Electrical Energy In The Home Engineering Essay

Electrical Energy In The Home Engineering Essay Power is a fundamental vitality hotspot for present day living. Disturbance to gracefully or seclusion can prompt the improvement of elective techniques for acquiring this basic vitality asset. For electrical vitality to be helpful it must be outfit using an electrical circuit and a vitality changing over machine. As power turned out to be progressively utilized as the principle power gracefully in homes and electrical apparatuses turned into a fundamental piece of every day life for some Australians, the risks related with power turned out to be increasingly unmistakable. Voltages as low as 20 volts can be hazardous to the human body contingent upon the strength of the individual and time span of contact with the current. Security gadgets in family unit apparatuses and inside the electric circuits in the home can forestall electrical injury or help with lessening the potential for electric stun. This module builds understudies comprehension of the history, nature and practice of material science and the applications and employments of material science. Electrical Energy in the Home 1. Society has gotten progressively reliant on power in the course of the most recent 200 years Talk about how the fundamental wellsprings of household vitality have changed after some time The fundamental wellsprings of residential vitality have changed enormously as the years progressed. As populace developed each new vitality sources gave more influence, more riches, better day to day environments and greater open door for people. Evaluate a portion of the effects of changes in, and expanded access to, wellsprings of vitality for a network Before just labor was utilized, there was not really any relaxation time, however because of industrialization, there has been a ton of large scale manufacturing which has significantly diminished human exertion and giving us more recreation time. Talk about a portion of the manners by which power can be given in remote areas A few wellsprings of vitality for remote spots are:- Diesel generators A diesel fueled motor drive an electrical generator Sun oriented cells A sun based cell changes over daylight straightforwardly to power which can be put away in batteries for night use. Wind Turbines Generate power from the intensity of the breeze. Recognize information sources, accumulate, process and dissect optional data about the varying perspectives on Volta and Galvani about creature and substance power and talk about whether their various perspectives added to expanded comprehension of power. www.wikipedia.org Luigi Galvani directed a progression of analyses with creatures, starting with analyzed frogs. Galvani did a wide running arrangement of investigations which found that there were convulsive developments of the frog when two metals were made to contact one another while one metal was in contact with a nerve and the other was in contact with a muscle of the frog. Galvani arrived at the resolution that the power was characteristic in the creature itself. As indicated by Galvani, this end was fortified by a perception that a sort of circuit of a fragile nerve liquid is produced using the nerves to the muscles when the marvel of constrictions is delivered, like the electric circuit which is finished in a Leyden jar(2). The chart to one side outlines Galvanis hypothesis (3). Galvani distributed the consequences of his analyses in a book called (Commentary on the Effect of Electricity on Muscular Motion). When Alessandro Volta read Galvanis Commentary, be that as it may, he arrived at an alternate resolution. Volta concentrated on the two various types of metal utilized in the essential renditions of Galvanis tests. The graph to one side shows Voltas hypothesis that the power started in the bimetal circular segment itself, here attracted two unmistakably various shades, and that the subsequent progression of power created the solid withdrawals (3). Voltas ensuing examinations prompted the advancement of the voltaic cellsimilar to a cutting edge vehicle batteryand to the improvement of the field of electrochemistry. Quite a bit of our present information on compound responses can be followed straightforwardly to the investigations of Galvani and Volta. Electrical Energy in the Home 2. One of the principle preferences of power is that is can be moved without hardly lifting a finger starting with one spot then onto the next through electric circuits Portray the conduct of electrostatic charges and the properties of the fields related with them Electro static charges push or pull one another. There are powers between them: Same charges: Repel Inverse Charges: Attract Field between two charged plates The powers are best clarified by envisioning that every electric charge is encircled by a power field. Any electric charge that is set inside the field will encounter a power. By definition the course of the power field lines is the heading a positive (+VE) charge would move whenever put in the field. Characterize the unit of electric charge as the coulomb The unit of electric charge is the coulomb (C). 1 coulomb of charge is an enormous sum, so microcoulombs(uC) are normally utilized. 1(uC)=1 occasions 10 to the intensity of - 6 C Characterize the electric field as a field of power with a field quality equivalent to the power per unit charge by then: à °Ã¢ Ã¢ Ã¢ ¸ = electric field quality (Newton/coulomb) (NC-1) à °Ã¢ Ã¢ Ã¢ ¹ = power (Newton) (N) à °Ã¢ Ã¢â‚¬ËœÃ¥ ¾ = electric charge (coulomb) (C) Since power is estimated in newtons (N), and charge is in coulombs (C), it follows that the unit of electric field quality is the newton per coulomb (NC to the intensity of - 1). This implies on the off chance that a charge Q encounters an electric power F, at that point there must be an electric field present, and its quality is F/Q. Characterize electric flow as the rate at which charge streams (coulombs/second or amperes) affected by an electric field Current is the rate at which charge streams. 1 ampere = 1 coulomb/second Conventional current runs from + to - . The electron development is the other way of customary current. Distinguish that current can be either immediate with the net progression of charge bearers moving one way or exchanging with the charge transporters moving in reverse and advances intermittently Direct Current: On the off chance that the electric field is consistent, at that point the charge will stream consistently one way. This is called direct current (DC) for example Batteries. Rotating Current: In the event that a fields continues turning around its heading, so does the current. The charges will move to and fro. This is called exchanging current (AC). Generators produce AC. Portray electric potential contrast (voltage) between two focuses as the adjustment in potential vitality per unit charge moving from one point to different (joules/coulomb or volts) Examine how potential distinction changes at various focuses around a DC circuit Diminishes as it move around the circuit. Distinguish the contrast among conductors and protectors Conductor: A conductor is something with low opposition, accordingly current can course through it without any problem. For the most part metals are acceptable conveyors. Silver and Gold are magnificent conveyors, however we for the most part use copper and aluminum for electrical wiring, this is on the grounds that they are close to as great as channels and much less expensive. Protector: A separator is for the most part an inverse of a conductor. It has high obstruction, along these lines which hinders current stream. Case of good protectors incorporates glass, plastic, and paper. Despite the fact that their opposition is high, its each of the a matter of Ohms Law. In the event that a huge enough voltage is applied, even a decent encasing can separate and permit current to stream. Characterize opposition as the proportion of voltage to current for a specific conductor: The unit of opposition is known as the Ohm. The image utilized is the greek letter omiga. How this identifies with voltage and current is because of Ohms Law. Depict subjectively how every one of the accompanying influences the development of power through a conductor: length Everything else being equivalent, the more drawn out conductor has more opposition, accordingly meaning less conductivity. cross sectional territory The bigger the cross-sectional territory, the less opposition, accordingly meaning more noteworthy conductivity. temperature For the most part in metals, the more sizzling they get, the