New Zealands Government Drug Policy

New Zealands Government Drug Policy HOW THE EXISTING POLICY STARTED AND HOW IT WORKS New Zealand Government’s drug policy was enclosed in the National Drug Policy 2007 – 2012. This policy was first approved in 1998 to give direction for drug policy in Aoteoroa New Zealand as a whole. Within the framework provided by this policy, local government, non- government agencies and organizations that are part of the drug and alcohol sector developed their respective programs and set priorities. The National Drug Policy admits that drug use is mainly a health issue; therefore it should be addressed through health- based actions. New Zealand Drug policy was also created based on the principle of harm minimization. The main goal of NDP is to minimize the economic, social and health harms due to misuse of alcohol, tobacco and other drugs. In addition, the update of the National Drug Policy was built on the existing method (the three pillars) adapted by the government such as reducing demand, helping people with drug and alcohol problems and controlling drug supply. Significantly, the drug policy will also allow a larger support which will be given to the families and communities of those who misuse drugs as well as for children affected by alcohol and drugs living in households (Ministry of Health, 2013). ALCOHOL AND DRUG USE IN AOTEAROA NEW ZEALAND Existing research shows that drug use is high in Aotearoa New Zealand compared to other countries, predominantly for amphetamine, new psychoactive substances and cannabis. Alcohol is also considered by far the most significant leisure drug in New Zealand, when it comes to widespread use and misuse. Recent surveys shows that 95% of adult New Zealanders (aged 16- 64 years) also outlined drug related harm, drug use and had consumed alcohol at some point of their lifetime. This includes recreational drug use aside from tobacco and alcohol, together with prohibited drugs and drugs that are used for illegal purposes like diverted pharmaceuticals. Furthermore, almost half or 49% of all respondents had used any drugs for recreational purposes at some stage of their lives, roughly 1,292,700 people (Ministry of Health, 2010). The New Zealand government has responded to these issues of drug use by presenting different approaches that attempt to diminish drug use and other drug related harms. The first National Drug Policy in New Zealand covered the period 1998- 2003, since then it continuously provides guidance for the governments’ activities through to 2006. During that time, the National Drug Policy in collaboration with other government agencies and the Ministry of Health, reviewed the existing program until, the second National Drug Policy was implemented comprising the period 2007- 2012. OBJECTIVES AND THREE PILLARS OF THE NATIONAL DRUG POLICY New Zealand’s National Drug Policy presents Governments’ policy and legislative aims for alcohol, tobacco and prohibited drugs. The policy was built on the value of harm minimisation which covers a broad and combined approach to minimising the impairment or injuries caused by drug use comprising of the three ‘pillars’. First is the Supply control that aims to regulate and limit the availability of drugs. Second is the demand reduction, which involves a wide variety of activities that will restrict the use of drugs of individuals, which also includes abstinence. Lastly, the problem limitation which will reduce the harm that arises from existing drug use. The National Drug Policy makers believe that there is a wide range of harm linked with how drugs are being use and that there is no single strategy or tactic that can address the problems instead, a continuum plans are needed. This will require an improvement of a particular plan that is not just receptive, but also culturally suitable in addressing the necessities of Maori, Young and Pacific people provided the over representation of these groups in terms of many drug related problems THE POLICY MAKERS AND INTEREST GROUPS THEY REPRESENT The Minister of Health and the Chair of the Ministerial Committee on Drug Policy (MCDP) (National Drug Policy, 2007) in collaboration with other Ministerial colleagues, The (IACD) or Inter- Agency Committee on drugs and Expert Advisory Committee on Drugs (EACD) are the policy makers of NDP. As mentioned above, there is a wide range of issues concerning drug and alcohol usage in New Zealand. The NDP is one way of ensuring that these organizations that are involved in these issues take constant action in addressing them. In the past and even today, NDP primarily focuses or represents specific groups such as Maori, Pacific People and Young New Zealanders. Migrants in New Zealand are also considered as contributory factor because every community group has its own habits, attitudes and beliefs that can be very different from those of New Zealand’s culture and mainstream society. (Ministerial Committee on Drug Policy, 2007) BEHIND THE POLICY, STRATEGIES AND ACHEIVEMENTS The Ministry of Health, in association with other government and non-government organizations have their respective role on how to reduce and prevent harm caused by alcohol and other drugs. The NDP brings these diverse range of people, different agencies and stakeholders to work in partnership to be able to develop interventions, mechanism and right approach for the development of the policy. The publication of the first National Drug Policy in 1998, was also the release of several other significant national alcohol and drug policies, plans and strategies over the past years, such as National Strategic Framework for Alcohol and Drug Services in 2001, The National Alcohol Strategy in 2001 (NAS), Action Plan on Methamphetamines in 2003, The Action Plan on Alcohol and Illicit Drugs in 2004, In 2005 the Te Tahuhu (Mental Health and Addiction Plan), The Te Kokiri (Mental Health and Addiction Action Plan) in 2006 and the release of the second National Drug Policy in 2007 ( Ann Flintoft, 2008). Since the release of the first NDP there have been several significant achievements as well, these includes, the founding of the National Drug Policy Discretionary Grant Fund in 2004 which provides pool of funding research for latest projects to fill up gaps in all drug policy work. Aiming to provide funding for high cross- departmental projects, for a quick response to changes in current and developing drug trends. Alcohol Advisory Council (ALAC) with the primary objective of promotion and encouragement of moderation in the liquor use, reduction and discouragement of the misuse of liquor and minimization of the economic, social and personal harm that emanated from misuse of liquor, with the aim of change for all New Zealanders drinking culture. Community Action on Youth and Drugs (CAYAD) is a national project which involves partnership with communities, aiming to decrease harm to young people/ families/whanau from illegal drugs and alcohol. Smoke-free Environments Amendment Act 2003 , an amendment from the Smoke-free Environment Act of 1990, banned tobacco from buildings, school grounds, even licensed premises such as bars, sports clubs, cafes, restaurants and other workplaces became smoke-free indoors. Restrictions to the displays of tobacco products in retail outlets and further restrictions of access for those under age 18, herbal smoking products also has been banned under this act (Ministerial Committee on Drug Policy, 2007). KEEPING WHAT WORKS AND MAKING IT BETTER, TOWARDS A NEW DIRECTION We commend the Ministry of Health and all the policy makers of the NDP on their robust focus on reducing inequalities in the recent NDP. We believe that addressing the social determinants of health and reducing harm should continue to be the main principle of the National Drug Policy. We also applaud their past and recent achievements and support their plans by building on and just updating the policy from the previous NDP rather than changing it. In the previous policy, it focuses on interventions for those who are alcohol and drug users. It cannot be denied that this has been important for alcohol and drug user prevention with good effect for the broader community. However, we strongly believe that this policy can be updated for the better. We do believe that the existing policy is good, but it would be an advantage or would be better if the next National Drug Policy will expand or develop its definition of â€Å"harm† to give a greatly importance on the harm that other drugs and alcohol cause to the others aside from the users itself. The outdated National drug Policy focuses on prevention and reduction of harm between people who are alcohol and drug users. However, policy makers should also focus or give importance to communities, families and society that are greatly affected by the harm triggered by alcohol and drugs misuse, which can be in a form of ensuring that the involved groups (communities, families and soc iety) are protected by the policy. Furthermore, we also recommend that the new policy would focus more on the â€Å"outcomes† rather than just mentioning or educating people/society about certain substances and how to properly use these substances. The policy makers may talk or may emphasize about the ideal outcome for people and societies, such as aiming on reducing people’s access to cannabis and also try to decrease the number of young people being expelled from school because of drugs and alcohol violations. Lastly, we do support that the new policy uphold the principle of harm minimization and the three pillars of demand control, problem limitation and supply reduction. We believe that the existing structure is well aligned to what other countries do and guarantees that it is suitable for the purpose of reducing harm in New Zealand. References: Ministerial Committee on Drug Policy (2007). The National Drug Policy. Retrieved from http://www.health.govt.nz/system/files/documents/publications/national-drug-policy-2007-2012.pdf Ministry of Health (2013) The National drug Policy. Retrieved from http://www.health.govt.nz/our-work/mental-health-and-addictions/drug-policy/national-drug-policy Ann Flintoft (2008), How Good is New Zealand’s Alcohol and Drug Policy?. Addiction Treatment Research News, Volume 12. Retrieved from http://www.otago.ac.nz/nationaladdictioncentre/pdfs/atrn38v12.pdf At the heart of the matter. NZ Drug Foundation. Reshaping New Zealand’s Alcohol and other Drug Policy. Retrieved from http://www.drugfoundation.org.nz/wellington-declaration/declaration

The Battle :: essays research papers

The Battle   Ã‚  Ã‚  Ã‚  Ã‚  The sun was touching the tree tops as it slowly descended in the horizon. Shadows were cast on the ground. The air was still hot and humid from the midday. A bit of a breeze was beginning to blow from the east sending a slight chill through our spines. We stepped unto the grounds and surveyed our surroundings. The playing field was perfect just like we had all imagined it would be. In the far distance there was woods along with a wide shallow stream. In front there was a field scattered with shields and barricades. We divided into units and went to gather up our gear. With our equipment in hand the whistle blows and friends become foes. Our mission was to survive, be the last team standing, we were to annihilate our opponents. With the signal given the war was under way.   Ã‚  Ã‚  Ã‚  Ã‚  My teammates and I gathered together at our base. There we came up with a battle plan. We were to separate and head in different directions eventually meeting up at an undisclosed location where we would ambush the enemy’s base . After everyone was clear on the objective we split up and went out to battle.   Ã‚  Ã‚  Ã‚  Ã‚  I ran across the field to the nearest shield and collected my thoughts. I could hear the orders being shouted from my fellow comrades in the distance as they engaged in a brawl with the enemy, â€Å"duck, cover, fire, fire†. Soon the brawl ended with a small victory as they scattered out into the sunset. My heart was pounding in my stomach. The sounds of the earth were magnified in my ears. Then it came to me, this was a war, this was life or death. Shoot or be shot, the setting had changed. With the new thoughts in mind I held tightly onto my gun gathered all my strength and courage and charged into battle.   Ã‚  Ã‚  Ã‚  Ã‚  I made my way slowly and quietly into the deep woods, like a recon soldier. My mind and senses were focused on the enemy. As I made my way down the beaten path I spotted movement in a far bush. I dropped to the ground and pushed my body flat against the cold earth. After a few seconds of silence I knew that I had not been seen. I crawled around the bush so I could see my pray. She sat there so still she blended in with the green color of the leaves.

