colon cancer essays

colon disease papers Such a large number of variables are thought to become possibly the most important factor in figuring out who gets colorectal disease and who doesnt that its difficult to pick one as the most significant. An eating regimen that is low in fat and red meat and high in calcium and folate may add to forestalling colorectal malignant growth, and despite the fact that the decision isn't yet in on the advantages of fiber, an eating regimen wealthy in foods grown from the ground with a high fiber substance would be helpful from numerous points of view. Every day dosages of non-steroidal enemy of infla mmatory specialists (NSAIDs, for example, headache medicine and naproxen, may bring down your danger of colorectal disease by as much as 40 percent. In any case, we dont suggest these prescriptions for patients who dont need them for different reasons, says AGA part Francis Giardiello, MD, Professor of Medicine and Director, Division of Gastroenterology, at the Johns Hopkins School of Medicine. His proposal, at that point, for the most ideal approach to ward off colorectal disease? Become acquainted with your family better. Family ancestry is significant, says Dr. Giardiello. Individuals with first-degree family members (guardians, kin or youngsters) who contracted colon malignancy before age 50 have a 22 percent more prominent possibility of contracting it themselves. He includes that individuals with a family ancestry of polyps, favorable developments that regularly are antecedents of disease, additionally have an expanded hazard. Roughly 15 to 50 percent of colorectal malignancies are familial, which means they will in general happen in a larger number of individuals from a family than anticipated by chance alone. Two innate reasons for colorectal malignancy are familial adenomatous polyposis (FAP) (portrayed by hundreds or even a large number of polyps creating in the colon or rectum at a youthful age) and genetic nonpolyposis colorectal disease (HNPCC) (an acquired propensity to create colorectal malignant growth at a more youthful age). On the off chance that you find that you are at high hazard for colorectal malignant growth or polyps, theres no compelling reason to surrender - the adversary you know is better than the one you wear ... <!

I Don; T Know Essay

Why or why not? All close to home and private data ought to be restricted to the exposed measure of medicinal services experts. Just to complete clinical treatment (MLAE). 2. For this situation, how might you have the option to address your blunder and give the missing reports to the patient while as yet ensuring understanding secrecy under HIPAA? You should contact the patient advise them you despite everything have the archives, and inquire as to whether they ould like to come to get them (MLAE). 3. Other than a HIPAA Patient Release of Information structure, list 4 different things that are found in the clinical record. A protection notice, affirmation that the security notice was gotten, an exchanging accomplice understanding, and an understanding came to with a human services proficient business partners (MLAE). 4. Legitimately, does the patient or the doctor/social insurance office own the clinical record? Why? The social insurance office, yet the patient can get to them whenev er as long as the doctor feels it will make no damage the patient (MLAE). 5. Rundown 3 different ways quiet privacy is kept up in the gathering/holding up territory of a clinical office. Not examining tolerant data in the hall. Ensuring PC screens are out of patients sight. Additionally ensuring patients records are not left open (MLAE). 6. A break of classification can bring about what ramifications for a medicinal services proficient? This could bring about conceivable end, or conceivable common move being made (MLAE). 7. From the rundown of Interpersonal Ethics (found in Chapter 1 of the Fremgen content), if you don't mind portray how any of those attributes were exhibited in your activities for this situation? Regard by hoping to ensure you could get to his data (MLAE). Unit 8 Project Questions: Part II 1. Would the activity taken in this subsequent situation be inside your extent of training for your picked field? Why or why not? No lone doctors ought to be giving out medicines, and they ought to have never at any point glanced in the document. They ought to have quite recently taken a message for the specialist (MLAE). 2. What decides your extent of training for your picked profession? What you study, and what the workplace you are working in instructs you to do (MLAE). 3. Would Respondeat Superior apply for this situation? Why or why not? I would not think along these lines, since this individual was not acting inside their extent of Employment (MLAE). 4. Would the Good Samaritan Law apply for this situation? Why or why not? No in light of the fact that this was no crisis circumstance (MLAE). 5. What job does the Food and Drug Administration (FDA) play with respect to physician endorsed medicine? The FDA is liable for securing and advancing general wellbeing through the guideline and management of sanitation, tobacco items, dietary enhancements, solution and ver-the-counter pharmaceutical medications (prescriptions), immunizations, biopharmaceuticals, blood transfusions, clinical gadgets, electromagnetic radiation emanating gadgets (ERED), and veterinary items (MLAE). 6. What job does the Drug Enforcement Agency (DEA) play with respect to doctor prescribed medicine and a physician’s capacity to recommend opiates? Doctors must have a DEA permit to compose medicines, and it must be for the state they are rehearsing in (MLAE). References Bonnie F Fremgen, Ph. D. (2009). Clinical LAW AND ETHICS. New Jersey : Pearson Education Inc.

