Health care services and mental health services Research Paper

Health care services and mental health services - Research Paper Example Mental health promotion and mental illnesses’ diagnoses and treatment are essential components of family medicine in the American health care. Family physicians receive continued medical education and residency training in order to better manage mental health problems in people of all age groups. Early recognition of problems is made possible with the help of continuity of care inherent in the family medicine. Family physicians are best-suited to recognize the problems and make adequate interventions in the family system since they treat the whole family. Family physicians are particularly important because they are also in a position to give treatment to the individuals who tend to avoid the traditional mental health services due to social stigma linked with the treatment of mental illnesses. Many mental health issues are neither recognized frequently nor they are treated adequately. Therefore, mental illnesses’ recognition and treatment are some of the significant challenges for the primary care physicians that are responsible for most services related to mental health care. Results of a national mental health care survey suggested that up to 18 per cent of the people surveyed with or without a mental health disorder DSM-IV’s diagnosis were treated in a one year period and 52 per cent of the visits took place in the sector of all primary care or general medical care (Pincus et al., 1998). Primary care patients with a psychiatric disorder are between 11 per cent and 36 per cent (AAPF, 2015) and a survey of mental health conditions in the practices of urban family medicine suggests that more than 40 per cent of the research participants met the conditions set for a mental health disorder (National Ambulatory Medical Survey, 2008). Traditionally, mental health services are carved out by the managed care organizations from the primary care. They place the mental health services in

Media Assignment Example | Topics and Well Written Essays - 500 words

Media - Assignment Example Steve Forbes is a well-respected president and CEO of Forbes magazine, a business journal that is highly regarded in the business sector. He was also a Republican candidate in 1996 and 2000, putting forth such conservative ideas as the flat tax, a rehaul of Social Security, school choice and a strong national defense. (Forbes.com). While I respect Mr. Forbes, in that he is very accomplished and obviously very learned, I do not agree with his fundamental values, as I consider myself to be more of a Democrat than a Republican. That said, there is no denying that Mr. Forbes is a well-respected man within his field. However, because I do not agree with him on his fundamental values, it is difficult to not have a jaundiced eye on his editorials. Then, after reading just a few paragraphs, my eye was jaundiced to him even more – he derisively quotes Robert Reich in his article â€Å"Isnt Capitalism Brutal?†, stating that Reich, expressing the view that Wal-Mart crushes retailers, â€Å"complained that the retailing giant has turned main streets into ghost towns by sucking business away from small retailers." (Forbes, 2009). Then, I actually found the article to which he was speaking, and it turns out that Robert Reich did state the above quote, but that he was stating that this is what Wal-Mart detractors say about Wal-Mart. The article actually defends Wal-Marts practices overall. (Reich, 2005). In other words, Forbes took Reichs words completely out of context. If you read Forbes article, you would assume that Reich actually believes that Wal-Mart is bad and turns towns into ghost towns, but when you read the actual article, you realize that Reich is stating just the opposite. I am not sure why Forbes did thi s – Reich was labor secretary from 1993 to 1997 - in other words, he was President Clintons labor secretary - and he did

Inter-American system of human rights protection Essay Example for Free

Inter-American system of human rights protection Essay Human Rights are certain inherent, inalienable, immutable, inviolate freedoms and rights of man which no one can take away. These include the right to life, liberty, equality and dignity. The United States of America recognizing these rights established the Inter American system of Human Rights by adopting the American Declaration of the Rights and Duties of Man and the American Convention on Human Rights. Pursuant to the adoption of these instruments the Inter American Commission on Human Rights and the Inter American Court of Human Rights were established to promote and protect Human Rights of individuals. PART A 1. It is pertinent to note that the Inter American Commission on Human Rights primarily seeks to promote consciousness about Human Rights amongst the people of the country. Its functions mainly include receiving complaints, analyzing and investigating them. It has powers of observation and collection of data regarding Human Rights violations in the member States. It can also visit on site and conduct seminars and meetings to promote awareness regarding Human Rights. When a complaint is referred to the Commission, it can after conducting its investigation and analysis publish a report and send it to the State. This report is recommendatory in nature and not mandatory. Hence the Commission can only recommend that the State take due notice of the human rights violations and take appropriate reparatory measures. In the alternative, the Commission can seek opinion from the Inter American Court of Human Rights. So also, in the present case, the Commission has no powers to enforce the law laid down by the State of Colorado but can only request the State to take precautionary measures so as to ensure that human rights are not infringed upon. 2. With respect to the second question, it is seen that as per Article 