Students Procrastination Problem

Procrastination is the habit of postponing doing things that needs to be done. It can also be defined as the act of avoiding doing certain things that ought to be done. This is a problem affecting most of my classmates especially when it comes to assignments.Advertising We will write a custom essay sample on Students Procrastination Problem specifically for you for only $16.05 $11/page Learn More I have observed that most students tend to avoid doing assignments until the last minute and some are not even able to meet the deadline. It is normal to procrastinate (and most people do it) but excessive procrastination often leads to problems. People are left with guilt feelings when they are not able to accomplish a task at the right time. This is not a problem that is only affecting learning institutions; it also affects employees in the work place. It is like an addiction and once you develop it, it becomes very hard to leave. In this paper I will address the problem of excessive procrastination, look at the reasons why students procrastinate and give recommendations. In doing this, I will use books and the internet to gather information about the problem that will help me in making recommendations on solving the problem. I have reviewed different perspectives from different scholars and found that, excessive procrastination causes anxiety because the tasks being avoided must be done. It also results in poor performance because the assignments are done in a hurry when the student does not have ample time to research on the topic. If this problem is not addressed, it can interfere with individual’s school performance as well as their personal success. Burka Lenora (1983) observed that, one reason why students procrastinate is perfectionism. This is a situation where a student feels that, his/her standard of performance for a particular task is too high that it seems impossible to accomplish it. Other students fear to fail and lack confidence in accomplishing some tasks. They lack self confidence and believe that, they cannot be able to complete a given task successfully. I have seen some students who get confused either before starting a task or along the way. They are not sure of what is required and how to go about it. Some tasks are generally difficult for a given group of students and no matter how hard a student works to complete it, he lack the skills needed. Majority of the students in my class lack motivation in various subjects because they consider them too boring or difficult. This makes them lack interest in accomplishing a task in the respective field. Other reasons are poor concentration, unpleasantness, and lack of priorities.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More One way to help such students is to involve them in cooperative learning. According to Orlich (a credited author in New York), et al (2 009), Cooperative learning is a teaching approach where students study in groups or small teams made up of students with different levels of propensity. They use different learning activities in order to proceed with their understanding of a precise subject. Each member is responsible for helping team members to learn as he/she learns from the others. Team members normally work on specific assignment until they are satisfied that all members are acquainted with it and are able to complete it. The aim of cooperative learning is to help students gain from others; it helps students to realize that they share a common interest with others. From research, it is clear that, cooperative learning not only boosts student retention in schools; it also supports their academic achievement. It helps students to get better on their oral communication, promotes their self-esteem, and social skills (Vorse 2010). I will encourage my classmates to form cooperative learning teams so that we are all ab le to accomplish our tasks. Excessive procrastination can be controlled through self motivation where a student understands that, there is no one who is perfect and time wasted is never recovered. Tasks should be prioritized in order of urgency and importance and once a task is started, it is always good for one to commit him/her self in its completion (Burka 1983). Rewards are some of the ways that can boost self confidence and motivation. Once a task have been completed successfully, one should reward her/him self for the success. We all have different learning habits; some are able to perform well at the wee hours in the morning while others prefer to work late at night. To avoid procrastination, an individual should work on tasks at the most convenient time. If the task is big, it should be broken down into small tasks that are easy to manage and to complete. Instead of failing to complete a task because it seems hard, it is advisable to seek guidance from the teachers or other classmates. Every student should have a working schedule, set standards, and should work in areas that have little or no interference. The most important thing is to be proactive and to think positively. Once a person has started working on a task, he realizes that it becomes interesting and easy than he initially thought. This gives him the motivation to complete the task and feels satisfied once it is accomplished.Advertising We will write a custom essay sample on Students Procrastination Problem specifically for you for only $16.05 $11/page Learn More Reference List Burka, J. B. Lenora, M. Y (1983). Procrastination: Why you do it, what to do about it. London: Wesley Publication Co. Orlich, D. C., et al (2009). Teaching Strategies: A Guide to Effective Instruction. New York: Cengage Learning. Vorse, H. M. (2010). Procrastination. Retrieved from https://www.unc.edu/ This essay on Students Procrastination Problem was written and submitted by user L1v1a to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Tripp Lake by Lauren Slater

Tripp Lake by Lauren Slater The story ‘Tripp Lake’ is about a ten year old girl, from a family where the parents do not agree with each other. The girl is named Lauren, and her character can be plainly put as docile and non competitive. In this story, Lauren is persuaded by her unhappy mother to attend summer camp in Poland, Maine, in an effort to help her daughter to enjoy her childhood and nurture her into a competitive person, an opportunity that she had missed, since she had many responsibilities when growing up, as the first born child in her family.Advertising We will write a custom essay sample on Tripp Lake by Lauren Slater specifically for you for only $16.05 $11/page Learn More Lauren finds it necessary to begin her story with her departure for the summer camp, in order to build on her attitude throughout the summer camp. She states that she experienced a â€Å"shudder of intense grief† with regard to the fragile and emotional expressions portrayed by her mother, who wanted more from life, but felt unable to achieve it. Lauren is observed to be sympathetic, since she wished she could trade places with her mother, in order for her to achieve some more, since she felt that her mother was imposing the life that she had wanted for herself, on her. This is observed when Lauren called her home and asked to go home, but her mother responded by telling her to not be a quitter. It is at his point that we get to understand why Lauren is fearful. Lauren lacked the will to be competitive, since the glory that came with victory was something that her mother did not have, and she felt that her mother had to be happy for her to feel joy as well, as seen in the words, â€Å"I felt much too guilty to take them for myself.† The author is extremely fearful and sympathetic, to an extent where she cannot participate effectively in sports. In addition to this, we see the turmoil that Lauren is faced with, when living her life. She tries to have s ome fun but feels guilty for it, since she observes her happiness as betrayal to her mother, when she states that part of her fiercely wants her to win the games, while there was a part of her that wanted to hide, and in many cases, she hid herself, to avoid competing. Lauren tells us of how she was able to overcome her fear, by finding a sport where she did not have to hide. This sport, horse riding, was introduced to her, when the counsellors noticed her problem, after she was one of the last two players in a game of bombardment, and she willingly lost to her opponent, stating that she â€Å"let the ball hit me† and justified her acts by stating that â€Å"that was the only outcome that I could tolerate.† Horse riding was a sport allowed to the senior student only, those aged over 14 years. In addition to that, it was not part of the camp curriculum, but the counsellors, who had noticed her peculiar behaviour, allowed her to train under Coach Kim, since they thought that it would make her happy.Advertising Looking for essay on american literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More Horse riding made her calm, as she claimed to forget her breathing movements, heartbeat, and other things that made her conscious. Lauren admired Kim, as she rode her horse, especially when she leapt into the air while on her horse, as she described it, stating that â€Å"she was amazing, fluid,her face a mixture of terror and exhilaration, the balanced combination that means only one thing: mastery.† Lauren could translate the exercises that Kim took into her life, sitting the obstacle as her parents, and particularly her mother. She was taught to ride her horse, though she never got round to jumping the fence. Jumping the fence then became her vision, the one thing that she could not do as long as she was fearful. This knowledge was given to her by Kim, stating that the horse sensed the fear within its master, â€Å"he senses your fear† causing it to come to a halt. Lauren gets a taste of power three times during her time in the summer camp. The first time is when she goes out on her first night at the camp when she is unable to sleep, and finds a small toad. She picks it up, and evaluates her options, whereby its life is in her mercy, identifying how powerless it was. The second instance is when she locked her mother in the bathroom, when her parents had come to visit her at the camp. Her mother’s pleas requesting her to open the door showed how vulnerable she was, and how a little action could give her power. The third time is when she made the jump, on her horse’s back. This showed her urge to ovecome her fear, and move forward, which she did, eventually. One day, Kim urges her to make the jump, â€Å"we are going to jump today†, and Lauren does not resist the invitation, since she also acknowledges the need to face and overcome her fears . If she could make the jump and meet her obstacle, it would symbolize her readiness to meet the challenges within her. As Lauren made the jump, she claimed that she had found â€Å"a way to move forward† implying that she had been released from her bondage, and she felt the confidence to continue making the necessary amendments. The story by Lauren is typical to people on a daily basis, whereby we face challenges that keep us from our goals. Lauren’s bravery is inspirational, and can be used as an example for everyone to follow. The first step requires faith, and through it everything is possible, allowing one to break free and grow.Advertising We will write a custom essay sample on Tripp Lake by Lauren Slater specifically for you for only $16.05 $11/page Learn More

Electronic Commerce Response Essay Example | Topics and Well Written Essays - 500 words

Electronic Commerce Response - Essay Example "President Bush has made the security of every American one of his highest priorities and this certainly includes cyber security" (Israel, 2002). The US legal system adopts regulations for e-trade agreements and e-signs. For instance, a decade ago, it has been impossible to file a suit without hard copies of the documents and supportive evidence, but today e-documents and agreements become more common in courts than hard copies. "The US government promotes policies to ensure that businesses and consumers can enter into legal agreements online that will be recognized by the courts if something goes wrong" (Israel, 2002). New forms of taxation and physical characteristics of products have been adopted to protect traditional and e-commerce. E-commerce makes it possible to take global legal regulations to another level providing international law based on protection and fair business relations. The main areas which have been developed include: authenticity, protecting the privacy of consumers, security of e-commerce participants, and universal access.

