Determining the Relationship between Postnatal Depression...

CHAPTER 4 4.1 Search Strategy The main purpose of the study was to determine the relationship between postnatal depression and peer support by way of reviewing primary research articles. The search strategy adopted for this study can be broken down into several steps. The key concepts and terminologies for the study were identified. The synonyms of the terms were then determined which were also included within the search terms. Boolean operators were the chosen search features. Databases from which the literature search would be conducted were chosen. Using Boolean operators, different search expression were created and the search conducted. The results were evaluated and the inclusion exclusion criteria applied to get the articles that†¦show more content†¦Term 1 Postnatal depression, postpartum depression, perinatal depression, PND, PPD Term 2 Peer Support, Social Support, lay Support Term 3 Relationship, link Term 4 New mothers, after childbirth, post delivery, afterbirth Table 4.2.2: showing the key terminology as identified by the PICO framework and their synonyms According to Kumar (2013), Boolean operators can be used to restrict and widen the search results in a systematic way. As such, different key terms as identified by the PICO framework were combined with different Boolean operators and the results obtained evaluated using the Inclusion exclusion criteria for their suitability as study articles. Some of the expressions there were generated from the combination of Boolean operators and the search terminology include â€Å"postnatal depression† OR â€Å"Postpartum depression† OR â€Å"perinatal depression† AND â€Å"peer support† OR â€Å"Social support† OR â€Å"lay support† AND â€Å"new mother† OR â€Å"After childbirth† OR â€Å"postdelivery† OR â€Å"afterbirth†. Postnatal depression OR Postpartum depression OR Perinatal depression OR PND OR PPD A N D Peer support OR Social support OR Lay support A N D Relation* OR link A N D New mother* OR After childbirth OR Afterbirth OR Post- Deliver* Table 4.2.3: Table showing the combination of search terminology and Boolean operators to generate search phrases 4.3 Databases used for Literature Search Two databases and two journalsShow MoreRelatedEvaluation Of A Telephone Based Peer Support Intervention For Maternal Depression1436 Words   |  6 PagesTelephone-based Peer Support Intervention for Maternal Depression by Letourneau, N., et al. (2014) by evaluating and critiquing sections of the study. The objective of this paper is to determine if the study provided valid and reliable information that can be used to implement into nursing practice. Research Problem The research problem the researchers are purposing is that there is a need to find acceptable and efficient treatments to prevent the long-term effects of postpartum depression (PPD) inRead MoreA Report On Substance Abuse3562 Words   |  15 PagesLancaster, 2012, p. 723) all play a significant role and impact the level of vulnerability. Genetic factors can also play a role. â€Å"The identification of genes related to drug metabolism, receptor expression, and reward-related behaviors may assist in determining vulnerability risk or treatment responsiveness† (Stanis Andersen, 2014). This is important to take into consideration because we have the ability to assess an individual’s vulnerability risk from a genetic standpoint, however, it can be quiteRead MoreComplex Patients Case 2 : Si Dysfunction And Lbp5175 Words   |  21 PagesComplex Patients Case 2 – SI Dysfunction and LBP Further Research David Bellisario, Konrad Koczwara, Erin Lee, Crystal Liang, Mary Richardson, Dimitri Simeakis and Andy Wayda Postpartum Depression Postpartum depression (PPD) is a common and serious illness that affects 14% of women post childbirth.1 PPD is thought to evolve from neuroendocrine changes, such as pregnancy stress and personality predisposition.2 Women with PPD are likely to report symptoms that affect their physical functionalityRead MoreThesis, Term Paper, Essay, Research Paper21993 Words   |  88 Pagesreproductive behaviour varies widely across countries and between subgroups in the same country. In some societies a woman’s first sexual experience often happens within a marriage, while in other societies sexual activity outside marriage is tolerated. For instance, in North Africa young women are less likely to initiate sexual relationships before marriage, while in most sub-Saharan African countries most teenage girls have sexual relationships which sometimes lead to marriage (The Alan GutchmatcherRead MoreHealth And Life Style Of Graduate Students At