Anatomy of the Brain Structures and Their Function

The Essence Of A Plc - 1647 Words

Richard Dufour explains the essence of a PLC in three â€Å"big ideas†: 1. Ensuring that students learn- with this concept it requires teachers to look at what we want students to learn, how we will know when they have learned it, and how will respond when a student struggles. 2. A culture of collaboration- â€Å"The powerful collaboration that characterizes professional learning communities is a systematic process in which teachers work together to analyze and improve their classroom practice. Teachers work in teams, engaging in an ongoing cycle of questions that promote deep team learning. This process, in turn, leads to higher levels of student achievement.† (Dufour, 2004) 3. A focus on results- teachers must begin to ask, â€Å"Have we made progress on the goals that are most important to us?† (Dufour, 2004) In selecting the people for this PLC I focused on the teachers who are currently teaching Math 1 and a veteran teacher who has taught Math 1 Julie Bennett is a Math teacher who spans all grade levels (9-12) and all levels of math from Math 1 to advanced math classes. She has been teaching for 14 years. She is also the co-chair of the Content Literacy Continuum, which is a reading initiative our county has adopted for middle and high school. Currently she is not teaching Math 1; however, she has taught it in the past and her students are a contributor to the above scores. Brenae Edwards is a first year teacher from out of state. Barbara Davis is a veteran teacher who has taught inShow MoreRelatedAnalysis Of John Wood Group Plc1736 Words   |  7 Pagesa fundamental analysis of John Wood Group plc with an aim to evaluate the share price of the company. 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In brings a seriousRead MoreLeadership And The Development Collaboration1146 Words   |  5 Pagespromote learning and decision making in the school cur riculum. In other words, the head leadership must have a working knowledge and comprehension of effective communication strategies when collaborating with staff members, educators, and students. In essence the leadership may improve their communication skills by improving their listening skills (Hung, Tsai, Wu, 2016). Nevertheless, not all school leaderships will be the same because people are unique in their thinking patterns and shared knowledgeRead MoreEssay about Total Quality Management TQM at Hotel1672 Words   |  7 PagesTotal Quality Management REPORT ON PROMOTING QUALITY MANAGEMENT SYSTEM FOR WATERLANDER HOTEL EXECUTIVE SUMMARY Global Marketing, Plastix International Plc hired Waterlander Hotel to host their annual banqueting. Global Marketing gave clear and specific details of their requirements to the hotel. However, Waterlander ¡Ã‚ ¦s failure to effectively plan and co-ordinate the activities resulted in the banqueting event been a total disaster and a embarrassment to the client. Waterlander HotelRead MoreOi361 Organizational Impact Essay857 Words   |  4 Pagesdaily. Some decisions require critical thought based upon the varying importance of the decision whereas others may require little thought. One’s mental models or mindsets significantly influence how decisions are made. Lotus Elise Group Lotus PLC is the main holding company of Lotus Cars Ltd. and Lotus Engineering. Lotus Cars Ltd. manufactures racecars; however, as stated by Stamm (2008), â€Å"Lotus Engineering acts as a consultancy to the automotive industry (p. 171). 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Who will be served, what needs have to be met, and how those needs will be satisfied are determined by the senior management. Home Subjects Customer Care CustomRead MoreThe Relationship Between A Corporation And A Private Entity And When The Corporate Veil1561 Words   |  7 Pageslimited to the amount undertaken to be contributed by members. 3) A private unlimited company (unlimited liability of members). 4) A public limited company (members’ liability is limited to the unpaid share capital and at the time of incorporation a plc must have ab allotted share capital of 50,000.00 pounds)† (Rosenfalck). The minimum requirements for setting up a private limited company is that you must have one director, registered in the United Kingdom, and have at least one shareholder (Rosenfalck)Read MoreAn Analysis of The International Covenant on Economic, Social, and Cultural Rights1585 Words   |  7 Pagesshould be pursued at this time. In fact the government may have gone beyond the call of duty by asking Obese PLC to reduce its sugar content. No information is given to suggest that the government spoke to any other company that sells the drinks in question, nor does it have an obligation to do so. This goes against the insinuation that because the government receives donations from Obese PLC that it has allowed it to get away with something. Even if a right to health issue were pursued, there areRead MoreCharacteristics Of English Language Learners2031 Words   |  9 Pagesmeet the needs of teachers with English language learners. However, the researcher determined that three key areas of research effectively overlapped that, when combined, create an accurate picture of the current state of ELL teachers and use of the PLC model. 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Second Foundation 8. Seldon’s Plan Free Essays