more opposition they grow, in this way importance expanding conductivity. material Metals are for the most part great channels while things, for example, glass and plastic are poor. Present diagrammatic data to depict the electric field quality and course: between charged equal plates about and between a positive and negative point charge Take care of issues and break down data utilizing: Plan, pick hardware for and play out a direct examination to assemble information and utilize the accessible proof to show the connection between voltage across and current in a DC circuit Take care of issues and investigate data applying: Plan, pick hardware for and play out a direct examination to assemble information and utilize the accessible proof to show the varieties in potential distinction between various focuses around a DC circuit Assemble and procedure optional data to recognize materials that are normally utilized as channels to give family unit power www.wikipedia.com Copper: A bendable, flexible, ruddy earthy colored metallic component that is a superb channel of warmth and power and is broadly utilized for electrical wiring, water funneling, and consumption safe parts, either unadulterated or in combinations, for example, metal and bronze. Nuclear number 29; nuclear weight 63.54; liquefying point 1,083 °C; breaking point 2,595 °C; explicit gravity 8.96; valence 1, 2. Aluminum: (Symbol Al) A gleaming white, pliable metallic component, the most plentiful in the earths outside yet discovered uniquely in blend, primarily in bauxite. Having great conductive and warm properties, it is utilized to shape some hard, light, erosion safe compounds. Nuclear number 13; nuclear weight 26.98; dissolving point 660.2 °C; breaking point 2,467 °C; explicit gravity 2.69; valence 3. Electrical Energy in the Home 3. Arrangement and equal circuits fill various needs in families Ide

A Tradition of Spirituals Essay -- Essays Papers

A Tradition of Spirituals Source of Spirituals A Look at Prominent Composers and Performers Counting Literary Analysis of Spirituals: Swim In the Water Late spring No one Knows De Trouble I've Seen Profound River Now and then I Feel Like A Motherless Child I Want Jesus To Walk With Me Spirituals: Age to Age Source of Spirituals African American spirituals are one mode through which the tunes and rhythms of Africa discovered their approach to America. Spirituals emerged out of the melodies the slaves would sing working in the fields on the ranches. In the fields the slaves built up a melodic blend of call and reaction which gets normal for gospel singing. Early spirituals represented various down to earth capacities for the slaves. Some were a method of correspondence or a guide toward the North. Beside these reasons, their melody was a sob for opportunity and salvation. - - - - - A Look at Prominent Composers and Performers Henry Thacker Burleigh (1866-1949) Henry Thacker Burleigh. was conceived on December 2, 1866,in Erie, Pennsylvania. His mom was a local laborer, and it was worthwhile to youthful Henry that his mom was so utilized. His mom's boss, Mrs. Elizabeth Russell, would hold shows by notable entertainers in her home and Burleigh was allowed to join in. His enthusiasm for music was accute even at this youthful age and it would proceed for an amazing duration and renowned vocation. Burleigh sang in the ensembles at St. Paul's and the Park Presbyterian Church just as at the Reform Jewish Temple. It appeared that he was continually singing. He sang while he worked at occupations, for example, transcriber (which he took on to s... ...adition, in changing structures, today. - - - - - Reference index Bread cook's Biographical Dictionary of Music. Seventh Edition Boatner, Edward. I Want Jesus To Walk With Me, World Music Corp.,1939. New York Burleigh, H.T. Collection of Negro Spirituals, Belwin, Inc., Florida. 1969 Information Adventure. Inc. (1998) Gospel Music: Where Blues and Spirituals Meet n.pag. On the web. Web. 18 Nov. 1998. Available:http://www.orat.ilst.edu/understudies/kgtarra Sionimsky, Nicholas, Schiemer Books. Counsel of Macmillan, Inc. New York. 1900. Terrance, Kelvin. African American Music: The Spiritual.(1996): n.pag. Online.Internet. 18 Nov. 1998. Accessible: htttp://www.orat.ilst.edu/understudies/kgtarra. - - - - -

How to Stop Taking SSRI Antidepressants Safely

How to Stop Taking SSRI Antidepressants Safely Bipolar Disorder Treatment Medications Print How to Stop Taking SSRI Antidepressants Safely By Paula Connell Updated on May 14, 2019 ZhangXun / Moment / Getty Images More in Bipolar Disorder Treatment Medications Symptoms Diagnosis So ... you are using a short-acting SSRI medication. You have to discontinue it or titrate it down, you tend to be very sensitive to the effects of medication withdrawal, and you want to know what to do to head off SSRI discontinuation syndrome? First, ask your doctor if a special dose is available for the specific purpose of weaning down. Some pharmaceutical companies are now manufacturing and offering them in sample form to doctors. Ask. If such a dose is not available, the main thing to remember is that you want to try and wean down very slowlyâ€"usually in half the increments that your doctor would normally suggest for the weaning process in most people. If you have tablets, and the insert doesnt indicate that splitting or crushing is taboo, you can split them (a pill splitter helps, a couple of bucks at the pharmacy). ALWAYS check the insert or a drug monograph first to make sure you can split them. This makes it pretty easy to halve the original titration recommendation and take each step down for a week. If you have capsules, you have a different type of problem ... you obviously cant open them and take the contents raw ... but you can still taper off. Buy some empty gel caps (very cheap - a couple of bucks for a hundred). Take a single 24-hour dosage and set it aside. Open your capsules and redistribute the medication into the empty gel caps to spread the total 24-hour dosage into smaller increments. Rub each capsule prior to storing with a dry cloth to get any of the medication off of the outside of the capsule. There is a little tool that can help you with this if you have pain in your hands or motor problems. You then set a 24-hour dosage amount aside, and gradually reduce it, using each amount for a week. I had great success using this method when titrating down from Paxil, one of the most notorious drugs for causing SSRI Discontinuation Syndrome. My doctor refused to acknowledge the discontinuation problem and couldnt seem to give me any helpful suggestions for reducing the discomfort. So I did it this way, and the effects were much more tolerable. The main thing is that the brains production of acetylcholine is not interrupted. One of the simplest things you can do to prevent this in addition to ultra-slow titration is to add supplements: in particular, choline, lecithin, and B complex. The B vitamins will help sustain your brains current levels of the neurotransmitter acetylcholine (the depletion of which is the cause of discontinuation syndrome). You should also use choline supplements or lecithin supplements (which are 13 percent choline) to help increase the level of available choline that the brain uses to make acetylcholine while the titration or discontinuation is happening. Dietary changes (temporary if you wish until after the med is weaned) can also be made. Lecithin and choline can be found in a wide variety of foods, but many of the richest sources are foods also high in cholesterol and fat. Egg yolks are one of the best dietary sources of lecithin/choline. Other excellent sources of dietary choline are beef steak, liver, organ meat, spinach, soybeans, cauliflower, wheat germ, peanuts, and brewers yeast. Discontinuation symptoms are not restricted to the SSRIs, as many of you here can attest. Many drugs that act on the central nervous system can cause discontinuation syndrome symptoms: monoamine oxidase inhibitors (MAOIs), tricyclic antidepressants, antiparkinsonian agents, traditional antipsychotics, and clozapine. Some people have a condition known as rebound, which occurs with the consumption of short-acting medications (an agitated state of emotion that occurs at the end of the dosage cycle and lasts for 15 or 20 minutes, then disappears). The dietary modifications are helpful for this problem. Its good to know that the psychiatric professional community recognizes this phenomenon as valid. Although the symptoms are varied  and are both physical and psychological, a characteristic SSRI discontinuation syndrome is now recognized.

