Study of a nursing theory ( choose a nursing theorist ) for use in Research Paper

Study of a nursing theory ( choose a nursing theorist ) for use in practice - Research Paper Example One such theorist is Jean Watson who developed and conceptualized the "Theory of Human Caring". According to Watson (2009), "nursing is a lifetime journey of caring and healing, seeking to understand and preserve the wholeness of human existence, and to offer compassionate, informed, knowledgeable human caring to society and humankind." In this essay, application of Watson's theory to clinical nursing practice will be exercised for better understanding of the concepts of the theory. Context of development of theory Jean Watson, an imminent theorist and nurse educator has contributed immensely to the nursing profession. Her most popular conceptualization of nursing profession is the Theory of Transpersonal Caring which is commonly known as the Theory of Human Caring. The nurse educator was born in West Virginia. She graduated from the Colarado University and completed Master's degree from the same University. Her specialty was psychiatric-mental health nursing. She did her Ph.D in cou nseling in psychology. She is currently a distinguished professor at the Colarado University. She is the founder of the Center for Human Caring located in the same city as the University she is employed at (Cara, 2003). The theory is the output of the professor's experience in the field of psychology, mental health and counseling, her specialty subjects during her post graduation and doctorate degrees. This theory emphasizes the humanistic aspect of the noble profession of nursing based on principles of scientific knowledge acquired through education, learning, research and training. Thus, this theory is very important for the profession of nursing both theoretically and practically. Watson (2009) opined that "the ability to resolve conflicts between what nursing is and what nurses supposedly do, may be the most critical challenge for the discipline and for the profession’s survival into this millennium." Watson strongly believed that resolution of conflicts at all levels of society is crucial, because; such conflicts can affect health care at any level (Cara, 2003). The theory of Human caring was brought out in 1979. According to Watson, nursing is a profession that is distinct from other health related professions. Based on this distinct nature of the profession, she defined, ascertained and opined about the distinct role of the profession in the caring for humans who are sick. Infact, this theory defined the role of nurse. According to the theory of Human Caring, nurses impart care by establishing a good relationship with the patients and also their relatives (Sitzman, 2007). Nurses have to treat patients by including all aspects of life, the mind, body and spirit and not just deal with physical ailments of the body. Thus, nurses are expected to provide holistic care to the patient. It is because of holistic care that various needs of the patient like spiritual, emotional, psychological, economical and physical needs of the patient are met. The theor y strongly upholds the fact that nurses must display acceptance towards patients and their relatives in an unconditional manner and whatever treatment is instituted is done with positivism. Nurses are expected to cause health promotion and well-being through appropriate knowledge concerning the medical condition of the patient and also through medical interventions. Above all, it is expected that

Peer to Peer Push Technology for Content Delivery Systems Annotated Bibliography

Peer to Peer Push Technology for Content Delivery Systems - Annotated Bibliography Example The leading book of Ken is System Analysis and Design. The book explores avant-garde research which is being conducted on emerging information technologies. This book explains the application and relevance to the consultants, managers and to the decision makers. The real purpose of the book is to enable the readers to build bridges from technological coming out to the technological uplifting. The in depth analyses in the book include Data Warehousing, Artificial Intelligence , Information Delivery Systems and Group Support System. From the last decade the research of Dr.Kendall is focused on e-commerce and particularly his sphere of attention is push and pulls technologies. His very famous article "Information Delivery System: An Exploration of Web Push and Pull Technologies" was published in Communication of AIS. This book was helpful for me to understand the Push Technology and was informative for me to know that Push is a realizable technology within the known HTTP protocols, which are quite very well established in the Internet arena today Ranjit Kumar is affiliated with the University of Western Australia. ... Particularly detail on in depth interviewing has been expanded which allows students to analyze different methods of data collection and the book provides separate sections for the analysis of qualitative and quantitative research. 11 new figures one new table are added in the chapter on Research Methodology and Practice Evaluation to enable the students for enhanced analysis and visual learning. It also focuses on developing research skills by giving such examples which are practical example from both qualitative and quantitative research for a balanced and comprehensive grounding in research methodology. The book was helpful for me to understand research methodology and to use different examples for my qualitative and quantitative research. The New Results: 1-Appropriate metrics were identified during the course of the research work and the same has been listed earlier. During the survey the respondents have also indicated that the KPI's used for measuring the performance is appropriate and has resulted in the overall gain. 2-A corporate body was selected and the infrastructure characterization and the workload characterization have been studied. This has resulted in identifying the nature of gains that the company has had due to the implementation of the system. A survey was conducted and the required objective was met. The results of the survey were in line with the research outcome, which indicated overall satisfaction of push technology in select applications. Particularly, customer management and in content delivery systems the end users recommended usage of these systems. 3-The Push technology does have advantages for the industry and they can gainfully employ them. Though they are immediately usable in specific areas of work, they should also be

