Continuing Professional Education in Nursing

Continuing Professional Education in Nursing Chapter 2 Review of Related Literature This section shows the significant studies about the literatures on factors influencing continuing participation education among nurses in selected tertiary hospitals. This section talks about the discussions of the research. It is made up of the following; what is continuing professional education, Motivations to CPE, Barriers to CPE and the Requirements for CPE. What is Continuing Professional Education or CPE? Continuing Professional Education is a type of education that is conducted for participants in different professional fields that will help them keep their knowledge and skills updated and other relatable information that will aid them to achieve wider understanding of their selected profession. The CPE consist of programs that are properly arranged and planned set of activities, the implementation of the program requires the participation of well determined group of professionals that are seeking improvements with their knowledge and skill to maintain their capacity to work for their profession. The American Nursing Association defines continuing nursing education as education activities planned to construct the educational and experience base for professional nurses and to strengthen practice, education, administration, research or theoretical development, with a view to improving users’ health (Peà ±a, Castillo, 2006). It is the responsibility and accountability of a professional to continue his/her professional development and is vital to organizational and professional success (O’Sullivan 2004). Continuing Professional Education is considered as the systematic maintenance, improvement and broadening of knowledge and skills, and the development of personal qualities necessary for execution of professional, technical duties throughout the individual’s working life (A.Yfantis et al., 2010). The primary objective of continuing professional education is to facilitate continuous career growth, professional development and to improve nursing practices (National League for Nursing, 2001). Motivation to Continue Professional Education Motivation is what drives a professional to participate in an activity like continuing professional education that will help them improve their skills and knowledge regarding their profession to make them more competent and more reliable to execute things that should be done in their work area. In this area, the previous studies showed some motivational factors that affected the decisions of nurses to continue professional education. Improving quality of patient care involves the participation of nurses in continuing education (Rebecca, 2000). The previous Jordanian study showed the consistency of result that for nurses to improve their knowledge and skills they have to participate in continuing education (Al-Bakheit, 1991). Professional reasons are what motivate nurses to participate in continuing education (F. Hayajneh, 2009). Upgrading skills and knowledge to increase professionalism are the factors that motivate Malayan nurses to participate in continuing professional education (Muthu, 2006). Increasing professional knowledge, compliance with the policy of the hospital, improvement of skills in taking care of patients and to meet the recommended goal of status are the major factors identified that motivate Hong Kong nurses to participate in continuing professional education (Lai, 2006). The study found that participating in continuing professional development had a great beneficial effect in the planning of nursing care and formulating techniques and thinking what to do in practice (A. Yfantis, I, Tiniakou E, Yfanti, 2010). Those nurses who are less satisfied with their career goals for income and advancement may realize that their work environment is stressful and they may believe that an additional nursing degree will afford them wider chance, and this will make them more motivated to enroll for higher degree program (J. I. Warren, M. E. Mills, 2009). The results showed that those nurses who are satisfied with their career are less likely to engage in continuing professional education because they are already contented with their job (J. I. Warren, et al., 2009). The patients are expecting high quality health care services from health care providers which lead them to enhance their educational status in order to meet the expectations of the patients (A. Yfantis e t al., 2010). The main goals of participating in continuing professional education are to enhance and improve practice and to make sure that the care being delivered is the highest quality that a professional can give for its patient (Claflin, 2005). Nurses supported the importance of lifelong learning and recognized the value of continuing education that assists them in coping with changes in their work environment (Hayajneh, 