Talking to Your Doctor About Social Anxiety

Talking to Your Doctor About Social Anxiety Social Anxiety Disorder Diagnosis Print Talking to Your Doctor About Social Anxiety By Arlin Cuncic Arlin Cuncic, MA, is the author of Therapy in Focus: What to Expect from CBT for Social Anxiety Disorder and 7 Weeks to Reduce Anxiety. Learn about our editorial policy Arlin Cuncic Updated on October 23, 2019 Social Anxiety Disorder Overview Symptoms & Diagnosis Causes Treatment Living With In Children Portra Images/Getty Images Many people with symptoms of  social anxiety disorder (SAD)  never receive a  diagnosis  because theyre afraid to talk to their doctor about how theyre feeling. You may feel like you dont know what to say or how to explain it, or maybe you even feel embarrassed about your social anxiety.?? Youre not alone; many fellow  SAD patients feel similarly. Here are some tips to help you talk to your doctor. Write It Down One good solution to this problem is to present your doctor with a case summary instead of trying to verbally explain your symptoms. In general, a case summary is a concise description of your history of symptoms. The summary should be detailed but short enough that your doctor can read through it quickly. If you decide to do a case summary, here are the key points you should address: Your Background Information:  Highlight any important family mental health history, relevant family and social relationships, your history with drugs and alcohol (if applicable), challenges you have with everyday life, your goals, and how you cope with SAD.Your Symptoms:  Make a list of all the symptoms you experience, whether physical, emotional, or sensory, as well as how they make you feel and/or what they make you think. Even if you dont bring a case summary, its a good idea to write out your thoughts ahead of time in bullet point form. Doing so ensures that nothing gets forgotten, even if you become anxious when speaking with your doctor. Writing down the answers that your doctor gives will also give you a written record of what was said and help to keep you focused on that instead of your anxiety. Acknowledge Your Anxiety Before starting to speak with your doctor, tell him that youre going to have a hard time talking with him. If you decide to prepare a case summary, include a statement at the beginning thats similar to this: I probably look fine to you now, but inside I am terrified that youre judging me. When I talk to doctors I become very anxious, my mind goes blank, and I cant explain whats wrong. Bring Someone Along Bring someone with you to speak to your doctor. In addition to having the emotional support of a friend or family member, that person can listen to what is said, think of questions, and ask for clarification when necessary. A second person could also take notes of what is said during the meeting. Remember Doctors Are There to Help Although it can be intimidating talking to professionals about personal issues, its your doctors job to listen and understand. Trusting your doctor may be hard, but sharing how youre feeling is the first step toward getting help. If for some reason you feel that your doctor isnt helping you or isnt the right choice for treating your SAD, you may want to look for someone else. You need to feel comfortable and safe with whoever is treating you. The 7 Best Online Anxiety Support Groups

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Technology Controls Humanity - 1633 Words

Technology Controls Humanity In today’s society, anything is possible with the click of a button or the flick of a switch. These concepts are the result of a little something called technology. Technology is the use of electronically enhanced gadgets to â€Å"simplify† life. Humanity and technology have a relationship of depending on one another, but technology is the dominant partner in the bond. Through out the years, technology has been controlling the means of communication, the intelligence of humans and the health of society. Whether it is the method humans use to speak to one another, the way in which humans think for themselves or the side effects given to the human body; technology is very powerful and is capable of taking over the†¦show more content†¦In the olden days, people would pick up a book, and read the whole thing whether they had to or wanted to. Today, it is at the click of a button that a summary is found online of almost any story, allowing students to never read bo oks. Soon, there will no longer be a need for the existence of libraries. Books force the mind to focus and become smarter, while the internet simply hands out answers without having to work hard for them. Furthermore, already written essays are easily found online. People who attend school, are no longer required to think of what to say in their compositions; they may merely print a copy of a well written essay and receive the credit. There is also the creation of video games that is