Education
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The document defines education as training for one's country and love for one's nation. It discusses educational objectives as the goals that guide learning and development, aiming to change pupil's behaviors. It also outlines different types of educational objectives, such as general/institutional objectives, intermediate objectives, and instructional objectives, and categorizes objectives according to cognitive, affective, and psychomotor domains.
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Guidance in secondary schools
This document discusses guidance and counseling in secondary schools. It defines guidance and counseling, outlines their differences and objectives at the secondary level. Guidance aims to help students understand themselves and their options to make informed choices. It is broader than counseling. Counseling involves in-depth analysis of personal and social issues. There is a need for guidance in secondary schools due to challenges of adolescence and increasing education and career complexity. Effective guidance services include orientation, student assessment, information dissemination, counseling, remedial support, follow-up, and referral to specialists.
Counselling
The document defines counseling as a structured, permissive relationship that allows clients to gain self-understanding to enable positive change. It discusses levels of counseling from informal to professional. Characteristics include a relationship of mutual respect focused on problem-solving, decision-making, and self-actualization. Phases include establishing rapport, assessment, goal-setting, and termination. Qualities of effective counselors are good listening skills, empathy, and maintaining confidentiality. Techniques involve establishing trust, clarification, reassurance, and advice. Counseling in nursing education aims to help students develop coping strategies and leadership skills to adjust to academic and clinical environments.
Methods of collecting and presenting occupational information
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Guidance and Counseling
The document discusses guidance activities that a counselor would undertake during guidance sessions or periods. It mentions establishing school-wide behavior support systems, developing resiliency skills in students, developing prosocial skills, creating administrative procedures for dealing with behavioral concerns, and clarifies that guidance is educational but not all education is guidance as it aims to facilitate positive changes in students. The scope of a counselor's activities is based on a comprehensive approach to meet the specific needs of the school community within the counselor's training and expertise. Students requiring extensive therapy should be referred to outside agencies.
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Vocational guidance aims to help people choose careers that suit their abilities and personality. It involves assessing individuals' skills and interests and matching them to career options. Effective vocational guidance uses techniques like interviews, assessments, career education, and counseling to help people explore careers and develop self-awareness and life skills for career management. The goal is to provide individuals with information and support to choose careers they will find fulfilling and succeed in.
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Guidance in secondary schools
This document discusses guidance and counseling in secondary schools. It defines guidance and counseling, outlines their differences and objectives at the secondary level. Guidance aims to help students understand themselves and their options to make informed choices. It is broader than counseling. Counseling involves in-depth analysis of personal and social issues. There is a need for guidance in secondary schools due to challenges of adolescence and increasing education and career complexity. Effective guidance services include orientation, student assessment, information dissemination, counseling, remedial support, follow-up, and referral to specialists.
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The document discusses career counseling and provides information about its importance and role. It describes how career counseling helps students develop career planning skills, understand labor market trends, and make informed educational choices. It outlines the duties and responsibilities of career counselors, which include providing career guidance services, collecting and disseminating occupational information, and arranging activities like career talks and fairs to expose students to different career options. The document also discusses factors that influence career choices and the career exploration process.
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While education has a wider, social focus for a specific time period, guidance is part of education and focuses on lifelong personal development.
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2. The types of guidance including educational guidance, vocational guidance, and personal guidance.
3. The functions of guidance as orientational, developmental, and adjustive to help students solve problems and develop self-awareness.
4. The principles of guidance including recognizing individual uniqueness, encouraging cooperation, and focusing on individual needs.
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The document outlines 14 principles of guidance:
1. Guidance is a continuous process and activities should be specifically planned.
2. Guidance is fundamentally the responsibility of parents and teachers and should be extended to all, not just a few.
3. Guidance is education but not all education is guidance, and it is a learning process that helps clients understand themselves based on their true concepts.
