Learning Framework Assignment Example | Topics and Well Written Essays - 4250 words

Learning Framework - Assignment Example irected, reflective learners Learning Goal 2: Be knowledgeable in their major field of study Learning Goal 3: Be critical enquirers and problem solvers Learning Goal 4: Be able to think and act ethically Learning Goal 5: Be able to work collaboratively Learning Goal 6: Be effective communicators The Learning Framework is the first stage of your assessment programme that culminates in your Oral Brief and Co-operative Education Report. In your Co-operative Education Report you will critically reflect on, analyse and evaluate your development throughout your Co-operative Education Placement and work on and complete a discipline research topic of your choice. Instructions for completing this document You are required to address all of the points which relate to each of theBBus Learning Goals. You may either answer each point individually or you may choose to respond to all points in the one discussion of paragraphs using appropriate headings and sub-headings. Learning Goal 2: Be knowledg eable in your major field of study demonstrating the application of knowledge from your major(s) to your Co-operative Education Placement In this Learning Goal you will explain how knowledge from your major(s) might apply to your tasks and discuss the value of your role. You are required to address both of the points below. You may include further comments or discussion that is relevant to this Learning Goal. You must integrate relevant concepts, models, frameworks, theories and/or technical competencies (use in text references) to support your discussion. 1. Provide a brief overview of your role and your Co-operative Education Placement Organisation (CPO) 2. Briefly describe each of your key tasks or activities that relate to your major(s). For each key task or activity, identify a comprehensive range of theories, concepts, models, frameworks and/or technical competencies from your major(s) and explain how they could apply. 3. Discuss the value that your role and personal attribute s may add to your CPO. 1. Provide a brief overview of your role and your Co-operative Education Placement Organisation (CPO) 2. Briefly describe each of your key tasks or activities that relate to your major(s). For each key task or activity, identify a comprehensive range of theories, concepts, models, frameworks and/or technical competencies from your major(s) and explain how they could apply. 3. Discuss the value that your role and personal attributes may add to your CPO. 1. I have already worked in a branding and advertising agency in Riyadh, Saudi Arabia and I became interested in functional attributes of branding and advertising career during my tenure in Brand House Advertising Service. It has been already mentioned that I am going to join Brand House Advertising Service in Riyadh as Co-op Placement in temporary basis. During the short tenure of

Anne the Bag Lady Essay Example for Free

Anne the Bag Lady Essay Anne the Bag Lady Every afternoon you can count on seeing Anne right at one oclock at the park, pushing her grocery cart full of her treasures. A cart overflowing with heavy-duty black garbage bags as well as an array of duffels and suitcases. The black garbage bag an ambiguous container the contents within cannot be seen or known. As she pushes her cart, the constant rattling of a wheel competes with the clanging of aluminum cans that she collects hanging in a bag on the side of her cart. Anne roceeds to her bench, constantly aware of everyone around her, but never making eye contact. She arranges herself at her bench under the old oak tree, not far from the playground. She places her cart so it is never out of her line of vision. Her eyes are constantly moving looking, watching darting likes that of a small animal sensing danger. Anne begins to eat her regular sandwich, ham and cheese on wheat that she gets from Father Tim at the local Catholic Church. As she eats her sandwich, you otice how grimy her hands are hands she had Just used digging in garbage cans for her precious aluminum. Today Anne is wearing her best dirt caked Jacket, once a bright Kerry green, now a faded sickly green, with a tear on the sleeve. Her mousy blonde wig that once may have been styled in an attractive shoulder length bob; now a tangled, grimy mess. Do you know how hard it is to get a wig to keep its shape when you carry it around in a plastic bag? Anne has put on her newest shoes, old tan olored work shoes one without laces. Her dress looked like the old flowered snap front cotton house coats, my grandmother used to wear around the house. Hers is worn, dirty and the color is faded beyond all recognition, peeking out from under the hem of her dress is an old black slip, the lace at the bottom torn. Anne is wearing stockings that go to her knees held up by some kind of yarn or string. Over her stockings she is wearing socks that are used and worn the color again impossible to know. Anne always sits alone, a solitary fgure, watching, looking, wary. She very rarely speaks to anyone except for maybe Father Tim; even then short, cryptic remarks. She is rather small in stature, not more than five feet, two or three, bent and the shoulders from age. Anne does not look fragile or tiny maybe old and rigid, but never fragile. Anne has been a part of this community for as long as can be remembered, almost a historical monument. She is a part of the community that most do not notice, but seems to miss when is not there.

