Continuing Professional Development

Continuing Professional Development Healthcare professionals use of the term continuing professional development has evolved over the past decades from the narrower terms of continuing dental education (CDE); continuing medical education (CME), and continuing education (CE). Although these terms are still used interchangeably, the broader CPD, acknowledges the inclusion of topics that extend beyond the traditional scope of health care subjects such as managerial, personal and social skills, and recognises the multidisciplinary context of practice and the wide range of competences required to provide high quality patient care. It is the process by which healthcare professionals update themselves through the continuous acquisition of new knowledge, skills and attitudes that enable them to remain competent, current and able to meet the needs of their patients (Peck, McCall, McLaren and Rotem, 2000) and, their statutory obligations via their regulatory body (Mathewson and Rudkin, 2008). The underlying philosophy of CPD is to encourage lifelong learning (Griscti and Jacono, 2006). It is essentially lifelong learning in practice (Peck et al, 2000) that, post qualification and registration, now forms a continuum of cradle-to-grave quality assurance throughout a professionals working life (Mathewson and Rudkin, 2008). The aim of this literature research is to support the authors dissertation which is an investigation into the possible impact and effectiveness of mandatory CPD on the professional competence of dental care professionals (DCPS), specifically, dental hygienists. The author is a qualified dental hygienist of 27 years and is included in the cohort of PCDs who complete their first five year cycle of CPD in July 2013. A literature search found very few studies relating to dental hygienists and CPD therefore a vast majority of information has been abstracted from literature pertaining to dentists and aligned healthcare professionals such as, doctors who also undertake mandatory CPD. This assignment will refer to the applicable, generic outcomes from the literature unless the results are specific to a healthcare group CPDà ¢Ã¢â€š ¬Ã‚ ¦a career long process required [by dentists] to maintain, update and broaden [their] attitudes, knowledge and skills in a way that will bring the greatest benefit to [their] patients European Commission 1996 cited in Tseveenjav, 2003; Bailey, 2012. As a professional healthcare worker, CPD is important in that the quality of practice is dependent on the possession and proper use of high level skills, which, if not maintained may have a serious impact or consequence for the patient (Collin, Van der Heijden and Lewis, 2012). Therefore, it is regarded as an ethical obligation and professional responsibility that practitioners engage in CPD (Murtomaa, 1984 cited in Tseveenjav, 2003) as it is an important value of professionalism (Donen, 1998). Following a literature review, Hilton (2004) identifies six domains incorporated within (medical) professionalism, three of which are the personal or intrinsic attributes. These are: ethical practice; reflection and self-awareness; responsibility and accountability for ones actions including a commitment to excellence, lifelong learning and critical reasoning. Cosgrove (cited in Hilton, 2004) describes professionalism as a state not trait which must be maintained once acquired. The General Den tal Council (GDC) concur and add that CPD, as part of professionalism, also promotes confidence in the practitioner and dental team (GDC Preparing for practice:6). This is, however, applicable to all professionals who have a moral and social responsibility to remain competent and current in their subject specialism whether this is through legal compulsion or not. Mandatory participation in CPD As a response to environmental pressures (Johnson, 2008) such as advances in technology which have led to the erosion of traditional (medical) boundaries (Pendleton, 1995); health sector reforms with a focus on prevention (Johnson, 2008); and partly as a result of paradigm shifts in societal expectations demanding increased accountability (Tulinius and Holge-Hazleton, 2010; Mathewson and Rudkin, 2008; Tseveenjav, M, and Muttomaa, 2003) mandatory CPD was introduced as a quality assurance system to reassure the public that dental professionals are