destroying the brains of young children and adolescents. Most video games require no thinking at all. There are the few such as â€Å"Brain Academy† that supposedly â€Å"train the brain† (www.sony.ca/wii/brain_academy, 2010), but even those teach the minimum amount of knowledge. Nevertheless, the games are very addictive and cause people to become lazy to do their other responsibilities, such as homework. With all this technology constantly being a huge disturbance, it is amazing that pe ople are as intelligent as they are now. If technology continues to dominate the way people do research and have fun, soon people will not be able to think for themselves. Technology will possess humans’ minds and will imposeShow MoreRelatedThe Loss Of Privacy And Freedom Essay1625 Words   |  7 Pages Through the example of Mae, Eggers states that the loss of privacy and freedom, through technology and through the technology companies running the government, is posing a great danger to the survival of humanity. Privacy is also something that Kaczynski worries about when talking about what he believes to be the greatest dangers to the survival of humanity. In order to talk about his ideas of this topic, his definition of what makes us fundamentally human needs to be established first. KaczynskiRead MoreTechnology And Its Effect On Society871 Words   |  4 PagesWhat is technology? Is it the tool that propels humanity forward or is technology the cuffs that hold the everyday man from leaving his own comfort. Or is technology more than a tool, more than a mechanical device? Ray Bradbury s Works are known 4 expanding technology and using speculative fiction to reveal the way technology is consuming the everyday person. but what if Ray Bradbury was never talking about technology a nd its effect on society with society s effect on technology? It is assumedRead MoreCritique Of The Heidegger s Hon 105 - Philosophical Inquiry1723 Words   |  7 PagesPhilosophical Inquiry Technology as Unconcealment Throughout the entirety of human existence, man has thought within the realm of the universe, and has relatively recently found the usage of technology as a means to an end. Technology as a whole is reliant upon humanity for it’s creation, and we are it’s sole provider of it’s unconcealment. These statements sum up what Martin Heidegger deplores about modern technological thought. In fact, at first it seems that Heidegger despises technology. Once one becomesRead MoreWells The Time Machine Wells1495 Words   |  6 Pagesis home to only two living creatures, the Eloi and Morlocks. The Time Traveller considers these creatures to be descendants of humanity. Going off of that assumption, Wells is illustrating the impact society has on the species’ progress due to the fact that the Eloi and Morlocks have seemingly gone backwards. The Time Traveller inhibits an ethnocentric use of technology and view that it is vital for survival and progress, while he is juxtaposed into a world of simple natural living in â€Å"perfect comfortRead MoreSocial Attitudes Of Freedom And Control By George Orwell And Fritz Lang1681 Words   |  7 PagesDespite their unique perspectives and social attitudes of freedom and control, both George Orwell and Fritz Lang explore issues of class struggle and the impact of technology on humanity through their medium of choice, expressi ng these serious concerns by forming a dystopic outlook of the future world. Lang’s science-fiction film Metropolis encapsulates the tensions of his wartime experience, and the political situation of the 1920s Weimer period in Germany, in which Lang tapped into the country’sRead MoreThe Impact Of Technology On Medical Care1670 Words   |  7 PagesWhen engineers in technology put their hands on medical care and brought the new improve medical care. 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We then, are no longer in control of our own livesRead MoreThe Ethics for Engineers in Combining Humans with Advanced Robotics1498 Words   |  6 PagesTodays robots are used in various industries from manufacturing to military, as technology advances more robots are becoming independent. As their systems increase in complexity, so too will their capabilities and scope of employment. Progresses in the sciences may one day permit for the blending of human and robotic functioning at scales where they become indistinguishable from each other. These future achievements in engineering could potentially re define human properties; undoubtedly, the ethicalRead MoreTechnology And Its Effects On Technology982 Words   |  4 Pagespicture how human’s life becomes less and less difficult because of the help of the technology. Less work means less energy spent. That is why humans become fatter and fatter. Analyzing the photos brings us to the assumption that the current humans have little to do. The robots have provided and offered their services intended to make human’s life better. Nguyen further criticizes that the over reliance on technology, which is in a way has made humans’ life more convenient is inevitably leading themRead MoreHuman Nature And Its Effects On Society1290 Words   |  6 Pagesmust respect nature. He believes that humanity should not only prioritize their needs but also consider the needs of plants and animals. Taylor believes plants and animals should be given, â€Å"legal rights,† to ensure protection of species (Taylor). Humans should not be superior to nature, and therefore must allow the safety of another species. Late Stanford University law professor William Baxter argues that decisions should be made towards the benefit of humanity in the article, â€Å"People or Penguins