2009). The primary motivator to continue extended education came from personal desire, which quoted as consistent with the literature (Delaney Piscopo, 2004; Reilley, 2003). Professional knowledge, professional advancement, relief from routine, compliance with authority, improvement in social welfare skills, and improvement in social relations and acquisition of credentials are the most common factors found in the previous studies that motivates professional nurses to participate in continuing education (Kristjanson Scanlon, 1989; Thomas, 1986; Waddell, 1993). Technology and nursing practice continually change, creating a need for nurses to pursue continuing education to remain competent (D. J. Schweitzer, T. J. Krassa, 2010). Intrinsic and extrinsic motivations are the reasons why nurses participate in continuing education (Kubsch, Henniges, Lorenzoni, Eckardt, Oleniczak, 2003). With the attendance to continuing education, job satisfaction increases (Kubsch et al., 2003), burnout decreases (Espeland, 2006; Kubsch et al., 2003), and skills are updated (Sousher et al., 2999; Wood, 2006). Motivational factors includes nurses’ desire to be current, obtain immediate practical benefit, secure advancement, meet formal requirements, and interact with colleagues (Dealy Bass, 1995). One way to keep on nursing advances is to attend continuing professional education opportunities (D. J. Schweitzer, T. J. Krassa, 2010). Barriers to Continuing Professional Education The barriers are the factors that hinder professionals to continue professional education hence, making them less competent or less reliable compared to those who are motivated to enhance their skills and knowledge to perform better in the work area. Here, we will see the different barriers identified by the previous studies that affect the decision and eligibility of nurses to join in activities that will improve their skills and knowledge as a professional. The common barriers include money, family, time and interest to pursue professional education. These factors are still present since the past years and are not easy to eliminate in the list of barriers. The barriers includes the cost of tuition, responsibilities in the family, lack of information about program and work responsibilities, opinion of peers, and the attitudes (Glass, T. Atkinson, 1999).Lack of availability of courses on personal interests, lack of time, and difficulty in requesting time off from work are some of the barrier in continuing professional education (Lee, Tiwari, Choi, Yuen and Wong, 2005). Non supportive supervisors, non-supportive spouses, unchangeable work schedules, not enough funds and time, and distance of travel (Beatty, 2001). Schedule of work and responsibilities, lack of budget, travel distance to CE, and lack of available programs that will provide their needs were major barriers for nurses to continue education (Aucoin, 1998). On the other hand, According to (Yfantis, A., Tiniakou, I., and Yfanti, E, 2010) another finding is that nurses doesn’t have past experiences and also can’t assess the effectiveness because of the new programs that are established. There were consistent deterrents over the last 20 years of study regarding continuing professional education and these include lack of quality or interesting topics, lack of benefit in attending continuing education, lack of support from the administration, and peer opinions and attitudes (D. J. Schweitzer, T. J. Krassa, 2010). There were five major factors listed that prevented nurses from participating in continuing professional education and these are work commitments, time constraints, schedule of continuing education programs, domestic responsibilities, and the cost of courses which is consistent in the previous studies about continuing professional education (M. C. Chong, K. Francis, K. L. Abdullah, 2011). In the past 20 years, there were identified deterrents that are consistently present in the list of barriers and these are lack of quality or interesting topic for the participants, lack of benefit in attending Continuing Education, lack of support from the administration and the peer opinions and their attitudes. All these deterrents have a great effect on the motivation of a professional to pursue continuing education (D. J. Schweitzer, T. J. Krassa, 2010). Minimal research has been conducted to investigate the perception of rural health care providers regarding the availability and accessibility of relevant continuing education (A. Jukkala, S. Henly, L. Lindeke, 2008). There are multiple barriers experienced by the rural health care professionals when they try to access continuing professional education, geographic isolation (Curran, Fleet, Kirby, 2006; Hegge, Powers, Hendrickx, Vinson, 2002), lack of financial resources (Alexander, Chadwick, Slay, Petersen, Pass, 2002), and in ability to take time away from work (Hendrickx). There are identified