Mediations of First Philosophy by Descartes Essay -- Philosophy Philos

Intercessions of First Philosophy by Descartes In the â€Å"Mediations of First Philosophy† Descartes attempts to demonstrate the presence of God in the third contemplation. He does this by thinking of a few premises that in the long run mean a strong contention. In the first place, I will clarify why Descartes pose the inquiry, does god exist? Furthermore, for what reason does Descartes think he needs such and contention now in the content. Besides, I will clarify, in detail, the contentions that Descartes makes and how he arrives at the resolution that God exists. Next, I will discuss some of Descartes premises that make his contention an unsound one, including round thinking. At long last, I will check whether his unsound contention has reduced and subverted his important objectives and the hopeless establishment of information.      In prior reflections Descartes demonstrated that he existed through the Cogito contention. Descartes should now proceed onward to look at and investigate inquiries regarding his general surroundings, however as opposed to doing this he first stop to analyze the topic of whether God exists. Descartes needs to realize that he was made by an infinitely knowledgeable, flawless maker that is acceptable and needs to ensure that he was not made by a shrewd soul or evil spirit. On the off chance that Descartes can demonstrate that he was made by an ideal all knowing maker then his thoughts must convey some similarity to truth, since God isn't a trickster and he should of set these thoughts in Descartes. Descartes has valid justifications for looking for the response to the subject of God’s presence, presently he needs to concoct a decent solid contention to demonstrate it.      Throughout the â€Å"Meditations on First Philosophy† Descartes gives a few significant contentions about the presences of god, he gives one contention in the third contemplation and on in the fifth reflection. The contention in reflection three and the one we will concentrate on is known as the â€Å"Trademark Argument†. This contention originates from the reality asserted by Descartes that within everybody is a preeminent being, which is set there by whatever made us. From this announcement Descartes can say that an imprint from a God has been place within all of us. This contention includes the affirmation of such a thought is inside ourselves, this thought God is a being who is interminable and boundless and a maker of all things. This is Descartes first reason. His subsequent reason is the â€Å"Causal Adequacy Principle.† The p... ... like Descartes ever has any genuine solid contentions for the presence or God or himself existing or any of his speculations.      In end, Descartes made a contention to demonstrate God’s presence and appeared to have the option to demonstrate that he existed, however after an investigating and revaluating his speculations you see that he utilizes a great deal of roundabout thinking. It is extremely difficult to accept any of what Descartes is stating. In the wake of perusing his reflections you are left befuddled, for the most part since you are attempting to interpret what he is stating and you wind up going around and around due to the roundabout thinking. Indeed, even without the roundabout thinking the contention just doesn’t bode well, particularly in today’s world, with no information. To have the option to comprehend a sound contention for the presence of God just sounds too absurd to even think about believing. To accept that God exists based of confidence and religion is the thing that individuals today and in Descartes time, also, accepted. To state that God exists in light of the fact that there more likely than not been some prevalent maker that put this thought in my mind is extremely implausible. Individuals don’t should be informed that God exists on the grounds that the vast majority as of now accept and the vast majority of them realize that he does.  â â â â

Mr. Posgais Biology Ii Class Lab Essays - Web Colors, Free Essays