Assessment for Learning and Teaching Free Essays

The key to effective practice is to be able to work out what a child’s specific needs are at one time, and to find ways of creating opportunities for them to succeed (Moyles and Robinson, 2002:281). Assessment is the process of measuring someone’s knowledge, skills and understanding, therefore to get to know the pupils in my class and to understand their learning and behavioural needs I used assessment strategies. Using assessment strategies allows teachers to evaluate learning needs and allow children to all get the correct teaching they deserve, improving outcomes for all learners and making every child matter. We will write a custom essay sample on Assessment for Learning and Teaching or any similar topic only for you Order Now If we think of our children as plants, summative assessment of the plants is the process of simply measuring them. The measurements might be interesting to compare and analyse, but, in themselves, they do not affect the growth of the plants. Formative assessment, on the other hand, is the garden equivalent of feeding and watering the plants-directly affecting the growth (Clarke, 2001:2). Clarke makes an effective link in this metaphor explaining how formative assessment describes processes of teaching and learning and the importance of this, whereas summative assessment takes place after the teaching and learning.Assessment for learning (formative) informs assessment of learning (summative). Teachers need to use their assessment for learning to facilitate learning and to ensure learning is taking place, this will then inform the assessment of learning when their work is marked or levelled at the end of the term or year to sum up their learning, this is important and will allow teache rs to gain an understanding of where this child is in their learning and to discover what a learner has achieved over the year. Black and Wiliam from Kings College, University of London in 1988 were commissioned to find out whether or not formative assessment could be shown to raise levels of attainment. This research concluded that formative assessment strategies do raise standards of attainment: There is a body of firm evidence that formative assessment is an essential feature of classroom work and that formative assessment is an essential feature of classroom work and that development of it can raise standards (1998:13). In my experiences in schools formative assessment really informed my teaching and practice.The class teacher and assistants carried out observations during group work in lessons, however these observations were not used or looked at during the planning process and so the next lessons were too challenging for some learners. When I took over the teaching and planning, I ensured that I used the observations of pupils to inform my planning of the next lesson. The year one teachers also used th e previous year’s plans and both classes had the exact same plans which were not adapted for their class.In my opinion both classes have different learners with individual needs and the learning was not personalised for them. â€Å"Practitioners will need to plan for each child’s individual learning requirements† (Nutbrown and Clough 2006:10). Formative assessment is essential in teaching and if teachers do not use it effectively they may hinder pupils learning. Teachers need to plan to suit all learners individual needs and abilities and if teachers do not do this â€Å"there is a danger of requiring children to take steps that are too large for them, so they can only follow blindly, without understanding† (Harlen et al, 2003:81).The assessment reform group (1999) discusses assessment for learning in practice and summarises the characteristics of assessment that promotes learning for each individual pupil. These characteristics include sharing learning goals with pupils as this helps them to recognise what they are aiming for, also self- assessment which provides feedback for pupils allowing them to recognise their next steps and how to take them. Furthermore assessment is underpinn ed by confidence that every pupil can improve and this involves both teacher and pupils reflecting on assessment data.These characteristics of assessment were seen whilst in schools