Wernicke’s Area and Speech Production Essay Example for Free

Wernicke’s Area and Speech Production Essay Wernicke’s Area Wernickes area is the region of the brain where spoken language is understood. Neurologist Carl Wernicke is credited with discovering the function of this brain region. The Wernickes area is located on the temporal lobe on the left side of the brain and is responsible for the comprehension of speech (Brocas area is related to the production of speech). Language development or usage can be seriously impaired by damage to this area of the brain. Functions of Wernicke’s Area includes: ââ€"  Language Comprehension ââ€"  Semantic Processing ââ€"  Language Recognition ââ€"  Language Interpretation Speech Production Speech production is the process by which spoken words are selected to be produced, have their phonetics formulated and then finally are articulated by the motor system in the vocal apparatus.  The production of spoken language involves three major levels of processing. The first is the processes of conceptualization in which the intention to create speech links a desired concept to a particular spoken word to be expressed. Here the preverbal intended messages are formulated that specify the concepts to be verbally expressed. This is a competitive process in which an appropriate word is selected among a cohort of candidates. The second stage is formulation in which the linguistic form required for that words expression is created. This process involves such processes as the generation of a syntactic frame, and phonological encoding which specifies the phonetic form of the intended utterance. At this stage a lemma is picked that is the abstract form of a word that lacks any information about the sounds in it (and thus before the word can be pronounced). It contains information concerning only meaning and the relation of this word to others in the sentence. The third stage is articulation which involves the retrieval of the particular motor phonetics of a word and the motor coordination of appropriate phonation and articulation by the lungs, glottis, larynx, tongue, lips, jaw, and other parts of the vocal apparatus. 2.2 Wernicke’s Aphasia The brain also can be impaired. Suharno (1982) identified one of the brain disorder that causes language disorders, namely CVA (Cerebral Vascular Accident) which means to damage blood vessels in the brain, is an example of local brain damage, and damage spread that attacks the brain. One of the brain disorders is Wernicke’s aphasia. Aphasia is partial or total loss of the ability to articulate ideas or comprehend spoken or written language, resulting from damage to the brain caused by injury or disease.  Wernickes aphasia is a language disorder that impacts language comprehension and the production of meaningful language. The disorder is related to damage to the Wernickes area. Individuals with Wernickes aphasia have difficulties understanding spoken language but are able to produce sounds, phrases, and word sequences. While these utterances have the same rhythm as normal speech, they are not language because no information is conveyed. 2.3 Case Example According to YouTube that uploaded by squirtofmylife on Feb 20, 2012 which titled â€Å"Wernicke’s aphasia Interview with Amelia Carter. She had stroke and know she has aphasia. In this video shown that Amelia is difficult to understanding what the speaker say to her. First, when the questioner (while showing bottle, bell, ball,   hunger, and notebook) asked her â€Å"Amelia what is this?† she always gives answers that doesn’t match with what questioner shown. Second, the questioner said that she has to repeat what the questioner said, but she answers with different word. And the last test the questioner said â€Å"Amelia finished this song ‘Marry had a little lamb’† then she continues the song  Ã¢â‚¬Å"little lamb little lamb Marry had a little lamb its fleece was white as snow†. When she wants to answer the question she needs more times to understand the speech. Based on the analysis about speech production and the case about Amelia Carter, it passes the several process to do something that we can see from the model below. So, the process of speech is succeed. But, when the brain has a damage, especially in the part of producing language in the Wernicke’s area on the temporal lobe on the left side of the brain because it is responsible for the comprehension of speech, the process of speech production can be hampered. As the result, what is taken out can not match, what we thinking about is not appropriate with what we say. The example is the case of Amelia Carter, she had stroke and it strikes the part of producing language in her brain. She loss the abillity to understand language. She can speak clearly, but the words that are put together make no sense. This way of speaking has been called word salad because it appears that the words are all mixed up like the vegetables in a salad.

Writing As A Technology Essay :: Handwriting Essays

Writing As A Technology Essay As I began contemplating what I would use as my writing technology I realized that this project was far more complex than I had anticipated. First the use of an object that was â€Å"natural† raised several issues. What is natural anymore? In our society things that may have been â€Å"natural† at one time are now mass-produced and full of technology. I finally came to the conclusion that I could probably not solve that issue or many others I had begun to worry about in the time I had to complete this assignment. Therefore I decided to choose something that was created by nature, at least initially, and that still could be created solely by natural methods if you chose to do so. I chose to form words using grapes. Although the grapes that I purchased at the grocery store involve a lot of technology, I still consider them to be â€Å"natural† because one could choose to grow the grapes him/herself and then use them as their method of writing. There are several reasons that I chose to use grapes. First of all they are small and lightweight which allows them to be extremely portable. Another advantage of the grapes size is that they are easy to manipulate into the shapes of the letters. Thus making it easy to spell out the words that you are trying to communicate. Another nice feature of the grapes is that they come in different colors, which allows for some creative expression when writing with them. I personally wrote with green grapes, because green is my favorite color. However, what I personally consider the best feature of the grapes is that once you are done using the grapes to communicate with your friend, they make a fantastic snack. Which also leads to some of the drawbacks of using grapes. There delicious nature seems to be a double-edged sword. On one hand the grapes make a wonderful snack after you are done using them, on the other hand they lack permanency if you chose to eat them.

