Multiple Intelligences in the ESL Classroom

The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. Here is a discussion of the eight different intelligences Dr. Gardner proposes and their relationship to the ESL / EFL classroom. Each explanation is followed by lesson plans or exercises which can be used in class. Verbal / Linguistic Explanation and understanding through the use of words. This is the most common means of teaching. In the most traditional sense, the teacher teaches and the students learn. However, this can also be turned around and students can help each other understand concepts. While teaching to other types of intelligences is extremely important, this type of teaching focuses on using language and will continue to play the primary role in learning English. Example Lesson Plans (re)Introducing Phrasal Verbs to ESL StudentsComparative and Superlative FormsCountable and Uncountable Nouns - Noun QuantifiersReading - Using Context Visual / Spatial Explanation and comprehension through the use of pictures, graphs, maps, etc. This type of learning gives students visual clues to help them remember language. In my opinion, the use of visual, spatial and situational clues is probably the reason learning a language in an English speaking country (Canada, USA, England, etc.) is the most effective way to learn English. Example Lesson Plans Drawing in the Classroom - ExpressionsVocabulary Charts Body / Kinesthetic Ability to use the body to express ideas, accomplish tasks, create moods, etc. This type of learning combines physical actions with linguistic responses and are very helpful for tying language to actions. In other words, repeating Id like to pay by credit card. in a dialogue is much less effective than having a student act out a role-play in which he pulls out his wallet and says, Id like to pay by credit card. Example Lesson Plans Lego Building BlocksYoung Learners Games for ESL Classes - Simon SaysTelephone English Interpersonal Ability to get along with others, work with others to accomplish tasks. Group learning is based on interpersonal skills. Not only do students learn while speaking to others in an authentic setting, they develop English speaking skills while reacting to others. Obviously, not all learners have excellent interpersonal skills. For this reason, group work needs to balanced with other activities. Example Lesson Plans Conversation Lesson: Multinationals - Help or Hindrance?Creating a New SocietyGuilty - Fun Classroom Conversation GameLets Do Tourism Logical / Mathematical Use of logic and mathematical models to represent and work with ideas. Grammar analysis falls into this type of learning style. Many teachers feel that English teaching syllabi are too loaded towards grammar analysis which has little to do with communicative ability. Nonetheless, using a balanced approach, grammar analysis has its place in the classroom. Unfortunately, because of certain standardized teaching practices, this type of teaching sometimes tends to dominate the classroom. Example Lesson Plans Match-up!English Grammar ReviewDifferent Uses of LikeConditional Statements - Reviewing the First and Second Conditional Musical Ability to recognize and communicate using melody, rhythm, and harmony. This type of learning is sometimes underestimated in ESL classrooms. If you keep in mind that English is a very rhythmic language because of its tendency to accent only certain words, youll recognize that music plays a role in the classroom as well. Example Lesson Plans Grammar ChantsMusic in the ClassroomPracticing Stress and IntonationTongue Twisters Intrapersonal Learning through self-knowledge leading to understanding of motives, goals, strengths and weaknesses. This intelligence is essential for long-term English learning. Students who are aware of these types of issues will be able to deal with underlying issues that can improve or hamper English usage. Example Lesson Plans Setting ESL ObjectivesEnglish Learning Goals Quiz Environmental Ability to recognize elements of and learn from the natural world around us. Similar to visual and spatial skills, Environmental intelligence will help students master English required to interact with their environment. Example Lesson Plan Global English

Jane Austen s Lessons On Dating And Marriage - 1528 Words

