Making Inferences to Improve Reading Comprehension

Students with dyslexia have difficulty drawing inferences from written text. A study completed by F.R. Simmons and C.H. Singleton in 2000 compared the reading performance of students with and without dyslexia. According to the study, students with dyslexia scored similarly when asked literal questions to those without dyslexia; however, when asked questions that relied on inferences, the students with dyslexia scored much lower than those without dyslexia. Inference: Key to Comprehension Inference is drawing conclusions based on information that has been implied rather than directly stated and is an essential skill in reading comprehension. People make inferences every day, both in oral and written communication. Many times this is so automatic most readers or listeners dont even realize the information wasnt included in the conversation or text. For example, read the following sentences: My wife and I tried to pack light but we made sure not to forget our bathing suits and sunblock. I wasnt sure if I would get seasick again so I made sure to pack some medicine for upset stomachs. You can deduct a great deal of information from these sentences: The author is married.He and his wife are going on a trip.They are going to be on a boat.They will be around water.They will be going swimming.They have gone swimming before.The author has gotten seasick on a boat in the past. This information was not clearly stated in the sentences, but you can use what was written to deduce or infer much more than what was said. Most of the information students get from reading comes from what is implied rather than direct statements, as you can see from the amount of information available by reading between the lines. It is through inferences that words take on meaning. For students with dyslexia, the meaning behind the words is often lost. Teaching Inferences Making inferences requires students to combine what they are reading with what they already know, to reach into their own personal knowledge and apply it to what they are reading. In the previous example, a student needs to know that having a bathing suit means someone is going swimming and that getting seasick means someone is going on a boat. This previous knowledge helps readers make inferences and understand what they are reading. Although this is a natural process and students with dyslexia may be able to apply these concepts to an oral conversation, they have more difficulty doing so with printed material. Teachers must work with such students to help them understand the process of making inferences, to be aware of inferences made in oral conversations, and then to apply this understanding to written works. Suggested Activities The following are ideas and activities teachers can use to reinforce inferring information from text: Show and infer. Rather than show and tell, have students bring in a few items that tell about themselves. The items should be in a paper bag or trash bag, something the other children cant see through. The teacher takes one bag at a time, bringing out the items, and the class uses them as clues to figure out who brought in the items. This teaches children to use what they know about their classmates to make educated guesses. Fill in the blanks. Use a short excerpt or passage appropriate for the grade level and take out words, inserting blanks in their place. Students must use clues in the passage to determine an appropriate word to fill the blank space. Use pictures from magazines. Have students bring in a picture from a magazine showing different facial expressions. Discuss each picture, talking about how the person might be feeling. Have students give supporting reasons for their opinion, such as, I think he is angry because his face is tense. Shared reading. Have students read in pairs; one student reads a short paragraph and must summarize the paragraph to her partner. The partner asks questions that have not been specifically answered in the summary to have the reader make inferences about the passage. Graphic thought organizers. Use worksheets to help students organize their thoughts to help come up with inferences. Worksheets can be creative, such as a picture of a ladder going up a tree to a treehouse. Students write their inference in the treehouse, and the clues to back up the inference on each rung of the ladder. Worksheets can also be as simple as folding a paper in half and writing the inference on one side of the paper and the supporting statements on the other. Sources Making Inferences and Drawing Conclusions. 6 Nov. 2003. Cuesta College.On Target: Strategies to Help Readers Make Meaning through Inferences. South Dakota Department of Education.The Reading Comprehension Abilities Of Dyslexic Students in Higher Education. Fiona Simmons-Chris Singleton - Dyslexia - 2000.

HIV/AIDS in IndiaAn epidemic Essay - 1980 Words

What may be seen as a result of a surplus of labor by an economist, has ultimately led to an epidemic. Indias population, estimated to be 1.35 billion, suffers extensive poverty as more than thirty seven percent of its population lives below the poverty line. (Economy Watch) This surplus of labor has driven the price of labor in India to incredibly low amounts, hence the outsourcing which has become rampant. Low labor prices compounded with exclusion due to the caste system and high dependency on agriculture all have amplified the poverty which in turn, has given rise to the largest population—2.3 million--within the borders of a nation to be infected with HIV/AIDS. (India HIV and AIDS Statistics.) Though those who are infected†¦show more content†¦In recent years, India has seen some improvement in certain regions in terms of prevalence. As a whole, India has placed itself on the same trajectory as Africa. But this problem cannot be attributed to just one cause. India’s unique culture, environmental/economical conditions, and standard of living have all had significant implication on this problem. (HIV/AIDS) Poverty. This condition in the country gives rise to sex workers due to inability to find work in an extremely competitive agricultural market and lack of sufficient funds to survive. Suppressed by a need to raise sufficient funds for themselves, women in India engage in sexual activities which have given rise to several red-light districts. Giving structure to such a common method of sexual interaction, the prostitution business has fostered the growth of the infection HIV within the country. If it is not apparent enough, in the cities of Mumbai and Pune, incidence of the infection has risen to fifty percent as a result of this business. Alongside with giving call to desperate measures, the issue of poverty has staggered the technological advance in the medical field in India. 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There have been countless controversies about AIDS but not many know the real truth behind this disease. AIDS epidemic have crucially changed American medicine procedures and greatly induced economic and social changes in the United States of America. New medical methods have been brought about since the AIDS epidemic has drastically been spreading. The sterilization of all needles and syringes are being strictlyRead MoreThe Epidemic Of Thailand Kingdom1477 Words   |  6 Pagesstories related to HIV incidence reduction. Located in the middle mainland peninsula of South East Asia region and surrounded by other 5 South East Asia countries (Burma, Cambodia, Vietnam, Laos and Malaysia), Thailand population has growth rapidly from 20.6 million in 1950 to around 66 million in 2015 (1,2). During 1980-1991 Thailand kingdom is one the countries that have a high rate of HIV/AIDS in South East Asia. 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Contrasting Treadwell and McCandless Free Essays

Compare and Contrast of Treadwell and McCandless When reading Into the Wild by Jon Krakauer as it documents the Journey Chris McCandless took and watching the movie The Grizzly Man as it documents Timothy Treadwell’s journey to document bears I was struck by how similar the two men, McCandless and Treadwell, really were. Yes, there were a great many differences between the two but also by how similar they were. While both men showed how they hated modern society and felt a strong desire to live outside of our society, they both also had very different takes on Alaskan wilderness and how to survive in their Journeys. We will write a custom essay sample on Contrasting Treadwell and McCandless or any similar topic only for you Order Now Just as both loved the outdoors, however, the two had very different practices concerning it. Treadwell would return to society every summer to work and prepare for his next outing and Treadwell refused to take a gun with him. In contrast, McCandless spent all of his time outdoors and away from human society unless he absolutely needed to and carried a gun with him into the wilderness. Treadwell and McCandless both felt very constrained by human society and preffered to live out in the wilderness if possible. While Treadwell would return to human society for work and to raise money or his next outing or teach others about what he learned of the bears, McCandless tried to spend as much time as he possibly could away from other humans. In Chapter five of Into the Wild it was documented that McCandless had spent at least thirty-six days without seeing another human at one point and throughout the first six chapters it is documented that the most time he ever spent in one place was two months in order to raise money to go to Alaska. Furthermore, McCandless did his best to keep people distant from him by changing his name and giving false nformation. McCandless did his best to not tell anyone where he was going, cut off all ties with his parents, and took no one with him when he went to Alaska. Comparing this to Treadwell, who told people where he was going, how long he was staying, and at a certain point started to take his girlfriend and it shows a great difference between the two men. Treadwell was a peaceful man, if unhinged due to mental disorders he refused to treat. He loved the animals he documented in his time in the wilderness, expecially the bears, and swore to never hurt them. Due to his, Treadwell never took a gun, pepper spray, or even bear repellent with him during his ten years of going to the Maze. Though essentric, Treadwell was actually rather smart in keeping the animals calm as he interacted with them. McCandless, though he displayed no real inclinations towards violence, was aware of the dangers in the wilderness. He knew the dangers of bears and wild animals and had taken a gun with him, a . 22, in order to hunt and possibly for protection even if he knew it would not actually be effective against large animals such as moose, caribou, or bears. The two men had very different views of the animals in the wilderness as is shown by this. Treadwell loved them to the point he would rather risk death then harm them while McCandless saw the dangers and prepared for them. The two men also greatly differed in how they prepared for their trips. Treadwell was well prepared with pleanty of provisions and the nessisary gear. This became more prevalent during his final years due to him having his girlfriend with him as he Alaskan wilds brought on by Jack London’s books, among others, resulted in him being woefully unprepared. When entering the Alaskan wiled the first day, McCandless only had some spare clothes, some books, a few pounds of rice, and his gun. The two men died in the Alaskan wilds due, mostly in part, to their recklessness and over-estimation on how much they could handle. Treadwell stayed longer than he should have and this resulted in both he and his girlfriend tragically dying at the jaws of a starving grizzly. Had they left as planned instead of returning to the wilds due a mishap the two would have survived. McCandless went into the wilds and did surprisingly well for himself due to sheer dumb luck that eventually ran out. His choice to go unprepared and believing he could live off the land proved fatal when he was unable to get enough food and he slowly starved to death Just days before hunters arrived at the shelter that became his temporary grave. The two men showed a remarkable love for the wilderness and strove to change their lives for the better and live amongst the romanticized versions of what is actually a harsh reality. Despite both men dying in the wilderness, personal opinion leads me to believe that McCandless was more successful in his ultimate goal to change his life. Treadwell ad wanted to raise awareness of the bear’s plight and protect them but had more than likely severely damaged the bears by habituating them to humans that could lead to more fatalities. McCandless had wanted to change his life, find a purpose. He wanted to leave society behind and see if he could truly live away from it. While he ultimately died in Alaska his entire trip before the event, traveling cross country, and even to Mexico, had changed his life and views. Prior to his final days in Alaska it was shown that McCandless had achieved what he had set out to get, his own happiness. How to cite Contrasting Treadwell and McCandless, Papers