What Does It Mean to Be an Effective Teacher?

What does it mean to be an effective teacher? Introduction There are many factors that contribute to what it means to be an effective teacher. They could be someone who has a deep understanding of what they are teaching and skills to create an ideal environment to encourage positive learning outcomes for students regardless of their background or ability (Victorian Department of Education & Training, 2005). They will have the ability to develop a variety of strategies and practices to support student’s learning through planning, implementing and evaluating their lessons and a positive philosophy on pedagogy. Some other factors that form a successful and effective teacher could include having a professional attitude, a variety of knowledge from a range of areas and exceptional planning and organisational skills. An effective teacher will have the means to successfully manage a classroom, an ongoing commitment to professional development and of course, an ability to relate to children. A philosophy, such as constructivism, reflecting the teacher’s ideals and morals and teaching abilities will also provide structure to an effective teacher. Professionalism A professional teacher encompasses a range of standards such as academic, ethical, legal, personal and cultural (professional standards, is discussed in depth further on) (Whitton, Barker, Nosworthy, Sinclair & Nanlohy, 2010). Academic standards involve attaining formal teaching qualifications and complying with the relevant state teaching authority’s requirements on supplementing qualifications with teaching certifications (Whitton et al, 2010). An effective teacher will have attained the relevant qualifications and looked into their governing body’s standards and requirements to be able to teach. Ethical standards encompass undertaking the right conduct and practice in incorporation with the schools policies and procedures and the teachers own moral ideals and being sensitive to private information and transparent in behaviour (Whitton et al, 2010). Legal standards involve complying with child protection laws and providing relevant documentation clearing the teacher to work with children (Whitton et al, 2010). An effective teacher will provide this documentation upon application in any teaching role. Legally, teachers are also providing a duty of care to students, protecting them from any reasonable foreseeable harm whenever they are involved in a school based activity (Whitton et al, 2010). Personal standards refer to performing the duties of the role employed for in an honest and integral manner (Whitton et al, 2010). An effective teacher will need to appropriately â€Å"dress, act, speak and behave† (Whitton et al, 2010, p. 60). Arriving to school activities in a timely manner will also show a professional attitude (Whitton et al, 2010). Finally, cultural standards refer to respecting and showing tolerance towards students, parents and fellow staff from different race and religion (Whitton et al, 2010). An effective teacher will encourage community cohesion, recognise and value other cultures and promote tolerance (NSW Department of Education & Training, 2005). A teacher with professional standards and ideals will be effective as an educator, co-worker and community leader. Teaching philosophy An effective teacher will have developed a philosophy of teaching that fits within their ideals and provides a positive learning outcome for students. A teacher will need to decide what type of teaching approach they want to use such as an authoritarian approach which demands student compliance; a permissive approach where the teacher is more of a friend than an authority figure or; an authoritative approach where expectations are explained and self-direction is encouraged (Whitton et al, 2010). Setting goals and objectives in line with what type of teacher they intend to be, interpreting the curriculum and understanding students learning needs and abilities will help provide structure and organisation in the classroom environment. A productive way to set out these goals, objectives and teaching philosophy could be by creating a teaching portfolio. A teaching portfolio will allow a teacher to list any personal achievements, what they hope to achieve in the teaching profession and how they hope to achieve it and will continue to change over time as different approaches to teaching are developed and evaluation and reflection on teaching practices are planned and implemented (Haugen, 1998; The University of Adelaide, 2005). Although not mandatory, a teaching philosophy, especially for a graduate teacher, will provide a platform to return to when facing uncertainty, anticipation or fear when teaching for the first time (Beginning Teachers, 2011). A teacher’s philosophy will influence how they teach and show that they are committed to their profession and creating a positive learning environment. An effective and common type of teaching philosophy involves a constructivist approach. Constructivism A constructivist approach to teaching is currently the main type of method used in Australia today (Fetherston, 2007). Constructivism typically involves students taking whatever they learn in the lesson, interpreting it with the assistance of their own view and memories and constructing an individual variant of the lesson (Fetherston, 2007). In most classrooms, this will happen in a group setting, known as social constructivism but can happen individually which is known as psychological constructivism (Fetherston, 2007). A social constructivism approach relies on language and interaction with others and is more effective if the others have a greater understanding of the task (Fetherston, 2007). Lev Vygotsky, a Russian psychologist, believed that adults