The Ethical Dilemma Of Euthanasia - 1493 Words

Ethical Dilemma: Euthanasia Euthanasia has always been a common topic especially a debatable one talking about allowing patients who are suffering from any incurable disease or condition or even in an irreversible coma to choose to end their live on their own terms painlessly. The following will discuss a specific case and analyzed using the Christian worldview. Since the moral debate of euthanasia is such a topic of controversy, potential solutions towards the issue, and how such solutions can be compared to the core beliefs and the values within the Christian worldview. Ethical Dilemma At 17, a Jodi was swimming with friends when she dove into the water fracturing her vertebrae. This incident left her as a quadriplegic meaning she is paralyzed from the shoulders down diminishing her quality of life severely, because of this she has been depressed. This young girl can no longer follow her dreams. The question now is should her wished to be euthanized be granted so she can no longer be a burden to her family? The moral issue is should someone like her who may be in her condition be allowed to legally terminate their life or life a debilitating life forever depending on others to take care of them? There is not vary many options in a scenario such as this one; other than the obvious options of living or euthanasia, there are other options though that can be considered like going to a rehab facility so one is not dependent on family, and also seeking out trials to try andShow MoreRelatedThe Ethical Dilemmas Of Euthanasia Essay1638 Words   |  7 Pages The Ethical Dilemmas of Euthanasia in Canada with the Legalization of Physician-Assisted Suicide This systematic analysis of the professional literature will explore the ethical dilemmas that Canadian medical professionals face while considering euthanasia or physician-assisted suicide, the latter of which was made legal in Canada on June 17, 2016 (Chochinov and Frazee, 2016). This paper will discusses the conflicts that healthcare professionals are faced with when looking at the quality of lifeRead MoreThe Ethical Dilemma of Euthanasia761 Words   |  4 PagesThe Ethical Dilemma of Euthanasia An incredibly controversial issue clouds the minds of millions of people everyday as death confronts them. The problem revolves around the ethics of euthanasia. Should medical assisted suicide be outlawed in all situations or under certain circumstances, could it be considered ethical? Do humans violate nature’s course with science and advanced technology by playing God? Why should doctors and families witness their loved ones suffer when the solutionRead MoreThe Ethical Dilemma Of Euthanasia1085 Words   |  5 PagesBenchmark Assignment: Ethical Dilemmas Euthanasia is most commonly known when used to put down an animal. What about using euthanasia on humans that wish to end their life due to medical reasons? According to Merriam-Webster’s online Dictionary, euthanasia is â€Å"the act or practice of killing or permitting the death of hopelessly sick or injured individuals (as persons or domestic animals) in a relatively painless way for reasons of mercy† (n.d.). This practice is also known as assisted suicide. InRead MoreThe Ethical Dilemma Of Euthanasia Essay1515 Words   |  7 Pagesto put many peoples situations into context when it comes to the debate of euthanasia or assisted suicide. The ethical dilemma in this case is that of Lecretia Seales request to die of assisted suicide in 2015. This deals with a current issue not only as Seales’ appeal to the New Zealand high courts for law change in relation to criminal law declarations which was placed last year but also as the debate on whether euthanasia should be legal in New Zealand, which has been thrown back and forth in parliamentRead MoreThe Ethical Dilemma Of Euthanasia Essay1905 Words   |  8 Pagessuffering and extreme pain her patients endure on the daily. In this paper we will discuss the ethical dilemma of euthanasia and how it affects the nursing profession, along with the moral issues pertaining to the dilemma. What is the Ethical Dilemma? (Tirsit) Before passing moral judgment on this issue it is imperative that the true definition of euthanasia is stated to shine clarity on the matter. Euthanasia is formally defined as the administration of drugs to a patient with the precise intentionRead MoreThe Ethical Dilemma Of Euthanasia1136 Words   |  5 PagesAssignment: Ethical Dilemmas The world is a place full of black and white along with so much gray. Many people who have heated debates usually have them on topics related to ethical dilemmas that range from abortion to politics to religion. No one ever agrees on everything all of the time which can leave a lot of issues unresolved or ignored. Most of the time a person and their worldview determines what they