Bang and Olufsen: Design Driven Innovation Essay

The key concern identified in this particular case is that Bang & Olufsen are lacking a strong sense of management. Designers seem to be the forefront of business innovation and innovation management needs to be altered. The article identifies that the designers are making major decisions in terms of product development, and although this may seem effective, management should have an influence on the entire company in order to make informed decisions in relation to the business’ innovation strategy. Bang & Olufsen follow a more semi-radical innovation approach, this is clear in the fact that the business has not changed the existing business model for some time, and more focus is towards technological advances. This is ineffective as for design driven innovation it is important to adopt an entirely radical innovation strategy. While B&O consider the design driven strategy as the best take for the future, the problem it causes is that they are unintentionally opening up the fut ure of the business into the designers hands. Thus, Bang & Olufsen requires a radical change of the business model in order to effectively conform to a radical innovation strategy. The company needs to realise that change is necessary and aim to be more involved in the decision making process. B&O need to use the designers as a guide for product development, and be more concerned with executing its innovation strategies and using the company image as a representative to users of their products. An effective way of ensuring this is possible is through thorough examination of the internal and external environment, and a structured innovation plan. Post work: This article, along with the discussion in the lecture has provided me with insight into issues involved in the case and marketing in general. There were several issues including conflicted vision within the company which led to missed deadlines and inability to effectively cooperate between the designers, engineers and management of B&O. This educated me on business’s requiring a solid vision in order to reach innovative goals and overall business objectives. Not only that, but management needs to be more involved in the innovation process so as to ensure input from people who envision ideas in the virtual world to be considered. Another fact relevant in the article as discussed in the lecture is concerning market research.  Ã¢â‚¬Å"B&O lacked a sufficient amount of market research†, which although good in some way, allowing the company to be more innovative and create new, impressive products, it often led to wasted time developing concepts that had no â€Å"substanc e†. Thus we can see that market research is an extremely important aspect of marketing management in order to be efficient, and to effectively identify consumer wants and needs to develop concepts worth producing. A final important point about marketing I have learnt is that, the designs of both â€Å"Idea Lab† and â€Å"Idea Land† is key as one develops a product and whilst one focuses more at the technological side. A significant point here is that ideas of both â€Å"Idea Lab† and â€Å"Idea Land† would be much simpler to develop if the two were working together. Therefore, companies should attempt to combine both product ideas and technological developments in order to successfully achieve innovative objectives.

My experience, role and learning support Essay

In accordance to the ethical guidelines written by The British Education Research Association (BERA, 2004), the names of the children and school, where used, have been changed in order to maintain confidentiality and anonymity. My role (Hancock et al. , 2013 p1) States that â€Å"the practice of learning support as carried out by teaching assistants has developed considerably in recent times†. In the nursery I work along side two higher level teaching assistants and the nursery teacher. At this stage of school life, the majority of learning is through play, so we encourage the use of structured, well thought out fun educational games and play either in small groups or on a one to one basis, I carry out structured activities i. e. drawing, writing, crafting and reading, either on a one to one basis or with a small group of usually 4-6 children. I help identify any child or children that may benefit from further one to one help, through keeping well informed observation notes (KU1. 1) (KS3. 1) (PPS4. 3) In my role as classroom assistant in year one, my role is very similar to that of the classroom assistant, Margaret Verrecchie, in reader book 1 (Hancock et al. , 2013, pg4) A classroom assistant) I work along side the teacher and one teaching assistant. I help the teacher in the classroom, prepare resources’ for the session and offer the children extra support with reading and writing, it depends on what the teacher wants and needs and on what she asks me to do. Each day is different, and my duties vary accordingly. (PPS4. 3) (KS3. 1) As a midday supervisor, I work along side 10 other midday supervisors, supervising the children in the dining area and other parts of the school during the lunch time break. I help the children with a variety of tasks such as cutting up food, unwrapping of pack lunches and help teach good eating habits, After the children finish eating, we go to the playground, or if it’s wet play, a classroom, where I supervise the children at play. I ensure pupils keep out of areas that are out of bounds, deal with misbehaviour, reporting any problems that I’m unable to resolve to my duty manager, I attend to all pupils who are sick or injured, ensuring they receive the appropriate medical attention, reporting all accidents in the accident report book, I am aware of my responsibilities under the child protection legislation, reporting any concerns I may have to my senior supervisor or child protection officer. I enjoy this role as it allows me to see the children in a more relaxed environment, giving me the invaluable opportunity to get to know the children, on a more personal level, getting to know their personalities outside of the classroom. As lunchtimes are a great opportunity for the children to burn of f some steam, I try to encourage the children to take part in lots of physical activities like skipping and hoopla hoops. (PPS4. 3) I can personally relate to the parent helper in the (The Open University, 2013) E111 DVD sequence –Pam Crawford is a parent helper with a son who is special needs statemented, In the sequence, Pam states that she originally started to volunteer mainly to support her son, but along the way she decided that being a teaching assistant was what she wanted to be, so started a college course to train to become a qualified teaching assistant, which is exactly the same as why I am doing this course. Framework I provide a varied and broad array of duties and tasks on a daily basis in support to the pupils, the teacher, the school and the curriculum, through performing activities on a one to one basis or as part of a team with my work colleagues. Although they do tend to regularly overlap each other, I offer the four levels of support as suggested in the DfEE framework. (PPS4. 3) To support the pupils I encourage them to act independently in an appropriate way, to interact with each other and engage enthusiastically in all the classroom activities. I try to establish a good relationship with all the pupils, acting as a good role model, being aware of and responding appropriately to all individual needs. I supervise and support all the pupils ensuring their safety and make sure they have access to learning at all times. I help them to develop their skills in listening, to express their feelings and ideas, help them to understand, describe, select and retrieve information, show them ways in which to help with problem solving, communication etc. I also attend to all pupils’ personal needs including social, health, physical, hygiene, minor first aid and general well being. To help support the teacher, I prepare the classroom as and when needed for the lessons then clear everything away at the end of the lesson. I also help display pupils work around the classroom; I keep records as and when asked to do so by the teacher. I also support the teacher by managing pupil behaviour, reporting all difficulties appropriately, to the relevant member of staff. I also gather and report and information to and from parents or careers at the end of the school day and I provide administration duties as and when the teacher requires. To support the school I participate in any training and learning activities and any performance development meetings as and when required, I contribute to the overall ethos of the school, I am aware of and support difference and ensure all pupils have equal access to opportunities to learn and discover and to be aware of and comply with policies and procedures relating to child protection, health, safety and security, confidentiality and data protection, reporting all concerns to an appropriate person. To help support the curriculum I help prepare and maintain equipment/resources as directed by the teacher and assist the pupils in their use, also supporting the pupils in using basic ICT as directed by the teacher. I support the pupils in respect to national and local learning strategies e. g. literacy, numeracy, early years as directed by the teacher and help pupils understands instructions that have been given by the teacher. Previous interests and experiences I enjoyed school and took part in lots of school activities like the school productions and the school summer floats at carnival time, I also learnt to play the flute which gained me a place in the school orchestra. I was confident and never had problems making friends, although I did struggle with my school work, but I never let it beat me, I always strived to do my best. I have always been able to take the initiative and have a positive and adaptable personality. I find it easy to fit in with my surroundings and work well as part of a team or on my own. Since leaving school, I’ve worked for various companies, big and small. I’ve been a company administrator for a large company, which built up my confidence working as part of a team which encouraged me to be more efficient with my time as I had to work to strict deadlines, gaining knowledge on company policies and procedures and improving my ICT, and communication skills. I was also a care worker for a care agency where confidentiality was paramount; I went to client’s homes to perform various duties from personal care to shopping and housework. It’s through this job that I learnt skills to encourage people to be independent and carry out simple instructions/tasks. It’s also through this job that I learnt the importance of confidentiality and to keep completely accurate, up to date client observational records. I have three children of my own now and the experiences gained from being a mother, on top of the experiences gained from previous employment and my current employment, has enabled me to make the clear decision that I would like to pursue a career as a teaching assistant as I feel that the skills I’ve gained through life are all relevant to a teaching assistant’s role and skills that I have acquired for life. Key theories and concepts Both Piaget and Vygotsky were instrumental in forming a scientific approach on cognitive development in children. Jean Piaget was one of the first psychologists to reveal that children reason and think differently at different periods in their lives. Piaget considered development went through four stages: Sensori-motor: Pre-Operational: Concrete Operational and the formal Operational stage. The Sensori-motor period (0-2 yrs) is the first stage, as the infants interactions are based on exploring their environment through their senses and abilities, such as grasping and sucking, this also includes practice play as the infant is able to repeat actions continually, but with no intention. The pre-Operational stage (2-7 yrs) is where children’s language is rapidly developed, allowing them to express themselves. They start to use pretend play and parallel play which means children are talking but it is not directed at anyone in particular. The Concrete operation (7-11 yrs) and Formal Operational (11-adult) periods are the third and fourth stages. These are not usually considered in early childhood education but they are still equally important as they are able to think realistically and logically about situations and understand their world (Pulaski. 1980) Vygotsky believes children’s learning of new cognitive skills is guided by an adult or a more skilled child, such as an older sibling, who structures the child’s learning experience, a process Vygotsky called scaffolding. To create an appropriate scaffold, the adult must gain and keep the child’s attention, model the best strategy and adapt the whole process to the child’s developmental level. Vygotsky used this term to signify tasks that are too hard for the child to do alone, but can manage with guidance. Children do seem to follow a certain internal structure, for example grasping and touching, but not all children learn in the same way or at the same pace. A classic example of Vygotskys scaffolding theory can be seen with my two sons, the youngest that at the time was in nappies wanted to use the big toilet like his big brother, so as suggested by Vygotsky, my eldest son used the scaffolding technique. Vygotskys ideas have important educational applications, like Piagets, Vygotskys theory suggest the importance of opportunities for active exploration. But assisted discovery would play a greater role in a Vygotskian classroom than in a Piagetian class: The teacher would provide the scaffolding for children’s discovery, through questions, demonstrations and explanations. To be effective, the assisted discovery processes would have to be within the zone of proximal development of each child (Bee and Boyd, p38. (2009) Cognitive learning is not just internal but also external. Piaget believed that developmental growth was learned in stages. Vygotsky believed that learning was a social and progressive process that did not start or stop at a certain stage or age. A child’s activity plays a key role in the way they learn. I believe that both these theories go hand in hand and that the environmental factors do influence learning behaviours. Training needs My overall aim is to become a qualified teaching assistant, for primary school aged children, which I will gain through completing this course and with the ongoing training I am receiving at work. I aim to develop a better understanding of the ways in which children learn and be more involved in the planning and preparation of lessons. Even though I am a valued member of staff, I still feel that I need to develop my relationships further with professional bodies. I feel I also need to develop my leadership skills further, in order for me to improve my effectiveness in leading pupils through a class activity.

