A Critical Analysis of Teaching and Learning Coursework

A Critical Analysis of Teaching and Learning - Coursework Example Therefore, good clinical and academic settings are necessary for students to achieve effective learning results. Consequently, present day nursing educators exert a high value and emphasize much on students to learn in a clinical environment (Doenges & Morehouse, 2003). In this respect, this paper intends to outline instances where teaching and learning are effective in nursing environment. Additionally, it also seeks to outline barriers that exist to effective learning and teaching in the clinical nursing environment and select strategies along with their implementation details and processes. In a nursing environment, one of the instances where teaching and learning is effective is that which has an interactive network between forces present in a clinical setting and that which influences the overall student’s clinical learning results (Ozkahraman & Y?ld?r?m, 2011). It comprises everything that surrounds a student, including clinical staff, equipment, patients, setting, and e ducators (ABA, 2005). Thus, an environment in which a student sets is an imperative element in the whole process of learning. In addition, instances where teaching and learning are effective exist in an environment where practice has a considerable percentage in the overall grading of learning (Andrews & Roberts, 2003). This is because practice provides learning opportunities that enable students to achieve proficient clinical skills as well as the stated outcomes (Begley, 2004). With reference to medics, discrepancy exists between and among theory, practice, and the aspects of both theory and practice. The reason is because practitioners and educators work from different angles. One is from practice while the other is from teaching (Brown, 2005). As such, in order to be in a position to meet the clinical learning requirements of all students, an educator must introduce the spectrum of practice and interaction (Chappell & Aston, 2004). This means that in nursing profession, there mu st be interactions between students and clinical staff since practice is essential for the former’s future exposure to the real market (Clarke, 2003). The third instance in which learning and teaching are effective is where the surrounding environment presents a platform for tackling challenges and engaging in continuous discourse with deep thought (Begley, 2003). In such an environment, students gain an innate understanding of the real nature of their profession (ABA, 2002). Furthermore, students undergo many experiences that are imperative and cognitive for learning exploration and description, hence acquiring or rather attaining the most competent level of knowledge. In a challenging environment, learners participate in qualitative research, which is an ultimate part of effective studying as it provides complex fraternities of understanding and knowledge application (Aston & Molassiotis, 2003). This instance gives room for collection of data rich in phenomenology and reexa mines the experiences that are usually useful and meaningful for attaining a pragmatic outcome. This instant stresses and provides consent for acquisition and practice of ethical codes. All of the three instances stated above are effective because they validate and refer all themes of teaching and learning to original descriptions and formulate, examine, and move significant statements as well as their meanings with regard to the appropriate transcriptions (Condell, Elliot, & Nolan, 2003). They all support the basic and important assets of a conducive clinical learning environment and account for accurate data that are essential for a broader aspect of teaching

Taboo Language In The Elf Classroom English Language Essay