consider is an ethical choice. This paper will cover the ethical dilemma of euthanasia and howRead MoreThe Ethical Dilemma Of Euthanasia1764 Words   |  8 PagesBenchmark – Ethical Dilemmas The issue of euthanasia is a dispute that has been around since the late 1800’s (Dowbiggin,2003). The act of euthanasia or mercy killing is a debated ethical dilemma that some believe to be morally wrong. While circumstances can differentiate a person’s justification, there is always another perspective to consider where euthanasia is involved. In my paper I will dive into Case Study 2, which deals with the discussion of euthanasia according to the Christian worldviewRead MoreThe Ethical Dilemmas Of Euthanasia Essay2007 Words   |  9 Pagesthe literature currently available on the ethical dilemmas of euthanasia and PAS that have arisen in Canada since its legalization. This Literature Review is organized into six sub-categories: (1) the law (2) medical issues (3) patient capacity and autonomy (4) expenditures: palliative care vs. assisted suicide (5) family (6) ethics. This review will offer a foundational understanding of the practices of euthanasia and PAS and defi ning the various dilemmas that have arisen for medical professionalsRead MoreThe Ethical Dilemma Of Voluntary Euthanasia1125 Words   |  5 Pagesto consider the serious ethical dilemma of voluntary euthanasia. Is euthanasia murder or a justifiable suicide? Our approach and opinions to this sensitive ethical dilemma is sharply contrasted based in our convictions and ethics derived from our own personal worldview. I will evaluate and examine euthanasia’s ethical dilemma according to my Christian worldview and compare the moral rules, right or wrong, that many believe, allowing man to suffer is immoral. Ethical Dilemma Joni is a young adult whoRead MoreEuthanasia: An Ethical Dilemma Essay1810 Words   |  8 PagesThe ethical debate regarding euthanasia dates back to ancient Greece and Rome. It was the Hippocratic School (c. 400B.C.) that eliminated the practice of euthanasia and assisted suicide from medical practice. Euthanasia in itself raises many ethical dilemmas – such as, is it ethical for a doctor to assist a terminally ill patient in ending his life? Under what circumstances, if any, is euthanasia considered ethically appropriate for a doctor? More so, euthanasia raises the argument of the different

English as Second Language Free Essays

Insight Text Guide Ruth Thomas The Rugmaker of Mazar-e-Sharif Najaf Mazari Robert Hillman  © Insight Publications 2010 Copyright Insight Publications 2009 First published in 2009 by Insight Publications Pty Ltd ABN 57 005 102 983 219 Glenhuntly Road Elsternwick VIC 3185 Australia Tel: +61 3 9523 0044 Fax: +61 3 9523 2044 Email: books@insightpublications. com. au www. We will write a custom essay sample on English as Second Language or any similar topic only for you Order Now insightpublications. com. u Copying for educational purposes The Australian Copyright Act 1968 (the Act) allows a maximum of one chapter or 10% of this book, whichever is the greater, to be copied by any educational institution for its educational purposes provided that the educational institution (or the body that administers it) has given a remuneration notice to Copyright Agency Limited (CAL) under the Act. For details of the CAL licence for educational institutions contact: Copyright Agency Limited Level 19, 157 Liverpool Street Sydney NSW 2000 Tel: +61 2 9394 7600 Fax: +61 2 9394 7601 Email: info@copyright. com. u Copying for other purposes Except as permitted under the Act (for example, any fair dealing for the purposes of study, research, criticism or review) no part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means without prior written permission. All inquiries should be made to the publisher at the address above. Natio nal Library of Australia Cataloguing-in-Publication entry: Thomas, Ruth, 1980– Najaf Mazari and Robert Hillman’s The rugmaker of Mazar-e-Sharif : insight text guide / Ruth Thomas. 1st ed. 9781921411038 (pbk. ) Insight text guide. Bibliography. For secondary school age. Mazari, Najaf, 1971– Rugmaker of Mazar-e-Sharif. 325. 