Alternative Communication Intervention In Children Health And Social Care Essay

Alternative Communication Intervention In Children Health And Social Care Essay Children and youth who sustain a traumatic brain injury (TBI) and/or spinal cord injury (SCI) may have temporary or permanent disabilities that affect their speech, language and communication abilities. Having a way to communicate can help reduce a childs confusion and anxiety, as well as enable them to participate more actively in the rehabilitation process and thus, recover from their injuries. In addition, effective communication with family, care staff, peers, teachers and friends is essential to long-term recovery and positive outcomes as children with TBI and SCI are integrated back into their communities. This article describes how rehabilitation teams can use augmentative and alternative communication (AAC) and assistive technologies (AT) to support the communication of children recovering from TBI and SCI over time. 1. Introduction Children and youth who sustain a severe traumatic brain injury (TBI) and/or a spinal cord injury (SCI) often experience sequealae that can affect their ability to communicate effectively. In early phases of recovery, many children with TBI and SCI are unable to use their speech or gestures for a variety of medical reasons related to their injuries. As a result, they can benefit from augmentative and alternative communication (AAC) interventions that specifically address their ability to communicate basic needs and feelings to medical personnel and family members and ask and respond to questions. AAC approaches may include having access to a nurses call signal; strategies to establish a consistent yes no response; techniques that help a child eye point to simple messages; low-tech boards and books that encourage interaction with family members and staff; communication boards with pictures or words; and speech generating devices (SGDs) with preprogrammed messages, such as I hurt Come h ere, Help me please! Whens mom coming? As children with TBI and SCI recover from their injuries, many no longer will need AAC. However, some children face residual motor, speech, language and cognitive impairments that affect their ability to communicate face-to-face, write or use mainstream communication technologies (e.g., computers, email, phones, etc.). A few may require AAC and assistive technology (AT) throughout their lives. Having access to communication through AAC and AT enables these children to participate actively in the rehabilitation process and ultimately, in their families and communities. Without an ability to communicate effectively, children with TBI and SCI will face insurmountable barriers to education, employment, as well as establishing and maintaining relationships and taking on preferred social roles as adults. All AAC interventions aim to support a childs current communication needs while planning for the future (Beukelman and Mirenda, 2005). However, the course of AAC treatment for children who sustain TBIs and SCIs is different because of the nature of their injuries is different. In addition, the focus of AAC interventions will differ for very young children (e.g., shaken baby syndrome) who are just developing speech and language and for those who were literate and have some knowledge of the world prior to their injuries (e.g., 16 year-old involved injured in a motor vehicle accident). For young children, the AAC team will focus on developing their language, literacy, academic, emotional, and social skills, as well as ensuring that they have a way to communicate with family members and rehabilitation staff. For older children, AAC interventions build on residual skills and abilities to help remediate speech, language and communication impairments as well as provide compensatory strategi es that support face-to-face interactions and ultimately communication across distances (phone, email) with team members, family and friends. AAC intervention goals seek to promote a childs active participation in family, education, community and leisure activities and aim to support the establishment and maintenance of robust social networks (Blackstone, Williams, and Wilkins, 2007; Light and Drager, 2007; Smith, 2005). While a variety of AAC tools, strategies and techniques are available that offer communication access, successful AAC interventions for children with TBI and SCI also require that medical staff, family members and ultimately community personnel know how to support the use of AAC strategies and technologies because the needs of these children change over time. Speech-language pathologists, nurses, occupational therapists, physical therapists, physiatrists, pediatricians, and rehabilitation engineers work collaboratively with the childs family and community-based professionals to establish, maintain and update effective communication systems. Ultimately, the goal is for children to take on desired adult roles; AAC can help them realize these goals. 2. Pediatric TBI and AAC AAC intervention for pediatric patients with TBI and severe communication challenges is an essential, complex, ongoing and dynamic process. AAC is essential to support the unique communication needs of children who are unable to communicate effectively. It is complex because of the residual cognitive deficits that often persist and because many children with TBI have co-existing speech, language, visual, and motor control deficits (Fager and Karantounis, 2010; Fager and Beukelman, 2005). AAC interventions are ongoing and dynamic (Fager, Doyle, and Karantounis, 2007) because children with TBI experience many changes over time and undergo multiple transitions. Light et al. (1988) described the ongoing, three-year AAC intervention of an adolescent who progressed through several AAC systems and ultimately regained functional speech. DeRuyter and Donoghue (1989) described an individual who used many simple devices and a sophisticated AAC system over a seven month period. Additional report s describe the recovery of natural speech up to 13 years post onset (Jordan, 1994; Workinger and Netsell, 1992). 2.1. AAC Assessment and Intervention Assessment tools can help identify and describe the cognitive, language and motor deficits of patients with TBI and provide a framework for AAC interventions. The Pediatric Rancho Scale of Cognitive Functioning (adapted by staff at Denver Childrens Hospital in 1989) is based on the Ranchos Los Amigos Scale of Cognitive Functioning (Hagan, 1982). Table 1 describes general levels of recovery, based on the Pediatric Rancho Lost Amigos Scale, and gives examples of AAC intervention strategies that rehabilitation teams can employ across the levels as described below. Levels IV and V. AAC Goal: Shaping responses into communication In the early phase of recovery, pediatric patients at Levels IV and V on the Pediatric Rancho Scale are often in the PICU, the ICU, acute hospital or acute rehabilitation environment. At Level V (no response to stimuli) or Level IV (generalized response to stimuli) AAC interventions focus on identifying modalities that children can use to provide consistent and reliable responses. For example, staff can use simple switches (e.g., Jelly Bean ®, Big Red ® and Buddy Button from AbleNet), latch-timers (e.g., PowerLink ® from AbleNet) and single message devices (e.g. BIGmack ® and Step Communicator ® from AbleNet) to support early communication (see Table 1 for some examples). Because childrens early responses may be reflexive rather than intentional, the family and medical/rehabilitation team can also use AAC technologies to encourage more consistent responses. Families provide valuable input about the kinds of music, games and favorite toys a child finds motivating. The team c an then use these items to evoke physical responses from the child. For example, if the family identified the battery-operated toy Elmo ® from Sesame Street ®, the rehabilitation team might present Elmo singing a Sesame Street song and then observe to see if the childs responds. If the child begins to turn her head when Elmo ® sings, the team might attach a switch with a battery interrupter to the toy and ask the child to hit the button and play the Elmo ® song. In doing so, the team can learn several things. For example, the team may note that a child is able to follow commands, indicating cognitive recovery. The team may also begin to consider alternative access methods for children with severe physical impairments, i.e., head movement may become a reliable way to operate an AAC device or computer in the future. It is difficult to predict whether a child will recover natural speech during early stages of recovery. 