Essay on Down Syndrome Example | Topics and Well Written Essays - 2000 words

On Down Syndrome - Essay Example The intellectual disability causes an individual to lag behind in his development of communication skills, social abilities and even his ability to take care of his own self in a proper manner. Teaching and support services for the individuals with intellectual disabilities is designed in a completely different manner and is targeted to meet their learning and problem solving requirements. Creative and interactive teaching ideas should be implemented in order to obtain maximum results. Visual, audio and interactive lesson methods should be applied and the difficult ideas and problems should be made comprehensive for the learners. American Association of Intellectual and Development Disabilities are directed towards support services and development support for such individuals (The Church of Jesus Christ of Latter-Day Saints 2012). Fig 1: An image of a Down Syndrome Child accompanied by teaching services personnel (The Church of Jesus Christ of Latter-Day Saints 2012). Down syndrome i s defined as a condition caused by a genetic defect which results in both physical and intellectual limitations in the affected individual. The normal number of chromosomes in an individual is 46 but in a Down syndrome individual the chromosome number is 47 instead (National Association for Down Syndrome 2012). It is considered as one of the most common syndromes present at birth called as congenital syndromes. One in every 700 births is estimated to be a child with Down syndrome. It has been observed that the possibility of developing Down syndrome increases as the maternal age increases at the time of conception. After the age of 35, the risk of Down syndrome in the child increase by many folds (Selikowitz 2008). The prevalence of Down syndrome in United States was estimated to be one in every 733 births by Centers of Disease Control and Prevention in the year 2010. Around 60,000 cases are diagnosed with Down syndrome annually (National Down Syndrome Society 2012). According to a study in the year 2007 carried out among 63000 babies in UAE, an approximate incidence of one Down syndrome case for every 449 new born babies was estimated. The study also highlighted the maternal age risk factor and showed that around 41 % of the UAE mothers had crossed the age of 35. This also showed that maternal age is a major etiological factor (Shaheen 2012). Fig 2: A representation of prevalence of Down Syndrome in the years 1979 – 2003 per 10,000 live births in United State (CDC.gov. 2011). Down syndrome presents in the individuals with a large range of variations in its characteristics and features. As discussed earlier, it is a chromosomal defect; hence every cell of the body’s each system is defective. Hence almost every system manifests with problems and pathologies. Around 120 different features for this syndrome have been described up till now but some children might manifest with only six or seven characteristic features. The characteristic features des cribing Down syndrome are visible in eyes, head and face. A Down syndrome individual has round face with a flat side profile, with brachycephaly (Flattened back of head). The eyes are slanted, small epicanthic folds which might give a false manifestation of squint or strabismus and the iris might show whitish spots called Brushfield spots. The neck of the young child has greater fat content at the back which is diminished with age and an adult individual will have a broader and smaller neck. Hands are shorter with usually

Microorganisms in Nature and Biotechnology Essay

Microorganisms in Nature and Biotechnology - Essay Example This research will begin with the statement that a microorganism or microbe is an organism which is microscopic, usually too small to be seen by the naked eye. Microorganisms are very diverse including bacteria, fungi, archae, protists etc. They live in all parts of the biosphere where there is liquid water, including soil, hot springs, on the ocean floor, high in the atmosphere and deep inside the rocks within the Earth's crust. Microbes are critical to nutrient recycling in ecosystem, biochemical and ecological cycles. They also play a major role in precipitation and weather. Microbes are exploited in the fields of biotechnology, food technology, and genetic engineering. Even though most of the microorganisms are useful, a few are pathogenic too. A microorganism or microbe is an organism which is microscopic, usually too small to be seen by the naked eye. Microorganisms are very diverse including bacteria, fungi, archae, protists etc. They live in all parts of the biosphere where t here is liquid water, including soil, hot springs, on the ocean floor, high in the atmosphere and deep inside the rocks within the Earth's crust. Microbes are critical to nutrient recycling in ecosystem, biochemical and ecological cycles. They also play a major role in precipitation and weather. Microbes are exploited in the fields of biotechnology, food technology, and genetic engineering. Even though most of the microorganisms are useful, a few are pathogenic too. However, the recent developments of science have made the applications of microbes quite vital in the applied research of modern days.