Central Michigan University6928 Words   |  28 Pagescountry’s (Davis, Stremikis, Squires Schoen, 2014).The researchers mentioned above conducted survey by considering the physician and patient experiences on health care spending and taking into account Common Wealth Fund spending’s. The main differences between U.S and other ten industrialize countries was that those countries practices mainly preventive medicine where emphasis was laid on healthy lifestyle habits whereas U.S practiced curative medicine. Secondly, there is Universal Coverage of health careRead MoreHealth And Life Style Of Graduate Students At Central Michigan University6928 Words   |  28 Pagescountry’s (Davis, Stremikis, Squires Schoen, 2014).The researchers mentioned above conducted survey by considering the physician and patient experiences on health care spending and taking into account Common Wealth Fund spending’s. The main differences between U.S and other ten industrialize countries was that those countries practices mainly preventive medicine where emphasis was laid on healthy lifestyle habits whereas U.S practiced curative medicine. Secondly, there is Universal Coverage of health careRead Morepharmacoeconomic Essay14259 Words   |  58 Pages7500 AE Enschede, The Netherlands e-mail: l.m.g.steuten@utwente.nl applications of EVSI remain scarce. Methodological challenges to VOI are numerous and include the high computational demands, dealing with non-linear models and interdependency between parameters, estimations of effective time horizons and patient populations, and structural uncertainties. Conclusion VOI analysis receives increasing attention in both the methodological and the applied literature bases, but challenges to applyingRead MoreMedicare Policy Analysis447966 Words   |  1792 PagesIV—QUALITY AND SURVEILLANCE TITLE V—OTHER PROVISIONS Subtitle A—Drug Discount for Rural and Other Hospitals; 340B Program Integrity Subtitle B—Programs Subtitle C—Food and Drug Administration Subtitle D—Community Living Assistance Services and Supports Subtitle E—Miscellaneous DIVISION D—INDIAN HEALTH CARE IMPROVEMENT TITLE I—AMENDMENTS TO INDIAN LAWS TITLE II—IMPROVEMENT OF INDIAN HEALTH CARE PROVIDED UNDER THE SOCIAL SECURITY ACT 2 DIVISION A—AFFORDABLE HEALTH CARE CHOICES 3

An In-Depth Review of Star Reading Assessment Program

Star Reading is an online assessment program developed by Renaissance Learning for students typically in grades K-12. The program uses a combination of the cloze method and traditional reading comprehension passages to assess forty-six reading skills across eleven domains. The program is used to determine a student’s overall reading level as well as identify a students individual strengths and weaknesses. The program is designed to provide teachers with individual student data, quickly and accurately. It typically takes a student 10–15 minutes to complete an assessment, and reports are available immediately upon completion. The assessment consists of approximately thirty questions. Students are tested on foundational reading skills, literature components, reading informational text, and language. Students have one minute to answer each question before the program automatically moves them to the next question. The program is adaptive, so the difficulty will increase or decrease based on how a student performs. Features of Star Reading It is easy to set up and use. Star Reading is a Renaissance Learning program. This is important because if you have Accelerated Reader, Accelerated Math, or any of the other Star assessments, you only have to do the set up one time. Adding students and building classes is quick and easy. You can add a class of about twenty students and have them ready to be assessed in about 15 minutes.It correlates with Accelerated Reader. Many schools across the country use Accelerated Reader. To maximize the effect of Accelerated Reader, students should be limited to books that correlate to their specific Zone of Proximal Development (ZPD). Star Reading provides teachers with each student’s individual ZPD that can then be entered into the Accelerated Reader program to limit students to books that will not be too easy or too difficult for them to read.It is easy for students to use. The interface is plain and straightforward. This minimizes the chances for a student to be distracted. Student s have two choices when answering the multiple-choice-style questions. They can use their mouse and click on the correct choice, or they can use the A, B, C, D keys that correlate to the correct answer. Students are not locked into their answer until they click next or push the Enter key. Each question