Post Stroke Depression Health And Social Care Essay

Post Stroke Depression Health And Social Care Essay Stroke is considered to be one of the most devastating vascular events (Beekman et al 1998) which can cause death. The patients who survive are developing physical impairment. This impairment can make the patients disable or dependent. As a result of loss of functional activity and normal life style, the stroke survivors may also develop psychosocial disorders. The most common disorders among stroke survivors are depression, anxiety, impatience, impulsivity, insensitivity toward others, poor social perception, memory disabilities, apathy, irritability, and eating disturbance (Barker-Collo 2007, Barskova et al 2006, Bour et al 2009). In my research, I will focus more on the prevalence of post stroke depression in the Arab world. I will also investigate the QOL among the Arabic stroke survivors and the factors that influence their mental health and their QOL. Stroke, which also called cerebrovascular accident (CVA), is a neurological disorder that results from blood vessels disease (Carr et al, 242). It is caused by a sudden block of blood from flowing to brain leading to irreversible tissue damage result from thrombotic, embolic, or hemorrhagic events (Robinson et al 2010). There are two types of stroke: occlusive and hemorrhage. Occlusive stroke results from closure of a blood vessel while the hemorrhage is due to bleeding from a vessel. It is considered to be a third killer in the world after coronary heart disease and cancer and it is the most cause of disability among people who living in their own homes (Carr et al, 243). In the united state, Europe, and Australia, approximately 400 person per 100,000 populations over age 45 have a stroke (Bruce et al 2005). About 20% of stroke patients die within the first month of onset (Carr et al, 244). However, the reminding 80% of stroke patients can survive with medical management and rehabil itation. The medical management depends on the type of lesion (Carr et al, 245). Surgery is recommended for patients with subarachnoid hemorrhage, well-defined carotid disease, and good surgical risks (Carr et al, 246). To reduce the muscle spasm, pain, and posture that interfere with patients functions, the patients are injected with botulinum toxin into the muscles (Bruce et al. 2005). After the patients are stable medically, they commence active rehabilitation to prevent secondary physical, emotional, and intellectual deterioration (Carr et al 247). The rehabilitation team of stroke survivors usually consists of the followings: physician, nurse, physical therapy, occupational therapy, speech therapy, social worker, and psychologist. Psychosocial issue: The clinical picture of the stroke patient is complex and varied between physical and psychological disorder. To insure the patient acceptance to different levels of care, it is important for all health care providers to communicate with information about patients moods, general symptoms, and worries and concerns about their own health as well as their neurological handicaps, treatments, and co-morbidity (Skaner et al, 2007). The psychiatric complications of stroke include a higher frequency of depressed mood, anxiety, memory disabilities, apathy, irritability, impatience, impulsivity, poor social perception and insensitivity toward others, and eating disturbance(Bour et al 2009 , Barskova et al 2006). Fatigue and sadness are the most common symptoms and 39% of patients always felt tired that is associated with feeling of depression(Skaner et al 2007). Depression Depression is affective disorder characterized by intense feelings of sadness, hopelessness, despair and the inability to experience pleasure in usual activities(Rang et al 2007).It is more common with left anterior hemisphere injury (Robinson et al 2010). It is considered to be significant risk factors for increase death within 7 years from date of onset (Robinson et al 2010). Every year there is 5000,000 new strokes in United State. Approximate 150,000 of them develop depression in the first year of post stroke (Elis et al 2010). The depressed patients complain from loss of interest, impaired ADL, psychomotor impairment, and gastro-intestinal complaints (Bour et al 2009). Management of Depression: The treatment of these symptoms can be established by pharmacotherapy and Non-pharmacotherapy. The pharmacotherapy may include the followings: imipramine, phenelzine, and fluoxetine which have some side effects on patients. It can cause nausea, anxiety, insomnia, weight loss tremor, drowsiness, and orthostatic hypotension (Rang et al 2007). The non-pharmacotherapy can include aerobic exercises and stretching (Foley et al 2008). Assessment tools: Despite of previous symptoms, the diagnosis of depression in stroke patients is difficult because of overlap of somatic and neurocognitive symptoms directly related to the cerebral damage of stroke and the symptoms of a depressive episode (coster et al 2005). However, the examiner can observe some behavior or use some instrument to judge if the patient is depressed or not (Robinsion et al 2010). The behaviors include: difficulty falling asleep, waking up early in the morning, not eating, losing weight, frequent tearfulness, social withdrawal, or acts as self-harm(Robinsion et al 2010). Whereas, the instruments include Montgomery Asberg depression rating scale (Farner et al 2009), Mooddepression questionnaire, and Becks depression scale (Cohen 2007). Montgomery Asberg Depression Scale is an assessment tool that measure psychological symptoms of depression as symptoms that can affect physical function. Snaith et al defined