The Creation of a Trust Which Depicts the Formalities That Are Essay

The Creation of a Trust Which Depicts the Formalities That Are Required In the Dissemination of the Deceased Properties to the Beneficiaries - Essay Example In the paper, John drafts a will and appoints Tessa and Vincent as the trustees of his widow Susan and the two children.   On the death of John Susan accuses the trustees of breaching their mandates, therefore the following advice is going to be very important to determine whether Susan will be able to win the case and granted trust of the properties. It is notable will contained no express power; it simply stated that Tessa and Vincent were to hold the said properties until the opportune moment for them to grant them to the right beneficiaries who are the family. According to Target Holdings Ltd v Redferns, the right of the beneficiary is to have the trust administered in the best way it was intended in conformity with the general law and the trust instruments. Thus, according to law, the beneficiary will always be granted access to the will or deed and the accounts which are linked to the trust. Proper justifications are to be given to any shortcomings which may be pinpointed; ho wever, in this case, it is apparent that the trustees never informed the beneficiaries on the investments they had made. Thus, there is a breach of contract which makes them liable for the loss and any abnormalities which come about. It is evident that the trustees misapplied the money in their hands for their personal use. None of the beneficiaries is really aware of what is going on until when they make the claim and want to have the money for their own use. According to the case of Wallersteiner v Moir, the trustees are liable for any unnecessary delays and circumstantial impacts they may cause the beneficiaries. Susan is thus in the right position to sue the trustees and claim their authority inappropriate in managing the properties and accounts. There is a falsification impression which is created in the whole process. It is sufficient that the trustee is liable to a want of ordinary prudence. By the trustees delegating their duties to the Best Finance Company, they defied thei r obligations entirely. Besides that, there is no clear motive for them to surrender managerial roles of the will to this company which has questionable characters and performances.

Microorganisms in Nature and Biotechnology Essay

Microorganisms in Nature and Biotechnology - Essay Example This research will begin with the statement that a microorganism or microbe is an organism which is microscopic, usually too small to be seen by the naked eye. Microorganisms are very diverse including bacteria, fungi, archae, protists etc. They live in all parts of the biosphere where there is liquid water, including soil, hot springs, on the ocean floor, high in the atmosphere and deep inside the rocks within the Earth's crust. Microbes are critical to nutrient recycling in ecosystem, biochemical and ecological cycles. They also play a major role in precipitation and weather. Microbes are exploited in the fields of biotechnology, food technology, and genetic engineering. Even though most of the microorganisms are useful, a few are pathogenic too. A microorganism or microbe is an organism which is microscopic, usually too small to be seen by the naked eye. Microorganisms are very diverse including bacteria, fungi, archae, protists etc. They live in all parts of the biosphere where t here is liquid water, including soil, hot springs, on the ocean floor, high in the atmosphere and deep inside the rocks within the Earth's crust. Microbes are critical to nutrient recycling in ecosystem, biochemical and ecological cycles. They also play a major role in precipitation and weather. Microbes are exploited in the fields of biotechnology, food technology, and genetic engineering. Even though most of the microorganisms are useful, a few are pathogenic too. However, the recent developments of science have made the applications of microbes quite vital in the applied research of modern days.