MATHEMATICS The synthesis of the calculus of n-variables and of n-dimensional geometry is the basis of what Seldon once called â€Å"my little algebra of humanity†Ã¢â‚¬ ¦ Encyclopedia Galactica Consider a room! The location of the room is not in question at the moment. It is merely sufficient to say that in that room, more than anywhere, the Second Foundation existed. It was a room which, through the centuries, had been the abode of pure science – yet it had none of the gadgets with which, through millennia of association, science has come to be considered equivalent. We will write a custom essay sample on Second Foundation 8. Seldon’s Plan or any similar topic only for you Order Now It was a science, instead, which dealt with mathematical concepts only, in a manner similar to the speculation of ancient, ancient races in the primitive, prehistoric days before technology had come to be; before Man had spread beyond a single, now-unknown world. For one thing, there was in that room – protected by a mental science as yet unassailable by the combined physical might of the rest of the Galaxy – the Prime Radiant, which held in its vitals the Seldon Plan – complete. For another, there was a man, too, in that room – The First Speaker. He was the twelfth in the line of chief guardians of the Plan, and his title bore no deeper significance than the fact that at the gatherings of the leaders of the Second Foundation, he spoke first. His predecessor had beaten the Mule, but the wreckage of that gigantic struggle still littered the path of the Plan- For twenty-five years, he, and his administration, had been trying to force a Galaxy of stubborn and stupid human beings back to the path-It was a terrible task. The First Speaker looked up at the opening door. Even while, in the loneliness of the room, he considered his quarter century of effort, which now so slowly and inevitably approached its climax; even while he had been so engaged, his mind had been considering the newcomer with a gentle expectation. A youth, a student, one of those who might take over, eventually. The young man stood uncertainly at the door, so that the First Speaker had to walk to him and lead him in, with a friendly hand upon the shoulder. The Student smiled shyly, and the First Speaker responded by saying, â€Å"First, I must tell you why you are here.† They faced each other now, across the desk. Neither was speaking in any way that could be recognized as such by any man in the Galaxy who was not himself a member of the Second Foundation. Speech, originally, was the device whereby Man learned, imperfectly, to transmit the thoughts and emotions of his mind. By setting up arbitrary sounds and combinations of sounds to represent certain mental nuances, be developed a method of communication – but one which in its clumsiness and thick-thumbed inadequacy degenerated all the delicacy of the mind into gross and guttural signaling. Down – down – the results can be followed; and all the suffering that humanity ever knew can be traced to the one fact that no man in the history of the Galaxy, until Hari Seldon, and very few men thereafter, could really understand one another. Every human being lived behind an impenetrable wall of choking mist within which no other but he existed. Occasionally there were the dim signals from deep within the cavern in which another man was located-so that each might grope toward the other. Yet because they did not know one another, and could not understand one another, and dared not trust one another, and felt from infancy the terrors and insecurity of that ultimate isolation – there was the hunted fear of man for man, the savage rapacity of man toward man. Feet, for tens of thousands of years, had clogged and shuffled in the mud – and held down the minds which, for an equal time, had been fit for the companionship of the stars. Grimly, Man had instinctively sought to circumvent the prison bars of ordinary speech. Semantics, symbolic logic, psychoanalysis – they had all been devices whereby speech could either be refined or by-passed. Psychohistory had been the development of mental science, the final mathematicization thereof, rather, which had finally succeeded. Through the development of the mathematics necessary to understand the facts of neural physiology and the electrochemistry of the nervous system, which themselves had to be, had to be, traced down to nuclear forces, it first became possible to truly develop psychology. And through the generalization of psychological knowledge from the individual to the group, sociology was also mathematicized. The larger groups; the billions that occupied planets; the trillions that occupied Sectors; the quadrillions that occupied the whole Galaxy, became, not simply human beings, but gigantic forces amenable to statistical treatment – so that to Hari Seldon, the future became clear and inevitable, and the Plan could be set up. The same basic developments of mental science that had brought about the development of the Seldon Plan, thus made it also unnecessary for the First Speaker to use words in addressing the Student. Every reaction to a stimulus, however slight, was completely indicative of all the trifling changes, of all the flickering currents that went on in another’s mind. The First Speaker could not sense the emotional content of the Student’s instinctively, as the Mule would have been able to do – since the Mule was a mutant with powers not ever likely to become completely comprehensible to any ordinary man, even a Second Foundationer – rather he deduced them, as the result of intensive training. Since, however, it is inherently impossible in a society based on speech to indicate truly the method of communication of Second Foundationers among themselves, the whole matter will be hereafter ignored. The First Speaker will be represented as speaking in ordinary fashion, and if the translation is not always entirely valid, it is at least the best that can be done under the circumstances. It will be pretended therefore, that the First Speaker did actually say, â€Å"First, I must tell you why you are here,† instead of smiling just so and lifting a finger exactly thus. The First Speaker said, â€Å"You have studied mental science hard and well for most of your life. You have absorbed all your teachers could give you. It is time for you and a few others like yourself to begin your apprenticeship for Speakerhood.