Observation of Child with ADHD

Observation of Child with ADHD Childs Particulars: Full Name of Child: Eileen Tay Yi Ling (Pseudonym) Chronological Are: 6 Years, 1 Month (From Date of Collection of Background Information) Gender: Female Race: Chinese Current Grade (Standard) in School: Kindergarten 2 Background Information: Eileen (pseudonym) lives with her family, consisting of her father and mother, her 23 year-old step-brother and a live-in domestic helper. According to the domestic helper, she appears to be closer to both parents than her brother; with she (Eileen) agreeing that she speaks to the parents more than she speaks to her brother. The family of 5 (including the stay-in domestic helper) stays in 3-bedroom condominium at South-Eastern Singapore. She first started going to an early education facility at the age of 3, and is currently enrolled in 3 early education centres (Kumon, The Learning Lab, and EtonHouse), for enrichment classes and kindergarten. Based on the information given by her mother, Eileen enjoys going for classes and is on good terms with her teachers. She also expresses interest in Mathematics, though she (Eileen) has the impression that she is weaker in that very subject itself. Annexe A, which is done approximately 2 weeks before, which shows her mathematics worksheet being done with a perfect score, a point which is consistent with the other worksheets shown during the data collection session. In the areas of language and literacy, Eileen uses mainly English when communicating with her parents, peers and relatives, although she is also generally proficient in her Mother Tongue (Mandarin), which is seen when in the worksheet that she completed (Annexe B) and what was seen when she is reading her storybooks. Eileen also attempts to speak like her parents when engaging in conversation. Eileen is seen to have her strengths in language and literacy, as she is conversant in simple English and is able to provide simple fact-based answers about herself, like where she study, and her family information. Based on the developmental milestones by Chant (2013), Eileen has met the language and literacy developmental milestones of a 5-6 year old. Eileens socio-emotional development appear to be meeting the developmental milestones of her age group, as her parents claim that she is sociable, and that although sometimes got conflict before, but after a while, they are back as friends again (sic). In Kumon, she is closer to 3 of her friends whom she has been in the same class for over 18 months (1.5 academic years). Annexe D shows the art that one of her friends did for Eileens 5th birthday a year ago. Also, Eileen has her own bedroom, and is able to make her own bed in the morning, after waking up, thereby meeting the socio-emotional milestone of being more independent and in charge of his/her behaviour (Child and Youth Health, 2010). Eileens mother also shared that she (Eileen) can accurately give the birthdates of some of her relatives that she is more familiar with, if given their names, although if she is given the birthdates, she may not be able to state whose birthday that is. Her inability to do so is in line with the childs level of cognitive development, as Parke and Gauvain (2009) stated that the inability to reverse a series of mental steps is evident in many other responses of the child between 2 and 6 years old. She also has an attention span of approximately 10-15 minutes, although her attention span may be extended if she is engaged in something of her interest, and if Eileen was engaged in playing with toys of her particular interest, she would get very hooked onto it and that her parents experienced difficulty in getting her to change focus to another activity or task. This is not part of the developmental norms that Schmitt (2012) mentioned, whereby a typically developing childs attention span sh ould be 3-5 minutes of the childs age, which means that for Eileen, she should be able to have an attention span of approximately 18-30 minutes. Data Gathering Plan: Technique One: Conducting an interview-based checklist adapted from Hill Checklist for Attention Deficit and Related Disorders Description of Technique One: The original Hill Checklist for Attention