The Effects of Computers on Today's Society Coursework

The Effects of Computers on Today's Society - Coursework Example Refrigerators use built-in computers to regulate the temperature, cars have computers in the form of anti-locking breaking systems and engine controls and smart phones also make use of some very sophisticated computer technology to safe keep our contacts, music and pictures (Frisicaro et al n.d). The biggest advantage of computers is the ease with which knowledge can be made available to the masses. Whether it is journals, databases, blogs or newspapers; anyone with a connection to the internet can now have a wealth of information on their fingertips. Search engines make it easier to look for information. Computer and internet technology has specially changed the nature of education (Frisicaro et al n.d). Students are learning in a whole new fashion which could not have been thought of before the advent of computers. They can now design models, run simulations, conduct extensive research and become a part of the global information revolution at the few clicks of a mouse (Kashmanian, 2000). Research also suggests that personal computers have had a huge impact on students’ decision to graduate from high school. Students who have had access to computers show better academic performance and achieve better test scores (Beltran et al 2008). Computers have completely changed the way we read and write. Now thanks to word processors, spelling mistakes are a thing of the past and even most celebrated writers now prefer electronic writing over traditional text. Computers are also a great interpersonal medium, enhancing our conversations through emails, discussion groups and chat rooms (Ferris, 2002). But despite all the goodness of computers, there are some major drawbacks. Thanks to all the word processors, the ability to express clearly without computers has become virtually nonexistent. Chat rooms and emails have done more damage to our writing and conversation skills than anything else. The Net-Generation speaks in abbreviations and shorthand that are wreaking havoc on language skills. Young children learn this language from an early age which effectively destroys their command over English language. Computer games and the internet mean that children as well as adults these days are spending all their time in front of the computer screen. Physical activity has become virtually non-existent; this is leading to many health issues. As these children grow up, this habit has taken hold and they continue to lead this computer-oriented lifestyle for the rest of their lives (Frisicaro et al n.d..). Office goers often complain of physiological problems such as Repetitive Strain Injuries, Carpel Tunnel Syndrome and DeQuervains Tendonitis which are brought on by non-stop use of computers. But there is an even darker side to the health issue. Computers are now known to cause some very serious psychological problems as well. The first issue is that computers can cause an alienation from society, many computer users are not able to function in social s ettings and are completely dependent on computers for any interaction they have with the world at large. Another issue is stress and burnout brought on by using computers for extended periods of time. Stress can also be brought on trying to keep up with the constant changes in computer technology. Computer addiction is also a very common psychological disorder in our society. People who suffer from it are always online and in search of the latest game, program or any other addiction that may keep them hooked

Operation Management, LP-Liner Programming- Graduate Business school Assignment

Operation Management, LP-Liner Programming- Graduate Business school - Assignment Example It necessitates the assignment of insufficient resources on the basics of a specific standard of optimality (Robbins & Tuntiwongpiboon, 1989; Lorraine, Alain, & Dominique, 2006) and (Megiddo, 1991). In this connection I would like to provide an analysis of the use of the linear programming techniques and tools for the purposes of hospital management. While considering the prospective reduction in cost and effective operations of the hospital resources, hospitals are confident enough to improve services as well as management of human resources, especially in the department of surgical suite. This report is going to present the working of the tools and techniques of the linear programming for the anesthesiology nurse scheduling problem (ANSP) for a hospital of the French public. The basic purpose of application of the linear programming techniques and tools at the anesthesiology nurses issue is to better manage and assign the most of public resources among different departments (Lorraine, Alain, & Dominique, 2006; Robbins & Tuntiwongpiboon, 1989). The major area creating problem for which the methods and tools of linear programming are being applied is the working nature of hospital that is based on the cross way over surgical specialties as well as presume a range of activities. So here another problem existing is the effective provision of resources. Here major resources are shared and needed to be allocated in a better way (Lorraine, Alain, & Dominique, 2006; Robbins & Tuntiwongpiboon, 1989). So the techniques and tools formed on the basis of liner programming have absolutely provided a solution of these problems into two different ways. For the solution of the problem related to ANSP overall arrangement is programmed in the integer programming as well as constraint programming. Here the implementation of these solutions is focused to maximize the equality of the schedule and allocation (Lorraine,