2109581 Printed in Australia by Hyde Park Press  © Insight Publications 2010 contents Character map Overview About the author Synopsis Character summaries iv 1 1 2 3 Background context Genre, structure language Chapter-by-chapter analysis Characters relationships Themes, ideas values Different interpretations Questions answers Sample answer References reading 6 11 16 32 40 51 57 65 68  © Insight Publications 2010 iv CHARACT ARACTER MAP Hakima Najaf’s wife, whom he marries when both are 27; stays in Pakistan before joining Najaf in Australia. other of husband and wife admires Maria Najaf and Hakima’s daughter; a baby when she is taken to Pakistan; travels to Australia with Hakima to be reunited with her father. Gorg Ali Mazari Najaf’s eldest brother; killed by a sniper during a battle between the Russians and the mujahedin. brothers father of Abdul Ali Mazari Becomes h ead of the family after Gorg Ali is killed. respects Najaf Mazari Afghani rugmaker who ? ees con? ict in his homeland and arrives in Australia as a refugee. helps Robin Closest friend in Australia. helps brothers frustrated by Colin Rug dealer; a close friend in Australia. Rosal Ali Mazari Younger, irresponsible brother; killed in a rocket explosion. brothers  © Insight Publications 2010 1 OVERVIEW About the authors Najaf Mazari was born in 1971 in the small village of Shar Shar in northern Afghanistan. At 12 years of age, after his family had moved to the city of Mazar-e-Sharif, Najaf became an apprentice rugmaker – an occupation that suited his propensity for both creativity and hard work. Seeing through his apprenticeship and aspiring to make beautiful rugs gave the young Najaf some respite from the horror of the incessant con? ct around him. In 2001, Najaf ? ed Afghanistan. The Taliban had occupied the north of the country and were carrying out genocide against men in Mazar-e-Sharif. Najaf was captured, tortured and narrowly escaped death before his family paid a people smuggler to convey him out of the country. Najaf reluctantly left his family and his beloved homeland, and embarked on a dangerous journey to Australia. He was detained in the Woomera Detention Centre while his application for refugee status was processed. He then settled in Melbourne, where he opened a rug shop. In 2006, Najaf’s wife and daughter were given permission by the Australian government to join him in Australia. He was granted Australian citizenship in 2007. The Rugmaker of Mazar-e-Sharif is Najaf’s memoir of living with con? ict and of enduring its far-reaching consequences. Melbourne-based ? ction writer and biographer Robert Hillman helps Najaf tell his story. Hillman’s collaboration with Najaf on The Rugmaker of Mazar-e-Sharif continues his literary preoccupation with the hardships and triumphs of ordinary people caught up in war and political unrest. Hillman’s 2007 biography, My Life as a Traitor, tells the story of Zarha Ghahramani, a young Iranian woman who was imprisoned, tortured and persecuted after participating in student protests at Tehran University. Hillman, who met Zarha while he was working as a journalist in Iran, supported her through her settlement as a refugee in Australia. His articles about refugees have been published in a number of newspapers and magazines, including The New York Times and The Australian. My Life as a Traitor has been published in the United States and the United Kingdom and was nominated for the 2008 Insight Publications 2010 2 Prime Minister’s Literary Award. Like The Rugmaker of Mazar-e-Sharif, Mazar-e-Sharif My Life as a Traitor contains thoughtful meditations on Zarha’s culture, which ensures that the book provides something more than a grim and shocking portrayal of war and suffering. Hillman’s autobiography, The Boy in the Green Suit (2003), a memoir about hi s own journey through the Middle East as a teenager, won the 2005 National Biography Prize. The text was praised for its artfulness, evocation of restlessness, humour and optimism. His ? ction has also been widely praised. It includes A Life of Days (1988), The Hour of Disguise (1990), Writing Sparrow Hill (1996) and The Deepest Part of the Lake (2001). An experienced teacher and university lecturer, Hillman also writes educational texts for secondary-school audiences. Synopsis Najaf’s life begins in the small village of Shar Shar in northern Afghanistan, a place of hilly pastures, sunshine, snow, and bright green grass in spring. Najaf works as a shepherd boy, responsible for protecting the family’s ? ock from wolves. Going to school comes second to his shepherding duties. When Najaf is eight his father dies and the family (now headed by Najaf’s much-loved eldest brother, Gorg Ali) moves north to the city of Mazar-e-Sharif. Gorg Ali arranges an apprenticeship for Najaf when he turns 12 and is no longer, within Afghani culture, a boy; he is a young man ready to learn a trade. Najaf is ? rst apprenticed to a blacksmith, but ? nds the work tedious and deeply unsatisfying. He secretly abandons his job to begin an apprenticeship under a master rugmaker. He quickly comes to love rugmaking and his passion for it offers a sanctuary from the war that rages around him. His work, however, does not shield him from the reality of con? ict. War in? icts terrible personal costs on young Najaf. Gorg Ali is gunned down in a battle between Russian and mujahedin soldiers in Shar Shar. Najaf’s younger brother, Rosal Ali, is killed when a mortar shell explodes over the family home in the middle of the night. Najaf is injured in the attack and his apprenticeship jeopardised because the wound to his leg takes many months to heal. Najaf is just 13 when he endures these terrible experiences.  © Insight Publications 2010 3 Although he is a civilian and remains staunchly opposed to violence throughout his life, con? ict continues to impact upon Najaf during adulthood. In 1998, the Taliban invade Mazar-e-Sharif. The Taliban massacre men and boys of Najaf’s Hazara clan and then capture and torture any survivors they ? nd. Now married with a baby daughter, Najaf is kidnapped and whipped with cables. However, to his and his family’s disbelief, he is released. Knowing he will not be so lucky a second time, Najaf escapes Afghanistan, putting his life in the hands of a people smuggler. The dangerous journey takes him through Afghanistan to Pakistan, then on to Indonesia and towards Australia on a condemnable boat. The boat eventually becomes stranded on Ashmore Reef, north of Australia. Najaf, along with other asylum seekers on board, is rescued by the Australian navy and conveyed to Woomera Detention Centre. Here, Najaf endures the ordeal of waiting, his fate resting with immigration of? cials who will decide whether he has valid reason to stay in Australia. After months of detainment, Najaf is granted refugee status. He begins a life in Melbourne and, through hard work and hope, establishes a rug-selling business. More good news comes when Najaf is granted Permanent Residency Status, which not only means he can stay in Australia for good, but also that his wife, Hakima, and daughter, Maria, can move to Australia and join him in Melbourne. Overwhelmed by happiness and appreciation of the seemingly impossible things that have happened, Najaf thanks God for his good fortune and promises to remember and honour those Afghanis who were not able to survive the country’s violent con? icts. Character summaries Najaf Mazari The central character and narrator. The narrator is in his mid 30s when he tells his story. Najaf is a young boy, teenager and young man in the story. He is less than eight years old when working as a shepherd boy in Shar Shar and about 12 when he begins his rugmaking apprenticeship.  © Insight Publications 2010 4 Gorg Ali Najaf’s much admired eldest brother. In keeping with Afghani tradition, Gorg Ali takes over as head of the family when Najaf’s father dies. Gorg Ali is a gentle man who believes that ? ghting is senseless and futile. He works as a tinsmith and a beekeeper. Gorg Ali is killed by a stray bullet when he goes to tend the family beehives near Shar Shar. Abdul Ali Najaf’s second-eldest brother. When Gorg Ali dies, Abdul Ali becomes the head of the family and bears the ? nancial burden that results from the mortar attack on the family’s home. Abdul Ali is more hot-headed than Gorg Ali and subjects Najaf to several blows about the head when he discovers Najaf has secretly quit his job as a blacksmith. Abdul Ali is a butcher. Rosal Ali Najaf’s younger brother. Rosal Ali is hopelessly irresponsible, mischievous and cheeky. He often provokes Najaf’s anger. Najaf, as the older brother, lectures Rosal Ali. Rosal Ali is killed when the Mazaris’ home is destroyed in the mortar attack. Najaf’s mother An important member of the Mazari family. Najaf’s mother has the ? nal say on her son’s marriage plans and rules the inside of the house in partnership with the head of the family. In turn, Najaf is respectful to his mother and often acts protectively towards her. Najaf sees his mother (and the rest of his family) on a number of occasions after leaving Afghanistan, when he undertakes rug-buying trips to Pakistan. Hakima Najaf’s wife. She is the same age as Najaf; they marry at the age of 27. Hakima stays in Pakistan between 2001, when Najaf ? es Afghanistan, and 2006, when she is granted permission by the Australian government to join Najaf in Australia.  © Insight Publications 2010 5 Maria Najaf and Hakima’s daughter. Maria is just a baby when Najaf sends her and Hakima to safety in Pakistan. She is reunited with her father ? ve years later. Robin An Australian woman who becomes Najaf’s closest friend in Australia. She helps Najaf learn English and holds a party to celebrate his achievements in his new home. Colin A Melbourne rug dealer who helps Najaf with his business. He drives Najaf to the airport to be reunited with Hakima and Maria.  © Insight Publications 2010 BACKGROUND CONTEXT Con? ict in Afghanistan Najaf’s homeland has a long history of violent and bitter armed con? ict that spans centuries. This is partly due to the region’s geography. As Najaf says, ‘just look at the location of Afghanistan on a map of Asia and the Middle East, with neighbours and near-neighbours like Russia, Pakistan and Iran’ (p. 34). The area has enormous geographical and strategic signi? cance. Foreign powers, from the ancient Macedonians through to the colonial British and communist Russians, have striven to secure territory or allies there, with little regard for the desires of the local people. Anger towards foreign invaders is evident in Najaf’s observation that Afghanistan and Afghanis were ‘supposed to ? t into the political strategies of the powerful’ (p. 35). Afghanis tried to ? ght off invaders, and also fought each other as various tribal and ethnic groups each attempted to stake out their own parcels of territory. In the period from 1973 to 2000, ? ve separate con? icts took place in Afghanistan, including civil wars (armed con? ict between opposing parties within one country) and international wars (armed con? ct between two or more countries). This particularly turbulent period commenced when Mohammad Daoud Khan assumed power in a military coup. Daoud failed to deliver much-needed economic and social reform and was ultimately overthrown in a second coup in 1978. This uprising was led by the Marxist Nur Mohammad Taraki, who implemented a liberal and socialist agenda, replacing religious and traditional laws with secular, Marxist ones. Taraki was soon ousted by Ha? zullah Amin, who was in turn replaced in yet another coup by Babrak Karmal. Najaf recalls that, by the time he was 13, Afghanistan had been ruled by four presidents, all of whom represented the Communist Party (pp. 149–50). Karmal was supported by the Russian government, or controlled by it, as Najaf suggests (p. 11), and continued to implement Marxist reforms. While many people in the cities either approved of these changes or were ambivalent about them, many traditional and conservative Afghanis in villages and rural areas were bitterly opposed. Opposition groups, known as mujahedin (‘holy Muslim warrior’), began to form. The  © Insight Publications 2010 How to cite English as Second Language, Papers

Understanding and Supporting Behaviour Software Development Process

Question: Discuss about theUnderstanding and Supporting Behaviourfor Software Development Process. Answer: Introduction While talking about the children it is quite necessary that they should always get more emphasis in their behavioural aspects. That is the reason Benner et al said that the behaviour of small kids in school is a part of concern as well as the challenge for the teachers. Therefore for that reason government also paid attention towards the behaviour of the students which is also termed as the educational issue (Benner et al., 2014). Due to this, the report is prepared to focus on the case study of five-year-old child Gemma. The report focuses on the proper understanding of the behaviour types of the children. Along with that it also focuses on the developing the brain of the children which is quite reflective from the case study of Gemma. Analysis of Case I This report is based on a case study showing behavioural aspect of a five-year-old child Gemma. She is a child attending the preschool or kindergarten. And being her teacher it is quite necessary to keep a check on her activities. While meeting her parents I discussed regarding Gemma personally (Dennison et al., 2013). In that discussion, I described her parents that how Gemma loves to play games but at the same gets irritated and upset when she starts losing or waiting for her turn. According to Dill McNeil, at many times Gemma is noticed to have indulged in high-level conversations and at that time she does not listen to what she is asked for. In this manner, she also does not focus on her task and keep on chatting continuously (Dill McNeil, 2013). Apart from that, I delivered to her parents that she has an advanced hand for art. At the same time, it is also important to inform her parents that in the duration of last three months Gemma has created four separate occasions in which she has several outbursts. In those occasions, Gemma suddenly physically struck out at other children by punching and kicking them. Also, Gemma has been noticed of pinching other students and running away to escape from there. So after all these notifications of behaviour from a child, it is necessary to carry out the process to make her understand the behaviour in the learning environment (Gardner, 2015). In the process of understanding and supporting behaviour, it is necessary for a pre-school teacher to understand the behaviour of a child. Therefore the behaviour of a child is like a particular action which they want to conduct themselves (Greca, 2016). The child is basically not aware of the situation how his or her behaviour gets negative of positive. And the most important is if the child is showing some kind of behaviour then it is a must that there must be some kind of reason behind that. As per Hurlock-Chorostecki et al, that is the reason if the child is showing a behaviour that is surprising us then it is most important