My Mentor Essay Sample free essay sample

Mentors aren’t merely people you look up to ; no. they are far more than that. Mentors are people you personally know. they are people that genuinely love you and desire the best for you. They aren’t needfully these famous persons you see on telecasting or hear on the wireless. Mentors are far deeper than that. They take echt involvement in your life and good being. Out of all the people in my life I would state my male parent is my wise man. He has taught me far more than merely one lesson. Every good thing I know came from my male parent. Bing a female with no female parent or female parent figure in my life I would state that I turned out to be a good behaved immature lady ; all of this happened thanks to my male parent. Ever since I could retrieve my male parent. Quentin Brown. We will write a custom essay sample on My Mentor Essay Sample or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page has been at that place for me. He taught me many meaningful things I would necessitate to cognize throughout life. From how to brush my ain dentitions to how to transport myself as a lady. he has taught it all. He neer had the physical capableness of being a adult female so hence he would neer hold me move like the typical adult female. He raised me to be the type of adult female that did non necessitate anyone to make for them because they were to the full capable of making for themselves. I was able to show myself through my vesture. hairdos. address. etc. He educated me to ever be proper with the word yes and no ma’am. and yes and no sir ; to ever be polite and to reply when I have been spoken to. Now don’t acquire me incorrect things were all right but they were non wholly described as being ‘peachy cream’ . When I started acquiring older I started developing a head of my ain and started oppugning things that were go oning to me physically. Sometimes my male parent would non even have an reply to give me. I think it sometimes frustrated him to cognize that I was a female and my organic structure was organizing as a adult female. It became the turning point of me going myself ; in other words my male parent did non desire any male childs to get down speaking to me. He started to go more protective ; he protected me so much that I felt like he was surrounding me. I felt like I was acquiring older so I should hold a dating life ; I was unhappily misguided. I even tried to mouse behind my father’s back and do what I wanted but being a parent my male parent was all knowing. My rebellion act didn’t last long for the simple fact that I saw the more I rebelled the more I put the male parent and girl bond we had on the line. After recognizing the large consequence I had on our relationship I made a proposal with my male parent. It was if I talked to him about the things I wanted to make foremost he would hold to at least see the positives and negatives and explicate them to me before he made up his head. Once that proposition was made our relationship started acquiring stronger and he began to learn me new things. He began to speak to me about male childs and his experience of being one. He taught me how to show myself as the intelligent immature lady I was before I let anything or anyone degrade me as anything but. The most of import thing my male parent has of all time taught me was to ever be honest to who I am ; ever take pride in who I set myself to be and to neer alter for anyone. Turning up my male parent has and still is that one individual I can ever come to when I want to speak. demand something. or to even hang out with. He has ever tried to learn me things by his illustrations. despite his yesteryear. He neer wanted me to fight or depend on anyone to make for me and for that I classify my male parent as my wise man throughout life. Through the ups and downs he has accomplished things I thought were impossible ; he even showed me how to suppress the same ‘impossible’ things. Although I will everlastingly be daddy’s small miss I will besides be a all-around. independent. intelligent adult female. These are the astonishing things my wise man has done and taught me.

Common Assessment Framework Introduced In Childrens Services Social Work Essay Example