† Agitation from the other side of the desk. â€Å"No – now you must take this phlegmatically. You had hoped you would qualify. You had feared you would not. Actually, both hope and fear are weaknesses. You knew you would qualify and you hesitate to admit the fact because such knowledge might stamp you as cocksure and therefore unfit. Nonsense! The most hopelessly stupid man is he who is not aware that he is wise. It is part of your qualification that you knew you would qualify.† Relaxation on the other side of the desk. â€Å"Exactly. Now you feel better and your guard is down. You are fitter to concentrate and fitter to understand. Remember, to be truly effective, it is not necessary to hold the mind under a tight, controlling barrier which to the intelligent probe is as informative as a naked mentality. Rather, one should cultivate an innocence, an awareness of self, and an unself-consciousness of self which leaves one nothing to hide. My mind is open to you. Let this be so for both of us.† He went on. â€Å"It is not an easy thing to be a Speaker. It is not an easy thing to be a Psychohistorian in the first place; and not even the best Psychohistorian need necessarily qualify to be a Speaker. There is a distinction here. A Speaker must not only be aware of the mathematical intricacies of the Seldon Plan; he must have a sympathy for it and for its ends. He must love the Plan; to him it must be life and breath. More than that it must even be as a living friend. â€Å"Do you know what this is?† The First Speaker’s hand hovered gently over the black, shining cube in the middle of the desk. It was featureless. â€Å"No, Speaker, I do not.† â€Å"You have heard of the Prime Radiant?† â€Å"This?† – Astonishment. â€Å"You expected something more noble and awe-inspiring? Well, that is natural. It was created in the days of the Empire, by men of Seldon’s time. For nearly four hundred years, it has served our needs perfectly, without requiring repairs or adjustment. And fortunately so, since none of the Second Foundation is qualified to handle it in any technical fashion.† He smiled gently. â€Å"Those of the First Foundation might be able to duplicate this, but they must never know, of course.† He depressed a lever on his side of the desk and the room was in darkness. But only for a moment, since with a gradually livening flush, the two long walls of the room glowed to life. First, a pearly white, unrelieved, then a trace of faint darkness here and there, and finally, the fine neatly printed equations in black, with an occasional red hairline that wavered through the darker forest like a staggering rillet. â€Å"Come, my boy, step here before the wall. You will not cast a shadow. This light does not radiate from the Radiant in an ordinary manner. To tell you the truth, I do not know even faintly by what medium this effect is produced, but you will not cast a shadow. I know that.† They stood together in the light. Each wall was thirty feet long, and ten high. The writing was small and covered every inch. â€Å"This is not the whole Plan,† said the First Speaker. â€Å"To get it all upon both walls, the individual equations would have to be reduced to microscopic size – but that is not necessary. What you now see represents the main portions of the Plan till now. You have learned about this, have you not?† â€Å"Yes, Speaker, I have.† â€Å"Do you recognize any portion.† A slow silence. The student pointed a finger and as he did so, the line of equations marched down the wall, until the single series of functions he had thought of – one could scarcely consider the quick, generalized gesture of the finger to have been sufficiently precise – was at eye-level. The First Speaker laughed softly, â€Å"You will find the Prime Radiant to be attuned to your mind. You may expect more surprises from the little gadget. What were you about to say about the equation you have chosen?† â€Å"It,† faltered the Student, â€Å"is a Rigellian integral, using a planetary distribution of a bias indicating the presence of two chief economic classes on the planet, or maybe a Sector, plus an unstable emotional pattern.† â€Å"And what does it signify?† â€Å"It represents the limit of tension, since we have here† – he pointed, and again the equations veered – â€Å"a converging series.† â€Å"Good,† said the First Speaker. â€Å"And tell me, what do you think of all this. A finished work of art, is it not?† â€Å"Definitely!† â€Å"Wrong! It is not.