Awareness

Your aim must, (1) state the subject of your research, (2) contain the question or research inquiry that you wish to answer and (3) your rationale for conducting the research. Sample: The purpose of the study was to identify and understand the need for addressing human aspects of architecture; how students physically, psychologically and socially behave towards their environment such as the library. From the investigation, it is expected to raise awareness amongst students, public and even professionals regarding the significance and implication of environmental psychology particularly proteomics on these spaces. This investigation was done by, first, exploring the knowledge on implication of human behavior on built environment and Malaysian culture associating with the way they socialize and interact.

Consequently, observing and understanding how spatial behavioral spacing between individuals within the major spaces may occur. Aim and objectives of research Instruction: State one aim and 2-3 objectives. Your aim must, (1) state the subject of your research, (2) contain the question or research inquiry that you wish to answer and (3) your rationale for conducting the research. The aim of the study is to investigate how far E-B is understood by students through conducting a survey among architecture and design-based students. From the survey, it would be possible to gauge the level of awareness among the students on the significance of human environments and importance in the process of design.

In line with the aim, the objectives of the study are listed below: To establish the level of awareness mongo design-based students on E-B and how far this aspect is considered in their design projects To find out how much they understand the fundamental concept of person-space relationship To determine the students’ perceptions on spaces of one important facility, I. E. The faculty library

History of Shopping Malls in Malaysia Text Retails and Architecture Elements of Store Design Visual Color Figure [ 1 ]: Percentage of students going to the library with respective purposes Figure 2: Interior of the library showing the area of sofas Text fiddling text [keep this chapter to about 8-11 pages. It is longer if you choose to include the description of your case study here] You need to present observations and comments that are critical. Consider summarizing your findings in matrices / table form. Table [ 1 ]: Summary, Discussion and Analysis of Mosque Envelope Design Elements Comparison of the two mosques I Discussion and Analysis I Steel Mosque I Putter Mosque I Site Locations I both mosques are surrounded by water element (lake).

Water features are also introduced within the boundary of the mosque in the form of pond and waterfall as meaner to further enhance passive cooling. I Tartan Pituitary along the Pituitary Boulevard and sits right next to the Pituitary Man-Made Lake. The lake acts as a passive cooling device through evaporative cooling. I Persian Operand at the end of Pituitary Boulevard and sits right next to the Pituitary Man- Made Lake. The lake acts as a passive cooling device through evaporative cooling. I I Openings On Wall Envelope I These mosques present alternative degree of enclosure. One opts for openness and borderless I Wall envelope is totally open with no specific enclosure that promotes natural ventilation and lighting…..

Openings are in the form of glass sliding doors and are partly consist of square modules of fixed glass with the rest of the balance surface are totally open for the purpose of harvesting natural ventilation and lighting I I Treatment On Wall Envelope I both mosques seem I Wall envelope panels are applied with woven metallic fabric which is called the Muscularity and on I Wall envelope panels treated with traditionally crafted square module timber that are Joined together to create a screen called Muscularity….. I I Building Materials Use On Wall Envelope I Uses crystallized glass material to encase the steel columns that are exposed directly to the sun radiation.

This material maintain its cool temperature although expose to heat due to its heat absorbing properties I Uses rose-tinted granite as the main material for the exterior of the wall envelope that is exposed directly to the sun radiation. This material has a very low heat capacity that helps reduce heat gain I Roof Envelope I Both mosques aim to optimize the stack effect concept by having a sigh volume of space and roof openings I High roof with arc shaped openings on dome to achieve stack effect

Autism Awareness Angi Reid Sisk ESE Instructor Pillar October 24, 2011 Autism Awareness Autism is a disability that affects thousands of children today. The causes are yet to be known but there are many theories floating around as to how children develop this disorder. More importantly than how they have gotten the diagnosis, is what can be done do to help them thrive in their educational environment. Many of these children are staring school and are faced with an entirely new set of challenges other than adjusting to life in a home setting.

