Guide to Microteaching

Guide to Microteaching Microteaching is a teacher training technique that allows student teachers to practice and refine their teaching skills in a low-risk, simulated classroom environment. The method,  also used for retraining or fine-tuning the skills of practicing teachers,  was developed in the late 1950s and early 1960s by Dwight Allen at Stanford University. How Microteaching Works Microteaching sessions involve one student teacher, the class instructor (or school supervisor), and a small group of peers. These sessions allow student teachers to practice and polish their teaching techniques in a simulated environment  before putting them into practice with students. Using the teaching method, which was revised and simplified in the late 1980s and early 1990s, student teachers conduct a short lesson (usually 5-20 minutes in length). Microteaching  sessions focus on one teaching skill at a time. This singular focus provides the opportunity for student teachers to master each  technique by  planning and teaching the same lesson multiple times, making  adjustments based on peer and instructor  feedback.   Benefits of Microteaching Microteaching provides ongoing training for student teachers and retraining for classroom teachers in a simulated environment. These practice sessions enable student teachers to perfect their teaching techniques before applying them in the classroom. Microteaching sessions also allow student teachers to prepare for a variety of classroom scenarios, including working with students of different skill levels and socioeconomic backgrounds. Lastly, microteaching provides valuable opportunities for self-evaluation and peer feedback. Disadvantages of Microteaching Microteaching is considered one of the most effective techniques for teacher training, but it does have a few drawbacks. Most significantly, microteaching requires the presence of an instructor and a group of peers, which means that not all student teachers (or current teachers) can consistently complete microteaching sessions. Ideally, microteaching sessions are repeated multiple times so that the student teacher can refine his or her skills. However, in larger education programs, there may not be time for all student teachers to complete multiple sessions. The Microteaching Cycle Microteaching is accomplished cyclically, allowing teachers to practice new skills in order to attain mastery. Classroom Instruction First, student teachers learn the basics of  an individual through lectures,  textbooks, and demonstration (via an instructor or video lessons). Skills studied include communication, explanation, lecturing, and engaging students. They may also include organization, illustrating lessons with examples, and answering student questions. Lesson Planning Next, the student teacher plans a short lesson that will enable her to practice these new skills in a mock classroom situation. Though the classroom environment is simulated, teachers should consider their presentation an actual lesson and present it in an engaging, logical, and understandable manner. Teaching and Feedback The teacher conducts the lesson for her instructor and peer group. The session is recorded so that the student can watch it later for self-evaluation. Immediately following the microteaching session, the teacher receives feedback from her instructor and peers. Peer  feedback should be specific and balanced (include  observations on strengths as well as weaknesses)  with the goal of helping the student teacher improve. It’s helpful for peers to focus on their personal experience using â€Å"I† statements and to provide specific detail in their feedback. For example, when providing constructive criticism, I had trouble hearing you at times is more helpful than â€Å"You need to speak louder.† When offering praise, â€Å"I felt confident commenting because you made eye contact with me† is more helpful than You engage well with students.† Re-plan and Reteach Based on peer feedback and self-evaluation, the student teacher plans the same lesson and teaches it a  second time. The goal is to incorporate feedback from the first  microteaching  session to  master the  skill being practiced. The second teaching session is recorded just like the first. At the conclusion, the instructor and peers offer feedback, and the student teacher can watch the recording for self-evaluation. Microteaching often results in better-prepared, more confident teachers with a strong working understanding of the skills they need in the classroom.

Book Titles from Shakespeare

Book Titles from Shakespeare Book Titles from Shakespeare Book Titles from Shakespeare By Maeve Maddox When I was receiving my secondary education in a small Arkansas high school many years ago, every student was expected to study four Shakespeare plays before graduating: Grade 9: Julius Caesar Grade 10: As You Like It Grade 11: Romeo and Juliet Grade 12: Macbeth Our study included the memorization of at least one soliloquy and numerous shorter passages from each play. Most high school students had at least some of these quotations embedded in their brains and uttered them even when teachers werent around. Two favorites were Out, out damned spot, and Wilt thou leave me so unsatisfied? Not surprisingly, writers who grew up when Shakespeare was still an important part of the English curriculum made use of some of these phrases when it came to naming their novels. I wonder what store of title material tomorrows novelists will draw on. Memorization of passages from the plays has been in decline for some time. Ive seen episodes of C.S.I. in which Grissom quotes familiar lines from Macbeth or Julius Caesar and his thirty-something colleagues express amazement at what to them is arcane learning. According to a 2007 survey of 70 universities by the American Council of Trustees and Alumni, only 15 require their English majors to take a course in Shakespeare. Require? I find it difficult to imagine an English major who wouldnt insist on being offered a course in Shakespeare. And Chaucer. And Beowulf. And Latin. But Im a geezer. Heres a criticism I came across on the web. I think its probably a common view these days. †¦Shakespeare is no longer English. It is written in a redundant tongue that nobody uses anymore, and takes quite a bit of concentration to understand. Why are we teaching children in English classes to read something that they will have no use for? These stories are several hundred years old and are no longer relevant linguistically and contextually. It is a new millennium. Shakespeare has enjoyed a 450-year popularity. Maybe it is time to remove his work from the general curriculum. Twelve years of public education do not necessarily equate to what used to be an adult level of literacy. Ive encountered college freshman who thought the writing of George Orwell was couched in a redundant tongue that took quite a bit of concentration to understand. Students who have trouble with Orwell are certainly going to be flummoxed by Shakespeare. Still, writers of the past knew their Shakespeare. Here are some titles drawn from the plays. Can you spot the play that the title comes from? 1. The Moon Is Down, John Steinbeck 2. Gaudy Night, Dorothy Sayers 3. Under the Greenwood Tree, Thomas Hardy 4 And Be a Villain, Rex Stout 5 Something Wicked This Way Comes, Ray Bradbury 6 Pale Fire, Vladimir Nabokov 7 Band of Brothers, Stephen Ambrose 8 The Dogs of War, Frederick Forsyth 9 There is a Tide, Agatha Christie 10 By the Pricking of My Thumbs, Agatha Chrstie 11 Not in Our Stars, M. M. Marshall 12 Chimes at Midnight, Terence White 13 The Mousetrap, Agatha Christie 14 Twice-Told Tales, Nathaniel Hawthorne 15 A Muse of Fire, A.D. Harvey 16 Strange Snow, Steve Metcalfe 17 Walk the Night, Robert C. Reinhart 18 A Plague on Both Your Houses, Robert. W. Whitaker 19 The Sound and the Fury, William Faulkner 20 Dagger of the Mind, Star Trek episode Look for the answers tomorrow. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:Punctuating â€Å"So† at the Beginning of a SentenceThe Letter "Z" Will Be Removed from the English AlphabetThe Uses of â€Å"The†

