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3.8 The centrality of consent

In the last 30 years there has been a strong move away from paternalism towards an emphasis on users' rights and involvement in the decision-making process. Nowadays, few users would accept treatment without knowing what it was or a health carer who withholds information about other treatment options. The importance of involving the user is exemplified by the need for practitioners to gain informed consent. This need to gain consent is enshrined in law, as well as being a central aspec
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3.7 Ethical practice and accountability: individual practitioners’ responsibilities

The dynamics and working practices of many CAM practitioners mean the therapeutic encounters are rarely supervised and no one looks over the practitioner's shoulder. This places the responsibility to act ethically squarely with the individual practitioner. A European study of the practice of CAM states:

Ethical issues are just as pertinent for conventional and unconventional medicine, alike. The labelling of a therapy
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3.4.5 What can be agreed about ethics?

Even though every person has an idea about what acting ethically means, when faced with an ethically contentious problem, or when it is not clear what will bring about the best outcome, ‘good’ people will act in diverse, and often opposing, ways, while maintaining they are ‘doing the right thing’. While ordinary individuals also have ethical responsibilities to one another (for example, to tell the truth), the duties owed by professionals to their users go beyond everyday ethical resp
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1.8 Models of health care delivery: the salutogenic model

Whereas pathogenesis (the way disease processes develop) underpins the biomedical model, the concept of positive health, or salutogenesis, focuses on how and why people stay well. Salutogenesis can be seen either as a model in its own right or as an example of the biopsychosocial approach (Antonovsky, 1979, 1987). Antonovsky's salutogenic model was designed to advance understanding of the relationship between stressors, coping and health, with the aim of explaining how some indi
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1.2.2 Reviewing the research: how people understand ‘health’

Being a contested concept, ‘health’ is constantly being redefined and re-evaluated. Lay people do not necessarily accept biomedical definitions of health and illness uncritically. Instead they have a complex web of beliefs, constructs and understandings about health and illness. These inform people's health behaviour, including decisions about whether to self-manage, seek help within local or lay networks, or consult a health professional.

Some lay people regard health as the absenc
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Introduction

The stresses of modern living take their toll in terms of our health. This unit is formed from three extracts. The first extract is called ‘Understanding why people use complementary and alternative medicine'. This part discusses: the meaning of health, its origins in terms of components and beliefs. Also models of health care delivery are discussed together with concepts and beliefs about complementary and alternative medicine. Extract two 'Critical issues in the therapeutic relationship'
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1.4.8 Summary

In this section we have introduced you to the PROMPT checklist as a useful tool for assessing the quality of any piece of information. If you use it regularly you will find that you develop the ability to scan information quickly and identify strengths and weaknesses. As a closing exercise you might like to pick one of these websites:

Diagnose-Me.com

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1.1.4 Evaluating information

How well does the following statement describe your approach to evaluating the information that you use?

When I come across a new piece of information (e.g. a website, newspaper article) I consider the quality of the information, and based on that I decide whether or not to use it.

  • 5 – This is an excellent match; this is exactly what I do


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Acknowledgements

The content acknowledged below is Proprietary (see terms and conditions). This content is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence.

All materials included in this unit are derived from content originated at the Open University.

1. Join the 200,000 students curren
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2.4 Opportunities for play within your setting

Activity 3

2 hours 0 minutes

Aim: to explore the opportunities for play within your setting.

  1. Look at your planning for one day this wee
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Acknowledgements

Except for third party materials and otherwise stated (see terms and conditions), this content is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence

The following material appears in Understanding youth: perspectives, identities and practices, (edited by Mary Jane Kehily) pu
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2.1 Introduction

In the unit overview we explored some of the images and discourses about young people's health currently in circulation. But what assumptions are being made in these stories about what it means for a young person to be healthy, whether physically or mentally? What kind of model of wellbeing is being used in these discourses, and are there alternative approaches?


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4.7 Summary

  • Piaget proposed that all children pass through an ordered sequence of stages of cognitive development. This development arises through the processes of intrinsic motivation, assimilation and accommodation and equilibriation.

  • Children's actions on the environment are the basic building blocks of development.

  • Piaget argued that children reason differently to adults, as their mental representations of the world are initially c
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Fast Times at Rocket Solution Central
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Developing Innovative Leaders: The Role of Action Learning part 2 of 2

Yury Boshyk, Global Executive Learning Network

Katherine Hoepfner-Karle, Covidien

Valerie Marsick, Columbia University

Wanda Orlikowski, MIT Sloan


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Mental Energizer!
Get students moving with this video for students in fourth through sixth grades. The exercises do not take up too much floor space and students can do the exercises at their desks. The music featured is fast-paced. (05:15)
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The Romeike Asylum Case: Does Germany's Ban on Homeschooling Count as Religious Persecution?
The University of St. Thomas' Murphy Institute hosts another Hot Topics: Cool talk forum-this one a debate about a fascinating case at the intersection of religious freedom law, family law, international law, and asylum law. Uwe Romeike and his wife, Hannelore seek political asylum in the U.S. They claim they have been persecuted for their Christian beliefs which require homeschooling their children in Germany, where school attendance is compulsory. When the Romeikes did not comply with repeate
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SOC101 Session 12 Fall 2012
Individual in Society with Sergio Soto 12/3/12
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Sudoku met vormen
sudoku.JPG

In deze bijdrage vind je een aantal 4x4 sudoku's met een verschillende moeilijkheidsgraad. In plaats van cijfers moeten leerlingen basisvormen aanvullen in de vakjes.

Bij elke sudoku vind je ook een correctiesleutel.


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Eindklank -ng en -nk
ng_nk.JPG

Met deze werkblaadjes leren leerlingen woorden met -ng en -nk correct schrijven. Leerlingen vullen zinnen aan met het juiste woord of ze noteren het passende woord bij de afbeelding.


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