There are many common characteristics that children with autism exhibit; educators must be aware of these traits and understand the best way to deal with them and other needs required by the students due to this disability. It is vital to be knowledgeable in the best teaching strategies and have access to support services and aids available to give children with this disorder the tools needed to achieve success along with their non-disabled peers. Autism has six distinct characteristics that involve students with the disability, (Turnbull and Wehmeyer, 2009).

Several characteristics accompany students with autism that can drastically impact their progression in a general classroom environment. One common characteristic that children on the autism spectrum face is difficulty with speech. Children with autism are likely to develop speech more slowly than other children. In some children they may never start talking and with others they could develop speech and then lose it suddenly or over a period of time. Students with autism may experience the lack of social language skills; they can also exhibit lack of eye contact and unusual facial expressions.

These deficiencies are not done intentionally, but because students with autism have an inability to communicate on the same level as their other peers, (Brittish Columbia; Ministry of Education, 2000). For the students who have developed speech it can differ in other ways such as odd pitch tones or repetitive speech patterns. In the past studies were done and showed that only about fifty percent of individuals with autism would acquire full use of complete accomplished speech, (Turnbull and Wehmeyer, 2009).

Today those statistics have drastically increased and show that with appropriate therapy including help from speech pathologists and other trained educators; the number of individuals that increase effective speech has grown to eighty five to ninety percent especially with early intervention. Speech therapists can help children with severe language impairments develop great communication skills and give them the needed skills to better communicate with their peers, (Powers, 2000). Social development is another common characteristic that students with autism share.

Many find this characteristic to be the most alarming trait that children with autism share. Social interaction between autistic students and their classmates and teacher can be extremely difficult. This often occurs because these students may not have the ability to socialize well with others and could also exhibit other attributes like poor eye contact and can be resistive to comforting from others including their parents. Autistic students have difficulty understanding the feelings of others and how to distinguish that those feelings are separate from their own.

They also have a hard time being empathetic and understanding the needs of their classmates and instructors, (Turnbull and Wehmeyer, 2009). Commonly children with autism can have a hard time establishing relationships in school settings because they tend to interact with others awkwardly and in a rigid manner, British Colombia: Ministry of Education, 2000). Most children with autism do not begin exhibiting the strong lack in social interaction until around the age of two years, (Powers, 2000).

The progression that children make socially depends widely on their cognitive development; children who are less cognitively impaired ten to react better in social situations. Repetitive or stereotypical behavior is very common and can range from motor movements to repeated verbalizations. Autistic children can have very powerful interests and preferences that may be quite different from other students in their classroom. Sometimes distress can be caused accidentally by disrupting a student’s routine, (Powers, 2000).

Unfortunately these behaviors can have a large impact on students learning process and the way that they handle themselves in a classroom. Situations or happenings that can seem insignificant to us can throw them completely off and impede their quality of learning. One reason for this is because students with autism can be insistent with routines being the same and can have obsessions with certain objects or belongings, (Turnbull and Wehmeyer, 2009). On many occasions autistic students will have a hard time with transition from their house to the school environment because of the urgency for the structured routine that they thrive on at home.

This characteristic can display stereotyped behaviors such as lining up toys or objects or repetitive flapping of their bodies or toys. Students with autism also have challenges with sensory and movement behavior. Children with these issues can react very differently to their peers and various situations in the classroom. Children facing sensory problems may not respond the same to environmental stimuli. They may not have a reaction to something that is hot in the same way that a child without sensory problems would react.

On the other hand they could over respond to the stimulant, (Autism Society of North Carolina, 2009). This characteristic could also cause students to exhibit hypersensitivity to light or certain taste, smells, or how objects feel, (Turnbull and Wehmeyer, 2009). Sensory issues can cause problems with intervention and teachers should always be aware of the risks that therapy can bring to students due to sensory differences, (Volkmar and Weisner, 2009). Environmental stimuli can be very disturbing and even painful at time for children with autism.

