Iago´s Facade in William Shakespeare´s Othello - 520 Words

â€Å"I am not what I am† (I i 71). In Shakespeare’s Othello no phrase describes the villainous Iago better than this. Iago hides behind the faà §ade of a loyal soldier while secretly manipulating the world around him not only for personal gain but also in order to ruin the lives of those he feels have wronged him. Even those close to Iago, such as his loyal servant Roderigo, who think they know him, are being deceived. Throughout the play Iago shows his ability to manipulate people based on their good traits, one key example being Othello. Iago ruins Othello’s life by abusing his sense of trust and exploiting his forceful nature. Iago abuses Othello’s trusting inclination in order both further his personal rank and ruin the lives of those he feels have wronged him. Trusting by nature, Othello initially refuses to see anything but the best in people, including Iago. Iago exploits this by making Othello believe things that are completely false. In Othello’s view Iago would not lie to him because he had no reason to and had never done so before. Iago does this because he feels he has been wronged when told that â€Å"[Cassio]†¦ must his lieutenant be†¦ and I his Moorship’s ancient† (I i 35). Iago thinks that he should be given the position that was given instead to Cassio, and he feels that he must take brutal revenge on Othello for being the source of his calamities. Using the trust bestowed upon him by Othello Iago feeds rumors to Othello that trigger jealousy and arouseShow MoreRelatedAnalysis Of Sax s Film Othello 1457 Words   |  6 PagesGeoffrey Sax s adva nced retelling of William Shakespeare s Othello can control Shakespeare s unique ideas in spite of the time period and connection in which both writings happen, while investigating the all inclusive topics of prejudice, misogyny and force. Shakespeare s play reflects conventional Elizabethan connections and qualities in its investigation of such ideas amidst a catastrophe impelled on by misleading and desirously (Aebischer 12). On the other hand, Geoffrey Sax s 2001 representationRead MoreAnalysis of Act One of Othello by William Shakespeare Essay1474 Words   |  6 PagesAnalysis of Act One of Othello by William Shakespeare Act 1 is an exceptionally indicative passage of writing in which Shakespeare attempts to divulge the coarse essence of Iagos nature to the audience. Indeed, by the conclusion of line 66 the audience not only understands - in broad terms - Iagos motives and grievances, but also something of the manner in which he intends to consummate Read MoreWilliam Shakespeare s Othello The Moor Of Venice1745 Words   |  7 PagesWilliam Shakespeare’s Othello the Moor of Venice, is a tragedy of great manipulation and jealousy that exploits the evil in people and how one could take advantage of another based on their weaknesses and flaws; perfect people do not exist in a world filled of temptation, failure, and suffering as Shakespeare proves the consequences of being trustful and naà ¯ve. People of Venice must be aware of the people around them and who they trust because one should live with a reasonable mind in order to avoidRead MoreWilliam Shakespeare s Othello And George Orwell s Animal Farm1357 Words   |  6 Pagesleads them to commit drastic deeds. One can use this to persuade people to do things for their own benefit. In William Shakespeare s Othello and George Orwell s Animal Farm, the main characters, Iago and Napoleon, manipulate others to achieve their personal goals. Napoleon and Iago manipulate their peers’ trust, their friendships, and abuse their ranks to reach their goals. Both Iago and Napoleon use this to their advantage and attempt to get what they want, not caring about the risks and consequencesRead MoreOthello Essay: I Am Not What I Am (Analysis of the quote I am not what I am in the essay of Othello by William Shakespeare).753 Words   |  2 PagesIn the play Othello by William Shakespeare, the main villain, Iago, says many things hinting that he is not who he appears to be on the outside. Iago seems to be calm and kind, warm-hearted and loyal: many even call him honest Iago, but there is a sting of irony to this -- Iago isn t honest at all. It is just a facade, put on to fool those around him into trusting him and letting their guard down long enough for him to trick them. On the inside, he is a cold and calculating genius, whose soleRead MoreComparing Power in The Tempest and Othello1801 Words   |  8 PagesPower in ‘The Tempest’ and ‘Othello’ Both plays are about the ultimate struggle for power. Power can be shown in many ways such as race, gender, ‘others’, social class, and most importantly through use of language. Power can be shown in both plays through the use of ‘otherness’. This can be associated with power as characters such as Othello or Caliban are ‘others’ because they are from ‘elsewhere’. One such character who could be described as an ‘other’ is Othello. Bill Bryson suggested thatRead MoreThe Tragedy Of Othello By William Shakespeare1737 Words   |  7 Pagesof Othello the: Moor of Venice was written by William Shakespeare, and it is only one of countless notable plays he wrote. A reoccurring theme in Othello is jealousy brought on usually by deception; throughout the play people often hide their true intentions and are not always what they appear to be like W.H Auden said â€Å"There s always another story. There s more than meets the eye .