Management Of Pressure Ulcers Among Chronic Care Patients Dissertation

Management Of Pressure Ulcers Among Chronic Care Patients - Dissertation Example Continued pressure on one part of the body may cause these pressure ulcers to manifest; and with continued neglect and without any medical and/or nursing intervention, these pressure ulcers can progress to their more serious stages. With adequate and appropriate nursing management, these pressure ulcers can however be prevented and treated. This paper shall discuss the various nursing management methods for pressure ulcers among the adult chronic care patients. This paper shall consider the risk factors for pressure ulcers and the different stages of the progression of this medical problem. It shall discuss the specific nursing management measures which can be applied in order to prevent the appearance and the progression of pressure ulcers among adult chronic care patients. This paper is being carried out in order to establish clear standards in the management of pressure ulcers. This topic was chosen because of this student’s current involvement with adult care practice, wit h much attention given to chronic care patients and the different issues they experience as long-term patients. Much attention needs to be given again to chronic care because these are domains of nursing practice which often calls for the most hours spent by nurses. Pressure ulcers in this paper shall be defined as â€Å"a lesion caused by unrelieved pressure with damage to the underlying tissue† (Mauk, 2009, p. 501). Adult chronic care patients shall refer to adult patients, aged 18 years and above suffering from chronic conditions (prolonged period of time). These chronic conditions are diseases or medical conditions which often persist for prolonged periods; they include conditions like paralysis, fracture, coma, cancer, osteoarthritis, and spinal injury. With these considerations, this paper aims to establish the different methods of managing pressure ulcers among elderly chronic care patients. Specifically, it shall discuss the different ways of preventing the appearance of pressure ulcers among patients at risk for pressure ulcers. A review of studies in relation to the current topic shall be undertaken in different databases including the library catalogues, research indices, the internet, and similar databases such as Medline, CI NAHL, and the Royal College of Nursing. Library searches shall be carried out by using library catalogues and search databases. Books and journals, as well as news articles shall be reviewed with particular focus on the keywords: nursing management and pressure ulcers. Internet searches shall include database searches using keywords nursing management and pressure ulcers, pressure sores, and decubitus ulcers. Relevant materials shall be set aside for further review. Materials which shall be included in this review shall be studies published from January 2000 to January 2011. Those which discuss the nursing management of pressure ulcers or sores shall be considered for this research. The credibility of these authors as well as their publishers shall also be reviewed. Those which discuss pressure ulcers among the elderly shall also be included in this paper. These parameters shall help provide inclusion criteria for this study. Main body Pressure ulcers are serious medical issues invo lving vulnerable patients. According to the Ministry of Health or MOH (2001, p. 6), incidents of pressure ulcer register at a rate of 5% to 16% among in-patients. It is therefore important to prevent this condition in order to avoid its worsening and progression into deeper skin layers. These pressure ulcers are assessed and described at different stages. For the sake of

My Diary Napoleon Essay Example | Topics and Well Written Essays - 750 words

My Diary Napoleon - Essay Example The friendship had grown, without considering nationalities, language or even cultural milieu. The fact that I was a descendent of Napoleon Bonaparte did not accentuate or deter our friendship in any way. Today, I finally met Takimori and his sister, Tomoe. Takimori is a very obedient brother. His sister did not particularly favour my presence. and my friend obeyed. Nothing would stop me from appreciating his obedience and still considering him my close pal, in spite of distances. After all, circumstances twist our lives. I will have to look for shelter elsewhere in the Japanese land. Nonetheless, the world is my home! The first friend I made today in this beautiful city, is a creature that is going to accompany me through my journey. This four-legged loyal creature is my closest friend today, and will be one. The very fact that my friend is considered the most loyal creature, gives me a high. We intend to remain this way. I also met a beggar. The poor old chap was really lonely and looked down upon. He kept narrating interesting anecdotes and I felt humbled at the knowledge he possessed and his innate nature. Here's an end to my second day, the beautiful world of dreams beckons me! DAY 3 My third day in this beautiful country was quite an adventurous one. As I kept exploring and travelling with my companion, I checked in to a hotel called the Love hotel. I liked the name, it was so symbolic of the various forms of love we encounter in this world. This world is full of love and joy, trust and care. A mother's love, a sibling's love, a friend's love, a spouse's love.love comes in many forms. It simply embellishes this world and our lives, binding us together and helping build lifetime bonds. It was at this place, that I came across a lady in a disheveled state . She was intent at escaping and rushing out, but seemed to be scared. I helped her escape, since she was completely distressed. She tried running away and shying away, but I certainly tried my best to help her out. However, this angered the hotel management and they turned me out. Back to square one, my loyal companion and I have become the guests of nature this night! Day 4 The very lady whom I helped yesterday, bumped into me today. She was thankful for the help done, that she offered me food and also took me to an old fortune teller. This is the way the world functions. Goodness is spread everywhere and comes in some form, to one's rescue. Tired, as I am today, I shall continue the rest tomorrow! Statement The very purpose of initiating the journal of Gaston, from the day he arrived at Japan, is to highlight the chronology of events that take place. The biggest setback that one can receive when one trusts a friend and goes on to meet the person, is not being invited with open arms and to feel the bruise of being judged on the basis

