Professional Portfolio and Self-Marketing Plan Term Paper

Professional Portfolio and Self-Marketing Plan - Term Paper Example Solid nursing experience that includes admissions, assessments, treatment, referral, and education for a broad range of patients. Widely recognized as an excellent care provider and patient advocate. Demonstrated ability to assist healthcare team members to provide quality patient care. Outstanding interpersonal and communication skills. Extreme accuracy in patient history, charting, and other documentations. Proficiencies: Patient care advocate Intravenous therapy Care plan administration Patient/family education Ante partum, Mother/Baby, and Pediatrics Status post surgical care Lactation counseling Career Experience Portsmouth Naval Medical Center, Portsmouth, VA (Contractor) December 2008 to December, 2010 Registered Nurse in the Mother/Baby unit of the facility delivering a complete range of RN services and expertise in assessments, admissions, referrals, extensive plans of care, administer medications, assist physicians, IVs, IV antibiotics, blood transfusions, wound care, lacta tion counseling, education of patients/family members, and accurate documentation of patient history, medication, and treatment. Carteret General Hospital, Morehead City, NC September 2006 to October, 2008 Staff Nurse in Ante partum, Mother/Baby, and Pediatrics. ... Have experience in fetal monitoring, doppler, and fetal tracking. Prepared equipment/supplies and assisted physicians during examinations and treatment. When designated, acted in Charge Nurse capacity. Raleigh Children & Adolescents Medicine, Raleigh, NC October, 2001to August 2006 Delivered a complete range of RN service and expertise in the clinic environment. Accurately obtained and documented patient history and medication, assisted physicians during examinations/treatment, handled referrals and admissions, and extensive interaction with patients and family members, staff, and physicians. Rex Wellness Center, Raleigh, NC September, 2000 to May, 2003 Part-time lifeguard and receptionist at the wellness center. Covered the front desk, greeted clients, and assisted with membership enrollment of the center. Triangle Pool Management Company, Raleigh, NC May, 1996 to September 1999 Pool manager and lifeguard (part-time). Wal-Mart Pharmacy, Raleigh, NC February 1996 to May 1998 Pharmacy tech (part-time). Educational Background Bachelor of Science in Nursing, BSN (2001) Barton College Wilson, North Carolina Currently Enrolled in Masters Program in Nursing Licensure Licensed Registered Nurse (RN), State of North Carolina (License Number 193770) Course/Certifications Nursing Tutorial and Consulting Nurses in the New Decade Legal Issues in Nursing Advance Charge Nurse Development Stress, Depression, and Pain Basic Life Support Certification (BLS) Pediatric Advance Life Support Certification (PALS) NRP Certification Certified Lactation Counselor Honors/Awards Member of Sigma Theta Tau National Honor Society of Nursing Numerous Customer Service Awards (Portsmouth Naval Medical Center) Admiral Commendation Letter Courses Completed NUR 553: Issues in Healthcare Informatics

Natural Law Jurisprudence Essay Example | Topics and Well Written Essays - 1500 words

Natural Law Jurisprudence - Essay Example Jurisprudence implies creating a body of law and methods for interpreting the law, studying the relationships between law and society, and predicting the effects of legal decisions . It is the science or philosophy of law. It applies to substantive law and to the legal system in general. It is based on the fundamental principle of 'just society' which means in a democratic country, all are equal and their rights (personal and property rights) should be protected before law. Judges apply it without favor or fear. Jurisprudence implies creating a body of law and methods for interpreting the law, studying the relationships between law and society, and predicting the effects of legal decisions.(Wikipedia) . The purpose of jurisprudence is to "achieve social order through subjecting people's conduct to the guidance of general rules by which they may themselves orient their behavior" (Fuller 1965, 657). The word ' Teleology is derived from the Greek word 'telos, which means "goal", purpose".(- page : socillogy 3rd ref ). The ancient world was permeated by teleological thought, that is, a belief that everything has a pre-ordained purpose - there's a pattern to the world and to each thing in it . (Socrates, Aristotle, the Stoics - also the Oracle in The Matrix). It is based on the Greek concept of 'eudemonism' which means that people live a satisfying life based on Universal laws. The Greeks viewed the universe as self correcting." The state, like all things, has a certain end. A just state is one that is organized in such a way as to achieve this teleological purpose."( Plato : The Republic)."Within the state, every person has a role or function, and 'just conduct' lies in fulfilling his or her role. "( Aldous Huxley's novel Brave New World). Aristotle and Thomas Aquinas were great supporters of teleology .Whether " Natural Law Jurisprudence automatically lends itself to the teleolo gical approach" In order to analyze this question , first we have to understand the characteristics of Natural law and teleology . Natural Law Jurisprudence has the following distinguishing features which separates it from teleological law . i. Natural law is universal and unchanging - it's always available to legislators, judges and citizens of any jurisdiction in the field of justice - correcting wrongs and distributing goods (Harris) ii. The sources of natural law are customs, usages, case laws and precedents iii. It is discoverable by human reason iv. Natural law attempts to analyze, explain, classify, and criticize entire bodies of law, ranging from contract to tort to constitutional law. v. It commands obedience from people and people obey it in moral sense. vi. In the US and many parts of the world, Natural Law has become very much influential. vii. International law derives its validity from natural law. International Law is based on the principles of Natural law jurisprudence. UN Charter recognizes natural rights, and principles. viii. The formation of the