† The relationships Iago built on manipulation, lies, and false promises were a crucial part of the play; Iago wasRead MoreWilliam Shakespeare s Othello And Hamlet1721 Words   |  7 PagesKeana Cowden ENGL3563-100: Shakespeare Katherine Eggart 16 November 2015 Insert Title here An Elizabethan woman can be characterized as one that is submissive and subservient to men. William Shakespeare utilizes this type of woman when he wishes to show his audience the cruel nature of men. In both of his tragedies, Othello and Hamlet, Shakespeare presents cruelty in the form of male domination, where most of the time, the women are undeserving of ramifications such as death. When aRead MoreGifted Mr Ripley And Othello1180 Words   |  5 Pages Despite contextual differences, the central values integrated in the playwright Othello are creatively reshaped in the film The Talented Mr Ripley. Anthony Minghellas film, The Talented Mr Ripley in the 1950s, creates parallels with William Shakespeare, Othello in Elizabethan era through the similar attitudes present within society. Both Shakespeare and Minghella, inform the audience that perception of discrimination and prejudice arise from desiring social class, as well the emotions of jealousyRead More The Manipulation of Gender Roles in Shakespeare’s Othello Essay4756 Words   |  20 PagesThe Manipulation of Gender Roles in Shakespeare’s Othello Of Shakespeare’s great tragedies, the story of the rise and fall of the Moor of Venice arguably elicits the most intensely personal and emotional responses from its English-speaking audiences over the centuries. Treating the subject of personal human relationships, the tragedy which should have been a love story speaks to both reading and viewing audiences by exploring the archetypal dramatic values of love and betrayal. The final source

Nephron Technology for Lube Oil Free Essays

string(116) " machines require pans under them, which need to be vacuumed regularly, and the waste oils pose a disposal problem\." Nephron technology makes a difference Engr Maliha Maisha Rahman Bannichi Enterprise limited Literature Review:TBN: In short, a TBN (total base number) measures the amount of active additive left in a sample of oil. The TBN of a used oil can aid the user in determining how much reserve additive the oil has left to neutralize acids. The lower the TBN reading, the less active additive the oil has left. We will write a custom essay sample on Nephron Technology for Lube Oil or any similar topic only for you Order Now Oil’s function is to lubricate, clean, and cool the engine. Additives are added to the oil to enhance those functions. Viscosity: Technically, viscosity is defined as resistance to flow. Commonly though, we think of it as an oil’s thickness. To be more specific, it is the thickness of an oil at a given temperature. The viscosity of an oil could be reported at any temperature, but to standardize things, most laboratories report either a low temp (100F or 40C) or a high temp (210F or 100C) and stick with either SUS or cSt. The standardized temperature reading allows us to compare apples to apples for judging the thickness of the oil. Single Grade ; Multi Grade Viscosity: today since most gas- or diesel-engine manufacturers recommend multi-grades. At operating temperature, a straight weight performs just as well as a multi-viscosity oil, and there is nothing wrong with using a straight weight. It’s just a simpler form of oil. Some diesel fleets still use straight weights, as do about half the piston aircraft operators. The difference between multi-grade and straight-weight oil is simply the addition of a viscosity improving (VI) additive. The most common grade of automotive oil in use today is the 5W/30, which is a mineral oil refined with VI additives that leave it reading as an SAE 5W viscosity when cold, yet an SAE 30W when hot (210F). The advantage to the multi-weight is that when starting the engine, the multi-viscosity oil (with its thickness of an SAE 5W when cold), allows the engine to spin over more easily. The most common diesel use oil is 15W/40. It is an SAE 15W oil with a VI additive that leaves it the thickness of an SAE 40 weight at operating temperature. What makes an oil a diesel-use oil (rather than automotive-use) is the level of additives used. Diesels require heavier levels of dispersant and anti-wear additives. These heavier additive levels are objectionable for automotive engines since they may interfere with the emission controls andated by the EPA. Need To Choose the Proper Viscosity: We are seeing that trend for newer engines, for which the recommended grade is getting progressively lighter. The common 10W/30 has become a 5W/30, and some manufacturers even recommend 5W/20 oil. On the other hand, we can’t see (in oil analysis) where it hurts anything to run heavier 10W/30s or even 10W/4 0s in modern automotive engines. The heavier oils provide more bearing film, and that’s important at the lower end. If your oil is too light, the bearing metals can increase. If the oil is too heavy, the upper end metals can increase. The trick is to find the right viscosity for your particular engine, which is why we suggest following the manufacturer’s recommendation. Changes in Viscosity/Adding additives? Then the Result Comes: Adding anything foreign to your oil can change its viscosity. Some types of after-market oil additives cause a quite high viscosity at operating temperature. While an additive might improve bearing wear, it can often cause poorer upper-end wear. We don’t recommend any type of after-market additives. Other changes to viscosity can result from contamination of the oil. Moisture and fuel can both cause the viscosity to increase or decrease, depending on the contaminant and how long it has been present in the oil. Antifreeze often increases an oil’s viscosity. Exposure to excessive heat (leaving the oil in use too long, engine overheating) can also increase viscosity. When your oil’s viscosity comes back as either lower or higher than the â€Å"Should Be† range, something is causing it. If the high/low viscosity is hurting wear, the key is to find out what it is and repair your engine or adjust your driving habits accordingly, to correct the viscosity and optimize your engine’s efficiency. If you decide to use a different viscosity oil than what the manufacturer recommends, you might want to use oil analysis while you are experimenting. Your wear data doesn’t lie. People selling oils and additives may be sincere, but they don’t have to live with the results. They simply smile a lot on the way to the bank. MoistureProblems: Industrial oils run â€Å"cold† compared to other (such as automotive-use) oils, and they tend to accumulate moisture. The moisture comes from humidity in the air, or in some cases, it’s directly