Common Assessment Framework Introduced In Childrens Services Social Work Essay Why was the Common Assessment Framework introduced in Childrens Services, what does it try to accomplish and how successful is it in making this? This essay will discourse why Common Assessment Framework was introduced to Children s Services, what it attempts to accomplish and whether or non it has been successful, the construct behind it and briefly, the troubles in working with other wellness professionals to acquire the Common Assessment Framework to make what it was set out to make. The Every Child Matters Green Paper proposed the debut of a Common Assessment Framework ( CAF ) as a cardinal component of the scheme for assisting kids, immature people and their households. ( DfES 2004 ) Common Assessment Framework is a standard appraisal tool to be used by all professionals working with kids for appraisals and referral ( British Journal of Social Work ( 2009 ) . The reform docket in Children s Service was catalysed by the public enquiry into the decease of Victoria Climbie ( Crippling 2003 ) , an eight twelvemonth old West African miss who was abused and murdered in the UK in 2000 as a consequence of extreme inhuman treatment and disregard by her grandaunt and the her spouse, who were her defenders. We will write a custom essay sample on Common Assessment Framework Introduced In Childrens Services Social Work specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Common Assessment Framework Introduced In Childrens Services Social Work specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Common Assessment Framework Introduced In Childrens Services Social Work specifically for you FOR ONLY $16.38 $13.9/page Hire Writer An enquiry into the decease of Victoria Climbie ( Crippling 2003 ) exposed a failure to set in topographic point the necessary basic processs to protect her. Factors identified included deficiency of early intercession, hapless co-ordination, failure to portion information and the absence of anyone with a strong sense of answerability. As a consequence, the Common Assessment Framework ( CAF ) was one of the steps introduced under the alterations in kid protection policies and the green paper, Every Child Matters ( 2003 ) therefore was introduced to put out proposals for major alterations in kids s programmes to let every kid, whatever their background or their fortunes, to hold the needed support towards the accomplishment of a better result in the undermentioned cardinal countries: being healthy, remaining safe, basking and accomplishing doing a positive part and accomplishing economic wellbeing ( DoH 2003 ) The design, in concurrence with the lead professional and better information sharing policies and processs ; to alter the method by which services are delivered, traveling the focal point from covering with the effect of troubles in kids s lives, towards a more proactive preventive and precautional step. CAF is intended to be used for kids who have extra demands which may non be complex or terrible plenty to necessitate statutory intercession. It is for usage in state of affairss where there are concerns with how a kid is come oning in any manner ( raised by the kid, a parent or a professional ) , the kid s demands are ill-defined, the kid s demands are broader than a professional s ain service can turn to or where it is thought that CAF would assist to place the kid s demands. The bill of exchange Common Assessment Framework was developed in late 2004 with its revised version published in 2005. CAF is a new, more standardized attack for measuring the demands of kids for service and make up ones minding howA those demands should be addressed and met. It is meant for kids with extra demands ; that is, kids at hazard of hapless results ( DfES, 2005b, p1 ) . CAF is designed to be evidence-based, concentrating on demands and strengths, instead than concerns as seen in the British Journal of societal work ( 2009 ) 39, 1197-1217. The three stated purposes of CAF are to back up earlier intercession, better multi-agency working by, for illustration embedding a common linguistic communication of appraisal ; cut down bureaucracy for households ( DfES, 2005b, p1. ) CAF is non meant to replace many other appraisal agendas used in the assorted bureaus, such as the Assessment of Children in Need and their Families certification, but the authorities would wish the CAF to stand for the chief appraisal tool to back up inter-agency referral and multi-agency working ( DfES, 2005b, p 2 ) . Common Assessment Framework ( CAF ) is one of the lending elements to the following both of which are outlined in the Children s Act 2004, the bringing of incorporate services the support inter-agency co-operation ; and the safeguarding and advancing the public assistance of kids and immature people . caf @ bury.gov.uk How are kids services organised? What is the cardinal statute law that governs kids and kids s services, The purpose of Every Child Matters is to hold a few bureaus working together bearing in head their professional boundaries to intercede and back up kids from 0 to 19, utilizing a simple linguistic communication to run into the demands of these kids. It came up with the Integrated Children s System ( ICS ) , the Contact Point and the Common Assessment Framework ( CAF ) , they all have different systems and manner of working but have one common end which is to better the well being and to safeguard and advance the public assistance of kids and immature people. When a kid is seen as suffered disregard, maltreatment or has any waiter trouble or being looked after under the Children s Act 1989, their demands are assessed utilizing the Framework for Assessment of Children in Need and their households. The Integrated Child System ( ICS ) is used at this phase, this is done by seting information together measure by measure and entering information about both the kid and household, where a thorough appraisal is required an in deepness information is needed at this phase and must be gathered in a manner that can put as the footing for determination devising and can be used for different intents. ICS is supported by information engineering and it s the footing of the electronic societal attention record for kids. The IT system is besides known as ISC. Contact Point is a fast method to happen out who else is working with a peculiar service user, doing it a lighter manner to intercede and back up, it is a major tool Every Child Matters uses to presen t a better service to Children and immature people, holding said that Contact Point merely holds a small information about a kid, parent, practicians supplying services to the kid and carers until their 18th birthday, except for exceeding instances for illustration kids with mental wellness and sexual wellness jobs where their inside informations are still held under sever security. Common Assessment Framework on the other manus comes in every bit shortly as appraisal is needed at the really early phase and make up ones minding what action to take. It gives practicians the opportunity to set together and enter information about a kid or immature individual with extra demands in an orderly, consecutive frontward and simple. Work start from so and practicians begin to look out for the demands and what should be done and it s dealt with. CAF makes practicians across all bureaus, after the needed preparation to travel harmonizing to the processs to accomplish a reliable appraisal that c an be used by everyone covering with the instance. The national IT system to back up CAF will be developed. ( eCAF ) . This will assist authorized practicians to electronically make, portion and shop CAF within the bureaus. Unlike Contact Point CAF merely holds the information about some immature people and kids, with consent, and for a limited period of clip. Both Contact Point and CAF were created to for usage within kids s services, their end is to assist kids with extra demands get the aid and support they need, it s a tool to do easy early intercession and assist cover with extra demands before they get out of control and go more hard to decide. CAF and ICS has a common method to assessment, they both have a common manner of roll uping informations about a kid or immature individual around the spheres of developmental demands of a kid ; parent capacity ; and household and environmental factors. CAF and ICS are supported by engineering where as Contact Point is a fundamentally e ngineering solution www.evertchildmatters.gov.uk Why was CAF introduced and what s it s purpose The green paper, Every Child Matters, proposed the debut of a national Common Assessment Framework ( CAF ) as an of import portion of a scheme for assisting kids and immature people to accomplish the five precedence results of: being healthy: basking good physical and mental wellness and populating a healthy life style ; remaining safe: being protected from injury and disregard ; basking and accomplishing: acquiring the most out of life and developing the accomplishments for maturity ; doing a positive part: being involved with the community and society and non prosecuting in anti-social or piquing behavior ; economic wellbeing: non being prevented by economic disadvantage from accomplishing their full potency in life. The Common Assessment Framework ( CAF ) was decided upon based on the five basic keys. By the aid of a lead professional and better information shearing process CAF was designed from the concerns that the bing processs for placing and reacting to the demands of kids who are non accomplishing the five results identified in Every Child Matters do non work every bit efficaciously as they were meant to, to convey a better manner of how services could be delivered, due to the fact that services have in the past been delivered based on covering with the effects of troubles in kids s lives to forestalling things from taking the incorrect path from the start. It s chief focal point is to achieve to the fact that every kid gets the five keys. It is besides created to assist measuring kids with extra demands which are non excessively complex or sever as to demand external intercession such as statutory intercession. CAF s purpose is to give a method of appraisal to give support to early interc ession, to assist make up ones mind what needs to be done at an early phase instead than subsequently, it s to supply good and a batch more grounds based referral to targeted and specialist services. CAF is created to heighten on joint working and communicating between practicians in a common linguistic communication of appraisal and positions and as to how it could be resolved, it was besides designed to better the coordination and consistence around appraisals taking to fewer and shorter specializer appraisals. CAF was designed to assist to make up ones mind whether other specialist appraisals are needed and if so provide information to assist acquire it done. It was to give a clear image of a kid or immature individual s demands to be built up over clip and with the right consent shared among professionals. Has CAF achieved its purpose? ( positives and negatives ) Through CAF some practician began to accept shorn duty for kids and immature people with extra demands. Apart from holding to acquire parents accept to be portion of the appraisal process some practicians and directors are in position that in concurrence with other services CAF has a batch more chances in support to early intercession largely cosmopolitan services. Some besides had uncertainty as to whether there was adequate financess to run into the jobs raised and the demand of CAF. It is evident that CAF has had mixed responses. One appraisal of path-finding governments revealed that practicians and directors believed it has enabled a more strict follow-through of service bringing, publicity of better multi-agency working and were optimistic that it would finally draw down thresholds for service reception ( Brandon et al. , 2006 ) . The debut of CAF like everything has its strengths which in general gives a positive position seen by all, nevertheless, others have expressed their concerns about its been excessively formal to some organisations as descriptive dictatorship , curtailing the narrative devising sense of the state of affairs ; the troubles of assorted professionals and practicians with other accomplishments and outlooks finishing CAF otherwise or partly in the appraisal procedure ( Garrett, 2008 ; Gilligan and Manby, 2008 ; White et Al, 2008 ) . CAF in the East Riding for illustration is entirely aimed as a minimum degree engagement which will assist utilize cosmopolitan services to pull off early jobs and depress incorrect referrals to Social Care. The major knowing degree for engagement bureaus with the CAF has broader duty than CAF entirely, covering all included services proviso. The different bureaus involved is wide, but some bureaus are less active in go toing meetings and purchase in, in footings of resource input is limited. However, there some jobs which lessen the positive engagement, and makes CAF less effectual, these include less engagement of some bureaus in footings of resources input. Practitioners were of position that CAF was non cut downing the demand foe reappraisal, giving illustrations of some parents forced to reiterate their narratives during reappraisals, I can understand sometimes practicians would merely desire to be certain that things have non changed since the last appraisal, but the populace is of the position that CAF ever has the updated information at any clip needed, but for fortune of prepar ation and human mistake we find out that CAF still is non making what it was set out. Equally good as deflecting story-telling manner of composing studies, the CAF authors frequently found that the boxes did non assist them adequately to qualify the kid and parents. The format of the CAF was opposed by some professionals and practicians working with it.. Merely some professionals used the linguistic communication of demand, whereas over 80 per cent talked about challenges. In add-on to the descriptive demands, CAF forms besides do CAF does nt state a narrative it feels like school tests, multiple pick, you can click the boxes with the right reply, but it truly does nt give you er the Er aˆÂ ¦.The narrative. It is about narrative is nt it. It s about people s lives. It is nt approximately um spliting a life up into a batch of little boxes. And when you put all those boxes together it will be EQUAL to the narrative As seen in ( BJofSW 2009 39, 1197-1217 ) Certain start worker said I prefer a clean sheet of paper to show by ideas ibid.. Upon a period of over a decennary s work in human services organisations, Gubrium et al depict what they call the descriptive dictatorships of people signifiers , signifiers used in one manner or the other to depict and categorise people coming to the attending of human service professionals, hence, for Gubrium et Al, the dealingss of signifier completion to human activity is double. They are concerned with what kinds of descriptions the signifiers invite or the reportorial outlooks assumed to underlie credence organisational description ( Gubirum et al, 1989, p 197 ) . What may be the rational, moral and disingenuous capacities of form-completers? That is, what wiggle room ( Erickson, 2004, P, 20 ) do they have with these descriptive demands? ( Oxford University imperativeness 2008 ) . Gubrium et al argue that, completed signifiers like any manner of description, have transformative effects. They do non merely describe events as they occurred in existent clip. For illustration th ey may incorporate reciprocally sole classifications, which demands that the form-computer suspend incredulity that merely one class can use at any one clip, bearing in head that CAF is designed to hold evidence-based, focused on demands and strengths, instead than concerns . Professionals are encouraged to measure strengths, demands, actions and solutions for kids across three spheres derived from the model for Assessment of Children in Need and their Families ( DoH 2000 ) . Please disregard the recommendation below still have that to make I hold it written down will type it out tomorrow, I m working in the dark because my landlady forgot to acquire some electricity and my eyes are aching now. My talk ends at 11 so will complete it all with the Ref.. Recommendation and decision It is clear to me that the intent of the CAF and its work burden is to guarantee that professionals attend to, and record information deemed most relevant to their primary activities as distinct at this historical minute. The CAF is besides an over position presented as a complete professional opinion. However, I have shown above that the demands of the signifier cause information to be ordered in preferable ways, which can be unintelligible. I have talked about the fact that CAF constrains professional pattern in peculiar ways, it is so designed to exercise its ain stiff demands, which can experience rough to the one individual finishing the signifier. CAF in peculiar relies on the premise that it can further unvarying professional application and an ordinary ( White, Hall and Peckover, 2009 ) . Crippling ( 2009 ) still recommended that we need to affect more bureaus to do the work load easier and effectual and said the usage of Common Assessment Framework CAF needs to be farther promoted with Agencies . To accomplish the ground it was introduced practicians and everyone involved in utilizing CAF must be to the full cognizant of what it s all about and must be to the full trained to cognize the pros and cons of what CAF wants to accomplish, other Agencies working in line with CAF must besides maintain their systems and information updated to accommodate the demands of the kids and immature people who might necessitate this service to besides populate the lives they deserve. Parents and the general populace must be to the full cognizant of what CAF is trusting to accomplish in that manner they do nt experience pressured if they are called upon to give their blessing before an appraisal is carried out for their kids.