Deficit and Related Disorders is meant for teachers to help Neurotherapy in evaluating the child in question on if he/she has Attention Deficit or other related disorders. The first section focuses more on Attention Deficit, and utilises a Likert Scale of 0-5, and requires the educator to rank the childs behaviours based on the characteristic being not present (0) to very severe (5). Only the first section of the checklist will be used, and it will be implemented through interviewing Eileens mother. In addition, she will be asked to elaborate more on each of the items, by explaining and providing examples and descriptions of what Eileen does. I will be noting down the response of Eileens mother, and a voice-recording will be done for later reference. Rationale of Technique One: Based on the background information collected, Eileen is seen to be performing well in most areas of development. However, her attention span of 10 to 15 minutes, according to the background information given by her mother, is lower that the age-appropriate developmental norm of Schmitts (2012) age-to-attention span ratio of 3-5 times the childs age. Also, as Eileens mother also mentioned that Eileen tended to be very hooked when doing an activity of her interest. This appearance of the lack of focus, while parents having trouble getting the child to divert his/her attention from what interests them (Smith and Segal, 2012) raises a possible risk of the child having Attention Deficit Disorder (ADD). By interviewing Eileens mother, and understanding more about Eileens behaviour, it will give a better insight into if she is in fact at risk of ADD. Technique Two: Conducting an Observation as a supplement to the interview-based checklist (Technique One) Description of Technique Two: At least 2 observation records will be conducted, one running record, and another running record. These observation records will be done on two separate occasions, with a minimum of 3 days in-between each observation session. The observation records will focus on Eileens attention span when she is doing her work, or at play. Environmental factors like the presence of noise and side activities, like people walking pass or the programmes airing on television, will be noted down. Rationale of Technique Two: As Technique One only provides further information given by Eileens parents, the full picture of Eileens apparent lack of attention span may not be clear. Therefore, by observing Eileen, and her environment, while she is on her daily routines like having a meal, doing her work or watching television programmes, will provide a second picture of the possible causes of the short attention span that she has, since observing a child is useful in isolating the root of the problem, inclusive of the environment surrounding the child (LD Online, 2000). An analysis of the observations done will also conducted to have a better insight into the rationale of her actions. This, together with Technique One, a clearer picture of where Eileens development in terms of attention will be seen, as well as if she is possibly at-risk of having ADD. References: Child and Your Health. (2010). Child development: 5-6 year old children. Retrieved from http://raisingchildren.net.au/articles/child_development_5-6_years_cyh.html/context/511 Chant, R. (2013). Developmental milestones of 5-6 year olds. Retrieved from http://starskills.net/blog/developmental-milestones/developmental-milestones-of-5-6-year-olds/ Hill, Robert W. (n.d.) Hill checklist for attention deficit and related disorders. Retrieved from http://www.neurotherapydfw.com/pdf/ChildForm-Teacher26-23-08.pdf LD Online. (2000). Early Intervention Observation of an individual child. Retrieved from http://www.ldonline.org/article/6048/ Parke, R. D. and Gauvain, M. (2009). Child psychology: A contemporary viewpoint. New York: McGraw-Hill Schmitt, B. D. (2010). Attention deficit/hyperactivity disorder (ADHD): How to help your child. Retrieved from http://www.cpnonline.org/CRS/CRS/pa_battentn_hhg.htm Smith, M. and Segal, R. (2010) ADD/ADHD in children. Retrieved from http://www.helpguide.org/mental/adhd_add_signs_symptoms.htm Annexes: Annexe A: Mathematics Annexe B: Language (Mandarin) Annexe C: Socio-emotional

