Aspergers syndrome: definition, assessment, therapeutic intervention

Aspergers syndrome: definition, assessment, therapeutic intervention Introduction This essay focuses on Aspergers syndrome. This special educational need was chosen because I have a personal interest in this condition. The essay looks in detail at how Aspergers syndrome is defined and how Aspergers syndrome is assessed and diagnosed. The essay then moves on to discuss the various therapeutic interventions for Aspergers syndrome and what teaching approaches are appropriate for children presenting with this condition. The different theoretical perspectives from which Aspergers syndrome can be understood are then discussed, namely the medical model, the social model and Bronfenbrenners ecological model. What is Aspergers syndrome? According to Klin et al. (1995), Asergers syndrome is a severe developmental disorder characterized by major difficulties in social interaction and restricted and unusual patterns of interest and behaviour. There are many similarities with autism and there is still discussion as to whether Aspergers syndrome and autism are actually different conditions (Klin et al., 1995). As Klin et al. (1995) highlight, however, the APA made Aspergers syndrome officially a separate diagnosis following the results of a field trial, which revealed that Aspergers syndrome does have different diagnostic criteria to autism. Other definitions of Aspergers syndrome differ from these definitions, with the American Psychiatric Association, via their Diagnostic Statistical Manual of Mental Disorders IV, defining a diagnosis of Aspergers syndrome as, requiring four of five listed criteria be present, including at least two indicatros of a qualitative disability in social interaction (e.g., serious impairments in peer relationships, social reciprocity, nonverbal behaviours, empathy) and at least one in the category of restricted behaviours or rituals (e.g., rigid adherence to rules or routines, preoccupation with a narrow interest, parts or objects, repetitive motor movements) (Safran, 2002). Medicine.Net defines Aspergers syndrome as an autistic disorder most notable for the often great discrepancy between the intellectual and social abilities of those who have it (Medicine.Net, 2010). The Autism Society of America defines Aspergers syndrome as, à ¢Ã¢â€š ¬Ã‚ ¦high functioning autism with no speech delay (Aut ism Society of America, 2010). It is clear, therefore, that there are a variety of definitions of Aspergers syndrome, with this confusion arising as a result of the difficulty in diagnosing Aspergers syndrome, as will be discussed later in the essay. In terms of the clinical features of Aspergers syndrome, a paucity of empathy is usually noted, as is naÃÆ' ¯ve, inappropriate and one-sided social interactions with pedantic and monotonic speech (Klin et al., 1995). In addition, poor non-verbal communication and intense absorption in specific topics and clumsy and/or ill-coordinated movements all help to identify children with Aspergers syndrome (Klin et al., 1995). It is noted that the onset of the condition occurs later than the onset of autism with children living with Aspergers syndrome having a normal range of intelligence (Klin et al., 1995). The Diagnostic and Statistical Manual of the American Psychiatric Association (DSM-IV) provides the following, more detailed, diagnostic criteria, qualitative impairment in social interactionsà ¢Ã¢â€š ¬Ã‚ ¦(and)à ¢Ã¢â€š ¬Ã‚ ¦restricted repetitive and stereotyped patterns of behaviour, interests and activities manifested by either encompassing preoccupation, apparently inflexible adherence, stereotyped and repetitive mannerisms or persistent preoccupation with parts of objects with these guidelines recommending that Aspergers syndrome be diagnosed where all other conditions have been excluded (Klin et al., 1995). It is noted that children living with Aspergers syndrome have no delay in their acquisition or use of language and that the disturbances the syndrome cause can cause major clinical impairments, such as socially, occupationally or in other areas of functioning (Klin et al., 1995). Assessment of Aspergers syndrome Assessment of Aspergers syndrome, particularly in children, is difficult as there is a paucity of diagnostic instruments and no standardization amongst the diagnostic tools that do exist (Howlin, 2000a). The problems of differentiating Aspergers syndrome from autism, particularly in the ICD-10 and DSM-IV systems, is also a complicating factor in the assessment of Aspergers syndrome: as Howlin (2000a) argues, attempting to develop diagnostic tools in the absence of any clear definition of Aspergers syndrome is attempting to put the horse before the cart (Howlin, 2000a). As Klin et al. (1995) argue, the lack of awareness of professionals of the condition can also make diagnosis difficult, with a comprehensive assessment of children suspected of having Aspergers syndrome needing to include the patients medical history, a psychological assessment, communication and psychiatric assessments, parental conferences and further consultation, if necessary. The initial stage of any assessment is to take a careful medical history, including all information relating to the childs development, from pregnancy to the present; next, a psychological assessment would be undertaken which would aim at establishing the childs level of emotional functioning, their strengths and weaknesses and their preferred style of learning (Klin et al., 1995). Next, communication and psychiatric examinations would be taken, which would collect both quantitative and qualitative information about the childs willingness and ability to communicate and their psychiatric status. One complication with diagnosing Aspergers syndrome is that many of the clinical manifestations of this condition are similar to those manifested by autistic children (Bishop, 1989). As argued by Wing (1988), because the diagnosis of autism is so difficult, as autism appears to present as a continuum of symptoms, with no clear boundaries, this has further complicated the diagnosis of Aspergers syndrome. As Wing (1988) discusses, the only clear diagnostic tool for diagnosing some form of autistic disorder is the presence of social impairment; the degree of social impairment, coupled with other symptoms, can then lead to the diagnosis of other forms of developmental disorder, such as Aspergers syndrome or semantic-pragmatic disorder (Bishop, 1989). Placing children along the autistic continuum, with autism being divided along two main axes of interests and social relationships and meaningful verbal communication, can thus help to diagnose the three different conditions (Semantic-pragma tic disorder, Aspergers syndrome or autism), with children diagnosed with autism being classed as more abnormal along these axes and children diagnosed with Aspergers syndrome being classed as abnormal along the interests and social relationships axis and normal along the meaningful verbal communication axis (Bishop, 1989). Yet, this does not stop researchers attempting to produce an assessment tool for the clinical diagnosis of Aspergers syndrome. Scott et al. (2002), for example, report the development of the CAST (Childhood Asperger Syndrome Test), which they designed to be able to screen children for Aspergers syndrome. The test is suitable for 4-11 year old children and was tested on 37 children with typical development and similar numbers of children with suspected Aspergers syndrome, with the finding that the tool detected significant differences between the sample means of normal children and those children living with Aspergers syndrome (Scott et al., 2002). It was concluded, therefore, that the CAST is a useful tool for the clinical diagnosis of Aspergers syndrome or to identify those children at risk of Aspergers syndrome and related conditions. As has been argued, however, the validity of this test is questionable, given the lack of a clear definition for Aspergers syndrome. Therapeutic interventions As highlighted in Klin et al. (1995), the treatment of Aspergers syndrome is, essentially, to provide support to the child in the event of any distress. There have been suggestions that behavioural coaching and supportive psychotherapy, can have some degree of positive effect on children with this condition although this has yet to be tested rigorously (Klin et al., 1995). As Weiss (2005) argues, however, no therapeutic interventions have been shown to be completely successful in treating the negative manifestations of Aspergers syndrome. Jacobsen (2004), however, makes a case for the use of individual psychotherapy and case management for children with Aspergers syndrome, as the therapeutic relationship can become an important source of support and routine for these children. As the mind of an individual with Aspergers syndrome is different to the mind of someone who does not live with this condition, it is important to consider theories of mind in the evaluation of the therapeutic needs of children living with this condition. Various tests, such as false belief tests, for example, have suggested that children with autism have an impaired theory of mind, with Baron-Cohen (2001) relating how theory of mind refers to the ability to reflect on ones own and others minds with children living with conditions along the autism spectrum having difficulty in understanding other peoples minds. As Baron-Cohen (2001) argues, much of the basic research in this field, on functional brain neuroimaging, for example, may have clinical applications in the areas ofà ¢Ã¢â€š ¬Ã‚ ¦early intervention or early diagnosis. As Gevers et al. (2006) report, a social cognition programme based around this lack of a theory of mind had some success in dealing with children with pervasive development disorders including Aspergers syndrome, with this treatment intervention