Islam Five Pillars - 1344 Words

Explain and analyse the significance of the Five Pillars of Islam on the individual and the community making reference to the principal beliefs where relevant. Central to the Muslim belief is the importance of devotion and total submission to Allah. This is put into practice through the Five Pillars of Islam –the five obligatory duties that must be performed by all practising Muslims. These are the acts of faith, prayer, charity, fasting and pilgrimage. Carrying out these duties creates structure in a Muslim’s life, teaching them to devote their time to Allah and not get caught up in their own secular lives. The effect the Five Pillars of Islam has on not only the individual but the community as a whole is substantial. Constantly†¦show more content†¦By carrying out the pillar of Zakat the community benefits as a whole. This way the wealth is spread so that the less fortunate families are able to celebrate at the end of fasting with everyone else. The forth pillar of faith is referred to as Sawm. From sunrise to sunset during the month of Ramadan adult Muslim’s are expected to partake in fasting. This means they mustn’t eat, drink, smoke or have sexual intercourse within the hours of daylight. Instead one should take the time to prayer reflect or meditate. Participating in fasting Muslim’s learns the traits of self-control, sympathy and discipline. These are important qualities for all Muslims to have, as the principal belief of Al-Akhira is that we humans, despite God’s will, have the freedom of choice. This way Muslim’s are able to exercise this belief during fasting. Ramadan is the celebration of the first revelation of the Qur’an given directly through the prophet Muhammad, therefore it is a sacred time of special significance to all Muslim’s. Kutubu’llah is the name given to the principal belief in God’s revelation to humans in holy books. The breaking of the fast is a significant part of Sawm, it is the time after sunset when Muslims can enjoy their achievement in fasting. Gathering together among friends and family they may share and light meal and celebrate their self-control and strength throughout the day. This small act highlightsShow MoreRelatedThe Five Pillars Of Islam2378 Words   |  10 Pagesï » ¿ The Five Pillars Of Islam Subject: Religious Education Name: Nathaniel Hall Date of Submission: April 9, 2014 Table Of Contents Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦1 Objectives†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦2 The Shahadah†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦.3 The Salat†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..4 The Zakat†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...5 The Sawm†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦6 The Hajj†¦..................................................................Read MoreFive Pillars Of Islam And Islam1119 Words   |  5 PagesFive Pillars of Islam All great things are built on a solid and strong foundation. The religion of Islam is no different. The foundation on which Islam was built is known as The Five Pillars of Islam. These are the essential duties that are required of all Muslims. The pillars are the shahadah (declaration of faith), salah (establishment of the five ritual prayers), zakah (almsgiving), sawm (fasting the month of Ramadan), and hajj (pilgrimage to the holy city of Mecca). These five pillars are inRead MoreReligion : The Five Pillars Of Islam944 Words   |  4 PagesReligion: The Five Pillars of Islam Religion, in my words, is a term used to describe a personal set of religious attitudes, beliefs, and practices but â€Å"the groups, practices and systems that people identify as religions are so diverse that it is no easy task to bring them all under one simple definition† (Anonymous. What Is Religion? Definitions and Quotes). Religion is considered to be a very important part of life; even people who choose to not practice a religion agree that it is.   No matterRead MoreEssay on The Five Pillars of Islam581 Words   |  3 PagesIslam is a religion of peace. There are 5 pillars of Islam which are mandatory. The five pillars are, Shahadah, Salat, Zakat, Sawm, and Hajj, I will define the five pillars now. 1. Shahadah: Beleiving that there is no God but Allah, and Muhammad [peace be upon him] is his last messanger. 2. Salat: It is the prayers muslims offer five times a day, Fajr, zuhr, asr, maghrib and isha. 3. Zakat: It is to give 2.5% annually of one’s saving to the needy people. 4. Sawm: Fasting during the month of RamadanRead MoreThe Beliefs Of Islam And The Five Pillars1322 Words   |  6 Pages      Islam is not only religion, but a way of life followed by over 1 billion Muslims. Islam identifies the six articles of faith, central beliefs that every Muslim must believe in order to be a true Muslim. These include the belief in existence and unity of God, existence of angels, God’s revelation to humans in holy books, God appointing prophets to all people, resurrection and life after death, and God’s Will and human freedom of choice (Ewing, 2004, p. 1). The importance of these beliefs can beRead MoreThe Five Pillars to Islam: The Hajj or Pilgrimage to Makkah Essays799 Words   |  4 PagesThe Hajj or pilgrimage to Makkah is one of the five pillars of Islam arkan-al-Islam†- Its purpose is essentially to facilitate the act of submission to Allah which is pinnacle to all followers of Islam. Perform the pilgrimage and the visit [to Mecca] for Allah Surah 2:196. It has enormous significance, not only for the pilgrim undertaking the Hajj but also for the wider Musl im community, the Umma, as it allows for all individuals to gain unification of faith. Such purpose can be examined throughRead MoreFive Pillars Of Islam, The Most Important Article Of Faith982 Words   |  4 PagesFive pillars of Islam, are spiritual practices that define what it means to be a member of the Muslim community and believe in Islam. Shahadah, is the first pillar of Islam. This is a self-profession of faith, an inner testimony of faith. There is no god but God, and Muhammad is his true prophet. Shahadah is considered the most important article of faith. The Qur’an says that in those with true faith should tell others, giving them information to make an intelligent choice in regards to faith andRead MoreThe Five Pillars Of Islam989 Words   |  4 Pagesimportant Muslim practices are the Five Pillars of Islam. These duties are rooted in the teachings of the Qur’an and in the example of the prophet, Muhammad. Therefore, Muslims are expected to observe them with the utmost respect and devotion. These pillars form the foundation for all good deeds and acts of worship to God. And, carrying out the Five Pillars demonstrates that faith comes first. The profession of faith, shahadah, is the first of the Five Pillars. The shahada is the most fundamentalRead MoreIslam : The Five Pillars Of Islam1412 Words   |  6 Pagesto reflect and cultivate their faith through practicing the Arkan al-Islam - the Five Pillars of Islam. Islam embraces the paradigm of submission to the will of Allah for adherents to understand their place in the universe. The pillars are a foundation for the Muslim faith as evident by Muhammad s statement of ‘Islam is built upon five [pillars]’ recorded in the Hadith 3. This entails the declaration of faith (Shahadah), the five daily prayers (Salat), almsgiving (Zakat), fasting during the monthRead MoreThe Five Pillars Of Islam1439 Words   |  6 Pagestheir faith through practicing the Arkan al-Islam - the Five Pillars of Islam. It is the foundation for Muslim faith as evident by Muhammads statement of ‘Islam is built upon five [pillars]’ recorded in the Hadith 3. This entails the de claration of faith (Shahadah), the five daily prayers (Salat), almsgiving (Zakat), fasting during the month of Ramadan (Sawm) and the Hajj pilgrimage. The Shahada translated as ‘testimony’ is the first pillar of Islam that involves reciting the testimony of faith

Far from the Madding Crowd Chapter 1-11 important quotes...

Chapter 1: She simply observed herself as a fair product of Nature in the feminine kind. – The girl that Gabriel is watching from a distance seems very vain as she looks at herself in the mirror and blushes at herself. Let the young woman pass,† - says Oak after giving his to pence to the gatekeeper. I don’t think his kindness was coming completely from the fact that the girl was attractive; I think Oak is just an all around nice guy. She might have looked her thanks to Gabriel on a minute scale, but she did not speak them; more probably, she felt none. – The girl seems to put herself on a pedestal. From Gabriel’s point of view she seems arrogant and as if she thinks she’s better than everyone else. Maybe that’s why she didn’t†¦show more content†¦Do you happen to want a shepherd, maam? - After the fire ended, a woman sent her maid to thank Gabriel. Gabriel then approached her (saying this). When the girl lifted up her veil, was made known that the girl was Bathsheba. Chapter 7: Bathsheba... scarcely knew whether most to be amused at the singularity of the meeting, or to be concerned at its awkwardness. – Here, the contrast is made between social classes. Hardy compares Bathsheba’s selfishness and vanity with Gabriel’s recent fall to poverty. Moving past Oak as a Christian edges past an offertory-plate when he does not mean to contribute, - Gabriel gives his last coins to a shivering a trembling girl. Once again, Gabriel’s actions go to show his good heart. It is all I have to spare. – Gabriel says this before giving away his last coins. He is generous and seems to put others before himself. Once again, a contrast between him and Bathsheba. Chapter 8: The stone-flag floor was worn into a path from the doorway to the kiln, and into undulations everywhere. – Hardy offers a description of Gabriel’s new living space. Although it’s simple, the people that fill it are of many different personality types. Gabriel fits right in; everyone seems to like him at the malt house. Chapter 9: Presented itself as a hoary building, of the early stage of Classic Renaissance, – describes Bathsheba’s house. It is described as ornate and moss-covered. Her face

