Psychiatric Disorders, Diseases, and Drugs Essay Example for Free

Psychiatric Disorders, Diseases, and Drugs Essay There are five main psychiatric disorders and they are schizophrenia, depression, mania, anxiety disorders, and Tourette syndrome. Psychiatric disorders are â€Å"disorders of psychological function sufficiently sever to require treatment† Pinel, J. P. J. (2011). The main fact about these psychiatric disorders is that they are difficult to diagnose. They use the DSM-IV-TR to diagnose patients that is the Diagnostic and Statistical Manual of the American Psychiatric Association. The first psychiatric disorder is Schizophrenia, this disorder is â€Å"the splitting of psychic functions† Pinel, J. P. J. (2011). This is a disease that breaks down the emotion, thought, and action, which is chaos or madness. Schizophrenia is divided into five different categories and they are disorganized, paranoid, residual, and undifferentiated. Each of these have their own set of symptoms, but schizophrenia affects a person’s behavior, logic, and emotions. There is positive symptoms and negative symptoms of schizophrenia. The positive symptoms are delusions, hallucinations, inappropriate affect, incoherent speech or thought, and odd behavior. The negative symptoms are affective flattening, alogia, avolition, and anhedonia. There was a neurodevelopmental theory of schizophrenia during the 20th-century two famines a Dutch and a Chinese famine had mother who were diagnosed with schizophrenia and these two by adults would most likely have it as well. The first antischizophrenic drug was chlorpromazine. This drug helps agitated patients and the severity of schizophrenic symptoms. Later reserpine was given, which is an active ingredient of the snakeroot plant. This was given to patients with schizophrenia, but was taken off for treatment because it caused a huge incline in blood pressure that could be fatal. Through these two together, the discovery of Parkinson’s disease came about. The dopamine theory of schizophrenia is caused† by too much dopamine and, conversely, that antischizophrenic drug exert their effects by  decreasing dopamine levels Pinel, J. P. J. (2011). People who suffer from schizophrenia have a decent amount of brain damage. The next ones are affective disorders, which include depression and mania. Everyone has depression at one time or another and it becomes stressful to you, your body, and even people around you. There is anhedonia â€Å"loss of the capacity to experience pleasure† Pinel, J. P. J. (2011). This is people who fall into despair for no apparent reasons, it just happens. When this happens, it causes them to slowly slip away from life and their normal daily routines and can be quite deadly to them if they fall too much. If this happens for more than two weeks then they might diagnose them with clinical depression, or major depressive disorder. The second affective disorder is mania, which is almost the total opposite of depression. Mania is â€Å"characterized by overconfidence, impulsivity, distractibility, and high energy. Depression and Mania are also under mood swings category. People who show mild mania might be talkative, energetic, impulsive, positive, and extremely confident. At this point, in a person’s mania they can do there day to day activities nicely but when it becomes extreme it can become a huge problem for them and possibly others around them. If there, mania becomes too extreme they will feel like nothing can stop them and it can get in the way of the many things that they are achieving in their lives. For people who are depressive they might experience episodes of mania and if they do experience mania they are known to suffer from bipolar affective disorder. The ones who do not suffer from mania are under unipolar affective disorder. Depression is under two categories and these are negative experience (reactive depression) and depression for no apparent reason (endogenous depression). Four main drugs are treatment for affective disorders and these are monoamine oxidase inhibitors, tricyclic antidepressants, selective monoamine reuptake inhibitors, and mood stabilizers. MAO inhibitors have several side effects and the most dangerous is called the cheese effect. Cheese, wine, and pickles all contain what they call tyramine and it causes high blood pressure when mixed with the MAO inhibitors. Tricyclic antidepressants don’t cause any major side effects and is safer compare to MAO inhibitors. SSRIs and Prozac don’t have many side effects and they help with other psychological disorders other than just  depression. They help with lack of self-esteem, fear of failure, excessive sensitivity to criticism, and inability to experience pleasure. They even help with the rates of suicides. The last one is mood stabilizers, which are antidepressant drugs, and they act against depression without increasing mania, or they act against mania without increasing depression (Bourin Prica, 2007). Mood stabilizers are very effective and help with epilepsy. Lithium is what calms a patient in the mood stabilizers, but they cause extreme nausea as well or major sickness. All in all the best treatment for depression is lamotigine, and the best for treating mania is lithium and carbamazepine. Monoamine theory of depression â€Å"holds that depression is associated with underactivity at serotonergic and noradrenergic synapses† Pinel, J. P. J. (2011). A nice remedy or alternative for coping with depression and is trying to stay motivated and exercise. Light exercises can help keep you calm and get used to your life again and keep you healthy after all the stress you have been put through already from all the stress. This helps because you release feel good brain chemicals, rude immune system chemicals, increase body temperature, gain confidence, takes your mind off worries, and cope in a healthy way (Mayo Clinic, 2013). Anxiety disorders relate to stress a lot. Anxiety disorders that are severe in patients make it hard to cope with day-to-day activities and they can’t function normally. People who have this have feelings of anxiety, which might include fear, worry, and despondency. When they get these type of symptoms it can lead to rapid heartbeat, high blood pressure, nausea, breathing difficulty, sleep disturbances, and high glucocorticoid levels. There is five classes of anxiety disorders and they are generalized anxiety disorders, phobic anxiety disorders, panic disorders, obsessive-compulsive disorders, and posttraumatic stress disorders. There are three types of treatments for these disorders and they are benzodiazepines, serotonin agonists, and antidepressants. Benzodiazepines, which are Librium and valium, are the usual medicines prescribed for treatment and they help as sleep aids, anti convulsants, and muscle relaxants. The side effects include sedation, ataxia, tremor, nausea, and a withdrawal reaction, which causes rebound anxiety. These drugs are also very addictive and sold illegally if not prescribed to the right people who really need them for short periods.  