Abortion & human

The term abortion refers to the termination of a pregnancy by the removal or expulsion of the fetus or embryo from the uterus resulting in its death. The term is most commonly used to refer to the induced abortion of a human pregnancy.Abortions in humans can occur spontaneously where it is carried out due to complications that occur in the duration of the pregnancy; this is also called a miscarriage or it can be induced.An abortion can either be therapeutic in which case the abortion is induced with the aim of protecting the health of the mother or it can also be termed as an elective abortion in which case the abortion is procured for reasons other than protecting the health of the mother.Abortion has a long history and whereas modern advancements in the medical world have allowed for the use of medications and relatively safe surgical procedures to induce abortion, the traditional methods included the use of sharp tools to inflict physical trauma. A pregnancy can be intentionally t erminated in a number of ways.The manner selected mainly depends on the gestational age of the embryo or fetus the full gestational age of a full pregnancy being approximately twenty two weeks.The procedure may also depend on the legality of the procedure in the particular country, the availability of the procedure in terms of the equipment required as well as the skilled personnel to carry it out. It may also depend on the preference of both the doctor and the patient whereby both parties may settle on one procedure in favor of another.In cases where the decision to undergo elective abortion is based on therapeutic causes, the termination of the pregnancy maybe carried out in an attempt to save the life of the mother.This is done in cases where medical doctors have determined that to allow the pregnancy to develop further would pose a considerable risk to the life of the mother.The abortion can also be carried out where medical doctors have ascertained that an abortion of the pregn ancy would preserve the physical or mental health of the mother.A therapeutic abortion can also be carried out to terminate a pregnancy that would result in a child born with a congenital disorder that would be fatal. It can also be carried out in cases associated with multiple pregnancies to selectively reduce the number of fetuses to lessen the health risks.There are various techniques and procedures that can be used in terminating a pregnancy. One of these methods is medical abortion that uses pharmaceutical drugs to terminate the pregnancy. Medical abortion is a non surgical method.Surgical methods have a variety of options. In the first twelve weeks, vacuum abortion is the most common method consists of removing the fetus or embryo, placenta and membranes by suction, it can be done manually using a manual syringe or by using an electric pump. Another method of abortion is by dilation and curettage which involves cleaning of the walls of the uterus with a curette.Where the pregn ancy is in the second trimester other techniques must be used to induce premature delivery using other drugs. Another method that can be used to terminate a pregnancy in its latter stages is hysterotomy abortion which is a procedure similar to a caesarean section and is performed under general anesthesia.Abortion is at times also attempted by causing trauma to the abdomen; however the degree of force if severe can cause serious internal injuries without succeeding in killing the fetus. This kind of abortion can be subject to criminal liability in many countries.Reported methods of unsafe and self induced abortion by insertion of non surgical implements such as knitting needles and clothes hangers into the uterus have been seen in developing nations but rarely in developed countries where surgical abortion is legal and accessible.Also in countries where abortion is not legal the pregnant women may seek to terminate the pregnancies in illegal setups which could also lead to the women losing their lives in the process of trying to secure an abortion.The practice of abortion also comes with various health risks and complications. The risk of complications can increase depending on how far the pregnancy has progressed. Early term surgical abortion is a simple procedure which is safer than abortions carried out much later in the pregnancy.The risks that come with abortion maybe physical pain or mental anguish for the patient as a result of the emotional attachment that could have been formed with the pregnancy, lack of social support to assist the patient in coping with her decision or even as a result where the woman may have been forced into having an abortion and she would personally have wanted to carry the pregnancy for a full term, presence of pre-existing psychiatric illness whereby the woman may already have been having mental complications that are now compounded by the effects of the abortion.Also in some cases the woman might suffer from mental anguish as a result of the guilt that the woman may be feeling as a result of the abortion, this is usually the case especially where the woman comes from a strong religious background that does not support abortion.Women choose to undergo abortion for various reasons. Some women procure abortions due to a sense of immaturity. This is usually the case especially where young women in their teenage and early twenties are concerned.They feel that they are not yet ready for the responsibilities that accompany motherhood. They may also feel that a child at such a young age will act as a barrier to her chance of advancing in her career or to her chances of pursuing a higher education. Some women may also terminate pregnancies in an attempt to end childbearing.