and when used well by teachers worked very well. Making the learning intentions clear whilst planning helped when assessing children’s understanding and if they had met the success criteria of the learning intention. â€Å"The learning intention is the heart of formative assessment and needs to be made clear at the planning stage† (Clarke, 2001:8). Sharing the learning intentions with pupils is significant in effecting teaching and assessment, â€Å"research shows that children are more motivated and task oriented if they know the learning intention of the task† (Clarke, S, 2001:19).The learning intention needs to be delivered to the pupils at their level of understanding and in my last placement success criteria were used involve pupils in their own learning which in turn developed self assessment and understanding. In my experiences during the plenary worked well in recapping over the learning intentions, giving the pupils the opportunities to self assess whilst in turn giving the teacher a chance to observe their understanding.Black and Wiliam’s research shows that if peer and self assessment is linked with the learning intentions of a task, children’s progress, persistence and self-esteem is improved (1998). In my teaching I used peer and self assessment in my lessons as it allowed pupils to take responsibility for their learning and increase their understanding. In physical education lessons I encouraged pupils to assess themselves and each other’s performances, saying two things they liked and one thing they could improve on.This was beneficial to pupils as they received praise and ideas from their peers which developed their self-esteem and helped with the understanding of the activity. Assessment for learning seeks to involve pupils in peer assessment so that they can reflect and discuss how they can improve their performance on future occasions (Galton 2007). As a teacher I will encourage the use of paired talk as peer discussions involve children talking to each other in a language they are familiar with and therefore more likely to understand.Peer assessment provides children with the opportunity to discuss with and challenge each other which are valuable experiences that cannot be gained when working alone. Vygotsky and Bruner stress the importance of social interactions between learners as this leads to a greater understandin g of the work being discussed (Pritchard, 2009). Furthermore working with a peer, reading work to each other and supporting each other can aid pupil’s learning as Vygotsky suggests further: A child can perform at a higher level when supported or ‘scaffolded’ by an dult or more experienced peer, described as their ‘level of potential development (Whitebread 2003:97). Black and Wiliam’s research however showed inhibiting factors concerned with effective learning and the use of assessment, â€Å"for primary teachers particularly, there is a tendency to emphasise quantity and presentation of work and to neglect its quality in relation to learning† Furthermore â€Å"the collection of marks to fill up records is given greater priority than the analysis of pupils work to discern learning needs† (1998:4).This was apparent in my experiences as teachers were focusing on quantity of work to go in their files and giving a greater attention to marking work, rather than giving pupil’s feedback and helping them understand how they can move forward in their learning. As Galton suggests â€Å"feedback, in the widest sense, involves more than simply correcting mistakes† (2007:84). To assess pupils understanding teachers must be involved in gathering information about pupils learning and include them in critically and constructi vely reviewing their work.The Assessment Reform group discusses the methods for gaining such information and includes observing pupils, including listening to how they describe their work, questioning using open questions and asking pupils to communicate their thinking in different ways (1998). Questioning is an important strategy that I used in my teaching, not only does it keep pupils alert and on task, it allows teachers to elicit children’s understanding and misconceptions. It also provides an opportunity for children to extend their thinking and promotes inclusion. Effective questioning from the teacher can lead to rich class discussions which provide the teacher with a vast amount of information to assess the children’s understanding (Black et al, 2003). From my experiences open questions were more effective as they â€Å"can encourage self-expression and extended responses† (Tanner and Jones, 2003:49). Closed questions on the other hand worked in certain situations for example testing or behaviour management, however if used often in lessons some pupils were afraid of answering as closed questions suggest there is a right or wrong answer and his hindered their involvement and learning. Tanner and Jones support this: Although closed are adequate for assessing