2 of the Statute of the Inter American Court of Human Rights, the Court has adjudicatory jurisdiction vis a vis a human rights violation brought before it by the Commission or any Member State of the Organization of American States. The said Article refers to Articles 61-63 of the American convention on Human Rights which clearly state that the Court can order the State to allow the human being to enjoy his human right and also order for either monetary or non monetary compensation for the injury so caused. Such an order passed by the American Court would be binding on the State. The provision further clarifies that in case an act or omission on the part of the State would cause irreparable loss to the person, the Commission can take such provisional measures to ensure that the irreparable loss is not caused. It would thus transpire that in the present case, the Inter American Court of Human Rights can enforce the law requiring the Colorado State police to arrest an individual disobeying the restraining order. 3. In the present case various provisions of the various human rights enactments are violated. The Commission can primarily seek to apply Articles 1, 5, 6, 9, 18 24 of the American Declaration of the Rights and Duties of Man. Article 1 of the American Declaration states that all persons have equal right to life, liberty, and personal security. Article 5 6 deal with a person’s right to protection of self as well as family. Article 9 talks about a person’s right to inviolability of home while 18 24 talks of fair trial and the right to approach the court for remedy. A brief reading of the petition tells us how each of these rights have been violated by omission to act on the part of the State. These clauses are applicable even if the United States have not ratified this Declaration. Further Article 11 of the American Convention on Human Rights which deals with a persons right to protect his honor and home and also gives him the right to seek judicial remedy in case of infringement is another provision that the Commission can consider and apply to this particular case. According to the Inter-American Convention on Forced Disappearance of Persons, a duty is laid on the State to punish those persons or their accomplices who commit the crime of forced disappearance of others. This clause has been violated by the husband of the petitioner who allegedly kidnapped their daughters and the police department can be held liable as they stood mute spectators to the whole thing. Article 7 of the Convention of Belem do Para (the Inter-American Convention on the Prevention, Punishment, and Eradication of Violence against Women) condemns all forms of violence against women and seeks to punish such persons who have committed such crimes by enacting proper laws and proper investigation. The Convention also requires that the State should enact and adopt such laws which will help refrain a person from committing such acts of harassment and also ensure that persons who are victims of such violence are given timely and proper hearing. This is a right guaranteed to all women and more so to women who are victims of domestic violence. The police in this particular case having full knowledge of the fact that the petitioner was a victim of domestic violence chose to ignore her pleas and thereby ignore this provision. 4. Prior to considering the kind of jurisdiction that the Inter American Court of Human Rights would have in this present case, it is necessary to list the basic kinds of jurisdiction available to the Court in general. Jurisdiction of the Inter American Court is broadly classified into– Provisional, Advisory and Adjudicatory or contentious Jurisdiction. In provisional jurisdiction, the Court has the power to act in situations that are grave and urgent and require immediate intervention without which grave harm shall be caused to the victim (Buergenthal, 1982, p.241). In Advisory Jurisdiction the Court can give its opinion on the various provisions of the Convention as well as other treaties and also opinionate on the compatibility of the domestic law with any treaty (Buergenthal, 1982, p. 242). In order to avail the adjudicatory or contentious jurisdiction is concerned, it is necessary that the member States subject themselves to the jurisdiction of the Inter American Court (Pasqualucci, 2003, p. 88). It is also necessary for the Convention or treaty in question to grant the jurisdiction to the Court. An illustration to explain this point would be that the Inter American Convention on the Prevention, Punishment and Eradication of Violence Against Women very clearly states that the Commission has only advisory jurisdiction and no contentious jurisdiction in respect of complaints filed under its provisions (Pasqualucci, 2003, p. 91). The jurisdiction clause also states that the Inter American Court cannot naturally assume the role of an appellate authority. It cannot make right any wrong decision of the national courts. However, if there is a gross violation of the human rights enshrined in any treaty and if this gross violation were to cause irreparable harm to the individual, then the Inter American Court may interfere and record that the proper procedures as laid down in the treaties were not followed. In the present case, the United States by virtue of having ratified the American Convention, has given people the individual right to approach the Commission for violation of human rights. However, this jurisdiction in advisory in nature and not adjudicatory as it has not yet subjected itself to the jurisdiction of the Inter American Court. Thus any person through the Commission can seek the advisory jurisdiction of the Inter American Court even if the Member State has not subjected itself to the jurisdiction of the Court (Buergenthal, 1982, p. 244) 5. Procedurally, the Commission on receiving a petition shall initially register it and see if it has complied with all the