Core Theoretical Perspectives in Counselling Essay Example

Core Theoretical Perspectives in Counselling Essay In this essay Im going to describe and evaluate the three core theoretical perspectives in counselling, personal centred, cognitive behavioural and psychodynamic I will look at the general theory, the view of the person in therapy, the blocks to functioning of the person in therapy and the goals and techniques of each theory. I will compare and contrast the three approaches looking at the similarities and differences between the three counselling perspectives and how the counsellor in each theory differ in their techniques to counselling their clients. The person centred counsellor needs according to Carl Rogers to have three core conditions which are unconditional positive regard, empathy and congruence towards their clients however there are six â€Å"necessary and sufficient conditions of therapeutic personality change† that Rogers thought needed in order to get the most out of person centred counselling and if these conditions continued over a period of time then no other conditions are necessary. Personal centred counselling sees the individual as a whole, as an organism that is motivated towards achieving its potential. This is called the actualising tendency† In an aim to move away from the doctor-patient relationship and into a more equal and relaxed relationship Rogers called his patients clients this is very different from the psychodynamic theory which is very much based on the doctor-patient relationship? The person in personal centred counselling is viewed as acting to fulfil two primarily needs. We will write a custom essay sample on Core Theoretical Perspectives in Counselling specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Core Theoretical Perspectives in Counselling specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Core Theoretical Perspectives in Counselling specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The first is the need for self-actualisation. The second is a need to be loved and valued by others. Maslows view of the person is essentially positive and optimistic and like Rogers he believed individuals to be unique and with the right experiences could grow to their full potential and proposed a hierarchy of needs (see appendix 1) which he believed responsible for human motivation. The clients in personal centred counselling have the power to control their own growth. A client seeking person centred therapy might have incongruence caused by conditions of worth by their caregivers as a child, making a client anxious or depressed, in this theory of the client having some unresolved childhood process, it could be compared to psychodynamics theory of childhood experiences affect the adult we become, although in person cantered therapy they do not go looking for the experience as deeply as they would in psychodynamics, they allow the client to choose what is best for themselves. Unlike cognitive behavioural therapy which work on a here and now process with their patients. Personal centred counselling is really all about the client becoming their own counsellor, and the counsellor leading the client to their own decisions therefore the client reaching their full potential learning to become the best they can be, the relationship is the therapy in personal centred counselling. The objectives in personal centred counselling are helping the client to self-actualisation by creating the right conditions so organism values and positive self-regard can be achieved. And that everyone can reach self-actuality by moving through Maslows hierarchy of needs. Personal centred counselling more so than psychodynamics and cognitive behavioural therapy is very much about the relationship between client and counsellor. The Psychodynamic theory is really where it all started, with Freud although today counselling theories have moved on considerably Freuds theories are very much still the backbone of the psychodynamic theory. The psychodynamic counselling theory is one which places emphasis on the past as well as the present experiences and tries to link the past with the present, believing that behaviour was deeply influence by unconscious thoughts, impulses and desires. The counsellor is trying to reach the unconscious mind with the patient were memories that are painful, dramatic or too shameful and often unacceptable to us so we repress them, but unconsciously influencing our adult experiences. Freud thought during the first five years of life our personalities are developing and went on to develop psychosexual development theory where the child goes through five stages, the first stage the oral stage which Freud thought began at birth and went on to the age of one at this stage the main source of pleasure is through the mouth such as sucking for food. The second stage is the anal stage which is from age 1 to 3 years at this stage the child’s obsession and pleasure comes from the anus. The third stage is the phallic stage which is from age 3 to 6 years this was the most controversial stage of Freuds theory in psychosexual development Freud believed at this age a child would begin to identify with the parents of their own gender, boys at this stage will develop and unconscious longing for their mothers he called this the Oedipus complex and girl’s at this stage discovering that they have no penis and struck by penis envy this he called the Electra complex. The fourth stage the latency stage a child goes through from age 6 to 12 years and is a calm period of the child development. The fifth stage is the genital stage where puberty begins and sexual changes occur. Freud believed if the child did not pass through any of these stages successfully then they would become fixated in this stage. Hough, 2002) Freud developed the idea that the human mind consists of three elements of the personality (see appendix 2) he called, The id, The ego and The superego and these three components of our psyche find themselves in conflict with each other at this time he also believed the mind to have three parts the first part being the conscious mind which holds what were doing in the here and now the second is the preconscious mind which holds information we can recall if we wish and the unconscious mind that holds things that too painful to remember so are kept out of reach from our conscious mind . Melanie Klein was highly influential in the psychodynamic theory she was Neo-Freudian and went on to develop object relations theory which relates to infants and their relationship with their mothers or an object off comfort. Her work today is still widely used in child psychology she believed that children project their feelings from the use of playing with their toys or drawings. (www. mythosandlogos. com/klein. html) The therapists in psychodynamic theory are neutral and detached to their clients this is because the relationship could go on for months and sometimes years. This ensures the therapists that the feelings the client has towards them are not caused by anything the therapist might have done the client therefore can project or transfer material onto the therapist which the therapist can then interpret. Unlike in personal centred counselling it would be unsuitable for the counsellor to share much of their own feelings or their own lives with the client and in personal centred counselling the counsellor would never interpret for the client. A view of the person in therapy from the psychodynamic theory would be there behaviour as adults has a direct connection to early relationships and that they have conflict going on within themselves. A client could