Mr. Posgai's Biology Ii Class Lab Essays - Web Colors, Free Essays Mr. Posgai's Biology Ii Class Lab Theoretical Mr. Posgais Biology II class frequently considered the idea of creepy crawlies fascination in specific hues on blossoms. All things considered, on September 14, 1999, we chose to investigation and make sense of which hues on blossoms were increasingly prevailing over others. Our Biology class split into gatherings of two and three individuals. Each bunch took an alternate shaded bit of banner board. One individual in each gathering applied Tangle Trap to the twelve by nine inch zone and stapled each board to a bit of cross section. We at that point took the cross section outside, around fifty feet from the school building and left it outside for around forty-eight hours. At the point when we recovered our cross section, we checked the quantity of creepy crawlies on each board and demonstrated our theory, that bugs lean toward yellow blossoms and white blossoms over different hues, to be valid. Presentation During the seven day stretch of September 13, through September 17, Mr. Posgais Science II class completed a fascinating trial including bugs and their shading attractions. Fertilization is indispensable to bug and bloom propagation. Winged animals and bugs float from blossom to bloom, choosing the fitting kind of their decision to continue their fundamental assignment of nature. With the manner in which nature works, this procedure sounds to be basic; be that as it may, it is substantially more confounded and it could be said, increasingly staggering than you would ever envision. A fledgling or bug flies or strolls up into the bloom to arrive at the dust. As time moves o, that equivalent flying creature or potentially creepy crawly will proceed onward to something different and convey the dust with it. The dust being moved as is this a main consideration in the blossom multiplication framework. My class concocted the speculation that the creepy crawlies would be most pulled in to the shades of yellow and white. Our speculation was end up being valid at the point when we acquired the grid containing the entirety of the individual hued banner board pieces. The outcomes were to be expected to us, as white had assembled eighty three creepy crawlies and yellow social occasion eighty. These hues together nearly are more than the rest of the hues creepy crawly sum consolidated. Materials and Methods - 9 Different shading banner sheets: red, blue, yellow, white, purple, green, dark, orange, and hot pink - Tangle Trap - Putty blade - Pencil - Ruler - Lattice - 2 sticks Everybody in the class initially split into gatherings of three and four individuals. Each gathering picked a 14 by 11 bit of banner leading body of an alternate shading. They took the ruler and separated with the pencil, roughly a one inch fringe for dealing with. With the clay blade within reach, they applied the Tangle Trap to the center of the board, being mindful so as not to let it jump on their hands or attire. Dealing with the bit of banner board by the one inch verge on the sides, each gathering painstakingly took their board and stapled it to the cross section. The cross section was then positioned outside (being held up by the two sticks) with every one of the nine distinctive hued banner sheets stapled on it, with each piece having a 12 by 9 accessible catching space. After about forty-eight hours, they recovered the grid and each gathering reclaimed their appointed shading and checked the quantity of bugs on it. Conversation/Conclusion In the wake of recovering our grid board from outside, and cautiously tallying over what's more, finished, for consolation, the aggregate sum of creepy crawlies on each bit of banner board, what's more, the various sorts, our class reached the last resolution that yellow, white, what's more, red were the more prevailing hues in this specific analysis. Despite the fact that, this didn't actually coordinate our theory, the outcomes were close. Likewise, you should take in to thought when perusing this end we just made one preliminary. During a typical investigation, there ought to be mutiple test. Afterall, if is difficult to decide the realities of nature with numerous investigations, not to mention only one. There could likewise be numerous different components which influenced our outcomes. An model would be that not every person determined precisely a one inch outskirt from the sides of their banner board. A few people may have put the Tangle Trap on their board thicker than others, which would prompt pretty much bugs adhering to their specific banner board. Another factor might be that the gathering who was responsible for the purple banner board needed to shading a plain white piece. Implying that the board may not be totally purple, and the bugs might be pulled in to the white spots appearing through the shaded board.

