Case Study Student with Special Needs - 1269 Words

Case Study: Student with Special Needs Case Study: Student with Special Needs Precious D. Jacobs Grand Canyon University EDA 555 Legal Issues in Education October 10, 2012 â€Å"Live life to the fullest as you do not know what tomorrow will bring.† This clichà © is one that is used as a way to encourage someone to achieve and do all that he or she may want to do today as they may not have the same capabilities or abilities to do them at a later date. Last year my current school enrolled a student name Zac that many did not know at the time was diagnosed and living with Multiple Sclerosis. Although he walked on the tips of his toes, it was not alarming to any faculty or staff member that taught or held a vested†¦show more content†¦Because he is a middle school young man, he was not comfortable with female staff members helping him and there were days where he voided on himself instead of asking for assistance from male staff members. After this happened several times, this prompted the mother to request a meeting with all necessary personnel. During this meeting the Individuals with Disabilities Education Act of 1990 (IDEA) was dis cussed. IDEA states that children between the ages of 3 and 21 are granted the right to a free, appropriate education in public schools (1990). Zac’s mother request in this meeting was that certain accommodations and related services be provided by the school to ensure that he is not tardy for class, that he gets to breakfast and lunch on time, that he receives proper assistance with getting off and on the school bus as well as having toileting concerns monitored to ensure his safety. Although Zac has a disability, his disability at the current time does not affect his intellectual ability and he is a student of above average intelligence and has been receiving educational services in a regular classroom setting, the best way to address Zac’s needs is through a 504 plan instead of being placed in under the umbrella of Special Education. The Section 504 of the Rehabilitation Act of 1973 (RHA) provides education for children who do not fall within the disability cate gories coveredShow MoreRelatedSpecial Education Students Placement and Performance Outcomes on Math Assessments1508 Words   |  7 PagesThe issue of educational placements for students with disabilities has been an ongoing issue of debate brought to attention in 1975 by the passage of the Education for All Handicapped Children Act, now known as the Individuals with Disabilities Act (IDEA). This act required that procedures be enacted that would protect the rights of disabled children and assure that to the extent appropriate handicapped children are educated with children who are not handicapped and that the removal of handicappedRead MoreQuantitative and Qualitative Research Questions and Hypothesis1050 Words   |  5 PagesHypothesis Yasmine Swindle Revised Problem Statement– Quantitative Study Jung (2007) found that general education teacher’s attitudes toward the integration of students with disabilities reflect a lack of confidence both in their own instructional skills and in the quality of support personnel currently provides. General and special education teachers are placed in inclusive classroom settings for the betterment of the student; however, planning is not as effective when general education teachersRead MoreTeaching Students With Particular Learning Needs1178 Words   |  5 PagesTeaching Students With Particular Learning Needs: Case Study This case study involves a male student with juvenile arthritis who has two younger brothers who also have this condition. This individual wants to be a pilot. The parents are supportive of this students plans for his future. This study will answer: (1) what is the impact of having a disability and what might be the different perspectives of stakeholders involved in the inclusion of students with special needs? and (2) What can be learnedRead MoreEssay about Minority Students in Special Education Programs 1583 Words   |  7 Pages The special education programs in the United States have been designed to help children with special needs learn easier and fit in better with the education program. Unfortunately, many minority students get caught up in the mix and don’t get the proper attention they deserve. Furthermore, minority students are seriously over-represented in the educational programs. Many minority students are misdiagnosed and put