Post-Compulsory Education and Training Essay Example for Free

Post-Compulsory Education and Training Essay * Learning Objectives Justify your choice by reference to the cohort analysis, scheme of work and the assessment schedule.LO1 To be introduced to the meaning of Autism and Asperger’s syndrome, and compare and contrast the difference between the two conditions.LO2 After watching a video, all learners will be able to discuss the triad of impairments linked with autism.LO3 All learners will be introduced to the term ‘Theory of Mind’ and how this develops in children.LO4 All learners will be able to identify the key components of The Sally Anne study. Most learners will able to summarise its strengths and weaknesses in supporting Theory of Mind.LO5 Most learners will correctly answer an OCR past paper exam question on Baron-Cohen.LO6 All learners will consolidate their learning with an interactive plenary on the topic covered in today’s session.The aims and objectives in this lesson were chosen in order to relate to OCR Psychology (3.2 AS Unit G542: Core Studies) Allowing the students to be aware of this link to the assessment criteria will keep them motivated, and give their learning purpose to aim for a long term goal. The Learning Objectives have been differentiated to allow for learning to take place at all levels, and to allow for inclusion for all, despite the fact that candidates may have difficulties i.e. one learner has Asperger’s syndrome, and another has dyspraxia. These objectives will be achieved using all 3 VAK learning styles.(Honey and Mumford 1992)The learning objectives are differentiated and specific, measureable, achievable, realistic and timely (SMART) to ensure accessibility (Wallace, 2011) * Teaching and Learning Activities Justify your choice of methods and resources to be used by matching them against learning objectives using reasons and evidence from appropriate models of learning. The teaching and learning activities for this session have been designed to introduce a new topic in Psychology, Core Studies. As this is an introductory lesson to a topic, I have prepared learning activities which are accessible to all the learners, to ensure that nobody is excluded at any time. (Wallace 2005) All activities are varied to accommodate all levels and learning styles (VAK) as pupils are often a combination of visual, audio and kinaesthetic. (Claxton 2002)I will promote inclusiveness during the session by having a list of key words if at any point they are unsure; have specific instruction written down as well as reading them out. Hand-outs will be given out with a choice of colour, and supporting any learners one to one where necessary. I intend to keep learners motivated by making everyone feel comfortable and safe in the classroom environment, ensuring a sense of belonging and to meet all learners self-esteem needs encouraging praise and independence where necessary and promote optimism so that all students are self-actualised (Maslow 1908-1970) Ensuring the humanistic learning theory is addressed, I will allow drinks of water when necessary, and provide fairness and equality for all learners. (Disability and Equality Act 2010)Room set-up- Arrange the tables into groups. This will encourage all learners to get involved (every learner matters) and to make sure that no learner is seated with their back to me and that I am not sitting behind a desk as this creates a physical barrier between the teacher and learner and encourages eye contact. (Wallace 2007)Questioning- Non directed questions will be asked at the beginning of the session to assess prior knowledge, which will be demonstrated through a thought-shower on the board (visual and auditory). Through-out the session the questions will become directed and scaffolded (Bruner, cited in Jarvis 2004) to assist in gaining knowledge and answers from learners.When asking questions, use learners names your and prior knowledge of their ability and personality (as I have never taugh t this class before, they have been given name stickers) This ensures that learners feel valued and supported. (Keeley-Browne 2007)Pre-starter – I have included a pre-starter activity, as with it being a 3pm class, students can often come in lethargic and unmotivated. They often need some immediate stimulation, to wake them up and encourage a productive lesson.Starter – We will create a though shower (visual) on the board to assess prior knowledge of this new topic being covered, and it gives the learners ownership of their own work, as their input is what gets written on the board. Prior learning experiences have the potential to enhance or interfere with new learning’ (Knox, 1997)Main Learning Process – The majority of the lesson is based around PowerPoint slides, videos and group discussion/work. This ensures that all three domains of learning are being addressed – cognitive (thinking in their groups and whilst listening to the presentation), affective (feeling how autistic people may feel after watchi ng the video clips), and psychomotor (applying their knowledge in a hands on task) (Bloom et al, 1971) This adopts VAK learning styles. Everyone benefits from using a wide variety of styles also known as whole brain learning. (Coffield et al 2004) When learners make an interesting observation/ comment, or get an answer correct, it is vital to give them praise. Many learners in sixth form can have low self-esteem; therefore giving out praise when warranted can enhance their feeling of self-worth and competence by acknowledging their qualities and strengths (Vizard 2007.)Group Work Group work can be a largely effective way of learning, taking strengths from each individual and combining it for model answers. In this session, learners will be split up into groups for part of the task, ‘As well as being an enjoyable activity in itself, this provides huge opportunities for learning. It requires that learners process the new material and make personal sense of it.’ (Petty 2009) From the cohort analysis, I am aware of who works well and encourages/motivates each other. The learners are aware of this themselves, and usually sit with the people/person they work well with. If people are distracted then I will take action by changing the group dynamics. In their groups they will discuss one of the triad of impairments from their prior knowledge and information given on a video. This shows that they can apply the knowledge they have gained the thought shower and video into a new situation. (Blooms Taxonomy – application of knowledge.) Once they have completed their group work, they will now share and discuss their ideas with the rest of the class, by sticking their A3 sheet of ideas on the board. (Think, pair, share.)Hand-out- All work sheets are on coloured paper (if possible), which aids any dyslexic learners without them standing out, as the whole class will have the same colours. ‘Everyone who can benefit from further education should be able to participate’ (John Tomlinson 1996) The PowerPoint presentation will be accessible on Moodle for future reference and revision purposes.Assessment for Learning- A past paper question will be asked in order to assess their level of understanding from the lesson. They will complete the question under exam conditions (no notes or talking, and timed) and peer mark the question. They will be given feedback on which is a model answer, and which isn’t sufficient, and I will collect in and monitor progress. It is imperative feedback is given (Black William, 1998).Plenary- All learners will participate in an interactive activity to assess and ensure learning has taken place (formative assessment.) Looking at the cohort analysis, and after a couple of lessons observing this group, I have noticed they work well as a whole class and enjoy interactive plenaries. The Deal or No Deal task will allow learners to gain feedback from the teacher, peers and feedback from themselves as they answer questions. It has been suggested that formative feedback has some of the most positive effects on learners. The greatest effect is on the weakest learners (Black and William, 1998) The group can become a little bit chatty and excitable when completing a group task, therefore I will need to manage the noise levels.Rewarding good behaviour and achievement allows learners to be respected and valued for who they are, how hard they have tried and what they have achieved and build up a mutual and trusting relationship between the teacher and learner, allowing the learner to feel safe and valued in class. This is expressed as ‘unconditional positive regard’ (Rodgers 1983)Try and make students feel good about themselves, even when you are criticising their work/ answer and trying to guide them onto the right path (two stars and a wish) Articulate the standards you have identified, i.e. elaborate what will actually happen in terms of teaching and learning activities against each standard, Do not just list or re-state the standards you have ticked off.You may group related standards together where they are addressed through one activity.Standard(s): AP 4.1 Use relevant theories of learning to support the development of practice in learning and teaching.Articulation: Use of Maslows Hierarchy of Needs. Proving a safe and comfortable learning environment, using praise to build up self- esteem on order to achieve self-actualisation. Blooms Taxonomy was also used applying the knowledge from the video clips and PowerPoint in the session to the group work on The Triad of Impairments.Standard(s): AP 4.2 Reflect on and demonstrate commitment to improvement of own personal and teaching skills through regular evaluation and use of feedbackArticulation: I write a reflection after every taught session. I plan to use De Bonos Thinking Hats after this session, using the feedback gained on the scales given to the class at the beginning and the end of the session.Standards(s): AP 6.2 Demonstrate good practice through maintaining a learning environment which conforms to statutory requirements and promotes equality, including appropriate consideration of the needs of children, young people and vulnerable adults.Articulation: This lesson meets the statutory requirements of a teacher required by Cronton Sixth Form College, meets the requirements of the examining body. The lesson filly includes all learners, and the cohort analysis has allowed me to be aware of individual needs and requirements.Standard(s): BP 