fit to practice and meet the standards required to stay registered with the GDCà ¢Ã¢â€š ¬Ã‚ ¦without which they cannot practice (Mathewson and Rudkin, 2008). In July 2008 the GDC, the dental regulatory body, introduced compulsory registration and mandatory continued professional development for all DCPs. The GDC specified that, within a five year cycle, each DCP should provide evidence of compliance with the mandate and complete a legal minimum of 150 hours of CPD; 50 hours of which must be verifiable by certification and include the core subjects of medical emergencies, disinfection and contamination, and radiography (GDC Continuing Professional Development for dental care professionals, 2012). The rationale, specific to healthcare professionals is that effective regulation maximises positive health outcomes (Johnson, 2008). The purpose of professional regulation and mandatory CPD is twofold: firstly to ensure the patients health, welfare and safety and, secondly to protect the public from harm (Johnson, 2008). Many authors argue against mandatory CPD. Carpinto (1991, cited in Joyce and Cowman, 2007) felt that mandatory continuing education is at odds with the values and beliefs on which lifelong learning is based, cynically noting that it is targeted at those who least need it those who are already competent! Donen (1998) observed that only attendance, not learning can be mandated and that CME needs will differ for individuals depending on what stage they have reached in their careers. Mandatory CE was considered ineffective and outdated in so much as the system only requires proof of CPD attendance but is not required to demonstrate application to practice or competence and that it does not improve the quality of practice (Bilawka and Craig,2003:2). Additionally, mandatory CPD may, potentially devalue learning by affecting an individuals approach (Friedman and Phillips, 2004 cited in Sturrock and Lennie, 2009). The anaesthetists surveyed by Heath and Joness (1998) agree, commenting that it is often thought of as bums on seats and ticking the box. Despite the evidence, regulatory bodies continue to use mandatory CPD as a means of quality assurance. Prior to the introduction of mandatory CPD in the UK, Oosterbeek (cited in Belfield, Morris, Bullock and Frame 2001) offered an explanation in favour of mandatory CPD, which although not stated, may prove to be the overriding factor as to the enforcement of the mandatory model: there is some evidence that current provision of CPD may exacerbate disparities in service standards: the highly skilled appear to volunteer for more CPD. Therefore Compulsory or prescribed CPD may compress these differentials and hence have a positive equity effect in ensuring uniform patient care. Furthermore, Hibbs (1989, cited in Sturrock and Lennie, 2009) suggest that, in the nursing profession, a small minority would not update their professional knowledge, either informally or formally, if CPD was not a mandatory requirement. Evidence suggests this minority exists across the professions (Firmstone et al, 2004, Schostak et al, 2010). It cannot, however, be assumed that non participation equates to practi tioners not being competent or motivated (Griscti and Jacono, 2006). Another dimension may, perhaps, be found in competency and litigation. The GDC prescribes three core subjects: medical emergencies; radiography, and disinfection and contamination. Shanley et al (cited in Barnes et al 2012) claim that most dental mistakes are made in these areas of competency. The author could find no further references or evidence in the GDC literature but from personal experience finds this an understandable and reasonable claim, and that a wider literature search will reveal more. Furthermore, in addition to specialist, update courses, these areas are included in the list of most requested CPD topics at meetings (Barnes et al, 2012), suggesting that practitioners are aware that current practices in these areas are constantly changing and of their impact and consequences for all concerned. Therefore, it is understandable that the GDC reinforces these topics within the CPD cycle. Although, Cervero (2000) noted with caution that the trend across the professions in Am erica, was the increasing use of CE as the foundation for re-licensure when regulating professional practice; with all state medical boards requiring