This can apply to limited types of sensory input or all forms of it; this can be caused by a disorder with the child’s sensory processing, An individual’s tactile system which includes the skin and brain allows a person to perceive and respond in the right manner to experiences in the environment, for example staying away from fire or snuggling up with pleasure in a cozy throw blanket. When autistic students have problems or disturbances in their tactile systems they may do the opposite. They may withdraw from trying to be comforted or from affection; this is called tactile defensive.

These responses are a result of a tactile misconception and can lead to other behavioral problems. (British Colombia: Ministry of Education, 2000). Problem behaviors is a commonly shared by autistic children. This can be aggression toward oneself or others. This happens more often when the student is frustrated or in a situation that cause over stimulation or confusion, (Autism Society of North Carolina, 2009). This can cause major disturbances in a classroom setting if the student shows violence toward the teacher or their other classmates. Even if he child is not aggressive toward others, there is the worry of them hurting themselves by biting, scratching, and in more severe cases head banging. Teachers can help to control these situations by modeling the appropriate behavior and helping the students with the right way to handle stress and positive reinforcers, (Turnbull and Wehmeyer, 2009). Student with autism that are entering the schools system have many needs and all of these factors should be taken into consideration for the optimal success of any child with a disability in a general curriculum classroom.

One important need for a student is their physical space and how it is cohesive to their comfort ability. The environment where a child with autism learns is extremely important because students on the spectrum have a hard time regulating their focus and attention especially in complex classroom settings, (Volkmar and Weisner, 2009). The nature of the environment of a child’s classroom when faced with a disability can either help them progress or encumber their educational experience.

It is important that the class be appealing for all of the students attending but equally as important that it not be distracting for a student with autism. Organization of the room is key in getting the child to engage with his or her peers and to do this in a manner that is comfortable to them. There should be a special place for the student to remove themselves if needed that has a serene and calming meaning it should be free from clutter and other things that could over stimulate. Obvious distractions such as computer screens should be kept out of eye sight so the focus can remain on the teacher.

Predictability is also an important need to address with students with autism. A good way to address these needs is by having set routines where the student knows what to expect next. The teacher could use bells or timers to help the student know when to transition or to signal other daily reminders. Making transitions and moving from one exercise to another can be difficult and cause stress to the student which can be eased by incorporating simple techniques into the classroom which give the student a sense of security.

Students with disabilities have a need for more one on one interaction in the classroom because they have hard time processing information as quickly as the other students. This need can be addressed by having a well trained para-professional that can help the student complete school work and other tasks assigned during the day. An aid can help the students to make the right decisions for positive behavior and can provide overall assistance in areas of need. Positive reinforcement is greatly needed on a daily basis and can be very encouraging to student with a disability.

Focusing on the students strengths are a great way to motivate and help them excel in other areas. Collaborating with families is a good way to see what kind of methods work at home and then try to incorporate them into the classroom. Encouraging the student to participate in all of the activities along with the rest of their classmates will show that you believe in them and expect the best from them. A huge need for children with autism is help with social interaction. It is not that they do not want to make friend, it is that they do not possess the skills to know how.

It is not an easy task to influence a child with autism’s social development. Social settings can cause distress so they need to be handled correctly and it helps to limit their social experiences to shorter time limits so that the experience does not become unpleasant, (Powers, 2000). When children have a good relationship with their teacher they are shown to have better relationships with their peers, (Turnbull and Wehmeyer, 2009). Environmental stimuli have a large affect on the outcome that a student with autism has in the classroom.

Teachers need to be aware of their responses to certain stimuli and learn what bothers the student and try to accommodate these needs whenever possible. Factors such as sound and lighting should be considered into the planning of the classroom and the configuration of the room. A need for extra time is a must for students with any type of disability. The teacher should always give the student extra time to complete assignments and class activities. The student may need extra time to process general information and request that you give them pertaining to instruction. Extra time will allow them to process the information more clearly.