introduced to the oil from coolants and related systems. Moisture affects the lubricity of the oil, decreasing its effectiveness. Moisture in the oil can cause a variety of problems, such as poorly running hydraulic rams, machine sizing, and chatter. Another negative effect of moisture in oil is acidity. Oil, by its molecular nature, cannot become an acid. But there is always a little moisture present in oils operating at relatively cool temperatures, and that moisture can turn acidic. Acids in a machine’s oil sump will corrosively attack internal parts not only the metallic parts, but the seals as well. Corroded valves become ineffective. Many headaches in a machine’s operation can be directly attributed to oil condition. Though oils do not respond to the pH test, there is a neutralization test called Total Acid Number (TAN) that can easily spot oil that is becoming problematic. AbrasionProblems Industrial oil becomes abrasive from wear metals, abrasive dirt, and particle contamination. The most serious result of abrasive oil is the detrimental effect it has on seals. Machine seals are lubricated by the system’s oil, and they will last a long time if the oils are maintained effectively. If they are not maintained properly, the seals will degrade and cause leakage. Leaking machines require pans under them, which need to be vacuumed regularly, and the waste oils pose a disposal problem. You read "Nephron Technology for Lube Oil" in category "Essay examples" Fresh oil is purchased needlessly, running up maintenance costs. Machines that leak oil also run the risk of being run low on oil and having improper oils used as replacement. All these expensive problems can be eliminated by keeping machine oils in serviceable condition. WhatAboutFilteringOil? Many industrial operations hire filtration companies to filter insolubles and abrasive contaminants from their oil. Some plants operate their own filtration equipment. Filtering oil that’s currently in use is a good idea, and it helps companies avoid needlessly purchasing virgin oil products, but it has limits. Oil that is filtered too many times can contain damaged additives. If the additives are damaged, the oil can’t function effectively: the oil loses lubricity and becomes oxidized. There is a point at which the additives either need to be restored or the oil needs to be replaced, and oil analysis is useful in determining this point. It can also help to rate the effectiveness of a company’s filtration program. Not all wear metals and abrasive contaminants can be filtered out of the oil; they tend to accumulate and eventually reach levels that leave the oil unserviceable. A test known as the ISO Cleanliness Code (also called a â€Å"Particle Count†) can be used to rate the cleanliness of an oil sample. This test also shows the effectiveness of the machine’s in-line oil filtration. Insolubles test : The insolubles test measures the total insoluble materials in an oil sample, that is, all solid or liquid materials that are not soluble (won’t mix) in oil. Virgin oil shouldn’t have any insoluble materials in it. When it occasionally does, the most we normally find is a trace level. The insolubles in virgin oil are from the normal oxidation process of the oil, which leaves free carbon in suspension when oxygen forms with hydrogen (oil is a hydrocarbon). The insolubles test is a centrifuge method. A measured volume of oil is mixed with a heated solvent, agitated, and spun at high speed. Insoluble materials collect at the bottom of a tapered glass tube and can then be quantified. The insolubles test is a fair measure of how fast the oil is oxidizing and receiving contaminants, and how effectively the system’s oil filtration is functioning. Industrial oil normally contains very low insolubles due to the few and relatively mild heat cycles the oil experiences (heat cycles accelerate the oil’s normal tendency to oxidize). Further, oil filtration on industrial machines may filter particles as small as 2 to 10 microns, keeping the oil pristine for a very long time, often years. Automotive and aircraft oils however, suffer the most difficult environmental problems of all types of oils we analyze. They regularly receive blow-by products from the combustion process. They suffer extreme heat cycles. Any contaminant in the oil will accelerate the oxidation process, causing insoluble materials to increase. Engine oil needs to be changed regularly due to all of the above. Excessive insolubles can form in an engine oil if the oil: is running hot, is receiving more than a normal amount of contamination, is suffering more (or more severe) heat cycles than is normal, is being run longer than a typical use cycle, or, on the other side of the coin, if oil filtration is marginal or relatively ineffective. If we found no contamination in your oil and your change intervals are normal, we often mention a problem at oil filtration as a possible cause of higher insolubles. Insolubles may be forming because your oil change interval is too long for the condition of the engine. Your oil filter may be inferior. It is possible the oil filter bypass valve has relived if the filter is becoming restricted. The filter system bypass may also open upon unusually cold starts when the oil is too thick to pass through the filter media. Once the bypass relieves, the filter is effectively out of the system. Fig: insoluble pentane and tolueneReport of E16(without using nephron system) and E-45 (with our nephron system):Figure: working procedure of nephronMarine Engineering thesis- 30000 hours lubricating oil continued using experimentEngine specification, graphs showing lube oil change and viscosity, Tables showing wear and tear ratio. Engine Specification Engine model| | 8N21AL-EV| | Type| Vertical water-cooled 4-cycle diesel engine| Number of cylinder| 8| Cylinder bore x stroke [mm]| 210 x 290| Total displacement [lit. ]| 80. 36| Continuous rated output [kW(PS)]| | 1300 (1768)| | Engine speed [min-l]| | | 900 | 1000| | | Generator capacity [kWe]| | 1200| | Combustion system| Direct injection| Starting system| Air-motor starting| Engine model| | 6N21AL-EV| | Type| Vertical water-cooled 4-cycle diesel engine| Number of cylinder| 6| Cylinder bore x stroke [mm]| 210 x 290| Total displacement [lit. ]| 60. 