Early Years Foundation Stage and National Curriculum

Early Years Foundation Stage and National Curriculum Within this essay I will produce TWO detailed activity/ lesson plans based upon the Early Years Foundation Stage and KS1 My written assignment will consist of: The planning, implementation and evaluation of one science based activity/ lesson within one curriculum framework which will be observed and assessed by my mentor. This activity/ lesson plan must contain use of ICT. The evaluation of this activity/lesson will contain a description of the value of ICT and Science within the curriculum. A plan of one activity/lesson within the other curriculum frame work. I will produce a reflective account for the activity/lesson which I have planned but have not implemented. (I will be expected to reflect upon the process of planning within this unfamiliar of strengths and weaknesses of the curriculum frame work I have planned within. Introduction activity plan in reception The chosen idea of this activity is light which is based on science enquiries in the early years foundation stage for children 4 to 5 years old. Within this activity plan children should be able to understand and demonstrate the learning context, as play is fundamental to children in early years stage, I thought to plan and do the activity through a game, children would learn and maintain learning better through games. Actual activity plan (Reception) I will select 3 children whilst planning time and ask them what object would give us light, children would have background knowledge (within the sciences programme of study of my workplace, teachers did teach children about light, therefore children would feel comfortable to answer the questions and then draw the certain objects on the smart board. In addition I will provide the children with online science clip games about choosing the objects which give us light from the list and place or drag them in the centre of room, from the BBC website to play. Evaluation of activity and lesson plan After implementing the activity within children in reception class I realised that the information communication technology and Science plays a significant part in childrens primary education and is important on the governments programme. Information and communication technology (ict) prepares pupils to participate in a rapidly changing world in which work and other activities are increasingly transformed by access to varied and developing technology. (QCDA, 1999) Within the activity information communication technology helped the children to communicate, explore, find, investigate and exchange correct information. In addition ICT provided the opportunity for children to be creative and enable them to access and share the ideas and experiences within communication , added to that it assisted children in being independent learners and being able to know and identify where and when to use ICT to get beneficial effects. However using ICT might be a disadvantage to the children and make them feel unhappy in some ways, for example in my activity connection errors, finding the smart note book icon on the desktop and loading the internet page were the problems which I have faced. In order to address that issue I thought it is best to plan or perform different activity with a different kind of usage of ICT. My weaknesses Within the activity my weaknesses have become clear for me, upon the Assessor Observation Report sheet I needed to improve my organization skills and also prepared whatever programme which I need to use before the activity started, in my activity case it was smart note book programme. In order to address this weakness I needed to always ask for the help from other member of staffs to show me and help me to find the programme icon on desktop or to find the standard and suitable resources before the actual activity begins. Unfortunately I was not able to provide the children with online science clip games due to technical issue; the school computers did not download the flash player software to play the clip. However this issue could be addressed in the future by checking the requirements of whatever online activity resources. Develop childrens understanding about the activity and linking the certain topics to the natural world and participate boys and girls in the activity, are the areas which I needed to focus on more for the upcoming activities. My strengths Demonstrated a positive approach to children, encourage them to continue with activity by using morale boosting techniques like praising, e.g. Saying well done. Communicated and treated children in a dignified way and considered their possible thoughts. Managed and controlled childrens behaviours in a positive way, allowing them to cooperate more easily. Importance of science as subject within curriculum Science is also known as a core subject within curriculum, according to (DCSF, 1999) Science is an integral part of modern culture. It stretches the imagination and creativity of young people. Its challenges are quite enormous. Science stimulates and excites pupils curiosity about phenomena and events in the world around them. (QCDA, 1999) In addition it enable the children to understand and improve their quality of life, children learn to discuss science based issues that may affect their own lives, the direction of society and the future of the world. Science is mainly about asking questions and doing experiments to find the answer, this helps children in using their imagination, knowledge and skills to discover and experience the world around them. In the other hand ICT engage a method of learning that settled in old knowledge as well as learning new skills. Combination of science and ICT can make a considerable difference to childrens scientific learning as well as learning new ICT skills. In addition provide the opportunity for children to experience facts in science that they wouldve thought impossible, such as zoom-up scenes of the plants and their surface texture. Use of ICT across the curriculum Within the curriculum students and children must be provided chances to use and develop their ICT ability through the use of ICT devices to support their learning in all subjects however with the exception of physical education at key stages 1 and 2. According to the national curriculum: Pupils should be given opportunities to support their work by being taught to: a find things out from a variety of sources, selecting and synthesising the information to meet their needs and developing an ability to question its accuracy, bias and plausibility b develop their ideas using ICT tools to amend and refine their work and enhance its quality and accuracy exchange and share information, both directly and through electronic media review, modify and evaluate their work, reflecting critically on its quality, as