annual accreditation of continuing education for recertification. The GDC will soon introduce this system, called Revalidation, for dentists and is currently in consultation over its introduction for DCPs. Scientific knowledge in dentistry is currently doubling every 5 years Florida Academy of General Dentistry cited in Mattheos et al 2010 Some studies show that after ten years, there is a steady decline in the current, applicable knowledge of a practitioner (van Leeuwen etal, 1995; Day et al, 1988; Ramsay et al, 1991 cited in Donen, 1998). Several authors noted that practitioners tend to take CPD in topics of personal interest rather than areas of deficiency or what might be deemed essential (Heath and Jones, 1998; Sibley et al cited in Norman, Shannon, and Marrin, 2004; Sturrock and Lennie, 2009; Barnes et al, 2012). In a rapidly changing healthcare environment, this emphasises the importance of healthcare workers remaining current as relevant knowledge and skills have a shelf life. Eagle (cited in Heath and Jones, 1998) defines the educational process as one which results in an alteration in behaviour that is persistent, predetermined and that has been gained through the learners acquisition of new psychomotor skills, knowledge or attitudes. Whilst Davis (cited in Cantillon and Jones, 1999) defines CME as any and al l the ways by which [doctors] learn after formal completion of their training. Continuing Professional Development Intervention Effectiveness Several studies explored the various methods of obtaining CPD and their effectiveness in changing clinical practice, post event. Most were database and literature reviews, others used both qualitative and quantitative research data. All work is peer reviewed with the majority referencing and drawing from the authoritative work of Davis et al 1995, Changing Physician Performance A Systematic Review of the Effect of Continuing Medical Education Strategies. Much of their work confirms and complements Davis et als main findings that many CME interventions may alter physician performance and also, but to a lesser degree, healthcare outcomes. Concluding that these alterations are most often small, less often moderate and rarely large, adding, that CME interventions should be understood in the context of the delivery methods, nature and quality of the interaction and consideration be given to the complex, individual variables such as needs assessment and barriers to change (Davis et al 19 95). CPD activities range from the increasing use of the internet; journals and study clubs; lunch and learn events sponsored by commercial companies to regional and national conferences. Research, however, has shown that attendance at these events is usually due to personal interest rather than identification or a needs analysis of a weakness in a particular area, and that some professionals may not even perceive any deficit in their knowledge or practice (Hopcraft et al, 2010). The majority of papers reviewed are critical of the didactic, single event lecture. British consultant anaesthetists, surveyed by questionnaire, found that overall single event interventions such as didactic lectures were the least effective at eliciting change (Heath and Jones, 1998). Lectures were often criticised for their passive dissemination of information (Bilawka and Craig, 2003) with lecturers trying to impart too much information; not leaving enough time for questions and some attendees felt that they had not learnt anything new (Heath and Jones, 1998). Davis et al (1999) stated that didactic modality has little or no role to play. Contrary to Heath and Jones findings, Harrison and Hogg (2003) conducted a qualitative study which evaluated the reasons why doctors attend traditional CME programmes. They carried out in-depth interviews, before and after a course, and found resistance to the statement that traditional CME (lecture) does not change doctors behaviour, disagreeing , stating, they always learnt something new and were able to give concrete examples of their claims. The value of lectures may be that the information is broadly presented, thus enabling individuals to sift the information for that pearl of wisdom relevant to their practice (Harrison and Hogg, 2003). This may explain the on-going popularity of the traditional lecture in that individuals attend because it does enable some form of