PROMOTING RECOVERY WORKING WITH COMPLEX NEEDS Essay - 1

Advancing RECOVERY WORKING WITH COMPLEX NEEDS - Essay Example ....................................................... 4 V. Assessment of Assessment and Medical Intervention Based on Published Literature, Policy and Legislation ........... 5 VI. Exercises Learned from Working with Patient X ....................... 7 References †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦... 9 †11 Introduction Patient X is 70 years of age male patient with dementia who was oblivious at the time he was admitted to NHS medical clinic due to medicate overdose (substance abuse). The patient’s neighbor revealed that a vacant container of benzodiazepines. Since the patient was living all alone, it was his neighbor who carried him to the emergency clinic when he saw persistent X lying unknowingly on the floor. After portraying the evaluation and care given to tolerant X, this examination will show the intricacy of the issue and how this gives on the disease of the patient and the specialist co-ops. As a feature of the primary conversation, the patient’s medical issues including the conceivable causative elements, how the patient was surveyed, and the clinical mediation used to spare the life of the patient will be portrayed in subtleties. In accordance with this, the viability of these appraisal and clinical mediation will be assessed dependent on distributed writing, strategy and enactment. In the wake of experiencing reflection concerning the procedure of care, exercises gained from working with tolerant X will be given. Multifaceted nature of the Problem and How this Imparts on the Illness of the Patient and the Service Providers Patient X has a mind boggling medicinal services needs in light of his extreme dementia, medicate overdose and genuine eating issue. The way that the patient was admitted to the clinic oblivious builds the unpredictability of the patient’s medical issue. Benzodiazepine is a calm ing drug that is usually used to initiate rest or diminish the degrees of tension. To stay away from extreme lethargies, respiratory wretchedness, focal sensory system sadness or inconvenient demise brought about by tranquilize overdose on benzodiazepines (Ngo et al. 2007; Dart 2003, p. 811), it is imperative to evaluate and give care and treatment to the patient moving along without any more fomenting the patient’s wellbeing condition. Since the patient is as of now old, there is a high hazard that tolerant X is experiencing different infections like diabetes or heart-related issues. Therefore, wrong treatment given to the patient could make quiet X experience the ill effects of heart failure including different sorts of medical issues, for example, respiratory gloom. With respect to the specialist organization, the instance of patient X is delicate since wrong choices made concerning the patient’s evaluation and care could jeopardize the life of patient X. Given that tolerant X have relatives who might guarantee for his body, there is a solid chance that clinical experts working in the specialist organization could confront lawful issues identified with clinical morals and carelessness. Patient’s Health Problems including Its Causative Factors Dementia can happen on account of maturing or exorbitant admission of liquor. In accordance with this, few examinations clarified that exorbitant drinking of liquor could cause genuine neurological harm on the mind (Mak 2008; Kapaki 2006). In light of patient’s mature age, emotional well-being issue and poor public activity, the patient’s nature of living was gravely influenced. Dementia is a genuine wellbeing condition since the patient has misfortune his psychological capacity which causes the patient to experience the ill effects of bewilderment (Lamont 2004).

Depreciation Essay

Devaluation Essay A technique for quickened deterioration, where twofold the straight-line devaluation sum is taken the principal year and afterward that equivalent rate, is applied to the un-deteriorated sum in resulting years is called twofold declining-balance-strategy. Deterioration strategies that give a higher devaluation charge in the principal year of an asset’s life and continuously diminishing charges in ensuing years are called â€Å"accelerated deterioration methods†.This might be an increasingly reasonable impression of an asset’s real anticipated profit by the utilization of the advantage, which numerous benefits are most valuable when they are new. One famous quickened strategy is the twofold declining-balance-technique. Under this technique the book esteem is increased by a fixed rate and is the most well-known rate which is use. When utilizing the twofold declining-balance-technique the rescue esteem isn't considered in deciding the yearly deteri oration yet the book estimation of the benefit being devalued is never brought underneath its rescue esteem, paying little heed to the strategy used.The process proceeds until the rescue esteem or the finish of the asset’s valuable life is reached. In the most recent year of devaluation a deduction may be required so as to forestall book an incentive from falling beneath assessed scrap esteem. Since twofold declining-balance deterioration doesn't generally devalue an advantage completely by its finish of life a few techniques additionally figure a straight-line devaluation every year and apply the more prominent of two. This has the impact of changing over from declining-balance devaluation to the straight-line deterioration at a midpoint in the asset’s life.