Sustainability of Frito Lay

Sustainability of Frito Lay Frito Lay is an American company that is a subsidiary of PepsiCo Inc. Frito Lay. The company was started as a merger between two firms, including Frito Company and H. W. Lay in 1961. Pepsi Cola Company acquired Frito Lay to form PepsiCo in 1965. It became a subsidiary of PepsiCo in the same year.Advertising We will write a custom assessment sample on Sustainability of Frito Lay specifically for you for only $16.05 $11/page Learn More This company manufactures and sells potato chips, corn chips, crisps among other snacks. This firm has managed to capture the American snack market (Belz and Peattie 45). Through this firm, PepsiCo is considered the largest global snacks company in the world. It has captured thirty percent of the American market. In the financial year that ended December 2010, its total revenue was about 40 percent. Since 1965, this firm has had a consistent growth in the market share in the United States market. It has managed to be the market leader in this industry in the US. Its financial capacity has also enabled it to capture overseas markets. Currently, this firm has its presence in all the North American countries, some countries in South America, Europe, Central Asia, and the Middle East. Sustainability is the most significant factor in any business unit. For a firm to be considered successful, it must be able to sustain itself in the business. Sustainability of a firm depends on a number of factors. Making profits alone is not enough to guarantee sustainability. Socio-economic and environmental factors affect the profitability of the firm. The firm must be able to sustain its profits and operations in order to continue operating in the market. Frito Lay has shown that it is sustainable in a number of ways. It is true that this company has faced a number of social problems in the market. It was accused of using genetically modified ingredients in some of its products. Genetically modified foods have raised many co ntroversies in various countries in the world, including the United States.Advertising Looking for assessment on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More The firm was also once accused of stereotyping the Mexico-Americans. This firm was able to overcome these accusations. It has remained steady in its operations over the recent past. It has managed to retain public trust. In the current society where many people have many concerns over the health condition, this firm has managed to maintain the trust of its customers. People believe that this firm has been able to use natural ingredients in its products, a fact that has helped it in recording a tremendous growth (Charantimath 13). Economically, this firm is immensely strong. This subsidiary of PepsiCo made a profit of over 4 billion US dollars for the year ended December 2011. This shows that it has a remarkably strong economic base that would allow it su pport most of its operations. Its financial base can support research and extension projects. The environmental factors have been favorable for Frito Lay over the recent past. Although a number of environmental groups have strongly opposed some of the wrappers used by the company, it has been able to respond to most of the environmental concerns. The firm has reduced the amount of plastics it uses in wrapping its products. It has also been able to reduce emission of green house gases. This has made it receive green light from environmental officers. In other words, the company has no issue with environmentalists. Belz, Frank-Martin, and K. Peattie. Sustainability Marketing: A Global Perspective. New York: John Wiley Sons Ltd, 2009. Print. Charantimath, Paul. Total Quality Management. New Delhi: Pearson Education, 2006. Print.Advertising We will write a custom assessment sample on Sustainability of Frito Lay specifically for you for only $16.05 $11/page Learn More

Summary response Essay Example | Topics and Well Written Essays - 250 words - 2

Summary response - Essay Example Romano lists both â€Å"strengths and weaknesses† (Romano, 405) of Statsky’s argument. She gives credit to Statsky for her strong defense and authoritative evidence. At the same time, she points out the shortcomings in Statsky’s argument. The intended audience is parents who are the main stakeholders in the welfare of their children. It is through the lens of their â€Å"worries and hopes† (Romano, 402) that Romano views Statsky’s essay. Romano also bases her criticism of Statsky’s writing on its failure to completely address the questions of those parents who disagree, fully or partly, with her thesis. Romano’s thesis is that, while Statsky’s argument is very effective in reaffirming the beliefs of those parents who share her stand, Statsky weakens her argument by not providing enough evidence to refute the objections of those parents who differ from her. Statsky also fails to address non-contact sports, which form a basic part of children’s

Sikhism Research Paper Example | Topics and Well Written Essays - 1250 words

Sikhism - Research Paper Example Thesis statement: The research on Sikhism proves that its evolution is interconnected with different religious beliefs in India; its doctrinal and philosophical dimensions prove that it is related to universal brotherhood and monotheism, and the acceptance of differences proves that the same exerts positive impact in and outside of this religious belief in general. As pointed out, the origin of this religion is interconnected with the spiritual leader, whose name is Guru Nanak. Besides, the evolution of this religion from an Indian religion to a global religion is indebted to migration, especially from India to different parts of the world. On the other side, Guru Nanak did not limit the growth of this religion within his own teachings. Instead, he started ‘guruship’ or the process of accepting different people as spiritual leaders during different time intervals. J. S. Grewal states that, â€Å"During the last fifteen years of his life Guru Nanak settled down at Kartarpur, a place founded by him then on the right bank of the river Ravi, represented by the present Dera Baba Nanak on the left bank† (39). After Guru Nanak, spiritual leadership was vested upon Guru Angad. The political advancement known as Khalsa, is another example for the evolution of this religion. So, one can see that open mindedness towards change and acc eptance shown towards different religious beliefs is the reason behind the success of this religion. As pointed, Granth Sahib is generally considered as the doctrinal aspect of Sikhism because it contains the basic teachings of important gurus. Within this scenario, the fundamental aspects/ doctrinal dimensions of Sikhism include the teachings of their religious/spiritual leaders. First of all, the concept of ‘Nam’ is symbolic of monotheism because this religion asks the followers to believe in oneness of the God. To be specific, this

Story Analysis Essay Example | Topics and Well Written Essays - 250 words

Story Analysis - Essay Example In Araby, this corruptible nature of women is also depicted. The narrator, a young boy, believes that in order to get the attention and love of Mangan’s sister, he needs to buy her gifts. In addition, the stories show that women are servants of the men. For instance in The Dead, the story opens b showing that Lily helped the men remove their coats. The two stories also depict women as symbols or figures of love and beauty. This is one aspect used by women to control men. In The Dead, Gabriel is attracted to Lily’s beauty, and this forces him to ask her about her love life. In addition, during the dance, Gabriel is attracted o his former love, Gretta. In both cases, the author shows that women can gain some form of control or influence in men through their beauty. In Araby, the narrator is attracted to Mangan’s sister to the extent that these feelings take control of him. For instance, he says that the image of Mangan’s sister accompanies him to places most hostile to romance and her name sprang to his lips during times of prayers and praises. He literally followed her every morning to