into special education programs when in fact; they do not have a learning disabilityRead MoreHow Educators For Students With Children With Learning Disabilities And Their Diverse Learning Needs843 Words   |  4 Pagesthe responsibility of working with SWD and their diverse learning needs should be a component in all CTE certification programs (Harvey, 1999). Research by Lobosco Newman (1992) linked to working with SWD has shown that â€Å"lack of adequate professional preparation of teachers for dealing with the challenges provided by children with learning disabilities† (p. 28) was attributed to diminished job satisfaction as a teacher. Studies by Custer Panangos (1996) and Harvey (2000) focused on the perceptionsRead MoreEvaluation Of A Formal Referral1691 Words   |  7 PagesIdentification: If a parent believes that their child is in need of special education services, a written request must be sent to the Child Study Team and it is treated as a formal referral. School district personnel, such as a child’s teacher, may suspect, through classroom observations, that a child may have a disability and can make a referral to the child study team. Within 20 calendar days of receiving a referral, the complete child study team must hold a meeting with the parent and the student’sRead MoreWhy Special Needs Students Should Be Mainstreamed1282 Words   |  6 Pagesâ€Æ' Why special needs students should be mainstreamed What is Mainstreaming? According to (Mainstreaming: The Special Needs Child Goes to School), Mainstreaming means that the special needs child attends a regular classroom along with students who are his or her actual (not development) age. Mainstreaming means that the child is not kept isolated in a special class, away from peers, but is included just like everyone else. Most children that have physical disabilities, learning difficulties, orRead MoreEvaluation Of A High School Freshman With Autism Essay1350 Words   |  6 Pagestheir educational career. Students have need of support from family and educators alike. However, students with special needs can and often do require a more elaborate team of specialists. The special education team consists of several different people from many different teams. These teams include: the parents; the mental health workers in the school; the mental health workers outside of the school; general education teachers; special education teach ers; and special therapists (speech, physicalRead MoreThe Importance Of Performance And Compensation Plans1687 Words   |  7 Pagesteaching inclusion classes for 25 years and teaches to truly make a difference in the lives of her students. She works with special education students hands on and is not only looked at as an educator but a role model to these students that she has formed such close relationships with. The state of Maryland has decided to adopt a merit pay system in which teachers are paid depending on how well their students perform. A technology system will be used to determine the amount of salary increase and decreaseRead MoreBenefits Of Mainstreaming Students With Disabilities Essay1658 Words   |  7 Pages and special education case workers have worked with the dilemma of making a choice to mainstream students in regular education classrooms for many years and have been set back in each IEP (Individualized Educational Plan) on what would benefit the child. Not enough students with disabilities are being mainstreamed so they can experience the full capacity of their learning stages. It is important for all individuals involved to understand the pros and cons associated with placing a student with

Carriage Of Goods By Rail - 992 Words

CARRIAGE OF GOODS BY RAIL The carriage of Goods by rail is regulated by the Railways Act, 1989. Some of the a lot of vital provisions contained within the Act ar summarized below: 1) Maintenance of rate books, etc., for carriage of Goods (Section 61). each railway administration shall maintain, at every station and to such alternative places wherever Good ar received for carriage, the speed books or alternative documents that shall contain the speed licensed for the carriage of Goods from one station to a different and build them obtainable for the reference of any individual throughout all affordable hours while not payment of any fee. 2) Provision of rate risks (Section 63). wherever any Good ar entrusted to a railway administration for carriage, such carriage shall, except wherever owner’s risk rate is applicable in respect of such Good, be at railway risk rate. Any goods, that owner’s risk rate and railway risk rate ar in effect, could also be entrusted for carriage at either of the rates and if no rate is opted, the Goods shall be deemed to own been entrusted at owner’s risk rate. 3) Forwarding note (Section 64). one and all entrusting any Good to a railway administration for carriage shall execute a forwarding note in such kind as could also be mere by the Central Government. The consigner shall be to blame for the correctness of the particulars well-found by him within the forwarding note. 