can nurture a child’s approach to learning and development through encouraging them to undertake activities using physical and cognitive tools to further their performance and interpretation of the activity (McDevitt & Ormrod, 2010). In a classroom, a social constructivist approach will allow children to develop their thinking processes, communication and ability to complete tasks through social interaction then adopt an individual approach to tasks through repetition and personal interpretation (McDevitt & Ormrod, 2010). A psychological constructivist approach is based on a child’s physical and social environments effect on their cognitive development (Fetherston, 2007). Jean Piaget, a pioneer in child development, implied that people have four stages of development, each with their own characteristics starting from birth through to adulthood (Fetherston, 2007; McDevitt & Ormrod, 2010). Piaget found that different cognitive processes take place, influencing a child’s interpretation of a task depending on the development stage they are in (Fetherston, 2007). In a classroom, using this approach would require the teacher to understand the stage of development the child is in and incorporate their abilities whilst in that stage to the presentation of the lesson. Adopting a constructivist approach, whether social or individual, to teaching will allow a teacher to have a range of well researched teaching strategies to incorporate into lessons, creating a positive, nurturing class environment (Fetherston, 2007). Knowledge & planning A teacher’s knowledge is not just about what they have learnt through study, but their knowledge of curriculum and content, issued by the relevant governing body; knowledge of students, including information gathered before meeting the student and information gathered whilst teaching; knowledge of the school environment, such as school history, policies and procedures; knowledge of the community the school is situated in and; self-knowledge of the teachers own teaching style (Whitton et al, 2010). By using their knowledge from all these fields, an effective teacher will be able to plan, implement and evaluate a lesson to attain an ideal learning outcome (Whitton et al, 2010). Planning a lesson will involve taking the required knowledge from the areas above and preparing to deliver it to the class (Whitton et al, 2010). Implementing a lesson will involve using the appropriate planned materials and resources to deliver the curriculum content to the students in the allocated timeframe (Whitton et al, 2010). Evaluation will require the teacher to reflect upon a number of factors including the students understanding of the lesson, the suitability of the lesson content and the teaching strategies used (Whitton et al, 2010). An effective teacher will be organised so students are continually motivated to complete any tasks and participate in the lesson. Motivation Motivating students to participate in learning will require a positive, effective teaching strategy. Motivation can be described as setting students in the right direction and keeping them on track (McDevitt & Ormrod, 2010). Even though one person is not accountable for the motivation of another, a teacher should make learning attractive by offering incentives and positive reinforcement and encouraging self-motivation (Christophel, 1990). There are two types of motivation to understand, intrinsic motivation, when the student completes a task for no external reward or extrinsic motivation, where they receive an award or avoid punishment for completing a task (Marsh, 2008). Understanding the types of motivation will help the teacher set achievable learning goals for the students and attaining these goals through extrinsic motivation will encourage students to be more confident and in turn use intrinsic motivation to achieve tasks (Marsh, 2008). A motivating teacher will have a lasting effect on a student’s ability to learn. By understanding that student motivation decreases through the school years, an effective teacher will have strategies in place to engage students and keep them focused (Whitton et al, 2010). Some of the most effective motivational strategies include having a relaxed body position, enthusiasm and sensitivity, providing verbal encouragement and offering a simple smile (Christophel, 1990; Marsh, 2008). This will come across as positive to the student who will feel competent and self-efficient. Incorporating motivation into the classroom requires a teacher to have effective management techniques. Classroom management Being an effective teacher means setting in place a classroom management plan that encompasses proactive behaviour management, setting clear expectations and successful lesson planning skills (Queensland College of Teachers, n. d). This will create a positive, safe learning environment that can motivate and ncourage students to be involved in their learning experience. Proactive behaviour management will require the teacher to use effective, appropriate responses to misbehaviour that minimise disruption to the rest of the class (Bennett, 1994). A teacher will need to incorporate skills from a number of areas such as knowledge of curriculum and content, understanding of human development and planning skills to create an effective lesson (Whitton et al, 2010). They will also need to have: access to a variety of resources and materials to assist in presenting the lesson; teaching and learning strategies in place such as what instructional modes will be used to deliver the lesson, how the students will be grouped during the lesson, how much time will be allowed for the lesson, what space will be required to undertake the lesson and how the students will be assessed on their understanding of the lesson; exceptional interpersonal and