Freedom of Speech, Freedom of Thought, Freedom of Pot -- essays resear

Freedom of Speech, Freedom of Thought, Freedom of Pot!   Ã‚  Ã‚  Ã‚  Ã‚  There is a war going on; it keeps thousands in pain every night, a war that if were to end, could save thousands of people’s lives. This is the war on marijuana. You could say that marijuana has a bad reputation in the eyes of many people, but in reality it is a drug which has the ability of saving lives and curing diseases in which have plagued us for too long. People need to be informed on the good that marijuana can bring not just to this country, but to the whole world.   Ã‚  Ã‚  Ã‚  Ã‚  Marijuana (cannabis sativa) is often referred to as pot, tea, grass, weed, hashish, maryjane, ganja, skunk, and there are many, many more depending on how it is used and/or where it is from. It can be sniffed, chewed, smoked, or added to foods or beverages, but most often is smoked by recreational users. Marijuana contains around sixty compounds called cannabanoids. The most psychoactive being delta-9-tetrahydracannabinol (Dudley 18). When marijuana is used, several things can happen to the user both physically and or mentally. Physical effects include: red eyes, dry mouth or throat, increase in heartbeat, tightness of chest (if smoked), drowsiness, unsteadiness, and muscular in-coordination. THC molecules can also distort part of the brains’ information-processing system, altering perception of time, while amplifying sounds and usual images (Dudley 18). This may not seem like something people would want legalized, but there are far more ways to use marijua na for good than for bad.   Ã‚  Ã‚  Ã‚  Ã‚  There are several interesting reasons why people fight for the legalization of marijuana, some people argue that if it was smoked as early as 2700 B.C. in China and India (Quick Facts 1) that it should be legal in all places. Or that since many of America’s greatest leaders and Founding Fathers (including George Washington) were hemp farmers (Quick Facts 1) that it would make the world a better place. Both of these general types of arguments have some reason in them, but the most valid arguments are probably to be about violence or medical reasons. After some thinking, the conclusion that any sick person who wants to use marijuana to help them self has to break the law (Dudley 39) can be made. This doesn’t seem fair at all, seeing as how people who are ill and whom mi... ...aws around them, and make everything in society for those people. The lowest incapable part of the species. And what about all the people that can handle all the good things in life without screwing everyone else over? Well they can suffer, they can be held back by our crap, because they’re not important. They can evolve at the same mind-numbing pace as the rest of us. So lets keep drugs illegal, cause some people can’t handle the responsibility. That’s the same principle they enforce in elementary school; one kid messes up and the rest suffer from his ignorance. In case you haven’t noticed, laws and regulations can’t hold back human curiosity. You can’t simply just stamp out those human urges with a law or two. You won’t succeed in preventing humans from being human.   Ã‚  Ã‚  Ã‚  Ã‚  Works Cited â€Å"Cancer Statistics.† American Cancer Society. Online. Internet. 01 February 2001. Dudley, William, et al., eds. Marijuana. California: Greenhaven Press, 1999. â€Å"Marijuana† Encyclopà ¦dia Britannica: Macropà ¦dia. 1999 ed. â€Å"Quick Facts About Pot.† Freepot.com. Online. Internet. 28 Jan 2001. Todd Austin Brenner, â€Å"The Legalization of Drugs: Why Prolong the Inevitable?† Vol. 18, 1989.