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This document discusses guidance and counseling. It defines counseling as a specialized service of guidance that helps individuals learn about themselves and their present and future situations. Counseling operates at an emotional level and focuses on personal and social issues, while guidance is broader, more external, and deals with intellectual attitudes and career or education-related issues. The document outlines different counseling approaches like directive, nondirective, and eclectic counseling and discusses their characteristics, assumptions, advantages and limitations. It also describes the stages of the counseling process.
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Frank Parsons is considered the father of vocational guidance. He wrote the first book on career choice in 1908. Vocational guidance aims to help individuals choose, prepare for, and progress in an occupation. It involves discovering one's interests and abilities, acquiring knowledge about different occupations, and developing decision-making skills to evaluate options. Various strategies are used, including career corners, conferences, industrial visits, and counseling. Factors like family, personality, economics, and public policy can influence vocational development. Vocational guidance counselors should provide impartial and confidential services to help people access educational and career information.
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This document discusses the roles of teachers as counselors. It defines counselors as trained practitioners who help people through short or long-term guidance. Teachers' counseling roles include collecting student information through formal tests and informal observations, identifying student problems like conflicts, lack of skills or career information, and helping students adjust, make decisions, and solve learning problems by referring them to school counselors and cooperating with parents. Student misbehavior can stem from biological, social, and environmental factors like genetics, bullying, or trauma.
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QA programmes in long-term care do provide a mechanism for continuously evaluating & improving nursing practice skills that ultimately make a clinical difference at the bedside. So, the professionals must assume responsibility for their professional actions and be answerable to the recipients for their care. Quality assurance program is thus the need of the hour.
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This document provides 10+1 guidelines for effective psychoeducational groups. The key principles are that psychoeducational groups should have a clear focus on learner outcomes above all else. This means designing groups and activities around helping participants achieve desired learning goals. The guidelines include gaining administrative support, aligning group goals with organizational treatment goals, developing clear goals and opportunities for self-assessment, securing a positive learning environment, and maximizing participant involvement through effective instructional strategies and group processes. Administrative support, clear goals, and the right learning environment are essential for psychoeducational group success.
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This document discusses the counseling service as a component of a school's guidance program. It outlines four aspects that must be considered in administering counseling services: development, components, relationships, and evaluation. Regarding development, the document details 10 functions for establishing an effective counseling program, including studying the environment, defining problems, establishing parameters, designing a counseling model, testing the program prototype, pilot testing, introducing, operating, evaluating, and eliminating the system if needed. It also discusses considerations for counseling program components like personnel, physical setting, time utilization, and professional orientation.
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1. Learn about yourself through self-assessment of your values, interests, skills and personality.
2. Consider your abilities and interests through career tests and consulting with career counselors.
3. Research career growth opportunities and salary information to help identify options that are in demand.
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This document discusses the nature of guidance and compares it to other related terms. It provides the following key points:
Guidance is a continuous, lifelong process that helps individuals develop their capacities and adjust through personal assistance from trained persons. It focuses on the personal needs of individuals and is client-centered.
While education has a wider, social focus for a specific time period, guidance is part of education and focuses on lifelong personal development.
Guidance differs from teaching in that it is informal, does not require training or qualifications, can occur anywhere, and covers all aspects of an individual, while teaching is formal, requires training, occurs in institutions, and focuses mainly on cognitive development.
Guidance also differs
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This document provides an overview of concepts in guidance. It discusses:
1. The meaning and definitions of guidance, including helping individuals discover their capacities and make educational and career decisions.
2. The types of guidance including educational guidance, vocational guidance, and personal guidance.
3. The functions of guidance as orientational, developmental, and adjustive to help students solve problems and develop self-awareness.
4. The principles of guidance including recognizing individual uniqueness, encouraging cooperation, and focusing on individual needs.
Principles of guidance
The document outlines 14 principles of guidance:
1. Guidance is a continuous process and activities should be specifically planned.
2. Guidance is fundamentally the responsibility of parents and teachers and should be extended to all, not just a few.
3. Guidance is education but not all education is guidance, and it is a learning process that helps clients understand themselves based on their true concepts.