Assignment 3 Essay Example | Topics and Well Written Essays - 500 words - 10

Assignment 3 - Essay Example Matters or issues concerning dark energy are normally speculative in nature. The evidence for the existence of the dark energy arises from three major independent sources. Therefore, these sources lead us to our three major hypotheses on dark energy: distance measurements through the red shift, explains the universe has expanded during its last half life; the theoretical requirements for extra energy type that is not matter and dark matter, to form the observationally flat universe; and it can be identified through the large scale measurement of wave patterns with mass density. Dark energy is believed to be homogeneous and not very dense; it interacts with other universal forces; apart for gravitational force. These theories hypothesize formation of galaxies or cluster of galaxies; Cold Dark Matter aspect of cosmology describes that clustering and also merging processes enables galaxies to gain mass and determine shape and structure. One theory explains the ‘top down’ galaxies formation aspect. The disk galaxies are created through monolithic collapse of the large gas cloud. In the process of cloud collapse; gas settles in a highly rotating disk. This explanation is very simple; but no longer accepted (Schechner 297). The bottom up galaxy formation theory demonstrates that galaxies are formed through coalescing involving smaller progenitors; smaller particles merge and form larger or big particles. The dark matter halos cluster during the bottom up process. The age of the Earth is estimated to be 4.5 billion years. This age was approximated using radiometric system of dating; using meteorite materials. There is a hypothesis that accretion of the Earth soon started after formation of calcium-aluminum rich materials and meteorites. However; simpler explanations can indicate that the age of the Earth is millions

All Students Can Learn Essay Example | Topics and Well Written Essays - 1500 words

All Students Can Learn - Essay Example Building relationships is a key aspect of effective learning, as Burns (2000) considers that learning might not manifest itself in observable behavior until some time after the educational program has taken place. Learning helps us move from novices to experts and allow us to gain new knowledge and abilities. Effective relationships help the teacher gain the student's trust and therefore the students feel more comfortable in being taught by that teacher. It also helps the students gain more repose and therefore creates an effective learning environment in the classroom, which results in the ultimate benefit of the students. I believe student-learning abilities vary from student to student. The teacher would have to adopt her technique of teaching in order to maximize the productivity of his/her lecture. The teachers can follow an array of approaches in order to deal with the various kinds of learning levels of students in a class. The classroom inquiry approach to teaching enables teachers to contribute to the knowledge base of developing effective classroom practices for inclusive classrooms by engaging in development of individual beliefs on student learning with their peers and participating in a team problem solving approach to generate classroom action. When teachers work development of individual beliefs on student learningly to monitor and improve their classroom practices, this can have positive results and improve their performance. Collaborations and interactions between teachers and university researchers as well as school administrators should also be a part of the inquiry and problem solvi ng process. When teachers generate the knowledge that informs their practice (Canter, 2004), they have more control and leadership in the classroom. Thus, they expand the educators' repertoire of instructional methods to accommodate greater student diversity. When teachers work is conducted in an environment where collaboration and the development of individual beliefs on student learning, they are less likely to feel isolated and overwhelmed by the challenges created by the diversity in inclusive classrooms. The teaching approaches by the teachers make the content meaningful and relevant to students. This is very important as the teacher has to develop a mutually beneficial relationship with his/her student. However, the disadvantage of such means of learning by students could be best explained in opposition to meaningful learning. "Meaningful learning is a process of relating and anchoring new material to relevant established entities in cognitive structure." (Savin, 2006) This meaningful learning depends largely on the teachers. One of primary responsibilities of teachers is to help the students in meaningful learning. It is difficult for learning to take place in chaotic environments. The teacher can build these relationships by effectively communicating their goodwill and encouraging nature to the students so that they feel comfortable in understanding their teacher better. Subsequently, teachers are challenged daily to create and maintain a positive, productive classroom atmosphere conducive to learning. On any given day, this can be quite a challenge. In the