News Is Nothing More Than A Strategic Ritual Media Essay

News Is Nothing More Than A Strategic Ritual Media Essay From my opinion, to be objective, it is to illustrate both sides of a particular point of view without being subjective. This means that what is being portrayed should be value free. The journalist illustrates the whole truth about an event without including his or her own opinion in a subjective manner. There has been an ongoing discourse about objectivity. Objectivity in the news being nothing more than a strategic ritual. Firstly, objectivity can be hard to define as illustrated by Schudson â€Å"Objectivity might be a professional idea, but it is one that seemed to disintegrate as soon as it was formulated. It became an ideal in journalism, after all, precisely when the impossibility of overcoming the subjectivities of presenting the news was widely accepted. Criticism of the â€Å"myth† of objectivity has been a contrapuntal accompaniment to the enunciation of objectivity as an ideal from the beginning† (Schudson, 1990: 269). â€Å"To a sociologist, the word â€Å"Objectivity† is fraught with meaning. It invokes philosophy, notions of science, and ideas of professionalism. It conjures up the ghost of Durkheim and Weber, recalling disputes in scholarly journals concerning the nature of â€Å"social facts† and the term â€Å"value free†Ã¢â‚¬  (Tuchman 1972: 660). This therefore suggests that the term objectivity is burdened with different meaning, thus very difficult to define as any definition of such word can easily be obsolete. However Schudson on the other hand argues that â€Å"A commitment to objectivity in journalism can be defined as meaning that â€Å"a persons statement about the world can be trusted if they are submitted to established rules deemed legitimate by a professional community† (Schudson 1978: 294 cited in Harcup 2009: 82) According to Bennet, â€Å"there are reasons to be dissatisfied with the news these days. Yet, news remains the primary source of information about society, politics, and government†. These problems could be said to be related to the term objectivity. In the sense that so many factors affect the news, thus the news cannot be seen as the whole truth, as it could be argued that it is fragmented. Furthermore the publics perception about society and all other events are distorted. In relating it back to the question, it can be argued that objectivity in the news is not a strategic ritual because there are factors beyond the newsmans power that cannot be controlled, as other individuals are involved in the production of the news, such as the gate keeper who decides what news is and is not presented. Thus the news is subjective. â€Å"Perhaps the most unsettling thought of all is that the electronic media, the principal source of political information for many if not many American citizens (Robinson and Levy 1985), might be biased in the presentation of public affair† (Kuklinsk 1992: 810). This can be said to be related to objectivity because there is always the question about selection of news. How journalist select news would determine whether the news they produce would have bias included, thus the selection of news would be considered in further paragraphs. Bearing in mind that they previously hold a certain view about a topic. This would then create bias in the news report. News is the only source in which individuals find out events happening in society. However like it was previously reiterated, the news is always biased, one way or the other, thus the public is not fully aware of what is going on around them. â€Å"More than one public official has made this very claim.when every president- liberal or conservative, democrat or republican-has complained bitterly about the inaccurate and unfair picture the networks were presenting†(Kuklinsk 1992: 811)â€Å"Reagans secretary of state, George Shult, was heard to protest that â€Å"it seems as though the reporters are against us. Theyre always seeking to report something thats going to screw things up† (quoted by Karp 1985, 63). With this, it can be illustrated that the newsmen may actually do it on purpose, so that they could attract increasing audiences. This could be said to be objectivity in the news to be a strategic ritual, in the sense that journalist would go any length just to entertain the public at the expense of politicians profile. Thus getting increased audience because relating it to news values, the public would like to hear more on bad news and unexpectedness. The more the news is unexpected, the more it would attract increased audiences. There are two questions which confront us when we deal with the problems of how news is selected from the multitude of events which occur in the world. The first is: what is selected?the second is that of objectivity: namely, how accurately does such a selection reflect the real world? (Cohen and Young 1973: 17). The idea that journalist have the choice to select the news they want to report on, it means that they are already being subjective about the particular topic they want to report on. Thus, objectivity in the news could be said to be a strategic ritual. This could be so, because they might already hold a particular perspective on the topic. Hence would unavoidably be able to neglect their point of view in reporting the news, so the news becomes biased in the sense that they are selling their opinion to the public about a particular topic. Consequently, they give biased news to the public; therefore the public gets a distorted view about what the journalist is writing about. â€Å"According to Gaye Tuchman, objectivity can be seen as a strategic ritual that journalist use as a defence mechanism. She identified four routine procedures that allow journalist claim objectivity for their work: the presentation of conflicting possibilities, the presentation of supporting evidence, the judicious use of quotation marks, the structuring of information in an appropriate sequence† (Tuchman, 299-301 cited in Harcup 2009) The word objectivity can be affected by several factors of only some would be discussed, which in turn affects the report in which the journalist produces. This can be illustrated by Tuchman 1972, who explained that â€Å"there are three types of factors which influence the newsmans notion of objectivity: form, inter organization relationships, and content. By form, I mean those attributes of news stories and newspapers which exemplify news procedures such as the use of quotation marks†(Tuchman 1972: 661) This is to show that by using such quotation marks, it would mark the objectivity of the event. Individuals who must have witnessed whatever event would be able to give a full account about what happened. Thus, the journalists report would be objective and free from bias thus exemplifying him from problems if he produced inaccurate news. â€Å"By content I mean notions of social reality which the news paper man takes for granted. Content is also related to the newsmans orga nisational relationships, for his experiences with these organisations lead him to take for granted certain things about them† (Tuchman 1972: 661). Everett Hughes (1964) cited in Tuchman 1972: 661 â€Å"suggests that procedures that serve this purposes may be seen as â€Å"rituals†inasmuch as newspapermen invoke ritualistic procedures in order to deflect potential criticism and to follow routines bounded by the â€Å"cognitive limits of rationality†, they are also performance â€Å"strategies† (March and Simon 1967, pp.137, 142)Objectivity as strategic ritual may be used by professionals to defend themselves from critical onslaught†. Overall, these factors/ procedures help protect the journalist and the organisations integrity in the sense that they would not get accused of producing inaccurate news and they would not get sued unnecessarily. All these factors explained by Tuchman, it can be argued that objectivity in the news is a strategic ritual i n the fact that, they are trying to protect their back and save the organisations reputation. It can be argued that objectivity in the news is a strategic ritual because it can be said that the newspaper and writers are trying to get an increase audience. With them publishing the news, it would actually help increase their organisational revenue in the sense that they would experience high circulation. Also with the increased audience, it means that they would be at the top of the competition list, therefore giving them the competitive edge against other news providers. Thus giving them a unique selling point, which means they would be able to differentiate themselves from other news organisations. as a result stand out. This could be illustrated further, according to Young â€Å"the market model then maintains that the responsible journalist selects these events which are in the public interest to know and objectively portray reality within the format and genre of the particular media concerned†(Young 1973: 17). The public would like to know that they are being provi ded with objective news, thus the journalist would try their best to provide the news, so by making sure they get objective news, and they increase their readership and circulation. This would benefit them because it would allow them to be popular against their competitors. However, for the fact journalist select the news they think the public would be interested and present it as objectively as they can, this could be said to be a strategic ritual. The selection of news would further be illustrated later in this essay. This may be so, in the fact that they dont want to get themselves into trouble for providing biased news, thus affecting their integrity in the organisation they work and publicly soiling the organisations reputation. This means that the public would not trust the news they produce, thus, they would continually get negative criticism. This could be illustrated by Tuchman 1977b cited in Shoemaker 1996 who â€Å"argues that objectivity is a ritual that objectivity is a ritual that serves primarily to defend the organisational product from critics. Because newsworkers have little time to reflect on whether they have gotten at the â€Å"truth† in their stories, the need a set of procedure, or strategies, that if followed will protect them from occupational hazards such as libel suit and reprimands from superior†. Consequently, journalists follow a set of guidelines to avoid critics so that they dont get into unnecessary trouble and to be able to protect themselves from disgrace. Like it was previously said, journalist get chance to select the news they want to write about. The idea that they are allowed to do that shows that the news they are going to write about is already biased on the fact that they might already have a subjected view about it. Thus, the news would be value laden as well as hardly value free. Also for the fact that journalist use different sources to make up their news, Even though they are supposedly trusted sources of theirs, the question is how can they be so sure that the news the trusted sources provide is objective. Thus, it shows that they cannot be sure if the news is 100% objective. â€Å"Calling into the question of validity of representational knowledge about the world- arguing that news is as much a bureaucratic product as it is a reflection of external reality and that ‘objectivity is essentially a strategic ritual- is at bottom incompatible with journalisms self legitimating discourses. Pointing out that the subjects (i.e. the journalists) perception are not just the product of individual autonomy, showing that journalist (like all of us) are inexorably entangled with and in part constituted by language us, serve to erode the foundations of the conventional wisdom†(Dahlgren 1992: 11). Consequently, this shows that, it is not only the journalist who influences the news they write, as all other people are involved..This can also be reiterated by Shoemaker 1996: 112 â€Å"objectivity, although a cornerstone of journalist ideology, is rooted in practical organisational requirements. In this sense, objectivity is less a core belief of journalist t han a set of procedures to which journalist willingly conform in other to protect themselves from attack†. Consequently, this shows that the organisations also have an influence on the new. With the organisation involved there would be less chance of the company endangering their integrity and shame on their organizational image. Both of these sources show that the firm in which these journalists work for, has an influence on the type of news they produce in the sense that they always have a say. This is done so as to protect their image. Thus a set of gu are provided for the journalist to follow, so that they do not drift off the organisations rules and regulation about reporting news. This therefore means that journalists have no choice but to follow the set guidelines or they lose their job. According to Michael Schudson (1978) cited in shoemaker 1996: 112 â€Å"notes that at the turn of the century, newspapers in competing for circulation, tried to conform to the publics standards of truth, decency, and good taste. Reporters believed they had to be lively and entertaining while factual at the same time. Indeed, editors and reporters were pre-occupied with facts to avoid public criticism and embarrassment for the newspaper†. This could be said to be spin and twisting, for the fact that journalist thought that they had to be entertaining and lively. The idea of being entertaining would mean that they are trying to reach audiences they never actually reached out to. This can also be related to the idea that objectivity in the news is not an objective idea, for the fact that the news would most probably be shortened thus audiences would not get the full picture. This could be illustrated by Shoemaker who argued that â€Å"the objectivity routine also leads to omitt ing seemingly harmless information† (Shoemaker 1996: 113). Consequently, it means that audiences are not receiving the whole story of an event. The thought that journalist are omitting some of the information may be good, in the sense that the public would get an idea and grasp a bit about a complicated story about events in society. As illustrated in Bennets Book in a case study, â€Å"news stories often oversimplify larger and more complex realities. In many ways it is goodHowever, the news may radically simplify realities to the point of distortion or omission of important information for various reasons†(Bennett 2007: 211)† This therefore suggests that objectivity in the news could be omitted for good reason; however, it should not necessarily be said to be a strategic ritual, because it is being done for a good cause. However on the other hand, it can be argued that objectivity in the news is strategic ritual in the sense that important information would be h idden an omitted from the public thus making the public naÃÆ' ¯ve to events happening in society. It can also be argued otherwise that objectivity in the news is not a strategic ritual on the fact that journalist right from the start have the obligation to report the truth and try as much as possible to be objective so as to avoid libel suits but for the fact that they have deadlines to reach. This means they would actually be time conscious. Thus having less spare time to check over their report therefore it might be difficult to have totally objective news as illustrated by Tuchman 1972 â€Å"unlike social scientists, newsmen have a limited repertoire with which to define and defend their objectivity. He must make immediate decisions concerning validity, reliability, and â€Å"truth† in other to meet the problems imposed by the nature of his taskthe newsmen need some working notion of objectivity to minimize the risk imposed by deadline, libel suits, and superiors reprimands† (Tuchman 1972: 662) â€Å"Objectivity is defined as a matter of intent, it includes the freedom to disregard the implications of the news. Indeed, objectivity could not long exist without this freedom, for the moment journalists are required to consider the effects of news on sources and others they would have to begin assessing their own intent and to relinquish their detachment, especially if they wanted to prevent injury to someone (Gans, 1979: 188). Overall, it can be argued from a perspective that objectivity in the news is a strategic ritual, down to the idea that organisations train their potential journalist and give them guidelines on how to report news in an objective manner without being biased. This is done so as to protect the organisations integrity and the journalist status. Thus, it would help them avoid libel suits. This could be illustrated by Tuchman 1972: 678 who concluded that â€Å"objectivity used defensively as a strategic ritual. Objectivity refers to routine procedures which may be exemplified as formal attributes and to protect the professional from mistakes and from his critics†. And for the fact that journalist have to follow these set guidelines means objectivity in the news is a strategic ritual, as it means that these journalist have no choice, thus they cannot go against it as they would most probably lose their job Furthermore, if journalists do not provide objective news as they could, then the public would most probably not think journalism is a serious and professional job. Thus no one would see them as trustworthy. Thus it is their duty to provide the public with objective news. This can then be said that objectivity in the news is not a strategic ritual, as they have no choice but to provide non biased news so as to inform the public. Bibliography Bennet, W. L. (2007) News: The Politics of Illusion, New York: Longman, Pearson Cohen, S. Young, J. ( ) The Manufacture of News, London: Macmillan. Dahlgren, P. Sparks, C. (1992) Journalism and Popular Culture: London, SAGE Publications. Galtung, J. Ruge, M. (1981) ‘Structuring and Selecting News, in S. Cohen J. Young (eds) The Manufacture of News, London: Macmillan Gans, H. (1979) Deciding whats News. A Study of CBS Evening News, NBC Nigthly News, Newsweek and Time. New York: Random House Harcup, T. (2009) Journalism: Principles and Practice. London, SAGE Publications Kuklinski, J. H. Sigelman, L. (1992) ‘When Objectivity is not objective: Network T.V News Coverage of US Senators and the â€Å"Paradox of Objectivity† in Journal of Politics, 54 (3) Shoemaker, P. Reese, S. (1996) Mediating The message: Theories of Influences on Mass Media Content. (2nd ed.), London: Longman. Schudson, M. (2003) The Sociology of News. New York: United States of America. Tuchman, G. (1972) Objectivity as Strategic Ritual: An examination of Newsmens notion of Objectivity in American Journal of Sociology, 77: 660-67