Transformational leadership

Transformational leadership Introduction: Leadership can be described as an important quality of a person, a vital attribute for an organisation or a key source for an effective team towards attaining success. In these ways, leadership occupies its space in different fields and proves to be important in several aspects. The role of a leader is very important in a management field in terms of taking the organisation towards success or failure, as Drucker (1985) defines Management is doing things right; leadership is doing the right things. According to Cox (2001), the leadership has been classified into two types: Transformational and Transactional. This differentiation was initially made by Downtown (1973, as cited in Barnett, McCormick and Conners, 2001). Transformational leader to be briefly explained is the one who possess a good vision and commitment towards success and motivates his followers and encourage them to increase their work potential. Whereas a transactional leader works in a task oriented manner and behave rigid with no place for personal emotions. In this modern world, business culture changes more rapidly prior to time and it is mandatory that skill and custom of the leadership has to adapt these changes. Heiftz and Laurie (1997) claim that: Instead of maintaining standard, leaders have to challenge the style of doing business and facilitate others in order to distinguish immutable values from historical practices that must go. In this essay, certain counter arguments for transformational leadership are critically analysed and a position has been adopted that transformational leadership is better in the current business atmosphere. The reasons are articulated with characteristic feature of transformational leadership. This is further justified with the explanation of some successful facts about notable transformational leaders and their success in their business. Criticisms of Transformational leadership: ransformational leadership being one of the best leadership models has some criticisms regarding several factors like personality, complication, clarity and other factors. Johnson and Kepner (2002) explain the key criticism within transformational leadership is that, it possesses high probability for the abuse of power. This is concerned with morality of leadership, as in terms of emotional perspective a transformational leader influence his follower. If the direction or the path tends to be in wrong track, then it would result in bad consequences. Further Bass (1997) notifies that, transformational leadership lacks the quality of ensuring and balancing the respective interests and influences that might facilitate to avoid dictatorship and minority suppression. Some notable examples of this model are Adolf Hitler, Osama bin laden and Rev Jim Jones who was the main role in massive Jonestown suicide. These are the people considered to be the negative side of transformational leadership . The second critic is that, transformational leadership is more often concentrated in developing an individual personality trait rather than a conduct through which people may be instructed (Bryman, 1992). This result in a difficult situation to train people in this approach, as most of the people will find complicated to adopt this quality. Since transformational leadership is a combination of several leadership models, it is more complicated to understand the concept and teach. In a transformational leadership, the leader is considered as a visionary idol and the leader involve in the business process along with his followers. This creates a dilemma in viewing the leadership in a trait perspective. The third critic provided by Avolio (1999) is that, the transformational leadership is discriminatory and autocratic. This further brings to another critic, the lack of conceptual clarity. The transformational leadership covers a wide range of activities like motivation, inspiration, buil ding trust and furthermore, this creates confusion in terms of concept when compared to other leadership model, as Bryman (1992) pointed out that transformational and charismatic leadership are often considered to be identical with respect to their qualities. The fourth argument is about dimensions of transformational leadership as not clearly mentioned. A scientific research by Tracey and Hinkin (1998) has shown considerable intersections among the dimensions of transformational leadership; it notifies that the dimensions are not clearly defined and complicated to measure. The final critic deals with regards to ethics, describing that transformational leadership suppresses the minorities of an organisation. Keeley (2001) believes that the only way to prevent harm done to the followers by the managers is to avoid the managers from uniting towards a common interest or goal. This ethical statement put forwards an action which is contradictory of what transformational leaders are suppo sed to do. These are some of the critical arguments by various researchers in the business field. The upcoming statements provide a justification for transformational leadership and some counter arguments for the above given critical statements. Justification for transformational leadership: Reviewing the critics arguments, a question arises whether the transformational leadership could be followed by an organisation to run efficiently. A position has been adopted for transformational leadership in this essay and the facts are described and clearly articulated. The first point of criticism review the morality and misleading of power by transformational leadership. Bass (2006) explains the classification in transformational leadership as socialised and personalized characteristics in the book Transformational leadership. The leaders using their abilities to inspire and lead their followers to a wrong path are termed to be pseudo transformational leaders. They possess similar elements as that of transformational leaders, but the motive would be personal and exploitative. It depends upon the individual characteristics in determining or choosing their motive and path, the concept of transformational leadership cannot be blamed. People regarding pseudo transformational model were discussed in the previous section; some examples of leaders who led a constructive path of transformational leadership are Mahatma Gandhi, Nelson Mandela etc. Transformational leadership concentrates in developing individual personality trait and it is difficult to understand and teach the concept was another critic. The significant feature of transformational leadership is that, it concentrates the development of follower and tries to enrich their personality. It encourages and involves inspiring followers to commit to a shared vision and goal of the organisation. A transformational leader encourages others to become leaders; as a result the entire organisation will be filled with people possessing effective leadership qualities, Kelly (2003). Furthermore, transformational leader motivates his followers to be innovative in problem solving and develop followers leadership qualities by coaching, mentoring and providing both challenge and support. According to (Leithwood, as cited in Cashin et al, 2000, p.1) Transformational leadership is that which: helps to redefine an individual mission and vision, thereby renewing their commitment and re structure the system for accomplishing the goal. This result in a mutual co-ordination within a leader and follower, where the follower grooms his qualities of leadership and the leader transform himself as a moral agent. Hence transformational leadership must be grounded in moral foundations. Regarding the issue about conceptual clarity, transformational leadership has much in similar characteristic features as that of charismatic leadership. The charisma is a part of transformational leader, it is considered to be a factor which correlates with idealized influence (one of transformational leadership 4Is). It is generally classified as socialized and personalized categories. For an organisation to perform better, Howell and Avolio (1993), authentic charismatic or transformational leaders must be socialised leaders. Under transformational leadership, there are four vital organisational activities performed. Making a compelling case for change in order to heighten followers sensitivity towards organisational change, inspire shared vision in order to attain new and better future, leading new changes and embedding the same. Certain critics notice transformational leadership as discriminatory and autocratic and a questionnaire whether it is directive or participative. Weber (1 947) emphasized that during the period of crises transformational leader directed dependent followers with essential solutions towards the problem; high inspirational leaders were extremely directive in terms of their process and approach. This clearly illustrates that, depending upon the situation a leader has to be either directive or participative in order to perform the task efficiently. The issues concerned to dimensions of transformational leadership, the multifactor leadership questionnaire (MLQ) by Bass and Avolio (2000) provides a solution for this critic. The MLQ is used in measurement or determination of the dimensions for this leadership, which are Idealised influence, individualized consideration, inspirational motivation and intellectual stimulation. The ethical issue about the transformational leadership is about suppressing minorities. Being researched for over 25 years, in transformational leadership the objective is to convert individual attention towards larger cause. It results in transformation from selfishness to cooperative concern. The significant feature of this leadership model is that, it focuses on common goal (Ethics, 133). An effective team work is concentrated where majorities and minorities are in the same platform to attain an objective. Successful Transformational leaders: Transformational leadership model proves to be efficient not only in business, but in all other sectors where it is implemented. In order to strengthen the position of transformational leadership, so examples from the past and present are portrayed in this essay. In a historical perspective, Yates (2002) describes about Genghis khan. During the late 12th and 13th century, this man struggled for the unification of the Mongol tribes, which was one of the largest land empires. The mode of leadership used was transformational at that period of time. In terms of business field, Lou Gerstner- the former chairman and CEO of IBM is one of the best examples for transformational leadership. One of the notable events at IBM under Gerstner leadership is: recovery from the companys loss of $1.8 billion in 1993 and making IBM as one of the largest private corporation in IT sector during that period of time. Sheppard (2002) describes that, Gerstner completely rectified the organisational culture an d took IBM to certain heights. Regarding the field of government and military contexts, General Colin Powell overcame the notorious racism in United States military and amidst low expectations became the United States chiefs of staff in 1989. He is the first Afro-American to become the U.S Secretary of State in 1991. Chekwa (2001) notifies that with the vision and qualities of transformational leader, Powell attained this position. Conclusion: The image and the research concerned to transformational leadership might be relatively recent, but demonstration and research of its characteristics and features has been done years back. It is proved thattransformational leaders have great capability to increase the performance beyond expectations and thereby able to make massive changes among individuals and organizations. In this essay, analysing most of the critics statement it has been justified that transformational leadership is stated to be better in a business perspective. When compared with other leadership styles like transactional or autocratic, transformational leadership addresses an individual needs, while the transactional leadership addresses the organisational process and the functioning is more often considered to be monopoly in nature. The decisions made are concerned only with the leader, success and failure occurs in an equal probability. While transformational leadership indulges effective team work, the leader motivates his follower and provides constructive feedback. The significant feature is that, feedback is expected from the follower too thus creating a two way communication. In the current world, transformational leadership is highly recognised and practised by executives in modern organisation. The current business scenario is influenced by insecurity, global commotion and organisational volatility, for which transformational leadership would be a better solution to deal these factors efficiently. References: Bass, B. and Riggio, R. (2006) Transformational leadership, 2nd edition, Mahwah, New Jersey: Lawrence Erlbaum Associates Inc. Pillai, R. and Williams, E.A (2004) Transformational leadership, self-efficacy, group cohesiveness, commitment, and performance Journal of Organizational change management, Vol 17. Issue 2 pp. 144-159. Hay, I. (2006) Transformational Leadership: Characteristics and Criticisms [online] Available at: http://www.leadingtoday.org/weleadinlearning/transformationalleadership.htm (Accessed: 04 January 2010). Sarros, J. and Santora, J. (2001) The transformational-transactional leadership model in practice Leadership and organisation development journal, Vol 22, pp. 383-393. Sheppard, P. (2002) Leading the turnaround: Lou Gerstner of IBM. Wharton Leadership Digest [online]. Available at: http://leadership.wharton.upenn.edu/digest/02-03.shtml (Accessed: 30 December 2010) Yukl, A. (1989) Leadership in Organisation 2nd edition, New Jersey: Prentice Hall publication. Odom, L. and Green, T. (2003) Law and the ethics of Transformational leadership Leadership and Organisational development journal, Vol. 24, pp.62-69.