The History of the Thematic Analysis Psychology Essay

The History of the Thematic Analysis Psychology Essay Thematic analysis is an analytical technique serving to interpret the contents of texts or human experiences and widely used in qualitative research. In its interpretation of qualitative data, thematic analysis generates themes within the distinguished categories of data. Each category that reflects a recurring feature of the obtained data attributes a code to a corresponding informational block. However, data categorization is thematic analysis pursues the aim of managing the overall volume of unstructured data rather than indicating conceptual issues. In this vein, thematic analysis entails a clear and precise definition of codes that are distinct from one another. During analytical procedures, a researcher refers to the developed code log book to categorize data and allow themes to emerge.[1] In other words, a theme in thematic analysis represents a statement of meaning observed in most of the data. This meaning may be also reported by a minority of participants, but carry a strong emotional power or factual impact on the studied situation. In thematic analysis, themes may be regarded as units formed by deriving and comprising patterns of conversation issues, meanings, feelings, recurring activities. Proverbs, and vocabulary. As such, themes serve to bring together elements ideas, perceptions, or experiences that may seem meaningless when considered separately.[2] In other words, the role of thematic analysis is to summarize the data content and draw relationships between distinct codes to produce a social meaning shared by the examined population sample. Therefore, thematic analysis is an interpretive analytical technique dedicated to revealing new concepts and ideas. Thematic analysis is theoretically flexible and allows answering various research questions without adherence to a specific framework. This analytical approach is mostly beneficial for responding to research questions regarding human experiences, ideas, attitudes, and perceptions.[3] Its focus on motifs and beliefs driving individual behavior fits scholar ship in psychology, social studies, behavioral research, and more applied disciplines like education, health, and clinical research. Psychology is a discipline that seeks to explore and analyze human experiences and behaviors to determine factors and personality traits shaping individual’s behavior patterns. In this vein, qualitative studies represent a significant portion of psychology scholarship when researchers attribute meanings to different behavior types observed or discussed with human participants.[4] In line with the prevailing qualitative research design, psychological studies focus on synthesizing the attained data and interpreting results into meaningful conclusions. In this pursuit, scholars tend to use different names to describe content analysis procedures utilized in their inquiries or using them without a specific description. Regardless of the expressed position, psychologists appreciate the thematic analysis framework for several benefits offered. While examining human observations, feelings, and attitudes, this analytical approach tends to bridge the researcher and participants intellectuall y and emotionally, fostering understanding of the former of motifs and beliefs underpinning behavior of the latter.[5] Moreover, thematic analysis allows combining different research methods that is a substantial advantage for psychological research. For instance, thematic analysis is applicable to processing and interpreting data obtained through both qualitative and quantitative methods. In thematic analysis, interview findings may be complemented by survey results to expand the depth and breadth of the acquired understanding while strengthening validity and reliability of the produced conclusions.[6] This argument is crucial in terms of qualitative research criticism that stresses on high subjectivity and descriptiveness of qualitative research findings. When applied to a single research method, thematic analysis serves to organize the unstructured dataset and embed a systematic approach in the analytical process. In the case of psychological research utilizing several research methods, thematic analysis is useful to generate an insight into the studied phenomenon while proving credibility of the attributed meaning. References Boyatzis, Richard E. Transforming Qualitative Information: Thematic Analysis and Code Development. Thousand oaks, CA: Sage, 1998. Gibson, Will. “Qualitative Research Analysis in Education.” In Educational Research and Inquiry: Qualitative and Quantitative Approaches, ed. Dimitra Hartas, 295-307. London: Continuum International Publishing Group, 2010. Goodwin, C. James and Kerri A. Goodwin. Research in Psychology: Methods and Design. Hoboken, NJ: John Wiley Sons, 2016. Thatchenkery, Tojo and Carol Metzker. Appreciative Intelligence: Seeing the Mighty Oak in the Acorn. San Francisco, CA: Berrett-Koehler Publishers, Inc., 2006. [1] Ibid. [2] Tojo Thatchenkery and Carol Metzker, Appreciative Intelligence: Seeing the Mighty Oak in the Acorn (San Francisco, CA: Berrett-Koehler Publishers, Inc., 2006), 235. [3] Ibid. [4] C. James Goodwin and Kerri A. Goodwin, Research in Psychology: Methods and Design (Hoboken, NJ: John Wiley Sons, 2016), 302. [5] Richard E. Boyatzis, Transforming Qualitative Information: Thematic Analysis and Code Development (Thousand oaks, CA: Sage, 1998), 6. [6] Goodwin and Goodwin, 302.