The Influence of The Parity Brands In Taiwan Assignment

The Influence of The Parity Brands In Taiwan - Assignment Example A research was conducted by Cheung to analyze the perception of customers on products based on various parameters like product quality, price, leadership and the difference of the brands based on the origins. Comparisons of this attributes have been carried out between national brands, international private labels, and local private labels. The hypothesis which was held for the research was that the overall quality of the products of the national brands were superior than the products which was manufactured in Taiwan but had international labels, whereas the quality of the international brands were higher than the local private labels. The second hypothesis held in the research conducted was that consumers view that the price of the national brands is higher than that of the products of the international private labels, whereas the price of the international private labels is higher than that of the local private labels. The third hypothesis for the research was that consumers had th e conception that national brands account for superior brand leadership in comparison to the international and local private label brands. The fourth and the final hypothesis for the research conducted by Cheng et al was that the brand personality of the international private brands was superior to that of the national brands and the local private labels. The research was based on primary survey and collected the views of 254 respondents all above the age of 16. The research method was based on systematic sampling and the data was gathered from the main railway station of Taipei which is located in Taiwan. In the research conducted much analysis has been done on the context of the quality of the products perceived by the customers and the factor of price has also been considered.  The study reveals that the economy of the Taiwan creates an interest among the multinational organizations to invest in the country. Owing to the flexible structure of investment, major brands have opened their business in the country. In matters of fashion brand and retail clothing, the local market is found to be largely hampered by the operation of multinational brands like Zara and Uniqlo.  Ã‚   The local brands failed to deliver the quality of the product at a lower price in comparison to the international brands and the marketing strategy of the foreign brands was also instrumental in capturing the market.

Debt to Equity Ratio Essay Example | Topics and Well Written Essays - 1000 words

Debt to Equity Ratio - Essay Example This essay discusses that  the calculation of the debt to equity ratio is as straightforward as its definition. The ratio is computed by taking an entity’s total liabilities and dividing it by the company’s equity. The total liabilities and equity used are got from the statement of financial position of the company on discussion. A company’s equity is the amount of capital the shareholders or owners of the business have put in the business. It is determined by subtracting the total liabilities from the company’s total assets. It is best if the debt to equity ratio is kept within a reasonable range. If the ratio is very high, it is an indication that the business can be in a financial distress and maybe in leverage problem where it can find it had to offset its debtors. On the other hand, if the ratio is to low, it implies that the company is heavily relying on the entity’s equity to finance its operations.  According to the report findings  lo ans acquired from lenders come with an interest payment, which must be paid together with the principal loan amount. The advantage of financing a company’s operation through debt finance is that the company can deduct the interest payments in its tax returns. On the other hand financing the company’s operations through equity makes the company at an obligation to earn return and increase the shareholder wealth. Company’s should therefore strike a balance between the debt and equity use to run the operations of their businesses.

Prevention of Problems and Establishment of Positive Relationship Essay Example for Free

Prevention of Problems and Establishment of Positive Relationship Essay As a teacher, I believe that communication is one of the most important tools in teaching. Communication happened during classroom discussions and whenever the teacher and the students discuss issues in the class (Laslett and Smith 1984). Just like in the family, an open communication aids the students and the teacher in understanding, respecting and listening to what each other have to say. Everything especially the classroom procedure should be discussed appropriately in order to avoid misunderstanding and conflicts. If the students are fully aware about the procedures, then they will be able to avoid committing bad behavior or disobedience. Through open communication, students and teachers can establish a healthy relationship. In addition, teachers should not be too strict to foster a friendly environment conducive for teaching and learning. Criticisms should be done in a constructive way so that students will not get embarrassed but will be motivated to do better. I also believe that praises and positive suggestions are recommended to let the students know that their works are valued. Dealing with different types of students is one of the challenging aspects of being a teacher. In the same manner, this is also a way to learn and to develop the skills as a teacher by merely addressing the different needs of the students and coming up with a best strategy that will be effective for the entire class. Since not all the students are of the same level in terms of academic abilities, a flexible strategy is needed to address all the needs of the students without taking for granted their differences. The following are the different types of students that a teacher can encounter as well as my ways on how to deal with them. As a teacher, it is difficult to deal with students who hardly understand everything that a teacher is saying. Examples of these students are exchanged students from China, Spain, Japan and other countries who have different language. As a general rule, it is very important that the students understand the teacher very well in order to make learning more efficient (Pagewise 2002). Â  To provide a more effective learning, I primarily suggest that these students should undergo an English language and communication class so that the will learn more about the language or even at least know the meaning of the basic words. I would also recommend them to interact more often with their classmates and to participate regularly in the discussions so that they can exercise their skills in communicating in English. As a teacher, I may have the option to appoint them as group leaders so that they will be able to talk in class and get comfortable with the language.

Why Australia Joined World War I In 1914 :: World War I History

Why Australia Joined World War I In 1914 In 1914, Australia joined the First World War. Although it was seen as a European war, the Australia government decided that Australia should support its 'Mother Country', Britain. The prime-minister at the time, Joseph Cook, stated Australia's position : "Whatever happens, Australia is a part of the Empire, right to the full. When the Empire is at war, Australia is at war." Many Australians objected to the country's involvement in the war, but the majority of the population agreed with the government's decision. Australia joined the war for many reasons, but two main reasons were : Australia (as a counry) felt a loyalty towards the 'mother country', Britaain and that the war would be a good opportunity to improve Ausrtalia's international reputation. Many individual Australians also joined the war for a variety of reasons. Some felt a strong loyalty to Britain who had supported Australia, and now, they felt, was the time for them to 'do their bit'. Others enlsted simply to prove they were brave enough to fight, but some enlisted because their friends had. Some simply enlisted because they needed a job, pay, and regular meals, but many enlisted in the army for an adventure, not knowing the true horrors of war. Private A.J. McSparrow (former railway worker from Parramatta, NSW), was one of the many men whwo enlisted because he felt that it was his duty to support the 'mother country' ..."I have (enlisted) ... and I don't regret it in the very least. I believe that it is every young fellow's duty" and "... we are the sort of men who should go."Private Antill enli sted because he needed the money, clothes and food and also because it was easier work than cabinet making ..."I tell you what I have just joined the Australan army ... it's not bad money here 5/- a day and clothes and food that's nearly as good as cabinet making and not half as hard."Lieutenant D.G. Armstrong (former bank clerk from Kyneton, Victoria), thought that the war would be great opportunity to prove his strength and to show that he was not a coward..."I am going to have a try for the war ... I think I ought to go, they want all they can get and ... I think it's the greatest opportunity for a chap to make a man of himself, those that come back from this war will be men of the right sort that anybody would be proud of.