When children begin school especially primary grades after they have left preschool, they are faced with new challenges and expectations based on increased “psychological and physical maturity”, (Volkmar and Wiesmer, 2009). Students are provoked to work more independently and there is much more self directed learning occurring in the classroom. It is possible and is happening more frequently now that students with ASD’S are functioning well in school with the help from all of the options available now. There are fully inclusive classes and programs that supply mainstream teaching along with special education services.

When teachers make accommodations for students with autism it helps them to function on a more appropriate level. Students with autism can have a difficult time with various sounds and lights that they hear and see throughout the course of their school day. Ear plugs or noise cancelling headsets can be very beneficial in helping them eliminate some of these disturbing factors, (Stokes, 2011). When students leave the classroom to go to lunch or other activities they are introduced to sounds that they are not familiar with; these components will help in these situations.

Another great tool and accommodation for students are visual or graphic schedules. These are good tools to let the students know what activity come when and in what sequential memory order they are to perform them in, (Powers, 2000). These schedules should be composed from left to right or top to bottom so they are not confusing to understand and have very clear graphics. Students with autism can become very involved in computers and it can give them a sense of calmness and really help to educate them on various subjects.

Computers like visual charts give a clear and concise message for the activity being focused on. Computers can also be used as a reward and a bonus for good behavior. If the children are exposed to computers at home it gives them a sense of familiarity at school. Another way that educators can accommodate their students is by collaborating with the special education teacher on tips and strategies on the best methods to implement in the classroom and positive reinforcers that can help the teacher help the child to put forth their best effort.

Special education teachers can also spend time with the paraprofessional or the aid to help them in specific instruction on how to help the students on individual learning skill sets. A crisis plan is a tool that all teachers who have students with disabilities in their classrooms need on file. These are put into place in case a child has an emotional outburst or some other type of emergency during the day that would call for immediate assistance, (Stokes, 2011). This plan should cover everything from sensory issues to obsessive compulsive factors and how to address them in the best possible way.

This plan should be collaboration between the parents, administrative staff, the special education teacher, and the general classroom teacher. This plan could coincide with the IEP plan which addresses learning goals and outcomes. Both of these plans in conjunction with each other make a great tool for the teacher. Autism affects so many live today; almost everyone has contact with or knows someone affected with this disability. Education and early intervention is the key to giving students with this disability the best opportunity for success.

Understanding all of the characteristics for this disability can greatly help the educator to understand and meet the needs of their students and achieve success. All students deserve the right to an education in the most least restrictive environment with the best services available. If educators use their resources and work in collaboration with the families and other support systems; their students will learn in a positive and stable environment.

Reference Page Autism Society of North Carolina, (2011). Common Characteristics of Children with Autism Disorders. British Colombia Ministry of Education. Special Programs Branch, (2000). Teaching Students With Autism: A Resource Guide For Schools. Powers, M. D. (2000). Children With Autism, A Parents Guide. Second edition Stokes, S. , (2011). Interventions and Strategies for Success Turnbull, A. , Turnbull, R. and Wehmeyer, M. (2009). Exceptional Lives: Special Education in Todays Schools. Sixth Edition Volkmar, F. and Wiesnar, L. (2009). A Practical Giude to Autism: What Every Parent, Family member, and Teacher Needs to Know.

 Child development is another way of saying how children develop through different stages or how children grow and learn. It also refers to the biological and psychological changes that occur in human beings between start and the end of adolescence. The developmental areas are physical, emotional, social, educational and cognitive. The ideal development of children is considered vital to society and it is important to understand these areas. These areas are connected to one another. As a child grows in one domain, this will effect and is then influenced by another domain of development.

These domains are important in development because they focus on the whole child. New theories and methods have been found due to research in this area, with specific regard to teaching that promotes development in the schools. Also there are some theories that aim to describe a sequence of different states that make child development. Explanation and example of holistic development Holistic development is an individual’s development in the following areas; intellectual, emotional, social, physical, artistic, creative and religious values and feelings. It is the development of the entire brain’s thoughts and feelings.