rules of procedure and if the petition does not comply then the Commission will send it back to the petitioner so as to ensure compliance. Once the petition conforms to the rules then the Commission shall then send relevant parts of the petition to the State for its response, for which the State is given two months time. However, in serious and urgent cases, the State is asked to respond immediately. This is done to ensure the veracity of the petition and to ensure that the petition still subsists. The commission may also require the State to present its observations on the admissibility and merits of the case at hand. Once the observations of the parties are submitted or the time period given to each party has lapsed, the Commission will verify the merits of the case based on the facts before it and decide whether to admit it or reject it. In the present case too the Commission should first satisfy itself as to the compliance of all the rules of procedure and then seek observations from the State and other parties concerned. 6. The Commission will then confirm as to whether the petitioner has exhausted all the available domestic remedies. However, in cases where the domestic legislation does not provide for due process of law or where the petitioner is refrained from pursuing domestic remedies then the above provision does not hold true. The Commission has to ensure that the petition before it has been filed within six months of receipt of the decision of the domestic remedy. In this case the petitioner has exhausted all the possible domestic remedies and has not been successful in the same. The Supreme Court of the United States has also rejected the petition of the petitioner and has passed its final judgment in the matter. The Commission should then decide on the admissibility of the petition by setting up a working group. In the present case, it is seen that the Commission has held the petition admissible. When the Commission finds a petition admissible it creates an admissibility report that is made public and the case is then registered and the parties are notified of the same. After the case has been registered, the Commission invites additional observations in writing from all parties concerned. A time limit for submitting these observations is set by the Commission. In some cases, the Commission can also convene a hearing to enable the parties to present their points of view. In this case too, the Commission has opened the case and the parties are informed about the same. Additional observations have been requested from the parties and the Commission has in fact convened a hearing. In this case, the United States government has responded by stating that it has taken proper and adequate measures to combat domestic violence and that the remedies in the domestic judicial system are adequate to tackle the problem. In the hearing the Petitioner will be able to present her case before the Commission in person. After hearing the case of both sides and also after going through the written observations submitted by both parties, the Commission will deliberate on the merits of the case and formulate a report. 7. The first document that the Commission publishes in response to a case is the admissibility report wherein it admits the case and registers it. This report has already been published by the Commission and has been sent to the parties concerned. The Commission has then convened a hearing on the issue and will deliberate on the case after the hearing. The next important document that the Commission publishes is the Preliminary report on the merits of the case. This report contains the preliminary observations and the recommendations of the Commission. 8. If the Commission feels that there is no violation, then the report is published and sent immediately to all parties concerned. In case the Commission feels that some provisions have indeed been violated then a preliminary report is made and sent to the State along with the recommendations proposed by the Commission. 9. In case the State complies with the recommendations given in the preliminary report, the Commission will notify the petitioner as to the same. However, in cases where the State does not comply with the same, the Commission can approach the Inter American Court for adjudication. However, in the present case as the United States has not subjected itself to the jurisdiction of the Court, the said remedy is not available to the Commission in case of non compliance. In the present case, the Commission should deliberate on the observations sent by the parties, investigate on site to determine the veracity of the facts, interview the various concerned individuals and then send its preliminary report to the State along with its recommendations. If the State fails to comply with the same within three months of it being sent, the Commission then has to issue a final report that contains its opinion, final conclusions and final recommendations. The Commission should then send it across to all parties concerned and make a note of it in its Annual report. The Commission should take active steps in terms of follow up to evaluate the actual compliance of the recommendations by the parties. 10. In this present case, if the Commission publishes its preliminary report wherein it holds that there has been violation of human rights and recommends certain precautionary measures to the State then it would mean that the petition has succeeded partially. By partially, it is meant that the violation has been recognized by the Commission. However, for the petition to succeed completely, the State has to comply with the recommendations given by the Commission. If the State refuses to accept the recommendations of the Commission, then the petition would have failed as the petitioner has not achieved any major reliefs but has only obtained a theoretical order that envisages the ideal situation vis a vis human rights.