Serotonin agonists buspirone is used a decent amount in the treatment for anxiety disorders. This drug helps with producing anxiolytic, which is anti-anxiety, and it helps by not producing ataxia, muscle relaxation, and sedation. The side effects that it does cause are nausea, headache, and insomnia. Tourette syndrome is the last one to talk about, it is a psychiatric disorder, and its different from the other three already discussed which include schizophrenia, affective disorders, and anxiety. The main symptom of Tourette’s is the tics. Tourette syndrome is a disorder in which they call the tics, which is involuntary, repetitive, stereotyped movements or vocalizations. This disorder happens in younger people or young adults. Sudden jerks and eye movements are usually the first signs and eventually it worsens, as they get older. The common complex motor tics include hitting, touching objects, squatting, and hopping, twirling, and sometimes-lewd gestures. The common verbal tics include inarticulate sounds such as barking, coughing, grunting, uttering obscenities, repetition of another’s words, and the repetition of one’s own words. People with this disorder can live normal lives if they have supportive and understanding people around them. It can get in the way of making friends and even getting a job if people don’t understand their condition. The first of the treatments for this disorder is family, friends, the patient, and teachers be educated on the condition. The second part of the treatment is finding out the emotional problems such as anxiety or depression, after this the treatment will be taken for the patient symptoms. One treatment is neuroleptics, which reduce tics by about 70% if the patient can be given the drug. The side effects are weight gain, fatigue, and dry mouth. Comprehensive behavioral intervention for Tics (CBIT) is something that is new and it’s a behavioral therapy for TS and chronic tic disorders. This includes habit reversal and other strategies, which include education about tics and relaxation techniques. This is a very effective program that starts when the child is young and even adults and they try to find better ways for the kids and adults to fit in, in any type of situation including in school and jobs (Centers for Disease Control and Prevention , 2013). References: Centers for Disease Control and Prevention . (2013). Tourette Syndrome (TS). Retrieved from http://www.cdc.gov/ncbddd/tourette/treatments.html Mayo Clinic. (2013). Depression (major depression). Retrieved from http://www.mayoclinic.com/health/depression-and-exercise/MH00043 Pinel, J. P. J. (2011). Biopsychology (8th ed.). Boston, MA: Pearson.

School Ethos and Policies Essay Example for Free

School Ethos and Policies Essay The phrase above is the school’s ethos and was inspired following collaboration with the children, staff and governors of the school; with all believing and accepting they have an equal part to play in ensuring all children have a right to quality first teaching. It is felt that the ethos reflects the vision of the school community and yet it is easy to be remembered and understood by all. It is used regularly to praise the children of their positive actions and if necessary remind them of what is expected of them. The schools aim is ‘To develop a shared love of learning between our children, staff and parents and the wider community. The school’s ethos is displayed outside the school building so even visitors and the wider community know what are aims are. The ethos appears on letters that are sent home, on the school website, in every class and in the hall. The children eat in the hall, with different members of staff also eating there in order to maintain sensible behaviour but also to enjoy the more informal time to chat together. We have assemblies in the hall, often inviting members of the wider community to hold assemblies; there have been cookery demonstrations, the police have been in to talk about internet safety and local religious practitioners give assemblies. The aims and ethos are reinforced in assembly as children share work, achievements and stories; learning from one another and from a variety of adults. The School’s rules support the ethos and aims; and are displayed in prominent places in the classroom and corridors so they are visible to all. (image 1)* We use kind hands and words * We are safe and sensible at work and play * We listen and work and learn together * We look after our school. Image 1 Image 2 The staff have an important responsibility in modelling standards of behaviour both with the children and with each other as colleagues as it is their example that has such an influence on the children. An optimistic and positive environment should be emphasised by all adults in the school to encourage children through example to have relationships based on fairness, kindness and understanding of the needs of the other children within the school. The staff attend regular meetings to share good practice, monitor the children’s learning and work cooperatively; they also attend INSET days to learn together. The children communicate the ethos and aims to visitors through their exemplary behaviour and joy at sharing their learning with each other, visitors and their families. We have class sharing assemblies for parents and families to see examples of current learning and for the children to talk about what they are doing in class. Families are always welcome to leave messages in the message books and they are also welcome to come in to school as parent helpers, help on school outings or to come in and share their skills e.g. RSPCA officer, fireman, grandparent to talk about being an evacuee. The school has a behaviour ‘traffic light’ system (image 2) which was instigated following discussions with the school council about having a visible system that is a constant reminder to children. Forgiveness is an important element and the fact that it is not the child who needs to change but the behaviour; therefore all children start afresh each day on the green lily pad regardless of anything that occurred on the previous day. Children move their name on to the amber lily pad if they break a school rule and have already been reminded beforehand. They then put a mark next to their name in one of the three circles on their lily pad. A ‘think sheet’ will then be completed by the child in their own time to reflect on the rule they have broken. This also enables the staff to keep a record of behaviours in school and to gain an overall understanding of certain behaviours over time. If that behaviour continues then another mark is made next to the name and the child is sent to the key stage leader and if is still continues the child is sent to see the head teacher to discuss their behaviour. All staff follows the same procedures and all keep a record of children who move in to amber and red. Children are motivated by positive praise. When the whole class remain on green they are awarded a ‘letter’. Foundation and KS1’s letter spell out ‘Super class’ and KS2’s ‘Super class award’. Once a class has received all their letters they are able to choose a class treat. The treat could be a disco, playing board games or talent shows to name a few! Those that get on to the gold lily pad are rewarded with a gold stamp and the child is rewarded with a ‘great to be gold’ sticker. A child who receives ten gold stamps has a lovely letter sent home. The school communicates its ethos and values to the staff through a number of different policies. The behaviour policy clearly states the guidelines which are to be followed so that each individual child is treated equally. The midday Managers also has a policy which enforces the school rules. Both positive and negative lunchtime behaviour is sanctioned in the same way by the lunchtime assistants so to provide continuity throughout the day. The school also communicates its ethos and values to the staff through the school rules which are displayed clearly throughout the school. I asked a number of parents if they knew what the school ethos and values were. Although they were not able to recite it word for word all knew the synopsis of it. All were also able to tell me that they were aware of