Set of directions

Following a Given Set of Directions: TEAS

RegisteredNursing.org Staff Writers | Updated/Verified: Aug 24, 2022

Basic Terms and Terminology Relating to Following a Given Set of Directions

• Procedure: The correct way to do something.
• Sequence: The steps of a process or procedure in order from the first step to the last step.
  

Our daily personal and work lives often require that we are able to follow a set of directions. Over time, the complexities of these instructions have significantly increased as the result of more advanced and sophistical products and procedures. For example, in the 1950s, a person could purchase a television set and go home and simply watch it after plugging it in to an electrical source. Now, most of us, except for some of the experts among us, have to get a professional or another highly skilled person to set up a new TV purchase so we can use it.

We have to follow directions and instructions in our daily person lives in order to:

• Follow a recipe to create a meal
• Set up and assemble a child's toy
• Set up and assemble a piece of furniture
• Sew a garment using a pattern for it
• Operate an electrical tool

Following Directions & Procedures

We have to follow directions and instructions in our daily work lives in order to:

• Process a job order
• Appropriately complete and forward an accident or incident report
• Assemble a product during the manufacturing process
• Safely and appropriately use a piece of equipment

Those in nursing and other healthcare related fields are expected to provide safe, appropriate, effective and timely care. Providing patient care and using patient related equipment are essential skills that can be attained by following directions and instructions. A failure to do this in the healthcare field can lead to serious and even deadly consequences for the patients that are being cared for.

Reading, comprehending and following directions and instructions take some knowledge, skills and abilities. This knowledge and these skills and abilities will be discussed below.

Below is a recipe that can be analyzed to find some ways to more accurately understand and use in order to insure a good outcome:
Creme Brulee Recipe by Paula Dean, FoodNetwork.com

The recipe above has several clue words or signal words that aid in the comprehension of this recipe and how to follow it. These clue words or signal words are written in red below.

Preheat oven to 300 degrees F.

In a heavy-bottomed medium non-reactive saucepan, heat cream with vanilla bean over medium-low heat for 15 minutes, stirring to ensure it does not burn; do not let boil. Remove from heat and let steep for 15 minutes. Remove and discard the vanilla bean, or save for another use. Strain cream through a fine mesh sieve.

Meanwhile, in a mixing bowl, beat egg yolks with an electric mixer on high speed for 5 minutes, or until light and fluffy. Gradually beat in 1/4 cup plus 1 tablespoon sugar. Add about half the cream mixture, a little at a time, to the egg mixture, whisking until well blended. Then pour the egg mixture into the remaining cream mixture. Stir until completely blended.

Pour the custard into 4 (9-ounce) ramekins or custard cups. Place the dishes in large baking pan. Pour enough hot water into the pan to come halfway up the sides of the ramekins. Bake for 35 to 40 minutes or until the mixture is set in the center (it should still wiggle when shaken). Carefully remove the dishes from the baking pan. Let cool to room temperature and then refrigerate for at least 2 hours, or up to 24 hours. Let creme brulee stand at room temperature 20 minutes before serving.

Divide 1/3 to 1/2 cup white or light brown sugar in a thin, even layer over each custard, covering it completely. To caramelize the sugar, light a propane torch* and hold it so the flame just touches the surface. Start at the center and spiral out toward the edges of the ramekins. If the sugar begins to burn, pull the torch away and blow on the sugar to extinguish the flame. Serve immediately.

The signal or clue words in this recipe include:

• Meanwhile
• Until
• Then
• Before
• Start
• Spin out
• Immediately

Although the steps of the recipe are not numbered to tell you the proper sequence of steps in this procedure, this recipe is organized in the proper sequence without any numbers, and, the signal or clue words listed above give you the proper sequential order of the steps to insure that the outcome of this recipe is as it should be. These clue words or signal words give us information about the relationships among and between steps of this procedure.

Other signal words, in addition to the ones listed above, include:

• First
• Last
• After
• Second, third, fourth, etc.
• Lastly
• Finally
• Now
• Next
• When
• While

In addition to clue words or signal words, specific directions and instructions are also included in procedures. Specific directions tell us precisely how and when we should perform a step of the procedure.