Residence-Based Advising

Residence-Based Advising Wow, that last post was short. I didnt even tell you what Im doing at Pixar, which would be formatting and finding information for the artwork of Pixars 20th Anniversary book happy 20th anniversary, Pixar!.. (three years ago! ahem..) Working at Pixar is kind of like working at a microcosm of a college campus, even if Im basing it off of a small campus like MIT. We have a gym, a pool, a kitchen with free breakfast (including espresso, a million different types of cereal, and peanut butter and jelly-making supplies, which I am a HUGE fan of), a soccer field (and team!), a very good cafe, a lot of random activities i.e. fly fishing, and a beach volleyball court upon which shirtless boys will magically appear during lunch time. Also, every now and then, somebody will whizz by on a scooter. Its a really cool place to work. But, back to what you came here for its my previously promised, very important post about housing. Jessie recently wrote in her last post as an undergrad, Take your living group selection seriously. I cannot stress this enough. Try to pick a place that fits you in the summer in case you get stuck there, but consider Dorm Rush (REX), not the summer, to be the time when youre truly making your living group decision. Dont settle for a satisfactory living group when you could have a great one. First off, Jessie, youre brilliant, and well miss you. Secondly, OH MAN IS THIS IMPORTANT. So important that Ill give you the short and long version of this post, and you can choose! Its like a Choose Your Own Adventure book (I was a big fan of those). Except you dont die on every page. Well, maybe somebody dies.. well see. SHORT VERSION: RESIDENCE-BASED ADVISING WILL NOT ALLOW YOU TO CHANGE DORMS DURING YOUR FRESHMAN YEAR. What you say?? RESIDENCE-BASED ADVISING WILL NOT ALLOW YOU TO CHANGE DORMS DURING YOUR FRESHMAN YEAR. Im sorry, I didnt hear you; I have a banana in my ear. RESIDENCE-BASED ADVISING WILL NOT ALLOW YOU TO CHANGE DORMS DURING YOUR FRESHMAN YEAR. Whooo.. now that thats out of my system, let me explain. Long version: residence-based advising groups you in the same house with people who have the same advisor. You also have a residence associate advisor who live in your dorm, and are available to answer questions you may have about classes, advising, what have you. (I may or may not have written this entire post just to use the phrase what have you. Its a great phrase, isnt it? So rarely do we have an opportunity to use it in a sentence.) You can either have a traditional advisor, who simply signs your forms on Registration Day and is around to answer your questions as well, or a seminar, in which your advisor meets with you around twice a week to teach your seminar just like regular, non-residence-based advising. The one thing that isnt really emphasized enough about RBA, though, is that if you are in RBA, you stay in RBA for the year and thus in the same dorm for the year, because the program is based upon living in the same dorm as people who have the same advisor as you. You arent allowed to participate in Residence Exploration (REX) like all the other freshmen can that is, the week after you get to school, when everyone is looking around at the different dorms and trying to figure out which culture they belong to, unfortunately, you will not get to do that. I say unfortunately because REX is what makes MITs housing system so unique most freshmen at other colleges get placed in dorms randomly, with random roommates that may or may not steal your clothes and eat your food. Here, as most of you probably already know, you get temped in a dorm, but if you dont like it, you can opt to switch out. This is particularly important because each of MITs dorms have their own individual culture that you need to experience for yourself, so that week gives you a good opportunity to look around and explore that. REX is a very good thing for people like Keri, who for a brief moment in time thought she would like to live in Baker. We laugh about this little awkward chapter in history nowadays. (Nothing against Baker; Keri and I both have good friends who live there Keri is just sort of.. the anti-Baker.) But you cant do that if youre in an RBA dorm. Another thing you should know about RBA is that if you place an RBA dorm anywhere near your top choices (the top four, ish) you will likely be placed in an RBA dorm, regardless of whether you apply for RBA or not. Even if you dont apply for the RBA program at the time, you can still be placed in the dorm, and then, by default, are placed in RBA. (Ask me how I know.) And even though RBA offers seminars, there are fewer choices available than for those in regular advising so that really interesting seminar on Japanese/Italy relations that you were excited about is no longer an option. We keep telling you that people find their niche here at MIT in their living group because you cook together, paint your rooms together, complain about the lack of hot showers together and if you dont feel comfortable in your living group, its a million times harder to feel comfortable adjusting to MIT. Im not saying that RBA wont make you feel comfortable for the most part, I really enjoyed the RBA activities (can you say free food? I can), and I met my family away from my family at Next House. But I didnt actually apply for RBA, so it didnt make a lot of sense that I would be stuck in it, especially since I didnt get to go to my CPW and really wanted to be a part of REX. Ruth Miller, our UA vice president (who can also rap Outkasts Bombs over Baghdad like nobodys business), wrote an article in The Tech about RBA that you should definitely read if youre considering joining the program. You can also read more about the RBA program on their website. And as always, if you want to hear more about my personal experience with RBA, you can always email me iamjkim at mit dot edu.