significantly raising consciousness of the feelings of others in those children who were assigned to this arm of the trial. This article gives hope to those parents of children with Aspergers syndrome, and to those adults living with Aspergers syndrome, that some therapeutic intervention may result from Baron-Cohens work and allow them to live a full life, free of the problems that Aspergers syndrome brings to them. Theoretical perspectives on Aspergers syndrome This section will discuss three main theoretical perspectives that are used/can be used to define Aspergers syndrome, namely the social model, the medical model and Bronfenbrenners ecological model. As Bricout et al. (2004) argues, children who live with disabilities, and also their families and social workers, face complex social and institutional environments in their quest for developmental, educational and daily living supports. Models of disabilities can provide conceptual frameworks with which to understand their disability and can inform the decision-making processes of parents and social workers (Bricout et al., 2004). The medical model, for example, focuses on individual deficits whereas the social model focuses on disabling social environments (Bricout et al., 2004). These models will all affect how the disabled child is understood and treated, as such models dictate how society views people with disabilities. The social model of disability, for example, views the disabled individual in terms of their differences, with disability meaning that the individual is restricted somehow with the term disability being a social construct that exists as a result of peoples reactions to the disabled and the shared meanings that surround this category of individuals within society (British Council of Disabled People, 1981). Society as a whole decides whether the impairments held by an individual leads them to be labeled disabled, with a label of disabled meaning certain discrimination via the imposition of barriers which will limit the abilities of these individuals to participate in society. For individuals with Aspergers syndrome, which challenges their ability to concentrate and to interact normally with other children, the social model of disability labels them as disabled in terms of their ability to be educated, meaning that they will usually be placed in a special educational needs situation. Th is is intended to ensure that their special needs can be catered for, yet placing children in special educational needs contexts can often doom children to a life of poor educational achievement, as it is known that disabled children placed in special educational needs contexts do less well academically than disabled children placed within the setting of a normal school (Reiser and Mason, 1990; Howlin, 2000b). Molloy and Vasil (2002) discuss whether Aspergers syndrome is a disorder or a neurological difference that has been socially constructed as a disorder, discussing how Aspergers syndrome is currently defined, in medical terms, as a developmental disorder. Yet, as Molloy and Vasil (2002) argue, the diagnostic criteria for Aspergers syndrome have been socially constructed, with Aspergers syndrome being readily accepted as a diagnosis for the problems that the children diagnosed with this condition face, as a way of being able to deal with these children under the umbrella of special educational needs. As such, it is educators, argue Molloy and Vasil (2002) that are mainly responsible for this social construction of Aspergers syndrome, with schools viewing this condition as a social disability and, this, being able to categorize the children with the condition and to give credence to their treatment of these children as needing to rehabilitated or normalized, something that is not, neces sarily, in the childs best interests. As such, Molloy and Vasil (2002) argue, a shift really needs to be made towards an examination of the social implications of a diagnosis of Aspergers syndrome. Viewing children under the medical model, which labels children living with Aspergers syndrome as deficient in something is also unhelpful, Molloy and Vasil (2002) argue, as the child comes to be viewed only with that label and therefore suffers a loss of individuality and consequent lowered expectations. The medical model of disability does not, like the social model, implicate society in the understanding of a persons disability, but rather views the disability as a function of the medical deficits that individual has, meaning that, under this viewpoint, the individual, and their deficit, is the problem, and not society. Under the medical model, society only comes to view individuals as disabled as a result of the impairment/deficit that they have, with individuals with Aspergers syndrome being viewed as unable to communicate emotionally and/or socially and, as a function of this, being labeled as disabled. As society, and policies aimed at mainstreaming disabled people and providing them the opportunity to enter normally into society, has moved more towards a social model of disability, the opportunity has arisen for children with Aspergers syndrome to be mainstreamed and dealt with, in mainstream schools, as children with special educational needs. As Howlin (2000b) argues, in con tra to Molloy and Vasil (2002), this is the correct approach for the more able children with Aspergers syndrome as high-functioning individuals with Aspergers syndrome can, if supported, achieve excellent outcomes in education and in their lives. Bronfenbrenners ecological model can also be used to understand Aspergers syndrome, as this model approaches child development from a joint sociological and development psychology perspective, with the thesis that individuals and their environments are mutually shaping, that is that they both have an effect on each other and, through this, change each other (Bronfenbrenner, 1979). As Bronfenbrenner (1979) states, child development takes place through processesà ¢Ã¢â€š ¬Ã‚ ¦ofà ¢Ã¢â€š ¬Ã‚ ¦the complex interaction between an active child and the persons, objects and symbol in its immediate environment, such that this model implies that a disability such as Aspergers syndrome is a result of a lack of environmental support, and that, as such, the negative manifestations of the disability can be smoothed by placing the child in a more appropriate environment. It is clear, then, that Aspergers sydrome can be understood, and represented, from a variety of theoretical perspectives, all of which affect the expectations placed on individuals living with Aspergers sydrome. As Howlin (2000b) argues, however, with the correct support, high-functioning individuals with Aspergers sydrome can go on to achieve great things in their lives. This finding by Howlin (2000b) ties in with the ecological model of Bronfenbrenner (1979), which suggests that the disabilities caused by living with Aspergers syndrome are superable, if only the child is placed in the correct environment. This point will be returned to in the discussion of teaching approaches. As Molloy and Vasil (2002) argue, defining Aspergers syndrome in terms of any one model is extremely problematic. It is clear that children living with Aspergers syndrome require more attention than normal children because they crave more attention and have difficulties respecting social norms, meaning that, in a school setting, their behaviour would be picked up upon and corrected, attracting more attention from teachers. Yet, whether this is a disability as understood by the medical model (i.e., an impairment or deficit) is a moot point, especially as children with Aspergers syndrome usually excel in other areas meaning that they do have the capacity to fit in to mainstream schooling and society, despite the fact, as Molloy and Vasil (2002) argue, labeling children as living with Aspergers syndrome automatically means that they will be labeled, also, as special needs children. As Molloy and Vasil (2002) argue, with adequate support, children living with Aspergers syndrome can excel in the areas that interest them and so, instead of these children being the failures for not fitting in to educational expectations, it is the education system that is failing these children. This becomes especially clear when it is recognized that some cases of Aspergers syndrome are only diagnosed when children enter the school system and are labeled problematic with referrals to psychologists then offering a diagnosis of Aspergers syndrome. As Molloy and Vail (2002) argue, the situational nature of disability is important in understanding the practical implications of a child living with symptoms that can be labeled as Aspergers syndrome. If, for example, a child living with Aspergers syndrome is obsessed with mechanics and finds a specialized tutor to teach them mechanic, this child would excel in this field, above and beyond any child in a mainstream school. There are, thus, arguments on both sides regarding how and where children with Aspergers syndrome should be educated. Children with Aspergers syndrome are individuals, with different individual needs and it is not helpful or ethical for these children to be grouped in to one terminology special educational needs as this does not provide enough individual support to these individuals in order to allow these individuals to excel (Howlin, 2000b). That these children have problems understanding, and mastering, social interactions should not, argue Molloy and Vasil ( 2002), be a reason for these children to be marginalized and for this marginalization to be justified on the grounds of either the medical or social models of disability. This is especially problematic given the fact that children living with Aspergers syndrome can have their social interactions facilitated by certain interventions. Teaching approaches There are, therefore, many practical implications