Guidance and Counseling
The document discusses the key concepts of guidance and counseling. It defines guidance as the process of assisting individuals to determine their abilities and make wise choices. Counseling is defined as a process where a counselor helps a counselee interpret facts to make decisions. The document outlines various principles of guidance, including organizing services based on student needs and interests, providing continuous services, and ensuring services address the whole student.
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This document discusses the formulation and functions of objectives in teaching physical science education. It defines educational objectives and instructional objectives, and their key differences. Educational objectives are broad aims related to the education system, while instructional objectives clearly describe anticipated learning outcomes. Well-written objectives should be student-oriented, observable, attainable, developmentally appropriate, and help guide instruction. The document also provides examples of objectives and discusses the importance of objectives in teaching.
The nzc and ot js 2
This document discusses making overall teacher judgements and assessments. It provides:
1) Definitions for reporting student achievement as above, at, below, or well below the national standard based on whether their performance meets expectations for their current year or an earlier/later year.
2) Guidance that making judgements involves combining information from observations, conversations, and formal assessments to determine the level and type of support needed for students to meet standards.
3) A draft critical path for the 2013 assessment process that involves backward mapping from the desired outcomes to plan learning experiences and gather evidence of achievement.
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This document discusses various methods for collecting data in research studies. It describes self-reports, interviews, questionnaires, attitude scales, psychological tests, observation, checklists, rating scales, and biophysiological methods. For each method, it provides details on how the method is conducted and examples of how it has been used in studies. The document also covers important concepts in data collection like validity, reliability, and procedures for qualitative research.
CTG procedure.docx
Cardiotocography (CTG) is a method of continuously monitoring the fetal heart rate and uterine contractions via ultrasound transducers placed on the mother's abdomen. CTG provides information on the fetal heart rate, its variability, and patterns of accelerations and decelerations which can indicate fetal well-being or distress. Different deceleration patterns such as early, late, and variable decelerations are associated with specific causes like head compression, decreased blood flow to the placenta, or umbilical cord compression, respectively. Interpretation of the CTG tracing is important for timely decisions regarding labor management and delivery.
CLINICAL TEACHING METHODS.docx
This document discusses various clinical teaching methods used to teach nursing students. It states that clinical teaching provides students the opportunity to apply theoretical knowledge to developing intellectual and practical skills for patient-centered care. Some key clinical teaching methods discussed are nursing case studies, case presentations, nursing rounds at the bedside, bedside clinics, nursing care conferences, and health team conferences. These methods allow students to study patients in-depth over time and discuss medical diagnoses, nursing assessments, care plans, and progress with clinical instructors.
charts.docx
Charts are visual aids that summarize information pictorially and in writing. They show relationships between facts and figures, present ideas symbolically, and visualize abstract concepts. Principles for effective charts include using a standard size, high contrast between text and background, and focusing on one specific topic per chart. Charts are inexpensive, portable, and help explain complicated topics, but they may not be suitable for large groups or long-term use due to tearing.
Foreign body aspiration ppt 2.pptx
Foreign body aspiration is common in young children between 1-4 years old due to their curiosity and exploration. Common aspirated objects include small toys, foods, and coins. Clinical features may include coughing, wheezing, stridor, or cyanosis depending on the location of the foreign body. Emergent treatment involves back blows, chest thrusts, or abdominal thrusts to dislodge objects and prevent complete airway obstruction. Foreign bodies in other orifices like ears and nose are also common in young children and require careful removal to prevent further lodging or tissue damage.
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This research abstract summarizes guidelines for caring for newborns of mothers with suspected or confirmed COVID-19. It reviews 10 categories of information from existing evidence and international guidelines. The main findings are that while intrauterine transmission is still unclear, close post-birth contact can transmit the virus via droplets. It is therefore recommended to separate infected mothers from their babies for at least 2 weeks, while teaching breastfeeding and expression techniques to allow breastmilk feeding during isolation. The study aims to help care for these newborns based on the latest COVID-19 maternal and newborn health evidence.
