ICT Usage by the Eldery Essay Example for Free

ICT Usage by the Eldery Essay In this unit of my coursework I shall be writing about an elderly lady with special needs who is helped with the usage of ICT. The person that Im going to be writing about is Mrs Ann Reynolds, an 87 year old lady suffering from arthritis, she lives alone in her own house that she has being living in for over 40 years, it is located in central Harrow. Due to her suffering of arthritis mobility has being very difficult for her, moreover she increasingly has become deaf in the recent years, however this old bird is still mentally tip top and alert and enjoys listening to the radio, in particular the womens programs. Mrs Reynolds has two siblings and two twin granddaughterss aged 12, who currently live in Southampton Some of her Personal needs include the need to move around the house with ease, something that has become increasingly hard due to her condition of arthritis, also she has the need to control appliances and regulate the heating in her house, with old age comes the reduced ability of regulating the bodies temperature, meaning she has the need for constant heating, moreover she also has the need to feel safe in her house, due to recent brake in she has being scared with memories of the incident and has increasingly grown scared of the outside world trying to get in, furthermore she also has the need to do the shopping, cmon old she may be but she still has to eat, in addition she also has the need to receive her medical care. Socially she has the need to be able to keep in touch with friends and family. CCTV Camera and a TV Mrs Reynolds has a special CCTV camera fitted into her porch, which is connected to the her TV inside which is located inside her living room, this empowers Mrs Reynolds to see who is at her door furthermore she also has the ability to speak to them. The CCTV Camera helps meet Mrs Reynolds needs due to it allowing her to see what or who is outside her front door/porch, it also allows her to speak to them if necessary, this helps meet Mrs Reynolds needs because now she can see who is outside her porch without actually opening the door, this therefore gives Mrs Reynolds the convenience of knowing that she can remain safe and unharmed inside her house. This goes back to the time that she was attacked by a bogus caller, which left quite a scar on poor old Mrs Reynolds, via the usage of CCTV Mrs Reynolds now feels safe inside her house and she feels much more independent. Telecare Mrs Reynolds uses a simple technology called Telecare its enables and empowers her so that she lives more independently in the community. Telecare is the new name given to advanced community alarm services. Community alarms plug into telephones lines and come with a call button (pendant) which can be worn by an individual such as Mrs Reynolds. Furthermore using the call button she in now enabled to call for help from anywhere in the home or garden. How does Telecare work? The Telecare unit is fitted to Mrs Reynolds telephone point and main power supply along with some sensors. Telecare sensors can also monitor where she is in her home and can detect if; * She has stopped moving. * Or if she has fallen. * Whether she has gone outside. * Also when she is in bed or sitting in a chair inside her house. Moreover other sensors fitted in her house -smoke detector and extreme temperature detector in her kitchen. When the call button is pressed or one of the sensors is triggered, its base unit will raise an alert through the service users telephone line to a monitoring and Response centre. In case of an emergency, or when the operator cant contact her at home, the operator will contact a family member, a friends or a neighbour to have them quickly pop round and see if everything is alright and that Mrs Reynolds is safe and healthy. If the operator is unable to contact any of the following above, the operator will alert the emergency services. All together Telecare helps meet Mrs Reynoldss personal needs, due to it ensuring that she remains independent and safe in her house, without fear of any incidents happening, even if god-forbid something does happen, most likely someone will be round to help her in no time. All-in-one remote control Mrs Reynolds uses a universal remote control that enables her to access her TV, DVD, satellite receivers and CCTV that is located in her porch, the remote control is fairly large and very easy to function, it is also easily functioned and the buttons are big and bright so its is easy for Mrs Reynolds to use them, furthermore they are highly sensitive to touch and are colour coordinated for easier use. Moreover the all-in-one remote control helps Mrs Reynolds switch between her different functions, for example if she is watching her favourite soap on BBC1 and gets a door knock, she can switch from AV1 to AV2 using the universal remote control, which means she can switch from TV on AV1 to her CCTV camera on AV2, which in response permits her to see and possible speak to whom it may be at the door. Furthermore the large universal all-in-one remote control helps meet Mrs Reynolds personal needs, because of its large shape it is easy for Mrs Reynolds to hold it in her hand and she is unlikely to misplace and loose it, moreover the large touch sensitive buttons, make life easier for Mrs Reynolds allowing.

