A Corporate Communication Plan Term Paper Example | Topics and Well Written Essays - 3000 words

A Corporate Communication Plan - Term Paper Example Subsequently, the paper also would provide a brief overview about the various resources that are required for effective management of public relations. The term ‘communication’ has come into prominence since the last 150 years. It is widely used in business in all parts of the world with equal importance. Corporate communication is regarded as the collective effort of the organisation to communicate effectively as well as profitably. The most obvious reason for any organisation in taking any action is to achieve the desired goals. A large part of the company’s success depends on how it communicates and maintains its relationship with the suppliers, employees and the customers. A corporate communication is a strategic tool that an organisation uses to gain competitive edge over its competitors in the market. Additionally, the managers of the company use this tool to motivate and influence the employees as well as the public. This tool is more regarded as an art than science. On a whole, corporate communication is a term that is used to describe the various functions of the management with regard to the external a nd the internal communication of the organisation. The various aspects of corporate communication might include public relations, advertising, media relations, employee relation and relation with suppliers, community relations, labour relations, technological communications and management communication among others (Goodman, 1994). A corporate communication plan is prepared to identify the objectives and actions to enhance the internal as well the external communication of the company (City of Sarnia, n.d.). BT Group plc is a telecommunication company that is based in the United Kingdom. The company has its networks in more than 50 countries and provides products and services in around 170 nations. The prime area of its business is with regard to providing communications

Nursing Care Plan for Left Knee Replacement

Nursing Care Plan for Left Knee Replacement Student Name ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­: Elizabeth (Beth) Andrews Brief Patient History including medical diagnosis and summary of assessment findings: The patient is a 59 year old female, widowed, who entered the Braintree Rehabilitation Center for transitional care after left knee arthroplasty due to osteoarthritis. She has a history of COPD; obstructive sleep apnea; spinal stenosis; degenerative joint disease; depression; obesity; fibromyalgia; dyslipidemia; hypothyroidism; lymphedema; tachycardia; and idiopathic tremors. She experienced a pulmonary embolism in 2009. The total knee replacement (TKR) was conducted at Metrowest/Leonard Morse Hospital on 5/21/12. The patient was transferred to Braintree Rehabilitation Center on 5/24/12. She had difficulty emerging from anesthesia and experienced urinary retention. She subsequently emerged from anesthesia and the urinary retention resolved. A neurological consult was ordered to assess the patient’s difficulty emerging from anesthesia; no source of this difficulty was identified during examination. The consultation suggested that her lethargy might be attributable to oxycodone (patient is allergic to milnapricine and several other drugs) which the patient takes for ongoing pain and fibromyalgia. The patient has otherwise experienced good recovery with physical therapy 1-2 hours per day/5 days per week. She continues to experience edema of the left operative extremity; no thromboembolus was identified and her physician ordered an additional diuretic. Her incision was healing well with no local swelling, warmth, or exudates and the wound erythema was receding from the marking drawn around the incision. Staples remained intake. The patient is a former smoker with COPD; she quit smoking just prior to the current surgery and seems to be managing this well. She is obese and indicates that she struggles with this and is aware of the relationship of her obesity to her osteoarthritis and current procedure as well as to other current and potential diagnoses. Her past medical history is noteworthy for fibromyalgia from which the patient experiences considerable disability. She associates the onset of fibromyalgia subsequent to being involved in a physically and emotionally abusive intimate adult relationship and to self-described post traumatic stress disorder relative to childhood sexual abuse. In addition, her past medical history is noteworthy for obstructive sleep apnea; patient uses a CPAP. The patient is widowed and lives alone in Natick. She has four children who live locally and whom she indicates are very supportive. One son comes to her home everyday to cook her dinner. The patient does not cook for herself and is maintained during the day with tea until her son comes to make her dinner. The patient is very focused on understanding and accessing information about her conditions/diagnoses and treatments. When I first met her, she was reviewing information provided to her by the transitional care unit pertaining to difficulties in emerging from anesthesia and about her medications. The patient’s life appears to revolve around her illnesses and conditions; she describes herself as a multiply disabled person. She does not leave her home very much except to attend medical appointments and is highly dependent upon her family for her needs and care. The patient reports that depression is a significant factor in her life related to prior physical, emotional and sexu al abuse and to her general state of disability. The patient is noteworthy for high level of health seeking behavior and a high degree of medicalization. According to the patient, her home is outfitted with multiple assistive devices which include a CPAP, a walker, a cane, an electronic chair to take her upstairs and a bidette to help her with personal hygiene. In spite of her many disabilities, the patient is progressing well and will be discharged in about a week. Additional Nursing Diagnosis without Care Planning Specification Activity Intolerance Acute Pain Anxiety Chronic Low Self Esteem Chronic Pain Deficient Diversional Activity Depression Disturbed Body Image Disturbed Sleep Pattern Disuse Syndrome Fatigue Health Seeking Behaviors Hopelessness Imbalanced Mobility: Greater than Body Requirements Impaired Bed Mobility Impaired Comfort Impaired Communication Impaired Gas Exchange Impaired Individual Resilience Impaired Physical Mobility Impaired Social Isolation Impaired Transfer Ability Impaired Walking Ineffective Activity Planning Ineffective Breathing Pattern Ineffective Coping Post Trauma Syndrome Powerlessness Readiness for Additional Health Seeking Behavior Risk for Cardiac/Vascular Complications Risk for Caregiver Role Strain Risk for Complications of Deep Vein Thrombosis Risk for Complications of Musculoskeletal Dysfunction Risk for Constipation Risk for Falls Risk for Hypothermia Risk for Impaired Cellular Regulation Risk for Impaired Skin Integrity Risk for Ineffective Respiratory Function Risk for Infection Risk for Injury Risk for Loneliness Risk for peripheral Neurovascular Dysfunction Sedentary Lifestyle Self Care Deficit NANDA Approved Nursing Diagnosis I Impaired Physical Mobility Clients Medical Diagnosis: Osteoarthritis, degenerative joint disease, spinal stenosis, status post total left knee replacement, fibromyalgia, obstructive sleep apnea, obesity, dyslipidemia, hypothyroidism, lymphedema, tachycardia, idiopathic tremors Definition : â€Å"A limitation in independent, purposeful physical movement of the body or one or more extremities† (Ackley Ladwig, 2011, p. 548). Defining Characteristics : â€Å" Decreased reaction time; difficulty turning; engages in substitutions for movement (e.g., increased attention to other’s activity, controlling