have feelings of displacement, repression, denial, interjection, splitting, aggression projection, regression, rationalisation, reaction formation, compensation and humour these are all ego-defence mechanisms that a psychodynamic counsellor would help their clients work through. By free Association a psychodynamic counsellor would allow the client to speak freely about all aspects of their experiences and the counsellor would interpret these experiences, as the client relaxes over a period of time, long forgotten memories and connections will come into the conscious mind also the client, counsellor relationship should have moved into more of a trusting working relationship making the client feel more at ease. The interpretation of dreams is also used in this form of counselling the client is encouraged to recall their dreams so the counsellor can interpret them. Dreams and there manifestations are very much at the four front of Carl Jung’s approach who was also Neo-Freudian he believed the first dream the client recounts is often taken as a starting point in the therapeutic process. A lot of Jung’s work was with schizophrenics he developed a theory of personality that was influenced by Freud’s concepts of the id, ego and superego he called his systems the ego, personality unconscious and the collective unconscious. The ego is similar to Freuds ego the personal unconscious is the domain containing repressed feelings and incidents, and the collective unconscious is that part of the mind common to all humankind which he saw been constructed through all major archetypes which are persona, animus/anima, shadow and Self. (Aldridge and Rigby, 2004,p. 46) Cognitive behavioural counselling is very different in its counselling theories to psychodynamics and personal centred as it is very much a scientific experimental based theory. Ivan Pavlov pioneered classical conditioning with his experiments on dogs; he observed that behaviour that could be learnt could also be unlearnt. An unconditional stimulus causes an unconditioned response and when you pair an unconditioned stimulus with a condition stimulus several times it creates a conditioned stimulus which causes a conditioned response. This is supported by Watson and Rayner with the experiment they did on little Albert to investigate if the classical conditioning can be applied to humans, although the experiments was unethical it did show how phobias can be learnt therefore unlearnt. B. F. Skinner was also interested in stimulus response reactions in humans and experimented with pigeons and rats to develop his theory of operant conditioning. With his invention of the Skinner box he observed that the rat learned that when you press the lever he would receive food therefore the rats behaviour was reinforced by food by doing these experiments Skinner developed operant conditioning and shaping behaviour. The experiments of Pavlov and Skinner have shaped the way CBT is used today and unlike psychodynamics and personal centred, CBT counsellors focus on the here and now and not the clients past. CBT is considered the most rapid in terms of results obtained and it can take only 16 sessions of the therapy unlike psychodynamics which could take years. The CBT counsellor’s role is to listen, teach and encourage while the clients role is to express concerns learnt and implement that learning. CBT works on the assumption that your beliefs influence your emotions and your behaviour and by identifying and addressing problematic thoughts you can change your behaviour and experiences for the better (www. davidbonham-carter. com). According to Ellis (1962) most people subscribe to a number of irrational or illogical believes which lead to many of the problems experienced by clients (Hough. 2003 pg. 190). If you have cognitive distortions it leads to faulty cognitions and an unhealthy look at things. CBT will help you to recognise these unhealthy thoughts through breaking your maintenance cycle (see appendix 3) using the ABC technique (see appendix 4) which was pioneered by Albert Ellis. There are many other techniques the counsellor can use to teach rational self-counselling skills, such as giving the client homework, which at the start of the therapy could be for the client to keep a diary of anything that makes them feel anxious or depressed, so the counsellor can examine the thoughts surrounding what made them feel that way and teach them a healthy way of thinking. Like person cantered counselling CBT will help you to become your own therapist. CBT will help you to make sense of problems by breaking down into smaller areas so that you can see how they are connected and how they can affect you. Once the therapy is over you will be able to practice and developed on your own with the techniques you have learnt through your counselling. In this essay I have shown how the three main counselling theories of personal centred psychodynamics and cognitive behavioural therapy are quite similar in some of that approaches to counselling and also how different some the approaches and techniques are. Although the three differ in their approaches and techniques they all achieve their goals they set out in counselling with their clients. I have shown how differently they affect the client and how each perspective affects the client and counselling relationship within each theory.

Maillard Reaction and Why Foods Brown

Maillard Reaction and Why Foods Brown The Maillard reaction is the name given to the set of chemical reactions between amino acids and reducing sugars that causes browning of foods, such as meats, breads, cookies, and beer. The reaction is also used in sunless tanning formulas.  Like caramelization, the Maillard reaction produces browning without any enzymes, making it a type of non-enzymatic reaction. While caramelization relies solely on heating carbohydrates, heat is not necessarily needed for the Maillard reaction to occur and proteins or amino acids must be present. Many foods brown due to a combination of caramelization and the Maillard reaction. For example, when you toast a marshmallow, the sugar carmelizes, but it also reacts with the gelatin through the Maillard reaction. In other foods, enzymatic browning further complicates the chemistry. Although people have known how to brown food pretty much since the discovery of fire, the process was not given a name until 1912, when  French chemist Louis-Camille Maillard described the reaction. Chemistry of the Maillard Reaction The specific chemical reactions that cause food to brown depend on the chemical composition of the food and a host of other factors, including temperature, acidity, the presence or absence of oxygen, the amount of water, and the time allowed for the reaction. Many reactions are occurring, making new products that themselves begin reacting. Hundreds of different molecules are produced, changing the color, texture, flavor, and aroma of food. In general, the Maillard reaction follows these steps: The carbonyl group of a sugar reacts with the amino group of an amino acid. This reaction yields N-substituted glycosylamine and water.The unstable glycosylamine forms ketosamines through the  Amadori rearrangement. The Amadori rearrangement signals the start of the reactions that cause browning.The ketosamine may react to form reductones and water. Brown nitrogenous polymers and melanoidins may be produced. Other products, such as diacetyl or pyruvaldehyde may form. Although the Maillard reaction occurs at room temperature, heat at  140 to 165  Ã‚ °C (284 to 329  Ã‚ °F) aids the reaction. The initial reaction between the sugar and the amino acid is favored under alkaline conditions.