Rap Vs Poetry :: essays research papers

What is hip hop? What are some of the common stereotypes and generalizations by which hip hop is conceived? Is it a music that is for only one group of people? Does hip hop promote violence and negativity? Many people claim that it is a disgraceful, mea ngless din. Antagonists often claim that hip hop is offensive to many groups of people. I will agree that unfortunately these are sometimes true with certain varieties of hip hop. The fact is that so many artists out there are in the industry simply for the love. These artists are not â€Å"sellouts† that are only in the industry for the money and fame. Also, there are many artists out there in the hip hop world that promote positivit As time goes on hip hop culture is integrating many different racial and ethnic groups. It is now socially acceptable for people of all races to enjoy the many aspects of hip hop. Hip hop was spurred in the late 70’s. The man credited as being the first rapper ever, DJ Afrika Bambataa, was the first to â€Å"talk† to his music. His unorthodox style quickly became very popular in the disco and funk clubs. For the lack of a better word, rap† was the term given to the music. As more and more rappers came about, the term MC, or Master of Ceremonies, was associated with rappers. Break dancing actually originated a few years prior to DJ Afrika Bambataa. Break dancers (B-Boys and B-Girls), would dance during the breaks in the music while steady beats were played. Eventually rap and break dancing united and hip hop began. The area in which hip hop first became a popular music was the Bronx. The Bronx is often labeled as the birthplace of hip hop. In its early stages hip hop was mostly a black and hispanic thing. As hip hop has evolved over the past 20 some odd years its n base has dramatically broadened. Not only has its area of influence broadened, but the race and ethnicities of hip hop lovers have also. If you go to a hip hop concert nowadays you will almost always see a mixture of races. Groups such as A Tribe Called Quest, and The Roots welcome this ethnic mixing in their music. On the contrary, most â€Å"gangster rappers† do not promote this mixture. Th preach about racial tension, therefore further distancing the posibility of tranquility between races.

Wideman Vs. Limerick Essay example -- essays research papers

John Edgar Wideman’s â€Å"Our Time†, and Patricia Nelson Limerick’s â€Å"Empire of Innocence†, are two very different stories about one particular theme. In these selections both authors are writing history. Wideman is writing the history of his brother’s life, and Limerick is writing the history of the old west. Although the theme is the same, the two authors’ styles, methods, and writing concerns differ greatly.   Ã‚  Ã‚  Ã‚  Ã‚  In the following passage from â€Å"Our Time†, John is visiting his brother, Robby, in prison. While listening to Robby’s story, John begins to question the type of book this project will become: The business of making a book together was new for both of us. Difficult. Awkward. Another book could be constructed about a writer who goes to a prison to interview his bother but comes away with his own story†¦.the inevitible conflict between his role as detached observer and his responsibility as a brother would be at the center of such a book. When I stopped hearing Robby and listened to myself listening, that kind of book shouldered its way into my consciousness. I didn’t like that feeling. That book compromised the intimacy I wanted to achieve with my brother. (Wideman p. 723) This passage stresses the concern Wideman expresses on how to make this book the type of book he wants to present. Later in the selection the answer to this problem appears.   Ã‚  Ã‚  Ã‚  Ã‚  Still listening to Robby’s story, John discovers their recollections of th...

Jamaican Sugar Plantations Essay -- Jamaica Sugar Essays History

Jamaican Sugar Plantations When beginning to discuss sugar plantations in Jamaica, the word slavery comes to mind. This thought occurs because of the crucial role that the slaves played in attempting to make these plantations successful. During the 18th century, "the so-called sugar colonies were the most valuable possessions of overseas empires" (Floyd, 38). Sugar plantations produced money for not only the economy of Jamaica, but for their motherland England as well. Essentially these plantations were created because the aristocrats in Europe needed something to sweeten all of their drinks. However, with lack of space in Europe, the wealthy decided that plantations would flourish in Jamaica. Despite the success of these plantations, they were tools used to discriminate and exploit African-Americans. When the abolition of slavery occurred in Jamaica, the role of the sugar plantation significantly declined. One can say that sugar plantations in Jamaica were mass industries that were designed to belittle the Af ricans and give them little chance at success. The island of Jamaica is roughly 4400 square miles and its size rivals that of Connecticut. "Most of the island comprises a rugged and highly dissected topography, with steeply sloping hills and sharply twisting valleys" (Floyd, vii). With this rugged terrain, it seems to be quite ironic that nearly half of the population lives off the land. The Jamaicans rely on exceptional soil, a good irrigation system and fertilizer to ensure that their most prosperous crops will flourish. Sugar is among these resources that has helped create a stable economy in Jamaica. Jamaica established itself as a leading sugar producer in the 18th century after they decided that they had ... ...ound to become broken down. With the harsh realities slaves faced everyday, it was inevitable that its collapse would come. Nonetheless, sugar cane production was able to produce a stable economy in Jamaica for several years and ultimately led to the success of an entire nation. Bibliography Beckles, Hilary. Caribbean Slave Society and Economy. The New Press: New York, 1993. Cliff, Michele. Abeng. Penguin Books: New York, 1984. Floyd, Barry. Jamaica An Island Microcosm. St. Martin’s Press: New York, 1979. Hall, Douglas. In Miserable Slavery. MacMillan Publishers:London, 1989. Holt, Thomas. The Problem of Freedom. Hopkins Press:London, 1992. Knight, Franklin. The Caribbean: Second Edition. Oxford University Press: New York, 1990. Tomich, Dale. Slavery in The Curcuit of Sugar. Johns Hopkins University Press: Baltimore, 1990.