MODERN JEWISH HISTORY Essay Example | Topics and Well Written Essays - 1250 words

MODERN JEWISH HISTORY - Essay Example As a result, the individuals are likely to be converted, marry or get married and get full recognition into the said community as the process reaches advanced stages. However, in the case of the Jews, there have been historical issues that have surrounded their assimilation because of the various injustices they had to face. In the light of this observation, this paper will examine the various issues that led Jews to assimilation in order to shield themselves from persecutions given their minority status historically. The paper will be two phased with the first section discussing the assimilation process in the east and west, the second part will look at the case of assimilation in Poland. Assimilation in the East and West One of the great influences of the Jewish community in these regions was the impact of religious bearing between Judaism and the other religions For instance, the inferior nature of the community that practices Judaism as compared to their Christian counterparts is assumed to be a fact. As a result, the people who may be living in other nations may not be considered to belong because of the difference in culture or some mutual obligations that bind the group together. On the other hand, the assimilated groups in other nations may tend to treat their Jewish status as an embarrassment and therefore a non issue in the process of integration. As many people accepted these stereotypes, there were continued calls for assimilation into Christianity since it provided a good opportunity of the development of personal goals. In effect, Christianity therefore remained the dominant religion in such regions. Moreover, the desire to assimilate and become â€Å"terminal Jews† was popular because of the younger generations who were vulnerable to stigma and exclusion in the society. Through this, being a Jew was becoming meaningless in the eastern and western societies. Anybody with that identity was considered an outsider and therefore the hastening o f the assimilation process for fear of being abandoned or even persecuted. This in effect created a condition where the Jews in the regions dominated by other religions conform and re-align their faith and integrate with the others. As a result, there came â€Å"liberal Judaism† that seemed to have done away with the strict requirements of the Jewish law including all the theological guidelines and other religious beliefs and practices. By arguing that inclusiveness is the main foundation of Judaism, those in support for assimilation therefore were inclined towards the ethics of "prophetic Judaism". The Jewish intellectuals stressed individual moral independence, rational conduct and inclusiveness. Consequently, this idea became popular and gave rise to a ‘Judeo-Christian ethic approach’ in most of the regions of the western nations. Christians were comfortable with this approach because they were trying to reconnect to their ethics that emerged from the propheti c teachings of biblical Judaism. They also wanted to claim the legitimacy of Christianity as the designated owner of the Judaism as practiced in the biblical Israel. On the other hand, the Jews supported this because they wanted to demonstrate that in terms of ethics, they were similar to Christians and hence were supportive of them. In America, as opposed to Europe, Jews were not bothered with having to fight for their basic civil and human rights. Jewish ethics as fought

Are E-cigarettes Healthier Than Normal Cigarettes Research Paper

Are E-cigarettes Healthier Than Normal Cigarettes - Research Paper Example This essay stresses that there are several positive aspects of using E-cigarette. One of the positive aspects of E-cigarette is that it delivers lower level of toxins that that of conventional cigarette. Toxins may be lower but it still contains some which provide the taste of using normal cigarette. The smoking of normal tobacco contains huge number of chemicals. Some of the chemicals are still unknown. But still all of the contained chemicals are harmful and dangerous. E-cigarette contains less harmful chemicals such as vegetable glycerin, propylene glycol, nicotine and other flavored chemicals. The ratio of chemicals provided in E-cigarette is much less than that of chemicals in normal cigarette. This paper makes a conclusion that E-cigarette is much healthier than that of normal cigarettes. Regardless of being healthier device, it also has some shortcomings which can cause severe harm to human beings. E-cigarette has lower quantity of toxins than that of conventional cigarettes. Normal cigarettes pollute the environment with harmful chemicals. But the use of E-cigarette reduces the amount of harmful chemical emission. This is due to the fact that it releases water vapor which contains fewer amounts of injurious chemicals. It is cheaper option and provides same experience as that of normal cigarettes. The usage of E-cigarette delivers huge threat to the children. It can be easily accessible with the help of internet and mall kiosks E-cigarette is as dangerous like normal cigarettes.