Practitioner roles in supporting learning through play

Practitioner roles in supporting learning through play This essay will identify how adults can support learning through play and will analyse the value of this approach. It will consider historical and current perspectives of child development. The key areas of discussion will be learning through role play and supporting children with additional needs. It will recognise the importance of symbolic play, contingent response and the use of sustained shared thinking. Historically children were perceived in different ways, from evil and wicked to innocent and easily corrupted. Childhood has been constructed and reconstructed. (James Prout 1997:7) The behaviourist approach, views the child as a blank slate conditioned through external factors and places an emphasis on step by step learning. Psychologists such as Watson and Skinner considered children to learn by experiences given by adults to shape or mould them. Practitioners need to explain the boundaries for behaviour to children for them to encourage self control and enable them to think about their behaviour. Giving time out has been seen to discourage this. (Bruce 2005:47) The Nativist approach believes that children are pre programmed and will unfold in their development. (Bruce 2005:3) This approach sees the adult role as a facilitator offering help but not controlling learning. Rousseaus approach can be seen in todays view of adults observing and monitoring the early learning goals. He suggested that play was instinctive. The interactionist approach views children as partly pre programmed and partly blank slates. Kant originated this approach, and believed the adults role in supporting learning was to provide a suitable learning environment to explore. He also states that adults should supervise and assist when required. This view can be seen through the curriculum today which offers both adult led and child led activities. The importance of interactions between children and adults, through sustained shared thinking, is highlighted in projects like EPPE (2003) as discussed in child and childhoods. The different approaches discussed can be seen to have had an impact in practice throughout todays education, it is important that practitioners have a good knowledge of these approaches in order to understand how best to support learning. Historically all children play unless there are factors that prevent them from doing so, such as childrens health or living conditions. During the 18th Century children were sent to work, so would have had little time to play, however, this does not mean they did not. Play in the 1920s was a form of relaxation which was considered to be practice for life. (Bruce 2005). More recent thinking understands play as problem solving and creativity. Play underpins the delivery of the statutory framework for the Early Years Foundation Stage, which aims to help children achieve the five Every Child Matters outcomes of staying safe, being healthy, enjoying and achieving, making a positive contribution and achieving economic well being. (Dfes 2007:7) It suggests the role of the practitioner is one of observing and using the information gained to plan for childrens next steps in learning. Children need a challenging and interesting environment with a balance of adult led and child initiated activities, in order to problem solve and investigate through their play. It is the practitioners role to create and maintain this environment so that children develop their communication and creative skills. Childrens achievements are collected over time and learning diaries are produced, unlike the EYFS profiles (2003) these diaries have no emphasis put on testing children. Montessoris approach values the child, the environment and the teacher. She believed children were spontaneous learners needing adult support during periods of development. She stated the adults role was to ensure that the environment provides for the developmental needs of each individual child; observation serves as the key tool for establishing these developmental needs (Isaacs 2007:13) She believed in scaffolding childrens learning. In her opinion the role of the adult was to consider health and safety in the provision and to provide defined spaces for learning experiences and problem solving activities. She considered the child could lose their freedom if adults were too communicative with them. She stated that practitioners needed to have a sound understanding of child development and an ability to understand the need for real life experiences. Although her approach gives time for children to explore with little adult intervention she considered play to be unnecessary, believing toys were tools to enable learning. Her approach however, contrasts with the views of the EYFS, which states the importance of learning through play and the significance of social interactions between adults and children. Bruner suggests that good practitioners tune into the incipient intention of the child and act accordingly. (Bruce 2001:53) suggesting the childs developing plan or aim should be observed and then supported and encouraged. He values play and considers that when children play with other children this emphasises the importance of social and emotional well being and interactions. He stresses the importance of turn taking and social rules. He states that in a role play situation children are able to use problem solving and increase in language acquisition. He experimented using two groups; one being taught, the other playing and concluded that the group allowed to play outperformed the taught group as they were able to explore and problem solve. He views the adult role as scaffolding the child through their development by starting where the child is and supporting them to move on. A more recent view by Moyles (2001) considers there are emotional, physical and intellectual values in supporting learning through play. She describes four principles of play, as being functional, constructive, rule governed and socio-dramatic. In a recent study she found that effective practitioners are able to use their knowledge to support childrens learning by building on what children