it being in all the classrooms, at different points in the school, outside the school and on letters home. Someone also said with the words aside they feel the ethos and values are demonstrated in the way in which the children behave and in the atmosphere as a whole in school. Schools need to ensure that policies are in place and revised on a regular basis. Each policy should show both the date it was updated and also the review date. Model policies are available on the internet through local education authorities and these can assist the school when either drawing them up or when updating them. Both policies and procedures are updated regularly and monitored by senior management team, all staff and governors. The Local Authority and SIP also evaluate school policy regularly. The school also takes the views of parents seriously and will adapt should the need arise. In my opinion it would be interesting to provide feedback to behaviour policies by reviewing the behaviour management folders of each class on a monthly basis. My aim would be to collect the folders and look at the behaviours that are or have been an issue that month. It would obviously differ for each year group as each teacher will have a different behaviour focus and what is regarded as poor behaviour in reception would be totally different in Year 6. However, there may be certain issues repeating themselves across the school such as, forgetting PE kit, being unkind on the playground (anti bullying), not concentrating in class, not bringing reading diary into school. Once I had collated the information I would then analyse it and feedback to the head teacher so that an assembly could focus on the prominent issues so to emphasise the importance of bringing in a PE kit etc. A note could go on the website and also in the newsletter to communicate with parents. Also I would review the rewards achieved and investigate whether these impacted the child’s behaviour in a positive way. The review of the behaviour management folders could also be cross referenced against children who have an abnormal number of absences and also those who arrive late on a regular basis. By monitoring this cohort of children it would highlight if or where intervention may be needed. As a parent governor of the school I am regularly involved in the reviews of policies. I have a responsibility to review and give input to all policies that are being updated.

The national curriculum of Indonesia

The national curriculum of Indonesia In the course of history since 1945 (Independence Year), the national curriculum of Indonesia had undergone change several times, namely in 1947, 1952, 1964, 1968, 1975, 1984, 1994, 2004 and the latest curriculum of KTSP 2006 (best understood as School Based Currriculum), those amendments are logically consequences of political issue, government system, social cultural, economic, science and technology change in the living of state community (Soekisno, 2007,). Therefore, the curriculum as a set of educational plans should be developed dynamically in accordance with the demands and changes that occur in society. All Indonesias national curricula were designed based on the same foundation, namely Pancasila (Philosophical foundation of the Indonesian Republic) and the 1945 constitution; the principal differences among those curriculums were only on emphasizing of educational goals and approaches to realize it. Continuing to improve the quality of education in order commensurate with other developing countries, the Indonesian government has made various changes, and continues to review the implementation of education in Indonesia. The National Education Standards of Indonesia (BSNP) had regulated through Government Regulation (PP) No. 19 Year 2005 and set eight contents of the Standards of Education, specifically Content Standard, Standard Process, Graduates Competency Standards, Educators Standards and Education Workforce, Infrastructure Standards , Management Standards, Financial Standards and Evaluation Standards. Simultaneously the Government Regulation No.19 year 2005 affected the direction of Indonesian curriculum development policies to implement its Content Standard (SK) and Graduate Competency Standard (SKL) as established through the Regulation of The Minister of National Education: Number 22, 23, 24 year 2006. These three regulations then further elaborated KTSP (School Based Curriculum) which is built and developed by each educational unit or school in Indonesia. According to Azumardi Azra (2006), explained that the changes in education in Indonesia means that there are two new paradigms emerged in education, shifting the orientation of the policy where previously being centralized to decentralized, then national education is more oriented to the learning process rather than results. Decentralized system means to implement the new breakthrough School-Based Curriculum known as KTSP in Indonesia. Change of curriculum had affected the national education system of Indonesia; it had not only affected the learning climate in the classroom, but the readiness of the principal and subject teachers in efforts to understand and apply the curriculum in practice. In addition, Sutrisno and Nuryanto (2008) viewed that the implementation has not been optimally practiced as educational practitioners think KTSP differs with KBK. Meanwhile Suhadi (2006) argued that such an assumption was due to a prior attitudes and psychological resistance against the changes. The changes enhanced the operational practice of curriculum which are developed and implemented by each school consisting of their own respective goals, local content perspectives, educational calendar and syllabus. KTSP which was being mandated by the Ministry of National Education Indonesia (MoNE) through The National Education Standard Institution (BSNP) means to reinforce the implementation of its predecessor (read: KBK), it implies that KTSP still put pressure on developing students competencies. According to Fasli and Bachruddin (2007) said that KTSP implementation will not be undergoing a public test, because this curriculum had been tested through KBK which was being applied by several schools in a pilot project before the birth of KTSP. This is then a following-up toward curriculum change in the context of regional autonomy and decentralization of education programmed by the government of Indonesia. The implementation of this curriculum is focused on three dimensions of students enrichment of knowledge (cognitive), attitude formation (affective) and behavior (psychomotor). Under KTSP the school and teacher have the authority to decide the educational goals based on their own schools perspective, in other words, teacher have duties on: (1) constructing and formulating the proper goal, (2) choosing and constructing the right lesson material according to the needs, interest and childrens development phase, (3) using various methods and teaching media, (4) and constructing the program and the right evaluation. A curriculum should be made systematically and detail, which will help the teachers in its implementation. However, KTSP faces major challenges related to integration of local information, national, and international. Combining these integrations may only be solved by having resources which are prepared ahead of time, not by the teachers who prepared instantly through a variety of curriculum development assistance programs. It is more dangerous if the schools eventually just offered cheat or trace the guidelines offered by National Education Standard (BSNP). If so, KTSP will create the instant schools and result in stunted creativity, contrary