Speeches by 6 American Authors as Informational Texts

Feminism And The United States - 1540 Words

Feminism in the United States â€Å"I think it is right that I am paid the same as my male counterparts. I think it is right that I should be able to make decisions about my own body. I think it is right that women be involved on my behalf in the policies and decisions that will affect my life. I think it is right that socially, I am afforded the same respect as men,† stated by the U.N Women Goodwill Ambassador Emma Watson, a strong feminist activist. In society today, women need feminism in order to have economic, social, and political equality. Women have worked extremely hard to gain success throughout the feminist movement, a movement to secure legal, social, and economic equality, but have been discouraged by†¦show more content†¦According to Centuries of Citizenship: A Constitutional Timeline, the first-wave ended in the United States, when the Nineteenth Amendment to the United States Constitution was passed in 1919. This granted women to have the right to vote in all states. The second-wav e feminism movement in the U.S. started in the 1960s and lasted until the 1980s. This wave focused on fighting for social and cultural equality, reproductive rights, equality in the workplace, sexuality, and other issues concerning domestic violence and rape. The greatest accomplishment from this era of feminism was the passing of the Equal Pay Act of 1963, which made it illegal to discriminate wages based on gender (Rampton). Finally, the third-wave feminism started in the 1990s and continues through today. At the start of this movement, feminists focused on sexuality and gender roles, whereas today the focus has transitioned back to fighting for social, political, economic, and cultural equality (Rampton). Although the feminist movement’s objectives have been recognized since the first-wave and women have gained numerous rights such as the right to vote and reproductive rights, oppression still continues today. In society today, people opposed to the views of feminism do no t want the feminist movement to be successful, because they fear the outcome of men not being superior to women anymore. Many people who are resistant to feminism believe the main goal of

Self-Access Learning Free Essays

Self-Access Learning SELF-ACCESS LEARNING For English Language in Malaysian Primary Schools file:///Volumes/GANPD/PP/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. We will write a custom essay sample on Self-Access Learning or any similar topic only for you Order Now my/PP/SAL/index. html3/31/2005 12:04:49 AM Introduction to Self-Access Learning INTRODUCTION Self-Access Learning (SAL) was first introduced and piloted in SRK Sri Kelana, Selangor Darul Ehsan in 1990. Since then it has been extended to 150 schools in Malaysia. It was initiated by the Curriculum Development Centre, Ministry of Education, Malaysia. The contents of the book focus on an Overview of SAL, Setting up a Self- Access Centre, Learning Materials and Equipment, Learners Training and SAL in Operation. Sample materials to give teachers and insight into SAL are also included. Introduction to SAL (Overview) | Chapter 1 | Chapter 2 | Chapter 3 | Chapter 4 | Chapter 5 | SAL Booklet file:///Volumes/GANPD/PP/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/pp/sal/introduction. html (1 of 4)3/31/2005 12:04:56 AM Introduction to Self-Access Learning file:///Volumes/GANPD/PP/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/pp/sal/introduction. html (2 of 4)3/31/2005 12:04:56 AM Introduction to Self-Access Learning file:///Volumes/GANPD/PP/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/pp/sal/introduction. html (3 of 4)3/31/2005 12:04:56 AM Introduction to Self-Access Learning file:///Volumes/GANPD/PP/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/pp/sal/introduction. html (4 of 4)3/31/2005 12:04:56 AM Self-Access Learning SELF-ACCESS LEARNING For English Language in Malaysian Primary Schools CHAPTER 1 Self-Access | Self-Access Learning (SAL) | Objectives | Main Features file:///Volumes/GANPD/PP/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/pp/sal/chapter1a. htm3/31/2005 12:05:06 AM Self-Access Learning – Chapter 1 Chapter 1 Self-Access OVERVIEW Self- access is a system which allows pupils learn at their own pace and time using organized learning materials and equipment. Self-Access Learning (SAL) Self -access learning (SAL) at the primary school level refers to independent learning through the use of learning materials. It is linked to the prescribed curriculum. Pupils are given opportunity to their own activities, correct and evaluate their own work as well as monitor their own progress. Philosophy of SAL file:///Volumes/GANPD/PP/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/pp/sal/chapter1. tml (1 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1 The concept of SAL is based on the following:q q q q q q every pupil is an individual with different needs, interest, attitudes and aptitudes. every pupil learns in different ways and at varied rates. every pupil is responsible for his or her own learning. every pupil is given the oppo rtunity to learn how to learn. the teacher caters for all individual needs of the pupils. the teacher creates a conducive, tension – free learning environment. file:///Volumes/GANPD/PP/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/pp/sal/chapter1. html (2 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1 Objectives of SAL q q q q to provide opportunities for pupils to learn how to learn. to cater for the pupils’ individual needs and learning styles. to allow pupils to evaluate and assess their own learning. to complement classroom teaching and learning. Main Features of SAL file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter1. html (3 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1 Introduction to SAL (Overview) | Chapter 1 | Chapter 2 | Chapter 3 | Chapter 4 | Chapter 5 file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. pk. kpm. my/p/sal/chapter1. html (4 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1 Chapter 2 Introduction SETTING UP A SELF- ACCESS CENTRE A self- Access Centre (SAC) is a resource where organized learning materials and equipment are made available and accessible for pupils. In the SAC, materials and equipment such as journals, w orksheets, cassette tapes, video tapes, computer assisted language learning (CALL) file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter1. html (5 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1 rogrammes, games, radio cassette recorders sets and video recorders are placed and organized systematically. Functions of the SAC ? Provides conducive learning environment ? Provides opportunities for pupils to carry out learning activities. ? Houses learning materials and equipment. ? Displays information charts and pupils work. file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter1. html (6 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1 Factors to be considered when setting up a SAC Location The SAC can be a room by itself, a corner in classroom or in the school resource centre. It should also be easily accessible. In schools with limited rooms or space, teachers can arrange the materials in boxes which can be mobilized to the classroom whenever necessary. Design The design should be conducive to individual learning styles as well as small group interaction. It should be attractive and appealing to the pupils. Layout The layout is the arrangement of furniture, materials and equipment in the SAC. They should be placed in such a way where the pupils can move easily. The SAC would include the following: q q q Reading corner Computer Assisted Language Learning corner Carrels for listening ile:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter1. html (7 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1 q q q q Video viewing corner Games corner Working area Display area A SAMPLE PLAN OF A SAC IN A SRC SAMPLE PLAN OF A SAC file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter1 . html (8 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1 Books and print materials To ensure that the materials last, worksheets may be mounted onto cards and laminated o sealed in plastic. Each item is then arranged in separate boxes which are colour-coded for the language proficiency level. file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter1. html (9 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1 Equipment Cassette recorders are the most necessary equipment. They are used for practising listening and speaking skills. The activity cards accompanying the tapes are labelled, colour-coded and placed on shelves. Computers are excellent aids to SAL. Television sets and video recorders enable pupils to listen and watch English programmes. Time Teachers need time to set up the SAC and to prepare pupils to learn independently. It may take between 3 or 6 months before the SAC can be setup and be functional. Funds Setting up SAC needs time and money. If there is limited fund, teachers have to set priority and seek for assistance or sponsorship. file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter1. html (10 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1 file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter1. html (11 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1 