History of Guidiance and Counselling in Nigeria

What's the historical development of guidance and counselling in Nigeria? African nations are in a hurry to educate citizens in order to modernize and enhance their social, economic and political development. The concept of guidance and counseling, although relatively new in Africa has been embraced by most developing nations with enormous enthusiasm. This is because counseling is being regarded by most nations as an educational service through which efficient manpower for development can be attained.Counseling practice, however, does run into frequent clashes with African traditions and development goals typical of developing countries. In order to become fully acceptable at this initial stage, the guidance and counseling profession in Africa must tolerate some compromises and modifications from its original philosophy in the Western sense. Several events led to the institutionalization of guidance and counselling in Nigerian school system.Most prominent was the efforts of a group o f Catholic nuns at the St. Theresa's College, Oke-Ado, Ibadan. The Catholic nuns developed a career workshop for all the school's graduating students during the 1959 academic session, especially in the area of subject selection and job search. A major outcome of the workshop was the distribution of the much needed career information that enabled 54 out of the 60 graduating students to gain full employment upon their graduation.The workshop on guidance and counselling held at the comprehensive high school, Aiyetoro in 1963 where Mr. R. O. Rees delivered a paper titled â€Å"The role of the guidance counsellor in a comprehensive high school† was also instrumental to the emergence of guidance and counselling in Nigeria. So, was the book written by Mr. C. I. Berepiki entitled, An approach to guidance in schools. This book inspired the Federal Government of Nigeria to develop a workshop on guidance and counselling in schools.Through these efforts, the Federal government was able t o appreciate the role guidance and counselling needed to play in the nation's overall development that later motivated the Federal Ministry of Education to appoint Mr. C. I. Berepiki to take full charge of the coordination of school guidance and counselling services in Nigeria's school system. Another force that led to the emergence of professional counselling in Nigeria has to do with the events that cropped up after the Nigerian civil war. At the end of the civil war, there arose the dire need to rehabilitate the war victims.The post-war social, political, economic, religious and educational problems, which students, workers and the general public had to face, became enormous such that the less trained career masters/mistresses could not cope. This necessitated a very high demand for guidance counsellors who were expected to provide veritable counselling interventions in the rehabilitation of the war victims. One approach then was for the Federal Government of Nigeria to grant sch olarship to most candidates who desired to pursue masters' degree in guidance and counselling in any Nigerian universities.The introduction of the new National Policy of Education in Nigeria (commonly referred to as the 6-3-3-4 system of Education) for the whole country in 1977, with major revision in 1981, which had among its features, the introduction of a new educational focus for the primary and secondary levels of education also influenced the emergence of guidance and counselling in Nigeria. This policy was a major break away from the existing educational policy that was bequeathed to the nation by the British colonial masters at independence.Under the previous arrangement, secondary school students were expected to spend five years in the secondary school. In addition, the curriculum tended to emphasize much of liberal type of education. But the new policy extended the number of years in secondary school from five years to six years. It further divided secondary education int o two levels: junior secondary school (where the student was expected to spend three years) and the senior secondary school level (where the student was expected to spend the remaining three years).

Strategic Marketing Management Essay Example | Topics and Well Written Essays - 1500 words

Strategic Marketing Management - Essay Example (Riley, 2012) Alternatively, resource audit can be described as analysis or inspection of resources of an organization. It can also be called as Internal Resource Analysis. Assets and resources include tangible as well as intangible goods. An associations intangible and tangible resources consolidate with the companys abilities to make different competencies. Distinctive competencies allude to those exercises that a firm performs better than any contending firm. There are fluctuations in execution between individual firms and in an industry. The distinctions in execution are because of a few variables. Initially, the organizations may be in somewhat diverse aggressive positions (i.e., fit in with distinctive vital groups in the business) and a few positions may be more appealing than others. On the other hand, the more critical distinction is the difference in preferences between the different firms (competitive advantage). Competitive advantages refer to capacities, resources, aptitudes, abilities, etc., that empower an organization to contend all the more adequately in its industry. So as to build a perspective on the associations focused position, a business requires getting and considering data about competitors. There are numerous schemes by which this could be possible, including taking a look at the differential effects of focused conjectures on competitors, centre capabilities of competitors, the diverse missions of competitors, so on. The finished consequence of a contender examination should be to show where every contender is solid or feeble and helpless. One methodology to investigating contenders is the four-point rundown list of the key components of the analysis on competitors set forward by Greenley (1986): To better comprehend the exercises through which a firm forms competitive advantage and makes shareholder value, it is convenient to disparate the business framework into an arrangement of value generating activities alluded to

Tourism city brand of integrated marketing communications Dissertation

Tourism city brand of integrated marketing communications - Dissertation Example Brunel University Brunel Business School Uxbridge, Middlesex UB8 3PH United Kingdom Tel: +44 (0) 1895 267007 Fax: +44 (0) 1895 269865 Declaration I hereby undertake the completed report on my own and it is my work. I have provided complete acknowledgement to authors of any information that has been previously published and used in this report. It to my best knowledge that the information provided in this report meets all ethical requirements of providing citations throughout the text (Harvard Style). I also understand and accept that my completed report upon submission will become the property of Brunel University which is then allowed to reproduce this report in any for educational and research purposes without seeking consent from me. Student ID: Date: Word Count: Acknowledgements I would like to personally thank my supervisor Dr. XYZ who has been quite supportive despite of his other commitments. Without his guidance it would not have been possible for me to complete this disserta tion in a meaningful manner. This research work has been a one of the best practice in my learning career and has surely help me develop my education research skills which would help in my career. Moreover, without the support of my parents and teachers, it would not have been possible to conduct this research work. I therefore dedicate the work of mine to my parents, teachers, and friends. Abstract The branding and marketing of cities is an essential factor for the governments for the promotion of their cities, and it helps them to improve the economic position of the government in this era of globalization. Over the last few years the London City had been preparing for the event of Olympics which were held almost 2 months ago and keeping in view the phenomenal event of Olympics, this study can be considered as a useful attempt to investigate how integrated marketing communication tools have been used for marketing of Olympic Games 2012 and branding of London city as a host city wh ich has been known for its rich culture and social heritage and setup. The prime objective of this research work is to focus on the integrated marketing tools that are applied in the branding of the London city. For this study, an online survey was conducted through which 150 respondents residing in either UK or other EU countries took part. The data collected from the primary research was subjected to statistical modelling including regression analysis to draw upon the relationship between effectiveness of integrated marketing communication (IMC) used by different authorised organizations on the perception of tourists or travellers visiting London as to whether they feel that IMC has successfully branded the London as the host city of Olympics 2012. The result of the present study has revealed that IMC activities have successfully branded London as a city and there is a significant impact of IMC on branding of London city. Table of Contents 2 Acknowledgements 3 Abstract 4 Chapter 1 - Introduction 11 Chapter 2: Literature Review 20 Chapter 3: Research Methodology 43 Chapter – 04: Findings and Discussion 54 Chapter 5 - Conclusion and Recommendations 71 Appendix I:

Collaboration and decision support Essay Example | Topics and Well Written Essays - 250 words

Collaboration and decision support - Essay Example The managers access and utilise their required information (through data services option) to devise policies and prepare future plans. In addition, the system also identifies what information could be accessed and helpful for executives from different departments. The next support tool is ‘forecasting’, which enables managers to input business data in system so that system application automatically provides forecasts, estimations and certain calculations in the form of text, charts and tables. Hence, the manual process of forecasting is replaced with this new technology, thereby reducing time involved in decision-making and strategic planning. The third major support tool is known as ‘automatic report generation facility’, which provides updated daily / weekly / monthly reports on progress of the firm so that policy-makers will remain updated regarding business performance followed by changes in external environment. Also, the system provides email and conta ct facilities with real experts and other organisational personnel via intranet so that decision-makers could enhance interaction and information sharing before policy formulation. Reference Ba, Sulin, Karl Lang, and Andrew Whinston (1997). Enterprise decision support using Intranet Technology. Decision Support Systems, Volume 20, Issue 2, pp. 99-134

What do non-humans present in graphic design Essay

What do non-humans present in graphic design - Essay Example AbsÐ µncÐ µ or lack of which could makÐ µ art losÐ µ novÐ µlty. Talking of novÐ µlty, how about looking at art in naturÐ µ? Richard Dawkins statÐ µs that thÐ µ diffÐ µrÐ µncÐ µ bÐ µtwÐ µÃ µn human art or dÐ µsign and thÐ µ amazingly â€Å"ingÐ µnious† forms that wÐ µ Ð µncountÐ µr in naturÐ µ, is duÐ µ tho thÐ µ fact that Human art originatÐ µs in thÐ µ mind , whilÐ µ thÐ µ natural dÐ µsigns rÐ µsult from natural sÐ µlÐ µction. Which is vÐ µry truÐ µ. HowÐ µvÐ µr it is anothÐ µr mattÐ µr that natural sÐ µlÐ µction and cultural sÐ µlÐ µction, that will ultimatÐ µly dÐ µcidÐ µ on thÐ µ â€Å"popularity† of an art don’t function in thÐ µ samÐ µ way. Anyhow How can wÐ µ rÐ µmovÐ µ thÐ µ cultural bias or thÐ µ human bias that wÐ µ havÐ µ in our art forms? .AnswÐ µrs in Artificial LifÐ µ: Artificial lifÐ µ may bÐ µ dÐ µfinÐ µd as â€Å"A fiÐ µld of study dÐ µvotÐ µd to undÐ µrstanding lifÐ µ by attÐ µmpting to dÐ µrivÐ µ gÐ µnÐ µral thÐ µoriÐ µs undÐ µrlying biological phÐ µnomÐ µna, and rÐ µcrÐ µating thÐ µsÐ µ dynamics in othÐ µr physical mÐ µdia - such as computÐ µrs - making thÐ µm accÐ µssiblÐ µ to nÐ µw kinds of Ð µxpÐ µrimÐ µntal manipulation and tÐ µsting. This sciÐ µntific rÐ µsÐ µarch links biology and computÐ µr sciÐ µncÐ µ.†1 Most of thÐ µ A-LifÐ µ simulations today can not bÐ µ considÐ µrÐ µd truly alivÐ µ, as thÐ µy still can not show somÐ µ propÐ µrtiÐ µs of truly alivÐ µ systÐ µms and also that thÐ µy havÐ µ considÐ µrablÐ µ human bias in dÐ µsign. HowÐ µvÐ µr thÐ µrÐ µ arÐ µ two viÐ µws that havÐ µ Ð µxistÐ µd on thÐ µ wholÐ µ idÐ µa of Artificial LifÐ µ and thÐ µ Ð µxtÐ µnt it can go. WÐ µak A-LifÐ µ is thÐ µ idÐ µa that thÐ µ â€Å"living procÐ µss† can not bÐ µ achiÐ µvÐ µd bÐ µyond a chÐ µmical domain. WÐ µak A-lifÐ µ rÐ µsÐ µarchÐ µrs concÐ µntratÐ µ on simulating lifÐ µ procÐ µssÐ µs with an undÐ µrlying aim to undÐ µrstand thÐ µ biological procÐ µssÐ µs. Strong A-LifÐ µ is Ð µxactly thÐ µ rÐ µvÐ µrsÐ µ. John Von NÐ µumann oncÐ µ rÐ µmarkÐ µd â€Å"lifÐ µ is a procÐ µss which can bÐ µ abstractÐ µd away from any particular mÐ µdiumâ€Å". In rÐ µcÐ µnt timÐ µs

