Tuesday, 24 September 2013

TQP--TOTAL QUALITY PEOPLE

Having been exposed to a number of training programs, such as customer service, selling skills, and strategic planning, I have come to the conclusion that all these are great programs with one major challenge: None of them works unless they have the right foundation, and the right foundation is TQP. What is TQP? TQP is Total Quality People-- people with character, integrity, good values, and a positive attitude. Don't get me wrong. You do need all the other programs, but they will only work when you have the right foundation, and the foundation is TQP. For example, some customer service programs teach participants to say "please," and "thank-you," give smiles and handshakes. But how long can a person keep on a fake smile if he does not have the desire to serve? Besides, people can see through him. And if the smile is not sincere, it is irritating. My point is, there has to be substance over form, not form over substance. Without a doubt, one does need to remember "please" and "thank-you," the smiles, etc.-- they are very important. But keep in mind that they come a lot easier when accompanied by a desire to serve
  
Someone once approached Blaise Pascal, the famous French philosopher and said, "If I had your brains, I would be a better person." Pascal replied, "Be a better person and you will have my brains. The Calgary Tower stands at 190.8 meters. The total weight of the tower is 10,884 tons,
of which 6,349 tons is below ground (approximately 60%). This shows that some of the greatest buildings have the strongest foundations. Just like a great building stands on a strong foundation, so does success. And the foundation of success is attitude

Monday, 23 September 2013

How to overcome failure and achieve success

Everything man creates or acquires, begins in the form of DESIRE, desire is taken on the first lap of its journey, from the abstract to the concrete, into the workshop of the IMAGINATION, where PLANS for its transition are created and organized.

The formation of a DEFINITE, practical plan, or plans, through which this transformation may be made is a very important step. You will now be instructed how to build plans which will be practical:

A. Ally yourself with a group of as many people as you may need for the creation, and carrying out of your plan, or plans for the accumulation of money—making use of the “Master Mind” principle. (Compliance with this instruction is absolutely essential. Do not neglect it.)

B. Before forming your “Master Mind” alliance, decide what advantages, and benefits, you may offer the individual members of your group, in return for their cooperation. No one will work indefinitely without some form of compensation. No intelligent person will either request or expect another to work without adequate compensation, although this may not always be in the form of money.

C. Arrange to meet with the members of your “Master Mind” group at least twice a week, and more often if possible, until you have jointly perfected the necessary plan, or plans for the accumulation of money.

D. Maintain PERFECT HARMONY between yourself and every member of your “Master Mind” group. If you fail to carry out this instruction to the letter, you may expect to meet with failure. The “Master Mind” principle cannot obtain where PERFECT HARMONY does not prevail.

Keep in mind these facts:—
First.
You are engaged in an undertaking of major importance to you. To be sure of success, you must have plans which are faultless.
Second.
You must have the advantage of the experience, education, native ability and imagination of other minds. This is in harmony with the methods followed by every person who has accumulated a great fortune.
No individual has sufficient experience, education, native ability, and knowledge to insure the accumulation of a great fortune, without the cooperation of other people. Every plan you adopt, in your endeavor to accumulate wealth, should be the joint creation of yourself and every other member of your “Master Mind” group. You may originate your own plans, either in whole or in part, but SEE THAT THOSE PLANS ARE CHECKED, AND APPROVED BY THE MEMBERS OF YOUR “MASTER MIND” ALLIANCE.

Sunday, 22 September 2013

Step to building a positive personality

Step 1: Accept Responsibility


"Responsibilities gravitate to the person who can shoulder them."
                                                                                      --Elbert Hubbard



When people accept additional responsibility they are actually giving themselves a promotion. Responsible behavior is to accept accountability and that represents maturity. Acceptance of responsibility is a reflection of our attitude and the environment we operate in. Most people are quick to take credit for what goes right but very few would accept responsibility when things go wrong. A person who does not accept responsibility
is not absolved from being responsible. Our objective is to cultivate responsible behavior. Responsible behavior should be inculcated right from childhood. It cannot be taught without a certain degree of obedience
                                                



  People who don't accept responsibility shift the blame to their parents, teachers, genes, God, fate, luck or the stars. Johnny said, "Mama, Jimmy broke the window." Mama asked, "How did he do it?" Johnny replied, "I threw a stone at him and he ducked." People who use their privileges without accepting  responsibility usually end up losing them.                                                                                                       

Step 2: Consideration

One day, a ten-year-old boy went to an ice cream shop, sat at a table and asked the waitress, "How much is an ice-cream cone?" She said, "seventy-five cents." The boy started counting the coins he had in his hand. Then he asked how much a small cup of ice-cream was. The waitress impatiently replied, "sixty five cents." The boy said, "I will have the small ice-cream cup." He had his ice-cream, paid the bill and left. When the waitress came to pick up the empty plate, she was touched. Underneath were ten one cent coins as tip. The little boy had consideration for the waitress before he ordered his ice cream. He showed sensitivity and caring. He thought of others before himself

 

 If we all thought like the little boy, we would have a great place to live. Show consideration, courtesy, and politeness. Thoughtfulness shows a caring attitude.

 

 Step 3: Think Win / Win

A man died and St. Peter asked him if he would like to go to heaven or hell. The man asked if he could see both before deciding.

St. Peter took him to hell first and the man saw a big hall with a long table, lots of food onit and music playing. He also saw rows of people with pale, sad faces. They looked starved and there was no laughter. And he observed one more thing. Their hands were tied to four-foot forks and knives and they were trying to get the food from the center of the table to put into their mouths. But they couldn't. Then, he went to see heaven. There he saw a big hall with a long table, with lots of food
on the table and music playing. He noticed rows of people on both sides of the table with their hands tied to four-foot forks and knives also. But he observed there was something different here. People were laughing and were well-fed and healthy-looking. He noticed that they were feeding one another across the table. The result was happiness, prosperity, enjoyment, and gratification because they were not thinking of themselves alone; they were thinking win/win. The same is true of our lives. When we serve our customers, our families, our employers and employees, we automatically win.