A SAC SK Seri Perlis, Perlis A SAC corner in a resource centre SRK Tengku Abdul Halim, Alor Star, Kedah A SAL corner in a resource centre. SK Kampung Baru Keningau, Sabah Introduction to SAL (Overview) | Chapter 1 | Chapter 2 | Chapter 3 | Chapter 4 | Chapter 5 | SAL Booklet file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter1. html (12 of 12)3/31/2005 12:05:21 AM Self-Access Learning SELF-ACCESS LEARNING For English Language in Malaysian Primary Schools CHAPTER 2 Introduction to Chapter 2 | Functions of the SAC | Factors to be considered when setting up a SAC ile:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter2a. htm3/31/2005 12:05:32 AM Self-Access Learning SELF-ACCESS LEARNING For English Language in Malaysian Primary Schools CHAPTER 3 Introduction to Chapter 3 | Types of SAL worksheets Type of Self Access Language Learning Materials | Classification code for Worksheet Guidelines for writing worksheets | Procedures for writing worksheets | Checklist for evaluation Self-Access Classification Code for English at Primary School Level file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. pm. my/p/sal/chapter3aa. htm3/31/2005 12:05:44 AM Self-Access Learning – Chapter 3 Chapter 3 SELF-ACCESS LANGUAGE LEARNING MATERIALS AND EQUIPMENT Self-access language learning materials are self instructional materials written or adapted by teachers. They are made available and accessible to the pupils to work individually, in pairs or in groups with or without direct supervision from the teacher. The materials should cater for the pupils learning styles, abilities and interests. The materials written or adapted are based on the language skills, thinking skills, grammar and vocabulary. They may be learning materials, practice materials or test materials. Types of SAL worksheets Type of Self Access Language Learning Materials | Classification code for Worksheet Guidelines for writing worksheets | Procedures for writing worksheets | Checklist for evaluation Self-Access Classification Code for English at Primary School Level file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter3. html (1 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 Types of SAL Worksheets Practice worksheet | Test worksheet | Back to Chapter 3 Main Page | Home 1. Learning worksheet Learning worksheets are those which contain information and explanation for the pupils to read, understand and apply them. Example of a learning worksheet: Yr. 6/Ep3/Blue/(07)/( ) Instructions: i. Read the sentences carefully. ii. Study the diagram below. We use ‘a’ when the noun begins with a consonant, but if the noun begins with a vowel sound, ‘an’ is used. file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter3. html (2 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 Task: Fill in the blanks with ‘a’ or ‘an’. Example: I have †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. en. I have a pen 1. Pulau Gaya is †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. island off Sabah. file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter3. html (3 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 2. Malaysia has †¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. hot and wet climate. 3. Draw †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. line across this circle. 4. My brother Abu is †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ kite maker. 5. My sister often takes †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. apple to school. 6. Mary’s mother bought her †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. new umbrella. 7. You cannot make †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. omelette without breaking eggs. 8. Puan Farida has †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. very pretty white cat. Yr 6/EP 3/Blue/(07)/( ) Answer Key 1. an 3. a 5. an 7. an 2. a 4. a 6. a 8. a file:///Volumes/GANPD/PP/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/pp/sal/chapter3. html (4 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 2. Practice worksheets Practice worksheets give pupils the opportunity to reinforce the skills learnt in the classroom. The exercises include: * problem solving * games and puzzles Example of a practice worksheet: Yr4/R2. 1/Red/(03)/( ) Instructions: 1. Look at the pictures for the clues. 2. Copy the puzzle into your SAL book. . Complete the puzzle. 4. Check your answers with the answer key. Task: Rearrange the letters to find out the names of the things in the picture below. file:///Volumes/GANPD/PP/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/pp/sal/chapter3. html (5 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 Yr4/R2. 1/Red/(03)/( ) file:///Volumes/GANPD/PP/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/pp/sal/chapter3. html (6 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 Answer key 1. 3. 5. 7. 9. TREES TRACTOR CLOUD PATH BRIDGE 2. 4. 6. 8. FIELD MOUNTAIN HEDGE GATE 10. RIVER 12. FENCE 11. TIN Example of practice worksheet Yr4/R4. 7/RED/05/( ) Instructions: 1. Look at the picture. 2. Read the questions. 3. Write your answers in your SAL Book. 4. Check your answers with your teacher. Task: Poh Quan is going to do something. What is she going to do? Why? file:///Volumes/GANPD/PP/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/pp/sal/chapter3. html (7 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 3. Test Worksheets file:///Volumes/GANPD/PP/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/pp/sal/chapter3. html (8 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 Test worksheet contain exercises given to pupils to test how much they have understood and learnt. Example of a test worksheet. Yr. 6/EP 3/(Blue)/(08)/( ) Instructions: 1. Do this exercise in your SAL book 2. Read the sentences carefully. 4. Check your answers with the answer key. Task: Fill in the blanks with ‘a’ or ‘an’. Did you see †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (1) old lady with †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (2) umbrella walking here about †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (3) hours ago? She was wearing †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (4) apron and †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. (5) unusual hat. She had †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 6) animal with her that had yellow feathers. Was the animal †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. (7) elephant? Was it †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. (8 ) anteater? Was it †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. (9) ostrich? Could it be †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (10) yellow bird? Yr. /EP3/(Blue)/(08)/( ) Answer key 1. an 6. an file:///Volumes/GANPD/PP/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/pp/sal/chapter3. html (9 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 2. an 3. an 4. an 5. BRIDGE 7. 8. 9. an an an 10. a TYPES OF SELF ACCESS LANGUAGE LEARNING MATERIALS file:///Volumes/GANPD/PP/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. y/pp/sal/chapter3. html (10 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 Worksheets are essential in SAL. They are self-instructional and written or adapted based on the English Language KBSR syllabus 1982. The pupils who use these worksheets are learning from them with the teacher as a facilitator. Therefore teachers have to be precise, clear and appropriate when writing instructions. The format of a SAL worksheet is given be low. file:///Volumes/GANPD/PP/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/pp/sal/chapter3. html (11 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 ile:///Volumes/GANPD/PP/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/pp/sal/chapter3. html (12 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 a. Classification code enables the pupils to find the worksheets they need. It is written on the top right hand corner. It gives the following information: Year: Year 4 (Yr4) Year 5 (Yr. 5) Year 6 (Yr. 6) Skills: R L W EP – Reading – Listening – Writing – Examination practice Sub-skills: R1 – Recognise and Read file:///Volumes/GANPD/PP/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/pp/sal/chapter3. html (13 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 R2 R3 R4 R5 – Read and Match – Read and Group – Read and Comprehend – Dictionary skills Level: The worksheets are graded to 3 levels of language proficiency: Green – elementary Red Blue – intermediate – advance Activity type Each piece of worksheet has a number which indicates the type of activity for the pupils to work on. The following are examples of activities for reading. 