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In so far as such document relates to the carriage of goods by sea, including any bill of lading... Issued under or pursuant to a charter party from the moment at which such bill of lading... Regulates the relations between a carrier and a holder of the same. By Article I (e): Carriage of goods covers the period fromRead MoreThe Modern Day System Of International Commerce2631 Words   |  11 Pagescontracts, reflecting the complexity of the transaction and number of parties involved. Basic among these additional contracts are the contract of carriage by sea, under which the goods are transported from one country to the other and the contract of marine insurance, by which the parties protect themselves from the risks of loss or damage to the goods in transit. This chapter will examine bill of lading as a document of transfer in the whole scheme of passing of property and risk. Rules relatingRead MoreSwot Analysis of Railway Transportation2166 Words   |  9 PagesSo how do we get them? 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Road Road transport—also known as highway, truck, and motor carriage—steadilyRead MoreThe Transportation System6580 Words   |  27 Pagesessential issues of transportation systems, which are more related to the physical flows of materials. Transport Modes and Their Characteristics Various options for moving products from one place to another are called transportation modes. Road, rail, air, water, and pipelines are considered the five basic modes of transportation by most sources. In addition, digital or electronic transport is referred to as the sixth mode of transportation in some texts. Any one or more of these six distinct modesRead MoreIssues with the The Hague-Visby and Hamburg Rules1477 Words   |  6 Pagescode for the carriage of goods by sea. A contract of carriage of goods by sea is between the shipper and the ship owner, also known as the carrier. The terms of this contract were usually evidenced by a document known as the bill of lading. 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Fool Chapter 9 Free Essays

NINE TOIL AND TROUBLE So why is it that we are going to Great Birnam Wood to look for witches?† asked Kent as we made our way across the moor. There was only a slight breeze but it was bloody cold, what with the mist and the gloom and my despair over King Jeff. I pulled my woolen cape around me. We will write a custom essay sample on Fool Chapter 9 or any similar topic only for you Order Now â€Å"Bloody Scotland,† said I. â€Å"Albany is possibly the darkest, dampest, coldest bloody crevice in all of Blighty. Sodding Scots.† â€Å"Witches?† reminded Kent. â€Å"Because the bloody ghost told me I’d find my answers here.† â€Å"Ghost?† â€Å"The girl ghost at the White Tower, keep up, Kent. Rhymes and riddles and such.† I told him of the â€Å"grave offense to daughters three† and the â€Å"madman rising to lead the blind.† Kent nodded as if he understood. â€Å"And I’m along because†¦Ã¢â‚¬  â€Å"Because it is dark and I am small.† â€Å"You might have asked Curan or one of the others. I’m reticent about witches.† â€Å"Nonsense. They’re just like physicians, only without the bleeding. Nothing to fear.† â€Å"In the day, when Lear was still Christian, we did not do well by witches. I’ve had a cartload of curses cast on me.† â€Å"Not very effective, though, were they? You’re child-frighteningly old and still strong as a bull.† â€Å"I am banished, penniless, and live under the threat of death upon discovery of my name.† â€Å"Oh, good point. Brave of you to come, then.† â€Å"Aye, thanks, lad, but I’m not feeling it. What’s that light?† There was a fire ahead in the wood, and figures moving around it. â€Å"Stealthy, now, good Kent. Let us creep up silently and see what is to be seen before revealing ourselves. Now, creep, Kent, you crashing great ox, creep.