Jane Austen’s Lessons on Dating Marriage Writing a paper for the purpose of discussing Jane Austen s Lessons on dating and marriage in the 19th century, English novel, â€Å"Pride and Prejudice†, is truly a challenge because there are many obscure as well as obvious lessons to be learned. Elizabeth Bennet, the novel’s protagonist, takes us on a journey into her thoughts, feelings and experiences as she learns to deal with various family crisis as well as her own quest for love. There are good lessons and then not so good ones. But there are lessons to be learned in both. In some instances, lessons that apply to the 18th century culture do not readily apply to our culture today. The reverse is true as well, where there are clear moral†¦show more content†¦Added to this prejudice against women in general, was the specific devaluation of a woman without material wealth. A woman’s life centered in the home and the indisputable number one goal for any young woman was to find a husband. Only then co uld she overcome the disgrace of being single and poor and only then was she awarded some level of respect and dignity from family, friends, and society. In this context, an unmarried woman was viewed as a financial drain and a burden to her family. To make matters worse, there was the legal statuate, called entailment, that would not allow a father to leave his estate to his daughters. Entailment required that an estate pass from father to a son or male heir. This posed a hardship for the Bennet family and in the event of Mr. Bennet’s untimely death, the estate would go to a nephiew, causing Mrs. Bennet and their five daughters to lose their home and financial security. I As a result of these values and social norms, a woman’s sense of identity and self-worth was completely wrapped up in finding a suitable husband. It was completely understandable for a young woman to feel like she was â€Å"helping out† her family by finding a husband and setting up a

Advancement of Technology

Question: Write an essay onRise of Plagiarism and Advancement of Technology. Answer: Plagiarism has been defined to be an act of appropriating an idea, either a part of it or the entire work or the idea completely. The act does not require the elements of intention and would still be considered plagiarised even if permission has been taken from the original author. It is important that while using information from some other source, the source must be fully acknowledged. If the source is not acknowledged then it would fall under the category of Plagiarism and would attract the copyright laws of the country. Technology has helped in both making the information readily available for people and therefore vulnerable to plagiarism, but it has also helped in detecting plagiarism by use of software. Incidences of plagiarism have been found in all fields, such as Led Zepplins one famous music piece was copied from a similar music by Taurus by Randy California (The Guardian, 2016), other such events include USA Todays Crossword compiler who was accused of plagiarism (The Guar dian, 2016). Introduction The report is focused on the issue of Plagiarism which has been defined by the University of Oxford as an act of copying, somebodys work or idea and showing it to be their own, this could be an intentional, deliberate act or even unintentional, and could also be with or without the consent of the original author. The key word is whether the word or idea was incorporated from the original source and was not fully acknowledged. Plagiarism is not a new concept, even when there were no computers or technology people used to copy content, manually from the available sources, such as reports, news papers, books etc (Smith and Smith, 2012). but it was difficult to identify plagiarism as that was only possible if the person reading it could remember the extracts out of his own memory. With the advent of technology it did not only became easier for people to find information and copy it, but also to know and check if somebody has copied the content or not. Impact of Plagiarism can be seen all around us, plagiarism has become an offence which is severely punishable. In 2014, CNN editor was fired for plagiarism on a continuous basis, there were 50 reported stories that were plagiarised and Reuters was the commonly used source for it (The Washington Post, 2014). In this incident the plagiarism was caught in a regular check that CNN does wherein only when the editors all the reports were suspected of being plagiarised and when checked the issue turned out to be true. With the rise in technology, students get advanced ways to plagiarise, as there are various sources available through which information can be taken. Technological escalation brings new avenues for people to plagiarise, for example it is very easy to find material on the internet and then simple paraphrase the same document or just pick up material from different sources (Fiedler and Kaner, 2010). But it is not only in terms of promoting plagiarism that technology is being used, but it is also being used to mit igate it. This is done by proliferation of advanced technology to catch plagiarism. Rise of PlagiarismPlagiarism is not only seen in academic literature, but also in other fields too, such as music, press release, magazine content, song writing, art work etc. there is plagiarism through many ways, like people use sketches or pictures made or taken by others and then use it for some