To what extent has the current financial crisis affected people's Essay

To what extent has the current financial crisis affected people's living standards in the UK - Essay Example Similarly, the real income remains at levels in 2002 whereas Consumer Price Inflation has risen by 25% (Croucher, 2013). This indicates the growing disparity between people’s purchasing power and the cost of commodities. Therefore, people are worse off with the increased prices and falling incomes. The commodity prices in UK have been affected largely by the current financial crisis. Prior to the financial crisis, the rapid oil price hike (including that in UK) had generated hope that the UK government would focus on renewable energy projects. However, the oil prices stabilized following the global recession owing to falling demand for fuel (Alvarez-Ramirez et al., 2012). As a result, the prices of commodities in UK, including both direct commodities such as petroleum and indirect commodities such as food stabilized. On the contrary, prices of diamonds saw a sharp decline in 2008 which was followed by a â€Å"rebound† whereby diamond prices exceeded equilibrium levels ( White & Rowley, 2013). This is referred to as a â€Å"commodity boom†. Thereafter, in 2011 when economic activity slowed down, the commodity prices suffered a fallback from their previously high levels. Commodity exporting countries such as the UK are greatly dependent on demand from commodity importing countries and BRIC economies such as India and China. Until 2007 and the first half of 2008, commodity prices increased rapidly due to boom in demand from India and China. However, the recessionary pressures soon caused demand for fuel and other commodities to slow down in these economies (El-Gamal & Jaffe, 2010). The international commodity demand for base metals soared with the demand for oil increasing simultaneously. This had led to an increase in food-based inflation with an increase in prices of petrol, food and other expenses. This inflation held back the Central Bank from reducing interest rates to provide financial comfort to UK citizens during the credit crunch. Furt hermore, with falling economic activity and new housing construction, construction contracts by the UK government also fell significantly from 2007 to 2009 (BBC News, 2012). This reduced the fall in demand for energy with the affect of a short-lived descent in oil prices in the UK during the period. The price of Gold, on the other hand, has been steadily rising following the recession. This is because gold has historically been viewed as a safe haven for investors to save their money during times of economic volatility. Gold boomed as stock markets collapsed and large amounts of money were printed with the dollar â€Å"floundering†. Furthermore, in the financial crisis marked by illiquidity, gold provided a highly liquid investment for investors (Shafiee & Topal, 2010). Emerging markets have had a â€Å"worst-than-expected† demand which shows how demand has fallen drastically resulting in a fall in overall commodity prices in the UK. To conclude, the financial crash ha d the effect of reducing or stabilizing the prices of fuel such as oil which had a spiraling effect on the prices of other commodities. One of the biggest causes of this (as highlighted earlier) has been the falling demand of commodities from BRIC economies in the aftermath of the crisis which has put prices of commodity exporting countries such as UK on a backburner. Furthermore, prices of gold increased due to strengthening of dollar

Exercise as a Means of Preventing Substance Abuse Relapse Essay

Exercise as a Means of Preventing Substance Abuse Relapse - Essay Example The situation may cause other illnesses associated with poor eating habits. The multiple disorders caused by substance abuse are referred to as co-morbidity. The risk factors associated with substance abuse include the availability of the substance and peer influence. Many people start using alcohol. Young adults are also likely to start abusing drugs in order to fit in their peer groups. Another big cause is the immaturity and difficulty in relating to parents. This has resulted in parents not even aware of their children’s daily activities and doings. Other risk factors include poor management of problems in families. Studies also show that ADHD also increases the risks using drugs among children and adults. Â  It is important to note that mental health disparities are also recorded among the substance users. Another major catalyst for the increase in alcohol abuse is the economic problems. Individuals who lack financial capabilities are more likely to have more mental prob lems connected with substance abuse because of their inability to seek medical help in time. The teachings of the targeted group about the effects of exercises will focus on two Erickson’s developmental stages. These stages are the intimacy versus isolation and the generative versus Stagnation. Â  It will also focus on Piaget’s development concepts within the Formal Operational Stage. The cognitive abilities developed at this stage include logical thinking and deductive reasoning, starting from adolescent years to adulthood.

Economics of the Dot Com Model vs the Multichannel Mode Essay

Economics of the Dot Com Model vs the Multichannel Mode - Essay Example The positive impact of technology in general and information technology, in particular, is more than apparent. Therefore access to basic modern technologies should be regarded as human right and every effort should be taken to ensure that each, in particular,s access to them. As technology develops in all walks of life, the availability and applicability of a number of facilities takes a new form. For example, the banking has acquired new dimensions after the arrival of features like, net banking, online trading, e-business etc. Online retailing is there for all of us to do shopping online, without any need to personally visit the stores. Video streaming and audio streaming provide the broadcasters, news channels and newspaper groups to register their presence online so that they may be able to reach out to a wider audience worldwide, with ease and much less amount of investment. In fact there are a host of such examples where the dot com era has gained acceptability far beyond the l evels that one could comprehend a few years ago. Those were the days when a business was supposed to run its operations till the business operations keep earning the profits. Not any more, now for a sustainable business enterprise the business operations must be a partner in the sustainable development of society/ country. For any business to survive, Sustainable development is the development that keeps an eye on the present as well as on the future, and meets the needs of the present without compromising the ability of future generations to meet their own needs. E-business applications are also being devised in such a manner that the industry is able to find ways to match with the evolving demands of the customer with time. It can range from using e-mail to communicate with customers and/or conduct business to a web page promoting a company, from a full e-commerce retail site to the integration of procedures and processes using Internet-based technology.