† And with but two steps my strategy revealed its flaw. â€Å"You’re jingling like a coin purse possessed of fits,† said Kent. â€Å"You couldn’t creep up on the deaf nor dead. Silence your bloody bells, Pocket.† I placed my coxcomb on the ground. â€Å"I can leave my hat, but I’ll not take off my shoes – we’ll surrender all stealth if I’m screaming from trodding tender-footed across lizards, thorns, hedgehogs, and the lot.† â€Å"Here, then,† said Kent, pulling the remains of the pork shoulder from his satchel. â€Å"Dampen your bells with the fat.† I raised an eyebrow quizzically – an unappreciated and overly subtle gesture in the dark – then shrugged and began working the suet into the bells at my toes and ankles. â€Å"There!† I shook a leg to the satisfying sound of nothing at all. â€Å"Forward!† Creep we did, until we were just outside the halo of firelight. Three bent-backed hags were walking a slow circle around a large cauldron, dropping in twisted bits of this and that as they chanted. â€Å"Double, double, toil and trouble: Fire burn, and cauldron bubble.† â€Å"Witches,† whispered Kent, paying tribute to the god of all things bloody fucking obvious. â€Å"Aye,† said I, in lieu of clouting him. (Jones stayed behind to guard my hat.) â€Å"Eye of newt and toe of frog, Wool of bat and tongue of dog, Adder’s fork and blind-worm’s sting, Lizard’s leg and owlet’s wing, For a charm of powerful trouble, Like a hell-broth boil and bubble.† They double-bubbled the chorus and we were readying ourselves for another verse of the recipe when I felt something brush against my leg. It was all I could do not to cry out. I felt Kent’s hand on my shoulder. â€Å"Steady, lad, it’s just a cat.† Another brush, and a meow. Two of them now, licking my bells, and purring. (It sounds more pleasant than it was.) â€Å"It’s the bloody pork fat,† I whispered. A third feline joined the gang. I stood on one foot, trying to hold the other above their heads, but while I am an accomplished acrobat, the art of levitation still eludes me; thus my ground-bound foot became my Achilles’ heel, as it were. One of the fiends sank its fangs into my ankle. â€Å"Fuckstockings!† said I, somewhat emphatically. I hopped, I whirled, I made disparaging remarks toward all creatures of the feline aspect. Hissing and yowling ensued. When at last the cats retreated, I was sitting splayed-legged by the fire, Kent stood next to me with his sword drawn and ready, and the three hags stood in ranks across the cauldron from us. â€Å"Back, witches!† said Kent. â€Å"You may curse me into a toad, but they’ll be the last words out of your mouths while your heads are attached.† â€Å"Witches?† said the first witch, who was greenest of the three. â€Å"What witches? We are but humble washerwomen, making our way in the wood.† â€Å"Rendering laundry service, humble and good,† said witch two, the tallest. â€Å"All it be, is as it should,† said witch three, who had a wicked wart over her right eye. â€Å"By Hecate’s[27] night-tarred nipples, stop rhyming!† said I. â€Å"If you’re not witches, what was that curse you were bubbling about?† â€Å"Stew,† said Warty. â€Å"Stew, stew most true,† said Tall. â€Å"Stew most blue,† said Green. â€Å"It’s not blue,† said Kent, looking in the cauldron. â€Å"More of a brown.† â€Å"I know,† said Green, â€Å"but brown doesn’t rhyme, does it, love?† â€Å"I’m looking for witches,† said I. â€Å"Really?† said Tall. â€Å"I was sent by a ghost.† The hags looked at one another, then back at me. â€Å"Ghost told you to bring your laundry here, did it?† said Warty. â€Å"You’re not washerwomen! You’re bloody witches! And that’s not stew, and the bloody ghost of the bloody White Tower said to seek you here for answers, so can we get about it, ye gnarled knots of erect vomitus?† â€Å"Ah, we’re toads for sure now,† sighed Kent. â€Å"Always a bloody ghost, innit?† said Tall. â€Å"What did she look like?† asked Green. â€Å"Who? The ghost? I didn’t say it was a she – â€Å" â€Å"What did she look like, fool?† snarled Warty. â€Å"I suppose I shall pass my days eating bugs and hiding under leaves until some crone drops me in a cauldron,† mused Kent, leaning on his sword now, watching moths dart into the fire. â€Å"She was ghostly pale,† said I, â€Å"all in white – vaporous, with fair hair and – â€Å" â€Å"She was fit,[28] though?† asked Tall. â€Å"Lovely, you might even say?† â€Å"Bit more transparent than I care for in my wenches, but aye, she was fit.