four degree of depression severity and recognize the patient as a depressed if the score more than 6 in this scale (Sagen et al 2009). Because it is valid and reliable, it can be used in assess treatment outcome and can also used in research (Zimmerman et al 2004). Another scale is Becks depression scale which was designed by Beck, Rush, Shaw, and Emery (Cohen 2007). The scale, which is a questionnaire, consists of 21groups of statements. The patient selects the most statement that best describes hisher feeling past 2 weeks (Questionnaire form). The patient is considered as a minimal depressed if the scale range between 0-13, mild depressed if range between 14-19, moderate depressed if range between 20-28, and sever depressed if range between 29-63(Barker-Collo 2007). It is valid and reliable measurement and (Beck et al 2002) it translated to Arabic to use in assessment and research (Abdel-Khalek et al 1998). Manchester Short Assessment of Quality of life (MANSA), which is the LQLP modified and brief version, is another assessment tool (Priebe et al 1999). It is used to measure quality of life of people with mental illness and physical disability (Eklund et al 2006). It is administered as a structured interview and consists of three sections (Priebe et al 1999). First section is about personal details: date of birth, gender, ethnic origin, and diagnosis. Section 2 contains details that can be varying over time: education, employment status, monthly income, state benefits, and living situation (Priebe et al 1999). The last section covers 16 quality of life domains which are work, finances, social relations, leisure, living situation, safety, family relations, sexual relations, and health. Fourteen domains have one item and the reminders two have two domains. These domains are health which assessed as physical health and psychological health and living situation: satisfaction with housing a nd living with someone or alone. Satisfaction scale are rated on 7-point rating scales started with couldnt be worse and ended with couldnt be better. This tool is reliable and valid and has good internal consistency (Eklund et al 2006). One further measure instrument is Patient Competency Rating Scale (PCRS) which is self rating tool. This instrument is used to assess emotional competencies such as: empathy, social initiative, and communication of ones own emotional states through 30 items. Its items are divided in four domains which are activities of daily living, emotional, interpersonal, and cognition. It is designed to measure patients mental and physical status after traumatic brain injury. Later on, it is used with stroke patients also. It is valid and reliable tool that can be used with stroke (Barskova et al 2006). Literature Review Stroke is the third cause of death in the world (Carr et al, 243). It is lead to disability and restricts activity of daily living. As a result of these physical problems, the patients can develop many psychological issues. Depression is considered to be one of these problems. Many studies show that 19.3% among hospitalized patients can develop post stroke depression and 23.3% among outpatients (Robinson 2003) .Here I mention some of studies that were done on post stroke depression. Townsend and his colleges (2010) did a study to evaluate the relationship between the acceptance of disabilities and depression following stroke. Ninety eight patients who were diagnosed with a stroke before one month and had no cognitive impairment or aphasia participated in this study. Twenty two of them had had a prior stroke. However, only 81 of participants were followed up nine months post stroke. The researchers used a prospective cohort mixed design with them. All participants participated in structured interview which yielded quantitative data one month after stroke. It included diagnostic type interview for depression and self report scale to measure disability and personal beliefs about accepting disability. Depression symptoms were assessed using the Structured Clinical Interview of the Diagnostic and Statistical Manual of the American Psychiatric Association. In addition, they used National Institute for Health Stroke Severity Scale to measure stroke severity, Barthel In dex to measured personal activities of daily living, reverse scored Nottingham Extended Activities of Daily Living Scale to measure disability in extended activities of daily living, and adapted version of eight-item Acceptance of Illness Questionnaire to measure non-acceptance of disability. This structured interview was repeated after nine months of onset. In addition, there was semi-structure interview done in the first month of onset and only sixty participants participated in this interview. It included open-ended questions about patients concerns and it was used to extract thoughts and feeling about their condition. The researchers found that for every three stroke patient one of them complained from depression. In their sample, 29 of 89 (33%) patient developed depression one month after stroke, while 24 of 81 (30%) developed depression after nine months. They also found that there is no relationship between disability and depression or no physiological relationship. The non acceptance of disability, or psychological issue, has been the cause of post stroke depression. The depressed participant described themselves as useless and inadequate. Skaner and his collages (2007) aimed to investigate the self rated health after stroke and the prevalence of symptoms of depression and general symptoms three and twelve months of onset. Their study included 145 patients (69 were men and 76 were women) with a first -ever stroke and