Friction on the ramp Essay Example for Free

Friction on the ramp Essay As you can see from the graph, as h1 is increasing, the horizontal distance also increases. The graph is more or less a straight line because the horizontal distance travelled by the ball baring in each interval should more or less be around the same. However it didnt show that the y-component is directly proportional to the x-component. This could be of the inaccuracy of the equipment, measurement and air resistance when in travelling in the air and friction on the ramp. The accuracy of the meter ruler is quite poor when it comes to measuring the point at which the ball has landed. Therefore the uncertainties would be measuring precisely the point at which the ball baring had landed. It will be more or less i 1mm. The position for releasing the ball baring is another issue. If the ball is being released from a higher or lower position compared to the previous test, it will have an affect on the initial velocity when leaving the ramp. Higher velocity will result in a bigger horizontal component and therefore uncertainties would be more or less i 1mm. The total uncertainty would be i 2mm. The plastic ramp also creates a problem. The end of the ramp is difficult to maintain a precise horizontal position because of the bendiness of the plastic ramp. This is an important factor because it has an affect on the initial velocity and therefore will change the results. It will create a vertical acceleration if it bends resulting in an increase in the horizontal component. In theory, we have assumed that the air through which the projectile moves has no effect on its motion, a reasonable assumption at low speeds. However, for a greater speed, the disagreement between calculations and the actual motion of the projectile can be large because the air opposes the motion of the projectile. So, a bigger h1 means the projectile will be in the air for longer; therefore the air resistance will affect the projectile more and consequently will reduce horizontal distance travelled. I believe this is the reason that the line on the graph isnt directly proportional to the x and y components. Therefore in the absence of air resistance, I believe that the graph produced would be directly proportional to both x and y components. In order to calculate the theoretical range, we have to find the horizontal and vertical component separately. I can use the following equations to find out both of the horizontal and vertical components.

Implications For Maximising Pupil Learning Education Essay

Implications For Maximising Pupil Learning Education Essay Adults play an important role in extending and enhancing childrens learning. Research has shown that adult involvement, from both parents and teachers, is a key factor in improving childrens academic attainment as well as their behaviour towards learning (Desforges Abouchaar, 2003). The parents are the prime educators for a child until they reach the early years setting where teachers then begin to take on the main role of teaching. It is clear from research that both teachers and parents have important roles to play in the education of a child (Desforges Abouchaar, 2003 and Department for Children, Schools and Families, 2008). Although research has shown that teachers and parents have an impact on childrens education what is less clear is the impact that other classroom based staff and in particular teaching assistants have on their learning. Since 1997 the number of teaching assistants present in classrooms in the UK has trebled (Blatchford et al, 2012) and the number of teaching assistants has been steadily rising since the introduction of the SEN Code of Practice in 1994 which required additional support staff to assist with SEN children accessing mainstream schools (Blatchford et al, 2011). In 1998 the National Literacy Strategy (NLS) was introduced and a year later the National Numeracy Strategy (NNS) was launched. These drives involved significant input from teaching assistants and led to an increase in their responsibilities. Reports from Ofsted indicate that teaching assistants continue to play an important and effective role in the daily mathematics lessons and the literacy hour (Ofsted, 2003, pg. 4). This, therefore, highlights their value and effectiveness in delivering learning in schools. The introduction of the National Workforce Agreement (NWA), raising standards and tackling teacher workload, (Department for Education and Skills, 2003a) also aimed to raise standards and tackle the workload of teachers by increasing the number of teaching assistants in schools. This rapid increase in teaching assistant numbers in schools has been a cause of concern and research into the impact of teaching assistants on childrens learning has begun to become more evident. Most recently, the findings of the Deployment and Impact of Support Staff (DISS) project has raised concerns about the deployment of teaching assistants, their impact on childrens learning and has highlighted the need for further research (Blatchford et al, 2009a). The main assumption was that the increase in teaching assistant numbers would be beneficial to maximising pupil learning (Brown Harris, 2010 Blatchford et al, 2007). However, there is currently little systematic evidence available to confirm whether teaching assistants have a positive impact on pupil outcomes (Blatchford et al, 2011 and Alborz et al, 2009 and Rubie-Davies et al, 2010). The increasing and changing role of teaching assistants in classrooms is of importance as they have both a direct and indirect impact on childrens learning. This essay will focus on the role of teaching assistants and their impact on pupil learning. Firstly, this essay will define and review