behavior, focus on pre-illness disability/activity; exertional dypsnea; gait changes, jerky movements; limited ability to perform gross motor skills; limited ability to perform fine motor skills; limited range of motion; movement-induced tremor; postural instability; slowed movement; uncoordinated movements† (Ackley Ladwig, 2011, p. 549). Related Factors â€Å"Activity intolerance; altered cellular metabolism; anxiety; body mass index above 75th age-appropriate percentile; cognitive impairment; contractures; cultural beliefs regarding age-appropriate activity; deconditioning; decreased endurance; depressive mood; decreased muscle control; decreased muscle mass; decreased muscle strength; deficient knowledge regarding value of physical activity; developmental delay; discomfort; disuse; joint stiffness; lack of environmental supports (e.g., physical or social); limited cardiovascular endurance; loss of integrity of bone structures; malnutrition; medications; musculoskeletal impairment; neuromuscular impairment; pain; prescribed movement restrictions: reluctance to initiate movement; sedentary lifestyle; sensoriperceptual impairments† (Ackley Ladwig, 2011, p. 549). â€Å"Suggested functional level classifications include the following: 0-Completely independent 1-Requires use of equipment or device 2-Requires help from another person for assistance, supervision or teaching 3-Requires help from another person and equipment device 4-Dependent (does not participate in activity)† (Ackley Ladwig, 2011, p. 549) Instructions for Student In the space below, enter the subjective and objective data gathered during your client assessment. A S S E S S M E N T Subjective Data Entry Patient reported pain of â€Å"4†related to current acute pain â€Å"4† and â€Å"6† for chronic pain at home prior to admission based on scale of from â€Å"0† to â€Å"10† Patient reported that she uses assistive devices at home: walker, cane, electronic chair for climbing stairs while seated, bidette to assist with personal care; CPAP for sleep Patient reported that she engages in little social activity when at home, going out only for medical appointments Patient reported that she often sleeps during the day and has difficulty sleeping at night Patient reported that she is frequently fatigued and that movement around the home is difficult even with assistive devices Patient reported that chronic pain is related to osteoarthritis and fibromyalgia Patient reported that she is dependent upon family member for meals Patient reported that she is able to manage some dressing and bathing, but is dependent upon bidette for some of her perianal care Patient self-reports depression, PTSD, and fibromyalgia related to past physical, emotional and sexual abuse and to current status of general disability Objective Data Entry Vital signs: Temp: Oral 97.3, HR, 105, Respirations, 20, BP: r: 121/75; L 123/79 Pulses: Radial 105, L and R pedal pulses present Height: 4 ft 11 inches Weight 259 lbs Cognition: Alert and Oriented to person place and time X3 Affect: Pleasant, conversant, but subject to inattention due to dozing during conversation Integumentary: Hair: clean, gray color, neat haircut, no lesions on scalp Nasal: moist, pink Oral: mucosa : moist, pink, tongue: moist, pink, no oral lesions. Skin Color: Pink Skin: Color: pink Temp: warm to touch Texture: smooth Moisture/Hydration: moist, turgor positive at sternum Breakdown: the only current manifestation of breakdown is skin rashes in groin area and under breasts. Operative incision is erythmetous, but erythema is receding as evidenced by line drawn around erythema. No swelling, warmth or exudate at the operative incision Respiratory: Respirations: 20, depth even and rhythm even, O2 saturation 94% at rest on room air. Observed patient fatigue upon walking a short distance from bed to bathroom, Cardiovascular:Apical Pulse: 105; Rhythm: regular; Radial pulses: left and right present Pedal Pulses: left and right present Capillary refill observed L X 5 fingers and R X 5 fingers; L X 5 toes and R X 5 toes Musculoskeletal: poor mobility. Left hand slightly weaker than right; tremors appeared in left when squeezing fingers General: Patient experiences generalized pain chronically and current acute pain at operative site. Patient used ice pack and lidocaine strips to moderate localized pain (in addition to pain medications). Patient experiences chronic sleep disturbances, in particular, chronic obstructive sleep disorder. Sleep is only moderately relieved by use of CPAP Objective evidence includes patient frequent dozing during interview. Patient is obese: weight 259 lbs/height 4 feet, 11 inches BMI 52.3 Evaluate Student Instructions: To be sure your client diagnostic statement written below is accurate you need to review the defining characteristics and related factors associated with the nursing diagnosis and see how your client data match. Do you have an accurate match or are additional data required, or does another nursing diagnosis need to be investigated? D I A G N O S I S Diagnostic Statement Nursing Diagnosis (specify) Impaired Physical Mobility (Carpenito-Moyet , 2010, p. 285) related to pain, fatigue, obesity and sleep disturbances as evidenced by patient fatigue upon walking a short distance, patient report of limited mobility, patient dozing during interview, patient pain reports of â€Å"4† and â€Å"6† on scale of from â€Å"0† to â€Å"10† , patient BMI 52.3 P L A N N I N G Desired Outcome The Client will: and Client Criteria: Reduce weight by 20% after one year compared to baseline of 259 lbs Reduce feelings of depression by 20% as measured by the PHQ-9 questionnaire after one year Improve mobility by 20% after one year compared to baseline determined by physical therapist assessment Reduce pain by 50% after one year compared to baseline of â€Å"6† on scale of from â€Å"0†toâ€Å"10† Improve feelings of self esteem and self-efficacy by patient report after one year Evaluate The desired outcome must meet criteria to be accurate. The outcome must be specific, realistic, measurable, and include a time frame for completion. Does the action verb describe the clients behavior to be evaluated? Can the outcome be used in the evaluation step of the nursing process to measure the clients response to the nursing interventions listed below? Interventions Referral to mental health counseling to identify and treat depression, issues of self-esteem and self efficacy Referral and active participation in physical therapy to improve mobility Undertake regular exercise that includes ambulation for longer distances, higher frequency and increased repetition of performing ankle pumps, gluteal sets and quadriceps sets. Use heat and cold, stretching and range of motion exercises to manage symptoms of fibromyalgia Referral to pulmonologist for sleep disturbance assessment. Referral to pain management specialist for assessment, planning and treatment related to various sources of patient pain Referral to nutritionist for assessment and planning related to nutrition and weight reduction. Set realistic goals for weight reduction, encourage patient to keep food diaries, provide patient with information about the relationship of weight management to pain reduction and mobility improvement, identify stress issues related to obesity and support systems that can help patient in weight reduction. Rationale for Selected Intervention and References Research indicates that attention to psychosocial issues and mental health counseling can have a positive impact on reduction in obesity (Yilmaz et al, 2011). Depression has been related to weight control in patients with osteoarthritis (Possley et al, 2009). Mood disorders are related to fibromyalgia (Dell, 2007). Research has shown that active participation in physical therapy is important to improved mobility post TKR (Hall, Hardwick, Reden, Pulido, Colwell, 2004). Research indicates that behaviors