for these differing theoretical perspectives on Aspergers sydrome, in terms of diagnosis, assessment and intervention. How and when children living with Aspergers syndrome are assessed to have this condition affects their education: as has been discussed, the situational nature of the diagnosis of Aspergers syndrome can affect, for example, how and where they are schooled. This, as shown by Howlin (2000b) can affect their life chances and outcomes, given that, in the right circumstances, with the right levels of support, individuals with Aspergers syndrome can achieve great things in their lives, often above and beyond normal individuals. The Who what how where when of diagnosis and schooling, beyond this diagnosis, thus has a major impact on the life chances, and outcomes, of children living with Aspergers syndrome. Each of these different theoretical perspectives provides different insights in to the most appropriate teaching approaches and teaching strategies for individuals with Aspergers syndrome. A whole range of options are available for education for children living with Aspergers syndrome, from whole class to differentiated teaching. A Safran (2002) argues, it is feasible that children living with Aspergers syndrome can be taught in mainstream schools, and indeed many are, as these children usually have an extremely high IQ, with this gift needing only to be directed, and chanelled, adequately whilst controlling for the other more negative aspects of the manifestations of their condition. Yet, under the different theoretical perspectives, different educational models would be recommended for children living with Aspergers syndrome. The medical model would, for example, seem to suggest that these children are somehow deficient, and would see their weaknesses and not their holistic perspec tive, failing to recognize their giftedness in other areas. The social model would, as has been seen, in the discussion of the work of Molloy and Vasil (2002), suggest that the diagnostic criteria for Aspergers syndrome have been socially constructed, with Aspergers syndrome being readily accepted as a diagnosis, as a way of being able to deal with these children under the umbrella of special educational needs. This, whilst not having the disadvantages that the perspective of the medical model presents, is itself problematic because, as has been seen, children living with Aspergers syndrome can often, aside from their behavioural problems, be extremely gifted academically. Gallagher and Gallagher (2002) argue that there is a case to be made that children living with Aspergers syndrome should be treated as gifted children, in terms of their education, given that many children living with Aspergers syndrome have extraordinary capacities in certain areas. As Bronfenbrenners (1979) ecological model suggests, if a child with Aspergers syndrome is placed in the right environment, they will flourish. It is clear, therefore, that this model differs in its applicability to, and approach towards, Aspergers syndrome, as something that can overcome, not as something that causes a permanent, insuperable, deficit in the child. As Jindal-Snape et al. (2005) argue, children with autistic spectrum conditions can be taught effectively, especially if Bronfenbrenners (1979) ecological model is implemented, with functional links being found between all parts of the childs ecosystem, i.e., the childs home environment, their school and the other agencies that help them deal with their condition. It has to be noted, however, that their inability to interact socially and their low tolerance for routine, however, makes it difficult, in practical terms, to see how children living with Aspergers syndrome could be educated alongside gifted children. Although, as Safran (2002) argues, if all school personnel are made aware of the childs condition and its manifestations, then it would be possible for certain children living with Aspergers syndrome to enter mainstream school with one-to-one help, from a classroom assistant, for example, who would be there to help them with their behavioural difficulties. Interventions as simple as arranging the seating in the classroom to ensure that the child with Aspergers syndrome is not sitting next to children who will aggravate them has been shown to be effective in managing the manifestations of the condition, allowing these children to be schooled in a mainstream setting (Safran, 2002). It is my personal opinion, from my personal perspective, that certain children living with Aspergers syndrome are well suited to a mainstream classroom setting, although this is said with caution, as these children can take a lot of the teachers time, if they are not assisted, leaving little time for the other members of the class. As to whether mainstreaming special educational needs children is fair to the mainstream children is the topic of a whole other essay, but it is my experience that, indeed, as Safran (2002), Howlin (2000b) and Gallagher and Gallagher (2002) argue, certain children with Aspergers syndrome are academically excellent and, as such, should be given a chance at achieving great outcomes in their lives. As Safran (2002) states, people with Aspergers syndrome are often creative, highly intelligent, mathematically or scientifically astuteà ¢Ã¢â€š ¬Ã‚ ¦(and)à ¢Ã¢â€š ¬Ã‚ ¦have the potential for momentous contributions to out society. As such, it should be the place of mainstream education to find a place for these children; indeed, as Safran (2002) reports, children with Aspergers syndrome can often see great improvements in their condition as a result of interacting with other children in mainstream school. This is certainly my experience, as I have had students with Aspergers syndrome in my classroom whose confidence has soared as a result of making friendships and being involved in events and activities that captured their interest. Many of their parents expressed their thanks that their children had been engaged in such a manner whilst at school. I have also known many parents of children with Aspergers syndrome who have not had such positive experiences of sending their children to mainstream and/or schools catering for children with special educational needs, and who decided not to send their children through the traditional school system and who decided to home school their children. There are many hundreds of cases like this in the UK, supported by the Asperger Home Education organization, and other local organizations, which act as a source of support for parents who are home-schooling children with Aspergers syndrome (Asperger Home Education, 2010). The vast majority of experiences of people I know who have home schooled their children with this condition have had hugely positive experiences, with their children growing up to lead full lives, most usually specializing in the area that captured their interest as a child. One friend, in particular, has gone on from being obsessed with LEGO as a small child to become a str uctural engineer, employed in one of the UKs largest construction companies, something that was made possible by the dedication of his mother who didnt give up on him, believed in him and gave him the tools and skills he needed to be able to make a success of his adult life. However a child with Aspergers syndrome is taught, it should be borne in mind, as recommended by The National Autistic Society (2010) that children with this condition are likely to have problems with group work, with a lack of comprehension, with a lack of empathy and with their motivation levels. It is also likely that, at some point, children living with this condition might suffer from distress as a result of a perceived lack of information. The good teacher should, thus, be aware that these problems may arise and should attempt to handle the classroom situation, and the student within that situation, so that the opportunities for these problems to arise are limited. If they arise, the teacher should also have strategies in place for dealing with the behavioural manifestations of these problems in the child. There are, therefore, various teaching approaches that can be adopted in order to minimize the distress caused to the child with Aspergers syndrome and minimize, as a result, the disruption to the classroom that is caused when a child with this condition becomes confused and distressed. The social model would suggest that if this condition is accommodated by an appropriate teaching approach, then the child should be able to be schooled normally, accommodating, as far as possible, their disability. Conclusion This essay has looked in detail at Aspergers syndrome, from its definition to its differences in comparison to autism. Several models have been discussed, with which to understand the disability caused by Aspergers syndrome, with these models being applied to teaching approaches and a discussion presented of possible teaching approaches for children living with Aspergers syndrome in light of these different models. My personal experiences of teaching and/or knowing some children with this condition were also related, showing, on the whole, that children with this condition are usually academically gifted and that the problems their disability presents can be overcome by, as Bronfenbrenners (1979) ecological model suggests, fitting the childs environment to their condition. Home schooling is an ideal way of ensuring this and giving the Aspergers child the best chance of making a success of their lives. It should be noted, however, that not all parents can afford, or have the ability t o, home school and, as such, other teaching approaches were discussed, including mainstreaming and institutes providing special needs education. In conclusion, Aspergers syndrome is a complex condition, dealt with in many ways, depending on the perspective from which the condition is viewed.