Environmental Science in Todays World Essay Example for Free

Environmental Science in Todays World Essay Humans so dominate today’s world that there is no ecosystem on earth that has not been influenced to a greater or lesser degree of human activities. And, as long as humans remain on earth, such influence will not end. Sustainability will depend on learning to channel our efforts so that we play a positive supporting role as opposed to a destructive role toward ecosystems (Nebel Wright, 1993). Environmental risk is a reality of today’s world. The seemingly endless supply of synthetic chemicals, consumer goods, energy, and waste create new risks through chemical contamination, pollution, and environmental degradation. Environmental disasters such as chemical spills or explosions threaten millions of people living in the vicinity of manufacturing or storage facilities. The uncertain risks of global warming and ozone depletion loom ahead. A central factor of environmental risk is that it is usually involuntary. People do not choose to ingest chemical pollutants such as pesticides or industrial solvents in their food and water, to undergo workplace exposures to dangerous chemicals, to breathe polluted air, or to experience radiation exposure from nuclear fallout or faulty nuclear power plants. These environmental risks pose a unique problem to regulators charged with protecting the public health. Limited information may be available on the health effects of these risks. Consequently, in an effort to protect the public’s health, various government agencies study these potential hazards to determine the level of risk they pose. This effort to understand these risks, and to quantify their impact on human health, is the field of risk analysis (Moore, 2002). The scale of human occupation and transformation of the environment is now truly global. The adverse health effects of this ignorance may have been limited, as the environmental damage was on a local scale. However, in today’s world our activities are having an impact at a global scale, and global environmental change will become a major theme in public health research, social policy and development, and political advocacy in the 21st century. The conceptualization of the environment as a global public good for health should go some way not only in increasing an appreciation for this heritage and dependency, but should also enhance the interface between research and policy. This increased awareness and interface between key stakeholders might lead to effective action to ensure a sustainable future for current and future generations (Hester Harrison, 2002).