2.2. Middle Levels II and III: AAC Goals: Increase ability to communicate with staff, family and friends and support active participation in treatment Pediatric patients at Levels III (localized response to sensory stimuli) and II (responsive to environment) become more engaged in their rehabilitation programs as they recover some cognitive, language and physical abilities. During this phase, long-term deficits that affect communication become apparent (e.g., dysarthria, apraxia, aphasia, attention, initiation, memory, vision, spasticity). Dongilli, Hakel, and Beukelman (1992) and Ladtkow and Culp (1992) also report natural speech recovery in adults after TBI at the middle stages of recovery. Continued reliance on AAC strategies and technologies is typically due to persistent motor speech and/or severe cognitive-language deficits resulting from the injury (Fager, Doyle, and Karantounis, 2007). AAC interventions at these levels focus on using a childs most consistent and reliable response to communicate messages, encourage active participation in the rehabilitation process and increase interactions with family and staff. AAC interventions always take into account the childs developmental level and interests. Table 1 gives some examples of AAC technologies employed during these Levels III and II. For example, Jessica was admitted to the hospital at 18-months with shaken baby syndrome. At Level II, she began responding to her parents by smiling and laughing and also began to manipulate toys with her non-paralyzed hand when staff placed a toy within her intact field of vision. However, she did not exhibit any speech or imitative vocal behaviors and her speech-language pathologist noted a severe verbal apraxia. Nursing staff and family members noted that Jessica seemed frustrated by her inability to express herself. Prior to her injury, she could name over 30 objects (toys, pet s, favorite cartoon characters) and was beginning to put two word sentences together (Momma bye-bye, Daddy home). AAC interventions included the introduction of a BIGmack ®, a single-message speech generating device (SGD) that enabled the staff and family members to record a message that Jessica could then speak during her daily activities(e.g., more, bye-bye, turn page). Because the BIGmack ® is a colorful, large and easy to access SGD, Jessica was able to press the button despite her upper extremity spasticity and significant visual field cut. Within a month, Jessica had progressed to using a MACAW by Zygo ®, an SGD with eight-location overlay that staff programmed with words she had used prior to her injury (e.g., mommy, daddy, more, bottle, book, bye-bye). Staff also designed additional overlays to encourage her language development by providing vocabulary that enabled her to construct two-word combinations (e.g., more crackers). Jessica began to express herself at a developmentally appropriate level, but she had residual memory deficits that required cuing and support from her communi cation partners. For example, initially, she did not recall how to use her AAC system from session to session so staff needed to reintroduce it each time. However, after several months, Jessica began to search for her SGD to communicate. Jessica, like many children with TBI at this level, was able to learn procedures and strategies with repetition and support (Ylvisaker and Feeney, 1998). 2.3. Level II and Level I. AAC Goals: Support transitions, recommend AAC strategies and technologies for use at home and in the community As pediatric patients transition from Level II (responsive to environment) to Level I (oriented to self and surroundings), they often move from an acute rehabilitation facility to an outpatient setting, home or a care facility. Thus, before discharge, AAC teams will conduct a formal AAC assessment and provide long-term recommendations for AAC strategies and technologies that can enable children to be integrated successfully back into community environments. Table 1 illustrates the types of AAC technologies and strategies employed at Levels II and I, as described below. For children who continue to use AAC and AT when they return to their communities, the rehabilitation team identifies a long-term communication advocate. This person, often a family member, becomes actively involved in AAC training and collaborates with rehabilitation staff to prepare the childs educational staff, extended family and other caregivers (Fager, 2003). Having a link between the rehabilitation team and community professionals is essential because most teachers and community-based clinicians have limited experience working with children with TBI and may need support to manage the cognitive and physical deficits often associated with TBI. For example, McKenzie, a 12 year-old with a severe TBI secondary to a car accident, was quadriplegic with severe spasticity and no upper extremity control. She also had cortical blindness and significant communication and cognitive impairments. As she recovered, McKenzie used a variety of AAC systems (e.g., thumbs up/down for yes no, two B IGmacks ® to communicate choices, and a scanning Cheap Talk by Enabling Devices with four messages to participate in structured activities). Prior to discharge, the rehabilitation team conducted a formal SGD evaluation and recommended the Vmax by DynaVox Mayer-Johnson, a voice output device. McKenzie was able to access the device via a head switch mounted to the side of the head rest on her wheelchair. Using auditory scanning, she could create and retrieve messages. Because she was literate prior to her injury and could still spell, the staff set up her device to include an alphabet page as well as several pages with pre-programmed messages containing basic/urgent care needs, jokes and social comments. Family and friends participated in her rehabilitation and learned to use tactile and verbal prompts to help her participate in conversational exchanges. Due to her residual cognitive deficits, however, McKenzie had difficulty initiating conversations and remembering where pre-stored messages were in her device. When prompted, she would respond and initiate questions and could engage in conversations over multiple turns. Over time, she began to participate in meaningful, social interactions, often spelling out two-three word novel phrases using her alphabet page While her parents were renovating their home to handle her wheelchair, McKenzie transitioned to a regional care facility that specialized in working with young people with TBI. The acute rehabilitation team identified McKenzies aunt as her AAC advocate because she had participated actively in earlier phases of McKenzies recovery, was proficient with the maintenance (charging, set-up and basic trouble-shooting) of the Vmax and could customize and program new messages into the system. The care facility staff met with McKenzies aunt weekly so they could learn how to support McKenzies use of the SGD. Specific training objectives included maintenance and basic trouble-shooting, set up, switch-placement and how to program new messages to use in specific and motivating activities. Staff learned how to modify the placement of her switch when McKenzie became fatigued or her spasticity increased. Additionally, McKenzies school staff (special education coordinator, speech-language pathologist, occupational therapist, and one of her regular classroom teachers) visited McKenzie at the rehabilitation and the care facilities to help prepare for her return home and learned how to support her in school, given her physical and cognitive limitations. 