Prescription Obesity Drugs Essay -- Pharmaceuticals

1. Has FDA provided ‘sufficient guidance’ to guide development and registration of prescription diet medications? If you agree, provide examples of what you consider ‘sufficient advice’ (including date of publication). I believe the FDA does provide sufficient guidance on the development and registration of prescription diet medications. In 2007, FDA issued draft guidance that clearly defines their expectations to judge effectiveness (weight reduction and maintenance of weight loss after 1 year’s treatment). It also indicates an effective product should provide improvements in blood pressure, lipids, and glycaemia therefore changes in common weight-related comorbidities need factored into clinical trial to assess efficacy. FDA also states it expects to see drug-mediated weight reduction demonstrated to result from a loss of body fat verified through advance screening tools. From a safety perspective, the FDA states the drug should not adversely affect cardiovascular function particularly highlighting cardiac valvulopathy. 2. Has FDA’s grounds for rejecting the NDAs of prescription diet pills in the last 10 years been based on safety/efficacy concerns? In 2010 alone, three drugs reviewed by the Endocrinologic and Metabolic Drugs Advisory Committee (EMDAC) have failed to gain approval. EMDAC felt each drug (naltrexone/bupriopion, lorcaserin and phentermine/topiratate) had unacceptable safety issues (particularly cardiovascular risk profiles). The committee also concluded that lorcaserin did not provide enough convincing evidence of efficacy and safety to gain approval. EMDAC cite lack of diversity in the phase 3 trial population might result in efficacy of the drug being overstated while potential safety risks understated. Whi... ... FDA. (2010). FDA Briefing Document: NDA 22529 Lorqess (lorcaserin hydrochloride) Tablets, 10 mg. Sponsor: Arena Pharmaceuticals Advisory Committee. Retrieved from http://www.fda.gov/downloads/advisorycommittees/committeesmeetingmaterials/drugs/endocrinlogicalandmetabolicdrugsadvisorycommittee/ucm225631.pdf FDA. (2007). Guidance for Industry. Developing Products for Weight Management. Retrieved from http://www.fda.gov/downloads/Drugs/GuidanceComplianceRegulatoryInformation/Guidances/ucm071612.pdf FDA. (2011).Predictive Safety Testing Consortium (PSTC). Retrieved from http://www.fda.gov/AboutFDA/PartnershipsCollaborations/PublicPrivatePartnershipProgram/ucm231132.html McCallister, E. (2011). BioCentury, Obesity Reset. Retrieved from http://www.biocentury.com/promotions/obesity/next-generation-of-obesity-drugs-unlikely-to-reach-regulators-before-2014.html Prescription Obesity Drugs Essay -- Pharmaceuticals 1. Has FDA provided ‘sufficient guidance’ to guide development and registration of prescription diet medications? If you agree, provide examples of what you consider ‘sufficient advice’ (including date of publication). I believe the FDA does provide sufficient guidance on the development and registration of prescription diet medications. In 2007, FDA issued draft guidance that clearly defines their expectations to judge effectiveness (weight reduction and maintenance of weight loss after 1 year’s treatment). It also indicates an effective product should provide improvements in blood pressure, lipids, and glycaemia therefore changes in common weight-related comorbidities need factored into clinical trial to assess efficacy. FDA also states it expects to see drug-mediated weight reduction demonstrated to result from a loss of body fat verified through advance screening tools. From a safety perspective, the FDA states the drug should not adversely affect cardiovascular function particularly highlighting cardiac valvulopathy. 2. Has FDA’s grounds for rejecting the NDAs of prescription diet pills in the last 10 years been based on safety/efficacy concerns? In 2010 alone, three drugs reviewed by the Endocrinologic and Metabolic Drugs Advisory Committee (EMDAC) have failed to gain approval. EMDAC felt each drug (naltrexone/bupriopion, lorcaserin and phentermine/topiratate) had unacceptable safety issues (particularly cardiovascular risk profiles). The committee also concluded that lorcaserin did not provide enough convincing evidence of efficacy and safety to gain approval. EMDAC cite lack of diversity in the phase 3 trial population might result in efficacy of the drug being overstated while potential safety risks understated. Whi... ... FDA. (2010). FDA Briefing Document: NDA 22529 Lorqess (lorcaserin hydrochloride) Tablets, 10 mg. Sponsor: Arena Pharmaceuticals Advisory Committee. Retrieved from http://www.fda.gov/downloads/advisorycommittees/committeesmeetingmaterials/drugs/endocrinlogicalandmetabolicdrugsadvisorycommittee/ucm225631.pdf FDA. (2007). Guidance for Industry. Developing Products for Weight Management. Retrieved from http://www.fda.gov/downloads/Drugs/GuidanceComplianceRegulatoryInformation/Guidances/ucm071612.pdf FDA. (2011).Predictive Safety Testing Consortium (PSTC). Retrieved from http://www.fda.gov/AboutFDA/PartnershipsCollaborations/PublicPrivatePartnershipProgram/ucm231132.html McCallister, E. (2011). BioCentury, Obesity Reset. Retrieved from http://www.biocentury.com/promotions/obesity/next-generation-of-obesity-drugs-unlikely-to-reach-regulators-before-2014.html