27| Continuous rated output [kW(PS)]| | 970 (1319)| | Engine speed [min-l]| | | 900 1000| | | | Generator capacity [kWe]| | 900| | Combustion system| Direct injection| Starting system| Air-motor starting| | | | | | | | | | | | | | | | | | | | | | | Conclusion: The nephron system cleans the impurities in the LO at almost the same time that they appear, continually cleaning and maintaining the oil. This is the main reason why this system was selected for this experiment. Those particles of the lube oil that do deteriorate via oxidation are so small when using the filtration system of the nephron system that they can be disregarded. The particles of lube oil that is lost when using lube oil are those that are oxidized, evaporated or destroyed by high temperature. In other words, the ratio of molecules with large molecular weight grows as time passes using the lube oil. This is because the molecules which are smaller are more susceptible to heat and are therefore lost more easily. The oil begins to resemble the properties of the high grade naturally occurring lube oil in such location as bright stock. The actual burning proof load of this oil is approximately 25% better than that of new oil. For these reasons it is natural to use nephron system. The more time proceeds it gets more viscous. How to cite Nephron Technology for Lube Oil, Essay examples

Media Psychology Capstone

Question: Desceibe about the digital comics: Creating a pathway for autistic children to connect through a superhero narrative. Answer: Introduction Autism Spectrum Disorder (ASD) or autism is a complex developmental disability. It is detected in childhood and impairs the communication ability of an individual (Thompson, 2013). It is characterized by certain set of behaviors and is called as spectrum condition that affect each child differently and to a varying degree. In United Kingdom autism occurs in every 1 in 68 births (ADDM autism prevalence report, 2014). It has been estimated by autism society that the US cost for autism annually is $90 billion. Autistic children face bewildering and irrational challenges in the world. They are expected to cope with this challenges which results in high level of anxiety, stress and behaviors. Dealing with such behavior becomes difficult for people around them and offers a significant challenge to the health care service providers, educators, and other professionals such as social workers, language therapists (Park et al., 2012). Some of such behaviors include difficulty with executive fun ctioning, poor motor skills and sensory sensitivities, difficulty making eye contact, delayed learning of language, persistent fixation on particular object, lack of ability to socialize with peers, distorted speech and language. It implies the need of a practical approach to understand the behavior of the autistic children and provide necessary support (Radley et al., 2015). According to Burn Durran, (2007), children do not outgrow autism but it is treatable through early diagnosis and intervention. Recently there is an increasing popularity of superhero narratives representing the both the embodied and social experiences of autistic children such as the Super, Circling Normal. These emerging tools have the ability to breach the wall of ignorance build up around the children with autism and generate greater public awareness of such disabilities. The unique characteristics of these comic strips are to promote the rights of autism children, demonstrate the impact of autism on the fa milies and empower children to become successful in their environment. In this assignment we will deal with how digital comics acts as a pathway for autistic children to relate with their cognitive disability and breaks the confining cultural framework through which some people are overlooked and other are seen. Further, the paper also discusses the Piagets theory of cognitive development and children learning. It explains how this theory can help teachers to tackle autistic children and improve their learning skills. A thorough literature review is performed to support the facts in the paper and lastly conclusion is drawn based on the discussion. Cognitive models of autism Autism mainly consists of three primary symptoms which involve behavioral, social and communication aspects. Several theories have been developed to explain the dilemma related to cognitive dysfunction of autism (Park et al., 2012). The mind deficit theory refers to the ability of children for imagination, beliefs, desires, and emotions and makes other mental states. Autistic children have a cognitive deficit as they cannot understand others thoughts (Locke, 2005). As per the executive functioning theory children mind involve in planning, impulse control, mental flexibility, inhibition, working memory and monitoring of action. Autistic children have executive dysfunction which is reflected in their repetitive and restricted behavior. Their poor social connection appears to be defect in cognitive shifting an important factor of executive function (Cohn, 2013). The persistency in particular behavior and focusing on specific parts of the objects seen in autistic children can be explaine d through weak central coherence theory which refers to inability of the child to see broader side of things or context (Simmons et al., 2014). According to Piagets two factor theory related to figurative and operative functions, autistic children have a defect in sensory motor neurons resulting in arrest of operative functions while having normal figurative functions (Marion et al., 2016). Thus higher-level of figurative, social skills fail to develop completely due to this arrest in children. However, no cognitive theory so far could provide a complete picture of autism development and has only explained the static cognitive impairment (Hall, 2012). How does superhero narratives connect with autistic children Comics are an art form of communicating various messages in an