Sample of Abstract of Extended Essay

Sample of Abstract of Extended EssayNow that you have written your extended essay in English, a sample of abstract of extended essay IB English is required by most colleges to evaluate how well you wrote the essay. This sample is a kind of reference for the next essay you will write. While writing this type of essay, remember that you should keep to the topic you chose, its structure and the tone you used in writing it.When writing the essay, be sure to include a thesis statement. In order to form the basis of your essay, have the subject of your essay and why it is needed in your sample of abstract of extended essay IB English before writing your essay.You can use the sample of abstract of extended essay IB English in any essay you are writing. It is ideal to read through the sample essay and let the ideas sink in. A written assignment in this format can be taken and used as a guide or a model essay that can be used by other students. It is recommended that you do not include any qu estions in your essay.Each student who writes an essay will write the essay differently. Students who use the sample will find the sample and use it to enhance their essays. Instead of writing a new essay each time you write an essay, you can reuse your sample by referring to it when you need a new idea.A high school student or college student has to write essays all the time to express something about themselves. The same goes for college students who are attending university to get a degree. Writing is a critical part of the education process and you must always write it well in order to graduate from college.A sample of abstract of extended essay IB English is required by most colleges to evaluate how well you wrote the essay. While writing the essay, be sure to include a thesis statement. In order to form the basis of your essay, have the subject of your essay and why it is needed in your sample of abstract of extended essay IB English before writing your essay. A written assign ment in this format can be taken and used as a guide or a model essay that can be used by other students.The sample can be used in your essay as a guide. For example, you can take the subject matter and have the essay on the topic that you chose as the focus of your essay. The point of the sample is to give you the ideas that you need and a tool to help you express yourself.Instead of writing a new essay each time you write an essay, you can reuse your sample by referring to it when you need a new idea. It is recommended that you do not include any questions in your essay. A written assignment in this format can be taken and used as a guide or a model essay that can be used by other students. It is recommended that you do not include any questions in your essay.

Autonomy And Independence In Social Care Social Policy Essay Essays

Autonomy And Independence In Social Care Social Policy Essay Essays Autonomy And Independence In Social Care Social Policy Essay Essay Autonomy And Independence In Social Care Social Policy Essay Essay This study will critically research how far societal attention statute law and policies have contributed to the liberty and independency of people with larning disablement jobs. The study is divided in four chief inquiries that will take to an advanced apprehension of the subject. It begins by specifying the word larning disablement in societal attention, followed by an account of what the attention needs of people with disablement jobs are. A treatment on why it is necessary to advance the liberty and independency of handicapped people will be followed by a description of related statute laws such as disablement favoritism act. In analyzing the statute law, it will be shown how far it has contributed to the liberty and independency of people with disablement. Explain WHAT THE CARE NEEDS OF PEOPLE WITH DISABILITY PROBLEMS MAY BE. A definition of larning disablement is included in the â€Å"Valuing People† and provinces that larning disablement includes the presence of: â€Å"A significantly reduced ability to understand new or complex information, to larn new accomplishments ( impaired intelligence ) , with a decreased ability to get by independently ( impaired societal operation ) ; which started before maturity, with a permanent consequence on development† ( DoH 2001 ) . The impact of disablement motion on concerns and service proviso are major, as accommodating to the handicapped demands by physical alterations, such as inclines, lowered light switches and lowered response desks and payphones. The impact of the Social Policy of Britain has been impacted really profoundly, and has been able to do important betterment non merely to the persons who have disablement but to the general populace. ( Borsay, 2005 ) The country of wellness entree is going a major concern. This is due to a figure of other factors, which include. The increased length of service for people with larning disablements with the manifestation of different wellness concerns linked to age. The endurance of kids with multiple disablements into grownups with complex demands. The acknowledgment of certain conditions linked to specific disablements such as Alzheimer s and Down s syndrome. The advancement of deinstitutionalisation is about complete and the