Educational Psychology and Inclusive Education Free Essays

string(197) " Sharing information about how to implement learner support to learners who experience barriers and how the learning support programme should be planned and be implemented \(Study Units 5 and 6\)\." We are pleased to welcome you to this module Inclusive Education A and hope that you will find it both interesting and rewarding. We will do our best to make your study of this module successful. You will be well on your way to success if you start studying early in the semester and resolve to do the assignment(s) properly. We will write a custom essay sample on Educational Psychology and Inclusive Education or any similar topic only for you Order Now You will receive a number of tutorial letters during the semester. A tutorial letter is our way of communicating with you about teaching, learning and assessment. This tutorial letter contains important information about the scheme of work, resources and assignments for this module. We urge you to read it carefully and to keep it at hand when working through the study material, preparing the assignment(s), preparing for the examination and addressing questions to your lecturers. In this tutorial letter (101), you will find the assignments and assessment criteria as well as instructions on the preparation and submission of the assignments. It also provides all the information you need with regard to the prescribed study material and other resources and how to obtain them. Please study this information carefully and make sure that you obtain the prescribed material as soon as possible. We have also included certain general and administrative information about this module. Please study this section of the tutorial letter carefully. Right from the start we would like to point out that you must read all the tutorial letters you receive during the semester immediately and carefully, as they always contain important and, sometimes, urgent information. We hope that you will enjoy this module and wish you all the best! 2 PURPOSE, LEARNING CONTENT AND OUTCOMES OF MODULE Before starting with your studies and to be able to complete your assignments it is important to know WHAT the purpose of this module is, therefore WHY you should study the content of this module, WHAT the content of this module is, therefore WHAT this module is all about and WHAT outcomes are envisaged with the content. Firstly, study the following information in the relevant sections of Tutorial Letter 102: †¢ The seven (7) study units, relevant themes and sub-themes of the content of this module. You need to study the curriculum outlay in the relevant section of Tutorial Letter 102 very thoroughly. The module-design. 3 2. 1 Purpose of this module Further to the outcomes aimed at with the programme at second, third and post graduate university level , the intended purpose of this module, Inclusive Education A, is to equip you with the necessary knowledge, insight regarding the inclusive education approach and with skills regarding learners who experience intrinsic barriers to learning and to foster the values/attitude required to effectively identify, assess and support these learners within your specific specialisation phase. 2. 2 Learning content When you are studying the content of this module, Inclusive Education A (previously known as Special Needs Education A), you will receive a broad theoretical orientation and practice-based information on the following content: †¢ Inclusive education †¢ Learning support to learners who experience barriers to learning in your specific phase of specialisation, in â€Å"regular†/ â€Å"ordinary† inclusive education settings, namely: i) ii) †¢ Early childhood development phase (0-9 years old) (B Ed students in the Early Childhood Development: Foundation Phase programme). Intermediate and Senior Phase (10-14 years old) (B Ed and PGCE students in the intermediate and senior phase programme). Learner and teacher support to enable you to include all learners’ diverse needs and to establish/develop the inclusive education practice in your specific phase of specialisation. In the other module: Inclusive Education B (ETH306W) you will find a detailed discussion with regard to the various impairments and delays, the causes and manifestations thereof and the specific learning support for each of these barriers. The focus in this module ETH302S will be on the theoretical content of the field of study: Inclusive Education with the focus on the learning support to learners who experience barriers to learning in â€Å"regular† schools and the implementation thereof in practice in your specific phase of specialisation. Now study the following summary of the study content. 4 ETH302S/101 THE MODULE INCLUSIVE EDUCATION A Inclusive education: Orientation to the module †¢ STUDY UNIT 1: INCLUSIVE EDUCATION Introduction to inclusive education †¢ STUDY UNITS 2 AND 3: LEARNERS WHO EXPERIENCE BARRIERS TO LEARNING Barriers to learning: Manifestations and causes of barriers to learning †¢ STUDY UNIT 4: LEARNER SUPPORT Identification and assessment of learners who experience barriers to learning in your specific specialisation phase. STUDY UNITS 5 AND 6: LEARNER SUPPORT Planning and implementation of the learning support programme †¢ STUDY UNIT 7: TEACHER SUPPORT: The inclusive education support network/services at the various levels 2. 3 Outcomes Pay attention to the following summary of the outcomes envisaged by this module. Raise awarenes about inclusive education with the focus on learners who experience barriers to learning in inclusive schools. Outcome for Study Unit: Students as learners should effectively demonstrate their understanding of and insight into the field of study of this module: inclusive education with the focus on learners who experience barriers to learning (e. g. impairments, emotional problems, behavioural problems, learning difficulties and developmental problems) and the implementation of/responding to) the inclusive education policy in your phase of specialisation. Knowing the learners who experience barriers to learning in inclusive schools (Study Units 2 and 3) 5 Outcome for Study Units 2 and 3: Learners should effectively demonstrate their knowledge and understanding of the nature of barriers to learning. Learners should be able to interpret the nature of barriers to learning: †¢ the causes of barriers to learning †¢ the manifestations of barriers Knowing, identifying and assessing learners who experience barriers to learning and to provide learning support (Study Unit 4). Outcome of Study Unit 4: Learners should effectively demonstrate their knowledge and understanding of the inclusive school and their role and responsibilities with regard to their task to identify learners who experience barriers to learning early and to assess learners who experience barriers to learning continuously. Sharing information about how to implement learner support to learners who experience barriers and how the learning support programme should be planned and be implemented (Study Units 5 and 6). You read "Educational Psychology and Inclusive Education" in category "Essay examples" Outcome for Study Units 5 and 6: Students should be able to demonstrate their understanding and knowledge of learner support: how to plan and implement a learning support programme. †¢ Mobilising and encouraging you as teachers to cooperate and collaborate with parents/caregivers, communities and persons involved at the various educational levels (the education network of support services), to become part of the implementtation process of inclusive education in your phase of specialisation (Study Unit 7). Outcome for this Study Unit 7: Students should be able to demonstrate their understanding and knowledge of the following aspects: †¢ †¢ †¢ †¢ The role of the school management and organisation with regard to teacher support and the collaboration with other stakeholders involved. Partnership in inclusive education: institutional level support system. Cooperation with parents/caregivers. Organisation of learning support at the different levels, for example in the district (education district office), the community (involving parents, business, NGOs, municipalities, other schools, etc) and at provincial and governmental level. 6 ETH302S/101 I am sure that, once you have completed this module, you will have a better understanding of your skills and attitude towards inclusive education. Only then will it be possible with this knowledge to identify and address barriers to learning located within the school system, the education system and in the wider context (social, economic and political factors) in order to be able to provide, develop and maintain inclusive and quality education on an equal basis to all learners with diverse needs. 3. CONTACT WITH YOUR LECTURER AND THE UNIVERSITY 3. 1 Lecturers The details of the lecturer will be announced as soon as possible 3. 2 Department In case of an emergency please contact the Department Secretary at: †¢ Tel (only RSA) 012 429 4583 †¢ Faks (RSA) 012 429 4909 †¢ E-mail vzilmj@unisa. ac. za By Letter: Address all correspondence to: Department of Teacher Education PO Box 392 UNISA 0003 You may enclose more than one letter in an envelope but do not make enquiries to different departments (eg Dispatch and Library Services) in the same letter. This delays the replies to your enquiries. Write a separate letter to each department and mark each letter clearly for the attention of the department concerned. Letters to lecturers may not be enclosed with assignments. Always write your student number, module code, telephone number and/or fax number at the top of your letter. 3. 3 University If you need to contact the University about matters not related to the content of this module, please consult the publication my Studies @ Unisa, which you received with your study material. This brochure my Studies @ Unisa contains information on how to contact the University (e. g. to whom you can write for different queries, important telephone and fax numbers, addresses and details of the times certain facilities are open). Please note that all administrative enquiries should be directed to: †¢ †¢ †¢ Fax number (RSA) Fax number (international) Email (012) 429 4150 +27 12 429 4150 study-info@unisa. ac. za Always use your student number when you contact the University. 7 4 STUDENT SUPPORT SYSTEM For information on the various student support systems and services available at UNISA (e. g. student counselling, tutorial classes, language support), please consult the publication my Studies @ Unisa that you received with your study material. 4. 1 Contact with fellow students 4. 1. 1 Study groups It is advisable to have contact with fellow students. One way to do this is to form study groups. The addresses of students in your area may be obtained from the following department: Directorate: Student Administration and Registration PO Box 392 UNISA 0003 4. 1. 2 myUnisa If you have access to a computer that is linked to the internet, you can quickly access resources and information at the University. The myUnisa learning management system is UNISA’s online campus that will help you to communicate with your lecturers, with other students and with the administrative departments of Unisa – all through the computer and the internet. To go to the myUnisa website, start at the main Unisa website, http://www. unisa. ac. za, and then click on the â€Å"Login to myUnisa† link on the right-hand side of the screen. This should take you to the myUnisa website. You can also go there directly by typing in http://my. unisa. ac. za. Please consult the publication my Studies @ Unisa which you received with your study material for more information on myUnisa. 4. 1. 3 Discussion classes A series of orientation sessions will be scheduled for the beginning of 2012 in the following areas: Pretoria and Durban. Various aspects regarding your teaching practice period will be discussed in detail. You will receive more information at a later stage. A series of discussion classes will also be scheduled during each semester. In follow-up tutorial letters linked to the various modules you will receive information on the content which was addressed during the discussion classes. Group discussions will also be announced and scheduled on myUnisa. 4. 1. 4 Tutorials At the moment, we offer face-to-face tutorials at regional learning centres across South Africa. A tutor can assist you to understand your study material, approach your assignments correctly, and offer you more opportunities for practicing skills, and so on. A tutorial is a regular meeting of students under the leadership of a tutor. The tutor leads you through aspects of the study material with which you are experiencing difficulties. 8 ETH302S/101 NB: Please refer to: †¢ https://my. unisa. ac. za for tutorials available at UNISA Learning Centres throughout the country –click on the link 4. 1. 5 Video conferencing UNISA is currently providing tutorials by means of video-conferencing at some of its learning centres. This mode of delivery will be used as and when necessary. Video conferences: †¢ provide â€Å"live† tutorial support for learners who live in remote areas (where the facilities are available) †¢ is a viable technology for providing quality tutorial support while reducing costs; research has shown that there is â€Å"no significant difference† between the results obtained by distance learners and those obtained by students who have been taught in a traditional face-to-face environment 4. 1. 6 Satellite delivery At UNISA, satellite transmission is used for the live presentation of lectures, tutorials or training programmes to learners using a television screen at UNISA regional centres. You will be informed by SMS about the satellite broadcasts for any modules for which you are registered. 