can do and by evaluating the process of observations and planning for next steps. She states that children should be supported in their play and practitioners should value the input by parents. It is important to be clear that play is not in place of planning, or indeed an easy option. Teachers TV discusses how practitioners should inform parents about the importance of play and how childrens learning can be supported. Practitioners need to communicate with children in ways they understand, if children feel secure and relaxed they will become active learners who develop independence. Adult support in Early Years education is important in that it may be the first time a child has played alongside others, Key people offer support to children and their families during their time at pre schools and work in partnership to inform planning and extend a childs interests and learning. The 1967 Plowden report considers the individual child and building on what they already know and understand. It states practitioners should have a flexible approach to the curriculum and monitor the environment. It states that play is central to childrens growth and development. The report is critical of testing and figures, stating not assume that only what is measurable is valuable. However, in 1976 the curriculum was shaped by political forces which discarded the child centred opinion of the Plowden report. The Thatcher years produced good test results in schools and with it the added pressures from OFSTED to use league tables and highlight results. New labour continued with this by introducing the literacy and numeracy hour. It was not until 20 years later that child centred education was highlighted again. The Rumbold report (Des 1990) states play as being an important part in childrens learning, and states that practitioners need to be sensitive and know when to intervene and become involved in childrens play. It states that children should be given time to play. Practitioners should watch children and use these observations to inform planning for assessment and extend learning. (Macleod-Brudenell 2004:227) In order to achieve this, the adult needs to plan the environment so children can explore, practice ideas, interact, take risks, think imaginatively, express anxieties or fears and communicate with others. Steiner considers the whole child, and believes that an important factor in childrens development is the social interactions children have with others. Through play he believes children can develop their feelings and ideas and make good relationships with others. He believes the adult should be supportive and not to use play as a tool to get a pre determined outcome as it will de prive children of freedom to choose open ended creative play. He states the adults role is to teach by example not instruction. Froebel considered the natural, spiritual, emotional and intellectual aspects of child development and states the important factor is to begin where the learner is (Bruce 2005 :26) He believed that through play the adult can observe what is needed to support and extend learning. However, Froebels work could be criticised because he limited his research to boys. He states that play is central to pedagogy. Froebel made a distinction between play and work and considers play is what children are involved in when they initiate the task and work is what they do when they fulfil a task required by an adult (Bruce 2005:19) Which shows that when a child is asked to do complete something by an adult, it means the child loses possession of their original idea. Role play can happen anywhere and is unrestrictive and impulsive. It is important for children to be able to imitate and explore the world around them. Children can be imaginative and creative in their play and escape into fantasy worlds. Children interact with each other and often play above their actual age, as suggested by Vygotsky. (MacLeod-Brudenell 2004:213) Practitioners should offer props to promote role play and through observing and supporting will have an understanding of when to become involved in their play. Inclusive practice involves practitioners offering ideas and asking open ended questions to extend childrens learning, communication and language skills. Research shows that sustained shared thinking is important in extending childrens learning and by practitioners having a special partnership with children in their settings. (EYFS 4.3) Therefore in order for the children to learn through role play adults need to respect and value the childrens play and consider the childs ideas and interests. As Inclusion is paramount to practice practitioners should be aware of discriminatory play and intervene sensitively if encountered. Sustained shared thinking is the process of working together to develop ideas and enable children to make connections in their learning. By using sustained shared thinking in play the adult can support the childs thought process. Through an awareness of the childs interests the practitioner can offer encouragement and ask open ended questions to support and extend learning. Piaget, a constructivist, considered how children played for enjoyment, and believed children assimilate or incorporate new knowledge with what they already know. This absorbing of experiences is described as schema, where patterns of repeated behaviour help the child learn. He believed children had to work through stages to learn, where they could experiment and explore. He suggested older children no longer need play as have developed abstract thinking. This view can be seen in todays education associated with key stages, where more emphasis has been given to play in the Early Years Foundation Stage. The National curriculum and EYFS reflect the Governments strategies to enable all children to access a relevant and balanced curriculum. (Moyles 2007:4) Since 1995 the law states children have to be assessed at age 7 and aged 11 and throughout the Early Years practitioners complete assessment files based on the early learning goals. Learning matters criticises Piagets approach by stating he may have lacked knowledge of the social impact, as children who are from different cultures, gender, race or social