their mean age was 73.3 years. The participants were classified according to Katz ADL Index into seven groups, A-G, to assess the patients functional level. The A refer to patients that had no need of help, and patients in G are dependant and the help is necessary for them. They received questionnaires from the researchers to assess their self -rated health, symptoms of depression, and general symptoms. Self-rating of health was assessed by Goteborg Quality of life Instrument (GQLI). The same instrument was used to assess the prevalence of general symptoms which covered six different symptoms: mental, gastro-intestinal/urinary, musculoskeletal, metabolic, cardio-pulmonary and head/miscellaneous. The preval ence of depression symptoms were evaluated by Montgomery Depression Rating Scale which includes nine items: mood, feeling of unease, sleep, appetite, ability to concentrate, initiative, emotional involvement, pessimism, and zest for life. In this study the researchers compared the patients situation three and twelve months after stroke and they found that more than half of patients suffered from symptoms of depression with no significant change frequency between 3 and 12 months. The most common general symptoms after 3 months were reported by patients were fatigue 69%, sadness 58%, pain in legs 52%, dizziness 48%, and irritability 46%. While the most common symptoms after 12 months were fatigue 58%, impaired hearing 49%, pain the joints 49%, sadness 46%, and pain in the legs 45%. Barker-Collo (2007) examined the prevalence of depression and anxiety after stroke. He also investigated the relationship between depression and anxiety with age, gender, hemisphere of lesion, functional independence, and cognitive functioning. He included 73 patients who were diagnoses of stroke three months before. Of the participants, 40 were males and 33 were females with a mean age of 51.7 years. Their CT scans showed that 31 of them had left hemisphere damage and 33 were right hemisphere damage. The researcher used many measurement tools to get the results. He used Beck Depression Inventory-II (BDI-II) to measure depression. BDI-II is contain 21 four-choice statements and its total score ranges from 0 to 63. Participants selected the better choice that descripts their emotional and vegetative symptoms in the past two weeks. According to this scale, result between 0-13 is considered to be minimal depression, 14-19 is mild, 20-28 is moderate, and 29-63 is severe. The researcher also used Beck Anxiety Inventory to examine the anxiety symptoms and California Verbal Learning Test-II to measure recall memory. Visual Paired Associates test was used to examine visual learning and memory, and Digit and spatial spans test was used to test memory working. Additionally, Functional Index Measure which includes 13 motor and 5 cognitive items was also used to assess outcomes of rehabilitation. The motor items include self care, sphincter control, mobility, locomotion, and social cognition. While the five cognitive items cover independence in comprehension of communication, expressive communication, social interactions, problem solving, and memory. Furthermore, the researcher included Integrated Visual Auditory Continuous Performance Test and Victoria Stroop. The mood assessments and neuropsychological took about 120 min to be completed according to standardized procedures. The researcher found from his measurements that the prevalence of depression and anxiety three months post stroke was 22.8 and 21.1% respectively with one in five patients have either moderate or severe depression or anxiety. According to the site of injury, he found the patients with left hemisphere injury were more likely to get depression or anxiety. Because of the left hemisphere is the part which is responsible about language skills, the lesion in it can cause communication deficits which then can lead patients to feel depressed. Suffering of post stroke depression or anxiety can affect the physical therapy sessions. Depressed patient may lack the motivation to complete the session while the anxious patient can suffer from fearful of falling to attempt to walk without device. Appelros and Viitanen (2004) also measured the prevalence of post stroke depression in a Swedish Population during 1999-2000. They included 377 patients, 129 were females and 124 were males, with first ever cases of brain infarction, intracerebral hemorrhage, subarachnoid hemorrhage, and stroke of undetermined pathological type and with mean age 74.5 years old. One hundred and nine patients complain of right hemisphere damage while 138 patients were left hemisphere damage. The researchers used Swedish version of the Geriatric Depression Scale (GDS) which include 20 items, and cutoff is >5. The items cover anxiety, panic, insomnia, hypochondria, and pain. Patients in all cases answered the questions which were read aloud for them. Further evaluation was subjected to patients who crossed cutoff on the GDS. One year follow up, Modified Rankin Scale was used to assess dependency. Cognitive impairment was measured by using Mini Mental State Examination which define the cognitive impairmen t at a score of

Cover Letter. What is it? Essay