such as ambulation for longer distances, higher frequency and increased repetition of performing ankle pumps, gluteal sets and quadriceps sets are related to greater self-efficacy in patients who have had total joint replacement (Moon Backer, 2000). Regular exercise improves pain, physical function and contributes to weight reduction in patients with osteoarthritis (Seed, Dunican Lynch, 2009). Active physical exercise has achieved modest positive results in reduction of signs and symptoms of fibromyalgia (Turk, 2009). Research has shown that heat and cold, stretching and range of motion exercises improves symptoms of fibromyalgia ((Turk, 2009). Research has shown that sleep disturbances should be evaluated and treated as a component of treatment of fibromyalgia (Dell, 2007). Patient has pain related to many sources and may influence the patient’s approach to obesity and mobility. Pain has been related to obesity (Janke, Collins, Kozak, 2007). Realistic goals, food diaries/monitoring/ understanding of the relationship between pain and mobility, stress issues and support systems have been shown to support successful obesity self care and illness prevention (Hindle Dell, 2012). E V A L U A T I O N Evaluate Do your interventions assist in achieving the desired outcome? Do your interventions address further monitoring of the clients response to your interventions and to the achievement of the desired outcome? Are qualifiers: when, how, amount, time, and frequency used? Is the focus of the actions verb on the nurses actions and not on the client? Do your rationales provide sufficient reason and directions? What was your clients response to the interventions? (theoretic) Weight is reduced by 20% after one year (evaluation outcome 200 lbs) Feelings of depression are reduced by 20% as measured by the PHQ-9 questionnaire after one year Mobility is improved by 20% after one year compared to baseline established by physical therapist assessment Pain is reduced by 50% after one year (evaluation outcome â€Å"3† on a scale of from â€Å"0† to â€Å"10† Feelings of self esteem and self-efficacy are improved by patient report after one year References Ackley, B.J. Ladwig, G.B. (2011). Nursing diagnosis handbook-an evidence-based guide to planning care. Ninth Edition. Mosby Elsevier, St. Louis, Missouri, 2011 Carpenito-Moyet, L.J. (2010) Handbook of nursing diagnosis, 13th Edition, Used by arrangement with Wiley-Blackwell Publishing, a company of John Wiley Sons, Inc, Publisher Wolters Kluwer Health/Lippincott Williams Wilkins, Philadelphia, Baltimore, New York, London, Buenos Aires, Hong Kong, Sydney, Tokyo Dell, D.D. (2007) Getting the point about fibromyalgia. Nursing 2007, February 2007, 61-64. Retrieved from: http://web.b.ebscohost.com.mbcproxy.minlib.net/ehost/pdfviewer/pdfviewer?vid=4sid=2a85447c-cc47-4b86-8e31-250d1b9e754d%40sessionmgr111hid=114 Janke, E.A., Collins, A. Kozak, A. T. (2007) Overview of the relationship between pain and obesity: what do we know? Where do we go next? Journal of Rehabilitation Research Development, Vol 44, No 2, 245-261. Retrieved from: http://web.b.ebscohost.com.mbcproxy.minlib.net/ehost/pdfviewer/pdfviewer?vid=5sid=2a85447c-cc47-4b86-8e31-250d1b9e754d%40sessionmgr111hid=114 Hall, V.L., Hardwick, M., Reden, L., Pulido, P. Colwell, C. (2004) Unicompartmental knee arthroplasty –an overview with nursing implications. Orthopaedic Nursing, Vol 23, No 3, May/June 2004, 163-173. Retrieved from: http://web.b.ebscohost.com.mbcproxy.minlib.net/ehost/pdfviewer/pdfviewer?vid=6sid=2a85447c-cc47-4b86-8e31-250d1b9e754d%40sessionmgr111hid=114 Hindle, L. Mills, S. (2012) Obesity self-care and illness prevention. Practice Nursing, Vol 23, No 3, 130-134. Retrieved from: http://web.b.ebscohost.com.mbcproxy.minlib.net/ehost/pdfviewer/pdfviewer?vid=10sid=2a85447c-cc47-4b86-8e31-250d1b9e754d%40sessionmgr111hid=114 Moon, L.B. Backer, J. (2000) Relationships among self-efficacy, outcome expectancy, and postoperative behaviors in total joint replacement patients. Orthopaedic Nursing, 19 (2) 77-85. Retrieved from: http://web.b.ebscohost.com.mbcproxy.minlib.net/ehost/detail?vid=7sid=2a85447c-cc47-4b86-8e31-250d1b9e754d%40sessionmgr111hid=114bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=rzhAN=2000051848 Possley. D. et al. (2009) Relationship between depression and functional measures in overweight and obese persons with osteoarthritis of the knee. Journal of Rehabilitation Research Development, Vol 46, No 9, 1091-1097. doi:10.1682/JRRD.2009.03.0024 Seed, S.M., Dunican, K.C., Lynch, A.M. (2009) Osteoarthritis: a review of treatment options. Geriatrics, Vol 64, No 10, 20-28. Retrieved from: http://web.b.ebscohost.com.mbcproxy.minlib.net/ehost/pdfviewer/pdfviewer?vid=9sid=2a85447c-cc47-4b86-8e31-250d1b9e754d%40sessionmgr111hid=114 Turk, D.C. (2009). Fibromyalgia syndrome: a guide for the perplexed. Psychiatric Times, 26(2), 50-54. Retrieved from: http://web.b.ebscohost.com.mbcproxy.minlib.net/ehost/detail?vid=8sid=2a85447c-cc47-4b86-8e31-250d1b9e754d%40sessionmgr111hid=114bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=cin20AN=2010211647 Yilmaz, J. et al. (2011) Adopting a psychological approach to obesity. Nursing Standard, Vol 25, No 21, 42-46. http://dx.doi.org/10.7748/ns2011.01.25.21.42.c8289

Essay --

Few people know but, more than half of americans own an Apple product. The huge tech company was founded on April 1, 1976 by Steve Jobs and Steve Wozniak. The company was later incorporated on January 3, 1977. Apple is known as one of the most advanced technology companies in the United States. Apple is behind the largest technological revolution in history. Apple has set itself above all other technology companies. The company has a certain way of leaving customers on the edge of their seats waiting for the latest and greatest Apple product. Steve Jobs and Steven Wozniak had been friends since high school, and they both were very interested in electronics. After they both dropped of school, both of them end up in a profession related to electronics. Jobs got a job at Atari, and Wozniak at HP. Wozniak had been the initial designer for the very first Apple computer. Jobs had an eye for the future and convinced Wozniak that they should sell the computer. Soon enough on April 1, 1976, Apple had begun. In the beginning people did not take Apple very seriously. In 1977 however Apple introduced the Apple II, that when the company took off. The introduction of the Apple II opened doors for the company. It was the first computer with a hard plastic outer shell, it also was the first computer that had color graphics. The Apple II was basically the start of the company. Another thing that boosted the company in 1978 was the Apple Disk II, which was just an easy, inexpensive floppy drive. With all the sales rising, the companies n umbers began to rise as well. In 1980 Apple had a few thousand employees. 1980 was also the year Apple released its latest computer the Apple III. It was in 1979 when Jobs and a few engineers began working on ... ...that received the licensing felt that Apple was too restrictive on their agreements. Through the years, Apples big problem was not just selling the computers, but building them. In June of 1995, Apple had over one billion dollars worth of backorders, and did not have the materials to build them. On top of the current problems Apple was facing, Windows had released its latest version of its software, Window ‘95, which was too similar to the Mac and yet more simplistic. Pretty soon Spindler was asked to resign due to major losses the company faced when Apple had posted a loss of sixty-eight million dollars due to a misjudge of the market. Spindler was replaced by Gil Amelio, who was previously the president of the National Semiconductor. Through 1996 and part of 1997 Ameilo did his best to help Apple bring back is profit, but in the end his efforts were unsuccessful.