to the mandate of the KTSP. Some of the reasons behind the needs for this research include (a) KTSP implementation needs to be evaluated simultaneously in qualitative and quantitative terms; and (b) the results of that evaluation can be made as the basic information for all policy decisions related to educational elements in Riau Province especially at Indragiri Hilir Regency. Research Problem However, having been launched on 2006, there were many issues discussed by experts and parties whose responsible for education, particularly in the implementation of School Based Curriculum (KTSP) which has inadequate human resources whose capable to interpret even elaborate it into the practice of educational unit , incompleteness of the supporting facilities of its implementation, the teachers do not understand KTSP as a whole, both in terms of concept and its implementation in schools and even still busy using the previous theory in the process of teaching and learning in classroom. In accordance with the principal of KTSP, all levels and types of education in Indonesia must develop their own curriculum based on their potential areas and students. This is supported by Minister of National Education Regulation No. 22 of 2006 on the Content Standards, as well as Minister of National Education Regulation No. 23 of 2006 on Graduates Competency Standards (SKL); these regulations mandate to the schools in order being required to prepare their own curriculum. However, this policy is not accompanied by teachers readiness or even understanding. These generate confusion among them while applying the KTSP. As informed by Curriculum Center 2010, the monitoring noticed the implementation of KTSP has been conducted mostly in large areas, although majority of them still adopting from existing model of curriculum. Hopefully, with technical assistances undertaken by various parties will ensure the success of its development and help improve understanding of the concept and philosophy, and encourage them to develop the curriculum based on their respective conditions. Various obstacles occurred during realizing the empowerment of schools and KTSP. First, lack of ability is the main construct, developing of staffs members capabilities while providing technical assistance to particular regions could lead them to learn by doing. The instability of funding for the dissemination and socialization of KTSP causes the Curriculum Center to experience substantial cost-cutting measures; it impacts the perfect planning that has been initially organized became severely hampered in its implementation and also creates distrust between local education authorities and Curriculum Center. But the best spirit in welcoming this new curriculum to be highly efficacious for the Curriculum Center to do the best in accordance with the appropriate quality needs, potentials and regional particularities. Therefore, any problems arise due to the implementation of KTSP supposed to comprise more serious concern of Indonesian Government, especially Indonesian Ministry of National Education. The aspects to be considered include the following: Improving teachers quality and understanding toward relevant concepts of KTSP implementation. Providing such of facilities and infrastructure that can support the successful of KTSP implementation. Simultaneously help every educational unit in developing KTSP. Evaluating its process at provincial level to local district and regions. Whatever the responses from the concerning person/social in regard to the implementation of KTSP, school and teacher are the central to implement this school based curriculum; they themselves have the potential to overcome any weaknesses occurring, if not it will be in vain. As suggested by Nana (2001) no matter on how good the curriculum, the results are highly dependent on what is being done by teachers and pupils in the classroom. It means the success of education through curriculum reformation will ultimately be determined by the teacher as an executor of the curriculum, and school as a learning provider. Research Objectives This study aims to see how the implementation of School-Based Curriculum (KTSP) is carried out in Junior High Schools and Senior High Schools as well as Madrasah at Riau province Indonesia. Specifically it will be conducted in one part of Riau Province namely Indragiri Hilir Regency. Particularly the objective of this study is to assess the status of KTSP implementation in the dimensions of context, input, process and product (CIPP model by Daniel Stufflebeam). To figure out the extent to which KTSP has been implemented in High Schools and Madrasah To investigate the complexities of its implementation during 4 years running To find out the supporting facilities provided by national and local government in its implementation Overall purpose of this study is to see the implementation of the KTSP in terms of context, input, process and product. Significance of the Study The result of this study will give some of practical benefits as follows: The policy recommendations to Indonesian Ministry of Education (especially for Indragiri Hilir Ministry of Education) based on the objectives data that will be resulted at the end of the study. Information to the public (stakeholder and parents) For basic development of relevant curriculum materials accordance with local potentials and teacher competency standard. As reference to the theoretical basis for the development of KTSP paradigm based on schools potential needs on respect to its planning, implementation, and evaluation. Research Questions In overall objectives, this study will formulate the research questions based on the evaluation model of curriculum developed by Stufflebeam (1972); those are Context, Input, Process and Product. Thus the research questions are formulated as the following: Dimension of Context How do the English teachers at Indragiri Hilir Regency develop their own curriculum based on schools desires, students needs and local needs? How do they implement and integrate all aspects of KTSP into their lesson plan and teaching? Dimension of Input How does the Indragiri Hilir Education Ministry assist the schools in developing their teachers capability in implementing KTSP? Dimension of Process How is the implementation of KTSP in Junior High School, Senior High Schools and Madrasah at Indragiri Hilir Regency Riau? How do they (Schools and teachers) evaluate its implementation? Dimension of Product How are the results of KTSP implementation? What is the effect of KTSP implementation on students competence in English (Impact of teachers creativities in designing their own curriculum development) CHAPTER II THEORETICAL FRAMEWORK Literature Review As the latest curriculum on 2006 which is derived from KBK (CBC-Competence-Based Curriculum, 2004), KTSP becomes a new breakthrough in the history of Indonesian education curriculum, which to progress its development to down-top approach. Contextually, KTSP develop by any groups or committees of the education unit or school/madrasah those under coordination and supervision of the National Indonesian Education Ministry and Local Indonesian Education Ministry. It emphasizes on developing the ability to perform competences and tasks with specific standards, so the results affect the students on mastery of a set of specific knowledge competencies, and values used in many fields of life. Indeed, KTSP is the curriculum that reflects the knowledge, skills and attitudes and also refers to the concept of education in turning to improve students potentialities. Moreover, according to historical records, following the independence of the