Human resource management in UK government Essay

Human resource management in UK government - Essay Example The financial stringencies of recent years have combined with growing anxieties about seemingly inflated local authority staff numbers to persuade local authorities to make increasing efforts to make better use of their existing staff, in order to reduce demands for extra posts. The pressure imposed by compulsory competitive tendering to reduce labour costs in order to retain service contracts within the local authority have also produced major changes in human resource management in local government (Fenwick, Shaw and Foreman, 2003). Since a long time, methods of improving human resource management and establishment control have expanded greatly in UK. Work study and organisation and methods techniques have developed rapidly. Computers have made the task of collecting, storing and analysing human resource records easier and quicker, a development which alarmed some trade union leaders because of the fear of job losses, as well as possible threats to privacy. In 1984 the Data Protection Act both improved the legal protection of confidentiality and gave data subjects the right to see information held about themselves on computers and correct it where it is inaccurate (Elcock, Stephenson 1996). The development of these and other new management techniques led the Fulton Committee to urge the speedy development of systematic human resource management in the civil service. Similarly, the Bains Committee (1972) urged local authorities to recognise that: The human problems of management in local government are in no way different from those in industry or the civil service. The resources devoted to the solution and more important the prevention of those problems in local government are in our view generally inadequate. (Bacon, Eltis, 2001) Local government had not, in the Bains Committee's view, made adequate use of the techniques available for improving its efficiency in the use of personnel. However, concern about human resource management is relatively new in local government. In the mid-1960s, the Mallaby Committee was charged with investigating the staffing of local government and its report was hardly a recipe for a radical change of approach to human resource management. In the chapter devoted to this subject, the committee made frequent references to the previous inquiry into local government staffing carried out by the Hadow Committee and it did little more than endorse the recommendations of the earlier committee. Thus the Hadow Committee had recommended that local authorities should create establishment committees responsible for human resource matters, including controlling the size of the authority's departments and vetting requests for new posts. This was establishments work as traditionally understood in the public services: a concern to restrain the size of departments and ensure that new posts are created only when they are absolutely necessary. The establishments committee should be advised by the authority's clerk, a member of whose staff should take responsibility for human resource matters. This approach was largely supported by the Mallaby Commi

Assessing Your Company for Noble Cause Essay Example for Free

Assessing Your Company for Noble Cause Essay In the past few years, dramatic change has been observed in the ways that are being used for completing a job, as it is not difficult to find and keep great employees in the company. An overall shift in workplace values has been raised, which is a fact, and which, has changed the ways that were used to perform and complete the work by the employees. In this regard, it is very important to understand the abovementioned shift, in order to build a strong company, while saving on the payroll. Some other factors have played a vital role in changing the attitude of these employees, as well as, their values in the company. The trend of global market is one of the factors, by which, the position of potency of the employees have been strapped securely. In addition, worker empowerment and change in demographics have also played a crucial role in thrusting so-called knowledge workers in the front seats of the company. The need of a better work and life balance has also tends the career to be sacrificed by the employees in this determination. Traditionally, turnover has been stemming by the offering of incentives, such as, promotions, raises, etc. by the companies. However, a more organic crop of incentives has been turned by the human resource directors forcefully. Some of the reasons of this change have been the global competition and wages, which have rise significantly in the past years. In addition, hierarchies have collapsed and the promotion pool has shrunk in these years. Wise companies will not let any short-term downturn alter their efforts to become one of the most desirable places to work† as suggested by a West Coast-based retention strategist and speaker, John B. Izzo. (Withers, 2001) Demographics cannot be changed by the human resource directors. However, the employer-employee power dynamic, which is being affected by the fourth factor, can be responded by the companies today. Lines are now being drawn in the sand, as an increment has been observed in the risk of burnout tenfold by the working of