† This, with sharpness. â€Å"It is the first lesson you must unlearn. The Seldon Plan is neither complete nor correct. Instead, it is merely the best that could be done at the time. Over a dozen generations of men have pored over these equations, worked at them, taken them apart to the last decimal place, and put them together again. They’ve done more than that. They’ve watched nearly four hundred years pass and against the predictions and equations, they’ve checked reality, and they have learned. â€Å"They have learned more than Seldon ever knew, and if with the accumulated knowledge of the centuries we could repeat Seldon’s work, we could do a better job. Is that perfectly clear to you?† The Student appeared a little shocked. â€Å"Before you obtain your Speakerhood,† continued the First Speaker, â€Å"you yourself will have to make an original contribution to the Plan. It is not such great blasphemy. Every red mark you see on the wall is the contribution of a man among us who lived since Seldon. Why†¦ why-† He looked upward, â€Å"There!† The whole wall seemed to whirl down upon him. â€Å"This,† he said, â€Å"is mine.† A fine red line encircled two forking arrows and included six square feet of deductions along each path. Between the two were a series of equations in red. â€Å"It does not,† said the Speaker, â€Å"seem to be much. It is at a point in the Plan which we will not reach yet for a time as long as that which has already passed. It is at the period of coalescence, when the Second Empire that is to be is in the grip of rival personalities who will threaten to pull it apart if the fight is too even, or clamp it into rigidity, if the fight is too uneven. Both possibilities are considered here, followed, and the method of avoiding either indicated. â€Å"Yet it is all a matter of probabilities and a third course can exist. It is one of comparatively low likelihood – twelve point six four percent, to be exact – but even smaller chances have already come to pass and the Plan is only forty percent complete. This third probability consists of a possible compromise between two or more of the conflicting personalities being considered. This, I showed, would first freeze the Second Empire into an unprofitable mold, and then, eventually, inflict more damage through civil wars than would have taken place had a compromise never been made in the first place. Fortunately, that could be prevented, too. And that was my contribution.† â€Å"If I may interrupt, Speaker- How is a change made?† â€Å"Through the agency of the Radiant. You will find in your own case, for instance, that your mathematics will be checked rigorously by five different boards; and that you will be required to defend it against a concerted and merciless attack. Two years will then pass, and your development will be reviewed again. It has happened more than once that a seemingly perfect piece of work has uncovered its fallacies only after an induction period of months or years. Sometimes, the contributor himself discovers the flaw. â€Å"If, after two years, another examination, not less detailed than the first, still passes it, and – better still – if in the interim the young scientist has brought to light additional details, subsidiary evidence, the contribution will be added to the Plan. It was the climax of my career; it will be the climax of yours. â€Å"The Prime Radiant can be adjusted to your mind, and all corrections and additions can be made through mental rapport. There will be nothing to indicate that the correction or addition is yours. In all the history of the Plan there has been no personalization. It is rather a creation of all of us together. Do you understand?† â€Å"Yes, Speaker!† â€Å"Then, enough of that.† A stride to the Prime Radiant, and the walls were blank again save for the ordinary room-lighting region along the upper borders. â€Å"Sit down here at my desk, and let me talk to you. It is enough for a Psychohistorian, as such, to know his Biostatistics and his Neurochemical Electromathematics. Some know nothing else and are fit only to be statistical technicians. But a Speaker must be able to discuss the Plan without mathematics. If not the Plan itself, at least its philosophy and its aims. â€Å"First of all, what is the aim of the Plan? Please tell me in your own words – and don’t grope for fine sentiment. You won’t be judged on polish and suavity, I assure you.† It was the Student’s first chance at more than a bisyllable, and he hesitated before plunging into the expectant space cleared away for him. He said, diffidently: â€Å"As a result of what I have learned, I believe that it is the intention of the Plan to establish a human civilization based on an orientation entirely different from anything that ever before existed. An orientation which, according to the findings of Psychohistory, could never spontaneously come into being-â€Å" â€Å"Stop!† The First Speaker was insistent. ‘You must not say ‘never.’ That is a lazy slurring over of the facts. Actually, Psychohistory predicts only probabilities. A particular event may be infinitesimally probable, but the probability is always greater than zero.† â€Å"Yes, Speaker. The orientation desired, if I may correct myself, then, is well known to possess no significant probability of spontaneously coming to pass.† â€Å"Better. What is the orientation?† â€Å"It is that of a civilization based on mental science. In all the known history of Mankind, advances have been made primarily in physical technology; in the capacity of handling the inanimate world about Man. Control of self and society has been left to chance or to the vague gropings of intuitive ethical systems based on inspiration and emotion. As a result, no culture of greater stability than about fifty-five percent has ever existed, and these only as the result of great human misery.