Taboo Language In The Elf Classroom English Language Essay Nowadays, theEnglish language is very important and spread widely all around the world. Everybody has their own reason why they study English language, for example business contacts, study, exams, and for daily life. In fact, the teacher teaches only Standard English in the English classroom. There are few teachers that mention non-standard English such as taboo words in their classroom. What are taboo words? Taboo words aresanctioned or restricted on both institutional and individual levels under the assumption that some harm will occur if a taboo word is spoken. The exact nature of harm to befall the speaker, listener, or society has never been entirely clear (Heins, 2007). We use taboo wordsto be emotionally expressive, but people use taboo words with their friends to show the depth of their relationship and there are many reasonswhy we use taboo words.This essay will show understanding about taboo words. The readers will have better understandingabout taboo words through these qu estions: Why do we have to know taboo words? Why do speakers use taboo English? How often do people say taboo words and who says them? How important of taboo word between L1 and L2. What are the most frequently used taboo words compare with their own language and English language? Why dont students often use taboo words? How do we use taboo words? When should we use taboo words? Why dont teachers put taboo in the lesson? How do they receive taboo? The perspective of taboo words has changed from past to present. Taboo words were unacceptable from ten or fifteen years ago. The BBC has a list of words whichare not allowed to be used on broadcasts but there are increasing use of taboo words in the contemporary media contextas you can see in the present(Arndt, Harrey and Nuttall, 2000).In real life, native speakers dont only the Standard English sometimes they speak slang, taboo words or swear words. When they shout of you with taboo words, do you know what do they want or what dose it mean if you dont know the meaning of taboo word? They might insult you or they might want to hurt or threaten you. The reason that taboo words should be taught parallel with Standard English is because students are aware when they are threatened or are insulted. Its not necessary just for protecting themselves from danger but it is used more and more frequently in everyday speech and is becoming increasingly common in songs particularly in the lyric s of popular hip-hop music, and in the media. There are many studies which have indicated that taboo words occur frequently in everyday speech, especiallyin arguments (Jay Janschewitz, 2008). Reasons for using taboo words depend on the conversational goals of speaker for example feeling (expressing pain, frustration, annoy, anger), adding emphasis to statements whether positive or negative in context.In addition,if youre with a group of close friends, the more relaxed you are, the more you swear (sign of comfortableness).Or the reason of acceptance in some social circle for example, in a group of workmen, they said If you dont join in, you are thought an outside (Wright, 1974).There are a lot ofstudies which have showed that those who swearregularly suffer less from stress than those who do not such as if I say motherfucker it makes me feel better that when I say darn (WEB). There are researches that have indicated that taboo words appear to cause less anxiety when spoken in a foreign language. L1 and L2 are frequently learned in different context. The L1 is learned in the context of family life and thus generally includes emotional extremes and usually also an individuals earliest encounters with the gamut of human emotions (Schrauf, 2000). An L2 is frequently the language of school, work, and professional achievement and thus comes to be associated with emotional control, autonomy, and achievement (Dewaele Pavlenko, 2002).Taboo words are remembered better than nontaboo words that similar idea with research about recalling taboo words has showed that the arousing properties of taboo words produce vivid memories without elaborative processing, which may be sufficient to override the burden of limited attentional resources. On the other hand, nonarousing words rely on elaborative processing for better memories (recalling taboo and nontaboo words, 2008).P eople respond