misconceptions (initial/diagnostic assessment). As the unit progresses‚ the teacher and student work together to assess the student’s knowledge‚ what she or he needs to learn to improve and extend this knowledge‚ and how the student can best get to that point (formative assessment). Assessment for learning occurs at all stages of the learning process. Assessment for learning Comprises two phases—initial or diagnostic assessment and formative assessment Diagnostic Assessment- This set of diagnostic assessment
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Prescriptive Privilege: A Stand against Granting Psychologists Prescriptive Authority Prescriptive Privilege: A Stand against Granting Psychologists Prescriptive Authority In this age of globalization‚ businesses are racing to combine products to offer one-stop-shop services. The profession of psychology has secured a place on the track by championing prescriptive privileges to psychologists. The shortage of psychiatrists to prescribe psychotropic medication is one of the leading reasons
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Who vs. Whom Prescriptive Paper James Winter 23 April 2013 EDUC 571: Dr. Shelly Baseri Rossier School of Education University of Southern California Who v. Whom Prescriptive Rule Paper I am a fan of rock and roll music and one of my favorite songs is by Metallica. The name of the song is‚ “For Whom the Bell Tolls” (Hetfield and Burton‚ 1984). However‚ several of my friends still mistake the name of the song and use who in the title. I have made the mistake of saying
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Diagnostic and Statistical Manual Critique The Diagnostic and Statistical Manual of Mental Disorders (DSM) has a long history‚ starting back during World War II. This paper will give a brief history of the DSM and provide some context for the DSM such as: What is it? What is it used for? Who uses it and why? DSM and diagnoses strengths and challenges will also be discussed. Some interesting literature about the DSM and it’s challenges will also be discussed. A big thing happened in the 1940’s
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My reflection is on a teaching session of nasogastric feeding to a second year student. One of the patient I looked after was fed via a nasogastric tube. My student had told me she had never set up a feed via a nasogastric tube. I saw this as a learning opportunity for her. In order for me to teach my student effectively‚ it was important to establish her preferred learning style. Honey & Mumford (1992) identify four distinct learning styles e:g 1. Activist‚ are those people that learn by doing
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Scientific developments in technology have always had major effects on the field of medicine‚ but one recent evolution has changed the way we see health forever. Our mobile smartphones have become a dynamic form of communication‚ now becoming our telephone‚ computer‚ camera and calendar on one device. But lately‚ a new trend has developed in which the smartphone is becoming a tool for self diagnosis (Knox‚ 2013). Mobile applications have been developed to enable the user to diagnose and manage a
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(if appropriate)‚ and their diagnostic code(s). Meanwhile‚ elaborate how the individual met the criteria for the given diagnoses. Hint: in addition to the principal diagnoses‚ you also need to include all the specifiers that apply to this case. Principal Clinical Disorder(s): 309.81 (F43.10) Posttraumatic Stress Disorder with delayed expression Joe Smith meets the overhauled on DSM-5 diagnostic criteria for Posttraumatic Stress Disorder: Diagnostic Criteria A Criteria A‚ no
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What would you do if….. I know teaching will have its hard times. I also know that that some students can be extremely rude and disrespectful. If the students knocked down my lesson plan I would let them know the hard work I put into it. I know this wouldn’t make them change how they felt about the lesson plan but I would also ask them if they had any brilliant plans‚ and how could they make this interesting. I would then make sure I give extra homework that night for being disrespectful; hopefully
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Differences and similarities between prescriptive and descriptive strategies Similarities There is a strong similarity to descriptive and prescriptive strategies. As the definition reads; descriptive: “what is usually done” or prescriptive: “what can be done most realistically” could end up being the same outcome on many occasions. The definitions even make sense when put together. What is usually done is most likely what can be done most realistically. However‚ when studied in more depth
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Psychiatric Association‚ 1994). Although an individual must show impairment in all three autistic ‘domains’ to receive a diagnosis of autism‚ there is considerable phenotypic heterogeneity in this population. This variability has led to the claim that the diagnostic classification of autism incorporates a number of subtypes (Fein et al.‚ 1999; TagerFlusberg & Joseph‚ 2003). It is difficult to know which treatment components directly affected language use. Contingent verbal imitation (Gazdag & Warren‚ 2000)
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