The Beginning Teacher - Free Essay Example

Sample details Pages: 3 Words: 887 Downloads: 3 Date added: 2019/02/05 Category Education Essay Level High school Tags: Teacher Essay Did you like this example? Teaching is extremely difficult and will never be perfect (Danielson, 2007). The beginning teacher, whether they are recent enthusiastic college graduates or individuals embarking on a career change, require support (Watkins 2005). In order to feel like successful, contributing members of a community of learners, these professionals need to be supported (Watkins 2005). Coaching beginning teachers starting at day one will set the tone for future success. The teacher will become more successful; therefore, the students will become more successful. Using the Danielson Framework to assess the environment and climate, I would look for how the teacher interacts with the students in the class and how the students interact with each other. The classroom environment should be one of mutual respect. There should be evidence that the teacher is establishing rituals and routines beginning on the first day of school. This will help with student behavior as well as procedures. Classroom management has been identified as an area that â€Å"requires immediate attention† (Chesley and Hartman, p.3). Don’t waste time! Our writers will create an original "The Beginning Teacher" essay for you Create order Instructional strategies should include clarity of instruction, classroom discussion, feedback, formative assessments, as well as metacognitive strategies, such as accessing prior knowledge (Adler 2015). According to Young (2015), student engagement strategies should include but are not limited to Thumbs Up/Thumbs Down. This strategy allows teachers a quick system to check for understanding to determine whether or not students have learned a particular concept. This activity can be extended with class discussion. Students can also use Think-Pair-Share (Young, 2015). This is a strategy that I learned when my district utilized the Successful For All Foundation’s Reading Program. The teacher asks a question. Students think about an answer. They pair with a partner to discuss their answer. Some students are also allowed to share their answer with the class. This strategy also contributes to a positive classroom climate since every student is allowed to share his or her thinking. Teachers may also have their students participate in a Gallery Walk (Young, 2015). Student work is posted on the classroom walls to form a gallery. Students walk around the classroom to observe their peers’ work and engage in dialogue about their work. Higher order thinking techniques are crucial to student achievement. Students are using higher order thinking strategies when they are asked to create something. Williams (2000) suggests using graphic organizers to stimulate higher order thinking. He suggests that graphic organizers make thinking visible. Using technology, students can create graphic organizers using desktop computers, tablets, and laptops. Teachers can also use Smart Boards to project lessons and demonstrate activities. Many Smart Board activities are interactive so they encourage student engagement. Technology can also be used to differentiate instruction and for small group activities. My district utilizes the website www.Freckle.com. Student work is differentiated according to each student’s level. There are units for all content areas on the website. The work is graded on the website and can be printed and placed in students’ folders. Technology is a valuable tool for student assessment. Positive feedback could include classroom environment and student engagement. The lesson adhered to the stated objective. Students were attentive and responsive by participating in class dialogue. They were engaged in the activity by working with their partner to complete the assignment. Evidence from the observation would be used for constructive feedback (Conducting Observations). I may ask if there is any planning for extension activities for students that finish an assignment early. Some students finished the activity before the rest of the class and appeared to have nothing to do. Since they were working on a graphic organizer, they may have been allowed to start the next phase of the assignment or have activities in their folders that they can complete while they wait. Additional coaching activities that I would include with this teacher would be study groups. Study groups give the novice teacher the â€Å"learning in practice that they need while getting support from veteran colleagues† (Watkins, p.85). I would also work with the teacher on lesson planning. Most beginning teachers are not familiar with the format of lesson planning and how to include differentiated activities into their plans. I would also work with the beginning teacher on classroom management strategies. The best-written plan cannot be implemented without adequate classroom management. Watkins (2005) suggests using action research with beginning teachers. Action research benefits the entire school community. It is a learning opportunity for the beginning teacher as well as the veteran. The results obtained through action research projects impact everyone and give valuable insight into how to better serve students as well as staff. It also makes the beginning teacher feel like a valued member and not just a spectator. References Danielson, C (2007). Enhancing professional practice: A framework for teaching (2nd edition). Association for Supervision and Curriculum Development: Alexandria, VA. Conducting Observations and Providing Meaningful Feedback. (n.d) Massachusetts Department of Elementary and Secondary Education. Retrieved July 27, 2018 from: https://www.doe.mass.edu/edprep/cap/Workshop-Handouts.pdf Watkins, P. (2005). The Principal’s Role in Attracting, Retaining, and Developing New Teachers: Three Strategies for Collaboration and Support. The Clearing House Young, S. (2015). Reading Horizons. 14 Classroom Activities That Increase Student Engagement. Retrieved July 27, 2018 from https://www.readinghorizons.com/blog/14-classroom-activities-that-increase-student-engagement Chesley, G. Hartman, D. (2012). Myth of the â€Å"Last-In† Superstar. Education Digest Williams, R.B. (2003). Higher Order Thinking Skills: Challenging All Students to Achieve. Corwin Press: Thousand Oaks, CA.