natural barriers to participation in distant continuing education and these are rough geographic terrain and inclement weather which makes travel in rural areas complicated (A. Jukkala, S. Henly, L. Lindeke, 2008). Top reasons selected for not pursuing higher education included: too old, won’t earn more money, not needed by hospitals, and not needed to give good care (Altmann, 2011). Work commitments, domestic responsibilities, time constraints, scheduling of CPE activities, and cost of course are the top five most important factors that prevented nurses from participating in CPE based on the previous studies (M. C. Chong, K. Francis, K. L. Abdullah, 2011). Time constraint and family commitment were factors affecting the flexibility of the nurses’ availability for CPE such as arrangement for household chores and child care, travelling, and access to computers during nonworking time are other barriers (M. C. Chong, K. Francis, K. L. Abdullah, 2011). Younger and less experienced nurses participated in continuing professional education to a lesser level because of the financial implications associated with accessing continuing professional education (M. C. Chong, K. Francis, K. L. Ab dullah, 2011). Participation in continuing education was made as an obligation to the nurses in other countries because they knew that professionals are lacking in motivation to voluntarily update their skills and knowledge when there is no external pressure (Peà ±a et al., 2006). Requirements for Continuing Professional education There are things that a professional must have to make them eligible to participate in an activity that can help them grow as a more trustworthy person in their chosen career. In this area, the different studies showed some of the requirements needed to make a professional be engaged in an activity that will make them more proficient. In continuing professional education it is important to develop a positive attitude to benefit more and to have a significant improvement in professional self-development and growth of an individual (F. Hayajneh, 2009). Professional reasons like improving knowledge and nursing skills to provide better care for patients are stated as the reason why nurses are participating in continuing education. Study showed also that nurses are aware that they need to enhance their knowledge and skills in nursing to provide a more quality care for their patients (F. Hayajneh, 2009). Recent studies showed that senior nurses are more capable of participating in continuing education because of their higher income compared to those nurses in lower position (M. C. Chong, K. Francis, K. L. Abdullah, 2011). But this finding was contradicted by Bariball and While (1996) stating that younger and less experienced nurses favored continuing professional education. Enabling continuous professional development in health care needs a revitalizing work environment, mentoring and support for the registered nurses. Clinical managers in the United Kingdom stated that Continuing Professional Development is a very important factor in enhancing job satisfaction. Having an attainable and high level continuing educational programs are connected to job satisfaction (Andrews et al., 2005; Levett-Jones, 2005). The capacity of group to encourage and maintain health care professionals is greatly needed to convince nurses to continue professional education (Booth Lawrence, 2001; Brewer, Zayas, Kahn, Sienkiewicz, 2006). Specialization requires that nurses keep up-to-date with new information in nursing science (Hayajneh, 2009). Positive attitudes will increase the number of nurses who participate. Program developers can focus on needed continuing education content within their institutions to develop and maintain professionally and scientifically guided care for patients (Hayajneh, 2009). In order for nursing profession to achieve professionalism, nurses must develop greater skills, undertake higher educa tion, and engage in lifelong learning (Happell, 2004). Nursing prudence demands that nurses continue to advance their knowledge in nursing and its foundational disciplines (Orem, 2001). Full commitment of health care agencies and schools of nursing with dedicated mentors at all sites can identify and motivate nurses to enrol for an advanced degree. Admission, registration, advisement, and instructional support designed to ease transition to the student role are effective. Tuition support and instructional flexibility are major incentives (J. I. Warren, M. E. Mills, 2009). The nursing degree curriculum in Malaysia generally encompasses nursing sciences, behavioral science, health sciences, and information technology and communication skills. Research is an important component of degree program, student are required to attend three credit hours of research and biostatic courses, and to conduct a project with contribute six credit hours of the courses (Chong et al., 