Corporate failure prediction methods Essay Example | Topics and Well Written Essays - 1000 words

Corporate failure prediction methods - Essay Example Fair value accounting refers to a financial reporting method under the Generally Accepted Accounting Principles (GAAP) the method allows companies to measure as well as report the value of assets and liabilities on the basis of their actual or estimated fair market prices. Some of the advantages of fair value accounting include the fact that it provides a more accurate valuation of assets and liabilities. Therefore, it accurately relates the value of assets and the market price. The method also limits a company’s ability to manipulate its reported net income hence leading to the portrayal of true income. It is timely in nature owing to the fact that it reports gains or losses on assets in the period that they occur. One of its disadvantages is that it may adversely affect the market conditions in a negative way. The lower value of an asset after revaluation may lead to a fall in the prices of all related assets thus affecting the market negatively. The method may also result i n a number of challenges to firms as well as to the users of the reported financial information. The market conditions in which a given asset and liability is traded may fluctuate in many occasions and become more volatile in some situations (Cooper, 2007, 17-18). On the other hand, historical cost accounting is a technique that values assets and liabilities at the price paid during its acquisition. Revenues, assets, and expenditures are recorded based on their time of acquisition. Revenues are recorded based on their time of acquisition.

Promotional Material Essay Example for Free

Promotional Material Essay Before we created our promotional materials such as posters, leaflets and flyers, we had to make sure that we were able to find a suitable price in which we can budget according to our finances. During our research, we were able to locate a suitable printing agency in which we could print our promotional materials in bulk, so we could hand out in the local area to help promote the business. The advantage of the agency we chose for printing our material was that they were able to print our promotional materials within 2 working days and that any deliveries that took place could be tracked on the website when u log on to it, this to make sure that the delivery is going according to plan. By selecting the amount we though would be appropriate for this campaign, we were able to locate the price in which it would cost us as an advertising agency if that amount were to be printed out. Promotional Material Leaflets We used leaflets to ensure customers the products that the cafà © will be selling in their local cafà ©. The leaflet we designed had a bright Italian background (in the form of the Italy colours), indicating immediately to the consumer that the cafà © is Italian based, which is probably the most important factor to inform the customer about. We made sure that the leaflet was specifically designed and had the relevant information such as the location of the cafà © and the products that the cafà © were going to sell. This is vital to clear as misleading customers about products that the cafà © doesnt sell could lead to the business losing customers. We also had to include contact information so that customers could maybe phone in the cafà © to order food or to see whether the cafà © is open. We used pictures so that consumers are able to get a feel of some of the products that the cafà © has on offer. We placed this on the front (main) side of the leaflet so that it is eye cat ching to the consumer as soon as they see the leaflet. We made 1500 printout leaflets as they can be easily distributed around the local area and are the most common method of promotion used by a business of a similar stature. Leaflets could be posted through letter boxers to the people around the local area so it increases the chance of the consumer actually noticing and reading the leaflet This can help achieve the business objectives of achieving 30 customers daily as by using this type of promotion, in the form of leaflets, the business is virtually trying to attract more customers to shop at the cafà © and build more customer awareness of the cafà ©. If the business has more customers, they could achieve their aim of breaking even in the first year. However, a drawback of using a leaflet was that it proved to be the most costly in terms of production as we were charged at 11p per leaflet. Posters The posters we designed were again Italian based but had to limit the amount of information we could put on the poster due to lack of space. This was one of the drawbacks of using a poster but could be just as effective as using the leaflet. However, the production of the poster was the cheapest at just 4.5 per poster. This came at a surprise as we thought that the poster was to be more expensive than the rest of the promotional material. The content we had on the poster had o be very basic but had to send the message across to consumers of the products that the cafà © may sell if they came to visit. The drawback of creating a poster was that it was very time consuming as first we had to make a draft copy, then were we able to form the main copy in which was going to be used for distribution. The use of pictures made it more eyes catching for the consumer and the contents that were stated were the basic products that the cafà © were going to sell. The reason behind this decision was that we believed that consumers would be more likely to read a poster that had a limited amount of writing on the poster rather than having a jammed pack poster full of writing and fewer pictures. By just stating the important points and more use of pictures proved to be more eye catching for us and potential consumers. This could help achieve the aims of this organisation as students and working class people could notice this poster when they shop at local newsagents or public areas when they go to work or college. Although these wont be distributed to houses like leaflets, they will be situated at public areas such as on buses or some of the local shops nearby. This would increase customer awareness of the business on a whole or be a drawback as some people like the elderly who do not shop as often as other student are more likely to miss the poster rather than students who walk past on a day to day basis.