Harriet Tubman Essay -- essays research papers

Early Years Her real name was Harriet Beecher Stowe. Born as a salve on June 14, 1820 on a plantation in Maryland. There were 8 children in her family and she was the sixth. When she was five, her Mother died. Her Father remarried one year later and in time had three more children. Her Father always wanted her to be a boy. When Harriet was only 13 years old, she tried to stop a person from being whipped and went between the two people. The white man hit her in the head with a shovel and she blacked out. From then on she had awful migraines and would sometimes just collapse on the ground while she was working. She served as a field hand and house servant on a Maryland plantation. In 1844 she married John Tubman, who was a free black. In 1849 she escaped to the North, where slaves could be free before the outbreak of the American Civil war. In 1861 she made 19 trips back to help lead other slaves. She led them to freedom along the clandestine route known as the Underground Railroad. She also led a n estimated 300 slaves to freedom including her mother and father and six of her 11 brothers and sisters. Adult Years Harriet ¡Ã‚ ¦s first rescue was in Baltimore, where she led her sister, Mary Ann Bowlet and her two children to the North. In 1849, Harriet was to be sold to a slave trader. She was taken from her husband and didn ¡Ã‚ ¦t know where she was going to end up. She escaped that night. She traveled only when it was dark and slept during the day. She would hide in haystacks, barns, and houses. Harriet would always carry a revolver during her many trips to the South because a slave who returned to slavery could reveal people who facilitated the passages of escapees by offering them food ad shelter. Harriet would threaten to shoot anyone who out of fear of being caught decided to return during the trip north. Slave owners offer a $40,000 reward to release the free slaves. Harriet was a legendary figure. The black children would call her  ¡Ã‚ §Aunt Harriet ¡Ã‚ ¨. Harriet got a letter from Queen Victoria in the mail. She was the Queen of England. She invited Harriet to her birthday and also sent her 2 boxes filled with a black silk shawl, and a medal which showed the queen ¡Ã‚ ¦s family. It was her Diamond Jubilee Medal. Towards the end of the war Harriet went to the hospital at Fort Monroe. She cleaned up the hospital... ...ar. She made claims against the government for black soldiers pay and/or pension. „h Harriet was sold and separated from her family, so she ran away at age twenty-eight and found her way to freedom on the  ¡Ã‚ §Underground Railroad. ¡Ã‚ ¨ There she led slaves out of the South to freedom in the North or Canada. These fearless blacks were called  ¡Ã‚ §Conductors ¡Ã‚ ¨ on the Underground Railroad. Blacks called her  ¡Ã‚ §Moses ¡Ã‚ ¨ because she led her people to freedom. „h Harriet appeared as a guest speaker with Elizabeth Cody Stanton and Susan B. Anthony, pronouncing the rights of women ¡Ã‚ ¦s suffrage and control of property and wages. „h Harriet made over nineteen trips to the South in which she led over three hundred slaves to freedom. She never lost one person and was never captured. „h After the Civil War Harriet continued to devote her life to others and spoke for the rights of women as well as the newly freed blacks. She opened a home for the elderly and needy blacks. In conclusion, Harriet Tubman was an influence on everyone because of her courage, strength, and efforts. Harriet ¡Ã‚ ¦s wits, brains, and strength helped her live as long as she did and survive through the cold, dark world for blacks.