† â€Å"And why is the orientation we speak of a nonspontaneous one?† â€Å"Because a large minority of human beings are mentally equipped to take part in the advance of physical science, and all receive the crude and visible benefits thereof. Only an insignificant minority, however, are inherently able to lead Man through the greater involvements of Mental Science; and the benefits derived therefrom, while longer lasting, are more subtle and less apparent. Furthermore, since such an orientation would lead to the development of a benevolent dictatorship of the mentally best – virtually a higher subdivision of Man – it would be resented and could not be stable without the application of a force which would depress the rest of Mankind to brute level. Such a development is repugnant to us and must be avoided.† â€Å"What, then, is the solution?† â€Å"The solution is the Seldon Plan. Conditions have been so arranged and so maintained that in a millennium from its beginnings – six hundred years from now, a Second Galactic Empire will have been established in which Mankind will be ready for the leadership of Mental Science. In that same interval, the Second Foundation in its development, will have brought forth a group of Psychologists ready to assume leadership. Or, as I have myself often thought, the First Foundation supplies the physical framework of a single political unit, and the Second Foundation supplies the mental framework of a ready-made ruling class.† â€Å"I see. Fairly adequate. Do you think that any Second Empire, even if formed in the time set by Seldon, would do as a fulfillment of his Plan?† â€Å"No, Speaker, I do not. There are several possible Second Empires that may be formed in the period of time stretching from nine hundred to seventeen hundred years after the inception of the Plan, but only one of these is the Second Empire.† â€Å"And in view of all this, why is it necessary that the existence of the Second Foundation be hidden – above all, from the First Foundation?† The Student probed for a hidden meaning to the question and failed to find it. He was troubled in his answer, â€Å"For the same reason that the details of the Plan as a whole must be hidden from Mankind in general. The laws of Psychohistory are statistical in nature and are rendered invalid if the actions of individual men are not random in nature. If a sizable group of human beings learned of key details of the Plan, their actions would be governed by that knowledge and would no longer be random in the meaning of the axioms of Psychohistory. In other words, they would no longer be perfectly predictable. Your pardon, Speaker, but I feel that the answer is not satisfactory.† â€Å"It is well that you do. Your answer is quite incomplete. It is the Second Foundation itself which must be hidden, not simply the Plan. The Second Empire is not yet formed. We have still a society which would resent a ruling class of psychologists, and which would fear its development and fight against it. Do you understand that?† â€Å"Yes, Speaker, I do. The point has never been stressed-â€Å" â€Å"Don’t minimize. It has never been made – in the classroom, though you should be capable of deducing it yourself. This and many other points we will make now and in the near future during your apprenticeship. You will see me again in a week. By that time, I would like to have comments from you as to a certain problem which I now set before you. I don’t want complete and rigorous mathematical treatment. That would take a year for an expert, and not a week for you. But I do want an indication as to trends and directions.*** â€Å"You have here a fork in the Plan at a period in time of about half a century ago. The necessary details are included. You will note that the path followed by the assumed reality diverges from all the plotted predictions; its probability being under one percent. You will estimate for how long the divergence may continue before it becomes uncorrectable. Estimate also the probable end if uncorrected, and a reasonable method of correction.† The Student flipped the Viewer at random and looked stonily at the passages presented on the tiny, built-in screen. He said: â€Å"Why this particular problem, Speaker? It obviously has significance other than purely academic.† â€Å"Thank you, my boy. You are as quick as I had expected. The problem is not supposititious. Nearly half a century ago, the Mule burst into Galactic history and for ten years was the largest single fact in the universe. He was unprovided for; uncalculated for. He bent the Plan seriously, but not fatally. â€Å"To stop him before he did become fatal, however, we were forced to take active part against him. We revealed our existence, and infinitely worse, a portion of our power. The First Foundation has learned of us, and their actions are now predicated on that knowledge. Observe in the problem presented. Here. And here. â€Å"Naturally, you will not speak of this to anyone.† There was an appalled pause, as realization seeped into the Student. He said: â€Å"Then the Seldon Plan has failed!† â€Å"Not yet. It merely may have failed. The probabilities of success are still twenty-one point four percent, as of the last assessment.† How to cite Second Foundation 8. Seldon’s Plan, Essay examples

Research People Of Intellectual Disability †Myassignmenthelp.Com