Below are some of the crème brulee recipe specific directions and instructions:

• Preheat oven to 300 degrees F.
• Heat the cream with vanilla bean over medium-low heat for 15 minutes, stirring to insure it does not burn
• Remove from the heat and let steep for 15 minutes.
• Remove and discard the vanilla bean, or save for another use.
• Strain the cream through a fine mesh sieve.
• Beat the egg yolks with an electric mixer on high speed for 5 minutes, or until light and fluffy.
• Gradually beat in 1/4 cup plus 1 tablespoon sugar

Below is another procedure that is used by nurses and other people in health care. Read it and focus on the clue or signal words as well as the specific instructions or directions on how to perform this procedure in a complete, appropriate and accurate manner.

The Proper Patient Identification Procedure

1. First, greet the patient by using his or her name.
2. Next, introduce yourself to the patient.
3. Explain what you are going to do with and for the patient before giving any care.
4. Look at the patient's identification band for the first and last name of the person and other information that you can check on the patient's identification band, such as allergies OR scan the bar code if the patient's identification band is bar coded.
5. Finally, do at least two of the following with the patient or family member.

• Ask the person to state his or her full first, middle and last name.
• Check this name against the patient's identification band

OR

• Ask the person to tell you the "secret code" number or word given upon admission.
• Check this "secret code" against the patient's identification band or patient record.

OR

• Ask the patient to offer his or her full telephone number including the area code.
• Check this phone number against the patient's medical record.

OR

• Ask the patient for his or her address.
• Check this address against the person's medical record.

OR

• Ask the patient to tell you his or her social security number.
• Check this social security number against the patient's social security number in the patient record.

OR

• Look at the person's face.
• Compare this face to the photograph in the patient record.

The clue words or procedural signal words are written in red in the same procedure below:

1. First, greet the patient by using his or her name.
2. Next, introduce yourself to the patient.
3. Explain what you are going to do with and for the patient before giving any care.
4. Look at the patient's identification band for the first and last name of the person and other information that you can check on the patient's identification band, such as allergies OR scan the bar code if the patient's identification band is bar coded.
5. Finally, do at least two of the following with the patient or family member.

• Ask the person to state his or her full first, middle and last name.
• Check this name against the patient's identification band

OR

• Ask the person to tell you the "secret code" number or word given upon admission.
• Check this "secret code" against the patient's identification band or patient record.

OR

• Ask the patient to offer his or her full telephone number including the area code.
• Check this phone number against the patient's medical record.

OR

• Ask the patient for his or her address.
• Check this address against the person's medical record.

OR

• Ask the patient to tell you his or her social security number.
• Check this social security number against the patient's social security number in the patient record.

OR

• Look at the person's face.
• Compare this face to the photograph in the patient record.

The sequence of the tasks that are done for the patient identification process are easy to see in this procedure because the steps of the procedure or process are numbered in consecutive order from # 1 to # 5 and the final step, which is # 5, has several options that are clearly and concisely listed.

RELATED TEAS KEY READING IDEAS & DETAILS CONTENT:

• Summarize a Complex Text
• Infer the Logical Conclusion from a Reading Selection
• Follow a Given Set of Directions (Currently here)
• Identify Specific Information from a Printed Communication
• Identify Information from a Graphic Representation of Information
• Recognize Events in a Sequence

• Author
• Recent Posts

Alene Burke, RN, MSN

Alene Burke RN, MSN is a nationally recognized nursing educator. She began her work career as an elementary school teacher in New York City and later attended Queensborough Community College for her associate degree in nursing. She worked as a registered nurse in the critical care area of a local community hospital and, at this time, she was committed to become a nursing educator. She got her bachelor’s of science in nursing with Excelsior College, a part of the New York State University and immediately upon graduation she began graduate school at Adelphi University on Long Island, New York. She graduated Summa Cum Laude from Adelphi with a double masters degree in both Nursing Education and Nursing Administration and immediately began the PhD in nursing coursework at the same university. She has authored hundreds of courses for healthcare professionals including nurses, she serves as a nurse consultant for healthcare facilities and private corporations, she is also an approved provider of continuing education for nurses and other disciplines and has also served as a member of the American Nurses Association’s task force on competency and education for the nursing team members.