Republic of Indonesia, the Dutch language was replaced by English as the first foreign language, and has been recognized as such in Indonesia since 1955 (Alisjabana, 1976; de Han, 2003 as cited in Mochtar Marhum, n.d.). Since the 1980s, English has been considered to be the most important foreign language in Indonesia. The governments and communitys interest in English has been growing since the early 1990s (Alwasilah, 1997). This position of English can be traced from government documents on the results of Parliaments meetings. In the GBHN (The Guidelines of the State Policy) 1983 and 1988, foreign language policy was not incorporated. However, in the GBHN 1993, the policy on foreign languages, particularly English, was clearly stipulated. The policy related to the use and mastery of English. In 1988, Government Regulation No. 55, 56 and 57/1988 changing Government Regulation No. 28, 29/990 was introduced. It confirmed the use of English in schools. Moreover, Government Regulation of No 57/1957/1988 confirmed the use of English as a foreign language and as a means of communication in the university. Subsequently, it was incorporated into Government Regulation No 60/1999 on the use of English in all higher education. Alwasilah (1997) suggested that the need for mastery of English in the globalization era was absolutely necessary. In addition, it would be ideal if the mastery of English became the mastery of second language (p. 89). Yet, the uniqueness of this KTSP hopefully brings the new education model to the success of Indonesian education. The development of a KTSP is a new phenomenon for the school community in Indonesia, consequently, in the early stage of its implementation some obstacles were found in a number of schools. The freedom of schools to create their own curriculum which is relevant with the needs of students cannot be fully implemented (Harry Burhanudin, 2008). The general model of it which is being developed as a model and fully adopted by a number of schools has tended to cause a similar curriculum among schools as to what was being implemented in the centralistic era. The change in the role of schools from curriculum implementer to curriculum developer has made the school community confused. The capacity of school community to analyze the conditions and needs of the students and implement them in school curriculum needs to be further improved. Therefore, school assistance through professional development programs provided for the head teachers and teachers in the context of this kind of school based curriculum is still considered important for several years to come. In line with the school assistance, capacity building of the educational management in autonomous regions (regency/municipality) managing the curriculum development still remains to be completed A number of studies have been carried out to investigate KTSP implementation; a study conducted in 2008 in Jambi province of Indonesia revealed (Sutrisno Nuryanto, 2008) that KTSP to all levels (Elementary Schools, Junior and Senior High Schools) having less applicable in term of (a) KTSP developmental preparation, (b) syllabus development, (c) teachers self development, (d) integrated learning, (e) local content development, (f) outcomes assessment, and (g) report process (p. 27). As such the issue above, implementation in this context leads to the true readiness of Jambi province in anticipating of changes toward educational paradigm from a previously centralized to decentralized model. For example, KTSP which was launched in late 2006 gave more emphasis on school autonomy through developing their own curriculum according to local needs and wisdom. This means Indonesian curricula is no longer centralized nationally and it is mandated under Indonesian Regulation No. 22 legislated in 1999 by the republic of Indonesia (R.I). Regarding local government, decentralization implies that the authority to implement and manage education shall be transferred from the national government to local districts or municipal government levels. At this point Sutrisno and Nuryanto (1998) also asserted that the teachers rules as facilitator in KTSP elements have not been working as the schools and committees expectations. Furthermore, on different angle was reported as in the following: The real condition shows that the paradigm shift is not necessarily accompanied by better result. A number of problems still advance in Jambi while on level of provinces, cities and countries. First, not all sectors which are directed to educational policy have human resources competent to formulate the technical policy and its implementation. Second, the increasingly of dominant political intervention in determining of policy and implementation, contextually in line with the trend of autonomy, bureaucratic chain is very closely possible to having dominantly power to education. (Sutrisno Nuryanto, 1998 p. 24). In a sense, it is important to consider the argument rose on where the KTSP developed, Endo viewed from this perspective that KTSP is similar to the concept of School-Based Curriculum Development (SBCD) in Australia which had begun to set on the mid-1970s, the discourse was in essence of giving more freedom in determining the curricula by the schools members (Endo, 1997). SBCD has several characteristics that are generally similar to SBC development in Indonesia, proved on through the participation of teachers, participation of the whole or part of school staffs; range of activities including selection (choice of a number of alternative curriculum), adaptation (modification of existing curriculum), and creation (designing a new curriculum); responsibilities transformation from centralist to decentralist (not terminating of responsibilities) and a continuation process among the community and stake-holders (to assist teachers and schools). Other studies have indicated, however, Indonesian KTSP is not derived from SBCD in Australia. Wachyu (2009) argued KTSP is having the differentials factors from SBCD in Australia, KTSP is an integrated curriculum combining between the Top-Down and Bottom-Up approach that was being confirmed in USPN (Legislation of Indonesian National Education Standard) on chapter X, article 36 and 37. USPN revealed that Indonesian curriculum development is based on National Education Standard (SNP) and considerately pay attention on learners potential diversities, schools diversities and local needs. Chapter 38 also states that the structure and framework of the curriculum of primary and secondary schools are determined by the government. Therefore, KTSP was divided into core (subjects tested nationally) and local subjects that are developed by each educational unit based on the assessment of its potential, including the content to develop learners personality and potential based on his interest in the form of extra-curricular activities. While SBCD in Australia tend to apply bottom-up approach, the entire process and the stages of curriculum based on the potential school. As confirmed by Skillbeck (1991) that School based curriculum is a process when some or all members of a school take part on planning, implementation, and evaluation on the aspects or elements of the curriculum (Sklill beck, 1991, as cited in Wachyu, 2009, p. 2). Decentralized curriculum; such of designing, implementing and controlling (evaluation and improvement) carried out through locally by each educational unit, teachers who design its curriculum working together with experts, schools committee/madrasah and others part of society. KTSP development could include all components of the curriculum or some only, instead of