Children literacy Essay Example for Free

Children literacy Essay The purpose of this story is to improve children literacy. This story helps children to learn different animal names and different things. User can listen and read to story as well. Audience: The audience of this story are children age 4 7 and this story will help them to learn names of different things and animals and will improve their grammar. I found that by reading the story and it also has been mentioned on the website. The purpose of final product is to provide entertainment so I will need to include this feature however I will make sure that the text on my animation is appropriate and simple so that the audience can understand it easily. Techniques used: This animation has used a number of techniques to make it professional and attractive which eventually makes it successful. The animation has used buttons to navigate from scene to other by clicking the story bear or next. Users can start the story again if by clicking back to the start. This buttons are very useful as it allows the user to skip the scene or start the story again if they have missed any scene. I will also make that I use buttons on my animation so that user have some flexibility and can navigate easily. These features will make my animation professional and suitable for my audience. At the start of the animation there are two options to watch the story with sound or without sound. This is the technique used by most professional websites, it helps user to understand the story more easily and make the animation suitable for its purpose. This animation asks user to click on different things, when user click on an object the next scene can be watch. This means this animation has used different objects on different scenes as a button. I will use this technique on my animation as it will allow user to interact with the animation which will keep the user interested in the animation. This technique also makes the animation very professional which is a positive aspect about this animation. The object to click on An effect has been added to some objects so when a user is going to click on it and pointer is on it. The appearance of the object will change; a white border will surround this object. This technique will help users to show that this is the right object to click on to watch next scene. This technique is shown on the above screen shot. In this animation the objects has been used as buttons to make it interactive I will use this technique in my animation. I will also use objects or characters as buttons, which will allow users to watch next scene. I will use buttons on my animation and add effect so that the appearance of these buttons can be change when the pointer is on it. This technique will make my animation more eye-catching and aesthetic. The zoom in and out technique has been used several times in this animation. This technique helps user to see the close of the objects which will help them to understand the story. This is a very useful technique as it clearly shows what is happening in the story. I will use this technique where it is important. This will help me to meet the professional standard. This animation has used clouds and question mark to show that the characters are thinking. The face expression also shows that the characters are thinking because of the eye movement and hands position. Below the screen shots shows the two different characters of the story thinking. This animation is very professional because it shows the face expressions. The face of the Micky becomes red when he is angry. Below the screen shots are showing two different emotions. This is a high quality technique as this makes the story interesting and realistic. I will use this technique in my animation; I will show the facial expression of my characters to make my animation attractive to its audience and professional. This animation used a lot of motion tweens to show the movements. The legs of the characters move forward to show the walking effects, hands move to show that they are talking and thinking. At the start of the story the leaves are falling down. The birds beak is moving to show the talking effect, the eye balls of almost all characters are moving and the story bear is moving his one foot while thinking. This is a positive aspect on this animation as it makes the animation more interesting and realistic. I will definitely use motion tweens in my animation to show the characters walking and playing and to show the movements of objects. This will help me to create a realistic and appealing final product. Navigation and interaction: This animation is users friendly as its navigation is very effective. To watch the next scene users have to click next or story bear button, this button will also helps user to skip scene. There is another button start the story again which allow user to watch the story again. This gives the user some flexibility. This animation interacts with the users a lot as user have to click the button to watch the next scene and it also asks user to click on different objects. This animation allow user to get involve in the story which will keep their interest till the end. Strengths: Techniques: There are number of good points about this story. These strengths make the animation suitable for its purpose and audience. First of all the animation has used range of techniques. Such as motion tweens, zoom in, face expressions and user interaction. These techniques made the story interesting and professional. This animation also uses clouds to show what the characters are thinking. I will be using some of these techniques to ensure that my product is to the best possible standard. Another good point about this animation is that the scenes flow in a sequence which makes it suitable for its audience, as it is very easy for its audience to understand what is going in the story. I will make sure that the sequence of scenes of my animation is easy to understand and appropriate for my target audience so that they can enjoy the story. Characters and objects: This animation has got six different characters and used a lot of objects. The number of characters are appropriate as they not too much which makes the animation crowdy and audience would not be able to understand whats happening in the story or there not very few characters which makes the story boring. I will also make sure that the number of characters in my animation is appropriate so that my animation is not boring or crowded. This will make my animation suitable for its audience. Sound and text: The story has an option which allow user to listen to the story as well as reading. This is a good point of this animation because it makes the animation suitable for the purpose it has made for by improving their listening skills. The text of this animation is appropriate for its audience and help to keep the users interest till the end. I will include sound and text on my animation so that the users can understand the story easily by listening or reading it. This will give users some flexibility. I will also include some other sounds for example sound of a ball kick to make my animation vibrant and professional.