longer hours and less leisure time of the employees. In this regard, a pace of change unprecedented in history is being faced by the workers in companies. It has been observed that self-identity is being tied up with the work identity by today’s workers, as shown in different studies. Instead, work and leisure is being tried to balance with the help of different ways that are being explored by these workers. In this regard, shifting of the values of these workers has been observed discernibly. The ways are intensifying, which are being implemented by the workers, in order to achieve their personal goals. In this regard, great staff is being found, kept, and engaged with the help of following strategies: Practical situations and offers should be made to the employees with the regard to the improvement and enhancement of their work and life balance. A sense of a deeper cause should be promoted for the employees. Different opportunities related to the professional development and growth of the employees should be offered. Employees should be treat like partners rather than treating them as servants. A community should be created in the workplace, in order to help workers in their office work, as well as, their homework. Trust should be rebuilt with the workers in every way. Suggestions for Companies An initial assessment has been designed from the following statements regarding the way an organization and its departments are doing in response to the procedures of search for employees with perspective of a noble cause. Thinking will be guided from this assessment, however, no definitive quantitative appraisal will be provided by it. A scale has also been provided to asses the statement regarding your work environment. The deeper meaning of the product or a service has been described by a statement of the company. For instance, human life has been improved and preserved, people are made happy at home, etc. (It ‘Yes’ is the answer, but, it is rare, then 1 point should be assigned. If the statement is real and applied often, then 3 points should be tallied). Company provides opportunities regarding the different volunteerism and community services to the employees. (If the opportunities have been provided by the company, then 1 point should be given. If training and encouragement is given to the employees, then 2 points should be given. If payment is given to the employees who participate in these activities, then give 3 points) . The people are inspired by higher ethics, in order to perform the right thing with the help of a set of values in the company. (If a set of values is in the organization, but it is rarely applied, then give 1 point. If these values have been employed, and ensuring methods have been implemented, then 3 points should be given. If such a statement is in the company, but the values are not observed by the company, and it has become a joke for the employees, then subtract 2 points) . In the community, a reputation regarding the commitment has been gained by the company with regard to the larger community. (one point) . Profits are not considered the only way of presenting the results of the company. However, the people who have been impact by the services of the company are often presented during large company meetings. (If these habits are performed by the company, then 1 point should be given. If services are given stronger preference over profits, then 3 points should be given) .

Effectiveness of Active Learning Over Passive Learning

Effectiveness of Active Learning Over Passive Learning In this study, there has been a thorough examination and careful observations which show, that within passive learning although a primitive form of learning there is also some kind of active learning taking place. There is no clear difference between the active and passive learning and there is some kind of active learning taking place within the passive learning which is unconsciously being ignored. In reality, active learning is the measurement of the extent to which the learner is challenged to use his or her mental abilities while learning. The effect of various teaching and learning strategies show the clear impact of active forms of teaching and learning techniques on higher level students but there are still some factors that are posing a great barrier to active learning at secondary levels. These barriers involve curriculum, content, teaching pedagogy, school and classroom environment, behaviour, social factors and new electronic media (mobiles and social networking sites) be ing the worst. In order to create a better active learning environment within secondary schools, there is strong need for giving more autonomy to teachers within the classes. There are also some factors which have been discussed that could influence the students involvement within the classes which also hinders the active form of teaching and learning. There is also a need to realise that there are several teaching and learning styles that one could use to gain same learning skills that are again ignored unconsciously. Each and every learning activity has a different processes that could initiate the active form of learning within the brain even though they are regarded as active or passive learning in the real world. Teachers also have to realise that there are some students who prefer to learn through a passive style of learning as opposed to an active style of learning which may hinder them in a number of ways. Context: I have been teaching in a comprehensive girls school where 70% of the students are from an Minority Ethnic Background. The school accommodates over 1000 students with over 100 teachers from diverse back grounds. I was initially covering for a member of staff, when the position became vacant and I applied and was appointed to the post. The problem arose when I began teaching MFL as there had been a tendency of learning through passive teaching over a number of years. The behaviour in general of the pupils was good with some odd occasions