lower-order skills and the recall of information an over-reliance on this restricted form of questioning has negative consequences for learning (2003:49). Questioning and observing pupils learning and understanding has informed my teaching and it needs to be consistent and o ngoing for it to be effective. A good teacher needs to ensure they are supporting or scaffolding a child’s learning by questioning and pre-empting mistakes and checking understanding.Observations are a fundamental part of this process and key to ensuring measures of success (Hargreaves, 2002). The school and classroom environment, and the organisation of resources within it, can have a very significant impact on the quality of children and young people’s learning (DfES, 2001). This statement underpins how important the classroom environment is to pupils learning. The organisation of the classroom is significant and pupils need to be able to work in groups or pairs easily and see the teacher at all times. Cluttered classrooms can take pupils attention away from learning.Therefore the layout and organisation should suit these needs. The role play area is another significant part of a stimulating environment. In my experience creating an exciting role play area that links with pupils learning topic, engages pupils and provides a way for learning to take place through play. Pound suggests that â€Å"play encourages creativity and imagination† (2005:74). The organisation and the physical layout are not the only important factors of the classroom environment, even more significant in supporting the needs of learners are the opportunities and challenges offered by the teacher.Teachers need to build up good relationships and have high expectations of pupils in their learning and behaviour. (Arthur, Grainger and Wray 2006). The Primary National Strategy (DfES, 2005) clarifies what pupils need to learn effectively; according to Maslow’s hierarchy of needs it gives the understanding that children need security, comfort and need to feel confident and self worth. Pupils also need to be stimulated and challenged and given opportunities to use their diverse talents.From my own experiences in schools building up professional rapports with pupils and knowing your learners is crucial, as it allows teachers to meet pupil’s individual needs and en sures that children are confident, happy and engaged in their learning (Hutchin, 2006). I was impressed after observing teaching styles and attitudes used by teachers in schools. The relationship between the teacher and the pupils worked well and it was evident that pupils felt safe, secure and cared for. In order to develop into effective learners within the school context it is clear that young children need love and security† (Whitebread, 2003:6). This had a positive impact on the pupils as learners. In my previous teaching placement we had a pupil who had behaviour and personal difficulties, the teachers were able to support and meet his needs effectively by listening to him and using their teaching and management skills effectively. Emotions play an essential part in teaching and learning. We therefore need to make sure that early year’s settings are emotionally positive and supportive workplaces for all learners† (Pound, 2005:79). Behaviour management is another vital part of the positive learning environment. I struggled at first with my behaviour management skills and my authority was not respected. This was due to a lack of confidence in myself and my management skills. As I went through my placement journey I gained more confidence in my teaching, belief in myself to manage behaviour issues and developed my relationships with the pupils which enabled me to gain their trust and respect.From this I really noticed a positive difference in my behaviour management skills. Research shows that behaviour management is inextricably linked with a positive classroom environment as positive teacher efficiency is vital for effective management. Teachers need to feel, think, and behave more confidently allowing pupils to feel secure and therefore they are more likely to respond positively (Arthur, Grainger and Wray, 2006). It is fundamentally important for teachers to establish their uthority with a new class and also for teachers to understand that authority is earned within the context of relationships built by the teacher. Such relationships are dependent on the teacher conveying respect, enthusiasm and knowledge for what they teach and that authority is communicated through a relaxed confidence in management, teaching and self (Rogers, 2002). Behaviour management skills include using preventative behaviour management strategies effectively. These include establishing and practicing rules and routines.In my experience continuously practicing rules and routines is an effective behaviour preventive strategy. Pupils need to be clear about what is expected of them. Rules set limits to pupils behaviour