 

 Step 4: Choose Your Words Carefully

A person who says what he likes usually ends up hearing what he doesn't like. Be tactful. Tact consists of choosing one's words carefully and knowing how far to go. It also means knowing what to say and what to leave unsaid. Talent without tact may not always be desirable. Words reflect attitude. Words can hurt feelings and destroy relationships. More people have been hurt by an improper choice of words than by any natural disaster. Choose what you say rather than say what you choose. That is the difference between wisdom and foolishness. Excessive talking does not mean communication. Talk less; say more. A fool speaks without thinking; a wise man thinks before speaking. Words spoken out of bitterness can cause irreparable damage. The way parents speak to their children in many instances shapes their children's destiny

 

 Step 5: Don't Criticize and Complain

When I talk of criticism I refer to negative criticism. Why should we not criticize? When a person is criticized, he becomes defensive. Does that mean we should never criticize, or can we give positive criticism? A critic is like a back-seat driver who drives the driver mad.

 Positive Criticism

What is constructive criticism? Criticize with a spirit of helpfulness rather than as a putdown. Offer solutions in your criticism. Criticize the behavior, not the person, because when we criticize the person, we hurt their self esteem. The right to criticize comes with the desire to help. As long as the act of criticizing does not give pleasure to the giver, it is okay. When giving criticism becomes a pleasure, it is time to stop. Some suggestions for giving criticism that motivates others




                        "We cannot always
                                       build the future for
                        our youth, but we
                                        can build the youth
                        for our future."
                                              —Franklin D.Roosevelt

Saturday, 21 September 2013

Blue print for success

This philosophy came as a counter to the belief "Winning is not everything, it is the only thing." This latter philosophy leads me to question the integrity of people who believe it to be true. It gives a distorted meaning to the words "killer instinct." If you ask a person on the street, "What is the meaning of killer instinct," most responses would be, "You have to win by hook or by crook." That is not killer instinct, that is pure dishonesty. To a good sportsman, killer instinct means:

1. You don't put in 100% but you put in 200%.
2. To win, we must cash in on our opponent's mistake. Not cashing in on an opponent'smistake is a mistake. 

However, playing foul to win is not killer instinct, it is outright dishonesty. Unfair winning may give temporary success but certainly not fulfillment.The reality is that life is a competition and we have to compete. In fact, competition makes competitive people grow. The objective is to win, no question--but to win fairly,
squarely, decently and by the rules. 


Great people leave something behind. Winners recognize that no one can make it alone. Even though champions get the medals, they realize that there are many people behind their success, without whom it would not have been possible. Their teachers, parents, coaches, fans, and mentors. One can never fully repay those who have helped winners. The only way to show a little gratitude is by helping those who are following. The following poem says it all.

                                                  THE BRIDGE BUILDER 
                                           
                                           An old man, going a lone highway,
                                           Came, at the evening, cold and gray,
                                           To a chasm, vast, and deep, and wide,

                                          Through which was flowing a sullen tide.
                                          The old man crossed in the twilight dim;
                                         The sullen stream had no fears for him;
                                         But he turned, when safe on the other side,
                                         And built a bridge to span the tide.
                                       "Old man," said a fellow pilgrim, near,
                                       "You are wasting strength with building here;
                                         Your journey will end with the ending day;
                                         You never again must pass this way;
                                         You have crossed the chasm, deep and wide--
                                         Why build you the bridge at the eventide?"

Qualities that make a person successful

1. Desire

The motivation to succeed comes from the burning desire to achieve a purpose. Napoleon Hill wrote, "Whatever the mind of man can conceive and believe, the mind can achieve." A young man asked Socrates the secret to success. Socrates told the young man to meet him near the river the next morning. They met. Socrates asked the young man to walk with him toward the river. When the water got up to their neck, Socrates took the young man by surprise and ducked him into the water. The boy struggled to get out but
Socrates was strong and kept him there until the boy started turning blue. Socrates pulled his head out of the water and the first thing the young man did was to gasp and take a deep breath of air. Socrates asked, 'What did you want the most when you were there?" The boy replied, "Air." Socrates said, "That is the secret to success. When youwant success as badly as you wanted the air, then you will get it." There is no other secret. A burning desire is the starting point of all accomplishment. Just like a small fire cannot give much heat, a weak desire cannot produce great results.


2. Commitment

Integrity and wisdom are the two pillars on which to build and keep commitments. This point is best illustrated by the manager, who told one of his staff members, "Integrity is keeping your commitment even if you lose money and wisdom is not to make such foolish commitments." Prosperity and success are the result of our thoughts and decisions. It is our decision what thoughts will dominate our lives. Success is not an accident. It is the result of our attitude.


Playing to Win Requires Commitment

There is a big difference between playing to win and playing not to lose. When we play to win, we play with enthusiasm and commitment; whereas when we play not to lose, we are playing from a position of weakness. When we play not to lose, we are playing to avoid failure. We all want to win, but very few are prepared to pay the price to prepare to win. Winners condition and commit themselves to winning. Playing to win comes out of inspiration, whereas playing not to lose comes out of desperation. There are no ideal circumstances. There will never be. To reach anywhere we cannot just drift nor lie at anchor. We need to sometimes sail with the wind and sometimes against it, but sail we must. Ask any coach or athlete what the difference between the best and the worst team is. There would be very little difference in their physique, talent and ability. The biggest difference you will find is emotional difference. The winning team has dedication and they
make the extra effort. To a winner, the tougher the competition




POSITIVE ATTITUDES: 
Positive attitudes toward learning will increa se your success. If you WANT to learn, you will be 
excited about new challenges and tasks. Learning opportunities are around every corner, 
you just need to look for them. Some examples are:
  • At work
  • Teacher and role models
  • Co-workers and supervisors
  • Magazines, newspapers, books
  • Internet
  • Volunteer/work placements
  • By teaching others what you know (train co-workers)
  • Workshops, classes and courses
  • By making mistakes
Check all that apply to you: 
  • I believe life-long learning will help me achieve my goals.
  • I am willing to make mistakes and learn from them.
  • I use every opportunity to learn
  • I am willing and excited to learn
  • I know which skills I want to develop
  • I set new goals regularly
  • I believe I can learn something new everyday 
Knowledge is power and the more knowledge you have the more you can offer to yourself and your community. If you want to
succeed you need to keep learning!
How does your attitude measure up? Answer these questions with (3) YES, (1) NO or (2) SOMETIMES.
  1.  Do you complain?
  2. Are you happy and smiling at work?
  3. Can you admit and fix your mistakes?
  4. Do you follow directions willingly?
  5. Do you need to be reminded to keep your mind on your task?
  6. Do you respect others ’ and their opinions?
  7. Can you adapt to new situations?
  8. Do you sulk when things don’t go your way?
  9. Are you a good friend?
  10. Do you talk about others’ behind their backs?
  11. Can you accept criticism without feeling hurt?
  12. Do you look on the bright side of things?
  13. Are you excited about meeting new people?
  14. Are you happy to learn new tasks? 
  15.  Are you polite? 
  16. Are you neat in your personal appearance? 
  17. Are you friendly? 
  18.  Are you truthful? 