Self-Access Learning

Self-Access Learning SELF-ACCESS LEARNING For English Language in Malaysian Primary Schools file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/P&P/SAL/index. html3/31/2005 12:04:49 AM Introduction to Self-Access Learning INTRODUCTION Self-Access Learning (SAL) was first introduced and piloted in SRK Sri Kelana, Selangor Darul Ehsan in 1990. Since then it has been extended to 150 schools in Malaysia. It was initiated by the Curriculum Development Centre, Ministry of Education, Malaysia.The contents of the book focus on an Overview of SAL, Setting up a Self- Access Centre, Learning Materials and Equipment, Learners Training and SAL in Operation. Sample materials to give teachers and insight into SAL are also included. Introduction to SAL (Overview) | Chapter 1 | Chapter 2 | Chapter 3 | Chapter 4 | Chapter 5 | SAL Booklet file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/introduction. html (1 of 4)3/31/2005 12:04:56 AM Int roduction to Self-Access Learning file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/introduction. html (2 of 4)3/31/2005 12:04:56 AMIntroduction to Self-Access Learning file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/introduction. html (3 of 4)3/31/2005 12:04:56 AM Introduction to Self-Access Learning file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/introduction. html (4 of 4)3/31/2005 12:04:56 AM Self-Access Learning SELF-ACCESS LEARNING For English Language in Malaysian Primary Schools CHAPTER 1 Self-Access | Self-Access Learning (SAL) | Objectives | Main Features file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter1a. htm3/31/2005 12:05:06 AMSelf-Access Learning – Chapter 1 Chapter 1 Self-Access OVERVIEW Self- access is a system which allows pupils learn at their own pace and time using organized learning materials and equipment. Self-Access Learning (SAL) Self -access learning (SAL) at the primary school level refers to independent learning through the use of learning materials. It is linked to the prescribed curriculum. Pupils are given opportunity to their own activities, correct and evaluate their own work as well as monitor their own progress. Philosophy of SAL file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter1. tml (1 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1 The concept of SAL is based on the following:q q q q q q every pupil is an individual with different needs, interest, attitudes and aptitudes. every pupil learns in different ways and at varied rates. every pupil is responsible for his or her own learning. every pupil is given the opportunity to learn how to learn. the teacher caters for all individual needs of the pupils. the teacher creates a conducive, tension – free learning environment. file:///Volumes/GA NPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter1. html (2 of 12)3/31/2005 12:05:21 AMSelf-Access Learning – Chapter 1 Objectives of SAL q q q q to provide opportunities for pupils to learn how to learn. to cater for the pupils' individual needs and learning styles. to allow pupils to evaluate and assess their own learning. to complement classroom teaching and learning. Main Features of SAL file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter1. html (3 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1 Introduction to SAL (Overview) | Chapter 1 | Chapter 2 | Chapter 3 | Chapter 4 | Chapter 5 file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. pk. kpm. my/p/sal/chapter1. html (4 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1 Chapter 2 Introduction SETTING UP A SELF- ACCESS CENTRE A self- Access Centre (SAC) is a resource where organized learning materials and equ ipment are made available and accessible for pupils. In the SAC, materials and equipment such as journals, worksheets, cassette tapes, video tapes, computer assisted language learning (CALL) file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter1. html (5 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1 rogrammes, games, radio cassette recorders sets and video recorders are placed and organized systematically. Functions of the SAC ? Provides conducive learning environment ? Provides opportunities for pupils to carry out learning activities. ? Houses learning materials and equipment. ? Displays information charts and pupils work. file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter1. html (6 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1 Factors to be considered when setting up a SAC Location The SAC can be a room by itself, a corner in classroom or in the school resource centre.It should also be easily accessible. In schools with limited rooms or space, teachers can arrange the materials in boxes which can be mobilized to the classroom whenever necessary. Design The design should be conducive to individual learning styles as well as small group interaction. It should be attractive and appealing to the pupils. Layout The layout is the arrangement of furniture, materials and equipment in the SAC. They should be placed in such a way where the pupils can move easily. The SAC would include the following: q q q Reading corner Computer Assisted Language Learning corner Carrels for listening ile:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter1. html (7 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1 q q q q Video viewing corner Games corner Working area Display area A SAMPLE PLAN OF A SAC IN A SRC SAMPLE PLAN OF A SAC file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal /chapter1. html (8 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1 Books and print materials To ensure that the materials last, worksheets may be mounted onto cards and laminated o sealed in plastic.Each item is then arranged in separate boxes which are colour-coded for the language proficiency level. file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter1. html (9 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1 Equipment Cassette recorders are the most necessary equipment. They are used for practising listening and speaking skills. The activity cards accompanying the tapes are labelled, colour-coded and placed on shelves. Computers are excellent aids to SAL. Television sets and video recorders enable pupils to listen and watch English programmes.Time Teachers need time to set up the SAC and to prepare pupils to learn independently. It may take between 3 or 6 months before the SAC can be setup and be functio nal. Funds Setting up SAC needs time and money. If there is limited fund, teachers have to set priority and seek for assistance or sponsorship. file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter1. html (10 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1 file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter1. html (11 of 12)3/31/2005 12:05:21 AM Self-Access Learning – Chapter 1A SAC SK Seri Perlis, Perlis A SAC corner in a resource centre SRK Tengku Abdul Halim, Alor Star, Kedah A SAL corner in a resource centre. SK Kampung Baru Keningau, Sabah Introduction to SAL (Overview) | Chapter 1 | Chapter 2 | Chapter 3 | Chapter 4 | Chapter 5 | SAL Booklet file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter1. html (12 of 12)3/31/2005 12:05:21 AM Self-Access Learning SELF-ACCESS LEARNING For English Language in Malaysian Primary Schools CHAPTER 2 Introd uction to Chapter 2 | Functions of the SAC | Factors to be considered when setting up a SAC ile:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter2a. htm3/31/2005 12:05:32 AM Self-Access Learning SELF-ACCESS LEARNING For English Language in Malaysian Primary Schools CHAPTER 3 Introduction to Chapter 3 | Types of SAL worksheets Type of Self Access Language Learning Materials | Classification code for Worksheet Guidelines for writing worksheets | Procedures for writing worksheets | Checklist for evaluation Self-Access Classification Code for English at Primary School Level file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. pm. my/p/sal/chapter3aa. htm3/31/2005 12:05:44 AM Self-Access Learning – Chapter 3 Chapter 3 SELF-ACCESS LANGUAGE LEARNING MATERIALS AND EQUIPMENT Self-access language learning materials are self instructional materials written or adapted by teachers. They are made available and accessible to the pupils to work individually, in pairs or in groups with or without direct supervision from the teacher. The materials should cater for the pupils learning styles, abilities and interests. The materials written or adapted are based on the language skills, thinking skills, grammar and vocabulary.They may be learning materials, practice materials or test materials. Types of SAL worksheets Type of Self Access Language Learning Materials | Classification code for Worksheet Guidelines for writing worksheets | Procedures for writing worksheets | Checklist for evaluation Self-Access Classification Code for English at Primary School Level file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter3. html (1 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 Types of SAL Worksheets Practice worksheet | Test worksheet | Back to Chapter 3 Main Page | Home 1.Learning worksheet Learning worksheets are those which contain information and explanation for the pu pils to read, understand and apply them. Example of a learning worksheet: Yr. 6/Ep3/Blue/(07)/( ) Instructions: i. Read the sentences carefully. ii. Study the diagram below. We use ‘a' when the noun begins with a consonant, but if the noun begins with a vowel sound, ‘an' is used. file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter3. html (2 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 Task: Fill in the blanks with ‘a' or ‘an'. Example: I have †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. en. I have a pen 1. Pulau Gaya is †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. island off Sabah. file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter3. html (3 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 2. Malaysia has †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. hot and wet climate. 3. Draw †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. line across this circle. 4. My brother Abu is †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ kite maker. 5. My sister often takes †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. apple to school. 