up-date; specialists or experts in their field of interest appears to be a draw, and possibly reassurance that their own practice is within current guidelines and thinking (Wiskott et al, 2000). Another dimension to the lecture is the informal interaction with colleagues, where collegial learning takes place as experiences are compared. There is also a perceived relative cost benefit (Brown, Belfield and Field, 2002). Workshops and hands-on courses, learning through participation, have shown to be catalysts for change amongst dentists although they have a greater associated cost they achieve a longer term impact on practice (Mercer et al cited in Bullock et al, 1999), which is sustainable (Mattheos et al, 2010). Interactive interventions such as journal clubs and small focused group discussions produced a greater effect than a single intervention (Mansouri and Lockyer, 2007). If used alone many CPD interventions have minor or negligible effect but when combined with other methods such as peer review, audit and feedback multifaceted interventions, may have a cumulative and significant effect (Oxman et al, 1995). there are no magic bullets for improving the quality of healthcare, but there are a wide range of interventions available that, if used appropriately, could lead to important improvements in professional practice and patient outcomes. Oxman et al, 1995 The majority of studies concentrated on formal, planned structured programme, there was little evidence of research into the effectiveness of informal CPD and its application to practice, presumably due to difficulties in assessing impact and relying on self-reporting. à ¢Ã¢â€š ¬Ã‚ ¦responsibility for the effectiveness of CPD lies with the learner Eraut, 2001 The effectiveness of CPD has been described, ideally, as the practitioner gaining improvements in practice through knowledge and skill and this improvement translates in to better health outcomes for patients respectively. Although Belfield, et al (2001) state that it is very difficult to conduct controlled studies to demonstrate improvements in practice, or patient outcomes after educational activities and most benefits and changes to practice are self-reported with no independent verification (Eaton et al, 2011). The literature review shows that effective CPD has many so many potential aspects to be studied, but the majority of studies reviewed focused on the effectiveness of formal modes of CPD, confirming Davies et als (1995) findings and mostly drawing the same conclusions. These conclusions, however, will be scrutinised further as tighter restrictions on CPD come into force through the introduction of Revalidation which will only accept validated certification. This would seem to discard the value or impact of informal learning which seems at odds with the much referenced Davies et al (1995) definition of CME as any and all the ways by which [doctors] learn after formal completion of their training. The systematic reviews have not drawn any firm conclusions on which intervention is the most effective stating that there is no single strategy effective in all settings (Donen 1998) due to the very many variables that impact of on the effectiveness of CPD. These areas be will be explored furt her in the authors research project. The last study relating specifically to Dental Hygienists was by Ross et al in 2005, who conducted a study of Scottish dental hygienists, briefly touching on CPD. As yet there have been no studies into the effects of mandatory CPD and dental hygienists. The literature thus far has helped to formulate the research question: What impact does mandatory Continuing Professional Development have an on the effectiveness of dental hygienists professional competency? References Barnes, E. Bullock, A.D. Bailey, S.E.R. Cowpe, J.G. Karahajarju-Suvanto. (2012). A review of continuing professional development for dentists in Europe, European Journal of Dental Education 16 (2012) 166-178. Belfield, C.R. Morris, Z.S. Bullock, A.D. Frame, J.W. (2001). The benefits and costs of continuing professional development (CDP) for general dental practice: a discussion, European Journal of Dental Education 2001, 5: 47-52. Bilawka, E. Craig, B.J. (2003). Quality Assurance in Health Care: past, present and future (Part 1), International Journal of Dental Hygiene 1, 2003; 159-168. Bradshaw, A. (1998). Defining competency in