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Spina bifida is a neural tube defect that occurs when the spine and spinal cord do not form properly in an embryo. It results from defective closure of the neural tube during the first month of development. There are several types of spina bifida ranging from mild cases with no protrusion to more severe cases involving protrusion of membranes or spinal tissue. Management involves surgery to close the defect along with a multidisciplinary approach to minimize physical and intellectual impairments.
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An ostomy is a surgical procedure that creates an artificial opening in the abdomen to allow for waste elimination after removing diseased portions of the gastrointestinal or urinary systems. Ostomies are necessary for conditions like cancer, IBD, birth defects, and trauma. They are life-saving but require adjustments. There are several types including colostomies, ileostomies, and urostomies. Proper care involves emptying bags regularly, cleaning the skin, and watching for complications to support healing.
diaster ppt.pptx
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The document outlines the clinical objectives of the obstetrics and gynaecology nursing department. The department aims to provide quality nursing services and care for women, neonates, and their families. The nursing program prepares students for leadership positions through undergraduate and postgraduate education. At the end of the course, students will be able to provide comprehensive nursing care to women during their reproductive periods, newborns, and families, and appropriately identify and refer deviations from normal birth processes. Students will also gain skills in counseling, research, and recent medical advances in the specialty.
advantages of project.docx
The document outlines several advantages of the project method for students including giving students freedom, promoting social values and adjustment, training for democratic life, allowing practical problem solving through real work, providing a sense of reality to school work, enabling intrinsic self-evaluation, and satisfaction from completing tasks. It also notes the project method is economical and ideal for science work.
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This document summarizes the case of a 27-year-old female patient admitted with complaints of mild abdominal pain and expulsion of fleshy mass per vaginum. Upon examination, the patient was found to have excessive vaginal bleeding and partial expulsion of products of conception. She underwent dilatation and curettage to remove the remaining products of gestation. The patient had an incomplete abortion at 8 weeks of gestation and was treated according to guidelines for managing incomplete abortion cases. Nursing care involved close monitoring, administration of antibiotics and uterotonic drugs, and counseling to prevent complications and support recovery.
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A.v. aids education
Non-projected audiovisual aids are important teaching tools that do not require electricity. They include models, pictures, charts, and flashcards. Such aids make lessons more engaging by appealing to multiple senses. Examples are graphs, cartoons, chalkboards, bulletin boards, and flannel boards. While requiring preparation, they can effectively supplement classroom teaching when used properly.
Case study on placenta prevea (1)
Mrs. Paridhi, a 29-year-old housewife, was admitted to the hospital with complaints of vaginal bleeding at 32 weeks of pregnancy. She was diagnosed with placenta previa. Her care included intravenous fluids, monitoring of bleeding, and administration of medications as ordered by the doctor. After 1 day of care, her health improved as the bleeding reduced. She was indicated for a cesarean delivery to terminate the pregnancy due to the placenta previa diagnosis.
Birth compagin
Birth companions are women who have experienced labor and provide continuous one-on-one support to women in labor. They provide emotional support, information about labor progress, advice on coping techniques, comfort measures, and help advocate for the woman's wishes. The World Health Organization promotes labor companionship to improve maternal and infant health outcomes such as reduced labor time and stress, increased mother's feelings of control, and decreased medical interventions. India's Ministry of Health and Family Welfare now allows birth companions in public health facilities to help reduce maternal and infant mortality rates in line with the country's commitments under the UN's Sustainable Development Goals.
Data collection METHOD
The document discusses a lecture on data collection methods for nursing research. It covers various data collection techniques like self-reports, interviews, questionnaires, observation, psychological tests, and biophysiological measures. It also explains the concepts of validity, reliability, and how to establish them. The key points are that different methods are used to collect primary and secondary data, with self-reports being most widely used in nursing. Data collection procedures must be clearly planned and personnel properly trained. Reliability indicates consistency of measurements while validity refers to a test measuring what it intends to measure.