2.4. AAC themes in TBI When working with pediatric patients with TBI, three AAC themes emerge. 1. Recovery from TBI is dynamic and takes place over time. In early stages of recovery, most children with TBI have physical, speech, language and cognitive deficits that affect their communication skills. Depending on the nature and severity of their injuries, however, most recover functional speech, although some will have life-long residual speech, language and communication deficits. Acute rehabilitation teams can employ AAC interventions to support communication, as well as monitor the childs changing communication abilities and needs over time. 2. The cognitive-linguistic challenges associated with TBI make AAC interventions particularly challenging for rehabilitation staff, as well as for families, friends and school personnel. Because of the complex nature of the residual disabilities caused by TBI, collaborations among rehabilitation specialists, family members and community-based professionals are essential. Some children with TBI require AAC supports throughout their lives. Family members, friends and school personnel rarely know how to manage their severe memory, attention and/or initiation deficits that can affect long-term communication outcomes. 3. There is a need to plan carefully for transitions. Children with TBI will undergo many transitions. While research describing these transitions in children is not available, reports of the experiences of adults with TBI describe multiple transitions over time. Penna et al. (2010) noted that adults with TBI undergo a significant number of residence transitions particularly in the first year following injury and Fager (2003) described the different transitions (acute care hospital, outpatient rehabilitation, skilled nursing facility, home with adult daycare services, and eventually assisted living) for an adult with severe TBI experienced over a decade, documenting significant changes in his cognitive abilities, as well as his communication partners and support staff. Children with TBI are likely to experience even more transitions over their lifetimes. 3. Pediatric SCI and AAC Pediatric patients with SCI often have intact cognitive skills and severe physical disabilities that can interfere with their ability to speak. In addition, they often have significant medical complications and may be left with severe motor impairments that make it difficult, if not impossible, for them to write, access a computer or participate in the gaming, online and remote social networking activities embraced by todays youth (e.g., texting, email). A subgroup may also present with a concomitant TBI sustained as a result of the fall, car accident or other traumatic event that has changed their lives. For them, AAC treatment must reflect guidelines that take into account both SCI and TBI. As with TBI, the growth and development inherent in childhood and adolescence and the unique manifestations and complications associated with SCI require that management be both developmentally based and directed to the individuals special needs (Vogel, 1997). Initially, AAC interventions typically focus on ensuring face-to-face communication when speech is unavailable or very difficult; over the long term, however, enabling children to write and engage in educational, recreational and pre-vocational activities using computers and other mainstream technologies becomes the focus. 3.1. AAC Assessment and Intervention The ASIA standard neurological classification of SCI from the American Spinal Injury Association and International Medical Society of Paraplegia (2000) is a tool that rehabilitation teams frequently use to assess patients with SCI because it identifies the level of injury and associated deficits at each level. This can help guide the rehabilitation teams clinical decision-making process for AAC interventions. As shown in Table 2, children with high tetraplegia (C1-C4 SCI) have limited head control and are often ventilator dependent. They often require eye, head, and/or voice control of AAC devices and mainstream technologies to communicate. While switch scanning is an option for some, it requires higher-level cognitive abilities, endurance, and vigilance and may be inappropriate for very young children and those who are medically fragile (Wagner and Jackson, 2006; McCarthy et al., 2006; Peterson, Reichle, and Johnston, 2000; Horn and Jones, 1996). Children with low tetraplegia (C5-T1 SCI) demonstrate limited proximal and distal upper extremity control. If fitted with splints that support their arm and hand, some are able to use specially adapted mouse options (e.g., joystick mouse, switch-adapted mouse, trackball mouse), large button or light touch keyboards and switches to control technology. These children are also candidates for head tracking and voice control of AAC devices due to the fatigue and physical effort involved in using their upper extremities. For example, a multi-modal access method to AAC technology and computers may include voice control to dictate text, hand control of the cursor with an adaptive mouse to perform other computer functions (e.g., open programs), and an adaptive keyboard to correct errors that are generated while dictating text. This multi-modal approach can be more efficient and less frustrating than using voice control alone for these children. Table 2 provides examples of appropriate access options to AAC and mainstream techn ologies. 3.2. Supporting face-to-face communication For children with high tetraplegia, being dependent on mechanical ventilation is frightening especially when they are unable to tolerate a talking valve (Padman, Alexander, Thorogood, and Porth, 2003). Thus, providing these children with a way to communicate is essential to their recovery and sense of well-being. As children with lower levels of injury are weaned from a ventilator, they may experience reduced respiratory control and be unable to speak (Britton and Baarslag-Benson, 2007). Medical specialists can provide access to AAC strategies and technologies, which enable these children to communicate their wants, needs and feelings throughout the day. This allows them to interact with direct care staff, participate in their rehabilitation process, and maintain relationships with family and friends. Pediatric rehabilitation teams may use a range of AAC strategies and technologies to support face-to-face communication in children with SCI. Some examples include low tech communication boards used with eye gaze or eye pointing, partner-dependent scanning, an electro larynx with intra-oral adaptor, or laser light pointing to a target message or letter on a communication board (Britton and Baarslag-Benson, 2007; Beukelman and Mirenda, 2005). Introducing AAC and AT technologies early in the recovery process, particularly for children who demonstrate high tetraplegia, will also begin to familiarize them with approaches they may need to rely on extensively throughout their lives, even after speech returns. For example, Jared, a 17-year-old high school senior, sustained a SCI in a skiing accident at the C2 level. In addition to his injuries, he developed pneumonia and a severe coccyx wound during his hospitalization, which lengthened his hospital stay. He was unable to tolerate a one-way speaking valve due to the severity of his pneumonia and decreased oxygenation during valve trials. Although Jared had minimal head movement, he was able to control an AccuPointà ¢Ã¢â‚¬Å¾Ã‚ ¢ head tracker to access his home laptop computer and spell out messages he could then speak aloud using speech synthesis software. He used his AAC system to indicate his medical needs to caregivers and later reported that having the ability to communicate helped alleviate some of the anxiety he experienced due to his condition and extended hospitalization. After Jared recovered the ability to use a talking valve, his work with the AccuPointà ¢Ã¢â‚¬Å¾Ã‚ ¢ focused on computer access to meet written and social communi cation needs. Once his wound had healed, he was able to return home 11 months later. At that time, all of his classmates had graduated. Using the AccuPointà ¢Ã¢â‚¬Å¾Ã‚ ¢, Jared was able to complete his GED at home and enrolled in online classes at the local community college. 