of bad behaviour. There was a mix tenedency and attitude towards innovation and active learning by the students and the language faculty. The majority of my students were from an ethnic background, learning to improve their Urdu language. The major problem students faced was in relation to reading and writing skills because of the alien nature of the writing style of Urdu language. The students speaking and listening skills were very good due to their social environment and the electronic media around them. There is a huge difference between two sets of skills and it is very hard to correlate most of the time. There were students who were forced to learn Urdu by either parents or their peers and were there without any love or passion for the subject. Also the students were not willing to accept the new changes such as the new teacher, teaching style and the presence of opposite gender within their classes. There was a change within the school at management level and was a move towards a change in teaching methodology and assessment. The higher management was trying to implement the OFSTED lesson observation criteria throughout the school. The behaviour management system also went under changes and some staff members had problems in understanding and implementing them within the classes. Alongside these factors there was a huge task of assessing the pupils within all the four essential skills within MFL (Listening, speaking, reading and writing). I had few lesson observations that did not go well because of the behaviour problem and by being defensive as I was teaching more passively than active. I had implemented various strategies within the class of which some worked very well and some of them were disaster. One of them was the introduction of the active form of learning and teaching upon which some classes appreciated the new strategies and techniques where as some gave an insight of the problem that could arise when introducing the active form of learning and teaching within the classes. Analysis of Problem: Active learning is probably more striking for learners than passive forms of leaning. Learners are supposed to be more motivated and interested when their mental activity is challenged and when they can make decisions about their own learning. The retention capabilities are also greater in case of active learning as compared to passive learning as per figure 1.By being involved in some of the decisions related to their own learning the learners can connect to their prior knowledge and their needs more optimally. As a consequence, they will learn all the kinds of valuable skills, such as social skills, decision making skills and taking responsibility. In addition, by finding out things independently, they can follow their own interests and motivation. In reality, active learning is the measurement of the extent to which the learner is challenged to use his or her mental abilities while learning. The passive learner does the same in less content as passive learning is mainly involved in the initial phases where as active learning enhances the passive learning. There are various types of learning skills that could structure the focus of process-oriented instruction such as cognitive skills, meta-cognitive skills and affective-motivational skills. (Simon et al, 2000). The cognitive skills involve deep learning strategies like comparing, overview skills like summarising, criticising and structuring, reviewing and generalising, schematising, and transfer skills like considering potential and essential conditions of use. Meta-cognitive skills involve planning of times and planning for leaning, realistic goal setting, orientation on goals and outcomes, regular inspection and testing and finally restarting and reflection on process and outcome. There are two main types of communication which occurs within the class named one way and two way communications. Within One-way communication, Listener has little or no opportunity to respond straight away and directly. A teacher must make assumptions about the listeners skill level, prior training, and understanding of the material being communicated. Therefore, errors like the following could be made by the teacher: making the material too difficult, making the material too simple, making assumptions which are not fully shared by the audience, thus making it impossible for them to understand what is being said. Other characteristics: faster transmission less accuracy, potential lack of common vocabulary. Within Two-way communication, there is a flow of information among and between individuals. Because of the opportunity for immediate feedback, many of the assumptions that one makes under one-way communication about skill level, prior training, and understanding of the material being communicated get tested immediately. Other characteristics: slower transmission, greater accuracy, time to develop a common vocabulary. According to Bergquist et al (1975), Psychological effects of one-way communication on students. Frustration the student cannot easily communicate or ask for clarification of teacher information. Apathy a lack of involvement and interest in what is going on. Fear students dont want to talk in front of the group for fear of being put down or for fear of making the teacher angry. Dependence students expect the teacher to give all the necessary information. Most become unable to judge the value of the information. Hostility and/or aggression-they may cheat or quit coming to class Three other learning styles are more likely to result in classroom participation; they are: Collaborative: This style is typical of the student who feels he can learn the most by sharing his ideas and talents. He cooperates with teachers and peers and likes to work with others. He sees the classroom as a place for social interaction as well as content learning. Participant: This style is characteristic of the student who wants to learn subject content and likes to go to class. He takes responsibility for getting