The Australian Organic Food Industry Market Analysis Essay

1) Executive Summary The global organic industry is the fastest growing food category, with demand outstripping supply in most developed economies. This presents significant export opportunities for Australia. Organics is practiced in over 120 countries of which Australia has the largest area of certified organic land with over 12.3 million hectares available. Since 2000, the Australian organic industry has more than doubled in value. Currently there are over 2,500 organic operators representing all levels of the supply chain. The Australian organic industry comprises a diverse range of products, which is expanding due to increasing consumer demand. The most important sectors are beef and horticulture. Companies are increasingly focusing on everyday foodstuffs, particularly whole fruit and fruit juices, which carry the ‘naturally healthy’ message. Berries, oats, whole grains, almonds, peanuts and fresh orange juice are examples of foods that have been successfully marketed for their intrinsic healthfulness† (Australian Trade Commission, 2016). The objective of this paper is to provide a contemporary overview of the Australian organic food industry Market analysis which includes, Target Marketing, Segments, Positioning, Micro Macro Environment, Consumer behaviour, Perception, Marketing mix strategies on a specific Organic brand from Woolworths called â€Å"MACRO†. Organic Food Market in Australia The Australian organic food industry is booming. It is currently worth aroundShow MoreRelatedSwot Analysis Of Bellamys1359 Words   |  6 PagesBellamy’s) is a public company producing organic infant formula and baby food in the Australian food and beverage industry. In order to assess the current position of Bellamy’s, a comprehensive SWOT analysis was undertaken. 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Paper on Sq3R Free Essays

SQ3R The SQ3R strategy (which stands for Survey, Question, Read, Recite, Review) was developed by Robinson (1961) to provide a structured approach for students to use when studying content material. This strategy has proven to be effective and versatile and can easily be integrated into many content areas and across grade levels. Students develop effective study habits by engaging in the pre-reading, during-reading, and post-reading steps of this strategy. We will write a custom essay sample on Paper on Sq3R or any similar topic only for you Order Now The SQ3R literacy strategy helps enhance comprehension and retention of information. It is metacognitive in nature in that it is a self-monitoring process. 1. Survey (1 minute): Before beginning reading look through the whole chapter. See what the headings are — the major ones and the subheadings; hierarchical structures seem to be particularly easy for our brains to latch onto — check for introductory and summary paragraphs, references, etc. Resist reading at this point, but see if you can identify 3 to 6 major ideas in the chapter. 2. Question (usually less than 30 seconds): Ask yourself what this chapter is about: What is the question that this chapter is trying to answer? Or — along the curiosity lines — What question do I have that this chapter might help answer? Repeat this process with each subsection of the chapter, as well, turning each heading into a question. 3. Read (slower for some of us than others! ): Read one section at a time looking for the answer to the question proposed by the heading! This is active reading and requires concentration so find yourself a place and time where you can concentrate. 4. Recite/write (about a minute): Say to yourself (I do this out loud so I have to study where I don’t embarrass myself) or write down (I sometimes do this in the margins of the book itself ) a key phrase that sums up the major point of the section and answers the question. It is important to use your own words, not just copy a phrase from the book. Research shows that we remember our own (active) connections better than ones given to us (passive), indeed that our own hierarchies are generally better than the best prefab hierarchies. 5. Review (less than 5 minutes): After repeating steps 2-4 for each section you have a list of key phrases that provides a sort of outline for the chapter. Test yourself by covering up the key phrases and seeing if you can recall them. Do this right after you finish reading the chapter. If you can’t recall one of your major oints, that’s a section you need to reread. Many students don’t know how to study, and this strategy is a perfect way to help them. It works well in many content areas with a variety of types of text. It is recommended that the teacher show the students how to go through the steps. In the fifth grade science lesson found later in this chapter, this strategy provides the framework nee ded to develop a concept map. WORKS CITED Robinson, Francis Pleasant. (1970) Effective study (4th ed. ). New York: Harper ; Row. Halawa, O 2010 November 12, SQ3R Reading Strategy, 08/12/10, http://www. premisemarketing. com/work/approach/ How to cite Paper on Sq3R, Papers

