Literacy Programs for all Grade Levels Essay Example | Topics and Well Written Essays - 1000 words

Literacy Programs for all Grade Levels - Essay Example each individual learning has his or her own learning curve that is followed by the mind of each person. In this case, it should be recognized that each individual has his or her own pace of learning that must be carefully carried through in considering the different procedures that would help one get the grip of the most important lessons he need to know as he tries to be literate with his own language. 3 This is the reason why there is a continuous search for the best kind of literacy program that is general enough to serve all the needs of students from all grade levels. The generality of this program makes it much applicable both on the part of the teachers or the educators handling the students at school and also that of the parents handling the learning needs of their children at home. As noted earlier, children of different a... It could be noted how the mind of each child responds differently to the learning presentations provided by their instructors. For this reason, each child needs to reserve personal attention so as to assure that the subjects ought to be understood are to be given the right attention that they deserve. How could this be practically done The cooperation of the parents with regards the learning program set for their children is a very important factor to consider. This is perhaps the reason why many governments around the world settle for programs that directly involve the parents' participation that would likely increase the level of learning expertise of their children towards the understanding they need to have in connection with literacy and knowledgeable use of language.4 Presented below is a likely general program that could be used as a literacy enhancement procedure among different schools that handle different grade levels. DURATION ACTIVITIES SUGGESTED INSTRUCTIONAL DIRECTIONS REMARKS AND EXPECTATIONS 1 YEAR PROGRAM FOR ALL GRADES IN AN EDUCATIONAL INSTITUTION 1st Quarter Parent-Teacher Acquaintance Meeting Here, the teachers and parents would have either a group session meeting or an individual interview [whichever is much preferred by both parties]; this would provide both teachers and parents to have a better understanding on the level of learning that their children have. Likely, the connection they would be able to establish could help both parties in assessing the problems and possible issues that may occur during the one year learning schedule of the children. Through this particular step, it is expected that the teachers

Food Business and the Defence of Due Diligence Essay

Food Business and the Defence of Due Diligence - Essay Example The accused operator is required to establish beyond doubt that the proposed offence occurred due to the fault or negligence of a person, agency or organization that was not under one's direct control and that one thoroughly and credibly assured that the food items under question were checked to the extent of being reasonable (Food and Safety Act, 1990). The accused is also required to establish beyond doubt that he was totally oblivious of the fact that the proposed omission committed by him would amount to an offense under the Food and Safety Act, at some time in the future (Food and Safety Act, 1990). The court of law accepts the defence of due diligence to be valid if the accused food operator, conclusively proves and satisfies the above mentioned requirements and corroborates authentically that the food items under scrutiny were never meant to be sold under one's brand name or mark (Food and Safety Act, 1990). In an ideal scenario, resorting to the defence of due diligence by a food operator necessitates an unwavering compliance with the spirit of this provision in the Food and Safety Act, 1990, which was introduced after a widespread public outcry following the instances of the sale of contaminated and substandard food items in the UK (Lyddon, 2005). Basically the defence of due diligence