Mental Models Essay

Mental models are how the mind stores memories and ideas relating to reality. These include opinions, attitudes, prejudices, and approaches to different objects, events, and situations. The manner in which one’s mental models work can limit one’s ability to succeed or improve his or her environment. Sometimes managers’ mental models limit a business because they choose to ignore certain factors. Sometimes people only see what they desire to perceive or deliberately ignore pertinent data (Crook & Wind, 2006). For large, vast, and fast-paced companies like Verizon Wireless, mental models and mindsets, especially in management, do more than shape the company culture; they drive the company to success or failure. The company’s rapid growth and enormous shares of the wireless communications market are evidence of beneficial mental models and positive mindsets, but there are a few weaknesses. Mental Models that Enable Verizon Wireless’ Decision Making Pro cess Verizon Wireless employs several strategies survive and maintain a competitive advantage over its competitors. One of the company’s most influential mental models is that scrutinizing data to gain insights into the most potentially successful business models is key to thriving in a competitive market. Verizon Wireless collects information about various wireless providers, individual clients, and client businesses to glean important insights. This mental model helps the company envision many important improvements, like programs to help grow small businesses into corporate enterprises and where to put the next set of communication towers (Verizon Wireless, 2013). This mental model helps Verizon Wireless to attract customers and maintain its client base (Bouncken & Sungspoo, 2002). Mental models are important in the understanding of various aspects of topics. Verizon wireless uses mental models to strategize and process, hence their success in business. Verizon Wirelessâ⠂¬â„¢ Mental Model of Employment One of the strategies that Verizon Wireless uses is a mental model of attractive employment conditions in the company, as a key to success. The belief is that happy employees help keep customers happy (Dean, 2013). For instance, the company provides support for working mothers and supports them in their endeavors to advance their careers, with offerings like tuition assistance. The mental model emphasizes positive inter-office interrelations, thus building trust within the workplace. Verizon Wireless is listed as one of the best companies for workers to seek employment because of this strong model of positive interrelations with its employees, flexible working schedules, and incentives for employees to further their careers (â€Å"Working Mothers names Verizon Wireless among 100 best firms,† 2008). By appreciating and encouraging individual interests within the company, Verizon Wireless builds a collective mental model of every worker’s success is a company achievement and, vice-versa, the company’s success contributes to the success of every individual (Computerworld, 2011). Mental Models Adopted From Mergers Verizon wireless is regularly involved in mergers with other companies within the communications industry. The mental model that drives this desire to purchase other successful enterprises is a vision of a company that grows ever-stronger by combining the best characteristics of each company into a better Verizon Wireless. In fact, the company started from the merger of two former Bell spin-offs, Bell Atlantic and GTE, along with a British company, Vodafone, deciding to merge Vodafone Wireless and GTE Wireless into a separate entity. The profitability and market leverage provided through the merger made Verizon Wireless a formidable contender, from its very beginning (Verizon Communications, 2013). Later, the company merged with Alltel Wireless to form the nation’s largest and strongest wireless communications provider (Verizon Wireless, 2009). Future mergers with established companies in foreign markets are likely to replicate the company’s successful â€Å"bigger is better† philosophy (FierceBroadbandWireless, 2012). The role of mental models is to aid in reasoning and problem solving, within the organization. Mental models provide imagery that aids in constructing and interpreting of issues (Rickheit, 1999). Mental models are how people’s minds represent reality and guide people’s decision-making processes, along with logical reasoning. The ideals and vision that Verizon Wireless embraces, in terms of latest technology as well merging with others, shapes strategy formulation and implementation. Mental Models that Disable Verizon Wireless’ Decision Making Process Every wireless phone company provides mental models and mindsets that disable the organization’s decision-making progress. One common mindset that hinders wireless providers and angers customers is the notion that a company must put attracting new customers before keeping current subscribers happy. Negative side effects of this mindset include reductions in renewal perks and adding charges without prior notification, as well as the addition of a $30 upgrade fee for each time the client switches to a new device. Already disgruntled customers are further enraged, when they call the customer service lines and discover the company’s unwillingness to compromise over fees and price hikes. Such a negative mindset encourages customers to look elsewhere for service; and, those whom terminate their business with Verizon Wireless are customers that the company must replace by enticing a new client with benefits and discounts. Furthermore, angry customers are not shy to tell their friends and acquaintances about their terrible experiences with Verizon Wireless, thus scaring off potential customers (Delsoft, 2012). Based upon revenues, Verizon Wireless is the most profitable wireless communications carrier in the United States, and poised to be the most profitable in the world. The company provides high-quality service and works endlessly to expand and improve upon its infrastructure. The model is very successful and creates the mindset that an ever-improving network is the only way to succeed. The limitation this mental model poses is that the company does not use the advantages of economies of scale to pass savings onto customers. Most customers would be happier to know that their bills were reduced than to know th at their phones will receive full 3G service on nearly every square foot of the North American continent. Five Forces Influencing Mental Models at Verizon Wireless Similar to other wireless companies, Verizon has five forces to conduct success against its competitors. The five forces illustrate a representation of the five powers to rise in a low economic environment. These forces, also known as Michael Porter’s Five Forces Analysis, consist of buyer power, supplier power, threat of substitute product and services, threats of new entrants, and finally, rivalry of existing competitors such as T-Mobile, AT&T, etc. Following Michael Porter’s analysis may give the company big accomplishment, there is also other forces that impose limitations to the decision-making process. Imposed forces obligate a company to switch gages from success to immediate failure, such as the Customer Relationship Management (CRM) services. A CRM service is a strategy that reduces any negative interactions that the customers pertain. Exploiting is a major discomfort for Verizon Wireless. Verizon Wireless does not like to bring undependable service upon its customers. One of the five forces that impose limitation to administrative decision process is threats of entrants. Threats of new entrants become an imposition because it conveys hard places to expand access of new entrants, creating threat of competition of which wireless company is highe r quality. Creative Intelligence at Verizon Wireless Verizon Wireless has become the leading cellular provider by creating a leadership team that allows integration within the company’s decision making process. Verizon Wireless recognizes that not all good ideas will be created within the company or marketed successfully internally. In the business community, network- related issues such as call quality and performance reliability, particularly among small and midsize companies, are important elements that impact the daily decision-making process. Verizon Wireless adapted a strategy known as crowd sourcing. Crowd sourcing became the decision making process for everything from product development to engaging customers in marketing decisions. As crowd sourcing succeeds and grows in popularity, innovators and businesses are taking more provocative and bold steps to drive innovation. The company’s most creative development for decisions is its open innovation strategy. According to Nine Sigma (2013), open Innovation, also kno wn as external or networked innovation, is focused on uncovering new ideas, reducing risk, increasing speed and leveraging scarce resources. With a better understanding of collaboration, a company is able to lower risk by combining external capabilities with internal innovation resources. Verizon Wireless created a program to collaborate with entrepreneurs and established companies. Through open innovation, Verizon Wireless will be able to form partnerships and generate the creative ideas that will keep them competitive in the future. Conclusion Mental models manipulate the mind to have imagery on several issues. Knowledge is crucial in creating a mental model in a business. When the mental model is one that promotes interrelations such as new ideas through support of advancement and education, new ideas then emerge that enable a company such as Verizon wireless to thrive. The management implements the ideas as the new ideas of the mental picture resonates with their personal goal. Thus, the importance of mental models in Verizon wireless decision making processes as it facilitates fast reasoning towards shared goals. References AT&T. (2013). Investor relations. Retrieved from http://www.att.com Bouncken, R. B., & Sungspoo, P. (2002). Knowledge management in hospitality and tourism. Binghamton, NY: The Haworth Hospitality Press. Computerworld. (2011). 100 best places to work in it 2012: Employer profile NO. 6: Verizon Wireless. Retrieved from http://www.computerworld.com/ Consumerist.com. (2007, October 15). Verizon’s Plan to Share Your Call Data Generates Blog Scrutiny. Consumerist. Retrieved from http://consumerist.com Crook C., Wind J., (2006, March 1). Changing Mental Models in an uncontrollable world. Retrieved from The Financial Times 2012 Dean, J. (2013, April 29). 10 of the Happiest Big Companies to work for. Career Alley. Retrieved from http://www.careeralley.com Delsoft. (2012, October 3). Why does Verizon not value loyal long term customers? Verizon Wireless Services. Retrieved from https://community.verizonwireless.com FierceBroadbandWireless. (2012). Global LTE: Verizon dominates today, but which operators will lead in 2016? Retrieved from http://www.fiercebroadbandwireless.com