2011). The Nursing Board of Malaysia in 1998 was influenced by the globalization wave regarding development in nursing to include the requirement of CPE in the Nurses’ Code of Conduct. All nurses should have at least ten hours in CPE activities per year (Chong et al., 2011). The Malaysian Nurses’ Board required the participation of nurses in a minimum of hours of education and training each year (Chong et al., 2011). References: Andrews,M.E., Stewart,N.J., Pitblado,J.R., Morgan,D.G., Forbes,D., DArcy,C. (2005).Registered nurses working alone in rural and remote Canada.Canadian Journal of Nursing Research,37(1), 14-33. Beatty,R.M. (2001). Continuing professional education, organizational support, and professional competence: Dilemmas of rural nurses.The Journal of Continuing Education in Nursing,32(5), 203-209. Booth,B., Lawrence,R. (2001). Quality assurance and continuing education needs of rural and remoter general practitioners: How are they changing?Australian Journal of Rural Health,9(6), 265-274. Deacon,M., Warne,T., McAndrew,S. (2006). Closeness, chaos and crisis: The attraction of working in acute mental health care.Journal of Psychiatric Mental Health Nursing,13, 750-757. Gould,D., Daniel,K., Len,G., Maidwell,A. (2001). The changing training needs of clinical nurse managers: exploring issues for continuing professional development.J AdvNurs, 34(1), 7-17. Griscti,O., Jacono,J. (2006). Effectiveness of Continuing education programs in nursing: Literature review.Journal of Advanced Nursing,55(4), 449-456. Hayajneh, PhD, RN,F. (2009).Attitudes of Professional Jordanian Nurses toward Continuing Education.The Journal of Continuing Education in Nursing,40(1), 44. Huseman,R.C. (2009). The importance of positive culture in hospitals.Journals of Nursing Administration,39, 60-63. Lee,A.C. K., Tiwari,A.F. Y., Choi,E.W. H., Yuen,K.H., Wong,A. (2005). Hong Kong nurses’ perceptions of and participation in continuing education.The Journal of Continuing Education in Nursing,36(5), 205-212. Schweitzer,D.J., Krassa,T.J. (2010). Deterrents to Nurses Participation in Continuing Professional Development.The Journal of Continuing Education in Nursing,41(10), 441-447. Rebecca,M.B. (2000).Rural nurses attitudes toward participation in continuing professional education.Unpublished doctoral dissertation, Pennsylvania State University, State College. Yfantis,A., Tiniakou,I., Yfanti,E. (2010).Nurses attitudes regarding Continuing Professional Development in a district hospital in Greece.Health Science Journal,4(3), 198.

Ethical and Legal Issues of Phone Tapping :: Privacy Telephones Communication Essays

One of the hottest topics in privacy is regarding our phone conversation with others. It doesn't take a whole lot these days to be in someone's business, in their conversation, breaking the law of privacy with out spending that much time and money. "†¦Compared to an average monthly phone bill of seventy dollars, the option to wiretap the average phone line is probably worth less than twelve cents a month to police and spy agencies."1 These days, when information is transferred from one person to another, or from point A to point B, there are more people who are interested in know what they are talking about, not just to know but to benefit something out of it. This is illegal if it is done without the knowledge of the individuals involved. Since people are not giving communication privacy enough attention, it is getting to the point that it is out of control of anybody. Anybody can just get up and get in to others conversation with out their knowledge. This is having a big effec t in out community these days. There are a lot of scenarios were people are involved in this situation. If we take an example, people are more concerned about paying their bills over the phone by their credit card, knowing that there might be someone in the middle intercepting all this information to harm the person. This action has a lot of side effect in the development of new technology. Paying over the phone using a credit card was never there years ago; it used to be only paper bills. Now, not only can we pay though phone call but also we can pay using the computer. All this is new technology that was never there. But if someone is always doing something illegal to affect the direct communication of customer and sellers, there won't be a trust with will be a great bondage between them, which can help the market, and the technology to go to another lever, which is better. We can also have a different approach, which will make phone tapping a good thing for the community. The government uses phone tapping to investigate some people in order to keep the safety of the people or the community in a good condition. For example, if the government knew before the incident on 9/11 though the conversation of the terrorist, they would have saved a lot more people who died not knowing that they were targeted.