the most out of class and participates with others when told to do so. He feels that he should take part in as much of the class related activity as possible, but he does little that is not part of the subject outline. Independent: This response style is characteristic of the student who likes to think for himself. He prefers to work on his own, but he will listen to the ideas of others in the classroom. He learns the content he feels is important and is confident in his learning abilities Research shows that students do not have just one style but that instead they have several in varying degrees and in various situations. It is not necessary to have a battery of psychological instruments to assess these styles, since an awareness of your students behaviours will give you clues as to which ones are operating. A more formal way of obtaining this information is to give each student the description of the various learning styles (without the descriptive word) and ask them to rank the styles on a scale of most and least like them. A tabulation of that information may give you useful information about the predominate learning styles in your classroom. (Bergquist et al, 1975) Students exhibit a number of learning styles in their approach to the classroom. Three that are related to a lack of involvement are: Avoidant: This response style is typical of a student who is not interested in learning subject content in the traditional classroom. He does not participate with students and teachers in the classroom. He is uninterested or overwhelmed by what goes on in the classes. Competitive: This response style is exhibited by the student who learns material in order to perform better than others in the class. He feels he must compete with other students in the class for the rewards of the classroom, such as grades or teachers attention. He views the classroom as a win-lose situation where he must always win. Other students are unlikely to join this student in participation because of the win- lose nature of the interaction. Dependent: This style is characteristic of the student who shows little intellectual curiosity and who learns only what is required. He sees teachers and peers as sources of structure and support. He looks to authority figures for guidelines and wants to be told what to do. Consequently, this student is unlikely to initiate or have much that is original to say in class discussions Analysis of Intervention (Solution): Learning to collaborate and learning from collaboration means acquiring skills like dividing tasks between group members, leading a group, learning together, monitoring group progress, defining group goals and group learning goals, negotiating and co-structuring knowledge, coordinating cognitive and social communicative actions and creating a supportive collaborative climate (Simon et al, 2000). Another important factor is the ability to regulate own learning which is the regular increase of independence in thinking and learning through systematic scaffolding. Simons and Zuijlen (1995) have suggested the following sequence: working independently, Learning strategically and self directed learning. When working independently the learning goals, the learning strategies, the time and place of leaning, the way of testing and feedback is determined by the teacher or learning environment. Students just have to fulfil assignments and learning will occur if and when they obey. (Simon et al, 2000) When learning strategically, students should have freedom of choice related to the learning strategy such as what kinds of learning approach to take, when and where learning will take place. In self-directed learning students have more freedom even though the learning goals remain under teacher control and for example with respect to choice goals, self testing and or feedback/judgement procedures. As described by the Simon et al (1995), In the beginning stages of any learning the simpler forms of independence should occupy more time than the more complex ones with a gradual increase of time for more complex forms. Whereas more complex forms of independence can regulate and only be practiced with respect to themes where one has relative high level of expertise. Simply there should be more independent work with some strategic learning relating to topics at beginning stages which will provide more room for strategic learning, also in relation to less familiar topics and some room for self directed learning about familiar topics. More importantly, by demonstrating and discussing them with each other on a regular basis, the important thinking, learning and regulation skills are made public. One of the main obstacles to learning and think is that these processes are hidden and remain invisible (new learning ref), the students dont realise that all human beings have many different ways to approach tasks instead of believing their way is the only possible way for learning new things. Interventions aimed at fostering students development of active general self regulated learning and conditional or metacognitive knowledge about learning have involved specifically designed learning how to learn programs as well as integrated programs where learning how to learn is embedded within regular discipline instruction. Simpson et al, (1997) especially mention the problems of limited transfer of the learned strategies to new situations and the lack of long term evaluation data. One well know successful program of that kind emphasise integrated learning to think, integrated learning to learn and integrated learning to regulate learning and thinking (Simons et al, 1997). In integrated programme, students are induced to activate their existing knowledge and strategies about learning, to reflect on their own and alternative approaches to learning, and on the impact of different learning styles on the quality of learning outcomes in their particular discipline area as well as in general. A major advantage of integrated programme is that they can be