Asvance Care Planning Essay

Assessment Criteria 1.1. Describe the difference between a care or support plan and an Advance Care Plan Advance care planning (ACP) is a process of discussion between an individual and their care providers irrespective of discipline. According to NHS guidlines the difference between ACP and planning more generally-which sets out how the client’s care and support needs will be met- is that the process of ACP is to make clear a person’s wishes. 1.2. Explain the purpose of advance care planning It usually take place in the context of an anticipated deterioration in the individual’s condition in the future, with attendant loss of capacity to make decisions and/or ability to communicate wishes to others. In that case Advance care planning can ensure that all of those concerned with the patient’s care and well-being kept informed -with the patient’s permission-of any decisions, wishes or preferences which impact upon her care when she has no ability to communicate these any more. 1.3. Identify the national, local and organisational agreed ways of working for advance care planning The main principles are covering the agreed ways of working: The process is voluntary. No pressure should be brought to bear by the professional, the family or any organisation on the individual concerned to take part in ACP ACP must be a patient centred dialogue over a period of time The process of ACP is a reflection of society’s desire to respect personal autonomy. The content of any discussion should be determined by the individual concerned. The individual may not wish to confront future issues; this should be respected All health and social care staff should be open to any discussion which may be instigated by an individual and know how to respond to their questions Health and social care staff should instigate  ACP only if in the context of a professional judgement that leads them to believe it is likely to benefit the care of the individual. The discussion should be introduced sensitively Staff will require the appropriate training to enable them to communicate effectively and to understand the legal and ethical issues involved Staff need to be aware when they have reached the limits of their knowledge and competence and know when and from whom to seek advice Discussion should focus on the views of the individual, although they may wish to invite their carer or another close family member or friend to participate. Some families may have discussed their issues and would welcome an approach to share this discussion Confidentiality should be respected in line with current good practice and professional guidance Health and social care staff should be aware of and give a realistic account of the support, services and choices available in the particular circumstances. This should entail referral to an appropriate colleague or agency when necessary The professional must have adequate knowledge of the benefits, harms and risks associated with treatment to enable the individual to make an informed decision Choice in terms of place of care will influence treatment options, as certain treatments may not be available at home or in a care home, e.g. chemotherapy or intravenous therapy. Individuals may need to be admitted to hospital for symptom management, or may need to be admitted to a hospice or hospital, because support is not available at home ACP requires that the individual has the capacity to understand, discuss options available and agree to what is then planned. Should an individual wish to make a decision to refuse treatment (advance decision) they should be guided by a professional with appropriate knowledge and this should be documented according to the requirements of the MCA 2005 1.4. Explain the legal position of an Advance Care Plan Mental Capacity Act 2005 which came into force in October 2007 along with the supporting Code of Practice. Chapter 9 of the Mental Capacity Act (MCA) 2005 Code of Practice refers specifically to Advance Decisions to Refuse Treatment and will be used as a guide to sections within this document that refer to advance decisions. According to NHS guidelines for individuals with capacity it is their current wishes about their care which needs to be  considered. Under the MCA of 2005, individuals can continue to anticipate future decision making about their care or treatment should they lack capacity. In this context, the outcome of ACP may be the completion of a statement of wishes and preferences or if referring to refusal of specific treatment may lead onto an advance decision to refuse treatment. This is not mandatory or automatic and will depend on the person’s wishes. Alternatively, an individual may decide to appoint a person to represent them by choosing a person (an ‘attorney’) to take decisions on their behalf if they subsequently lose capacity. A statement of wishes and preferences is not legally binding. However, it does have legal standing and must be taken into account when making a judgement in a person’s best interests. Careful account needs to be taken of the relevance of statements of wishes and preferences when making best interest decisions. If an advance decision to refuse treatment has been made it is a legally binding document if that advance decision can be shown to be valid and applicable to the current circumstances. If it relates to life sustaining treatment it must be a written document which is signed and witnessed. 1.5. Explain what is involved in an ‘Advance Decision to Refuse Treatment’ The MCA 2005 provides the statutory framework to enable adults with capacity to document clear instructions about refusal of specific medical procedures should they lack capacity in the future. An advance decision to refuse treatment: Can be made by someone over the age of 18 who has mental capacity Is a decision relating to refusal of specific treatment and may be in specific circumstances Can be written or verbal If an advance decision includes refusal of life sustaining treatment, it must be in writing, signed and witnessed and include the statement ‘even if life is at risk’ Will only come into effect if the individual loses capacity Only comes into effect if the treatment and circumstances are those specifically identified in the advance decision Is legally binding if valid and applicable to the circumstances. 1.6. Explain what is meant by a ‘Do Not Attempt cardiopulmonary resuscitation’ (DNACPR) order In England and Wales, CPR is presumed in the event of a cardiac arrest unless a do not resuscitate order is in place. If they have capacity as defined under the Mental Capacity Act 2005 the patient may decline resuscitation, however any discussion is not in reference to consent to resuscitation and instead should be an explanation. Patients may also specify their wishes and/or devolve their decision-making to a proxy using an advance directive, which are commonly referred to as ‘Living Wills’. Patients and relatives cannot demand treatment (including CPR) which the doctor believes is futile and in this situation, it is their doctor’s duty to act in their ‘best interest’, whether that means continuing or discontinuing treatment, using their clinical judgment. Learning Outcome 2: Understand the process of advance care planning Assessment Criteria 2.1. Explain when advance care planning may be introduced ACP may be instigated by either the individual or a care provider at any time not necessarily in the context of illness progression but may be at one of the following key points in the individual’s life: Life changing event, e.g. the death of spouse or close friend or relative Following a new diagnosis of life limiting condition eg. cancer or motor neurone disease Significant shift in treatment focus e.g. chronic renal failure where options for treatment require review Assessment of the individual’s needs Multiple hospital admissions 2.2. Outline who might be involved in the advance care planning process Advance care planning centres on discussions with a person who has capacity to make decisions about their care and treatment. If the individual wishes, their family, friends and health and social care professionals may be included. It is recommended that with the individual’s agreement that  discussions are documented, regularly reviewed, and communicated to key persons involved in their care. 2.3. Describe the type of information an individual may need to enable them to make informed decisions Statements of wishes and preferences can include personal preferences, such as where one would wish to live, having a shower rather than a bath, or wanting to sleep with the light on. Sometimes people may wish to express their values e.g. that the welfare of their spouse or children is taken into account when decisions are made about their place of care. Sometimes people may have views about treatments they do not wish to receive but do not want to formalise these views as a specific advance decision to refuse treatment. These views should be considered when acting in a person’s best interests but will not be legally binding. A statement of wishes and preferences cannot be made in relation to any act which is illegal e.g. assisted suicide. 2.4. Explain how to use legislation to support decision-making about the capacity of an individual to take part in advance care planning The Mental Capacity Act says: Everyone has the right to make his or her own decisions. Health and care professionals should always assume an individual has the capacity to make a decision themselves, unless it is proved otherwise through a capacity assessment. Individuals must be given help to make a decision themselves. This might include, for example, providing the person with information in a format that is easier for them to understand. Treatment and care provided to someone who lacks capacity should be the least restrictive of their basic rights and freedoms possible, while still providing the required treatment and care. The MCA also allows people to express their preferences for care and treatment in case they lack capacity to make these decisions. It also allows them to appoint a trusted person to make a decision on their behalf should they lack capacity in the future. The MCA sets out a two-stage test of capacity. Does the individual concerned have an impairment of, or a disturbance in the functioning of, their mind or brain, whether as a result of a condition, illness, or external factors such as alcohol or drug use? Does the impairment or disturbance mean the individual is unable to make a specific decision when they need to? Individuals can lack capacity to make some decisions but have capacity to make others, so it is vital to consider whether the individual lacks capacity to make the specific decision. Also, capacity can fluctuate with time – an individual may lack capacity at one point in time, but may be able to make the same decision at a later point in time. Where appropriate, individuals should be allowed the time to make a decision themselves. MCA says a person is unable to make a decision if they cannot: understand the information relevant to the decision retain that information use or weigh up that information as part of the process of making the decision If they aren’t able to do any of the above three things or communicate their decision (by talking, using sign language, or through any other means), the MCA says they will be treated as unable to make the specific decision in question. Before deciding an individual lacks capacity to make a particular decision, appropriate steps must be taken to enable them to make the decision themselves. For example: Does the individual have all the relevant information they need? Have they been given information on any alternatives? Could information be explained or presented in a way that is easier to understand (for example, by using simple language or visual aids)? Have different methods of communication been explored, such as non-verbal  communication? Could anyone else help with communication, such as a family member, carer, or advocate? Are there particular times of day when the individual’s understanding is better? Are there particular locations where the individual may feel more at ease? Could the decision be delayed until a time when the individual might be better able to make the decision? 