the role of the teaching assistant and what is meant by effective learning. It will then go on to critically review the current research on the impact of teaching assistants on individuals, the class as a whole and whether they are maximising or holding back pupil learning and progress. The Role of the Teaching Assistant It is apparent that there is confusion as to what the role of the teaching assistant is and there is still a lack of clarity and consensus as to how they should be utilised in schools (Blatchford et al, 2012 and Butt Lance, 2009). Teaching assistants have been prompted to take on more teaching roles in recent years and the publication of the Excellence and Enjoyment document in 2003 has encouraged the use of teaching assistants in teaching whole classes, which has added to the confusion of the role (Department for Education and Skills, 2003b). The Department for Education and Employment (DfEE) guide suggests that teaching assistants have four areas of work in supporting the school, the curriculum, the teacher and the pupil (DfEE, 2000). In 2001 the Secretary of State also suggested that the work of teaching assistants should include supervising classes, and working with small groups (HMI, 2002). In school X the definition of the role of the teaching assistant was defined as being to work alongside teachers in the classroom and help pupils with their learning on an individual or group basis (School X Role of the Teaching Assistant). The role of the teaching assistant has clearly moved from acting as a classroom helper to a direct role in supporting teaching and learning in the classroom (Vincett et al, 2005 Groom, 2006). The lack of coordination and training for teaching assistants was transformed in the DfES (2004) document which announced plans for vocational qualifications and introduced training for the higher level teaching assistant (HLTA)(Vincett et al, 2005). The HLTA responsibilities in school X were to plan and deliver learning activities under the direction of a teacher and assess, record and report on pupils progress (School X Role of the Higher Level Teaching Assistant). The range of responsibilities and the lack of clarity of what is involved in these different roles can create confusion. Teaching assistants work in a variety of roles in the clas sroom working directly with small groups, individuals and in some cases taking intervention programmes. The role of the teaching assistant and how they impact on the pupil ranges from school to school and although much of the research available suggests that teaching assistants are in fact hindering pupil progress there is some evidence that they are assisting and maximising pupil learning (Brown Harris, 2010). This essay will focus solely on the role of the teaching assistant and whether their presence maximises pupil learning. There are a variety of different terms used to describe staff that are in paid employment and assist in supporting the teacher; these include learning support assistant, paraprofessional, teaching assistant, and classroom support assistant. The DfEE states that teaching assistant is the preferred generic term (DfEE, 2000, p.3) and this essay will use the term teaching assistant to refer to all staff that support the class teacher. Effective Learning Learning is a complex and dynamic term as there are a number of different learning styles and theories about how we learn (Arthur Cremin, 2010). Learning is individual to every person and the consensus seems to be that it occurs when we assimilate knowledge through our experiences in life (Arthur Cremin, 2010 and Pritchard, 2009). The learning process does not necessarily take place in the classroom environment and it is a continuous process throughout our lives (Pritchard, 2009). Research suggests that everyone has a preferred learning style and this is the way in which we are able to learn most effectively (Pritchard, 2009). Therefore, for learning to be effective it needs to be presented in a number of different learning styles so that each individual has the opportunity to learn using their own preferred learning style. Provision also needs to be made for the sharing of ideas and concepts by the use of talk which is vital if effective learning is to take place (Arthur Cremin, 2010). In terms of learning, the three main things which were found to influence pupil progress were teaching skills, professional characteristics and the classroom climate (Haymcber, 2000). For learning to be effective in the classroom children need the opportunity in all of these areas to learn using their preferred learning style so teachers must be aware of the children in their class and use a range of strategies to promote effective learning. Essentially, effective learning can be defined in the context of this essay as being the most efficient way of concepts and knowledge being assimilated by the child. Reducing Teacher Workloads The primary expectation of the NWA was that the increase in teaching assistant numbers would release teachers from their clerical tasks so that they could focus on teaching and increasing standards (Blatchford et al, 2012). Butt Lance (2009) found that teachers agreed that their workloads had been reduced by 79% in 2009 due to the increase of teaching assistants who took over many of the clerical day to day tasks. Teachers were also found to consistently describe teaching assistants as having a positive effect on their job satisfaction (Webster et al, 2010). In school X the class teacher in Year 5 routinely commented on the benefits of having a teaching assistant in the classroom. She also described the teaching assistant as being worth her weight in gold. This was due to the amount of clerical work that the teaching assistant took away from