  

 

 

 

 

 

 

 

 

 

 

 

 

 

There are eighty  questions and the highest possible sc ore is sixty-nine. Add your score and see the areas you should work to improve. 
59-69          Terrific attitude -Your smile shines everyday!
49-58           Very good- Your positive attitude shows!
39-48            Good- Some improvement needed.
Below 39       Poor- Concentrate on the weak areas
You can learn to change your attitude just as you can learn a skill. It takes willingness and effort but it is worth it. You w
ill enjoy every day to the fullest!

Friday, 20 September 2013

Success

Failure is the highway to success. Tom Watson Sr. said, "If you want to succeed, double your failure rate." If you study history, you will find that all stories of success are also stories of great failures. But people don't see the failures. They only see one side of the picture and they say that person got lucky: "He must have been at the right place at the right time."

 Let me share someone's life history with you.

 This was a man who failed in business at the age of 21 ; was defeated in a legislative race at age 22; failed again in business at age 24; overcame the death of his sweetheart at age 26; had a nervous breakdown at age 27; lost a congressional race at age 34; lost a senatorial race at age 45; failed in an effort to become vice-president at age 47; lost a senatorial race at age 49; and was elected president of the United States at age 52. This man was Abraham Lincoln.

 Would you call him a failure?  He could have quit. But to Lincoln, defeat was a detour and not a dead end. In 1913, Lee De Forest, inventor of the triodes tube, was charged by the district attorney for using fraudulent means to mislead the public into buying stocks of his company by claiming that he could transmit the human voice across the Atlantic. He was publicly humiliated. Can you imagine where we would be without his invention? A New York Times editorial on December 10, 1903, questioned the wisdom of the Wright Brothers who were trying to invent a machine, heavier than air, that would fly. One week later, at Kitty Hawk, the Wright Brothers took their famous flight.  Colonel Sanders, at age 65, with a beat-up car and a $100 check from Social Security, realized he had to do something. He remembered his mother's recipe and went out selling. How many doors did he have to knock on before he got his first order? It is estimated that he had knocked on more than a thousand doors before he got his first
order. How many of us quit after three tries, ten tries, a hundred tries, and then we say we tried as hard as we could? As a young cartoonist, Walt Disney faced many rejections from newspaper editors, who said he had no talent. One day a minister at a church hired him to draw some cartoons. Disney was working out of a small mouse infested shed near the church. After seeing a small mouse, he was inspired. That was the start of Mickey Mouse. Successful people don't do great things, they only do small things in a great way. One day a partially deaf four year old kid came home with a note in his pocket from his teacher, "Your Tommy is too stupid to learn, get him out of the school." His mother read the note and answered, "My Tommy is not stupid to learn, I will teach him myself." And that Tommy grew up to be the great Thomas Edison. Thomas Edison had only three months of formal schooling and he was partially deaf. Henry Ford forgot to put the reverse gear in the first car he made. Do you consider these people failures? They succeeded in spite of problems, not in the
absence of them. But to the outside world, it appears as though they just got lucky. All success stories are stories of great failures. The only difference is that every time they failed, they bounced back. This is called failing forward, rather than backward. You learn and move forward. Learn from your failure and keep moving. In 1914, Thomas Edison, at age 67, lost his factory, which was worth a few million
dollars, to fire. It had very little insurance. No longer a young man, Edison watched his lifetime effort go up in smoke and said, "There is great value in disaster. All our mistakes are burnt up. Thank God we can start anew." In spite of disaster, three weeks later, he invented the phonograph. What an attitude! Below are more examples of the failures of successful people:

 
1. Thomas Edison failed approximately 10,000 times while he was working on the light bulb.
2. Henry Ford was broke at the age of 40.
3. Lee Iacocca was fired by Henry Ford II at the age of 54.
4. Young Beethoven was told that he had no talent for music, but he gave some of the best music to the world.

 
Setbacks are inevitable in life. A setback can act as a driving force and also teach us humility. In grief you will find courage and faith to overcome the setback. We need to learn to become victors, not victims. Fear and doubt short-circuit the mind. Ask yourself after every setback: What did I learn from this experience? Only then will you be able to turn a stumbling block into a stepping stone.




 help you create an Action Plan for the rest of your life. If you have never created an Action Plan, it defines three things:

1. What you want to achieve
2. How you expect to achieve it
3. When you plan to achieve it


As you read this , keep a notebook handy, divided into three sections: your goals, the stages in which you plan to reach them, and your timetable for success. By the time you finish reading this book, your notebook will be the foundation on which you can build your new life. The principles in this book are universal. They are applicable in any situation, organization, or country. As Plato said, "Truths are eternal." Throughout the book I have used masculine gender, only for the purpose of ease in writing. The principles apply to both genders and are based on the premise that most people fail not because of lack of ability or intelligence but because of lack of desire,direction, dedication, and discipline. 


 A moral story

 There was a farmer in Africa who was happy and content. He was happy because he was content. He was content because he was happy. One day a wise man came to him and told him about the glory of diamonds and the power that goes along with them. The wise man said, "If you had a diamond the size of your thumb, you could have your own city. If you had a diamond the size of your fist, you could probably own your own country." And then he went away. That night the farmer couldn't sleep. He was unhappy and he was discontent. He was unhappy because he was discontent and discontent because he was unhappy. The next morning he made arrangements to sell off his farm, took care of his family and went in search of diamonds. He looked all over Africa and couldn't find any. He looked all through Europe and couldn't find any. When he got to Spain, he was emotionally, physically and financially broke. He got so disheartened that he threw himself into the Barcelona River and committed suicide. Back home, the person who had bought his farm was watering the camels at a stream that ran through the farm. Across the stream, the rays of the morning sun hit a stone and made it sparkle like a rainbow. He thought it would look good on the mantle piece. He picked up the stone and put it in the living room. That afternoon the wise man came and saw the stone sparkling. He asked, "Is Hafiz back?" The new owner said, "No, why do you ask?" The wise man said, "Because that is a diamond. I recognize one when I see one." The man said, no, that's just a stone I picked up from the stream. Come, I'll show you. There are many more." They went and picked some samples and sent them for analysis. Sure enough, the stones were diamonds. They found that the farm was indeed covered with acres and acres of diamonds.* 

What is the moral of this story?
 