Family Systems Essay

Family systems theory was founded by Dr. Murray Bowen. He suggested that the connections and reactions found within a family system creates interdependence on one another. He based his theory on the natural emotional connections with the family. He continued to build upon it as time went on. After Bowen there were several other theorists who used Bowen’s theory as a base, and built off of it. Bowen created his theory based on eight major concepts. They are as follows; Differentiation of Self, Nuclear Family Emotional System, Triangles, Family Projection Process, Multigenerational Transmission Process, Emotional Cutoff, Sibling Position, Societal Emotional Process. The core concept in Bowenian theory is Differentation of Self, this says that the more developed someone’s â€Å"self† is that less impact society and others will have on them. â€Å"The basic building blocks of a â€Å"self† are inborn, but an individual’s family relationships during childhood and adolescence primarily determine how much â€Å"self† he develops† (thebowencenter.com) This concept can be seen as a self-esteem issue. Bowen says that someone with a poor sense of self will quickly conform to others thought and opinions. While someone with a secure sense of â€Å"self† is able to keep that secure thorough social influences. He created a scale that meas ured differentiating self it was measured 0-100. 0-25 were the people with the lowest sense of self, these people liked to be â€Å"comfortable† and did so with self-sacrifice. While people above 60 were rare, they had an extreme sense of self, and were free from societal emotional control and did not control others. The second concept is, Nuclear Family Emotional System which is based on four basic relationship patterns;. marital conflict, dysfunction in one spouse, impairment in one or more children, and emotional distance. Marital conflict is caused by the externalizing of anxiety and emotions caused by family stress. Each spouse presents this in different ways but, the common behaviors include; need for control, knit picking, and resistance to each other. Marital conflict can lead to a breakdown in the family system as well as a marriage. Secondly, dysfunction in one spouse is when one spouse tries  to conform the other to think and act the way they do. The controlling spouse in this situation over bears the other spouse making them act and think in ways they may otherwise not. This can lead to anxiety, tension, and possibly psychiatric or mental dysfunction. Thirdly, impairment in one or more children, can cause excessive attention to the impaired child, causing them to act out and interna lize family tension more then the other children, because they feel like the spotlight is on them. The last relationship pattern is emotional distance. This is a basic pattern seen when the relationships within the family become to intense and people start to distance themselves to lessen the intensity of the relationship. The third concept is Triangles, which are a single relationship with three people involved. Triangles can be great when there is no tension, but can cause a break down in the family system when tension is present. Triangles in tension situations, have insiders and outsiders. The outsiders are trying to get in and the insiders are trying to get out. An example I found of this was a child whose parents were focusing on what was wrong with his so much that he started to rebel. He felt under so much pressure that he was trying to get â€Å"outside† the triangle to relieve some of the pressure. Triangles play an important role in family systems as well as in therapy. The fourth Bowenian concept is, Family projection process which is the process of the parents transmitting there emotional problems to the child. The projection process follows three steps. â€Å"(1) the parent focuses on a child out of fear that something is wrong with the child; (2) the parent interprets the child’s behavior as confirming the fear; and (3) the parent treats the child as if something is really wrong with the child.† (thebowencenter.com) This process can cause the child to feel insecure when attention is not focused on them. There are so many different situation that fall under this projection umbrella. An example could be, a mother feels depressed therefore, she feels the child is depressed and treats the child accordingly. This can also be seen in extreme cases where a mother favors a certain child, and the father sees the child-mother combination as one unit and take his anger towards the mother out on the child. The fifth concept is, Multigeneration al transmission process which says â€Å"how small differences in the levels of differentiation between parents and their offspring lead over many generations to marked differences in differentiation among the  members of a multigenerational family.† (Schara, Blog 2013) Bowen feels that the way people react to situations and relationships is based on a multigenerational transmission of behaviors and emotions. The sixth concept, Emotional cutoff, is simple. Simply speaking people emotionally cutoff other family members instead of resolving the conflicts within the relationship/s. The seventh concept, Sibling position, says that your birth order effects the way you view the world. Oldest siblings tend to be leaders, where youngest siblings tend to be followers. This isn’t always true because can be effected by parental emotions and behaviors. Bowen used psychologist Walter Toman’s research to help him form his theory on sibling position. Examples used; if an oldest sibling is focused on by the parents growing up, then they may not be able to take leadership or make their own decisions. This leaves the â€Å"leadership† role to the younger sibling therefore, putting them in the â€Å"oldest† leadership type role. Where people are in sibling position can effect their marriage, their parenting skills, and of course the family dynamics. The last concept in Bowenian theory is, societal emotional process. This concept tells us how the emotional system controls behavior on a societal level. This is similar to that within a family system, which can be progressive or regressive. Societies go through progressions and regressions constantly. If a society is going through a progression, or regression, it can effect the entire society including all of the major branches and boiling down into the individual family systems. All of these major concepts in Bowenian theory are based on the emotions and behaviors of each individual and their effects on the family system. Bowen was a big believer in the family being seen as one cohesive unit and working towards homeostasis. The basic techniques used in Family systems theory are; detriangulation, nonanxious presence, genograms, coaching, reframing, power differential, and the purser-distancer concept. All of these techniques are used to reach the common goal of homeostasis within the family system. In regards to Detriangualtion, this is when a therapist breaks up a triangular relationship between three people in the family. By having one person within the triangle take a stand on an issue, that is not agreed upon by the other two people in the triangle. Therefore, creating a sense of self within that one person and breaking the give and take relationship in the le. â€Å"In Bowenian family therapy, it is argued that a  conflict between two people will resolve itself in the presence of a third person who can avoid emotional participation with either while relating actively to both.† (Bowen 1978) As a Bowenion therapist you must take on the role of the non-anxious presence. This is when a therapist keeps a sense of calm throughout the session regardless of the circumstances. A non-anxious presence can bring peace to the family involved and help them to open up in session. A n anxious therapist can inflict unneeded chaos and stress for obvious reasons. A building block tool used in the Bowen Family Systems therapy is a genogram. When the family comes in for intake, most therapists will create a genogram. This is a multigenerational map of the family that documents mental illness, substance abuse, medical issues, relationships, and some events tied to specific family members. A genogram can give the therapist a sense of what they need to address within the family system. Family Systems theory uses coaching as a way to help the families through tough times, and provides them with tools to succeed as a family unit. Coaching can help by giving families a way to understand each others interworking’s and hopefully see each other through clearer light. The goal of coaching a family would be to establish a stronger sense of self while strengthening the family system. Reframing takes place when the family needs to change the way they look at each other or the unit as a whole. Reframing a relationship takes hard work but can bring about peace and reduce tension within the family. In order to reframe a relationship or many the therapist must reinterpret a families situation to make them more open to solution. â€Å"Reframing is a type of communication that can help family members better understand the concerns and intentions behind the misconstrued words.† (Jeanty, Jacqueline) An example of reframing, is a child who is constantly badgering their mother about quitting smoking. Once the situation is reframed it is easier to see that the child is scared and cares deeply about the mothers health, which is why they continued to badger. Power Differential,