classes may need help to learn. Recent research into perspectives used in Early Years education has shown that there is a significant lack of information concerning learning through a childs viewpoint. Lindon, (2001) states practitioners should value the opinions of children and be more receptive to their views. More recent thinking by Chris Athey (1990) a constructivist, considers that schemas help children think for themselves and can be used to support and extend learning through play. She states practitioners should work in partnership with parents in sharing experiences and childrens interests. She believes children are active learners. http://www.nurseryworld.co.uk/news/719740/Train-thought (15/1/10) Vygotskys zone of proximal development considered that in play children behave beyond their age. He believed children learn more from child initiated play as he believed children set their own levels in control of learning (Bruce 2005: 64). He understood the need for an environment that had clear boundaries for children, with adults who respond effectively and help children to think for themselves. He suggests play to have the skills children need to reach their potential. He believes children acquire language and learn through role play and through social and cultural interactions, stating the role of the adult is through guidance. Learning matters is critical of Vygotsky s views of zones as they consider them to be vague in their definitions. It is understood that the zones describe the adults role in supporting and extending what the child can do. Research has shown that children develop through adults interacting with them. Adults can support learning through contingent response where adults react sensitively to childrens behaviour. Children are seen to benefit from the social and emotional contacts with adults. Practitioners should actively respond to childrens positive behaviour and play giving praise and approval. Through the use of books, media and use appropriate language and communication practitioners support play and extend learning. It has been suggested by Postman that Childhood is disappearing, children have less freedom and less places to play. TV and computer technology has advanced and children are encouraged by their parents to stay in because of parental fear for their childrens safety. However, the Governments play strategy intends to improve and develop play facilities throughout the country. Practitioners should observe and use their knowledge to plan and provide for all individual children. Children who have any additional need which may include disability or a condition that affects their learning or development may need extra help within the provision. The Childrens Act of 1989 discusses that practitioners need to identify in need children, support their development and enable all children to participate in all areas within the provision. (Bruce 2005:40). The Act states that, children in need be categorised according to their specific needs. Early years Action is based on existing knowledge within the provision. If external support is needed the child is considered to be Early Years Action Plus. Therefore, practitioners need to be able to identify and support children. Individual play plans are useful in considering intended learning objectives and desired outcomes over a short period. Through play, practitioners can identify a childs interests, adapt the environment and modify activities to support the child. With support from parents the childs development can be monitored and reviewed. It is important to monitor and evaluate the curriculum linking this with childrens individual progress. Practitioners support children by formative assessment, whereby they collect information about individual children over a period of time, and summative assessment where they bring everything learnt about each child and decide on their next steps in learning. It is important that practitioners working with other professionals communicate and share information regarding children with additional needs. Children with Autism need more adult support within a provision to enable them to learn through play. The practitioner can use symbolic play to help the child develop skills needed to extend learning, as children with autism do not tend to use pretend play they use functional or repetitive play. The adults role is very important in helping the child to focus and become motivated. The practitioner can teach social skills by involving other children in play. It is important that practitioners offer resources that promote symbolic play throughout the provision. Play therapists use symbolic play to help children cope with fears or problems, as they are able to express feelings. Research evidence shows that childrens level of involvement in an activity is an indicator of their current levels of learning and development. (Moyles 2006) However, it is important that information is collected by multiple professionals before any judgements are made. The reflective practitioner considered how an over stimulating environment as stated by Elizabeth Jarman has an adverse effect on childrens learning. Therefore practitioners need to provide an environment that is accessible for all children and is interesting and enjoyable. Through quality improvement the provision is monitored and checked to see if the Every Child Matters outcomes are covered in planning. Practitioners who regularly reflect on practice and keep up to date with research can make improvements to how observations and planning is done and therefore extend childrens learning and development through play. Recent studies have shown how observations are useful in interpreting behaviours and understanding interests. (Maynard 2009:207) It considered what children like to explore and time spent at activities, as well as the social interactions and attachments made. Although target setting and literacy and numeracy strategies have meant there are more pressures put on teaching staff and children, it has been researched that less emphasis should be put on measurable results, tick charts and making children complete activities to get results. Practitioners now observe and use these