Learning style Essay Example for Free

Learning style Essay There is no credible evidence that learning styles exist. While we will elaborate on this assertion, it is important to counteract the real harm that may be done by equivocating on the matter. In what follows, we will begin by defining â€Å"learning styles†; then we will address the claims made by those who believe that they exist, in the process acknowledging what we consider the valid claims of learning-styles theorists. But in separating the wheat from the pseudoscientific chaff in learning-styles theory, we will make clear that the wheat is contained in other educational approaches as well. A belief in learning styles is not necessary to incorporating useful knowledge about learning into ones teaching. We will then discuss the reasons why learning styles beliefs are so prevalent. Finally, we will offer suggestions about collegiate pedagogy, given that we have no evidence learning styles do not exist. What is a Learning Style? The claim at the center of learning-styles theory is this: Different students have different modes of learning, and their learning could be improved by matching ones teaching with that preferred learning mode. The way theorists have defined â€Å"modes of learning† has changed over the more than 50 years that this concept has been in vogue. Proposed modes have included dichotomies such as linear vs. holistic, impulsive vs. reflective, reasoning vs. insight, and visual vs. verbal. The most popular current conception of learning styles equates style with the preferred bodily sense through which one receives information, whether it be visual, auditory, or kinesthetic (for some reason, no one claims that there are tactile or olfactory learners). We use this sensory definition of learning styles in the examples below, but our conclusions apply equally to other definitions. As you will see, the claim that the mode of presentation should match the preferred mode of learning subsumes several other claims, and it is worth unpacking the learning-styles concept in order to consider its constituent subclaims separately. Which Claims of Learning-Styles Theorists are Correct? We believe that some general assertions of learning-styles proponents have nearly universal consensus, based on a wealth of evidence. We begin by acknowledging the truth of these claims in order to differentiate them from other ones without support. The first claim is this: Learners are different from each other, these differences affect their performance, and teachers should take these differences into account. This is true and recognized by educators and cognitive scientists alike. While many of those scientists seek to discover general principles of learning, we all acknowledge that there are differences among students. Understanding these differences and applying that understanding in the classroom can improve everyones education. We can find further agreement on some of the differences that matter for learning. First, whether we call it talent, ability, or intelligence, people vary in their capacity to learn different areas of content. One of the authors (Riener) has fraternal twin sons, and despite having most of the same experiences, one has learned to read earlier and the other is a better basketball player. This is clearly due to genetic differences in talent rather than a bizarre experiment in which the parents decided that one would be a basketball player and the other a professor. With educators under 6 feet tall for both parents and grandparents, they are both probably doomed to proceed to graduate school rather than to the NBA. Second, and often intertwined with ability, students differ in their interests. If a student loves the piano, or basketball, or chess, or the biology of frogs, that student will no doubt learn material related to that subject faster than another one who does not share that fascination. We all agree that interest and attention are preconditions of learning and vary from student to student, depending on the subject. Third, students differ in their background knowledge, and that difference influences their learning. This is obviously true in the sense that a large vocabulary allows one to read a wider variety of books. And it is further true in fields such as history: One cant hope to learn much about the causes and consequences of the American Civil War without knowing facts about the growth and separation of the colonies, the history of economic differences between the North and the South, political facts about our three branches of government, etc. But background knowledge is also quite important in things we think of as skills. For example, learning basic math facts is critical to the acquisition of later math skills. Finally, some students have specific learning disabilities, and these affect their learning in specific ways. For example, there is considerable research on dyslexia and the strategies for addressing it. These strategies of course differ from those appropriate for those students on the autistic spectrum or those with hearing difficulties. In each of these cases, a specific difference in the student calls for individual diagnosis and attention. So in claiming that learning styles do not exist, we are not saying that all learners are the same. Rather, we assert that a certain number of dimensions (ability, background knowledge, interest) vary from person to person and are known to affect learning. The emphasis on learning styles, we think, often comes at the cost of attention to these other important dimensions. What Do Learning-Styles Theorists Get Wrong? The next claim is that learners have preferences about how to learn that are independent of both ability and content and have meaningful implications for their learning. These preferences are not â€Å"better† or â€Å"faster,† according to learning-styles proponents, but merely â€Å"styles. † In other words, just as our social selves have personalities, so do our memories. Students do have preferences about how they learn. Many students will report preferring to study visually and others through an auditory channel. However, when these tendencies are put to the test under controlled conditions, they make no difference—learning is equivalent whether students learn in the preferred mode or not. A favorite mode of presentation (e. g. , visual, auditory, or kinesthetic) often reveals itself to be instead a preference for tasks for which one has high ability and at which one feels successful. But even if we did identify preferences that were independent of ability, finding ones that are independent of content is a much trickier proposition. If I were to tell you â€Å"I want to teach you something. Would you rather learn it by seeing a slideshow, reading it as text, hearing it as a podcast, or enacting it in a series of movements,† do you think you could answer without first asking what you were to learn—a dance, a piece of music, or an equation? While it may seem like a silly example, the claim of the learning styles approach is that one could make such a choice and improve ones learning through that choice, independent of content. We all agree that some kids show more interest in math, some start their education more interested in poetry, and others are more interested in dodgeball. The proof that the learning-styles theorist must find is that for some sort of content—whether it be math, poetry, or dodgeball—changing the mode of presentation to match the learning styles helps people learn. That evidence has simply not been found. Finally, we arrive at the critical and specific claim of learning-styles proponents: Learning could be improved by matching the mode of instruction to the preferred learning style of the student. Learning-styles believers do not make the claim that students sort neatly into sensory categories: One need not be purely visual, auditory or kinesthetic. But according to the theory, an educator should be able to improve the performance of those who have a strong preference for one of these sensory styles by matching instruction to their preference. Failure to find any experimental support for matching the mode of instruction to a preferred learning style would simply leave us where we were at the end of the section above: Students have different interests, backgrounds, and abilities. And indeed, a recent review article in the journal Psychological Science in the Public Interest by a group of distinguished memory researchers sought to find evidence for this claim in particular. If you are visual, you should learn better with a visual presentation of information than with an auditory one. If you are auditory, you should learn better with auditory materials than with visual ones. Each of this pair of results is necessary to support this element of learning-styles theory. But experiments that tested this prediction with a variety of content material have not found support for it. While such evidence of learning styles would serve as a proof that they exist, the lack of evidence does not prove definitively that they do not exist. However, in order to persuade us to devote the time and energy to adopt a certain kind of differentiated teaching, the burden of proof is on those who argue for the existence of that description of students cognitive strategies. In other words, a good rule of thumb is that we should only bring ideas from the laboratory into our teaching if (1) we are sure that the laboratory phenomena exist under at least some conditions and (2) we understand how to usefully apply these laboratory phenomena to instruction. The first of these two conditions is not met for learning styles, and the first is obviously a precondition for the second. Why Does the Belief in Learning Styles Persevere? What are the reasons for this myths perseverance? First, we think that a belief in learning styles persists because the more general claims (the ones we addressed above) are true. Learners do differ from one another. But many who believe in the myth do not consider the critical differences between styles and abilities. Teachers should take into account the differences in learners abilities. And adjusting a lesson not just to be appropriately pitched at the students level of ability but to take into account their background knowledge and interests is surely an important first step in fostering learning. Second, a belief in learning styles fits into an egalitarian view of education: Everyone has value, according to the theory, and everyone has strengths. The corollary for some learning-styles theorists is that if you think that the theory is wrong, you must think that all students are identical—which is obviously untrue. Again, we agree that students differ and all students have value, but we do not need learning-styles theory to convince us of that. Third, learning-styles theory has succeeded in becoming â€Å"common knowledge. † Its widespread acceptance serves as an unfortunately compelling reason to believe it. This is accompanied by a well-known cognitive phenomenon called the confirmation bias. When evaluating our own beliefs, we tend to seek out information that confirms our beliefs and ignore contrary information, even when we encounter it repeatedly. When we see someone who professes to be a visual learner excel at geography and an auditory learner excel at music, we do not seek out the information which would disprove our interpretation of these events (can the auditory learner learn geography through hearing it? Can the visual learner become better at music by seeing it? ) Why Should College Educators Care? We have addressed the direct costs of the learning-styles myth above, but there are considerable opportunity costs as well. The same research in cognitive science and education that has failed to find evidence for learning styles has offered many insights into how memory does work. Mindset (2006) by Stanford psychologist Carol Dweck is an excellent summary of the interesting ways that incentives—both carrots and sticks—as well as internal drives influence learning. And Henry L. Roediger and his associates at Washington University in St. Louis have demonstrated the value of testing for learning. Even the act of taking a test when one does not know the answers can support learning the correct answers faster and more effectively. Of course learning is an enormously complex activity, and this is not the place to outline all of the basic research on learning. We seek only to emphasize that attention to learning styles, for which evidence has not been found, may lead educators to neglect research on learning for which there is solid scientific support. Even though the belief in learning styles has influenced pedagogy in the schools far more than it has in higher education, we believe that there are several other reasons faculty might pay attention to the fact that researchers have failed to find evidence of learning styles, reasons that have important implications for the college classroom. First, when we poll our undergraduate classes on the belief in a number of myths of popular psychology, the one that â€Å"people have their own learning styles† is typically endorsed by more than 90 percent of our students. This belief has the potential to shape and constrain the experience that students have in the college classroom. For example, if a student believes she is a visual learner and therefore disengages and daydreams when a lecturer turns off the PowerPoint and tells a story, this will prevent her from learning the concept through a compelling narrative. And while these beliefs may not have as direct an impact on performance reviews as they do in K-12 settings, a belief in learning styles occasionally shows up in student evaluations of teaching: â€Å"I am a visual learner, so the visual examples were good,† or â€Å"I am an auditory learner, so more auditory content would have helped. † Second, learning-styles theory is sometimes offered as a reason to include digital media in the classroom. While including multimedia may be a good idea in general (variety in modes of presentation can hold students attention and interest, for example), it is not necessary to tailor your media to different learning styles. We shouldnt congratulate ourselves for showing a video to engage the visual learners or offering podcasts to the auditory learners. Rather, we should realize that the value of the video or audio will be determined by how it suits the content that we are asking students to learn and the background knowledge, interests, and abilities that they bring to it. Instead of asking whether we engaged the right sense (or learning mode), we should be asking, what did students think about while they were in class? Finally, when one has the opportunity in a smaller class to collect information about students and more specifically to tailor a lesson to that particular group of students, it is a waste of time to assess learning styles rather than, for instance, background knowledge. The latter can obviously be extremely useful. We often use prerequisites to ensure common background knowledge of students in a given class, but assessment at the beginning of a class can be an excellent reminder of how little of the prerequisite course content is easily recalled. Assessment of student interest can also be a useful tool for deciding how to approach the material in a given class. Some indication can be gained by what majors are represented in the class, but more specific interests assessed through a brief questionnaire or class discussion can also be useful in certain situations, such as small or homogeneous classes. So here is the punch line: Students differ in their abilities, interests, and background knowledge, but not in their learning styles. Students may have preferences about how to learn, but no evidence suggests that catering to those preferences will lead to better learning. As college educators, we should apply this to the classroom by continuing to present information in the most appropriate manner for our content and for the level of prior knowledge, ability, and interests of that particular set of students. Resources 1. Dweck, C. (2006) Mindset: The new psychology of success, Random House, New York, NY. 2. Paschler, H. , McDaniel, M. , Rohrer, D. and Bjork, R. (2010) Learning styles: Concepts and evidence. Psychological Science in the Public Interest 9, pp. 105-119. 3. Roediger, H. L. and Karpicke, J. D. (2006) The power of testing memory: Basic research and implications for educational practice. Perspectives on Psychological Science 1, pp. 181-210. Cedar Riener is an assistant professor of psychology at Randolph-Macon College. Daniel Willingham is a professor of psychology at the University of Virginia. He blogs at the Washington Post and is the author of Why Dont Students Like School? (Jossey-Bass, 2009). Related Notes Change Magazine September-October 2010The Myth of Learning Styles by Cedar Riener and Daniel Willingham There is no credible evidence that learning styles exist. While we will elaborate on this assertion, it is important to counteract the Learning with es: A convenient untruthThursday, 24 November 2011 A convenient untruth What do you think is the teachers worst enemy? Some would say lack of time. Others would say unsupportive leadership, or the dreaded government inspect

