Differentiation and Learning Styles Dissertation

Differentiation and Learning Styles - Dissertation Example Learners exhibit differences in their potentials that educators should focus on and to which new educators should be introduced. This is because some teachers find it challenging to deal with the differences. Many bases also exist for the differences. Some students are more brilliant than others are and some have more challenges in the learning process. Social backgrounds and language differences also form bases for differences. While identifying differences may be easy when dealing with small groups of students, large groups offer challenge but teachers can often organize students into smaller groups to facilitate personalized teacher-learner interaction and understanding of individual students (Wu 2013, 125- 133). The need for teacher training on differentiation also emerges from contradictions that result from differentiation attempts. Results from an empirical study show that policies, number of students, duration of lessons, inappropriate differentiation, and students’ di fferentiation initiatives without teachers’ attentions are significant factors to differentiation outcomes and teachers’ training on the factors is important (Rontou 2012, p. 146, 147). In addition to training educators, the educators’ approach to managing their classes has significant effects on differentiation and associated effects. An understanding of students’ background and their potentials and using this to motivate and empower students has demonstrated effectiveness in influencing learning processes.

Haemathology-oncology practice Assignment Example | Topics and Well Written Essays - 2000 words

Haemathology-oncology practice - Assignment Example Based on the reports of that test, Ruth was informed that she has acute lymphatic leukemia (ALL) and will need to commence chemotherapy with Cyclophosphomide, Cytarabine and Mercaptoprine for which Hickman line was inserted and kept in situ. She received 4 cycles of chemotherapy until this admission when she got admitted for a complication, febrile neutropenia On this admission, the sixth one since her diagnosis, Ruth presented with fever. On examination, she was febrile, feeling unwell, tearful and anxious, and feeling hot and cold. Her temperature was 38.4C and heart rate 115 beats per minute. Neutrophil count was 0.3 percent, which is suggestive of severe neutropenia. Septic screen was done which included urine culture and sensitivity, stools culture and sensitivity, sputum examination and a full blood count. Chest x-ray and throat swab also was done. Intravenous fluids were commenced as per her weight and first line broad spectrum antibiotics as per hospital protocols were prescr ibed. Problem-1: Chemotherapy-related neutropenia Overview of the problem Ruth is diagnosed with febrile neutropenia.... Neutrophils are very important for innate immunity and comprise the first cellular component of any inflammatory response (Friese, 2006). Neutropenia is common adverse effect of cytotoxic chemotherapy (Brien et al, 2006). This condition typically occurs in the presence of other side effects and these concurrent events affect the quality of life of the patient. Other side effects include asthenia, anorexia, vomiting and dehydration. In addition to these events various precautions that are taken to minimise neutropenia also affect the quality of life. The degree of febrile neutropenia also influences the intensity of adverse events (Padilla and Ropka, 2005). The duration of chemotherapy induced neutropenia is typically 7-10 days (Friese, 2006). The blood culture of Ruth grew staphylococcus aureus. Urine and other cultures were negative. The staphyloccus aureus was resistant to vancomycin. Hence her antibiotics were changed to meropenem and gentamycin. Ruth was constantly monitored for improvement both through physical examination and laboratory tests. This is because, neutropenia is associated with significant morbidity and mortality because of the increased risk of developing infections that could be life threatening. The risk of infections correlates with drop 0f absolute neutrophil count and those with severe neutropenia (ANC < 0.5 ? 109/L) are at greatest risk of developing infections which are life threatening. In Ruth, the neutropenic count was 0.3 and she presented with only fever. More often than not, infection due to neutropenia manifests as just fever and hence presence of fever in neutropenic patients warrants close monitoring (Padilla and Ropka, 2005).