implemented with, and benefit learners of all ages, all levels of development and across all fields of study. Cognitive interventions during regular instructions rely on reflection, persuasion, awareness raising as well as constructive frictions (Vermunt Verloop, 1999) in order to raise challenge students possible misconception about learning. Carrying out such interventions during the actual process of learning is particularly well suited to raise students awareness of the relationships between learning strategies and learning outcomes. Evaluation (analysis of findings/evaluation of impact): Active learning is defined as a form of learning in which the learner uses opportunities to decide about aspects of learning process or the extent to which the learner is challenged to use his or her mental abilities while learning. In reality, there is no clear difference between active and passive learning. It is more a dimension a matter of less and more than dichotomy. In other words in active learning the learners make their own time planning, they choose learning goals and activities they like, they test their progress, they take care of their learning and understanding on their own, and they reflect on errors and successes. Thus active learning also involves preparation, execution, regulation, control, feedback and maintenance of learning activities by learners. (Simon et al, 2000) In independent active learning, it is not so much the number and quality of decisions about learning that count but how much activity is asked from the learner. Are the students figuring out things on their own? Are they working without teacher supervision? Are they working together as a group? Are they thinking while learning? The goals and kinds of activities, the control and regulations as well as the feedback and maintenance of the learning are under teacher control. The major findings after the research show the same findings as Riemersma Veugelers, 1997; Van Hout-Wolters, 1994; Veugelers, 1999 (cited in Simons et al, 2000) have identified a number of factors contributing to the difficulties in the implementation of active forms of learning. School Management and organisation: Some schools provide very few opportunities for active learning to students because of too many traditional teacher directed classes and insufficient self study hours in their time table. School experience problems with changing the curriculum to fit in with the learning-to-learn lessons or with integrating learning to learn instructions in the content lessons. Teachers: Many teachers are not highly motivated to give attention to active learning as they do not see the benefits of it within the subject matter and argue that these activities take up too much valuable time. Other teachers want to concentrate all their attention on the instruction of content knowledge as otherwise it will affect their results or grades. This results in creating chaos amongst the students relating various new forms of teaching and learning. The use of active learning within the class makes teaching more intensive and time consuming, while teacher salaries remain the same. Also not all the teachers possess sufficient knowledge and skills to foster active learning and to supervise their students in active self directed learning. Most teachers would need to develop forms of instruction which are fundamentally different from those they are currently using and familiar with. Particularly the greatest barrier of all is the fact that faculty members efforts to employ active learning involve risk that students will not participate, learn sufficient content or use higher-order thinking. There is also a misconception or fears that faculty members will feel a loss of control, lack necessary skills, or be criticised for teaching in unconventional ways. However, each barrier or obstacle and type of risk can be successfully overcome through thoughtful and careful planning. Learners are not always motivated to invest much time and energy in gaining the new skills either. They do not always recognise the usefulness of these skills, or they dread the needed effort to learn them (Rabinowits , Freeman, Cohen, 1992, (cited in Simons et al, 2000)). Students often hold strong beliefs and persistent approaches to learning especially failure fearing students prefer to learn a whole paragraph by heart than to understand and remember the main issues. Students in especially secondary schools are not very interested in the subject matter instead they go to school to meet their friends; learning seems to be more or less a side issue. Such students prefer to follow teacher directed lessons, than to engage in self directed activities. Individual differences between students create problems such as attention seeking students who attract more attention as well as causing disruption. Some students get little teacher attention during individual study hours as they ask ver y few questions and thus are offered little supervision. A failure to periodically solicit student feedback in a subject about how it is progressing. Are students getting out of the subject what they want? Are the classroom procedures and methods used well? Are there some things that you are doing which students dont like (for example, lecture, clarity of presentations, unfriendly manner)? Information on these factors not only helps make the classroom atmosphere better but it also creates an atmosphere where students feel the teacher is interested in what they have to say. This has a tendency to transfer into content areas as well. Contents: There are specific learning skills which are considered most important by a school or teacher. There still appears to be a lack of good learning-material within the subject areas in which active learning is incorporated. Snow and Lohmans (1984) argument that direct training of content related cognitive strategies may be counterproductive for more able students because they have already developed effective models of learning. Therefore students