it Progresses. (QCDA, 1999) Lesson plan introduction (key stage 1) After researching and studying through the national curriculum and understanding the programme of study (science) and science enquiry, I am going to plan a science lesson for children whose position lies within in key stage 1. Within the curriculum there are 3 scientific enquiries which are needed to be taught by teachers, these are: Life processes and living things, Materials and their properties and Physical processes. Actual lesson plan (key stage 1) The chosen concept to plan the lesson on is materials and their properties. I know from my own knowledge that students and children learn and maintain learning abilities through experiences and the use of their senses, I thought that its best to let them touch on subjects which are made up of different materials that are present in class such as rulers. Childrens own t-shirts, windows, chairs and other objects which children question in a way that they feel comfortable in, including: How the materials feel like (softness, roughness, hardness, as well as the shininess, ability to float, whether they are magnetic or not), name the common types of material (metal, plastic, wood, wool, paper, rocks), about the uses of a variety of materials for example glass, woods, wool. Using ICT is the best way to start my lesson after asking the children questions, I could buy, borrow software packages or use online resources which contain words and picture about different materials and subjects connected to the smart board where all the children can watch the board easily, in order to help children to learn the names of materials I will try to seek the software or online resource with the presence of sound. I prefer to use resources which contain questions and answers within, picture and explanation of materials and their properties, for instance: what is an oven made from, why we use an oven; can we cook food with a plastic oven, why yes? Why not? And other kind of questions which are related to the use of materials and their properties, in addition I have to be very careful in meeting the science enquiry in key stage one. Children can identify materials and their properties by listening or watching software or online resources and answer the questions in the meantime their watching or after theyve watched the video, that helps me or teachers to make sure children have achieved what they need to achieve within curriculum. Personal reflection After planning, implementation and evaluation of receptions activity as I know that the government has set two curriculums in order to meets childrens learning needs: the early years foundation Stage which to be taught to the children aged 3 to 5 and the national Curriculum design for children from 6-11. I need to plan a lesson which meets the childrens needs and requirement within national curriculum as well as using ICT, to support the lesson and assist the children to understand and maintain the learning in order to achieve what they are expected to achieve. Both curriculums aimed to help the children, parents and educators. However both curriculums have weaknesses within them as well as strengths. The strengths of the national curriculum Teachers could find weaknesses and strengths of students by assessing them through different tests such as S.A.T.S, ACT and Etc and keep record of their progress. In addition Post-Secondary Consistency provides another way to assess student outside of SAT, ACT and other standardized tests. Assessing childrens learning of the National Curriculum is performed by teachers listening questioning, observing and marking the childrens work. When teachers assess children they write down their evidence, produce tables of results, add information to the students profile and write reports for the childs parents. Regulation of especial education and racing student, all standard and qualifications would be same across the world. National curriculums provide exceptional opportunity for parents, communities and schools to discuss and reach agreement on what students expected to know and be able to do. In addition help student to learn more by emphasise the best teaching and educational practices, challenging student ability and providing valuable methods to help students achieve high standards. National curriculum will Focus the education system on reasonable, objective, measurable, and well-defined goals to enable schools to work smarter and more effectively. The weaknesses of National Curriculum Disagreement between government and lawmaker (who deciding what is essential ,or what is not important is one of the weaknesses in national curriculum in addition other aspect of education such as staring date ,date of schools and salaries need to turn out to be same and standardised. Availability of teachers is another weakness within national curriculum. As every person is unique teacher may need more training time to cover specific area that they want to cover or they not available at rural areas. High or low standards forced by state government are also challenging. They require content provisions without considering the different needs, opportunities to learn, and skills that may be suitable for specific regions or areas. The strengths of Early Years Foundation Stage Emphasis on learning outside of the formal education and having freedom to play and explore the world around them and accepting and considers risk for themselves within inside or outside environment makes Early Years Foundation Stage unique. Play is seen as a fundamental part in childrens development in pre-schools curriculum. Throughout play children learn better, as well as socialise and interact with other children. Assessment is very crucial for childrens learning. It informs the practitioners whether they have achieved or met all the early learning goals or what stage the child ability or progress is at. The practitioner makes records for each child and will then inform the parents of their childs progress. In reception the assessment is baseline which happens in the first term of reception. At the end children will be assessed to see if they have achieved the early learning goals. However in nursery the assessment is continuously. Practitioners observe children, and notice what they say and what they do and make a record of what they see. They use the documents column examples of what children do to help them assess. The weaknesses of Early Years Foundation Stage According to the survey which has been take place on Augusts 2009 about the performance of Early Years Foundation Stage in settings When questioned on parents reaction to Early Years Foundation Stage, respondents gave a variety of answer including anxiety about learning goals, expectations of formal and informal learning, general lack of awareness and disinterest. (PRE-SCHOOL, 