5 TUTORIAL MATTER 5. 1 Inventory letter You should have received an inventory letter telling you what you have received in your study package and also showing items that are still outstanding. Also see the brochure entitled my Studies @ Unisa. Check the study material that you have received against the inventory letter. You should have received all the items listed in the letter, unless there is a statement like â€Å"out of stock† or â€Å"not available†. If any item is missing, follow the instructions on the back of the inventory letter without delay. PLEASE NOTE: Your lecturers cannot help you with missing study material. 5. 2 Tutorial matter The tutorial matter of this module will be delivered as follows: †¢ Tutorial Letters 101 and 301 at registration (and others will follow later) †¢ The prescribed book. 9 Apart from Tutorial Letters 101 and 301, you will also receive other tutorial letters during the semester. These tutorial letters will not necessarily be available at the time of registration, but will be dispatched to you as soon as they are available or needed (for instance, for feedback on assignments). If you have access to the internet, you can view the study guides and tutorial letters for the modules for which you are registered on the university’s online campus, myUnisa, at http://my. unisa. ac. za. 5. 3 The prescribed book The prescribed book for your phase of specialisation is the following: †¢ Engelbrecht, P, Green, L, Naicker, S Engelbrecht, L. 2009. Inclusive education in action in South Africa. 9Th Impression. Pretoria: Van Schaik. NB! All the previous editions since 1999 may also be used. It is essential that you buy the prescribed book, since it is an important source required to assist you in answering assignments 01 and 02. †¢ Obtain this book at a well-known bookshop †¢ Please consult the list of official bookshops and their addresses in my Studies @ Unisa. If you have any difficulties obtaining the prescribed book from the above-mentioned book-shops, you can phone the Registrar (Academic): 5. 4 Resources 5. 4. 1 Recommended books There are no recommended books for this module. 10 ETH302S/101 6 HOW THE ASSIGNMENT SYSTEM WORKS 6. 1 Assignments and learning Assignments are seen as part of the learning material for this module. As you do the assignment, study the reading texts, consult other resources, discuss the work with fellow students or tutors or do research, you are actively engaged in learning. Looking at the assessment criteria given for each assignment will help you to understand what is required of you more clearly. In some cases, additional assessment might be available on the myUnisa site for your module. For students attending tutorial sessions, tutors may also set additional tasks and give feedback in class. 6. 2 General remarks PLEASE NOTE: Enquiries about assignments (e. g. whether or not the University has received your assignment or the date on which an assignment was returned to you) must be directed to: assign@unisa. ac. za You might also find information on myUnisa. To go to the myUnisa website, start at the main Unisa website, http://www. unisa. ac. za, and then click on the ‘login to myUnisa’ link under the myUnisa heading on the screen. This should take you to the myUnisa website. You can also go there directly by typing in http://my. unisa. ac. za. Assignments should be addressed to: The Registrar PO Box 392 UNISA 0003 You may submit written assignments and assignments done on mark-reading sheets either by post or electronically via myUnisa. Assignments may not be submitted by fax or email. For detailed information and requirements as far as assignments are concerned, see the brochure my Studies @ Unisa, which you received with your study material. To submit an assignment via myUnisa: Go to myUnisa. Log in with your student number and password. Select the module. Click on assignments in the menu on the left. Click on the assignment number you want to submit. Follow the instructions on the screen. 11 6. 3 Feedback on assignments You will receive the correct answers automatically for multiple-choice questions. For written assignments, markers will comment constructively on your work. However, feedback on compulsory assignments will be sent to all students registered for this module in a follow-up tutorial letter, and not only to those students who submitted the assignments. The tutorial letter numbers will be 201, 202, etc. As soon as you have received the feedback, please check your answers. The assignments and the feedback on these assignments constitute an important part of your learning and should help you to be better prepared for the next assignment and the examination. 6. 4 Due dates The due dates for the submission of the compulsory assignments are as follows: First semester: 01 12 March (multiple choice questions) 02 12 April Second semester: 01 03 September (multiple choice questions) 02 01 October 6. 5 Unique number: 200255 Unique number: 245440 Unique number: 336657 Unique number: 323216 Assessment of assignments Please note: Although students may work together when preparing assignments, each student must write and submit his or her own individual assignment. In other words, you must submit your own ideas in your own words, sometimes interspersing relevant short quotations that are properly referenced. It is unacceptable for students to submit identical assignments on the basis that they worked together. That is copying (a form of plagiarism) and none of these assignments will be marked. Furthermore, you may be penalised or subjected to disciplinary proceedings by the university. 12 ETH302S/101 7 HOW THE EXAMINATION WORKS For general information and requirements as far as assignments are concerned, see the brochure my Studies @ Unisa, which you received with your study material. 7. 1 Examination admission To gain entrance to the examination you will need to submit the multiple-choice assignment pertaining to the semester in which you take this module. You will not be allowed to sit for the examination if you did not submit this assignment. . 2 Semester mark It is important that you do your best in assignments as they count towards your final mark for this module. Assignment 01 counts 40% while Assignment 02 counts 60% of the semester mark. Your final mark is calculated as follows: †¢ †¢ Semester mark (assignments 01 02) (10%). Examination mark (90%). Obviously, if the compulsory assignments are not submitted or submitted late (for whatever reason), no mark s can be awarded. The percentage achieved in the examination is used in the calculation of your final mark. As stated previously, the final mark is calculated as follows: Semester 10% + Examination mark 90% A final examination mark of 50% or more is required to pass the module. 7. 3 Examination period This module is offered in a semester period of 15 weeks. This means that if you are registered for the first semester, you will write the examination in May/June 2012 and the supplementary examination will be written in October/November 2012. If you are registered for the second semester, you will write the examination in October/November 2012 and the supplementary examination will be written in May/June 2013. During the semester, the Examination Section will provide you with information regarding the examination in general, examination venues, examination dates and examination times. 7. 4 Previous examination papers Previous examination papers are available to students. We advise you, however, not to focus on old examination papers only as the content of modules and therefore examination papers change from semester to semester. You may, however, accept that the type of questions that will be asked in the examination will be similar to those asked in the activities in your study guide and in the assignments. 13 . 5 Tutorial letter with information on the examination To help you in your preparation for the examination, you will receive a tutorial letter that will explain the format of the examination paper, give you examples of questions that you may expect and set out clearly what material you have to study for examination purposes. We hope that you will enjoy this module and we wish you s uccess with your studies. Best wishes Your lecturer 8 ASSIGNMENTS AND ASSESSMENT CRITERIA 8. 1 Outcomes of assignments To achieve the outcomes envisaged with the answering of your assignments, you have to: †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ how that you have done research or a meaningful study with regard to inclusive education with the focus on learners who experience barriers to learning have a well-integrated knowledge of and insight into the learning material of the curriculum. show critical and creative thinking develop as a well-equipped academic in such a way that you can think in an intelligent and constructive manner and reason in a rational way critically analyse, assess and compare aspects of inclusive education apply the study content skilfully in different ways in practice, for example to identify and assess learners who experience barriers to learning effectively emonstrate that you accept the challenge to work in an inclusive education system and to . extend it. think contextually, for example, you can reflect on learning from individual experience and academic disciplines in relation to local political, social and economic realities practice ethics pertinent to your particular profession as a professional teacher demonstrate sensitivity towards attitudes and values relevant to a just, democratic and inclusive society/community develop an ability to assess and also insight which will be of great value in the examination as well as in your later life and work To acquire these abilities, you must be systematic in tackling the problems you will encounter in studying the content of this module and completing the assignments. Approach assignment questions from a scientific viewpoint. Try to adopt a critical attitude to what you read. Study the material in this module, interpret it, make sure you understand it, discuss it critically and supplement it with new ideas. Lastly, reduce the study material to essential elements, so that you can reproduce the contents of every section. This means it is more important to learn from the assignments rather than passing or failing the assignments. 14 ETH302S/101 8. 2 Assessment criteria for assignments The assessment criteria, the purpose and the outcomes envisaged by the content and assignments of this module cannot be separated. The following are assessment criteria linked to the outcomes stated in section 2 of this tutorial letter (refer to the outcomes). The outcomes of each study unit refer to what you should have achieved after completing this module. Assessment criteria will be provided for each outcome. 8. 2. 1 Assessment criteria for the questions set to cover the content of the study units In the assignments students should show evidence of understanding and insight of the aspects of : †¢ †¢ inclusive education and demonstrate that they can critically assess these aspects of inclusive education and be able to respond to the challenges thereof: the causes and manifestations of the nature of barriers to learning. Students should be able to critically assess these aspects to respond to the challenge of addressing barriers to learning in the specific phase of specialisation and to create a barrier-free environment. he inclusive school and their identification and assessment responsibilities as assessors of learners who experience barriers to learning. learner support in the inclusive school 8. 3 First and second Semester assignments 8. 3. 1 Assignment 01: Compulsory multiple-choice assignment Active student assignment †¢ †¢ Take note of the following important issues! â₠¬ ¢ †¢ †¢ †¢ †¢ Complete these multiple-choice questions before 12 March. Answer the questions on a mark reading sheet (refer to guidelines in my Studies @ Unisa). Fill in the unique number on the mark reading sheet. No extension will be granted. Please do not contact me at all because I cannot grant you an extension. This assignment will be marked by a computer until the closing date and no assignments will be accepted at a later date. If you fail to submit the Active student assignment you will not be allowed to write the examination. A few directions for answering the multiple choice questions: †¢ †¢ †¢ You are requested to write on the mark reading sheet only or submit it on myUnisa. For each item indicate your answer by writing a number ranging from 1 to 5 in the square next to the number of the question concerned. Please make sure that the question number corresponds with the number on the answer sheet. These multiple-choice questions are based on knowledge, understanding and insight. You will not necessarily find the statements directly on a certain page in your prescribed book or tutorial letters. Do research! 15 Relevant sources to be studied: Remember that at your level of study you should be able do your own research. 8. 3. 2 Assignment 2 Take note of the following important issues: This assignment comprises of a variety of questions on study units 1-7. You must include the assignment unique number. You can answer either option 1 or option 2. However you must prepare on both options for the examinations. 8. 4 Second semester assignments PLEASE NOTE: Do not hand in assignments in the first semester if you have registered for the second semester. 16 ETH302S/101 ASSIGNMENT 01: FIRST SEMESTER COMPULSORY ACTIVE STUDENT ASSIGNMENT MULTIPLE-CHOICE QUESTIONS DUE DATE: 12 March UNIQUE NUMBER: 200255 ASSIGNMENT 01: SECOND SEMESTER COMPULSORY ACTIVE STUDENT ASSIGNMENT MULTIPLE-CHOICE QUESTIONS DUE DATE: 03 September UNIQUE NUMBER: 336657 Answer all the following multiple choice questions. 