The Importance of Literacy Attainment in Primary Education

Why the government are driving to ensure literacy is a main priority, especially reading by six years of age. The importance of this and the effects on the child, parents, teachers and society. Abstract This paper attempts to analyse why the government are working so hard at ensuring all our primary children are reading by the age of six. The importance of this and the effect on children, teachers and society. It is well documented that reading is one of the most important abilities students acquire as they progress through their early school years. It is the foundation for learning across all subjects, it can be used for recreation and for personal growth, and it equips young children with the ability to participate fully in their communities and the larger society (Campbell et al, 2001) We will look at key issues and research which underpin the government literacy policy and ways in which it can be improved in school. In particular we focus on the extensive research between poor literacy attainment and behavioural problems within the primary setting. We trace the early literacy support programmes and how they are practised in the class room setting. We address the theoretical views on how language acquisition and literacy are interwoven. We look at the role of the teacher and school, and how policy and practice can smooth the progress of child literacy attainment by age of 6. Contents Title and Abstracti Chapter 11 Introduction 1 Chapter 22 Literature Review2 Research in to reading difficulties and behavioural problems2 2. 1 How does this affect the individual, parents, teachers and society5 2. 2 What impact does it have on the school6 Chapter 38 Analysis and critique of evidence base8 What challenges does it impose on the teachers nd what effective teaching methods are considered best practice8 3. 1 How does policy compare the theoretical research10 3. 2 Why do other countries not deem early literacy as important as the UK12 Chapter 413 Conclusion13 Chapter 514 Recommendations14 Bibliography15 Appendices19 Chapter 1 Introduction David Cameron’s conservative educational policy put his party on a collision course with the teaching profession, when he announced in November 07 that virtually every child in the country will be expected to read by the age of six under a conservative government. Cameron wants pupils to sit a reading test at the end of year one, and the target will be for all-bar those with serious learning difficulties, to pass. Their policy to scrap the key stage one testing, which was quite controversial, has already been enforced. His policy to concentrate on the absolute foundation stone, which is an ability to read, has yet to be enforced. He wants 90% of our children reading by the age of six, the other 10% with acute special needs will be given additional help (BBC News Nov 2007). It is also been observed that most children will naturally read by the age of six, as they progress though the foundation stage and key stage one. The problem arises with the children that do not progress so easily. At the age of four and five most children are less aware of their peers, they are more interested in their own ability to do. Yet as they turn six their awareness of others and their abilities become more interesting. This in-turn leads to the less gifted children realising that they are not as bright as other children, which can leads to them feeling disheartened and inadequate. Consequently this may lead to the less gifted children giving up and becoming disengaged, which can cause behavioural problems. Therefore if the teacher can help these children early, perhaps the achievement gap will not be so noticeable, therefore prevent further elevation of problems that arise from detachment (Teacher TV 2009). It is though however that at such a young age, this behaviour is more easily managed and can be reversed (Moffitt 2006). Apparently there is a scheme behind David Cameron’s policy. As early prevention may hopefully alleviate the need for expensive intervention later on. Chapter 2 Literature Review Research in to reading difficulties and behavioural problems As it has frequently been observed that reading difficulties are accompanied by behaviour problems ( Berger, Yule & Rutter, 1975; Rutter, Tizeird & Whitmore, 1970). However, the exact nature of the relationship has been difficult to elucidate. One possibility is that behaviour problems arise as a consequence of the child's reaction to being a poor reader. An alternative possibility is that the behaviour problems pre-date the reading difficulty and affect the child's capacity to profit from reading instruction. A third possibility is that behaviour problems are related to reading difficulties because they share a common cause. A likely candidate for such a common cause would be home background. Of course, none of these possibilities are mutually exclusive. All could be partly true, with causal influences operating in both directions between reading difficulties and behaviour problems, as well as coming from home background. Several studies have attempted to sort out these various possibilities. Two major approaches have been employed. The first is to compare children who have both reading difficulties and behaviour problems with children who have reading difficulties alone and with children who have behaviour problems alone. If the children with both reading difficulties and behaviour problems are similar in background to those with reading difficulties alone, rather than those with behaviour problems alone, then it is likely that behaviour problems arise in part as a consequence of reading failure. Conversely, if the children with combined problems are more similar in background to those with behaviour problems, then it seems likely that the behaviour problems are the primary disorder. A number of studies have been reported using this approach with antisocial behaviour problems. Rutter and Yule (1970) studied 9 to 10 year-old children on the Isle of Wight. They found that the children with combined problems were more similar in background to those with reading difficulty alone and concluded that the reading difficulties produced the behaviour problems. Sturge 1982) research with 10 year old children from inner London school found that those with combined problems had background characteristics in between those of the two groups with pure disorders. She concluded that in some cases, behaviour problems might be secondary to reading difficulties, but that this could not be the complete explanation. However, Varlaam (1974) also used inner London children and did find those with com bined problems to be more similar to children with pure reading difficulties. Generically speaking, then, the evidence using this approach has been consistent with the view that behaviour problems arise as a consequence of reading failure. The second approach adopted by researchers on this issue is the longitudinal study. With this approach, children are followed over the first few years of schooling. Those who have developed reading difficulties after this time are then studied to see if their behaviour problems were present before formal reading instructions began or whether they developed only later as a reaction to reading failure. Two studies have used the longitudinal approach. McMichael (1979) assessed Scottish children for behaviour problems and reading readiness at school entry and then two years later assessed reading achievement and behaviour problems. She found that antisocial behaviour problems preceded the later reading difficulties. However, the children with behaviour problems at school entry also had lower reading readiness skills. On the other hand, McMichael found no evidence of an increase in behaviour problems as a consequence of reading failure. Stott (1981), working with Canadian children, followed them over the first three years of schooling. His findings concurred with those of McMichael (1979) in that children who developed reading difficulties were found to have behaviour problems at school entry. Stott attempted to rule out the possibility that home background was a common cause of both behaviour problems and reading difficulties by grouping the children according to living conditions. He concluded that on the whole it was behaviour problems which led to reading difficulties, home background was not ruled out as a contributing factor Moffatt 2006) of Royal Institute of London did an extensive study on twins and genetics relating to poor literacy and behaviour problems in primary. His research was surprising, as his results, found genetics did not explain it. He feels it’s an environmental process, such as what goes on in the classroom, and this is important because it can be changed. His researchers say their fi ndings indicate that academic intervention can have a positive effect on behaviour. Programmes that target either reading problems or behaviour problems during the pre-school and early primary school years are likely to produce changes in both areas, the research concludes. 