Communication and Professional Relationships with Children and Young Adults

Communication and professional relationships with children, young people and adults Introduction This unit provides the knowledge that forms the basis of effective communication and professional relationships with children, young people and adults. Learners will find out how to adapt their communication to suit the age or developmental stage of the person they are interacting with. The unit also covers the legislation, policies and procedures concerned with confidentiality, data protection and the disclosure of information. Learning outcomesAfter completing this unit, learners should: 1 2 3 4 know how to interact with and respond to children and young people know how to interact with and respond to adults know how to communicate with children, young people and adults know about current legislation, policies and procedures for confidentiality and sharing information, including data protection. This unit has links to the following national occupational standards. STL4 Contribute to pos itive relationships SWiS 2. 2 Explore school values, policies, roles and responsibilities CCLD 201 Contribute to positive relationshipsAdditional guidance for delivery For all sessions, it will be useful if the learners have access to school policy covering confidentiality and the grievance procedure. For session 1, you may like ask learners to research into relationships within the workplace. For session 2, you can facilitate a whole-class discussion in which learners identify someone whom they think is a good role model and give reasons for their choice. For session 3, learners can carry out some research on the Internet about communication and how to deal with conflict.They may find the websites listed helpful for this task. For session 4, you can ask a college employee to come in to discuss with the learners how their personal information is stored within the organisation and how this adheres to current legislation. Further resources Burnham, L. and Baker, B. (2010) Level 2 Cert ificate in Supporting Teaching & Learning in Schools Candidate Handbook, Oxford: Heinemann www. talkingpoint. org. uk – Website of the charity Talking Point, which contains a wealth of information on children’s communication. ww. transformingconflict. org – A useful website from the Transforming Conflict organisation, which offers advice and training on how to deal with conflict. Continued overleaf 1  © The TA College 2010 under licence to Pearson Education Limited. Printing and photocopying permitted. TDA 2. 3 Communication and professional relationships with children, young people and adults Level 2 Certificate in Supporting Teaching & Learning in Schools TDA 2. 3 Introduction continued Answers to activitiesA1 Interacting with young people and children to establish relationships Task 1 Words should appear in the following order: 1 4 trust positive 2 5 relationship high expectations 3 6 honest communicate A3 Interactions with adults How to establish professio nal relationships with adults By approaching and responding politely Be committed to cooperative working By considering the views of others Why adult relationships are important as role models for children and young people To demonstrate positive relationships To demonstrate mutual respect To model effective communicationA4 Communication Age range Younger than 2 years 2–3 years 3–4 years 4–8 years 8–16 years Adults How communication differs Vocabulary is limited. Communicating mainly through body language and by reading facial expressions. Starting to copy adults, learning more words and gaining confidence. Starting to string words together and may be using questions. Using language to build relationships. Developing reading and writing skills. Developing discussion and negotiation skills. More confident and using more complex language. Can communicate using complex language.Able to use verbal and non-verbal communication. A5 Adapting communication Task 1 Different ideas – People may interpret things differently and have a different concept of what everyone should be doing Poor communication – Not passing on information and failing to agree as a team can cause problems within school Different personalities – Everyone is different and sometimes, despite the best efforts, certain individuals just cannot get along A6 Legislation Data Protection Act (1998) – Legislation that ensures pupils’ personal information is locked away or password-protected if stored on computers.Confidentiality – Safeguarding all pupil information and ensuring that the people you are sharing information with are authorised to receive it. Disclosing information – When information has to be shared with outside agencies, for example, when neglect or abuse is suspected. A7 Sharing information Words should appear in the following order: 1 5 confidential special 2 6 authorised shared 3 7 personal staff 4 medical 2  © The TA College 2010 under licence to Pearson Education Limited. Printing and photocopying permitted. Overview of resources continued Overview of resources: TDA 2. Link to Functional Skills Link to textbook Resources Delivery notes 1 Know how to interact with and respond to children and young people English: Speaking, listening and communication A1 Interacting with children and young people to establish relationships Task 1 of this activity asks learners to discuss how they establish relationships with children and young people in their work setting; they then complete a fill-the-gaps exercise. Task 2 asks learners to answer two questions about disagreements and adapting communication depending on the situation. A2 Own behaviourThis activity requires learners to complete two spider diagrams by giving examples of how their own behaviour can promote interactions with children and young people or impact negatively upon them. 2 Know how to interact with and respond to adults A3 Interacti ons with adults In this activity, learners are asked to consider how they establish professional relationships with other adults and why these relationships are important as role models for children and young people. They then summarise their thoughts by completing a table, using a list of provided statements. Know how to communicate with children, young people and adults A4 Communication This activity asks learners to consider how different age groups communicate. They are required to complete a table by selecting statements from a provided list. ICT: Developing, presenting and communicating information English: Speaking, listening and communication TDA 2. 3 Communication and professional relationships with children, young people and adults Level 2 Certificate in Supporting Teaching & Learning in Schools  © The TA College 2010 under licence to Pearson Education Limited. Printing and photocopying permitted. A5Adapting communication Task 1 of this activity requires learners to matc h different communication difficulties with the correct descriptions. In Task 2, learners are asked to consider two scenarios about disagreements and explain how they will deal with them. 4 Know about current legislation, policies and procedures for confidentiality and sharing information, including data protection A6 Legislation This linking lines activity asks learners to match legislation, policies and procedures with the correct descriptions. 1 Continued overleaf Overview of resources continued Resources English: Writing Delivery notesLink to Functional Skills Link to textbook A7 Sharing Information Task 1 of this activity is a fill-the-gaps exercise about the importance of reassuring children, young people and adults of the confidentiality of shared information. For Task 2, learners discuss in groups the types of situation when confidentiality protocol must be breached; they must then write down two examples of such situations. Electronic resources PowerPoint P1 Maintaining rel ationships The PowerPoint presentation for this unit looks at how to communicate effectively with different age groups and the importance of confidentiality, including data protection.It is best used by looking at the relevant slides in each session of the scheme of work, but can be worked through in its entirety at the end of session 4 for learners to reflect on their learning. TDA 2. 3 Communication and professional relationships with children, young people and adults Level 2 Certificate in Supporting Teaching & Learning in Schools  © The TA College 2010 under licence to Pearson Education Limited. Printing and photocopying permitted. Knowledge check Interactive quiz covering learning from TDA 2. 3 for revision purposes, designed to be completed individually by learners (e. g. via a VLE) or as a group in a group session. Continued overleaf Scheme of work continued Scheme of work: TDA 2. 3 Communication and professional relationships with children, young people and adults Activiti es and resources You may like to begin this session with a discussion about how to interact with children and young people. Then split the group into smaller groups to complete Activity A1. PowerPoint P1 slides 2, 3 and 4 support this session. This can lead to small-group work in which learners discuss, compare and complete Activity A2 on how their own behaviour promotes effective interactions or negatively impacts children and young people. Session numberLearning outcomes/Assessment criteria Functional Skills English: Speaking, listening and communication 1 Learners will know how to interact with and respond to children and young people. They will know how to establish respectful, professional relationships with children and young people and will be able to describe, with examples, how to behave appropriately for a child or young person’s stage of development. Learners will also be able to describe how to deal with disagreements between children and young people and how thei r own behaviour can promote effective interactions with children and young people or impact negatively upon them. 1. 1, 1. 2, 1. 3, 1. 4) You may like to have a class discussion about establishing positive relationships with adults and why these are important for children and young people to witness. PowerPoint P1 slides 5 and 6 support this session, as does Activity A3. 2 Learners will know how to interact with and respond to adults. They will be able to describe how to establish respectful, professional relationships with adults and the importance of these relationships as role models for children and young people. (2. 1, 2. ) You may like to begin this session by looking again at PowerPoint P1 slide 2 and instigating a discussion about adapting communication to suit a person’s stage of development. You may then like to follow this with Activity A4. You can consolidate the activity sheet by pairing learners and giving each pair a different age range and then encouraging the m to communicate in a way more suited to that age. For Activity A5, learners can work independently and research or use reflection to complete the tasks. PowerPoint P1 slide 7 supports this activity.See the Further resources section for suggested websites to help learners with their research for this session. ICT, Developing, presenting and communicating information English: Speaking, listening and communication TDA 2. 3 Communication and professional relationships with children, young people and adults Level 2 Certificate in Supporting Teaching & Learning in Schools  © The TA College 2010 under licence to Pearson Education Limited. Printing and photocopying permitted. 3 Learners will know how to communicate with children, young people and adults.They will be able to describe how communication with children and young people differs across different age ranges and stages of development, as well as the main differences between communicating with adults and communicating with childre n and young people. Learners will be able to identify examples of communication difficulties that may exist and describe how to adapt communication to meet different needs. They will also be able to describe how to deal with disagreements between the practitioner and children and young people, or between the practitioner and other adults. (3. 1, 3. 2, 3. 3, 3. 4, 3. 5) 1 Continued overleafScheme of work continued Session number Activities and resources You may like to begin this session with a discussion or research opportunity looking at the legislation that covers confidentiality and data protection. Activity A6 and PowerPoint P1 slide 8 will support this. For Activity A7, ask the learners to work in small groups to discuss and consider the importance of reassuring children, young people and adults of the limits of confidentiality. If there is an opportunity near the end of the session, go through the whole of PowerPoint P1, giving learners time to consider and answer the reflecti ve questions on the last slide.As a group, or on an individual basis, ask the learners to complete the Interactive Knowledge Check to finish the unit. English: Writing Learning outcomes/Assessment criteria Functional Skills 4 Learners will know about and be able to identify current legislation, policies and procedures for confidentiality and sharing information, including data protection. They will be able to describe the importance of reassuring children, young people and adults about the confidentially of shared information and the limits of this.They will also know the kinds of situations when confidentiality protocols must be breached. TDA 2. 3 Communication and professional relationships with children, young people and adults Level 2 Certificate in Supporting Teaching & Learning in Schools  © The TA College 2010 under licence to Pearson Education Limited. Printing and photocopying permitted. (4. 1, 4. 2, 4. 3) 2 Continued overleaf Unit 2. 3 Communication and professional rela tionships with children, young people and adults AC: 1. 1, 1. 2, 1. 3 FS: English: Speaking, Listening and communication 2. A1: Interacting with children and young people to establish relationships Task 1 In small groups, discuss how you establish respectful and professional relationships with children and young people. Then, fill in the gaps in the following paragraph using the words from the box below. When working with children or young people, it is important to earn their to enable a positive Hold to develop. This can usually be done by and fair at all times. values and attitudes, and ensure that you have ensuring that your behaviour is professional, of the pupils that you support.Adapt the way in which you to suit the age or stage of development that a pupil is currently at. communicate high expectations positive relationship honest trust Task 2 In groups, consider the following questions and write your answers in the spaces below. 1 How do you deal with disagreements between children and young people? Include an example from your work setting when you have had to this (please do not include any names of pupils or the school). 2 How would you have adapted the way that you behaved in the above situation if the child or young person was in reception class or in Year 6?Functional Skills English: Reading – You could use the text book to help you find the information you need to match the expected stage of development to the reason why the child may not have reached it. 1  © The TA College 2010 under licence to Pearson Education Limited. Printing and photocopying permitted. TDA 2. 3 Communication and professional relationships with children, young people and adults AC: 1. 4 2. 3 A2: Own behaviour In small groups, discuss how your own behaviour can promote effective interactions with children and young people or impact negatively upon them.Write your answers on the spider diagrams below. Showing an open, friendly approach How your own behaviour can pr omote interactions Upsetting people with your body language How your own behaviour can impact negatively upon interactions 1  © The TA College 2010 under licence to Pearson Education Limited. Printing and photocopying permitted. TDA 2. 3 Communication and professional relationships with children, young people and adults AC: 2. 1, 2. 2 2. 3 A3: Interactions with adults Consider how you establish professional relationships with other adults.Think about why these adult relationships are important as role models for children and young people. Complete the table below using the statements in the boxes. How to establish professional relationships with adults How positive relationships with other adults can provide important role models for children and young people Demonstrate positive relationships Demonstrate mutual respect Be committed to cooperative working Consider the views of others Approach and respond politely Model effective communication 1  © The TA College 2010 under licen ce to Pearson Education Limited. Printing and photocopying permitted. TDA 2. Communication and professional relationships with children, young people and adults AC: 3. 1, 3. 2 2. 3 A4: Communication FS: ICT: Developing, presenting and communicating information The way that we communicate will differ depending on the age of the person we are communicating with. Complete the table below, using the statements in the boxes, to show how communication differs across age ranges. Age range Younger than 2 years How communication differs 2–3 years 3–4 years 4–8 years 8–16 years Adults Developing discussion and negotiation skills. More confident and using more complex language. Vocabulary is limited.Communicating mainly through body language and by reading facial expressions. Starting to string words together and may be using questions. Can communicate using complex language. Able to use verbal and nonverbal vommunication. Using language to build relationships. Deve loping reading and writing skills. Starting to copy adults, learning more words and gaining confidence. Functional Skills English: Speaking, listening and communication – You could complete this activity in pairs verbally in the form of an interview. Take it in turns to play the role of the interviewer and then the person being interviewed.This is a good way of developing your speaking, listening and communication skills. 1  © The TA College 2010 under licence to Pearson Education Limited. Printing and photocopying permitted. TDA 2. 3 Communication and professional relationships with children, young people and adults AC: 3. 3, 3. 4, 3. 5 2. 3 A5: Adapting communication FS: English: Speaking, listening and communication Occasionally, communication difficulties can occur. In such situations, it is important to continue to behave in a respectful and professional manner. Draw a line to match each possible communication difficulty to the correct description.Everyone is different and sometimes, despite the best efforts, certain individuals just cannot get along. Not passing on information and failing to agree as a team can cause problems within school. People may interpret things differently and have a different concept of what everyone should be doing. Different ideas Poor communication Different personalities Task 2 Read the following scenarios and record your answers in the spaces below. Scenario A There is a disagreement between one of your colleagues and a pupil and the situation is getting worse. What will you do and how will you adapt the way you communicate with them?Scenario B There is a disagreement between two of your colleagues and the situation is getting worse. What will you do? Functional Skills ICT: Developing, presenting and communicating information – You could complete this table on the computer. Add an extra column on the right with the heading ‘How I would support these transitions’ and write how you would support a child with these transitions. 1  © The TA College 2010 under licence to Pearson Education Limited. Printing and photocopying permitted. TDA 2. 3 Communication and professional relationships with children, young people and adults AC: 4. 2. 3 A6: Legislation It is important to know the legislation, policies and procedures that cover data protection, confidentiality and the sharing of information. Draw a line to match each legislation or school procedure to the correct description. Safeguarding all pupil information and ensuring that the people you are sharing information with are authorised to receive it Data Protection Act (1998) Confidentiality Legislation that ensures pupils’ personal information is locked away or password-protected if stored on computers Disclosing informationWhen information has to be shared with outside agencies, for example, when neglect or abuse is suspected 1  © The TA College 2010 under licence to Pearson Education Limited. Printing and photocopyi ng permitted. TDA 2. 3 Communication and professional relationships with children, young people and adults AC: 4. 2, 4. 3 2. 3 A7: Sharing information Task 1 FS: English: Writing In small groups, discuss the importance of reassuring children, young people and adults that you will keep shared information confidential and the limits of this. Then fill in the gaps in the following paragraph using the words from the box below.As a learning support practitioner, you will come into regular contact with information. You may need to reassure parents and other adults that the information that you are confidential. Pupil records that hold their of birth, home address and to know will be kept information, date details are important for you to have access to in an emergency, but they must remain locked away otherwise. You may need to know other information about the pupil, such as their current assessment level or if they have any This information must remain confidential and can only be betwee n authorised authorised personal members. onfidential medical shared special staff educational needs. Task 2 As a group, consider situations when the rules about confidentiality must be broken. Write two examples of these situations in the spaces below. 1 2 Functional Skills English: Reading – You could develop your reading skills by using your textbook to select the relevant information you need to help you to answer these questions. 1  © The TA College 2010 under licence to Pearson Education Limited. Printing and photocopying permitted. Communication and Professional Relationships with Children and Young Adults Communication and professional relationships with children. Outcome 2: Know how to interact and respond to adults Outcome 3: Know how to communicate with children, young people and adults 2. 12. 23. 23. 33. 4| Whether at work, home, in education or in social environments, respectful relationships with other humans are at the heart of good communications. We all learn from example and experience, so it is extremely important that adults working with young people develop and display respect for each other as well as for the young people in their care.A good baseline for a professional and respectful attitude is to acknowledge and accept that everyone is different. By understanding and valuing these differences, rather than assuming that we all share the same values and opinions, we demonstrate that we are aware of our colleagues as individuals with different personalities, teaching styles, cultural practices, experiences and backgrounds. All adults and learners should be valued for thi s. We should recognise the competence and experience of all people we work with and expect ours to be acknowledged too.If we can offer help to less experienced colleagues or seek help from more experienced or better qualified members of staff, we will be expressing respect for each other. Differences of opinion and working styles are bound to occur but communicating honestly and seeking peer feedback will help minimise misunderstandings and conflict. We should endeavor to support each other to develop a working and learning environment that promotes self-esteem and growth and allows challenges and conflicts to be resolved by negotiation and compromise.Young people will have a number of significant adults in their life – some may impact negatively, some positively, on their ability to communicate effectively with adults in different settings. In an educational establishment therefore, if we display consistent, respectful and professional communications with each other, with th e learners themselves and with parents, carers and members of the public, we are offering them positive role models. We develop our language and communication skills from birth and discover different ways of dealing with others by example and experience.If young people see and hear adults supporting each other, resolving conflict, discussing, laughing, giving opinions, listening and responding in positive ways they can use these interactions to reinforce or challenge their own experiences of the world. For example, simply using good manners and respectful language with each other in front of the young people can offer them a reference for successful interactions in other settings. If a young person’s experience of social skills does not include the tools for resolving conflict by calm, reasonable discussion – we can model it.If they do not have the tools to express their feelings positively – we can model it. By doing so, we establish a safe, nurturing and consi stent environment where positive, respectful interactions are the norm. There are of course, differences between communicating with adults and communicating with children and young people. The main difference is the actual vocabulary used. Children start to develop communication skills from birth going through a developmental cycle of language and communication to equip them with the language and strategies to deal with adult life.However, children will develop at different rates and a 16 year old may not have the language and communication skills expected of a child from the 8 – 12 year group or visa versa, and we should be aware of this when communicating verbally or in written form with our learners. We should use words they are familiar with and understand readily, but also be careful not to talk down and be patronising. More complex vocabulary should not necessarily be avoided however, and can be incorporated with explanation as a learning opportunity.Also we should be a ware of the subject matters that we cover. Material discussed between adults may not appropriate to discuss with some learners due to their developmental age. Discussions around sensitive issues such as gender, culture and relationships will be approached differently with younger people who may not have the language or experience of an adult and we can support them when investigating these subjects with appropriate vocabulary and examples. The majority of young people communicate with peers using phrases and words which are specific to their age and friendship groups.They may also write in text or abbreviated form used to communicate via mobiles and social media. It will seem ‘odd’ or patronising for an adult to use this language with young people but gaining an understanding of meaning and context is useful in avoiding miscommunication. Difficulties in communication may also occur when a person’s body language does not mirror the spoken word. A positive and â₠¬Ëœwarm’ voice may clash with fierce eyes in the classroom. You need to mean what you say! Giving mixed messages with your body language may confuse learners.We need to be aware of the different needs of each student and not assume that all learners have the same level of communication development. Some learners may find it incredibly difficult to communicate with adults. They avoid eye-contact, will rarely participate in class activities or respond to direct questioning. We can help these learners by involving them in small groups, using non-threatening questioning techniques such as mini-whiteboards and quizzes and continually modeling safe communications with other learners.Using age appropriate vocabulary and keeping teacher talk to a minimum with short (no more than three steps), clear and precise instructions can benefit learners with dyslexia and attention problems. We can also adapt our resources and delivery styles to accommodate different needs. Student’s who se first language is not English, may need vocabulary crib sheets and simplified texts, learners with hearing or sight impairments may benefit from being seated in the room.In conclusion, to establish effective communication with young people, we need to be aware of their different developmental stages and their specific individual needs. We need to acknowledge that they may not yet have the skills to allow them to communicate with adults and with each other successfully and that we assist in their development by modeling respectful and professional relationships with our colleagues and with them at all times. |