the teachers role allowing her to do more teaching. This indicates that teachers are, therefore, able to concentrate more time on effective tea ching and planning for different learning styles which in turn maximises pupil learning. However, other research has not found this to be the case (HMI, 2002). HMI (2002) found that teachers workloads had actually increased as a result of having the responsibility for planning for the teaching assistant and managing them. In school X the teaching assistant in Year 6 was responsible for noting evidence of childrens talk for assessing pupil progress (APP) during the lesson. Although this allowed the teacher more freedom to focus his energies on teaching and planning for the lesson he also had to plan in extra time to meet with the teaching assistant so that they could discuss the progress and next steps for specific children. In this instance although the teaching assistant was meant to be freeing up time for the teacher by taking away some of the clerical tasks the teacher was, in fact, having to create extra time to review and reflect with the teaching assistant. Therefore, this see ms to go against the NWAs aim to reduce teachers workloads. The Presence of Teaching Assistants in the Classroom There is also research available that indicates that the presence of a teaching assistant in the classroom has a positive impact on pupil learning as they become more focused and there is a general reduction in the amount of teacher talk dealing with negative behaviour (Brown Harris, 2010 and Blatchford et al, 2009a and Bassett et al, 2011 and Webster et al, 2010). Blatchford et al (2007) found that more attention was paid to the teacher when a teaching assistant was present in the classroom. This in turn led to more individualised attention from the teacher when the teaching assistant was present and more on task behaviour. Although not directly related to maximising pupil learning it does suggest that when a teaching assistant is present in the classroom there is more on task behaviour which in turn leads to a better learning environment (Blatchford et al, 2007). In school X the class teacher felt that the role of the teaching assistant was primarily to deal with the behaviour of the most challenging pupils so that she could teach the rest of the class. In this scenario the teaching assistant was maximising learning for the rest of the class by allowing the teacher to continue teaching without any disruptions to the lesson. However, this is only one example of how teaching assistants are utilised in class and not all schools would necessarily use their teaching assistant in this way. Brown Harris (2010) also support the idea that teaching assistants increase attainment levels as they found a positive correlation between the increase in teaching assistants in schools and rising attainment levels. However, the study primarily looked at the relationship between expenditure on staff and changes in attainment without considering other external factors which may have influenced the results (Brown Harris, 2010). In contrast, Finn et al (2000) and Reynolds Muijs (2003) both reported that there was no effect on pupil learning when a teaching assistant was present in the classroom. It could be argued that although the presence of the teaching assistance has an impact on the learning environment how they are deployed and utilised in the lesson is what really impacts on maximising pupil learning. The Individual Child Although not always the case, teaching assistants are generally allocated to a particular individual on a one to one basis if they have SEN or behavioural issues (Webster et al, 2010). An overview of the literature by Farrell et al, (2010) suggests that teaching assistants can have a positive impact in raising academic achievement of groups of pupils with learning difficulties provided that they are deployed and trained effectively. Alborz et al, (2009) and Blatchford et al, (2009a) both support the suggestion that teaching assistants are essential for the integration of SEN pupils within mainstream schools. Alborz et al, (2009) found that out of the 14 studies four showed that teaching assistants have a positive impact on SEN in maintaining their engagement and supporting them with communicating with peers. This links into Maslows hierarchy of needs as the teaching assistant may be providing the child with the emotional support such as raising the childs confidence and self esteem. The teaching assistant therefore plays a vital role in the childs development as the child can only move onto the next stage of higher order learning once the other stages have been met (Maslow, 1943). In addition, Woolfson Truswell (2005) assessed the changes in attitudes of pupils rather than solely looking at attainment levels in a small scale sample and found that the teaching assistants enhanced the quality of learning experiences and had a positive impact on the personal and social development of the children. This can be explained partly by Maslows hierarchy of needs as the child is receiving the emotional support that they require to move on to higher order levels. Some children may find working in larger groups or speaking out in front of others difficult and the teaching assistant can help to support and encourage them to engage in the lesson. This, therefore, allows the child to access the lessons and in turn encourage their learning by becoming more confident in their o wn ideas. Teaching assistants also provide increased attention and promote a more active role in the interaction of questioning by the teacher. The teaching assistant can also increase whole class engagement during lessons and maximise the learning outcome of the lesson. In this way the teaching