To become a tennis player you need to develop Physical – motor skills, general co-ordination, moving around the tennis court, hand eye co-ordination, hitting the tennis ball with the tennis racket Cognitive/intellectual – thinking the game, having a game plan, Emotion – self-esteem and self – expression some tennis players are quite where some are loud, handling negative moments when losing a match Communication – explaining how you’re playing, reasons for doing good and not so well, Behavioural and moral skills – taking turns in training, co-operating with others, social skills, having fun while playing, team work when playing doubles.

General pattern The pattern of development Children’s development follows a pattern: From head to toe Development progresses downwards. Physical control and co-ordination begins with a child’s head and develops down the body through the arms, hands and back, and finally to the legs and feet From inner to outer Development progresses from actions nearer the body to more complex ones further from the body. For example, children can co-ordinate their arms, using gross motor skills to reach for an object, before they have learned the fine motor skills necessary to use their fingers to pick it up. During puberty there is another growth spurt; this time the growth starts at the outside of the body and works inwards. Hands and feet expand first; the shin bones lengthen before the thigh, and the forearm before the upper arm; finally, the spine grows). From simple to complex Development progresses from simple actions to more complex ones. For example, children stand before they can walk, and walk before they can skip or hop. From general to specific Development progresses from general responses to specific ones.

For example, a young baby shows pleasure by a massive general response – the eyes widen, and the legs and arms move vigorously While an older child shows pleasure by smiling or using appropriate words or gestures. The several aspects of development are intricately linked: each affects and is affected by the others. For example, once children have reached the stage of emotional development at which they feel secure when apart from their main carer, they will have access to a much wider range of relationships, experiences and opportunities for learning.

Similarly, when children can use language effectively, they will have more opportunities for social contact. If one aspect is vulnerable or neglected in some way, children will be challenged in reaching their full potential. Areas of development page 2 The areas of development described in this book are these: Physical development Physical development is the way in which the body increases in skill and becomes more complex in its performance. There are two main areas: Gross motor skills: These use the large muscles in the body, and include walking, running, climbing and the like.

Fine motor skills: These include gross skills and fine skills.  Gross manipulative skills involve single limb movements, usually of the arm, for example throwing, catching and making sweeping arm movements. Fine manipulative skills involve precise use of the hands and fingers, for example pointing, drawing, using a knife and fork or chopsticks, writing or doing up shoelaces. Sensory development Physical development also includes sensory development. Sensation is the process by which we receive information through the senses: vision hearing smell ouch taste proprioception. Proprioception is the sense that tells people where the mobile parts of their body, such as the arms and legs, are in relation to the rest of the body. Cognitive and language development Cognitive or intellectual development is development of the mind – the part of the brain that is used for recognising, reasoning, knowing and understanding. Perception involves people making sense of what they see, hear, touch, smell and taste. Perception is affected by previous experience and knowledge, and by the person’s emotional state at the time.

Language development Language development is the development of communication skills. These include skills in: receptive speech – what a person understands expressive speech – the words the person produces articulation – the person’s actual pronunciation of words. Emotional and social development Emotional development Emotional development involves the development of feelings: the growth of feelings about, and awareness of, oneself the development of feelings towards other people the development of self-esteem and a self-concept. Social development

Social development includes the growth of the child’s relationships with other people. Socialisation is the process of learning the skills and attitudes that enable the child to live easily with other members of the community. Moral and spiritual development Moral and spiritual development consists of a developing awareness of how to relate to others ethically, morally and humanely. It involves understanding values such as honesty and respect, and acquiring concepts such as right and wrong and responsibility for the consequences of one’s actions.