1. 1 What skills do you think you should acquire in order to be able to support learners who experience barriers to learning in your phase of specialisation? a b c d e The skills to be able to timely identify learners who experience barriers to learning. The skills to be able to assess learners who experience barriers to learning. The skills to be able to continually assess learners who experience barriers to learning. The skills to co-operate with the parents and other persons who are involved with learners who experience barriers to learning. I possess all the skills in order to support learners who experience barriers to learning. Choose the correct answers (1. 1- 1. 10) 1. 2 According to the Report of the Public Hearing on the Right to Basic Education of 2006, the following key issues are indicated as causes why quality education is not taking place in South Africa: a b c d e Poverty Learners affected by HIV/AIDS Violence and abuse Inclusivity: Education facilities are not available or not accessible for some learners with impairments All the above-mentioned key issues 17 1. 3 Teachers should master the following identification skills to enable them to do early identification: a b c d e 1. 4 Diagnostic testing, informal observation. Informal evaluation, listening, asking questions. Writing reports, informal screening, keeping a portfolio Intuition, observation, asking questions. Interviews with the therapists, parents and learners themselves Teachers should acquire the following assessment skills before they will be able to perform ongoing assessment of learners who experience barriers to learning: a b c d e Diagnostic tests, informal observation. Systematic observation, report writing, keeping a portfolio. Intuition, observation, asking questions. Informal evaluation, listening, asking questions. Report writing; informal screening, keeping a portfolio. 1. 5 What are the implications of the inclusive education approach to you as teacher in your phase of specialisation? a Parent / caregiver and community involvement and empowerment. b. Provision of human resources and physical resources. c. Adaptions to the classroom environment and organisation. d. Training of all teachers to gain insight in inclusive education. e. All of the above statements. 1. 6 Which one of the following tasks is the most difficult phase in the assessment process of a learner who experience barriers to learning? a b c d e 1. 7 The responsibilities of the district-based teams are the following: a b c d e 1. 8 Planning of the assessment component of the learning support programme. Collecting and writing the report. Interpreting of the assessment facts. Communication of assessment results. The assessment-teaching-learning circle. Provision of assessment instruments. Functioning on a consultative basis. Coordinating professional support services to teachers. Training of teachers regarding the assessment of learners who experience barriers to learning. All the abovementioned statements are correct. Learning support implies †¦ a b c d e n integrated education system. the development of a community-based support network. adequate provision of human sources. access to a differentiated curriculum. All the above-mentioned statements. 18 ETH302S/101 1. 9 Indicate the incorrect statement: In the planning of the learning support programme †¦ take place to support learners who experience barriers to learning. a b c d e 1. 10 curriculum differentiation curriculum adaptations towards a special curriculum outcomes adaptation adaptations to the duration of the support programme assessment adaptations Teacher support implies †¦ a b c d e intersectoral cooperation. trans-disciplinary support approach. an integrated support network. a preventive support approach. All the above-mentioned statements. Identify the combinations of statements that are most suitable in questions 1. 11 to 1. 20. 1. 11 Indicate the incorrect combination of statements: The assessment of barriers to learning is one of the most important responsibilities of the teacher in the ECD centre of learning and/or school. The teacher’s assessment task is †¦ a b c d e 1 2 3 4 5 1. 12 early observation of learner’s handicaps to be able to provide therapy. the application of ongoing self-assessment and peer group assessment. o value the assessment of learning outcomes as their most important task. the assessme nt of causes of barriers located within the context of the learner. baseline assessment as point of beginning. ab ac bc cd de The following national and education documents promote inclusive education: a b c d e South African Schools Act 84 of 1996. NCSNET / NCESS report of 1997. Education White Paper 6 on Special Needs Education of 2001. Draft National Strategy on screening, identification, assessment and support of 2006. The Constitution of the Republic of South Africa Act No. 108 of 1996. 1 2 3 4 5 abcd abde acde bcde All of the above documents. 19 1. 13 Fundamental principles of inclusive education are: a b c d e 1 2 3 4 5 1. 14 Provision of education to all learners and catering for their diverse needs. Open access to various inclusive learning contexts. Acceptance of a learner as â€Å"he is† in comparison with the average learner. Changing the learner to fit the system or context. Acceptance that all learners can learn, but not at the same pace. abc abe ade bce cde Which of the following statements with regard to inclusive education are correct? a b c d e 1 2 3 4 5 1. 15 The inclusive education system is based on respect for human dignity. Ordinary† early childhood development centres of learning and schools must provide for learners who need a low-intensity level of support. OBE disregards learners who experience barriers to learning. Thirty full-service schools will be sufficient in South Africa. The inclusive education approach is a short term plan. ab ac ad be cd Special schoo ls according to the inclusive education approach †¦ a b c d e 1 2 3 4 5 1. 16 must serve as resource centres. should be converted into full-service schools . should have Aspecial@ curricula. must be part of the educational support services. hould provide specialised teaching and a high-intensity level of support. abc ade bce bcd cde Centre of learning-based or school-based / institutional level support teams †¦ a b c d e are necessary for learner and teacher support. refer to a model of service delivering at centre of learning level or school / institutional level. form a core component of an overall education support structure. should contain the minimum competencies required by the centre of learning or school. ensure that all learners’ and system needs are met. 1 2 3 4 5 abcd abde acde bcde All of the above statements. 20 ETH302S/101 . 17 Community-based support according to the inclusive approach should †¦ a b c d e 1 2 3 4 5 1. 18 provide support to teache rs and learners in inclusive education settings. provides appropriate support to meet learner and system needs. utilise skills and facilitate expertise available in the community. includes the identification of and access to community resources. creates the opportunities for the social integration of all learners who are impaired. abcd abde acde bcde All of the above statements. District-based support teams †¦ a b c d e 1 2 3 4 5 1. 19 are essential for learner and teacher support. hould only provide professional support to teachers in â€Å"ordinary† schools. are adequate to provide parent and community support. is also responsible for teacher training in barriers to learning. should work together with the early childhood development centre or school-based / institutional level support teams. abc abd ade bcd cde Full service schools †¦ a b c d e are â€Å"ordinary† primary schools converted into full-service schools. only welcomes learners experiencing sever e impairments. should provide a full range of support services. will be the first step to provide support closer to home. rovides support to learners who require a medium-intensity level of support. 1 2 3 4 5 abcd abde acde bcde All the above statements. 21 1. 20 In inclusive early childhood development centres of learning or schools †¦ a b c d e all teachers should be empowered to know how to establish inclusive practices. the centre-based or school-based / institutional level support teams must support teachers. the ethos should always reflect respect and acceptance of diversity and equity. all teachers should create a positive learning environment. the policy should always make provision for inclusion. 1 2 3 4 5 abcd abde acde cde All of the above statements [Total: 20] 22 ETH302S/101 ASSIGNMENT 2: ASSIGNMENT 02: FIRST SEMESTER COMPULSORY ACTIVE STUDENT ASSIGNMENT DUE DATE: 12 April UNIQUE NUMBER: 245440 ASSIGNMENT 02: SECOND SEMESTER COMPULSORY ACTIVE STUDENT ASSIGNMENT DUE DATE: 01 October UNIQUE NUMBER: 323216 Answer either option 1 or option 2 OPTION 1 (Study units 1-2) 2. 1. 1 Name your country of residence. Briefly describe the educational approach towards learners who experience barriers to learning in your country of your residence. (5) 2. 1. 2 Discuss three reasons for the movement towards an inclusive education. (6) 2. 1. 3 List five implications of inclusive education and discuss the challenges to the teacher as supporter of learners who experience barriers to learning in your phase of specialisation. (5) Discuss, and give examples, of factors located in the home environment which may cause barriers to learning in your phase of specialisation. (6) 2. 1. 4 2. 1. 5 Explain, with the aid of examples, how factors in the education system at the various levels may cause barriers to learning. (8) 2. 1. 6 Discuss, and give examples, of factors located in the wider context which may cause barriers to learning in your phase of specialisation. 6) Discuss, with the aid of examples, the causes of barriers within the young learner and mention the manifestations thereof. Use the diagram below to assist you. (8) 2. 1. 7 23 Causes located within the young learner him or herself (previously known as intrinsic causes) Examples of causes Manifestations Prenatal Mention prenatal causes of impairments, e. g. †¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Examples of the manifestations of impairments caused by prenatal factors: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Perinatal Mention perinatal causes of impairments (during birth): †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Examples of the manifestations of impairments caused by perinatal factors: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Postnatal Mention postnatal causes (after birth), e. g. : Examples of the manifestations of impairments caused by postnatal factors: ! Accidents, e. g. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ ! Chronic illnesses, e. g. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Due to accidents †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. List chronic illnesses: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 2. 1. 8 Explain, with the aid of examples, how barriers to learning located outside the learner may manifest in your phase of specialisation. [TOTAL: (6) 50] OPTION 2 (Study Units 3-7): 2. 2. 1 List the identification and assessment procedures and discuss one of these adapted assessment procedures that you consider to be important in your phase of specialisation. 10) 2. 2. 2 Identify the components in the planning or design of a learning support programme and discuss one adapted component that you consider to be important in your phase of specialisation. (9) 2. 2. 3 List two learning support strategies and explain how positive experiences may be promoted by the implementation of cooperative learning in your phase of specialisation. (6) Discuss the new school-based / institutional level support approach towards learner and teacher support versus the old support approach toward learners with special educational needs in the past. (8) 2. 2. 4 24 ETH302S/101 2. 2. 5 List three reasons why parental/caregiver empowerment is important and discuss three ways of involving the parents/caregivers of learners who experience barriers to learning in your phase of specialisation. (9) 2. 2. 6 Discuss the various learning contexts / inclusive educational settings available according to the White Paper 6 on Special Needs Education (2001). (8) [TOTAL: 50] 25 26 ETH302S/101 QUESTIONNAIRE COMPLETE — PLEASE ANSWER THE FOLLOWING QUESTIONS AND SUBMIT THE QUESTIONNAIRE AT THE END OF THE SEMESTER IN AN ORDINARY ENVELOPE DIRECTLY TO THE LECTURER. Have you acquired the prescribed book for this module? Yes 2 Have you worked through the RELEVANT SECTIONS in your prescribed book as indicated in the tutorial letters? Yes 3 No Did you use the detailed CURRICULUM OUTLAY and relevant SOURCES in TUTORIAL LETTER 102 and other tutorial letters to work through the prescribed book? Yes 5 No Have you studied the study units and theme in the curriculum out lay in Tutorial Letter 102? Yes 4 No No Did the tutorial letters guide provide you with sufficient guidance to work through the prescribed book? First refer to the curriculum outlay and all the sources mentioned in the other tutorial letters that you have received before answering this question. ) DO NOT ANSWER THIS QUESTION IF YOU DID NOT DO RESEARCH YET OR DID NOT READ THE TUTORIAL LETTERS THOROUGHLY. Not at all To some extent To a great Extent Fully Is the terrain (field) covered in the module set out clearly in the curriculum outlay? REFER TO TUTORIAL LETTER 102 Not at all To some extent To a great Extent Fully Suggestions to improve this module: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 27 How to cite Educational Psychology and Inclusive Education, Essay examples

