The Culture And Architecture Of Dubai Essay - 1846 Words

When I was young, because of mother’s business I needed to live in Dubai during every holidays. So I witnessed and learn a lot of things happening in Dubai. Due to this condition, I want to do the research in culture and Architecture of Dubai. Dubai , the second largest emirate of the United Arab Emirates with an area of 3885 square kilometers, is located in the Persian Gulf and the Strait of Hormuz in the throat of the bay area, the middle of Arabian Peninsula, the South Bank of Arabia Bay, is a bay area center, known as the Pearl of the Gulf. The economic strength of Dubai in the United Arab Emirates the UAE is also second in the world with 70% of the non-oil trade, so it used to be called â€Å"the United Arab Emirates trade†,also the entire Middle East entrepot trade center. Dubai s official language is Arabic, but English is the principal language of business. The main economic industry are in the financial industry,oil trade, tourism and so on. Dubai has the world s first seven-star hotel, the world s largest shopping center, the world s largest indoor ski resort, the tallest tower in the world, a continuously oil support and an important trade port status. Therefore,Dubai has brought great wealth, and be come synonymous with luxury. First, the marriage in Arab is polygamy. Men are legally permitted to marry less than four wives. It is a little wired because the majority of countries in the world are monogamy. Therefore the rule seems to be very glad forShow MoreRelatedDubai And The United Arab Emirates1353 Words   |  6 PagesI’ve been raised in Dubai my whole life, since my family moved in 1998 due to my father’s job, making that almost 18 years of my life. Considering I have lived in Dubai almost my whole life, even though I’m Indonesian, I think of Dubai as my Hometown. 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It was under construction from January of 2004, until December of 2009, finally opening its doors on January 4th of 2010. The building is an embodiment of Islamic architecture, incorporating both cultural and historical elements of the region into the visage of the buildingRead MorePreserving the uniqueness of local cultures in their modern design interpretations.901 Words   |  4 Pagessociety and cultures are slowly integrating into a world that is increasingly becoming one global economically and technologically interdependent whole, where universal mobility is taking architects and architecture across borders and through continents at an unprecedented speed. (Tzon is and Lefaivre, 484) The universalizing of culture is in some ways an advancement for humanity, however global integration is threatening to subtly disintegrate the stylistic innovation in architecture as the universalRead MoreGlobal Warming And The United Arab Emirates1748 Words   |  7 Pagesthe 1960s, the UAE and notably Dubai has experienced dramatic development, which skyrocketed in the 1990s and still continues to this day. This economic and population boom has naturally had negative consequences on resource security and environmental sustainability and the problem is currently too evident to ignore. (Luomi 2014) The region also witnesses a highly consumer-orientated culture where much of the lifestyle comes at the expense of the environment. Dubai is said to have one of the highestRead MoreThe World Of Wanderlust : An Original 1935 Monopoly Board Game1484 Words   |  6 Pagesbut notice the striking architecture and the edgy urban vibe. 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Experiences of Families of Child/Children Free Essays

The researcher wants to know the struggles, trials, loopholes and problems that families experience and encounter with regards to their child with the case of Emotional Disorder. The researcher notice that this disorder has different categories and types, and it is according to the type and level of severity. i. We will write a custom essay sample on Experiences of Families of Child/Children or any similar topic only for you Order Now e. Bi polar syndrome, oppositional defiant, anxiety disorder and the obsessive compulsive disorder. These four kinds are also iincluded in the two major types of the disorder, the externalizing or what we call acting out, and the internalizing which we call acting in. In addition the researcher wants to know how the families of these children handle the situation of their kids. The hurdles and the trials that they are facing as they continually experience the problems that this disability brought not only to the child, but also in their families. The researcher also want to find some ways to help the families of these children on how to prevent or to help their children to go out in this battle of disability, what supports, interventions, treatment and other related services that will really help them to intervene the disability. The researcher believes that different psychological