Raising Attainment for Learning Difficulty Pupils

Raising Attainment for Learning Difficulty Pupils Discuss the key components of an  effective strategy for raising the  attainment of pupils with learning difficulties. Introduction The aspect of pupils with learning difficulties can take on many differing forms. From difficulty in communicating thoughts and ideas as well as a lack of verbal skills to not â€Å"†¦ being able to concentrate †¦Ã¢â‚¬  long enough to convert that thought into communication with others (NASA Occupational Health, 2006). There are varied forms of learning difficulties, ranging from problems in using language, math, and general understanding as well as the previously mentioned understanding and communication aspects (NASA Occupational Health, 2006). The identification of pupils with learning difficulties represents an area that parents as well as teachers need to be cognizant of, with early identification representing the more favorable approach to intervention (Deponio and Macintyre, 2003, p. 1). The preceding types of learning difficulties are termed â€Å"†¦ dyslexia, dysphasia, the attention deficit disorders (ADD), with the added hyperactivity (ADHD), Asperserâ₠¬â„¢s syndrome, specific language impairment (SLI), and the Scandinavian-named DAMP (deficit in attention, motor control and perception) (Deponio and Macintyre, 2003, p. 1). The United Kingdom’s Department for Education and Skills (2007) states that an â€Å"Initial and diagnostic assessment †¦Ã¢â‚¬  represents the â€Å"†¦ starting point, or baseline, for learning†. The identification of pupils with learning difficulties â€Å"†¦ can be subtle, multiple and difficult to pinpoint †¦Ã¢â‚¬  (Learning Disabilities Association of America, 2007). Keen (2001) advised that as a result of enhanced identification methods and understandings there has been an 80 percent increase in children identified with having a difficulty that hinders learning. The increased number of students identified with learning difficulties has stretched the demand on â€Å"†¦ physiotherapists, occupational therapists and psychologists †¦Ã¢â‚¬  to the point where in the United Kingdom they cannot cope, stretching waiting times and referrals to a unacceptable levels (Deponio and Macintyre, 2003, p. 1). Thus, â€Å"†¦ teachers are bei ng urged to make a comprehensive assessment of children’s difficulties †¦Ã¢â‚¬  and utilize strategies and learning materials and techniques to cope with pupils having this problem. This paper shall seek to identify the key components of an effective strategy for raising the attainment of pupils with learning difficulties. Learning Difficulties The context of learning disabilities can be dealt with either in special situation schools or mainstream educational facilities. As this examination indicates the effective components of an effective strategy to achieve a heightened level of attainment for pupils with learning disabilities, the strategy aspect identifies that the context is in mainstream educational facilities. One of the key facets of pupils with learning difficulties is that they require additional attention as well as monitoring of progress that is outside of the normative procedures for students not so affected (Deponio and Macintyre, 2003, p. 88). In the United Kingdom under the government initiative titled â€Å"Every Child Matters† (National Literacy Trust, 2007a) such has provided the framework for the development of a special agenda â€Å"Barriers to Achievement – Special Educational Needs† which sets forth the vision of the government to provide pupils with special needs â€Å"†¦ the opportunity to succeed† (National Literacy Trust, 2007b). The preceding also falls under ‘Special Educational Needs (SEN)’ provides â€Å"†¦ that schools and local authorities †¦Ã¢â‚¬  adopt practices that avoids â€Å"†¦ the need for schools to write and review Individual Education Plans† which is accompanied by guidance materials termed ‘The Disability Equality Duty’ (Teachernet, 2007a). The preceding guidance sets forth for schools, and their local authorities, â€Å"†¦ to take a more proactive approach to promoting disability equality †¦Ã¢â‚¬  which includes learning difficulties, to develop their own individual schemes â€Å"†¦ through a staged approach â€Å", and to â€Å"†¦ provide training and development activities †¦Ã¢â‚¬  (Teachernet (2007b). Central to the proceeding, and one of the cornerstones of the strategy for raising the attainment of pupils with learning difficulties is ‘inclusion’ (Deponio and Macintyre, 2003, p. 88). As the word, inclusion, within