is on a one-minute timer. When a student has fifteen seconds remaining, a small clock will begin to flash at the top of the screen, letting them know that time is about to expire for that question.It provides teachers with a tool to easily screen and progress monitor students who need reading intervention. Star Reading comes with a screening and progress monitor tool that allows teachers to set goals and monitor a student’s progress as they move throughout the year. This easy-to-use feature allows teachers to quickly and accurately decide whether they need to change their approach with a particular student or continue doing what they are doing.It has an adaptable assessment ban k. The program has an extensive assessment bank that allows students to be assessed multiple times without seeing the same question. In addition, the program adapts to the student as they answer questions. If a student is performing well, then the questions will increasingly become more difficult. If they are struggling, the questions will become easier. The program will eventually zero in on the student’s correct level. Useful Reports Star Reading is designed to provide teachers with useful information that will drive their instructional practices. It provides teachers with several useful reports designed to assist in targeting which students need intervention and what areas they need assistance in. Here are four key reports available through the program and a brief explanation of each: Diagnostic: This report provides the most information about an individual student. It offers information such as the student’s grade equivalent, percentile rank, estimated oral reading fluency, scaled score, instructional reading level, and zone of proximal development. It also provides tips to maximize that individual’s reading growth.Growth: This report shows the growth of a group of students over a specific period of time. This period of time is customizable from a few weeks to months, to even growth over the course of several years.Screening: This report provides teachers with a graph that details whether they are above or below their benchmark as they are assessed throughout the year. This report is useful because if students are falling below the mark, then the teacher needs to change their approach ​with that student.Summary: This report provides teachers with whole group test results for a specific test date or range. This is very useful for comparing mul tiple students at one time. Relevant Terminology Scaled Score (SS)  - The scaled score is figured based on the difficulty of the questions as well of the number of questions that were correct. Star Reading uses a scale range of 0–1400. This score can be used to compare students to each other as well as themselves over time.Percentile Rank (PR) - The percentile rank allows students to be compared to other students nationally that are in the same grade. For example, a student who scores in the 77th percentile scores better than 76% of students in their grade but lower than 23% of students in their grade.Grade Equivalent (GE) - The grade equivalent represents how a student performs compared to other students nationally. For example, a fifth-grade student who scores a grade equivalent of 8.3 scores as well as a student who is in the eighth grade and third month.Zone of Proximal Development (ZPD) - This is the range of readability which a student should be required to select books. Reading in this range provides students with t he optimal opportunity to maximize reading growth. Books at this level are not too easy or too difficult for the student to read.ATOS  - A readability formula that uses average sentence length, average word length, vocabulary grade level, and the number of words to calculate the overall difficulty of a book. Overall Star Reading is a very good reading assessment program, especially if you already use the Accelerated Reader program. Its best features are that it is quick and easy to use for teachers and students, and reports can be generated in seconds. The assessment does rely too much on cloze reading passages. A truly accurate reading assessment would use a more balanced and comprehensive approach. However, Star is a great quick screening tool to identify struggling readers or individual reading strengths. There are better assessments available in terms of in-depth diagnostic assessments, but Star reading will give you a quick snapshot of where a student is at any given point.  Overall, we give this program 3.5 out of 5 stars, primarily because the assessment itself isn’t broad enough and there are times where consistency and accuracy are of concern.