to taboo wordsin L1 better that L2. They have strong reaction to emotionallyladen childhood reprimands in the L1 but not the L2 (Harris, 2003).They prefer to use taboo wordsfrequentlyin their own language more thanEnglish languagebecause they have confidence and they know how to use and when to use it in their own language. In the English language, they lack confidence and experience taboo words because taboo words in English can be expressed in many forms not only in negative form. As mentioned before, international students do not often use taboo in the English language because they are not sure about grammar, situation andlack of confidence. It will not surprise if students do not often use taboo in English language because taboo words can be used in many forms of grammarsuch as noun, verb, adjective or even adverb, for example the word fuck. It can be explained in grammar as following table. The Grammar Of Fuck Anintransitive verb. Jeffry fucks. Atransitive verb. Jeffry fucked Mary. An adjective. Its so fucking cold. As part of an adverb. Jeffry eats too fucking much. As an adverb intensifying an adjective. Jeffry is fucking handsome. As a noun. Jeffry doesnt give a fuck. As aninfix (part of a word). Thats abso-fucking-lutely wonderful! Adapted From: (Hoster, 2005) Other way to be express taboo words in many functions and many feeling The Functions Of Fuck Greetings How the fuck are you? Difficulty I dont understand the fucking question. Fraud I got fucked by the car dealer. Despair Fucked again. Dismay Oh, fuck it! Incompetence He fucks up everything. Trouble Well, I guess Im fucked now. Displeasure What the fuck is going on here? Aggression Fuck you! Lost Where the fuck are we? Disgust Fuck me. Disbelief Unfucking believable. Confusion What the fuck? Retaliation Up your fucking ass. Adapted From: (Hoster, 2005) The Grammar Of Taboo English Use 1. As separate utterances (expletives and abusives): Shit! Jesus Christ! You Bastard! 2. As adsentences (loosely tied to a sentence, before or after): Shit! I forgot all about that. You have to tell me, for Gods sake! 3. As major constituents of a sentence (Subject, verb, adverb etc.): That stupid bastard came to see me. He fucks up everything. He managed God damn it to get his degree. 4. As part of a constituent of a sentence (adjective, adverb:) This fucking train is always late! Hes got a bloody big mouth. 5. As part of a word (compound or derivational, as prefix, suffix or infix): Thats abso-bloody-lutely wonderful news. Thats a fan-fucking-tastic job. Adapted From: (Hoster, 2005) Teachers didnt teach taboo words in the English classroom because they think that its not necessary. In fact, it depends on student needs, for instance people who want to study business. They dont need to study any taboo words because when they do business, they use just terminology words to talk with partner or boss. On the other hand, if they hang out with friends in the evening after work they might have to speak or understand taboo in communication. In additional, hip-hop groups always use taboo words in their music or even in their communications in daily life. So if students want to join in a peer group or they just want to know the meaning of hip-hop song. They need to understand the meaning of those taboo words and know how to use it as well. So teacher cannot decide that they need to teach or they dont need to teach, but it depends on students needs. People think that taboo words should not be allowed to be taught in the English classroom because its rude and inappropriate e specially teacher and older. Taboo words are used in many form not only used to insult or abuse. In some situations, we use taboo words in adverbs to clarify the picture. For example,Jeffry eats too fucking much. It means that he eats a lot more than human being eat. In the present, taboo words are used more openly, publicly and with more confidence than ever before(Hoster, 2005). Another case, teachers do not often teach taboo words in the English classroom because teachers are not familiar to taboo words for the reason that they arent