Bibliograpgy5
The document provides information about writing bibliographies and references in the Vancouver and APA styles. It defines key terms like bibliography, references, citations and annotated bibliography. The main differences between a bibliography and references are that a bibliography includes all sources consulted, while references only include sources that were cited. References are numbered and included within the text and at the end of the document. The Vancouver style is commonly used in medical journals and follows a specific format for citations within text and listing references.
Diagnosis of pregnancy
This study analyzed prenatal diagnosis and termination of pregnancy data for birth defects in Hunan, China between 2015-2018. Over half of birth defects were diagnosed prenatally, with the average gestational age at diagnosis being 25 weeks. Rural areas and older mothers had higher rates of prenatal diagnosis and termination following diagnosis compared to urban areas and younger mothers. Conditions with the highest rates of prenatal diagnosis and termination included conjoined twins, chromosomal abnormalities, and central nervous system defects.
Diagnosis of pregnancy
This study analyzed prenatal diagnosis and termination of pregnancy data for birth defects in Hunan, China between 2015-2018. Over half of birth defects were diagnosed prenatally, with the average gestational age at diagnosis being 25 weeks. Termination rates following prenatal diagnosis were high overall at 90%, and higher in rural areas and for younger mothers. The most common birth defects diagnosed prenatally were conjoined twins, anencephaly, hydrocephalus, chromosomal abnormalities, and encephalocele, which also had the highest termination rates post-diagnosis. The findings point to a need for improved counseling after prenatal defect detection.
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Education
- 3. DEFINITION •EDUCATION MEANS THE TRAINING FOR THE COUNTRY AND LOVE FOR THE NATION .
- 4. EDUCATIONAL OBJECTIVE:- •THESE OBJECTIVES ARE THE GOALS TOWARDS WHICH PEOPLE PROGRESS. THESE ARE THE END RESULT OF LEARNING, IN TERMS ;OF CHANGE IN PUPIL’S BEHAVIOUR.
- 5. MEANING OF EDUCATIONAL OBJECTIVES- •THE EDUCATIONAL SYSTEM IS DIRECTED TOWARDS SUCH AS CULTURAL, UTILITARIAN, VOCATIONAL AND ALL ROUND DEVELOPMENT OF STUDENTS
- 6. DEFINITION OF EDUCATIONAL OBJECTIVE:-– • EDUCATIONAL OBJECTIVES ARE THE RESULT SOUGHT BY THE LEARNER AT THE END OF EDUCATIONAL PROGRAM THAT IS WHAT HE STUDENT SHOULD BE ABLE TO DO AT THE END OF A LEARNING PERIOD THAT THEY COULD NOT BE BEFOREHAND.
- 7. FUNCTION AND IMPORTANCE OF EDUCATIONAL OBJECTIVES:- EDUCATION ALSO HELP TEACHER PLAN APPROPRIATE EVALUATION METHOD PROCEDURES FOR THE STUDENT SO THAT THE STUDENT CAN BE APPROPRIATELY JUDGED. THEY ARE ALSO IMPORTANT TO INFORM THE TEACHER AND STUDENTS OF GAP BETWEEN THE EXPECTED AND ACTUAL NUMBER OF CHANGES THAT HAVE OCCURRED IN A PARTICIPATION STUDENT AT THE END OF A PARTICULAR TEACHING-LEARNING ACTIVITY. EDUCATIONAL OBJECTIVE ALSO HELLO THE TEACHER AND THE LEARNER FOCUS ON A PARTICULAR TEACHING- LEARNING ACTIVITY TO ACHIEVE THE SPECIFIC PREDETERMINED EDUCATIONAL GOALS.