There are five morals:

1. When our attitude is right, we realize that we are all walking on acres and acres ofdiamonds.

       · Attributed to Dr Russel Conwell .
       · Opportunity is always under our feet. We don't have to go anywhere. All we needto do     is    recognize it.


2. The grass on the other side always looks greener.
3. While we are dyeing the grass on the other side, there are others who are dyeing the grass on    our side. They would be happy to trade places with us.
4. When people don't know how to recognize opportunity, they complain of noise when it knocks.
5. The same opportunity never knocks twice. The next one may be better or worse, but it is never the same one

Thursday, 19 September 2013

Poverty

Poverty, condition of having insufficient resources or income. In its most extreme form, poverty is a lack of basic human needs, such as adequate and nutritious food, clothing, housing, clean water, and health services. Extreme poverty can cause terrible suffering and death, and even modest levels of poverty can prevent people from realizing many of their desires. The world’s poorest people—many of whom live in developing areas of Africa, Asia, Latin America, and eastern Europe—struggle daily for food, shelter, and other necessities. They often suffer from severe malnutrition, epidemic disease outbreaks, famine, and war. In wealthier countries—such as the United States, Canada, Japan, and those in western Europe—the effects of poverty may include poor nutrition, mental illness, drug dependence, crime, and high rates of disease.


Extreme poverty, which threatens people’s health or lives, is also known as destitution or absolute poverty. In the United States, extreme poverty is traditionally defined as having an annual income that is less than half of the official poverty line (an income level determined by the Bureau of the Census). Extreme poverty in developing nations, as defined by international organizations, means having a household income of less than U.S.$1 per day. Relative poverty is the condition of having fewer resources or less income than others within a society or country, or compared to worldwide averages. In developed countries, relative poverty often is measured as having a family income less than one-half of the median income for that country.


The reasons for poverty are not clear. Some people believe that poverty results from a lack of adequate resources on a global level—resources such as land, food, and building materials—that are necessary for the well-being or survival of the world’s people. Others see poverty as an effect of the uneven distribution of resources around the world on an international or even regional scale. This second line of reasoning helps explain why many people have much more than they need to live in comfort, while many others do not have enough resources to live.


Poverty has been a concern in societies since before the beginning of recorded history. According to sociologists and anthropologists, social stratification—the division of a society into a hierarchy of wealth, power, and status—was a defining characteristic of the earliest civilizations, including those of ancient Egypt, Sumer in the Middle East, and the Indus Valley of what is now India. The rulers and other powerful or wealthy members of these civilizations frequently mistreated the poor, sometimes subjecting them to hard labor or enslaving them.

Babylonian, Talmudic, and early Christian writings from later times entreat people with resources and good fortune to relate to the poor with compassion. As the powerful nations of Western civilization became established, they codified relationships between the poor and nonpoor into law, as was done in Babylonia (see Code of Hammurabi). The present-day welfare systems of the United Kingdom, the United States, and Canada evolved from a 17th-century British legal act known commonly as the Poor laws.


The economies of the former colonies in Africa, Asia, and Latin America began to change only in the mid-20th century when they gained political independence. Most former colonies came to be known as developing countries or, collectively, as the Third World. The Third World is home to the world’s poorest people. The countries of eastern Europe—which were formerly part of the Union of Soviet Socialist Republics (USSR) and the Communist bloc—and the People’s Republic of China are sometimes referred to as the Second World. These countries have vast rural territories and a legacy of state-owned property, facilities, and equipment (as for farming) from the years of Communist rule. They have become industrialized but many still have high levels of poverty. The former colonizing countries, which have highly industrialized and postindustrial (service- and information-based) economies, have become known generally as developed countries.




Causes of poverty




There are different causes having in poverty the following are major:


  1. Over population

  Overpopulation, the situation of having large numbers of people with too few resources and too little space, is closely associated with poverty. It can result from high population density (the ratio of people to land area, usually expressed as numbers of persons per square kilometer or square mile) or from low amounts of resources, or from both. Excessively high population densities put stress on available resources. Only a certain number of people can be supported on a given area of land, and that number depends on how much food and other resources the land can provide. In countries where people live primarily by means of simple farming, gardening, herding, hunting, and gathering, even large areas of land can support only small numbers of people because these labor-intensive subsistence activities produce only small amounts of food.
 

       In developed countries such as the United States, Japan, and the countries of western Europe, overpopulation generally is not considered a major cause of poverty. These countries produce large quantities of food through mechanized farming, which depends on commercial fertilizers, large-scale irrigation, and agricultural machinery. This form of production provides enough food to support the high densities of people in metropolitan areas.


A country’s level of poverty can depend greatly on its mix of population density and agricultural productivity. Bangladesh, for example, has one of the world’s highest population densities, with 1,147 persons per sq km (2,970 persons per sq mi). A large majority of the people of Bangladesh engage in low-productivity manual farming, which contributes to the country’s extremely high level of poverty. Some of the smaller countries in western Europe, such as The Netherlands and Belgium, have high population densities as well. These countries practice mechanized farming and are involved in high-tech industries, however, and therefore have high standards of living.


At the other end of the spectrum, many countries in sub-Saharan Africa have population densities of less than 30 persons per sq km (80 persons per sq mi). Many people in these countries practice manual subsistence farming; these countries also have infertile land and lack the economic resources and technology to boost productivity. As a consequence, these nations are very poor. The United States has both relatively low population density and high agricultural productivity; it is one of the world’s wealthiest nations



Terrerism

Terrorism, the deliberate creation and exploitation of fear for bringing about political change. All terrorist acts involve violence or—equally important—the threat of violence. These violent acts are committed by nongovernmental groups or individuals—that is, by those who are neither part of nor officially serving in the military forces, law enforcement agencies, intelligence services, or other governmental agencies of an established nation-state.

Terrorists attempt not only to sow panic but also to undermine confidence in the government and political leadership of their target country. Terrorism is therefore designed to have psychological effects that reach far beyond its impact on the immediate victims or object of an attack. Terrorists mean to frighten and thereby intimidate a wider audience, such as a rival ethnic or religious group, an entire country and its political leadership, or the international community as a whole.

Terrorist groups generally have few members, limited firepower, and comparatively few organizational resources. For this reason they rely on dramatic, often spectacular, bloody and destructive acts of hit-and-run violence to attract attention to themselves and their cause. Through the publicity generated by their violence, terrorists seek to obtain the leverage, influence, and power they otherwise lack.