Therapy Programs for Children Last a Lifetime

Question: Discuss about the Therapy programs for children that last a lifetime? Answer: Implementation of Power Mobility Children suffering from severe spinal muscular atrophy are unable to move independently around their environment. Therefore, there may be delays in the development areas not related directly to the limitations of their motor activities. Power mobility enables these young children to move independently and explore the environment around them. Power mobility helps to improve the childs mobility by implementing the developmental changes. This is because the child learns to develop the maneuvering skills. The child gains independence and she explores the environment around her without any assistance. The mobility also privileged her various situations that she was unable to experience without the power mobility. So the power mobility greatly influenced the child to acquire better functional and developmental skills (Jones et al., 2003). Other Adaptive Equipment Adaptive equipment employs the concept of assistive technology that plays a major role in children for the development of skills required to grow and learn. These technologies include services and devices that include alternative and augmentative devices for communication, switches, assistive mobility technology, play material adaptation and microcomputers (Judge Parette, 1998). These technologies have been successfully implemented to facilitate and enhance the skill acquisition and participation of young children with severe spinal muscular atrophy. So in the present case of Molly, various types of adaptive equipment may be provided for her help as she grows up and develops. These may be listed below. Scooters and wheelchairs for mobility. Environmental access devices like control units for manipulating the stereo or TV. Computers that enable the child to play. Electronic toys to play independently during recreation or leisure. Devices for living independently like reaching or buttoning devices for physically disabled children. Proper positioning for maintaining the body alignment by using bolsters and rolls, which are vinyl covered. Various adaptive toys to enable the child to control it independently. Determination of Equipment Factors Mobility devices: Since children suffering from severe spinal muscular atrophy are unable to move independently around their environment, so mobility devices will be of immense help to them to learn about the world around them by moving. This gives them a sensation of freedom and independence, identifies the results of their individual actions and helps them to see and realize things from a different view point. So scooters and wheelchairs will be helping Molly to gain confidence within her and grow up enthusiastically (Papa, 2012). Environmental access devices will help Molly to control the various household electronic devices for better understanding and enjoyment. Since she is a kid, watching TV and listening to music will be quite appealing and interesting to her and a suitable control device can help her to think rationally while she grows up, as per her needs. Computers help the children to develop their ability of play and cognition. These provide the child with a customized environment required to improve her levels of skill and development. Special software for kids with motor disability will help them sharpen their gross and fine motor skills, will improve their span of attention; their skills of communication will get enhanced including their social skills. Electronic and adaptive toys will help Molly to play independently and explore her environment. Physically modified toys help the child to have a better control of the toy. It also helps the child to play while sitting on the wheelchair. Multi sensory remotes and devices further help in playing in a group with others (Orthoinfo.aaos.org, 2016). Mollys Equipment Needs Since Molly is a kid and is suffering from spinal muscular atrophy, movement is a very important aspect of her treatment regime. Apart from movement, her family should also provide her with adaptive equipments and assistive technology to facilitate her natural growth and development. Therefore, the equipment and technologies that have been mentioned above will be