Legislation affecting schools Essay Example for Free

Legislation affecting schools Essay Linked to the 1950 European Convention on Human Rights. Under this Act individuals in the UK have particular rights and freedoms however these have to balance against the rights and freedoms of others. Some articles which have a direct link to education/schools are: Article 2: The first protocol – the right to education (however this does not mean the right to a particular school). Article 8: The right to respect for private and family life. Article 10: The right to freedom of expression. Restraints of pupils are permitted under the Act however each school has their own policy and procedure for this. All children have a right to an education. Pupils have a freedom of expression. Data Protection Act 1998 Means that schools need to keep and use information only for the purpose it was intended. It also needs to be kept securely on site, either locked away in a filing cabinet or on a password protected computer. If required to update and pupil information this should be done on site and not be taken off site to complete. All information about pupils should be considered confidential and must not be shared with others without parental consent. When discussing pupils with other members of staff you should make sure that only necessary information is shared The school is protected over personal information it holds The school should issue a letter informing parents of how pupil data is protected. Schools must follow the act over how they handle data (password computers, locked cabinets). Staff need to be aware of this and reminded. Freedom of Information Act 2000 Introduced in 2005 to promote transparency and accountability in the public sector. It is retrospective and information can be sought from any time in  the past. Any person can request information for a school however this must be done in writing. Schools have a duty to provide assistance and advice to anyone who requests information but on the other hand they must evaluate the situation if they need to protect the information for confidentiality. The DCFS has produced guidance for schools and governing bodies to give advice about requesting information. Parents/students have the right to request information held by schools and local authorities. Information for information must be done in writing. Equality of Opportunity Sex Discrimination The Sex Discrimination Act 1975 makes it unlawful for education establishments to directly or indirectly discriminate pupils based on their sex, gender or sexual orientation. Admissions policies are available to be seen at hand. Local authorities are also under general duty to ensure that educational facilities and services are provided without sex discrimination. Many bodies can be held responsible for discrimination under the SDA. Race Discrimination The law states that all schools or colleges must not discriminate against people on the grounds of race in any of its policies or practices including admissions policies. All local educational authorities also have a legal duty not to discriminate. Local educational authorities have a duty to have a race equality policy and should take steps to discourage racial attacks. All schools should follow the local authority policies. Disability Discrimination Act To protect disable people from discrimination in the workplace and in the provisions. All schools have a duty to make adjustments that may be needed to ensure that the child is made welcome and is supported at all times. Schools must adhere to the Equality Act 2010. Schools cannot discriminate against pupils because of their sex, sexual orientation or gender. Children are taught about equality and diversity. No sexist book or exams. Toys that are accessible must be accessible to all. Ensure they have a Racial Discrimination Act. Have a duty to protect pupils against abuse or violence. Must no discriminate against anyone because of their race Relates to class rooms as well- all work displayed not discriminating. Schools must adhere to inclusive education. They cannot exclude on the grounds of disability or special needs. The head teacher must seek advice if needed from local authorities. Schools must have accessible resources. Staff training days to update knowledge. Special Educational Needs Special Educational Needs and Disabilities Act Special educational need also known as SENDA. It is unlawful for educational providers to treat disabled children â€Å"less favorably† than they would other children. institutions are required to make â€Å"adjustments† for example providing aids like ramps. LEAs and schools plan together to make the access easier for disabled children. All registered early years providers must have a written SEN policy and a SENCO. They should also make arrangements for staff to participate in any relevant training. All pupils must not be excluded from any aspects of school due to the disability. Legislation will affect how the schools are run as they will need to comply fully with legal requirements. Schools may need to ask advice and guidance if and when needed this will usually be through the governing bodies. Special Educational Needs Code of Practice SEN code of practice, parents and SEN children have an increased right to a mainstream education. This may have an impact on the number of children who have SEN being included in mainstream schools and on the number of individual support assistants who will support them. Training and implications have been put in to place in order to support individuals and schools must now manage pupils with a more diverse range of need. Schools need to ensure they make reasonable provisions to ensure people with SEN are provided with the same opportunities as those who are not disabled. Could be through 1:1 support or building adaptions e.g. disabled toilets, ramps and sensory rooms. The school must make the best decisions to provide best values for the child with special needs. For example: a child may receive a considerable amount of IPS (Individual pupil funding) and the school must decide the best way to use this support for the child’s needs. Sources: www.yourrights.org.uk www.adviseguide.org.uk www.kingston.gov.uk

Users Who Suffer With Schizophrenia Social Work Essay

Users Who Suffer With Schizophrenia Social Work Essay Introduction This report will look at service users who suffer with schizophrenia, it will highlight what schizophrenia is. The needs of service users who suffer from schizophrenia will be identified including; personal, interpersonal, social, educational, accommodation and medication needs. The services available to service users which meet these needs will also be identified. What is Schizophrenia Schizophrenia is a complex disorder with a number of variants, although the prognosis is well understood by specialists. It is a neuropsychiatric disorder where a number of factors may have impacted upon the central nervous system and which results in a cluster of symptoms that are classified as schizophrenia. It is commonly thought, incorrectly, by the general public to be associated with dangerous and extreme madness and thus carries a stigma which other diagnoses do not (Eldergill 1997). About one in 100 people will have one episode of schizophrenia, and two thirds of these will go on to have further episodes. Schizophrenia usually starts in the late teens or early 20s, but can also affect older people for the first time. The causes are unknown but episodes of schizophrenia appear to be associated with changes in some brain chemicals. Stressful experiences and some recreational drugs can also trigger an episode in vulnerable people. (www.mentalhealth.org) Needs of service users with schizophrenia Personal needs An individuals personal needs include; Good basic personal hygiene; this may include assistance to wash and brush their teeth or the individual may need prompting/reminding do so. Having clean fitting clothing; help or prompting again may be needed to assist the individual to get dressed. Food and drink supplies; individuals may need assistance shopping or making meals, to ensure good diet and physical health. Interpersonal needs It is important that individuals gain support from their family, friends and professionals. Awareness of the individuals illness and needs is also paramount. It would also be useful to the individual if their family and friends have an idea of what causes their episodes and ways of defusing the situation or a point of contact when these situations arise. Social needs It is important that the individual does not feel excluded from society because of their illness. To be able to carry out social activities on a regular basis Meet other people with the same illness; this can provide an understanding of their illness as well as peer support. Educational needs Education about their illness and also education for their family and friends. What to do or who to contact when experiencing the onset of a psychotic episode. Education on ways to prevent or control the psychotic episodes. Accommodation Stable adequate housing. Depending on the severity or their illness; supported living or residential accommodation. Medication It is important that the service user understands what medication they are taking, if any. What the medication does. Side effects of the medication. Services The National Service Framework for adult mental health has seven standards; Standard one covers mental health promotion and aspects of discrimination and social exclusion that is associated with mental health problems. Standards two and three cover primary care services for people who have mental health problems and include 24-hour crisis services. Standards four and five highlight what is needed to provide effective services for people with mental health problems. This includes being familiar with the care programme approach and its relation to care management. Standard six relates to the individuals who care for people with mental health problems, with social service departments being given the lead responsibility in ensuring that all carers needs are assessed and that they receive their own written care plans. Standard seven sets out what is needed to achieve a reduction in suicides. This will potentially involve all social workers in a range of settings. (Golightley 2009) Social services Social services are put in place to assist people who are experiencing a crisis or are in need of ongoing support. The adult mental health services would be the provider of this service to individuals with schizophrenia. Golightley (2009) highlights the role of social workers working with sufferers of a mental illness to be; Educating service users and their families about their illness. Helping to arrange appropriate low stress accommodation. Networking with the service user to provide community support. The use of behavioural techniques to modify behaviours. Encouraging compliance with medication. Acting as an advocate for the service user where appropriate. It is important that social workers are able to identify whether the service user is a risk to either themselves or others. If so it is important to identify the risk and a way to manage it. General practitioner MIND the mental health charity state that General practitioners are usually the first point of contact for individuals who believe that they are experiencing the onset of a mental illness. GPs can offer advice and referral to other specialised mental health services and treatments. It is also possible for them to prescribe anti-psychotic medication once assessing an individuals situation and they feel the individual would benefit from it. After diagnosis GPs still play an important role in individuals aftercare and physical health. The GP will be able to provide advice about the medication, what it does and its side effects. According to the Government, GPs play a central role in the care and treatment of people with mental illness. (Department of health 2001) Community mental health teams Community mental health teams are put in place to assist and treat service users who suffer from mental disorders which primary care teams cannot treat including schizophrenia. Community mental health teams usually consist of professionals such as; Psychologists Psychiatrists Nurses Social workers Occupational therapists Support workers (www.mind.org.uk 2012) All of these professionals work alongside each other as part of a multidisciplinary team. They create individual care plans for each service user and assist them to either maintain their disorder or work towards full recovery depending on the severity of their disorder. To access the services of the community mental health team service users would need to be referred by their general practitioner, social worker or health visitor. These professionals will only refer individuals to this service if they believe that it would be appropriate and their patient would benefit from the services they have to offer. Once the service user has been referred, they will receive an assessment from the community mental health team which will determine the next steps for them to take towards recovery. The assessment will give the service user a diagnosis .Depending on the outcome of the assessment their next steps may include; advice, treatment or ongoing support from the team and in some cases referral to another service which specialises in their disorder. (www.mind.org.uk 2012) Early intervention service There is some evidence that early intervention can prevent psychosis and can help to prevent some of the worse consequences of psychosis, such as periods of unemployment, misuse of drugs or alcohol, getting into trouble with the police or becoming depressed. (Care services improvement partnership and national institute of mental health England 2006) The early intervention team is part of the wider community mental health team framework. This service is specially designed for sufferers of schizophrenia and associated psychotic illnesses. This service aims to assist people who are at risk of experiencing their first episode of psychosis or are in the early stages of a psychotic illness. The early intervention team consists of; Psychologists Psychiatrists Community psychiatric nurses Social workers Support workers They aim to improve the effectiveness of short and long term treatment by; providing prevention strategies, detection of illness, support and treatment in the early stages of psychosis (www.mind.org.uk 2012). Crisis resolution and Home treatment To access this service, service users are usually referred by a community mental health team, general practitioner, social worker or health visitor, although it is possible for service users to refer themselves The team is staffed by mental health professionals including; Psychiatrists Mental health nurses Social workers Occupational therapists They provide intensive and rapid support for people aged 16-65 years old who are experiencing a mental health crisis and who, without the teams help, would be admitted to a psychiatric hospital. Sometimes the CRT can support people in their own homes, shortening their stay in a psychiatric hospital. For people in the community, CRTs arrive quickly ideally within an hour. The team is then available 24 hours a day, seven days a week. Support continues for as long as it is needed or until the person transfers to another service (www.mind.org.uk 2012). Burton (2009) describes the crisis resolution and home treatment team as the gatekeeper to other mental health services, prompt assessment of an individual suffering a crisis, community based care, remain involved throughout the crisis, undertake crisis prevention planning and work in partnership with the sufferer, family and carers. Residential care If service users feel they are not ready to live in the community independently or supported, residential care may be the next step for them to take. Residential care services provide service users with rehabilitation and support if they are suffering with a severe long term mental illness. This service provides 24-hour care by residential social workers, nurses and mental health support workers. Care homes are for people who need a high level of care and find it hard to manage in their own home (www.mind.org.uk 2012). This service can be accessed by having a community care assessment, service users may have to pay for this service as it is means tested. Service user groups Service user groups are put in place to assist service users of all types. Each group is tailored to suite specific service user groups. Service user groups that specialize in assisting individuals with personality disorders, emotional or behavioural difficulties would benefit sufferers of schizophrenia. These specific groups aim to make service users feel; supported, empowered, included and a part of something. New coping strategies are provided which can lead to service users experiencing fewer crises. Self-help and peer-support groups enable people to meet and share information, friendship and support. They often bring together people with a similar mental health issue, on a short- or long-term basis. (www.mind.org.uk 2012) Talking therapies Talking therapies, such as psychotherapy, counselling and cognitive behaviour therapy (CBT), can help to manage and treat schizophrenia. Talking treatments help individuals to identify the things they have issues with, explore them and discuss strategies or solutions. They can allow individuals to explore the significance of their symptoms, and so to defeat them. (www.mind.org 2012) Cognitive behaviour therapy can be accessed through the NHS service users can access these service through their GP. Many voluntary associations including MIND offer these services at no cost. Benefits There is financial help available to those who cannot work due to a mental illness. These benefits can help towards care, rent and other commitments. Disability living allowance Service users who suffer from a mental disability such as schizophrenia may be eligible to claim this benefit whether they are working or not. Disability living allowance is a tax free benefit put in place to help with extra costs you have because of your disability. To apply for this benefit service users must first apply through the jobcentre plus, their social worker or support worker would be able to assist them with this process. The claimant may then need to undergo a medical examination in order to receive the benefit. Receiving this benefit could increase the amount of other benefits the service user is entitled to. (www.direct.gov.uk) Housing benefit Housing benefit can provide individuals on a low income with financial support to pay their rent. How much each individual receives depends on their circumstances. Housing benefit depending on the service users income can pay all or part of their rent. Individuals are eligible to apply whether they are working or not, they can apply through their local council or jobcentre plus by filling in a housing benefit form.(www.direct.gov.uk) Council tax benefit Service users can apply for council tax benefit through their local council. Depending on individual circumstances service users may be eligible to get all or part of their council tax bill paid. Individuals can get a council tax benefit claim form from their local council. Summary http://www.rbwm.gov.uk/web/social_mental-health.htm http://www.smhp.nhs.uk/OurServices/MentalHealth/CommunityServices/Communitymentalhealthservices/tabid/2538/Default.aspx www.mentalhealth.org.uk http://www.nice.org.uk/usingguidance/commissioningguides/schizophrenia/specifying.jsp http://www.cwp.nhs.uk/OurServices/adult/CrisisResolutionHomeTreatment/Pages/default.aspx http://suite101.com/article/what-is-a-crisis-resolution-team-a204890 http://www.mayoclinic.com/health/schizophrenia/DS00196/DSECTION=symptoms http://www.nhs.uk/Conditions/Psychosis/Pages/Introduction.aspx https://www.gov.uk/housing-benefit http://www.nao.org.uk/publications/0708/helping_people_through_mental.aspx http://www.rethink.org/how_we_can_help/our_services/nursing_and_resident.html http://www.mind.org.uk/help/diagnoses_and_conditions/schizophrenia http://www.mentalhealth.org.uk/help-information/mental-health-a-z/S/schizophrenia/ Department of Health (DH), 2001, The Mental Health Policy Implementation Guide, London: DH.