What is terrorism


The word terrorism was first used in France to describe a new system of government adopted during the French Revolution (1789-1799). The regime de la terreur (Reign of Terror) was intended to promote democracy and popular rule by ridding the revolution of its enemies and thereby purifying it. However, the oppression and violent excesses of the terreur transformed it into a feared instrument of the state. From that time on, terrorism has had a decidedly negative connotation. The word, however, did not gain wider popularity until the late 19th century when it was adopted by a group of Russian revolutionaries to describe their violent struggle against tsarist rule. Terrorism then assumed the more familiar antigovernment associations it has today.



 Terrorism is by nature political because it involves the acquisition and use of power for the purpose of forcing others to submit, or agree, to terrorist demands. A terrorist attack, by generating publicity and focusing attention on the organization behind the attack, is designed to create this power. It also fosters an environment of fear and intimidation that the terrorists can manipulate. As a result terrorism’s success is best measured by its ability to attract attention to the terrorists and their cause and by the psychological impact it exerts over a nation and its citizenry. It differs in this respect from conventional warfare, where success is measured by the amount of military assets destroyed, the amount of territory seized, and the number of enemy dead.

Terrorists typically attempt to justify their use of violence by arguing that they have been excluded from, or frustrated by, the accepted processes of bringing about political change. They maintain that terrorism is the only option available to them, although their choice is a reluctant—even a regrettable—one. Whether someone agrees with this argument or not often depends on whether the person sympathizes with the terrorists’ cause or with the victims of the terrorist attack. The aphorism “One man’s terrorist is another man’s freedom fighter” underscores how use of the label terrorism can be highly subjective depending upon one’s sympathies. 

At the same time terrorist acts—including murder, kidnapping, bombing, and arson—have long been defined in both national and international law as crimes. Even in time of war, violence deliberately directed against innocent civilians is considered a crime. Similarly, violence that spreads beyond an acknowledged geographical theater of war to violate the territory of neutral or noncombatant states is also deemed a war crime.





Child abuse

Child Abuse, intentional acts that result in physical or emotional harm to children. The term child abuse covers a wide range of behavior, from actual physical assault by parents or other adult caretakers to neglect of a child’s basic needs. Child abuse is also sometimes called child maltreatment.


Although the extent of child abuse is difficult to measure, it is recognized as a major social problem, especially in industrialized nations. It occurs in all income, racial, religious, and ethnic groups and in urban and rural communities. It is, however, more common in some groups, especially those below the poverty line. 


Cultures around the world have different standards in deciding what constitutes child abuse. In Sweden, for example, the law prohibits any physical punishment of children, including spanking. By contrast, in some countries of Asia, Africa, and the Caribbean, parents are expected to punish their children by hitting them.




There are several different types of child abuse, and some children experience more than one form. Physical abuse includes deliberate acts of violence that injure or even kill a child. Unexplained bruises, broken bones, or burn marks on a child may be signs of physical abuse. Sexual abuse occurs when adults use children for sexual gratification or expose them to sexual activities. Sexual abuse may begin with kissing or fondling and progress to more intrusive sexual acts, such as oral sex and vaginal or anal penetration. Emotional abuse destroys a child’s self-esteem. Such abuse commonly includes repeated verbal abuse of a child in the form of shouting, threats, and degrading or humiliating criticism. Other types of emotional abuse are confinement, such as shutting a child in a dark closet, and social isolation, such as denying a child friends.

 The most common form of child abuse is neglect. Physical neglect involves a parent’s failure to provide adequate food, clothing, shelter, or medical care to a child. It may also include inadequate supervision and a consistent failure to protect a child from hazards or danger. Emotional neglect occurs when a parent or caretaker fails to meet a child’s basic needs for affection and comfort. Examples of emotional neglect include behaving in a cold, distant, and un affectionate way toward a child, allowing a child to witness chronic or severe spousal abuse, allowing a child to use alcohol or drugs, and encouraging a child to engage in delinquent behavior. Another form of neglect involves failing to meet a child’s basic education needs, either by failing to enroll a child in school or by permitting a child to skip school frequently


Causes




 Many people have difficulty understanding why any person would hurt a child. The public often assumes that people who abuse their children suffer from mental disorders, but fewer than 10 percent of abusers have mental illnesses. Most abusers love their children but tend to have less patience and less mature personalities than other parents. These traits make it difficult to cope with the demands of their children and increase the likelihood of physical or emotional abuse. 

However, there is no single explanation for child maltreatment. Child abuse results from a complex combination of personal, social, and cultural factors. These may be grouped into four primary categories: (1) intergenerational transmission of violence, (2) social stress, (3) social isolation and low community involvement, and (4) family structure.



Wednesday, 18 September 2013

Stress

Stress (psychology), an unpleasant state of emotional and physiological arousal that people experience in situations that they perceive as dangerous or threatening to their well-being. The word stress means different things to different people. Some people define stress as events or situations that cause them to feel tension, pressure, or negative emotions such as anxiety and anger. Others view stress as the response to these situations. This response includes physiological changes—such as increased heart rate and muscle tension—as well as emotional and behavioral changes. However, most psychologists regard stress as a process involving a person’s interpretation and response to a threatening event.

Stress is a common experience. We may feel stress when we are very busy, have important deadlines to meet, or have too little time to finish all of our tasks. Often people experience stress because of problems at work or in social relationships, such as a poor evaluation by a supervisor or an argument with a friend. Some people may be particularly vulnerable to stress in situations involving the threat of failure or personal humiliation. Others have extreme fears of objects or things associated with physical threats—such as snakes, illness, storms, or flying in an airplane—and become stressed when they encounter or think about these perceived threats. Major life events, such as the death of a loved one, can cause severe stress


Stress can have both positive and negative effects. Stress is a normal, adaptive reaction to threat. It signals danger and prepares us to take defensive action. Fear of things that pose realistic threats motivates us to deal with them or avoid them. Stress also motivates us to achieve and fuels creativity. Although stress may hinder performance on difficult tasks, moderate stress seems to improve motivation and performance on less complex tasks. In personal relationships, stress often leads to less cooperation and more aggression


If not managed appropriately, stress can lead to serious problems. Exposure to chronic stress can contribute to both physical illnesses, such as heart disease, and mental illnesses, such as anxiety disorders. The field of health psychology focuses in part on how stress affects bodily functioning and on how people can use stress management techniques to prevent or minimize disease.