Titanosaurs - The Last of the Sauropods

Titanosaurs - The Last of the Sauropods By the beginning of the Cretaceous period, about 145 million years ago, gigantic, plant-eating dinosaurs like Diplodocus and Brachiosaurus were on the evolutionary decline. However, this didnt mean that sauropods as a whole were destined for early extinction; an evolutionary offshoot of these huge, four-footed plant-eaters, known as titanosaurs, continued to prosper right up until the K/T Extinction 65 million years ago. The problem with titanosaursfrom a paleontologists point of viewis that their fossils tend to be scattered and incomplete, much more so than for any other family of dinosaurs. Very few articulated skeletons of titanosaurs have been discovered, and virtually no intact skulls, so reconstructing what these beasts looked like has necessitated a lot of guesswork. Fortunately, the close similarity of titanosaurs to their sauropod predecessors, their wide geographic distribution (titanosaur fossils have been discovered on every continent on earth, including Australia), and their huge diversity (as many as 100 separate genera) has made it possible to hazard some reasonable guesses. Titanosaur Characteristics As stated above, titanosaurs were very similar in build to the sauropods of the late Jurassic period: quadrupedal, long-necked and long-tailed, and tending toward enormous sizes (one of the biggest titanosaurs, Argentinosaurus, may have reached lengths of over 100 feet, though more typical genera like Saltasaurus were considerably smaller). What set titanosaurs apart from sauropods were some subtle anatomical differences involving their skulls and bones, and, most famously, their rudimentary armor: its believed that most, if not all, titanosaurs had tough, bony, but not very thick plates covering at least parts of their bodies. This last feature raises an interesting question: could it be that the sauropod predecessors of the titanosaurs perished at the end of the Jurassic period because their hatchlings and juveniles were preyed on by large theropods like Allosaurus? If so, the light armor of titanosaurs (even though it wasnt nearly as ornate or dangerous as the thick, knobby armor found on contemporaneous ankylosaurs) might have been the key evolutionary adaptation that allowed these gentle herbivores to survive tens of millions of years longer than they would have otherwise; on the other hand, some other factor may have been involved of which we are not yet aware. Titanosaur Habitats and Behavior Despite their limited fossil remains, titanosaurs were clearly some of the most successful dinosaurs ever to thunder across the earth. During the Cretaceous period, most other families of dinosaurs were restricted to certain geographic areasthe bone-headed  pachycephalosaurs of North America and Asia, for examplebut titanosaurs attained a worldwide distribution. There may, however, have been stretches of millions of years when titanosaurs were clustered on the southern supercontinent of Gondwana (which is where Gondwanatitan gets its name); more titanosaurs have been discovered in South America than on any other continent, including huge members of the breed like Bruhathkayosaurus and Futalognkosaurus. Paleontologists know as much about the everyday behavior of titanosaurs as they do about the everyday behavior of sauropods in generalwhich is to say, not a whole lot. Theres evidence that some titanosaurs may have roamed in herds of dozens or hundreds of adults and juveniles, and the discovery of scattered nesting grounds (complete with fossilized eggs) hints that females may have laid their 10 or 15 eggs at a time in groups, the better to protect their young. Theres still a lot thats being worked out, though, such as how quickly these dinosaurs grew and how, given their extreme sizes, they managed to mate with one another. Titanosaur Classification More so than with other types of dinosaurs, the classification of titanosaurs is a matter of ongoing dispute: some paleontologists think titanosaur isnt a very useful designation, and prefer to refer to smaller, anatomically similar, and more manageable groups like saltasauridae or nemegtosauridae. The doubtful status of the titanosaurs is best exemplified by their eponymous representative, Titanosaurus: over the years, Titanosaurus has become a kind of wastebasket genus to which poorly understood fossil remains have been assigned (meaning that many of the species attributed to this genus may not actually belong there). One final note about titanosaurs: whenever you read a headline claiming that the biggest ever dinosaur has been discovered in South America, take the news with a big grain of salt. The media tends to be especially credulous when it comes to the size and weight of dinosaurs, and the figures touted are often at the extreme end of the probability spectrum (if theyre not completely made up out of thin air). Practically every year witnesses the announcement of a new biggest titanosaur, and the claims usually dont match up with the evidence; sometimes the new titanosaur that has been announced turns out to be a specimen of an already-named genus!