this context means differing things to different groups, authorities and agencies it is defined as â€Å"†¦ the process of increasing the participation of learners within and reducing their exclusion from, the mainstream curricula and communities† (Deponio and Macintyre, 2003, p. 88). This component of inclusion has become a significant component of the UK’s national educational framework, which also endorses â€Å"†¦ greater flexibility in planning a curriculum suited to the needs of those with learning difficulties† (Kelly and Norwich, 2004, p. 42). They continue that ‘inclusion’ â€Å"†¦ provides frameworks and materials to support schools in curriculum development †¦ (and that) †¦ it is aimed at a very diverse group of children and young people ranging from profound and multiple learning difficulties, through severe to moderate learning difficulties† (Kelly and Norwich, 2004, p. 42). The Qualification and Curriculum Authority (2001, p. 4) states that the guidelines represent support for â€Å"†¦ the planning, development and implementation of the curriculum for pupils with learning difficulties†. The guidelines represent a foundation that schools can utilize with their own materials along with the National Curriculum in conformity with the â€Å"†¦ statutory entitlement †¦Ã¢â‚¬  for learning for all students, and to â€Å"†¦ build on the principles of inclusion †¦Ã¢â‚¬  that are set forth under the National Curriculum (The Qualification and Curriculum Authority, 2001, p. 4). Furthermore, the guidelines represent a means via which to aid schools in this process through the setting of â€Å"†¦ suitable learning challenges†, â€Å"†¦ responding to pupil’s diverse learning needs† and via the inclusion of â€Å"†¦ all learners by overcoming potential barriers to learning and assessment† (Th e Qualification and Curriculum Authority, 2001, p. 4). The scheme also attempts to â€Å"†¦ integrate aspects of †¦ the full range of National Curriculum subjects †¦Ã¢â‚¬  as well as setting â€Å"†¦ the foundation stage for the early years of education †¦ preparation for adult life †¦ key skills framework †¦ thinking skills †¦ (and) †¦ personal priority needs in terms of therapies† (Kelly and Norwich, 2004, pp. 42-43). Lewis and Norwich (2000, pp. 6-8) state that even with the positive step in the direction of national inclusion and guidelines, their review found that there â€Å"†¦ has been no serious attempt to develop a curriculum or pedagogy †¦Ã¢â‚¬ , which is defined in this context as â€Å" †¦ the cluster of decisions and actions that aim to promote school learning (Lewis and Norwich, 2000, p. 7). The foregoing review set about to determine if â€Å"†¦ there were specific or district kinds of pedagogy for the different areas of learning difficulties† Kelly and Norwich, 2004, p. 43). Said examination was conducted under the assumption that there are three broad types of pedagogy needs that can be identified â€Å"†¦ needs common to all, needs specific to a defined group and needs unique to individuals† Kelly and Norwich, 2004, p. 43). The importance of the preceding is that there are distinct teaching differences and methodologies associated with the teaching of differing subject matter as well as the specific learning difficulties involved. Mastopieri et al (1997, pp. 199-211) found that in a study of pupils with learning difficulties that they did not respond as well as to science teaching that was based upon the use of inductive reasoning that represented a particular learning difficulty separate from those associated with low attainers or severe learning difficulties. Wishart (1993, pp. 380-403) stated that the preceding needs to explore the aspect for what he termed as differential teaching strategies that include error free versus trial and error learning, the use of visual as opposed to auditory presentations to aid in retention and comprehension, a consolidation of learning techniques and the monitoring of behaviours in off task routines. Bernstein (2002), in espouses that learning difficulties tend to appear when pupils â€Å"†¦ hit a brick wall they cannot climb with their particular set of competencies†¦Ã¢â‚¬  and in her belief, the preceding represents that a learning difficulty is connected with the failure to adapt to the learning environment. The preceding is an important observation in that children develop competencies at differing rates, thus schools need to consider the changes that could be made to the curriculum as well as the learning environment to provide more successful learning experiences (Bernstein, 2002). This tailoring