3.3. Supporting written communication and education At the time of their injury, some pediatric patients with SCI are pre-literate, others are developing literacy skills, and others have highly developed literacy skills. However, most children with tetraplegia will require the use of assistive technologies to support written communication because their injuries preclude them from using a pencil and/or typing on a traditional computer keyboard. In a report describing the educational participation of children with spinal cord injury, 89% of the children with tetraplegia relied on AAC to support written communication needs (Dudgeon, Massagli, and Ross, 1996). For example, Max, a 6 year-old boy who suffered a C6 SCI after an All Terrain Vehicle accident, was reading age-appropriate sight words and developing his ability to write single words prior to his injury. After the initial recovery period, formal testing revealed that Max had no residual cognitive or language impairments. However, he faced significant barriers not only to his continued development of age-appropriate reading and writing skills, but also to his ability to learn and do math, social studies, science, play games, use a cell phone, etc. Due to his tetraplegia, he needed ways to access text and write, calculate, draw and so on. Max learned to access a computer using a large button keyboard, joystick mouse, and adaptive hand-typers (cuffs with an attached stylus that fit on the ulnar side of the hand and allow the user to press the keys of a keyboard) to support writing activities and computer access. During rehabilitation, he was able to continue with his schoolwork by dev eloping the skills to use the technology and keep up with his classmates. He returned home during the summer and participated in an intense home tutoring program. By the fall, he was able to join his classmates and was able to perform at grade level in all classes. Essential to Maxs future educational success and development, as well as his future employment, may well depend on his ability to write, calculate and perhaps even draw using a variety of assistive technologies that support communication. 3.4. Support social participation and pre-vocational activities Access to assistive and mainstream technologies not only facilitates participation in education, but also has implications for future employment as these children transition into adulthood. Assistive and mainstream technologies are now available at modest cost that can help individuals with SCI to compensate for functional limitations, overcome barriers to employability, enhance technical capacities and computer utilization, and improve ability to compete for gainful employment In addition, these technologies also provide access to life-long learning, recreational activities and social networking activities. Specifically, computers are described as great equalizers for individuals with SCI to engage in employment opportunities and distant communication (McKinley, TewksBury, Sitter, Reed, and Floyd, 2004). Social participation in the current technological age includes more than face-to-face communication. Social participation has expanded with the popularity of social networking sites (e.g., Facebook à ¢Ã¢â‚¬Å¾Ã‚ ¢and MySpaceà ¢Ã¢â‚¬Å¾Ã‚ ¢), video web-based communication (e.g., Skypeà ¢Ã¢â‚¬Å¾Ã‚ ¢) and instant communication and messaging (e.g., Twitterà ¢Ã¢â‚¬Å¾Ã‚ ¢). Advances in the field of AAC have allowed individuals with the most severe injuries access computer technologies to engage in these social communication activities. For example, Crystal was a 10-year-old who sustained a C1 SCI due to a fall. Crystals injury left her with no head/neck control and her only consistent access method to computerized technology was through eye tracking. With an ERICA eye gaze system from DynaVox Mayer-Johnson, Crystal quickly became independent with computer access. She emailed and texted her friends and family daily, communicated via her Facebookà ¢Ã¢â‚¬Å¾Ã‚ ¢ account, and engaged in onli ne gaming programs with her friends and siblings. This technology allowed her to begin to communicate again with her school friends while she was still undergoing acute rehabilitation. Maintaining these social networks is an essential component to emotional adjustment children with SCI go through after sustaining a severe injury (Dudgeon, Massagli, and Ross, 1997). Additionally, Crystals friends began to understand that while her impairments were severe, she was essentially the same person with the same interests, humor, goals, and expectations as before her injury. 3.5. AT/AAC themes in SCI When working with pediatric patients with SCI, three AAC themes emerge. 1. For those with high tetraplegia, AAC may facilitate face-to-face as well as distant and written communication needs, depending on the developmental level of the child. Introducing AAC technology early, when face-to-face communication support is needed, helps the child become familiar with the technology they will need to rely on after natural speech has recovered. 2. Return to an educational environment is a primary goal with many children with tetraplegia returning to school within an average of 62 days post discharge (Sandford, Falk-Palec, and Spears, 1999). Development of written communication skills is an essential component to successful educational completion and future vocational opportunities (McKinley, Tewksbury, Sitter, Reed, and Floyd, 2004). 3. Introduction to methods of written and electronic communication provides an opportunity for patients with SCI to engage in social networks through email, texting, and social networking sites. As these children with severe physical disabilities face a life time of potential medical complications (Capoor and Stein, 2005), the ability to maintain and develop new social connections via electronic media allow them to stay connected during times when their medical conditions require them to be house or hospital-bound. 4. Conclusion Communication is essential for continued development of cognitive, language, social, and emotional skills. Children with TBI and SCI have physical and/or cognitive-language deficits that interfere with typical communication abilities. Their communication needs are supported through AAC strategies and technologies. A myriad of technology options are available that not only support face-to-face interactions, but equally important distant social networking and educational activities. AAC interventions in the medical setting that not only support communication of basic medical needs, but also facilitate engagement in social, educational, and pre-vocational activities will result in successful transition to home, school and community environments for these children.