2003) Adult anxiety about pushing children on in their development makes disadvantages of expecting too much of children in Early Years Foundation Stage and failing to notice and acknowledge how able they are already. Compare and contrast national curriculum and early Years of foundation Stage The National Curriculum is consisting of three core or saturated subjects: English, Mathematics and Science and seven non core subjects: Geography, Art, Music, History, Physical Education, IT, and Design and Technology, as well as additional desires such as Sex education and Religion Education and non statutory guidance such as citizenship, P.S.H.E and foreign language. All these subjects are prearranged into four key stages For each key stage, programmes of study set out what pupils should be taught, and attainment targets set out the expected standards of pupils performance. (DCSF, 1999) In order for the students to achieve the attainment targets, the programmes of study specify what students must be educate in each subject at each key stage, and provide the foundation for planning schemas of work. Attainment targets plan the accepted standards of students performance. They range from level 1 to level 6 and are a way of evaluating students achievement. Levels of descriptions provide the basis for making judgements about pupils performance at the end of key stages 1, 2 and 3. At key stage 4, national qualifications are the main means of assessing attainment in National Curriculum subjects. (DCSF, 1999) Within national curriculum teachers required to plan and prepare a lecture before they perform it. The purpose of planning is all staff are working as a team and planning together in order to assure the children, parents, Government and inspectors that all staff are distributing the National curriculum. National curriculum contains of 3 kinds of terms: long term (year plans and key stage), medium term (half term plans or term plans) and short term (daily or weekly plans). Within national curriculum children need to be assess by teachers. Children assessed by doing national tests at age seven to eleven ,and then S.A.T.S are made public in union tables and checked by Offset inspectors, that helps teachers to find out what children have learned and achieved, over specific period of time. Early Years Foundation Stage Government has set the early years foundation stage guide for children 3 to 5 years teachers. Within Early Years Foundation Stage there are 6 main areas of learning. There are 6 areas of learning within the Foundation Stage: Personal, social and emotional development: is about children knowing who they are, what they like and dislike, where they can fit in as well as feeling safe and good about themselves, being able to make friendship, communicate and socialise with other children, learn to share and help each other and emotional welfare. It is also about developing respect for others, social skills and a positive attitude towards learning. Communication, language and literacy includes speaking, communication and listening in different circumstances. The communication skills provide the ability to children to communicate and participate more fully within their society. Mathematical development a childs development can build up out of every day experiences in a vast and aesthetic atmosphere. Childrens developments could be through songs, stories, imaginative play games, so that children enjoy using and experimenting with numbers larger than 10. Knowledge and understanding of the world children need to gain and develop the essential skills knowledge and understanding that help them understand the world. Physical development helps the children to gain confidence in what they can do and enables them to feel active and healthy. Creative development Being creative helps children to express emotions and feelings in different ways such as music, art, dance, imaginative play and role play. Play is the key of childrens development in Early Years Foundation Stage curriculum. Through play children explore and experience the world around them they learn to share, socialise and interact with other children. Practitioners must constantly be thinking how they can apply the methods of learning into every area of learning, so they must prepare a plan for every lesson. Within Early Years Foundation Stage curriculum there are 3 ways of planning; long term (for whole year)medium term(half term, terms) and short term (week or each session).the practitioner are responsible to ensure that all 6 area of learning are fully covered by using documents such as observation or record of childrens progression. In addition they should make sure all the work is suitable to each individual needs. Conclusion Overall both Early Years Foundation Stage and the National Curriculum provide a wide variety of subject for children to learn and grasp, however due to the child ability children might find some subjects easier to understand than others. As long as the right teaching methods are implementing at appropriate times, children should be able to get a lot out of learning not just for educational reasons but also developmental. In conclusion, childrens should be entitled to a suitable curriculum and protected from discrimination in any case of social, gender, class, culture, ethnicity and disability. References 1) DCSF, 1999. Progress in national curriculum levels [Online]. Available at: http://nationalstrategies.standards.dcsf.gov.uk/node/245463 [Accessed 10/04/2010]. 2) PRE-SCHOOL, 2003. EYFS- what our members think [online]. Available at: http://www.pre-school.org.uk/practitioners/research/349/eyfs-what-our-members-think [Accessed 8/04/2010]. 3) QCDA, 1999.Information and communication technology [online] available at: http://curriculum.qcda.gov.uk/key-stages-1-and-2/subjects/ict/keystage1/index.aspx [Accessed 10/04/2010]. 4) QCDA,1999. Science [Online]. Available at: http://curriculum.qcda.gov.uk/uploads/Science%201999%20programme%20of%20study_tcm8-12062.pdf [Accessed 10/04/2010] 5) WARD, H.RODEN, J.HEWLETT, C, 2005.Teaching science in primary classroom: a practical guide. LONDON: SAGE Publications Ltd.

The Black Cat: Deranged Narrator :: essays research papers