2. 1 How does this affect the individual, parents, teachers and society There is a strong link to literacy attainment and confidence levels with regards to socio-economic advantaged children. The facilitation of these opportunities in the home (quiet reading environments, encouragement to read as a leisure activity, having plenty of books readily available, all enhance the development. The negative effects of reading problems are also well documented (Harris & Sipay, 1990). There is evidence that reading disability is associated with social, economic, and psychological problems. The Green Paper,’ Excellence for all children, meeting the special educational needs’(DfEE 1997), acknowledged the Literacy task force recommendations for developing strategies to enable parents and schools to work together in supporting the literacy achievement for children with SEN’ (DfEE 1997, section 13, p 15). With this in mind it is important that the teacher offers practical advice and methods of intervention to the parents. The effects of good prevention and early intervention, along with effective parenting support will help reduce the risk of antisocial behaviour later on (Rutter 1979 and Epstein 1986). By working with the parents, the teacher can construct a plan of action that will facilitate the child’s learning. If the parents are poor, the teacher can suggest the child takes books from school to read at home with the parent. If the parent is not able to read or is working all the time, alternatives arrangements can be made for other family members to help. By taking a pragmatic approach the teacher will hopefully be able to help both the child and their parent with play based activities that will help to raise the spirits of the child while they learn (Wadworths 1991). The role of the teacher in literature-based instruction is one of decision maker, mentor, and coach. The teacher plans and supports activities that allow children to do those things one naturally does with literature (Routman, 1991). This role includes planning themes, helping students activate the appropriate prior knowledge, and supporting students in reading and responding to the literature in appropriate ways (Martinez & Roser, 1991). In some instances the teacher plans and teaches mini-lessons using the literature as a model for helping students learn a needed strategy or skill (Trachtenberg, 1990). As a mentor, the teacher serves as a model for reading and writing, by reading aloud to students, the teacher models language for them. Through shared writing (McKenzie, 1985), the teacher models all aspects of writing, grammar, usage, and spelling. By supporting students with such activities as shared reading, literature discussion circles, and response activities, the teacher plays the role of coach (Cooper, 1993). 2. 2 What impact does it have on the school The principal’s challenge is to ensure that teachers have knowledge of current literacy best practices and access to the tools and resources needed to incorporate them. The principals need to have a working knowledge of literacy and the latest research findings about learning. They also need to ensure high quality instruction is supported by strong literacy frameworks. This may include the opportunity for peer coaching, classroom visitations, and literacy courses made available. Along side the practical courses the principal should ensure all her teachers opinions and ideas are valued, it is her role to support, motivate and encourage excellence in all her teaching staff. As teachers are a major part of a vision for literacy, competent, caring, and committed teachers create the conditions for learning literacy. To assure quality learning for all young children, all teachers need a foundational knowledge about literacy learning, and they need to apply that knowledge with sensitivity and skill in daily reading and writing instruction (Little 1999). a growing body of evidence suggests that reading problems are preventable for the vast majority of students who encounter difficulty in learning to read, if these students receive extra support in the form of an early intervention program (Goldenberg, 1994; Hiebert & Taylor, 1994; Reynolds, 1991). All of the reading recovery programs reflect a model of reading as an active, meaningful, constructive process. Before-reading activities are used to build or activate relevant background knowledge, concepts, and vocabulary. Students are taught to monitor their reading to ensure that what they are reading makes sense. They are taught strategies for correcting word recognition errors that detract from meaning, and they are given opportunities for reacting and responding to selections they have read. The texts they are asked to read are read for enjoyment and for information. Other activities are developed within a framework of reading for meaning. Because reading for meaning is the constant point of reference and because students in these programs need substantial help in building word-identification skills, the amount of time spent in discussing selections and in teacher questioning about the selection is kept to a minimum (Reynolds and Wheldall 2007). Chapter 3 Analysis and critique of evidence base What challenges does it impose on the teachers and what effective teaching methods are considered best practice The Curriculum is only as good as the people who offer it; practitioners play a major part in how a child leans and indeed what they learn. Gerhardts (2004 and Gopnik et al. , 2001) point out that for a child to develop effectively, it is important that the child has a warm loving, nurturing relationship with their teacher. Pedagogy on which teachers can draw on: All children need to acquire knowledge of the alphabetic system to become skilled readers. The most direct way for teachers to accomplish this is by providing explicit, systematic phonics instruction as one part of a comprehensive early reading program. Systematic and explicit phonics instruction is effective for all students in kindergarten and grade 1, regardless of socioeconomic status or the ease with which children learn to read. Along side this runs the different modes of reading and their advantages to the children. The term mode of reading refers to the different ways literature may be read aloud by the teacher, shared, guided by the teacher, cooperatively, or independently (Cooper, 1993). By changing the modes of reading used for different students, teachers are able to scaffold instruction and provide different levels of support for students in order to make them successful in reading a piece of literature (Cooper, 1993; Cullinan, 1992; Tunnell & Jacobs, 1989) Reading aloud is the single most influential factor in young children’s success in learning to read. It builds listening skills and vocabulary, aids reading comprehension, and develops a positive attitude toward reading. The teacher reads aloud daily to the whole class from a variety of children’s literature (fiction, nonfiction, and poetry). Shared Reading The children (or a small group of children) see the text, observe the teacher reading it with fluency and expression, and are invited to read along. Eyes on text with voice support are shared reading. Shared reading gives an authentic reason to practice skills and strategies. It creates a low risk environment and supplies support so children can join in and see themselves as readers. Guided reading The teacher selects books from a variety of genres for a small group