01 Read Match 02 Read Draw 03 Read Arrange 04 Read Sequence 05 Read Solve 06 Read Group 07 Read Answer file:///Volumes/GANPD/PP/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/pp/sal/chapter3. tml (14 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 08 Read Complete 09 Read Join 10 Read Choose 11 Read Follow 12 Read Correct errors Note: Teachers may add more activities using their own numbers. Copy number: This number indicates which copy the worksheet is. First copy – (1) Second c opy – (2) Third copy – (3) e. g. b. Instruction c. Task d. Answer key These are instruction for the pupils to follow. This is the actual exercise. Answer provided at the back of the worksheets for the pupils to check and correct. file:///Volumes/GANPD/PP/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/pp/sal/chapter3. tml (15 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 Guidelines for writing worksheets * * * The worksheets should be attractive. The variety of tasks, exercises and activities should be motivating an challenging. The worksheets should be graded according to the pupils’ level of language proficiency. Procedure for writing worksheets file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter3. html (16 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 * * * * Identity the classification code (The classification code is given on page 22) Give clear and precise instructions. Set the task and plan the activities. Provide an answer key. Checklist for evaluation The following questions need to be asked and answer when one is evaluation SAL worksheet. a. Does the activity give a clear picture of the skills it is focusing? b. Does the activity give a clear picture of the language item or skill to be learnt or reinforced c. Does the worksheet fit in the following category: file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter3. html (17 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 * learning? * practice? * test? d. Does the feedback take the following form: * an answer key? * a discussion with the teacher? * a discussion with a friend? * a model made by the pupil? e. Does the activity encourage creative and critical thinking? Writing SAL worksheets is a very challenging task. If we reflect on how our pupils will benefit from SAL we will work at it for â€Å"Tomorrow’s comfort requires today’s hardwork. † Introduction to SAL (Overview) | Chapter 1 | Chapter 2 | Chapter 3 | Chapter 4 | Chapter 5 file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter3. html (18 of 18)3/31/2005 12:05:54 AM Self-Access Learning SELF-ACCESS LEARNING For English Language in Malaysian Primary Schools CHAPTER 4 What is Learner Training | Why Learner Training | Aims | Teacher’s Role Implementation of Learner Training Activities | Bridging The Gap Activities Learner Independence Activities | Language Awareness Activities Preparation of Pupils for SAL | Learner Orientation | Sample Questionaire 1 Sample Questionaire 2 | Sample Questionaire 3 | Placement Test for Year 4 | SAL Booklet file:///Volumes/GANPD/PP/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/pp/sal/chapter4a. htm3/31/2005 12:06:10 AM Self-Access Learning – Chapter 4 Chapter 4 LEARNER TRAINING What is Learner Training? Learner Training refers to a process of training the pupils to become more effective active learners during SAL period. It also means preparing pupils to learn how to learn; to work independently with or without teacher supervision. In learner training pupils must be trained to learn how to use self-access materials such as worksheets, books and equipment such as cassette recorders, video recorders and computers. Learner Training also trains pupils in self-assessment. Why Learner Training? The rationale for Learner Training is: file:///Volumes/GANPD/PP/kspkTM-2005/PBI/self%20access%20lg/www. pk. kpm. my/pp/sal/chapter4. htm (1 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 to train pupils to learn how to learn. to familiarise pupils with the use of the Self-Access Centre. to make pupils aware of the various materials and equipment found in the SAC. to create readiness in pupils to learn the English Language independently. Aims To help pu pils become effective learners and be responsible for their own learning. To help pupils focus their attention on how to learn rather than what to learn. file:///Volumes/GANPD/PP/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/pp/sal/chapter4. tm (2 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 The Teacher’s role in Learning Training Encourages group interaction among pupils in the classroom. Helps pupils to be aware of the wide range of strategies for language learning. Creates a learning environment where pupils feel they can experiment with their own language learning. Counsels and guide pupils when possible. Prepares the pupils to learn on their own. file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter4. htm (3 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 Implementation of Training Activities Learner training activities are not introduced separately but they are integrated in the daily English Language lesson. These activities are elements woven into the â€Å"fabric† of a daily English Language lesson and have been introduced to the pupils even before SAL was introduced in the school. Components of learner training activities for SAL at the primary school level are: Bridging the gap activities Preparation of pupils for SAL Pupil Orientation of the SAC file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter4. htm (4 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 Bridging the gap activities These are activities that prepare pupils for independent learning. They are: Activities which Develop Social Skills in Pupils The pupils working in the SAC will have to share the materials and take turns to use the equipment. Teachers need to plan activities which train and develop the pupil’s awareness of oneself as well as the needs of sharing materials ability to choose the kind of materials and equipment to use and what to do should someone else chooses to use them at the same time; and responsibility for their actions. Some activities which develop pupils’ social skills, are: making them group eaders when doing work giving them duties to do after practical work organising competitions to see which area is the cleanest after pupils do practical work file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter4. htm (5 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 Learner Independence Act ivities Such activities develop skills in the pupils to learn to take turns; to decide upon the role of leaders; to switch roles. These activities train the pupils to be independent and responsible and can be found in their textbooks. Many examples of a learner independence activity for Year 6 can be found in Exercise A Page 19 of Farida J. Ibrahim Beatrice Thiyagarajah â€Å"Moving On With English KBSR Year 6. † D. B. P. file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter4. htm (6 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 Language Awareness Activities These activities help pupils to think and understand the language. They are carried out during the English lessons. The following examples are taken from page 42 and 43 of Farida J. Ibrahim Beatrice Thiyagarajah â€Å"Moving On With English Year 6,† D. B. P. Example 1 Guess where these people are going. Then make sentences about what they wear. Example: Hashim is going to the mosque. He wears a baju Melayu a sarung and a songkok when he goes to the mosque. Example 2 file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter4. htm (7 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 The policeman is trying to catch the thief. He talks to four men. What are their answers? file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter4. htm (8 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 Preparation of pupils for SAL Preparing the pupils to work independently or with minimal teacher supervision would include training them to: read and understand instructional language read and follow instructions plan their own learning programmes make them aware of their learning strategies monitor their own learning â€Å"If you give a man a fish, you feed him for a day. If you teach a man to fish, you feed him for a lifetimes. † Confucius (551-471 BC) file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter4. tm (9 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 Learner Orientation Pupils need to be familiar with the SAC and SAL materials and equipment; so they are taken to the SAC and given a guided tour of the place. During the tour these pupils are given a short quiz to familiarise themselves with the self-access learning system of the school. An information sheet listing what i s available and where to find it can be given to the pupils. Pupils will be given a learner’s file or a SAL booklet on the first day they go to the SAC. They are asked to use that booklet till they leave the school. In this way the pupils are able to record their progress and also the change in their learning attitude. It is important to realise that learner training is a systematic and gradual process. Teachers need to give their pupils time to develop and become effective independent learners. file:///Volumes/GANPD/PP/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/pp/sal/chapter4. htm (10 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 SAMPLE QUESTIONNAIRE 1 Getting to know your SAC Instruction: Answer the following questions. 1. Look around you. Can you name 5 things in the SAC? __________________________________________________________ 2. Where would you go to get a green level worksheet? _____________________________________________________ 3. What are the colour codes found in the worksheet? _____________________________________________________ 4. If you want to look up the meaning of words, what book would you take? Where can I get it? ___________________________ ________________________________________________ 5. Label the plan of your SAC. file:///Volumes/GANPD/PP/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/pp/sal/chapter4. htm (11 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 SAMPLE QUESTIONNAIRE 2 Tell me about your SAC Instruction: Answer the following questions. 