Down Syndrome Essays -- essays research papers

Down Syndrome   Ã‚  Ã‚  Ã‚  Ã‚  Have you ever been in a situation where you were confronted by a child who has Down Syndrome and were unsure of how to act around that child? I'm sure many of us have experienced the awkwardness that accompanies such a situation. Many people feel guilt or pity for these children, I believe these reactions result from a lack of knowledge about the condition. Which is why I have chosen this topic.   Ã‚  Ã‚  Ã‚  Ã‚  Down Syndrome is a condition that cannot be physically passed on from one person to the next. It is a genetic disorder that is inherited through our parents when something goes wrong during pregnancy. As a result, they have a combination of features typical of Down Syndrome, including some degree of cognitive disability, as well as other developmental delays. One thing we should always keep in mind is that they are children and having Down Syndrome comes second.   Ã‚  Ã‚  Ã‚  Ã‚  In 1866 British doctor John Langdon Down defined and described the characteristic symptoms of Down Syndrome but was unsure of the cause. It wasn't until 1959 that Dr. Lejeunne and his team in Paris showed that people with Down Syndrome have an additional chromosome. We normally have 23 pairs of chromosomes, each made up of genes. The cells of people with Down Syndrome include three chromosome #21 instead of two. The extra 21st chromosome causes an extra dose of proteins. These proteins cause the typical features of Down Syndrome. While the fetus with Down Syndrome is developing, its body cells do not reproduce as fast as usual. That is the main reason why these babies are smaller than average after birth and their brain not as big as those of other newborn children.   Ã‚  Ã‚  Ã‚  Ã‚  A child who has Down Syndrome will have exclusive individual characteristics which they have inherited from their parents. The child may resemble their father, mother, grandmother, or aunt. This is true not only for their outward appearance but also for their temperament and physical and intellectual abilities. Children with Down Syndrome have different traits, for instance some can be easy-going while other are stubborn, some may like music while others show no interest. matter what, each of these children are unique and special in their own way.   Ã‚  Ã‚  Ã‚  Ã‚  Children with Down Syndrome have distinct physical characteristics. They are short in stature and have a small, round face with a high flattened ... ...y studies I have found Down Syndrome to be a rare, yet present condition that can be found in all parts of the world. Most people might look at the individual infected and tell themselves how lucky they are , not to have to go through what most of them do. But tell me this, how many will actually take the time to better understand the situation and actually see what makes them who they are? It's human nature to ignore or criticize the unknown, this will always be true to a certain point. Just as the truth will always remain the same, in that these people are beautiful human beings that deserve the same respect and rights as anyone else. Works Cited Down Syndrome Awareness Foundation. ?Facts About Down Syndrome? 27 July, 2007. http://www.downsyndromeawarenessfoundation.com/wsnE154.html Hudler, Rex & Jennifer. ?About Down Syndrome? Team Up For Down Syndrome. 27 July, 2007. http://www.teamupfordownsyndrome.org/aboutDS.html Van Riper, Marcia. ?Living with Down Syndrome: The Family Experience.? Down Syndrome Quarterly. Volume 4, Number 1 March 2005. http://www.denison.edu/dsq/vanriper.shtml Works, Lee. ?Diagnosis Down Syndrome? 1 July, 2002. http://leeworks.net/DDS/ Down Syndrome Essays -- essays research papers Down Syndrome   Ã‚  Ã‚  Ã‚  Ã‚  Have you ever been in a situation where you were confronted by a child who has Down Syndrome and were unsure of how to act around that child? I'm sure many of us have experienced the awkwardness that accompanies such a situation. Many people feel guilt or pity for these children, I believe these reactions result from a lack of knowledge about the condition. Which is why I have chosen this topic.   Ã‚  Ã‚  Ã‚  Ã‚  Down Syndrome is a condition that cannot be physically passed on from one person to the next. It is a genetic disorder that is inherited through our parents when something goes wrong during pregnancy. As a result, they have a combination of features typical of Down Syndrome, including some degree of cognitive disability, as well as other developmental delays. One thing we should always keep in mind is that they are children and having Down Syndrome comes second.   Ã‚  Ã‚  Ã‚  Ã‚  In 1866 British doctor John Langdon Down defined and described the characteristic symptoms of Down Syndrome but was unsure of the cause. It wasn't until 1959 that Dr. Lejeunne and his team in Paris showed that people with Down Syndrome have an additional chromosome. We normally have 23 pairs of chromosomes, each made up of genes. The cells of people with Down Syndrome include three chromosome #21 instead of two. The extra 21st chromosome causes an extra dose of proteins. These proteins cause the typical features of Down Syndrome. While the fetus with Down Syndrome is developing, its body cells do not reproduce as fast as usual. That is the main reason why these babies are smaller than average after birth and their brain not as big as those of other newborn children.   Ã‚  Ã‚  Ã‚  Ã‚  A child who has Down Syndrome will have exclusive individual characteristics which they have inherited from their parents. The child may resemble their father, mother, grandmother, or aunt. This is true not only for their outward appearance but also for their temperament and physical and intellectual abilities. Children with Down Syndrome have different traits, for instance some can be easy-going while other are stubborn, some may like music while others show no interest. matter what, each of these children are unique and special in their own way.   Ã‚  Ã‚  Ã‚  Ã‚  Children with Down Syndrome have distinct physical characteristics. They are short in stature and have a small, round face with a high flattened ... ...y studies I have found Down Syndrome to be a rare, yet present condition that can be found in all parts of the world. Most people might look at the individual infected and tell themselves how lucky they are , not to have to go through what most of them do. But tell me this, how many will actually take the time to better understand the situation and actually see what makes them who they are? It's human nature to ignore or criticize the unknown, this will always be true to a certain point. Just as the truth will always remain the same, in that these people are beautiful human beings that deserve the same respect and rights as anyone else. Works Cited Down Syndrome Awareness Foundation. ?Facts About Down Syndrome? 27 July, 2007. http://www.downsyndromeawarenessfoundation.com/wsnE154.html Hudler, Rex & Jennifer. ?About Down Syndrome? Team Up For Down Syndrome. 27 July, 2007. http://www.teamupfordownsyndrome.org/aboutDS.html Van Riper, Marcia. ?Living with Down Syndrome: The Family Experience.? Down Syndrome Quarterly. Volume 4, Number 1 March 2005. http://www.denison.edu/dsq/vanriper.shtml Works, Lee. ?Diagnosis Down Syndrome? 1 July, 2002. http://leeworks.net/DDS/