with the expectation that all children can read the selection at an instructional level (90 to 94 percent) with prompts and questions. Guided reading provides the teacher with time to observe reading behaviours. It lets the teacher see the children functioning as readers and helps the teacher know what to stress next to move the children forward. The child selects and reads a variety of genres, an integral component of all levels of reading development. Independent reading provides practice and builds fluency and comprehension. It also demonstrates that reading is a priority. It is a time to assist a student in choosing appropriate books and allows them time in reading books of their choice. This helps ensure success and enjoyment (Cheminais 2005). scaffolding instruction Which is a concept that has grown out of research on how individuals learn (Collins, Brown, & Newman, 1986; Vygotsky, 1978). This concept is based on the idea that at the beginning of learning, students need a great deal of support; gradually, this support is taken away to allow students to try their independence. This is what Pearson (1985) called the gradual release of responsibility. If students are unable to achieve independence, the teacher brings back the support system to help students experience success until they are able to achieve independence (Cooper, 1993). By using this method it is hopefully more clear-cut which children are in need of more support. Modeling Through Storybook Reading Recent research clarifies the extreme importance of reading storybooks to young children both at home and in school. Very early, children begin to imitate that reading — at first by relying exclusively on picture clues and memory. With increased experience they begin to focus on the information that print conveys (Snow, 1983; Sulzby, 1985; Teale, 1987). 3. 1 How does policy compare the theoretical research Most all theorists regardless of their particular thesis, believe that nature and nurture are interwoven in a child’s development. As Chomsky’s belief in nature still relies on nurturing for a child to gain its full developmental potential. As he wrote â€Å"If a child is placed in an impoverished environment, innate abilities simply will not develop, mature, and flourish (Taylor and Woods (2005). Similarly, a child brought up in an institution may have ample experience and nutrition, but still may not develop normally, either physically or mentally, if normal human interaction is lacking†(Chomsky 1987 p 2). So as Chomsky, believes the child is born with specific linguistic knowledge; Skinner, is portrayed as believing that language is entirely a matter of conditioning; Piaget, who sees language development as an outgrowth of general cognitive development; and Bruner, who emphasises the importance of the social/interactional context in which language development takes place. All have a common link as one depends on the other to reach its true potential (McCartney K and Phillips D 2006). Every Childs development does depend on their physical, cognitive, social and emotional self. And each of these components of self depends in part, on the changes that are taking place in other areas of development (Shaffer 1992). In reality, this is some times overlooked by practitioners in their assessments and evaluations of our children. As the measurements of achievements rears it ugly head, and some teachers focus on the bright and gifted while the less gifted child is left to his own devises. Most school want to have a good record of achievement and thus instruct their teachers to comply with their wish to get the best results for the school as possible. For some teachers this is a bitter pill to swallow as their time is taken up by helping the gifted children reach the highest targets, unavoidably leaves the less gifted neglected. Ability tracking, is yet another thorn for the less gifted children as this is where students are grouped by their ability, some theorists argue that this undermines the self-esteem of low ability students. As children are placed on the red, yellow, blue or green table depending on how clever they are perceived to be, by the teacher. Thus contributing to poor academic achievement and a high number of children feeling disheartened and demoralised. As we mentioned earlier how children of six are more aware of their peers, this only highlights the fact, leaving the less gifted children believing they are stupid, so they stop trying to achieve. Rutters research in 1983 suggests that mixed ability groups are more advantageous for children in primary education and ability tracking was more sensible in the latter senior years at secondary. Rutter 1983) put high emphasis on the teacher’s attitudes towards their pupils as being vitally important to the Childs achievements. Motivation, praise, encouragement and a high expectation are all crucial to ensuring a child succeeds (Pollard 1997). 3. 2 Why do other countries not deem early literacy as important as the UK Dr Ken Spencer (2007) from the Institute of Learning at University of Hull, fought back in response to all the critics of Cameron, as they protested why other countries did not deem this an important issue. He made them aware of the reason why Scandinavian children can start reading at six: their language has a transparent writing system, in which each sound has only one letter associated with it. With such a writing system all children read in about six month, no matter when they start school. His research evidence shows that learning to read English will always take three or more years longer, than most other languages. There is now indisputable evidence that complex combinations of letters and their irregular behaviour interact to make English the worst example of alphabetical language. Chapter 4 Conclusion Language and literacy development, like all human development, will be heavily determined by the nature of the environment, and may be severely limited unless the environment is appropriate. A stimulating environment is required to enable natural curiosity, intelligence, and creativity to develop, and to enable our biological capacities to unfold. The fact that the course of development is largely internally determined does not mean that it will proceed without care, stimulation, and opportunity (Penn 2005). Like Chomsky perceived â€Å"teaching is not like filling a cup with water, but ore like enabling a flower to grow in its own way; but it will not grow and flourish without proper care†(Chomsky 1897,p1). There is evidence that teachers whom have a holistic view with a child centred approach, can lead to a more fruitful interaction between the realms of theory and practice, which in turn will benefit the child’s learning and behaviour. The examples of rese arch in the fields of literacy and development discussed, show how work which was originally theoretically motivated can lead to practical recommendations for intervention. Chapter 5 Recommendations It does appear that there is extensive evidence to suggest that poor teacher may have a lot to do with poor literacy attainment and behavioural issues. Perhaps David Cameron quest for literacy attainment will only be achieved once the teaching pedagogy improves. Adults, like children, learn better when they perceive a need for the information they are learning. Staff development should provide teachers with authentic, meaningful tasks that relate to improving classroom instruction. Helping teachers improve instruction must focus on more than just going through the motions of teaching. Showers, Joyce, and Bennett (1987) analyzed more than two hundred research studies on staff development and concluded that a major factor in how teachers teach is how they think about teaching. Staff development should help teachers increase their knowledge and learn to think about their instructional decisions. Having a basic level of knowledge about an innovation is important in helping teachers â€Å"buy in† to it (Showers et al. , 1987). Over the last fifteen years the emphasis on staff development has evolved in many ways, from workshop sessions to more comprehensive, collaborative approaches that focus on the individual needs and concerns of teachers (Waxman, 1987). Hopefully by improving our pedagogy and focusing on a more holistic