WCSU Admissions SAT Scores, Acceptance Rate, Tuition

Comparing Ursula K. Le Guin s The Ones Who Walk Away

In comparing Ursula K. Le Guin s The ones who walk away from Omelas and Kurt Vonnegut Jr. s Harrison Bergeron, the authors describe utopias wherein each society relies on another s misfortune. In Harrison Bergeron, George and Hazel watch their son s execution when he publically rejects the laws of society. In The ones who walk away from Omelas, the narractor describes a city of wonder built upon the pain and suffering of a single child. Through these stories, the authors attempt to convey the following points: everyone desires happiness, not everyone will achieve happiness, and the happiness of some may depend on the unhappiness of others. People wish for a world free from famine, destitution, war, and oppression; A world†¦show more content†¦Watching her husband struggle, Hazel suggests he remove the birdshot, at which he declines. He insists if [he] tried to get away with it, then other people d get away with it - and pretty soon [they d] be right back to the dark ages of competing for a better quality of life and happiness. Hazel decides she hates the very idea of returning to a world where she could hardly compete in anything concerning intelligence and physical labor. Unlike her husband, Hazel wears no handicaps which makes her mediocrity evident. She is wholly content and happy with her current circumstance. George, being severely handicapped, is seemingly happy as well. There are times when the suffering of some can bring greater happiness for others. A small example, would be when one individual loses a job, another can gain a job. However, this is demonstrated unfairly in the city of Omelas. Locked in a damp, dark basement exists a child bereft of all love, care, and opportunity. It has become imbecile through fear, malnutrition, and neglect (260). Its gender is left unidentified to emphasize its destitute and feeble state. The child embodies all the hallmarks of extreme poverty, including the lack of proper nutrition, health, education, as well as poor economic and social standing. The others never come close, but peer in at it with frightened, disgusted eyes (261). They all know [the child] is there, all the peopleShow MoreRelatedBusiness and Management2600 Words   |  11 Pagesyou attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Barnet, S., Cain, W.E., Burto, W. (2011). Literature for composition: Essays, stories, poems, and plays (9th ed.). New York, NY: Longman. All electronic materials are available on the student website. |Week One: Elements of Literature—Stories

Benefits of Playing a Musical Instrument Free Essays

Did you know that musicians have better hearing than people who don’t play an instrument at all? Scientists have done research to prove that this statement is a fact. This is more than just being able to pick out a drum beat from the background of a song, like many people can. Musicians hear better overall. We will write a custom essay sample on Benefits of Playing a Musical Instrument or any similar topic only for you Order Now The reasons for this are not fully understood, but some people have some pretty good ideas as to why musicians develop better hearing. Musicians can hear better than non-musicians. Hearing depends on microscopically small hairs deep inside of the ear. If the hairs in the ear are gone, so is the person’s hearing. (HearingAids.com) People never stop hearing. Even while sleeping the brain just ignores all sound, not letting the person hear what is actually going on around them. (The Hearing Place, February 6, 2017) This is in fact the same for musicians too., Iit is just something the body does, and playing an instrument or not does not affect this part of the hearing process. Musicians hear better in ways, like being able to hear from further away, and they are better at remembering sounds. (NPR music, October 19, 2009) This likely happens because musicians improve due to auditory attention and memory. (National Science Foundation, November 13, 2009) Hearing changes due to the experiences the person has had in their life. (NPR music, October 19, 2009) Musicians can hear better because a lot of experiences they’ve had are related to sound. These experiences would be the music they are playing, composing, or listening to. These claims may seem a little confusing, since some people believe that loud music or sounds are related to hearing loss, but these facts are scientifically proven. The differences between musicians hearing and non-musicians hearing is more to do with memory than anything else. This is surprising because better hearing is usually equated with hearing quieter sounds, or the ability to hear from further away. The scientist who found that musicians hear better and remember sounds better than people who don’t play instruments is Nina Kraus. (NPR music, October 19, 2009) Thanks to her we have this information which could help people who are concerned about losing their hearing with old age. (Jane Langille, September 26, 2012) Nina Kraus says that playing an instrument, no matter how good someone is at playing, could improve hearing. (NPR music, October 19, 2009) This could happen at any point in life, although children who play instruments at a young age seem to have better hearing than people who start playing later in life. Musicians have better hearing than people who do not play an instrument. This happens because hearing changes due to the experiences the person has had in their life. (NPR music, October 19, 2009) This also happens because musicians improve due to auditory attention and memory. (National Science Foundation, November 13, 2009) If a 20 year old started playing an instrument, that person’s hearing could improve, and stay that way through old age. Composing, playing, and listening to music are all important factors to better hearing and/or memory. How to cite Benefits of Playing a Musical Instrument, Papers