- 8. CHARACTERISTICS OF EDUCATIONAL OBJECTIVES: •THE WELL STATED OBJECTIVE SHOULD BE SMART SPECIFIC:- MEASURABLE: ATTAINABLE: REALISTIC: TIME BOUND:
- 9. FOCUSED:- • FEASIBLE:- • OBSERVABLE:- • CENTRED ON STUDENT:- • UNEQUIVOCAL:- • SEQUENTIALLY APPROPRIATE:- • EVER RELEVANT:- • DEVELOPMENTALLY APPROPRATE :-
- 10. TYPE OF EDUCATIONAL OBJECTIVE:- • ACCORDING TO THE LEVEL OF EDUCATIONAL OBJECTIVE:- a.GENERAL / INSTITUTIONAL OBJECTIVES:- • THEY ARE SHORT AND RELATIVELY VAGUE BUT THEY CLEARLY DEFINE WHAT STUDENTS ARE EXPECTED TO ACHIEVE AT THE END OF THEIR COURSE OR PROGRAMME
- 11. B. INTERMEDIATE OBJECTIVE ;- • INTERMEDIATE OBJECTIVE ARE A SET OF STATEMENT IDENTIFYING THE SKILLS EXPECTED TO BE ACQUIRED BY A GROUP OF STUDENTS WHILE STUDYING IN A PARTICULARLY DEPARTMENT OF THEIR COURSE C. INSTRUCTIONAL OBJECTIVE OR SPECIFIC OBJECTIVE ;- • THEY ARE BRIEF AND PRECISE STATEMENT WHICH CLEARLY IDENTIFY THE BASIC SKILL OR COMPETENCE EXPECTED TO BE DEMONSTRATED BY A GROUP OF STUDENT ON COMPLETION OF A SPECIFIC TEACHING – LEARNING.
- 12. ACCORDING TO TOXONOMY OF EDUCATIONAL OBJECTIVE:- COGNITIVE DOMAIN AFFECTIVE DOMAIN PSYCHOMOTOR DOMAIN
- 13. COGNITIVE DOMAIN :- • IT S FURTHER CATEGORIES INTO:- KNOWLEDGE COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATION
- 14. .AFFECTIVE DOMAIN:- •RECEIVING PHENOMENA:- •RESPONDING TO PHENOMENA ;- •VALUING:- •ORGANIZATION:- •INTERNALIZING VALUE :-
- 15. PSYCHOMOTOR DOMAIN:- • PERCEPTION :- •SET:- •GUIDED RESPONSE:- •MECHANISM:- •COMPLEX OVERT RESPONSE:- •ADAPTATION:- •ORGANIZATION:-
- 16. DAVE(1970) DEVELOPED THIS TAXONOMY:- 1. IMITATION:- • OBSERVING AND COPYING SOME ONE ELSE 2. MANIPULATION:- • GUIDED VIA INSTRUCTION TO PERFORM A SKILL 3.PRECISION:- • ACCURACY, PROPORTION AND EXACTNESS EXIST IN THE SKILL PERFORMANCE WITHOUT PRESENCE OF ORIGINAL SOURCE
- 17. 4. ARTICULATION:- •TWO OR MORE SKILL COMBINED 5. NATURALIZATION:- •THE PERFORMANCE IS AUTOMATIC WITH LITTLE PHYSICAL OR MENTAL EXERTION
- 18. HARROW (1972) DEVELOPED THIS TAXONOMY:- 1. REFLEX MOVEMENTS:- • AUTOMATIC REACTION 2. BASIC FUNDAMENTAL MOVEMENT:- • SIMPLE MOVEMENT THAT CAN BUILD TO MORE COMPLEX SETS OF MOVEMENTS 3. PERCEPTUAL:- • ENVIRONMENTAL CUES THAT ALLOW ONE TO ADJUST MOVEMENT.
- 19. 4. PHYSICAL ACTIVITIES:- •THIS REQUIRING ENDURANCE, STRENGTH, VIGOR AND AGILITY. 5. SKILLED MOVEMENT:- •ACTIVITY WHERE A LEVEL OF EFFICIENCY IS ACHIEVED. •
- 20. SUMMARY:- •EDUCATION MEANS THE TRAINING FOR THE COUNTRY AND LOVE FOR THE NATION. EDUCATION OBJECTIVE ARE THE GOALS TOWARDS WHICH PEOPLE PROGRESS. THESE ARE THE END RESULT OF LEARNING, IN TERMS OF CHANGE IN PUPIL’S BEHAVIOUR. •