assistant is assisting in the scaffolding of the learning by providing a more knowledgeable other that the child can interact with (Bruner, 1986). This extended interaction between an adult and the pupil also provides an enhanced opportunity for learning. As Vygotsky says, what the child is able to do in collaboration today he will be able to do independently tomorrow (Vygotsky, 1978, p.  211). This supports the notion that by being supported by the teaching assistant and having the extended interaction they will be able to develop their learning so that eventually they will be able to carry out the task unaided. In contrast to this, Alborz et al, (2009) suggest that in some cases there was too much reliance on the teaching assistant and this undermined the opportunity for self determination. Much of the research available indicates a negative trend for those children that receive extra support compared to similar children who had less support (Blatchford et al, 2011 Giangreco Broer 2007 Giangreco et al, 2005). In this case it is difficult to determine what similar means especially as research has shown that everyone has a different learning style. Therefore, the research may have been comparing children who actually had different learning styles which may explain the trend. In other studies children who had one to one support were found to be over reliant on their teaching assistant for support and assistance with their work (Giangreco Broer, 2007 Giangreco et al, 2005). Vincett et al, (2005) went on to describe the relationship between the teaching assistant and the child as Velcro syn drome (Vincett et al, 2005, pg.5). The presence of the teaching assistant on a one to one basis may, lead to less effective learning as the presence of the teaching assistant reinforces to the child that they are different and are in need of additional support. Instead of maximising pupil learning it appears that working on a one to one basis reinforces to the child that they are only able to work at this one level. The lack of pupil progress can be explained by Bruners theory of scaffolding which is based on Vygotskys premise that learning is socially constructed (Vygotsky, 1978). The scaffolding process refers to the assistance of support that enables a child to complete a task which they are unable to manage by themselves (Bruner, 1986). It is important that the teaching assistant who is assisting the child in carrying out the task removes the support so that the child can function independently. It could be argued that although teaching assistants are providing the necessary sca ffolding for the child to complete the work they are unlikely to remove the support and allow the child to become independent as they are more concerned with the quantity of work that is produced rather than the process of learning. In some cases and particularly in school X the teaching assistants were more focused on the quantity of work that was completed rather than the learning and thinking skills that were taking place. During a maths lesson on mental subtraction strategies the teaching assistant advised a group of children to use the written method so that they could get through the work quicker. In this case the teaching assistant, although trying to be helpful, undermined the learning that the teacher was trying to promote. In this example the teaching assistant did not effectively maximise pupil learning but instead created a barrier to their learning by providing them with a quicker solution rather than scaffolding their learning. When children are working on a one to one basis with the teaching assistant there is also less contact time between the teacher and the child. The child working on a one to one basis is therefore missing out on important interactions with the teacher. Blatchford et al, (2009b) found that the amount of contact time with the teacher declined when teaching assistants were present. This may hinder academic progress as they are not getting the teacher talk which is very important in learning. However, those children that are assigned a teaching assistant are generally more in need of assistance than those who are not assigned one and this may explain why even with support they are not progressing as well. In addition, Fraser Meadows (2008) found that children view the role of a teaching assistant as useful and important to their learning because they help them with their work and are able to explain things more clearly to them. Fraser Meadows (2008) also found that those children who di d not work directly with the teaching assistant found that the teaching assistant improved the teaching in the classroom as it freed up the teacher to do more teaching with other groups. In a sense teaching assistants are maximising the learning for the other children in the class by allowing the teacher to focus more attention on the rest of the class. Webster et al, (2011) put forward the wider pedagogical role model to interpret results of teaching assistants and their impact on pupil progress. Teaching assistants can unintentionally separate the pupil from the teacher and although they receive interactions from the teaching assistant they are not always of the same quality as that of the teacher (Webster et al, 2011). In the study by Webster et al, (2011) teachers were found to open up talking situations and to provide an environment which allowed questioning whereas teaching assistants more commonly closed down talk. This is of great concern as Wilkinson Silliman (2000) point out To a great extent the language used by teachers and pupils in the classrooms determines what is learned and how learning takes place. (Wilkinson Silliman, 2000, pg.37) Teaching assistants are not as highly trained as teachers in the