...DYSLEXIA Published online 17 December 2008 in Wiley InterScience (www.interscience.wiley.com). DOI: 10.1002/dys.379 & INNOVATIONS AND INSIGHTS E ditorial note. There has been a lot of clinical speculation about the ‘survival value’ of dyslexia. If one takes an evolutionary perspective, the cognitive skills associated with being dyslexic must have some value—something Scott (2004) and this article speculate on. In addition, the comments that dyslexics tend to do rather better at three-dimensional spatial skills and ‘Gestalt’ overviews of situations are touched on. The idea of dyslexia not being a disorder is one that I personally like. I often look upon dyslexia as an individual difference in learning styles—one might describe me as being, for example, ‘dysgolfic’, but luckily, playing golf does not impinge on my every day life! As always with Innovations and Insight, the objective is to put an idea out there and invite people to comment and also undertake some research in the area. Scott N.R. (2004) Dyslexia and Counselling, Whurr/Wiley. Copyright r 2008 John Wiley & Sons, Ltd. DYSLEXIA 15: 363–366 (2009) 364 Innovations and Insights Dyslexia, Not Disorder K. Ehardt Washington When examining dyslexia, one must address the paradox of how a disorder that is both heritable and disadvantageous can be so common (Keller & Miller, 2006). There is a range of estimates on the occurrence of dyslexia, with the higher end reaching 8% of the population...
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...VARK Analysis Paper NRS-429V June 23, 2014 VARK Analysis Paper Learning styles or preferences are based on personal characteristics, preferences or individual strengths. It can be important for students to know or be familiar with their specific style of learning, so that they can develop learning strategies that can help them be successful in the material being studied. You can use tools to help ascertain the specific learning styles, like the VARK questionnaire. It provides an insight to how you “take in and give out information” (Fleming, 2014, FAQ). Also, it can help to isolate and identify strategies based on your identified learning preference. Based on the Vark questionnaire taken, my learning preference is multimodal. The multimodal preference may consist of two or more learning styles, which are comprised of Visual, Aural, Read/Write, and Kinesthetic (VARK). The results were as follows: * Visual: 8 * Aural: 3 * Read/write: 6 * Kinesthetic: 7 The results reflect a strong preference to Visual, Read/write, and Kinesthetic (VRK). The multimodal preference can prove beneficial to learning information, but can also have drawbacks. With a multimodal approach to learning one can employ different means of processing the information whether it is being presented through visual presentations, lectures, demonstrations, or reading assignments. The student can adapt or match a preference with what is being presented (Fleming, 2011). In contrast...
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...Application Form Staffordshire and West Midlands Community Rehabilitation Company is committed to equal opportunities in employment. We therefore welcome job applications irrespective of your gender, race, disability, religion, sexual orientation, ethnic or national origin, trade union activity and age. Please complete all sections of this form accurately, as it forms the initial stage in the selection procedure. It is important that you read the guidance notes before completing this form. The form should be PRINTED/TYPED or written in BLACK ink or ball point pen for photocopying. CVs and/or emails will not be accepted. Canvassing will disqualify applications. If you have a disability which makes it difficult for you to complete the application form, please contact the Human Resources Department who will endeavour to make alternative arrangements for you. VACANCY DETAILS Job Title: Ref: Location: Local Deliver Unit/Division: PERSONAL DETAILS (BLOCK CAPITALS PLEASE) Forename(s): Surname: Previously known as: Preferred title (Dr/Mr/Miss/Mrs/Ms): Address: Post Code: National Insurance Number (NI): / / / / Home telephone number: Mobile telephone number: Email address: Current full driving licence: Yes 0 No 0 Number of years held: JOB SHARE All jobs are open...
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...[pic] Flavorite Hydroponic Tomatoes Pty Ltd Office use only |INTERVIEW: |Date/Tick | | | | |Resume/CV Included | | | | | |Declaration signed | | | | | |Skills/Experience sheet | | | | | |Copies of licences & certificates | | | | | |Reference check completed | | | | | |Australian work rights confirmed | | | | | |Interview notes completed | | | | | |INDUCTION: | | | | ...
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...the language supports seen in my clips is the note taking guides the students are making during the second clip. I write the notes using a modified Cornell note system on the board and the students are expected to copy the notes in the same format on their own paper. I have found that this helps keeps the students focused on the tasks at hand. Additionally, it helps students keep their information organized in a logical manner that can be easily referenced later. When having the students take notes, however, it is important that I visually check in with the students frequently to make sure that they all have time to write the notes before I move on to the next main step. A modification for this note taking guide is made for two of my students with IEPs/504 because they need more processing time to understand the information; additionally one of these students has dyslexia so having to write down the information on her own slows her down considerably. This support allows those students to keep the same pace as the...
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...Marking Grid This marking grid is to be used in conjunction with the marking criteria [reference June 2004]. Level: 1 Module No: B71S03 Module Title: Health Information and Technology Identification No: 21955 Assignment Title: Evaluating a Health Promotion Website |Structure | | | | | | | | |Literary style | | | | | | | | |Definition of topic / appropriate focus | | | | | | ...