artistic way using outlandish fantasy and absurd characters (Gresh Weinberg, 2003). Since the last couple of centuries they have been playing an important role in the life of children and have been embraced by academia as well (Saraceni, 2000). Recently comics are developed with characters playing the role depicting particular disability. The advent of digital comics have has revolutions this art work. With the growing demand of tablets and smartphones, usage as well as desktop screen reading comics are increasing released in digital format (Rutter Schopler, 2012). For example, the Marvel comics offer a subscription service for users to read online comics from Marvels history. According to the survey reports Schreibman et al., (2015) most girls get bored with princess movies but never with superhero narratives. Most of these girls have in their opinion that a superhero will always win in a fight against a princess. Superheroes are highly engrossed in the childhood culture. According to Radley et al., (2014) the most common thing about superheroes right from masked villain to caped crusader that all the children love irrespective of being autistic is their power. It is their power to fly, read minds, shoot fire, throw cars and fighting skills. According to the research conducted by Justin Martin the psychology professor at Whitworth University, it is not just the power that makes attract these kids towards superheroes rather the pursuit of justice (Wood, 2015). Gardner, (2013) demonstrated that justice is the first thing that shrine when looking at superheroes. Kids mostly like the superheroes self-sacrifice and hope in the face of insurmountable odds. As p er martin, the powerful impetus for change for young autistic children is the unique origin of each superhero story. For example, Peter Parker receiving unique powers after being bitten by radioactive spider and later uses these powers for personal benefits and turning into Spider-Man. He further sinks in the message that great power brings along a great responsibility. Piaget, (2013) studied attitudes of kids towards superhero comics and learned from a 7 year old girl that she personally preferred Scarlet Witch because of her moral arc. Superheroes such Batman, Spider-Man and Superman are extremely popular among children irrespective of their growth environment (Wilson, 2005). Curiosity and imagination are the key aspects of growth of every child and they imitate adults and talk to strangers in order to show their fascination with things that are beyond their realm of possibilities. Children need their moral imagination to be healthy and refined for decision-making. The components of this moral imagination are the ability to view ones life as narrative and utilization of moral perception (Burn Durran, 2007). The story of Guardians of the Galaxy has inspired the autistic children to be like a superhero in the movie (Inhelder et al., 2014). Children with autism who cannot do metaphors can relate themselves with Drax the Destroyer in the movie who also cannot comprehend metaphors. Superhero comics with characters playing the role of an autistic individual or having any other disability help autistic children to reflec t on their life experiences, and allow them to decide the important factors of their life (Autism Society, 2016). The autistic children enjoy comics because they can relate themselves with the characters in the story, which allows them to reconstruct their identity. Therefore, superheroes can be a great moral-teaching tool for teachers and parents (Wilson, 2005). Children believing in a just world are known to find learning a positive experience, trust their teachers and succeed in school. Martin believes that superhero narratives are more desired among autistic children for whom the world appears to be filled with terror. Among these children, superhero narratives become a personal treasure. Autistic children watching Batman helping the city of Gotham and neighbors on the street learn empathy and tend to make positive connections around them (Autism Speak, 2016). These superhero narratives also introduce these children with interpersonal superpowers such as differentiating between right and wrong, truth and lies and other emotions (Bainbridge, 2015). Therefore, the justice factor emphasized by the superheroes and its relationship with childrens beliefs in just world has been recognized to serve as an educational function for autistic children t o enhance their moral development. Digital comics are a source of motivation for impressionable young audience and teach autistic children who have low self-esteem and confidence that they too can be heroes (Martin, 2007). It demonstrates the world that anything can be done by having a right mindset and a pure heart. It sends a message that heroic mindset does not pay heed to perceived flaws, poor medical condition and disability (Burn Durran, 2007). These digital comics illustrate that in order to be a hero one does not need to mould their true nature to appear in certain way rather can be a true self. The superhero comics act as a tool to instill belief among these children in that just world (Rubin Livesay, 2006). Superheroes fill a void in the life of autistic children by instilling a hope even in darkest hour. These believe act as a catalyst for change on a micro-level and in addition, it have a trickledown effect on the kids and adults. Various characters in superhero narratives such as (Seth in Circling Norma l or Drax in Guardians of Galaxy) have a given a confidence to millions of mentally challenged children that they can uphold responsibility and wield great power (Bainbridge, 2015). These children too can now indulge in fantasy like other normal kids and dream of themselves developing and showing heroic spirit. Autistic children relating themselves with superhero characters in comic movie and stories indicate the positive power of superhero movies in enhancing personal attachment where kids can take a piece of action to their home calling their own (NAS, 2016). Recently, it has been observed that superheroes not only appeal and connect