and pupils have to understand what acceptable behaviour is and what is not. Arthur, Grainger and Wray state how important rules, routines and expectations are in behaviour management: Effective rules provide pupils with a physically and psychologically safe predictable environment and work in a preventative way to establish and keep order and maintain momentum through the lesson (2006:107).In my experience it is vital that pupils understand why they need to act a certain way and to gain maximum effects, the rules teachers give should be positively worded, realistic, focused and consistent. Setting aside time with pupils to raise whole-class awareness and inviting student participating into the understanding of rules, cooperation and behaviour will enhance positive working relationships and learning. Rogers supports this by suggesting â€Å"the process is as important as the outcome† (2002:29).The process of involving and including pupils will motivate them and help give them responsibilities and in turn promote behaviour management. I was able to wor k within a positive classroom environment where the pupils were encouraged and their achievements were fostered and celebrated. In my teaching I encouraged and praised the pupils for the work they had done, making sure they knew that I was proud of their work either by showing it to the rest of the class, putting their work up on display or giving them stickers or well done stones as positive reinforcement. Reinforcement and encouragement are very effective strategies I used and will continue to use in my teaching. â€Å"Students value encouragement and feedback. They benefit from the assurance that you have acknowledged their work; the effort and the direction of their work† (Rogers, 2002:86). It is crucial that pupils gain self worth and self esteem as they are strongly related to educational success and emotional wellbeing. As Whitebread suggests if pupils are to â€Å"thrive emotionally and intellectually, young children need to feel love and self-worth, they need to feel emotionally secure and they need to feel in control† (2003:6).Reinforcement and rewards are the main preventative strategies I used to ensure effective classroom management and behaviour. The reactive strategies I set in place were cautioning by informing pupils what would happen if the unwanted behaviour persisted. The pupils would have their name on the cloud if they had to be reminded more than three times and this was a big deal to the pupils in my class. When pupils worked hard or met learning or behaviour targets they were rewarded with praise, stickers, special privileges or having their name on the sunshine.These rewards worked well as preventative strategies to behavioural issues and also help reorientate those pupils who weren’t working or behaving well because they wanted to be praised and rewarded like their peers. This idea is supported by Skinner who believed that behaviour is shaped by punishment and rewards and that children try and avoid punishments and gain rewards, therefore an action or response is more likely to take place again if it is followed by positive reinforcement (Pritchard, 2009).These rewards and sanctions worked for the class in my previous placement, however every class and child is unique and it is vital for teachers to know his or her learners and thei r individual needs and preferences. Arthur, Grainger and Wray support this by saying â€Å"for rewards and sanctions to be effective they need to be fit for purpose- the reward must be something the pupils like and the sanction something they do not like† (2006:110). Therefore teachers need to know what their learners like and what they don’t like otherwise the rewards and sanctions may have counterproductive effect. In conclusion a positive classroom environment is fundamental for effective behaviour management and learning to take place, furthermore assessment for learning is a crucial part of effective understanding and teaching as Hutchin says â€Å"it is not the assessment itself which is important, but what we do with what we know† (2006:41). Teachers need to reflect on their teaching and assessment as Pollard suggests â€Å"reflecting on teaching provides a focus for analysing and developing learning and teaching† (2005:4). How to cite Assessment for Learning and Teaching, Essays

Fahrenheit 451 Essay Prompts Example For Students