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...romantic. I like to think of myself as quite skilled in the subject of English and Literature, so I figured I could just grin and bear it and get through this reading easily using my same old strategies. I immediately found out that this was not going to be the case. Sacks is clearly a well-educated and experienced man, and it shows in his writing. A lot of the vocabulary utilized stumped me to the point where it made grasping the gist of the reading difficult. Although I have to admit once I got past the boring introduction of Temple Grandin’s autism, I was quite interested in reading more. I was very interested in reading and learning about autism once I was able to focus. The reading is about Temple Grandin, a high-functioning autistic, who has accomplished a variety of things in her life. I had never heard of her before but after reading this chapter I was very interested in her and autism itself. I happen to know some people that are autistic so this reading definitely allowed me to empathize more with them now that I understood their condition. One specific thing I learned which I thought was interesting was that individuals with autism often experience other disorders. “The genetic form may be associated, in the affected individual or family, with other genetic disorders, such as dyslexia, attention deficit disorder, obsessive-compulsive disorder, or Tourette’s syndrome.” (248) When I learned that autistics have a common ground with animals that they can understand...
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...NUMBER APPLICATION FOR AN ACADEMIC POST Application for the post of: Ref: Please complete this form in type or in black ink. If there is insufficient space for your information continue on a separate sheet of paper. YOUR DETAILS Surname: Forename(s): Title: Address: Postcode: Home Telephone: Work Telephone: Mobile: Email: When is the best time to contact you? REFERENCES Name, postal address, email address and position of three persons, including your existing or last employer, to whom reference may be made in support of your application concerning your professional ability and performance at work. Please indicate if we can take up references immediately. Refs 1. Name: Relationship No Address: Tel No: 2. Name: Email: Refs No Relationship Address: Tel No: 3. Name: Email: Refs No Relationship Address: Tel No: ACADEMIC APPLICATION Can we contact you at work? No Email: DECLARATION I confirm that the information provided is true and correct, and understand that providing false or misleading information will disqualify me from appointment, or if appointed, could lead to termination of appointment. Additionally, I understand that if I am applying for a post within the Brighton and Sussex Medical School (a joint venture between the Universities of Brighton and Sussex with the involvement of local NHS trusts) it may be necessary for the information I have supplied to be shared with these other organisations. Under the terms of the Data Protection Act I give my consent...
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...Assessing learning • Evaluation Taking each of these points into consideration in one’s teaching is vital and essential for effective teaching and learning. For example identifying learner needs before the start of any course or session is important because each learner is different. The latter can be done by variety of methods such as asking questions (application form, interview), review any previous reports/results. Also it is vital to determine whether the learner has any additional needs or if there are any language needs as well. Each of the points in the teaching and learning cycle impacts on one another and not to include any would mean that you are not carrying out your role to the best of your ability. As a teacher/trainer you have to be professional in your role, be prepared, be firm but fair, engage your learners, provide resources, complete and maintain documentation and understand your duty of care to your learners. For me one of the most important roles of a teacher is to evaluate and reflect on your teaching by continuously assessing the learners and asking for their feedback during or after each session. In my work we do this via a plenary after a session and though anonymous feedback evaluation sheets after each module or drop in session. This allows you find out if your learners are ‘learning’ and thus you can implement any changes if needed and try to achieve best practice. 1.2 Before 2010 there were many acts and regulations present which covered and...
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...ome tough choices that we need to make. More so, if we are about to begin a new chapter of our lives, like, getting married, moving out, or deciding on which college course to take. A quarter of our lives are spent deciding on the perfect course but with all the time that we had, why is it that we still doubt the career path that we have taken? Passion. When a student finally decides to follow his own passion and not that of his parents, course crisis would start to arise. It is in man’s nature to have freedom of self-expression and so in the midst of finishing a degree, he decided to change courses, one that is more his own. True Calling. Most of us pick our courses because of influences. We are still very indecisive at this stage and would take whatever solution is presented to us. What if we finally discover what we are truly meant for? What if we realize that we should be doing something on another field. What then? Do we still continue? Just study again? Maybe this moment of thought will just go away by itself? I don’t think so. Job Market. Let’s be honest. Money is probably the most influential driving force why we choose our courses. What if right when we are in the middle of finishing our studies there’s a sudden change in opportunities. Take Nursing for example, itâ €™s the hottest trend in college education but we are hearing recent news that there is an oversupply of nurses in the country. Would you shift to a more in-demand education or try to wait it out and...