Rethinking Rights and Global Development

Rethinking Rights and Global Development Introduction Research surveys have estimated that approximately 600 million individuals, who comprise of an estimated 10 % of the global population, suffer from a particular form of disability. At least two thirds of the disabled persons reside in developing nations (Baehr, 1994). Despite the variations in their living conditions, it is a common trend that all disabled persons are exposed to diverse kinds of discrimination and social exclusion.Advertising We will write a custom essay sample on Rethinking Rights and Global Development specifically for you for only $16.05 $11/page Learn More Such treatment usually restricts them from enjoying their human rights and freedom, which is a significant factor that impedes their participation in the activities taking place within the boundaries of their societies (Baar, 2000). The controversy behind the issue of disability extends beyond the enjoyment of rights by disabled persons. The primary issue of concern is abo ut equal gratification of all aspects of human rights without any case of discrimination for people having disabilities. The principle of non-discrimination increases the relevance of disability, in a similar manner age, sex and children affects the issue of enjoying human rights equally. The concept of human rights With respect to this report, the concept of human rights is used to denote the universal rights that every person must enjoy on the basis that one is human. Human rights are diverse and encompass human right to work, education, health and food. The human right to work implies that individuals have a right to be engaged a significant or useful employment; as such, people should not be forbidden from work. The human right to work is enlisted in the Universal Declaration of Human Rights and the international human rights law, whereby it lays emphasis on socio-cultural and economic development. The type of work that an individual engages him/ herself in is determined by oneà ¢â‚¬â„¢s accessibility to the available resources, level of education and appropriate training. The foundation of the human right to work is that involvement in work and accessibility of resources should be undertaken in such a manner that it facilitates the participation of every, individual who intends to work. It is also imperative that the benefits attained from working should be enough to reach a sustainable living standard (Bickenbach, 2001). The human right to food is a universal human right that aims at ensuring that people undertake their lives with dignity without instances associated with food insecurity, malnutrition and hunger. The main objective of this right is to ensure that every individual has the capability to feed oneself in dignity.Advertising Looking for essay on political sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More The human right to food is identified under the international human rights and hum anitarian law and the state obligations as outlined in the international law. Conventionally, the human right to food outlines three distinct kinds of the state obligations, which includes the obligation for respecting, protecting and fulfilling (Chartered Institute of Personal Development, 2006). The obligation to protect means that governments should not deploy any actions that are aimed at intentional infringement of the people right to food. The obligation to protect means that governments should enforce laws and actions aimed at avoiding infringement of the right to food to its people by third-party organizations and other individuals. The obligation to fulfill means that governments have the responsibility of facilitating access to food and other resources that can increase the capacity of individuals to have access to food (Clapham, 2007). The right to education implies that every individual is entitled to education (UNESCO, 1995). It also involves the obligation to ensure hi gher education is accessed equally with the progress towards making it free (Claude Weston, 2006). The right to school also entails an obligation of offering fundamental education for those people who have not finished their primary education. The human right to health is socio-cultural and economic right that ensures every person accesses the highest achievable health standards (Council of Europe, 2005). The human right to health is a fundamental human right that stipulates that every individual must enjoy the highest health standards that can be achieved regarding one’s personal wellbeing and family. In addition, this right advocate for equity during access to healthcare and related services, right to use to safe drinking water and sanitation, healthy environment and elimination of discrimination associated with social practices relating to health matters (Council of Europe, 2005). Various international documents have classified disability as of considerable concern when i t comes to the issue of human rights. The Convention on the Rights of Persons with Disabilities (CRPD) places disability in the context of the issue of human rights (Chartered Institute of Personal Development, 2006). The CRPD places disability in the context of respecting human dignity, involvement and inclusion of people with disabilities in a manner is effective and non-impartial.Advertising We will write a custom essay sample on Rethinking Rights and Global Development specifically for you for only $16.05 $11/page Learn More The CRPD also acknowledges the fact that disabled persons are part of human kind and they represent diversity within the human race. Other elements of CRPD in relation to human rights include equal opportunity and equality for people with disabilities. Any infringement of these serves as a violation of the human rights for the disabled persons. Analysis of the failures and successes In most of the countries, a significant challenge facing the issue of social and economic rights is that they are not identified or enforced by the law. This implies that there is less legal strength regarding the implementation of the human rights. Such an environment is a breeding ground for the violation of the human social and economic rights (Donelly, 2003). The area of focus is the problems facing the implementation of human rights for people with disabilities in developing countries. Developing countries face significant economic, social, political and cultural constraints that hinder effective implementation of the human rights for the people with disabilities. Disabled persons in developing countries are not at the same level to enjoy the human rights as people without disabilities (Felice, 2010). The social approach to disability consents that problems facing implementation of human rights in developing countries are mainly due to the larger society and not disability. As a result, the human rights approach perceives the concept of disability as an instance of violation of human rights, which serves to change the issue regarding inequality when enjoying human rights between people with disabilities and those who are not disabled. This denotes core significance arguing that intervention to address the challenges should be rights-focused and not some sort of charity. In addition, the governments have the legal obligation to ensure equal enjoyments of the human rights (French, 1994).Advertising Looking for essay on political sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More Disability and development Disability is mainly considered as a development issue because of the correlation it has with poverty. This is mainly because poverty usually tends to increase the risks associated with disability. In addition, the number of people with disability is considerably high in the developments. For instance, the prevalence rate for people having disabilities among individuals who at least 60 years of age stands at 43.4 % in low income countries, compared to 29.5 % prevalence rate of high income nations. The situation is worsened by the fact that disabled persons need additional finances in order to have an equal standard of living that us same to people without disabilities. Given the high prevalence rate of disability in developing countries, this report outlines the problems regarding the implementation of rights for those with disabilities in the developing world (Harris, 2003). The second aspect of viewing disability as development is the fact that disabled persons in developing countries have minimal chances of being employed, and if they are employed, they usually earn relatively less compared to people who are not disabled. The inference from this is that the severability of disability in developing countries usually worsens the employment opportunities and income levels for people with disability (Hashimoto, 2004). The economic conditions in the developing countries usually make it difficult for disabled persons to gain the benefits associated from economic development and enhance their living standards. This can be mainly attributed to increasing cases of discrimination that disabled persons face during employment opportunities, restricted access to the transport facilities and a limited access to resources that they can use for self-employment and enhance their quality of living (Haynes, 2002). High poverty levels usually tend to increase the risks associated with disability. A research conducted on 56 developing nations reported that poor people were experiencing worse health conditions compared to people who are better off (Bickenbach, 2001). This is mainly because poverty results to health complications that are likely to inflict disability such as low weight during birth, absence of clean water, increased malnutrition, lack of clean water and poor living conditions (Haynes, 2002). In most cases, poverty increases the probability that an individual with the present health conditions is likely to be disabled. Developing nations are faced with the problem of resource constraints that can be used to address the impending problems associated with disability. For instance, 5 % of individuals in developing nations call for the use of prostheses and orthotics, an additional estimated 30 million individuals in the developing nations require at least 180,000 professionals in the field of rehabilitation (Welch, 2001). Currently, the sub-Saharan Africa is served by only six rehabilitation doctors, who are all based in South Africa. In addition, there are limited numbers of female rehabilitation medical personnel in other developing countries, such as Afghanistan whereby women are supposed to receive treatment only female therapists (Clapham, 2007). Another potential challenge that faces effective implementation of human rights for those with disabilities in developing countries is the problem associated with the retention of the healthcare personnel and rehabilitation personnel. This is because most of the healthcare workers opt to move to developed countries that offer higher wages compared to developing countries. For instance, a considerable case of immigration has been noted among the healthcare workers found in Brazil, Egypt, Nigeria, Philippines and India (Clapham, 2007). With regard to health, the CPRD assures equal access to healthcare and promotion despite the fact that it does not provide for the principal deterrence of health conditions. Disabled persons usually have poor health co nditions compared to people without disabilities in both developed and developing countries ( World Health Organization, 2008). Accessing mental health services by the disabled persons in developing countries is normally limited. A latest country survey established that approximately 30-50% of individuals with disorders in developed nations and about 75-85 % of people with mental disorders in developing nations did not get mental health services prior to the year that the survey was done ( World Health Organization, 2008). Such prevalence rates in low-income countries can be significantly attributed to affordability. High rates of unemployment and affordability are intertwined because employers have the obligation of providing their employees with private health care plans. Limited access to insurance schemes in the developing countries means that people with disabilities have to incur the costs associated with the use of assistive technologies. Governments of developing countries d o not adequately allocate funds for assistive technologies that the people with disabilities need in order to enjoy the human rights at the same level as individuals without disability (Walmsley, 2001). A significant number of findings from empirical research have concluded that disabled persons and their respective families are socially and economically disadvantaged compared to people who are not disabled. The beginning of disability ultimately imposes negative impacts on the social and economic well being of individuals by negatively affecting how the disabled persons enjoy the basic rights such as education, right to productive employment (WHO, 2003). The situation is further worsened in the case of developing countries; possibly, due to the fact there are inadequate funds at the state level to aid the disabled persons enjoy a standard of living that is equal to their counterparts who are not impaired by any form of disability. This is usually the case of developing countries, w hereby disabled children have a lower probability of attending schools; the outcome of this is that they have limited opportunities to contribute to the formation of human capital (UNESCO, 1995). During adulthood, the disabled persons have limited employment opportunities and their productivity is impaired. In particular, this serves as an impediment towards effective implementation of the human rights to productive labor. The human right to work implies that individuals have a right to be engaged a significant or useful employment; as such, people should not be forbidden from work (Council of Europe, 2005). The human right to work is enlisted in the Universal Declaration of Human Rights and the international human rights law, whereby it lays emphasis on socio-cultural and economic development (Council of Europe, 2005). The nature of work that a person engages him/ herself in is determined by one’s ease of access to the available resources, level of education and appropriate training. The foundation of the human right to work is that involvement in work and accessibility of resources should be undertaken in such a manner that it facilitates the participation of every, individual who intends to work. It is also imperative that the benefits attained from working should be enough to reach a sustainable living standard. Developing countries do not offer conditions that favor the effective implementation of socio-economic rights (Kwessi, 2008). Human rights for people with disability in the context of developing countries Recent times have seen a notable improvement with regard to the way people with disabilities are perceived in the developed countries in the western world. The increasing concerns relating to social justice and the increasing recognition of equality regarding the equal enjoyment of human rights and provision of equal opportunity, which was mainly attributed to the accomplishments imposed by the Civil Rights Movement during the 1950s (Ingsta d, 2001). This resulted to increased awareness regarding the needs of people having various forms of disabilities. Developed countries have reinforced necessary efforts, strategies and policies aimed at ensuring that people with disabilities receive equal treatment as people who do not have any form of disability. This is notable by the enactment of laws regarding education and employment; examples include Individuals with Disabilities Act and The Americas with Disabilities Act (Katsui, 2005). The passages of such legislations serve to ensure equal involvement of people with disabilities in the mainstream society. Another example that highlights the efforts to acknowledge disabled persons in developed country is the fact that they have recognized sign language as the official communication language for deaf individuals (Hellsten, 2004). Developed countries usually have lower disability prevalence rates mainly due to high-end medical technologies and efficient statistical systems. Th is is contrary to the case of the developing nations, whereby disabled persons are constantly facing rejection, dehumanization and being devalued. In addition, developing countries are characterized by increasing instances of political warfare and high prevalence rates of HIV/AIDS (INTRAC, 1998). This results to a redirection of the national policies to deal with other problems that are perceived to be of national importance. A surprising observation is that most developing countries have consented to the Universal Declaration of Human