1. Is your SAC different from your classroom? ___________________________________________________________ 2. Are there any reading cards in your SAC? _____________________________________________________ 3. Where can you find them? _____________________________________________________ 4. Name three corners in the SAC? _____________________________________________________ 5. Which corner do you like best? Why? _____________________________________________________ file:///Volumes/GANPD/PP/kspkTM-2005/PBI/self%20access%20lg/www. pk. kpm. my/pp/sal/chapter4. htm (12 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 SAMPLE QUESTIONNAIRE 3 What you can do in during the Self-Access Learning Period 1. Do you already know about the self-access learning room / corner in your school? _________________________________________________________________________ 2. What kind of materials can y ou find in your SAL corner / room? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ ile:///Volumes/GANPD/PP/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/pp/sal/chapter4. htm (13 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 3. Can you do the following activities or use the following materials at the self-access learning corner / room in your school? What is their code? predicting outcomes learn more about universal truths get the meaning of words from the text itself read and solve puzzles listen to a story listen to music Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Code No. Code No. Code No. Code No. Code No. Code No. 4. Can you get help when you are working at the SAL corner / room? Who will help you? __________________________________________________________________ 5. When do you take a book during the SAL period? __________________________________________________________________ Do you play games during the SAL period? Can you list the games you can play in pairs and in groups during the SAL periods? __________________________________________________________________ __________________________________________________________________ 6. Introduction to SAL (Overview) | Chapter 1 | Chapter 2 | Chapter 3 | Chapter 4 | Chapter 5 | SAL Booklet ile:///Volumes/GANPD/PP/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/pp/sal/chapter4. htm (14 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 file:///Volumes/GANPD/PP/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/pp/sal/chapter4. htm (15 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Placement Test PLACEMENT TEST FOR FORM 4 Name Year : _____________________________________ : _____________________________________ Placement Test Before the pupils begin to use the SAL materials and equipment in the SAC, they are given a placement test to determine their English Language proficiency level. The marks they score in the test will enable them to work on the SAL materials according to the colour code. Questions are based on the skills taught that particular year. Suggested marking scheme according to SAL colour code. 0 39 marks 69 marks (Green) (Red) (Blue) 40 – 70 – 100 marks An example of Placement Test for Year 4 Questions 1 – 5 A. Name the objects below. Use the words in the box. file:///Volumes/GANPD/PP/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/pp/sal/placement_test. htm (1 of 10)3/31/2005 12:06:50 AM Self-Access Learning – Placement Test 1. __________________ 2. __________________ 3. _________________ 4. __________________ 5. __________________ Questions 6-10 B. Read the sentences below. Write them correctly beside each picture. She waters the flowers at 5 o’clock in the evening. She leaves the school at 1 o’clock in the afternoon. She reads her books at 8 o’clock at night. Rina gets up at 6 o’clock in the morning. She goes to bed at 10 o’clock at night file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/placement_test. htm (2 of 10)3/31/2005 12:06:50 AM Self-Access Learning – Placement Test 6. _______________________________ 7. _______________________________ . _______________________________ 9. _______________________________ 10. _______________________________ Questions 11-15 C. Give the opposites of the words below. Choose the answers from the circles. 11. bad 12. happy 13. thin – __________ __________ __________ 14. good 15. clear – ___________ ___________ file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/placement_test. htm (3 of 10)3/31/2005 12:06:50 AM Self-Access Learning – Placement Test Questions 11-15 D. Fill in the blanks with the correct words. Rubber tapper butcher postman carpenter nurse 16. 17. 18. 19. 20. Pak Aman is a _________________. He sells meat at the market. My brother is a _________________. He delivers letters and parcels. Zaniah’s sister is a ________________. She works in a hospital. En Hashim is a __________________. He makes furniture. My neighbour is a _________________. He works in a rubber estate. Questions 21 – 25 E. Match A and B. Write the sentences in the space provided. _____________________________________________________________ _____________________________________________________________ file:///Volumes/GANPD/PP/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/pp/sal/placement_test. tm (4 of 10)3/31/2005 12:06:50 AM Self-Access Learning – Placement Test _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ Questions 26 – 30 F. Arrange the sentences below to form a story Every evening he practises i n his school field. First he runs around the field. Then he practises high jump. When it gets late, he goes home. Sham is taking part in the 100 metres race and the high jump. 26. _________________________________________________________________________ 27. ________________________________________________________________________ 28. _________________________________________________________________________ 29. _________________________________________________________________________ 30. file:///Volumes/GANPD/PP/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/pp/sal/placement_test. htm (5 of 10)3/31/2005 12:06:50 AM Self-Access Learning – Placement Test _________________________________________________________________________ Questions 31 – 35 G. Look at the picture. Fill in the blanks with the following words. out on in near at Samad has a canary. He keeps it †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (31) the cage. He puts the cage †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (32) the cupboard. His cat sitting †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (33) the table is looking †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (34) the bird. The cat is trying to catch the bird. Samad comes †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (35) from his room and chases the cat away. Questions 36 – 40 H. Arrange the words below to make meaningful statements. 36. __________________________________________________________ file:///Volumes/GANPD/PP/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/pp/sal/placement_test. htm (6 of 10)3/31/2005 12:06:50 AM Self-Access Learning – Placement Test 37. __________________________________________________________ 38. _________________________________________________________ 39. __________________________________________________________ 40. ___________________________________________________ _______ Questions 41 – 45 A. Read and circle the correct answers. Ali’s Diary SUNDAY Isa and I went to Tanjung Malim. Very hot day. Storm at night. The roof leaked. Woke up and had to move my bed. Ashiah’s birthday. She had a party. A man came to look at the roof. Late for school because the bus broke down. Some men repaired the roof. Some dead birds in the roof. Dad went to Penang for two days. Helicopter crashed in Singapore. Had stomach ache in the morning. Better in the afternoon. MONDAY TUESDAY WEDNESDAY file:///Volumes/GANPD/PP/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/pp/sal/placement_test. htm (7 of 10)3/31/2005 12:06:50 AM Self-Access Learning – Placement Test THURSDAY Dad returned. Uncle came. Letter from Zainal in Australia. Broke my bicycle pump. 41. Where did Isa go on Sunday? A. Pulau Pinang B. Tanjung Malim C. Singapore D. Australia 42. Which of the following statements is TRUE? A. Ashiah’s birthday was on Sunday. B. Ali’s father repaired the roof on Monday. C. Ali had stomach ache in the morning. D. Ali’s uncle came from Australia. 43. What did Ali break during the week? A. His bed B. The bus C. His bicycle pump D. The roof 44. Why did Ali move his bed on Sunday night? A. It was a stormy night. B. It was very hot. file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/placement_test. htm (8 of 10)3/31/2005 12:06:50 AM Self-Access Learning – Placement Test C. There were dead birds in the roof. D. The roof leaked. 