† â€Å"Aye,† said Warty, looking to the others, who huddled with her. When they came up, Green said, â€Å"State your business, then, fool. Why did the ghost send you here?† â€Å"She said you could help me. I am fool to the court of King Lear of Britain. He has sent away his youngest daughter, Cordelia, of whom I am somewhat fond; he’s given my apprentice fool, Drool, to that blackguard bastard Edmund of Gloucester, and my friend Taster has been poisoned and is quite dead.† â€Å"And don’t forget that they’re going to hang you at dawn,† added Kent. â€Å"Don’t concern yourselves with that, ladies,† said I. â€Å"About to be hanged is my status quo, not a condition that requires your repair.† The hags huddled again. There was much whispering and a bit of hissing. They broke their conference and Warty, who was the apparent coven leader, said, â€Å"That Lear’s a nasty piece of work.† â€Å"Last time he went Christian a score of witches were drowned,† said Tall. Kent nodded, and looked at his shoes. â€Å"The Petite Inquisition – not a high point.† â€Å"Aye, we were a decade spelling them all back to life for the revenge,† said Warty. â€Å"Rosemary here still seeps pond-water from the ears on damp days,† said Tall. â€Å"Aye, and carps ate my small toes while I was pond-bottom,† said Green. â€Å"Her toes thus gefilted,[29] we had to seek an enchanted lynx and take two of his for replacement.† Rosemary (who was Green) nodded gravely. â€Å"Goes through shoes in a fortnight, but there’s no better witch to chase a squirrel up a tree,† said Tall. â€Å"That’s true,† said Rosemary. â€Å"Beats the burnings, though,† said Warty. â€Å"Aye, that’s true,† said Tall. â€Å"No amount of cat toes’ll fix you if you’ve all your bits burnt off. Lear had him some burnings as well.† â€Å"I’m not here on behalf of Lear,† said I. â€Å"I’m here to correct the madness he’s done.† â€Å"Well, why didn’t you say so?† said Rosemary. â€Å"We’re always keen on sending a bit of the mayhem Lear’s way,† said Warty. â€Å"Shall we curse him with leprosy?† â€Å"By your leave, ladies, I don’t wish the old man’s undoing, only the undoing of his deeds.† â€Å"A simple curse would be easier,† said Tall. â€Å"A bit o’ bat spittle in the cauldron and we can have him walking on duck feet before breakfast. Make him quack, too, if you’ve a shilling or a freshly-strangled infant for the service.† â€Å"I just want my friends and my home back,† said I. â€Å"Well, if you can’t be persuaded, let us have a consult,† said Rosemary. â€Å"Parsley, Sage, a moment?† She waved the other witches over to an old oak where they whispered. â€Å"Parsley, Sage, and Rosemary?† said Kent. â€Å"What, no Thyme?† Rosemary wheeled on him. â€Å"Oh, we’ve the time if you’ve the inclination, handsome.† â€Å"Jolly good show, hag!† said I. I liked these crones, they had a fine-edged wit. Rosemary rolled her good eye at the earl, lifted her skirts, aimed her withered bottom at Kent, and rubbed a palsied claw over it. â€Å"Round and firm, good knight. Round and firm.† Kent gagged a little and backed away a few steps. â€Å"Gods save us! Away you ghastly carbuncled tart!† I would have looked away, should have, but I had never seen a green one. A weaker man might have plucked out his own eyes, but being a philosopher, I knew the sight could never be unseen, so I persevered. â€Å"Hop on, Kent,† said I. â€Å"Beast-shagging is thy calling and thou surely have been called.† Kent backed into a tree and half cold-cocked himself. He slid down the trunk, dazed. Rosemary dropped her skirts. â€Å"Just having you on.† The crones cackled as they huddled again. â€Å"We’ve a proper toading for you once the fool’s business is finished, though. A moment, please†¦Ã¢â‚¬  The witches whispered for a moment, then resumed their march around the cauldron. â€Å"Nose of Turk, and Tartar’s lips, Griffin spunk and monkey hips, Mandrake rubbed with tiger nads, To divine undoing for the old king mad.† â€Å"Oh bollocks,† said Sage, â€Å"we’re all out of monkey hips.† Parsley looked into the cauldron and gave it a stir. â€Å"We can make do without them. You can substitute a fool’s finger.† â€Å"No,† said I. â€Å"Well, then, get a finger from that comely hunk of man-meat with the bootblack on his beard – he seems foolish enough.† â€Å"No,† said Kent, still a tad dazed. â€Å"And it’s not bootblack, it’s a clever disguise.† The witches looked to me. â€Å"There’s no counting on accuracy without the monkey hips or fool’s finger,† said Rosemary. I said: â€Å"Let us make do and gallantly bugger on, shall we, ladies?† â€Å"All right,† said Parsley, â€Å"but don’t blame us if we bollocks-up your future.