Rights and the Convention on the Rights of Children that were endorsed by the UN General Assembly. It is also important to mention that developing nations have also endorsed the Salamanca Statement and Framework for Action on Special Needs established by the UNESCO ( International Monetary Fund, 2004). Social and economic rights are protected under the various instruments of human rights at the regional and international level. Governments of developi ng countries are required respect, fulfill and protect the social and economic rights, and deploy strategies for progressive action towards the human rights (Helleiner, 2002). Development goals such as the Education for All have outlined the need for governments of developing countries to provide basic education for every individual without any form of discrimination. The member nations of the Organization for African Unity (OAU) have approved the Africa Charter on the Rights and Welfare of the Child, which insisted on the rights of disabled children to be offered with protective services under specific conditions ( International Monetary Fund, 2004). This serves to uphold their integrity, foster individual reliance and ensure that they participate actively in the activities of the community (London, 2002). The Charter was adopted with the principal objective of ensuring that people with disability have access to training, prepare them for employment and make use of recreational fac ilities in order to ensure that people with disabilities are socially integrated into the mainstream society. In Africa, it is estimated that 80 million individuals are disabled. This high rate of prevalence can be attributed mainly to increasing poverty and malnutrition, difficulty in accessing healthcare, disease epidemics, and ethnic conflicts. The World Report on Disability made by the World Health Organization during 2008 reported that the prevalence rates of people with disability in Africa are growing at a faster rate compared to other continents. Infrastructural inadequacies in developing nations have increased the difficulties and complexities in equal enjoyment of human rights by disabled persons ( World Health Organization, 2008). Persons with disability in developing nations are usually subjected to intense segregation and marginalization, which results to their positioning at the lowest level in economic ladder (Kwessi, 2008). This is because disabled persons are not gi ven equal opportunities and enjoyment of the human rights. Marginalization of people with disabilities extends beyond an economic dimension to include a social perspective. Practical challenges facing the implementation of human rights for people with disabilities in developing countries It is a fact that disability is everywhere across the globe, the only difference is the way they are viewed, which in turn influences the manner in which they enjoy the fundamental human rights when compared to people without disabilities. Over the course of time, people with disabilities have always been treated with ignorance and isolation, from both the public and their respective governments. In the case of developing countries, disabled persons are victimized using neglect and stereotyping that is inaccurate (Helleiner, 2002). In some cases, disabled persons are exploited. In most cases, the cultural beliefs and public attitudes towards individuals with disability is usually characterized by sh ame, social exclusion from the larger community and Prejudice. Kwei notes that people having disabilities are discriminated against, and viewed as inferior; as a result, they are excluded from the society (2000). Despite the fact 80 % of disabled people live in developing countries, it is surprising to note that only 2% are beneficiaries of the support from the United Nations. This is a possible explanation as to why disabled persons comprise of about 17 % of poor people across the globe. The basic inference that can be made from the above observation is that people with disabilities in developing countries face significant ignorance from their governments and the internal community (Chartered Institute of Personal Development, 2006). In order to analyze the practical challenges facing the implementation of human rights for people with disabilities in developing countries, it is important to take into consideration the three levels of action including the system of cooperation at th e international level, challenges imposed by the government of the developing countries and the views of public regarding disability. Development cooperation entails the interventions implemented at both government and non-government levels, which interact to affect the implementation of the human rights within developing countries (Mawdsley, 2005). At the micro level, implementing human rights for people with disabilities is faced by significant constraints. The stigma associated with disability usually imposes negative perceptions by the family members of the disabled persons. This means that the family members are sometimes embarrassed to seek interventions to address the problem (Felice, 2010). This usually makes it difficult to implement the human rights for disabled people in cases whereby they cannot be publicly accepted, even within the boundaries of the family. A notable characteristic of developing countries is how they are deeply rooted in the cultural beliefs, which in i tself serves as an impediment towards enhancing the well-being of disabled persons (Nickel, 2007). For instance, getting a modest education, being employed and the general acceptance by the larger society are usually next to impossible for disabled persons because of the manner in which the society positions them. Despite the fact, the governments of developing countries may have a well-laid strategic plan for action to implement the human rights for people with disability; such strategies are usually constrained by issues relating to huge amounts of national debts, and high levels of corruption with the government ( International Monetary Fund, 2004). The outcome of this approach is the governments of developing countries may pass the required legislations and assent to various charters aimed at effective implementation of the human rights for people with disabilities, but they may lack the will to implement the established plan of action (Oliver, 1990). This economic state of affa irs implies that issues related to disability are not awarded national priority, and subsequently receive minimal funding in the national budget. The situation for the case of developing countries is worsened by the fact the problem of disability is tied to the individual, rather than the environment. This is not in accordance to the human rights approach, and presents an opportunity for the human rights of people with disability to be violated in developing countries. The outcome of such an approach is that the governments of the developing countries and the larger society fails to concede the underlying effects of cultural impositions on disability that lead to discrimination among the disabled persons in the community (London, 2002). The proposed solutions that are to be implemented using the government policies and channels usually tend to lay more emphasis on preventing and curing the disability rather that changing the attitudes of the society towards people with disability. S uch policies perceive the problem of disability as emanating from the individual; therefore, they have the principal objective of fixing the disability problem in the person in order for the disabled people to fit in the mainstream society ( World Health Organization, 2008). Such policies have failed to identify the cultural elements that usually result to their exclusion and denying them their human rights (Oliver, 2002). Effective approaches are required to recognize the significance of disabled people as an important element in the society and should therefore aim at ensuring that there is equal opportunity for the disabled people when seeking employment, attaining education, legal presentation and participation in the activities of the community (Paulo, 2005). In most developing countries, insufficient healthcare and social services is considered a significant challenge in effective implementation of human rights for people with disabilities. Clapham (2007) gives an example of N igeria, whereby many cases of disabilities can be accredited to lack of basic healthcare like children immunization programs like polio,which increases the likelihood of disabilities among children. Within the same context, there is no enabling policies and paassed laws, and a well established methodological framework to allocate and distribute funds for services relating to special education (Pierre, 2006). The country also lacks enough programs for training personnels for special education, the required facilities and the educational methodologies to integrate special students within the mainstream classes. The manner in which students with disability are handled in developing nations such as Nigeria is far behind the state of affairs in some of developed countries. The basic observation in such a case is that disabled persons are denied their basic right to education. In another example by Claude Weston, (2006), Kenya runs special education initiatives that are under the governm ent, they do not have adequate equipments, trained personnels. In most cases, the personnel receive minimal wages. Private institutions on the hand have adopted effective frameworks to address the needs of disabled children, but they are usually expensive and cannot be afforded by the regular citizen. The inference from this surveys is that governments of developing countries have failed significantly to offer the schools with the equipments that are needed to address the educational requirements of children with disability (Read, 2008). This is in contrary with the goals of free education for all. Despite the fact that Non-Governmental Organizations in developing countries are deploying efforts to ensure that people with disabilities enjoy their basic human rights, their efforts are constrained by lack of adequate manpower and funds (Chartered Institute of Personal Development, 2006). Besides the challenges imposed by cultural beliefs and attitudes, there are concerns regarding the value contributions that disabled people bring to the country. Given that developing countries face significant problems relating to national povery, instability of the government and fiscal policy issues, there is a less chance that the human rights of disabled persons will be given a national priority (Seuf, 2001). The primary focus of social and educational initiatives is on people withoit disabilities because of their perceived contributions towards the national economic growth and development. The countries perceive disabled persons as not being capable of making significant contributions towards the economy, rather they consume resources from the national budget. In most cases, disabled persons are given less preference in the available employment oppportunities (Donelly, 2003). Solutions The World Health Organization (2008) notes that affordability is the principal setback regarding the implementation of human rights in developing countries. This mainly because developing co untries lack the financial resources for effective implementation of the basic human rights for the disabled persons. Despite the fact that most developing countries have assented to Charters relating to human rights, effective realization of the goals is constrained by the resource constraints facing the countries, implying that developing countries are less likely to give human rights for disabled persons national priority at the brink of high national debts and poverty levels (Townsend Townsend, 2004). Developing countries are supposed to ascertain the relationship between poverty and disability, and how the one affects the other. From the onset, poverty increases the prevalence of disability and increased prevalence of disability means high poverty rates. This means that elimination of poverty will reduce disability reates, while at the same time dealingt with disability effectively will result to reduced levels of national poverty (Tvedt, 1998). Addressing the issue of afforda bility requires the deployment of national policies that take into consideration the economic effect of high prevalence of disability and deploys counterproductive measures to curb them. For instance,most developing countries adopt national policies that prioritize military needs that they rarely use while ignoring the implementation of human rights for people with disabilities (French, 1994). This results to social and educational initiatives directed at individuals with disabilities facing finance constraints meaning that that they cannot provide quality education that addresses the needs of disabled students. National policies should be more supportive towards initiatives aimed at ensuring equal access to education for all individuals (UNESCO, 2007). Another important strategy that can be used to address the issue of human rights for persons with disability in developing countries is Community-based rehabilitation ( World Health Organization, 2008). Currently, community-based reh abilitation program is active in 90 nations globally. The rehabilitation programs are witnessing a transformation from the conventional prorams that aremedical-based to incorporate rehabilitation, reducing poverty, enhancing equak opportunities and ensuring that there is social inclusion of disabled persons in the mainstream society (UNESCO, 1995). Community-based rehabilitation programs have also facilitated the process of effective delivery of healthcare services related to mental health through eliminating the aspect of institutionalizing psychiatric hospitals and other facilities that host disabled people. Such an approach is costly and requires financial commitment from the governments of developing countries in order to ensure that the programs are effective (Clapham, 2007). With regard to the basic human right to education, disabled individuals have been subject to exclusion from the mainstream classes, and usually received their education in specialized institutions. This ap proach has not been effective in targeting a significant population of the people having disabilities. In addition, this approach to offering the basic human right to education costly to be effectively implemented in the developing countries ( International Monetary Fund, 2004). The outcome of this approach is disabled pupils will not stay in school for long and very few are likely to enroll for such programs. According to the CRPD, children having disabilities have the right receive education in the mainstream education system (United Nations, 2000). Developed countries areimplementing an inclusive approach to ducation, something which is yet to be realized in the developing countries. This means that flexibility is required due to the fact that inclusion of the disabled people in regulareducation system sometimes is not the best method,and such times call for segregation of the disabled persons depending on the type of disabilities ( International Monetary Fund, 2004). There aredi verse barriers towards the reaching of Education for All within the developing countries that are participating. The significant problem is funding in both the public and private sector. Strategies to overcome the identified imediments require the adoption of national policies that advocate for inclusive policies regarding the aspect of equal eduaction for pupils with disabilities (WHO, 2003). The adopted policies should also be accompanied by legal frameworks and adequate resources. In cases whereby disabled students are mainstreamed, the institutions should adopt a flexible curriculum (Claude Weston, 2006). With respect to the basic human right to productive work, persons with disabilities in developing countries usually have relatively lower employment rates compared to individuals who are not disabled. According to the CRPD, disabled persons have the right to engage in productive work on an equal platform with the individuals who do not have disabilities. In developing countrie s, disabled people are usually in the informal sector, possibly due to the descrimination regarding the implementationn of human rights. A significant barrier regarding the labor and employment of disabled persons is transport and mobility issues (Harris, 2003). This implies that develpoing countries have to adopt universal approaches in the transportation sector and any other facilities that the disabled persons are likely to use. Over protection of people with disabilities tends to reduce their employment rates (Chartered Institute of Personal Development, 2006). 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