It is generally accepted practice to include a cover (or covering) letter, together with your resume and any other documentation that you forward to the employer as part of a job application. Your covering letter essentially provides an explanation of why you are communicating with the employer. Imagine a prospective employer’s confusion if they received your resume without a covering letter explaining why you have sent it to them, or what position you were applying for. A well written covering letter however can achieve much, much more in assisting you to gain employment. It represents a significant opportunity to create a positive impression with the employer, and to further market your skills and qualifications. Often your cover letter alone can influence an employer to include you in the next stage of the selection process, which is meeting you in an interview. When should I send a cover letter? What is the purpose of a cover letter? Write about benefits to the employer General guidelines for preparing a cover letter Suggested content for specific types of cover letters Job advertisement response – private enterprise position Job advertisement response – roles in government departments/organisations Speculative or cold call letters Writing to a recruitment agency Email cover letters Keep good records When should I send a cover letter? Always include a cover letter when sending your resume to: An employer, or a recruitment agency, in response to an advertised position. A recruitment agency seeking their assistance in finding employment. Prospective individual employers as part of a self-marketing exercise, or  when enquiring about employment opportunities in their organisation. Send a cover letter even if a job advertisement doesn’t specifically request that you do so. Remember, a cover letter provides another opportunity, in addition to your resume, to make a positive impression with prospective employers. Note: The only exception to this would be an employer’s on-line application process which does not enable or allow for a cover letter to be included. top^ What is the purpose of a cover letter? The cover letter is an obvious means of introducing yourself to a potential employer, or, to an employer’s agent if you are writing to a recruitment agency. Beyond this however, you should use a cover letter to: Explain clearly and concisely who you are, what job you are applying for, and why you applying. Summarise your key strengths, attributes, qualifications and motivations. Convey that you are professional, competent and enthusiastic about the employment opportunity through the language, content and overall layout of the letter. Tip: Never send a ‘generic’ cover letter to employers. As with your resume, it is essential that every cover letter you send to an employer is tailored to either the specific selection criteria appearing in the job advertisement, and/or to your specific purpose in writing to that employer. A final thought about the importance of your cover letter: The cover letter and the resume should both be stand alone documents and have sufficient impact on the employer to take your application to the next stage. Don’t assume that an employer will take the time to read both the cover letter and resume when deciding which applications to accept or reject. top^ Write about the benefits to the employer Your cover letter is a sales letter; you want the employer to â€Å"buy† what you have to offer. To encourage them to do this, it is essential that you explain how the employer will benefit if they offer you a position. For example, if you have well developed interpersonal communication skills and you know these skills are important to the employer, then say you have these skills in your letter. Then go one step further and point out a benefit, for instance: â€Å"I have highly developed interpersonal communication skills which means that I able to rapidly form effective working relationships with both co-workers and customers†. Avoid doing what inexperienced job candidates do which is usually to point out to an employer how a position with their organisation meets their career goals or other needs, such as: â€Å"This is my ideal position†, or â€Å"this role will give me the opportunity to get started/gain important experience in this field†. Employers will rarely be impressed by this; they much prefer to know about the contribution you can make, or the benefits you can bring to their organisation. top^ General guidelines for preparing a cover letter Following are some guidelines to assist you to write cover letters that make a positive impact on employers: Ideally keep the length of your letter to a single A4 page, and no more than a page and a half. Keep your message clear and succinct. Address your letter to a person, not a position. The job advertisement might say to address your  letter to the â€Å"The Human Resources Manager† or other job title. Contact the organisation to find out the name of the person to whom the letter should be addressed. In this way you can differentiate yourself from other candidates, and increase the chances that your application will get noticed. Ensure your name, address, phone number/s and email address are at the very top of the letter and aligned to the right hand margin. Also at the top of the letter, on the next line after the greeting â€Å"Dear Ms †¦Ã¢â‚¬ , quote any employer reference information and/or number appearing in the job advertisement. Set out your letter so that it is easy to read, and that essential information about you can be seen at a glance. The reader will probably spend no more than 30 seconds or so reading your letter before deciding if you qualify for further consideration. It is quite acceptable to use bold or underlined sub-headings in the main body of your letter with information relevant to the sub heading in dot point form. Make the tone of your letter lively by commencing bullet point sentences with action words such as ‘led’, ‘designed’, ‘planned and organised’, ‘implemented’ etc as appropriate. Close the letter with â€Å"Yours sincerely† if you know the person to whom you are writing, otherwise