Business Research Widespread Production

Question: Describe about the Business Research for Widespread Production. Answer: Context: According to (Gulikers, Bastiaens and Martens, 2005), learning in the authentic learning environment leads to higher performance and also improves the intrinsic motivation of the students. Authentic learning environment provides a platform for the students to enhance their knowledge and skills that would be useful in their life. This includes a virtual or physical environment that resembles real world with the real world limitations and complexity and provides possibilities and options that are present in real life. The authentic task and authentic learning environment is not the same as because authentic task resembles a task performed in non educational settings and requires students to apply a broad range of skills and knowledge. Sternberg and Davidson (2005) have stated that gifted individuals possess outstanding natural intellectual, physical, social and creative potentialities. Most importantly, the gifted children and the young people might or might not be high achievers, while they might have outstanding potential they can be disengaged and under-achieve. It can be stated that around 10% to 15% of public might fall inside the full variety of exceptional capabilities, however, high to intense levels of giftedness are only widespread in very small production of the whole populace (Gulikers, Bastiaens and Martens, 2005). Recognition of giftedness in young children The terminology gifted is used in respect to a young child it clearly means that the child has evidenced the capability of achieving certain goals in the context of intellectual, education, creativity or other academic genres (Reid and Romanoff 2016). There exists several numbers of ways and characteristics that can identify a young child that might be gifted. There are behaviors that can be observed that indicate when a childs thinking or learning is advanced and the examples are the followings: Early development of language Abstract thinking Strong and sharp memory Potentiality to concentrate on the tasks of high interest Intellectual curiosity A strong motivation to learn Although the overall development might be rapid in some particular areas, all the young gifted children have the same learning to master as all children. Young gifted children might also behave in a more sophisticated manner than their peers. This can have different consequences, for instance, it could result in them taking on the role of leader in play. Or it might put them out of the step with some other children, making social interaction more difficult. Reid and Romanoff (2016) have stated that the major purposes to the exceptional teaching are enhancement and speeding up. Therefore, it can be stated that an enrichment program teaches additional, related material, however, keeps all the students progressing through the curriculum at the same rate. For instance, it can be stated that after the gifted children have completed the normal work in the curriculum, an enrichment program might provide them with additional details regarding the subject in the curriculum. Reid and Romanoff (2016) have mentioned in his research paper that an acceleration program advances the children or the students through the standard curriculum faster than normal. It is one of the common features that when the gifted students have successfully completed the normal assigned works, they move on to the next subject in the curriculum, while the other students in the class still working on the first subject. According to (Reid and Romanoff, 2016), in the sprawling charlotte Mecklenburg school, thousands of children are identified as gifted are tackling real world problems and challenges. The reflective and authentic performances assessments are done by the teachers, students and community members in order to show the students that they understand truly. The gifted students have extraordinary problem solving skills in intelligences. The formats for gifted program are widely varied at 83 elementary schools. The problem centered classroom and thoughtful classroom provides a wide platform to the gifted students to develop. The investigation of the skills is crucial that is depicted in this paper which helps in the specification of the grade levels with depicting the general level of the curriculums and thereby the analysis seems to be enhanced in an appropriate manner with emphasizing on the learning theories. There are different approaches to determine giftedness among young gifted children. The researcher can observe the social, cognitive, emotional and physical aspects. Early identification along with intervention is necessary for their growth and development. There is no formal consensus on the definition of young gifted children (Sternberg Davidson, 2005), yet there are some traits that all young gifted children share with. Young gifted children usually display significant advancement in various domains such as superior memory, creativity, strong reasoning, strong visual-spatial capacity, early language and intensive vocabulary, vivid imagination, independent investigations, desire to search for personal identity and social connections, capacity of analysis, synthesis and evaluation by using higher order thinking (Gardner; 1999; Harrison, 2004)though a single gifted child may not demonstrate all of these characteristics. They tend to display great curiosity and a variety of interests with an inquisitive mind to learn and to explore. They show strong analytical and metacognitive skills, enjoying problem solving, preferring complex tasks, and actively engaging in planning, monitoring and evaluating in the learning process (Steiner Carr, 2003; Kanevsky, 2011).They are thus quite different from their peers of their age and are at the risk of getting bored, depressed and anxious when placed in an inappropriate environment. As per the research undertaken by Adelson, McCoach, Gavin (2012), the curriculum and the instructional modifications that are depicted in this case helps in modifications with emphasizing on the approaches that are undertaken for the purpose of employing the open-ended problems in order to create the initial stimulus for the purpose of learning. Henceforth this student centred approach helps them to develop self-dedicated lifelong learning skills with the creation of intrinsic motivation in them(Sousa, 2009). These tasks help in the replication of the gifted students knowledge and abilities for the creation of skills in an effective manner and thereby the unstructured problems can be handled in an skilled way. The effectiveness seems to be developed with focusing on the field testing related to the student creativity and productivity, personal and social development of student and the students self-efficacy (Werts, Tompkins, Culatta, 2007). Authentic learning will allow the students experiment themselves and giving an opportunity to fulfil their curiosity. All this poses a challenge to the teaching practices in the traditional classroom where students play a passive role and focus on abstract and decontextualized concepts of little apparent relevance, (Hill Smith 2005,p. 22) and where limited opportunities are provided for the children to plan their learning activities, to collaborate with team members and to reflect on their own learning process. Contrary to learning practices in the traditional classroom, the Authentic Leaning approach provides students with an environment to engage in complex tasks through interactions and relationships with others in the real-world context. Students are not reduced to mere collectors of facts and procedures, but actively construct knowledge connected to the real-world matters and problems of their interest (Eiserman, Lai, Rushton, 2015). In the authentic activities, learners are given opportunities to collaborate with their team members, develop higher-order thinking skills, apply interdisciplinary knowledge to produce beyond domain-specific learning outcomes, integrate assessments and reflections seamlessly within the learning activities, use different resources and view the tasks form different perspectives,which can lead to competing solutions and diversified outcomes(Herrington, et al. 2002). As refined and further developed by Hill and Smith (2005), the Theory of A`uthentic Learning is characteristic of 10 linked factors: mediation, embodiment, distribution, situations, motivation, multiple illiteracies, identity, career planning, human relationships and teaching attitudes. In such an environment, culture, cognitive and affective, context and collaboration are interrelated; curriculum, instruction and assessment interact with each other and teachers guide students and create for them a variety of authentic learning opportunities to connect them to the complex real world(Kuo, Maker, Su, Hu, 2010). As per the analysis made by the Van Tassel-Baska, Feng, Evans, (2007), depicts the diversification of the various perceptions that are depicted with monitoring the underrepresented gifted programs in order to create an open world. The several dynamic tests are created in this research for specifying the aspects of the particular curriculum and the non verbal tasks for the establishment of cognitive modifying ability in order to increase the general capacity of the st udents (VanTassel-Baska, Feng, Evans, 2007). Purpose and Research Questions: The purpose of the study is To explore authentic learning approach applied for the education of young gifted children. The research questions are as follows: What are the needs of the young gifted children? What curriculum design can be adopted to help to satisfy the needs of these young gifted children? How does authentic learning theory function to meet the needs of the young gifted children and the corresponding curriculum design? Theoretical Framework A constructivist epistemology will be applied to view learning as an active process in which students are engaged in the construction of meaning and knowledge in the authentic learning environment and teachers foster motivated students with developmental appropriate curricular and provision for the young gifted