Experimental learning Essay

The group chosen is â€Å"B†. It has to do with Experimental learning (Constructivism). As the name suggests, experiential learning involves learning from experience. It builds a â€Å"bridge† from the known to the new by taking the learner’s perceptions and experiences as the point of departure for the learning process. The theory was proposed by psychologist David Kolb. According to Kolb, this type of learning can be defined as â€Å"the process whereby knowledge is created through the transformation of experience. Knowledge results from the combinations of grasping and transforming experience. † The experiential theory emphasizes how experiences, including cognitions, environmental factors, and emotions influence the learning process. In this model the teacher is seen as a learner among learners, his/her role is to facilitate the learning process and the students have an active participation (largely in collaborative small groups). This model puts the emphases on the process (learning skills, self-inquiry, social and communicative skills) and the learner (self-directed learning). Its motivation is mainly intrinsic and the evaluation is process-orientated (reflection on process, self-assessment; criterion-referencing) According to the view of knowledge, is a personal knowledge construction and identification of problem. The curriculum is dynamic; with looser organization of subject matter, including open parts and integration. Group B: Comprehensible input: Comprehensible input means that students should be able to understand the essence of what is being said or presented to them. This does not mean, however, that teachers must use only words students understand. In fact, instruction can be incomprehensible even when students know all of the words. Students learn a new language best when they receive input that is just a bit more difficult than they can easily understand. In other words, students may understand most, but not all, words the teacher is using. Making teacher talk comprehensible to students goes beyond the choice of vocabulary and involves presentation of background and context, explanation and rewording of unclear content, and the use of effective techniques such as graphic organizers. By using context or visual cues, or by asking for clarification, students enhance their knowledge of English. When input is comprehensible, students understand most aspects of what is required for learning, and the learning experience pushes them to greater understanding. Scaffolding and ZPD: â€Å"The Zone of Proximal Development is the distance between what children can do by themselves and the next learning that they can be helped to achieve with competent assistance† The scaffolding teaching strategy provides individualized support based on the learner’s ZPD. The scaffolds facilitate a student’s ability to build on prior knowledge and internalize new information. The activities provided in scaffolding instruction are just beyond the level of what the learner can do alone. The more capable other provides the scaffolds so that the learner can accomplish (with assistance) the tasks that he or she could otherwise not complete, thus helping the learner through the ZPD. Vygotsky defined scaffolding instruction as the â€Å"role of teachers and others in supporting the learner’s development and providing support structures to get to that next stage or level. Play in the classroom: Cook points out that language play includes mimicry and repetition, the explicit discussion of rules and the linking for â€Å"form-driven rather than meaning –driven behaviour†. Play and language play is often a collaborative affair, playful mislabelling and puns often generated extended repair sequences that could be seen as informal â€Å"language lessons† focused on formal aspects of language. Finally, as Cook has pointed out, humour and playful activities occupy large amounts of our real-life existence. The formulaic jokes and dialogue of much ELT may be extremely useful for student language development. Focus on form: It occurs when students direct their conscious attention to some feature of the language, such as verb tense, a new word or structure) It can happen at any stage of a learning sequence as the result of intervention by the teacher, or because students themselves notice a language feature. Focus on form is often incidental and opportunistic, growing out of task which students are involved in, rather than being pre-determined by a book or a syllabus. Affective filter S. Krashen claims for the beneficial value of comprehensible input depends upon students being relaxed and feeling positive and unthreatened. If they are not, then their affective filter is raised and blocks the input from being absorbed and processed. But if, on the other hand, the affective filter is lowered-because students are relaxed- then the comprehensible input the students are exposed to will contribute far more effectively to their acquisition of new language. Noticing It describes a condition which is necessary if the language a students is exposed to is to become language â€Å"intake†, that is language he or she takes in. Unless the student notices the new language, he or she is unlikely to process it, and therefore the chances of learning it are slim. 1. Describe a teaching- learning situation in which all of these words occur. A successful teaching learning situation is when the atmosphere in the classroom is relaxed, happy, and well-ordered (affective filter). Success is a great motivator; both positive and negative feeling will affect the learning process. Therefore, try to make each child feel successful and praise their attempts enthusiastically. Errors need to be corrected, but use positive and tactful feedback so that children feel sure and confident and not be afraid of making mistakes. Games (play in the classroom) provide a natural context for language practice and are very popular with children. They promote the development of wider cognitive skills such as memory, sequences, motor skills and deductive skills. Another important element to take into account in a teaching learning situation is when the student is exposed to an activity where he/she can balance both the familiar and new language. Children develop the confidence to recognize and use the language they already know and the new information with the guide of a teacher (Scaffolding-ZPD) For example: (Presenting new vocabulary) to introduce new words in relation to a unit’s topic, the teacher can bring flashcards to present new vocabulary or posters which offer the learners a more complex visual stimuli. Teacher may also ask students if they know