with kids in comics rather their ability has seeped into the classroom as well. Some researchers have found success in creating social skills training for autistic children using superhero themes and is highlighted in (Wilson, 2005). According to Piaget, (2015), most autistic children have trouble relating socially with their peers and simply teaching such social skills is not enough for them. It implies that a program that resonates with autistic children is required to be developed. Therefore, superheroes was recognized as a sticky factor that is difficult for autistic children to get out of their head. Hence, Jenson the professor of educational psychology at Utah University and his team have developed a superheroes social skills program for teaching autistic children. This multimedia program uses different characters such as Scooter, Iron Man, to teach different lessons. The results of this program were fo und effective. Educators of autistic children are geared towards their moral development through powerful comic characters rather than focusing on the test scores (Bainbridge, 2015). The aim of developing such classroom is to foster positivity and practicality in children and help them lead one such life as depicted in superhero narratives. Teachers can use a childs fascination with superheroes to explain them the way of behaving inside and outside the classroom. Park et al., (2012) suggested that educators can monitor students superhero play and use the characters in the play to help students differentiate between the negative and positive behavior, cooperation and the ways of conflict resolution. However, teachers must lay little emphasize upon the dark side of these superheroes and instill in minds of children that violence is used as last resort. For example, Spider-Man responds only to situation that are morally important and use violence only when they recognize that not appre hending the villains may harm well being of others. Therefore, it is the responsibility of the educators to facilitate development of autistic children using superhero tool (Inhelder et al., 2012). Burn Durran, (2007) highlighted a fact that the influence of superhero comics on autistic children has larger implications for society. For example Comics such as The Ride Together has well demonstrated that how autism becomes part of the familys collective identity. In this comic story, Paul and Judy Karsaik describes their experiences of growing up with their brother, who is autistic. In one of the comic strip Paul narrated that how their autistic brother loudly applauded and behaved unusually while watching a movie and how he was embarrassed. In Circling Normal Montague-Reyes has based her strips about Seth who was diagnosed with autism at age of two and depicted his emotional experiences such as aggression, anxiety. Similarly, X-Men has motivated large number of children as he demonstrated love and acceptance through his work towards uniting humans despite their individual differences by internalizing his professors teaching (Gresh Weinberg, 2003). These comic strips have addre ssed the debate topic whether to accept or normalize children (Locke, 2005). These comics help autistic children to meet the standards set by their adults being inspired by the mighty image of superhero coming out victorious from unfortunate of circumstances (Rubin Livesay, 2006). The comic strip conversation has been recognized to improve the autistic childrens social skills and reduce the signs of loneliness. Autistic children fail to express their thoughts as a result of which they experience isolation from others. These comics give them a sigh of relief making them believe that their behavior is normal and assure them that they can also live happy life (Rutter Schopler, 2012). The literature review has showed that autistic children are more engaged with friends and peers after applying superheroes social skills programs or interventions (Radley, Hanglein, Arak, 2016). This has further led to positive outcomes and improved language skills. These comics play an important role a s they have become a form of academic studies which aims to incorporate the fullness of experience of autistic children (Burn Durran, 2007). The comics are powerful in demonstrating the emotional, social, motor, sensory, and cognitive factors affecting an individual, therefore, avoiding the person being reduced to stereotype of one particular facet of his or her identity. These superhero narratives assist society to accept such people and embrace them inspite of the differences (Rutter Schopler, 2012). Teaching programs in classrooms include assigning children with roles of different superhero characters to play help resolve various conflicts when for example, assigning same superhero character to two children, and debated over team goals (Piaget, 2013). When individual roles are assigned to the children, it helps them to resolve issues of gender equity, for example some girls preferred X-Men than other superheroes (McLoud, 2000). The reason behind such preferences being the fact that the unlike other superhero groups, X-Men group represents female members (Rubin Livesay, 2006). These superheroes are agents of social change as they fight for justice and equality. Use of superheroes in social skills training program for autistic children by Jenson has helped such children to perform their work even when others disagree with them. They tend to align themselves with the prosocial behavior demonstrated by their superheroes (Inhelder, Sinclair Bovet, 2014). Conclusively, superhero nar ratives are creating a pathway for academic, moral and social development of autistic children. Educators must understand as to why a particular child fascinate about a specific superhero character and use this fascination to foster their growth and similar behavior in them (Burn Durran, 2007). It implies for the teachers that they should incorporate favorite superhero character of children into play activities and lessons to facilitate their learning process and ensure that the influence is positive and educational (Piaget, 2015). Various