Anorexia Nervosa Patient Case Study

Anorexia Nervosa Patient Case Study For my six week clinical practice placement in an adolescent mental health unit I chose to focus my project on a 15-year-old anorexia nervosa patient. This disorder largely affects young women and is an extremely challenging problem to treat. I felt that working with an anorexia nervosa patient in this controlled environment, under the guidance and supervision of a mentor, would be a particularly good application of action learning because â€Å"action learning†¦ can rapidly develop critical skills.†[1] In particular I wanted to develop interpersonal skills necessary to communicate well with patients and colleagues, and learn to relate to any issues raised by my patient being a teenager. As I learn better from hands-on training than through just reading and discussion I felt this would a valuable use of my clinical placement. Anorexia nervosa patients often have low self-esteem and â€Å"a desire for achieving perfection in all the things they do†[2] – this was something I had to be aware of during the placement because it raises the problems with goal setting. With anorexia it is difficult to agree on goals with a patient because the main goal, from a health perspective, is weight gain, which they want to avoid.[3] The other issue is that the patient is 15-years-old. This fits the common case that many patients â€Å"seek therapy at the insistence of parents†¦ [so] the patient arrives at for the consultation poised to resist, anticipating the same pressures for change.†[4] These factors combine to make treatment extremely difficult: first, the patient is resistant to change; second, the patient specifically wants to avoid weight gain, which is the main goal; third, if you can get the patient to agree on a goal they might feel anxiety because of their perfectionism, leading to mo re controlling behaviour – i.e. trying to lose weight. My mentor was especially helpful in highlighting some of these points to me with regards to the patient, and helping me think about ways we could deal with them clinically. In my last placement I did a training course in cognitive behavioural therapy (CBT) and my mentor and I felt this could be useful. There is extensive clinical evidence supporting the use of CBT in treating anorexia nervosa[5] and â€Å"once the disorder is initiated, it is the cognitive self-reinforcement that becomes the key factor in regulating it.†[6] We agreed that since cognitive behaviour is key to the illness it has potential to break the negative thought cycle. I used clinical guidelines to understand more about the possible benefits of CBT for anorexia nervosa. One item of interest is that: â€Å"The CB approach has two particularly valuable sources of flexibility and creativity applicable to the issue of engagement. These are structured assessment and models of resistance†¦ structured assessment can be very helpful in developing an in-depth understanding surrounding resistance to services.†[7] With the guidance of my mentor and other clinic staff I worked on my assessment skills with the aim of engaging this particular patient. Unfortunately, in the course of my six week placement the patient proved very difficult to engage with, perhaps because â€Å"change involves a patient giving up a cherished and valued state.†[8] If this had been in an unsupported setting I would have found this very discouraging and probably would have doubted my methods. However, through using the learning side of the process I found that â€Å"motivation and engagement are commonly poor or ambivalent in patients with eating disorders, particularly anorexia nervosa†[9] and that â€Å"patients with anorexia nervosa react to stress both in childhood and adulthood with a helpless style of coping and a tendency to use avoidance strategies.†[10] These findings showed that I was dealing with a widespread problem, not something specific to my patient. This insight, and the supportive atmosphere from the other clinical staff, helped me keep my focus on the patient, and not think of the challenges as personal failings. In the space of six weeks I didn’t have time to work through these issues with this particular patient, but the action learning process gave me the confidence that I would be able to address them in future. It also put in perspective that the patient continued to lose weight. That is obviously not the outcome desired but knowing that: â€Å"70 percent of the [eating disordered] subjects for CBT remained symptomatic†[11] assured me that this is also a common problem. During the placement my mentor and I discussed these problems and talked about different methods that might be useful to overcome them. One area I decided it was important for me to focus on is relational skills with patients. With anorexia nervosa, especially, â€Å"the interpersonal process†¦ needs to take this ambivalence or indeed resistance into account. The skills of motivational interviewing are invaluable.†[12] We also talked about the possibility of using other types of therapy along with CBT. Most of the clinical data supports CBT as effective, but there have been some studies that show family therapy can be beneficial[13], which we thought might be a useful avenue to explore since the patient is 15. However, my mentor cautioned me that family difficulties often lie at the root of eating disorders and suggested I check some literature. I found out that â€Å"women with anorexia nervosa typically describe both their parents negatively†¦ and women with eatin g disorders described their parents as typically unsupportive of their independence.