Traditional Training Methods

Organizations of today have a variety of methods to choose from when training their employees. There have been many technological advances in the training industry, however most employers prefer to utilize the traditional methods due to viability and effectiveness of these training formats. The most used traditional training methods are instructor-led, hands-on, and interactive.There are many types of instructor-led trainings such as blackboard or whiteboard, overhead projector, video, PowerPoint, and storytelling. Storytelling is the most effective technique because trainees can communicate openly and feel less threatened by their response for there is no wrong or right answer. The instructor-led method has advantages that out weigh disadvantages.The advantages of this method are: 1) Instructor-led classroom training is an efficient method for presenting a large body of material to large or small groups of employees; 2) It is a personal, face-to-face type of training as opposed to c omputer-based training and other methods we will discuss later; 3) It ensures that everyone gets the same information at the same time; 4) It is cost-effective, especially when not outsourced to guest speakers; and 5)Storytelling grabs people’s attention. BLR, 2011) The disadvantages of this method are: 1) Sometimes it is not interactive; 2) Too much of the success of the training depends on the effectiveness of the lecturer; 3) Scheduling classroom sessions for large numbers of trainees can be difficult—especially when trainees are at multiple locations. (BLR, 2011) The hands-on traditional training method enables employees to learn while doing their job. This method utilizes several techniques to train employees such as cross-training, demonstrations, coaching, and apprenticeships.The advantages of hands-on are its effectiveness in training of new equipment and new procedures; it is applicable to trainees’ jobs, as well as enables trainers to determine a train ee retains learned new skills and procedures. The disadvantages are that it is not applicable in large groups; personal training limits trainer’s time spent with other trainees; and apprenticeships are expensive to companies that pay for employees who are less productive than others. (BLR, 2011) The last traditional training is the interactive method. The interactive method enables trainee involvement as well as holds their attention to information to be learned.This method can utilize quizzes, small group discussions, case studies, question cards, and role playing to influence trainees actively participate. The advantages of this method are trainee involvement resulting in retained new information; fun and enjoyable training; the sharing of experience and knowledge from veteran employees to newer employees; in-session feedback on new employee performance. The main disadvantage is time constraints due to activities such as quizzes that take longer. (BLR, 2011) My review of tr aditional training methods has influenced my opinion of which methods are effective and ineffective.The most effective method would be the hand-on method. This method would make available the opportunity for employees to experience the jobs and responsibilities of other coworkers which would expand knowledge and skill levels. The ineffective method would be the interactive method. This method although fun and enjoyable would not guarantee that the required information would be learned or retained.ReferencesBLR Employee Training Center. (2011). The Most Effective Training Techniques. Retrieved on April 14, 2011 from http://training. blr. com/employee-training-resources/How-to-Choose-the-Most-Effective-Training-Techniques

Indian School of Paintings - 2127 Words

JAIN SCHOOL OF PAINTING We find Jain style in the four paintings of Jins (Jain Gods) in the Sittanvasala caves in 700A.D. The oldest examples of this school are the paintings of parshwa-Nath, Nemi-Nath and Rish-Nath etc, 20 Tirthankars in â€Å"KalKacharya Katha† and â€Å"Kalpa Sutra†. Most of the Jain paintings were done Black amp; white 10thamp;15th century. These paintings have been mostly executed on Tala-Patra. There was an article â€Å"Jain on Dwara Pallavit Chitrakala† in the â€Å"Vishal Bharat† written by Muni Kanti sagar in which he has mentioned these paintings to have been painted on Tala-Patra, paper and cloth. In the Frayer atr gallery of Washington a manuscript o cloth named â€Å"Vasant vilas† was found which has been quoted as belonging to†¦show more content†¦This School started at the inspiration of the Britishers as they taught new technique of water color to these artists and got the paintings done in the same style. But as these artists were of Mugal school. We find a mixture of Mugal and western art in Patna School which were of middle standard. Color and shading was of Europeon style and were considered of lower standard by the Britishers by their false propagainda. Artist started learning their wash technique of water color. The artist who copied Britishers art was rewarded accordingly. This way the Patna School got started. The artist who properly copied the Britisher’s style was given the title of Company’s painter and was encouraged. According to Raja Rajeshwar Prasad Singh, Patna school was born in 19th century. The paintings,that the King and rich people of Patna got painted by the artist in there shelter were actually the work of Patna school. It does not look proper to call those paintings were done under the Britishers as belonging to Patna school. The name of Sewak Ram is important among the painters of that age along with Shiv Lal, Hulas Lal, Thumak Lal, Fakir Chand Lal and Jai Ram Das (1830-50). Shri Ram Krishan Das is of the opinion that the name, Patna School is in appropriate as the painting were popular in the whole country mainly in Bengal, Punjab, Maharashtra, westShow MoreRelatedFormal Critique of â€Å"Indian Summer Hudson River† Essay1466 Words   |  6 PagesAlbert Bierstadt (1830-1902) was an American artist and member of the Hudson River School. He was one of the first of the Hudson River Artist’s to paint beyond New York and see the unexplored west. Bierstadt’s paintings focused more upon the sublime in nature. His painting titled â€Å"Indian Summer Hudson River† was completed in 1861. It is an oil on canvas painting, which measures twenty-four inches in height by forty-one inches wide. One looks out across a secluded section of the Hudson River. ItRead MoreAn American Artist And Member Of The Hudson River School1255 Words   |  6 PagesAlbert Bierstadt (1830-1902) was an American artist and member of the Hudson River School. He was one of the first of the Hudson River Artist’s to paint beyond New York and see the unexplored west. Bierstadt’s paintings focused more upon the sublime in nature. His painting titled â€Å"Indian Summer Hudson River† was completed in 1861. It is oil on canvas painting, which measures twenty-four inches in height by forty-one inches wide. One looks out across a secluded section of the Hudson River. It isRead MoreNative Americans During Westward Expansion Essay1592 Words   |  7 Pagesoften saw the Indians as a threat to them and their families. However, this was not the main reason the Indians were pushed aside. The settlers saw the Indians had fertile land and wanted it for themselves. The Indians were the opposite of what the settlers thought they were. The Indians often helped the people moving west across the plains; giving them food, supplies, and acting as guides. However, the U.S. Government did not see this side of the Indians, instead they forced the Indians onto reservationsRead MoreEssay on Roy Lichtenstein893 Words   |  4 Pageson October 27th, 1923. He described his childhood as quiet and uneventful. His father was a realtor; his mother was a housewife. Art was not taught at the school Roy attended, but when he turned fourteen he began taking Saturday morning classes at the Parson’ School of Design. After he graduated from high school in 1940 he attended the School of Fine Art at Ohio State University. He was drafted however in 1943 in the middle of his education at Ohio State. While he was in the military he served inRead MoreThe Writings Of Christopher Columbus1053 Words   |  5 Pagesbut artists were able to capture the natural images and feeling they had through their paintings. Landscape paintings became of interest to artists as a way to depict nature, a man’s spiritual place in the world, and his relation to God. 