2.5. Explain how the individual’s capacity to discuss advance care planning may influence their role in the process Example by NHS: Caroline has dementia and lives at home with the support of carers from a domiciliary care agency. Over the last two days, she has become very confused and unable to make decisions about the care she receives. The care worker has suggested that the GP be called. Caroline is adamant that she does not require the GP. It is clear that Caroline is unwell and the care worker, having consulted the family, assesses that Caroline lacks the capacity to make the decision about whether or not to call the doctor. So the care worker calls the GP and records her actions in the care plan. The GP visits Caroline and diagnoses a urinary tract infection. He requests a urine sample for analysis and commences treatment with antibiotics. Within three days, Caroline has regained her capacity, for this decision. 2.6. Explain the meaning of informed consent Informed consent is a process for getting permission before conducting a healthcare intervention on a person. For consent to be valid, it must be voluntary and informed, and the person consenting must have the capacity to make the decision. These terms are explained below: Voluntary – the decision to either consent or not to consent to treatment must be made by the person themselves, and must not be influenced by pressure from medical staff, friends or family. Informed – the person must be given all of the information in terms of what the treatment involves, including the benefits and risks, whether there are reasonable alternative treatments and what will happen if treatment does not go ahead. Capacity – the person must be capable  of giving consent, which means they understand the information given to them, and they can use it to make an informed decision. If an adult has the capacity to make a voluntary and informed decision to consent to or refuse a particular treatment, their decision must be respected. This still stands even if refusing treatment would result in their death, or the death of their unborn child. If a person does not have the capacity to make a decision about their treatment, the healthcare professionals treating them can go ahead and give treatment if they believe it is in the person’s best interests. However, the clinicians must take reasonable steps to seek advice from the patient’s friends or relatives before making these decisions. 2.7. Explain own role in the advance care planning process Under the MCA, anybody making a decision about the care or treatment of an individual, who has been assessed as lacking the capacity to make that decision for himself, will be required to take any statement of wishes and preferences into account when assessing that person’s best interests. Part of assessing best interests should include making reasonable efforts to find out what a person’s wishes, preferences, values and beliefs might be. This is likely to involve contacting the person’s family or other care providers. They may be able to advise whether any statements of wishes or preferences exists or for help in determining that person’s wishes. This will not always be possible, e.g. if an individual is admitted as an emergency, is unconscious and requires rapid treatment. 2.8. Identify how an Advance Care Plan can change over time Person’s views may change over time. If they wish to make any changes they should let their doctor or nurse know as well as their family and friends. When their Advance Care Plan is completed they are encouraged to keep it with them and share it with everyone involved in their care. What has been written in their Advance Care Plan will always be taken into account when planning their care. However sometimes things can change unexpectedly, such  as their carers (family, friends and neighbours) becoming over tired or ill- these are unforeseen circumstances. 2.9. Outline the principles of record keeping in advance care planning According to NHS guidelines: Healthcare professionals cannot make a record of the discussion without the permission of the individual The individual concerned must check and agree the content of the record Information cannot be shared with anyone, unless the individual concerned has agreed to disclosure. Where the individual refuses to share information with certain individuals the options should be explained to them and the consequences made clear Any record should be subject to review and if necessary, revision and it should be clear when this is planned. Review may be instigated by the individual or care provider, can be part of regular review or may be triggered by a change in circumstances A clear record of who has copies of the document will help facilitate future updating and review Copies in notes should be updated when an individual makes any changes Where an advance decision is recorded, it should follow guidance available in the Code of Practice for the MCA http://www.dca.gov.uk/menincap/legis.htm#codeofpractice and be recorded on a separate document to that used for ACP The professional making the record of an advance decision must be competent to complete the process Where this is part of a professional’s role, competence based training needs to be available and accessed If the individual agrees for their record to be shared, it should be ensured that systems are in place to enable sharing between health and social care professionals involved in the care of the individual, including out of hours providers and ambulance services For an individual who has lost capacity disclosure of a statement will be based on best interests There should be locally agreed policies about where the document is kept. For example, it may be decided that a copy should be given to the individual and a copy placed in the notes 2.10 Describe ci rcumstances when you can share details of the Advance Care Plan The advance care plan is a document that goes into effect only if the  client is incapacitated and unable to speak for herself. This could be the result of disease or severe injury—no matter how old is she. It helps others know what type of medical care she wants. In that case it is really important to make sure that everybody who is involved in her care knows everything about her preferences and wishes-thus the Advance Care Plan’s details should be shared. That could explain her feelings, beliefs and values that govern how she make decisions. They may cover medical and non-medical matters. They are not legally binding but should be used when determining a person’s best interests in the event they lose capacity to make those decisions. Learning Outcome 3: Understand the person centred approach to advance care planning Assessment Criteria 3.1. Describe the factors that an individual might consider when planning their Advance Care Plan The wishes are being expressed during advance care planning are personal and can be about anything to do with the patient future care. They may want to include their priorities and preferences for the future, for example: how they might want any religious or spiritual beliefs to hold to be reflected in their care, the name of a person or people they wish to represent their views at a later time, their choice about where they would prefer, if possible, to be cared for, for example at home, in a hospital, nursing home or hospice their thoughts on different treatments or types of care they might be offered, how they like to do things, for example, preferring a shower instead of a bath or sleeping with the light on, concerns or solutions about practical issues, for example, who will look after their dog should you become ill 3.2. Explain the importance of respecting the values and beliefs that impact on the choices of the individual Sometimes people will want to write down or tell others their wishes and preferences for future treatment and care, or explain their feelings or  values that govern how they make decisions. Statements of wishes and preferences or documented conversations the person has had with their family or other carers may be recorded in the person’s notes. A statement of wishes and preferences can be of various types, for example: A requesting statement reflecting an individual’s aspirations and preferences. This can help health and social care professionals identify how the person would like to be treated without binding them to that course of action if it conflicts with professional judgment A statement of the general beliefs and aspects of life which an individual values. This might provide a biographical portrait of the individual that subsequently aids deciding his/her best interests. Your beliefs and values are what make you a unique individual. They are based upon past experiences as well as present circumstances. Many of them were learned from parents as well as other respected individuals. While some people may have values and beliefs that are deemed to be â€Å"wrong† according to society, unless your values and beliefs cause harm to others, they cannot be considered wrong. While some beliefs and values may change from time to time, they remain your own. 3.3. Identify how the needs of others may need to be taken into account when planning advance care A person assessing an individual’s best interests must:- Not make any judgement using the professional’s view of the individual’s quality of life Consider all relevant circumstances and options without discrimination Not be motivated by a desire to bring about an individual’s death Consult with family partner or representative as to whether the individual previously had expressed any opinions or wishes about their future care e.g. ACP Consult with the clinical team caring for the individual Consider any beliefs or values likely to influence the individual if they had capacity Consider any other factors the individual would consider if they were able to do so Consider the individual’s feelings 3.4. Outline what actions may be appropriate when an individual is unable to or does not wish to participate in advance care planning Many patients with early or slowly progressing disease, and some with advanced disease, will not wish to discuss end-of-life care. However, they should still receive the opportunity to discuss other aspects of their future care. If the patient does not have capacity for making future plans, then the clinical team will need to make choices based on the patient’s best interests as defined in the MCA. 3.5. Explain how individual’s care or support plan may be affected by an Advance Care Plan If an individual wishes, ACP may be an integral part of the care and communication process and of their regular care plan review. The difference between ACP and care planning more generally is that the process of ACP will usually take place in the context of an anticipated deterioration in the individual’s condition in the future, with attendant loss of capacity to make decisions and/or ability to communicate wishes to others.