1.1 Establish a purposeful learning environment where learners feel safe, secure, confident and valued. Articulation: Again this links to Abraham Maslows ‘hierarchy of needs’, providing a safe classroom environment, allowing for students to pass through all the stages to become self-actualised. Applying Rodgers ‘unconditional positive regard’ throughout the session, rewarding and praising good behaviour will allow for learners to feel valued and respected. Standard(s): BP 2.1 Provide learning activities which meet curriculum requirements and the needs of all learners. Articulation: The aims and objectives in this lesson were chosen in order to relate to OCR Psychology (3.2 AS Unit G542: Core Studies)The Learning Objectives are all differentiated, which will meet all learners various needs so ensure learning takes place. This links into Every Learner Matters.Standard(s): BP 2.4 Apply flexible and varied delivery methods as appropriate to teaching and learning practice.Articulation: There are many different delivery methods used for learning in this session, allowing for all types of learners to learn and achieve (VAK.) Such methods used are throughout the session are thought showers, questioning, practical hands-on activity, video clips, group work, peer assessment an interactive assessment activity.Standards(s): BP 3.1 Communicate effectively and appropriately using different forms of language and media, including written, oral and non-verbal communication, and new and emerging technologies to enhance learningArticulation: I will use various forms of communication during the session. Using theory on paralanguage to ensure my body language is open, e.g. no folded arms, eye contact and make sure I circulate the room so everybody feels included. I will have a steady pace, clarity and tone in my discussion and instruction (behaviourist). All meta-language used is listed on a key terms sheet to help with meaning of words, and the PowerPoint is clear and concise. I have implemented video clips on PowerPoint to keep up with emerging technologies, as oppose to me talking all of the time. This breaks up the lesson into chunks (cognitive theory) which makes them gain fulfilment and enjoyment out of the tasks (humanism)Standard(s): BP 3.3 Structure and present information clearly and effectively.Articulation: All information is presented on a PowerPoint, on hand outs and also read out so that it is clear for all students and their learning style. The lesson is all structured, differentiated and timed to allow for learning to take place in all learners. The presentation (including video clips) will be made available on Moodle for future reference and revision purposes.Standards(s): BP 5.1 Select and develop a range of effective resources, including appropriate use of new and emerging technologies.Articulation: The resources chosen for this session are varied in learning styles (VAK) and include all 3 theories of learning to ensure the lesson appeals to all, and doesn’t get monotonous. There is a PowerPoint presentation, group work, key words hand-out, a booklet to fill in whilst being accompanies by new and emerging ICT technologies. This includes video clips in the PowerPoint and an interactive Deal or No Deal Plenary.Standards(s): CP 1.1 Ensure that knowledge of own specialist area is current and appropriate to the teaching context.Articulation: I have ensured my knowledge of the topic autism is totally up to date and current. Figures and facts change yearly, so it is important to keep up to date. I have broken down my knowledge of Psychology from my degree to A level standard, so it can be inclusive to all learners, whilst still capable of stretching and challenging the more able learners.Standards(s): DP 1.2 Plan teaching sessions which meet the aims and needs of individual learners and groups, using a variety of resources, including new and emerging technologiesArticulation: This session meets the aims of the curriculum for this module, meets the schemes of work and is differentiated so that it is inclusive to all learners in this cohort (from Aspergers syndrome through to gifted and talented student). The resources compliment the plan and are varied in learning style and theory, whilst adopting new technology methods, such as interactive games for plenary in formative assessment.Standards(s): EP 1.3 Develop, establish and promote peer and self-assessment tools, including where appropriate, those which exploit new and emerging technologies. Articulation: This lesson will consist of them self-assessing their initial knowledge of autism, whilst continually self-assessing through the lesson. I will reinforce this with praise at correct answers and good feedback, and guide it through direct and non-directed questioning. Peer assessment will take place during the formative assessment (past paper questioning) Standard(s): EP 2.1 Apply appropriate methods of assessment fairly and effectively.Articulation: Directed and non-directed questioning is used; giving learners at all levels the opportunity to participate in the lesson. The Deal or No Deal formative assessment task allows all learne rs to participate, and makes assessing what they have learnt interactive and fun.