staying big institutions/hospitals are shuting and the developments of services in the community are faced with challenges. ( Swain et al, 2003 ) Some of these factors were antecedently identified within the papers â€Å"Signpost for Success† DoH ( 1998 ) and are once more mentioned partially in â€Å"Valuing People† DoH ( 2001 ) . Besides within the White Paper â€Å"Valuing People† is the acknowledgment that people with larning disablements holding higher wellness demands than the general population ( DoH 2001 p6 ) . These wellness demands are as a consequence of increased incidence of epilepsy ; intellectual paralysis prevalence for both of these conditions is thought to be three times higher than the general population ( Drake,2002 ) , ocular jobs, hearing troubles and increased alveolar consonant demands. It is recognised that persons with acquisition disablements are sometimes deprived of the best criterion of wellness attention service expected by people who do non hold larning disablements ( Drake, 2002 ) . In fact despite their higher wellness demands people with larning disablements entree primary wellness attention less than the general population ( Shakespeare, 2003 ) . It is indispensable that this inequality of attention be addressed and unless this is done with the support of the specializer services, and community larning disablement nurses in peculiar, the health-related demands of people with larning disablements will go on to be overlooked ( Oliver et al,1996 ) . DISCUSS WHY IT IS NECESSARY TO PROMOTE AUTONOMY AND INDEPENDENCE Autonomy refers to the recognition that a patient is an person who is besides allowed to be given basic rights like the right to information, the right to have attention and intervention and the right to confidentiality ( Dalley, 1991 ) . When a patient understands clearly the effects of following or declining his intervention which is called the rule of informed consent, should be the chief thought in the attentions mind when suggesting any signifier of intervention ( Dalley, 1991 ) . The cardinal quandary is that of equilibrating the person s liberty and civil autonomy with the demand to protect both the person and the populace from perceived hazard. In add-on, how far should larn disablement go in keeping a map of societal control? Swain ( 2003 ) believes that when a nurse does non admit their function as an agent of societal control, that fuel the populace s misconceptions that environment larning disablement. The word ‘care is every bit misdirecting its application of caring for ; ( protect ion/supervision ) and caring for ; ( worry or show concern ) . From the position of people with disablements, protected or supervised can sound patronising and disempowering. The demand for supervisory attention undermines the populaces ability to see people with damage as independent people. To most people the term ‘care high spots a dependence as do most of the charities set up to back up the demands of people with disablements. ( Borsay,2005 ) Medical services entirely are unable to authorise a individual with a disablement to populate independently in the community. The proviso of the right equipment and comfortss would authorise the individual to exert more control over their life. This can merely be achieved by the individual with the damage make up ones minding on the degree of attention that is provided and the equipment required for them to accomplish ego fulfillment. The Care Standards Act 2000 gives independency but non autonomy and once more restricted by fiscal restraints. We frequently see fund raising strategies to raise money to buy wheelchairs for kids with multiple induration and spasticity as the specializer equipment gives them the freedom of mobility with out high dependence. This equipment is non available through the public assistance system ; nevertheless we do pay ?3,800+ per hebdomad for people to go to drug rehabilitation units to assist them recover control of their lives. Swain and Cameron define liberty as the ability to do knowing penchants sing attention program and execution, ( Swain et al, 2003 ) . DESCRIBE THE RELEVANT LEGISLATION AND POLICY Peoples with disablements face favoritism from a defect or loophole in the very statute law that is set up to protect them from favoritism ; by allowing the rights of owners and concerns to do merely ‘reasonable accommodations to undertake disenabling barriers. Due to the land of fundss, preservation and practicality, handicapped people are non treated reasonably due to impairment ( Disability Discrimination Act, 1995 ) . These barriers can be reflecting in the statistics published by the Disability Rights Commission in 2005, proposing merely half of handicapped grownups at working age are in employment, compared with four out of five non-disabled people in employment. The DDA 1995 was introduced to forestall people with disablements from being discriminated on their rights to employment, lodging and entree to installations or services. The stipulates accommodations required by employers but merely for employers who employ 15 people or more and sensible accommodations made by lodging associations to supply entree to lodging. The word reasonable can be understood or explained in assorted ways which lives an unfastened door to some private