6. Mary's mother bought her †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. new umbrella. 7. You cannot make †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. omelette without breaking eggs. 8.Puan Farida has †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. very pretty white cat. Yr 6/EP 3/Blue/(07)/( ) Answer Key 1. an 3. a 5. an 7. an 2. a 4. a 6. a 8. a file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. html (4 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 2. Practice worksheets Practice worksheets give pupils the opportunity to reinforce the skills learnt in the classroom. The exercises include: * problem solving * games and puzzles Example of a practice worksheet: Yr4/R2. 1/Red/(03)/( ) Instructions: 1. Look at the pictures for the clues. 2. Copy the puzzle into your SAL book. . Complete the puzzle. 4. Check your answers with the answer key. Task: Rearrange the letters to find out the names of the things in the picture below. file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. html (5 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 Yr4/R2. 1/Red/(03)/( ) file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. html (6 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 Answer key 1. 3. 5. 7. 9. TREES TRACTOR CLOUD PATH BRIDGE 2. 4. 6. 8. FIELD MOUNTAIN HEDGE GATE 10.RIVER 12. FENCE 11. TIN Example of practice worksheet Yr4/R4. 7/RED/05/( ) Instructions: 1. Look at the picture. 2. Read the questions. 3. Write your answers in your SAL Book. 4. Check your answers with your teacher. Task: Poh Quan is going to do something. What is she going to do? Why? file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/ self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. html (7 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 3. Test Worksheets file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. html (8 of 18)3/31/2005 12:05:54 AMSelf-Access Learning – Chapter 3 Test worksheet contain exercises given to pupils to test how much they have understood and learnt. Example of a test worksheet. Yr. 6/EP 3/(Blue)/(08)/( ) Instructions: 1. Do this exercise in your SAL book 2. Read the sentences carefully. 4. Check your answers with the answer key. Task: Fill in the blanks with ‘a' or ‘an'. Did you see †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (1) old lady with †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (2) umbrella walking here about †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (3) hours ago? She was wearing †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (4) apron and †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â ‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. (5) unusual hat. She had †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 6) animal with her that had yellow feathers. Was the animal †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. (7) elephant? Was it †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. (8) anteater? Was it †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. (9) ostrich? Could it be †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (10) yellow bird? Yr. /EP3/(Blue)/(08)/( ) Answer key 1. an 6. an file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. html (9 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 2. an 3. an 4. an 5. BRIDGE 7. 8. 9. an an an 10. a TYPES OF SELF ACCESS LANGUAGE LEARNING MATERIALS file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. y/p&p/sal/chapter3. html (10 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 Worksheets are essential in SAL. They are self-instructional and written or adapted based on the English Language KBSR syllabus 1982. The pupils who use these worksheets are learning from them with the teacher as a facilitator. Therefore teachers have to be precise, clear and appropriate when writing instructions. The format of a SAL worksheet is given below. file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. html (11 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 ile:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. html (12 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 a. Classification code enables the pupils to find the worksheets they need. It is written on the top right hand corner. It gives the following information: Year: Year 4 (Yr4) Year 5 (Yr. 5) Year 6 (Yr. 6) Skills: R L W EP – Reading – Listening – Writing – Examination practice Sub-skills: R1 – Recognise and Read file:///Volumes/GANPD/P& P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. html (13 of 18)3/31/2005 12:05:54 AMSelf-Access Learning – Chapter 3 R2 R3 R4 R5 – Read and Match – Read and Group – Read and Comprehend – Dictionary skills Level: The worksheets are graded to 3 levels of language proficiency: Green – elementary Red Blue – intermediate – advance Activity type Each piece of worksheet has a number which indicates the type of activity for the pupils to work on. The following are examples of activities for reading. 01 Read & Match 02 Read & Draw 03 Read & Arrange 04 Read & Sequence 05 Read & Solve 06 Read & Group 07 Read & Answer file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. tml (14 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 08 Read & Complete 09 Read & Join 10 Read & Choose 11 Read & Follow 12 Read & Correct errors Note: Teachers may add more activiti es using their own numbers. Copy number: This number indicates which copy the worksheet is. First copy – (1) Second copy – (2) Third copy – (3) e. g. b. Instruction c. Task d. Answer key These are instruction for the pupils to follow. This is the actual exercise. Answer provided at the back of the worksheets for the pupils to check and correct. file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter3. tml (15 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 Guidelines for writing worksheets * * * The worksheets should be attractive. The variety of tasks, exercises and activities should be motivating an challenging. The worksheets should be graded according to the pupils' level of language proficiency. Procedure for writing worksheets file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter3. html (16 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 * * * * Identity the classification code (The classification code is given on page 22) Give clear and precise instructions.Set the task and plan the activities. Provide an answer key. Checklist for evaluation The following questions need to be asked and answer when one is evaluation SAL worksheet. a. Does the activity give a clear picture of the skills it is focusing? b. Does the activity give a clear picture of the language item or skill to be learnt or reinforced c. Does the worksheet fit in the following category: file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter3. html (17 of 18)3/31/2005 12:05:54 AM Self-Access Learning – Chapter 3 * learning? * practice? * test? d.Does the feedback take the following form: * an answer key? * a discussion with the teacher? * a discussion with a friend? * a model made by the pupil? e. Does the activity encourage creative and critical thinking? Writing SAL worksheets is a very challenging task. If we re flect on how our pupils will benefit from SAL we will work at it for â€Å"Tomorrow's comfort requires today's hardwork. † Introduction to SAL (Overview) | Chapter 1 | Chapter 2 | Chapter 3 | Chapter 4 | Chapter 5 file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter3. html (18 of 18)3/31/2005 12:05:54 AM Self-Access LearningSELF-ACCESS LEARNING For English Language in Malaysian Primary Schools CHAPTER 4 What is Learner Training | Why Learner Training | Aims | Teacher's Role Implementation of Learner Training Activities | Bridging The Gap Activities Learner Independence Activities | Language Awareness Activities Preparation of Pupils for SAL | Learner Orientation | Sample Questionaire 1 Sample Questionaire 2 | Sample Questionaire 3 | Placement Test for Year 4 | SAL Booklet file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter4a. htm3/31/2005 12:06:10 AM Self-Access Learning – Chapter 4 Chapte r 4 LEARNER TRAININGWhat is Learner Training? Learner Training refers to a process of training the pupils to become more effective active learners during SAL period. It also means preparing pupils to learn how to learn; to work independently with or without teacher supervision. In learner training pupils must be trained to learn how to use self-access materials such as worksheets, books and equipment such as cassette recorders, video recorders and computers. Learner Training also trains pupils in self-assessment. Why Learner Training? The rationale for Learner Training is: file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. pk. kpm. my/p&p/sal/chapter4. htm (1 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 to train pupils to learn how to learn. to familiarise pupils with the use of the Self-Access Centre. to make pupils aware of the various materials and equipment found in the SAC. to create readiness in pupils to learn the English Language indepen dently. Aims To help pupils become effective learners and be responsible for their own learning. To help pupils focus their attention on how to learn rather than what to learn. file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter4. tm (2 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 The Teacher's role in Learning Training Encourages group interaction among pupils in the classroom. Helps pupils to be aware of the wide range of strategies for language learning. Creates a learning environment where pupils feel they can experiment with their own language learning. Counsels and guide pupils when possible. Prepares the pupils to learn on their own. file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter4. htm (3 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 Implementation of Training ActivitiesLearner training activities are not introduced separately but they are integr ated in the daily English Language lesson. These activities are elements woven into the â€Å"fabric† of a daily English Language lesson and have been introduced to the pupils even before SAL was introduced in the school. Components of learner training activities for SAL at the primary school level are: Bridging the gap activities Preparation of pupils for SAL Pupil Orientation of the SAC