Dttls Unit 5

Part 2 A critical Analysis of my own approach to reflective practice and exploration of potential continuing personal and professional development. Introduction This report provides a critical self analysis of my approach to reflective practice and exploration of continuing personal and professional practice. To research this report I have had to undertake a profound and honest dissection and evaluation of my own working practice.For research I partook in discussions with my peers, attended a master class in learning on reflection, and explored the internet and relevant books. This includes examining theories of reflective practice and how they relate to my own reflective practice and development. To clarify what I needed to examine I started by finding definitions of the key phrases. More in-depth analysis of the definitions and the meanings attached by others are developed throughout the report.Reflective Practice- ‘a set of abilities and skills, to indicate the taking of a c ritical stance, an orientation to problem solving or state of mind. ’ (Moon 1999 cited on www. ukle. ac. uk 2009) Continual Personal and Professional Development- ‘maintaining, improving and broadening relevant knowledge and skills in your subject specialism and your teaching and training, so that it has a positive impact on practice and the learner development. (www. ifl. ac. uk 2009) MethodologyWhilst preparing this assignment my Primary research was collated by using both personal observation and informal personal interviews with fellow peer groups, I conducted my Secondary research by colleting existing data gathered from both my Primary research as well as using the internet in order to access reviews, government statements and information as well as theories and principles used and developed by educational experts, I have also used the Doncaster College library to access reference material in the form of books and the e-library and as an additional reference metho d.I also adopted various ideas gained by conducting semi structured interviews and focus groups using other teachers as my target group. Once evaluating the collected data I then developed an Action Plan in order to achieve my desired goals. Theories of reflective practice. The Common Sense Theory Philosopher and educationalist John Dewey pioneered the concept of reflective practice in 1933 as the literal notion of ‘thinking about thinking’ (cited in www. educ. uats. org 2010) He was primarily interested in problem solving.When a bad incident occurs you feel upset or disconcerted and set out to identify and rectify the issue. This basic approach to reflective practice was further developed as the ‘common sense view’ by Moon (1999). She took the stance ’reflection is akin to thinking but with more added to this. ’ (cited in Roffey-Barentsen and Malthouse 2009, p8) This is reflection in its purest form. After a lesson that that went badly it is natural that you will think about what went wrong and why. The sheer basic nature of the theory leads to problems of lack of organization and documentation.The solitary nature of simply thinking cause limitations when there is no one to provide feedback. There is more consideration given to the past than the future and provides limited outlets for developing practice. Reflective Practice Donald Schon (1983) developed two concepts in relation to reflective practice: Reflection in action – A person reflects on behavior as it occurs. For example if you are using a classroom activity with learners that is clearly not working you would quickly reflect on this can find a suitable alternative immediately rather than waiting for the next session.Reflection on action -this type of reflection occurs after the event allowing time for scrutiny and analysis of the situation and time to plan further development. Kolb (1984) created his four stage model of leaning. This encompasses the cont inued cycle of learning. It outlines the basic concept of doing something. Reflecting on it. Researching ways of improving upon it and planning how to implement this. This brings you right back to the doing stage and so the cycle continues. This can be joined at any stage but needs to be followed in sequence to be effective.Graham Gibbs further developed this cycle in 1988. Like Kolb, his cycle of self reflection is simple to use and follows a continuous cycle. Gibbs Model for Reflection (www,qmu. ac. uk 2009) Stephen Brookfield (1995) believes critically reflective teaching happens when we identify and scrutinize assumptions that under grid how we work. For this the occur we must see our teaching from the view of the â€Å"four critical lenses†Ã¢â‚¬â„¢(cited in Roffey-Barentsen and Malthouse 2009,p10 ). The four lenses being: 1. The teacher 2. The learners 3. Our Colleagues . The view of literature and theories. Although time consuming this theory provides a thorough reflect ion on our practice through feedback and research rather than just our own thoughts. Professional Reflective Practice This theory combines the personal achievements generated via reflective practice with the benefits of CPD where teachers improve skills and knowledge enhances their professional performance. Tummons (2007, p89) describes this as ‘A constant critical appraisal of teaching and learning, and of the work of the tutor generally. Ideals from Schon, Kolb, Gibbs and other theorists can be encompassed in professional reflective practice this ideal would include seminars, workshops, conferences, meetings, training days, 1. 