How to Identify Different Types of Learners

How to Identify Different Types of Learners How does a teacher identify the different types of learners in a language classroom and how best plan for this afterwards? ‘†¦plan, teach / act, observe and reflect†¦Ã¢â‚¬â„¢ (Sue Davidoff and Owen van den Berg, 1990) The Observation My observation was undertaken at the British Council in Kuwait/Gulf Region[ej1]. The observation class was of mixed nationality Arabic Language speakers at Intermediate level. There were twenty students in total, 80% males to 20% females. The class comprises of 30% students, 60% working or professional people 10% homemakers others. The age range is between 20 to 55 years. The class is halfway through a 6 months language course. I observed and was involved in a 90 minute lesson focusing on vocabulary, reading and speaking. At the end the teacher answered my prepared questionnaire (see Appendix)[ej2]. The following essay consists of a brief theoretical, analytical and practical examination of learning styles and typologies in a language classroom and how best to plan for them. It includes an analysis of specific elements from the observed lesson (see Appendix for a transcript[ej3]) put in the context of theory and intended future practise. To support the lesson, the teacher used the white board, an overhead projector with one transparency and three handouts. Whole class work focused on provision of vocabulary and contextualisation of the material. The material was real and relevant to contemporary interests and cultures. The teacher used discussion starters to motivate and encourage student interest and involvement (as Allwright and Bailey advise, 1991) Responses were elicited from the class and supported through teacher modelling of pronunciation and writing on the white board. Individual work was limited. The teacher had established small groups (three to four students) aimed at balancing ethnic background and gender. Research shows the importance of understanding and catering for different learning styles and cognitive strategies. When a learning style is not catered for, the student can easily become ‘bored and inattentive, do poorly on tests, get discouraged about the course, and may conclude that they are not good at the subjects’ (Zhenhui, 2001). Various parameters have been constructed for defining student’s preferred way of learning, such as Knowles (1982) concrete, analytical, communicative and authority-orientated learning styles (cited in Richards, 1994). Another defines the groups as auditory, visual and kinaesthetic learning styles (Krause et al, 2003, pp154-155) whilst figure 1 gives a representation of student and teacher inter-reactions dependent on learning styles. Some researchers such as Richards (1994, pp.59-77) consider an individuals culture as vital to understanding learning styles. Ladson-Billings (1995) advocates a method of Culturally Responsive Teachin g which integrates cultural points of reference through out the learning process. Others disagree (Kubes, 1998, cited in Krause) and cite more universal forms of learning. This class was both interested and engaged in its learning. However, during the interview, the teacher expressed a wish that there was more time for individual tailoring. The teacher acknowledged that this would better cater for the range of learning styles. More concrete resources (actual materials eg fruit, etc) and increased use of visual aids (magazines, more transparencies, laminated pictures) may also help to convey understanding and increase retention. Two ‘tests’ were used during the class one was a linking exercise and one a reading exercise. The teacher finished the lesson with each student expressing an opinion on an article using the lessons language. Whilst these were not formal tests, they involved assessment strategies. As Nunan points out (1990, p62) assessment contributes part of the information for student evaluation. As this infers, the tools for student assessment, be they observational, formative or summative, need to balance with an understanding of the ‘bigger picture’. For example, the goal may be to allow students to understand, practise and develop their own language and learning strategies (see Hismanoglu’s exploration of Language Learning Strategies, 2000) – be they direct or indirect strategies (Oxford, 1990, p9). Most students require clear and precise scaffolding (Vygotsky, in Krause, 2003, pp60-65) to develop their metacognitive practises for making meaning. Assessme nt can act as a benchmark to the success of the learning process and show the teacher areas that need to be covered again or in a different way. There is no space here to do full justice to the impact of the learning environment upon students yet it needs inclusion for a balanced understanding of students learning styles. Suffice it to say that, as Nunan and Lamb say (1996), the teacher needs to aim for a safe, positive and progressive environment that encourages student participation, thinking and risk-taking. Much as assessment is an end result of reflection upon what one wants to define, the learning environment should be based upon a thorough understanding of theoretical aspects. For example, traditional teaching methods tended towards a unitary approach to intelligence. Contemporary theories, such as Gardner’s work on multiple intelligences (cited in Krause et al, 2003) allow for the inclusion of variable factors that define a student’s strengths and weaknesses. Many agree with Wilson’s (1998) assertion that Gardner’s MI theory helps teachers createâ€Å"†¦more personalized and diversifi ed instructional experiences† and develops â€Å"empowered learners† (http://www.newhorizons.org/strategies/mi/wilson1.htm) Figure 2. Adapted from Huitt, 2004, http://chiron.valdosta.edu/whuitt/col/regsys/maslow.html This holistic approach agrees with an understanding of other influences upon learning, Maslow’s hierarchy of needs for example (see Figure 2), or Bronfenbrenner’s (1979) ecological systems theory. These ‘ecological’ factors encourage more integrated forms of assessment and are particularly useful in understanding various forms of ‘washback’ (see Cushing Weigle, 2002) that may result. Other more structured tests such as the Myers-Briggs Type Indications Survey, (Myers McCaulley, 1985) may also have their place. The teacher used gender and ethnic background to balance the groups. The groups worked well together in a pro-social manner. However, Woods encourages conscious examination of an educators own attitudes, especially when the may cause subconscious actions and opinions to form (Woods, 1996). Should the two parameters of gender and ethnicity become constraints, then they are not valid means of group construction. Sometimes is appeared that not all group members contribute in their cooperative learning. However, research has shown that even those who do not appear to be so communicative do benefit to a degree from the listening and processing that this format provides. It may be that they are better at working individually and as such should have the opportunity to do so. The teacher used elements of the 3 P’s approach presentation, practise, production. However, as the lesson transcript shows, the language was expanded in what became more of a Harmer-style engage – study – activate method. I would like to list the implications for my own teaching under the following points: Use a wide range of teaching strategies and styles to ensure comprehension eg support spoken material with writing on the white board, leave the transparency up on the overhead projector, bring in concrete materials, provide visual clues, model your required responses, â€Å"set short, realistic goals and review and recycle often.† (Antonaros, 2005 ), role play, use song. Use methods according to the area you wish to cover, the materials you have prepared and present concisely and precisely. If the area is suited best to direct instruction then use it, if student-centred instruction or co-operative groups then vary accordingly. Motivation and interest are paramount, but sound understanding is the goal. Prepare your materials so that they are interesting, real, relevant, encourage thinking whilst supporting language development. Take an action research approach to (for example Wright’s, 1987, 2005) to develop a thorough understanding of my students learning and cognitive styles and my own attitudes. Use active listening to understand, modelling to improve and discussion to encourage communication Use teacher modelling strategies to develop the student’s autonomous language learning skills as exemplified by Lowes and Target (1998) in Helping Students to Learn. Providing a positive learning environment where mistakes are not derided Assign homework that re-caps and therefore re-enforces the issues covered in the lesson. Ensure equity in communication – make sure everyone has a chance to speak. â€Å"Every teacher who has taught a group of grown-ups knows that some individuals may be reluctant to speak, especially when they realize or assume that other students are more fluent.† (Turula, 2002) References Allwright, D. Bailey, K. (1991). Focus on the Language Classroom. Cambridge, UK: Cambridge University Press. Antonaros, S. (no date) Looking Inside and Out for the Answer to Motivating Our Learners http://www.tesolgreece.com/nl/75/7505.html) Accessed 7th February 2006 Davidoff, S., Van Den Berg, O. (1990) Changing Your Teaching. The challenge of the classroom. Pietermaritzburg: Centaur Publications Gardner, H. (1983) Frames of Mind. New York: Basic Books, Harmer, J (1998) How to Teach English. Harlow, UK: Longman Hismanoglu, M. (2000) ‘Language Learning Strategies in Foreign Language Learning and Teaching’, The Internet TESL Journal, Vol. VI, No. 8, August 2000 Knowles, L (1982) Teaching and Reading. London, UK: National Council on Industrial Language Training. Krause, K., Bochner, S., Duchesne, S. (2003) Educational Psychology for learning and teaching. Southbank, Victoria: Thomson. Kubes, M (1998) Adaptors and innovators in Slovakia: Cognitive style and social culture. European Journal of Personality, 12(3), pp.187-198 Ladson-Billings, G. (1995). But thats just good teaching! The case for culturally relevant pedagogy. Theory into Practice, 34(3), 159-165. Lowes, R. Target, F. (1998). Helping Students to Learn. London: Richmond. Malamah-Thomas, A. (987). Classroom Interaction. Oxford, UK: Oxford University Press. Nunan, D., Lamb, C. (1996). The Self-Directed Teacher. Cambridge, UK : Cambridge University Press. Oxford, R. (1990). Language Learning Strategies: What Every Teacher Should Know. New York, USA: Newbury House Publishers. Richards, J.C., Lockhart, C.L. (1994). Reflective Teaching in Second Language Classrooms. Cambridge, UK: Cambridge University Press. Richards, J.C. Nunan, D. (eds.). Second Language Teacher Education. Cambridge, UK: Cambridge University Press. Turula, A (2002) Language Anxiety and Classroom Dynamics: A Study of Adult Learners. Forum English Teaching Online, US Dept of State, Vol. 40 (2). http://exchanges.state.gov/forum/vols/vol40/no2/p28.htm#top Wilson, L (1998). Whats the big attraction? Why teachers are drawn to using Multiple Intelligence Theory in their classrooms? http://www.newhorizons.org/strategies/mi/wilson1.htm Accessed 7 February 2006 Woods, D. (1996) Teacher Cognition in Language Education. Cambridge, UK: Cambridge University Press Wright, T. (1987). Classroom Management in Language Education. Hampshire, UK: Palgrave Macmillan Wright, T. (1987). Roles of Teachers and Learners. Oxford, UK: Oxford University Press. Zhenhui, R. (2001) ‘Matching Teaching Styles with Learning Styles in East Asian Contexts’, The Internet TESL Journal, Vol. VII, No. 7, July 2001 Websites Matching teaching styles: http://iteslj.org/Techniques/Zhenhui-TeachingStyles.html accessed 3 February 2006. Language Learning Strategies: http://iteslj.org/Articles/Hismanoglu-Strategies.html accessed 3 February 2006 Maslow’s Heirarchy of Needs, Huitt, 2004, http://chiron.valdosta.edu/whuitt/col/regsys/maslow.html. Accessed 7 February 2006 Language Teaching http://www.ittmfl.org.uk/modules/effective/6a/paper6a4.pdf accessed 5 February 2006 [ej1]Where exactly, or does this remain hypothetical? [ej2]Need to verify and add number [ej3]Need to verify and add number