file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter4. htm (4 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4Bridging the gap activities These are activities that prepare pupils for independent learning. They are: Activities which Develop Social Skills in Pupils The pupils working in the SAC will have to share the materials and take turns to use the equipment. Teachers need to plan activities which train and develop the pupil's awareness of oneself as well as the needs of sharing materials ability to choose the kind of materials and e quipment to use and what to do should someone else chooses to use them at the same time; and responsibility for their actions. Some activities which develop pupils' social skills, are: making them group eaders when doing work giving them duties to do after practical work organising competitions to see which area is the cleanest after pupils do practical work file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter4. htm (5 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 Learner Independence Activities Such activities develop skills in the pupils to learn to take turns; to decide upon the role of leaders; to switch roles. These activities train the pupils to be independent and responsible and can be found in their textbooks.Many examples of a learner independence activity for Year 6 can be found in Exercise A Page 19 of Farida J. Ibrahim & Beatrice Thiyagarajah â€Å"Moving On With English KBSR Year 6. † D. B. P. file:///Vo lumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter4. htm (6 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 Language Awareness Activities These activities help pupils to think and understand the language. They are carried out during the English lessons. The following examples are taken from page 42 and 43 of Farida J. Ibrahim & Beatrice Thiyagarajah â€Å"Moving On With English Year 6,† D.B. P. Example 1 Guess where these people are going. Then make sentences about what they wear. Example: Hashim is going to the mosque. He wears a baju Melayu a sarung and a songkok when he goes to the mosque. Example 2 file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter4. htm (7 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 The policeman is trying to catch the thief. He talks to four men. What are their answers? file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm . my/p/sal/chapter4. htm (8 of 15)3/31/2005 12:06:20 AMSelf-Access Learning – Chapter 4 Preparation of pupils for SAL Preparing the pupils to work independently or with minimal teacher supervision would include training them to: read and understand instructional language read and follow instructions plan their own learning programmes make them aware of their learning strategies monitor their own learning â€Å"If you give a man a fish, you feed him for a day. If you teach a man to fish, you feed him for a lifetimes. † Confucius (551-471 BC) file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/chapter4. tm (9 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 Learner Orientation Pupils need to be familiar with the SAC and SAL materials and equipment; so they are taken to the SAC and given a guided tour of the place. During the tour these pupils are given a short quiz to familiarise themselves with the self-access learning s ystem of the school. An information sheet listing what is available and where to find it can be given to the pupils. Pupils will be given a learner's file or a SAL booklet on the first day they go to the SAC. They are asked to use that booklet till they leave the school.In this way the pupils are able to record their progress and also the change in their learning attitude. It is important to realise that learner training is a systematic and gradual process. Teachers need to give their pupils time to develop and become effective independent learners. file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter4. htm (10 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 SAMPLE QUESTIONNAIRE 1 Getting to know your SAC Instruction: Answer the following questions. 1. Look around you. Can you name 5 things in the SAC? __________________________________________________________ 2. Where would you go to get a green level worksheet? ________ _____________________________________________ 3. What are the colour codes found in the worksheet? _____________________________________________________ 4. If you want to look up the meaning of words, what book would you take? Where can I get it? ___________________________________________________________________________ 5. Label the plan of your SAC. file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter4. htm (11 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4SAMPLE QUESTIONNAIRE 2 Tell me about your SAC Instruction: Answer the following questions. 1. Is your SAC different from your classroom? ___________________________________________________________ 2. Are there any reading cards in your SAC? _____________________________________________________ 3. Where can you find them? _____________________________________________________ 4. Name three corners in the SAC? _____________________________________________________ 5. Whi ch corner do you like best? Why? _____________________________________________________ file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. pk. kpm. my/p&p/sal/chapter4. htm (12 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 SAMPLE QUESTIONNAIRE 3 What you can do in during the Self-Access Learning Period 1. Do you already know about the self-access learning room / corner in your school? _________________________________________________________________________ 2. What kind of materials can you find in your SAL corner / room? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ ile:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter4. htm (13 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 3. Can you do the following activities or use the following mat erials at the self-access learning corner / room in your school? What is their code? predicting outcomes learn more about universal truths get the meaning of words from the text itself read and solve puzzles listen to a story listen to music Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Code No. Code No. Code No. Code No. Code No. Code No. 4.Can you get help when you are working at the SAL corner / room? Who will help you? __________________________________________________________________ 5. When do you take a book during the SAL period? __________________________________________________________________ Do you play games during the SAL period? Can you list the games you can play in pairs and in groups during the SAL periods? __________________________________________________________________ __________________________________________________________________ 6. Introduction to SAL (Overview) | Chapter 1 | Chapter 2 | Chapter 3 | Chapter 4 | Chapter 5 | SAL Booklet ile:///Volum es/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter4. htm (14 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Chapter 4 file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/chapter4. htm (15 of 15)3/31/2005 12:06:20 AM Self-Access Learning – Placement Test PLACEMENT TEST FOR FORM 4 Name Year : _____________________________________ : _____________________________________ Placement Test Before the pupils begin to use the SAL materials and equipment in the SAC, they are given a placement test to determine their English Language proficiency level.The marks they score in the test will enable them to work on the SAL materials according to the colour code. Questions are based on the skills taught that particular year. Suggested marking scheme according to SAL colour code. 0 39 marks 69 marks (Green) (Red) (Blue) 40 – 70 – 100 marks An example of Placement Test for Year 4 Questions 1 – 5 A. Name the objects below. Use the words in the box. file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/placement_test. htm (1 of 10)3/31/2005 12:06:50 AM Self-Access Learning – Placement Test 1. __________________ 2. __________________ 3. _________________ 4. __________________ 5. __________________ Questions 6-10 B. Read the sentences below. Write them correctly beside each picture. She waters the flowers at 5 o'clock in the evening. She leaves the school at 1 o'clock in the afternoon. She reads her books at 8 o'clock at night. Rina gets up at 6 o'clock in the morning. She goes to bed at 10 o'clock at night file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/placement_test. htm (2 of 10)3/31/2005 12:06:50 AM Self-Access Learning – Placement Test 6. _______________________________ 7. _______________________________ . _______________________________ 9. _______________________________ 10. _________________ ______________ Questions 11-15 C. Give the opposites of the words below. Choose the answers from the circles. 11. bad 12. happy 13. thin – __________ __________ __________ 14. good 15. clear – ___________ ___________ file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/placement_test. htm (3 of 10)3/31/2005 12:06:50 AM Self-Access Learning – Placement Test Questions 11-15 D. Fill in the blanks with the correct words. Rubber tapper butcher postman carpenter nurse 16. 17. 18. 19. 