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As a child he played â€Å"Cowboys and Indians† which had a huge influence in war since it is a game that imitates the supposed behavior of cowboys and Indians in a conflict, as in shooting, chasing, and capturing. He had found a book of the Franco-Prussian War and he had become very interested in war-related material. He was a very outgoing, confident, loving boy until his brother died of malaria, and that made him rebel against his parents andRead MoreThe Hill By Sir William Drummond Stewart902 Words   |  4 Pagesthe work of Miller, America got to see its untouched beautiful wilderness composed of vast mountain ranges and winding rivers. For majority of his career, Miller worked and lived in Baltimore. He then travelled to Paris in 1833 at the English Life School in Rome. Upon returning to America, he opened a portrait studio in Baltimore but had limited success. [2] In 1837, he moved to New Orleans, where a coincident encounter brought him and Stewart together. Stewart liked his work and invited him to accompanyRead MoreThe Expansion Of The United States1078 Words   |  5 Pagesof the nation with a great deal of $15 million from France. While, American development was influenced by westward expansion, the purchasing of more land created controversy. Many disagreed with the idea of expanding and taking over land because Indians who already occupied the land wasn’t included in the agreement that was made and the Constitution did not have any thing that supported this idea. Although, the Louisiana Purchase showed Jefferson s ability to make a logical political decision, itRead MoreArt Paper1409 Words   |   6 Pagescategory, style, or period. Art is very diverse, ranging from the beginning of the human being to today. Through the years, art has evolved dramatically from stick figures and two dimensional animals to three dimensional sculptures and intricate paintings. The artwork featured at the Seattle Art Museum shows many different types of art and features several different periods in which these artworks were created. Two pieces of art that stuck out the most at the museum was Albert Bierstadt’s Puget Sound

The Foolproof Argumentative Synthesis Essay Topics Strategy

The Foolproof Argumentative Synthesis Essay Topics Strategy The Fundamentals of Argumentative Synthesis Essay Topics Revealed There are lots of aspects about a sport that may be argued in an essay. Thus, for your coursework, you are going to want to have the very best ideas. The role of assigning an essay to middle school students is to make awareness and permit them to develop writing skills. Everyone would like to generate fantastic papers, get the greatest marks, and get the standing of a hardworking student. Understanding Argumentative Synthesis Essay Topics Whenever you make an order on our site, you get all extra guarantees. Just like any excellent essay, organization is important. If you aren't pleased with your paper, you can secure the total refund according to our company policy or ask us for corrections. Thus don't be concerned about writing homework and get our paper help when possible. Argumentative essays are frequently more philosophical and synthetic essays are devoted to a specific matter. Following that, you must construct your own claim, and compose an essay around that. Usually, it doesn't include references and quotes in it. It is crucial to select a great topic so as to compose a fantastic paper. The last price is based on the kind of paper, page sum, deadline, and other criteria. By way of example, in college, you might be requested to compose a paper from the opposing standpoint. There is not sufficient info to create a last choice. When there's information which goes against your key points, don't ignore it. Whether there are differences between sources, it's recommended that the paper shows information concerning the differences or similarities in an informative way. Make certain that you have read all your sources. You should employ a significant amount of sources. Many of your sources will likely have information that could support either side of an argument. The topic needs to be handled in a thorough and objective method. English language classes usually take a lot of writing. Sarcasm is employed in various situations, as an example, some might use it in order to clearly show their anger or dissatisfaction about something. When the paper was completed, the conclusion provides the last touches by giving suggestions or further comments. Getting in a position to compose a strong argument will allow you to succeed in society. You must be quite diligent in your approach so you can find with a very good work. A complete topic for a synthesis paper is one which encourages you to have a stance on a debatable iss ue. The Hidden Secret of Argumentative Synthesis Essay Topics Argumentative essay is about arguing and debating on a subject, which is debatable. Researching the topic permits you to find out more about what fascinates you, and should you pick something you truly like, writing the essay will be more enjoyable. In some manner, this issue of your upcoming essay is dependent on what you would like to do by your paper and the sources you rely on. A good topic for a synthesis essay is one which encourages you to opt for a position on a debatable topic. You don't need to acquire super technical with legal argumentative essays, but remember to do your homework on what the recent laws about your preferred topic actually say. Now that you know what a lousy topic appears like, it's time to chat about what an excellent topic resembles. Quite frequently, the very best topic is one which you truly care about, but you also will need to get well prepared to research it. It's important to select debatable argumentative essay topics as you need opposing points you could counter to your own points. New Questions About Argumentative Synthesis Essay Topics Lousy synthesis topics can arrive in a number of forms. Critical thinking and analysis must make sure high excellent synthesis essay content. Research is really the most important portion of the argumentative synthesis essay. If it is all about figuring out how to compose an AP English synthesis essay, it's important to open the official AP website with the present requirements and study the grading rubric to comprehend what things to concentrate on. In the instance of a synthesis essay, it's supplied by the instructor. Well, grading papers can be rather dull. In conclusion, to learn to compose a very good synthesis essay, a student should discover more regarding the area of research. The most important argument in favour of Walmart is it provides employment to a massive amount of people, while the little and medium towns also gain from a reduced quantity of trips to the neighborhood shop. Understanding how to compose a strong argumentative paper will help you advance your very own argumentative thinking. Bear in mind you can make funny argumentative essays if you do a few things. When you're picking your topic, bear in mind that it's much simpler to write about something which you currently have interest ineven in case you don't know a good deal about it.

Character Comparison - Hills Like White Elephants/A...