treatment will prevent the disorder to be broad to the children and it will lessen the different problems and factors that will trigger the disability to become more active. More so, families of these children can be also a big help to prevent the disability that their son or daughter is experiencing. This research will help us see the problems and experiences of the families who has a member with emotional behavioral disorder, and how wee can prevent this disability. B. Conceptual Framework Child/ Children with Emotional Bbehavioral Disorder ( EBD) Problems and Interventions vv Families and Society * Insults * Teasing * Neglect * Rude comments * Offensive remarks v The paradigm discusses the experiences and effects of Child/children with Emotional Bbehavioral Disorder to the family and society where they belong. The problems encountered by these children, and the possible interventions that could be made to help families with this kind of disorder. C. Statement of the Problem 1. What is Emotional Bbehavioral Disorder? 2. What are the effects of Emotional Bbehavioral Disorder to growing child/children to the family/society where he/she belong/s 3. What are the possible interventions to be made in order to help families with Child/children with Emotional Bbehavioral Disorder. D. Hypotheses 1. Null hypothesis – There is no great impact and problem on the family and society of children with emotional behavioral disorder. 2. Operational Hypothesis – There is a great impact and problem on the family and society of children with emotional behavioral disorder. E. Significance of the study This study will focus on the experiences of families of child/children with emotional behavioral disorder; it will focus to the different experiences that emerge to their family, the life, the different situations and events happening to their child/children. And as parent’s, what are the things that they consider, what are the preventions that they made in order for their child/children to act in manner that will give them satisfaction. This study would help the following: * To the parent’s/families, they would greatly understand that having a child with Emotional Bbehavioral is not a problem, instead it is a test of patience. They will help them understand the difference of their child so they can do interventions and could give support to them. * To all the sstudents taking SPED, so they would greatly understand on how to handle situations, and could show more patience, love and understanding to children with Emotional Disorder. , that the existence of these children makes their profession and job worthwhile. * To educators, so that they would greatly appreciate dealing with Child/children with Emotional Bbehavioral Disorder. To the government, so they would probably make government programs to help families of child/children with Emotional Bbehavioral Disorder. F. Scope and Delimitations The researcher will conduct interviews to the different families who have a childchildren with emotional behavioral disorder. The researcher will prepare 20 survey questions for the 25 respondents. The researcher will use the descriptive survey. Questions will focus for what are the difficulties, what are the struggles and what are the advantages and disadvantages. These following questions will help the researcher to know what the problems that the parent’s are facing and experiencing. G. Definition of Terms 1. Emotional Bbehavioral Disorder – a condition exhibiting one or more of the following characteristics over a long period of time and to mark a degree, which adversely affects educational performance. 2. Internalizing Bbehavior – one of the two general categories of Emotional Bbehavioral Disorder, internalizing behavior mearns that it acts in, examples are: anxiety, fearfulness, withdrawal and other indications of an individual’s mood or internal state. . Externalizing Bbehavior – one of the two general categories of Emotional Bbehavioral Disorder, externalizing behavior mearns acting out examples are: aggressive, disruptive behavior and directed toward others. 4. Oppositional Defiant Disorder – it go against in every situation. 5. Conduct Disorder – the mod and the attitude is persistent. 6. Obsessive Compulsive Disorder – it is an anxiety disorder, fearful of rejection. 