Care of Patients with Multiple Sclerosis Essay -- central nervous syste

Multiple sclerosis (MS) is an acquired demyelinating disease of the central nervous system (CNS) that typically is diagnosed in the second or third decade of life. Normally, nerves are enclosed in myelin sheaths that help facilitate transmission of nerve impulses within the CNS and the peripheral nervous system throughout the body. In patients with MS, the myelin sheath is damaged and eventually degenerates, causing patches of scar tissue called plaques or lesions to occur anywhere randomly on the myelin sheath (Ruto, 2013). This results in impaired nerve conductivity, which interferes with message transmission between the brain and the other parts of the body. As a result, impulse transmission is altered, distorted, short-circuited, or completely absent. This interference in impulse transmission creates muscle weakness, muscle imbalance, and possibly muscle spasms with partial or complete paralysis. Multiple sclerosis also can result in visual impairment and alteration of cogn itive abilities, as well as pain, numbness, or tingling sensations (Ruto, 2013). MS affects about 400,000 persons in the USA and approximately 2.1million worldwide. The average age of onset is between 20–40 years, although it can also occur in young children and in people aged 50 years and more. It is estimated that the direct and indirect healthcare costs of MS in the United States result in approximately $35,000 spent per year per patient. Multiple sclerosis affects women more than men (DeLuca & Nocentini, 2011). Case study patient J.S. is a 25 year old Caucasian female, admitted to the hospital after she experienced a seizure. J.S. has no hx of seizures in the past. Upon evaluation, J.S. complaint that for the past year she has experienced: blur... ... Physical rehabilitation, and pain management. Conclusion Multiple sclerosis is a serious disabling disease. Usually, the disease is mild, but some people lose the ability to write, speak, or walk. There is no single test for MS. Doctors use a medical history, physical exam, neurological exam, MRI, and other tests to diagnose it. There is no cure for MS, but there are drugs that slow the progression of the disease. As of now, there are eight drugs that have been approved by the Food and Drug Administration (FDA). A tremendous amount of progress has been made. Most of these drugs target only the early stage of the disease, not the progressive stages that are worse. Treatment often depends on which type of MS an individual has. References: Ruto, C. (2013). Special Needs Populations: Care of Patients with Multiple Sclerosis. AORN Journal, 98(3), 281-293. Care of Patients with Multiple Sclerosis Essay -- central nervous syste Multiple sclerosis (MS) is an acquired demyelinating disease of the central nervous system (CNS) that typically is diagnosed in the second or third decade of life. Normally, nerves are enclosed in myelin sheaths that help facilitate transmission of nerve impulses within the CNS and the peripheral nervous system throughout the body. In patients with MS, the myelin sheath is damaged and eventually degenerates, causing patches of scar tissue called plaques or lesions to occur anywhere randomly on the myelin sheath (Ruto, 2013). This results in impaired nerve conductivity, which interferes with message transmission between the brain and the other parts of the body. As a result, impulse transmission is altered, distorted, short-circuited, or completely absent. This interference in impulse transmission creates muscle weakness, muscle imbalance, and possibly muscle spasms with partial or complete paralysis. Multiple sclerosis also can result in visual impairment and alteration of cogn itive abilities, as well as pain, numbness, or tingling sensations (Ruto, 2013). MS affects about 400,000 persons in the USA and approximately 2.1million worldwide. The average age of onset is between 20–40 years, although it can also occur in young children and in people aged 50 years and more. It is estimated that the direct and indirect healthcare costs of MS in the United States result in approximately $35,000 spent per year per patient. Multiple sclerosis affects women more than men (DeLuca & Nocentini, 2011). Case study patient J.S. is a 25 year old Caucasian female, admitted to the hospital after she experienced a seizure. J.S. has no hx of seizures in the past. Upon evaluation, J.S. complaint that for the past year she has experienced: blur... ... Physical rehabilitation, and pain management. Conclusion Multiple sclerosis is a serious disabling disease. Usually, the disease is mild, but some people lose the ability to write, speak, or walk. There is no single test for MS. Doctors use a medical history, physical exam, neurological exam, MRI, and other tests to diagnose it. There is no cure for MS, but there are drugs that slow the progression of the disease. As of now, there are eight drugs that have been approved by the Food and Drug Administration (FDA). A tremendous amount of progress has been made. Most of these drugs target only the early stage of the disease, not the progressive stages that are worse. Treatment often depends on which type of MS an individual has. References: Ruto, C. (2013). Special Needs Populations: Care of Patients with Multiple Sclerosis. AORN Journal, 98(3), 281-293.