Advice in life: Love and Marriage Essay -- Literary Analysis, Hughes,

Conventional wisdom has it that advice given from the older generation is always helpful. Common sense seems to dictate that since the elderly have lived life longer, they are wiser. Speaking as a voice of the younger generation, although the elderly have lived life longer, the advice they give to the younger generation is not always beneficial. One of the most popular Harlem Renaissance poets Langston Hughes and the idolized novelist Zora Neale Hurston, both wrote pieces revolving around the idea of giving advice on life. Both literary works present characters that in offering advice to the young demonstrate their own distinct personalities. Hurston and Hughes explore the idea of using life experiences to offer advice to the younger generation through active use of literary techniques. â€Å"Mother to Son† by Hughes depicts the struggles in life of a hardworking uneducated black Mother that attempts to give guidance concerning life to her son through her limited experiences. To take a case in point, Hughes’s poem â€Å"Mother to Son† the poet’s character Mother, describes her life metaphorically by relating it to a staircase. Through this metaphor one realizes that Mother has always been climbing up a staircase, meaning she has been overcoming obstacles in life and rising. Similarly, Hurston’s novel, Their Eyes Were Watching God explores the life of the emotionally weak black woman, Janie, who is continuously pressured to make life decisions based on the opinions that her Nanny has amassed throughout her entire life as a slave. In Hurston’s novel the author’s character Nanny, describes a woman metaphorically as a mule. Throughout the narrative, this metaphor allows one to understand the role of women in society. This description of women N... ...cation that refutes the claim that advice from the elderly is always beneficial is when Nanny tells Janie to marry a rich man. Janie corroborates the age-old adage that advice from the elderly is always helpful. In so, she claims that advice rests upon the questionable assumption of oneself. By focusing on her own feelings and not the advice of Nanny Janie was able to marry a man she truly loved. Janie reminds us that, it is simply not true that advice is given from the older generation is helpful. These conclusions that Janie reaches in life, add weight to the argument regarding advice from the elderly. These findings challenge the idea of people who assume that advice from the older generation is always helpful. Janie’s discoveries will have significant applications in life as people decide whether to put advice from the elderly to use in their own lives.

Under the Knife :: Example Personal Narratives

Under the Knife It is a truth universally acknowledged that weird things happen at hospitals. From the moment the automatic doors open, you are enveloped in a different world. A world of beeps, beepers, humming radiators, humming nurses, ID badges, IV bags, gift shops, shift stops, PNs, PAs, MDs, and RNs. Simply being in a hospital usually means you are experiencing a crisis of some sort. Naturally, this association makes people wary. However, I have had the unusual experience of being in a hospital without being sick. In May 1995 I began working once a week at Massachusetts General Hospital. I imagined myself passing the scalpel to a doctor performing open heart surgery, or better yet stumbling upon the cure for cancer. It turned out, however, that those under age eighteen are not allowed to work directly with patients or doctors. I joined a lone receptionist, Mrs. Penn, who had the imposing title of "medical and informational technician." My title was "patient discharge personnel." Mrs. Penn had her own computer and possessed vast knowledge of the hospital. I had my own personal wheelchair. Manning the corner of the information desk, my wheelchair and I would be called on to fetch newly discharged patients from their rooms. This discharge experience taught me lessons both comical and sad about hospital life. On one of my first days, I was wheeling out a woman when I noticed an IV needle still pressed in the back of her hand. I returned her to the nurse's station where the needle was removed without comment or apology. Another time, an elderly man approached the information desk and threatened that if I didn't let him see his wife, he would take a grenade out of his pocket and detonate it. I didn't really believe he had a grenade, but who could be sure? When the man repeated his words to Mrs. Penn, she knew exactly what to do. An immediate call for security was sounded. Sad to say, that man was not the first or last unbalanced individual to frequent Mass General while I worked there. Nor would this be the last time I relied on Mrs. Penn. Some months later, a thirty-something man came to the desk asking for his father's room. When I looked up his computer entry, the father's name came up with the code for the morgue deceased.

“The Chrysanthemums”: An Early Depiction of Gender’s Role :: Literary Analysis, John Steinbeck

The traditional role of women in the American society has transformed as society has trended towards sexual equality. In the past women were expected to be submissive to the man and were looked upon as homemakers rather then providers. Modern day women enjoy the freedom of individuality and are considered as capable as men in many regards. John Steinbeck’s short story, â€Å"The Chrysanthemums,† portrays a woman’s struggle with accepting her life and role as a female (459). Through the protagonist-female character, Elisa Allen, and the symbolism of chrysanthemums, Steinbeck displays the gender roles that define past generations of women’s lives in the United States. Elisa Allen embodies the image of a simple woman eager to escape the confines of a gender defined role in society. Readers are introduced to Elisa as a 35 year old, strong woman living with her husband, Henry, on a ranch in Salinas Valley (Steinbeck 460). Elisa’s masculinity is highlighted from the attire she is wearing to the strength in her hands. Henry affirms that Elisa is capable in her endeavors when he states, â€Å"you’ve got a gift with things,† in regards to her garden (Steinbeck 460). Even though Elisa is delighted at Henry’s suggestion that she work in the orchard, the idea does not seem to get a second thought (Steinbeck 460). The idea of a woman working in the orchard is dismissed on the premise that the orchard is not a woman’s place. In Elisa’s account with the man in the wagon, her sexuality exudes in her graphic explanation of picking off the flower buds and being under the stars, to the point that she almost physically tou ches the man (Steinbeck 463). Her desire would go unsatisfied, as it would not be appropriate for her to act on her impulse. Elisa is searching for fulfillment in life but finds her role to be trivial. Intrigued by the idea of traveling, as the gentleman in the wagon does, she states, â€Å"It must be very nice. I wish women could do such things.† She is shot down as the man replies, â€Å"It ain’t the right kind of a life for a woman† (Steinbeck 464). This conversation clearly depicts the prevalent inequality of the sexes. Furthermore, once the man leaves in the caravan Elisa cements her urge for something more, looking out at the horizon whispering, â€Å"That’s a bright direction. There’s a glowing there† (Steinbeck 464-465).