Economic Crisis: Solutions Essay

Global crisis is clearly felt nowadays, not only by third world countries but also by the richer and industrialized countries. Uprisings are recurring in different parts of the world by people who want change and a better life. Even in our country, the crisis is getting heavier each day. But then the real question is not the â€Å"what†, but more so, the â€Å"how†. How do we really resolve this problem? It is not unknown to us that the Philippines is in fact a country rich in natural resources. Even if the worst comes, we can certainly sustain our living on our own. But what is happening now? Why are we poorer than we were before? One of the problems is our relationship with the country: United States of America. They are currently exploiting both our natural and human resources. In addition to that, we are trying to bail them out from their economic crisis by paying our debt to them, in turn ignoring the needs of our own. The government now is trying to â€Å"lessen† our debt by paying them little by little. But then who is suffering? The people. Right now, the rich countries are continuously becoming richer, and the poor, poorer still. They are feeding off of us. The solution: cut our dependence to them. Some might that the US is the major source of investments in the country. But the effect is short term only. Once they pull out the capital that they invested, our economy would instantly run down the negative slope. So evidently, we can’t immediately cut our connection to them. I say we start off small at first. For one, the government could redistribute the lands of the landlords to the farmers because small scale industries are much of a help in our economy. And also by doing this, we are not giving the control to our agricultural economy to few people only. Second, major companies in the country should be mainly owned by the Filipinos. It gives the people jobs, the country higher internal revenue and we prevent them from over-exploiting our cheap human resources. Third, as a student and a scholar, academics should learn how to give back to our country. The youth and the intellectuals should be utilized in our own country, not abroad. We have enough bright minds here in the Philippines to device plans and start companies that may be beneficial to our economy. We can undoubtedly stand on our own. It is just that we were born on a mindset that we can never be independent. We can live without the help of the United States. There should be change, no matter how small it is. We should start on our own selves. A million small changes when combined can definitely make a large difference.

The Evolving Role of Government in Education

The Evolving Role of Government in Education Kawanna Rutledge Grand Canyon University EDU 310 October 30, 2010 The Evolving Role of Government in Education In the essay, I will be discussing the following: the evolving role of state and federal government in U. S. education, the church /state debate in public education as while as the laws and cases that had an impact on U. S. education. The state and the federal government have different roles in U. S education. The state is responsible for the department of education, curriculum, and the funding.However, the state provides funding to public schools throughout each state to benefit the children education, staff members, administrators, and teachers etc. Basically, the state board is responsible for approving statewide educational policies and determine budget priorities (â€Å"Education in the U. S. †, 2010). In addition, the federal government also provides funding to the public schools as well. The government has many feder al agencies and organization that helps benefit children educational needs in order for them to be successful. The NCLB alters the federal government’s role in elementary and secondary education by requiring the states and schools to measure success in terms of student performance† (â€Å"Education in the U. S. †, 2010). However, the federal government also provides grants and scholarships to people who are attending a college or university to get a higher education. As a result, the NCLB also benefits children with disability, because they have the same rights and opportunities as other children with no disability to attend any public school, college or university in order to enhance their knowledge and become successful individual.The most famous case that had a major impact on U. S. education was the Brown v. Board of Education. This particular case was about segregation and discrimination against African American students attending an all white school. Howeve r, it was not right how the public school was discriminating against African American students, because they had the same rights and opportunity as the white students to attend any public school across the nation. The constitution says: â€Å"No state shall†¦ deny to any person†¦ the equal protection of the laws. (14 Amendment) meaning that all people across the nation have the same rights, and opportunity as others. In September 1950, Linda Brown, 7, was not allowed to register at an all-white school in Topeka Kansas. The Kansas school system-and others around the nation-thought that it was okay for black students and whites students to attend separate but equal schools. Linda’s father thought that practice was unfair and sued the school system. His case and others like it went to the Supreme Court under Linda Brown name.The justices ruled 9-0 that segregating public schools meant that black students were not being treated equally. The court said they were therefo re being deprived of their 14 Amendment rights (â€Å"3 Supreme Court Cases†, 2010, p. 4). As a result, Brown had won the case, and it opened up many opportunities for African American students which gave