higher rmps organ donation essay

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Higher Essay Writing Help

For those who are struggling with writing essays and need help with structure or how to write an essay at Higher. There are so many ways to write and structure essays you may have your own way but recently at the SQA this simple method was said to be the most successful for candidates.

What is the Question Asking?

First things first READ THE QUESTION – what is it asking you? Is it asking you for your own opinion, a religious view, a non religious view. Is it asking you to explain the consequences of holding a belief, is it asking for the links between beliefs and practices. This is where many people go wrong, they see a key word and they go off on a tangent or regurgitate an essay they’ve memorised and try to fit it in. Once you know what the question is asking you the goal is to make sure you Answer the Question .

10 Mark Analysis Questions

10 Markers are Analysis only – this means you are not asked to come to a judgement on the issues instead these questions are wanting you to show what you know and then take the knowledge further with some analysis.

When writing 10 Markers you want to write about 3-4 Paragraphs of Knowledge and Analysis.

Your paragraph could be formatted like –

Knowledge Point

A moral issue arising from … is …

An example of this is …

Some would argue that …

Analysis Point

A consequence of this might be … Another could be …

They think this because …

Essentially your essay should follow the format KKKAA KKKAA KKKAA. This is giving the potential for 9 KU marks and 6 Analysis marks so shoudl cover your bases.

20 Mark Analysis and Evaluation Questions

20 Marker questions combine both Analysis and Evaluation. You will be asked to come to a judgement. You should do this throughout your essay and not just in the conclusion. Make sure you know what judgement the question is asking for you to come to.

When writing 20 markers you want about 4 or 5 paragraphs. Your essay should look like this.

Evaluation Point

Muslims would not completely accept …

This therefore makes clear that … because …

Your overall structure should therefore look like KKKAAEE KKKAAEE KKKAAEE KKKAAEE – this therefore would have 12 KU points, 8 Analysis Points and 8 Evaluation points. All basis should therefore be covered.

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Organ Donation Teaching Resource Pack

Teaching Pack for use in High Schools

Guidance for Teachers

The aim of the materials in this pack is to educate young people on the issues surrounding organ donation and transplantation, not to promote the subject or pressurise them into consent or participation. Young people and adults, throughout their lives, are faced with choices about a whole range of issues. These materials are designed to enable informed, educated choices in this very important area for our society.

The materials can be used with senior pupils as part of their core RME or PSD programmes. They can also be used with certificate classes who are studying the following SQA Courses or Units in the RMPS:

Teachers should ensure they are working from the most recent SQA RMPS arrangements and that they follow the correct assessment procedures as required by the SQA.

The materials are also designed for use in the Senior School Personal, Social Education Programmes (PSE). The resources aim to be as contemporary as possible, but inevitably by their very nature these issues are changing as medicine and science progress. It would therefore be important for teachers to 'keep up to date' by referring to the appropriate websites mentioned in the resources. It would also be important to check for the most recent statistics and data.

The resources are designed to bring out the issues which lie behind organ donation and transplantation. Teachers would not necessarily use all the units, but rather exercise their professional discretion to select appropriately according to the educational need and timescale allowed.

Methodologically, the aim is to stimulate discussion and informed debate. The units are designed to encourage:

thinking enquiry analysis/evaluation reflection expression

The pupils should be encouraged to form their own opinions through a process of personal search, while at the same time appreciating other opinions which come from an equally well-informed position.

The importance of these resources and the implicit methodology cannot be overstated. As citizens, young people, like all of us, are required to make decisions. Sometimes these are decisions which make the difference between life and death. Clearly this is the essence of organ donation and transplantation. However, it is virtually impossible to develop the ability to express ideas and engage in the critical thinking that leads to decision making without first establishing a firm basis in relevant knowledge and understanding. Students need to be encouraged therefore not only to acquire and retain knowledge but to appreciate the importance of knowledge and evidence as the basis for expressing and justifying their opinions. It is hoped that these resources will go some way to help in this process of informed decision making in this highly important and sensitive area.

The video prepared as part of the pack provides real life stories concerning organ donation and transplantation, and is intended to be used as a general introduction.

A glossary has been included covering the medical terms used in this pack.

Anyone wishing to contact the local transplant co-ordinator or wanting further information should contact the Communications Directorate, NHS UK Transplant tel: (0117 975 7575).

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Home — Essay Samples — Nursing & Health — Organ Donation — Organ Donation: Unlocking the Benefits, Types, and Misconceptions

Organ Donation: Unlocking The Benefits, Types, and Misconceptions

• Categories: Organ Donation Organ Transplant

About this sample

Words: 1229 |

Published: Oct 2, 2020

Words: 1229 | Pages: 3 | 7 min read

Table of contents

Introduction, the urgent need for organ donation, types of organ donation, misconceptions surrounding organ donation, the profound benefits of organ donation.

• Organ Procurement and Transplantation Network (OPTN). (2019). OPTN/SRTR 2018 Annual Data Report. https://srtr.transplant.hrsa.gov/annual_reports/2018_ADR_Preview.aspx
• Donate Life America. (n.d.). Types of Donation. https://www.donatelife.net/types-of-donation/
• Donate Life America. (n.d.). Religion and Organ Donation. https://www.donatelife.net/faith-and-donation/
• U.S. Department of Health & Human Services. (2019). The Living Donor. https://www.organdonor.gov/about/process/living-donation.html
• U.S. Department of Health & Human Services. (2019). What Can Be Donated. https://www.organdonor.gov/about/process/organs.html
• Organ Procurement and Transplantation Network (OPTN). (2019). The Need Is Real: Data. https://optn.transplant.hrsa.gov/data/view-data-reports/national-data/#.
• American Transplant Foundation. (n.d.). Myths About Organ Donation. https://www.americantransplantfoundation.org/about-transplant/facts-and-myths/myths-about-organ-donation/

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