beneficial for Molly and it is essential for her family to provide her with the same (Li Leong, 1999). Scooters and wheelchairs for mobility are the prime requirement of Molly. Her family should provide her with this need as per her body adaptation. Environmental access devices should be well within her reach and her parents should arrange for suitable programs and music required for her growth and development. Computers with special software will be the best device to develop her cognitive skills. So her parents need to provide her with parental guidance while operating the computer for playing and learning purpose. Electronic and adaptive toys either purchased or modified at home will help Molly to play independently or in a group. Reaching or buttoning devices will help Molly to control her environment even from her wheelchair. It is very important for Molly to maintain a proper body positioning for her treatment. So her parents should arrange for bolsters and rolls, which are vinyl covered to facilitate the same (Dumas et al., 2015). Letter of Medical Necessity Letter of medical necessity is essential to receive the approval for funding from the insurance company. For Molly, the beneficiary, since mobility is the most important aspect, so funding authorization needs to be arranged for a wheelchair. This will include the following steps. The first step is the submission of a claim to the insurance company about the equipment. This will make the company to evaluate the claim and decide whether to deny or pay the claim. The second step will involve the clear understanding of the medical necessity of the beneficiary. The insurance company will analyze after that the medical necessity of the equipment. The third step should include the clarity of the letter about the equipment. The explanation for the necessity should be done in such a lucid fashion that it becomes understandable even to a nonprofessional. The fourth step will be the description of the equipment as to why it is beneficial to the beneficiary. Also, an explanation needs to be subm itted to why cost effective alternatives will not be appropriate and how it will reduce other related expenses. The fifth and last step will explain the company that the beneficiary is in a real adverse situation. However, by paying the claim, the company can improve the life of the beneficiary (Stressel Dickerson, 2014). Campbells Article Campbells article deals with the lifetime therapy programs for children. It determines that the devised programs of therapists for disabled children have lifetime validity. A number of therapy programs can be implemented for Molly from Campbell's article. The combination of musculoskeletal impairment prevention with self-determination helps in setting therapy goals for the child. Since the goal of this therapy is to play and move and environment exploration, wheelchair as the adaptive equipment is necessary for Molly. Mobility appropriate to age is the next goal for the child. Participating independently in the fun activities with family will require mobility and therefore the wheelchair is the essential mode of mobility for Molly. Another goal for the child shall be physical fitness for lifelong validity. This should employ various exercise programs and therefore should stress on improving the skills of movement, which in turn will include the wheelchair as adaptive equipment for Mo lly (Campbell, 1997). References Campbell, S. K. (1997). Therapy programs for children that last a lifetime. Physical Occupational Therapy in Pediatrics,17(1), 1-15. Dumas, H. M., Fragala-Pinkham, M. A., Rosen, E. L., Lombard, K. A., Farrell, C. (2015). Pediatric evaluation of disability inventory computer adaptive test (PEDI-CAT) and alberta infant motor scale (AIMS): Validity and responsiveness.Physical Therapy,95(11), 1559. doi:10.2522/ptj.20140339 Jones, M. A., McEwen, I. R., Hansen, L. (2003). Use of power mobility for a young child with spinal muscular atrophy.Physical Therapy,83(3), 253-262. Judge, S. L., Parette, H. P. (Eds.). (1998).Assistive technology for young children with disabilities: A guide to family-centered services. Brookline Books. Li, Y. H., Leong, J. C. (1999). Intoeing gait in children.Hong Kong Medical Journal,5(4), 360-366. Orthoinfo.aaos.org,. (2016).Spinal Deformity in Children with Myelomeningocele-OrthoInfo -AAOS. Retrieved 26 February 2016, from https://orthoinfo.aaos.org/topic.cfm?topic=A00614 Papa, J. A. (2012). Physical therapy for children.Journal of the Canadian Chiropractic Association,56(3), 235-235. Stressel, D., Dickerson, A. E. (2014). Documentation and Reimbursable Services for Driver Rehabilitation.Occupational therapy in health care,28(2), 209-222.