The representatin of the Gauch essays

The representatin of the Gauch essays During the 1820s there was no national government in Argentina, at least not one which survived for long. In the year 1820, the year of anarchy, the province of Buenos Aires itself had at least twenty-four governors. In the rest of the country government was in the hands of the local gaucho leaders - caudillos. The gauchos are a mixture of Spanish and Indian blood who roam the pampa, their every want is provided by the catlle and the horses of the pampa. The national character of the Argentine people was already distinctive and had pronounced that it had aquired its special quality from the gauchos themselves e.g. persoanl independance and personal rule. In the 1920s a number of regionalist novels written in Latin America attracted international attention. Don Segundo Sombra, written by Ricardo Guiraldes and published in 1926, was amongst the first Latin American novels to be translated into the European languages and to be read by a public which had no first-hand knowldge of the areas which the author describes. The commited write tended to think of the modernist or post-modernist as decadent, too interested in aesthetic problems and not interested enough in I the problems of his society. With the 1920s and the acctive engagement of many writers in the political struggle these differences were accentuated. Roughness, documentary truth and realism were assumed to be marks of a greater sincerity, a higher regard for the sufferings of the poor. Ricardo Guraldes was exceptional in his peroccupation both with style and with the expression of national values in literature. Guiraldes referred to the importance of the gaucho on various occasions, in essays and studies, always speaking of his noble qualities, his freedom and his self-sufficiency.The first refernces to the gauchos that Guiraldes made in his work were in El cencerro de cristal. Here, the gaucho is a symbol of the pampas and and ...