I Never Attended a Traditional School :: Personal Narrative Writing

I Never Attended a Traditional School My schooling was never anything near normal. I never went to normal school or what everyone would call traditional school with a curriculum for any length of time. It is not uncommon now to meet home-schooled children or hear of how home-schooled children participate with traditionally schooled children, but in my time, people would look at me strangely if I were not in school. "Honey, why aren't you in school?" was the dreaded question. I could almost feel truant officers watching me in the shadows while I answered back. In my mind, truant officers were like policemen who would put bad children in jail and feed them only bread and water. "We just moved... I will be in the local school soon," I would answer. After the interrogation I would hang my head in shame. I felt like a social outcast, too old for preschool, and yet too young to be a school dropout. I would dig my heels into the ground, staring at my shiny red shoes and my white lacy socks. I wanted to disappear from the face of the earth by somehow digging myself into a deep hole in the ground. My younger sister was spared the humiliation since she was still an infant and was of preschool age when we finally stopped our travels and settled into a neighborhood for a while. "Mummy, why can't I just go to school like everyone else?" I would ask her in dismay after those dreaded incidents. My world felt gray and a funny unhappy feeling would sink into my stomach. My mother would turn her beautiful face towards me, the perfect socialite, the model body, with the presence of an actress. She was oblivious to my distress. I knew she would laugh off my fears just as she laughed off her own most of her life. "We move too much...and you are very lucky...it's not common to see the world as you do. It's much better that I take you when you're still little and can catch up with school. Many children would really envy you. You get enough of an education by traveling with me," she would answer. I often wondered why I could not be as cool and collected as the beautiful stranger who was my own mother. Instead, I was shy and lacked much self-esteem. I was plagued by fears and a mouth that would button itself in the most critical moments.

Prison Term Policy Recommendation Essay

As a realistic matter, it is smart to sustain a bill that addresses a real concern, creates proper use of resources and effectively addresses the problem for which it was intended. It is known that victims of armed robberies want to see the offenders punished. It is noticeable that the public’s desire is to be safe and protected from being a victim of armed robbery. While on the other hand, the legislature must show caution in legislating across the board sentencing and defend discretion for the judicial system to consider the specific aspects that creates each case. â€Å"Yet advocates of deserved punishment argue that it is not automatically evident how intermediate sanctions compare with either prison or probation in terms of severity, nor is it clears how they compare with one another† (Clear, et. al., 2008). For example placing one offender on intensive probation while ordering another to pay a heavy fine may violate the equal punishment rationale of just deserts. Any recommendation should examine the proposed bill and the Criminal Justice System. Fairness is subjective; in spite of this every society will form a series of regulations through which to defend the individuals and society from damage. If an individual violates one of the regulations dictated by culture, there is usually a consensus of what constitutes a suitable punishment. In the United States, we depend on the Federal Sentencing Guidelines in addition to every state’s adoption of the Model Penal Code. Section 1.02(1) of the Model Penal Code instructions the allocation of punishment as â€Å"to safeguard conduct that is without liability from condemnation as criminal† (culpability), â€Å"to provide fair caution of the nature of the conduct confirmed to represent an offense† (legality) and â€Å"to differentiate on logical basis between serious and minor  offenses† (proportionality) (â€Å"Model Penal Code†, n.d.). Here we are referring to ar med robbery. Considered a felony, armed robbery tends to take a large penalty in the majority states. Among the fundamentals measured in determining if a crime has been committed, one must address the diverse levels of culpability and/ or extenuating factors. Armed robbery can be a violent well designed crime otherwise a clumsy half-witted attempt. Eventually a result of guilt must be made, by a predominance of the proof, with competent lawful protection representation offered to the accused. Only after all these necessities are met can a judge proceed with sentencing. These judges must have discretion in considering the above three aspects and weight them accordingly in order to distribute a sentence that is fair and balanced. While the community may desire a representative to be challenging on crime, the community tends to be sympathetic to media stories of criminals who act out of distraction or need. There has been strong resistance to suggestions that delay individual considerations. Beyond the instant punitive effect, punishment can serve the need of removing dangerous people from the society, serve as deterrence to those inclined to commit a crime and potentially reform criminals into law abiding citizens. These societies have also recognized that in order for any corrective act to have its preferred effect it has to fit the crime. Take for instance the cutting off of a hand for someone caught stealing. Most western societies would regard this punishment as too severe and those societies that adopted this practice have come under scrutiny for these practices. Armed robbery has no doubt been addressed within these judicial systems. Sentencing guidelines should always represent fairness in reliability and proportionality. Also consideration needs to be taken into account as to why new policy efforts are being made for this particular crime. Is there a belief that the accessible laws have displayed omissions or errors that must be addressed? Has there been a failure of the justice system in punishment of armed robberies? Are convicted armed robbers being released from prison too early? Do they cultivate to be repeat offenders? Do these crimes tend to rise into murder or other violent felonies? Are there precise instances where the existing laws have failed to serve justice? To decide the practicability of the bill, the discussion of correctional assets would be applicable. The result of this bill regarding  maximum sentencing (as opposed to mandatory minimum sentencing) doubles the correction time for the person who is convicted in the armed robbery. In each specific case, to evaluate suitable sentence and to weigh the severity of the crime, the bill’s full force is to provide more choices to judges and the sentencing board. This bill may not help enforcing the provisions but may supply more choices for the severe cases which deserve more severe punishment. References Clear, T.; Reisig, M.; Cole, G. (2008), American Corrections. Retrieved from Google Books. Model Penal Code. (n.d.). Retrieved from http://www1.law.umkc.edu/suni/crimlaw/mpc_provisions/mpc1021.htm