7. Bipolar Disorder – it mearns that the mood has its episodes; it goes to positive to negative, and even vice versa. Chapter II REVIEW OF RELATED LITERATURE Characteristics of sstudents with Emotional Bbehavioral Disorder Children with emotional behavioral disorder are not a new problem in our society. It happens most of time among children during the pre-adolescent and adolescent age. There are countless victims of this kind of aggression and some people believe that this problem is a serious problem with long lasting consequences, not only to the children with Emotional Bbehavioral Disorder, but also to the families in which these children belong. https://donemyessay.com/early-childhood-four-types-of-aggression/ Compared with sstudents who have other educational disabilities, sstudents with Emotional Bbehavioral Disorder experience the lowest levels of academic success. A total of 51% of those identified with Emotional Bbehavioral Disorder drop out of school (U. S. Department of Education, 2002), and only one in five will attend a postsecondary school (Wagner, Kutash, Duchnowski, Epstein, ; Sumi, 2005). After high school, people with Emotional Bbehavioral Disorder experience instability in employment and challenges with their mental health. Social alienation for sstudents is highly related to anxiety, depression, and conduct problems, and sstudents who are at risk for Emotional Bbehavioral Disorder may be seen as lonely, unlikable, provoking, and lacking in social competency. These negative characteristics and outcomes may be avoided or minimized with early identification and intervention. Internalizing and Externalizing Bbehaviors Emotional Bbehavioral Disorder is often identified in internalizing or externalizing categories. Internalizing behaviors are associated with problematic internal feelings, such as anxiety, sadness, reticence, fearfulness, and oversensitivity. Sstudents with externalizing behaviors tend to show outward behavioral problems that include aggression, unruliness, forcefulness, and oppositional behaviors. A few sstudents may display both internalizing and externalizing behaviors (e. g. , a student with aggressive behaviors who also displays some depressive or anxious feelings), but usually sstudents can be identified as primarily externalizing or internalizing. Screening for both internalizing and externalizing behaviors is important because sstudents with internalizing problems are easily overlooked: they typically create few discipline problems and maintain good grades, although some may have attendance problems. Teachers who are aware of sstudents who are withdrawn, anxious, fearful, and unassertive can help school teams identify them so that early interventions can be put in place. Sstudents with externalizing tendencies are more readily noticed by teachers. Such behaviors as getting out of one’s seat, provoking peers, acting aggressive and refusing to stay on task occur frequently in sstudents with Emotional Bbehavioral Disorder, and those behaviors often require the teacher’s attention or disciplinary actions. Sstudents with Emotional Bbehavioral Disorder tend to have high numbers of office referrals for behavioral offenses. Sstudents who commit one to three behavioral offenses in sixth grade are more likely to have continued behavior problems in eighth grade and are less likely to be on track for high school graduation (Tobin ; Sugai, 1999). Gender Issues Most sstudents identified as at risk for or as having Emotional Bbehavioral Disorder are male. Surprisingly this prevalence occurs in both the external and internal categories, although male sstudents are more likely to display external behaviors than internal ones. This may be seen when adolescent males express depressive feelings externally through negative interpersonal interactions. Females are identified as being at risk less frequently, but when they are identified, they are more commonly identified as internalizes. Because males are much more likely to be identified as Emotional Bbehavioral Disorder or as at risk for Emotional Bbehavioral Disorder, teachers and administrators must be sure that they are not overlooking the needs and behaviors of adolescent females in the screening process (Young, Sabbah, Young, Reiser, ; Rich-ardson, 2010). Environmental Factors Teachers often notice environmental factors. When sstudents appear hungry or tired, teachers may view them as being at risk. In addition, teachers notice sstudents who appear to have less-involved parent’s or familial stress. One group of researchers determined that nontraditional family structure, low socioeconomic status, multiple school changes, urban school atmosphere, and paren’tal dissatisfaction with the school were all predictors of school exclusion (expulsions and suspensions) for sstudents with Emotional Bbehavioral Disorder (Achilles, McLaughlin, ; Croninger, 2007). Those findings suggest that heightened EBD indicators as measured by school exclusion may be influenced by a student’s environment. Quality of life issues or other environmental factors may influence the manifestation of. Emotional Bbehavioral Disorder When sstudents completed a quality of life survey, those identified as having Emotional Bbehavioral Disorder demonstrated lower feelings of self competence and reported negative relationships with others. These quality of life scores did not differ significantly across ages or between the sexes of sstudents with Emotional Bbehavioral Disorder. (Sacks ; Kern, 2008). Practical Issues School teams should determine who might manage the screening process and summarize its