landlords whom can know apart on the evidences that they can afford to do the accommodations required. Structures of the edifices do non necessitate to be changed and an alternate entree can be made. This is already handling handicapped people otherwise on evidences of damage and seting a monetary value ticket on their equality and disempowering people with damages. ( Barnes, 2002 ) ANALYSE HOW FAR THE LEGISLATION/POLICY OUTLINED CONTRIBUTES TO THE INDIVIDUAL S AUTONOMY AND INDEPENDENCE. Merely in 1995 it became illegal in Britain to know apart against handicapped people ‘in connexion with employment, the commissariats of goods, installations and services and instruction . The ‘weak and toothless jurisprudence of 1995, was amended after the Particular Educational Needs and Disability Act was implemented in 2001, which made it improper for instruction suppliers to know apart against handicapped students, pupils and grownup scholars. The disablement Rights committee in add-on to other disablement bureaus are pressing the authorities to adhere to new programs to turn to the low expected institutes and systems to be able to supply premium, service for all particular demands people. ( Oliver, 1996 ) Before the Disability Discrimination Act, handicapped people could lawfully be refused employment by employers. The handicapped people will unreasonably match to occupations of lower position and lower wage occupations, as a consequence of hapless foundation schooling and the deficiency of chances that was made available for the handicapped, as mentioned earlier. The stigmatism occurred when the disabled were deemed as ‘unemployable and those who were in employment were openly discriminated against, due to the bulk sentiment. Employers had a stereotyped mentality to the ability and degree of productiveness of handicapped people. The authorization of the handicapped people is an country of reference. The rise of the disablement motion has been based on authorization of themselves, as it has been chiefly led by the handicapped themselves. This encourages the handicapped users of service to denote integrity, and to supply the people of the society a position of ‘ability as opposed to ‘disability . The Community Care Act 1996 is a clear illustration of efforts of increasing the employment for handicapped people. This has had many benefits as the authorities allows local governments to let go of financess straight to service users, who purchase their ain services and allocate the services to which they assess as being eligible. It empowers the users to measure their ain demands and decide which services cater for their specific demands. The amendments to the jurisprudence suggest that the society every bit good as the authorities were neglecting in supplying handicapped people with what they required as worlds. British society by doing necessary versions to Torahs and services automatically give in to the statement that disabled people were non treated every bit, were non provided for every bit and were non perceived as equal to those without disablement. The significance of the credence of the handicapped people may be more satisfying to them as opposed to the statute laws that were amended to supply for demands, although I do non minimize the benefit that came out of the amendments. The manner in which they were addressed has besides been impacted as they were called â€Å"crippled† which may hold been violative, to the more recognized â€Å"people with disability† . With respects to the societal theoretical account the authorities has failed to carry through their full intent of supplying for all, hence has impacted them by coercing them into doing alterations. ( Cameron, 2003 ) The impact of disablement motion on concerns and service proviso are besides major, as accommodating to the handicapped demands by physical alterations, such as inclines, lowered light switches and lowered response desks and payphones. The impact of the Social Policy of Britain has been impacted really profoundly, and has been able to do important betterment non merely to the persons who have disablement but to the general populace. However, Borsay ( 2005 ) argues that there are many countries in the act ( DDA ) that have loop holes such as instruction and conveyance, and this makes it far from comprehensive. The Act negotiations about the conveyance demands but yet it merely talks about how the new conveyance have to run into minimal entree criterions for handicapped people, but it merely applies to set down base conveyance. Even countries such as employment are limited, for illustration, the act does non use to the armed services and before 2004, and it merely covered employers who employ 15 or more people. The act is really weak for illustration the definition of disablement stated in the act is defined narrowly In footings of damage and is guided by the badness of the damage instead than by the experience of favoritism. Some damages and medical conditions have non been covered such as HIV and Aids, despite the fact that they are another beginning of favoritism. ( Drake, 2002 ) Although there are many schemes to take or cut down bias in society, for handicapped people favoritism remains a important job at all degrees, as favoritism will ever happen because of the people s