native speakers. There are few natives that teach in Asia,for example in Thailand. Most teachers are Thai people they have few knowledge about taboo words in the English language because they never learn it and they never use it in daily life. If students are interested in this topic, Thai teachers cannot explain to them. If students want to study with natives, they have to pay extra money just for few hours of teaching which is quite expensive. So t hey dont have a chance to learn daily unless Standard English. We learn about taboos through the socialization of speech practices, which creates an oral or folk knowledge of swearing etiquette. Reports that swear words occur frequently in everyday speech are consistent with the argument that native speakers of any culture learn when and with whom it is appropriate to use taboo words (elaborated in Jay Janschewitz, 2008). Everybody has heard taboo or uses taboo words outside the classroom. In reality, there are many ways that we receive taboo words outside the classroom such as friends, movies, television and music. As I mentioned before, television is allowedusing taboo words morefrequently than the past because it might be the best way to communicate. According to Hoster (2005) 75% percent of the respondents in the British study thought Taboo English was a fact of life and acceptable in certain situations.In the present music has became a connection between people although they are different nationality, religion or language. Teenagers exchan ge their culture or language through music. So they can receive taboo words through music and friends who like the same kind of music, especially Hip-hop music. Hip-hop music uses slang and taboo words in the music to make their music is outstanding or to be different. So music is an important way that everyone can receive taboo words. This essay has discussed the taboo words in English classroom which include many topics. For example, the importance of taboo words, the ways people receive taboo words and the reason the teachers dont teach taboo words in classroom. There are few teachers teach taboo words in the English classroom. Although it isnt necessary, it is used in every day life. People who travel on the bus or walk on the street each day, is in agreement that Taboo English was being heard more frequently in the public arena. Moreover, these teachers were in agreement that the younger generation was using taboo language more frequently in public.à  Ã‚ ¸-à  Ã‚ ¸Ã‚ ³Ãƒ  Ã‚ ¹Ã¢â‚¬Å¾Ãƒ  Ã‚ ¸Ã‚ ¡Ãƒ  Ã‚ ¸Ã¢â‚¬Å¾Ãƒ  Ã‚ ¸Ã‚ £Ãƒ  Ã‚ ¸Ã‚ ¹Ãƒ  Ã‚ ¸-à  Ã‚ ¸Ã‚ ¶Ãƒ  Ã‚ ¸Ã¢â‚¬ ¡Ãƒ  Ã‚ ¹Ã¢â‚¬Å¾Ãƒ  Ã‚ ¸Ã‚ ¡Ãƒ  Ã‚ ¹Ã‹â€ Ãƒ  Ã‚ ¸Ã‚ ªÃƒ  Ã‚ ¸Ã‚ ­Ãƒ  Ã‚ ¸Ã¢â€ž ¢Ãƒ  Ã‚ ¹Ã¢â€š ¬Ãƒ  Ã‚ ¸Ã… ¾Ãƒ  Ã‚ ¸Ã‚ £Ãƒ  Ã‚ ¸Ã‚ ²Ãƒ  Ã‚ ¸Ã‚ °Ãƒ  Ã‚ ¸Ã¢â‚¬Å¾Ãƒ  Ã‚ ¸Ã‚ £Ãƒ  Ã‚ ¸Ã‚ ¹Ãƒ  Ã‚ ¹Ã¢â‚¬Å¾Ãƒ  Ã‚ ¸Ã‚ ¡Ãƒ  Ã‚ ¹Ã‹â€ Ãƒ  Ã‚ ¹Ã†â€™Ãƒ  Ã‚ ¸Ã…  Ãƒ  Ã‚ ¹Ã‹â€ Ãƒ  Ã‚ ¹Ã¢â€š ¬Ãƒ  Ã‚ ¸Ã‹â€ Ãƒ  Ã‚ ¹Ã¢â‚¬ °Ãƒ  Ã‚ ¸Ã‚ ²Ãƒ  Ã‚ ¸Ã¢â‚¬Å¡Ãƒ  Ã‚ ¸Ã‚ ­Ãƒ  Ã‚ ¸Ã¢â‚¬ ¡Ãƒ  Ã‚ ¸Ã‚  Ãƒ  Ã‚ ¸Ã‚ ²Ãƒ  Ã‚ ¸Ã‚ ©Ãƒ  Ã‚ ¸Ã‚ ²,tabooà  Ã‚ ¸Ã…“à  Ã‚ ¹Ã‹â€ Ãƒ  Ã‚ ¸Ã‚ ²Ãƒ  Ã‚ ¸Ã¢â€ž ¢Ãƒ  Ã‚ ¹Ã¢â€š ¬Ãƒ  Ã‚ ¸Ã… ¾Ãƒ  Ã‚ ¸Ã‚ ¥Ãƒ  Ã‚ ¸Ã¢â‚¬ ¡, à  Ã‚ ¸Ã¢â‚¬Å¾Ãƒ  Ã‚ ¹Ã‹â€ Ãƒ  Ã‚ ¸Ã‚ ²Ãƒ  Ã‚ ¹Ã¢â€š ¬Ãƒ  Ã‚ ¸Ã‚ £Ãƒ  Ã‚ ¸Ã‚ µÃƒ  Ã‚ ¸Ã‚ ¢Ãƒ  Ã‚ ¸Ã¢â€ž ¢Ãƒ  Ã‚ ¹Ã‚ Ãƒ  Ã‚ ¸Ã… ¾Ãƒ  Ã‚ ¸Ã¢â‚¬ ¡Ãƒ  Ã‚ ¹Ã¢â‚¬Å¾Ãƒ  Ã‚ ¸Ã‚ ¡Ãƒ  Ã‚ ¹Ã‹â€ Ãƒ  Ã‚ ¸Ã‚ ªÃƒ  Ã‚ ¸Ã‚ ³Ãƒ  Ã‚ ¸Ã¢â‚¬Å¾Ãƒ  Ã‚ ¸Ã‚ ±Ãƒ  Ã‚ ¸Ã‚  A project commissioned by the British Broadcasting Standards Commission in 1999 investigating audience attitudes towards taboo words, found that just over half (54%) of the respondents thought that there was too much swearing and offensive language on television However, other participants, notably those who travelled on the bus each day, were in agreement that Taboo English was being heard more frequently in the public arena. I am becoming more aware of younger people swearing more openly, publicly and with more confidence than ever before. When I travel by bus, I hear most of these words quite frequently. Especially in the mornings from high school students. If the pedestrians are passing groups of school children they will hear a lot of swearing.