other use (The Huffington Post, 2015). There are incidences of plagiarism in the field of art and sculpture (The Huffington Post, 2015), there was another incident when a republican took down a part of the campaigning websites when the content of the site was found to have been taken from other sources. Tools for detecting plagiarism Many enhanced tools are available these days, few are even free of cost to stop the menace of plagiarism and also help in recognising genuine work of a person. Following tools will give an insight on its technique to check plagiarism.a) Grammarly: it is one of the best technology for an automatic proofreading system and instantaneously corrects grammar that is widely used by people.b) Whitesmoke: a co-rival of grammarly, can detect duplicate content with a high possibility of harming sites ranking. But this tool is fraught with challenges as it produces dissatisfying results a few times as per the user reviews. c) Small SEO tools: it is a highly enhanced tool with many exclusive features like Article Rewriter, Keyword Position, Online Ping Website Tool, Backlink Checker, Backlink Maker, Link Tracker etc. as soon as this tool is executed on a given text, the copied text appears in red. d) Viper: its working is very simple as it just scans the document against billion other resources a nd at the same time it analyses it for plagiarism.e) Turn it in: initiated by 4 UC Berkeley students, it developed from a prototype to significant plagiarism detection. It comes with a minimal fee and also offers citations along with various writing tools for students. It is popular among teachers, professors etc. WEB 2.0 and its impact on Plagiarism: WEB 2.0 is a new technology for better connectivity and an enhanced quality of providing information and creating wider communications. WEB 2.0 is a revolution in terms of technology outdating the earlier World Wide Web (1.0), as 2.0 brings in more freely available content which could be readily accessible to anybody anywhere. Web 2.0 creates user generated content easily available with the perks of unification of communication channels, it also has the ability to reach a higher number of people and is indeed a revolution. But this revolution is havoc to the intellectual property rights as it affects the roots of originality and promotes plagiarism due to easy availability of all the information without any hassles. Features in Web 2.0 (Harinarayan and Vasanth Raju, 2014):1. The information is classified freely.2. User experience is good3. User himself is also a contributor4. There is readily transfer of information5. Content is openly available to the users who can use it and reuse and and distribute it as their own.6. There are multiple channels of communicationIn a survey conducted in 2008 (Click and Petit, 2010), wherein the participants were higher education institutions the following results came up wherein the current use of WEB 2.0 and its prospective use by the same people was surveyed. The results showed a very high degree of users of Web 2.0, it has even replaced the academic system and students are highly dependent on the data available online. The problem is with the authenticity of the material as the authencity is highly questionable due the accessibility of the information along with its reach. The information available might be incorrect as there is no guarantee for the source to be genuine. People use content from various websites and repost it to make them look like their own. The problem with the present teaching method arises due to lack of training and knowledge to the teachers due to which web sources are misused by students and they rely completely on these web based sources (Jung, 2014). Conclusion It is an authors responsibility towards its readers to write or produce its work in an ethical manner. But in the age of technology everybody wants to take short cuts in order to gain and reach their targets and objectives, which has lead to plagiarism at a very high level. Technology has made this even easier for people who use other peoples hard work and show it to be their own. Plagiarism has been seen as an unethical conduct and is severely punished even at school and college level. The laws involved in the issue of plagiarism are copyright laws, which protect the original work of an author. It has been scientifically proven that a human beings Psychology is such that it would only stop himself from doing something if the consequences of that act are penal, i.e. things that are punishable (Roig, 2010), only those are considered to be as wrong and if the punishment is of a serious nature only then would they refrain themselves, this is because there needs to be a threat instilled in people to stop them from doing anything wrong. Recommendations A. Academic level: There are ways through which plagiarism can be avoided at academic level, this could