Discrimination

Discrimination, different treatment of others based solely on their membership in a socially distinct group or category, such as race, ethnicity, sex, religion, age, or disability. Discrimination can be viewed as favorable or unfavorable, depending on whether a person receives favors or opportunities, or is denied them. For example, a senior citizens’ discount shows favorable discrimination toward senior citizens. However, in modern usage, discrimination is usually considered unfavorable. This article discusses unfavorable discrimination.


Economic Discrimination




In early common law, discrimination referred to improper distinctions in economic transactions. For example, discrimination occurred if a person who was engaged in a common calling, such as an innkeeper, refused to serve an orderly patron, or if a common carrier refused to transport the goods of one person in preference to those of another.


By and large, economic discrimination by private parties remains lawful in a free-enterprise system unless prohibited by common-law rules or statutes. The earliest statute was the British Railway Clauses Consolidation Act of 1845, which prohibited a common carrier from charging one person more for carrying freight than was charged to others for the same service.


This legislation served as a model for federal and state statutes in the United States, including the 1887 Interstate Commerce Act. Other important federal statutes are the Robinson-Patman Act (1936), which bars sellers of commodities in interstate commerce from discriminating in price between purchasers of goods of like grade and quality, and laws prohibiting discrimination in the rates set for land, sea, and air transportation.


Racial and ethnic discrimination


One of the most pervasive forms of discrimination in the United States, and elsewhere, is that directed toward racial and ethnic groups. The Constitution of the United States recognized the legality of slavery, and the vast majority of slaves were black Africans and their descendants. The Emancipation Proclamation of 1863 and the constitutional amendments that followed the American Civil War (1861-1865) changed the legal status of African Americans, but a series of decisions by the Supreme Court of the United States struck down federal statutes designed to enforce the amendments. The most important of these decisions declared unconstitutional a law that outlawed racial discrimination by private individuals. The Court also upheld state-enforced segregation. For decades after Reconstruction, the absence of adequate federal laws permitted discrimination against African Americans in employment and housing, public accommodations, the judicial system, and voting. This discrimination was further legitimized by the Supreme Court’s notorious ruling in Plessy v. Ferguson (1896), which upheld legally enforced segregation in public transportation and established the so-called “separate but equal” doctrine.


Discriminatory practices remained largely unchallenged until 1941, when President Franklin Delano Roosevelt issued an executive order forbidding discrimination in employment by a company working under a government defense contract. States began to legislate against discrimination in 1945. By 1964, when the federal Civil Rights Act largely superseded state legislation, 25 states had legal prohibitions against discrimination in employment and 31 states had laws against discrimination in public accommodations. Some states banned discrimination in the sale and rental of private housing, and some prohibited discrimination in college admissions. However, methods of enforcing such laws varied from state to state and were largely ineffectual.


On the national level, a major blow against discrimination was the unanimous Supreme Court decision in May 1954 in Brown v. Board of Education, in which the intentional segregation of African American children in public schools was held to violate the 14th Amendment to the Constitution. Over bitter opposition, Congress passed the Civil Rights Act of 1957, but only the right to vote was expressly addressed; other provisions of the act established a new civil rights division in the Department of Justice and a fact-finding Civil Rights Commission. The Civil Rights Act of 1964 outlawed racial discrimination in most hotels, restaurants, and other public facilities; prohibited unions and certain categories of employers from practicing discrimination; and banned registrars from applying different standards to white and black voting applicants, a provision that was strengthened by the Voting Rights Act of 1965 and its later amendments. The 1964 law also authorized the U.S. attorney general to file suit when a “pattern or practice” of widespread discrimination was found; federal financial aid could then be withdrawn from programs in which racial discrimination persisted.


In 1968 Congress passed the Fair Housing Act, barring racial discrimination in the sale, rental, or financing of housing in which federal moneys are involved by way of loans, mortgages, or grants. Racial discrimination in employment by a state government agency was banned in 1972, and U.S. attorneys were authorized to sue noncomplying state agencies; similarly, the Equal Employment Opportunity Commission, established in 1964, was authorized to file suit


Racial discrimination practiced against Hispanic Americans is also widespread, and has generally assumed traditional forms, including discriminatory policies in employment, housing, and access to the judicial system, but it has also involved such issues as bilingual education, fair treatment by the communications media, and prison reform. The Puerto Rican Legal Defense Fund and the Mexican American Legal Defense Fund have worked to defend the rights of Hispanic people.


Asian Americans have also suffered discrimination, notably in immigration quotas and in employment and housing. The most egregious example was the forced evacuation of Japanese Americans from the West Coast during World War II—an event upheld by the Supreme Court in 1944 but repudiated by Congress many years later.




Discrimination against women


American women have historically been victimized by discrimination in voting (which was not secured for women until a 1920 constitutional amendment), employment, and other civil rights (for many years, for example, women were denied the right to serve on juries). In the late 1960s women organized to demand legal equality with men. They founded the National Organization for Women and other groups to press for equality in education, employment, and government. As a result of the 1964 Civil Rights Act, women made some gains against employment discrimination. During the 1970s, the effort was pressed not only against discriminatory practices but also against outmoded attitudes toward the role of women in society. In 1972 Congress passed the Equal Rights Amendment (ERA) to the Constitution and submitted it to the states for ratification. The ERA was designed to eliminate the last vestiges of legal discrimination against women. With only 35 of the required 38 states ratifying the amendment, however, the necessary approval was not secured by the 1982 deadline. Although this was a defeat for the feminist movement, working toward the ERA built a skilled leadership of female politicians and lobbyists. The goals of the ERA are being achieved through piecemeal legislation and through several lawsuits brought to the Supreme Court under the Equal Protection Clause of the 14th Amendment to the U.S. Constitution.


came to America, Native Americans have been forcibly deprived of their lands and denied civil rights. Congress enacted the Indian Civil Rights Act in 1968, and the federal courts have entertained a number of suits designed to restore to Native American tribes ancestral lands and hunting and fishing rights. Many religious groups, including Roman Catholics, Jews, and others, have been discriminated against as well.


Discrimination has also taken other forms. For many years urban voters were denied equal representation in Congress and state legislatures; the elderly have been faced with discrimination in employment and housing, despite federal and state laws designed to prevent such practices; former prisoners and mental patients have suffered legal disabilities after their terms of confinement ended; and some aliens have been denied equal employment opportunities. People with physical disabilities have endured discrimination in employment and access to public facilities and transportation; the Americans with Disabilities Act of 1990 addressed these problems on the national level.