them the same equal rights as white students to attend any public school and further their education as well.The separation of church and state has been debating over religion practice in the public schools for many years. The First Amendment in the U. S. Constitution states in part that â€Å"Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof† (Mc Carthy, 2009, p. 714). In the United States, the government had abandon religion practice in public schools, because the government feels that religion practice in public school is not appropriate for the students.Therefore, the government took action, and abandon religion practice from all public schools such as reading the bible, prayer, celebrating most holidays, praying at graduations ceremony, and school programs like the chores etc. Passe and Willox (2009) stated over time, a series of Supreme Court rulings applied the establishment clause to schools, there by prohibiting schools from celebrating particular religions, or even from promoting religions, over secular belief system.Most schools discontinued the practice of public prayer, holiday celebration with religion themes and taking matter to the extreme-teaching about religion altogether. (Passe & Willox, 2009, p. 103) The government had made a big mistake by removing religion practice from public schools, because the Bible as well as other textbooks teaches the children about, morals, values, respect and life etc. The government fails to realize that education started in churches and the Bible was used to help children and people learn how to read.In conclusion, the state and federal government need to provide more funding to the Department of Education, because there are too many schools closing down in society today due to the lack of funding. In addition, the church and state need to come to an agreement and bring religion back into the public schools to educate the children, because the Bible also teaches about the world as well as the future to come.Reference Embassy of the United States in Japan: Education in the U. S. Retrieved October 29, 2010, from http://www. aboutusa. japan. usembassy. gov/e/jusa-education. html Mc Carthy, M. (2009). Beyond the Wall of Separation: Church-State Concerns in Public Schools. (cover story). Phi Delta Kappan, 90(10) 714-719. Passe, J. & Willox, L. (2009). Teaching Religion in America’s Public Schools: A Necessary Disruption, Social Studies 100(3), 102-106. (2010). 3 Supreme Court Cases EVERY KID SHOULD KNOW. (cover story). Scholastic News- -Edition 5/6, 79(2), 4-5.

Byzantine Empire Essays

Byzantine Empire Essays Byzantine Empire Paper Byzantine Empire Paper A Resource to Accompany History Alive! The Ancient World Brings Learning Alive! Teachers Curriculum Institute 1. Introduction In Chapter 37, you learned how the emperor Constantine moved his capital from Rome to the ancient city of Byzantium in 330 C. E. This city eventually became known as Constantinople. After Constantines reign, power was usually divided between two emperors. One was based in Rome, and one in Constantinople. After the fall of Rome, the eastern half of the empire continued for another 1,000 years. Today we call this eastern empire the Byzantine Empire, after Byzantium, the original name of its capital city. This great empire straddled two continents, Europe and Asia. It lasted from about 500 to 1453 C. E., when it was conquered by the Ottoman Turks. East and west did remain connected for a time through a shared Christian faith. But the church in the east developed in its own unique way. It became known as the Eastern Orthodox Church. Over time, Byzantine emperors and church officials came into conflict with the pope in Rome. The conflict eventually led to a permanent split between the Eastern Orthodox Church and the Roman Catholic Church. Justinian more than anything wanted to restore the Roman Empire, and while restoring it he wanted to include much of the Roman fortifications used in the old Roman Empire. As shown in document 5, Justinian built the Hippodrome which was modeled after The Circus Maximus. Justinian started restoring the Roman Empire by trying to conquer the land that first belonged to the eastern Roman Empire. He gained back southern Spain, all of Italy, and northern Africa. Once he started gaining all this land he had to start to find a way the gain back all the money he spent on conquering land. As shown in document 6, The Byzantine Empire reached its greatest size under Justinian. Because of the location the Constantinople, Justinian had a great advantage because it was right in the center of two cross roads between Asia and Europe, so the empire gained a lot of money in trade because if its location. Because of all these advantages of Constantinople, it was known as the center of power. Without all the contributions Justinian made, the Roman Empire probably wouldn’t have been rebuilt. Out of the many contributions that Justinian gave to the Roman Empire a few stand out. One of the many contributions Justinian made was the building of the Hagia Sophia which was a huge dome like building that when entered gave people the influence of god. In document 3 the Hagia Sophia is described as a spherical-shaped dome that is exceedingly beautiful. The entire ceiling is covered with pure gild, which adds glory to the beauty. The Hagia Sophia was known as a place of god, a place where people worshiped god. This was important because it taught people how important religion was in their lives and the beauty it can bring. Another contribution Justinian gave to the Byzantine Empire was his code of law; his laws kept the empire in order and told people the way to live. According to document 1, people were finding the laws obscure because they had become for more numerous than they should be and in obvious confusion because they disagreed with each other. Justinian preserved them in the Legal Code of Emperor Justinian by controlling their discrepancies with the greatest firmness. That means that he controlled their conflicting ideas by creating this code of law. Justinian created the laws so that everybody had fair rights. Justinian’s main goal in rebuilding the empire was to preserve the Greco-Roman culture. Justinian kept some of the old Roman traditions but fixed them to fit the requirements for the new empire, for example, laws were rearranged to become fair to everybody because many citizens didn’t agree with them and new buildings and structures were constructed which lead to a lot trade and cultural diffusion. Justinian made a large impact to the new empire.