Latest posts by Alene Burke, RN, MSN (see all)

The Sun, Earth, and Cardinal Directions

1. Prepare materials for the activity.

Cut out 10 large yellow paper suns from construction paper. On white construction paper, write in large letters north, south, east, and west. Put the words east and west on the east and west walls of the classroom. You can download a compass app on a smartphone or tablet to ensure correct placement of these. 

2. Find east and west by observing the sun in the morning and afternoon.

Tell students that they are going to observe where the sun is each morning and afternoon for five days. Take students outside first thing in the morning and at the end of the school day and have them observe where the sun is in the sky. While outside in the morning, as students identify the location of the sun, tell them that we call that direction east. Go into the classroom and have a student write the date and time of day on a sun cutout and put it next to where the word “east” is located.

Avoid saying that the sun is moving.  It will probably appear to students that the sun is moving, not the Earth, but it is not age appropriate for students to try to conceptualize the movement of the Earth on its axis or around the sun yet. The goal is to have students understand that east is a certain direction and the sun always rises in the east in the morning.

Observe the sun again at end of the school day and ask students if it is in the same location as earlier in the morning. Identify that direction as west and have a student put the date and time of day on a sun cutout and place it next to the “west” sign.

3. Look for a pattern in the sun’s location in the morning and afternoon.

Track the sun's location in this way for five days and then ask students if they have noticed a pattern. Together write a sentence that explains what they have observed and what they would expect to see in the future.

4. Observe north and south, and label the classroom walls.

Next, ground students’ learning about north and south in the physical world with one or more of these ideas. Add the north and south labels to the classroom walls:

• Use a compass, or a compass app on a smartphone or tablet, to show north and south and reinforce east and west. Have students line up the E and W on the compass with east and west labeled on the wall. Ask them to point toward the N, and explain that this direction is north.
• In areas where there is snow, teach north and south by observing where snow melts faster: the south side of buildings (in the northern hemisphere).
• North and south can also be observed with wind patterns. Track the weather using the provided Weather Channel website, and look for opportunities to take the students outside when north or south winds are blowing.  

5. Practice using cardinal directions.

Practice the directions in the room by having students face north first, then turn at right angles and point, naming the directions “north, south, east, and west” several times. You can help them remember N, S, E, and W by using a phrase such as “Never Eat Sour Watermelon,” or have them create a phrase they like.

Have students use cardinal directions to talk about movement also. Play Simon Says and have them take steps in different directions.

As a final game of practice, send a volunteer to the hall and hide an item so the class sees the hiding place. Have the volunteer come back in the room, and have students one at a time guide the volunteer to the hidden item, with phrases such as “walk 5 steps to the north,” “walk three steps to the south,” and so on.

6. Have students apply their understanding to a map.

Discuss with students why we use special words to tell directions. Elicit from students that they help us to explain to one another where things are. Direction words also help us to read maps.

Give each student the handout Map of Joe’s Farm. Have them orient their maps by placing them on their desks so that north, south, east, and west on the map match the directions labeled on the wall.

Discuss together where things are on the map of the farm. Ask: Is the pig pen closest to the north, south, east on the map? (east) One pig got away. On which side of the farm is that pig? (west) Have students write 3-4 sentences describing directions that animals and people might move on the farm. As needed, provide examples such as:

The cow walks _____ to get to the barn. (west)

The children walk _____ to the chickens. (south)

The pig walks _____ to go to the pig pen. (east)

The garden is _____ of the pigs. (north)

The _____ lives on the north side of the farm. (cow)

Have students continue to practice the directions of N, S, E, W by having them pass their papers in to the north, south, east, or west. You can also have them line up on the north side of the room, the west side of the room, and so on.

Informal Assessment

Check students’ sentences with the Map of Joe’s Farm for understanding and comprehension.

Extending the Learning

• Have students watch the sun over a matter of months and note the change in its location as the days shorten and lengthen.
• Play a “Where in the classroom?” game using a stuffed animal. Move the familiar animal to a different spot in the room each day. Have students write the location of the animal using cardinal directions. Over time this could be expanded to other locations in the school or playground where N, S, E, and W are labeled.
• Show students the variety of ways that maps show the cardinal directions. On local, state, or country maps, look for the compass rose or the north arrow. Help students determine which way north, south, east and west are on those maps. Place the maps flat on a surface to reinforce the true directions.