close with â€Å"Yours faithfully†. Sign the letter in your own hand writing, and type your name underneath the signature. Always proof read your letter. Spelling and grammar must be correct. Having a friend or colleague proof read your letter is also helpful. The next topic provides suggestions about the content of specific types of cover letters. top^ Suggested content for specific types of cover letter What you write about in your letter will depend on your purpose. Following are some additional, more specific guidelines for each of the most common situations where you should send a cover letter. These situations are: A position in private enterprise. Here you are responding to a job advertisement placed either by the employer, or a recruitment agency, where you are not required to also submit a separate document addressing the selection criteria. A role in a government department, local government and some not for profit organisations. This type of job application usually  requires you to prepare and submit, in addition to your resume and cover letter, a separate document which addresses the selection criteria contained in the person specification for the role. Writing a speculative letter (or cold call) to an employer enquiring about employment opportunities. Writing to introduce yourself to a recruitment agency and requesting them to assist you to find employment, rather than the situation where you are writing in response to a job advertisement. top^ Job advertisement response – private enterprises  Carefully analyse the job advertisement to determine the content of this type of letter. In your letter you should describe succinctly and clearly how you meet that criteria. Advertisements for graduate positions most often appear in the large display advertisements in the careers or professional section of the newspaper, not in the positions vacant section. A display advertisement will usually consist of three parts – a description of the employer organisation, an overview of the job role and then the selection criteria. The selection criteria part of an advertisement usually starts with a sentence like â€Å"The successful candidate will demonstrate/possess †¦Ã¢â‚¬  or â€Å"To be successful in this role you will †¦Ã¢â‚¬  The focus and main content of your letter should be about how you meet the selection criteria. This is because the decision to hire will be based on how well candidates meet the selection criteria. In your introductory paragraph: Refer to the position, including a reference number, if applicable, and where you saw it advertised. Say that you are interested in the role, and express confidence in your ability to perform the role to the standard required. Then write a sentence introducing the reader to the main body of the letter, for example, â€Å"Following is a summary of my qualifications and experience based on your selection criteria: †¦Ã¢â‚¬  In the main body of your letter: Use sub headings, either in bold font or underlined, for each of the selection criteria, and then detail under each heading the information in dot point summary form about how you meet the criteria. Indicate that you have enclosed your resume which contains further information about your skills and qualifications in relation to the position. The concluding paragraph: Indicate that you look forward to meeting the person to whom you are writing in the interview, at which time you will be able to further demonstrate your suitability for the role and outline the contribution you can make to the organisation. Avoid a weak closing sentence which states that you â€Å"hope to hear† from them à ¢Ã¢â€š ¬Ã¢â‚¬Å" indicate in the tone of the letter that you are confident about your capabilities and that an interview is expected! Tip: Avoid doing what inexperienced job seekers tend to do, which is to write about their ability to carry out the described role, rather than attempting to match their skills and experience against the selection criteria. Job advertisement response – roles in government departments/ organisations The content of your cover letter for a position in a federal, state or local government organisation or department will be set out in a similar style to a letter which you might send for a role outside government. You will need to outline in the letter the position for which you are applying and why you believe you are the best candidate for the role. When applying for most government roles you will need to complete a separate, and usually quite extensive document which contains evidence about how you meet the selection criteria. Because you will need to restrict the length of your cover letter to a page or so, your major challenge will to condense and summarise in your letter, information that you will have already provided in this separate document. In the main body of the letter therefore, using the same sub heading and bullet point format as for a private enterprise position, select and write about how you meet 3 or 4 of the most important ‘essential’ selection criteria. Speculative or cold call letter This is an option for finding employment which is sometimes successful. The approach is to write to an employer, or employers, and recruitment agents who operate in your field of career interest, either to enquire about employment opportunities, or to offer your services. This type of letter is often called a speculative or cold call letter because you are not responding to an advertisement, and you may not know if the employer is looking to hire staff. Some suggested approaches for preparing this type of letter are: If you know the organisation recruits graduates for various types of employment, work experience