A widespread form of discrimination exists against homosexuals, who historically have endured prejudice because of social and sexual taboos. Few state or local laws exist to protect the rights of lesbians and gay men against discrimination. In 1986 the U.S. Supreme Court ruled that the Constitution does not protect private homosexual relations among consenting adults. This decision led to aggressive action by the gay community to counteract prejudice and to lobby for legal protections. In response, conservative groups in some states sought to ban local anti discrimination laws that protected gay people. In 1996 the U.S. Supreme Court ruled that states cannot make it more difficult for homosexuals than others to seek anti discrimination laws from local and state legislatures. The Court overturned its 1986 ruling in a landmark decision in 2003. In Lawrence v. Texas the Court nullified laws in 13 states that criminalized homosexual behavior, finding that such laws were demeaning and violated the right to privacy.












Abortion

Abortion, termination of a pregnancy before birth, resulting in the death of the fetus. Some abortions occur naturally because a fetus does not develop normally or because the mother has an injury or disorder that prevents her from carrying the pregnancy to term. This type of spontaneous abortion is commonly known as a miscarriage. Other abortions are induced—that is, intentionally brought on—because a pregnancy is unwanted or presents a risk to a woman’s health, or because the fetus is likely to have severe physical or mental health problems





Induced abortion, the focus of this article, is one of today’s most intense and polarizing ethical and philosophical issues. Modern medical techniques have made induced abortions simpler and less dangerous. But in the United States, the debate over abortion has led to legal battles in the courts, in the Congress of the United States, and state legislatures. The debate has spilled over into confrontations, which are sometimes violent, at clinics where abortions are performed


Abortion Method


1. Drug-Based Abortion Methods

  Legal surgical abortion, when done by a trained provider, is essentially 100 percent effective. A number of surgical methods can be used to induce abortions. To end a pregnancy before it reaches eight weeks, a doctor typically performs a preemptive abortion or an early uterine evacuation. In both procedures a narrow tube called a cannula is inserted through the cervix (the opening to the uterus) into the uterus. The cannula is attached to a suction device, such as a syringe, and the contents of the uterus, including the fetus, are extracted. Preemptive abortion uses a smaller cannula and is performed in the first four to six weeks of pregnancy. Early uterine evacuation, which uses a slightly larger cannula, is performed in the first six to eight weeks of pregnancy. Both types of abortions typically require no anesthesia and can be performed in a clinic or physician’s office. The entire procedure lasts for only several minutes. In preemptive abortions the most common complication is infection. Women who undergo early uterine evacuation may experience heavy bleeding for the first few days after the procedure.
 Vacuum aspiration is a procedure used for abortions in the 6th to 14th week of pregnancy. It requires that the cervix be dilated, or enlarged, so that a cannula can be inserted into the uterus. Progressively larger, tapered instruments called dilators may be used to dilate the cervix. During the procedure, the cannula is attached to an electrically powered pump that removes the contents of the uterus. In some cases, the lining of the uterus must also be scraped with a spoonlike tool called a curette to loosen and remove tissue. This procedure is referred to as curettage. Vacuum aspiration may require local anesthesia and can be performed in a clinic or physician’s office. Minor bruising or injuries to the cervix may occur when the cannula is inserted



Dilation and curettage (D&C), performed during the 6th to 16th week of pregnancy, involves dilating the cervix and then scraping the uterine lining with a curette to remove the contents. A D&C often requires general anesthesia and must be performed in a clinic or hospital. Possible complications include a reaction to the anesthesia and cervical injuries. Since the development of vacuum aspiration, the use of D&C has declined

 After the first 16 weeks of pregnancy, abortion becomes more difficult. One method that can be used during this period is dilation and evacuation (D&E), which requires greater dilation of the cervix than other methods. It also requires the use of suction, a large curette, and a grasping tool called a forceps to remove the fetus. D&E is a complicated procedure because of the larger size of the fetus and the thinner walls of the uterus, which stretch to accommodate a growing fetus. Bleeding in the uterus often occurs. D&E is often performed under general anesthesia in a clinic or hospital. It is typically used in the first weeks of the second trimester but can be performed up to the 24th week of pregnancy.




An induction abortion can also be performed in the second trimester, usually between the 16th and 24th week of pregnancy. In this type of abortion a small amount of amniotic fluid, the fluid that surrounds the fetus, is withdrawn and replaced with another fluid. About 24 to 48 hours later, the uterus begins to contract and the fetus is expelled. When this method was first developed, physicians used a strong saline (salt) solution to abort the fetus; today they may also use solutions containing prostaglandins or pitocin, a synthetic form of a chemical produced by the pituitary gland that induces labor. Heavy bleeding, infection, and injuries to the cervix can occur. This procedure is performed in the hospital and requires a stay of one or more days.



2. Social and ethical issues

Abortion has become one of the most widely debated ethical issues of our time. On one side are pro-choice supporters—individuals who favor a woman’s reproductive rights, including the right to choose to have an abortion. On the other side are the pro-life advocates, who may oppose abortion for any reason or who may only accept abortion in extreme circumstances, as when the mother’s life would be threatened by carrying a pregnancy to term. At one end of this ethical spectrum are pro-choice defenders who believe the fetus is only a potential human being when it becomes viable, that is, able to survive outside its mother’s womb. Until this time the fetus has no legal rights—the rights belong to the woman carrying the fetus, who can decide whether or not to bring the pregnancy to full term. At the other end of the spectrum are pro-life supporters who believe the fetus is a human being from the time of conception. As such, the fetus has the legal right to life from the moment the egg and sperm unite. Between these positions lies a continuum of ethical, religious, and political positions.

A variety of ethical arguments have been made on both sides of the abortion issue, but no consensus or compromise has ever been reached because, in the public policy debate, the most vocal pro-choice and pro-life champions have radically different views about the status of a fetus. Embryology, the study of fetal development, offers little insight about the fetus’s status at the time of conception, further confounding the issue for both sides. In addition, the point during pregnancy when a fetus becomes viable has changed over the years as medical advances have made it possible to keep a premature baby alive at an earlier stage. The current definition of viability is generally accepted at about 24 weeks gestation; a small percentage of babies born at about 22 weeks gestation have been kept alive with intensive medical care. Despite the most advanced medical care, however, babies born prematurely are more at risk for long-term medical and developmental problems.













Monday, 16 September 2013

Autism


Autism, disorder that affects the social, emotional, and behavioral development of children. Autism is marked by serious difficulties in interacting and communicating with other people. Other symptoms may include constantly repeating certain actions or behaviors, or having intense interests restricted to only particular things or topics. Symptoms of autism usually appear before the age of three and can last the rest of a person’s lifetime. Autism is at least four times more common in boys than in girls.