Marginalization Needs An Insight English Literature Essay Free Essays

Nor is this contained in a watertight compartment of economic sciences but affects every facet of civilization. When this onslaught takes topographic point, the communities in The Bluest Eye and Windflower find themselves anomic and uprooted in a land which is every bit much theirs as of anyone. Here, in the clang of traditions and the intangible ways of life with the more concrete and productive system of the white, English community, it is the latter who assumes the cardinal place. We will write a custom essay sample on Marginalization Needs An Insight English Literature Essay or any similar topic only for you Order Now It adds to the female quandary and the turning realisation or the turning incomprehensibility that has a benumbing consequence which is the start of disaffection. Both Elsa and Pecola become alienated, and bit by bit, deranged. In her book Playing in the Dark: White and the Literary Imagination Toni Morrison inquiries the cannons of literary reading and apprehension of Africanism and says: As a disabling virus within literary discourse, Africanism has become, in the Eurocentric tradition favored by American instruction, both a manner of speaking about and a manner of patroling affairs of category, sexual licence and repression, the formation and exercising of power, moralss, and answerability. ( Morrison 1792 ) This misreading can is true even for the French-Canadian individuality represented by Gabrielle Roy and for the Eskimo civilization depicted by her in Windflower. This manner, these civilizations and their discourses are considered as peripheral or undistinguished. In instance of both Elsa neodymium Pecola, they are double marginalized, both as adult females and as members of marginalized communities. Pecola is of the black American community, with many privileges denied to her. Elsa ‘s status becomes clear with this remark by Allison Mitcham: Several outstanding modern-day Canadian novelists seem obsessed with the predicament of characters double isolated, characters who are isolated, foremost, from the two chief watercourses of Canadian civilization — the Gallic and the Englishaa‚ ¬ † because they have been born Indian, Eskimo or Jewish, and 2nd, isolated from their ain folk, group or race because, for assorted grounds, they reject their ain racial or tribal forms, or for some ground, can non conform to them. ( Mitcham 43 ) As such, corruption is inevitable to them. A precipitating point in this corruption is the sexual development of both. Before this point, the laterality of a system, an ordered societal hierarchy is already accepted by our supporters. In this, the two plants show non the out of ordinary, rebellious characters but an indictment of this order by demoing it as it is. The laterality of the system is such that the individualities of the two female supporters are already erased and when the sexual force occurs it leaves many ripplings in its aftermath. Rape is non an extraordinary occurrence in instance of both the communities. We know already in The Bluest Eye how Frieda and other misss are sexually harassed ; in Windflower excessively, colza is taken passively, philosophically, by the community. Of class in Pecola ‘s instance it is an incest-rape, by her ain male parent but the response of the community is rather indurate about Pecola, â€Å" Ought to be a jurisprudence: two ugly people duplicating up like that to do more ugly † ( Morrison 149 ) . Overtly, the society allows them to be, does non exorcize them, but covertly, has small agencies or desire to fault the perpetrators, allow entirely penalize them. In both Windflower and The Bluest Eye we find the pull of opposite forces in the hunt for individualities by the supporters from the Eskimo and the African communities. This consequences merely when a land becomes a battlefield of two postulating political orientations or of tradition with a strong capitalistic civilization. We find this capitalistic angle in both the novels. Dorothea Drummond Mbalia has really clearly done a Marxist reading of Morrison ‘s novels and contended that in her initial novels Morrison shows a turning consciousness of capitalist economy as the most powerful and destructive of Western forces that oppress the people of African heritage. Elsa ‘s love for her boy is unconditioned in malice of her colza by an American soldier and the divided consequence: her boy is half Caucasic, half ‘south ‘ . She wants to give him the benefits of the white, Western civilization and yet she wants to continue in him the North, Eskimo civilization. But this happy via media does non work. It is non merely something innate or familial in her boy that makes him portion off from her and her Eskimo civilization. The laterality of the ‘central ‘ white civilization with its attractive forces, cultural and economic artefacts and gear is such that Jimmy ‘s acceptance of the white civilization and rejection of the Eskimo ways is non surprising. In Pecola ‘s instance, the forms of laterality, non merely of the society, but besides through household, with a rummy for a male parent and an unloving female parent, are so overpowering that she can non afford to take or to reject. Pecola might hold been less unfortunate were she self-dependent in economic footings. She is in a worse status than Elsa, as her witting and subconscious have non become strong plenty to know apart or to judge. Unable to make up one’s mind, take or fly, she takes resort in a fetish, which provides but a impermanent consolation and erodes her active cognitive module. The support of sympathetic but immature and powerless friends like her does non work as a strong physical or mental support system against the oppressive worlds at place and in society. How to cite Marginalization Needs An Insight English Literature Essay, Essay examples

Roles of Teacher free essay sample