The Black Cat: Deranged Narrator Throughout the opening paragraph of "The Black Cat," the reader is introduced to a narrator who, because of his grotesque actions, has become mentally deranged and very untrustworthy, " . . . my very senses reject their own evidence." The narration of this story is in the first person, which would lead you to believe the narrator could be trusted to relate to you the true events of the story, but this is false. The narrator in this story is unreliable due to his horrid state of mind and body. The narrator cannot be relied upon to show the reader the true events of the story, these events have to be interpreted and the reader must come to his own conclusion as to what really happened. The reader is shown in the opening paragraph that he should not trust the narrator to deliver the true events of the story. The narrator admits throughout the story that his bad habits, namely alcoholism, lead to his irrational state of mind. His alcoholism was the root of his downfall. While intoxicated, the narrator mutilated his favourite pet, Pluto, causing the cat to become terrified of his master. The alienation of his cat gave the narrator even more cause to become mentally unstable. The hanging of his cat shows how the narrator has become obsessed with doing evil things for the sake of their evilness. This evilness is linked to his alcoholism. The narrator was most-likely in a drunken state when he hung his cat, which only infuriated his temper. This separation of friends had a huge effect on the narrator's deadly temper. His temper is such that anything that slightly annoyed him caused him to go into fits of rage. The fits of rage which occupy the narrator for much of the story are all linked to his pet cats. He points out that he was an animal lover in his younger days and the feeling was carried through into his maturity. His love for animals ended here. His alcoholism had driven him to avoid his animals or, when he encountered them, to physically harm them for the reason that they were there. The narrator's pet cat's were the exceptions. He held his temper back from his cats because of his love for them. This feeling disappears after time and the cats become the subject of his worst fits of rage. After each violent act upon his cats, the narrator did feel remorse at his actions. This feeling also disappears over time and, as it disappeared, his rage grew. The Black Cat: Deranged Narrator :: essays research papers The Black Cat: Deranged Narrator Throughout the opening paragraph of "The Black Cat," the reader is introduced to a narrator who, because of his grotesque actions, has become mentally deranged and very untrustworthy, " . . . my very senses reject their own evidence." The narration of this story is in the first person, which would lead you to believe the narrator could be trusted to relate to you the true events of the story, but this is false. The narrator in this story is unreliable due to his horrid state of mind and body. The narrator cannot be relied upon to show the reader the true events of the story, these events have to be interpreted and the reader must come to his own conclusion as to what really happened. The reader is shown in the opening paragraph that he should not trust the narrator to deliver the true events of the story. The narrator admits throughout the story that his bad habits, namely alcoholism, lead to his irrational state of mind. His alcoholism was the root of his downfall. While intoxicated, the narrator mutilated his favourite pet, Pluto, causing the cat to become terrified of his master. The alienation of his cat gave the narrator even more cause to become mentally unstable. The hanging of his cat shows how the narrator has become obsessed with doing evil things for the sake of their evilness. This evilness is linked to his alcoholism. The narrator was most-likely in a drunken state when he hung his cat, which only infuriated his temper. This separation of friends had a huge effect on the narrator's deadly temper. His temper is such that anything that slightly annoyed him caused him to go into fits of rage. The fits of rage which occupy the narrator for much of the story are all linked to his pet cats. He points out that he was an animal lover in his younger days and the feeling was carried through into his maturity. His love for animals ended here. His alcoholism had driven him to avoid his animals or, when he encountered them, to physically harm them for the reason that they were there. The narrator's pet cat's were the exceptions. He held his temper back from his cats because of his love for them. This feeling disappears after time and the cats become the subject of his worst fits of rage. After each violent act upon his cats, the narrator did feel remorse at his actions. This feeling also disappears over time and, as it disappeared, his rage grew.

Paideia, Schole, Paidia: Then and Now :: Philosophy Philosophical Essays

Paideia, Schole, Paidia: Then and Now ABSTRACT: Aristotle centers the citizen’s education (paideia) on leisure (schole). Its features, especially of play (paidia), are evoked to remedy deficiencies in three contemporary philosophies of leisure: classical, critical and communitarian. Paideia, the citizen's education, is extensively tied up with liberal studies in most of Aristotle's discussion in book eight of the Politics. But this tie-up intellectualizes the leisure at their root in the first few chapters of the book. While my undergraduates in leisure studies always need to be drawn up from their sole focus upon sport, perhaps my philosophy colleagues need relief to de-intellectualize paideia back down to schole. There are dimensions of Aristotle's comments which are remedial to contemporary streams of leisure theory. This paper will recapitulate his comments, then apply them to three types of contemporary theory. His first chapter justifies the reason why politics is not meddling when it takes an interest in the formation of its citizens. This is because any constitution will not be workable unless citizens' characters, their virtues, are compatible with it. His second chapter opens what should be taught. Without doubt, useful things should be taught. But not all useful things: useful things which "vulgarize" the citizen should not. To vulgarize is to make one less fit for the practice of virtue, the city's concern. Any occupation, art or science can vulgarize. An occupation will, if it is paid employment; that degrades the mind by absorbing it. An art will, if it deforms the body; the Spartans did that, by their excruciating and savage routines. And a science will, if it is pursued to its perfection of detail. Our bywords about workaholic compulsions, steroid stars, and nerdy scholars, show that we experience the three instances he speaks of, even if paradoxes appear that do not trouble him. Why learn anything at all that is useful, if we can't earn a living at it? How is it virtuous to be never the master but ever a dabbler? Is it not inherent in science to drive us to its ultimate details, one way toward its principles and another toward its applications? These three are more localized problems, however, than his fourth limitation on useful education. That the very same activity is first excluded from the teachable useful, and then is re-included merely by a change in its object, touches our Aristotle with an anachronistic subjectivity, whereby the subject constitutes whatever identity the object has.