THE RELATIONSHIP BETWEEN MANAGEMENT AND PERSONAL MANAGEMENT Essay - 1

THE RELATIONSHIP BETWEEN MANAGEMENT AND PERSONAL MANAGEMENT COMPETENCIES - Essay Example Building is a form of service that is offered to the clients and the quality of the service offered depends on the ability of both the people and the organization to harmoniously work towards the attainment of the goals set by the organization. People or the organization’s human resources are a very integral part of the organization. They operate and run the machinery and carry out the roles that the machines can not do. The people are even more important when it comes to the built environment since the nature of the work is manual and the people directly offer services to the clients. People are a core resource in every organization. It is always important to fully understand these people and more so get to know how well they are able to interact with the organizational structures in totality. This is a very important aspect and highly contributes to the success of the organization. Watson, Tony J. (1994).This process of understanding the people in the organization is able to explain best the relationship that exists between the organization and its people in a building environment. Understanding the people is important as it is able to unearth the social and managerial functions that may affect the behaviour and the attitudes of the people working in the organization. This in turn may affect the performance as well as the effectiveness of the organization, Willcocks, Leslie and Jenny Harrow (1992). Understanding the people helps in exploring the on the most effective ways of improving the organizational effectiveness and performance. The principles of management are of importance to my profession because they lay the guidelines to successful management. Waterhouse, Mike and Geoff, C., (1995): The fourteen principles highlight the guidelines that managers need to follow in their actions and decision making process. These include; 1. The division of work; When people in the

DSS Implementation and Evaluation Research Paper

DSS Implementation and Evaluation - Research Paper Example One of such industries is the healthcare industry whose sensitive interaction with human life dictates focus on quality ahead of profitability (Malhotra, 1989). It is imperative therefore that the effective DSS in such industries include some of the most important healthcare issues on the system blueprint to assist in tackling both quality and profitability in a single agenda. Patients’ needs are important in the system as human resource needs encompassed under the DSS. Some of the problems that will be targeted in the designed DSS will include various departmental issues that need management input in different respects such as; Initial stages of the building process of a customized DSS will involve the internalization of the organization needs and outline in the basic structure. This will include determining the needs of the organizational decision making process and integrate them in the structural component of the DSS. The organizational and management structural designs will be dissected for integration in the DSS structural design to make it compatible with the computer based system. Various management areas that require focus and input through the decision making highlight will be pointed out and roles attached for enhancement through DSS (Dahm and Wadensten, 2008). Functional units of the entire organization will also be pointed out for easier monitoring via the computer system. Using this functional and structural integration, it will be easy for the DSS to pick up various decisions making needs and prompt the management to act on a number of options that the system has. This will be the case for patient care processes, employees monitoring and welfare needs as well as the facility control and management decision making inputs. Connecting all the decision making needs to a central detection system will facilitate the building phase to be completed. Testing the workability of the DSS will include various phases of

Building Vocabulary With English Language Learners English Language Essay

Building Vocabulary With English Language Learners English Language Essay Abstract For my research I chose to focus on the vocabulary aspect of language acquisition. As I contemplated my current students and what I feel I most need to be able to do for them is to help them build vocabulary. The everyday language known as Basic Interpersonal Communicative Skills (BICS) (according to Jim Cummins) develops sooner and more easily than Cognitive Academic Language Proficiency (CALP), the academic language. This tells me that my students will pick up the structures of language and patterns of conversing incidentally (and at three years of age they are very receptive to it), but even most of my native English speakers have limited vocabularies due to their age and experiences. So it is my job to bolster their knowledge of the world and to give them the words to discuss it. Different speakers in online videos suggested strategies for building language and vocabulary. However, I wanted to focus more intensely on this as I prepare for the beginning of a new school year with all-new students. This paper addresses strategies that have proven successful in building vocabulary in English language learners, from read-alouds focusing on new vocabulary to activating prior knowledge and selecting leveled text. Vocabulary instruction can be explicit, or after a certain level is reached, it occurs incidentally as students read. There are many strategies to assist EESL Vocabulary is without a doubt a fundamental building block if a student is to be successful in the area of literacy. Yet this area is a major struggle for students who are new to the country or who have yet to master English. Teachers can teach strategies for decoding and can teach children to read, but without a strong vocabulary the spoken words will have little meaning to the student. Although many of these students possess a fluent oral vocabulary, many English as a second language (ESLs) struggle with achieving the reading level necessary to function at the appropriate grade level, (Wallace, 2007). Before students are able to read and comprehend text, they must have a large repertoire of words that they can read and understand. The minimum number of words needed for extensive reading to occur is believed to be somewhere around 3,000 to 5,000 words (Wallace, 2007). Contrastively, students learning to read in their primary language already know 5,000 to 7,000 words (Wallace, 2007) . This very obviously leaves a large gap between the words known by ESL students and EO students, making reading a much more difficult task for the former group. ESL students need both breadth and depth of words, as vocabulary knowledge is a strong predictor of reading comprehension. It also impacts listening comprehension (Wallace, 2007). In one study the Text Talk approach was used in a kindergarten classroom. Prior to the intervention there was a significant difference in the vocabulary knowledge of the English-only (EO) students as opposed to the English language learners. Using the Text Talk approach along with English as a Second Language (ESL) techniques such as visual illustrations and acting the words out, the