Question: Discuss About The Research People Of Intellectual Disability? Answer: Introduction Statement of purpose: This paper will explore the perspectives of sexuality for people with intellectual disability with the context of general staff as well as their family members. The following report is aimed at analyzing different the perspectives and attitudes that the society has towards sexuality orientation and intellectual disability (Eastgate, 2008; Gavidia-payne Meaney-Tavares, 2012). Thereafter, the report provides an illustration of relevant theoretical concepts alongside the evidence that has been previously observed in context of sexuality of individuals with intellectual disability (Bellon, Darragh, Ellison Reynolds, 2017; Eastgate, 2008). The audience includes people with intellectual disabilities, families and service provider who could get the insights of the sources utilized for the report through an outline of the processes or methods used for literature review followed by the financial from this paper (Gavidia-payne Meaney-Tavares, 2012). The implications and future recommendations would include finding the impact of the findings on other individuals interested in supporting people with intellectual disability including paid carer or supp ort worker, service provider and family members (Bernert, 2011). Intellectual disability The issue considered for this report is related to sexual orientation of people with intellectual disability (Eastgate, 2008). Historically, people in the society perceive people with intellectual disability as childlike, devaluated, unable and taboo for them to be intimate relationship with their love ones (Bellon, Darragh, Ellison, Reynolds, 2017; Eastgate, 2008). Generally, sexuality of an individual is framed from the biological, social and psychological aspect in context of the individual as well as an impact of personal attitude, beliefs and values (Bellon et al., 2017). However, people with intellectual disability face with different challenges on the basis of their sexual orientation (Eastgate, 2008). People with intellectual disabilities experience similar range of attitudes, biological change, sexual thoughts, desires and feeling as other humans (Carr et al., 2017). Eastgate (2008), noted that some people with intellectual disability could be offered masturbations support instead as form of relieving their sexual tensions or access to pornography videos. Literature review in regards to sexuality and people with intellectual disabilities It observed from various research studies that individuals with intellectual disabilities could be subject to several barriers during their development into adulthood (Bellon et al., 2017; Eastgate, 2008; Insight SBS, 2016). The myths and prejudice or discrimination towards people with intellectual disability and their sexuality orientation are strengthened by lack of attention of society to this issue (Heller, Hsieh Rimmer 2014; Eastgate, 2008). The evidence based studies and stories or other mixed experiences from both individual with intellectual disability, family carers, services and other health professions acknowledge the lack of social attention to the issue (Bellon et al., 2017; Insight SBS, 2016). The television interviews done with Insight SBS (2016) showed that people with intellectual disability were happy to be in the intimate relationship while others looked forward to be in the relationship (Insight SBS, 2016). For instance, the participants with intellectual disability currently in intimate relationship disclosed that having sexual relationship with their partner helped by reducing any pain, increase sleep and social interaction (Insight SBS, 2016). The support workers depicted mixed reactions in context of supporting the sexual orientation of individuals with intellectual disabilities (Insight SBS, 2016). Most families, support staff and paid caregivers had limited awareness in context of sex and intellectual disability believe that they were unable to allow them involve in the sexuality due to different reasons (Insight SBS, 2016). The reasons primarily include lack of communication abilities of person with intellectual disability to consent for having sex, limited sexual education, loneliness and vulnerability to sexual abuse and rape (Kramers- Olen, 2016; Insight SBS, 2016). Furthermore, current studies highlights that professionals and supports works have the positive attitudes towards people with disabilities which characterized with supporting with intellectual disability in reaching out to their sexuality needs or orientation (Gavidia-payne Meaney Tavares, 2012). For instance, the study done by Carley et al. (2009) explores the perception in regards sexuality orientation for people with intellectual disability. The findings highlighted that higher percentages of paid staff reported significant supportive and had positive attitudes towards sexuality operations for people with intellectual disability involving in intimate and non-intimating relationship (Carley et al., 2009); Gavidia-payne Meaney Tavares, 2012). The paid caregivers had higher understanding of sexuality and disabilities because they had enough training and experience in supporting people with intellectual disability (Gavidia-payne Meaney Tavares, 2012). Therefore, paid staff had to work together with families for supporting people with intellectual sexual education, empowering people with intellectual disability for learning self protection skill against sexual abuse and interpersonal skills (Carley et al., 2009; Gavidia-payne Meaney Tavares, 2012; Insight SBS, 2016). The lack of opportunities for people with intellectual disabilities