compilation can be done by a group or all teachers with regard to the needs of each school in accordance with the conditions in each educational unit or its surrounding communities. KTSP will be more meaningful because of the different situations in a certain local condition that lead to the fulfillment of needs, demands and local development. It will produce a variety of design but is easier to understand, master and implement by teachers by virtue of their involvement in expanding KTSP. Particularly the center of curriculum by Indonesian Education Ministry (2007) has pointed out also the advantages and its shortcomings, the advantages are taking on (a) KTSP is accordance with the needs, conditions, and on diversities which every local communities have, auto assist in developing society, (b) easier to carry out due to the designs that have been prepared by teachers considering the local factors that really support to develop. Instead, it has also several shortcomings, (a) not all teachers have the expertise or skills in curriculum development then, not every local schools have the teachers or an expert that proficiently in developing such of it, (b) with content being localized, the graduate can have lack of ability to participate in national competitiveness, (c) various designs that lead to the complexity of monitoring and evaluating in term of national learning outcomes, (d) transferring students from certain schools to another schools can cause difficulties (Cente r for the Development of Curriculum, 2007). Listen Read phonetically Recent reports have noted, 60 English teachers from junior and senior high schools spread of 24 regencies and cities in West Java Indonesia were being selected, most teachers who participated in this study had trained and socialized about KTSP (Wachyu Sundayana, 2009). Wachyu explored the research questions on (a) How are English teachers understanding about KTSP, (b) How are their perceptions on the development of KTSP, (c) What complexities were raising during implementing and developing its curriculum. This study showed the development of KTSP in every unit of education especially junior high schools and MTs (Madrasah) in West Java is still not in line with the stages of development as suggested in the guidelines of BSNP (Institution of National Education Standard). Data collection showed most teachers (74%) know what KTSP was, but they were not clear to what function they have in practice, implement and develop KTSP; for the same reason Faizah and Ismono investigated the readiness of chemistry teachers in Bangkalan district of Madura and found that Chemistry teachers from five schools were not ready to apply, the percentage just reached on 60% (Faizah Ismono, 2008, as cited in Yuli Eko Siswono, n.d). Simultaneously with the finding of Wachyu Sundayana study, the complexities on its implementation concluded as follows: (a) lack of supporting facilities of the schools, (b) incompleteness of KTSP guidance received by teachers, (c) KTSP guideline was not detailed and clear, (d) teachers understanding on KTSP documents. These data are consistent with the finding of research conducted by Miftahul Jannah (2008) showing teachers abilities are low in developing syllabus and lesson plan; most of respondents (75%) stated about their inabilities in developing syllabus but just copying and duplicating the examples from BSNP without having a preliminary investigation throughout students potentials and schools needs. Most of interviewing respondents admit to their complexities in making a good syllabus and lesson plan lines with the students and schools needs. This fact showed that teachers having many difficulties in developing varieties stages on KTSP (Miftahul Jannah, 2008, as cited in Wachy u Sundayana, 2009. p. 7). Regarding Riau province, whole schools on current educational year 2009/2010 are progressing to adapt KTSP, such socialization have always done, it felt as complexity because the entire process of transforming from being centralize to decentralized was not much understand by some teachers, referring to the function of teachers on KTSP, teachers are together with schools members to develop KTSP based on students potential and local needs (UUD No. 20 year 2003/article 37). In fact, it is of utmost importance to examine what we could learn from prior and present efforts to bring about the strategies that are currently progressed by BSNP to help every educational unit in developing its curriculum. Harianti (2008) explained although the authority of national curriculum development has changed, it is not making a sense for curriculum center to lose their jobs, the task change progressively to assist schools to prepare their own respective curricula. Furthermore, Harianti pointed out the job responsibility does not seem to be easy where there are a large number of schools in Indonesia contains 43.461 (elementary schools), 12.731 (junior high schools), 4.499 (senior high school) and 2.655 (vocational high schools), yet, not including Early Childhood education, Extraordinary Schools and Madrasah (Harianti, 2008). It does not allow for curriculum center helps one by one, there should be a strategy then schools can develop their own curricula. The expectation is that they can develop a curriculum, becoming true backbone in improving local human resources through education in national or even in international competitiveness. Empowering the schools and community in developing KTSP done through a technical assistance, both at the provincial level as well as at the level of district/city, at the provincial level expected to present a TPK (Curriculum Development Team) whose responsibility to provide the information and give assistance on the development of KTSP to TPK at the district level. Empowering at the provincial level such as Riau is concentrated in the area of curriculum development till the teams performing evaluation and monitoring its implementation based on their own respective regions, beside at the district level is concentrated on the ability of the team to perform in school curriculum development assistance. KTSP where commonly known as school based curriculum gone to be discussed for a long, the broad study of Marsh Collin (1990) on their final finding of School based curriculum development had suggested through sub of specifics SBCD issues: The key actors involved in political decisions about schooling in their respective countries tend to use several terms to describe or promote their efforts. Such term include quality of schooling, school-improvement, school-focused improvement, self-managing school, and many others. Be that as it may, there are a number of interesting issues about SBCD and (its synonyms) which are currently of considerable interest and are likely to remain so in the immediate future. They include: The role of parents and students in decision making Financial management by schools Professional development for teachers Teacher appraisal School evaluation Pressure of tightening central control (Marsh Colin, 1990, pp. 206-207) The Curriculum center in its official website released about the uniqueness of KTSP implementation in term of diversity of schools needs, although the two junior high schools are located in the adjacent neighborhood both were very much different in term of pupils conditions. The A school whose current learners come from upper and middle class of socio-economic level had high academic achievement; all of them want to continue on to university. On the other hand, the B school where the majority of learners come from disadvantaged of socio-economic groups planned to graduate soon and