were provided with opportunities to witness the mental activity of more able individuals, and then encouraged to practice the strategies with guidance in a socially supportive environment. While some students learn to self regulate their learning without much tuition or prompts, others need guidance, not only to acquire the strategies but also to develop the conditional knowledge necessary to know how, when and where to these strategies can be applied appropriately (Hattie, Biggs, Purdie, 1996; Winograd Hare, 1988, (cited in Simons et al, 2000)). There are several techniques or strategies that are regarded as Passive learning strategies used for the externalisation of mental activity such as think aloud and expert modelling that provide a learner unique insight into the thinking processes of an expert. While scaffolding, cognitive coaching, reciprocal teaching and other forms of guided learning are expected to provide the support necessary to develop the skills and confidence for independent use of techniques. Two popular strategies based on problem-solving model take account of the case study methods of instruction and guided design. Whereas other active learning pedagogies worthy of teachers use include debates, cooperative learning, role playing, drama,simmulation, and peer teaching. College teachers are commonly facing problems and complaining that the secondary school teachers are not playing their roles properly as they are wasting their time in games or activities rather than giving attention to reading or improving cognitive skills. Where schools and parents fail students at school, when they get to college they lack the capacity to concentrate on anything for longer than about 10 minutes at a time. Such students have been failed by their schools and teachers, its too late, as in many cases, for them to change and their chances of a decent education/job are already finished. Conclusions and Recommendations: Active learning is also important for teachers. Motivational and burnout problems of teachers are likely to decrease if students are more motivated and more actively engaged in their own learning. Besides, teaching becomes more intellectually challenging when students are learning actively and independently. An excellent first step in promoting active teaching and learning is to select strategies with that one can feel comfortable. Low-risk strategies, on the other hand, are structured and planned, naturally of short duration, focused on subject matter that is neither too abstract nor too controversial, and well-known to both the students and the faculty members. The modification of traditional lectures (Penner 1984) is one way to incorporate active learning in the classroom. Discussion in class is regarded as one of the most widespread strategies promoting active learning with good reason. If the objectives of a subject are to encourage long-term retention of information, to inspire students toward further learning, to allow students to apply information in new settings, or to develop students thinking skills, then discussion is preferable to lecture (McKeachie et al. 1986). Bergquist et al (1975) have described the following factors within Getting Students Involved in the Classroom. Encourage exclusive dialogue with the teacher and not between students. This fosters a lack of involvement since students must compete with each other for the kings ear. Front to back seating arrangements encourage one-way communication. It is hard to talk to the back of someone elses head. Front to back seating arrangements discourage students from talking among themselves but they do focus attention on the teacher . Students who feel pressurised into attending every session are less likely to want to participate. An overemphasis on grades and grading, constantly stressing the importance of material for the midterm or final, how important a good grade in your subject is, and how much you appreciate good students will lead to a lack of involvement. Students are less likely to be involved when the name of the game is to get a grade and not learning something that might be of value to them. If active self regulated learning is to increase in school, at university and in the workplace, there is a need for learners to be equipped with the skills, confidence and commitment for active learning across tasks and situations. It also requires the educational context to provide the opportunities and affordance for active and independent self regulated learning to take place and be valued. All of the above help create an atmosphere where students do not want to get involved (The non-involvement cycle). Consequently, they begin to behave that way, which leads the teacher to assume they are apathetic and uninterested, thus the teacher continues to treat them in ways that lead to more apathy and uninvolvement. Thus a self-fulfilling prophecy begins to emerge. Even though active learning provides a great benefit within the teaching and learning arena the question still remains whether the students at secondary school are ready for this change. Research completed with higher level students indicated that when the learning skills and behaviour reached a mature state the majority of the students were there to learn. Whereas at secondary schools, there are several issues that require attention at a higher level such as behaviour issues within schools and classes, teachers training, teachers right with in the classes, more freedom with the curriculum, specially designed curriculum to promote active teaching and learning including others. In a recent article in the Guardian news paper, Mortimore, P (2010) reiterates that teachers are the solution not the problem. This means the profession attracting, and keeping, the most talented and the best-motivated people. It also means the government allowing teachers reasonable autonomy in how they teach. If the officials address the following issues, there will possibility of promoting active learning at the secondary level.