† There was more stirring and chanting in dead languages, and no little bit of wailing, and finally, when I was about to doze off, a great bubble rose in the cauldron and when it burst it released a cloud of steam that formed itself into a giant face, not unlike the tragedy mask used by traveling players. It glowed against the misty night. â€Å"‘Ello,† said the giant face, sounding Cockney and a little drunk. â€Å"Hello, large and steamy face,† said I. â€Å"Fool, Fool, you must save the Drool, Quick to Gloucester, or blood will pool.† â€Å"Oh, for fuck’s sake, this one rhymes, too?† said I to the witches. â€Å"Can’t a bloke find a straightforward prose apparition?† â€Å"Quiet, fool!† snapped Sage, who I was back to thinking of as Warty. To the face, she said, â€Å"Apparition of darkest power, we’re clear on the where and the what, but the fool was hoping for some direction of the how variety.† â€Å"Aye. Sorry,† said large steamy face. â€Å"I’m not slow, you know, your recipe was short a monkey hip.† â€Å"We’ll use two next time,† said Sage. â€Å"Well, all right, then†¦ â€Å"To reverse the will of a flighty king, Remove his train to clip his wings. To eldest daughters knights be dower, And soon a fool will yield the power.† The steamy face grinned. I looked at the witches. â€Å"So I’m to somehow get Goneril and Regan to take Lear’s knights in addition to everything else they have?† â€Å"He never lies,† said Rosemary. â€Å"He’s often wildly fucking inaccurate,† said Parsley, â€Å"but not a liar.† â€Å"Again,† said I to the apparition, â€Å"good to know what to do and all, but a method to the madness would be most welcome as well. A strategy, as it were.† â€Å"Cheeky little bastard, ent ‘e?† said Steamy to the witches. â€Å"Want us to put a curse on him?† asked Sage. â€Å"No, no, the lad’s a rocky road ahead without adding a curse to slow him.† The apparition cleared his throat (or at least made the throat-clearing noise, as, strictly speaking, he had no throat). â€Å"A princess to your will shall bend, If seduction in a note, you send, And fates of kings and queens shall tell, When bound are passions with a spell.† With that, the apparition faded away. â€Å"That’s it, then?† I asked. â€Å"A couple of rhymes and we’re finished? I have no idea what I’m to do.† â€Å"Bit thick yourself, then, are you?† said Sage. â€Å"You’re to go to Gloucester. You’re to separate Lear from his knights and see that they’re under the power of his daughters. Then you’re to write letters of seduction to the princesses and bind their passions with a magic spell. Couldn’t be any clearer if it was rhymed.† Kent was nodding and shrugging as if the bloody obviousness of it all had sluiced through the wood in an illuminating deluge, leaving me the only one dry. â€Å"Oh, do fuck off, you grey-bearded sot. Where would you get a magic spell to bind the bitches’ passion?† â€Å"Them,† said Kent, pointing rudely at the hags. â€Å"Us,† said the hags in chorus. â€Å"Oh,† said I, letting the flood wash over me. â€Å"Of course.† Rosemary stepped forward and held forth three shriveled grey orbs, each about the size of a man’s eye. I did not take them, fearing they might be something as disgusting as they appeared to be – desiccated elf scrotums or some such. â€Å"Puff balls, from a fungus that grows deep in the wood,† said Rosemary. â€Å"In lover’s breath these spores release An enchanting charm you shall unleash Passion which can be never broken For him whose name next is spoken.† â€Å"So, to recap, simply and without rhyme?† â€Å"Squeeze one of these bulbs under your lady’s nose, then say your name and she will find your charms irresistible and become overwhelmed with desire for you,† explained Sage. â€Å"Redundant then, really?† said I with a grin. The hags laughed themselves into a wheeze-around, then Rosemary dropped the puff balls into a small silk pouch and handed it to me. â€Å"There’s the matter of payment,† said she, as I reached for the purse. â€Å"I’m a poor fool,† said I. â€Å"All we have between us is my scepter and a well-used shoulder of pork. I suppose I could wait while each of you takes Kent for a roll in the hay, if that will do.† â€Å"You will not!† said Kent. The hag held up a hand. â€Å"A price to be named later,† said she. â€Å"Whenever we ask.† â€Å"Fine, then,† said I, snatching the purse away from her. â€Å"Swear it,† she said. â€Å"I swear,† said I. â€Å"In blood.† â€Å"But – † As quick as a cat she scratched the back of my hand with her ragged talon. â€Å"Ouch!† Blood welled in the crease. â€Å"Let it drip in the cauldron and swear,† said the crone. I did as I was told. â€Å"Since I’m here, is there any chance I could get a monkey?† â€Å"No,† said Sage. â€Å"No,† said Parsely. â€Å"No,† said Rosemary. â€Å"We’re all out of monkeys, but we’ll put a glamour on your mate so his disguise isn’t so bloody pathetic.† â€Å"Go to it, then,† said I. â€Å"We must be off.† ACT II How sharper than a serpent’s tooth it is to have a thankless child. – King Lear, Act I, Scene 4 How to cite Fool Chapter 9, Essay examples