of curriculum and learning environment with needs, in her view, represents matching the learning tasks to the learning needs as opposed to expectations that are pre-set (Bernstein, 2002). The preceding means that curriculums should represent flexible as well as responsive vehicles that aid pupils in attaining their maximum potentials, through understanding and recognizing diversity as part of the inclusion process. The Scottish Consultative Council on the Curriculum (2007) advises that differentiation represents an attitude as well as approach and structure which makes flexibility possible and that through the modification of teaching pace th at content level can thus be adapted to meet and suit the needs of particular students. Thus, in utilizing the ‘inclusion’ methodology it means that a reconsideration of the approach to teaching is thus required as well. Deponio and Macintyre (2003, p. 89) state that teachers must resist teaching to pupils in the manner in that they learn as â€Å"†¦ this may not suit the learning styles of children with specific learning difficulties†. Madsen and Olson (2005) endorse the preceding viewpoint in stating that the understanding of â€Å"†¦ how people learn is the foundation of informed teaching †¦Ã¢â‚¬ . Loucks-Horsley et al (1998, p. 32) advise that teachers in observing student behaviors as well as their records thus need to â€Å"†¦ apply knowledge about students, content, the curriculum, instruction, assessment, and the school and local communities†. Johnson (1993, pp. 507-535) refers to the preceding as representing a cognitively demanding act and thus newer teachers have a tendency to rely on fewer clues from which to make and base their decisions. Thus theory as well as experience and practical applications represent an important facet in identifying the courses of teaching action and methodologies to take in adapting the curriculum to deal with students with learning difficulties. Deponio and Macintyre (2003, pp. 89-90) point to a solution representing the use of individualized curriculums which are integrated into the planning process through a study of the pupils in classroom composition, their records and past comments and performances by other teachers. Such pre teaching planning provides the teacher with a guideline to develop strategies and alternative courses of action based upon this prior information and observation as opposed to adapting as they go (Deponio and Macintyre, 2003, p. 91). The Scottish Executive (2002, p. 5) advises that the preceding is an important aspect of improving instructional effectiveness and that too little consultation with parents and prior records is utilized in the development of educational plans on the part of teachers. The idea of ‘individualized education programmes is by no means new. Smith (1990) advises that this represents an established facet of Public Law, 94-142, and that individualized education programmes provide educational opportunities for children with learning difficulties in adapting the curriculum to enable them to participate and learn. It, individualized education programs, represent the combination of â€Å"†¦ team based decisions, parent involvement, data based goal planning and the presumption of access to the general education curriculum (Yell and Shriner, 1997, pp. 1-20). Deponio and Macintyre (2003, p. 91) advise that in order for individualized education programmes to be effective, they must  "†¦ be integrated into the planning process and not regarded as an add on for a particular child†. They add that individualized education programmes represent a method of â€Å"†¦ sharing information and understanding children’s strengths and difficulties †¦ (and that) †¦ agreed aims and targets should be shared so that the document becomes the whole school response to children’s learning† (Deponio and Macintyre, 2003, p. 91). Conclusion Effective strategies for raising the attainment of pupils with learning difficulties, as discussed herein, are represented by the processes of ‘Initial and diagnostic assessment’ (Department for Education and Skills, 2007), inclusion (Deponio and Macintyre, 2003, p. 88), and ‘individualized education programmes (Smith, 1990) representing key strategies in the process. The preceding are processes, theories and methodologies that have been developed over a long period of observation, and represent established practices. The facet of learning difficulties is no longer confined to what used to be thought of as a small group, but represents a larger sphere of pupils that includes ethnic diversities as