nursing (part 2) an analytical review, Journal of Clinical Nursing 1998; 7: 103-111. Brown, C.A. Belfield, C.R. Field, S.R. (2002). Cost effectiveness of continuing professional development in health care: a critical review of the evidence, BMJ Volume 324, 16 March 2002, 652-655. Carpinto (1991) cited in Joyce, P. Cowman, S. (2007). Continuing professional development: Investment or expectation?, Journal of Nursing Management, 2007, 15, 626-633. Cervero, R. (2000). Trends and issues in Continuing Professional Education, New Directions for Adult and Continuing Education, No. 86, Summer 2000, 3-12. Collin, K. Van der Heijden, B. Lewis P. (2012). Continuing professional development, International Journal of Training and Development, 16:3, 155-163. Cosgrove cited in Hilton, S. (2004). Medical Professionalism: how can we encourage it in our students?, The Clinical Teacher, December 2004, Volume 1, No. 2, 69-73. Davis, D. Thomson, M.A. Andrew, D. Oxman, M.D. Haynes, M.D. (1995). Changing Physician Performance: A Systematic Review of the Effect of Continuing Medical Education Strategies,. JAMA, September 6, 1995 Vol 274, No 9. Davis, D. OBrien, M.A.T. Freemantle, N. Wolf, F.M. Mazmanian, P. Taylor-Vaisey, A. (1999). Impact of Formal Continuing Medical Education Do Conferences, Workshops, Rounds, and other Traditional Continuing Education Activities Change Physician Behaviour or Health Care Outcomes?, JAMA, September 1, 1999, Vol. 282, No. 9, 867-874. Davis cited in Cantillon, P. Jones, R. (1999). Does continuing medical education in general practice make a difference?, British Medical Journal, Volume 318, 8 May 1999, 1276-1279. Donen, N. (1998). No to mandatory continuing medical education, Yes to mandatory practice auditing and professional educational development, JAMC, 21 AVR. 1998; 158 (8). Eagle cited in Heath, K.J. Jones, J.G. (1998). Experiences and attitudes of consultant and non-training grade anaesthetists to continuing medical education (CME), Anaesthesia, 1998, 53, pp. 641-467. Epstein, R.M. Hundert, E.M. (2002). Defining and Assessing Professional Competence, JAMA, January 9, 2002, Volume 287, No. 2. Eraut, M. (2001). Do continuing professional development models promote one-dimensional learning?, Medical Education, 2001; 35: 8-11. European Commission (1996) cited in Tseveenjav, B. M, M. Murtomaa, V. Muromaa, H. (2003). Attendance at and self-perceived need for continuing education among Mongolian dentists, European Journal of Dental Education 2003; 7: 130-135. Fernadez, N. Dory, V. Ste-Marie, L-G. Chaput, M. Charlin, B. Boucher, A. (2012). Varying conceptions of competence: an analysis of how health sciences educators define competence, Medical Education 2012; 46: 357-365. Firmstone, V.R. Bullock, A.D. Fielding, A. Frame, J.W. Gibson, C. Hall, J. (2004). The impact of course attendance on the practice of dentists, British Dental Journal, Volume 196 No. 12, June 26 2002. Florida Academy of General Dentistry cited in Mattheos, N. Schoonheim-Klein, M. Walmsley, A. D. Chapple, I. L.C. Innovative educational methods and technologies applicable to continuing professional development in periodontology, European Journal of Education 14 (Suppl 1) (2010) 43-52. GDC. (2012). Continuing professional development for dental care professionals. Available at: http://www.gdc-uk.org/Newsandpublications/Publications/Publications/CPD%20for%20dental%20care%20professionals.pdf Accessed on: 12 Oct 12. GDC. Preparing for practice Dental team learning outcomes for registration. Available at: http://www.gdc-uk.org/Newsandpublications/Publications/Publications/GDC%20Learning%20Outcomes.pdf Accessed on: 12 Oct 12. Griscti, O. Jacono, J. (2006). Effectiveness of continuing education programmes in nursing: literature review, Integrative Literature Reviews and Meta-Analyses, Journal Compilation. Blackwell Publishing Ltd. pp. 449-455. Harrison, C. Hogg, W. (2003). Why do doctors attend traditional CME events if they dont change what they do in their surgeries? Evaluation of doctors reasons for attending a traditional CME programme. Medical Education 2003; 37: 884-888. Heath, K.J. Jones, J.G. (1998). Experiences and attitudes of consultant and non-training grade anaesthetists to continuing medical education (CME), Anaesthesia, 1998, 53, pp. 641-467. Hibbs (1989) cited in Sturrock, J.B.E. Lennie, S.C. (2009). Compulsory continuing professional