be done by teachers (Trushell, Byrne and Simpson, 2011) if they keep in mind the following recommendations:1. Selection of an appropriate topic, which would make the student research at a primary level. To do so, it must be noted that topics that are commonly available on internet must not be given to students.2. In order to facilitate a students research teachers must help student in making a base of the research, then students must be given several opportunities to send in their drafts so as to help them complete the assignment.3. The best way to avoid plagiarism is to ask students to use sources that are not available online, specifically from the college library. B. Other recommendations: 1. Acknowledging the sources is important to avoid plagiarism. 2. Mention sources that are directly related to the content. Manipulation by giving indirect sources or sources which were found on other sources, given an incomplete representation of the original work (Roig, 2010).3. When using other sources, it must be clear which idea is originally belonging to the author, and which has been adapted from other sources.4. Authors must abide by the copyright laws and before using someone elses work they must seek prior permission. References Smith, K. and Smith, M. (2012). Academic DishonestyCheating Behaviour and Other Forms of Inappropriate Conduct. Accounting Education, 21(3), pp.211-213.Fiedler, R. and Kaner, C. (2010). Plagiarism-Detection Services: How Well Do They Actually Perform?. IEEE Technol. Soc. Mag., 29(4), pp.37-43.The Washington Post, (2014). CNN fires news editor Marie-Louise Gumuchian for plagiarism. [online] Available at: https://www.washingtonpost.com/blogs/erik-wemple/wp/2014/05/16/cnn-fires-news-editor-marie-louise-gumuchian-for-plagiarism/ [Accessed 7 Jul. 2016].The Guardian, (2016). USA Today drops crossword compiler accused of plagiarism. [online] Available at: https://www.theguardian.com/media/greenslade/2016/may/11/usa-today-drops-crossword-compiler-accused-of-plagiarism [Accessed 7 Jul. 2016].The Guardian, (2016). Jury deliberating in Led Zeppelin's Stairway to Heaven plagiarism trial. [online] Available at: https://www.theguardian.com/music/2016/jun/22/led-zeppelin-stairway-to-heaven-plagiari sm-trial-jury [Accessed 7 Jul. 2016].Roig, M. (2010). Plagiarism and self-plagiarism: What every author should know. Biochemia Medica, pp.295-300.The Huffington Post, (2015). SNL Accused Of Plagiarizing Comedy Sketch. Again. [online] Available at: https://www.huffingtonpost.com/entry/saturday-night-live-plagiarism_us_566762e0e4b0f290e5210ef1?section=indiautm_hp_ref=plagiarism [Accessed 7 Jul. 2016].Trushell, J., Byrne, K. and Simpson, R. (2011). Cheating behaviours, the Internet and Education undergraduate students. Journal of Computer Assisted Learning, 28(2), pp.136-145.the Huffington Post, (2015). Rachel Dolezals Artwork Is Not Only Problematic, It Might Be Plagiarized. [online] Available at: https://www.huffingtonpost.com/entry/rachel-dolezal-art_n_7586972.html?section=indiautm_hp_ref=plagiarism [Accessed 7 Jul. 2016].Jung, E. (2014). Perceptions of High School Special Classroom Teachers on the Status of Teaching Subjects and Support Needs. Special Education Research, 13(3), p.3 49.Click, A. and Petit, J. (2010). Social networking and Web 2.0 in information literacy. International Information Library Review, 42(2), pp.137-142.Harinarayana, N. and Vasantha Raju, N. (2010). Web 2.0 features in university library web sites. The Electronic Library, 28(1), pp.69-88.

Clinical Reasoning Is Stepwise Processâ€Free Samples for Students

Question: What Is The Clinical Reasoning Is Stepwise Process? Answer: Introduction: Clinical reasoning is synonymous with the clinical judgment, problem solving, decision making and critical thinking in nursing practice. Clinical reasoning is stepwise process with incorporation of steps to collect cues and information, to process collected information, to understand problems, to identify patients correct complication, to plan and implement nursing interventions and to evaluate outcomes. Based on the condition of the patient, these steps should be modified. Outcome of the nursing intervention depends on the clinical reasoning. Clinical reasoning is the result oriented approach. Incorrect assessment and diagnosis of the patient can result in the administration of wrong treatment. For providing effective nursing intervention to Katie, clinical reasoning is implemented for her assessment and management. Nurse should follow all the steps like collection of information, understanding exact problem, planning and implementing nursing intervention (Cooper and Frain, 2016). A ll the steps required for clinical reasoning of Katie are discussed in this essay. Pharmacological, social and psychological aspects of Katie are discussed in this essay. Nurse should have strong knowledge and skills of these