children. Methodologies Qualitative methodologies will be applied to the research of exploring the topic of authentic learning for the young gifted children in depth and in detail and to benefit from the fruitfulness and often greater depth of understanding we can derive from qualitative procedures. (Berg, 2007, p2). A portfolio of two models will be established based on an extensive literature review and further modified based on on-going research observations and results to address two interrelated aspects of the research: an authentic learning model and a teacher development model. The 10 linked factors from the Theory of Authentic Learning by Hill and Smith (2005) will be incorporated into the authentic learning model and the hermeneutics method will be applied to further reframe it in the context of the young gifted children. Two classes of gifted children from 5-6 years old as well as their teachers will form the exemplars of the research. Triangulation will be applied by multiple stakeholders, data a nd methodological sources to achieve credibility and confirm ability of the date collected. The evidence can be teacher observation and notes in classes, research team participant observation, videotapes of students, in-depth interview with teachers and students, a survey with parents, student products, student weekly reports, and peer/self evaluation questionnaires. Disadvantages of quantitative research work VanTassel-Baska, Feng and Evan (2007) have stated that there exist two types of research methodologies, namely qualitative and quantitative. Among these two, based on the nature of the research work, either one or both have been selected. For this particular research work, qualitative research work has been selected instead of quantitative research work. The major disadvantage of quantitative research is the context of the study or the experiments are ignored. Apart from that, it can be stated that the quantitative research work does not study things in a natural setting or discuss the meaning from the perspectives of the target samples. Another disadvantage is that a large sample of the population must be described, the larger the sample of people researched, the more statistically accurate the results would be. Advantages of using qualitative research method This particular research work has been made on utilizing the qualitative research work and this has justified the entire research work. Welman, Kruger, Mitchell and Huysamen (2005) have explained that qualitative research method is designed to reveal the range of behaviors of the target audience as well as their perceptions that drive it with the reference to the particular topic or the issues of the topic. It utilizes in-depth studies of some small groups of people in order to guide and support the firm construction of the research hypothesis. However, it is necessary enough to mention that the outcomes of qualitative research works are descriptive in nature rather than predictive. Therefore, it can be stated that this particular research work has successfully used the qualitative research approach and thus it has used several updated books, per reviewed journals, articles, the giftedness policy of the school boards and some more. The teachers participation will be documented and evaluated, which will provide feedback to the teacher development model to strengthen their skills so as to ensure dependability and transferability of the data and research(VanTassel-Baska, 2013). The research project is viewed from a developmental perspective; the teacher acts like the action researcher and all stakeholders feedback will be incorporated into the two models on an on-going basis to build up developmental appropriate practices. Due to the young age of the research subjects, the research will be conducted under a full ethical review. The researcher will collect information and data from the teachers, people from school boards and principals. The researcher will conduct interview with them in order to determine and analyze their perspectives and perception towards Authentic learning for the young children (Flick, 2009). With the help of qualitative analysis, the researcher will be able to understand their views towards Authentic learning for young children as well as the necessary steps that has been taken for the development of authentic learning (Jha, 2008). It will also help to evaluate the learning model and teacher development model that will be adopted for the development of young gifted children. The research will apply discursive approach to explore their efficiency level while interacting with the participants. The focus of the strategy will vary from the use of language at micro level to social processes, practices and experiences of the participants at the macro level. The discursive research will help to determine the language and culture of the participants which is important during the interview process (Scruggs and Mastropieri, 2006). The researcher should have the required knowledge and skills while interacting with the participants that will help to analyze their views effectively towards Authentic learning for the young gifted children. The documentary analysis is the social research method which is an important tool for research to analyze and interpret information and data. The information and data collected from the participants will be analyzed with the help of