French to English False Cognates

French to English False Cognates One of the great things about learning French or English is that many words have the same roots in the Romance languages and English. However, there are also a great many faux amis, or false cognates, which look similar but have different meanings. This is one of the biggest pitfalls for students of French. There are also semi-false cognates: words that can only sometimes be translated by the similar word in the other language.This alphabetical list (newest additions) includes hundreds of French-English false cognates, with explanations of what each word means and how it can be correctly translated into the other language. To avoid confusion due to the fact that some of the words are identical in the two languages, the French word is followed by (F) and the English word is followed by (E).ici (F) vs icy (E)  Ã‚  Ã‚  Ã‚  Ã‚  ici (F) means here.  Ã‚  Ã‚  Ã‚  Ã‚  icy (E) means glacial, glacà ©, or verglacà ©.idà ©ologie (F) vs ideology (E)  Ã‚  Ã‚  Ã‚  Ã‚  idà ©ologie (F) can refer to an ideology, but is usually used in a pejorative sense: ideology or philosophy based on sophomoric or illogical arguments.   Ã‚  Ã‚  Ã‚  Ã‚  ideology (E) une idà ©ologie.ignorant (F) vs ignorant (E)  Ã‚  Ã‚  Ã‚  Ã‚  ignorant (F) is a semi-false cognate. It usually means unaware of, although it can mean ignorant (E). It can also be a noun - ignoramus.  Ã‚  Ã‚  Ã‚  Ã‚  ignorant (E) has only one French equivalent - ignorant, but in English it is usually somewhat pejorative: lacking education or knowledge. The French word ignorant doesnt distinguish between unaware and uneducated.ignorer (F) vs ignore (E)  Ã‚  Ã‚  Ã‚  Ã‚  ignorer (F) is a semi-false cognate. It nearly always means to be ignorant (E) or unaware of something: jignore tout de cette affaire - I know nothing about this business.  Ã‚  Ã‚  Ã‚  Ã‚  ignore (E) means to deliberately not pay attention to someone or something. The usual translations are ne tenir aucun compte de, ne pas relever, and ne pas prà ªter attention .impair (F) vs impair (E)  Ã‚  Ã‚  Ã‚  Ã‚  impair (F) is an adjective: odd or uneven.  Ã‚  Ã‚  Ã‚  Ã‚  impair (E) is a verb: diminuer or affaiblir.implantation (F) vs implantation (E)  Ã‚  Ã‚  Ã‚  Ã‚  Une implantation (F) is the introduction or setting up of a new method or industry, a settlement, or a companys presence in country/region. Medically, it means implantation (of an organ or embryo).  Ã‚  Ã‚  Ã‚  Ã‚  Implantation (E) means une implantation only in the sense of an introduction or setting up or in the medical sense.important (F) vs Important (E)  Ã‚  Ã‚  Ã‚  Ã‚  important (F) has a much broader meaning that its English cognate. In addition to important in the sense of significant or authoritative, important (F) can also mean large, considerable, substantial.  Ã‚  Ã‚  Ã‚  Ã‚  important (E) important.imposition (F) vs imposition (E)  Ã‚  Ã‚  Ã‚  Ã‚  imposition (F) refers to taxation (les impà ´ts - taxes). In religion, limposition des mains the laying on of hands.  Ã‚  Ã‚  Ã‚  Ã‚  imposition (E) has two distinct meanings. The imposition of something, such as a regulation, is la mise en place. In the sense of a burden, imposition cant be translated by a noun. The sentence needs to be rewritten using a verb like abuser or dà ©ranger to get the sense of imposition across.inconvà ©nient (F) vs inco nvenient (E)  Ã‚  Ã‚  Ã‚  Ã‚  inconvà ©nient (F) is a noun and is also  somewhat stronger than the English word inconvenient; un inconvà ©nient is a disadvantage, drawback, or risk. Les inconvà ©nients - consequences.  Ã‚  Ã‚  Ã‚  Ã‚  inconvenient (E) is an adjective: inopportun, importun, gà ªnant, peu pratique, malcommode.inconsistant (F) vs inconsistent (E)  Ã‚  Ã‚  Ã‚  Ã‚  inconsistant (F) indicates poor consistency: flimsy, weak, colorless, runny, or watery. In a more general sense, it can be translated by inconsistent.  Ã‚  Ã‚  Ã‚  Ã‚  inconsistent (E) means lacking consistency or being erratic: inconsà ©quent, incompatible.index (F) vs index (E)  Ã‚  Ã‚  Ã‚  Ã‚  index (F) can refer to the index finger, a pointer, or an alphabetical index.  Ã‚  Ã‚  Ã‚  Ã‚  index (E) is an alphabetical index or table. When it is used in statistics, the French equivalent is une indice.infect (F) vs infect (E)  Ã‚  Ã‚  Ã‚  Ã‚  infect (F) is an adjective: revolting, obnoxious, squalid, vile, horrible.  Ã‚  Ã‚  Ã‚  Ã‚  infect (E) is a verb: infecter, contaminer.information (F) vs information (E)  Ã‚  Ã‚  Ã‚  Ã‚  information (F) is a semi-false cognate. Une i nformation refers to a single piece of information, while des informations is equivalent to the general English term information. In addition, une information can indicate an official inquiry or investigation.   