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...Mentoring and enabling learning in the practice setting A reflective account of my experience of facilitating learning, assessing and teaching a student or co-worker, and how this experience will inform my future development within the mentor or practice teacher role. Student Number: 2930211 Word Count: 3150 Part 1: Introducing the Mentorship role I am a band five registered paediatric nurse based on an orthopaedic and spinal surgical ward in a tertiary paediatric hospital. I am currently engaging in completing my training to become a qualified mentor. This reflective account details my experiences assessing, teaching and facilitating the learning of a student during their practice based learning, and how this experience may affect my future practice. Throughout the account, in order to protect the identities of people, trust and clinical setting involved confidentiality will be maintained via the use of pseudonyms or omission of names (Nursing and Midwifery Council (NMC), 2008a). The function of practice based learning is to provide experience, serving an important role in developing the skills of the student in interacting with patients and their families assisting in technical, psychomotor, interpersonal and communication skills (Ali and Panther, 2008). Practice based learning provides an opportunity to link theory and practice, and promotes professional identity development (Fishel and Johnson, 1981). Practice based learning is also crucial in the profession of nursing...
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...Unit 13 Managing Human Resources in Health and Social Care 1.1 Explain the factors to be considered when considering the recruitment of individuals to work in health and social care The first factor to be considered when planning employment is the overall aim of the recruitment with a particular focus on what the organization wants to achieve. For example, whilst some recruitment may be to replace an existing worker due to retirement or career advancement, other recruitment may be due to the creation of a new job role. In the latter case, the organization needs to have a clear understanding of the skill set, competence, education and experience levels of the individual they want to recruit. From this, the organization then needs to consider the availability of workers, that fulfill the job requirements, that either already work for the organization or who reside within the area. If such workers are not available, the organization must then consider the financial implications associated with either training individuals to the required levels or offering remuneration and relocation incentives to encourage skilled workers in from other areas. Once these decisions have been made, the organization then needs to consider how to attract the right candidates for the available roles. Advertisement of jobs in areas where there are adequate skilled workers in the local area is commonly carried out in local newspapers and in the local Job Centre, however, where this local skilled...
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...The Learner Journey What happens after I return my enrolment form? An email will be sent to you when your form has been received and registered on our system. We will then call you and go through an eligibility check over the phone to confirm your eligibility to study and to complete the enrolment process. Starting your course Once you have completed your eligibility check you will receive your username and password via email within 7 days. You can then begin your course. Your course induction When you log on, the first thing you will be asked to complete is an online induction. You should complete your induction no later than 7 days after you receive your username and password via email. You may be withdrawn from the course if you do not complete your induction. Your course deadlines will then be activated and will appear in your action plan. Course deadlines The course requires a minimum of 10 hours per week study time. Your first Unit Assessment will be due no later than 2 weeks after completing your induction. If you do not submit Assessments and complete the course within the timeframes outlined in your action plan you may be withdrawn and charged an administration fee. Please get in touch if you are unable to meet your deadlines before the assessment due date, as we may be able to grant you a short extension. About the course materials and Assessments All course materials for each Unit can be found on the vision2learn platform. The Assessment...
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...MENTORSHIP IN HEALTH CARE SETTINGS Section 2: Role of the Mentor Critically analyse the role of a mentor, refer to the different aspects of the role and link analysis to specific requirements and standards for mentorship for your profession. Forefront Several definitions of the role of a mentor have evolved over the years, for a variety of professions (Gopee, 2011) as too have the requirements for mentors within the health profession. The current definition from the Nursing and Midwifery Council (NMC, 2008a) states that “A mentor is a registrant who has met the outcomes (of a mentor preparation course) and who facilitates learning, supervises and assesses students in a practice setting” (NMC, 2008a). The role of a clinical nurse mentor is described as someone who supervises, teaches and assesses student nurses in a practice setting (Jokelainen et al, 2011, Ousey, 2009), although the role is more complex in that a clinical nurse mentor needs to process the ability to select and support learning opportunities, they have a responsibility to manage diversity and equality, be accountable and ensure standards are maintained (NMC, 2008a). This is supported by Jokelainen et al (2011) who describes mentoring as being complex due to contextual, collegial, pedagogical and clinical teaching. Student nurses are supernumerary in the practice placement, meaning they are there as learners even though they must make an active contribution to the work of the practice area (RCN, 2007). Their...
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...Mentoring and enabling learning in the practice setting A reflective account of my experience of facilitating learning, assessing and teaching a student or co-worker, and how this experience will inform my future development within the mentor or practice teacher role. Student Number: 2930211 Word Count: 3150 Part 1: Introducing the Mentorship role I am a band five registered paediatric nurse based on an orthopaedic and spinal surgical ward in a tertiary paediatric hospital. I am currently engaging in completing my training to become a qualified mentor. This reflective account details my experiences assessing, teaching and facilitating the learning of a student during their practice based learning, and how this experience may affect my future practice. Throughout the account, in order to protect the identities of people, trust and clinical setting involved confidentiality will be maintained via the use of pseudonyms or omission of names (Nursing and Midwifery Council (NMC), 2008a). The function of practice based learning is to provide experience, serving an important role in developing the skills of the student in interacting with patients and their families assisting in technical, psychomotor, interpersonal and communication skills (Ali and Panther, 2008). Practice based learning provides an opportunity to link theory and practice, and promotes professional identity development (Fishel and Johnson, 1981). Practice based learning is also crucial in the profession of nursing...
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