other words related to the topic. In that way, you are exposing children to their previous knowledge. With Flashcards and posters, a number of activities can be carried out: predicting and anticipating, descriptions, mind maps, re-order the stage, mime and point, label the pictures, try to remember (memory games), say as many words as possible about†¦, etc. These ranges of activities allow the teacher to interact with the students in the classroom. For example, use the same flashcards you have been using, and hold them facing you so children cannot see them, after that, show the card for a very short time and ask what’s this? And continue until you have practiced all the words. Besides this, you can teach grammar through examples rather than explanation. Say the student the word you had already taught so that he or she can try to make a sentence using the word given. Apart from that, teacher can use songs or chants where children can practise new target grammar structures or vocabulary. Melody and rhythm are an essential aid to memory. By singing, children are able to forget fears and shyness and practise the language in a joyful way together. Finally, the teacher can use worksheets that can be a great help for students to put into practice everything they have learned. Students are given the opportunity to make productions by themselves. Activities suitable for all edges. 2. Method: Total Physical Response: It is based on the coordination of language and physical movement. Students of any age, especially kinaesthetic learners, benefit from associating language with movement and actions. The more the body is involved in the learning process, the more likely the student is to absorb and retain the information. The majority of class time in TPR lessons is spent doing drills in which the instructor gives commands using the imperative mood. Students respond to these commands with physical actions. Initially, students learn the meaning of the commands they hear by direct observation. After they learn the meaning of the words in these commands, the teacher issues commands that use novel combinations of the words the students have learned. Activities for TPR lessons: Simon says†¦. A typical Total Physical Response lesson might involve the teacher introducing a situation in which students follow a set of commands using actions. For example, ask the children to stand at their desk. Then explain that you are going to give instructions. If the instruction begins with the word Simon says†¦, children must do as you ask. If not, they stand still and wait for the next instruction. Any child who gets this wrong is out of the game and has to sit down. Give tan instruction that is relevant to the unit’s language, e. g. Simon says†¦brush your teeth; Simon says†¦read a comic; Simon say†¦eat cereal. Intermittently insert an instruction which is not preceded by â€Å"Simon says†¦Ã¢â‚¬  to see which children are really paying attention. TPR Storyline: (script) Other ideas in a TPR lesson: Before reading a children’s story, the teacher select some action words and ask the students to perform these actions as you encounter them in the pages. After that, tell students to act out the story with simply drama activities. Play the recording. Pause after each line for children to repeat. Then, divide the class into two groups, with each child having a different role in the story. Each child says the lines of his / her assigned character. The teacher encourages children to perform actions as they speak. Drama, by appealing to the imagination, is an excellent way for children to lose themselves in the story, thereby increasing their communicative ability. Activities mainly use for children Teaching materials Usually props such as pictures, posters or real objects accompany the actions. Some actions may be real while others are pretended. Teaching materials are not compulsory, and for the very first lessons they may not be used. 3. Examples of text books for each method: Presentation, Practice and Production: Presentation – Practice – Production, or PPP, is a method for teaching structures (e. g. grammar or vocabulary) in a foreign language. As its name suggests, PPP is divided into three phases, moving from tight teacher control towards greater learner freedom. Note that some writers use the name to refer to a specific method that focuses on oral skills, but it can also be applied more broadly to a family of related methods which rely on the progression from presentation, through controlled practice, to free production Example taken from â€Å"Excellent† 1 Pupil’s book and Activity Book by Coralyn Bradshaw and Jill Hadfiled -Longman Communicative Language Teaching: Communicative language teaching can be understood as a set of principles about the goals of language teaching (communicative competence). How learners learn a language, the kinds of classroom activities that best facilitate learning, and the roles of teachers and learners in the classroom. Examples taken from the course book: â€Å"Passages 2† Jack C. Richards and Chuck Sandy 1998 Cambridge. Task-Based Learning: Task-based learning focuses on the use of authentic language through meaningful tasks such as visiting the doctor or a telephone call. This method encourages meaningful communication and is student-centred. Characteristics: Students are encouraged to use language creatively and spontaneously through tasks and problem solving Students focus on a relationship that is comparable to real world activities The conveyance of some sort of meaning is central to this method Assessment is primarily based on task outcome. TBLT is student-centred Examples taken from the book: Lexical Approach: The lexical approach is a method of teaching foreign languages described by M. Lewis in the 1990s. The basic concept on which this approach rests is the idea that an important part of learning a language consists of being able to understand and produce lexical phrases as chunks. Students are thought to be able to perceive patterns of language (grammar) as well as have meaningful set uses of words at their disposal when they are taught in this way. In the lexical approach, instruction focuses on fixed expressions that occur frequently in dialogues, which Lewis claims make up a larger part of discourse than unique phrases and sentences. Vocabulary is prized over grammar per se in this approach. The teaching of chunks and set phrases has become common in English as a second or foreign language, though this is not necessarily primarily due to the Lexical Approach. Example taken from the book: â€Å"English in Mind† 1b by Puchta Herbert and Stranks Jeff 2nd edition. CAMBRIDGE UNIVERSITY PRESS.