Learning Team C’s Weekly Summary Essay

During week 4 there were a bunch of discussions about organizational culture and how it was beneficial as well as how it can be a liability. Organizational culture could benefit an organization in many of ways; one way that it would benefit an organization is that it would allow its employees to be able to voice their opinions. They will not have to feel as if they aren’t apart of the organization. A liability would be that an organization may become institutionalized. Another topic that was discussed during the week was organizational structure and power and politics. Organizational structure is very beneficial to how things get done within an organization. By making sure that everyone has and role and knows what that role is then the organization can run smoothly. This in turn has a huge effect on employee behavior. I think that organizational structure has a huge effect on the morale of the company as well as the way employees are treated and how they do their jobs. Let’s say for example that the entry level employees at a company are doing all the work. They then turn that work into the managers who in turn submit it to the executive board. The board then gives praise to the managers and never acknowledges the employees who really did all the work. This can cause low morale. Not only can this cause low morale but it also overlooks and treats its entry level employees poorly. A way to combat this would be organizational structure. When it is clear from the bottom up who does what in the company then those who do all the leg work get recognized for the hard work that they do. These employees no longer feel as if they are unimportant within the company and they do their jobs better and at the end of the day they are treated with the respect that they deserve and they perform better at the job. Organizational Culture is the collective behavior of people that are part of an organization and includes the meanings of their actions while being part of that organization. this includes the values, visions, norms, working language, systems, symbols, beliefs and habits. It has a large impact on behavior. It could either have a positive impact or negative impact dependent on how the leadership uses culture in a corporation. If the culture is applied equally to the differences of those in the company it could help those of different backgrounds work with positive experiences. If a leader applies a cultural style that they adopted from another company it could work one of two ways. It could be effective and actually cause workers to work more effectively and with positive attitudes or it could bring down the overall morale of the company in how they work together and how they can cooperate with the leadership styles. Overall behavior is dependent on the effectiveness of the application of culture in the workplace. Power and Politics are necessary influences in most organizations today. Power is not a necessary evil and is most often contained within the position of authority. Politics is a little harder to describe. People often see it when an individual is attempting to influence a decision or position within an organization without a formal role or authority. In this paper I will analyze an organizational management and leadership practices that impact organizations. I will also provide a couple real-world examples of the relationships between power and politics and how this relates to management and leadership practices. This week in chapter 13 we learned about the influence of power and politics on behavior in the work place. Power is the capacity to influence behavior in accordance to ones wishes. To have the capacity to control human life you must control what they desire and ofcourse we know what that is, money. It’s the best control method there is. If you don’t listen you and your family will be starving on the street and you will lose your job. Seems like a pretty good control method to me. So basically chapter 13 confirms that money is power. Next it goes over the bases of power for example Formal Power is based on ones position in the actual organization. Coercive Power which is the power destroy threaten inflict pain and ruin peoples lives if the don’t listen to you, it’s a great form of power, probably the best. Reward Power which is the exact opposite Coercive Power because it is actually positive and rewards the employee instead of treating them as if they were a wage slave, it’s seldom used in our economy anymore but granted it’s still out there. Legitimate Power is in my best description just â€Å"raw† power. And Expert Power man if your an expert and you got those special wizard skills your a real expert you have some expert power. So which bases of power are the most effective? Hell well it depends on the group of humans you have available to reign over and control, it’s all about personality. And that is why we like to tap into their minds and find out what makes them tick, what’s important to them so we can use it as leverage etc. In the end it was a very good lesson and chap ter about power and exerting it. Chapter 15 discusses the foundations of organization structure. Organizational structure is how jobs are formally divided or grouped. There are six elements that compose the organizational structure, work specialization, departmentalization, chain of command, centralization and formalization. The three common organizational designs are simple structure, which use a low degree of departmentalization, bureaucracy and matrix structure. A bureaucracy shows distinct characteristics such has routine operating task, formalized rules, tasks are broken-up and grouped by specific departments, centralized command and little control. Unlike the bureaucracy, the matrix structure uses two forms of departmentalization, the functional and the product. They use a dual chain of command and at times this type of command can lead to power struggles. Now-a-days new design options are available and decrease the amount of management that is found in the bureaucracy and the matrix structure. The virtual organization outsources many of the functions therefore one would find more centralization and less departmentalization. The boundaryless organizations want less chain of command and more team decision making. Organizational structures are classified as mechanistic, formalized and departmentalized, or organic, not very formally with high participation in decision making. Employee behavior can be impacted by the way that the organization is structure. For example, while work specialization can result in high productivities it does not necessarily have a high impact on an employee’s satisfaction. During week four chapter 16 was reviewed as well covering several key terms including organizational culture(s), subcultures, core values, organizational climate, institutionalization, socialization, rituals, material symbols, and workplace spirituality. However, as educational as chapter 16 was it did not provide any information that was difficult to understand. Furthermore, organizational culture was the term that made the most sense as it describes the way employees view an organization. This descriptive term is what sets one organization apart from the rest from an employee point of view. As a small business owner I need to be aware of how individuals view the quality of my work, and professionalism of my business. This will help me gain the attractiveness I may one day need if the time comes to hire employees.

The Story of Jane Addams

Growing up without a mother and having a very prosperous father is quite a combination. Jane Addams had to deal with that, served her life and made the best of it. Addams did what she loved. Starting and having very much progression in a settlement house was her dream. The Hull-House helped the underprivileged people, people who needed attention, care, and love. Addams provided that and much more. Ever decide that if you wanted to do something real bad, you would know you would be doing it in the end? Saving lives, protecting families, helping the disabled, provide clubs and museums, and encourage communication. Then, the future is here and you are doing what you love. Occupation is a passion and your place of work! Born in Cedarville, IL, in 1860, Jane Addams had some rock times in her childhood. Addams was the eighth child born of nine others. Mr. Addams was a prosperous miller, local political leader as state senator for sixteen years, and he fought as an officer in the civil war. When Addams was two years old, her mother died of childbirth. At age seven, her father remarried causing her to distant the relationship between her and her father. As the years went on Jane Addams had her ups and downs. But that did not stop her from her succeeding. Addams did not go to her choice college, Smith College. She was sent to Rockford Female Seminary, a college mounted on Mount Holyoke College, which set students up from missionary work. She graduated with the class of 1882. The first graduating class of Rockford. In the next six years, she studied medicine, but has to leave due to poor health. In this process she was faced with a dilemma. Her father†s sudden death, only person she depended on the most, caused her stepmother to claim her. Addams education needed serious work while family issues and illnesses caused even more pressure. Also, Addams heath was not that good either. She has had several years of neurotic illness. She extended the American Girl†s Tour of Europe to two years of travel and study of reading and writing from 1883 to 1885. Addams working on avoiding family issues, she and a couple of college friend returned to Europe in 1887. Ellen Starr and Addams returned to the United States in 1889 and opened a settlement house after ending her studies. In 1889, Addams and Starr opened a home by Charles Hull in Chicago. The purpose of this settlement house was to â€Å"provide a center for a higher civic and social life; to institute and maintain educational and philanthropic enterprises and to investigate and improve the conditions in the industrial districts of Chicago. † Addams and Starr made speech, raised money, took care of children, helped the sick, listened to trouble individuals, and more. By the second year of the Hull-House, they have two thousand people that come every week. There were many programs they provided. Kindergarten classes, adult classes, club meetings for older children, nigh school. Many facilities were added to the settlement house also. The first that was added was an art gallery, the second was a public kitchen, then a coffeehouse, a gym, more and more was added as the years went on on help the people. Jane Addams was eventually a known woman of progress, great progress. People knew who she was, she became famous. In 1905, she was appointed to Chicago†s Board of education and made chairmen of School Management Committee. In 1909 she became the first women president of the National Conference of Charities and Corrections. In 1910, she received an honorary degree ever awarded to a women at Yale University. Addams believed strongly in women†s right and they should speak out, hear a woman†s point of view. She was involved in many, many programs and took charge in many of them. In 1926, Addams suffered from a heart attack and never fully recovered. She†s remembered and thank. She helped society greatly and helped people smile in the end. The Hull-House was on great accomplishment of her many. On December 11 1931, the day she won the first Noble Peace Prize ever awarded to a women, she in the hospital and couldn†t make it. May 21, 1935, Addams dies of an unsuspected cancer. She was buried in her childhood town of Cedarville, IL. The Hull-House was a huge establishment Jane Addams held. It was very popular and helped save many and to just be happy. Addams accomplished a lot in her life and died a proud woman. She will and is remembered.