1 reviews, observations and general conversations. Having identified what you could do to benefit your practice you would create an action plan clearly defining SMART targets My approach to reflective practice I have in the past relied too heavily on Moon's ‘common sense’ theory. Thinking is a natural process we have little or no control o ver.I have often delivered a session with my head buzzing with thoughts and ideas; these would take on the form of what went well? What did’t goes well? Why? What can I do instead? This thought process of ideas has its benefits. I was analyzing my teaching practice rather than simply carrying on with no consideration to its merits. The main problems being that I rarely wrote my reflections down. There was no organization or structure to the reflective practice. This form of reflection is too insular and self reliant.When I first started teaching I think I probably lacked the confidence to actively seek the views of others and accept constructive criticism. Since undertaking the DTLLS course I have as a prerequisite of learning kept a reflective journal. This method of reflection links in with Schon’s ‘Reflection on Action. ’ Actually taking time to stop and write down reflection has been very beneficial This allows time for greater and more structured eval uation identifying what went well and want didn’t’ go so well. From here I am able to plan what I need to improve upon. Schon (1983) also outlines ‘action in practice. I found this concept of ‘thinking on your feet’ a necessity of teaching. A session plan may sometimes no longer be valid. I have in the past had to a change activities that require certain numbers due to poor attendance. Similarly if I unexpectedly have a small group I may not use planned resources such as flipchart which seem impersonal for only four learners. As my teaching experience has developed so has my capacity for reflection. Drawing on Brookfield’s critical lenses. I am now more confident and aware of the benefit of feedback to seek the views of learners, peers, mentors etc.This creates a greater spectrum of reflection rather than simply my own to learn from. Gibbs reflective cycle (1988) has become a natural part of my teaching and reflective practice. This is especia lly beneficial with one day courses I teach again and again. In this situation it is easy to become complacent and lazy and stick with same session plan. Actively reflecting with feedback from others enables me find methods of improving the session. I then can try out the new plan. Once tried I then reflect on the new plan and so the cycle continues.Of course I wouldn’t make change for change sake. The out come of the reflection could be that it all went well in that session. Continual Personal and Professional Development As a teacher when considering CPPD I have two consider what The IFL defines as the ‘Model of Dual Professionalism’ (www. ilf. co. uk) Your subject specialsim Your teaching In both instances I need to undertake an analysis to identify training and development needs. I am still a teacher in training so my professionalism is continually developing through my college studies which includes much research.In my work place I have attended training day s on relevant teaching areas such as coaching your team and Giving and Receiving Feedback and conferences such as E-Leaning and Final Lap Mentoring. Once my training is complete I will need to actively seek development opportunities in this area. I could do this through the ILF, College network, educational websites, publications and productions. The opportunities for personal and professional development in the Health and Social Care Profession are considerable. Keeping up to date with relevant legislation is paramount.Generally literature is provided on this by the Care Quality Commission or MHA Head office. For instance I recently went on a training day on delivering e-learning. However as an educationalist it is vital I don't just assume there are no changes if no one has informed me other wise. The QCC website is the best reference point on legislation. Specific area of my role such as manual handling, Fire Safety and First aid require me to update my trainer’s skills wi th a refresher course every two or three years.As I teach in a company that specializes in Dementia care it is vital I actively seek new knowledge in this area. Ideas and Theories on Dementia and Dementia care are constantly progressing and it is vital I progress inline with them. To aid this read the Dementia Care magazine, Alzheimer’s Society website, Bradford and Stirling University both research in dementia care. A positive example of this is an article I read on the benefits of Doll Therapy. Some of the residents in the home carry dolls around which some cares found inappropriate.Having a professional theory to discuss with staff/Learners was highly beneficial. All development I do for my work has an effect on my personal development. The increase in skills and knowledge gives me more confidence and expands my creativity. In my free time I enjoy reading and creative writing and have taken relevant courses for pleasure. I have in the past been to work obsessed and taking on to many courses at once. This resulted stress and affected all areas of my life. I now can prioritise my CPPD to allow me time to relax and spend time on other things that are important.When I started DTLLS I was also doing an Open University course. I found it too hard to juggle both and working. I made a decision to complete the OU module I was studying and put my university studies on hold until I have completed DTLLS. Conclusion I can link my reflective practice to most of the theorists. The common sense view' of quite literally thinking is something I do constantly but I have learnt the benefits of taking a more structured and creative approach to reflection. Working through a cycle of doing, reflecting, researching, planning and doing means my teaching practice can only improve.This has given me more confidence and benefits the learners. Linking in reflective practice with CPPD ensures my development as a teacher and a subject specialist. Through my work place I am able to identify training and development needs with my manager. As an autonomous learner is vital I constantly Seek new avenues to ensure my Health and Social Care knowledge is up-to-date and relevant. 