Motivation in the Classroom Essay -- Teaching Education

Motivation in the Classroom Students want and need work that enables them to demonstrate and improve their sense of themselves as competent and successful human beings. This is the drive toward mastery. But success, while highly valued in our society, can be more or less motivational. People who are highly creative, for example, actually experience failure far more often than success. Biehler (p. 225) claims that studies show that when CAI used in conjunction with a teacher's lessons, is particularly beneficial for low-achieving and young students. Before we can use success to motivate our students to produce high-quality work, we must meet three conditions: 1. We must clearly articulate the criteria for success and provide clear, immediate, and constructive feedback. 2. We must show students that the skills they need to be successful are within their grasp by clearly and systematically modeling these skills. 3. We must help them see success as a valuable aspect of their personalities. All this seems obvious enough, but it is remarkable how often we fail to meet these conditions for our students. Take skills. Can you remember any crucial skills that you felt you did not successfully master because they were not clearly taught? Was it finding themes in literature? Reading and interpreting primary texts? Thinking through nonroutine math problems? Typically, skills like these are routinely assigned or assumed, rather than systematically modeled or practiced by teachers. So how can we help students master such skills? When teaching your students to find themes, for example, deliberately model interpretation. Ask your students to give you a poem you have never seen, and then interpret it both for and with them. If they are reading primary texts, use what we call the "main idea" strategy. Teach them how to find the topic (usually a noun or noun phrase), the main idea (a sentence that states the text's position on the topic), and reasons or evidence to support the main idea. If students are concerned about writer's block, remember that perhaps the most difficult task of a teacher is to teach how to think creatively. In regards to behavior modification it's noted in Biehler(p.237), in the case of primary students there is a possibility that some students will come to realize that the teacher rewards them only when they've done what she... ... arouses intense curiosity? By making sure it features two defining characteristics: the information about a topic is fragmentary or contradictory, and the topic relates to students' personal lives. Students then work together in-groups, retracing the steps scientists took in weighing the available evidence to arrive at an explanation. We have seen student’s work diligently for several days dealing with false hypotheses and red herrings, taking great delight when the solutions begin to emerge. As for topics that relate to students' lives, the connection here cannot be superficial; it must involve an issue or idea that is both manageable and unresolved. We must ask, With what issues are adolescents wrestling? How can we connect them to our curriculum? Figure 1 illustrates some possibilities for adolescents. Bibliography: References Snowman, Jack/Biehler, Robert (2000) Psychology Applied to Teaching Houghton Mifflin Co. Colin, Baker (1996) Foundations of Bilingual Education and Bilingualism Multilingual Matters (pgs 105-143) Cummins, Jim (1996) Negotiating Identities: Education for Empowerment in a Diverse Society California Association for Bilingual Education

The Role of Music in Thomas Hardys Writing :: Biography Biographies Essays

The Role of Music in Thomas Hardy's Writing Music played a role of marked importance in the life of Thomas Hardy. Hardy was surrounded by a family and a community in which music enhanced everything from church services to social gatherings at the local alehouse. His family was full of active musicians; his father and grandfather were instrumentalists in local church bands, his uncle was a violin player, and his mother often sang traditional ballads. Like many village musicians, Hardy had the ability to read music and play the violin. Although he owned a written collection of music, Hardy, like other villagers, focused on an oral musical tradition. Hardy could play several hundred songs on the violin, and was exposed to countless others at family, village, and church gatherings. This music, and the rural tradition out of which it grew, were foundations on which Hardy built a literary identity. Through the incorporation of music into his works, Hardy strove to preserve the musical traditions of his familiar rural settings. In his prose, Hardy used music as a means to evoke emotional responses from his characters. The introduction of music into a lush, fertile nature, such as that described in chapter XIX of Tess of the d'Urbervilles, resulted in a heightened sensuality of the character. As Tess walked through the outskirts of the garden, the music of Angel's harp intensified both her physical and emotional states. In chapter VI of Far From the Madding Crowd, Gabriel Oak sought respite from his sorrow through "the sound of the well-known notes [that] cheered his own heart."(Hardy) By playing his flute in the malthouse, Gabriel shared his joy in music with the townspeople. Hardy incorporated a traditional piece of rural life into his novels using folk songs and church music. He presented folk music in Tess of the d'Urbervilles as a symbolic link between Tess's past and her present circumstances. Tess is reminded of a lullaby sung to her as a child as she is trying on her wedding gown. At that point she realizes the significance of the familiar tune with the current events in her life. In Under the Greenwood Tree, Hardy relied on traditional church hymns to develop the Christmas caroling scene with the Mellstock Church Choir. The tradition of caroling in these rural societies exemplifies the role of church music in the lives of the rustic people. Hardy extensively used music in both the structural composition and thematic development of his poetry.

Language and Cognition Essay

For years, I have witnessed how the art of teaching had evolved and it keeps on evolving. Every year, the teaching practice is revised; old techniques are changed with new approaches suiting the new generation. Unknowingly, teachers are pressured to cope with all these changes yet with their dedication, they find means to give quality education to us students. With this article, teachers are given a new way to teach young minds. I strongly believe that a child’s first steps to learn language and literacy are the most crucial ones. His first learning and experiences in school will serve as his foundation throughout his life. I could see the importance of teachers in this stage. Thus, teachers should be competent enough to develop the child. The new approach discussed in the article promotes interactive teaching and interactive learning and as a student, I agree with this approach. By using this approach, students are encouraged to talk and participate and as a result given more chance to express their thoughts and ideas in class well making it easy for learning. As I see it for the teachers’ side, it would be more convenient for them to listen to their students’ responses and so they could understand their knowledge and thinking, as well as correct some misunderstandings and misconceptions. On the other hand, it was stated in the article that other teachers might be hesitant to apply this new approach with their fear of losing classroom control, and I understand that since some students, when given freedom to speak, misuse it. Nevertheless, as a learner, I am very open to this approach and I appreciate this article for helping teachers in acquiring new techniques for their profession and also for helping students learn language better which is their foremost step to literacy and quality education.

