aristotle and Metaphysics Essay

Introduction The study of metaphysics is a broad spectrum of comprehensive ideas that ultimately serve to discover the generalities of human thought. Without Aristotle, the concept of metaphysics would cease to exist. Taking this into consideration, it is evident that Aristotle plays a major part in the study of metaphysics and how we know it today. Therefore, he formulated the basic entities of metaphysics and constructed its foundation through his own philosophies. Also, after reviewing material presented by Socrates and Plato, Aristotle is able to develop an understanding of causes and substance and how it relates to metaphysics. Furthermore, actuality and potentiality are philosophical ideas that Aristotle discusses throughout his evolutionary thought-provoking beliefs. Through these instances, it is clear that Aristotle has an undoubtedly significant impact on the study of metaphysics and how it first originated. Aristotle and Metaphysics Since Aristotle founded the main ideas of metaphysics, we can assume that his affiliation with it is indisputably notable. By using the ideas he established, he is able to review the opinions previously held by other philosophers and challenge them. When other philosophers are told that they are wrong, they will go into grave detail to explain their opinion or idea. This ultimately delivers a substantial amount of depth in discussion and enhances the study of metaphysics as a whole. In addition to reviewing other philosophers’ ideas, Aristotle analyzes the causes and principles behind certain decision-making and the options they have to consider. He attempts to reason with why people make the choices they do and also touches upon subjects such as free will, determinism, and topics of that nature (â€Å"Aristotle’s Metaphysics†). Essentially, Aristotle is an undeniably brilliant mind who challenges others’ thoughts in order to better themselves as critical thinkers and improve the study of metaphysics. Furthermore, without a doubt, Aristotle abetted the development of metaphysics through the use of his own personal philosophies. For instance, in book Alpha, Aristotle proclaims a famous sentence that reads â€Å"All men by nature desire  to know. † He claims that we are all constantly in the pursuit of gaining intricate knowledge and applying it to our lives. Since this proclamation is originated by Aristotle himself, he decides that he is going to become very critical of other ideas. He brings out the strong and weak points within each idea in an effort to assist others with developing their own understanding of metaphysics. The purpose of Aristotle leading others to formulate their own ideas is to push them, and the rest of civilization, towards the ultimate achievement: wisdom (CITATION NEEDED). By guiding others to the best of his ability, Aristotle is considered to be a benefactor for the study of metaphysics and how it has progressed overtime. Causes and Substance Long ago, Aristotle developed an engaging idea that has been expanding for two millennia. It is the idea that true knowledge is the knowledge of ultimate causes. Since this idea confronts the common wonder of why things happen, it will ultimately benefit the study of metaphysics. Moreover, in an effort to fully understand how to attain true knowledge, Aristotle takes the liberty of organizing the types of causes into four simple kinds. The formal cause is when a decision is made because someone is abiding by a particular plan. Additionally, the final cause is when a reaction sprouts an action is done with a purpose. The material cause is when a decision is made based on the altercating components that are affecting the potential solution. Also, the efficient cause is when a decision is made in an effort to initiate change in a respective situation (CITATION NEEDED). Through these theoretical causes established by Aristotle, the idea of true knowledge is sufficiently easier to grasp. Therefore, we are greatly aided with the enduring quest of understanding metaphysics in its entirety. Actuality and Potentiality In book Theta, Aristotle discusses the difference between actuality and potentiality and relates it back to the study of how we interpret thoughts and ideas throughout metaphysics. Potentiality is considered to be the numerous amounts of options that we may or may not pursue throughout our lives. On the other hand, actuality is not our options, but rather our final outcomes. To put it into perspective, a person is born with the potential to be a professional quarterback, a chemical engineer, or anything else for that matter. However, it is not until they have become the quarterback or the engineer that they have reached actuality. (â€Å"Aristotle’s Metaphysics†). Given that the basic ideas of actuality and potentiality are considered to be lofty contributions to the general understanding of thought, it can be assumed that Aristotle’s involvement with metaphysics is undeniably momentous. Conclusion. The fundamental ideas of metaphysics were brought into the world by Aristotle himself. Also, without his basic philosophies, much of the understanding we have on metaphysics may not have been discovered. He plays a critical part in the early stages of discussion when he attempts to challenge the minds of other philosophers in an effort to further advance the study of metaphysics. Additionally, Aristotle expands on the understanding of true knowledge through the causes and substance we endure throughout our lives. Considering that actuality and potentiality are both important topics of discussion in regards to metaphysics, Aristotle portrays an immense amount of importance that is irrefutably unparalleled. All in all, Aristotle’s involvement with the origination and the forever-expanding details of metaphysics is commodiously prevalent and will forever be an influential part of our society as a whole. Works Cited â€Å"Aristotle’s Metaphysics. † Stanford Encyclopedia of Philosophy. Stanford University, 08 Oct. 2000. Web. 20 Oct. 2013.

Financial Analysis of the Intec Telecom Plc Free Essay Example, 2000 words

Almost all profit indicators show considerable improvements in terms of achieving higher profitability levels. Gross profit margin which is calculated by dividing the gross profit of the firm with total sales indicates how much the company has been able to earn before deducting its indirect expenses from the cost of sales. This ratio has improved by 3% from 2008 to 2009 indicating the firm has been able to reduce its cost of sales with respect to total sales. Operating margin is the most critical measure of assessing the profitability of the firm s operations and measuring how profitable a firm s operations are. This is critical because the net profit margin may provide misleading figures because of the inclusion of extraordinary or one-off items in income statement which can inflate the figures. The operating profit margin for the firm has improved 5% during the two years indicating the firm s operations were able to generate more profit for the firm during the period. A higher op erating profit margin, therefore, may be of quite an interest to the investors in building their overall future expectations about the firm and its ability to remain profitable in the foreseeable future. A net profit margin of the firm has increased also by more than 15% however; this is mostly due to the tax credit which firm obtained during the year 2009. This increase in profitability may, therefore, be not considered as an improvement in the overall profitability of the firm. We will write a custom essay sample on Financial Analysis of the Intec Telecom Plc or any topic specifically for you Only $17.96 $11.86/page However, this improvement specially in ROE may be the direct result of the tax credit obtained by the firm during 2009.Debt ratios indicate the extent of debt undertaken by the firm to finance its assets i. e. how much percentage of assets are financed by the debt. As the data suggests that the firm has a very low debt ratio indicating that most of the assets are financed through internally generated equity of the firm.

Exploring The Concepts Of Critical Thinking Essay

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