attitudes and positions against a individual with a disablement in our society. Therefore no affair how many Acts of the Apostless statute laws are in force, favoritism is an on-going job in society, as we can non pass for peoples attitudes in society. The society should work on educating people about a individual with a disablement and do them more cognizant that a handicapped individual is no inferior to any other individual hence no favoritism should be made due to a individual s disablement. Therefore the societal theoretical account of disablement should be in practise, although it is easier said than done to educate all nescient attitudes in society environing disablement. It may be argued that merely a handicapped individual is able to grok what it is like to be discriminated on the evidences of employment, instruction and conveyance. Mentions Books Borsay, A. ( 2005 ) Disability and Social Policy in Britain since 1750. Hampshire: Palgrave Macmillan. Dalley, G. ( 1991 ) Disability A ; Social Policy. London: Policy Studies Institute. Oliver, M. ( 1996 ) Understanding disablement from theory to pattern. Hampshire: Macmillan Press Ltd. Pierson, J. , Thomas, M. ( 2002 ) Dictionary of Social Work. Glasgow: Harper Collins Shakespeare, T. ( 2003 ) The Disability Reader Social Science Perspectives. London: Contiuum. Boyfriend, J. , Finkelstein, V, Oliver, M. ( 1993 ) Disabling Barriers Enabling Environments. London: Sage Publications. Boyfriend, J. , French, S. , Cameron, C. ( 2003 ) Controversial Issues in a Disabling Society. Buckingham: Open University Press. Diaries Barnes, C. ( 2002 ) Disability, Politics and Policy in Policy and Politics. Vol 30 No 3. Drake, R.F. ( 2002 ) Disabled people, Voluntary Administrations and engagement in Policy Making in Policy and Politics. Vol 30 No 3 Web sites General Social Care Council. [ Online ] , Available: hypertext transfer protocol: //www.gscc.org.uk/Home/ [ 10th Nov 2006 ] hypertext transfer protocol: //www.opsi.gov.uk/acts/acts1996/1996030.htm hypertext transfer protocol: //www.shaw-trust.org.uk/page/6/89/ hypertext transfer protocol: //www.direct.gov.uk/DisabledPeople/EducationAndTraining/EducationArticles/fs/en? CONTENT_ID=4001076 A ; chk=AftwGD hypertext transfer protocol: //www.education-otherwise.org/Links/Samples/FirstContactSampleLetter.htm

Teaching the receptive skills Essay Example

Teaching the receptive skills Paper This study aims to present some useful techniques to teachers who are aiming to improve the students receptive skills (reading, listening). Researchers and teachers of second languages realized that most of their students were able to ask questions from foreigners but were not able to understand what they had answered. It is one of the various good reasons for teaching reading/listening. Students may actually need to read/listen for their work or study, or they want to read/listen for pleasure. In each case, the process needs to be as easy as possible for them. Exercises focusing on the receptive skills allow the study and practice of grammar, vocabulary, pronunciation and punctuation, and the reading/listening can provoke conversation and discussion. At first, the teachers main task is to get familiar with the different types of reading and listening activities. In case of reading there are: skimming, scanning, receptive/intensive reading and extensive reading. In the followings I would like to present them separately. Skimming means when students are examining a text rapidly with occasional periods of close inspection, i. e. , quickly running their eyes over the text to get the general idea. In the case of scanning students are locating a specific symbol or group of symbols (e. g. : a date or a name of a person or place). So, students are quickly searching for some particular pieces of information. Receptive/intensive reading means a careful reading aimed to discover exactly what the author seeks to convey; often reading for information; readers need to understand linguistic and semantic detail and pay attention to the text. At last, we speak about extensive reading when readers read for pleasure; readers need to understand all details of the text; speed and skill in getting the general idea are most important (Knutson 1998). We will write a custom essay sample on Teaching the receptive skills specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Teaching the receptive skills specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Teaching the receptive skills specifically for you FOR ONLY $16.38 $13.9/page Hire Writer According to Harmer (1991; p. 217-228) there are 5 types of listening:   Listening to extract specific information: students listen for specific information at word level (e. g. : filling in charts)   Listening for communicative tasks: asks students to listen in order to perform some kind of communicative tasks which is as much like real life as possible, and which involves students working together to solve a problem (Harmer 1991; p. 219)   Listening for general understanding: students listen to conversations in order to get a general idea of what the main points are Listening for detail: students listen for groups of and phrases at sentence level When the teacher is aware of the different kinds of reading and listening activities, he/she has to