English language learners were able to close the gap. Additional research has shown that specific vocabulary strategies have yielded similar gains for EO and ESL students (Manyak, 2009). Not only were significant gains made in vocabulary, smaller gains were made by both groups in the area of reading comprehension. Some might downplay the need for specific instruction in vocabulary, but studies show that students benefit from specific vocabulary instruction. For example, teachers should point out and help students become aware of cognates. Cognates are vocabulary items in two different languages that are similar both orthographically and semantically'(Wallace, 2007). To educators, it might seem quite obvious that words that look similar in another language could in fact have the same meaning, but studies have shown that emergent bilingual students noticed less than half the cognates in material they were presented (Manyak, 2009). Languages such as Spanish share many cognates with English, allowing for a large amount of transfer for students who know to look for them. Students would benefit from explicit instruction of even basic vocabulary using materials from Increasing Fluency with High Frequency Word Phrases. This includes using child-friendly definitions and giving examples of word usage. T hese Tier I words usually do not need to be taught to EO students, but ESL students may not know the words. Wallace suggests using pictures or other visual aids to support ESL students with these basic words (Wallace, 2007). Pictures are particularly suited to using with new nouns. Teachers can show pictures of both examples and non-examples (Swanson, 2007). Tran (2006) points out that Coady (1997) believed a group of 2,000 to 3,000 high-frequency words should be studied until they become sight words. This starts with the 220 Dolch words that cover very basic words. In addition to basic words, instruction should also cover some higher-level words, particularly those that are subject-matter specific and related to the content being covered (Cummins CALP). After Dolch words are master there is a General Service List of English Words (GSL) that can be used. It contains 2,000 high-frequency words which cover 87% of general text (Tran, 2006). GSL also gives information about the words relative frequency and the meaning of each entry. Since students must learn many more words than can be explicitly taught, it is also important that teachers give students strategies for inferring the meaning of words. Strategies for inferring include noticing cognates, explicit instruction in using context clues, and morphological analysis (Wallace, 2007). As with anything taught to ESL students, basic strategies can enhance presentation, such as slowing speech, using realia, simplifying speech, and using tools such as graphic organizers (Manyak, 2009). As with any classroom, it is important that the environment be a safe place for students to express ideas and speech (Swanson, 2007). Students should feel comfortable sharing without the fear of ridicule or criticism, which will keep the affective filter for students low. There are also vocabulary-specific programs such as Vocabulary Visits that Manyak suggests (Manyak, 2009). This approach is particularly effective for teaching younger students vocabulary. Making sure to review and reinforce new words is something that most teachers know to do, but might be need to be reminded to implement, especially when it comes to even more basic words that ESL students will need assistance in learning. Read-alouds should be followed with teacher-directed activities in language development. Due to limited time, student-directed activities are also importance (Wallace, 2007). Simplified reading materials are particularly beneficial to ESL students because they allow for repetition of high frequency words while limiting difficult vocabulary words (Tran, 2006). Because there are usually many different levels of text, it is easier to differentiate based on students abilities, with the best fit being a text that is slightly difficult; the text should be comprehensible to the student but just difficult enough that the student will have to put forth effort and can pick up some new vocabulary from it. The number of new words should be limited so students will not be overwhelmed by the sheer volume of them and can focus on making meaning of the new vocabulary presented. It is important that students see a new word repeatedly and have opportunities to read it, write it, and say it to increase the likelihood of the student remembering the word and being able to add it to their repertoire (Swanson, 2007). Research also supports the value of extensive reading, defined as both a large quantity of reading materials and also a focus on meaning as opposed to language. This can benefit students in the areas of developing sight vocabulary, general vocabulary and the knowledge of the target language (Tran, 2006). One technique for increasing word knowledge is the use of a word map (Swanson, 2007). A word map provides a definition of the new word, a synonym, an antonym, and either a picture or a sentence using the word. This allows the student to think about the new word in a variety of ways and to see how it can be used in a different context. As for the quantity of materials, Krashen considered students reading on their own superior to direct instruction, and other researchers found it to benefit spelling, grammar, and writing in addition to vocabulary. However, other researchers warn against expecting students to learn vocabulary incidentally until they have a base of about 3000-5000 words in their vocabulary. For that reason, Tran suggests that to best develop vocabulary students be given graded text or materials specifically written for ESL students. Shorter passages may be read in one sitting, or divided into shorter segments to be read over a number of sessions. As students reading comprehension improves, they can be given increasingly longer passages to read (Tran, 2006). Some research has shown intentional teaching of vocabulary strategies is more effective with older students, and is also more beneficial when it is interactive. Some ways to explicitly teach vocabulary involve word notebooks and dictionaries. Students can keep word notebooks or word cards. A word card consists of a new word along with notes on how to use that particular word. Notebooks can also be used for students to keep track of new words, like in a personal dictionary. Bilingualized dictionaries can also be very useful, providing a L1 translation, an L2 definition, and an example sentence in the L2. Students tend to remember words better when they are explained in their L1 as opposed to the L2 (Tran, 2006). However, teachers should steer clear of having students copy definitions out of the dictionary (Swanson, 2007). The teacher should also inform students that the dictionary is a tool for learning a words meaning, but not necessarily a valuable tool for students to regurgitate i n writing. When vocabulary activities are teacher-centered, teachers can teach words pertaining to the passage being read and give strategies for developing vocabulary and reading comprehension. When the activity is more learner-centered, the student should identify vocabulary needed the reading in question and try to learn the