The term autism comes from Greek auto, meaning “self,” and refers to an abnormal withdrawal from the world outside oneself. The American psychiatrist Leo Kanner first described the disorder in 1943. Autism was originally thought to be a form of schizophrenia, but it has been recognized since the 1960s as a distinct developmental disorder that is not a psychosis. Modern researchers now identify a wide “spectrum” of autism symptoms that may occur in different combinations or with different severities in children

The causes of autism remain a major area of research and of controversy. Studies indicate that autism is often associated with abnormalities in the functioning of the brain and that the disorder may have a genetic basis in most cases.
Raising a child with autism can present special challenges for a family. There is no cure for autism but some treatments and therapies can lessen the symptoms. Some persons with autism may need special care throughout their lives while others may learn to function independently in society.




Prevalance


The number of children diagnosed with autism has increased since the 1990s. Until the mid-1990s, autism was estimated to occur in 1 in 3,000 children. More recent estimates suggest that autism occurs in approximately 1 in 500 children, and that 1 in 150 children may be on the “autism spectrum” with one or more symptoms. An estimated 560,000 children in the United States may have autism spectrum disorders.


Possible reasons why more cases of autism are being reported include dramatically improved and standardized methods for diagnosing autism, along with increased awareness of autism, first among the medical community and then in the media. Children and adults with less severe symptoms are more likely to be diagnosed with autism today than they were 15 years ago.






On the other hand, some researchers believe that the greater number of autism diagnoses represents a true increase in the incidence of the disorder and points to some environmental factor that may have changed over the same period of time. Although no scientific data currently support a connection with autism, possible environmental factors proposed include toxic chemicals, vaccines, pollutants, food products, and prenatal exposure to certain drugs or infectious agents.





A still unexplained feature of autism is the much higher incidence of the disorder in boys, about four times as frequent as in girls. Girls with autism, however, tend to show more severe symptoms and mental impairment




Symptom



  1. Social difficulties
     Symptoms of social difficulty are usually the first signs of autism. Normally an infant should respond to others with a social smile within the second or third month of life. Lack of such a smile during this period is often the earliest indication of autism. Infants who are later diagnosed with autism also make poor eye contact and do not imitate caregiver sounds or gestures.


Children with autism typically do not share their enjoyment with others. For example, toddlers with autism may smile or laugh in response to a noisy toy, but they will not bring this toy to the caregiver. Another early sign of problems in social communication is a lack of gestures, including pointing. As they get older, children with autism often fail to develop typical friendships or even typical relationships with siblings or parents. They may also seem unaware of the feelings of other people or fail to comfort a person who is upset.


2. Communication difficulties


 Children with autism have difficulties with communication, including both gestures and speech. Often children with autism have a delay in speech and in severe cases sometimes do not speak at all. They also fail to use gestures to replace words. How well children with autism will be able to function as they grow older can often be predicted based on their early language skills


When children with autism are able to speak, they may repeat back exactly what is said to them, a behavior that is called echolalia. Sometimes they will quote whole conversations or a dialog from a movie. Frequently, children with autism misuse pronouns. For example, they may say, “You want a cookie?” to indicate that they want a cookie. As they get older, children with autism will be unable to have conversations with others. They will also not play make-believe but instead will often simply line up objects or replay a TV show or movie using their toys.


3.  Unusual behavior


The restricted interests or repetitive behaviors that often occur in autism are sometimes the least obvious symptoms when children are toddlers. These symptoms usually become a larger problem around the age of four or five


Many children with autism will have a limited number of intense interests, such as dinosaurs, trains, or characters from a cartoon. They may also be preoccupied with parts of objects. For example, they may spin the wheel of a toy car instead of pretending to drive it.


Frequently, children with autism will insist on doing things in exactly the same way or on following the same routine from day to day. As a result, they may become very upset in response to a minor change, such as not having their usual breakfast cereal or taking a different route when driving home from school. Children with autism may also repeat body movements, such as spinning, rocking, or flapping hands.


When upset or excited, they may also harm themselves by skin-biting or head-banging. They may also show significant aggression toward other people or inanimate objects, or may have episodes of extreme anger or frustration.




Treatment


1. Therapy and training approach


 Ivar Lovaas, an American psychologist, pioneered a behavioral modification system that includes immediate rewards and punishments to shape a child’s behavior. A controversial aspect of this approach is the use of electric shock to deter self-destructive behavior in extreme cases.


The Treatment and Education of Autistic and Related Communication-Handicapped Children (TEACCH) system uses a picture schedule of time-limited tasks to gradually build on skills while also including well-liked tasks as a reward.


The Floortime system uses frequent play sessions with a parent to connect therapy goals with activities that a child finds exciting or fun, ideally gaining skills and developing a deeper relationship with a parent at the same time. Other systems have also been applied, but it is not yet clear whether any one approach is better than another


2. Medication


Medication is not a primary treatment for autism itself but can be helpful for related symptoms.


Risperidone (Risperdal) received Food and Drug Administration (FDA) approval in 2006 for “irritability” in autism and is the first medication to receive FDA approval in treatment of the disorder. Most of the children in the studies of risperidone treatment had significant aggression toward themselves or others or episodes of extreme anger or frustration. Risperidone may have significant side effects including weight gain, risk of diabetes, and movement disorders.


A group of medications called the serotonin reuptake inhibitors have been used successfully to treat compulsive behaviors in autism. These medications include fluoxetine (Prozac), fluvoxamine (Luvox), and escitalopram (Lexapro). Some children experience decreased sleep and agitation on these medications, and the dose needs to be carefully monitored by an experienced clinician.
 A number of other medications may also be used in children with autism, particularly when they also have extreme hyperactivity, poor sleep, or aggression. No medication has been shown to have significant effects on the social or communication difficulties seen in autism.


3. Alternative Treatment


Many clinicians and parents have looked to alternative treatments for autism. These treatments often have no scientific basis or offer no evidence that they are effective. Approaches such as providing special vitamin supplements or making dietary changes should cause no serious harm to children in most cases, although some proposed diets can lead to vitamin deficiencies. Most concerning, however, are invasive treatments such as heavy metal chelation. Chelation therapy uses chemicals to remove heavy metals such as mercury and cadmium from the body. The treatment has caused the death of at least one child with autism without having any known benefit.