Subjects & Disciplines

• Earth Science
• Geography

Learning Objectives

Students will:

• describe the pattern of the location of the sun each morning and afternoon and connect this to the directions east and west
• name the cardinal directions and point toward north, south, east, and west using signs in their classroom
• use north, south, east, and west when describing locations of items on a map

Teaching Approach

• Learning-for-use

Teaching Methods

• Discussions
• Modeling
• Visual instruction

Skills Summary

This activity targets the following skills:

• 21st Century Student Outcomes
  • Learning and Innovation Skills
    • Communication and Collaboration
• Geographic Skills
  • Acquiring Geographic Information
• Science and Engineering Practices
  • Obtaining, evaluating, and communicating information
  • Planning and carrying out investigations

Connections to National Standards, Principles, and Practices

National Council for Social Studies Curriculum Standards

• Theme 9:  Global Connections

National Geography Standards

• Standard 1:  How to use maps and other geographic representations, geospatial technologies, and spatial thinking to understand and communicate information

National Science Education Standards

• (K-4) Standard A-1:  Abilities necessary to do scientific inquiry
• (K-4) Standard D-3:  Changes in earth and sky

Common Core State Standards for English Language Arts & Literacy

• Reading Standards for Informational Text K-5:  Key Ideas and Details, RI. 1.1
• Reading Standards for Informational Text K-5:  Key Ideas and Details, RI.2.1

What You’ll Need

Materials You Provide

• Markers
• Compass or compass app (optional)
• Yellow and white construction paper
• Removable tape or glue
• Safety scissors

Required Technology

• Internet Access: Required
• Tech Setup: 1 computer per classroom, Mobile data device (smartphone or tablet), Projector

Physical Space

• Classroom
• School playground

Other Notes

Ideally, this activity will take place over 5 consecutive days to allow students to make their observations and identify patterns.

Background Information

North, east, south, and west are the four cardinal directions, often marked by the initials N, E, S, and W. East and west are at right angles to north and south. East is in the clockwise direction of rotation from north. West is directly opposite east. The sun’s position in the sky can be used to determine east and west if the general time of day is known. In the morning, the sun rises roughly in the east and tracks upwards. In the evening it sets roughly in the west.

The concepts of cardinal directions and Earth-sun relationships may be challenging for students, so this activity is designed to help students connect the abstract terms of north, south, east, and west with their known world.

Prior Knowledge

• None

Recommended Prior Activities

• Explore Cardinal Directions

Vocabulary

cardinal direction

Noun

one of the four main points of a compass: north, east, south, west.

compass

Noun

instrument used to tell direction.

map

Noun

symbolic representation of selected characteristics of a place, usually drawn on a flat surface.

map skills

Noun

skills for reading and interpreting maps, from learning basic map conventions to analyzing and comprehending maps to address higher-order goals.

Books

• Leedy, Loreen. Mapping Penny’s World. New York: Square Fish, 2000.

Interactives

• Maps 101: Uncle Sam's Farm

Tips & Modifications

Be safe when looking in the direction of the sun, and make sure that students do not stare at the sun. Have them quickly point in the direction of the sun, and then move their arms down from the direction of the sun to where the sky meets land. That direction should be east.

Instead of placing cutout suns on the wall next to “east” and “west,” have students build a model of the outside area of their school. Label it with N, S, E, W and then each day place a sun in the morning and afternoon as noted above. You can use an image of the wind for north and south.

Observing the movement of light from classroom windows is another way to look for east and west.