new words to gain understanding of the text (Tran, 2006). Related literacy activities such as listening to a song or a recording of the text, or watching a movie clip with subtitles and also aid in new vocabulary retention. Students can also be asked to summarize what they read, either orally or in writing. Teachers should also provide students with opportunities to read and write new words. Younger students would benefit from choral reading to give them a good model of the proper pronunciation. Older students may want to read the text multiple times. Teachers may want to explicitly point out differences between writing in the L1 and L2 (Swanson, 2007). These might be particularly beneficial to students when the writing system is close but not identical. For example, in Spanish the /h/ sound is written with a g or a j, but not with an h as in English. Keeping this in mind, when presenting text for ESL students to read, teachers should select text where there is the same letter-sound correlation as much as possible so it will be easier for reading. For example, in Spanish, most of the consonants have the same sounds, so students whose L1 is Spanish can easily decode many words in English. Teachers themselves need a strong understanding of language and how it works so they can make it acc essible to their students. Having a working linguistic knowledge of English will help teachers in pinpointing areas where ESL students might need specific instruction. New words can also be kept track of on a word wall, along with a definition of the word. Prior to reading a new text, teacher can also provide context by giving students a preview of the reading. The teacher can select material that will capture the students interest, and then ask a question to prompt discussion. Finally, the teacher can give an overview before the class begins the new reading material (Swanson, 2007). Students should also be taught to monitor their reading and keep track of what it is they do not know (Swanson, 2007). Swanson surmises that even young students know what it is they do not know, and teachers can assist beginning English speakers by asking them what words they would like to know. Teachers should keep in mind that idioms do not translate well across languages, and idiomatic speech must be explained to students or they will likely take the phrases literally and they will appear nonsensical. Drawing on students background knowledge as it relates to the literacy presented also helps students retain new vocabulary (Hickman, 2004). The vocabulary should be taught in the context of the literature and subject matter in which it will be used instead of as a separate vocabulary list. New vocabulary should be related to the content area being studied, and students benefit from semantic mapping and word family associations. Teachers might find themselves steering away from vocabulary that is more abstract and harder to visualize, but students need to be taught these words as well. Students understanding of vocabulary grows from in-depth discussion of new terms guided by the teacher. Text should be culturally relevant and easy for students to relate to so that new vocabulary can be incorporated in students minds (Hickman, 2004). Read-alouds can also be extremely constructive, especially if teachers make a conscious effort to highlight vocabulary and adhere to certain guidelines for instruction. Materials for read-alouds should be one to two grade-levels above what students can currently read. Reading books that are related thematically allow repeat exposure to new vocabulary and provide a basis from which students can generalize about words and gain a deeper understanding of the content being studied (Hickman, 2004). Based on studies of first-grade students, Hickman suggests a book be broken into three to five segments of 200-250 words each being read on successive days, with the entire selection being read the day after the final passage is completed. A smaller passage allows for the introduction of fewer new vocabulary words and allows the teacher time to delve into the meaning of the new words and to explore how they are used in the text. On the final day the teacher should review four or five challenging new vocabulary words to help solidify them in students brains. Word choice is vital, with research suggesting that Tier 2 words that can be used across content areas are good choices. These are the types of words that can often be seen in academic text and on assessments. Suggested questions to consider when selecting vocabulary are as follows: Will learning this word enable students to better discuss their own experiences because the word can be used with words the student already knows? Will this word lend itself to a deeper understanding of the content? (Hickman, 2004). The teacher can select three to four words from the reading selection and then write definitions from them in child-friendly terms. Before reads the text, the text, the teacher previews the material and gives the students the vocabulary words that are the focus, one at a time. The students repeat the word and the teacher gives a definition that is in line with the students knowledge of English and uses simple and familiar words. Then the teacher presents the word in its written form displayed on an index cards, and then moves on to the next new word. The teacher then instructs the students to listen for the key vocabulary words before reading the text straight through. After the read-aloud, students are encouraged to retell the text using the key vocabulary words. Students who are listening to verify the accuracy of information other students give with a simple thumbs-up / thumbs-down. First the teacher asks for an account of the text, and then asks an open-ended question, and then a n inferential one. After closing the discussion, the teacher rereads the text, asking students to listen for the featured vocabulary words and showing a thumbs-up when they hear one of them. If the students dont catch the new vocabulary word when the teacher reads it, the teacher should stop, point out that the key vocabulary was just read, and reread the text so students have a chance to notice it. When the students find a new words they are asked to repeat the word and explain its meaning. Then students can make their own sentences using the new vocabulary words. From there the teacher can extend what students know about those words and how they are used in the read-aloud. ESL students need an opportunity to discuss the story and related events in their own life. After finishing with the vocabulary instruction, the text should be summarized and the key take-away points relating to the content should be reiterated (Hickman, 2004). On the final day the entire text is reread and then students do follow- up activities such as acting out new vocabulary words or matching these words with their synonyms. For vocabulary instruction, there are many ways classroom teachers can assist ESL students. Teachers can use strategies such as speaking slower, using simpler words, and using pictures as aids. Focusing on cognates and deeper word meanings are also helpful. Everyday practices like read-alouds are also highly beneficial for ESL students. Research supports these and many other ways of helping our English language learners improve in the area of vocabulary.