observations to inform individual planning to extend a childs learning through play. Good quality teaching occurs when there is a good knowledge of how to observe play, knowing when to intervene and how to interact to extend learning. Through quality improvement the provision is monitored to make sure the Every Child Matters Outcomes are covered in planning. In conclusion play and the adults role in supporting learning through play has extremely important benefits for childrens happiness, physical, cognitive and social development. Childcare settings should be welcoming, have sufficient resources, practitioners should be good role models and allow children time for uninterrupted play. (Bruce 2001) Research has shown that interrupting childrens play affects cooperation and social interactions. (Broadhead 2004:3) Play can happen anywhere and is unrestrictive and impulsive. Children concentrate for long periods in their play, if given time to do so. Through play children can relax and let their imaginations create anything they choose. It is known children are active learners, who learn best when allowed to become deeply involved in their chosen activities. To become independent learners practitioners should let children investigate and problem solve for themselves. (Whitebread 2003:17) With highly qualified and experienced practitioners guiding and supporting them they can experiment and develop skills needed to help them move on in their learning. Practitioners should be good role models as suggested by Owen, who nurture children and provide a stimulating environment which is free flow. Trained practitioners are aware of the individual needs of the children in their care and understand the importance of play based learning. It is therefore, the role of the practitioner to plan, support, intervene when necessary and extend childrens learning. (Macleod-Brudenell 2004:50) Practitioners who regularly monitor the provision reflect upon theories and choose which seem fit for purpose as they extend learning as learning matters describes, practitioners should consider sometimes pointing out new horizons, sometimes setting a challenge, sometimes gently guiding and sometimes leaving well alone Therefore, the practitioner has multiple roles in supporting learning through play. They are described as being facilitators enabling learning to happen. They scaffold and support learning and development. They provide an encouraging environment for learning to occur and are able to adapt responsively to the needs of individual children. However, they should have regard for maintaining a balance of adult and child led activities. It is important for practitioners to understand how children learn and the significance of theoretical approaches. They should also realise the importance of emphasising play.

MapBot : An experiment in robotic mapping :: Robotics

Includes Source Code MapBot : An experiment in robotic mapping Abstract: Today Robots are often used to explore dangerous places where humans cannot go. However, what if there was a more easily available robot that could be used to explore places here on earth? This project is an attempt to build a very simple version of such a robot: a robot that follows a line, then creates a graph of the line on a computer. Exercises I did early in COSMOS gave me the backing I needed to attempt such an undertaking. I used basic line-following programs as the base, with a recording element thrown in. A C program was written to run on the computer and turn the data the robot collects into a graph. It took a lot of tweaking, but eventually I got a decently accurate representation of the line. Sadly, MapBot 2 though, I learned that if I want to graph another line, I would have to change the program all over again. With a little more work, I believe I could fix that, and the other problems plaguing this program as it stands. Also, I still believe that a personal MapBot is a viable idea, though I learned that it would require a lot of work. MapBot 3 Background/Purpose: There has always been a human drive to explore, to find out more about the world. Columbus sailed to America, and Cook to Australia, each driven by the promise of new uncharted territory. Recently this task of exploring new frontiers has been turned over to robots, as robots can explore locales that humans cannot. Robots have explored volcanoes, the planets in our solar system, and the deep sea—locations no person could survive. So far robots have been limited to exploring just such locations, those available exclusively to them, but I believe that there are earthly applications for exploring robots. Imagine, if you will, an inexpensive mapping robot. It operates very simply: simply set it down somewhere in the desired area, give it a set of bounds, and leave. The robot will send live data from the terrain to the user, creating a realtime map of the area. This map will be based on whatever data the robots sensors have collected; with add-ons, this could be anything from soil composition to topographic data. And when mapping is complete, the user simply returns to the robot and picks it up. Such a robot would be useful to many professions. Cartographers could create online maps that changed as the planet did. Field scientists could use them to take readings over a large swathe of terrain without taking any of their own time. With a camera attached, they could make a 3-dimensional

oppositional defiant disorder :: essays research papers