pedagogy of talk and these interactions and the quality of talk that children receive is very important in maximising l earning. Although there are clear benefits of assigning children to a teaching assistant so that they are able to access the curriculum, the support can sometimes be restrictive. It is clear that teaching assistants should be carefully considered when working on a one to one basis with a child and be well trained and deployed so that they can maximise the childs learning effectively and not unintentionally restrict their learning. Pedagogical Role Research has shown that teaching assistants are spending an increased amount of time in a direct pedagogical role with children in the classroom (Blatchford et al, 2011 and Blatchford et al, 2009a and Blatchford et al, 2009b and Butt Lance, 2009). Rubie-Davies et al, (2010) reviewed the nature of talk between teaching assistants and children and compared it with the nature of talk between teachers and children. The analysis was general and only included a small sample but it did show that there were some similarities in the type of talk experienced by children. However, it also showed there were some major differences in the type of talk. While teachers spent time explaining concepts and questioning children, teaching assistants tended to provide the pupils with the answers and in some cases completed the work for them (Rubie-Davies et al, 2010). In this case teaching assistants are not allowing the child to maximise their learning by building up their own thinking. The research als o indicates that that the dialogue between the teaching assistant and the pupil is more concerned with the communication of knowledge rather than allowing pupils to come up with their own thinking (Rubie-Davies et al, 2010). This dialogue does not allow the sharing and development of ideas which children require so that they can build their own personally constructed ideas. Teachers on the other hand tended to engage in more dialogic teaching which allows the pupil to engage in thinking (Rubie-Davies et al, 2010). Alexander (2008) has clearly stated that talk is arguably the true foundation of learning. (Alexander, 2008, pg.9) If this is the case then it is clear that teaching assistants need to be better trained in effective talk so that they are promoting learning through discussion of new ideas rather than closing down talk. During a science lesson in school X the teacher used higher order questioning to engage the children in dialogic talk. The teacher also scaffolded the talk b ut as the children began to come up with their own concepts and ideas he took on a more passive role in the talk. This links in with Bruners concept of scaffolding as understanding and learning can only be attained with the guidance of a more knowledgeable other, which in this case was the teacher (Bruner, 1986). On the other hand, the teaching assistant was more concerned with correcting the childrens misconceptions and gave them the answer to the question rather than letting them talk to each other and to eventually construct their own thinking. Group Work Teaching assistants that work with small groups allow the teacher to provide differentiated and targeted learning support in the classroom. This therefore allows all the children to maximise their learning as every group is being encouraged to achieve their potential. In many cases teaching assistants are generally found to be placed with the lower ability groups and these children spend less time being taught by a qualified teacher (Ofsted, 2010). A report by HMI (2002) stated its concern over the very common problem that the least qualified people are often working with the most demanding pupils and that teaching assistants are rarely used to support and challenge the higher attaining pupils. At school X the higher ability and middle ability groups worked periodically with a teaching assistant who had excellent subject knowledge in maths to extend their learning. The teaching assistant was therefore, maximising pupil learning by extending their knowledge further than the teacher wa s able to provide. When teaching assistants are well trained and are effectively deployed they seem to be effective in raising standards. Intervention Strategies Intervention strategies are frequently used in schools to assist children in attaining better attainment levels in the core subjects of English and Maths. These intervention strategies are most commonly run by teaching assistants. The Ofsted (2010) report indicates that teaching assistants who were well deployed and trained properly made a difference to pupil learning when they provided intervention programmes. Alborz et al, (2009) also agrees that teaching assistants make a positive contribution to maximising pupil learning in learning literacy and language. However, these surveys were of a small scale and are therefore not a fair representation of all teaching assistants. Intervention programmes are generally run during other foundation subjects and the children are therefore missing out on other areas of the curriculum so although the intervention programme may maximise their learning in that particular subject it actually prevents them from accessing other areas of the curriculum . At school X the children were removed from science to do their intervention programme for literacy. Despite the children getting better APP levels in literacy as a result of the intervention programme their APP levels in science dropped and this was most likely due to the fact that they were missing the majority of the science lessons for the literacy intervention programme. However, although their APP levels increased in literacy it could be argued that this was down to the teacher making sure that