Essay Goal Statement and Nurse Practitioner (NP)

Question: Describe about goal statement and nurse practitioner. Answer: Goal Statement I have completed my bachelor's degree in nursing and aspired to pursue the master's degree in nursing. My goal is to provide healthcare services in clinical settings to the patients after completing my education, I would like to build up my career as a Nurse Practitioner. Since the profession of Nurse Practitioner is associated with many challenges and it is very much aligned with my goal of patient care in a clinical setting, it will be the career of choice after completing my formal education. Therefore, my desire to pursue the masters program in nursing is relative to pursuing my goal in the profession of nursing as a nurse practitioner. Nurse Practitioner (NP) The career option that I look forward to is to become a nurse practitioner. Since my career goal is to provide patient care in the form of nursing, nurse practitioner will be the most suitable career choice for me. The nurse practitioners are required to deliver a blend of medical and nursing care that will help the patients to make better healthcare decisions with a healthy lifestyle (Iglehart, 2013). NPs while treating the health problems focus on the patient as a whole by educating them on the problems and their effects on them along with their communities and loved ones. Since I have been practicing this process of treatment with communication during my bachelor's curriculum and my activities as a healthcare volunteer, being an NP will only aggravate my desire to serve and educate patients. NPs are known to impact lives by caring one patient at a time (Kilpatrick et al., 2013). Since it is a position of responsibility, it will be quite challenging to me to take up the assignments and take care of the patients individually. The opportunities for the NPs are growing and therefore, I will be benefitted with many career opportunities after completing my education. NPs help the patients to manage their needs and health problems. They also practice preventive care by circumventing a crisis (Williamson et al., 2012). This is quite fascinating as I have gathered the theoretical knowledge about this work process from my formal education and the profession of NP will provide me with an opportunity to convert the theories into practical application and realize my goals. NPs are expected to collaborate with their patients and guide them to practice smarter lifestyle and health choices. This is something that forms one of the most important aspects of the nursing profession and I feel that it will be a good opportunity for me to learn a lot by being an NP. High quality, comprehensive, cost-effective and personalized care is taken by the NPs that are patient-centered and the outcomes are expected to be excellent (Stanik-Hutt et al., 2013). They are the skilled clinicians, who also carry out the responsibilities of counseling and teaching the individual patients, their communities and families and it constitutes a major component of their practice. Since all these professional activities are in alignment with my goals, I would like to pursue my career in NP as it will not only enhance my nursing knowledge but will also help me to grow as a responsible nursing professional. References Iglehart, J. K. (2013). Expanding the role of advanced nurse practitionersrisks and rewards.New England Journal of Medicine,368(20), 1935-1941. Kilpatrick, K., Lavoie Tremblay, M., Lamothe, L., Ritchie, J. A., Doran, D. (2013). Conceptual framework of acute care nurse practitioner role enactment, boundary work, and perceptions of team effectiveness.Journal of advanced nursing,69(1), 205-217. Stanik-Hutt, J., Newhouse, R. P., White, K. M., Johantgen, M., Bass, E. B., Zangaro, G., ... Weiner, J. P. (2013). The quality and effectiveness of care provided by nurse practitioners.The Journal for Nurse Practitioners,9(8), 492-500. Williamson, S., Twelvetree, T., Thompson, J., Beaver, K. (2012). An ethnographic study exploring the role of ward based Advanced Nurse Practitioners in an acute medical setting.Journal of Advanced Nursing,68(7), 1579-1588.

Be Sure to Check Your Sources

Be Sure to Check Your Sources Be Sure to Check Your Sources Be Sure to Check Your Sources By Maeve Maddox A reader recently wanted to know if I could corroborate my reflections on certain idioms (Lying in State: Changing Perceptions Change Language). Considering the half-digested information and deliberate hoaxes that abound on the web, the question was a valid one. I know just what kind of thing has made that reader suspicious. A year or so ago, a colleague of mineaware of my areas of expertisesent me an email shed received, wanting to know if the facts presented in it were true. The text purported to explain the origin of various common expressions by linking them to supposed medieval activities. Some of the explanations sounded plausible, but had nothing to do with historical fact. As far as I know, the spurious email is still out there in cyberspace, spreading misinformation. The articles I write for Daily Writing Tips are not made up out of whole cloth. Some of what I write is a matter of opinion and when it is, I say so. Whenever I offer information about grammar or diction, I consult standard works on the subject. When Daniel launched DWT earlier this summer, I wrote my first articles more or less blindly, with little notion of whom I was writing for. Thanks to readers comments, I now know that the site is attracting a wonderful cross-section of English speakers and writers who have questions and insights relating to every aspect of the language. Knowing that my articles are being read gives me great pleasure, but it also keeps me on my toes. I dont want to be guilty of circulating faulty information if I can help it. So far Ive been relying on my considerable experience as a student and teacher of English. Sometimes Ill throw in a literary example from memory, but if I have any doubts about the instructional content of an article, I check with acknowledged printed authorities. Here are the desk references I reach for first: The Oxford English Dictionary (unabridged) Websters New Collegiate Dictionary Modern English Usage by H.W. Fowler English Pronouncing Dictionary by Daniel Jones A History of the English Language by A. C. Baugh Higher English by F. J. Rahtz A Dictionary of Modern American Usage by H. W. Horwill Language: Its Nature, Development, and Origin by Otto Jespersen When I need more specialized information, I go to my nearby university library. TIP: Whether youre gathering information for your latest writing project, or asking questions to improve your craft, it never hurts to double- and triple-check your sources. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the General category, check our popular posts, or choose a related post below:How to Structure A Story: The Eight-Point ArcTry to vs. Try andConfusion of Subjective and Objective Pronouns

Real-World Green Chemistry Examples

Reals Green chemistry seeks to develop products and processes that are kind to the environment. This can involve reducing the waste a process creates, using renewable materials, lessening the energy required to form a product, etc. The US Environmental Protection Agency (EPA) sponsors an annual challenge for the most innovative green chemistry inventions, plus you can find examples of green chemistry in many of the products you buy and use. Here are some interesting sustainable chemistry achievements: Biodegradable Plastics Plastics being developed from eco-friendly renewable sources, plus some modern plastics are biodegradable. The combination of innovations reduces our dependence on petroleum products, protects humans and wildlife from undesirable chemicals in old plastics, and reduces waste and impact on the environment. Scientists at  NatureWorks  of Minnetonka, Minnesota, makes food containers from a polymer called polylactic acid, made using  microorganisms to convert cornstarch into a resin. The resulting polymer is used to replace rigid petroleum-based plastic used in yogurt containers and water bottles. Advances in Medicine Pharmaceuticals are expensive to produce in part because of the complicated and exacting synthesis mechanisms required to produce some drugs. Green chemistry seeks to streamline production processes, reduce the environmental impact of drugs and their metabolites, and minimize toxic chemicals used in reactions. Professor Yi Tang, of the University of California,  devised an improved  synthesis process to make  Zocor ®, which is the brand name for  the drug, Simvastatin, used to treat high cholesterol. The previous process used hazardous chemicals and released a large volume of toxic waste. Professor Tangs process uses  an engineered enzyme and a low-cost feedstock. The company Codexis, then took the mechanism and  optimized the enzyme and synthesis process so the drug could be manufactured more safely, less expensively, and with less of an environmental impact. Research and Development Scientific research employs a number of techniques that use hazardous chemicals and release waste into the environment. New greener processes keep research and tech on track while making it safer, cheaper, and less wasteful. Life Technologies  developed a three-step, one-pot synthesis method for polymerase chain reaction (PCR), used in genetic testing. The new process is more efficient, consuming  up to 95 percent less organic solvent and releasing up to 65 percent less waste compared with the conventional protocol. Using the new process, Life Technologies  eliminates about  1.5 million pounds of hazardous waste each year. Paint and Pigment Chemistry Green paints go way beyond eliminating lead from formulations! Modern paints reduce toxic chemicals released as paints dry, substitute safer pigments for some poisonous colors, and reduce toxins when the paint is removed. Procter Gamble and Cook Composites and Polymers formulated a soya oil and sugar mixture to replace petroleum-derived paint resins and solvents. Formulations using the mixture release 50% fewer hazardous volatile compounds.Sherwin-Williams created water-based acrylic alkyd paints that contain low levels of volatile organic compounds  (VOCs). The acrylic paint is made from a mixture of acrylics, soybean oil, and recycled PET bottles. Manufacturing Many of the processes used to make products rely on toxic chemicals or could be streamlined to reduce the use of resources and release of waste. Green chemistry seeks to develop new processes and improve conventional production methods. Faraday has developed a plating process to make high-performance chrome coatings from trivalent chromium instead of highly toxic hexavalent chromium.

TLMT313 WEEK 4 FORUM Assignment Example | Topics and Well Written Essays - 250 words

TLMT313 WEEK 4 FORUM - Assignment Example The intervention measure for removing oil spills was difficult for the government, as the treatment procedure i.e. ‘in-situ burning’ has negative impact on environment. Finally, skimmers are engaged into the task to remove the oil through the use of sorbents in order to trace the left spills. With regard to adverse effect of it in the ecosystem, it was noticed that the pelicans becomes black due to it, fish belly-up with brown sludge and the turtles were noticed to wash up on beaches. However, this spill does not have a major impact over the global oil pricing, as Mexico was not the key producer of oil. However, with an immediate impact of such an unexpected event, the government of the US was highly concerned regarding public health and significantly, adopted different preventive measures for mitigating such incident and loss in future. In this regard, ‘The Centers for Disease Control and Prevention’ offered safety measures and advices to the Gulf Coast res idents including the workers involved in the relief program to take precautionary measure and physical examination of toxicity tests on dispersants (The Ocean Portal Team,

Examine the roots of the Russian Mafia and account for its influence Essay

Examine the roots of the Russian Mafia and account for its influence in Russia today - Essay Example The Mafia is an illegal organization which is involved in organized criminal activity. Rigid rules, violence and monopoly of illegal activities are some of its attributes. â€Å"Gambetta defines the Mafia as an industry which supplies private protection (Gambetta, 1991:2). The Mafia produce and sells a very special commodity, trust or protection. Like ‘organized crime’ in general, the Mafia aims to produce, advertise and sell protection in conflict with the state. The Mafia operate in those economic transactions and agreements where protection is either inefficiently supplied or cannot be supplied at all by the state†¦Ã¢â‚¬  (The Russian Mafia: Do Rational Choice Models Apply?, date ?: p.7-8). Similar to the claims made by Gambetta, Hobsbawn also maintains that the â€Å"Mafia tends to develop in societies in which citizens regard the authorities as hostile. He argues that the Mafia provides a parallel masculine law and organized power in societies in which the o fficial government is not effective, and most of the citizens in the areas under its influence believe that it is the only effective law and power† (The Russian Mafia: Do Rational Choice Models Apply?, date ?: p.7) The Russian Mafia has often been studied in comparison with the Sicilian Mafia. The emergence of the latter in Southern Italy was due to the uneven transition of the market economy. The Italian citizens lost trust in the Italian state due to the fact that property rights and individual protection was not thoroughly given by it. This led to a rise in the demand for ‘protection’ and this protection was in turn provided by the Mafia. Similarly, part of the emergence of the Russian Mafia owes itself to the undefined transition of its market economy wherein there were no exact rules and regulations to govern the producers, sellers and consumers. Citizens were thus bereft of legal protection and