Ovarian Cancer Research Paper Essay

Introduction Ovarian cancer is one of the most common types of cancer among women. It is considered to be one of the most common types of cancer of the female reproductive system. According to McGuire and Markman (2003), â€Å"despite advances in treatment over the last 40 years, ovarian cancer is the second most commonly diagnosed gynaecological malignancy, and causes more deaths than any other cancer of the reproductive system† (p. 4). Despite the fact that ovarian cancer occurs less frequently than uterine cancer, it is more aggressive and can occur at any age. In addition, it does not manifest itself in the first stages, and in most cases are diagnosed only in the later ones. All the malignant ovarian tumors are subdivided into epithelial, germ or stromal cell types (cancer). These cancers have the highest incidence among all other tumors. (Jordan, S., Green, A., & Webb, P. 2006 p.109-116). Signs and symptoms of ovarian cancer â€Å"Ovarian cancer has often been called the â€Å"silent killer† because symptoms are not thought to develop until advanced stages when chance of cure is poor† (Goff, Mandel, Melancon, & Muntz, 2004, p. 2705). That is why the symptoms of ovarian cancer are not specific and can be disguised as other more common diseases, such as diseases of the digestive system or urinary system. The reason for the lack of clearly defined symptoms is that ovarian cancer develops in the abdominal cavity and does not cause discomfort for the patient. The main sign of the presence of most disease is a constant presence of symptoms or their worsening. For example, ovarian cancer symptoms are distinguished by their immutability of the manifestations: they progress gradually. (Goff, B. A., Mandel, L. S., Melancon, C. H., Muntz, H. G., 2004 p. 2705-2712). The main symptoms of ovarian cancer may include the following: 1. Feeling of overeating, swelling or bloating; 2. Urgent need to urinate; 3. Pain or discomfort in the pelvic area. 4. Constant indigestion or nausea; 5. Sudden, unexplained changes of stools, which include diarrhea or constipation; 6. Frequent urination; 7. Appetite loss; 8. Rapid weight loss or rapid weight gain; 9. Increased waist circumference, which can be seen by the fact that the clothing suddenly became small; 10. Pain during intercourse; 11. Permanent weakness; 12. Pain in the lumbar area, abdominal pain. The growing tumor extends through the fallopian tubes, causing the lower abdominal pain on the affected side. The large tumors can compress the large intestine that is manifested in bloating or constipation. (Goff, B. A., Mandel, L. S., Melancon, C. H., Muntz, H. G., 2004, p. 2705-2712). In addition, ovarian cancer is characterized by metastases at the â€Å"gate† of the liver that leads to the development of ascites – an accumulation of fluid in the abdominal cavity due to the compression of the hepatic portal vein. (Goff, B. A., Mandel, L. S., Melancon, C. H., Muntz, H. G., 2004, p. 2705-2712). The later stages (3 and 4) of ovarian cancer are characterized by more severe symptoms, such as intoxication and anemia. The doctors usually can diagnose ovarian cancer for three months after the first symptoms. However, sometimes it is necessary to wait for six months or even more in order to put the final diagnosis. (Goff, B. A., M andel, L. S., Melancon, C. H., Muntz, H. G., 2004, p. 2705-2712). Causes of ovarian cancer Currently, the etiological factors of malignant ovarian tumors are not significantly determined. However, some researches have advanced several hypotheses about the etiology of epithelial ovarian tumors (Modugno et al., 2003, p. 439- 446). The first one being that ovarian cancer usually occurs when a tumor develops in one or both of a woman’s ovaries. (Modugno et al., 2003, p. 439- 446). Another hypothesis is based on the concept of â€Å"incessant ovulation† (early menarche, late menopause, a small number of pregnancies, the shortening of lactation). Remember, the constant ovulations cause serious damage to epithelial inclusions in the ovarian cortex. The following hypothesis shows that ovarian cancer, most often, is caused by the glandular epithelial cells, which produce hormones. Therefore, a violation of hormonal regulation leads to the changes of malignant epithelial cells. Ovarian cancer often develops in the presence of chronic inflammation, benign tumors or ovarian cysts. (Jordan, S., Green, A., & Webb, P., 2006, p. 109-116). Risk factors It is difficult enough to determine the risk factors for ovarian cancer. However, it is believed that the healthy women, who have relatives diagnosed with breast cancer, ovarian cancer or uterine cancer, are at risk of those diseases. Supporting this point of view, Cannistra (2004) states that â€Å"a strong family history of ovarian or breast cancer is the most important risk factor† for women. Too often ovarian cancer develops after menopause. However, the risk is increased only after 60 years. In turn, Cannistra (2004) supports this information and adds that â€Å"the median age of patients with ovarian cancer is 60 years, and the average lifetime risk for women is about 1 in 70†. (p. 2519-2522) Despite the fact that most ovarian cancers are diagnosed in postmenopausal women, the disease can also occur in women who are in the premenopausal period. Women, who have been pregnant at least once, are less likely to have ovarian cancer. The use of birth control pills also reduces this probability. (Kuper, H., Cramer, D. W., & Titus-Ernstoff, L., 2002., p. 455-463). The appearance of cysts is a normal process that occurs during ovulation in women who are premenopausal. However, cysts formed in the postmenopausal period have a great chance to cause cancer. Women are at increased risk if they are having trouble conceiving. Environment factors also affect the incidence of ovarian cancer. (Kuper, H., Cramer, D. W., & Titus-Ernstoff, L., 