results. Further, schools should also consider what resources are available for intervention. If they have inadequate resources, screening may be inadvisable; identifying sstudents who are at risk but not providing the reasonable interventions could be considered an impractical and inappropriate use of resources. Another important issue to consider is what permissions are needed to conduct school wide screening. Typically parent’s must grant permission for their child to complete a survey or any type of measure that could identify him or her as being at risk. But if a teacher completes a measure, such as a teacher nomination form, it could be considered a typical Child Find aactivity—a normal educational process. If the teacher completes an individualized form (i. e. , the SDQ or BASC-2 BESS) for all sstudents, paren’tal permission is probably needed. Consulting with district administrators and attorneys about this issue is prudent. Confidentiality, including how the data will be stored and who will have access to the data, must be discussed before screening takes place (Young, Caldarella, Richardson, ; Young, in press). Chapter III Methodology This research uses student-made questionnaire. The research is purely a descriptive research with 20 respondents chosen randomly. The data gathered are tabulated and analyzed by finding its frequency ppercentage. A. ResearchMethod/ Design This research employs descriptive method of research. Descriptive method is used in order to find facts about Emotional Bbehavioral Disorder which is adequate in this research. The method of collecting data was the normative survey, which is looking to the commonality of the responses of the respondents using the student-made questionnaire, prepared and made by the researcher. B. Subject/Respondents/Participants This research uses 20 respondents taken from the population or families of Barangay DBB-1, Barangay DBB-F ( City of Dasmarinas) and families from Anabu II-F, City of Imus. The respondents of the study were chosen randomly. C. Statistical Tools/ Treatment/Instruments The instrument used to collect data was the questionnaire. For validation purposes the questionnaire was distributed to the twenty respondents for them to fill up. The respondents were chosen randomly. The data are collected or gathered, tabulated and analyzed by finding the mean and frequency. In analyzing the data, the researcher used the Frequency Ppercentage . Using the frequency ppercentage, the researcher will be able to determine the most number of occurrences in a certain aspect of research. D. Data Analysis The data in this research were analyzed using the following treatments: Frequency and Ppercentage. The frequency of particular observation is the number of times the observation occurs in the data. The frequency of each value or class interval is expressed as a ppercentage of the total number of observations. A ppercentage is a way of expressing a number as fraction of 100. How to cite Experiences of Families of Child/Children, Papers

DNA Structure Sample Essay Example For Students

DNA Structure Sample Essay * Subcomponents of Deoxyribonucleic acid are called DNA bases * DNA base composed of: phosphate group. deoxyribose sugar. and one of four nitrogen-bearing bases * Four nitrogen-bearing bases ( base of base ) is made of: PURINES A and G( dual II ( ternary III complimentary baseH bond ) II H bond ) III partner offing PYRAMIDINES T and C Deoxyribonucleic acid is dual isolated and each strand is composed of bases where the sugar of one base is covalently bonded to the phosphate group of the following base. * Each strand of DNA is composed of bases covalently linked: – Bases are read in groups of three– Send direction for cell– Switch cistrons on and off– Make proteins and enzymes Deoxyribonucleic acid is described as holding two antiparallel strands because the two strands are aligned in opposite waies. In a double-stranded Deoxyribonucleic acid molecule there is a sugar phosphate anchor outside and the base on the inside Chapter 3. 4: Deoxyribonucleic acid reproduction Deoxyribonucleic acid reproduction doubles the measure of DNA and besides ensures that there is an exact transcript of each Deoxyribonucleic acid molecule. Two of import molecules for DNA reproduction:– enzymes ( including helicase and DNA polymerase )– free bases ( non yet bonded )Helicase = enzyme that initiates separation into two individual strands. It breaks down H bonds so that there becomes two separate DNA strands. Each individual strand can now be used to retroflex the original two-base hit stranded DNA molecule. When bing DNA strands are used as a templet for new strands of DNA. it makes usage of complementary base coupling as the split forms two complementary strands. Deoxyribonucleic acid reproduction is called semiconservative as each ensuing DNA molecule is really an â€Å"old† strand now paired with a â€Å"new† strand. therefore no DNA molecule is of all time wholly new.