documentary analysis (Welman, Kruger, Mitchell and Huysamen, 2005). The interview process will help t o gather data and information about teacher development model and authentic learning model. Contribution to Advancement of Knowledge: Authentic learning approach provides an effective and efficient solution to address the concerns and characteristics of the education of the young gifted children. Authentic learning has been addressed in the settings of higher education, secondary education, and technology education and for children with academic abilities at the lower end of the spectrum, yet very little empirical ( Note: Is it suitable to use this word if I use qualitative methodology in this research?) or theoretical research has been conducted in the field of giftedness education(Williams, 2009). And up till now no research has been done regarding how the authentic learning approach functions in the setting of young gifted children, which makes this study a pioneer in the research area, endowing it with far reaching meanings and significance. Background and Experience: As a first year PhD student, I am currently taking courses such as Curriculum Design with my supervisor, whose expertise and research strength include qualitative methodology, theory of authentic learning, multiple intelligences, problem/project-based learning and curriculum theory and development. I have a diversified, multi-disciplinary and interdisciplinary background in both the academic and professional domains at the higher level in education, language and literature, management, project management, culture and technology with several Masters degrees and working experiences in the federal government and educational sectors. My experience of being a gifted student myself and mom of a young gifted child also provides me with some insight and perceptions in the research area. Bibliography and Citations Adelson, J., McCoach, D., Gavin, M. (2012). Examining the Effects of Gifted Programming in Mathematics and Reading Using the ECLS-K.Gifted Child Quarterly,56(1), 25-39. Al-Hroub, A. (2011). Developing Assessment Profiles for Mathematically Gifted Children with Learning Difficulties at Three Schools in Cambridgeshire, England.Journal For The Education Of The Gifted,34(1), 7-44. Berg, Bruce L. (2007). Qualitative Research Methods for the Social Sciences, Sixth Edition, Pearson Education Inc. Dean, G. (2008).English for gifted and talented students, 11-18. London: Sage. Eiserman, J., Lai, H., Rushton, C. (2015). Drawing out understanding: Arts-based learning and gifted children.Gifted Education International. Flick, U. (2009).An introduction to qualitative research. Los Angeles: Sage Publications. Gardner, H. (1999). Intelligence Reframed: Multiple Intelligences for the 21st Century, Basic Books, New York. Gulikers, J., Bastiaens, T. and Martens, R. (2005). The surplus value of an authentic learning environment.Computers In Human Behavior,21(3), 509-521. doi:10.1016/j.chb.2004.10.028 Harrison, C. (2004). Giftedness in Early Childhood: The Search for Complexity and Connection, Roeper Review, 25, 78-84. Herrington, J., Oliver, R., Reeves, T. C. (2002). Patterns of Engagement in Authentic Online Learning Environments, Australian Journal of Educational Technology, 19, 59-71. Hill, A.M. Smith, H. A. (2005). Research in Purpose and Value for the Study of Technology in Secondary Schools: A Theory of Authentic Learning, International Journal of Technology and Design Education15, 19-32. Jha, N. (2008).Research methodology. Chandigarh: Abhishek Publications. Kanevsky, L. (2011). Deferential Differentiation: What Types of Differentiation Do Students Want?, Gifted Child Quarterly, 55, 279299. Kuo, C., Maker, J., Su, F., Hu, C. (2010). Identifying young gifted children and cultivating problem solving abilities and multiple intelligences.Learning And Individual Differences,20(4), 365-379. Reid, C. and Romanoff, B. (2016). Repr 21 October 1997, https://web.csulb.edu/~arezaei/ETEC444/discussion/assessing%20gifted.pdf Scruggs, T. and Mastropieri, M. (2006).Applications of research methodology. Amsterdam: Elsevier JAI. Sousa, D. (2009).How the gifted brain learns. Thousand Oaks, Calif.: Corwin. Stein, G. Poole, P. (1997). Meeting the Interests and Needs of Gifted Children: A Strategy for Teaching and Learning, Early Child Development and Care, 130, 15-19. Steiner, H. H. Carr, M. (2003).Cognitive Development in Gifted Children: Toward a More Precise Understanding of Emerging Differences in Intelligence,EducationalPsychologyReview, 15, 215246. Sternberg, R.J. Davidson, J. E. (2005). Conceptions of Giftedness, 2nd Ed, Cambridge University Press, Cambridge, UK. VanTassel-Baska, J. (2013). Performance-Based Assessment: The Road to Authentic Learning for the Gifted.Gifted Child Today,37(1), 41-47. VanTassel-Baska, J., Feng, A., Evans, B. (2007). Patterns of Identification and Performance Among Gifted Students Identified Through Performance Tasks: A Three-Year Analysis.Gifted Child Quarterly,51(3), 218-231. Welman, C., Kruger, F., Mitchell, B. and Huysamen, G. (2005).Research methodology. Cape Town: Oxford University Press. Werts, M., Tompkins, J., Culatta, R. (2007).Fundamentals of special education. Upper Saddle River, N.J.: Pearson/Merrill Prentice Hall. Williams, C. (2009). Interactive Writing as Informed Assessment with Highly Capable Young Children.Gifted Education International,25(1), 14-21.