earning money is a primary goal of schooling. Both of these two schools will develop a very different curriculum. School A will focus on studies with higher order thinking that enables learners to have high academic thinking in leading them to continue university, while school B will enrich the subjects with several activities that cultivate the skills to work so that learners feel a sense of great benefici al skills after graduating from school B. Many researchers have investigated KTSP, Specifically on its implementation, based on the reviewing above some researchers had focused on the effectiveness on its evaluation based on the real phenomenon which occurred in the real situation of the schools, the writer although cannot find the way of their investigation by using several methods of curriculum evaluation models, where known on several studies like Glatthorn Allan, Floyd Bruce (2006) studied in their books that curriculum evaluation should be concerned with assessing the value of a program studies, a field of studies, and a course of study, furthermore, they argued of all these three levels of curriculum work are important. Hereafter, the evaluation models of curriculum as best known are practical such as: Tylers Objectives-Centered Model, Stufflebeams Context-Input-Process-Product Model, Scrivens Goal-Free Model, Stakes Responsive Model and Eisners Connoisseurship Model (Glatthorn, Floyd Bruce, 2006 pp. 302-306). For further study, the writer will focus on the evaluation model developed by Stufflebeams on Context-Input-Process-Product Model 1971. The context-input-process-product (abbreviated as CIPP) model, has several attractive features, namely: its emphasis on decision making seems appropriate for administrators concerned with improving curricula, its concern for the formative evaluation remedies. However the CIPP model has some associated drawbacks; its main weaknesses seems to be its failure to recognize the complexity of the decision making process in organizations. It assumes more rationality than exists in such situations and ignores the political factors that play a large part in these decisions (Glatthorn et al., 2006). Definition of the Terms Several operational definitions used by the researcher to conduct and focus on this study are as follows: Curriculum The original derivation of the word curriculum is from the Latin verb currere, to run; curriculum, a diminutive form, came to mean a racing chariot or race track (David Pratt, 1994, p. 5). Curriculum also can be defined as prescriptive, descriptive, or both. Ellis explained that Prescriptive definitions provide us with what ought to happen, and they more often than not to take the form of plan, an intended program, or some kind of expert opinion about what needs to take place in the course of study (Glatthorn et al., 2006, pp . 3-5). According to the Indonesian Institution of National Education Standards (2006) curriculum is a set of plans and rules about the goals, content, teaching materials, and the methods used to guide the implementation of instructional activities on achieving certain educational goals, its certain goals include the national education goals in accordance with the local potential

The Debate on Whether Assisted Suicide is Ethical or Immoral Essay

The Debate on Whether Assisted Suicide is Ethical or Immoral Assisted Suicide, also known as mercy killing, occurs when a physician provides the means (drugs or other agents) by which a person can take his or her own life. This assistance is one of the most debated issues today in society followed by abortion. Physicians are frequently faced with the question of whether or not assisted suicide is ethical or immoral. Although assisted suicide is currently illegal in almost all states in America, it is still often committed. Is assisted suicide ethical? Studies have found that the majority of Americans support assisted suicide. One must weigh both sides of the argument before they can decide. On July 26, 1997, the U.S. Supreme Court unanimously upheld decisions in New York and Washington State that criminalized assisted suicide. These decisions overturned rulings in the 2nd and 9th Circuit Courts of Appeal, which struck down state statutes banning physician-assisted suicide. Those courts had found that the statutes, which prohibited doctors from prescribing lethal medication to competent, terminally ill adults, violated the 14th Amendment. In striking the appellate decisions, the U.S. Supreme Court found that there was no constitutional "right to die," but left it to individual states to enact legislation permitting or prohibiting physician-assisted suicide. As of April 1999, physician-assisted suicide is illegal in the majority of states. Over thirty states have enacted statutes prohibiting assisted suicide, and of those that do not have statutes, a number of them arguably prohibit it through common law. Currently, Oregon is the only state that has legalized assisted suicide. The Oregon statute, which came into e... ... a crime with the risk of the loss of license or even imprisonment. The only sure way that people will stop suffering and be allowed to die peacefully because of their own decision is if assisted suicide becomes legal in the United States. Bibliography: The New England Journal of Medicine -- February 1, 1996 -- Vol. 334, No. 5 Attitudes of Michigan Physicians and the Public toward Legalizing Physician-Assisted Suicide and Voluntary Euthanasia By Jerald G. Bachman, Kirsten H. Alcser, David J. Doukas, Richard L. Lichtenstein, Amy D. Corning, Howard Brody Annals of Internal Medicine--21 March 2000 Volume 132 Number 6 Palliative Treatments of Last Resort: Choosing the Least Harmful Alternative Timothy E. Quill, MD; Barbara Coombs Lee, FNP, JD; Sally Nunn, RN, for the University of Pennsylvania Center for Bioethics Assisted Suicide Consensus Panel

Various Ekg readings :: essays research papers fc

Lab essay # 5   Ã‚  Ã‚  Ã‚  Ã‚  There are several different heart problems that show up as an abnormal EKG reading. For example, a heart block can occur when there is a delay in the signals coming from the SA node, AV node, or the Purkinje fibers. However, clinically the term heart block is used to refer to an AV block. This delays or completely stops communication between the atria and the ventricles. AV block is shown on the EKG as a delayed or prolonged PR interval. The P wave represents the activity in the atria, and the QRS complex represents ventricular activity. This is why the PR interval shows the signal delay from the AV node. There are three degrees of severity, and if the delay is greater than .2 seconds it is classified as first degree. Second degree is classified by several regularly spaced P waves before each QRS complex. Third degree can be shown by P waves that have no spacing relationship to the QRS complex. Another type of blockage is bundle branch block. This is caused by a b lockage in the bundle of His, creating a delay in the electrical signals traveling down the bundle branches to reach the ventricles. This results in a slowed heart beat, or brachycardia. On an EKG reading this is shown as a prolonged QRS complex. A normal QRS is about .8-.12 seconds, and anything longer is considered bundle branch block. Another type of abnormal EKG reading is atrial fibrillation, when the atria contracts very quickly. On the EKG this is shown by no clear P waves, only many small fibrillating waves, and no PR interval to measure. This results in a rapid and irregular heartbeat. On the other hand, ventricular fibrillation is much more serious and can cause sudden death if not treated by electrical defibrillation.