Growing up: A Journey of One’s Identity

It is inevitable that people age. Every human being, and every being for that matter, grows old. Age is a natural phenomenon that cannot be avoided. Part of growing up is discovering one’s identity. As people age, they constantly undergo a process where they mold themselves into unique individuals. Every experience that a person goes through influences his personality, his character, and his identity. It is through such experiences that people get to see who they really are. Triumphs and failures in life are vital for they help strengthen the character of the person. In a way, when an individual goes through an experience, he is shaping his character regardless of the outcome of his endeavor. From childhood to adulthood, every experience brings forth a certain lesson that is inculcated in the individual’s being. These lessons are what define the individual for they directly affect the person that they are. The development of the person and the journey of self-discovery as a person grows up are discussed not merely in the various fields of science. Literature too has its share of works of art that provide an input of how growing up involves the molding and shaping of the person’s identity. Although not directly discussed, literature highlights how the journey of aging is in parallel with an individual’s journey towards defining an identity of his own. In Mary E. Wilkins’ short story, â€Å"Mistaken Charity,† the journey of two women through age and time is told. Moreover, it shows how their aging coincides with their realization of who they really are. Harriet and Charlotte are two sisters who never marry. Their life is built on their work and on their struggle to survive. However, as age catches up with them, and their aged bodies can no longer stand their own lines of work, they begin to realize that they are not all about their work. When given a chance to move out of their tattered house and into a better life, they discover that it is their experiences living in that house that defines who they are. They are not used to the life in the â€Å"Home† for it does not feel like home to them. This is what drove Charlotte to say, â€Å"O Lord, Harrià ©t†¦ let us go home. I can't stay here no ways in this world. I don't like their vittles, an' I don't like to wear a cap; I want to go home and do different. The currants will be ripe, Harrià ©t. O Lord, thar was almost a chink, thinking about 'em. I want some of 'em; an' the Porter apples will be gittin' ripe, an' we could have some apple-pie. This here ain't good.† (Wilkins, 148) This shows how no matter how much better another life seems to be, people will always go back to their old way of life for the life they have gotten used to defines who they really are. Another story that show how growing up means defining who you really are is told in Nathaniel Hawthorne’s â€Å"Young Goodman Brown.† The story tells of how one experiences that Goodman Brown went through in his young days completely changed his outlook on life. His journey through the forest wherein he met the mysterious figure which many associate with the devil may indeed be a dream. However, that experience opened his eyes to the reality that people may not be what they perceive him to be. The good Christians that he thought they were may actually simply be a cover-up of their real selves. Although it could be a dream, the experience was enlightening for Goodman Brown. More importantly, it was very influential in molding the personality of Brown and his outlook on life. After the experience, Goodman Brown ended up becoming a cynic. He was always wondering whether the people around him were who they really were. In fact, Goodman Brown even began to doubt the sincerity of his wife, whom he used to love and trust dearly. After the said event,   Ã‚  he turned into a cynic, wary and pessimistic of his wife and his faithfulness and fidelity. The last paragraph of the story explains the effect that the experience in the forest had on him. In the said paragraph it was stated: â€Å"A stern, a sad, a darkly meditative, a distrustful, if not a desperate man did he become from the night of that fearful dream. On the Sabbath day, when the congregation were singing a holy psalm, he could not listen because an anthem of sin rushed loudly upon his ear and drowned all the blessed strain. When the minister spoke from the pulpit with power and fervid eloquence, and, with his hand on the open Bible, of the sacred truths of our religion, and of saint-like lives and triumphant deaths, and of future bliss or misery unutterable, then did Goodman Brown turn pale, dreading lest the roof should thunder down upon the gray blasphemer and his hearers†¦Ã¢â‚¬  (Hawthorne, 127) The stories provide evidence of how experiences mold and shape the identity and personality of the individual. Both Goodman Brown and the sisters demonstrated how they are made by their experiences. Thus, it can be said that growing up and aging is a process of defining one’s self. It is a process of discovery brought about by life experiences where lessons are learned and imbedded in one’s way of life. Works Cited: Hawthorne, Nathaniel. â€Å"Young Goodman Brown.† Literature and society: An introduction to fiction, poetry, drama, nonfiction. 4th ed. Eds. Pamela Annas, Robert Rossen. Upper Saddle River, N.J.: Prentice Hall, 2007, pp 117-127. Wilkins, Mary. â€Å"Mistaken Charity.† Literature and society: An introduction to fiction, poetry, drama, nonfiction. 4th ed.   Eds. Pamela Annas, Robert Rossen. Upper Saddle River, N.J.: Prentice Hall, 2007, pp 140-150.