aspects to execute clinical reasoning in Katie. Discussion: Persons situation: Katie is admitted to hospital because she has sustained haematoma due to hit by slow moving car 18 hours ago. In her assessment, it was evident that she had traumatic brain injury. Patients with traumatic brain injury are associated with symptoms like intracranial hemorrhage and haematoma. Haematoma in patients with traumatic brain injury can be detected in first four hours and approximately 50 % with traumatic brain injury are susceptible to haematoma. It is less likely that persons of Katies age are less prone to brain injury in comparison with people with older age. In older people, brain injury can occur because of fall. Moreover, recovery from brain injury is faster in persons of Katies age in comparison to the older people. People of Katies age can recover from brain injury within 5 hours (Qureshi et al., 2015; Plata et al., 2008). Collect cues and information: Katies handover indicated that her vital signs were as follows : heart rate - 89 beats per minute, respiratory rate 13 breaths per minute and oxygen saturation (Sp02) - 96 %. All these values reflects normal pulse rate, breathing rate and oxygen saturation level in Katie. Her Glasgow Coma Score was recorded as 14. Her recorded blood pressure was abnormal with raised systolic blood pressure and reduced diastolic blood pressure. She also had complication of memory loss because she was not remembering current things and regaining memory with prompting. Brain injury can affect pupillary size and vision because brain injury can affect retina. In the provided handover information about the pupillary size and vision were missing. Patients with traumatic brain injury are prone to pyrexia and increase in the intracranial pressure. However, there was no mention of temperature and intracranial pressure in her handover. Due to injury, there may be possibility of blood loss, hence blood paramete rs like haematology full blood count and coagulation screening should have been carried put in her. However, these parameters were missing from her handover. There was no information about blood sugar level and urinary output by use of catheter. Information of the medicines administered to Katie is not available in her handover. This information about medicines would have been useful in planning further course of nursing action (Moppett, 2007). She was having long history of painful ankle, however she was keeping herself away from taking medicine for pain relief. Process information: From the provided information it can be interpreted that her heart rate, respiratory rate and oxygen saturation were normal. Heart rate, respiratory rate and oxygen saturation should be in the range of 70- 100 beats per minute, 12 20 breaths per minute and above 94 % respectively in the Katies age person. Subdural haematoma patients are prone to develop hypertension and bradycardia. Katies heart rate was normal. From the provided data, it is evident that Katie also developed systolic hypertension. Katie developed mild coma because her Glasgow Coma score fall in the range of 13 14. This coma score reflected mild coma. Traumatic brain injury also affects respiratory system like hypoxia. Katies oxygen saturation level was normal (Adams, 2010). Identify problems/issues: It is evident that, Katie is not remembering recent things. Hence, she is having memory loss. Extent of memory loss can be obtained by performing computed tomography (CT) scan and magnetic resonance imaging (MRI) in Katie. Diagnosis of bleeding disorders should be performed in Katie by using thrombocytopenia test. If surgery needs to be performed in Katie, she should be administered with blood. For this, matching blood group should be identified for her. Artificial intubation should be used in Katie because traumatic brain injury can lead to hypoxia development. Central venous catheter should be used her to measure intracranial blood pressure because traumatic brain injury patients can develop raised intracranial blood pressure. (Blissitt, 2006). Katies age persons are not usually associated with hypertension, memory loss, hyperpyrexia, hypercarbia, renal complications, proprioceptive dysfunction, sensory sensing disorder, facial palsy and paralysis. However, Katie already developed hypertension and memory loss. Due to traumatic brain injury, she is prone developing hyperpyrexia, hypercarbia, renal complications, proprioceptive dysfunction, sensory sensing disorder, facial palsy and paralysis. There is no requirement of artificial intubation and blood loading in persons of Katies age. However, due to brain injury, Katie may need supplemental oxygen and blood transfusion (Moppett, 2007, Ponsford et al., 2008). Detail the assessment: Nurse should set achievable goals for Katie. Nurse should be aimed at maintaining normal blood pressure, oxygen saturation and respiratory