child centred environment all children and teachers will benefit. The research literature to date has suggested pathways for us to take. It is up to us as a society to make the journey. BIBLIOGRAPHY BBC News (2007) Government Policy David Cameron London England Berger, M. Yule, W. & Rutter, M. (1975). Attainment and adjustment in two geographical areas—II. The prevalence of specific reading retardation. British Journal of Psychiatry, 126, 51()-5 Bruner, J. S. (1975) The ontogenesis of speech acts. Journal of Child Language Campbell, J. R. , Kelly, D. L. , Mullis, I. V. S. , Martin, M and Sainsburry, M. (2001). Framework and Specifications for PIRLS Assessment 2001. Second edn. Ch estnut Hill, MA: Boston College, PIRLS International Study Centre. Cheminais R, (2005) Every Child Matters : A New Role for SENCOs, London : David Fulton Publishers Chomsky (1987) Language, Language Development and Reading Noam Chomsky interviewed by Lillian R. Putnam Reading Instruction Journal, Fall 1987 Chomsky, N. (1986) Knowledge of language: it's nature, origin and use. New York: Praeger. Collins, A. , Brown, J. S. , & Newman, S. E. (1986). Cognitive apprenticeship: Teaching the craft of reading, writing and mathematics. Report No. 6459. Cambridge, MA: BNN Laboratories. Cooper, J. D. (1993). Literacy: Helping children construct meaning (2nd ed. ). Boston: Houghton Mif;in Company Cullinan, B. E. (1992). Leading with literature. In B. E. Cullinan (Ed. , Invitation to read: More children's literature in the reading program (x-xxii). Newark, DE: International Reading Association. DfEE Green Paper (22/10/1997) – Excellence for all Children Meeting †¦ reports: DFEE Green Paper. Excellence for all Children †¦ and Employment by Command of Her Majesty October 1997 including those with special educational needs (SEN). Dr Ken Spencer (2007) Institute of Learning at University of Hull Dr Moffitt (2006) The Journal of Child Psychology and Psychiatry is published on behalf of The Association for Child and Adolescent Mental Health Blackwell Publishing Epstein J L (1986) Parents reactions to teachers practices of parent involvement, Elementary School Journal, 86, 277-294 Gerhardt, S. (2004). Why love matters. How affection shapes a baby's brain. Hove:Bruner Routledge. Gibbons, P (2002) Scaffolding Language, Scaffolding Learning: Teaching Second Language Learners in the Mainstream Classroom, Portsmouth: Heinemann Goldenberg, C. (1994). â€Å"Promoting early literacy development among Spanish speaking children: Lessons from two studies. † In E. H. Hiebert & B. M. Taylor (Eds. ), Getting reading right from the start (pp. 71-200). Boston, MA: Allyn & Bacon. Gopnik, A. , Sobel, D. M. , Schulz, L. & Glymour, C. (2001). Causal learning mechanisms in very young children: Two,three, and four-year-olds infer causal relations from patterns of variation and covariation. Developmental Psychology, 37, 620–629. Harris, A. J. , & Sipay, E. R. (1990). How to increase reading ability: A guide to developmental and remedial methods (9th ed. ). White Plains, NY: Longman. Hiebert, E. H. , & Taylor, B. M. (Eds. ) (1994). Getting reading right from the start. Boston: Allyn & Bacon. Little M (1999) Prevention and Early Intervention with children in need : Definitions, Principles and Examples of Good Practice John Wiley & Sons Ltd Children & Society Vol 13 pp 304-316 Martinez, M. G. , & Roser, N. L. (1991). Children's responses to literature. In J. Flood, J. M. Jensen, D. Lapp, & J. R. Squire (Eds. ), Handbook of research on teaching the English language arts (643-654). New York: Macmillan Publishing Company. McCartney K and Phillips D (2006) Handbook of Early Childhood Development Oxford Blackwell publishing McKenzie, M. 1985). Shared writing. Language matters. London: Inner London Educational Authority McMichael, P. (1979). The hen or the egg? Which comes first—antisocial emotional disorders or reading disability? British Journal of Educational Psychology, 49, 226–238. Pearson, P. D. (1985). Changing the face of reading comprehension instruction. The Reading Teacher, 38, 724-738. Penn H (2005) Understanding Early Childhood : Issues & Controversies , Oxford Oxford University Press Pollard A, (1997) Reflective Teaching in Primary School, London : Cassell Reynalds M and Wheldall K (2007) Reading Recovery 20 years Down the Track : Looking Forward Looking Back International Journal of Disability, Development and Education Vol 54 pp199-223 Routledge Group Reynolds, A. J. (1991). â€Å"Early schooling of children at risk. † American Educational Research Journal, 28, 392-422 Routman, R. (1991). Invitations. Portsmouth, NH: Heinemann. Rutter & Yule (2005)Severity of Emotional and Behavioural Problems among Poor and Typical Readers Journal article by Elizabeth Mayfield Arnold, David B. Goldston Adam K. Walsh, Beth A. Reboussin, Stephanie Sergent Daniel, Enith Hickman. Frank B. Wood; Journal of Abnormal Child Psychology, Vol. 33, Rutter M (1979) Changing Youth in Changing Society, Nuffield Provisional Hospital Trust Rutter, M. , Tizard, J. & Whitmore, K. (1970). Education, health and behaviour. London: Longmans. Shaffer D (1992) Developmental Physiology Childhood & Adolescence, London : Chapman & Hall Publishing Showers, B. , Joyce, B. , & Bennett, B. (1987, November). Synthesis of research on staff development: A framework for future study and a state-of-the-art analysis. Educational Leadership, 75-87. Skinner, B. F. (1957) Verbal behaviour. New York: Appleton-Century-Crofts. Snow, C. R. (1983). Language and literacy: Relationships during the preschool years. Harvard Educational Review, 53, 165-189 Stott, D. H. (1981). Behaviour disturbance and failure to learn: a study of cause and effect. Educational Research, 23, 163–172. Links Sturge, C. (1982) Reading Retardation and Antisocial Behaviour. Journal of Child Psychology and Psychiatry; 23, 21-31. Sulzby, E. (1985). Children's Emergent Reading of Favorite Storybooks: A Developmental Study. Reading Research Quarterly, 20(4), 458-481. Taylor J and Woods M (2005) Early Childhood Studies an Holistic Intriduction London Hodder Arnold Publishers Ltd. Teacher net. gov. uk (2007) teaching and learning/library/EAL teaching Teacher TV (2009) Literacy Hour Teachernet (2007) Teaching English as an Additional Language: The challenges for classroom teachers Teale, W. H. (1987). Emergent literacy: Reading and writing development in early childhood. In E. Readance and R. S. Baldwin (Eds. ), Research in literacy: Merging perspectives (45-74). Thirty-sixth yearbook of the National Reading Conference. Rochester, NY: National Reading Council. Trachtenburg, P. (1990). Using children's literature to enhance phonics instruction. The Reading Teacher, 43, 648-654. Tunnell, M. O. , & Jacobs, J. S. (1989). Using real books: Research Þndings on literature-based instruction. The Reading Teacher, 42(7) Varlaam, A. (1974). Educational attainment and behaviour at school. Greater London Intelligence Quarterly, 29, 29–39 Vygotsky, L. S. (1962) Thought and Language, Cambridge Massachusetts: MIT Press. Vygotsky, L. S. (1978). Mind in society Cambridge, MA: Harvard University Press. Wadsworth M (1991) The Imprint of Time: Childhood, History and adult Life, Clarendon Press Waxman, H. C. (1987). Improving classroom instruction through staff development: A

Lab Report Template