schools have used Manga to teach chemistry and biology to the students and results showed that children have found these strategy interesting and has improved the learning of complex subject (Radley, Hanglein Arak, 2016). Educators can incorporate the Piagets theory of children learning to improve learning outcomes of autistic children. As per Piagets experimental observations with children of different age, it is necessary that a teacher should mainly focus on the thinking process of an autistic child (Burn Durran, 2007). While checking answers teachers must analyze that what thought process made a student to reach particular answer. According to Piagets experiences with children, positive learning outcomes are built on their cognitive functions and such experiences can be provided to the students only when the teacher appreciates childrens basis of reaching a conclusion (Piaget, 2013). Piaget emphasize on providing an environment with conditions of inventions for children rather than giving them a readymade knowledge (Martin, 2007). This will ensure promotion of childrens self initiate and active involvement spontaneously. Further most teachers in UK and US intend to speed up the development and le arning process (Rubin Livesay, 2006). However, in piagetian classroom, children have a window for true cognitive understanding. It implies for the teachers that premature teaching should be avoided as it only leads to superficial acceptance of the adult formulas. Further, education programs based on Piagets theory includes acceptance of the individual differences in developmental progress (Tatalovic, 2009). Teachers must take into account that each child has different rate of cognitive development and therefore arrange classroom activities accordingly including small groups of people rather than involving the total class. Further, the teacher must regularly assess the progress of individual child in terms of their previous course of development. Educators must avoid taking into consideration the normative standards provided by the performance of same age peers (Inhelder, Sinclair Bovet, 2014). Therefore, keeping in view the theories of Piaget, some of the promising strategies for teaching autistic children include teaching plan that is abstract, concrete and well structured as autistic children cannot handle complex stuff (Martin, 2007). Teachers should focus on scaffold language support by segregating children according to language level and use more simple language while teaching lesson (Rubin Livesay, 2006). Teachers should ensure developing a fun and nurturing classroom environment that will increase self-motivation by fostering self-esteem and confidence. More classrooms in US for autistics are decorated with colorful funny pictures that most children fascinate about. These also include comic story superheroes to motivate them (Wilson, 2005). The strategies also include increasing social initiations, use of role-play and modeling to teach social skills. It also includes use of behavior charts, and reinforce particular behavior with stars to reduce other interfering b ehaviors (Wilson, 2005). As per the Piagets theory children need to interact with materials and people around them to suffice their curiosity (Tatalovic, 2009). These strategies also include promotion of skill generalization by promoting peer involvement, involving parents and multiple trainers. Children should be allowed to practice skills in a natural setting providing multiple opportunities (Tatalovic, 2009). There must be regular evaluating system to track the progress and provide students with home assignments in addition to practical sessions (Burn Durran, 2007). The Social skills training program by Jenson utilize similar strategies and have come with positive outcomes. The key aspect of these interventions is the need to focus on one-on-one direct teaching by truly creating a social situation involving interaction with varied people. According to Thompson, (2013) partnership and cooperation can be encouraged by involving children in group activities (Schreibman et al., 2015 ). The most important aspect of teaching social skills to autistic children is to promote childrens learning by explaining the relevance of a particular skill. This will help children stuck in learning a skill (Park et al., 2012). The sum of these strategies is also called as Pivotal Response Treatment (Park et al., 2012). Schreibman et al., (2015) highlighted that the social story method is effective for helping a child with autism to understand, respond and meet the expected needs. The stories of superheroes or any other comic strip conversation help children to learn and behave appropriately and have significantly improved their inclusion in classroom activities. Further, teachers support the autistic children to communicate through computer or typewriter. Overall the autistic children need learning environment that is conducive to the unique needs of children and it has been observed recently that incorporating superhero narratives in every stage of child development have helped to enhance the learning experience of autistic children and invigorate the educators working in such supportive learning environment. Conclusion The correct approach for dealing with autistic children is still a mystery for the teachers and physicians. Learning the autism and teaching theories may help care providers to deduce correct approach and steps for building up the knowledge for autistic children. Digital comics are useful in being an empathetic representation of autism where they can highlight both the values of difference and the ordinariness of aberration. Comics promote social change by advocating for human rights for people with autism. Colorful comics representing autism spectrum allow family members to develop strategies to help their autistic kids to strive to be successful in their environment and in life. Superhero narratives are creating a pathway for academic, moral and social development of autistic children. Comics are excellent in conveying the experiences of the disability in a lived context because of