Understanding Inclusive Learning and Teaching in Lifelong Learning

Form 2Assessment front sheet and feedback record PTLLS Level 3/4 Unit No:| | Learner name:| | Enrolment number:| | Date issued:| | Date submitted:| | I confirm that the evidence for this unit is authentic and a true representation of my own work. Learner signature:| | Date:| | Feedback: Continue on a separate sheet if necessary, see overleaf Tutor/Assessor/Marker and IQA’s signatures (IQA if sampled) must appear on the following page. Learners do not complete this box| Feedback: Continued from previous page) | Marker/Tutor/Assessor name:| | Grade| | Date| | Resubmission date (if referred):| | Grade| | Date| | IQA’s name (if sampled)| | | Date| | Understanding inclusive learning and teaching in lifelong learning I have delivered a teaching session covering for a colleague on sick leave. It was the first time I had worked with the group within which there was an ESOL learner, a learner with dyslexia, a learner who receives learning support and a learner with disruptive te ndencies.I am writing a journal entry for my professional development file which is presented according to the stages of the teaching cycle (See: Figure 1A The teaching cycle, Wilson, 2008, p15). This text is an analysis of the learning and teaching strategies used with an evaluation of the effectiveness of your approaches to learning and teaching in meeting the needs of learners. Also, this text is an analysis of how I selected resources to meet the needs of learners with an explanation of how I created assessment opportunities that met the needs of learners.It has been a great challenge to deliver a unique teaching session to these learners for the first time. To ensure teaching to be effective, I have followed the teaching cycle mentioned earlier as follows: the Identify need stage; the Design stage; the Implement stage and the Evaluation stage. * The Identify need stage: Before the session day, I have gathered as much information as accessible, related to the all group of learne rs (i. e. umber of students, general behaviour of the group, etc. ), the programme’s progression (In this instance, based on an existing standardisation I have found out what had been taught previously and what I had had to teach. ). During the session, I started by introducing myself to the group with an explanation of the reasons why I was standing in front of them. This enabled the learners to acknowledge me as their teacher and get ready for the session.Then, I did a diagnostic assessment through an ice-breaker to ascertain the learners had prior knowledge of the subject to be taken, to identify their preferred learning styles, to let them to choose a colour (The colour was used as font for a power point presentation and prints on pastry paper to help the dyslexic learner. ) and to enable them introduce each other. I skipped the information, advice and guidance (IAG) procedures because the course is standardised and the group has attended few sessions with my colleague in the past. The Design stage This stage was important because â€Å"To fail to plan is to plan to fail† (Petty 2004: 422). I did not need to create a scheme of work because my colleague was expected to return back to teach the next sessions. I prepared a session plan to reflect how I would create an inclusive teaching session. I created hand-outs (In this instance, I used on side of coloured pastel paper to suit the dyslexic learner) and power-point presentation which promote all aspects of society, equality and diversity.I had a contingency plan in case anything has gone wrong. Having taken into account the fact that their learning needs, learning styles and learning goals were quite different, I planned for a differentiated delivery to address individual differences. I included small group work to suit kinaesthetic learners and weak learners (In this instance it is about the ESOL learner and the learner who receives learning support), discussion to suit auditory learners and simulation to suit visual learners. * The Implement stageAfter discussion with the learners, we agreed and established ground rules to promote good behaviour and respect for everyone in the group. Soon after the ice-breaker activity, I used another activity to negotiate with the learners, ground rules which banned disruptive tendencies expressively. Each rule of the ground rules was written by one learner on a single A4 paper visible during the session. Like the other learners of the group, the learner with disruptive tendencies felt included with the opportunity to take ownership, then, followed the rules.I avoided favouritism and positive discrimination. I ensured to comply with the Equality Act (2010) and to include all learners in the session. The ESOL learner was allocated extra time to complete tasks. The learner who receives learning support had the opportunity to work collectively with other learners of the group. To meet the needs of the dyslexic learner, the chosen colour of the group was used on hand-outs and as the power-point slides’ font.