The History of Thanksgiving :: essays research papers

THANKSGIVING   Ã‚  Ã‚  Ã‚  Ã‚   The purpose of Thanksgiving in Canada is different from the Americans. But even though the reasons for giving thanks are different, many of the customs are the same. Canadian Thanksgiving was originally started to give thanks to God for a bountiful harvest. This was when there were lots of farmers that grew crops. Now we give thanks for everything we appreciate. Some farming families still give thanks for a good crop. Harvest celebrations have been around a long time. Ever since the very first harvest, about 2000 years ago, people have given thanks for a prosperous bounty. The first formal Thanksgiving was in the year 1578. A man named Martin Frobisher had given thanks for surviving his journey from England. He also gave thanks for a place that is now called Newfoundland.   Ã‚  Ã‚  Ã‚  Ã‚  The celebration at Thanksgiving was also brought to Nova Scotia when Americans began to settle there. At the same time French settlers were arriving and were also having feasts of thanks. In 1879, Canadian parliament declared November 6th a day of Thanksgiving and a national holiday. The date of Thanksgiving has changed several times until January 31st, 1957, when parliament proclaimed that â€Å"the second Monday in October be a day of general Thanksgiving to the ‘Almighty God’ for the bountiful harvest with which Canada has been blessed. A big part of Thanksgiving is a Thanksgiving feast. The feast usually consists of potatoes, corn, sweet potatoes, peas, gravy, stuffing, salads, buns and lots of other great food. The main part of the feast is usually the turkey. Other families might have ham, roast beef, duck or chicken. The dessert that is most likely to follow the feast is pumpkin pie. Other people may choose different desserts and food depending on their customs and beliefs for which they choose to give thanks. Let’s not forget the biggest and most important reason for this holiday – giving THANKS! People usually give thanks for everything they have. Their jobs, health, families or just being alive are just a few of the things that people give thanks for. Thanksgiving is a time when people can create their own customs and traditions because everyone is thankful for different things. The cornucopia has become a traditional symbol of this holiday because it is commonly shown filled with grain, vegetables and fruit, the staple food that settlers would give thanks for.  Ã‚  Ã‚  Ã‚  Ã‚   During Thanksgiving, my family spends time together and we have fun.

Why Is Reality T.V. so Popular?

Why Is Reality T. V. So Popular? It would be difficult to find an hour of the day when a reality television show isn’t on. What exactly is the appeal of reality television that has so many viewers completely hooked? Why has the popularity of reality TV spanned all socio-economic statuses, age groups, and education levels? Perhaps it’s the unscripted glimpse you get into other people’s lives that helps take the focus off present troubles, or makes everyone’s day to day lives seem a little less â€Å"crazy. Whatever it is that draws reality TV fans in, this fairly new phenomenon has certainly taken the entertainment industry by storm. Let’s take a look at some possible reasons the popularity of reality TV continues to grow. Voyeurism . It's the reason traffic backs up when there's a horrific car crash – we just want to look. Reality stars have the lack of embarrassment we often wish we had, but more often than not, are glad we don't. Admit it. In your head you've smacked a thousand snotty girls or meat headed guys across the face.We all dream of having an excuse to get into a fist fight, just to show what we've got. Well reality stars have found their excuse – the camera – and we'll keep watching as long as they've got punches to throw I don't think I'm taking a huge leap here by saying that reality TV stars aren't the sharpest tools in the shed. Let's remember that these are people who are knowingly exploiting their personal lives for a little cash and fifteen minutes of fame. Reality stars can, however, be depended upon for one thing.When a delicate situation arises, that requires proper judgment, clear thinking, and caution, reality stars will without failure, make the wrong choice. This is great for us because we can learn from them. We can learn what not to do in almost any situation, and their flagrant disregard for logic, can be our guiding light. Our daily lives require a lot of mental energy. Our j obs our stressful and challenging, and often our personal lives are even worse. Our minds are constantly being taxed and drained.Who wants to come home and escape by turning on entertainment with substance? I don't know about you, but after a long day of thinking, I can't handle substance. I want fluff – pure, unadulterated fluff. The less I have to think to understand what I'm watching the better, and luckily, reality TV requires no thought at all. The popularity of reality TV shouldn't come as a surprise considering the fact that we live in a culture that worships vanity, rather than virtue, and lives by the mantra of ‘He with the most toys lives,' rather than ‘He with the most joys lives. It's been said that circumstances don't make a man, they only reveal him. Likewise, reality TV is merely a reflection of what our society has become – a materialistically driven society where the love of power and money overcomes the power of love. It's a reflection of a society that is not only devoid of a solid wholesome value system, but is also separated from spiritual roots. It's also a culture that thrives on living on the edge, characterized by thrill-seeking and addictions.