Inclusive Learning Essay

We cannot assume that just because a teacher teaches, a learner learns. The process is far more complex than one of received input and intended outcome. This is because teachers, when engaging with learners, are not involved in programming machines; the learning process involves humans who are diverse in their needs, development, attitudes, values and beliefs.  (O’Brien & Guiney, 2001, p. 2) Whilst studying inclusion for this assignment, I have learned much about the ways in which children learn. Yandell (2011) argues a similar point to O’Brien and Guiney (2001), which is that for pupils to learn, the learning needs to be more than a teacher giving mountains of information. Both in researching and in teaching a scheme of inclusive lessons, I have learned that teaching needs to be differentiated for the variety of children in each class. In my own experience, having taught a class consisting of thirty pupils, two of whom are hearing impaired children and seventeen pupils for whom English is an addition language, â€Å"reasonable adjustments† (Rieser, 2002, p. 259) made to make the curriculum accessible for one pupil can be greatly beneficial for others in the class also. Anything the teacher does in the classroom whilst focussing on one group will impact on the others. It is these reasonable adjustments which form the basis of inclusive learning, as the need s of each pupil will vary depending on anything from preferred learning styles to whether the child has a profound barrier to learning. Reddy (2004) writes about the needs of pupils with hearing impairments, and relates these to Maslow’s Hierarchy of Needs. He also provides some teaching strategies to ensure these needs are met in order to allow a hearing impaired pupil to inclusively take part in the lesson. The lowest sections on the hierarchy are the physiological needs and the safety needs (Maslow, 1970, p. 22). In terms of planning inclusively for hearing impaired pupils, the reasonable adjustments should be to ensure the safety and physiological needs of all pupils are met. This influenced the lessons I have taught, as I have been sure to include a variety of visual, auditory, kinaesthetic and tactile learning episodes. When straining hearing and lip reading for a long period of time in discussion, the eyes and ears can become sore and in need  of rest. It is important therefore, that I provide pupils with a list of key objectives and a plan prior to the lesson so that they are able to know exactly whe n it is necessary to listen hard and to ensure they are lip reading. The variety of tasks also allows for rest breaks for the senses which have been used earlier in the lesson, so that pupils do not experience pain and become frustrated and irritable. To help support this physiological need for comfort, I also ensure that background noise is at a minimum during learning segments when concentration is necessary, as without this it can be painful for a student wearing a hearing aid (Reddy, 2004, p. 178). Butt too, agrees that learning is a more social experience than a teacher transmitting knowledge to students. He states that â€Å"simply listening to the teacher will rarely constitute effective learning for most students. The teacher has to plan and prepare for all the students in the class – an act of differentiation† (Butt, 2006, p. 39). He continues, [as a teacher,] â€Å"your aim should be to keep all students engaged and interested in the learning that you are planning† (Butt, p. 40). He also discusses the reasons why this is difficult; there are an infinite amount of learning styles and educational demands in any one group of children. By changing the task and keeping a quick paced classroom for the hearing impaired pupils, each of their classmates are experiencing a variety of learning styles also. This is beneficial for keeping all my pupils engaged and interested in the learning. Likewise, in order for pupils to concentrate, silence can be beneficial more many more pupils than those who are hearing impaired for their physiological needs to be met. Also, providing all pupils with the same plan and key objectives prior to the lesson not only allows for the hearing impaired pupils to feel as though they are being given the same instruction as their classmates, but also provides all pupils with a prior knowledge of what is most important to listen explicitly to and to makes notes on, meaning more effective learning can take place. Therefore, I have come to understand this differentiation strategy as simply being best practice for all learners in an inclusive classroom. A number of researchers have argued that explicitly teaching the big ideas of a discipline is crucial for students with disabilities. Motivation is ensured when we continuously return to a small number of known big ideas (Gore, 2010, 76). If pupils are given a lesson plan and a very short amount of key objectives, they can see that their  learning is contributing practically towards something. â€Å"Motivation is an essential factor for learning to take place; it is considered to be the driving force behind learning† (Reddy, p. 178). Aware of pupils’ history Establish good relationships and trustEstablishing Lessons contain explicit valuemotivation Listen to all pupils patiently Accept