†[14] This would suggest treating family therapy with caution. It could be that patients come from genuinely unhappy families, or it could also be that anorexia nervosa patients resent their parents’ perceived intrusion of trying to make them eat as an attack on their independence. I’m glad my mentor raised this issue, because it made me realise that before using additional therapies you need to consider patient history and resistance, and you also need to understand the reasons they might not want to do a particular therapy, to allow you to make the best decision about treatment options. During the placement there was a good mix of clinical work and theory. I found my relationship with my mentor was the most important element during my time working with the patient, as they modelled good patient care and helped me reflect on my own work. They emphasised to me that â€Å"reflection is important within formal professional courses†¦ and for demonstrating work-based learning,†[15] which is something I probably wouldn’t have really thought about without their guidance. One of the possible weaknesses of action learning, according to some practitioners, is that: â€Å"where real work and learning are explicitly associated, the excitement, significance and immediacy of the action element can often submerge the learning element.†[16] I can see how that could happen in a busy clinical setting – for example an AE department – but I felt that within the setting of the mental health clinic there was adequate time for learning and there was a chance to access books, clinical guidelines and advice from the staff. As a result of what I learned during my project my development goal is to practice my therapeutic communication skills and make an effort to get feedback on them. This placement made me see how important interpersonal skills are, as well as the different challenges. In working with my patient I felt lack of engagement was one of the biggest difficulties, and led to an unsuccessful outcome in the short term. Developing strong therapeutic communication skills is a way to overcome resistance to treatment. Using the listening skills of therapeutic communication will also help understand the patient’s needs and challenges related to treatment – such as possible family issues in anorexia nervosa. It was somewhat discouraging to not see a better result with this patient, but the placement taught me that: â€Å"in Action Learning the emphasis is on the courageous struggle to act and understand; not on short cuts and quick fixes†[17] and I think that knowledge will enhance my confidence as I approach the challenges of improving my communication skills and taking forward what I learned. Bibliography Bennett-Levy, J., Butler, G., et al., Oxford Guide to Behavioural Experiments in Cognitive Therapy, Oxford University Press, 2004 Bulman, C. and Shutz, S., Reflective Practice in Nursing: The Growth of the Professional Practitioner, Blackwell Publishing, 2004 Cassidy, J. and Shaver, P., Handbook of Attachment: Theory, Research, and Clinical Applications, Guilford Press, 2002 Costin, C., The Eating Disorder Sourcebook: A Comprehensive Guide to the Causes, Treatments, and Prevention of Eating Disorders, McGraw-Hill Professional, 2006 Garner, D. and Garfinkel, P., Handbook of Treatment for Eating Disorders, Guilford Press, 1997 Grant, A., Mulhern, R., et al., Cognitive Behavioural Therapy in Mental Health Care, SAGE, 2004 Marquardt, M. and Callahan, M., Action Learning, American Society for Training and Development, 1997 Newell, R. and Gournay, K., Mental Health Nursing: An Evidence-based Approach, Elsevier Health Sciences, 2000 Norman, I. and Ryrie, I., The Art and Science of Mental Health Nursing: A Textbook of Principles and Practice, McGraw-Hill International, 2004 Pedler, M., Action Learning in Practice, Gower Publishing, Ltd., 1997 Footnotes [1] Marquardt, M. and Callahan, M., Action Learning, American Society for Training and Development, 1997, p. 13 [2] Bennett-Levy, J., Butler, G., et al., Oxford Guide to Behavioural Experiments in Cognitive Therapy, Oxford University Press, 2004, p. 267 [3] Ibid, p. 95 [4] Garner, D. and Garfinkel, P., Handbook of Treatment for Eating Disorders, Guilford Press, 1997, p. 99 [5] Garner, D. and Garfinkel, P., Handbook of Treatment for Eating Disorders, p. 95 [6] Ibid, p. 106 [7] Grant, A., Mulhern, R., et al., Cognitive Behavioural Therapy in Mental Health Care, SAGE, 2004, p. 149 [8] Newell, R. and Gournay, K., Mental Health Nursing: An Evidence-based Approach, Elsevier Health Sciences, 2000, p. 253 [9] Bennett-Levy, J., Butler, G., et al., Oxford Guide to Behavioural Experiments in Cognitive Therapy, p. 282 [10] Newell, R. and Gournay, K., Mental Health Nursing: An Evidence-based Approach, p. 247 [11] Costin, C., The Eating Disorder Sourcebook: A Comprehensive Guide to the Causes, Treatments, and Prevention of Eating Disorders, McGraw-Hill Professional, 2006, p. 118 [12] Norman, I. and Ryrie, I., The Art and Science of Mental Health Nursing: A Textbook of Principles and Practice, McGraw-Hill International, 2004, p. 463 [13] Ibid, p. 467 [14] Cassidy, J. and Shaver, P., Handbook of Attachment: Theory, Research, and Clinical Applications, Guilford Press, 2002, p. 508 [15] Bulman, C. and Shutz, S., Reflective Practice in Nursing: The Growth of the Professional Practitioner, Blackwell Publishing, 2004, p. 30 [16] Pedler, M., Action Learning in Practice, Gower Publishing, Ltd., 1997, p. 229 [17] Ibid, p. 32