Stefanie A. Thomas Professor Judith Angona English 152 9 October 2012 Character Comparison – Two Repressed Women Both â€Å"Hills like White Elephants† by Ernest Hemingway and William Faulkner’s â€Å"A Rose for Emily† center around two women who are repressed by their lives’ circumstances. However, outside of their feelings, their situations could not be more different. Miss Emily Grierson is trapped in a life of solitude, despondency, and desperation. The girl, or â€Å"Jig†, is equally as desperate, but her repression is not born of loneliness or restraint—it is the child of her freedom. Repression comes in several forms, but it will suffocate and consume you. In â€Å"A Rose for Emily†, Miss Emily Grierson lives a life of quiet turmoil. Her†¦show more content†¦Ã¢â‚¬Å"Jig† is a young, modern woman who is faced with the decision of prolonging her freedom and the stability of her relationship or accepting motherhood and the responsibility that comes with it. It is not to say t hat motherhood is a prison; it is that motherhood would be the death of everything she loved, mainly travelling, and the very stability of her relationship with her lover, â€Å"the American†. â€Å"The American† says, â€Å"‘That’s the only thing that bothers us. It’s the only thing that’s made us unhappy.’† (Hemingway 115) which unequivocally shows that the center of conflict inside of their relationship is the presumed pregnancy. There are several instances in the story that â€Å"the American† reiterates â€Å"Jig’s† options for her future. Although he expresses that he would support and love her no matter what the ultimate choice is, she feels conflicted and her pain, which builds throughout the story and as the conversation progresses, becomes more obvious. What is most interesting is, as his second thoughts about the unspoken abortion spike, her resistance to discuss the topic any further grows in tandem. Although the two heroes’ love for one another is evident, there is the aching uncertainty between them: Is there room for a child in their relationship built of travelling, drinking, and discovery? â€Å"Jig’s† repression, just like Miss Emily’s, is inevitable because of their presented circumstance. TheseShow MoreRelatedANALIZ TEXT INTERPRETATION AND ANALYSIS28843 Words   |  116 Pagesor a short story. Events of any kind, of course, inevitably involve people, and for this reason it is virtually impossible to discuss plot in isolation from character. Character and plot are, in fact, intimately and reciprocally related, especially in modern fiction. A major function of plot can be said to be the representation of characters in action, though as we will see the action involved can be internal and psychological as well as external and physical. 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Relationship Combined Service Recommendation †MyAssignmenthelp

Question: Discuss about the Relationship Combined Service Recommendation. Answer: Introduction BidTaxi is one of the new platforms created with the help of the modern-day technology for the travelers for better travelling experience in a cab. BidTaxi which is a new taxi hailing service uses the technique of bidding of customers by the cab drivers, instead of the normal approach of having a fixed price set by the cab hailing organizations. The process of the working goes by, the best bid by the cab drivers is given the priority and gets selected. This paper briefly discusses about the business operation of BidTaxi cab haling service. This discourse will also bring in light about the benefits that are provided by the BidTaxi organization to their customers that is the cab drivers as well the riders. The unique method that the organization has choose separates them from the other taxi service providing platforms (Wong et al., 2014). The Ministry of transportation concerns with the civil transport, rail transport, road safety and other transportation systems of the country. This p aper enricher the goods of the bid taxi to the ministry of the transportation for convincing them for the approval. BidTaxi organization, which is one of the most unique cab service provider organization in Australia came up with an entirely new concept of business, in terms of providing taxi hailing services. The organization has already got global recognition due to their unique idea and easy approach of the platform used by customers. The service is easily accessible to the customers using the mobile technologies like the android and the iPhone, and in case the customer is unable to use the mobile technology can easily access the website developed by the organization. The idea which is developed by the organization is one of kind using the modern-day technologies. The organization had moved on from the old and fixed idea of having a fix price for the distance, where the fares are decided by the organization. Rather the organization uses the technique of bidding, that is when a customer is tries to book a cab, the cab drivers in the nearest fixed location gets the option for bidding for the pass enger and the bidding which gets best fit wins the bidding and approved (Rizan, Fadillah RP 2015). Once the customer starts the process, in the background the servers starts notifying the available drivers about every detail of the customer that is from where the customer is to be picked up, till where the customer will go and how many passengers are getting booked. The drivers check the requirements and accepts the booking, and now the drivers get the windows for starting the bidding process. In the bidding process, the driver analyses the requirements and sets a price accordingly (Raines et al., 2015). The cost of the ride is not only based on the distance and number of the passengers riding but may be subject to condition of the car, services provided in the car (like AC) and other comforts. In some cases, if only one cab is available for bidding, the bid placed by the driver gets confirmed if no other driver intervenes (Wang Cheu, 2013). The time efficiency of the service is j udged by the distance the driver is at from the pickup location. After choosing the taxi driver the particular driver is sent a message of confirmation and the taxi service is booked by the client. In order to achieve the desired goals which are set which are set by the organization in order ro gain maximum success. These sets of the rules are as follows. Drivers, who are enthusiastic to be a part of the BidTaxi organization, needs to get proper certification from the organization. Before the driver joins the driver has to pass some tests provided by the organizations driver needs to pass the minimum score set by the organization. There are several types of drills that the driver needs to follow (Dyer, 2017). After the completion of all the drills provided, the chauffeurs are gauged considering the time taken to complete the trainings and the slipups committed during the test process. After the process of the test, the drivers are further trained by the organization. The training process includes some basic driving skills enhancements and technique to use the application as a driver, that is how to bid, when to bid and other such functions (Benz Sumares, 2015). This process of hiring certified drivers is to make sure that the passengers who are using the bid taxi platform get the most secured drivers and there is minimum number of an y cases of accidents. The credit score that the driver earns during the test process and the training process, are present in the portal of the chauffeur through which they apply for the bid (Xie, Nie Liu, 2017). Customers accepting the bid can check the score of the driver in order to stay confident regarding the quality of service they are to receive. Insurance and road worthiness of the vehicle The organizations check for proper paper works of the car and the driver before launching the vehicle for the customers. The papers that are checked is the purchasing certificate of the car, the insurance of the vehicle the drivers license, the pollution of the car and other such papers. This is done in order to avoid any kind of legal controversies during the service period of the driver and the car (Tay Choi, 2016). Any kind of legal controversies during the service period affects the goodwill of the taxi driver as well as the platform that is providing support to the uninsured vehicle. The Bid taxi organization also checks the road worthiness of the vehicle before launching it in the platform. The roadworthiness of the vehicle is put under scrutiny by the organization (Bush, et al 2015). The vehicle is going to be used by the drivers are tested in various conditions, for example the off-road conditions, congested areas, sharp turns in order to check the availability of the braking system, engine system and other (Binion, et