2002., p. 455-463). Ovarian cancer can be primary, secondary and metastatic. The malignant tumors, which primarily affect the ovary, are known as primary cancer. Secondary ovarian cancer (cystadenocarcinoma) occurs due to the benign or borderline tumors. Metastatic ovarian cancer (Krukenberg tumor) is a spreading of the primary tumor, which is often located in the gastro-intestinal tract, stomach, breast, thyroid or uterus. (Rossing, M. A., Tang, M. C., Flagg, E. W., Weiss, L. K., Wicklund, K. G., & Weiss, N. S.,2006, p. 713-720). Ovarian cancer staging It is possible to trace the following ovarian cancer stages, such as: Stage 1 — limited to one or both ovaries; †¢ 1A) cone ovary is affected, no ascites; †¢ 1B) both ovaries are affected, no ascites; †¢ 1C) appearance of the tumor on the surface of the ovary (s), ascites. Stage 2 — disease spreads in the small pelvis; †¢ 2A) affection of the uterus or fallopian tubes; †¢ 2B) affection of other tissues of the small pelvis; †¢ 2C) tumor on the surface of the ovary (s), ascites. Stage 3 — affection of the peritoneum, metastases in the liver and other organs within the abdomen, affection of groin lymph nodes; †¢ 3A) — microscopic peritoneal metastasis beyond the pelvis; †¢ 3B) — metastasis less than 2 cm in size; †¢ 3C) — metastases more than 2 cm in diameter, involving retroperitoneal and inguinal lymph nodes. Stage 4 — distant metastases. (Rossing, M. A., Tang, M. C., Flagg, E. W., Weiss, L. K., Wicklund, K. G., & Weiss, N. S., 2006., p. 713-720). Thus, these are the basic ovarian cancer stages, which help to find out how widespread ovarian cancer is. Classification of ovarian tumors 1) Surface epithelial-stromal tumors – the largest group of benign epithelial ovarian tumors are cystadenoma. 2) Sex cord-stromal tumors with a minimum number of elements have the structure of sex cord-tech fibroids and may contain small nests or tubules of sex cord-type cells. 3) Germ cell tumors are teratomas, which in most cases are benign. . (Rossing, M. A., Tang, M. C., Flagg, E. W., Weiss, L. K., Wicklund, K. G., & Weiss, N. S., 2006., p. 713-720). Ovarian cancer treatment Ovarian cancer can be suspected by a gynecologist during a standard pelvic examination. However, â€Å"much of the problem is that ovarian cancer is often detected too late. Not everyone has symptoms, and the classic ones—bloating, pelvic pain, difficulty eating and urinary frequency, are easily confused with other maladies† (Johannes, 2010, para. 6). That is why the doctor should regularly check the pelvis and conduct the palpation of the uterus, vagina, tubes, ovaries, bladder, and rectum. In addition, it is essential to use a pelvic organ ultrasound, magnetic resonance imaging (MRI), radionuclide studies (scintigraphy), intestinal endoscopy, as well as a laparoscopic examination of the pelvis with a biopsy. (Zhang, M., Xie, X., Lee, A. H., & Binns, C. W., 2004, p. 83-89). Remember that ovarian cancer does not have any obvious symptoms in the early stages. Therefore, the annual gynecological examination and ultrasonography of the groin area are very important. Main tr eatment usually involves surgery, chemotherapy, and sometimes radiotherapy. Depending on the extent of tumor spread, surgery can be performed in various capacities. The obtained material must be sent for further examination. If the tumor significantly extends, the doctor should conduct the courses of chemotherapy, and then perform surgery. Mainly, surgery is performed in a radical way: the uterus with the tubes, pelvic tissue with lymph nodes, and omentum in the form of an apron are removed completely. Gland contains lymph nodes, which are often affected by metastases. Ovarian cancer has the ability to affect a healthy ovary through the cross metastases. (Rossing, M. A., Tang, M. C., Flagg, E. W., Weiss, L. K., Wicklund, K. G., & Weiss, N. S., 2006., p. 713-720). Therefore, it is very important to remove both ovaries in order to preserve the life of the patient. Taking into consideration the aggressive nature of the disease, chemotherapy is considered to be a required component of ovarian cancer treatment. The standard chemotherapy protocol consists of two major drugs, such as Carboplatin and Taxol. (Kiani, F., Knutsen, S., Singh, P., Ursin, G., & Fraser, G., 2006, p. 137-146). Medication duration, dosage and additional drugs are determined individually: in accordance with the type of tumor, the degree of spreading and other indicators. It is possible to conduct the additional courses of chemotherapy after surgery. Ovarian cancer treatment has its specific nature. It is connected with the fact that the tumor in the ovary cannot be seen. Therefore, in cases when the doctor does not operate the patient, the only way to be sure that the tumor is gone completely is use a high-dose chemotherapy. The main features of chemotherapy for ovarian cancer Chemotherapy is performed in almost all the stages of the disease. Sometimes it is used to fight against the tumor, sometimes to contain the tumor and prevent it’s spreading, sometimes in order to delay the total defeat of the body. In any case, chemotherapy for ovarian cancer is proved as an effective fighting method. Chemotherapy does serious damage to the body, but its main advantage is that the drugs work in the body, and thus blocks the development of the last stage of cancer, as well as the spreading to adjacent organs. Chemotherapy for ovarian cancer has a greater chance of success than radiotherapy, because it comes to the heart of the problem. The most important thing is that chemotherapy can get rid of cancer cells, which have already started to progress, but have not yet appeared in the specific symptoms. In other words, it can nip with the problem in the bud. Thus, if the use of chemotherapy for ovarian cancer is offered, do not refuse to do it. This is one of the few chances that