For my project, I have chosen to create an awareness campaign, about child abuse, which can come under the marketing and advertising part of the course. My campaign is going to be mainly focused on sexual abuse, as it is quite a sensitive topic and not many people choose to do it. I am aware that it is going to be challenging, and that I would have to use some very effective techniques in order to give out the right message. The main aim is to educate people and inform them about what is going on in the world, as well as marketing for the charity organisation.

These are very covert marketing techniques, as it is quite subtle and focused on the organisation’s activities rather than the organisation itself. The project is going to be consisted of 4 posters that could be used in either magazine pages or on billboards. They will all have the same layout as well as the same idea, to make it as simple as possible for readers yet effective. Enigma will play a big role in my posters, as they will all be linked, as if it is like a series of pages and they all complete each other.

By looking at advertisements by organisations such as NSPCC, I have realised that the use of dull and dark colours are very common, same as the close up shots. However, my use of innovative ideas will make the campaign more appealing, and the enigmatic factors will attract many readers. I will use the idea of including a child’s picture in the poster, however unlike the others I will use as much bright colours as I possibly can, that will then be contrasted with the background. The main background is going to be an old diary opened, in quite gloomy and dark colours.

The wordings “dear diary… ” are going to be used on the first three posters. The diary connotes that it is real life events, and just like how the book is opened, a person is opening their life for us to look at and go into it. Diaries are usually symbols of truth, as they are very secretive and owned by one person, so the fact that it is the main background connotes that the organisation is very honest about its activities, and that it is simply showing the viewers nothing but the reality.

In the middle, there is going to be a very simple, yet colourful picture of a child, each one showing the situation developing, and then followed by short sentences beneath it, symbolising the child writing in their diaries. It shows a sequence of events as it starts by a picture of a girl happily sleeping in her bed, with the word “My first night in my new bed. he said I was a princess”. The enigma in the text makes the audience wonder who the “he” is and what the advert is about.

The second poster shows a little boy at the park smiling and enjoying his time, however this time there is a hand holding onto his hands. It is then followed by the words “went to the park today, he played with me on the swings”. There we can immediately feel the enigmatic meaning of the next, where the audience feel the worry and almost know what it really wants to show, especially with the pun on the word “playing with me”.

Even though it builds up tension, the readers would still want to get to the end and know what it is about. The third one is a picture of a little girl with two man hands on her shoulder, and again with the words “He said no one would understand… he is my only best friend”. Now, it gets clearer to the readers, as the point would have been successfully showed. The last picture consists of the organisations name, followed by some facts, a helpline and then the slogan which is “This smile… this child… ead between the lines”. The slogan refers back to the smiles of the children in the pictures, and the appearance of a diary supports the idea of reading between the lines, in order to find the truth. The logo of the organisation is going to be placed on every single poster, adding to the confusion and enigmatic effect, but also helping the readers to understand. The advert is very disturbing to readers, as they are seeing innocent childhoods being taken away without realising, and how brainwashed the children get.

The contrast in colours shows the active and bright life of children however surrounded by the gloomy colours connoting the dangers around them. The idea is targeted to a more educated, and clever audience, as it is based on challenging the readers to get to the point instead of giving it to them. This means that the advert is targeted at ABC1 audience from both genders, however since it is common for children to get abused in the lower class if society, then the advert is very important to appeal to them too.

So overall it appeals to both ABC1 and C2DE audiences, with a very wide range, starting from young children to old grandparents both reporting the same problem. The billboards are going to be created using the same pictures, however with all of them stitched together, making it seem like a storyboard. It could be placed anywhere, however it would be best put at a place such as a shopping centre where viewers can stand and read all of the writing.

Stickers are also going to be created with the logo of the campaign and distributed around. I am working in a pair with Kirstie Browne, and we have both decided to equally divide the work, and use a program called “Easy media creator 10 Suite” to help us create our posters, and make them seem professional. We will start by taking the pictures we need on digital cameras then use them for our final piece. The organisation that we will most probably choose is going to be “NSPCC” as it is mainly focused of the sexually abused children.