well as those identified with having problems using language, math, general understanding and communication skills. The broad context of pupils that fall into the preceding means that the educational process needs to utilize the observation of teachers, the involvement of parents and the use of curriculum to design programmes that address the individualized learning processes that are present in differing students. The process does not intend to develop specialized programmes that isolate those pupils with learning difficulties, but rather to moderate the curriculum and teaching process to permit the teacher to instruct in a manner that is consistent with the students comprising their classroom. This approach represents a more comprehensive as well as challenging facet to teaching that requires the teacher to have a better understanding of the composition of student abilities and learning facets. Yell and Shriner (1997, pp. 1-20) summarize the foregoing by stating that such represents the utilization of â€Å"†¦ team based decisions, parent involvement, data based goal planning and the presu mption of access to the general education curriculum. Bibliography Bernstein, J. (2002) Assessing the developing child: a neurodevelopmental perspective. Paper presented at the British Psychological Society Paediatric Neuropsychology Training Day, Guy’s Hospital, London, United Kingdom Deponio, P., Macintyre, C. (2003) Identifying and Supporting Children with Specific Learning Difficulties: Looking beyond the Label to Assess the Whole Child. RoutledgeFalmer Johnson, K. (1993) Learning to teach: Instructional actions and decisions of preservice ESL teachers. Vol. 26. TESOL Quarterly Keen, D. (2001) Specific neurodevelopmental disorders. Paper presented at the Conference on the Needs of Children with Specific Developmental Difficulties, Bishop Auckland Kelly, N., Norwich, B. (2004) Moderate Learning Difficulties and the Future of Inclusion. RoutledgeFalmer Learning Disabilities Association of America (2007) What do Parents of Children with Learning Disabilities ADHD, and Related Disorders Deal With. Retrieved on 17 February 2007 from http://www.ldanatl.org/aboutld/parents/help/parents.asp Lewis, A., Norwich, B. (2000) Mapping a pedagogy for special educational needs. Vol. 69. BERA National Event Report Loucks-Horsley, S., Hewson, P., Love, N., Stiles, K. (1998) Designing professional development for teachers of science and mathematics. Corwin Press Madsen, A., Olsen, J. (2005) Student Teachers’ Use of Learning Theories to Diagnose Children’s Learning Difficulties. Vol. 17. Journal of Elementary Science Education Mastopieri, M., Scruggs, T., Butcher, K. (1997) How Effective is Inquiry for Students with Mild Disabilities. Vol. 31, Issue 2. Journal of Special Education NASA Occupational Health (2006) Effective Stress Management. Retrieved on 17 February 2007 from http://ohp.nasa.gov/cope/a_ld.htm National Literacy Trust (2007b) Barriers to Achievement – Special Educational Needs. Retrieved on 17 February 2007 from http://www.literacytrust.org.uk/Database/dysres.html National Literacy Trust (2007a) Special Educational Needs resources. Retrieved on 17 February 2007 from http://www.literacytrust.org.uk/Database/dysres.html Qualifications and Curriculum Authority (2001) Planning, teaching and assessing the curriculum for pupils with learning difficulties. Qualifications and Curriculum Authority Scottish Consultative Council on the Curriculum (2007) Assessment to support on learning. Retrieved on 18 February 2007 from www.itscotland.org.uk.CurriculumGuide/TestingAnd Assessment/AssessmentToSupportLearning7index.asp The Scottish Executive (2002) Raising the attainment of pupils with special educational needs. Vol. 67. Interchange Smith, S. (1990) Individualized Education Programs (IEPs) In Special Education – From Intent to Acquiescence. Vol. 57. Exceptional Children Teachernet (2007b) Promoting Disability Equality in Schools. Retrieved on 17 February 2007 from http://www.teachernet.gov.uk/wholeschool/sen/disabilityandthedda/guidancedisabilityequalityinschools/ Teachernet (2007a) Special educational needs and disability. Retrieved on 17 February 2007 from http://www.teachernet.gov.uk/wholeschool/sen/ Wishart, J. (1993) The development of learning difficulties in children with Down Syndrome. Vol. 37. Journal of Intellectual Disability Research Yell, M., Shriner, J. (1997) The IDEA Amendments of 1997: Implications for special and general education teachers, administrators, and teacher trainers. Vol. 30, Issue 1. Focus on Exceptional Children