According to the DSM-IV, if a child's problem behaviors do not meet the criteria for Conduct Disorder, but involve a pattern of defiant, angry, antagonistic, hostile, irritable, or vindictive behavior, Oppositional Defiant Disorder may be diagnosed. These children may blame others for their problems. Oppositional Defiant Disorder is a pattern of negativistic, hostile, and defiant behavior lasting at least six months, during which four (or more) of the following are present: Often loses temper. Often argues with adults. Often actively defies or refuses to comply with adults' requests or rules. Often deliberately annoys people. Often blames others for his or her mistakes or misbehavior. Is often touchy or easily annoyed by others. Is often angry and resentful. Is often spiteful or vindictive. It is important to note that a counselor or therapist will consider a diagnosis of oppositional defiant disorder only if the behavior occurs more frequently than is typically observed in individuals of comparable age and developmental level. In other words, the problems and conflicts between teens and parents are as old as time itself, and some conflict is normal and inevitable. However, when the parent/child conflict becomes increasingly severe and appears to be spiraling out of control, then ODD might be considered. Also, as teens are growing and learning, they will sometimes do some very ill-advised things that can cause them problems, both legal and in school. However, if this behavior does not repeat itself and is a one-time event, then a behavior disorder is probably not present. For a diagnosis of ODD to be made, the disturbance in behavior must be causing significant problems in school, in relationships with family and friends, and in the workplace. ODD will not be diagnosed if the the therapist suspects that the teen's behaviors are being directly caused by another psychotic or mood disorder, such as bipolar disorder. oppositional defiant disorder :: essays research papers According to the DSM-IV, if a child's problem behaviors do not meet the criteria for Conduct Disorder, but involve a pattern of defiant, angry, antagonistic, hostile, irritable, or vindictive behavior, Oppositional Defiant Disorder may be diagnosed. These children may blame others for their problems. Oppositional Defiant Disorder is a pattern of negativistic, hostile, and defiant behavior lasting at least six months, during which four (or more) of the following are present: Often loses temper. Often argues with adults. Often actively defies or refuses to comply with adults' requests or rules. Often deliberately annoys people. Often blames others for his or her mistakes or misbehavior. Is often touchy or easily annoyed by others. Is often angry and resentful. Is often spiteful or vindictive. It is important to note that a counselor or therapist will consider a diagnosis of oppositional defiant disorder only if the behavior occurs more frequently than is typically observed in individuals of comparable age and developmental level. In other words, the problems and conflicts between teens and parents are as old as time itself, and some conflict is normal and inevitable. However, when the parent/child conflict becomes increasingly severe and appears to be spiraling out of control, then ODD might be considered. Also, as teens are growing and learning, they will sometimes do some very ill-advised things that can cause them problems, both legal and in school. However, if this behavior does not repeat itself and is a one-time event, then a behavior disorder is probably not present. For a diagnosis of ODD to be made, the disturbance in behavior must be causing significant problems in school, in relationships with family and friends, and in the workplace. ODD will not be diagnosed if the the therapist suspects that the teen's behaviors are being directly caused by another psychotic or mood disorder, such as bipolar disorder.

Contents of a Marketing Plan

TABLE | 2. 2 Contents of a Marketing Plan Section Purpose Executive summary Presents a brief summary of the main goals and recommendations of the plan for management review, helping top management find the plan’s major points quickly. A table of contents should follow the executive summary. Current marketing situation Describes the target market and a company’s position in it, including information about the market, product performance, competition, and distribution.This section includes the following: †¢ A market description that defines the market and major segments and then reviews customer needs and factors in the marketing environment that may affect customer purchasing. †¢ A product review that shows sales, prices, and gross margins of the major products in the product line. †¢ A review of competition that identifies major competitors and assesses their market positions and strategies for product quality, pricing, distribution, and promotion. A revi ew of distribution that evaluates recent sales trends and other developments in major distribution channels. Threats and opportunities analysis Assesses major threats and opportunities that the product might face, helping management to anticipate important positive or negative developments that might have an impact on the firm and its strategies. Objectives and issues States the marketing objectives that the company would like to attain during the plan’s term and discusses key issues that will affect their attainment.For example, if the goal is to achieve a 15 percent market share, this section looks at how this goal might be achieved. Marketing strategy Outlines the broad marketing logic by which the business unit hopes to create customer value and relationships and the specifics of target markets, positioning, and marketing expenditure levels. How will the company create value for customers in order to capture value from customers in return? This section also outlines speci fic strategies for each marketing mix element and explains how each responds to the threats, opportunities, nd critical issues spelled out earlier in the plan. Action programs Spells out how marketing strategies will be turned into specific action programs that answer the following questions: What will be done? When will it be done? Who will do it? How much will it cost? Budgets Details a supporting marketing budget that is essentially a projected profit-and-loss statement. It shows expected revenues (forecasted number of units sold and the average net price) and expected costs of production, distribution, and marketing.The difference is the projected profit. Once approved by higher management, the budget becomes the basis for materials buying, production scheduling, personnel planning, and marketing operations. Controls Outlines the control that will be used to monitor progress and allow higher management to review implementation results and spot products that are not meeting their goals. It includes measures of return on marketing investment.