rate in Katie. Nurse should assess Katie for physical and vital signs. Blood pressure and hypoxia condition should be assessed by using blood pressure apparatus and arterial blood gas (ABG) test respectively. If these tests indicate abnormal values, nurse should amend management plan accordingly. Nurse should assess blood pressure and hypoxia condition before and after administration of the medications and medical management like artificial intubation. Nurse should work in collaboration with psychologist to manage her speech problem and memory loss. Memory loss should be evaluated in Katie by giving different types of tasks to her. These tasks would be helpful in the assessment of extent and type of memory loss (Schultheis and Whipple, 2014). Paralysis should be evaluated in Katie by assessing reaction time to particular task. Nurse should evaluat e 24 hour urine output in her by using catheter because she developed cardiovascular complications due to brain injury. Intracranial pressure should be evaluated in her by using central venous catheter. Based on the results obtained for intracranial pressure, nurse should consult doctor for surgery Conclusion: Nurse should be well aware of the entire medical, clinical and nursing knowledge and skills for effective practice of clinical reasoning. In case of Katie, nurse collected all the information related to physical and vital signs assessment. Nurse analyzed data and interpreted it to know exact nursing problem of Katie. This identification of the exact problem, helped nurse to plan nursing care for Katie. From the collected data, nurse separated normal and abnormal condition in Katie. Normal conditions comprises of heart rate, respiratory rate and oxygen saturation level. Abnormal conditions comprises of memory loss and mild coma. Katies handover would have been made more informative by incorporating information about pupillary size, pyrexia, central venous pressure, blood count and coagulation. It has been suggested that assessment for pupillary size, pyrexia, central venous pressure, blood count and coagulation should have been performed in Katie. Effective implementation of the clini cal reasoning can be achieved by using this stepwise approach. Nurse should think in an analytical and logical way to provide nursing care to Katie. Nurse should not focus only on the provided information. Nurse should identify missing information which would be helpful in identification of the exact problem of Katie. This additional information can be useful in modifying nursing intervention to be provided to nurse. Thus lateral thinking would be helpful in implementing complete and holistic care to Katie. Success rate of collection of information from Katie can be increased by implementation of reflective communication with Katie and giving information to Katie about her diseased condition and possible outcomes. In summary, effective implementation of clinical reasoning can be helpful in identifying problems in Katie and providing targeted nursing intervention. References: Adams, J.P. (2010). Non-neurological complications of brain injury". In John P. Adams; Dominic Bell; Justin McKinlay. Neurocritical care : a guide to practical management. London: Springer. pp. 7788. Blissitt, P.A. (2006). Care of the critically ill patient with penetrating head injury. Critical Care Nursing Clinics of North America, 18(3), 32132. Carone, D., and Bush, S.S. (2012). Mild Traumatic Brain Injury: Symptom Validity Assessment and Malingering. Springer Publishing Company. Cooper, N., and Frain, J. (2016). ABC of Clinical Reasoning. John Wiley Sons. Guy, R., Furmanov, A., Itshayek, E., Shoshan, Y., and Singh, V. (2014). Assessment of a noninvasive cerebral oxygenation monitor in patients with severe traumatic brain injury. Journal of Neurosurgery, 120(4), 901907. Moppett, I.K. (2007). Traumatic brain injury: Assessment, resuscitation and early management. British Journal of Anaesthesiology, 99(1), 1831. Plata, C.M., Hart, T., Hammond, F.M., Frol, A., et al., (2008). Impact of Age on Long-term Recovery From Traumatic Brain Injury. Archives of Physical Medicine and Rehabilitation, 89(5), 896903. Ponsford, J., Draper, K., and Schonberger, M. (2008). Functional outcome 10 years after traumatic brain injury: its relationship with demographic, injury severity, and cognitive and emotional status. Journal of the International Neuropsychological Society, 14(2), 233242. Qureshi, A.I., Malik, A. A., Adil, M.M., Defillo, A., Sherr, G., and Suri, K. (2015). Hematoma Enlargement Among Patients with Traumatic Brain Injury: Analysis of a Prospective Multicenter Clinical Trial. Journal of vascular and interventional neurology, 8(3), 4249. Schultheis, M. T., and Whipple, E. (2014). Driving after traumatic brain injury: evaluation and rehabilitation interventions. Current Physical Medicine and Rehabilitation Reports, 2(3), 176183.