Intriguing Use of Plot in William Faulkners A Rose for Emily Essay

Intriguing Use of Plot in William Faulkner's A Rose for Emily The plotline of standard narratives would most aptly be diagramed as a triangle, with the rising action on one side, the falling action on the other side, and the climax marking the angle at the apex. The diagram of the plotline of William Faulkner's "A Rose for Emily," however, would look like a simple line with a positive slope. The story's chronology is abandoned in favor of a simpler and more effective geometry. Faulkner discards the method of unfolding events in the order of their occurrence. Instead, he raises tension in the reader and creates a climate of curiosity through revealing events in ascending order of intrigue. The beginning of Faulkner's story is the end for Miss Emily. Faulkner presents images of the townspeople dutifully attending the funeral of this fallen fixture. As soon as the reader becomes acclimated to this setting, however, Faulkner subtly takes the reader back in time: "Miss Emily had been a tradition, a duty, and a care; a sort of hereditary obligation upon the town, dating from that day in 1894 when Colonel Satoris, the mayor, [. . .] remitted her taxes" (Faulkner 75). Faulkner inserts exposition into the middle of what was a section of falling action. Rather than returning the reader to the scene of Miss Emily's funeral, Faulkner trudges forward from 1894, bringing the reader up to date on the issue of Miss Emily's taxes. While explaining the exemption from taxes in Jefferson that Miss Emily enjoyed, Faulkner craftily incorporates the fact that Miss Emily "ceased giving china-painting lessons eight or ten years earlier" (76). Miss Emily is now dead, having refused to pay her taxes and having retired from her china-painting t... ...horrifying truth of Miss Emily's murder of Homer Barron for the final section of the story, and introducing Emily's necrophilia in the story's closing sentence, speaks volumes about Faulkner's abilities in his craft. He has successfully arranged the events of a disturbed woman's life to present them in order of interest and excitement rather than in traditional chronological order. This use of plot enables Faulkner to write a great ghost story, because a ghost story needs to end on this kind of high note. Faulkner creates a plot line that resembles the upper line of a crescendo, a graph of emotional tension that starts at the lowest of points and travels steadily upward to the highest of human horrors. Works Cited Faulkner, William. "A Rose for Emily." The Bedford Introduction to Literature. Comp. Michael Meyer. Boston: Bedford/St. Martin's, 2002. 75-81.

Views on the Topic of Reeds Book Forest Dweller, Forest Protectors Ess

Views on the Topic of Reed's Book Forest Dweller, Forest Protectors Many of the countries of South America have experienced severe balance of payments deficits. In order to encourage development and solve these problems, the governments have engaged in misguided and largely unsuccessful development projects in the rain forests. Ranchers have cleared the forests to raise cattle. Colonization projects have brought small farmers into regions that were once virgin forest. The farming practices that were developed in temperate regions are not very successful in these areas. The land is quickly depleted and the farmers and ranchers clear more forest. The authors of this article suggest that this pattern is not necessary. They explain that simply by following the models of sustainable resource extraction practiced by the indigenous people of the area, the resources of the rain forest can be utilized sustainably. The areas in which sustainable resource extraction is being investigated include gathered products, wild game, aquaculture, agriculture, and resource units. The authors explain each type of resource and touch on how each can be extracted sustainably with the help of indigenous models. For example, game animals could be taken from the forest sustainably if they were "cropped in a form of ‘semi-domestication’ in abandoned garden sites" (Posey, et al 1984). This would mimic the indigenous people such as the Guaranà ­ who are able to keep populations of important game animals artificially high when they allow them to eat food plants out of their gardens. If this model were followed, more animals could be hunted with less harm to the population. Agricultural practices of native peoples could also be copi... ... and used for meat in a sustainable way. I find this point to be highly controversial. Large mammals such as manatees are more vulnerable to over-hunting because their populations are not very dense. Many varieties of turtles are already endangered in the rain forests because there is too much sediment and pollution in the rivers. I don’t think that these species should be considered in sustainable hunting programs. Finally, some of the ideas of these authors, including gathering insects, organizing plantations of fruit bearing trees and keeping animals that eat the fruits on the land as a "game farm," and developing resource units seem a little bit far fetched. All of the ideas of this paper do, however, merit careful review. Any use of a rain forest that maintains the biodiversity and all allows the ecosystem to remain intact is better than clear cutting.