could result in unplanned pregnancies, sexual abuse and transmitted infections such as HIV (Bernert Ogletree, 2013) ; Kramers-Olen, 2016). It noted that families get worried for the wellbeing of family members with intellectual disabilities and resort to measures such as sterilization of women or medication of men without formal consent (Bellon et al., 2017; Kramer-Olen, 2016; Insight SBS, 2016). According to Brown, and Pirtle (2008) noted that any human being has right to choose their sexual orientation without any barriers. Therefore, the restrictive practices such as sterilization of women or medication to the males can be considered as breach of human rights and conventions of people with disability (Bellon et al., 2017;Insight SBS, 2016; UNCRPR, 2016). In addition, Based on the CRPD different article a show the right people with intellectual disability needs to be met in order to enhance their quality of life. The article 5, 10, 24, and 25 says that people with disabilities should have right of life, equality and non-discrimination, education and health (UNCRPR, 2016). Furthermore, it highlighted that the sexual education and self-advocacy in regards to sexuality orientation could improve the quality of life of people with intellectual disability (Brown Pirtle, 2008; Insight SBS, 2016). For instance, interview done by the insight SBS (2016) participant disclosed that having partner who could having intimate relationship help them reducing pain, increase social inclusion, sleep well, reduce sperms for the men and live the happy life with partner. Social inclusion is considered effective for involving people with intellectual disability to perceive social identity effectively thereby involving possible access to sexuality. The issues of sexuality for people with intellectual disability has not been emphasized appropriately in the disability field thereby limiting the understanding of experiences in supporting individuals with intellectual disability access to sexual needs(Murry, Rushbrooke Townsend, 2014). Methodology The purpose of this report paper was to review and explore the perspectives of sexuality for people with intellectual disability with the context of general staff as well as their family members. The sources for information for the literature review were acquired from peer journal article retrieved from online publication from Google scholar, ProQeust, disability journals, Scopus, psychology journal, Google books and video stories. The key that were used for information for this report include intellectual disab, sexuality, women, men, intimate relationship, human right, sex, service support, sibling, parent, family, professional and attitudes. Over 20 peer review articles and one video interview were found. Most of these articles conducted using both quantitative and qualitative methodologies. It determinates and explained different experiences that people with intellectual disability face on when it become choosing to sexuality orientation or needs (Bellon et al., 2017; Carley et al., 2009; Insight SBS, 2016). Participant The participants had voluntarily participated in the study due to requirements of disclosure of personal information. On the basis of eligibility, they had to be either adolescent, family caregivers or staff service providers (Bellon et al., 2017 Carr et al., 2017; Bernert, 2011Gavidia-Payne et al., 2012; Eastgate, 2008; Insight SBS, 2016). It highlighted that qualitative research used social constructive grounds for gathering the lived experience from the individual with intellectual disability, paid staff and family carers Cleary, Hayter Horsfall, 2014; Green Thorogood,2017). Findings The findings from the literature review suggest prominent references to different theoretical concepts relevant to the perception of sexuality by individuals having intellectual disabilities. The obvious gap that can be observed as an outcome of critical reflection on literature is noticed marketing form of research on the impact of psychological theories in determining sexuality (Srivastava Schwartz, 2014). While the prospects of social inclusion are considered effective for involving people with intellectual to perceive social identity effectively thereby implying their possible access to sexuality (Bates, Meltzer Robinson, 2016). The social inclusion (recreation, work, play games and music club) of people intellectual disability is also considered significant for them as it could open the doors of meeting and socialize with new people and allow them to make new friends (Bates, Meltzer Robinson, 2016; Insight SBS, 2016). The literature gaps also reflect on the apprehensions of in dividuals with intellectual disability from the acts of sexual activity due to concerns of abuse in the sexual relationship (Bates, Meltzer Robinson, 2016; Insight SBS, 2016). The studies available in literature depicted lack of formal indications towards the impact of self-discipline and lack of sex education from their caregivers as determinants of sexual behavior among people with intellectual disability (Bellon et al., 2017). The application of psychological theories to the determination of sexuality of individuals with intellectual disability could also be assumed as a critical gap in the literature (Gavidia-payne Meaney Tavares, 2012). It can be critically delivered that the implementation of psychoanalytic theory in case of development of sexuality is not perceived deeply in the literature sources (Gilisen, Veltman Vissers, 