Concepts behind Genetic Mapping-Free-Samples-Myassignmenthelp.com

Question: Introduce and Explain the Concepts behind Genetic Mapping and How Maps are made. Answer: Genetic Maping Genetic mapping refers to the determination of the position of genes on the DNA molecule, which is the plasmid or chromosome and the relative distance between the genes, in physical units or linkage units (Waldron 2016). Having this in mind, the paper will begin by reviewing the basic concepts of genetic mapping and also on how genetic maps are made. Concepts behind genetic mapping The basic concept of genetic mapping is that, genes do not separate autonomously. Genes that do not separate autonomously are known as linked. One of the best ways to explain linkage is to examine the DNA of organisms. In this case, we identify that genes that are linked are those that lie on similar chromosome, therefore, they are inherited together (Knagge, Yousef, Winnike, Blankenship, Thomas and Brown 2017). In addition, genetic mapping is based on the principle of meiosis. Meiosis refers to the creation of haploids from diploid cells. During mapping, the specific portion of meiosis which researchers are most interested on is crossing over that takes place in prophase I. crossing over is significant as it is the one that produces variations in gametes, which is used during genetic mapping as a measure of distance between genes (Kushanov, Pepper and Abdurakhmonov 2016). How Genetic Maps are Made In order to make genetic maps, researchers begin by collecting tissues or blood from all the members in a given family of interest. The researchers use laboratory techniques to isolate DNA from the samples they had collected to study on the unique traits only seen in family members. The characteristics found in the chemical bases that structure the DNA are known as markers. Markers do not identify the gene that contain the trait, however, it helps the researchers to identify the location of the gene in the chromosome. In other word, when a given gene is close to the marker, the marker and gene will stay together through the process of recombination, which will be passed to the child from the parent. In this case, if a family member inherits a certain trait, it means that they will also inherit a certain DNA marker, which also means that the gene liable for the trait lies close to the DNA marker. Therefore, the more the DNA markers appear on the genetic map, the more likely that at le ast one marker will be found close to the trait and the easier the researcher will be able to locate it on the gene (Boutet, Carvalho and Baranger 2016). In conclusion, genetic mapping, which is also known as linkage mapping gives researchers the opportunity to identify the traits that are passed to the child from the parents, this is based on the concept that, the traits transmitted are linked to the genes. In addition, mapping provides researchers with clues on the chromosomes that contain the gene and the location of the gene on the chromosome. Therefore, genetic mapping is very important in the identification of new genes and their functionality, which is vital in the determination of genes responsible for disorders in human beings. References Boutet, G., Carvalho,. and Baranger, A., 2016. SNP discovery and genetic mapping using genotyping by sequencing of whole genome genomic DNA from a pea RIL population.BMC genomics,17(1), p.121. Kushanov, F.N., Pepper,. and Abdurakhmonov, I.Y., 2016. Development, genetic mapping and QTL association of cotton PHYA, PHYB, and HY5-specific CAPS and dCAPS markers.BMC genetics,17(1), p.141. Knagge, K., Yousef, G., Winnike, J., Blankenship, K., Thomas, A. and Brown, A., 2017. Relationship in Broccoli Between Genetic Mapping and Small Molecule Profiling Using NMR Spectroscopy.The FASEB Journal,31(1 Supplement), pp.766-11. Waldron, D., 2016. CRISp (e) R genetic mapping.Nature Reviews Genetics,17(7), pp.375-376.