1. Report Introduction For this report I have provided a critical analysis which summarises the following aspects of my ongoing personal and professional development in the following areas: Teaching roles and contexts within the lifelong learning sector * Impact of own beliefs, assumptions and behaviours on learners and others * Impact of own professional, personal and interpersonal skills, including Literacy, Numeracy and ICT skills on learners and others. To carry out this report I have used my personal reflective journal. I have also drawn on past assignments, observations, peer group discussions. I researched books, journals and the internet to gain a wider perspective. Analysing my own role as Trainer and comparing it with others such lecturers nd tutors highlights the similarities as w ell as exploring the unique aspects that define each role. As an individual and a teacher it is difficult to recognise and at times accept that your personal beliefs, assumptions and behaviours may impinge on learners. In this report I recognise my ‘teaching schemata’ and explore both positive and negative effects this may have on learners and others. This links in with the analysis I have made on how my personal, professional and interpersonal skills will have an impact on learners and others. Part 3 A Teaching roles and contexts within the lifelong learning sectorThe table below explores the different roles and contexts within the lifelong learning sector, analysing their similarities and differences. All definitions of roles are taken form: The Chambers Dictionary 10th Edition (2006) Job Role| Contexts| Duties| Same as| Difference| Trainer‘A person who teaches skills to people or animals and prepares them for a job, activity or sport’ | The workplaceComm unity Learning CentresTraining companies| * Identifying company training needs. * Designing, delivering and evaluating training. * Developing induction and appraisal schemes. Coaching and assessing individuals or small groups * * | Similarities to teacher, tutor, lecturer in terms of planning and delivering learning. Also assessments. | A trainer is generally work based as apposed to teachers or lecturers who are college or school based. | Teacher‘A person whose profession is to impart knowledge practical skill or understanding’| SchoolsSixth form colleges| * Panning sessions * Delivering learning * Evaluation of teaching and learning * Setting and marking working * Monitoring and dealing with behavioural issues. Tutor, trainer and lecturer in terms of planning and delivering learning. Dealing with behaviour is most akin to lecturers. | Different to most in that a teacher is generally associated with schools and children. Some sixth form colleges may have teachers. | Tu tor‘A person who teaches a single person or very small group’| Colleges Community Learning CentresDistance and online learning. | * Planning and delivering learning to individual or small groups. * Providing feedback on assessments * Tutor may be a mentor for learning development such as a form tutor or individual tutor. Similarities to teacher, trainer, lecturer in terms of planning and delivering learning. | More 1-1 work than lecturersDifferent from all if online or distance learning. | LecturerA person who teaches at college or university| CollegeUniversities| * Teaching, lectures, seminars and fieldwork. Preparing teaching sessions and developing teaching materials. Setting and marking work. | Similarities to teacher, trainer, lecturer in terms of planning and delivering learning. | Different to NVQ and Trainer in context.Lecturers would not be found in workplace| Assessor‘Person who assesses’| CollegeWorkplace| * Plan and deliver NVQ workshops * Obser ve and assess candidates * Examine candidates’ evidence| Similar to trainer in that learning is work based. | Different to teacher and lecturer as an assessor will not deliver learning to large groups. | Part 3 b My role and responsibilities as a Trainer in Health and Social Care work-based learning Through discussions in the DTTLS course I have identified two major differences between my role as a Trainer and my peers as Lecturers.The first being that of context . My teaching is carried out in individual’s own workplace. Learning is delivered in a training room and in the care environment. Lecturers deliver learning in a college in a traditional classroom setting. The two do at times overlap, workplace learners may work towards vocational qualifications through local colleges. In this case I may arrange for learners to undertake this learning and support them through their work. The other main variation is in purpose. I facilitate learners with skills and knowledge to enable them to function in the workplace.Learners gain company certification or in some cases nationally recognised awards, however they are not working for one or two years towards an educational or vocational qualification as they would in a college. In unit 15 I explored the difference between teaching and training. Gary Pollice, Professor of Practice Worchester University noted this main difference. In his article Teaching Versus Training (2003). He stated training ‘focuses on skill’ whereas teaching ‘implies deeper knowledge and a longer time frame. ’ This effectively sums up one of the major differences I identified.As a trainer in Health and Social Care it is my responsibilities to ensure my knowledge is kept up-to-date and in line with current legislation, polices, procedures and changing views and ideas within the care sector. Not doing so would have a detrimental effect on learning and the working practice