could save your life, and give a reason to hope for the restoration of a normal life and future. In some cases, in addition to chemotherapy, the doctor can prescribe radiotherapy in order to kill the cancer cells. However, it is not commonly used and does not play an important role in the treatment of ovarian cancer. How to prevent the development of ovarian cancer? Every woman should know her vulnerabilities – â€Å"loopholes† through which cancer can penetrate into the body. Loophole 1: Late arrival to the gynecologist The annual preventive gynecological examination is required for all the women. Women, who have ovarian cancer, address to the doctor too late. This is due to the irregular visits to the gynecologist, because of this the initial stages of the disease go unnoticed. At first, cancer progresses usually without any of the characteristic symptoms. Subsequently, women can suffer from uterine bleeding, that doesn’t usually coincide with the period of menstruation and often ignore the abnormality. (Grilli, R., Apolone, G., Marsoni, S., Nicolucci, A., Zola, P., & Liberati, A., 1991, p.50-63). Women need to understand that the existence of such a symptom is a serious cause for concern, because any vaginal bleeding aside from the normal monthly menstruation may indicate a malfunction in the body. Another characteristic which women often ignore is lower abdominal pain. These pains can be short or long, weak, or strong. However, it is not desirable to immediately take analgesics to numb the unpleasant feelings. In such a case, it will be more reasonable to see a gynecologist. In addition, it is important to conduct an ultrasound of the uterus and ovaries. Usually a pelvic examination and ultrasound can detect ovarian cancer at the early stages. (Titus-Ernstoff, L., Rees, J. R., Terry, K. L., & Cramer, D. W., 2010, p. 201-207). The growth of ovarian tumors may be accompanied by low-grade temperature, shivering, and weakness. If you do not have an infectious disease and severe pain, but constant weakness and nausea, it is essential to consult with a gynecologist. (Titus-Ernstoff, L., Rees, J. R., Terry, K. L., & Cramer, D. W., 2010, p. 201-207). Loophole 2: Changes in hormonal balance Many women going through menopause also experience profound changes in the level of sex hormones. â€Å"An excess of female hormones can lead to ovarian tumors and other serious gynecological diseases† (Jordan, S. J., Purdie, D. M., Green, A. C., & Webb, P. M., 2004, p.359-365). The patients, who have had surgery on the uterus and ovaries, are also at increased risk. In addition to various infectious complications, they can also have a hormonal disorder. One of the reasons for ovarian cancer is an excess of sex hormone called gonadotropin, which leads to the development of other hormone-dependent tumors. (Jordan, S. J., Purdie, D. M., Green, A. C., & Webb, P. M., 2004, p.359-365). Therefore, women with hormonal malfunctions should be evaluated by a gynecologist with special attention. Loophole 3: Change of sexual partners and childlessness Sexual promiscuity often leads to frequent abortions. Every abortion is a serious hormonal disruption of the whole female body. The consequences of abortion are infertility, chronic diseases of the uterus and other reproductive organs. Sexual promiscuity can also lead to various infectious diseases of the genital organs. Some of these diseases often increase the risk of ovarian cancer. Nulliparous women suffer from ovarian cancer more often than those who have children. (King, M., Marks, J. H., Mandell, J. B., 2003, p. 643-646). Loophole 4: Unhealthy lifestyles It is known that women, who smoke or drink alcohol, are much more susceptible to ovarian cancer. Cigarette smoking and alcohol consumption weaken their health and therefore they have a higher risk of cancer. â€Å"In recent years, it is possible to trace the appearance of different cosmetics and dietary supplements. They contain the hormonal stimulants, which are very harmful for the female body† (Kiani, F., Knutsen, S., Singh, P., Ursin, G., & Fraser, G., 2006, p.137-146). It is necessary to carefully use such stimulants. Before taking these pills, it is essential to consult your primary care physician or gynecologist. Women, who have menopause, should eat a balanced diet full of vitamins and other nutrients (Kiani, F., Knutsen, S., Singh, P., Ursin, G., & Fraser, G., 2006, p.137-146). Furthermore, personal hygiene is vital to good health. Remember that any chronic diseases, especially concerning the sexual organs, weaken the immune system and increases the risk of tumor deve lopment. However, if diagnosed as having ovarian cancer don’t give up. Remember that timely access to a physician is the key to success. Tumors can be detected by the usual examination and then refined with the help of the ultrasound and analysis. If the disease is detected in an early stage, treatment will be more effective. In such a case, the doctor has the ability to combine surgical and medical treatment, without affecting the uterus and ovaries. Such patients can even get pregnant and give birth to a healthy baby. The later stages of ovarian cancer are characterized by more severe symptoms and can even lead to the complete removal of the ovaries, uterus and other organs affected by the tumor. Unfortunately, the survival rate of these patients is very low, and they often have relapse (McGuire, W.P., & Markman, M. (2003). Conclusion Taking the above-mentioned information into consideration, it is possible to draw a conclusion that ovarian cancer is often called the â€Å"silent killer† because clinically the first manifestations are associated with the spread of the tumor outside the ovary, and sometimes beyond the pelvis. Ovarian cancer can be divided into the following forms, such as primary, secondary, and metastatic. 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