20.Pak Aman is a _________________. He sells meat at the market. My brother is a _________________. He delivers letters and parcels. Zaniah's sister is a ________________. She works in a hospital. En Hashim is a __________________. He makes furniture. My neighbour is a _________________. He works in a rubber estate. Questions 21 – 25 E. Match A and B. Write the sentences in the space provided. ___________________________________________________________ __ _____________________________________________________________ file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/placement_test. tm (4 of 10)3/31/2005 12:06:50 AM Self-Access Learning – Placement Test _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ Questions 26 – 30 F. Arrange the sentences below to form a story Every evening he practises in his school field. First he runs around the field. Then he practises high jump. When it gets late, he goes home. Sham is taking part in the 100 metres race and the high jump. 26. _________________________________________________________________________ 27. ________________________________________________________________________ 28. _________________________________________________________________________ 29. ___________________________________________________ ______________________ 30. file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/placement_test. htm (5 of 10)3/31/2005 12:06:50 AM Self-Access Learning – Placement Test _________________________________________________________________________ Questions 31 – 35 G. Look at the picture. Fill in the blanks with the following words. out on in near at Samad has a canary.He keeps it †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (31) the cage. He puts the cage †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (32) the cupboard. His cat sitting †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (33) the table is looking †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (34) the bird. The cat is trying to catch the bird. Samad comes †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ (35) from his room and chases the cat away. Questions 36 – 40 H. Arrange the words below to make meaningful statements. 36. __________________________________________________________ file:/// Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/placement_test. htm (6 of 10)3/31/2005 12:06:50 AM Self-Access Learning – Placement Test 37. __________________________________________________________ 38. _________________________________________________________ 39. __________________________________________________________ 40. __________________________________________________________ Questions 41 – 45 A. Read and circle the correct answers. Ali's Diary SUNDAY Isa and I went to Tanjung Malim. Very hot day. Storm at night. The roof leaked. Woke up and had to move my bed. Ashiah's birthday. She had a party. A man came to look at the roof. Late for school because the bus broke down. Some men repaired the roof. Some dead birds in the roof. Dad went to Penang for two days. Helicopter crashed in Singapore.Had stomach ache in the morning. Better in the afternoon. MONDAY TUESDAY WEDNESDAY file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20 lg/www. ppk. kpm. my/p&p/sal/placement_test. htm (7 of 10)3/31/2005 12:06:50 AM Self-Access Learning – Placement Test THURSDAY Dad returned. Uncle came. Letter from Zainal in Australia. Broke my bicycle pump. 41. Where did Isa go on Sunday? A. Pulau Pinang B. Tanjung Malim C. Singapore D. Australia 42. Which of the following statements is TRUE? A. Ashiah's birthday was on Sunday. B. Ali's father repaired the roof on Monday. C. Ali had stomach ache in the morning. D.Ali's uncle came from Australia. 43. What did Ali break during the week? A. His bed B. The bus C. His bicycle pump D. The roof 44. Why did Ali move his bed on Sunday night? A. It was a stormy night. B. It was very hot. file:///Volumes/GANPD/P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p/sal/placement_test. htm (8 of 10)3/31/2005 12:06:50 AM Self-Access Learning – Placement Test C. There were dead birds in the roof. D. The roof leaked. 45. The word returned in the diary means †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. A. came back B. went C. gave D. arrived Questions 46 – 50 B. Read the passage and answer the questions that follow.Ahmad lived in a village. He had fifty sheep. He liked to play tricks on people. One day Ahmad took his sheep to the hill. He rested under a big tree. Suddenly he had an idea. He decided to trick the villagers. He shouted that a tiger was attacking his sheep. The villagers rushed out to help him. They did not see any tiger. They knew that Ahmad had tricked them. They were angry. One afternoon, a tiger really attacked Ahmad's sheep. He shouted for help but †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 46. How many sheep did Ahmad have? He had __________________________________________________ 47. How did he trick the villagers?He tricked them by __________________________________________ file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/placement_test. htm (9 of 10)3/31/2005 12:06:50 AM Self-Access Learning – Placement Test 48. The villagers were angry because ______________________________ ________________________________________________________ 49. Choose the best ending to the story. A. the villagers came to help him B. the villagers caught the tiger C. the villagers did not come to help him D. the villagers tricked him 50. From the story we know that Ahmad was †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. A. naughty boy. B. A hardworking boy C. A cheerful boy D. A lazy boy file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/placement_test. htm (10 of 10)3/31/2005 12:06:50 AM Self-Access Learning SELF-ACCESS LEARNING For English Language in Malaysian Primary Schools SAL BOOKLET Contents | Plan of my SAC | My learning contract | My study plan | My activity plan My evaluation sheet | My record sheet (Sample 1) | My record sheet (Sample 2) My record sheet for reading (Sample 1) | My record sheet for reading (Sample 2) Rules on the care of SAL materials and equipment ile:///V olumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/booklet. htm3/31/2005 12:07:05 AM Self-Access Learning – SALBooklet SAL BOOKLET – Contents file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/sal_booklet2. htm (1 of 13)3/31/2005 12:07:13 AM Self-Access Learning – SALBooklet PLAN OF MY SAC file:///Volumes/GANPD/P&P/kspkTM-2005/PBI/self%20access%20lg/www. ppk. kpm. my/p&p/sal/sal_booklet2. htm (2 of 13)3/31/2005 12:07:13 AM Self-Access Learning – SALBooklet

Flow Oriented Incentive Spirometry Health And Social Care Essay

Tracheostomy is among the most often performed process in critically sick patients, being done in approximately 24 % of patients in ICUs. The usage of tracheotomy increased over recent old ages. The most common indicant for tracheotomy in the ICU is need for drawn-out mechanical airing. However after some yearss or hebdomads of endotracheal cannulation, ability to cough is compromised because the glottis mechanism is bypassed. The lowest acceptable critical capacity that determines adequateness of cough is 15ml/kg of organic structure weight ( Shapiro el al 1985 ) Patients unable to exhibit a strong effectual cough are at hazard for maintained secernments ; this makes trouble in re-expansion of air sac in that section. So decreased lung volumes from decreased tidal take a breathing non merely can impair oxygenation and predispose to Hypercarbia. It besides can take to atelectasis. Normal self-generated take a breathing form have periodic hyperinflations that prevent alveolar prostration. But the shallow tidal airing take a breathing pattern cause atelectasis, retained secernments and respiratory infections. Atelectasis is a common job in postoperative patients and those with neuromuscular disease. Because atelectasis in some patients appears to be due to reiterate little inspirations. The intervention of atelectasis based on two rules. The lungs must be expanded with a transpulmonary force per unit area sufficient to open the collapsed lung tissues and dead secernments must be cleared. Deeper breaths may be helpful to successfully change by reversal the atelectasis in the first 24-48 hours. Incentive spirometer encourages enlargement of the lungs every bit much as possible above self-generated external respiration ; these have proved to be good in controlled surveies. They used to advance maximum inspiratory attempts, improved cough mechanism due to improved inspiratory capacity and therefore keep normal lung volume. In the inducement spirometry ocular provender back system is incorporated into the device such as raising a ball that the patient attempt controls.Physiological rule:Physiological rule of sustained maximum inspiration is to bring forth a maximum transpulmonary force per unit area gradient bring forthing a more negative intrapleural force per unit area. This force per unit area gradient produces alveolar hyperinflation with minimum air flow during inspiratory stage.1.1NEED FOR THE Survey:Most surveies investigated the usage of incentive spirometry to better the station operative pneumonic map. But merely a few surveies investigate the effectivity of incentive spirometry in tracheostomized patients. Hence the demand arise to look into the effects of incentive spirometry on tracheostomized patients.1.2 OBJECTIVE OF STUDY:1. The aim of this survey was to measure the effects of flow-oriented incentive spirometry on, atelectasis, Pao2, and PaCO2 in tracheostomized patients. 2. To measure the effects of diaphragmatic external respiration exercising on atelectasis, PaO2, and PaCO2. 3. To compare the effects of flow-oriented incentive spirometry with diaphragmatic external respiration exercisings on tracheotomy patients.1.3 Hypothesis:1. There is a important difference following flow-oriented incentive spirometry on thorax radiogram mark, PaO2, and PaCO2 in tracheostomy patients. 2. There is a important difference following diaphragmatic external respiration exercisings on chest radiogram mark, PaO2, and PaCO2 in tracheostomy patients. 