development: a questionnaire-based survey of the UK dietetic profession, Journal of Human Nutrition and Dietetics, 22, pp. 12-20. Hilton, S. (2004). Medical Professionalism: how can we encourage it in our students?, The Clinical Teacher, December 2004, Volume 1, No. 2, 69-73. Hopcraft, M.S. Manton, D.J. Chong, P.L. Ko, G. Ong, P.Y.S. Sribalachandran, S. Wang, C-J. (2010). Participation in Continuing Professional Development by dental practiioners in Victoria, Australia in 2007, European journal of Dental Education 14 (2010) 227-234. Johnson,P.M. (2008). Dental hygiene regulation: a global perspective, International Journal of Dental Hygiene 6 2008; 221-228. Mansouri, M. Lockyer, J. (2007). A Meta-Analysis of Continuing Medical Education Effectiveness, Journal of Continuing Education in the Health Professions, 27(1): 6-15. Mathewson, H. Rudkin, D. (2008). The GDC lifting the lid. Part 3: education, CPD and revalidation, British Dental Journal, Volume 205, No. 1, July 12 2008, 41-44. Mattheos, N. Schoonheim-Klein, M. Walmsley, A. D. Chapple, I. L.C. Innovative educational methods and technologies applicable to continuing professional development in periodontology, European Journal of Education 14 (Suppl 1) (2010) 43-52. Mercer et al cited in Bullock, A.D. Belfield, C.R. Butterfield, S. Ribbins, P.M. Frame, J.W. (1999). Continuing education courses in dentistry: assessing impact, Medical Education 1999; 33: 484-488. Murtomaa (1984) cited in Tseveenjav, B. M, M. Murtomaa, V. Muromaa, H. (2003). Attendance at and self-perceived need for continuing education among Mongolian dentists, European Journal of Dental Education 2003; 7: 130-135. Oosterbeek cited in Belfield, C.R. Morris, Z.S. Bullock, A.D. Frame, J.W. (2001). The benefits and costs of continuing professional development (CDP) for general dental practice: a discussion, European Journal of Dental Education 2001, 5: 47-52. Oxman, A.D. Thomson, M.A. Davis. D. Haynes, B. (1995). No magic bullets: A systematic review of 102 trials of interventions to improve professional practice, Canadian Medical Association Journal. November 15, 1995; 153 (10), 1423-1431. Peck, C. McCall, M. McLaren, B. Rotem, T. (2000). Continuing medical education and continuing professional development: international comparisons, BMJ 2000; 320, 12 February 2000, 432-435. Pendleton, D. (1995). Professional development in general practice: problems, puzzles and paradigms, British Journal of General Practice, July 1995, 377-381. Phillips (2004) cited in Sturrock, J.B.E. Lennie, S.C. (2009). Compulsory continuing professional development: a questionnaire-based survey of the UK dietetic profession, Journal of Human Nutrition and Dietetics, 22, pp. 12-20. Ramsay et al (1991) cited in Donen, N. (1998). No to mandatory continuing medical education, Yes to mandatory practice auditing and professional educational development, JAMC, 21 AVR. 1998; 158 (8). Robertson,K. (2005). Reflection in professional practice and education, Austrailian Family Physician Vol.34, No. 9, September 2005, 781-783. Shanley et al cited in Barnes, E. Bullock, A.D. Bailey, S.E.R. Cowpe, J.G. Karahajarju-Suvanto. (2012). A review of continuing professional development for dentists in Europe, European Journal of Dental Education 16 (2012) 166-178. Sibley et al cited in Norman, G.R. Shannon, S.I. Marrin, M.L. (2004). The need for needs assessment in continuing medical education, BMJ, Volume 328, 28 April 2004, 999-1001. Sturrock, J.B.E. Lennie, S.C. (2009). Compulsory continuing professional development: a questionnaire-based survey of the UK dietetic profession, Journal of Human Nutrition and Dietetics, 22, pp. 12-20. Tseveenjav, B. M, M. Murtomaa, V. Muromaa, H. (2003). Attendance at and self-perceived need for continuing education among Mongolian dentists, European Journal of Dental Education 2003; 7: 130-135. Tulinius, C. Holge-Hazleton, B. (2010). Continuing professional development for general practitioners: supporting the development of professionalism, Medical Education 2010; 44: 412-420. Wilson, N.H.F. Jones, M.L. Pine, C. Saunders, W.P. Seymour, R.A. (2008). Meeting Report Looking forward: educating tomorrows dental team, European Journal of Dental Education, 12 (2008) 176-199. Wiskott, A. H.W. Borgis, Serge. Somoness, M. (2000). A continuing education programme for general practitioners, European Journal of Dental Education 2000 4: 57-64.