Shakespeares Macbeth - The Character Flaw :: GCSE English Literature Coursework

Character Flaw of Macbeth Everyone who is mortal has at least one flaw. Some flaws are more serious than others. For example, some people have addictions to gambling, while other people can not remember to put milk away after they use it. After a while though, a person's flaws come back to haunt them.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The tragedy MacBeth is no exception to this rule. In it, many of the characters die. The reason is that they have a flaw that eventually leads to their downfall. Not every character is deserving of his fate though. Some characters have a minor flaw that should not lead to their death. Others, however, have a major flaw that eventually leads to their death.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   MacBeth kills the first Thane of Cawdor for trying to lead a revolution against England. His fatal flaw was that he was, according to Ross, "a disloyal traitor". The thane of Cawdor was greedy and wanted the throne of England for himself. As a result, he was murdered. His murder was not really disheartening, though, because the Thane of Cawdor deserved his fate. He was leading a battle in which many lost their lives for the sake of greed, and deserved to die because of his flaw. Duncan was the King of England, and was murdered by MacBeth. He was murdered because in order for MacBeth to fulfill his plan and become king, Duncan would have to die. Duncan's fatal flaw was that he was too trusting. For example, he thought that none of his friends could really be enemies. If Duncan was more careful about his safety at MacBeth's castle, he may have had a chance to survive. However, Duncan's flaw was not something so horrible that he should die beca use of it.   Ã‚  Ã‚  Ã‚   Most people need to trust each other more, and just because one person did, he should not have to die for it. MacBeth's former best friend, Banquo, was also killed by MacBeth. Banquo was killed because he knew too much about the murder of Duncan. That was not his fatal flaw, though. Banquo's fatal flaw was that, although he knew that MacBeth killed Duncan, he really did not do anything about it.   Banquo had many opportunities to tell someone such as MacDuff

Effective role model for the standards of behaviour Essay

To insure that I am an effective role model for students I would promote good behavior skills, as if I felt any negativity I would deal with if quickly and effetely away from the classroom. To ensure that I am working in a positive way, good leader skills and knowledge is an important factor between myself and staff. This then would follow though and create a safe climate of security and good order that supports students in managing their personal behaviour. To understand correct behaviour with in the school grounds. I would check on a regular basis the behaviour policy, in which this should describe clearly ways in which adults promote positive behaviour and respond to inappropriate behaviour. However, no policy, will altered students behavior by itself. It is the quality of the staff’s interactions with the students that will make the biggest impact on students behaviour. With the following here would be some key factors on how to raise standards of behaviour, however theses must be done consistently. †¢ consistent good teaching will promote good behaviour in students and this will have an impact on the whole class and teaching. †¢ positive strategies for managing students behaviour this will then help students understand their school’s expectations, also this may reflect on the behaviour out of school grounds and continue to act in a good manor. †¢ a clear range of rewards, which are applied consistently though out the school and staff. †¢ good behaviour has to be learned – so schools must adopt procedures and practices that help students learn how to behave, in and out of school grounds and towards each other. †¢ Good behaviour has to be modelled by all staff all of the time in their interaction with students. It is very important that teachers and myself are consistent in the way they managing students behaviour. By acting in a positive way around students and stuff and keeping it consistent, this will have a strong impact upon a student. By creating relationships and positive attitudes can give a big impact on successful learning. By developing these skills as a teaching assistant with enhance their ability to influence others, guide, encourage and direct students to achieve their full potential. To lead a class confidently and affectively, I will need to take some to think about  strategies as to students a teaching assistant is a role model of behaviour in school. To have good interactive skills with the students would be key. To be able to balance correction with praise and encouragement, use rewards and consequences consistently, to teach students right from wrong, positive from the negative. Planning alternatives to confrontation and knowing how to help when necessary. When giving praise to students who