al 2015). On passing all the conditions in satisfactory terms the road worthiness of the vehicle is proved and the vehicle is hired. The organization also has a very effective ratings system. This is one of the best techniques to review any passenger or any driver (Khuong Dai, 2016). BidTaxi started using the policy of the customer rating the chauffeur and the chauffeur rating the customer. This mutual rating acts as the benefits for both the driver and the client. The entire system of the rating is anonymous, that is the drivers cannot see which customer gave what rating and the customers cannot see which driver gives what rating. The drivers as well as the customer can see the overall rating provided (Gany et al.,2015). The entire rating can only be seen by the management authorities. This process is to make sure that no one after the cab gets booked does any misbehave mutually. This also enhances the security of the customer. with increase in the rating of the driver the driver gets climb in position among the equivalent drivers and quantity of chances for doing a bid also increases, also the chances of gettin g selected by the client increases proportionally (Kong, et al 2017). There is a target benchmark of the rating system and on meeting the target fixed by the organization the drivers are gifted with extra bonus. The rating of the customers does not have any benchmark but only for the drivers to know how well the customer is. If the rating of the customer is low in 5 to 6 rides consecutively, the chances of getting a cab decreases. IF the rating is also low consecutively there are less chances for the driver to do a bid (Benz Sumares, 2015). One of the major technique developed by the organization in this process is that if the customer and the driver both has a low-ranking score, they get merged up in the in a ride. It may happen that a customer needs to use this unique platform but does not have any smartphone or it may also happen that the customer is not having credit or debit card to pay. The bid taxi has introduced many features for these types of the customers. If the customer is not having any smartphone can book cab using the website of the platform which is similar to smartphone application (Balafoutas et al., 2013). Also, in case no credit card can use the Osko or purchase gift cards from any bid taxi authorized supermarkets. And these cards can be recharged from any nearest bid taxi office. The bonus points in the Osko cards are also high as compared to the other methods of the payment system. The bonus points are achieved by the drivers can be used in future by the drivers as gift cards provided by the drivers (Yuan et al., 2013). The tips that the customer gives to the drivers can be used for donations in the charity. The points of the customers can be uses a discount coupon in the future rides of the customer. Suggestions for the Bid taxi organisation. The organization is one of the well-established company and the norms are also much advanced, but there is always some way for the betterment or improvement in the systems. One of the strategy which may increase the fame of the organization is complain generating system. This can help the drivers as well as the customers in terms of safety. The customer may complain about the things like the loss of any item, misbehave by the driver or the fellow passenger, or in any case of accident. Also, the same can be applicable for the drivers, the drivers can complain about any misbehave by the customers, in case of the road legal issues or any case of theft or mishandling of the car (Zeng Oren, 2014). This can help the customer more confident about the security and safety of both the customers and the drivers. This system needs to merge with the rating system that the one who is rating after the ride is completed can give comment about the ride or any issue in the system. A helpline number c an also be introduced to provide better facility. In case there is no internet connection the customer or the driver can use this phone number for lodging any complain. And further steps would be taken accordingly. One of the other security measure that can be taken, is placing a emery button inside the car. If any one needs any help can use this button to ask for help. Once the button gets triggered, the indicators and the horn of the gets activated and any police or people outside can spot such thing and run for help. One of the other thing the organization can done for the betterment of the business, is to sponsor the driver who are not having any car but is willing to join the service of the bid taxi organization. This may intern increase the profits of the organization. The organization can also hire car from the owners and use them for the platform. This will help the driver to get employment (Chen, Cui Li, 2018). The organization also can merge up with any car making or car selling organization in order to buy cars from that specified center and use them in their platform. This helps the organization by, if the driver for some reason leaves the organization, the car would be left vacant and the organization can hire a new driver and use the car further. Also, this will decrease the cost of car checking process again and again as the car would belong to the organization itself. Conclusion Thus, concluding the topic it can be said that the BidTaxi has started the project with a thought of making it a unique project and has been successful in achieving the target that they had set for themselves. The operation of the project is very much smooth and is very easy to use for both the customers and the drivers. The security services are of high standards as compared to other such platforms. The technique used by the organization grabs the attention of many customers as the prices to travel ha decreased because of the organization. The booking time and the cost is also very low, and the drivers gets desired amount of sum. The demand of the services is getting a increase day by day and would become of the feature business in future. Reference Balafoutas, L., Beck, A., Kerschbamer, R., Sutter, M. (2013). What drives taxi drivers? A field experiment on fraud in a market for credence goods.Review of Economic Studies,80(3), 876-891. Benz, A., Sumares, E. (2015). The Uber Controversy: a Public Choice Perspective. Binion, T., Minter, K. S., Brown-McCreery, H., Harris, M., Myers, J., Fields, B., Harr, J. (2015).U.S. Patent Application No. 14/047,256. Chen, Z., Cui, W., Li, X. (2018). Research on Decision-making of Urban Taxi Management Organization. Business Administration and Management, 1(1). Dyer, C. (2017). GP who certified taxi drivers without examining them gets 12 month suspension.BMJ: British Medical Journal (Online),358. Gany, F., Rau-Murthy, R., Mujawar, I., Prasad, L., Roberts, N. (2015). Increasing influenza vaccination in New York City taxi drivers: A community driven approach.Vaccine,33(22), 2521-2523. Khuong, M. N., Dai, N. Q. (2016). The Factors Affecting Customer Satisfaction and Customer Loyalty--A Study of Local Taxi Companies in Ho Chi Minh City, Vietnam.International Journal of Innovation, Management and Technology,7(5), 228. Kong, X., Xia, F., Wang, J., Rahim, A., Das, S. K. (2017). Time-location-relationship combined service recommendation based on taxi trajectory data.IEEE Transactions on Industrial Informatics,13(3), 1202-1212. Raines, R. T., Nesson, E. J., Lackey, D. A., Fritts, T., Bush, I. (2015).U.S. Patent Application No. 14/682,473. Rizan, M., Fadillah, E., RP, A. K. (2015). INFLUENCE OF SERVICE QUALITY AND FARE TOWARD CUSTOMER SATISFACTION AND ITS IMPACT ON CUSTOMER LOYALTY OF EXPRESS TAXI IN JAKARTA.JRMSI-Jurnal Riset Manajemen Sains Indonesia,6(2), 618-638. Tay, R., Choi, J. (2016). Factors associated with crashes involving taxi owners and non-owners: A case of moral hazard and adverse selection?.Accident Analysis Prevention,87, 78-82. Wang, H., Cheu, R. (2013). Operations of a taxi fleet for advance reservations using electric vehicles and charging stations.Transportation Research Record: Journal of the Transportation Research Board, (2352), 1-10. Wong, R. C. P., Szeto, W. Y., Wong, S. C., Yang, H. (2014). Modelling multi-period customer-searching behaviour of taxi drivers.Transportmetrica B: Transport Dynamics,2(1), 40-59. Xie, J., Nie, Y. M., Liu, X. (2017). Testing the proportionality condition with taxi trajectory data.Transportation Research Part B: Methodological,104, 583-601. Yuan, J., Zheng, Y., Xie, X., Sun, G. (2013). T-drive: Enhancing driving directions with taxi drivers' intelligence.IEEE Transactions on Knowledge and Data Engineering,25(1), 220-232. Zeng, C., Oren, N. (2014, August). Dynamic taxi pricing. In Proceedings of the Twenty-first European Conference on Artificial Intelligence (pp. 1135-1136). IOS Press.