Summary Tigress - 10460 Words

Tigress redirects here. For other uses, see Tiger (disambiguation) and Tigress (disambiguation). Tiger Temporal range: early Pleistocene–Recent PreЄЄOSDCPTJKPgN ↓ Tigress at Jim Corbett National Park.jpg A Bengal tiger (P. tigris tigris) Conservation status Endangered (IUCN 3.1)[1] Scientific classification Kingdom: Animalia Phylum: Chordata Subphylum: Vertebrata Class: Mammalia Order: Carnivora Family: Felidae Genus: Panthera Species: P. tigris Binomial name Panthera tigris (Linnaeus, 1758) Subspecies P. t. tigris P. t. corbetti P. t. jacksoni P. t. sumatrae P. t. altaica P. t. amoyensis † P. t. virgata † P. t. balica † P. t. sondaica † P. t. trinilensis Tiger map.jpg Tiger s historic range in about 1850 (pale yellow) and in 2006 (in green).[2] Synonyms Felis tigris Linnaeus, 1758[3] Tigris striatus Severtzov, 1858 Tigris regalis Gray, 1867 The tiger (Panthera tigris) is the largest cat species, reaching a total body length of up to 3.38 m (11.1 ft) over curves and exceptionally weighing up to 388.7 kg (857 lb) in the wild. Its most recognisable feature is a pattern of dark vertical stripes on reddish-orange fur with a lighter underside. The species is classified in the genus Panthera with the lion, leopard, jaguar and snow leopard. Tigers are apex predators, primarily preying on ungulates such as deer and bovids. They are territorial and generally solitary but social animals, often requiring large contiguous areas of habitat that support their prey requirements. This,Show MoreRelatedKaziranga National Park1849 Words   |  8 PagesFund. Additional funding is also received from national international Non-governmental organizations. THE PROBLEM www.wildlifeextra.com - 4th of February 2010 Poachers kill Indian Rhino at Kaziranga National Park, Assam Media Summary Kaziranga National Park is known worldwide for the largest concentration of one horned rhinos in the world but the biggest threat to the rhino conservation has been poaching with more than 400 rhinos Kaziranga National Park, which houses two thirdsRead MoreReview Of Talisman Energy ( Uk ) Ltd.1578 Words   |  7 Pages Student Name ID COURSE: ASSIGNMENT: DATE SUBMITTED: â€Æ' Executive Summary The Beauly field was discovered in 1998 and was first put on production in 2001 by Talisman Energy (UK) Ltd. It is found on the North Sea block of UK and is situated about 250 Kilometers on the Northeast side of Aberdeen Scotland. Moreover, it is deemed to be among the smallest marginal fields of North Sea. The Paleocene basin that arises on the upper portion of the Lista Formation is the hydrocarbon bearing zoneRead MorePrefixation Inthe English Language and Its Role in Enriching the English16589 Words   |  67 Pagesused in delivering lectures on English lexicology. The practical value of the work is to study thoroughly prefixation in English and Uzbek languages. The structure of the Qualification paper is as follows: introduction, 2 chapters, conclusion and summary and the last is used literature. Introduction deals with the description of the structure of the Qualification paper. Chapter I deals with the general notion of Word formation, affixation in the English language, degree of derivation and homonymic