Learning Plan Essay Example | Topics and Well Written Essays - 1500 words

Learning Plan - Essay Example On the other hand, many patients presenting in to the emergency department may not have that serious a clinical situation. However, an emergency nurse should be equipped with knowledge, expertise, learning, and clinical skills to handle these alone at her level. There are several varieties of patients that may attend emergency department seeking care. Of these certain categories of patients may need immediate nursing or physician care since they may be potentially life-threatening. These include airway compromise, cardiac arrest, severe hemodynamic shock or compromise, injury or cases of multiple trauma, or altered level of consciousness. Certain other cases are also emergent, but may wait for some time. These are patients sustaining head injuries, severe trauma, lethargy or agitation, conscious overdose, severe allergic reaction, chest pain, chemical exposure to the eyes, severe back pain, gastrointestinal bleeding with unstable vital signs, cerebrovascular accidents with deficits, severe asthma, abdominal pain, vomiting and diarrhea with dehydration, acute psychotic episodes, fever in children, severe headache, severe acute pain of any origin, neonatal diseases, or sexual assault (Fry, 2008). Nurses may encounter cases of head injury pres enting in an alert state but with vomiting, mild to moderate asthma, moderate trauma, cases of abuse or neglect, GI bleeding with stable vital signs, and patients with history of seizure who are alert on presentation. Many other conditions are trivial, which can be really very efficiently treated by the emergency nurses, and these include alert head injury without vomiting, minor trauma, vomiting or diarrhea without dehydration, earache, minor allergic reactions, foreign body in the cornea, and chronic back pain. There may also be cases of sore throat, cases with minor symptoms, or chronic abdominal pain (Schriver et al., 2003). Anticipated Nursing Role To be able to deliver competent care, being a registered nurse, the emergency nurse must be able to assess, plan, implement, and evaluate nursing care alone or in collaboration with the emergency physician in order to achieve the goals of care and health outcomes in such patients. This must be either independent or interdependent care delivery within the framework of accountability and responsibility (Hageness et al., 2002; ANMC, 2004). Where possible, according to competency standards, the emergency nurse would also deliver education in order to promote and maintain health with a preventative approach. The nurse would demonstrate critical thinking and analytic abilities for care decision making and would demonstrate satisfactory knowledge base. She would be able to appraise her own knowledge and learning in order to engage in professional development through a pathway of evidence-based care (ANMC, 2004). From this angle, an emergency nurse has certain roles while delivering care to a patient presenting into the emergency department. The initial action is assessment, and a systematic and methodical assessment process through primary and secondary surveys enable the nurse to identify and prioritize the needs of such patients. The primary assessment consists of a rapid

Leadership Behaviour and Tests for Personality Types

Leadership Behaviour and Tests for Personality Types INTRODUCTION Business was created by people for themselves to sell goods and services to which they need but they cannot produce. From the smallest of business arrangements to largest of them, they are meant to meet the goals and objective of human beings. Organizational behavior examines people’s values, beliefs and values and how they influence the manner in which the business is carried out. Leadership and Organizational Behavior Organizational behavior is the study and the application of the particulars about how people behave when in groups a case scenario of working in an organizations. And how their different values, beliefs and behavior influence the organization’s performance and success. Elements of Organizational Behavior All organizations are driven by its mission, vision and goals for its establishment. Organizations are also led using culture which dictates how things are done in the office premises, how the employees relate with each other and code of dressing are part of the stipulations of the culture of the organization. The vision, mission and goal of the organization should be motivational for the employees to improve the company’s performance and success both in the long and short run. Models of Organizational Behavior. Generally, there are four common models that illustrate how organizations are led and run. They are autocratic model, custodial model, supportive model and finally the collegial model. (Cunningham, Eberle, 1990; Davis 1967) Autocratic model, this is the kind of a model that is similar with the dictator method of leadership where the leader is the communicator and the people just follow the leaders instructions without questioning the leader’s authority. The manager in this case rules over the employees and little autonomy or none is allowed for the employees. Performance of the company’s led using this model is generally low since the employees are handled like robots without much say to the running of the organization. The second model is the custodial model; this is whereby the chief manager promises the employees of taking care of their financial needs and the benefits that follow if the take the company to a greater level in terms of performance and Excellency. The employees are remunerated according to the success of the company. The third model is the supportive model. It entails the employees receiving support from the management of the company so as to drive the company to where the vision of the company wants them to be both in terms of goals achievement and customer satisfaction. The fourth and final theory is the collegial theory, which involves a partnership between the employees and the employer with the aim of boosting the company’s performance, through the employee’s innovativeness and creativity by allowing them to do what they perceive is right for the company in their own views. Collegial theory — this is a partnership of the employees to boost performance through autonomous thinking and doing what they perceive is good for the company they are working for. BIG FIVE PERSONALITY TEST. The big five personality test is a set of simple and clear questions whose objectives are to understand individuals personalities and how they act and react when subjected to different situations of decision making and question answering. There are basically five major types of personalities possessed by individuals. They include; neuroticism this re the kind of people that are mainly worried and frighten by unimportant things. The second type of personality is extraversion, this refers to people that are basically social animals. They enjoy outdoors and spending time with other individuals to feel happy and satisfied in life. The third type of personality is agreeableness, this are the individuals that agree to ideas, concepts and suggestions easily, they are usually very gullible and easy to take advantage of. The last type of personality is people that are open to experience. This is optimists that always look at the bright side of every situation. They view life at a good view fo r development and success. For an individual to realize their type of personality, they should run a test that consists of around 30 questions about the self. On things you like, dislike, fear, wish for an the like with the aim of understanding yourself more to identify which kind of personality you possess and how it can be of help to your life’s purpose and goals. The questions are rated to determine the degree and level on the answer. THE DEVELOPMENT OF THE MYERS-BRIGGS TEST The Myer Briggs theory was devised by the mother and her daughter. Their major goal was to establish the different individual value, attitudes and beliefs. This is the breakthrough to understanding an individual’s strengths and weaknesses of the self for better understanding of the self. Strengths and weaknesses identification is key to unlocking one’s potential in life as one is able to specialize in the line of strengths and take it slow on the weakness side. Overview of the Myers-Briggs Test From the findings of the Myer Briggs theory, it has been established that people basically have 16 types of personality according to (Myer and Briggs, 1997). The test implies that an individual should subject themselves to the test for them to understand their natural strengths and weaknesses so as to concentrate on the areas of endowments in career choice and compatibility with other people. There is no right or wrong personality type or one that that shows superiority or abnormalities. There just show the diversities in the makeup of different individuals. It is basically a test to help people understand themselves better. Thequestionnaire itself is made up of four different scales: There are individuals that fall in the category of extremes of extroverts and introverts. Extroverts are those people that are loud in nature and are social animals. Their happiness and satisfaction lies within the interactions with others. Introverts are the silent people that enjoy their own company compared to that of social interactions. These kind of people find satisfaction in indoors and privacy. We all have that loud side the silent side. But what counts is the preference we choose. There is another group of individuals that are classified by the way they make decisions. The first group is classified according to how they sense things in a situation. The sensors concentrate more to what they can learn from their own thoughts, ideas and senses. The class of people makes decisions based merely on intuitions. They pay more attention to already established concepts, patterns and impressions. They hardly come up with new innovations. They are short on creativity. They enjoy thinking of the future and imagining the possibilities of life. The next classification is for the thinkers and the people whose decisions are based on their feelings. Thinkers tend to pay more attention to existing facts. They are down to earth and in touch with the reality on the ground. They look for sense in situations while their fellow counterpart’s arts that dwell on feelings are into feelings of the heart and emotions. They are mostly more emotionally attached in their decisions than the thinkers.

Motherhood, Otello And The Theatre Experience :: essays research papers fc

The theatre experience can be explained as a measurement of satisfaction that a person attains after attending a theatrical performance. A positive theatre experience should be a truly cathartic event that evokes excitement and delight in the audience. A negative theatre experience, on the other hand, will have little to no impact on the audience and will most likely cause its members to be bored. Two theatrical presentations that provide contradicting theatre experiences are Otello and Motherhood, Madness and the State of the Universe. Otello, which is conducted by Richard Bradshaw, directed by Robin Phillips, written by Giuseppe Verdi (after William Shakespeare's play Othello) and was performed by The Canadian Opera Company on November 3, 2000 at the Hummingbird Centre in Toronto, Ontario, is a century old opera that tells the story of how the Moor of Venice, who has risen from slavery to a position of great power as a general of the Venetian army, falls victim to jealousy. Mother hood, Madness and the State of the Universe, which is written and performed by Kim Renders and was performed on October 13, 2000 in Lower Massey Hall at the University of Guelph, is a contemporary one-woman show which tells a satirical tale of marriage and parenthood via stories about Renders own children intertwined with historic accounts of her mother’s childhood. Three elements that influence how enjoyable a performance will be to an audience member are scenery, costumes and use of music. When compared on these bases, it is conclusive that Motherhood, Madness and the State of the Universe provides a theatre experience which is superior that of Otello. Scenery, by definition, is â€Å"the physical constructions that provide the specific acting environment for a play and that often indicate, by representation, the locale where a scene is set; the physical setting for a scene.† (Cohen, Theatre G-11). Modern scenery is either realistic as in Otello, or metamorphic as in Motherhood. Realistic scenery attempts to illustrate the details of a specific time and place in the real world, while metamorphic scenery favors visual images that insinuate the production’s intended mood and theme. The scenery in Otello depicts the inside of an elaborate castle with winding staircases (see figure 1, appendix A for the simplistic illustration). Desdemona’s bed, the tables, the goblets, etc. are all set pieces used on stage after having been extracted from rooms that would actually exist in a house.