to know why the child is showing such behaviour (Hurlock-Chorostecki et al., 2015). Therefore there are drivers that drive the behaviour of the child as in the case of Gemma. This behaviour of the child is basically driven by the rules, societal constructs or the tolerance. Depending upon these there are various other factors that figure out as a different kind of behaviour in children. Again the children possess different kinds of behaviours like negative behaviour, aggressive behaviour, disruptive behaviour, emotional behaviour, tired behaviour, whining behaviour, shy behaviour and many more types of temper tantrums (Muthumanickam et al., 2016). Like for example in this case of Gemma, she has the aggressive behaviour, disruptive behaviour, and whining behaviour. So the teacher informed all these documented actions of Gemma in front of his family. All these behaviours shown by Gemma are the part of the negative behaviour. Therefore when this type of behaviour triggers within the child as in Gemma it is necessary to know what is the reason to bring control to this kind of behaviour (Minahan, 2014). The stage of pre-school for a child is the particular stage in which it starts showing the symptoms of frustration. It is just because they want to express their needs and become unable to do that by which the child gets irritated and frustrated. At that time it is the role of the teacher to provide the right knowledge to the child and support him or her. The teacher also must get into proper knowledge regarding what is happening in the room full of children with the help of which the teacher can get proper knowledge to sense the trigger within the child (Marshall, 2016). The ethics of child behaviour says that the children in their initial phase flourish themselves when their needs are fulfilled. Those needs basically include personally, emotional and social needs. These needs can become a fruitful base for their behaviour. Therefore in the learning environment, the children like Gemma need to learn many things in the learning environment (Riding Rayner, 2013). The procedure further includes that how to make the consideration of its views and feelings, needs and rights of others and apart from that their behaviour upon the people, objects and places in the learning environment (Spence Deci, 2013). Due to this reason, the report includes a work involving a developmental task that includes the support, encouragement, and teaching. The teacher, therefore, let the children learn regarding the attributes to be handled in the school. Along with that more emphasis should be given to discourage the negative trait of the child and encouraging the positive trait of the child. Therefore these implementations of the principles will help in attaining the positive behaviour along with promoting the social, personal and emotional development of the child (Zhao, Qi Xie, 2015). In general, the strategies that have to be implemented must include the process in which staff must be with the partnership with the parents to carry out the process. The volunteers will help the children in providing the positive model of behaviour in maintaining a friendly environment. In that process, the parents must be informed in short intervals regarding the behaviour of their children by the key person (Spence Deci, 2013). In this behaviour the help of the parents is basically needed in dealing with the negative or inconsiderate behaviour of the children. Therefore the principles that have to be implemented must take care of the encouragement of the positive behaviour and discouragement of the inconsiderate behaviour (Zhao, Qi Xie, 2015). Strategies to Discourage the Inconsiderate or Negative Behaviour The negative or inconsiderate behaviour is raised within the child due to frustration which can be handled by applying the following methods. As per Muthumanickam et al, the basic thing that has to be done is speaking with the child very clearly that what lets him be negative or angry or sad. After that, the duration of talk must be increased (Muthumanickam et al., 2016). It must include the talk regarding some realistic achievable goals or anything that will drag the attention of the child. Again depending upon that the child should be given coaching by focusing upon both positive and negative behaviour. In this coaching the focus of the coach must be on one issue and in that there will be the addressing for the particular behaviour that needs to be changed. As per Dill McNeil, the most basic part to start the coaching is to start with the physical behaviour like in the case of Gemma (Dill McNeil, 2013). While providing coaching to Gemma it is quite necessary to make her understand regarding the physical behaviour so that she will be able to understand that. Apart from that, the coach must not make the child realise to be