3. There is a important difference following flow oriented incentive spirometry on thorax radiogram mark, PaO2, and PaCO2 when compared to diaphragmatic external respiration exercisings.1.4 Operational Definition:Tracheostomy: surgical opening up of windpipe to set an air passage to ease respiration in laryngeal obstructor or a status necessitating drawn-out respiratory aid Flow oriented incentive spirometry: Incentive spirometry is a method of voluntary deep external respiration by supplying ocular provender back about inspiratory volume utilizing a specially designed spirometer, the patient inhales until a preset volume is reached so sustains the inspiratory volume by keeping the breath for 3-5 sec. Incentive spirometry reduces the hazard of atelectasis Atelectasis: atelectasis is a prostration of lung tissue impacting portion of all of one lung. This status prevents normal O2 soaking up to healthy tissues Inspiratory capacity: The maximal volume of gas that can be inhaled from the terminal of a resting halitus. This is equal to the amount of the tidal volume and the inspiratory modesty volume. Arterial blood gas: The O2 and CO2 content of the arterial blood measured by assorted methods to measure the adequateness of airing and oxygenation and acid-base position of the organic structure. Oxygen impregnation of Hb is usually 95 % or higher. The partial force per unit area of arterial o2 usually 80-100mmhg and Pco2 is usually 35-45mmHgPartial force per unit area of O in arterial blood ( PaO2 ) :The portion of entire blood gas force per unit area exerted by O gas. It is lower than normal in patients with asthma, clogging lung disease. The normal PaO2 in arterial blood is 95 to 100 millimeter Hg.Partial force per unit area of C dioxide in arterial blood ( PaCO2 ) ,The portion of entire blood gas force per unit area exerted by C dioxide. It decreases during rapid external respiration and it increases with respiratory upsets. The normal force per unit areas of C dioxide in arterial blood are 35 to 45 millimeters Hg1.5 PROJECTED Result:Based on the literature reappraisal available ; the jutting result of this survey will be, the tracheotomy patients who undergo incentive spirometry preparation will hold betterment in lung enlargement, PaO2and PaCO2 degree in arterial blood than the patients who underwent diaphragmatic external respiration exercisings.Chapter IILITERATURE REVIEWTan AK conducted a prospective clinical survey on patients with major caput and cervix surgery was conducted to measure the usage of incentive spirometry to better station operative lung map. An arranger was foremost designed to let patients with tracheostomy tubings to utilize the spirometer. Parameters studied include critical marks, arterial blood gases and pneumonic map trial. Significant betterment of lung map and deficiency of complication warrant the usage of incentive spirometry in station operative caput and cervix surgery patients. ( 2 ) Naveen Malhotra, parveen Malhotra, and Deepak Varma successfully used the modified inducement spirometer in tracheostomized patients admitted in ICU as a lung enlargement technique. The equipments used are an incentive spirometer, an arranger and a Y Connector. The arranger used is merely an anaesthesia tubing connection. In their survey they have besides mentioned that inducement spirometry besides helps to measure lung maps particularly the critical capacity and inspiratory volume. They have concluded that the combination of incentive spirometry, chest physical therapy and early mobilisation improves the efficiency of incentive spirometry. ( 1 ) Mirza S, Hopkinson L, malik TH, Willat DJ were reported that respiratory map proving in patients with tracheal pore or tracheotomy tubings is hard due to the job of neglecting to accomplish a good seal between the tracheotomy tubing or pore. Standard pneumonic map devices connected to a tracheostomy tubing via the same adapter and underwent the respiratory map trial. ( 3 ) Basoglu OK, Atasever A, Bacakoglu F. , Compared a incentive spirometry group to groups having merely medical intervention. A sum of 27 back-to-back patients admitted for COPD aggravations were recruited. 15 ( IS intervention group ) used IS for 2 months, together with medical intervention. The staying 12 ( medical intervention group ) were given merely medical intervention. Pneumonic map and blood gases were measured. PaCO2 values decreased ( P = 0.02 ) , PaO2and PaCO2 values increased ( P = 0.02 and P = 0.01, severally ) in the IS intervention group. However, there were no important differences between the measurings made pretreatment and after 2 months of medical therapy in the medical intervention group, with respects to pneumonic map, blood gases, they concluded that the usage of IS appears to better arterial blood gases in patients with COPD aggravations, although it does non change pneumonic map parametric quantities. ( 4 ) . Celli et al. , compared a no-treatment control group to groups having 15 proceedingss of IS, intermittent positive force per unit area external respiration ( IPPB ) or deep external respiration exercising ( DBE ) in patients who had undergone both upper and lower abdominal surgery. Compared to no intervention, the three intervention techniques were every bit more effectual in forestalling pneumonic complications. The writer suggested that IS may be preferred following upper abdominal surgery, because it appeared to shorten the patient ‘s length of stay. ( 5 ) Ricksten et al. , compared the consequence of 3 yearss of hourly ( 30 breaths ) IS, uninterrupted positive air passage force per unit area ( CPAP ) , and positive terminal expiratory force per unit area ( PEEP ) on gas exchange, lung volumes, and development of atelectasis. The patients who received both CPAP and PEEP were superior to Be for alveolar-arterial O force per unit area difference, FVC, and the incidence of atelectasis. ( 6 ) Stephen et al. , studied the consequence of incentive spirometry versus deep external respiration exercising on cut downing the diminution in critical capacity in patients undergoing abdominal surgery and found that incentive spirometry is more effectual than deep external respiration exercisings in reconstructing critical capacity to preoperative degrees ( 7 ) Thomas JA, McIntosh JM. , Conducted a meta-analysis was to quantitatively measure the conflicting organic structure of literature refering the efficaciousness of incentive spirometry ( IS ) , intermittent positive force per unit area external respiration ( IPPB ) , and deep external respiration exercisings ( DBEX ) in the bar of postoperative pneumonic complications in patients undergoing upper abdominal surgery. He concluded that Incentive spirometry and deep external respiration exercisings appear to be more effectual than no physical therapy intercession in the bar of postoperative pneumonic complications. ( 8 )Chapter IIIMATERIALS AND METHODOLOGY3.1 STUDY DESIGN:Pretest station trial design with a comparing group. It is a quasi experimental design. Two groups were taken: one is experimental group and another one is comparison group. Group A- Experimental group Group B- comparing group3.2 SAMPLE SIZE:Twenty patients were selected and were assigned into two groups ; comparing group and experimental group.3.3POPULATION AND Sampling:An norm, approximately 5 % of patients undergone tracheotomy in ICU for every month. Among these patients, 20 patients were selected and were assigned into two groups by simple random trying method for the survey after obtaining informed consent. One is experimental group who received incentive spirometry preparation and another group is comparison group who received diaphragmatic external respiration exercisings.3.4 STUDY Setting:The survey was conducted at the medical Incentive attention unit ( MICU ) , PSG infirmary, Coimbatore. PSG infirmary is 810 stratified multi forte systems.3.5 TREATMENT DURATION:5-10 breaths per session ; every one hr while awake for 48 hours.3.6 STUDY DURATION:6 months ( from June 1st 2010 to 30th November 2010 )3.5 CRITERIA FOR SAMPLE SELECTION:3.5.1. INCLUSION CRITERIA:1. Conscious and concerted patients 2. Aged above 18 year 3. Gender: both males and females 4. Patients who are weaned from ventilator and execute self-generated take a breathing with tracheotomy 5. Post operative patients who are at hazard of developing atelectasis 6. Patients with neuromuscular upsets, and post operative patients with thoracic surgery3.5.2EXCLUSION Standards:1. Patients with reduced degree of consciousness 2. Patients who are unable to understand or collaborate with the intervention 3. Patients with respiratory infective diseases3.6 INSTRUMENT AND TOOL FOR DATA COLLECTION:1. Chest X beam class for atelectasis 2. Arterial blood gas analysis- PaO2 and Paco2 degree3.7 Technique OF DATA COLLECTION:In this survey baseline appraisal was taken for both the experimental group and comparing group ab initio. Then the patients in experimental group underwent incentive spirometry preparation via modified flow oriented incentive spirometer with the healer supervising so post trial appraisals were taken at the terminal of 48hrs after incentive spirometry preparation. In the comparing group, they received diaphragmatic external respiration exercisings and station trial appraisal was taken after 48 hour of baseline appraisal. Any alterations in each group ‘s PaO2, PaCO2, and chest radiogram mark for atelectasis are compared.3.8 Technique OF DATA ANALYSIS AND INTERPRETATION:Datas collected from both group participants were analyzed utilizing paired't ‘ trial to mensurate the alterations between the pre and station trial values with in the group and Independent ‘t ‘ trial to mensurate the alterations between the groups. Paired't ‘ trial: Where, n = Number of samples S = Standard divergence vitamin D = Mean divergence Independent't ‘ trial: X1 = Mean Differece of Group A X 2 = Mean Difference of Group B SD- combined standard divergence of group A and B n1 = Number of patients in Group A n2 = Number of patients in Group B SD1 = Standard Deviation of Group A SD2 = Standard Deviation of Group BChapter 1VDATA ANALYSIS AND INTERPRETATIONData analysis is the systematic organisation and synthesis of research informations and testing of research hypothesis utilizing those informations. Interpretation is the procedure of doing sense of the consequences of a survey and analyzing their reading ( Polit and Beck, 2004 ) . Pre trial and Post trial value collected utilizing Radiographic Grades to mensurate the degree of atelectasis for patients in Group A and Group B were presented in Table 1 and 2 ( Annexure-VI ) and they expressed as a saloon diagram chart 1 and 2. The Pre trial and Post trial values of Group A and Group B for PaO2 in arterial blood of patients from selected population were presented in Table 3 and 4 ( Annexure-VI ) and besides expressed in chart 3 and 4. Similarly the pre trial and station trial values of Group A and Group B for PaCO2 in arterial blood from selected population were presented in Table 5 and 6 ( Annexure- VI ) and besides presented in chart 5 and 6.Table-7 Difference in average values and Standard Deviation of pre trial and station trial values based on Radiographic Grades for both Group A and BS. NoGroupsDifference in meanStandard Deviation1.Group A0.704832.Group B0.20.4211. Comparison of pre and station trial values of 10 topics in Group A based on Radiographic Grades. ( Graph-1 ) Hypothesis: There is important difference on thorax radiogram mark for atelectasis following flow oriented incentive spirometry preparation. ‘t ‘ value = = 4.582 