Overview Of Trocar Insertion Procedure Health And Social Care Essay

2.1 Introduction: This subdivision introduces the trocar interpolation process to the reader. The apprehension of the mechanics of this process is critical for in depth research into assorted parametric quantities involved in the interpolation procedure. There are chiefly two constituents involved in this process viz. trocar or cannula placed on top of patient and the implicit in unrecorded tissue. Due to peculiar nature of the interpolation procedure, chiefly two types of organic structure forces are applied on trocar organic structure i.e. interpolation force in longitudinal way and jumping torsion for incursion. This action can be thought to be similar to a drill being alternately rotated while perforating a stuff block. However, there are other boundary conditions and initial analysis parametric quantities introduced. 2.2 Description of the process: Minimally invasive surgical processs are frequently named based on the type of sing range used to see the country of the organic structure which is the operative site. For illustration, laparoscopic processs use a laparoscope to see the operative site and are performed in the inside of the venters through a little scratch. A gas such as CO2 is introduced in the tummy pit to set up pneumoperitoneum wherein the peritoneal pit is sufficiently inflated for the interpolation of trocars into the venters. Pneumoperitoneum is established through the usage of a usage insufflation acerate leaf, called a Veress acerate leaf, utilizing a spring-loaded obturator that slides over the crisp tip of the needle every bit shortly as the needle enters the peritoneal pit. This acerate leaf is inserted through the facia and through the peritoneum. The sawbones entirely depends on tactile feedback generated at the fingertips to find the proper arrangement of the acerate leaf. After set uping pneumoperitoneum, the following measure in laparoscopic surgery involves the interpolation of trocar/obturator assembly into the abdominal pit. Based on the type of surgery, there may be one or more trocar interpolations to entree the interior organic structure volume related to surgery. A simple conventional diagram for description of the process is given below Figure 1. Schematics of trocar interpolation process [ Ref Web [ 1 ] ] Degree centigrades: Documents and SettingsYongMy DocumentsMy Pictures rocar rocar6.jpg Figure. Trocar being inserted into abdominal pit [ Ref 24 ] Above figures depict the assorted forces and torsions involved in a regular trocar interpolation operation. Trocar is held with one manus for proper arrangement of trocar on the abdominal part. The other manus is used for using torsion every bit good as for uni directional force application. The magnitude of applied force with regard to clip and figure of bends applied while tissue incursion are of import parametric quantities for imitating this process realistically. There are different methods for cannula interpolation: by puting a trocar under direct vision into the peritoneal pit ( Hasson technique ) [ Ref 22 ] or â€Å" blindly † with a bladed trocar with the venters desufflated direct puncture and direct puncture with visual image through an optical trocar. Alternatively, a needle system could be used to entree the peritoneum to at the same time insufflate the venters and present a sheath through which a blunt trocar could be placed [ Ref 23 ] . Harmonizing to the port a rrangement guidelines, there are by and large multiple interpolations of trocars into abdominal part in order to handily entree different surgical sites with coveted tools. Some tools are used for catching and review of the tissue while others are used for cutting or suturing intents. There is a cardinal scratch through which a camera is inserted into the abdominal pit in order to project the surgery being performed on a picture screen for ocular mention intents. The full process is carried out under general anaesthesia. 2.3 Description of trocars and design parametric quantities: There are a figure of types of trocars that are available for interpolation, depending on the application. Choice of trocars by and large depends on several factors such as the type of entree site, debut of tools of proper size at the site including stapling machines, cartridge holder applicants and retractors. Harmonizing to the rule of cutting, there are cutting trocars and distending trocars. Cuting trocars integrate some signifier of blade at the site of cutting while the dilating trocars try to press and distend the tissue without cutting it first [ Ref 4 ] . Earlier trocars integrated conelike or pyramidic terminals in order to consequence interpolation, while the newer version incorporates safety shields and blunter plastic blades. Trocars are available in both metal tip and plastic assortments. A hollow or solid conelike plastic tip is a preferable design. Newer version of trocars attempts to unite design characteristics of both cutting and blunt type trocars to cut down the opportunities of hurt and for less applied force demands [ Ref 4, 25 ] . Five different types of trocars were compared in a publication and perforations were performed on the porcine tissue. A figure of different parametric quantities such as defect size, interpolation force and removal force were measured under standardised clinical conditions for 12 mm entree trocars [ Ref 4 ] . The trocars used were shown in figure below which involve a individual blade cutting type trocar, a blunt and radically distending trocar, plastic blade which is really common, triangular cutting blade type and the most modern design i.e. intercrossed distending type trocar. Figure 12-mm entree systems used in the survey. ( A ) Single blade film editing ; ( B ) blunt-radial dilating ; ( C ) plastic blade ; ( D ) trigon blade film editing ; ( E ) hybrid distending [ Ref 4 ] Figure. a ) Pyramidal blade reusable B ) Pyramidal blade disposable trocar [ Ref 25 ] Figure. a ) Flat blade trocar B ) Non bladed trocar 1 degree Celsius ) Non bladed trocar 2 [ Ref 25 ] It was found that radially distending and intercrossed types are similar in footings of perforations while removal force was more or less similar in each instance [ Ref 4 ] . This survey nevertheless underlines that characteristics of cannula design i.e. ridges, togss and textures are responsible factors for minimising remotion forces. While new designs cut down the interpolation forces, they do n't lend towards drastically improved interpolation consequences over the traditional bladed trocar design [ Ref 4 ] . Besides it has been found that there are differences in defect sizes and lesion parametric quantities associated with trocar geometry and type [ Ref 25 ] . It is desirable that we cut down the affected country of the lesion and herniation of facia caused by the remotion of trocar at the site ; nevertheless it is difficult to document all the design factors impacting different lesion parametric quantities. A more matter-of-fact attack can be to prove the trocar on latest FEM p ackage for failure analysis of the environing tissue membrane and secret plan different emphasis affected zones next to the interpolation site. 2.4 Modeling of trocar interpolation process: The research work proposed in this thesis uses two different methodological analysiss to near the job of realistic mold of the trocar interpolation process 1 ) Interactive Haptic simulator for patterning force feedback interaction 2 ) Finite element mold of trocar interpolation process 1 ) Interactive Haptic