2016). The individual stages of psychoanalytic development should be applied in the case of people with intellectual disability in order to perceive the limitations in individual stage as compared to other human being so to determine supportive measures for them to access to sexuality needs (Hall Yacoub, 2008). In addition, as the National Disability Insurance Scheme has been rolled out in Australia with the aim of providing an opportunity for people with disability to practice their own choice and control how to live their lives (NDIS, 2017). As the NDIS used the person centred approach, it entailed the provision of resources such sex education, encourage family to discuss and plan the future that would allow their children to access the sexual needs (NDIS, 2017). Implications of findings and future recommendation The research findings were reflective of the prominent barriers that affect development of sexuality among individual with intellectual disability. The primary outcomes of the research were reflective of the role of lack of attention to the sexuality needs for people with intellectual disability (Bellon et al., 2017 Carley et al., 2009; Eastgate, 2008; Insight SBS, 2016). The outcomes also refer to sexuality education as a promising measure for resolving the research issue (Gougeon, 2009). The research findings could be considered influential for the lives of people with intellectual disability due to the significance of psychological theories to ascertain the stage of psychological development they are in (Gilisen, Veltman Vissers, 2016). The findings could raise considerable efforts from researchers to classify the varying sexual behavior of people with intellectual disabilities and relating them to the stage of sexual development (Bates, Meltzer Robinson, 2016; Insight SBS, 2016). It is also imperative to observe the precedents used by individuals with intellectual disability to describe sexual activity that can provide a practical impression of the sexuality of people with intellectual disability (Bellon et al., 2017; Kramers-Olen, 2016; Insight SBS, 201). Brewster and Mccliments (2017) noted that people with intellectual disability could be able to acquire beneficial outcomes in the form of awareness of sexual knowledge and its implications on the development of sexuality trough sex education, social inclusion, and access to group activities. Therefore, gaining access to diverse sources of sexual knowledge could be of assistance for the people with intellectual disability to gain sexual information rather than be ing subject to myths and prejudice from the society point views (Bellon et al., 2017 Carley et al., 2009; Eastgate, 2008 ;Insight SBS, 2016). The research review provided in depth information regarding the options to counter the barriers experienced by individuals with intellectual experiencing their sexuality (Insight SBS, 2016). The implication of the research findings could also be beneficial for other involved in supporting people with intellectual disability fulfill their goals or needs such as family carer, care services and people in the society so to develop positive attitudes towards sexuality needs for people with disabilities (Insight SBS, 2016). Care services providers should also improve understanding of sexuality of individuals with intellectual disability thereby make them more lenient and amiable in supporting and advocating clients for sexuality access and education (Bellon et al., 2017). Government regulations would make sure that people received equal access to services that are available in the community (Insight SBS, 2016). The literature gaps were found because the most of the previous studies were conducted using qualitative which could be not liable for the external validity due to smaller sample sizes used for researching the perception and lived experience of people in the society in regards to sexuality and people with intellectual disability (Bellon et al., 2017 Carley et al., 2009; Eastgate, 2008; Insight SBS, 2016). Conclusion It discovered from reviewing previous and current articles in regarding sexuality and disability that they were lacking with sexuality inclusion in the society (Bellon et al., 2017 Carley et al., 2009; Eastgate, 2008). The evidence based studies that conducted used the qualitative methods noted that paid carers were more supportive than families carer when it comes of supporting children in discussing, education and supporting their children in regards sexuality orientation (Kramers- Olen, 2016; Insight SBS, 2016). Hence, the NDIS has the vast responsibility of making sure that people with intellectual disability accessed the most relevant quality of services with their choice that would enhance people with intellectual disabilitys quality of life (NDIS, 2017). The other noticeable aspects of the research review could be identified in the critical discussion on the literature findings a alongside depicting the implication of findings for people with intellectual disabilities and the associated individuals (Bates, Meltzer Robinson, 2016). Reference Bates, s., Meltzer, A., Robinson, S. (what do people with intellectual disability think about their jobs and the support they receive at work?: A comparative study of three employment support models. NCVERs International Tertiary Education Research Database. Retrieved from: https://hdl.voced.edu.au/10707/437672 Bellon, M., Darragh, J., Ellison, C., Reynolds, L. (2017). 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