45. The word returned in the diary means †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. A. came back B. went C. gave D. arrived Questions 46 – 50 B. Read the passage and answer the questions that follow. Ahmad lived in a village. He had fifty sheep. He liked to play tricks on people. One day Ahmad took his sheep to the hill. He rested under a big tree. Suddenly he had an idea. He decided to trick the villagers. He shouted that a tiger was attacking his sheep. The villagers rushed out to help him. They did not see any tiger. They knew that Ahmad had tricked them. They were angry. One afternoon, a tiger really attacked Ahmad’s sheep. He shouted for help but †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 46. How many sheep did Ahmad have? He had __________________________________________________ 47. How did he trick the villagers? He tricked them by __________________________________________ file:///Volumes/GANPD/PP/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/pp/sal/placement_test. htm (9 of 10)3/31/2005 12:06:50 AM Self-Access Learning – Placement Test 48. The villagers were angry because ______________________________ ________________________________________________________ 49. Choose the best ending to the story. A. the villagers came to help him B. the villagers caught the tiger C. the villagers did not come to help him D. the villagers tricked him 50. From the story we know that Ahmad was †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. A. naughty boy. B. A hardworking boy C. A cheerful boy D. A lazy boy file:///Volumes/GANPD/PP/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/pp/sal/placement_test. htm (10 of 10)3/31/2005 12:06:50 AM Self-Access Learning SELF-ACCESS LEARNING For English Language in Malaysian Primary Schools SAL BOOKLET Contents | Plan of my SAC | My learning contract | My study plan | My activ ity plan My evaluation sheet | My record sheet (Sample 1) | My record sheet (Sample 2) My record sheet for reading (Sample 1) | My record sheet for reading (Sample 2) Rules on the care of SAL materials and equipment ile:///Volumes/GANPD/PP/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/pp/sal/booklet. htm3/31/2005 12:07:05 AM Self-Access Learning – SALBooklet SAL BOOKLET – Contents file:///Volumes/GANPD/PP/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/pp/sal/sal_booklet2. htm (1 of 13)3/31/2005 12:07:13 AM Self-Access Learning – SALBooklet PLAN OF MY SAC file:///Volumes/GANPD/PP/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/pp/sal/sal_booklet2. htm (2 of 13)3/31/2005 12:07:13 AM Self-Access Learning – SALBooklet How to cite Self-Access Learning, Essay examples

Shouldice Hospital Essay Example

Shouldice Hospital Essay 1. How successful is the Shouldice Hospital? Generate a PL statement using available information from the case. Treat each of the two operations—hospital and the surgery—separately. Hospital: Revenues (4 days X $111/day x 6,850 patients/year)3,041,400 Cost2,800,000 Profit: 241,400 Clinic: Revenues ((($450 + 60 + 75) X 0. 20) X 6,850 patients/year)) 3,596,250 Cost2,000,000 Profit1,596,250 Total Profit1,837,650 2. How do you account for its successful performance? The following factors account for the success of Shouldice hospital: †¢Unique and pioneering surgical technique for Hernia operation which reduced the suffering of the patients and led to rapid recovery as compared to the existing methods. The Shouldice technique enabled the patients to resume their normal routine and jobs in a much shorter period of time (one to four weeks) as compared to other hospitals (two to eight weeks). This technique resulted in 140,000 highly satisfied â€Å"Alumni†(past patients). †¢Doctors could conduct 600 operations in a year as compared to 25 to 50 operations per year in other hospitals, which was possible by the standardization of operating procedures. This standardization led to efficient utilization of the medical staff and other resources. †¢To adhere to the Shouldice technique and match the value system with that of the hospital, experienced doctors and nursing staff were recruited carefully. †¢Due to the following techniques adopted by Shouldice created a warm and welcoming environment for patients: We will write a custom essay sample on Shouldice Hospital specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Shouldice Hospital specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Shouldice Hospital specifically for you FOR ONLY $16.38 $13.9/page Hire Writer oCarpeting the hospital gave the place smell other than that of disinfectant oEncouraged interaction and recreational activities amongst patients and also with the hospital staff oMatching of roommates based on  similar background and the scheduling of their operation at the same time are examples and care exerted to create a friendly environment which led to faster recuperation oDeveloped feeling of belongingness to the hospital during the stay. †¢Unique recovering techniques that stressed upon ambulation led to minimizing the cost by cutting down on various post-operative patient care activities such as common dining areas, common recreational facilities etc. This also resulted in low nurse to patient ratio compared to other similar hospitals (0.44) †¢Offering the cheapest option for treatment of hernia in the region †¢High reliability of Hernia operation with very small recurrence rate of 0. 8 % as compared to high recurrence rates of close to 10 % as in the United States. †¢Doctors and nurses were motivated by way of higher salaries and profit sharing systems in the form of bonuses compared to other hospitals in the region and reasonable workload leading to sense of belongingness amongst the doctors and nurses leading to low attrition. †¢Encouraged group cohesiveness and fraternity type of coordination mechanism within the organization leading to greater operational efficiency. The above factors resulted in remarkable credibility for the Shouldice Hospital that position edit in the market as a hospital which ensured cost effective, reliable, caring and responsive service to the hernia patients. 3. Prepare a patient process flow diagram from arrival through surgery and determine the capacities at each stage. For this diagram, only indicate major points in the process, e.g. , admitting, examination, operating room surgeries, etc. Use the actual hours of operation for each step in the process to determine the capacity of each step. Where is the bottleneck? Bottleneck in the Design Flow: †¢Shouldice has the capacity to perform 42 examinations per afternoon and send 38 eligible patients to the operation rooms. †¢It only performs 33 operations per day, so the bottleneck between these 2 processes is the number of operations being performed per day. †¢Shouldice performs 33 operations per day, which generate daily bed demand of 116 on Wednesday and Thursday, and 99 on Tuesday, all exceeding the current bedding capacity of 89. So between these 2 processes, the number of available beds is the bottleneck. †¢Overall, the bottleneck for Shouldice is the number of available beds. †¢The hospital has to increase its bed capacity by 30% [(116-89)/(89)] to simply meet its current operation schedule. 4. Do a detailed analysis of potential on-site capacity expansion alternatives (on a per week basis). Assume an average of 3. 5 days stay at the hospital for each patient, including surgery, and Sunday admits. This means that half the patients spend three days while the other half spend four days. Alternatives to be considered: An assumption must be made, due to limited information in the case, that the expansion alternatives being considered are to meet an unmet market demand and is not driven by addition profit or other reasons. 1. Add an additional day by operating on Saturday †¢Use 89 + 14 rooms (3. 5 average stay). †¢Total number of patents per week = 180 †¢137 current throughput/148 theoretical = x / 180 theoretical †¢New throughput = 180 x (137/148)= 167 patients / week †¢Additional patients per year = (167-137) x 50= 1,450 †¢Additional revenue for the clinic = 1450 x (450+0. 20 x 75) = $674,250 – Cost $124,250 †¢Net increase in profit: 550,000 for no additional investment †¢Disadvantages †¢Require to schedule 23-25 operations on Saturday †¢Six surgeons and a supervising surgeon have to work on Saturdays †¢Additional other personnel. †¢Violates the implied contract that Shouldice has with its surgeons, strong opposition by the senior doctors †¢Operating close the theoretical capacity of the facility †¢Advantages †¢No investment is needed †¢Can still maintain quality 2. Increase additional beds by 50% by adding a new floor †¢Total Number of Rooms: 89 +45= 134 †¢Total number of patents per week = 193 †¢137 current throughput/148 theoretical = x / 193 theoretical †¢New throughput = 193 x (137/148)= 179 patients / week †¢Additional patients per year= (179-137) x 50 = 2,100. †¢Additional revenue for the clinic = 2100 x (450+0.20 x 75) = $976,500 – Cost $176,500 †¢Return on investment = 800,000/2,000,000=40% †¢Disadvantages †¢Require to schedule doctors to the full capacity of five days per week †¢Increase work load on admissions, kitchen, laundry, housekeeping and accounting †¢Further staggering of meal hours for patients (100 seat dinning room) †¢Disruption during construction †¢Advantages †¢Easy to control and maintain quality †¢Retain the culture and environment 3. They can meet the unmet market demand with external capacity by opening a new facility in US or Canada †¢Advantages. †¢New location close to the customers, i. e. USA or Canada †¢Improve its competitive position and increase its profits †¢Operate in a less restrictive environment †¢New opportunities for existing personnel †¢Transfer of knowledge and expertise to the new facilities †¢Disadvantages †¢Requires a significant