simulator for patterning force feedback interaction: This process is a premier campaigner for practical world simulation based trainers for sawboness to derive valuable simulation experience before they pattern existent trocar interpolation on patients. There have been several efforts to develop a needle interpolation based simulator for sawbones preparation undertakings, the outstanding amongst them uses an synergistic user interface based system, which gives the expert sawbones, a freedom to tune different mechanical tissue parametric quantities in order to leave different kinaesthetic esthesiss to the user [ Ref 3 ] . It is really difficult to reproduce the exact tissue behaviour experienced during surgery in a feasible Haptic simulator. Hence this closed cringle method provides a benchmarking expression to set up tissue belongingss in a Haptic sense. Figure. Block diagram exemplifying minimally invasive surgery [ Ref 26 ] Above figure gives an thought about the closed cringle schematic for minimally invasive surgery which is applicable to trocar interpolation process as good. However, trocar interpolation process in itself is non a surgical process but a precursor to the existent minimally invasive surgery process. As shown in above figure, the sawbones has a limited position of the surgical site and force, place, speed and torsion are the active applied inputs on trocar, which are so transmitted bit by bit to patient abdominal tissue. During the full process, the sawbones receives distorted kinaesthetic feedback. The feedback is discontinuous since every bit shortly as equilibrium between applied and reaction force is established momently, there is no feedback force. The opposition to incursion is chiefly determined by the implicit in local tissue belongingss and trocar geometry and stuffs used. Figure. Block diagram exemplifying Virtual world preparation with force feedback for minimally invasive surgery [ Ref 26 ] Above figure illustrates the closed cringle system integrating a Haptic based practical world preparation simulator which involves a practical instrument interface. The interface transmits applied force, place, and speed and torsion vector information many times every 2nd to tactile environment underlying the simulator to calculate the hit sensing with practical tissue and update the force feedback vector. Trainee sawbones feels the fake force feedback through the practical instrument interface which uses commercially available tactile devices such as Phantom Omni or usage built Haptic devices. Simulated ocular feedback is provided through either 2 dimensional show on computing machine proctors or two-channel vision [ Ref 26 ] . One of the jobs faced while constructing a trocar interpolation simulator, is imitating proper tissue behaviour at the point of braking through tissue beds, i.e. the feeling of sudden giving off of the tissue when trocar brakes through the rectus abdominis part. For the finding of proper force profile for this simulator, a through literature reappraisal was carried out to garner informations about assorted tissue parametric quantities, braking force values for different tissue beds and existent secret plans of force profile informations, found in old documents. We have determined that, there are two attacks for obtaining the force profile – plotting of the reaction force experienced by sawboness with regard to clip and with regard to distortion distance. Rendering process utilizing tactile devices has been explored antecedently in a figure of surgery simulations. There are assorted attacks to turn to the job of visio tactile simulation of deformable objects based on spring mass based systems. There are many finite component based fluctuations for spring mass based simulations such as finite component method ( FEM ) [ Ref 27 ] and boundary component method ( BEM ) [ Ref 28 ] . Current research job nevertheless offers a alone challenge since it involves tissue distortion simulation and in writing rendition of tissue cutting during the procedure of trocar interpolation. For the simplification of our research job, during the first stage we concentrated our attending on tissue distortion and non on tissue cutting simulation since it ‘s a separate research job. Trocar interpolation chiefly involves tissue distortion, opposition force to weave distortion, braking force and frictional opposition to torquing gesture [ Ref 2, Ref 5 ] . T here is no literature available on torque measuring and word picture of tactile belongingss for opposition to rotatory gesture of trocar. The literature that is straight related with this topic is slightly obscure in nature such as the torsion measuring and word picture while managing of machine tools and rotary motion of prison guard driver [ Ref ] . Another research paper which is more relevant trades with measuring of torque interactions while managing laparoscopic tools [ Ref 29 ] . Hence we needed to trust on ergonomic mentions for approximative calculation of torque feedback magnitude and nature of torque interaction. For simplifying the tactile theoretical account, it is proposed that there are two primary mechanisms or provinces for grip force and torque interaction of trocar with regard to abdominal tissue. These two provinces are described in the figures below. In these figures, the transverse plane in which trocar geometry resides is termed as cutaneal plane and the angle between this plane and y-axis is termed as I ± , the angle between omega axis and cutaneal plane is termed as I? ( tilt ) and the rotary motion of the trocar around the trocar axis is defined in footings of angle I? ( tortuosity ) . 1. Mechanism for first province: First phase consists of gradual addition in distortion forces in a way analogue to the axis of trocar. As applied force additions, the reaction force reaches a maximal threshold value called braking force after which, trocar interruptions through facia and so through the peritoneum. There is by and large really small clip slowdown between these two incursion phases therefore, it is difficult to separate between the centripetal feeling for these extremums. Please refer to calculate below. We see that there is a gradual addition in applied force ( on applied force V clip graph ) after which there is a plateau part when farther really small addition in force causes the applied force to transcend the braking force value. Depending on local tissue belongingss, there can be several extremums after the first tableland part is reached, and so sudden lessening in force is experienced. This generalised nature of the force profile is verified through several mentions. If we observe the force pr ofile in Ref 6, we see that for 12 millimeter bladeless trocar, the extremum force value reached is about 70 N, while for 5 millimeter bladeless trocar, the recorded extremum force value is about 35.84 N [ Ref 6 ] . However, this research work was carried out utilizing unreal tissue under tenseness, without expert accomplishment. Another research paper that trades with existent extremum force measuring, on human tissue, utilizing piezoelectric detector mounted between sawbones ‘s manus and trocar, has produced a spike natured force profile [ Ref 1 ] . The maximal peak force recorded utilizing a detector in this instance is tantamount to 5 millimeter of HG force per unit area at the trocar reaching surface country [ Ref 1 ] . It is to be noted that the interpolation clip for trocar, in this instance is really short since the expert sawboness have right centripetal standardization which allows them to infix the trocar utilizing fewer figure of bends and with lesser force magnitu de [ Ref 2 ] . However, we observe that after extremum force value is reached, in all force profile instances, there is a sudden lessening in opposition force since the material failure standard is reached. 