Teaching Through Effective Speaking †Education Essay

Teaching Through Effective Speaking – Education Essay Free Online Research Papers Teaching Through Effective Speaking Education Essay As a nurse, there are many opportunities to teach patients and their families through effective speaking. How well I teach patients about wound care and management can have a direct impact on their quality of health. Wound care has many different aspects. My responsibility is to teach and demonstrate the proper procedures to help the patient improve their quality of life. This involves teaching and speaking in small groups, which usually includes not only the patient but also members of their families. It is very important to make sure that the patient thoroughly understands the subject and can demonstrate the desired procedure back to me. Through my various teaching experiences, I have come to understand the importance of visual and vocal aspects in speech, active listening, and speech content. Visual and Vocal Aspects of Speech It is important to remember that how material regarding wound care is presented can be just as important as the material being presented. The physical delivery and verbal delivery help the patient to learn and understand the importance of wound care and management. Concrete Experience In my teaching experiences, I am teaching the patient and at least one member of their family. My job is to show the importance of performing the desired procedure properly to help improved the patient’s quality of life. I must show through my words and actions that I am knowledgeable and confident in the material and skills I want the patient to learn and perform. When teaching, I prefer to sit at the same level as my patient and their family. It is also easier for me to demonstrate a technique and have the patient or family member demonstrate it back to me. Posture can make a big difference in teaching. I maintain a posture that is professional and shows confidence in what I am teaching. I stand or sit upright, but not too straight. I do not slouch or slump. I also use gestures to help emphasis key points and to demonstrate important techniques. I keep my gestures professional and do not make gestures that may be considered playful or derogatory. Eye contact is a key element to use when trying to teach someone. It helps me to judge if they understand the material, I am teaching. It is also important for me to keep my facial expressions neutral and friendly. The patient and their family need to understand the importance of the material being presented to them. Positive reinforcement can help to build confidence about material being learned. It is also necessary for me to place verbal emphasis on key points. Not only the tone of my voice is important, but the rate and volume also have a great impact on helping patients learn. I make sure that I speak at an even rate and slow down to help emphasis key points. I make sure that I am not speaking to fast. A consistent rate helps to hold the attention of the patient. To emphasis key points, I also either speak a little louder or repeat the point several times. This helps the patient know that these are key issues to remember. I will also have the patient or their families explain the key points back to me. That way I can make sure they see things the way I am trying to explain them. It also helps to reinforce that they understand the concept and will be able to perform the procedure on their own. A positive attitude helps the learning process flow more smoothly. This along with positive reinforcement helps the patient to gain more confidence in handling their health problems. Reflective Observations Teaching can be an anxious time due to the environment and the fact that a major health even has recently occurred. Patients and their families seem to respond better when I am sitting at eye level with them and proceed slowly. This gives the patient and their families a chance to let the material I am teaching sink in. It also helps them to feel more comfortable about asking questions. If I slump in a chair, I can give off the impression that I am not interested in the patient or the material I am trying to teach. . It is also important that I do not cross my arms. This can be perceived as a negative attitude. I need to make the patient and their families realize that I care about their outcomes and that the material I am teaching is very important. When I make eye contact, it shows that I am genuinely interested in teaching and helping the patient succeed. By maintaining eye contact, it seems to put the person at ease and makes them more likely to ask questions about things they do not understand. It is important to ask the patient and their family questions about material already taught. This helps to build their confidence and helps them to be more eager to learn. Having family members involved helps because sometimes they think of questions the patient has not thought of or vise versa. My posture and gestures can directly influence how well a patient or family member learns. If I slouch or slump, my patients may see me as being sloppy, unfocused, or uninterested. If I seem uninterested, the patient or family member has a harder time understanding the concept. They may also not take the material seriously and feel that it is not important. I cannot be too serious or too laid back, either of these can cause anxiety for the patient. This makes a person less likely to understand the material being presented to them about wound care. It is also important to provide a lot of positive reinforcement to help the patient and family members develop confidence in their learning experience. If I only focus on the negative, learning can be greatly restricted. I have noticed that patients and family members tend to notice key points that are repeated frequently or emphasized in a louder voice. Key points need to be presented in a manner that the patient or family member can easily understand. When the patient or family member repeats a key point in a later conversation, it reinforces that the teaching has been effective. It also helps build confidence in knowledge learned by the family member and the patient. I have observed that if I talk too fast my patients have more troubled comprehending the material being taught. I think this is because my words become mumbled and the patient looses interest. Abstract Conceptualization The eyes are said to be a key to the soul, therefore they are a very important part of teaching through effective speech. According to Ritts Stein (2006), â€Å"eye contact helps regulate the flow of communication, signals interest in others, and increases the speaker’s credibility† (p. 1). This also helps to â€Å"open the flow of communication and convey interest, concern, warmth, and credibility† (Ritts Stein, p.1). The eyes help to show that a speaker has confidence in what they are teaching. Eye contact also helps me to connect with the patient and their families. When I maintain eye contact with the patient, they are more likely to ask questions and be involved in the material I am teaching them. According to Blair (1995), â€Å"the two most important aspects of the voice for a public speaker are projection and variation† (p. 6). By varying the tone and pitch of my voice, I can easily emphasize key points. This helps the patient and their families to see the most important points of the lesson. When teaching the lessons, I speak slowly and vary the tone of my voice. This keeps the patient and their families from becoming bored with the content. It also gives those being taught the opportunity to ask questions and to become more comfortable with the material being taught. Being able to establish an open atmosphere for learning with help the patients learn more effectively. Active Experimentation Each time I get the opportunity to teach a patient, I draw from my experiences to make the lesson easier to understand. When I first began teaching, I would read from note cards. I have learned that by maintaining eye contact and drawing from my own knowledge the patient is more relaxed and eager to learn. By sitting at eye level and teaching slowly, I give the patient the chance to ask questions openly. I provide positive verbal reinforcement to help provide confidence to patients as they learn various procedures. This way, I am providing consistency in my teaching. Positive reinforcement can be as simple as a smile or a compliment when a key point is learned. I am always looking for ways to provide positive reinforcement in order to facilitate a better and more positive learning experience. Recently when teaching a patient about wound care, I used variances in my voice to get across the key points I wanted the patient to learn. When I asked the patient to repeat back the instructions given to him, he was able to do them correctly. He later stated that the key points were easy for him to identify them, because my voice changed and he figured these must be important factors. I have even used some of these techniques when singing with my church choir. I sing louder when wanting the congregation to understand how important a particular passage is to me. I also tend to sing slightly slower during moving passages to keep my words crisp and clear. My posture is straight, which shows that I am very interested in what I am singing. I keep my facial expressions appropriate for what material I am singing. If the material is upbeat, I tend to have a smile on my face. If the material is more somber, I am more reserved. I also maintain eye contact with the congregation. This shows that I am very interested in what I am singing and that I want them to understand the meaning of the song. In communicating with my children, I have learned that by making eye contact they pay better attention to what I am saying. I also use voice variances with them to reinforce key points I want to make. I also speak clearly so that my children have no trouble understanding what I am trying to tell them. My sixteen-year-old son has mentioned several times to other people that he never has trouble understanding the important points in our conversation due to eye contact and the tone of my voice. Active Listening In my teaching, I have found that it is very important not only to teach effectively, but also to listen effectively. Active listening involves gathering and evaluating information. I must be attentive in listening to questions my patients have, listening to remarks they make during the teaching process, and listening for remarks between patients and their families. I need to listen carefully when a patient is repeating back instructions on wound care and management to me. If I do not correct an error or fail to hear it, this can lead to potential complications with wound healing. Concrete Experience In teaching proper wound care techniques, I am usually teaching a patient and at least one member of their family. When I am teaching, I allow the patient and any family members to discuss the information I am providing to them. I am attentive to comments, gestures, and posture of not only the patient but also their family. I listen to the questions my patients and their families have to ask and remain nonjudgmental. I nod my head and make statements to show my patient and their families that I understand what they are telling me. I genuinely listen to what my patient has to say. I repeat back phrases to provide clarification not only for the patient, but also for myself. . Reflective Observations I was very nervous the first several times I taught wound care and management. I start by giving a short introduction to wound care and provided any handouts available to the patient. I then given the patient some time to review any written material I have given them. Next I give the patient time to ask any questions or voice concerns they may have. I make sure to clarify anything I do not understand before answering the questions. It is important for me to understand what the patient is trying to ask and to remain attentive to them. By restating back information to the patient when they ask questions shows the patient that I am actively listening to their issues. I devised a checklist to make sure that material being repeated back to me is correct. This way I can confidently move on to the next section or task. This has made me more comfortable with listening intently to what my patient and their families are saying. Active listening is a part of my teaching. I listen for hesitancy in verbalizing key points and work to help reinforce those concepts. It is also very important to listen for any motivational barriers that could keep my patient from learning about wound care. In learning about wound care confidence seems to be a factor to learning. By providing positive reinforcement, I can help the patient and their families gain confidence in the material they are trying to learn. Abstract Conceptualization I have learned that for my teaching to be effective, actively listening must be included. In active listening, we are genuinely interested in understanding what the other person is thinking and/or feeling, and we are active in checking out our understanding before we respond. We restate or paraphrase our understanding of their message and reflect it back to the sender for verification. This verification or feedback process is what distinguishes active listening and makes it effective. They are often distracted, half listening, half thinking about something else. According to Youra (2004), paying attention to external distractions is critical for the speaker†¦try to address promptly any distractions your audience may fact† (p. 41). External distractions can include noise, temperature, and lighting. There are also internal distractions such as hunger or fatigue. I also use a checklist to make sure that no part of the wound care teaching is missed, since all areas are of equa l importance. This simple checklist helps me to keep focused and to make sure that I am providing the patient and their family with all the needed information for a positive outcome Active Experimentation Personally, effective listening has been the hardest part for me to learn about teaching. I make a conscious effort to listen attentively to all conversations and questions that occur during the session. I try to have an environment that is conducive to learning and to make sure that distractions can be minimalized. I try to make sure to schedule my teaching after a patient has eaten and when they are less likely to be tired. It is important for me to not only focus on things that may distract my patient, but also things that may distract me. My short introduction helps the patient to relax and start to focus on the task at hand. My checklist really helps me to remain focused and provides me with the ability to actively listen without distraction. The checklist keeps me aware of where I am in the teaching and allows me the freedom to let the patient ask questions and converse with family. This not only makes them more comfortable with me, but also more comfortable with the wound care teaching. I practice active listening skills in other areas of my work as well. When I go in to assess a patient for the first time, I listen to their complaints and concerns. I give that patient my total attention; this helps me to meet their needs and expectations. I work on a medical/surgical unit that can become very hectic at times. It is important to always make the extra effort to listen to patients and their families. When orienting a new patient to our floor about the layout of the rooms, bed controls, and call bell system I have a mental checklist I go through to make sure nothing is missed. I then actively listen to the patient repeat back to me the information regarding our floor that I have just provided to them. I also use active listening when dealing with my teenagers. They know that I am listening to all they have to say by repeating statements back to them for clarification, maintaining eye contact, nodding my head, and verbally expressing my attention. I can say short phrases such as I understand, I see what you mean, I hear what you are saying, or simply uh-huh. I have found that when I give them my total undivided attention they are happier and more receptive to constructive criticism. Concrete Experience Information presented regarding wound care can be very complex and overwhelming for patients and their families. I may only have a day or two to make sure my patient and their family understand the importance of proper wound care. I have to make sure my speech content is precise and to the point. My patients not only have to be able to verbalize comprehension of concepts, but also have to be able to demonstrate correct techniques for caring for the wound. To prevent confusion or misunderstanding, I must present information in a clear, organized, focused manner. I have a checklist that I follow to make sure that all relevant information is presented. This keeps me focused and organized. I also give the patient and their family a copy of this checklist to take home with them. This helps them to be successful in performing the wound care on their own. Prior to the teaching session, I also make sure that I know the education level of my patient. This way I can gear my wound care teaching to them. I teach in a manner that is easy for them to understand, yet make sure that they learn all the information they need to care for their wound. Some patients have had wound care teaching before and for some this is brand new. I make sure that my wound care teaching is performed according to hospital and physician specifications. Patients and their families must be very proficient in understanding the disease process and why the wound occurred, caring for the wound, performing dressing changed, recognizing complications, and knowing when to contact their physician. At the end of my teaching session, I perform a short question and answer session with my patient. This gives me the chance to make sure that they have understood the concept and practicality of information that has been presented to them. They are also required to perform a dressing change. This gives me the opportunity to make sure they are able to care for their wound upon discharge. My patient feedback has been positive. Patients say they feel very comfortable with the material learned and will be able to care for their wound at home. Patients relate that having the material related and intertwined with their everyday lives makes the job of wound care easily for them to accept. It is very rewarding to receive a note several weeks later from the patient that they are doing well and their wound is healing well. It is very important for me to stay focused and consistent in the information and procedures I am teaching. There is a wide variety of information that needs to be taught in wound care teaching and management. This includes why the patient has the wound, what risk factors were involved in creating the wound, specific wound care information, things the patient and family can do to improve wound healing, complications that can occur, reactions to complications that can occur, and what is the follow-up plan. Many of these steps involve the patient verbalizing knowledge, while there is also a need for demonstration of skills. One example is that a patient and their family can verbalize wound complications. These complications include a rash around the wound area, necrotic tissue, bleeding, and fever, drainage from wound, redness, or swelling around wound site. As an instructor, it is of the utmost importance for me to make sure they can list all potential complication. Reflective Observations When I first began teaching wound care, I was very overwhelmed by the responsibility. Wound care teaching can have a direct impact on the quality of life. It can mean the loss of a body part, continued hospitalization, or even death. I was not sure at first if I could handle the pressure involved with this type of teaching. I took several courses related to teaching wound care and observed several nurses teaching wound care prior to performing teaching on my own. This made me more comfortable in teaching wound care to patients. I have noticed that if a patient feels anxious, it is very hard for them to comprehend the material I am trying to teach. Many patient are very concerned about how their wound and its care will affect their everyday life. By helping them to understand that wound care could be integrated into their everyday lives, it made teaching much easier. It has also been important to help the patient stay organized and focused during dressing changed. The checklist I provide to them seems to help them remain on track during the procedure. It helps to keep them calm and confident in the procedure they are performing. Abstract Conceptualization When teaching patients and their families, I try to teach in a manner that can relate the content to everyday life. Patients and their families want to know how the material I am teaching them is going to affect their everyday life. They also want to know how to integrate the changes they need to make into their current lifestyle. Sometimes I have to make sure that the patient is understanding that a major lifestyle change has to occur, while others times only minor change is needed. Lieb (1991) writes that adults are relevancy-oriented and must see a reason for learning something. If a patient can see how the outcome will improve their quality of life, they are more likely to take the teaching seriously. I also have to make sure that I am teaching the content on a level that can be easily understood. A teacher has the ability to enhance the material being taught or to make it harder to understand. I am constantly reviewing the hospital policies for changes in wound care. This way the patient can receive the most update information available. Attending in-services on wound care is another way that I stay on top of new techniques. These new techniques can make wound care easier and more effective. Patients seem to be less anxious when the know that wound care techniques are always be refined and improved. I have learned that it is very important to minimalized anxiety in order for content to be appropriately learned. I work hard to create a good rapport with my patients. By established a good rapport, it helps the patient to trust in the my ability to teach wound care. According to Blair (1995), â€Å"you should plan exactly how you wish to appear†¦and establish that relationship. You may be presenting yourself as their friend, as an expert, perhaps even judge, but whatever role you choose you must establish it at the very beginning† (p. 4). My patients need to view me as an authority on wound care and also as their confidant. They need to be able to come to me with questions or concerns and know that I will deal with whatever issues they bring to me. Lieb (1991), â€Å"the best way to motivate adult learners is simply to enhance their reasons to learn† (p. 2). I make sure that my patients understand the consequences of not learning and following the wound care instructions. I can stand and teach about wound care all day long, but unless my patient is grasping the concepts and key points, I am wasting time. Active Experimentation I have been teaching wound care for over 8 years now, first as a dialysis technician, and now as a registered nurse. The more times I teach and more classes I learn, the more proficient I become at teaching wound care. There have been many things I have changed over the years to be more effective as a teacher. When I first began teaching wound care, I relied just on my personal experiences to teach. Now I use a checklist and materials provided by the hospital for wound care. I use this checklist technique not only for wound care, but for other professional teaching as well. The checklist helps to make sure that information is presented in a clear, accurate, concise techniques. It can also be used by the patient to help build confidence. This checklist can be easily updated when new techniques or concepts are introduced for wound care. Preparation is also a major factor in good teaching. I make sure that I have all the material I need before entering a patient’s room. This helps to cut down on distractions. I have also learned to judge if my patient is actually ready to learn about wound care. If the patient is tired, hungry, or in pain they will have a very hard time learning any material I attempt to teach them. Organization goes along hand in hand with preparation. If I am disorganized, they patient may become distracted or feel that I do not really know about wound care. By helping my patient decrease anxiety, I am actually helping them to comprehend and retain what I am teaching them. I use preparation and organization frequently in both my professional and personal lives. I have three teenage boys and remaining organized is an important part of keeping our household running smoothly. The smallest amount of disorganization can lead to major upheaval. My family has chore lists that help to keep our household organized and running smoothly. I also use preparation and organization to make basic assessment flow smoothly. By having all the tools I need and following a systematic plan, an assessment can be completed quickly and thoroughly. Conclusion The experience of teaching has been extremely valuable to me not only in my professional life, but in my personal one as well. It is very rewarding to watch a person grasp a new concept that can greatly improve their quality of life. I have learned how to make my patients and their families feel comfortable and less anxious about wound care. I am now much better at organizing and prioritizing my thoughts and actions. By becoming a better active listener, I have been able succeed in my professional endeavors and have improved my personal relationships as well. References Blair, Gerard. Presentation skills for emergent managers. 1995. University of Edinburgh. 20 Nov. 2006 . Lieb, Stephen. Principles of adult learning. 1991. Honolulu Community College. 20 Nov. 2006 . Ritts, V. Stein, J.R. Six ways to improve your nonverbal communication. 2001. Honolulu Community College. 20 Nov. 2006 . Youra, Paula. A speaker’s guidebook. 2004. Bedford St. Martin’s. 10 Dec. 2006. . 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Jennifer Aniston essays