The Sudetenland Essays - Munich Agreement, Sudetenland, Partition

The Sudetenland Essays - Munich Agreement, Sudetenland, Partition The Sudetenland History The Sudetenland On January 30, 1933, the Nazis acquired mastery of Germany when Adolf Hitler was appointed chancellor. That evening Hitler stood triumphantly in the window of the Reich Chancellery waving to thousands of storm troopers who staged parades throughout the streets of Berlin. The Nazis proclaimed that their Third Reich would be the greatest civilization in history and would last for thousands of years. But the meteoric rise of Hitler and national socialism was followed by an almost equally rapid defeat; the Third Reich survived for a mere twelve years. But one of the main causes of World War II was Hitlers public justification for the dismemberment of the Czech state through either war or diplomacy was the plight of the 3.5 million ethnic Germans the Treaty of Versailles had left inside Czechoslovakia. The main land that Hitler wanted to annex to Germany was that of the Sudetenland, where most of the people living there were of German origin. The land also bordered Germany to the South East, and Germany was prepared to conquer this land at all cost. "And now before us stands the last problem that must be solved and will be solved It (the Sudetenland) is the last territorial claim which I have to make in Europe, but it is the claim from which I will not recede" - Adolf Hitler, in a speech in Berlin, September 26 1938, just prior to the Munich conference. Most of the German minorities live in Sudetenland, an economically valuable and strategically important area along the Czech border with Germany and Austria. The grievances of the Sudeten Germans against the Czech state had led to the rise of a strong German nationalist movement in the Sudetenland. By the mid -1930s, this movement had the support of almost 70 percent of the Sudeten German population. Their leader, the pro-Nazi Konrad Heinlen, began demanding autonomy for this region Both the real and contrived problems of the Sudeten Germans added credibility to Hitlers charge that they were denied the right of self-determination and lived as an oppressed minority, which he was obligated to defend In the spring of 1938, Heinlein was directed by Hitler to make demands that the Czechs could not accept, thereby giving Germany a reason to intervene. The Czech situation soon turned into an international crisis that dominated the European scene for the rest of that current year. The weekend which began on Friday, May 20, 1938, developed into a critical one and would later be remembered as the "May crisis." During the ensuing forty-eight hours, the Governments in London, Paris, Prague and Moscow were panicked into the belief that Europe stood nearer to war than it had at any time since the summer of 1914. This may have been largely due to the possibility that new plans for a German attack on Czechoslovakia called "Case Green" which were drawn up for him, got leaked out. Hitler had begun to prepare an attack on the Sudetenland. The target date was the beginning of October. He was prepared to employ an army of ninety-six divisions. The Czechoslovak Government, aware of Hitlers intentions but uncertain when the blow would fall, ordered a partial mobilization on May 21. Hitler was outraged, explaining to his generals that he had offered no threat and was being treated with contempt. He had been humiliated, and no one yet humiliated him with impunity. His rage against Czechoslovakia increased, and on May 30 he issued a secret directive to his high command: "It is my unalterable decision to smash Czechoslovakia by military action in the near future." All through the summer Britain, France and the Soviet Union were aware that Hitler planned to strike at the Sudetenland and perhaps the whole of Czechoslovakia. The Czechoslovaks had an excellent intelligence system with Germany and knew from day to day what Hitler was planning. Germany also had an excellent intelligence system, and in addition it had in Konrad Henlein, the National Socialist leader in the Sudetenland, a man who would stop at nothing to produce an insurrection or an act of deliberate provocation against the Czechoslovak Government. The German newspapers were filled with accounts of mass arrests of innocent men and women in the Sudetenland, and there were the inevitable circumstantial stories "by our correspondent." Nonexistent people in nonexistent villages were being slaughtered. The Czechoslovak Government attempted to refute some of these stories but gave up in despair. Hitler ordered a massive propaganda barrage against Czechoslovakia to prepare the German people for the October invasion. On September 12th at Nuremberg, Hitler went as close

Reliable guide to thesis writing

Reliable guide to thesis writing Thesis writing There are a lot useful guides to producing academic works. All of them provide handy tips which students should follow in order to write superior papers. Below, there are reasonable steps to preparing an exclusive thesis. If you follow them, you will avoid major difficulties in completing this assignment. Missing the key idea Some students do not consider formulating the main idea of a thesis paper important. This is a big mistake. You should understand that this work is not an adventure story where the ending discloses valuable information. When producing this piece of writing, you should present its topic in the opening paragraph. Thus, readers will clearly understand what they are going to learn about. Paper significance When writing thesis papers, it is of great importance to explain why the subject is worth exploring. Thus, your work will be considered complete. It is not good to make readers guess why the selected topic matters. Moreover, they will never know what advantages they will get from reading your piece of writing until you let them know about it. Scientific approach It is very important to explain why you have used particular research methods for examining the topic of your thesis for research paper. You need to state the reasons for which the provided mechanism is effective. Key features There may be a few works discussing the same issue. Thus, you need to explain properly how your thesis for a research paper differs from other papers. You should use the set expressions and words that will help convince readers that your piece of writing is unique. Other academic works When producing a thesis research paper, it is necessary to provide readers with information about the previous works analyzing the matter. In this case, the purpose of writing your paper will be quite clear. When presenting the results obtained before, you need to show that your research is more detailed. It will add weight to your research thesis. If you do not understand how to write such type of paper, turn to our professionals for assistance. Uniqueness of the essay You should tell readers how your work contributes to a particular academic field. Since you are the author of the thesis, you are the only one who knows its strong points. Therefore, if you explain everything clearly, readers will understand that your piece of writing provides relevant information about the discussed matter. That is why you should make every effort to present sound arguments about how useful your paper is. Show that readers will benefit greatly from analyzing it.