Information Processing And Implications To Teaching And Learning

In Journal 1, the research worker carefully examines the construction of the information treating theoretical account. This is done so that we can understand how each of the construction works and to see the connexion between cognitive schemes and tactic and how it influences the efficiency of acquisition. Learning is done in a assortment of ways. Some instructors would desire their pupils to memorise certain information, or even utilize some expressions like in topics like Mathematicss and Science to work out jobs or have the accomplishments to utilize certain equipment or tools to execute a undertaking. For case, the usage of power point for undertaking work, the usage of any musical instruments in playing music, usage of cock or wrench in mending occupations and so on. Therefore, the scholar shapes his cognition by retrieving, memorizing, practising and others. In both the diaries, they emphasize on the importance of Information-Processing Model and how or what happens when the information is received by the scholar. Harmonizing to Babadogan ( 1995 ) and Ozden ( 1998 ) in Ali Ozel ( 2009 ) , larning is the scholar ‘s ascription to the things go oning or environing the person like his past life, memory and theoretical account. The person is described as active and looking for information. The learner than interprets the information with his progress cognition and attempts to do a meaningful apprehension of the cognition he has gained. In Information-Processing Model, the chief accent is the scholar and the environment harmonizing to both diaries. The scholar interacts with the environment when the simulation activates the receptors. The information is so transferred to the short-run memory ( STM ) . It merely keeps of import information in STM with the aid of selective perceptual experience. In the Journal 2 by Ali Ozel ( 2009 ) , the research worker negotiations about larning schemes used and gives accent on them and on how to larn and what to larn to organize one ‘s ain acquisition ( Weinstein & A ; Mayer, 1956, Wittrock, 1986 ) . These larning schemes are the key points in forming of an single information processing theoretical account. The person ‘s cognitive tactics determines the signifier of storage like in the signifier of tabular arraies, diagrams, charts or images. These can be done by repeat, forming, remembering, directing knowledge consistently in order to better our ability to understand, retrieve and memorise the information for subsequently demands. In short, it helps in organizing the information received in a systematic manner. Both the diaries wrote about cognitive schemes and how these schemes help in bettering a more systematic acquisition signifier. A cognitive scheme is a combination of a figure of cognitive tactics.STAGE MODEL OF INFORMATION ProcessingShort-run memory is besides called working memory and relates to what we are believing about at any clip. In Freudian footings, this is witting memory. It is created by our paying attending to an external stimulation, an internal idea, or even both ( Huitt, W. ,2003 ) . Another major bound on information processing in Short-term memory is in footings of the figure of units that can be processed at any one clip. Harmonizing to Miller ( 1956 ) , he gave the figure as 7 + 2, but more recent research suggests the figure may be more like 5 + 2 for most things we are seeking to retrieve. Because of the variableness in how much persons can work with. For some persons it could be three and for some it could be seven. Therefore, it is necessary to indicate out of import information. If some pupils can merely treat three units of information at a clip, so as pedagogue we must do it a point to do them understand that of import three units of information. Each person has different reading of the information received. Therefore, it may differ from one person to another ( Gagne et al, 1993 ) . In the Short Term Memory, the information received corsets for a short period of clip like 15-20 seconds ( George Miller, 1956 ) . By transporting out coding and forming information good, the information in our Short Term Memory can be transferred to the Long Term memory ( LTM ) . In the Long Term Memory, the capacity is limitless and the continuance is much longer in maintaining the information. Here is where meaningful acquisition signifiers take topographic point. The theoretical account below proposes that information is processed and stored in 3 phases.Figure 2.1: The information processing attack to knowledge ( Huitt, W. ,2003 ) .It is critical that the scholar attends to the information at this initial phase in order to reassign it to the following 1. There are two major constructs for acquiring information into the Short Term Memory. First, persons are likely to pay attending to a stimulation if it has an interesting characteristic. We are more likely to acquire an orienting response if this is present. Second, persons are more likely to pay attending if the stimulation activates a known form. Students try to retrieve relevant anterior cognition. There are four major types of organisation that are most frequently used in instructional design: Component ( part/whole ) — categorization by class or certain facet ( e.g. , when learning a diagram or theoretical account ) Sequential — chronological ; ( e.g. , transporting out an experiment measure by measure ) Relevance – manage thoughts to do it meaningful. Transitional ( conjunction ) – words or phrases that is related and doing meaningful connexion with the alterations over clip ( Huitt, 2003 ) . Chunking is a major technique for maintaining information in short-run memory ; it is besides helps in hive awaying information into the long-run memory. Repeat or rote-learning is a technique we all use to seek to larn something. Simply memorising something does non take to larning. We all have anecdotal grounds that we can retrieve something we memorized, for illustration an essay or short verse form, but the truth is how much or are we able to retrieve it after some clip?3.0 Long TERM MEMORYLong-run memory is besides called preconscious and unconscious memory in Freudian term. Preconscious means that the information is easy recalled or remembered while unconscious refers to informations that is non available during normal consciousness. It is preconscious memory that is the focal point of cognitive psychological science as it relates to long-run memory. The two procedures most likely to travel information into long-run memory are amplification and pattern. There are several illustrations of amplification that are normally used in the instruction and acquisition procedure. Some illustrations are as below: Imaging – to be able to make a mental image. Method of locations-to be able to recover information which is good organized and located. Rhyming – information to be remembered is arranged in a rime. As information is stored in long-run memory, it is organized utilizing one or more constructions like indicative mood, procedural, or imagination. Declarative Memory is information that we can speak about. Semantic Memory are facts, problem-solving schemes and larning schemes. Schema / Schemata is about linking thoughts of a specific experience into a meaningful system. Script is a declaratory cognition that captures general information about a everyday series of events ( Stillings et al. , 1987 ) Program is a set of regulations that explains what to make in a peculiar state of affairs Model is a set of propositions that describes some facets of our experience. Episodic Memory is our personal experience. Procedural Memory is a accomplishment that we learn like driving a auto or siting a motorcycle. Imagination is from images4.0 REVIEW OF JOURNALSThe diaries reviewed are quantitative and qualitative diaries. Journal 1 is a qualitative diary whereby the research worker gives feedback on his reappraisals on information processing and its deductions to learning and larning. On the other manus, Journal 2 is a quantitative diary where the research worker negotiations about the pattern of information processing theoretical account in the instruction of cognitive schemes and examines which schemes are most normally used by primary school instructors. In Journal 1, gives a image of how information is stored and how an person can do a meaningful larning out of an effectual scheme used in hive awaying information. As mentioned earlier, both the research workers in both the diaries talk about the importance of environment and how it influences an person ‘s learning procedure. In Journal 1, the research worker says that each person has different ways of construing information received. For illustration, when utilizing the hearing stimulation, for one person, the sound of birds peeping may be fantastic and quieting but for another person the same sound may annoy him as he finds them upseting. Therefore the information received may differ from one person to another person. In Journal 1, the research worker besides talks about the procedure how information is transferred from the short-run memory to the long-run memory. The research worker explains the term cognitive tactics and cognitive schemes. Below is an illustration of what is cognitive maneuver used by a pupil who is fixing for an English scrutiny. In this instance, the pupil prepares for the Unified Chinese School Examination ( UEC ) . The pupil looks through all the past twelvemonth inquiries in order to fix for the scrutiny particularly looking at the composing subjects and the linguistic communication constituents tested in the past old ages. The pupil so tries to foretell inquiries that might come out for that peculiar twelvemonth by analysing the inquiries carefully. After that, taking the past twelvemonth inquiries, he will fix the replies for each inquiry by memorising what is already in the mention books or will seek to reply the inquiries by using the cognition that he has gathered from larning that peculiar subject. Hence, the scholar is transporting out rote-learning or memorizing and besides critical thought takes topographic point based on his prior cognition which he has assimilated throughout his acquisition procedure. Therefore, the scholar applies his cognitive scheme by transporting out all these tactics. A scholar has to make up one's mind which cognitive maneuver is suited to be used in certain state of affairss in order to hold a meaningful acquisition. Learning schemes processed harmonizing to the information processing theoretical account can supply a more meaningful and lasting acquisition. In journal 1, the research worker besides emphasizes the importance of meaning-making and understanding what is taught and learnt. As an pedagogue, it is our duty in assisting the scholars to develop information processing accomplishments and use them efficaciously. As it was mentioned in 3.0, there are a figure of techniques that a scholar can utilize in assisting to hive away information consistently and understand the memorized information good. Again in diary 1, the research worker has given importance and stressed on the usage of cognitive schemes in steering the scholars ‘ when thought, memorising and taking the most suited cognitive tactics that can be used. This is because a scholar has to cognize which maneuver is used for a peculiar state of affairs as non every maneuver is suited. This is where metacognitive is really of import because a metacognitive scholar will be able to supervise and look into his ain acquisition schemes and to look into if it works for him. Therefore it is of import for instructors to learn her pupils to utilize cognitive tactics metacognitively. However, harmonizing to Biggs ( 1988 ) and Schoenfeld ( 1987 ) , to utilize develop these accomplishments are non that easy and it takes clip. That is why it is of import for instructors to utilize assorted learning techniques that will assist their pupils with. This will heighten their apprehension, retrieval and problem-solving accomplishments. The deductions of information processing in instruction and acquisition have been summarized as below harmonizing to the diary reviewed: Learners will be metacognitively in control of their ain acquisition Learners are more motivated to larn because they have a clearer end. Good scholars will be able to utilize selective perceptual experience to larn the most of import things in a topic or subject. Good scholars will be able to differenciate between the more of import inside informations and the less of import 1s. Good scholars will cognize how to utilize information and when to utilize it. Metacognitive scholars will be able to invent cognitive tactics to assist them remember something easy.USING THE INFORMATION PROCESSING APPROACH IN THE CLASSROOMPrincipleExample1. Derive the pupils ‘ attending. Use cues to signal when you are ready to get down like voice projection to bespeak you are get downing a lesson. 2. Bring to mind relevant anterior acquisition. Revision on the old twenty-four hours ‘s lesson. 3. Stress of import information. Provide handouts or compose on the board. 4. Information organized decently. Use logical sequence to constructs and accomplishments. Travel from simple to complex when showing new stuff. 5. Show pupils how to lump information. Present information in classs. Teach inductive logical thinking. 6. Give chances to pupils to lucubrate on new information. Connect new information to something already known. Expression for similarities and differences among constructs. Have group treatments. 7. Show pupils how to utilize coding when memorising lists. Use mental imagination techniques such as the keyword method, acronyms and etc. 8. Give chance for repeat of acquisition. State of import points several times in different ways during presentation of information ( STM ) . Have points on each twenty-four hours ‘s lesson from old lesson ( LTM ) 9. Give chances to larn of import concepts/skills. Drill on of import facts daily.Table 4.1: Using the Information Processing Approach in the schoolroom ( Huitt, W. ,2003 )In Journal 2, as it is a quantitative survey, the research worker surveies which learning scheme is spent more clip in organizing information processing, how clip intervals are spared for larning schemes and if there is a meaningful difference between the schemes at the facet of the clip for learning larning schemes? In this quantitative attack, the research worker had used a general study to see if there is a difference between the spared clip for learning larning schemes by category instructors in primary schools and organizing and treating information processing theoretical account. About 260 instructors in primary schools working in Istanbul Directory of Education were chosen based on convenience sampling. 51.9 % were females and 48.1 % were males. All of them were alumnuss from different subdivisions. A bulk of them have an experience between 6-10 old ages. The scheme learning tactics developed by Weinstein and Mayer ( 1986 ) and applied by Ozturk about learning larning schemes was used. The facets tested are attending, repeat, meaning, forming, callback, directing knowledge and instruction perceptual experience schemes. The study comprises two parts. The first portion is the clip span spared for learning larning schemes by instructors participated in the study. The 2nd portion is to find which larning schemes out of the seven tested has the most clip spared. The research worker used SPSS 7 bundle plan to find the meaningful differences of frequence, per centum and discrepancy. Data was collected utilizing the study method. Likert Scale of five was used to change over the replies into numeral informations. Harmonizing to the consequences of this survey, instructors spent more clip for repeat schemes ( 41.2 % ) and the least clip for forming. Teachers besides spend more clip to develop attending schemes ( 35.9 % ) . Therefore, the survey indicates that instructors want to organize an information processing profile related to attending schemes. They do this in every lesson and some instructors ne'er taught larning schemes at all from the survey conducted. Time spent for repeat and attending schemes were the highest because they provided pupils to organize a information processing theoretical account supplying them to mean their progress information with their anterior cognition at the facet of the clip spared for learning meaning schemes. From the research, it was besides found that there is a meaningful difference in instructors who spend more clip in learning schemes and instructors who spend less clip in learning schemes.DecisionThe decision after reexamining both diaries are, larning schemes should be taught to pupils in every lesson as they can steer in determining and organizing their acquisition consistently particularly when we use the learner-centered attack. Students should be taught to utilize organisation schemes and follow it decently. They should besides utilize the information processing theoretical account with the schemes that belongs to these tactics. The information processing theoretical accounts in learning and larning schemes should be developed and pupils should be encouraged to alter harmonizing to the current state of affairs and be independent scholars and minds. A good scholar will be able to utilize the information gathered and will cognize when and how to utilize it when they taught the effectual attacks of information processing. Information processing is of import and every instructor has to be familiar with this as by cognizing this, we can help our pupils in relation to retrieving things more efficaciously within the schoolroom scene. In information processing, the system involves the procedure of encoding, retrieval and storage whereby it explains how our centripetal registries and how the short-run and long-run operates. It is impossible to learn pupils new information in a short period of clip but we can learn them in â€Å" balls † to better their overall memory. This will assist pupils to be more focussed in their attending on acquisition by doing it more meaningful to them. It is besides of import to utilize acknowledgment in which instructor will demo their pupils how to utilize their imaginativeness or the procedure of association in order to retrieve new things. Encoding enables pupils to larn and retrieve and associate new information to old information. Use of images, concrete words and ocular AIDSs in the schoolroom will heighten this farther. Organization is a scheme used to better pupils ‘ memory and acquisition. This can be done by learning pupils an sum of information over certain period of clip. Rehearsing what has been taught is besides an effectual manner to increase memory. One could retrieve new stuff through practising, reiterating and associating new information to prior cognition. As an pedagogue, it is indispensable to ever happen new and interesting methods in assisting pupils retrieve new information that is taught to heighten their understanding better. As mentioned in Journal 2, clip spent more for repeat and attending schemes were the highest. However, it depends on the instructors ‘ lesson programs, course of study and instruction manners in order to run into the demands of single pupils. It is of import to utilize a assortment of schemes and attacks to assist pupils with retrieving what they have learnt particularly the new stuffs that they have learnt. It is a known fact that every pupils is able to larn and retrieve good if we provide them with the proper tools, techniques and counsel. Learning is an on-going procedure and every twenty-four hours in our lives we are larning new information. Therefore it is of import how we organize our acquisition and absorb new information on top of the old information that we already have.