towards Vietnam

In 1961, under the President-ship of Kennedy, America took the middle path as considered to be the most conducive policy to solve crises in Vietnam. This middle path included sending of machinery and advisors instead of large-scale troops as was suggested in White Paper or as was being recommended by his advocators on a negotiation table. This decision proved futile as it accorded the increase in the chances of success of NLF.As more and more news began to pour in, tension arose in Kennedy’s government machinery and they escalated upon a plan of providing â€Å"Safe Hamlets† to the villagers developed by GVN. The main purpose was to segregate them from NLF, but this strategy too did not head to in any direction, as this resulted in alienating villagers further from the Saigon regime. This policy though helped GVN in reaching countryside yet ironically produced more cadres for the NLF. The years of war between 1963- 1968 in Vietnam were considered to be the years of Esca lation and Americanization.In 1963, as NLF was heading towards victory, Diem’s brother, Ngo Dinh Nhu, attacked Buddhist pagodas of South Vietnam; this resulted in massive protests on the streets of Saigon, and several Buddhist monks committed self-immolation. This made Kennedy to send in coup in the same year. But some of the Diem’s own generals in the Army of the Republic of Vietnam (ARVN) approached Kennedy seeking request to overthrow Diem and on 1st November 1963, Deim and his brother was arrested and then later killed.But after three weeks, President Kennedy too was assassinated at Dallas. At the time of his assassination, there were 16,000 advisors. Though Kennedy’s policy was not much successful yet he was able to continue his war with very little military intervention, but as soon as new president, Lyndon Baines Johnson took over, his conviction and policy made him to show world, the military might of America. He took the firm stand and urged for attaini ng more powers after the raid of DAV on two of US ships in the Gulf of Tonkin shook him.But looking at the strategies being adopted by Communists parties creating hindrances in the war as well as in the political efforts of United States, the Johnson administration too advocated what they termed as â€Å"cold blood† strategy- a war but with very little resources and little effect on their own nation. But this also proved futile, as this war created an adverse effect on their domestic front to the extent that Mr. Johnson was forced to think on the domestic consequences of his every major decision.In 1964, Washington had made all the plans to send all military strengths as retaliation to Tonkin Gulf incident. By 1968, situation became worse when DRV and the NLF led unified attacks on the most important southern cities, which were known as Tet offensive in the West; its main purpose was to coax Johnson to sit on for negotiations. Though communists were defeated in battle yet it was psychological victory for them. As Johnson was totally burdened by the heavy weight of war and secondly opposition from his home front made him take a decision that made all the exercises of previous Presidents futile.He decided not to support re-nomination of Democratic Party for president and was ready to go in for negotiations with communists to put an end to war. In 1968, secret negotiations were started to end the war but soon Republican challenger Nixon took over the charge of President-ship who professed to have a secret plan to put an end to war. But this secret plan was nothing else then the strategic moves of Lyndon Johnson. He began what was termed as process of â€Å"Vietnamization† to bring to the ears of his own force that no Vietnamese was fighting in jungles of Southeast Asia and dying there.This made the substitution of air wars over the American troops who returned home. Nixon increased the air attacks over DRV and for ground battle sent, ARVN. He also a ttacked Laus and Cambodia to put a barrier and an end to the communists supply routes and their safe sanctuaries. This was violation of the international rights of these countries. The air war had a little or no effect on Communists, but they continued with their efforts to make more and more demands in Paris. Though Nixon’s approach made critics quite but his repeated attacks as a protective cover for the retreat of American troops irritated U.S citizens and paved the path for the U. S. Secretary of State Henry Kissinger and DRV representatives Xuan Thuy and Le Duc to think on peaceful lines of Paris. Many owe the strategic failure to President Lyndon Johnson’s policies, as it was during his tenure that America saw most of casualties. But according to Jeffrey Kimball, President Nixon was responsible for these states of affairs. He wrote in his much thought provoking book â€Å"Nixon's Vietnam War 1998†, that President Nixon must be held, responsible and account able, for the failure.It was quite true that America made wrong assessment of the strong folds of North Vietnamese in their soil and tried to resolve the problem with military strength, which was in itself a wrong move. Kimball argued that when Nixon took over the office, he was aware of the fact that this war could not be won militarily yet he resorted for war because only by showing their might, they could force Hanoi into negotiations favorable to Nixon’s view of honorable peace. His statement was based on the United States interest at the international level and on owing to his reelection. 