————————————————- [Overtype title of experiment here] ————————————————- Experiment conducted on [overtype date of experiment here] ————————————————- ————————————————- ————————————————- Module title: EUC_4_005 Design and Practice ————————————————- Occurrence Number: [Overtype your occurrence Number here] ——†”—————————————-Lab Group Number: [Overtype your lab group number here] ————————————————- Course: [Overtype name of course here] ————————————————- ————————————————- Student Name: [Overtype your name here] ————————————————- Student Number: [Overtype student number here] [overtype month and year here] London South Bank University Department of Urban Engineering Faculty of Engineering, Science and the Built Environment 103 Borough Road, London, SE1 0AA www . lsbu. ac. uk ContentsThe tables of contents for main text, tables and figures below are created by field codes. Do not edit them, but press F9 to update them. This red text is non-printing text Contents2 List of Tables2 List of Figures2 List of Appendices2 Summary3 Chapter 1Introduction4 Notes on writing the report4 Notes on using the template4 Chapter 2Apparatus and experimental procedure6 ApParatus6 Experimental Procedure6 Chapter 3Calculations and results7 Chapter 4Analysis and Discussion8 Chapter 5Conclusion9 References10 List of Tables Table 1. 1 This is table title style5 List of Figures Figure 1. This is figure title style5 List of Appendices Type below the Appendix letter and title of appendix for any appendices you have created in the manner as per the example below. If you have not used any Appendices, delete this part of the contents. This red text is non-printing text Appendix ATitle of Appendix A Summary You need to provide a structured summary of no more than 200 wor ds. Write up to two sentences against each of the parts of the abstract as indicated below. Aim of the experiment: summarise the aim of the experiment Methodology: the equipment and methodology employedResults: key results obtained Conclusion: your thoughts on what you achieved Introduction This chapter should explain the aims and objectives of the laboratory experiment and then briefly highlight the theory and background of the subject, and the relevancy and possible applications of the experiment. Refer to and cite relevant references. You should provide an overview of what is to come in the rest of the report in the final paragraph. You should save a copy of this template for reference purposes as it provides instructions on how to use the template.You should then use the template by overtyping. The rest of this chapter provides instruction on the use of the template. You should print a copy of the template as it now stands and this will from your ‘instruction manualâ€℠¢ for using the template. The you can overtype into the template. Notes on writing the report The laboratory report must use this template, be readable, informative and supported by high quality diagrams, graphs, tables as required. Write the report in the passive voice (as you have been taught in communications classes. Pay close attention to grammar and spelling.Use the past tense for describing the test that was undertaken, and the present tense for the outcomes and conclusions, again, as you have been taught in the communications classes. Always complete your report in good time and give it a very good proof read before submission. Although the laboratory data, and maybe some laboratory observations, are the same for all members of your laboratory group, make sure that the report represents your own thoughts, and in particular, the calculations and results, discussion and analysis, and conclusions should be your very own.Do not copy anything from either the laboratory sheets, ot her people or other sources. This is theft (also called plagiarism) and will not be tolerated. You should never need to include quotes from other sources. We do not usually do this in technical writing. If, however, you think you have to copy a sentence from somewhere else, then you should make clear that it is copied by putting it in speech marks and quoting the reference source and include it in the list of references in the references section. Notes on using the template StylesThis template uses styles The template uses styles and the following list summarises the names and specification of each style: Chapter heading (Style: Heading 1): verdana 12pt bold block capitals, keep with next line. Subheading (Style: Heading 2): verdana 10pt bold block capitals, keep with next line. Subheading (Style: Heading 3): verdana 10pt bold, keep with next line. Abstract text (Style: normal): verdana 10pt single line spacing. Main body text (Style: numbered para): verdana 10pt 1. 5 line spacing, paragraph numbers, one line spacing at end of paragraph. Bullet points (Style: bullet points: verdana 10pt 1. line spacing. Table text (Style: Table): verdana 9pt single line spacing. Figure title (Style: Figure Title): verdana 10pt bold, keep with next line. Table title (Style: table Title): verdana 10pt bold, keep with next line. Margins 2. 5cm all round. Page number at the bottom centre of each page. Styles are selected from the boxes in the home tab. Chapter numbers are generated automatically. Table and figure numbers need to be typed in manually. It is usual to number them with the chapter number followed by a full stop followed by a consecutive number within each chapter.To work with styles, you should work in WORD with the paragraph mark ( ¶) showing. Losing the paragraph number may occur if you hit the carriage return twice. Simply select the text where the paragraph number has been last and reselect the style â€Å"numbered para†. Tables and Figures To insert a ta ble use the usual ‘Table’ option from the ‘insert’ menu, then select the table and convert it to the ‘Table’ style. To look neat, ensure the margins of the table are within the margins of the text and carefully choose which borders to mark with lines. Use ‘Table Title’ style for table titles. Table 1. 1 This is table title style | Description| Description| Row title| Data| Data| Row title| Data| Data| Total| total| Total| Figure titles use the Figure title style. The paragraph the figure is inserted against should be in ‘Normal’ style. Figure 1. 1 This is figure title style It is best to centre the figure, and to size it so that it is within the margins of the text. Note that every table and figure should be introduced in the text before it occurs. It should then be commented on and evaluated in the text after it has occurred.You are the writer, you cannot expect the reader to interpret the tables and figures: that is your job as the writer. Apparatus and experimental procedure ApParatus List and describe the apparatus and other relevant background equipment used to perform the experiment. A diagram or photograph with superimposed names of parts may help. Experimental Procedure You should describe the procedure that you followed to perform the laboratory experiment. In particular, mention differences from the anticipated procedure as described on the handout.For example, you may need to explain in finer detail than is described on the laboratory briefing sheet the complexity of operation of the laboratory experiment. You should detail the assessments of risk that may have been undertaken before undertaking the laboratory, together with the approach taken to minimise the probability of those risks occurring and the magnitude of any consequences of them occurring. You may also need to illustrate the experimental procedure. Calculations and results This section should report all essential calculatio ns using the appropriate formulae and units.If there are repeated calculations, then show only one typical calculation on the data obtained from the experiment and present this result with the other results obtained from, for example, your use of a spreadsheet. Any detailed and lengthy calculations should be attached as an appendix. In this section, you are expected to present the data and results in tables, graphs, and the results from spreadsheets as appropriate indicating the major results obtained from such experiment. Analysis and DiscussionIn this section, which is the most important part of your report, you should present a thorough examination of your results and the behaviour of the test as well as tested materials, and you should compare that with the theoretical and ‘standard’ values and behaviour stated in related sources such as textbooks and manuals. You should also state the main outcomes in terms of your learning from the experiment and any reflections o n your knowledge. Conclusion and Recommendations The conclusions should be brief and stated in concise statements based on your analysis and discussion.It is important to refer to the major findings and results by values. It may be suitable to mention here any possible improvements to the experiment and its outcome and any possible further work or investigations. References The reference list should contain an alphabetical listing of reference sources according to References should be in accordance with help sheet 30, available from the following url: http://www. lisa. lsbu. ac. uk/helpsheets/hs30. pdf. * * Appendix A Title of the appendix (For raw data, laboratory observations and detailed calculations). *