Federalists :: American History, Madison, Factions

James Madison was a very intelligent man and was one of the forefathers for our country. In Madison’s Federalist Paper Number 10 he describes the need to control factions in the United States and how the government is to do so. The Federalist papers are a key point in describing how to control â€Å"factions† that are so dangerous to the young government, or so Madison feels. In Madison’s paper he clearly lays out his idea on the sources of factions, his feelings on democracy versus a republic, and how to control factions. To Madison factions, or groups of citizens with mal-intent for the new government, are a threat to the new government and it is impossible to find an acceptable remedy. Madison considers both liberty and the idea of having opposing opinions to be the key sources to factions. This also proves to be the reason why factions can never be eradicated completely. To Madison there are â€Å"two methods of removing the causes of faction: the on, by destroying the liberty which is essential to its existence; the other, by giving to every citizen the same opinions, the same passions, and the same interests.†(pg. A21) Of course both of these ideas are completely preposterous because they are impossible to be had. Removing liberty in the words of James Madison would be â€Å"worse than the disease† (pg. A21) because of the pure fact that to abolish liberty would be to abolish everything fought for in the American Revolution. Madison compares liberty to air in that removing it would rid of the fire, factions, but also kill every life, so basically it is a lose-lose situation. The latter idea of Madison is to basically have everyone think in a homogenous manner, which of course is impracticable. As Madison puts it â€Å"As long as the reason of man continues fallible, and he is at liberty to exercise it, different opinions will be formed† (pg. A22) Men will always have a difference of opinion because we are always influenced by reason and self-love. Madison continues saying that the causes of factions are â€Å"thus sown in the nature of man† (pg. A22) and all we can do is try to control factions but it is impossible to rid of them completely. The federalist paper continues on to Madison’s feelings about having a democracy versus a republic and which he feels is a better decision. Federalists :: American History, Madison, Factions James Madison was a very intelligent man and was one of the forefathers for our country. In Madison’s Federalist Paper Number 10 he describes the need to control factions in the United States and how the government is to do so. The Federalist papers are a key point in describing how to control â€Å"factions† that are so dangerous to the young government, or so Madison feels. In Madison’s paper he clearly lays out his idea on the sources of factions, his feelings on democracy versus a republic, and how to control factions. To Madison factions, or groups of citizens with mal-intent for the new government, are a threat to the new government and it is impossible to find an acceptable remedy. Madison considers both liberty and the idea of having opposing opinions to be the key sources to factions. This also proves to be the reason why factions can never be eradicated completely. To Madison there are â€Å"two methods of removing the causes of faction: the on, by destroying the liberty which is essential to its existence; the other, by giving to every citizen the same opinions, the same passions, and the same interests.†(pg. A21) Of course both of these ideas are completely preposterous because they are impossible to be had. Removing liberty in the words of James Madison would be â€Å"worse than the disease† (pg. A21) because of the pure fact that to abolish liberty would be to abolish everything fought for in the American Revolution. Madison compares liberty to air in that removing it would rid of the fire, factions, but also kill every life, so basically it is a lose-lose situation. The latter idea of Madison is to basically have everyone think in a homogenous manner, which of course is impracticable. As Madison puts it â€Å"As long as the reason of man continues fallible, and he is at liberty to exercise it, different opinions will be formed† (pg. A22) Men will always have a difference of opinion because we are always influenced by reason and self-love. Madison continues saying that the causes of factions are â€Å"thus sown in the nature of man† (pg. A22) and all we can do is try to control factions but it is impossible to rid of them completely. The federalist paper continues on to Madison’s feelings about having a democracy versus a republic and which he feels is a better decision.

Shall I Compare Thee To A Summer’s Day Reflection

In Shakespeare’s sonnet, â€Å"Shall I Compare Thee to a Summer’s Day,† Shakespeare compares a warm summer’s day to the woman he loves. In the beginning two lines of the poem, he makes his first comparison saying â€Å"Shall I compare thee to a summer’s day? Thou art more lovely and more temperate,† meaning Shakespeare is not sure if he should compare the woman he loves to a summer’s day because she is more lovely and more constant.He explains in the next two lines about how summer has flaws like the rough winds shake the beloved buds of may and that summer is to short, and he makes the point that the woman should not be compared to a summer’s day because in his eyes, she has no flaws. After, Shakespeare also explains how everything beautiful will loose beauty eventually due to nature’s course.In the two lines following to those above, he explains how her beauty and youth will never fade because he will always find her be autiful, no matter what effects nature’s course has on her. Showing his love for this woman, Shakespeare elaborates in his poem that Death will never claim her for ‘his’ own because she will always be his. Notice how Shakespeare makes death look like another person and how he explains how no one else could ever have her.That’s a perfect example of his unique figurative language. With the final couplet, â€Å"So as long as men can breathe and eyes can see, So long lives this and gives life to thee,† Shakespeare shows his true affection and his declaration of love for the woman he loves. It changes the pace of the poem by explaining that she can never die because she will live on forever in this poem, not comparing her to a summer’s day.

Animal Farm †Book Report Essay

Animal Farm talks not only about the corruption of rebellion and revolt by its leaders but also how wickedness, indifference, ignorance and greed influence it. It illustrates immoral leadership, a flaw of revolution. It also depicts how ignorance and indifference to problems within a rebellion allows terrible things to happen if a smooth transition to the people’s government is unsuccessful. Old Major, the old boar on the Manor Farm, summons all the animals on the farm to a meeting, where he compares the humans to parasites and teaches the animals a revolutionary song, ‘Beasts of England’. When Major dies three days later, two young pigs, Snowball and Napoleon, assume command and turn his dream into a philosophy. The animals revolt and drive the drunken and irresponsible farmer Mr. Jones from his farm, renaming it â€Å"Animal Farm†. Animal Farm symbolizes Russia under the Communist Party rule. But more generally, Animal Farm stands for any human society- capitalist, socialist, fascist, or communist. It possesses the structure of a nation with a government (the pigs), a police force (the dogs), a working class (all the other animals), along with state holidays and rituals. Its location in the middle of a number of hostile, neighboring farms supports its symbolism as a political system with diplomatic concerns. Overall, Animal Farm was an amazing book with an incredible sense of morality and had several important themes. The author, George Orwell, displayed his theme in an interesting and entertaining way. I learned that one person’s (or pig’s-in this situation) greed and ignorance can lead to disastrous consequences.