the ability to depict both the spatial and temporal relationships simultaneously. Majority of childre n and adults embraces comics as they provide a means to realize our own life by seeing into experiences of the characters by the use of thought bubbles, jagged lines for demonstrating anxiety, sound effects and relative fullness. Comic books superheroes characters are efficient in raising public awareness about disability issues. Consequently, it leads to personal empowerment, promote cultural understanding, and raise activism across cultures. Diverse modes of communication are required to understand autism that will assist humanities scholars involved in the studies of disability to incorporate different perspectives in their work. Studies of comics paint a picture of multiple embodied and cognitive style of living. They emphasize the importance of nonverbal form of expression, for example some comics portray the powerful communicativeness of silence. The literature review implies for the teachers that it is not difficult to teach the students with autism or convey their messages. Educators, therapists and the general practioners can use the theories of Piagets cognitive development and the various aspects of superhero narratives to develop an effective teaching plan to meet their educational and development needs. The speech and language therapists too can use some of these components to enhance their language skills. The effectiveness of media teaching has been explored by several researchers and thereby it is recommended to all the educators, therapists and teachers of autistic children for keeping latest technology and childrens fascination in mind while delivering any services. References Schreibman, L., Dawson, G., Stahmer, A. C., Landa, R., Rogers, S. J., McGee, G. G., ... McNerney, E. (2015). Naturalistic developmental behavioral interventions: Empirically validated treatments for autism spectrum disorder.Journal of Autism and Developmental Disorders,45, 2411-2428. Thompson, T. (2013). Autism research and services for young children: History, progress and challenges.Journal of applied research in intellectual disabilities,26(2), 81-107. Radley, K. C., Ford, W. B., McHugh, M. B., Dadakhodjaeva, K., OHandley, R. D., Battaglia, A. A., Lum, J. D. (2015). Brief report: Use of Superheroes Social Skills to promote accurate social skill use in children with autism spectrum disorder.Journal of autism and developmental disorders,45(9), 3048-3054. Radley, K. C., Jenson, W. R., Clark, E., Hood, J. A., Nicholas, P. (2014). Using a multimedia social skills intervention to increase social engagement of young children with Autism Spectrum Disorder.Intervention in School and Clinic, 1053451214532350. Radley, K. C., Hanglein, J., Arak, M. (2016). School-based social skills training for preschool-age children with autism spectrum disorder.Autism, 1362361315617361. Wood, E. (2015). Understanding Complexity in Play through Interpretivist Research.The SAGE Handbook of Early Childhood Research, 291. Piaget, J. (2015).The Grasp of Consciousness (Psychology Revivals): Action and Concept in the Young Child. Psychology Press. Rutter, M., Schopler, E. (2012).Autism: A reappraisal of concepts and treatment. Springer Science Business Media. Piaget, J. (2013).Success and understanding. Routledge. Inhelder, B., Sinclair, H., Bovet, M. (2014).Learning and the Development of Cognition (Psychology Revivals). Psychology Press. Gardner, H. (2013). The theory of multiple intelligences1.Teaching and Learning in the Secondary School, 38. Martin, J. F. (2007). Children's attitudes toward superheroes as a potential indicator of their moral understanding.Journal of Moral Education,36(2), 239-250. Rubin, L., Livesay, H. (2006). Look, up in the sky! Using superheroes in play therapy.International Journal of Play Therapy,15(1), 117. Bainbridge, J. (2015). The Call to do Justice: Superheroes, Sovereigns and the State During Wartime.International Journal for the Semiotics of Law-Revue internationale de Smiotique juridique,28(4), 745-763. Wilson, B. (2005). More lessons from the superheroes of JC Holz: The visual culture of childhood and the third pedagogical site.Art Education,58(6), 18-34. Burn, A., Durran, J. (2007).Media literacy in schools: Practice, production and progression. Sage. Tatalovic, M. (2009). Science comics as tools for science education and communication: a brief, exploratory study.Jcom,8(4), A02. Autism Society What is Autism?. (2016). Autism-society.org. Retrieved 28 September 2016, from https://www.autism-society.org/what-is/ McLoud, S. (2000). Reinventing Comics: How Imagination and Technology Are Revolutionizing an Art Form.Perennial, New York, 118-122. Wolk, D. (2007).Reading comics: How graphic novels work and what they mean. Da Capo Press. Gresh, L. H., Weinberg, R. (2003).The science of superheroes. John Wiley Sons. Locke, S. (2005). Fantastically reasonable: ambivalence in the representation of science and technology in super-hero comics.Public Understanding of Science,14(1), 25-46. Saraceni, M. (2003).The language of comics. Psychology Press. Cohn, N. (2013).The Visual Language of Comics: Introduction to the Structure and Cognition of Sequential Images. AC Black. Marion, I. W., Nelson, T. M., Sheller, B., McKinney, C. M., Scott, J. M. (2016). Dental stories for children with autism.Special Care in Dentistry. Hall, L. J. (2012).Autism spectrum disorders: From theory to practice. Pearson Higher Ed. Simmons, E. S., Paul, R., Volkmar, F. (2014). Assessing pragmatic language in autism spectrum disorder: the Yale in vivo pragmatic protocol.Journal of Speech, Language, and Hearing Research,57(6), 2162-2173. Park, J. H., Abirached, B., Zhang, Y. (2012, May). A framework for designing assistive technologies for teaching children with ASDs emotions. InCHI'12 Extended Abstracts on Human Factors in Computing Systems(pp. 2423-2428). ACM. Autism Speaks. (2016). Autism Speaks. Retrieved 28 September 2016, from https://www.autismspeaks.org/ NAS. (2016). Autism.org.uk. Retrieved 28 September 2016, from https://www.autism.org.uk/professionals/conferences/behaviour/about.aspx