select the authentic materials. He/she has to take into consideration some very important aspects. Namely, the topic of the text should be interesting to the students and relevant to their age. The teachers also have to know the students background knowledge, including their experience with the topic, their level of English and the new vocabulary that should be presented. The teacher also has to examine the text, I mean whether it is organized in a clear way or not. He/she has to know the length and the quality of the text. As Brewster (1991; p. 6) points out, Their attention span is limited. Therefore, tasks should be short, varied, motivating and interesting and should offer concrete perceptual support. When all the above mentioned aspects are clear for the teacher, he/she can start the lesson, which is concentrating on the receptive skills. According to the book, Kri ti ti l a Videi ig teachers should spend some time with presenting the topic. That can be done by making the students start to talk about the topic or tell their opinion separately and loudly to the class. The teachers can also ask questions related to the topic in order to encourage a whole class talking (Holli et al. 1996). If you are having a reading/listening lesson, you should work on four different stages, namely: Before reading/listening, during reading/listening, after reading/listening, feedback and guidance. The first one is the stage before learners actually read to listen to the text. The function of this stage is to prepare learners to engage in the text, try to do this as effectively as possible, because it is very important to motivate the students for reading/listening the text. At this stage before reading and listening they will have already formed an idea about the content and type of the text. It is also the time when new vocabulary should be presented and the worksheets should be given out to the students. The teacher has to tell them clearly what there task is. While the students are listening or reading the teacher should circulate among them in order to see how well they are moving on and help them if it is necessary. Then, when the text had been listened or read the teacher should check whether they were able to complete the exercise or not. If it was not enough to listen to or read the text once, he/she lets them do it again. Sometimes I ask them not to write anything on their handouts at the first listening/reading, just pay attention to the text carefully. On the feedback stage the teacher together with the students corrects the handouts. True or false statements are popular ways of checking comprehension, and I think that students also like doing these activities. Every course book includes such activities. My favourite reading exercise is mosaic reading, all the students like it, too. I found this exercise in the book, Mi g 135 i tlet. In this activity students are given different paragraphs of a story. I often give out tales that are cut into pieces (e. g. : Snow White). Students read their extract and choose the main happening of it. While they are reading I am walking in the class and help them if there is an unknown word or phrase. They write a statement, and two questions related to their extract. For instance: We are in a little house where everything is so tiny. Why? Who are living here? When the students are ready they ask their questions and the others are checking their extracts to find the answer. If somebody fins it he/she will tell the class. With the help of these questions and answers the students will be able to build up and take into a chronological order the whole story (Gedeon et al. 2002). The students favourite listening exercise is of course when we listen to pop songs. I try to make this more enjoyable by asking them at the end of a lesson to write down their favourite song on a sheet. Then, I collect them and choose one of them. On the next lesson we will listen to that song. I give out the lyric of the song with some missing words; while they are listening they have to complete the gaps. When we have the complete lyric, they translate it to get the general idea of the song. I use the Internet to find the lyrics of the songs. This study aimed to find ways with which the receptive skills of the students can be improved. The most important a teacher should do is to make the students realize what a wonderful thing it is when we are able to understand a foreign language and read a newspaper that is not written in our native language. References 1. Knutson, Elizabeth M. (1998) Reading with a Purpose: Communicative Reading Tasks for the Foreign Language Classroom ERIC Clearinghouse on Languages and Linguistics Washington DC. http://www. uncc. edu/~medomoto/4200/readings/reading_with_purpose. html Retrieved from the World Wide Web: 01-04-2003 2. Harmer J. (1991) The Practice of English Language Teaching, Longman Group UK Limited 3. Brewster J. 1991 Listening and the Young Learner in Teaching English to Children Ed. Brumfit, Moon and Tongue Collins ELT 4. Holli D. Kontri ni H. E. Ti mi r i. (1996) A Kri ti ti l a Videi ig Tanki nyvkiadi , Budapest 5. Gedeon i. Lengyel Zs. Ri dai P. (2002) Mi g 135 i tlet Helikon Kiadi Kft. , Budapest 1 Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our  University Degree Teaching  section.