2. Mechanism for 2nd province: After tissue incursion, 2nd phase prevails during which trocar wall surface is in direct contact with environing penetrated tissue. It is difficult to depict the nature of destroyed tissue and the local coefficient of torsional every bit good as skiding clash. These forces are of import because, during the backdown stage, sawbones has to carefully abjure the trocar in such a manner that there is no injury to internal variety meats. The easiness with which trocar is withdrawn is a direct consequence of these forces and trocar geometry. The magnitudes and the nature of the force profile ( force V clip secret plans ) are discussed in following few subdivisions. Figure. Four grades of freedom of trocar while interpolation, applied and reaction forces during tissue distortion province Figure. Frictional peripheral force along the walls and Torsional frictional twosome at the fringe, after tissue incursion 2.5 Force and torque parametric quantities: Force Data Different techniques are available to obtain realistic mean extremum entry force informations plotted against clip or distortion. One of the direct techniques involve, mounting a force or force per unit area detector on existent trocar while the process of minimally invasive surgery is carried out. Another technique involves measuring of incursion force based on porcine tissue incursion utilizing a research lab device. However there are a figure of variables involved and it is really difficult to set up a aureate criterion or a scope of values for a peculiar instance. Body aggregate index of the patient, age, degree of exercising are some of the factors that affect the force profile informations. One of the documents reported utilizing existent piezoelectric transducer fond regard mounted between trocar surface and sawbones ‘s manus to obtain specific force profile informations for each patient with regard to clip [ Ref 6 ] ; nevertheless upon observation of the force profile, we see that the force profile informations does n't give us an thought about gradual addition in trocar force opposition. This force profile represents a spike in footings of reaction force experienced, which is unequal to imitate a complete trocar interpolation, since it does n't enter gradual alterations in force profile happening merely before incursion. However, the magnitude of braking force for each instance is noted down and we can utilize this statistical information to construct a simulator which allows for different braking force values based on correlativity between patient ‘s age and average extremum entry force [ Ref 6 ] . A old experiment to mensurate the entry force utilizing laboratory experiment uses a mechano chemical examiner which tests the incursion of a stretched alternate tissue, to plot a force versus incursion distance informations. This trial uses changeless velocity of incursion for the trocar and does n't pay attending to application of torsion while infixing trocar, as in existent process [ Ref 5 ] . Another paper related to old work, for imitating trocar interpolation uses a parametric theoretical account to imitate three separate parts for a force profile informations utilizing multinomial fit [ Ref 1 ] . We found that this attack is really utile for readily incorporating a given force profile into tactile simulator, for experimentation intents. However the usage of any such force profile is arbitrary, till it has been verified by adept sawboness to be as close an experience to the existent undertaking of trocar interpolation. Table I clip in s Force in N clip in s Force in N 0 0 1.25 20 0.2 8 1.4 30 0.5 7 1.5 35 0.7 5 1.6 40 1 10.1 1.7 50 Time in seconds Force in N Force in N Time in seconds Figure ( a ) Rough secret plan of Force profile [ Ref 1 ] , ( B ) Force profile after re-parameterization and curve adjustment Figure ( a ) Typical spike force profiles obtained from 5mm and 10 millimeter diameter trocar interpolations [ Ref 6 ] Another important research work performed utilizing instrumented trocar systems against 20 swine theoretical accounts was reported in one of the recent documents by Paserotti et Al. [ Ref 29 ] . The full experimental process was repeated for two bladed non retractile trocars and four bladed retractile trocars. Table II [ Ref 29 ] Fd, entire thrust force ( Newton ) ; Ff, force needed to travel through facia ( Newtons ) ; Fp, force needed to travel through peritoneal liner ( Newtons ) ; Fl, loss of drive force after come ining the peritoneum ( Newtons ) ; Ld, the sum of tissue distortion ( centimeter ) ; Lt, the length of trocar exposed in the venters after the peritoneum retracts ( centimeter ) ; NA ; non applicable ; Td, clip to drive the trocar into the venters ( sec ) ; Tr, continuance of blade exposed unprotected ( sec ) [ Ref 29 ] The characteristic nature of force profile obtained in this research, confirms the fact that there are multiple extremums encountered during incursion for get the better ofing different tissue beds ( facia and peritoneum beds severally ) . After the braking force magnitude is reached, a sudden loss of opposition or giving off of the tissue is experienced which should be efficaciously simulated with the lowering of Haptic opposition during the simulation. Torque Data: Measurement of torsion informations for trocar interpolation procedure, is a complex undertaking since interpolation normally involves 2 to 5 bends in clockwise and anticlockwise waies [ Ref 2 ] . The clasp features and the mode in which torsion is applied is non unvarying for all the instances, besides some sawboness use small to no torquing when it comes to interpolation. Hence, we have to trust on informations from old research work in order to acquire an thought about the torsion magnitude. There are other ergonomic mentions from which we can mention to the industrial class torquing attempts in assorted types of clasps such as power clasp, cardinal pinch and tip pinch clasps etc. There are two major classs of clasps viz. prehensile and non prehensile clasp [ Ref 31 ] . The clasp used for catching trocar organic structure is a prehensile type of clasp ( specifically cylindrical ) and based on the carpus rotary motion and gripping force, variable sum of torsion can be transmitted a t the interpolation point. For the screwdriver interpolation gesture which is about tantamount to the trocar interpolation gesture in some ways, the maximal torsion that can be exerted is about 5 Nm for a feed force of about 60 N [ Ref 30 ] . However a more dependable projection for torque measuring is found in another mention [ Ref 31 ] , for both instrument to organ interaction during laparoscopic surgery and trocar abdominal wall interaction during interpolation procedure. There are a scope values that have been documented in this mention, which suggest that rotational gesture in the clasp produces approximately 0 to 0.7 Nm of torsion at the interface. Besides, the frictional force opposing the rotary motion is found to be about 3 N in magnitude at the interface. A major guideline for design of Haptic simulator is stated in this mention that Haptic esthesis is greatest at the low value of translational or interpolation speed and at the smallest angles of tilt I? [ Ref 31 ] .

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