df = n – 1 = 9 The t-value 4.582 gives P & lt ; 0.01 that agencies there is a important difference between the agencies of pre trial and station trial values.COMPARISON OF PRETEST AND POST TEST MEAN VALUES FOR GROUP A- CHEST RADIOGRAPH SIGN2. Comparison of pre and station trial values of 10 topics in Group B based on Radiographic Grades.Hypothesiss: There is important difference on thorax radiogram mark for atelectasis following deep external respiration exercisings. ‘t ‘ value = = 1.5 df = n – 1 =9 The t-value 1.5 gives P & gt ; 0.05 that agencies there is a no important difference between the agencies of pretest and station trial. The values are besides represented in a chart 2COMPARISON OF PRETEST AND POST TEST MEAN VALUES FOR GROUP B – Thorax RADIOGRAPH SIGNTable-8 Difference in average values and standard Deviation of pre trial and station trial values based on PaO2 for both Group A and B ( n=10 ) .S. No Groups Difference in Mean Standard Deviation 1. Group A -6.6 6.744 2. Group B 0.91 6.314 In order to happen out the important difference between the pre trial and station trial PaO2 degree in arterial blood paired â€Å" T † trial was used. 1. Comparison of pre and station trial values of 10 Subjects in Group A based on PaO2 values. ( Chart-3 ) Hypothesis: There is important difference on PaO2 value following flow oriented incentive spirometry preparation. ‘t ‘ value = =-3.094 df = n – 1 =9 The gathered information is tabulated ( ref Table: 2 ) and the mated t trial is conducted. The t-value -3.094 gives P & lt ; 0.01 that agencies there is a important difference between the agencies of pre trial and station trial values. The pretest and station trial values are besides represented in a chart ( Ref Chart: 3 ) COMPARISON OF PRETEST AND POST TEST MEAN VALUES FOR GROUP A- PaO2 VALUE 2. Comparison of pre and station trial values of 10 topics in Group B based on PaO2 values. ( Chart-4 ) Hypothesis: There is important difference on PaO2 following deep external respiration exercisings. ‘t ‘ value = =0.455 df = n – 1 = 9 The t-value 0.455gives P & gt ; 0.05 that agencies there is a no important difference between the agencies of pretest and station trial. The values are besides represented in a chart ( Ref Chart: 4 )COMPARISON OF PRE TEST AND POST TEST MEAN VALUES FOR GROUP B- PaO2 VALUE.Table-9 Difference in average values and standard Deviation of pre trial and station trial values based on PaCO2 in arterial blood for both Group A and B ( n=10 ) .S. No Groups Difference in Mean Standard Deviation 1. Group A 7.04 7.58 2. Group B 0.41 5.51 In order to happen out the important difference between the pre trial and station trial for PaCO2 paired â€Å" T † trial was used. 1. Comparison of pre and station trial values of 10 Subjects in Group A based on PaCO2 value. ( Graph-5 ) Hypothesis: There is important difference on PaCO2 value following flow oriented incentive spirometry preparation. ‘t ‘ value = = 2.93 df = n – 1 = 9 The t-value 2.93 gives P & lt ; 0.01 that agencies there is a important difference between the agencies of pre trial and station trial values.COMPARISON OF PRE TEST AND POST TEST MEAN VALUES FOR GROUP A- PaCO2 VALUE2. Comparison of pre and station trial values of 10 topics in Group B based onPaCO2. ( Graph -6 ) Hypothesis: There is a important difference on PaCO2 value following external respiration exercisings. ‘t ‘ value = = 0.23 df = n – 1 = 9 The t-value 0.23 gives P & gt ; 0.05 that agencies there is a no important difference between the agencies of pretest and station trial.COMPARISON OF PRE TEST AND POST TEST MEAN VALUES FOR GROUP B- PaCO2 VALUETable-10.Difference in average values and standard divergence of Pre trial and station trial values based on Radiographic Grades, PaO2 and PaCO2 values for both Group A and B ( n =20 ) .S.No Variable Difference in mean Standard Deviation 1. Chest Radiographic Grade 0.5 0.453 2. PaO2 5.69 6.533 3. PaCO2 6.63 6.63 In order to happen out the important difference between station trial values of both Group A and B based on Radiographic Grades, PaO2 and PaCO2 Independent't ‘ trial was used.1. Comparison of average values of 20 topics in Group A and B based on chest Radiographic Grade.Comparison of Mean Values of 20 topics in Group A and Group B Based on chest Radiographic Class Hypothesis: There is important difference following flow oriented incentive spirometry preparation on thorax Radiographic Grade, when compared to diaphragmatic external respiration exercisings. Independent't ‘ trial SD = ( n1-1 ) SD12+ ( n2-1 ) SD22 ( n1+n2 – 2 ) = 0.453 T = ( x1- x2 ) n1 n2 SD n1 + n2 = 2.46 df = n1+n2 – 2 = 18 The deliberate value is greater than the table value of 2.46 ( P & lt ; 0.05 ) . This shows that there is important betterment between the Mean values of chest Radiographic Grade in Group A and B. Hence Hypothesis accepted.COMPARISON OF MEAN VALUES BETWEEN GROUP A AND GROUP B BASED ON CHEST RADIOGRAPHIC GRADE2. Comparison of station trial values of 20 topics in Group A and B based on PaO2 valueHypothesis: There is important difference on PaO2 following flow oriented incentive spirometry preparation, when compared to diaphragmatic external respiration exercisings Independent't ‘ trial SD = ( n1-1 ) SD12 + ( n2-1 ) SD22 ( n1+n2 – 2 ) = 6.533 T = ( x1- x2 ) n1 n2 SD n1 + n2 = -2.57 df = n1+n2 – 2 = 18 The deliberate value is greater than the table value of -2.57 ( P & lt ; 0.05 ) . This shows that there is important betterment between the station values of paO2 in Group A and B. Hence Hypothesis accepted.COMPARISON OF MEAN VALUES BETWEEN GROUP A AND GROUP B BASED ON PaO23. Comparison of Mean values of 20 topics in Group A and B based on PaCO2 value.Comparison of Mean Values of 20 topics in Group A And Group B Based on PaCO2 value Hypothesis: There is important difference on PaCO2 following flow oriented incentive spirometry preparation, when compared to take a breathing exercisings. Independent't ‘ trial SD = ( n1-1 ) SD12+ ( n2-1 ) SD22 ( n1+n2 – 2 ) = 6.63 T = ( x1- x2 ) n1 n2 SD n1 + n2 = 2.236 df = n1+n2 – 2 = 18 The deliberate value is greater than the table value of 2.236 ( P & lt ; 0.05 ) . This shows that there is important betterment between the Mean values of PaCO2 in Group A and B. Hence Hypothesis accepted.COMPARISON OF MEAN VALUES BETWEEN GROUP A AND GROUP B BASED ON PaCO2Chapter VRESULTS AND DISCUSSIONThe purpose of the survey was to compare the efficaciousness of flow-oriented incentive spirometry preparation with diaphragmatic external respiration exercising in tracheostomized patients. Wholly 20 participants were participated in this survey. They are assigned into comparing group and experimental group. The selected result steps were, Chest radiographic scaling for atelectasis, PaO2 value, PaCO2 valueChest radiographic Grading for Atelectasis:In Experimental group, Based on chest radiographic class for Atelectasis, there is an betterment in the thorax radiogram mark after incentive spirometer preparation. The deliberate T value is 4.58, which gives P & lt ; 0.01. Hence, statistically important betterment was found between pre and station trial means. It shows that the flow oriented incentive spirometry has important consequence on bettering the atelectatic country for the patients with tracheotomy. But in Comparison group, the deliberate T value is 1.5, which gives P & gt ; 0.05. This implies that there is no important difference in the agencies. So, this shows the diaphragmatic external respiration exercising has less important consequence on bettering atelectasis.PaO2 value:In Experimental group, Based on PaO2 value, the deliberate T value is 3.09, which gives P & lt ; 0.01. Hence, there is a statistically important betterment in the station trial values of PaO2. It shows that that the sustained maximum inspiration improves arterial blood O degree. But in Comparison group besides, some little differences between the pretest and station trial mean values. But the deliberate T value is 0.45, which gives P & gt ; 0.05. This implies that there is no important difference in the agencies. Hence, the diaphragmatic external respiration exercising has less consequence on bettering PaO2.PaCO2 value:In Experimental Based PaCO2 value, the deliberate T value is 2.93, which gives P & lt ; 0.01. Hence, there is an betterment station trial and the difference is extremely important. It shows a important decrease in carbon dioxide degree after incentive spirometry preparation. But in Comparison group, the deliberate T value is 0.235, which gives P & gt ; 0.05. This implies that there is no important difference in the agencies. Hence, this shows that the patients who treated with diaphragmatic external respiration exercisings had no decrease in PaCO2 degree. The p-value ( & lt ; 0.05 ) obtained from independent't ‘ trial showed that the agencies of two group are significantly different. So the patients who received incentive spirometry preparation got more betterment than patients who received diaphragmatic external respiration exercising.RestrictionThere were some restrictions in this survey are given below: This survey was done in a shorter period. The smaller Sample size is a strong modification factor in our survey The entire work of external respiration of the patients during incentive spirometry was non measured. Lung volumes and capacities are non measured Inspiratory musculus strength was non assessed.5.4 RECOMMEDATIONSBased on the result of statistical analysis, it is suggested that the farther surveies should be modified to suit the undermentioned alterations, Effectss can be proved by utilizing pneumonic map trial. Different populations can be analyzed to formalize the consequence. Measure the impact of the extra imposed work of take a breathing ( WBimp ) generated by two different spirometers.Chapter VIDecisionWith the mention to the statistical analysis done from the informations collected by Radiographic Grades, PaO2 and PaCO2 values, concluded that the flow oriented incentive spirometry preparation has important consequence in bettering the degree of atelectasis, PaO2 and PaCO2 degree in arterial blood than diaphragmatic external respiration exercising entirely in tracheostomy patients..‘So, the modified inducement spirometer has been successfully used in tracheostomized patients who were admitted in intensive attention unit as a lung enlargement technique.CHAPTER-VII