Children with special educational needs Essay

The home environment and lifestyle of a child can be influenced from as early as conception. In pregnancy if a mother chooses to drink alcohol they run the risk of alcohol crossing the placenta, which can lead to foetal alcohol syndrome. This condition affects foetal growth and causes delayed development, learning difficulties and congenital abnormalities. In addition there is a risk of miscarriage. Furthermore, increasing hours of work pressured upon parents from their place of work can lead to bad eating habits, for example, fast food takeaways giving children snacks, fizzy drinks, sweets and crisps, which in-turn could lead to obesity and all the health problems that are associated with obesity, such as diabetes and osteo-arthritis. Moreover they could be the subject of bullying at school. The child may become socially excluded because of their size; they may feel depressed and withdrawn hindering their learning potential. Gender influences: Children are aware of their gender identity. Read more: Explain how children and young people’s development is influenced by a range of external factors essay Research indicates: â€Å"By the age of 21/2 years, children think girls prefer to play with dolls and engage in domestic activities with mum, while boys prefer to play with cars or construction toys and helping dad. † (www. geocities/gender. edu. ) Gender stereotyping is damaging to children’s social development and their personality as it damages their self-image, in addition too the identity of girls because it can affect their confidence and lower their self-esteem. Boys too can be limited by gender stereotypes by being forced to behave tough or less caring, in order to conform and by accepted by others. This can be overcome by early year’s practitioners providing role-play opportunities including dressing-up clothes, which allow children to explore different roles. Furthermore, books and games should be avoided, which demonstrate gender stereotyping. Special Educational Needs: The range of special educational needs, (SEN) is vast and the starting point for looking if a child may have a learning difficulty can be seen through their level of academic attainment. Learning difficulties can be described as moderate, severe or profound and multiple. They can range from a mild hearing impairment, to a severe impairment, for example, Cerebral palsy. This condition affects the part of the brain that controls movement. This may cause disability of all four limbs. Children with this condition may have motor problems, visual and hearing impairments, in addition to speech and perceptual difficulties. Dyspraxia is referred to as, â€Å"Clumsy child Syndrome† in this condition the child has difficulty with physical movement, language development may be delayed. In addition learning difficulties can occur where fine or gross motor skills are needed. Dyslexia is a condition where the child has difficulty with words and learning to read, spell and write. This could cause the child to have low self- esteem and become frustrated, or even disruptive. These examples are just a few of the conditions that may have an impact on a child’s ability to learn and develop to their full potential. It is just as important recognising the child has SEN, as to meeting their needs to help them achieve. Communication is of paramount importance, in addition to remembering to put the needs of the child first and then the disability. In conclusion it can be shown that a child’s learning and development can be affected by many factors, throughout the human life-span. This is why it is imperative that these factors are highlighted to early year’s professionals, so they can recognise and act upon them in the child’s best interests, to promote their well being and education. REFERENCES: Alcott, M. (2002) Children with special educational needs, 2nd edition, Hodder & Stoughton, London. Haralambos, Rice, D. (2002) Psychology in Focus A level, Causeway, Lancs  www.geocities.com

Who Else Wants to Learn About Comparing Movies Essay Samples?