Fill out the questionnaire

1. Bachelor and specialty
2. areas of training and the number of places in 2022

in undergraduate and specialty in 2022 are set in the following areas and specialties of training:

• 01. 03.02 Applied Mathematics and Informatics
• 03.03.01 Applied mathematics and physics
• 09.03.01 Informatics and Computer Engineering
• 11.03.04 Electronics and nanoelectronics
• 16.03.01 Technical physics
• 19.03.01 Biotechnology
• 03/27/03 System analysis and management
• 10.05.01 Computer security

The educational process is carried out within the following educational units:

• Phystech School of Radio Engineering and Computer Technologies; nine0006
• Phystech-School of Physics and Research. Landau;
• Physics and Technology School of Aerospace Technologies;
• Phystech School of Electronics, Photonics and Molecular Physics;
• Phystech School of Applied Mathematics and Informatics;
• Phystech School of Biological and Medical Physics;
• Institute of Nano-, Bio-, Information, Cognitive and Socio-Humanitarian Sciences and Technologies;
• Phystech School of High Technology Business; nine0006
• Higher School of Software Engineering MIPT - Yandex (VSPI).

Admission is carried out in the following competitive groups:

* Grants for training

are approved by Order of the MIPT dated October 27, 2021 No. 2849-1 ( in the order of the IFTI order of 01 March 2022 No. 469- 1, as amended by MIPT Order No. 1273-1 dated May 06, 2022, as amended by MIPT Order No. 1511-1 dated May 31, 2022, as amended by MIPT Order No. 1549-1 dated June 01, 2022 ) "On approval of the plan for admission to undergraduate and specialist programs for the 2022/2023 academic year"

List of destinations for which dialing is open

Information for applicants regarding the directions for which admission is open in 2022

ART AND TECHNICAL INSTITUTE invites applicants in 2022 to apply for accredited study programs:

BACHELOR

54.03.01 Design

There are two directions to choose from:

1. Graphic design
Preparation in the field of composition theory and visual communication, development and design of graphic design products.

2. Fashion design
Training of professionals in artistic modeling and layout, creating objects in the fashion industry.

09.03.03 Applied Informatics

The direction of training personnel who are engaged in the creation of digital art objects: from animation and multimedia to sound engineering and the creation of electronic musical compositions. The application area defines the learning model. nine0003

There are two directions to choose from:

1. Motion Design
The program prepares bachelors in the field of creation, modification, implementation and maintenance of information systems, interfaces. Teaches how to create animation and animation objects.

2. Music sound engineering
Preparation in the field of creation of musical and computer projects, musical design, construction of musical objects.

03/42/01 Advertising and public relations

Graduates of the direction will be able to create a favorable image of the organization in various target audiences, promote its brand, products and services, person, project, and also provide advertising communication with the target audience.

The program is implemented with a focus on advertising in the digital environment , which allows you to master the basics of creating advertising products and get the following professions: PR manager, GR manager, advertising manager, brand manager, media planner, digital strategist, press Secretary, media buyer, copywriter, media communications specialist, speech writer, strategic advertising planner. nine1472

03/43/01 Service

Preparation of students of the direction for professional activity includes: a set of methods and means of the service process in the fashion industry, aimed at creating and ensuring the functioning of service processes that meet the needs of the consumer; development, provision and provision of services to the consumer, organization, management and quality control of the services provided.

The program is implemented by with a focus on service in the fashion industry , students receive knowledge and fundamentals of entrepreneurship, management and marketing in the fashion industry.

SPECIALTY

52.05.01 Acting

As part of the specialty, artists are trained to perform roles in film and television films, as well as drama performances of various genres. Education is carried out at the legendary faculty of theatrical art "School of Russian Drama named after I. O. Gorbachev".

Specialization of students - actor of drama theater and cinema . The curriculum includes general educational modules (humanitarian, social and economic cycle), a cycle of history and theory of world art culture, as well as a professional cycle.

HOW TO APPLY FOR TRAINING?

You can submit an application for any direction of study after registration in the PERSONAL OFFICE OF THE APPLICANT. The office provides detailed instructions for filling out the questionnaire and submitting documents. Please note that letters from the university may end up in "spam", carefully check your mail after registration! nine0003

License and state accreditation

• License for educational activities
• State accreditation ANO VO VKHUTEIN

PLEASE NOTE, VKHUTEIN PASSED STATE ACCREDITATION OF ALL EDUCATIONAL PROGRAMS OF BACHELOR AND SPECIALTY

USEFUL LINKS:

9000
• Entrance examination programs
• Information about the cost of education for the current year
• Admission rules and required documents with general information on admission

For applicants there is an information service on admission issues (during the opening hours of the university):

• tel.

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