investment and Dr. Shoudice’s time †¢Challenging to monitor the quality of service provided †¢It is difficult to replicate the same culture and atmosphere that is so successful in the parent facility †¢Potential competition with the existing facility. Shouldice Hospital Essay Example Shouldice Hospital Essay Q1: How does shouldice compete? In other words why do patients come to shouldice hospital? Two main reasons drive customers into choosing Shouldice over other competitors/hospitals. The first is quality, and the other is cost. talking about quality of the Shouldice â€Å"product† includes both, quality of the operation, and quality of post operation activities and overall services offered by Shouldice. The Shouldice method is a focused, specified operation that deals with Hernias, with a reputation that has been built throughout the years and is still growing; the hospital doesn’t even use advertisement to attract patients, the â€Å"word of mouth† way of advertisement has been doing very well for them so far. The superior quality offered by the Shouldice method, gives the patients a motive to operate at Shouldice for what it gives regarding peace of mind, low risk and low recurrence rates. Away from the in-operation excellence in quality, the services that Shouldice hospital offers are more tempting than other hospitals. Patients do not feel that they are in a hospital; they consider it more like a recovery vacation with an excused absence from work without feeling any guilt in that. We will write a custom essay sample on Shouldice Hospital specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Shouldice Hospital specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Shouldice Hospital specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Moreover, it gives patients the independence and sense of control and preserves patients’ dignity when it comes to the fast recovery after the operation, and when it comes to the fast ambulation process after the operation, where a patient rises up and walks by himself (definitely under supervised assistance by nurses), and makes him feel in control of his motion and in control of the sedative applied on him which has no effect other than ignoring the pain of the 45 minutes procedure. The financial part of this comparison holds the other big part in the decision taken by a patient to go to Shouldice. Taking into consideration the lower cost of the operation is an enough reason to pick Shouldice, yet, another important notice would be the positive opportunity cost in terms of cutting the losses or absence from work by almost a week. 9 days are sufficient for a patient at Shouldice to go through the operation and the post operation recovery, while it takes about 15 days in other hospitals. Moreover, the dollar amount saved between going to shouldice and going to another hospital is about 1000. And has Dr. Shouldice says, even if a patient buys a round ticket from the US to Toronto, the cost of the operation stays lower. Overall, a patient choosing Shouldice would be going for a cheaper, higher quality service of operations, both of which are the optimum that a patient can choose, and therefore cause him to pick Shouldice over other hospitals. Finally, as a conclusion, if we want to look at it from a Value creation perspective, their advantages can be separated into the 4 parts: 1- Cost: the cost advantages listed above 2- Quality: separated into 2 parts: a. Quality of design: made available by the services offered to the patients (welcoming his family, a high quality lunch) b. Quality of performance: made available by the specialization of the doctors in using the Shouldice method (seargons have an average of 600 operations/year and the rate of recurrence equal to 0. 8%. ) 3- Delivery: the established process enables the Hospital to offer a high admission process along with a high speed recovery (as mentioned earlier). 4- Flexibility: the fact that the secretaries are trained for multitasking Q2: Identify characteristics of Shouldice’s operations that you think have contributed to its success. The elements that contribute to Shouldice’s success can be branched into administrative, structural, and operational factors. The policy that the administration of Shouldice applies stresses on the core competence of Shouldice’s operations which is taking good care of the patient during post operational recovery and insists on personal contribution of the patient during this phase. The management at shouldice does its best to keep the patient as comfortable as possible by applying the main concepts that shouldice is built upon. Moreover, the structure of shouldice acts as a major factor in its success. Starting from the building and room equipment that lack TVs and phones, encouraging patients to get up and walk in order to mix with people and profit from the social experience offered by this program and expedite their post operation recovery. In addition to that, carpets all over the place, comfortable stairways, and easy movement between operation rooms for doctors to help each other, all act as important roles that the structure and design of shouldice depends on to contribute to its success. Not to ignore the fact that shouldice’s location is very important since it is based near the airport of a huge city with a large population and encourages international patients coming from outside the country to operate there. Moving to the operational factors that contribute the most to the success, we can find that shouldice is focusing on a narrow segment of the market(patients), with specialized surgeons who are recruited specifically to this kind of job, with characteristics like tolerance to repetition and being family oriented. In addition to allowing surgeons to observe and advice one another, which creates some peer pressure that leads into a huge quality control driven by the need of each surgeon to give his best and excel when compared to others. This huge experience acquired by the surgeons after repeating the same procedure a couple of times during the same day all through the year, attracts a lot of demand which is being treated by a frequent increase in the supply by increasing the capacity of the hospital. Another way to look at the structure from another perspective, we notice that the Shouldice’s hospital has an effective process layout (operations and laboratory at bottom level, pre-operations and examination rooms at the 1st floor, on the 2nd floor, the administration offices, and on the 3rd, the additional hostel rooms for extra capacity in case of emergency) Moreover, the systematic approach starting with the first step (admission of the patient) after being screened and given all information to study his case separately, till releasing the patient to go home, makes it more easier to apply in real time, rather than treating each patient as a case by his own. This way, estimating the operation and service time will be much easier and leads into a better control over the number of patients admitted at the same time. Another important factor of success is sharing of expensive services like the anesthetists, in addition to other factors like the high salaries given to surgeons, free annual checkups and reunions and of course having the famous high quality low cost reputation, act as reasons for the success of Shouldice. Q3: Which resource of Shouldice is the bottleneck? First, let us examin the pre-opration process. I- the Examination process: 6 rooms, working hours: from 1 to 4 pm (assuming the last patient arrived at 3pm and waits 20min for his turn to come, knowing that other have been waiting before him. ) the examination goes on for 20min. they only work 5 days a week. the formula is: (6 rooms x 3 hrs x 5 days x 60 min/hr) / (20 min / exam) = 270 patients/week II- accounting procedure: 2 people work in this department. They work from the start of the process (1o’clock) until the last patient goes out of the examination. They work 5 days a week, and their procedure takes 10min per patient. The formula is: (2 people x 4 hrs x 5 days/week x 60 min/hr) / (10min/patient) = 240patients/week III- Operating Procedure: 5 operating rooms. They are opened at 1st operation: 7h30. The surgeon’s day ends at 4pm. He’s on duty for 8. 5hours. he needs 1h to perform a normal operation. 5 days a week. †¢ (5 rooms x 8. 5 hrs/room/day x 1 hrs/patient x 5 days/week)/ = 212. 5 patients /week †¢ Surgeons: 12 surgeons work at the hospital. We assumed, on average, they perform 4 operations per day (depending on the type of the operation and thus its length) †¢ 12 surgeons x 4 operations /day x 5 days = 240 patients/week. †¢ Hospital beds: †¢ 89 beds = 178 patients per week (assuming use of weekends for convalescence and 3.5 days average stay, meaning there are 2 patients per bed per week) BOTTLENECK is the Hospitals beds By agreeing with O’dell, the most appropriate solution would be to increase the bed capacity by 50% and reach 133 beds hence, reaching a capacity of 266 patients per week. The next bottleneck would be the number of operating rooms with its 212 patients per week. This means that next step would be to increase the operating rooms and/or increase the working hours of the surgeons (forcing them to work on Saturdays). But some further cost estimations have to be made. This increase of working hours might also lead to a decrease in the quality of operations.