are achieving their best, it mustn’t be forgotten to encourage those who are trying but may still be struggling and not fully understanding (this then may lead to negative behaviour). These sort of students may be lacking confidence and may need to be shown more positive reinforcement. This will be take time and commitment from the teaching assistant, teacher and parents. Also showing respect to all students, this will include listening to them and preserving the ir dignity. To make sure that you build up relationships and trust with the students, by just a simple greeting in the morning, sharing experiences with them and to demonstrate an interest and an understand of their world. Listening to student suggestions is another way of building trust and relationships, this could also reflect on their behaviour. Such as, if a student was acting in a negative way you could suggest to them what should be expected of them and how misbehaviour should be addressed, this may work as then the student would be more responsive to rules they helped to created. Being consistent remains a key factor though out being a teaching assistant, with this it means that behaviour, learning, friendship building and everyday activity’s shall be come a routine. To lead a class confidently and affectively, I will need to take some to think about strategies as to students a teaching assistant is a role model of behaviour in school. To have good interactive skills with the students would be key. To be able to balance correction with praise and encouragement, use rewards and consequences consistently, to teach students right from wrong, positive from the negative. Planning alternatives to confrontation and knowing how to help when necessary. When giving praise to students who are achieving their best, it mustn’t be forgotten to encourage those who are trying but may still be struggling and not fully understanding (this then may lead to negative behaviour). These students may be lacking confidence and may need to be shown more positive  reinforcement. This will take time and commitment from the teaching assistant, teacher and parents. Also showing respect to all students, this will include listening to them and preserving their dignity. To make sure that you build up relationships and trust with the students, by just a simple greeting in the morning, sharing experiences with them and to demonstrate an interest and an understand of their world. Listening to student suggestions is another way of building trust and relationships, this could also reflect on their behaviour. Such as, if a student was acting in a negative way you could suggest to them what should be expected of them and how misbehaviour should be addressed, this may work as then the student would be more responsive to rules they helped to created. Being consistent remains a key factor though out being a teaching assistant, with this it means that behaviour, learning, friendship building and everyday activity’s shall be come a routine.

Potential hazards Essay

Doors are being left open is a big hazard because it opens a various amounts of hazards such as the children walking through the nursery alone without supervision. Having a doors open can also allow people to come into the nursery which jeopardizes the safeguarding of the nursery. The nursery overcomes this by having code locks on all entrances of the nursery as well as all of the internal doors. Hazard number two: sharp objects. In Nursery the children have a craft area and there are pots of scissors on a top a cupboard that the children can reach, this is a hazard because event thought they are safety scissors they are still sharp and can cause harm to the children. Another sharp objects that can be found around nursery can be the knifes at dinner time, they have to make sure that they are rounded and blunt in case the children dropped them on the way to their tables. Hazard number three: sockets. As the nursery is an old building the sockets and electric works are low down so if the plug sockets do not have a safety plug in the children run the risks of shoving objects in to the sockets and electrocuting themselves. The positioning of the sockets are positioned low to the floor to prevent a trip hazard. Hazard Number four: slip hazards. With the nursery providing drinks throughout the day and liquids there is a potential hazard of the children slipping and hurting themselves. To prevent this the nursery does regular checks of the toilet because the children wash their hands they drip their hands and they monitor the children when they have a drink. Hazard number five: hot food temperatures. In the nursery they operate a self-serve lunch service so when they give the children the food they have to make sure that the food is not hot enough for them to burn them if they drop the food as well as when the children eat the food that it is not to hot that they burn themselves when eating the foods. During food preparation the food has to be heated to a high temperature to kill off any bacteria that can cause disease. Hazard number six: registers.