Who Else Wants to Learn About Comparing Movies Essay Samples? Readers have to be able to adapt the standpoint of the author and see from her or his eyes on where he or she's coming from. Money satisfies the bodily needs of the individual, but people will need to recognize that happiness isn't physical. It also does not change the way people feel about you. It would be considerably more difficult to align your arguments to coordinate with the thesis, and it may diminish the worth of your assessment and the validity of your arguments. The absolute most important role of the introductory paragraph, nevertheless, is to present a very clear statement of the paper's argument. You should incorporate a distinct phrase for every one of your topics of assessment. Examples might also be included in every one of the body paragraphs to additional support and clarify your primary points. Persuasive writing can be hard, especially whenever you're made to face with a close-minded audience. Do not neglect to be aware the source for each evidence you're likely to utilize in your paper. Another thing that you ought to think of before writing is your primary point. To put it differently, the structure of the paper depends a whole lot on the topic and the sort of question you need to answer to. Without a thesis, it's impossible that you present a productive argument. The success of the entire essay directly depends upon how good you present the supporting facts. Which is exactly why we here offer you some persuasive essay samples that may aid you with your own. Don't forget that any argumentative essay sample you'll discover on the internet will require a full rewriting in order to prevent plagiarism. No matter the subject, the structure is the exact same for any persuasive essay. There are several free examples of appropriate formatting. Sample persuasive essays can also offer inspiration on topics to write on in addition to serve as examples about how to compose your essay. The simplest approach to compose a superior persuasive essay is to chose a topic you're confident in. A persuasive essay needs to be able to grab the interest of the folks reading it easily. Your persuasive essay will have a lot of paragraphs. As soon as your writing is finished, make sure to have an editor review your essay for you. Before writing down the facts and examples which you're likely to tackle, you ought to be well informed, first of all, about your topic. Qualities of a fantastic persuasive essay topic The topic ought to be specific. Selecting a great topic for your essay is among the most essential and frequently tricky parts for many students. The Bizarre Secret of Comparing Movies Essay Samples Then you're interested in figuring out how to compose persuasive paper. Other people believe that it improves creativity and productivity at work. Other goals include the demonstration of fantastic research abilities and deep understanding of the subject. The objective of brainstorming is to assist you in getting ideas. Vital Pieces of Comparing Movies Essay Samples Then whenever there is a terrifying part you're strained from screaming or you're at the hilarious role in the full movie and you've got to st ifle your laughter. The exact same thing applies, although the time frame can fluctuate, to every `living' thing. You may develop hobbies which are fun for you and do them as a kind of relaxation. Then quick forwarding and rewinding are likewise an option you are able to do at your dwelling. Clearly, you shouldn't purposely select a topic that will bore your audience. At the movies that you do not have a remote to pause in the event you want to visit the restroom or ask what's going on in the movie itself. Now once you visit the movies you get to select your time to begin the movie. You could also watch previous movies ahead of the new movie you need to watch. The custom is allowed in some states, but it's frowned upon and illegal in a lot more states. Instead of high school subjects, college subjects are somewhat more difficult to discover. Begin with general subjects that you are conversant with then narrow down to a certain topic. Unlike topics for middle school or higher school, excellent college topics are somewhat more challenging to discover.

Transition Into A New Career - 1721 Words

Second chances in life are rare, yet I was given the opportunity not so long ago. For me it all started on the last day of high school. I was about to embark on a new journey away from home, as most kids my age were. For most of my colleagues, they were heading to college. Others were heading straight into the work force. A select few, including myself, were heading to the military. In the military I grew up fast and soon found myself completing my four years of service in no time. I was left without job and not a clear sense of direction of where I wanted my life to end up. Within my state of limbo, I realized I had been given a second chance to start over, as if life hit a reset button. This left me in a situation comparable to when I originally graduated high school, but was given a chance to choose a different job. I decided to transition into a new career in nursing. The transition to nursing from the military may seem simple, but it’s far from it. When viewing both of the communities, it is almost black and white, but at the same time they could be compared as fairly similar. A way to clearly understand this culture in the two communities would be to view them through a comparison lens of David Victor’s, â€Å"LESCANT† model (Kelm). â€Å"LESCANT† is an acronym standing for: Language, Environment, Social-organization, Context, Authority, Non-verbal, and Time demonstrating cultural aspects by the seven areas of each community (Kelm). This tool gives me the ability to analyzeShow MoreRelatedTransitions Of Career Development And Transition Programs836 Words   |  4 PagesTransitions occur throughout life and there are numerous transitions students face within the school setting. 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There are a few male apprentices who ask about the female