or project work, explain the arrangement you are seeking. This could be for example to seek full time employment, undertake casual, contract or voluntary work, vacation employment, or as part of a university assignment or project which has application to the organisation or industry. If, as a result of your research into the organisation, you are aware that they have a need that you are able to help them meet, outline in the letter your understanding of their need. Then explain how, through your specific skills, knowledge or experience, you can assist. Outline your action plan in your closing paragraph. For example, explain that you will make a follow up phone call seeking an interview and give a time frame for when you will be doing this. Do not expect the employer to contact you. Address your letter to a person. Identify who appropriate person/s might be through research and through networking. You can then ask for this person by name when you make your follow up phone call. top^ Writing to a recruitment agency It is recommended that you include two or three recruitment agencies as part of your job search strategy, asking their assistance in finding you a job. You do not have to wait for an advertisement to appear before contacting a recruitment agency. Write to them as soon as you start your job search. Be sure to select recruitment agencies that specialise in the industry or occupations that you are targeting. Recruitment agencies often do not advertise all the positions they are attempting to fill for the employers who are their clients. Instead they will attempt to fill these positions from candidates whose details they already have on their data base. In order to get onto their data base you will probably need to write to them and include your resume. As with other employment applications you will need to explain in your letter the type of role you are seeking, and outline the skills, knowledge and experience you would bring to such a role. Your approach in the letter is to assist the agency to sell your services to an employer. Be aware that most recruitment agencies are pleased to work with candidates who are seeking employment under various conditions. This includes permanent, full time roles, full time, fixed term contracts, part time and casual work. You will need to indicate in your cover letter what your preferences are in this regard. Tip: It sometimes helps to be flexible about the basis on which you might be employed by an organisation. There are many examples of people commencing their career with an organisation on a contract basis, or even as a part time or casual employee who have subsequently been offered a full time, permanent position. top^ Email cover letters With the increasing use of employment advertising on the internet and  electronic job application processes it is quite likely that you will be using an email in which to write a covering letter. If you are writing an email cover letter it is even more important to be clear and concise in what you write. Generally the reader will not want to have to work their way through large blocks of text to find out why you are writing and what you have to offer. This means you should aim to confine the content of your email into a single screen sized page. Some guidelines to follow: Use the subject line to clearly convey your purpose in writing. Explain in the first sentence why you are writing.  In dot point form provide a very brief summary of your key selling points – your relevant skills, knowledge and experience. In your closing sentence indicate that you are looking forward to meeting them in the interview where you can further demonstrate your capabilities. top^ Keep good records  When you begin to seriously look for employment it is possible that you will prepare numerous, and different versions of cover letters, your resume and other documentation associated with your application. Should you be invited to attend an interview, or an employer contacts you by telephone (with or without notice) to conduct a screening interview, it will be imperative that you are able to quickly locate and refer to the information you have given that employer. A good filing system will assist you to do this. Keep a separate file for each job application. Include in this file: The job advertisement. Job or person specifications. Any notes or worksheets associated with the position. A copy of the cover letter, resume and any other documentation you send to the employer.

Identity and Belonging Essay

Feedback is considered by many education experts to be one of the most important elements of assessment for student learning as well as being a crucial influence on student learning (Brown, Harris & Harnett, 2012). Feedback, when applied effectively, can result in an increase in learner satisfaction and persistence as well as contributing to students taking on and applying more productive learning strategies. Feedback is a powerful strategy for teachers of all subjects and grade levels to use and has been endorsed worldwide. Feedback can be defined as ‘the information provided by an agent, for example; a teacher or parent, regarding aspects of one’s performance or understanding’ (Brown, Harris & Harnett, 2012). However, when feedback is provided to students inappropriately it can lead to negative effects. This is why, as teachers, we need to have a full understanding of what constitutes effective quality feedback as well as developing an understanding of how to apply feedback in an appropriate manner for our students as differentiated learners (Clark, 2012). Feedback is consistent with the Assessment for learning strategy which focuses assessment on