4 Accordingly they wanted to endorse the President-ship of Thieu.This device was a strategy to take America out of Vietnam on certain terms, but there were many uncertain in-linking parts like risk from China, several schemes of negotiations, effect on societies and Vietnamization etc, and all did not prove to be as effective as was supposed to be. He believed his political success to b e based on the mad man theory: the efforts to make his enemies think that his opposition for communism was so strong that he could go to any extent like put in maximum force that would not only be accordingly disproportionate in size but also extremely dangerous.5 Along with this, there was certain element of uncertainty, a policy forcing enemies to think on multitude lines on one subject to confuse them. The years, 1962 to1969 were the years of great dissatisfaction and American’s strategic misnomers on the Vietnam soils. Vietnam passing through the strategic influence of three American regimes only retaliated harsher. Though the Nixon policy also could not be considered as full success yet his strategy at least paved the path for both himself and Kissinger think that the best they could have done was to promise Thieu government a â€Å"decent interval† 6 of security once Americans would leave Vietnam.Bibliography Brigham, Robert, Battlefield Vietnam: A Brief History, PBS. org. , (1 March 2008) Daum, Andreas Gardner, Lloyd and Mausbach, Wilfried, America, the Vietnam War, and the World. Cambridge: Cambridge University Press, 2003. Kimball, Jeffrey, Nixon’s Vietnam War 1998, Lawrence, KS: University Press of Kansas, 1998.

How to Unblock Your Tear Ducts

If you are suffering from eye strain, dry eyes, or allergies, knowing how to unblock a tear duct at home may offer relief. Even if your tear ducts are not blocked, keeping your eyes properly lubricated helps stave off many minor eye ailments.   Nasolacrimal ducts, the medical term for tear ducts, are part of the bodys system for draining tears from the eyes. When tear ducts become blocked, it causes a backup of fluid in the lacrimal sac, which is highly prone to infection.   Symptoms   There are a few indications that you may be suffering from a blocked tear duct. If you have excessive tearing or there is a mucus or pus discharge from the eye, if the white part of your eye is red and swollen, or if your vision is blurred, a blocked tear duct may be the culprit. Recurring infections such as conjunctivitis  are also signs of tear duct problems.   While most blocked tear ducts do not require much more than the following simple home treatment, if you have these symptoms for a week or longer or if they continue to occur, consult your  medical professional. In some cases, a blocked tear duct is a symptom of a larger, more serious problem.   Who Is at Risk? Certain factors increase your risk of developing a blocked tear duct.  If you have chronic eye inflammation, especially from conjunctivitis or other infections, it is likely to affect your tear ducts. Older women tend to be at greater risk, as are those who have had eye or sinus surgeries. Some glaucoma medications can lead to blocked tear ducts as well.   How They Get Blocked Blocked tear ducts can result from a number of conditions. Some babies are born with tear duct abnormalities, most of which resolve themselves as they get older.   An injury to the eye or nose can disrupt the tear ducts function, and even something as small as dust stuck in the tear duct can cause problems. In rare cases, blocked tear ducts are caused by a tumor. Tear duct blockage also can be a side effect of chemotherapy treatments for cancer.   Unblocking Tear Ducts   To unblock your tear ducts at home, youll need some warm water and a clean washcloth or tea towel.   Pinch and rub your nose underneath the bridge.Place a warm, wet cloth over your eyes for 10 minutes.Repeat every 4 to 6 hours, if needed. If this treatment does not work and you are still having problems, it is a good idea to consult a medical professional. There are other ways to treat more serious cases of blocked tear ducts. Sometimes antibiotic drops or ointment may be sufficient, but if the problem persists, it may be necessary to irrigate the lacrimal sac, which can be done as an outpatient procedure in a doctors office. In cases where the blockage is severe and does not respond to other treatments, a surgery called dacryocystorhinostomy may be required to create a new tear drain between your nose and your eyes.