Linguistics and Language Essay

What will be covered in this class? †¢ How do we produce and recognize speech? †¢ How do we perceive words, letters, and sentences? †¢ How do we learn and recall information from texts? †¢ How can we improve texts to make them easier to understand? †¢ How does the brain function to process language? †¢ What are the causes and effects of reading disabilities? †¢ Is there language in other species? Central themes in psycholinguistics 1) What knowledge of language is needed for us to use language? Tacit (implicit) knowledge vs. Explicit knowledge  Ã¢â‚¬ ¢ tacit: knowledge of how to perform something, but not aware of full rules †¢ explicit: knowledge of the processes of mechanisms in performing that thing 2) What cognitive processes are involved in the ordinary use of language? How do we understand a lecture, read a book, hold a conversation? Cognitive processes: perception, memory, thinking, learning Some definitions of basic components of language: Semantics: The meaning of words and sentences Syntax: The grammatical arrangement of words in a sentence or phrase Phonology: The sound pattern of language Pragmatics: How language is used in a social context  Examples from psycholinguistics Parsing garden path sentences The novice accepted the deal before he had a chance to check his finances, which put him in a state of conflict when he realized he had a straight flush. 1) The defendant examined by the lawyer turned out to be unreliable 2). The evidence examined by the lawyer turned out to be unreliable The process of parsing is the process of making decisions The effect of prior knowledge on comprehension The procedure is actually quite simple. First you arrange things into different groups. Of course, one pile may be sufficient depending on how much there is to do. If you have to go somewhere else due to lack of facilities, that is the next step; otherwise you are pretty well set. It is important not to overdo things. That is, it is better to do too few things at once than too many. In the short run this may not seem important, but complications can easily arise. A mistake can be expensive as well. At first the whole procedure will seem complicated. Soon, however, it will become just another facet of life. It is difficult to foresee any end to the necessity for this task in the immediate future, but then one never can tell. After the procedure is completed, one arranges the materials into different groups again. Then they can be put into their appropriate places. Eventually they will be used once more, and the whole cycle will then have to be repeated. However, that is part of life. Bransford & Johnson, 1973 Recall: No context: 2. 8 idea units out of a maximum of 18 Context afterwards: 2. 7 idea units Context before: 5. 8 idea units Child language development How many words do you know? Hint: Dictionary has about: 450,000 entries Test high school graduates: How many words do they know? About 45,000 english words About 60,000 including names and foreign words. The average six year old knows about 13,000 words. Learning about 10 words per day since age 1. (One every 90 minutes) How much do we have to teach children to learn language? Do you have to teach a child to walk? Is it the same way of learning a language? My teacher holded the baby rabbits and we patted them I eated my dinner A brief history of psycholinguistics Wilhem Wundt (early 1900s) Interest in mental processes of language production †¢ Sentence as the primary unit of language †¢ Speech production is the transformation of complete thought processes into sequentially organized speech segments. Behaviorism (1920s-1950s) †¢ Rejected the focus on mental processes †¢ Measurement based on objective behavior (primarily in lab animals) †¢ How does experience (reward and punishment) shape behavior? B. F. Skinner: Children learn language through shaping (correction of speech errors) Associative chain theory: A sentence consists of a chain of associations between individual words in the sentence What’s wrong with the behaviorist approach? Noam Chomsky (1950s – present) 1) Colorless green ideas sleep furiously 2) Furiously sleep ideas green colorless. 3) George picked up the baby. 4) George picked the baby up. Almost every sentence uttered is a new combination of words The Poverty of stimulus argument: There is not enough information in the language samples given to children to account for the richnes and complexity of children’s language The pattern of development is not based on parental speech but on innate language knowledge Linguistic Diversity vs. Linguistic Universals Linguistic diversity There appears to be a lot of diversity among languages Even within languages there is diversity When are two languages different? We speak the same language if we can understand each other  Exceptions: Norwegian and Swedish Cantonese and Mandarin Dialects within languages: The myth of pure language How/why do languages change? Why does there seem to be a â€Å"correct† English? Members of the dominant (most powerful) sub-culture tend to speak one dialect and may punish those who do not Linguistic Chauvinism Belief that one’s own language/dialect is the best of all possible languages Black English Vernacular (BEV) Study by William Labov Interviewed African-American street youth You know, like some people say if you’re good an’ sh*t, your spirit goin’ t’heaven . . . ‘n if you bad, your spirit goin’ to hell. Well, bullsh*t! Your spirit goin’ to hell anyway, good or bad. [Why? ] Why? I’ll tell you why. ‘Cause, you see, doesn’ nobody really know that it’s a God, y’know, ‘cause I mean I have seen black gods, white gods, all color gods, and don’t nobody know it’s really a God. An’ when they be sayin’ if you good, you goin’ t’heaven, tha’s bullsh*t, ‘cause you ain’t goin’ to no heaven, ‘cause it ain’t no heaven for you to go to. †¢ Place holders: â€Å"There† vs. â€Å"It† in the copula †¢ Copula: â€Å"Is†, â€Å"Was† optional †¢ Negatives: â€Å"You ain’t goin’ to no heaven†. BEV just as linguistically complex as Standard American English We don’t see/understand the complexity in other languages Moral: All languages seem to permit as wide range of expressions as others Linguistic Universals What is in common with all languages? Sentences are built from words based on the same physiological processes †¢ All languages have words †¢ All humans have ways of making sounds. †¢ Languages tend to use a small set of phonemic sounds †¢ Phoneme: The minimal unit of sound that contributes to meaning How many phonemes in a language? †¢ English: 40 phonemes †¢ Range: Polynesian 11 to Khoisan 141. Discreteness Messages in human language (e. g. speech sounds) are made up of units of which there is a discrete (limited) number Arbitrariness The relationship between meaningful elements in language and their denotation is independent of any physical resemblance between the two. Words do not have to look or sound like what they describe Openness †¢ New linguistic messages are created freely and easily †¢ Languages are not constrained in a way so that there are a limited number of messages that can be created. †¢ Linguistic Productivity: The ability to understand and create an unlimited number of sentences. The question studied by psycholinguists is â€Å"how to characterize and account for the creativity to construct and create an infinite number of sentences given the limited capabilities of the human brain† Duality of Patterning Language involves relating two different kinds of patterns or forms of representation †¢ A phonological system †¢ A semantic system These two systems use very different types of codes, although there is a phonological representation for each item in the semantic system Phrase structure Information on how a sentence is grouped into phrases. The quiet boy ate the red apple A set of Phrase Structure rules: PS 1 S (sentence) ————-> NP + VP PS 2 NP (noun phrase)————-> det + (adj) + N PS 3 VP (verb phrase) ————-> V +NP PS 4 N (noun) ————-> boy, dog, man, book PS 5 V (verb) ————-> ate, broke, kissed PS 6 adj (adjective ————-> quiet, red, happy, wormy PS 7 det (determiner) ————-> a, the We use â€Å"lexical-insertion rules† to put words into the structure. Phrase-structure rules provide a good account of phrase-structure ambiguity. They are broiling hens Morphology Morphology is the component of grammar that builds words out of units of meaning (morphemes) A morpheme is the smallest meaningful unit of language How many morphemes? bird firetruck undereducated unmicrowaveability Insights from American Sign Language (ASL) Unlike speech, signs are expressed in visual or spatial form Do a lot of the same grammatical concepts hold? Arbitrariness ASL possesses iconicity signs can represent objects or actions to which they refer. However, the degree of iconicity has declined over the years Duality of Patterning signs are composed of smaller elements that are meaningless Example: 3 parameters †¢ 19 values of hand configuration. †¢ 12 values of place of articulation †¢ 24 values of movements Meaningless patterns can be combined in various ways to from ASL signs. What about â€Å"openness† and â€Å"discreteness† within ASL? Transformational Grammar (Chomsky 1950s) Language: an infinite set of well-formed sentences Grammar: A finite set of rules that generates sentences in the language How do we know that a grammar is a good theory of language? Three criteria: Observational Adequacy: A grammar is observationally adequate if it generates all acceptable sequences and no unacceptable sequences. Descriptive adequacy: A grammar must also explain how a sentence relates to other sentences that are similar & opposite in meaning. The ball was caught by John John caught the ball The ball was not caught by John Explanatory adequacy It is possible for multiple grammars to attain observational and descriptive adequacy. Which is the correct/best one? Children learning language are presented with many samples of language and must determine the grammar from these samples. There must be some innate language constraints that help children determine the correct grammar. There exist Linguistic Universals that are common to all languages. The fact that there are similarities in languages is based on the fact that languages are determined by the nature of the mental structures and processes which characterize human beings A Grammar must explain the role of linguistic universals in language acquisition Deep and Surface structure Deep structure: The structure of the sentence that conveys the meaning of the sentence. Surface Structure: The superficial arrangement of constituents Deep structure ambiguity: A single surface structure that is based on two different deep structures Flying planes can be dangerous. Phrase structure rules would not be able to account for the differences in meaning Sentences can have similar phrase structure, although their underlying structure is different: John is easy to please John is eager to please Sentences can different surface structure, but similar deep structure Arlene played the tuba The tuba was played by Arlene Transformational Grammar A two part process to derive a sentence 1) Use Phrase-structure rules to generate the underlying tree structure (deep structure) 2) Apply a sequence of transformational rules to the deep  structure to generate the surface structure of the sentence Transformations occur by adding, deleting or moving constituents John phoned up the woman John phoned the woman up Phrase structure approach: Two different rules VP –> V + (particle) + NP VP –> V + NP + (particle) Each sentence is derived separately, using different phrase structure rules. Transformational grammar approach: One rule V + particle + NP –> V + NP + particle John phoned up the interesting woman John phoned the interesting woman up John phoned up the woman with the curly hair John phoned the woman with the curly hair up. Restrictions on transformations The particle-movement transformation can not be applied to pronouns John called them up *John called up them Example 2: Passive transformation NP1 + V + NP2 –> NP2 + be + V + en + by + NP1 Arlene played the tuba The tuba was played by Arlene Psychological Reality of Transformational Grammar If using language is a process of converting the deep structure to the surface structure, then the number of transformation rules applied should affect how long it takes to process a sentence. However, experiments do not consistently show that this holds true Current theories of grammar Lexical-Function Grammar  Made up of three components: a constituent structure, a functional structure, and lexical entries Constituent Structure: Similar to phrase structure Functional Structure: All the information needed for semantic interpretation John told Mary to leave Bill Predicate tell (subj, obj, V-comp) Tense Past Subj John Obj Mary V-comp predicate leave subj Mary obj Bill Lexical Entries Lexical entries contain information about: †¢ the forms of the word †¢ the kinds of sentences into which they fit, †¢ arguments and semantic roles Mary kissed John John was kissed by Mary Entry for â€Å"kiss† includes underlying semantic structure  kiss: (agent, patient). Forms of the word kiss: agent = subject: patient = object (be) kiss: agent=object: patient = subject Major significance of LFG Most of the explanation of how we process language is based on the lexicon (where we store information about words) . Government-Binding Theory or Universal Grammar Chomsky’s view of innate grammatical mechanisms. In GB theory, grammar is modular. Grammar due to interaction of several independent subsystems, or modules. Each module is fairly simple and performs part of the task But all modules interact in order to constrain the rules made by the other modules in the grammar. Implications We all inherit a universal grammar that can be set to different parameter values. These parameter values correspond to different languages. As we get experience with a language, we acquire these parameter values, and thus the language upon which it is based. Research methods in Psycholinguistics How do we observe, collect information on phenomena related to psycholinguistics? Naturalistic Observation Observing information in a non-experimental setting Slips of the tongue Phonological switching: Crushing blow –> Blushing crow semantic replacements: blond eyes for blond hair. Language Acquisition The use of language over time Data from naturalistic observation Rich, but hard to analyze Controlled experiments Goal: test an empirical hypothesis Hypothesis: A chapter will be easier to understand if each section starts with a summary of what will be said. Independent Variable: Variable that is manipulated to test the hypothesis. Dependent Variable: Variable representing the behavior we want to measure Control Variables: Other variables we need to control in order to see the effect of the independent variable Subjects: Who is going to participate in the experiment? Analysis: How do we know if there are differences bewteen the two chapters? The Human Information Processing System What psychological mechanisms are involved in using language? The Sensory store Processes incoming information from the environment †¢ Individual sensory stores for each sense †¢ Information retained for a short duration The visual sensory store Experiments by Sperling (1960) X M R K C N J P V F L B The partial report technique Auditory sensory store Experiment by Darwin, Turvey & Crowder (1972) 3 digits or letters auditorally presented to each ear and center at the same time. What is the use of the sensory store? It maintains information long enough so that we can do additional processing to it. Working memory or short term memory (STM) STM used to describe the fact that it holds information for a short time, while working memory refers to the processing capacity. STM works as a temporary holding place for intermediate decisions. Limited in size. Chunking Working memory: there is a limited amount of processing capacity that you can use as you perform a problem Long term memory Knowledge of how to do things, things we have learned, grammar rules, personal memories. All knowledge that is not active. Information that becomes active is retrieved from LTM and put in STM. Anything we learn is first processed in STM and some of it is put into LTM Episodic vs. Semantic Memory distinction Semantic memory †¢ Organized knowledge of words, concepts, symbols and objects. motor skills, general knowledge, spatial knowledge , social skills. †¢ All information is organized semantically, but not tagged based on when it was learned. Episodic memory †¢ Holds traces of events specific time and place. †¢ Memory of personal experiences. Interaction between semantic and episodic memory. What does the organization of the information processing system have to do with language processing? Pattern Recognition Parsing/understanding sentences in working memory This is a long sentence and yet somehow you can keep it all in working memory The organization of Long Term Memory That cat plays really cool jazz Serial vs. Parallel Processing Serial processing: One process working at a time Parallel Processing: Multiple processes working at a time In a serial model of language processing, individual modules would work one at a time to process the information. A parallel model would say that the processes happen at the same time. Parallel models as neurally inspired models of cognitive processes Top-Down vs. Bottom-Up processing Cognitive processing occurs at levels Bottom-up processing is done in such a way that all processing occurs starting from the lowest level processes and proceeds onto the higher level processes Higher level processes do not influence any of the processing done at the lower levels Top down processing: Information at the higher levels influences processing at the lower levels. Advantages and disadvantages of Top-Down processing Automatic vs. Controlled processes We have a limited amount of processes that we can do at a time. Controlled processing: Processes that require a substantial amount of cognitive processing. Automatic processing: Processes that do not require a substantial amount of cognitive processing. The role of practice in automatic processing The Stroop effect Putting it all together: Cognitive processes in action The novice accepted the deal before he had a chance to check his finances, which put him in a state of conflict when he realized he had a straight flush. The Internal Lexicon How are words stored? What are they made up of? How are word related to each other? How do we use them? Internal lexicon The representation of words in long term memory Lexical Access: How do we activate the meanings of words? Aspects of Meaning Reference: The relationship between words and things in the world Things in the world are referents of a word My dog has fleas My dog is from Mars But not all reference can be mapped to concrete things Abstract words: Love, Justice, Equality Non existent objects: Unicorn, Martians Meaning is not restricted to the real world, but also imaginary worlds Sense: The relationship of a word with other words in the language Student at NMSU vs. Undergraduate at NMSU Synonymy (same meaning) Car Automobile Antonymy (opposite meaning) Happy Sad Incompatibility (do the words contradict each other? ) John is happy vs. John is sad Hyponymy (are they part of the same class? ) A dog is an animal, Bowser is a dog, Denotation vs. Connotation Denotation: The objective meaning of the word Connotation: The aspect of the meaning beyond its explicit meaning Bachelor Spinster Hungry Starving The Mental Representation of Meaning The representation of the meaning of a word is based on the semantic features of that word. We acquire the meaning of a word by learning its semantic features Children make semantic mistakes Verbs of possession. We understand more than the meaning, we have knowledge of the relations between these words sold vs. paid give vs. receive lose vs. find Prototypes: Some members of a category are better instances of the category than others Apple vs. pomegranate What makes a prototype? More central semantic features What type of dog is a prototypical dog What are the features of it? We are faster at retrieving prototypes of a category than other members of the category Semantic Networks. Words can be represented as an interconnected network of sense relations †¢ Each word is a particular node †¢ Connections among nodes represent semantic relationships Mental models: A model/understanding of how the world works and how pieces of textual information fits in with it. John is sitting in a chair. That chair is on a table. The table is blue and round. John has red hair. The structure of the Internal Lexicon How do these pieces of semantic information relate to each other? Semantic verification task An A is a B An apple is a fruit A robin is a bird A robin is an animal A dog has teeth  A fish has gills A fish has feathers An apple has teeth NMSU is in New Mexico Harvard is in California Use time on verification tasks to map out the structure of the lexicon. Models of the Lexicon Collins and Quillian Hierarchical Network model Lexical entries stored in a hierarchy, with features attached to the lexical entries Representation permits cognitive economy Testing the model Sentence Verification time Robins eat worms 1310 msecs Robins have feathers 1380 msecs Robins have skin 1470 msecs A category size effect: Subjects do an intersection search Problems with Collins and Quillian model . 1) Effect may be due to frequency of association 2) Assumption that all lexical entries at the same level are equal The Typicality Effect Which is a more typical bird? Ostrich or Robin. A whale is a fish vs. A horse is a fish Major conclusions of the model: 1) If a fact about a concept is frequently encountered, it will be stored with that concept even if it could be inferred from a more distant concept. 2) The more frequently encountered a fact about a concept is, the more strongly that fact will be associated with the concept. And the more strongly associated with a concept facts are, the more rapidly they are verified. 3) Verifying facts that are not directly stored with a concept but that must be inferred takes a relatively long time. Spreading Activation Models (Collins & Loftus) †¢ Words represented in lexicon as a network of relationships †¢ Organization is a web of interconnected nodes in which connections can represent: categorical relations degree of association typicality Retrieval of information †¢ Spreading activation †¢ Limited amount of activation to spread †¢ Verification times depend on closeness of two concepts in a network Context effect in spreading activation models Present either: Murder is a crime or Libel is a crime Then get verification time for Robbery is a crime Subjects faster when they see Murder than Libel. Why? Advantages of Collins and Loftus model †¢ Recognizes diversity of information in a semantic network †¢ Captures complexity of our semantic representation †¢ Consistent with results from priming studies Lexical Access What factors are involved in retrieving information from the lexicon? Semantic Priming Meyer & Schvaneveldt (1971) Lexical Decision Task Prime Target Time Nurse Butter 940 msecs Bread Butter 855 msecs Evidence for associative spreading activation. Ratcliff and McKoon (1981) Subjects study and memorize The doctor hated the book Task: â€Å"Was this word from the sentence you memorized? † Prime Target Time None Book 667 msecs Doctor Book 624 msecs Word Frequency Does word frequency play a role in lexical access? Lexical Decision Task: gambastya, revery, voitle, chard, wefe, cratily, decoy, puldow, raflot, oriole, vuluble, booble, chalt, awry, signet, trave, crock, cryptic, ewe, himpola mulvow, governor, bless, tuglety, gare, relief, ruftily, history, pindle, develop, gardot, norve, busy, effort, garvola, match,sard, pleasant, coin, maisle. Lexical Decision is dependent on word frequency Eyemovement studies: Subjects spend about 80 msecs longer fixating on low-frequency words than high-frequency words Morphological Structure So we strip off the prefixes and suffixes of a word for lexical access? Decision = Decide + ion Lexical Decision Tasks: Prime Target Time Nurse Butter 940 msecs Bread Butter 855 msecs Evidence for associative spreading activation Ratcliff and McKoon (1981) Subjects study and memorize The doctor hated the book Task: â€Å"Was this word from the sentence you memorized? † Prime Target Time None Book 667 msecs Doctor Book 624 msecs Word Frequency Does word frequency play a role in lexical access? Lexical Decision Task: gambastya, revery, voitle, chard, wefe, cratily, decoy, puldow, raflot, oriole, vuluble, booble, chalt, awry, signet, trave, crock, cryptic, ewe, himpola mulvow, governor, bless, tuglety, gare, relief, ruftily, history, pindle, develop, gardot, norve, busy, effort, garvola, match,sard, pleasant, coin, maisle. Lexical Decision is dependent on word frequency Eyemovement studies: Subjects spend about 80 msecs longer fixating on low-frequency words than high-frequency words Morphological Structure So we strip off the prefixes and suffixes of a word for lexical access? Decision = Decide + ion Lexical Decision Tasks: Presented subjects with a sequence of words to study Examined the probability of recognizing words over 14 days Performance systematically decays over time Negatively accelerated decay. Bahrick (1984) Student’s retention of spanish-english vocabulary items from 0 to 50 years Power law of decay Review on the internal lexicon Aspects of meaning: Reference and Sense Denotation and Connotation What is the mental representation of meaning? Models of the Lexicon Hierarchical Network Model Spreading Activation Model What factors are involved in retrieving information from the lexicon? Semantic Priming Word Frequency Morphological Structure Lexical Ambiguity Retention of lexical items.