Images of Managing Change Essay Example | Topics and Well Written Essays - 2000 words

Images of Managing Change - Essay Example The six different images that are under managing change are director, coach, caretaker, nurturer, navigator and interpreter (Donoghue, n.d.). Different styles of implementing change are provided to the managers by the six images which vary according to the size and nature of the organization. Out of these six images the mangers need to choose the most appropriate image that fits into the organizational requirement and can derive long–term benefits for them (Ukaby, 2012). This provides a framework which helps in managing the changes in the structure of the organization, affect the processes of the new business or change the culture of the firm. Changes in the organization are unpredictable and furthermore outcome of that change is also difficult to predict. Different manger working in different organization has different approach of implementing change in own style. Therefore, before incorporating any changes they need to have a clear understanding regarding the various images. This study focuses on in-depth discussion regarding interpreter and navigator image. Outline of the other five images Coach: This image of change management aims towards shaping the organization rather than controlling it. This is very similar to the sports coach. Here the manager teaches and guides the organization in such a manner that they sustain in the competition and conquer all the challenges ahead (Chowdhury, 2009). Navigator: This image of the management is based on control. The change manger in this case agrees with the fact that while some of the outcomes of change are achievable, on the other the management has little control. Interpreter: This image of the management aims towards shaping the organization rather than controlling it. It helps in building a meaning for the members such that it facilitates them in understanding the various actions and events that initiate the changes in the organization. Caretaker: This image is primarily based on controlling the organizat ion but the change managers also acts like â€Å"shepherd guiding† the organization. In this way they intend to change the management process. Nurturer: This image of change management believes that a small change is enough to create a huge impact on the organization, which indicates that the outcome is beyond the control of the change managers. However this helps in cultivating the notion of positive self nurturing and organizing the firm. Change manger as Navigator This image considers control as heart of the action taken by the management. The mangers believes that the external factors are such that some of them helps in achieving the change outcomes that are intended, for sure while the other will be achieved over time, on which they have little control. Outcomes are not completely planned rather than they are partly emerging and results are obtained from various influences, processes and competing interests. For instance in a situation where the change manager intends to restructure the business units by creating cross-functional teams who will assist development of product across the various functional units, the change manger will be successful in establishing the cross-functional teams but it will be difficult to get the work done effectively where there is a history of gathering information, boundary fortification by functional units and distrust. In such cases the change manager may appoint some people to the cross-functio

Austin Wood Products Case Study Example | Topics and Well Written Essays - 1000 words

Austin Wood Products - Case Study Example When current assets are misreported then the company’s liquidity becomes deviated from its actual level. The whole interconnectedness of the mentioned problems is going to comprise strategic decisions of the company. Additionally, it is imperative to note for organizational management that inventory management is not at all a rocket science in nature but it is rather based on what humans called commonsense. The general idea of inventory management is to maintain adequate levels of supply of raw materials and finished goods that the production cycle continues to operate while, customers do not return from the company’s outlets empty-handedly respectively. The case highlights the problems that are being caused by the complete absence of inventory management system. The workers do not record changes in inventory. The sales volume of the company is expected to go up by 20% in the next month and therefore, they need inventory management system. The company in an Austin based firm and it has started its operations in 19801 and during 1983, it moved to the current location in order to benefit from less formal business environment. The company has to take simple steps regarding maintaining a clearer picture of its inventory situation. They have to come up with average demand of each type of products that they can use to determine the level of order points of every item. The company is suggested to apply ABC method of inventory management which is known to divide products into three distinctive categories. Type A refers to such items which are significantly priced but their sales are slow and therefore, they generate less sales with respect to volume but at the same time, render financial benefit of notable level to their sellers. The A type of products represent 5% to 10% of the company’s physical inventory whereas, they stand for more than 40% of sales volume in monetary terms.