all feelings, frustrations and fears (Reddy, p. 178) In terms of Maslow’s hierarchy, in order for pupils to feel comfortable they must feel some element of success in order to be motivated. Often, hearing impaired pupils show signs of difficulties throughout their academic career and this may become a reason for de-motivation. There are a huge number of inclusion strategies which can aid motivation, and thus maintain an inclusive classroom. OFSTED regularly report a lack of differentiation, appropriate challenge, insufficient motivation and poor pacing (Butt, p. 41). In a recent report, OFSTED wrote about motivation being the; â€Å"inspiring of young people, building their self-esteem and helping them to progress† (Ofsted, 7th Nov 2011). Learned helplessness is what Seligman (1975) calls low achievement motivation. In general, adolescents with learning difficulties demonstrate lower achievement motivation towards school work, except for in areas where they experience success. After repeated failures students quickly learn that they cannot succeed in school and become de-motivated and frustrated (Gore, p. 21). Frustration is reduced when students understand what they are supposed to do. Inclusive teachers communicate to pupils exactly what is expected to be learned. By providing both written and oral instruction sequencing is facilitated (Gore, p. 30). As all children have the right to learn, it is inclusive practice to ensure that all pupils know exactly what the instruction is. In my classroom, it is imperative that I repeat instructions as with seventeen students for whom English is an additional language and two hearing impaired pupils, there is a good chance that instruction can be misheard or misunderstood. Paiv io’s dual coding theory (1990) refers to teaching visually and auditory at the same time. It posits that the more neural paths that a memory involves, the  more likely it is to be accessed at a later date (Gore, p. 25). With my class, I have found that providing both oral and written instruction reduces frustration and increases motivation. The instructions given must follow three rules; â€Å"explicitness, structure and repetition† (Gore, p. 23). Even classroom rules can be displayed obviously in the classroom and referred to whenever they are broken by bad behaviour. Research has been done to show that students with learning difficulties are more likely to notice salient information than the critical information that teachers direct them to observe, as they have difficulty discriminating between the critical and the irrelevant (Gore, p 15). By reading and hearing a small number of bullet pointed instructions, confusion is eliminated and attention is captured, ensuring all pupils can understand exactly what is necessary for a task to be undertaken correctly. These instructions are given orally, shown on the interactive whiteboard and a copy given on work sheets to provide ample repetition. This allows for a much bigger chance of success and thus motivation for all pupils. Another way to ensure inclusion is the way in which you use room layout. In the class I picked for this assignment, I have chosen to seat both the hearing impaired students at the front of the class next to each other. This way I can oversee the work they are doing without causing embarrassment, and I can subtly ensure they are completing the correct task. I can also make sure that when I have finished explaining, they are the first pupils I go to when circulating the room. On either side of them I have picked a student from their friendship group who copes well with work. I think this works well, as when working in pairs, the hearing impaired pupils are less uncomfortable when talking either to each other or to their friends than they would be someone who they were nervous or shy about their impairment around. I can then have these pairs of friends be reading partners, whereby fluent readers help the other pupils who are less advanced in their reading skills (Fleming, 2000, p. 59). Pupils with hearing impairment often struggle with grammar and cohesion in writing; they â€Å"exhibit linguistic difficulties† (Reddy, p. 165). In order to combat this, schemes need to be planned with modifications not only to what we teach, but how we teach it in order to make the curriculum accessible for all the pupils in the class, for example as suggested by Purdie (2000), by teaching phonics (Clough, 2002, p. 165). Although planning has to be done primarily  on the class level, consideration of the need for differentiation in the case of particular individuals is suitable. Getting to know your students as individuals is therefore an important first step (Butt, p. 45). As writing can be a very solitary experience, this may not be the preferred learning style of the class. Writing needs to be scaffolded when this is the case, as it is for my class. When writing creatively, for example in the lesson where my students write a diary entry on a gas attack, we first looked at real gas masks, followed by real gas attack posters, and then created sentence starters together on the board. This scaffolded the writing process by providing opportunities for the auditory, kinaesthetic and tactile learners to learn at their fullest potential also. Reading makes up a large part of the national