![]() ![]() it's a 850VA unit server isn't really pulling more than 300-400watts when doing nothing, it shows 40 in the software then i unplug, boom insta overload. In this situation when the power goes out, the load on the UPS spikes will over 100% capacity and the server loses power for a split second because the UPS cannot handle it. The Collected Audio Design Articles of Douglas Self Douglas Self. It's been charging for 3 hours before i used it. Figure 2.1 Block diagram of the preamplifier. Surveys suggest that at least 40 per cent of autistic children have experienced bullying, and studies have shown that significantly more are bullied than are children with other special educational needs or neurotypical children (Humphrey and Symes, 2010).The signal voltages shown are for maximum. Another way that bullying can manifest is by manipulation, when an autistic pupil is coerced by another pupil into breaking a rule or hurting someone. This teasing can very easily escalate into overt and covert bullying, involving name-calling, physical violence or social isolation. ![]() It is also common for autistic students to be teased by other children, either due to their ‘weird’ behaviour, the way they speak or because social naivety causes them to misunderstand something. They find it difficult to join in because of all the ‘unspoken’ rules and the (seemingly to them) invisible processes by which others communicate. Unstructured periods such as breaks and mealtimes may be dreaded by the autistic student, because their lack of social awareness and social motivation distances them from the games and conversations of the other pupils. These may need to be presented in a more concrete and explicit way so that the implications and consequences are clear to the autistic young person. ![]() Even more able autistic students benefit from verbal communication being supplemented by written or pictorial information.įinally, the 21st century curriculum also includes areas such as physical, emotional and sexual health, and understanding relationships. Parts of instructions or group discussions may be missed due to slower processing of verbal information. For instance, an instruction phrased as ‘Would you like to turn to page 20’ may not be followed, because the pupil doesn’t realise this is a command rather than a question with optional answers (‘Yes, I would like to’, or ‘No, I would not like to’). Theory of mind difficulties may also mean that the autistic pupil may not understand instructions or takes them literally, leading to accusations of being cheeky or disobedient. Some autistic children particularly enjoy creative subjects such as drama and music, where emotional understanding and expression is called for. The empathising-systemising model ( Week 4) suggests that autistic children are likely to be drawn to systematic subjects like science and mathematics, although this is undoubtedly an oversimplification. For instance, a child may have difficulty imagining the emotions or actions of the characters. Theory of mind difficulties may make more abstract areas of the curriculum, such as reading or creative writing, a particular challenge to the autistic student. A planner detailing the order of activities during the day may be helpful. Executive function issues may affect many areas of school life: getting ready for school, organising the materials needed for a lesson, knowing how to start a task and determining when it is finished, and navigating around the school from one classroom to another. Getting any child to engage with areas of the curriculum that they don’t like can be difficult, but in the case of an autistic child, it may be necessary to adapt the curriculum. An autistic child may have an especially uneven profile of academic strengths and weaknesses, coupled with a strong preference for particular areas of interest. ![]()
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