Jennifer Aniston essays Jennifer Aniston is an amazing actress who has won the hearts of over a billion people across the nation who have seen the hit-series FRIENDS. The topics I will be going over in the paper are Jennifers stages of growing up, her movies and shows shes stared in, and her life at home with her husband. Born in Sherman Oaks, CA, and raised in New York City, Jennifer Aniston is an actress who was exposed to acting at an early age by her father, John Aniston, who stars on NBC's daytime show "Days of Our Lives," and her godfather, Telly Savalas. Jennifer is of Greek descent and lived in Greece for one year and then moved to New York City when her father got the role on the daytime show love of life. She first started acting at the age of 11 when she joined the Rudolf Steiner Schools Drama Club. Jennifer said, I was always fascinated with acting, but my experience at Rudolf Steiner encouraged me to pursue it as a career. Steiner was a free-spirited school that encouraged creativity and individualism. Jennifer began her professional training as a drama student at New Yorks high school of performing arts. After her graduation in 1987, she played the roles in off-Broadway productions such as For Dear Life and Dancing on Checkers Grave. In 1989, she landed her first television role as a series regular on Molloy. After all of her small acting offers, she was asked to audition for the role of Monica on the new TV series called Friends Like These. Jennifer said no and decided to take the role of Monica instead. Now the cast of the show, whichs name has changed to just Friends, now earns a salary of 750,000.00 for every episode. On top of that she has now stared in the following movies: How I Spent My Summer Vacation (Camp Cucamonga) 1990 ...