in-course improvement-orientated interactions between instructors and learners rather than end-of-course testing and examinations (Brown, Harris & Harnett, 2012). Assessment for learning acknowledges that individual students learn in idiosyncratic ways and is designed to give information to teachers on how to modify and differentiate teaching and learning activities as well as giving teachers an idea of how best to provide effective feedback to their students (Brown, Harris & Harnett, 2012). There are a few guidelines in which teachers can follow to help improve the quality of their feedback to their students to increase learner satisfaction and persistence as well as catering for differentiated learning, these guidelines include timing, amount, mode, audience (James-Ward, Fisher, Frey & Lapp, 2013) and also allowing students to provide one another with feedback (Brown, Harris & Harnett, 2012). The timing in which teachers provide their students with feedback is important as feedback needs to come while students are still mindful of the topic, assignment or performance in question (James-Ward, Fisher, Frey & Lapp, 2013). Feedback needs to be provided while students are still thinking of their learning goal as a learning goal, meaning; something they are still striving for and not something they have already done (Brown, Harris & Harnett, 2012). It is extremely important to provide students with effective feedback whilst they are still working on reaching their learning target, as mentioned earlier this will influence student learning. It is extremely important for teachers to know the audience in which they are providing feedback to in order for the feedback to be most effective for student learning (James-Ward, Fisher, Frey & Lapp, 2013). This is based on the fact that no student is the same and feedback needs to accommodate for differentiated learners (Clark, 2012). Once a teacher understands his or her students individual learning they can then apply feedback in a way that is best addressed to the student about the specifics of the individuals work in terms the student can understand. Mode is also extremely important in providing effective feedback as it also supports differentiated learning. Mode stands for the different ways in which feedback can be delivered as it can be given in many modalities (James-Ward, Fisher, Frey & Lapp, 2013). Some sorts of assessment lend themselves better to written feedback, some to oral feedback and others are better in demonstrations, and teachers can decide with their knowledge of how best to provide each individual student with feedback based on how they learn and understand best, whether it is written, spoken or demonstrated, in order for the feedback to be most effective in reaching each students learning needs (Clark, 2012). Also recently there has been an increasing agreement that students are a legitimate source of feedback as peer and self-assessment practices encourage students to identify learning objectives and helps them to understand the criteria used to judge their work aiming to reach the goal of increasing self-regulation (Brown, Harris & Harnett, 2012). As timeliness can play a real issue in the effectiveness and quality of feedback from teachers, using students as a source of feedback can legitimately reduce this problem (Brown, Harris & Harnett, 2012). As there are many different ways in which a teacher can go about providing feedback on set learning tasks to their students whether it is orally, written or demonstrated, the ways in which to construct effective feedback varies depending on the student (James-Ward, Fisher, Frey & Lapp, 2013). Ultimately it is the teachers understanding of feedback and the knowing of how each individual student learns best that influences the type and quality of feedback they provide (Brown, Harris & Harnett, 2012). Effective feedback will help increase student evaluation of their own learning progress and will help reach the Assessment for learning goal of developing self-regulating learners (Brown, Harris & Harnett, 2012).

The Grand Budapest Hotel By Wes Anderson - 1204 Words

After I watched the Wes Anderson’s The Grand Budapest Hotel, I was surely struck with splendid mise en scene of this movie. In this year’s Oscar ceremony, Wes Anderson’s movie, The Grand Budapest Hotel just got three awards: the best art, the best costume and the best make up. Honestly, this fact lured me into watching the movie, The Grand Budapest. Since I expected a beautiful art work through this movie, I could easily fall into this pastel-colored movie as soon as I started watching the movie, The Grand Budapest, and I could realize that this movie must be one of the best movies in my life according to several reasons. In fact, the plot of this movie was kind of simple story to me. Even though the plot was uncomplicated, the story of this movie was actually enough to attract audience’s mind in not long running time. The movie, The Grand Budapest Hotel starts with the young writer’s novel, The Grand Budapest Hotel. A young writer meets the owner of the grand Budapest hotel, whose name is Moustafa or Zero, in grand Budapest hotel by accident. After they meet, the owner invites a young writer for dinner in order to tell how the owner could get the big hotel. Once the owner starts speaking about his anecdote relating to the grand Budapest hotel, the movie leads us to the flashback scenes so that the real story of the movie can start. In 1927, one day when world war was still beginning, one of the customers of grand Budapest hotel, who is the richest woman in the world, and isShow MoreRelatedThe Grand Budapest Hotel By Wes Anderson1233 Words   |  5 