curriculum, and is something which the hearing impaired pupil can be given opportunities to succeed with. â€Å"Modelling and imitation are important learning processes† (Reddy, p. 167) and this is something which I carry out daily in the classroom, particularly when reading a text. I will model the most important sections of each chapter and invite other readers to read aloud other more descriptive sections. Although not always available, I would also aim to use a loop system which would enable pupils to hear the other, perhaps quieter pupils reading, more effectively. This ensures that I am able to assess how pupils can read aloud whilst allowing those who struggle hearing to understand the text thoroughly. However, in my class, for hearing impaired pupils and those for whom English is an additional language, reading aloud can be feared greatly. In order to provide inclusion for these pupils, it is possible for them to have prepared passages beforehand (Fleming, p. 59) by allocating sections to be read aloud the following week or lesson. For one of my hearing impaired pupils and for a couple of EAL pupils I selected, this worked extremely well, as the child was prepared for reading aloud and could practice the section in advance knowing that they would have to read aloud. I chose to not ask the other hearing impaired pupil to read out in front of her classmates, as her impairment is mor e profound and if affects her speech. She is very withdrawn and shy around most people in the class and I thought that it would be unwise to ask her and risk her embarrassment and further de-motivation. Instead, she is seated next to a friend for peer tutoring. This term refers to reciprocal tutoring of students with similar achievement which is  relevant here; the pupil does not struggle with reading alone as shown in comprehension tasks, but with reading aloud. Peer tutoring can increase pupils’ motivation and persistence because of the adolescents’ social drive (Gore, p. 64-65). It is for these reasons that peer tutoring not only benefits the pupil with a barrier to learning, but the ‘tutor’ in the pair also. I have therefore arranged the seating plan for all pupils to be seated next to someone with a similar ability, so that all pupils can benefit from peer tutoring. As learners handle content differently, they should be given opportunities to be more active than passive; understanding, processing, applying, storing and passing on information in peer tutoring is a good way to ensure all pupils have consolidated learning (Butt, p. 39). Becoming an inclusive teacher is particularly difficult when a trainee, as it is imperative that you know your pupils. Inclusion can be as simple as having a pupil’s favourite cartoon character appear on a presentation to increase interest and motivation, or needing to know their exact reading and writing ages or ability, so as not to de-motivate them with work which is impossible for them to complete. A competent and inclusive teacher will say, â€Å"this may be tough† instead of â€Å"this will be easy† to give room for students to feel inflated when they are successful (Reddy, 169). Once the teacher knows their pupils, work can be differentiated so that each and every one of the class has the opportunity to reach their fullest potential. This could be in the form of preferred learning style, tailored resources, lots of formative assessment, higher/lower order questions, use of a teaching assistant and various other teaching strategies. It is important to remember when planning a scheme, that pupils may struggle and become de-motivated with one aspect of learning and thrive in another, and so therefore it is necessary that the teacher is a learner also. The most important lesson I have learned during my time with this class, is that successful inclusion strategies are not only for those pupils who you think may need it the most, but are beneficial for all pupils in the classroom. My idea of inclusive learning has altered hugely whilst researching for this assignment, as has my idea of what the role of a teacher is. The teacher’s main role is to ensure that all pupils learn, and that is simply impossible without inclusive teaching strategies being employed.

Why Geothermal Energy Is Good For The Environment And The...

Why is Geothermal Energy Beneficial? Com 217: Science Writing and Presentation Purdue University November 3, 2014 Why is Geothermal Energy Beneficial? Volcanoes are wondrous formations on the earth. Humans are fascinated by them but are often very cautious about volcanoes. They see them as explosive, lava spewing mountains often causing natural disasters. These are just some of the effects of a volcano but plus side to it is that its energy can be harnessed. Energy that can be used from a volcano is Geothermal Energy. It is a clean, renewable energy which uses the steam produced from vents and hot springs near volcanoes. In this paper I am going to prove why Geothermal Energy is good for the environment and the society. Firstly I am going to discuss what geothermal energy is. Secondly, I will discuss the benefits of geothermal energy to the environment. Thirdly I am going to show how geothermal energy is beneficial to the society around its source. 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