wrong rather the child should be encouraged in the part in which they are positive, like in the case of Gemma. According to Muthumanickam et al, She is quite advanced in artistic work so she must be encouraged in that part. Afterward, the coach must introduce the child with a good behaviour chart in which the child needs to choose the options (Muthumanickam et al., 2016). In that case, the coach will definitely provide the right information regarding what is right and what is wrong. It will make the emergence of the step of positive redirection. In that process the child is given positive reinforcement from the coach by which the attention of the child gets diverted. At this time mostly the child regains what is wrong and what is right. But still, if the situation persists then it is the time to take assistance to change the behaviour of the child (Dill McNeil, 2013). Strategies to Encourage the Positive Behaviour Now while it is necessary to get rid of the negative behaviour of the child but at the same time, the child must be encouraged with its positive behaviour. Like in this case of Gemma, her physical behaviour and all other disruptive and whining behaviours she has the artistic hand. If in case she will be encouraged with it then get attention will get diverted from ail other inconsiderate behaviours. Therefore the strategies to make the encouragement of the child for its positive behaviour include the praising and rewarding for its good behaviour. Along with that specific steps should be taken to set out various engaging experiences to keep the child busy so that the child will get engrossed in the positive work (Marshall, 2016). After that the small group can also be created to make the child regularly encouraging that will help in building the relationship with the child. Also, the child must always be encouraged to keep the hands on always to be creative. Lastly but most important is to make the promotion of parent and child input in the classroom which will encourage the child to gain more efficient learning. The report puts focus on the behavioural aspect of the chid including both negative and positive. Along with that, it brought the strategies by which he negative traits of the child can be treated and the positive behaviour of the child can enhance. References Benner, K. M., Feather, M. S., Johnson, W. L., Zorman, L. A. (2014). Utilizing scenarios in the software development process. Information system development process, 30, 117-134. Dennison, L., Morrison, L., Conway, G., Yardley, L. (2013). Opportunities and challenges for smartphone applications in supporting health behavior change: qualitative study. Journal of medical Internet research, 15(4), e86. Dill, J., McNeil, N. (2013). Four types of cyclists? Examination of typology for better understanding of bicycling behavior and potential. Transportation Research Record: Journal of the Transportation Research Board, (2387), 129-138. Gardner, B. (2015). A review and analysis of the use of habitin understanding, predicting and influencing health-related behaviour. Health Psychology Review, 9(3), 277-295. Greca, I. M. (2016). Supporting pre-service elementary teachers in their understanding of inquiry teaching through the construction of a third discursive space. International Journal of Science Education, 38(5), 791-813. Hurlock-Chorostecki, C., van Soeren, M., MacMillan, K., Sidani, S., Donald, F., Reeves, S. (2015). Nurse practitioner interactions in acute and long-term care: an exploration of the role of knotworking in supporting interprofessional collaboration. BMC nursing, 14(1), 50. Muthumanickam, P. K., Forsell, C., Vrotsou, K., Johansson, J., Cooper, M. (2016, October). Supporting Exploration of Eye Tracking Data: Identifying Changing Behaviour Over Long Durations. In Proceedings of the Beyond Time and Errors on Novel Evaluation Methods for Visualization (pp. 70-77). ACM. Minahan, J. (2014). The Behavior Code Companion: Strategies, Tools, and Interventions for Supporting Students with Anxiety-Related and Oppositional Behaviors. Harvard Education Press. 8 Story Street First Floor, Cambridge, MA 02138. Marshall, L. (2016). The RVNs role in educating and supporting clients in managing behavioural problems in their pet. Veterinary Nursing Journal, 31(8), 245-247. Riding, R., Rayner, S. (2013). Cognitive styles and learning strategies: Understanding style differences in learning and behavior. Routledge. Spence, G. B., Deci, E. L. (2013). Self?determination theory within coaching contexts: Supporting motives and goals that promote optimal functioning and well?being. Beyond goals: Effective strategies for coaching and mentoring, 85-108. Zhao, Q., Qi, H. J., Xie, T. (2015). Recent progress in shape memory polymer: new behavior, enabling materials, and mechanistic understanding. Progress in Polymer Science, 49, 79-120.