Pagesreleased around the world. One f ilm, not often heard of by young adults, is The Grand Budapest Hotel. Directed by Wes Anderson, this delightful film was released â€Å"March 28, 2014, in the United States of America† (IMDB). The film, collaboratively written by Wes Anderson, and Hugo Guinness, was inspired by the writings of Stefan Zweig, and produced by Fox Searchlight Pictures and Indian Paintbrush. The Grand Budapest Hotel, addresses the shallowness of life while delighting its audience with colorfulRead MoreThe Grand Budapest Hotel ( Wes Anderson1543 Words   |  7 Pages The Grand Budapest Hotel (Wes Anderson, 2014) is a story about story as told by a storyteller. It builds these stories around quirky visual aesthetics, so much so, that some may complain it lacks any real message or meaning. And to some extent they are right, if we are to believe its director Wes Anderson: â€Å"when I do a movie, all I want to do is make an experience that can be as strong a version of whatever it is as it can be. I don’t really like any explanations†¦.my opinion about it is reallyRead MoreThe Grand Budapest Hotel By Wes Anderson1409 Words   |  6 Pages‘The Grand Budapest Hotel’ (Wes Anderson, 2014) combines a perfect mix of nostalgia and history. The film explores the themes of war as it recreates history through mise-en-scene. Anderson also incorporates other themes such as racism and elitism during pre-war Europe. The film widely explores Europe from many viewpoints, one of which is of Mr Moustafa. His nostalgia is seen through flashb acks of when he was a lobby boy that went by the name of Zero. As an audience the depth of his nostalgia is seenRead MoreWes Anderson s The Grand Budapest Hotel1081 Words   |  5 Pages Wes Anderson’s The Grand Budapest Hotel (2014), is a narrative that takes the form of many stories within another. Considered a film masterpiece not only for its use of thoughtful comedy but also for the way in which the film was enhanced through the use of camera angles. â€Å"Love and death, romance and horror, comedy and tragedy duel to an elegant draw in Wes Anderson’s rich torte of a movie†, as stated by Richard Corliss from Time Magazine. The constant use of straight angles gives the film an unmistakablyRead MoreAnalysis Of Wes Anderson s The Grand Budapest Hotel 1872 Words   |  8 PagesEnglish 3.9 Texas-born director, Wes Anderson began his career in 1996, producing films with a distinctive style and techniques that are eccentric and attentive to detail. Anderson generally directs fast- paced, adventurous comedies, which involve serious elements or key ideas such as grief, ‘children are more adult than adults’, broken relationships and family issues. Geometric concepts and framing, colour schemes, quirky characters, and specific camera movements accompany and help to develop themesRead MoreWes Anderson Analysis Essay1599 Words   |  7 PagesWes Anderson is an American film director and screenwriter, whose films are commonly known for their visual and distinctive narrative style. All of his films have been recognised for their extensive use of flat space camera moves, obsessively symmetrical compositions, recurring actors, snap-zooms, slow-motion walking shots, a deliberately limited color palette and hand-made art direction often utilizing miniatures. He uses al l these features to define his artistic style as an auteur. Anderson, asRead MoreCritical Thinking Of The Grand Budapest Hotel1102 Words   |  5 PagesDoug Weinriech Professor Tumminello The Art of Theatrical Cinema March 12, 2016 Critical thinking of The Grand Budapest Hotel and American Beauty The Grand Budapest Hotel is one of the most spectacular films of the 21st century. The movie is interesting and beautifully shot comedy directed by Wes Anderson. The Grand Budapest Hotel consists of a prologue, five parts, and an epilogue. The film features many successful actors, but the main story revolves around an interesting narration of Zero MoustafaRead MoreThe Grand Budapest Hotel, By F. Murray Abraham1778 Words   |  8 PagesWes Anderson has truly outdone himself with his 100 minute long masterpiece The Grand Budapest Hotel. The film, set around the 1930 s, depicts an epic adventure filled with eye-catching aesthetics, extravagant characters, deadpan humour and witty dialogue in a dollhouse-like world. The director’s precise measurements of drama, deadpan comedy and engaging narrative paired with the mesmerising voice overs of Jude Law, as The Author, and F. Murray Abraham, as the older Zero Moustafa, make for a wonderfullyRead MoreAnalysis Of The Grand Budapest Ho tel 1802 Words   |  8 Pages12/3/15 The Grand Budapest Hotel To give a proper analysis of The Grand Budapest Hotel, it is necessary to understand the several layers through which the story is told. The film begins with a monologue from the narrator (presumably in the present day) describing to the audience what it is to be a storyteller. He then proceeds to give an exact account of how he, a writer, came to meet and have dinner with an old gentleman named Zero Mustafa when he was staying at Grand Budapest during its declineRead MoreAnalysis Of The Grand Budapest Hotel 2195 Words   |  9 Pageswhose work is considered to have a distinctive style and innovative. Wes Anderson exemplifies the concept of auteurism due to his personal influence, and artistic control in his movies. His films feature a continuity of technical aspects with similar themes of familial drama and disgruntlement. From his well-composed mise en scene to classic pan shots, his style has surely become an acclaimed signature. The Grand Budapest Hotel, The Darjeeling Limited, and The Royal Tenenbaums are chosen from Anderson’s