Ã‚  Ã‚  Ã‚  Ã‚  information (E) means des renseignements or informations.informatiser (F) vs inform (E)  Ã‚  Ã‚  Ã‚  Ã‚  informatiser (F) to computerize.  Ã‚  Ã‚  Ã‚  Ã‚  inform (E) can mean informer, avertir, aviser, or renseigner.ingrat (F) vs ingrate (E)  Ã‚  Ã‚  Ã‚  Ã‚  ingrat (F) can be an adjective - ungrateful, bleak, unreliable, or unattractive - or a noun: ingrate, ungrateful person.  Ã‚  Ã‚  Ã‚  Ã‚  ingrate (E) un ingrat.inhabità © (F) vs inhabited (E)  Ã‚  Ã‚  Ã‚  Ã‚  inhabità © (F) uninhabited.  Ã‚  Ã‚  Ã‚  Ã‚  inhabited (E) means habità ©.injure (F) vs injury (E)  Ã‚  Ã‚  Ã‚  Ã‚  injure (F) is an insult or term of abuse.  Ã‚  Ã‚  Ã‚  Ã‚  injury (E) refers to une blessure.inscription (F) vs inscription (E)  Ã‚  Ã‚  Ã‚  Ã‚  inscription (F) is a true cognate in the sense of text inscriptions. However, it is also a general term for action as well as registration or enrollment.  Ã‚  Ã‚  Ã‚  Ã‚  inscription (E) une inscription on a coin or monume nt, or une dà ©dicace in a book.insolation (F) vs insulation (E)  Ã‚  Ã‚  Ã‚  Ã‚  insolation (F) means sunstroke or sunshine.  Ã‚  Ã‚  Ã‚  Ã‚  insulation (E) isolation.instance (F) vs instance (E)  Ã‚  Ã‚  Ã‚  Ã‚  instance (F) means authority, official proceedings, or insistence.   Ã‚  Ã‚  Ã‚  Ã‚  instance (E) refers to something that is representative of a group, an example - un exemple.intà ©gral (F) vs integral (E)  Ã‚  Ã‚  Ã‚  Ã‚  intà ©gral (F) means complete, unabridged, or total.  Ã‚  Ã‚  Ã‚  Ã‚  integral (E) means intà ©grant or constituant.intà ©ressant (F) vs interesting (E)  Ã‚  Ã‚  Ã‚  Ã‚  intà ©ressant (F) is a semi-false cognate. In addition to interesting, it can mean attractive, worthwhile, or favorable (e.g., a price or offer).  Ã‚  Ã‚  Ã‚  Ã‚  interesting (E) means captivating, worth looking at, etc.intoxiquà © (F) vs intoxicated (E)  Ã‚  Ã‚  Ã‚  Ã‚  intoxiquà © (F) means poisoned.  Ã‚  Ã‚  Ã‚  Ã‚  intoxicated (E) means drunk - ivre.introduire (F) vs introduce (E)  Ã‚  Ã‚  Ã‚  Ã‚  introduire (F) means to place, insert, or introduce into. It is not used in the sense of introducing one person to another.  Ã‚  Ã‚  Ã‚  Ã‚  introduce (E) means prà ©senter.isolation (F) vs isolation (E)  Ã‚  Ã‚  Ã‚  Ã‚  isolation (F) re fers to insulation.  Ã‚  Ã‚  Ã‚  Ã‚  isolation (E) equals isolement or quarantaine.inviter (F) vs invite (E)  Ã‚  Ã‚  Ã‚  Ã‚  inviter (F) means both to invite and to treat (someone to a meal/drink).  Ã‚  Ã‚  Ã‚  Ã‚  invite (E) inviter.

Prepare an income statement for a small business Essay - 1

Prepare an income statement for a small business - Essay Example In most instances, marketing is also used by marketers as an approach to retain more customers. Therefore, the success of a small business significantly relies on the marketing procedure. Marketing also boosts the sales of a business since, more people will be aware of the product being sold. This also builds a strong reputation of the company. Small businesses also rely on marketing research because; in most cases, the small businesses are found in challenging situations. Businesses should conduct adequate research to ensure a strategic marketing procedure. In marketing, customer segments should be measurable. This means that they should be large enough to constitute a market. The marketer usually faces a challenge when determining how to segment a market. This is because marketing segmentation enables a business to develop effectively. On the other hand, if the marketer is unsuccessful in the marketing segmentation, then, the business can incur collosal losses (Longenecker, Moore, & Petty, 2002). Market segmentation is a way of fine-tuning the target market. An unsegmented strategy is a strategy which identifies the total market as the target market. This strategy is also known as mass marketing. In some cases, this strategy can be productive to a company. However, it assumes that all clients share similar benefit from the products and services of the company. A multisegment strategy is defined as a strategy which recognizes different preferences of individual market segments and develops a unique marketing mix for each. Lastly, there is the single-segment strategy which usually involves the use of a single marketing mix for one market segment (Longenecker, Petty, Palich, & Hoy, 2012). For example, a pen store in the local area uses the unsegmented strategy since; the pen is promoted via a single medium and a broad distribution plan. This shows that only those who