Roles and Responsibilities Chapter 2 Chapter 2 Roles and Responsibilities Frances Dow and DES Truman Many universities are privileged to have a large community of active, committed postgraduate students who are willing to undertake part-time teaching duties. Many are also in the fortunate position of being able to draw on other suitably qualified members of their local community, for example, clinicians and practising lawyers and accountants, to undertake part-time teaching roles. In a time of scarce resources, the contribution which these tutors, demonstrators, and other part-time staff make to the teaching provision of a university is not just valuable : it is vital. Without it, we would not be able to maintain the quality of the teaching which is such a distinctive feature of UK higher education. In any resource scenario, the standard and type of teaching which is offered to undergraduate students would be much diminished if tutors and demonstrators were not involved, for they can often fulfil some roles much more satisfactorily than more senior staff. We will write a custom essay sample on Roles of Teacher or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Of course, their principal roles are the ones they share with all other teaching staff. There is, first, the academic role of supporting and enhancing student learning and, second, the pastoral role of enabling students to deal with their own personal and welfare concerns. Both of these are examined more fully in the rest of this chapter. But in addition, postgraduate tutors and demonstrators can have a special bridging role to play between the worlds of teaching and research, and they can often be very effective role models for first-degree students. Many universities in their mission statements have committed themselves to sustaining and developing teaching in a research-led environment, and it can often be postgraduates who, in their daily working lives, do most to bring these two aspects of universities work together. This is not because postgraduates are expected to make their research Tutoring and Demonstrating: A Handbook topics the focus of teaching far from it but because the commitment and enthusiasm which they bring to teaching is so very often a reflection of their intense interest in furthering knowledge and the understanding of it through research. They, much more than other staff members who are not so continuously active in research because of heavier teaching or administrative burdens, can give undergraduates an immediate sense of the excitement of discovery and of what it means to be at the cutting-edge of research. Thus, even though they have not been part of the academic world for as long as senior staff, postgraduate tutors and demonstrators are particularly good models for bringing home to others the importance of academic values and aspirations. In other words, they show very clearly what a university is about. Not all tutors and demonstrators are postgraduates, however. Many are drawn from the professions and thus provide a different, but equally important, bridge between the worlds of academic knowledge and day-to-day professional practice. In fulfilling these roles, part-time teachers do not and certainly should not act alone, nor should they imagine that there are no limits or boundaries to their responsibilities. In the academic and the pastoral roles especially, it is the student, and not the tutor, who has the ultimate responsibility for his or her own learning and personal welfare. In performing their duties, tutors and demonstrators can also expect support and help from the department in which they teach, and the next section in this chapter looks in more detail at the division of responsibilities between part-time staff and other members of their departments and universities. In the remainder of the chapter there is a short section on the tutors and demonstrators responsibilities in relation to devising a teaching programme, followed by another on problems 3 Chapter 2 Roles and Responsibilities associated with marking and assessment. Then the pastoral role is looked at briefly, and the chapter concludes by suggesting how part-time staff might begin to reflect on their personal priorities as they embark upon their teaching responsibilities. When any part-time tutor or demonstrator agrees to take on teaching duties in a department, that department has a responsibility to define the extent of these duties, and also to formalise arrangements concerning pay and hours of work. This is simply good professional practice, and no one should feel hesitant in asking for the following aspects of his or her responsibilities to be clarified in the form of a job description (see figure 1 for an example). If things are clear from the outset, it will help the parttime teacher orient him or herself in the life of the department and set up a good working relationship with other teaching staff. †¢ All tutors and demonstrators should be given a formal letter of appointment from the head of department or other organisation responsible for the teaching, and this should state the number of contact hours and the rate of pay. This rate may vary depending on the exact nature of the duties, and differs between tutors and demonstrators. Payment for giving a formal lecture (not normally asked of postgraduate tutors) is set at a higher rate than the standard tutorial rate, and this in turn is higher than the payment for certain types of language teaching for which little preparation is needed. The standard tutorial rate includes an element for preparation and other associated duties, as well as the actual contact hour, while the payment for demonstrators is solely for contact hours, on the grounds that the preparation required for demonstrating is significantly less than that for tutoring. Departments must spell out clearly which, if any, duties are associated with the teaching (practice will vary across an institution), and in particular they should make clear to tutors and demonstrators whether marking or other forms of assessment is included. If there is a requirement for the tutor to be available at set times to students for consultation, this should be taken into consideration in calculating payment. Part-time te aching staff should also be informed of how they will be paid at the end of each term is usual, but some departments may pay twice termly. †¢