Fahrenheit 451 Essay Prompts Montag, Beatty and the rest of the firemen expected it to be just another burning. They did not expect an unidentified woman to commit suicide along with burning her books. As the firemen attempted to save the woman, she told them to go on. Within a moment, The woman on the porch reached out with contempt to them all and struck the kitchen match against the railing. On the way back to the firehouse, the men didnt speak or look at each other. While Beatty began showing the knowledge he has gained from books, which along with the death, firemen begin to show that they are thinking and showing emotions. While listening to Beatty, Blackstone passes the turn to the firehouse, while Montag is amazed at his intelligence. After meeting the exiles, the war has begun, and a bomb was dropped in the city, killing everyone. Before they begin theyre adventure back towards the city, Granger decides to start a fire and cook some beacon. While eating, Granger mentions the Phoenix, and explains how so ciety is related to the Phoenix; He must have been the first cousin to man. But every time he burnt himself up he sprung out of the ashes, he got himself born all over again. And it looks like were doing the same thing over and over. After arriving to Montags home, Beatty instructs Montag to burn his own books as his punishment. Instead, Montag burns the television sets and the bed, in spite of Millies pleasures. When Beatty discovers the hidden book in Montags jacket and the earpiece, he tells Montag he and Faber will be arrested. In fear, Montag turns the flame thrower on Beatty, making him a shrieking blaze, a jumping, sprawling gibbering manikin no longer human or known. After burning the mechanical dog, Montag reassures himself that Beatty wanted to die. Montage burns his first house, showing his pleasure and joy in his job. It was a pleasure to burn. It was a special pleasure to see things eaten and blacken and change. By the end of the novel, Montag watches the sun as he floats down the river. Montag decides that he must never burn again; The sun burnt everyday. It burnt time. The world rushed in a circle and turned on its axis and time was busy burning the years and the people away, without any help from him. The three symbols all work to show orders followed and complete power, rebirth, death, and change. Montag, Faber, and Beattys struggle revolves around the tension between knowledge and ignorance. The firemans duty is to destroy knowledge and promote ignorance in order to equalize the population and promote sameness. Montags encounters with Clarisse the old woman and Faber ignite in him the spark of doubt about this approach. His resultant search for knowledge destroys the unquestioning ignorance he used to share with nearly everyone else, and he battles the basic beliefs of his society. By Montag following orders and burning the books, and finding pleasure in it, it shows authority in complete power and following orders. After the bombing of the city, Granger compares mankind to a phoenix that burns itself up and then rises out of its ashes over and over again. Mans advantage is his ability to recognize when he has made a mistake, so that eventually he will learn not to make that mistake anymore. Remembering the mistakes of the past is the task Granger and his group has set for themselves. They believe that individuals are not as important as the collective mass of culture and history. The symbol of the phoenixs rebirth refers not only to the repeated life of history and the collective rebirth of humanity but also to Montags own rebirth. .u8fd3091ed5d36cc33e6f466ba5b77b83 , .u8fd3091ed5d36cc33e6f466ba5b77b83 .postImageUrl , .u8fd3091ed5d36cc33e6f466ba5b77b83 .centered-text-area { min-height: 80px; position: relative; } .u8fd3091ed5d36cc33e6f466ba5b77b83 , .u8fd3091ed5d36cc33e6f466ba5b77b83:hover , .u8fd3091ed5d36cc33e6f466ba5b77b83:visited , .u8fd3091ed5d36cc33e6f466ba5b77b83:active { border:0!important; } .u8fd3091ed5d36cc33e6f466ba5b77b83 .clearfix:after { content: ""; display: table; clear: both; } .u8fd3091ed5d36cc33e6f466ba5b77b83 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u8fd3091ed5d36cc33e6f466ba5b77b83:active , .u8fd3091ed5d36cc33e6f466ba5b77b83:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u8fd3091ed5d36cc33e6f466ba5b77b83 .centered-text-area { width: 100%; position: relative ; } .u8fd3091ed5d36cc33e6f466ba5b77b83 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u8fd3091ed5d36cc33e6f466ba5b77b83 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u8fd3091ed5d36cc33e6f466ba5b77b83 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u8fd3091ed5d36cc33e6f466ba5b77b83:hover .ctaButton { background-color: #34495E!important; } .u8fd3091ed5d36cc33e6f466ba5b77b83 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u8fd3091ed5d36cc33e6f466ba5b77b83 .u8fd3091ed5d36cc33e6f466ba5b77b83-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u8fd3091ed5d36cc33e6f466ba5b77b83:after { content: ""; display: block; clear: both; } READ: Dress Codes and Hair Restrictions are Vital EssayBefore Montag burns Beatty to death with the flame thrower, Beatty spoke to Montag, Its perpetual motion; the thing man wanted to invent but never did. . . . Its a mystery. . . . Its real beauty is that it destroys responsibility and consequences . . . clean, quick, sure; nothing to rot later. Antibiotic, aesthetic, practical. He comes across the mystical nature of fire, its mysterious beauty, and the fascination it holds for people. Beatty, who