what was learnt during the intervention was then consolidated in the lesson to maximise the learning rather than solely the intervention run by the teaching assistant. The conceptual framework model (Todd Powell, 2004) can also be used to expand on this idea as the child does not have access to the whole curriculum and therefore does not have all the elements available to enhance their behaviour to learn. Without these in place the chid is therefore not able to maximise their learning . Intervention programmes are clearly important for those children who require additional support in English and Maths, as without them the children would not reach expected levels. Removing the children from the class for the intervention programme also means that the teaching in the class can focus on the ability range and deliver effective learning. In turn this maximises learning for the children in the class as the intervention programme reduces the class size, therefore creating an alternative to reducing class size (Reynolds Muijs, 2003). The smaller class allows the teacher to focus the teaching at the ability level in the class and therefore gives the children more direct and focused learning. It is clear that the most effective intervention strategies do not see intervention in isolation from the lesson but look to consolidate and develop what has been learnt in the intervention into the classroom (Ofsted, 2010). When teaching assistants are effectively prepared and deployed they are able to offer effective learning opportunities in intervention programmes. Conclusions Current research on the role of teaching assistants and pupil learning suggests that the presence of teaching assistants does not improve pupil learning. (Blatchford et al, 2007) However, Blatchford et al, (2007) warn that we should be careful not to suppose that teaching assistants do not have a role to play in pupil learning as it is not always easy to assess the subtle impacts on learning and the attitudes to learning that result from the teaching assistant being present. When teachers and teaching assistants work in partnership they are able to create an effective learning environment for children. It is important that with the changing role of teaching assistants to a direct pedagogical role that they are trained and deployed effectively so that they can successfully contribute to maximising pupil learning. It is evident that more research is needed in this field especially due to the increased number of teaching assistants present in classrooms. There also needs to be a more clearly defined boundaries between the role of the teaching assistant and the teacher as these boundaries are becoming more blurred (Butt Lance, 2009). In addition, teaching assistants and teachers need more non contact time to plan and reflect on lessons together so that they are able to clearly define and clarify the roles and responsibilities during the lesson (Butt Lance, 2009). It is also important to have the reflection as to what strategies are working in providing max imum learning and whether there are other strategies which may be more efficient. Finally, research and reviews have shown that the increase in teaching assistants needs to be carefully managed so that they can successfully fulfil their role and provide excellent learning opportunities for children. When teaching assistants are prepared and deployed effectively they are able to extend and develop childrens learning. However, whether they effectively maximise pupil learning is an ongoing debate. What is clear from the research is that teaching assistants are taking on a more pedagogical role and if they are to be effective in maximising pupil learning they need to be well trained in the pedagogy of teaching. Word count: 4692

Medieval Art :: Essays Papers

Medieval Art As far as I have seen through my research of medieval art, it is the art of the glorious days of kingdoms, knights, huge cathederals and wars. Historicians can not give dates for the medieval period but I understood that it is before renaissance at around 16th century, around 14th and 15th centuries but not before the 10th. Same as other art movements it is inevitably result of the events, beliefs and daily life of the period’s nations. Religion was obviously very important at that time. Many paintings are about Jesus, saints and angels. Frescos and carvings on chappels’ and cathederals’ walls and ceilings are still astonishingly detailed and realistic even for the viewer of our time. Architecture in the medieval is exaggurated. Because it is based on expressing the glory of god and the kings, huge buildings, castles and cathederals are ornamented with big arcs, frescos and carvings (Notre Damme in Paris is a good example). Animals such as lions and imaginary beasts like dragons and gargoyles were obviously popular among those times’ architects and artists. I think the key word for the period is â€Å"gothic† and it is based on ornamentation. I know that medieval art is effected by oriental and islamic art and the usage of ornamentation, dragons, miniature-like paintings are proofs for this. Scripts seem to be popular at medieval ages which I came up with several times in my research. They gave lots of information about the ages because they consisted of gothic lettered writings, ornamentations on the edges of papers, small paintings (generally religious and miniature like) and huge, decorated initials. One thing I noticed in most, maybe all, of the paintings is the lack of motion. A position of a figure or a situation was prefered. Figures seemed to be frozen, there is no feeling of act in art pieces. In paintings brush with ink seem to be most popular. Ornamentation, which I refered to in all of the branches of art at the