intrapersonal skills to enhance how the teacher relates to students, co-workers, non-teaching staff and parents and; day to day classroom management and organisation abilities (Whitton et al, 2010). An effective teacher will allow considerable time to prepare lessons and organise the management of the classroom. To continue to develop on these skills, the teacher will need to reflect on their skills and seek further development to enhance their abilities. Professional development & reflection Lastly, an effective teacher will continue to reflect upon their teaching and seek further development to enhance their pedagogical abilities. They will understand that being part of a dynamic profession, there is continual advancement in teaching and learning strategies therefore keeping up to date with any new information could improve their pedagogical skills (Victorian Department of Education, 2005). They will identify and understand any areas of development needed by seeking advice and support from co-workers and other experienced teachers, students and parents and from their own personal reflection (NSW Institute of Teachers, 2010). Failing to participate in further development or not feeling the need to update skills and knowledge, will impact on the students learning outcomes and the class environment. The NSW Institute of Teachers has a policy on continued professional development that lists the mandatory requirements for teachers to participate in authorised further development over 5 year periods (NSW Institute of Teachers, 2008). This could include participating in formal and informal training, conducting research or participating in staff development days (Whitton et al, 2010). The more knowledge a teacher has, the more they will understand their student’s learning abilities and how to create a positive learning environment. This will enhance their effectiveness as a teacher. Conclusion Being an effective teacher means having the ability to manage the classroom, having an understanding of how to relate to children and having a professional attitude and demeanour. They should have a wide knowledge base with a commitment to ongoing professional development and a philosophy on how they teach and why. An effective teacher will encourage students to be engaged and motivated to learn and be able to manage the classroom in a positive way that makes children feel safe and comfortable. If a teacher can encompass all these things they will find that they make themselves effective in their profession. References Bennett, B. (1994). Bump 1: Preventing and responding to misbehaviour through low-key responses. Classroom management: A thinking and caring approach. 10, 187-218 Retrieved from http://edocs. library. curtin. du. au/eres_display. cgi? url=dc60261243. pdf©right=1 Christophel, D. (1990). The relationships among teacher immediacy behaviours, student motivation, and learning. Communication Education, 39. Retrieved from http://professoryates. com/seu/Podcasts/Dissertation%20Research/SteveArticles11. 12C/Christophel90ImmediacyMotivationLearning. p df Department of Education & Training, Victoria, Office of School Education. (2005). Professional learning in effective schools: The seven principles of highly effective professional learning. Retrieved from http://www. eduweb. vic. gov. au/edulibrary/public/teachlearn/teacher/ProfLearningInEffectiveSchools. df Fetherston, T. (2007). Becoming an effective teacher. South Melbourne: Cengage Learning. Haugen, L. (1998). Writing a teaching philosophy statement. Retrieved from http://www. celt. iastate. edu/teaching/philosophy. html McDevitt, T. M. , & Ormrod, J. E. (2010). Child development and education. (4th ed. ). New Jersey, USA. Pearson Education Inc. NSW Department of Education & Training. (2005). Cultural diversity and community relations policy: Multicultural education in schools. Retrieved from https://www. det. nsw. edu. au/policies/student_serv/equity/comm_rela/PD20050234. shtml? level= NSW Institute of Teachers. (2008). Policies: Professional competence. Retrieved from http://www. nswteachers. nsw. edu. au/Continuing-ProfessionalDevelopment/CPD-Policy/ NSW Institute of Teachers. (2010). Professional teaching standards. Retrieved from http://www. nswteachers. nsw. edu. au/Main-Professional-Teaching-Standards/ Queensland College of Teachers. (n. d). Classroom management: essential skills for classroom management. Retrieved from http://beginningtoteach. qct. edu. au/Teachingandlearning/ClassroomManagement. html The University of Adelaide, Centre for Learning and Professional Development. (2005). Developing your teaching portfolio. Retrieved from http://www. adelaide. edu. au/clpd/teaching/portfolio/t_portfolio. pdf

A Report On Substance Abuse Treatment Essay - 893 Words

This article explains substance abuse treatment which our company SAFE Foundation OP Detoxification and Substance Abuse Treatment Centre treat and educate individuals daily. The Brownsville community is associated with our facility which includes specialized treatment for our patients. Our effective treatment programs focuses on adult and youth, include several different types of interventions simultaneously, and provide intensive treatment. This proposal concludes with comments on improving substance abuse patients in the following three areas: treatment process, continuity of care, and the role of evaluation in policy and program development. SAFE FOUNDATION OP TREATMENT CENTER, BROOKLYN NEW YORK Drug addiction is a chronic disease characterized by compulsive, or uncontrollable, drug seeking and use despite harmful consequences and changes in the brain, which can be long lasting. These changes in the brain can lead to the harmful behaviors seen in people who use drugs. 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