of learners. I am constantly aware that my CPPD will have a direct impact on the quality of training I provide. In unit 5 I examined the aims and philosophical issues associated with my subject specialism. These were derived mainly from CQC and MHA care group.The ultimate aim being to provide the best possible person centred care for service users. I work closely as part of a team to ensure this is provided. I liaise with senior staff to discuss any new developments within care and the impact they will have on learning and working practice. I often attend the same training, seminars and conferences as senior staff. This ensures we all have the same knowledge and skills Transference of skills has a major influence on how I and others measure the quality of the training I provide.Howarth and Morrison (2005, p295) observed how effective transfers are ‘affected by a range of factors beyond the design and delivery of a training event. ’ I work with key people to make sure skills and knowledge are effectively passe d on to staff and reflected in the care provided. If this is not the case then I may need to reassess my own skills and knowledge. Part 3 C The Impact of my own beliefs, assumptions and behaviours on learners and others. As an individual it is difficult to recognize our own ingrained beliefs, assumptions let alone comprehend the impact these may have an others.As a teacher the impact can be magnified as others look to us to learn. In an article Focus on Teacher thinking it was stated Everything a teacher says and does springs from the teacher’s inner reality – the worldview, beliefs, values and other thinking processes that are so familiar they become invisible (www. teachersinmind. com) When I enter a classroom/training room I like to think I put my professional hat on and leave my personal influences behind. Williams and Burden ((1997, p57) however would disagree ‘Teachers beliefs about learning will affect everything they do in the classroom. To identify my ow n personal influences I have examined some elements of my unique ‘Teaching Schemata’ (wwww,prodait,org 2006) . This is the amalgam of beliefs , knowledge and assumptions held by the individual teacher. Elements of my personal ‘Teaching Schemata’ | * I believe it is important to have basic ICT, Literacy and numeracy skills * Reading is fun * Learning enriches your life * ICT is an inevitable part of day to day life * I think everyone should want to reach their full potential * Adults should naturally adhere to a certain code of conduct in a learning environment. Adults want to learn * Music has positive benefits on your mental well being * I love anything outdoors. * I’m a vegetarian and animals are an important part of my life * I was brought up C of E but no longer practice or believe. * Monogamy is important * I used to be shy at school but now I’m outgoing * I tend to adopt a ‘ce la vive’ attitude to life. If it makes you happy then do it! * I’m very easy going and rarely loose my temper. * People should always see the best in others and try to understand why they behave the way they do. The list above is by no means exhaustive but includes what I consider to be my main belief system. I would generally consider my positive and friendly personality to have a constructive benefit on learners. I’m proud of the fact that learners enjoy their learning and in all my observation it was commented that I had an excellent rapport with learners. In unit 15 I drew on an element of my reflective journal where this rapport had a negative effect. Four learners failed to turn up when I was being observed. I took his a personal insult, but it was pointed out to me by a colleague that it was because I was so easy going that they probably thought I wouldn’t be annoyed. The concept of achieving an equal balance between my natural friendly personality and adopting a more professional persona when necessar y is an area I have developed but need to continue to do so. I have attended courses in assertiveness and influencing and negotiating to aid my development in this area. Discussing ideas with other teachers has helped significantly. In my very initial stages of teaching I made a basic mistake due to my somewhat supercilious assumptions.When setting up a learner, a lady of around 50yrs, on E-Learning I simply gave her the laptop, password and username and told her to log on to the Aims Perform site. I went off to sort out some paperwork while she did this. When I returned I found an embarrassed learner who hadn’t even switched the laptop on. She sheepishly told me she’d never used a computer before. The impact for the learner was that of humiliation and a failure to learn. For myself it was an early learning curve in never making assumptions about learners existing abilities.Although I’m still surprised how many people don’t have their own computer and hav e little or no ICT skills I have learnt to adjust my perception and address the situation in a manner that does not embarrass or humiliate the learner. Gaining an awareness of the extent to which adult learners may lack basic skills has had an effect on my professional development. I have actively sought ways to integrate key skills into learning. Care for Skills agency provide extensive resources and information on enabling teachers to embed key skills into the care induction programme.The impact on learners is that I, as a teacher am more in tune to learning needs and an increased opportunity to improve their key skills through work based learning. Also I taught a fully integrated course with New College which improved my skills in key skills teaching. Part 3 D The impact of my own Professional, Personal and Interpersonal skills including Literacy, Numeracy and ICT Skills on Learners and others Trainer/Teacher My teaching qualifications PTTLS and year 2 DTTLS have given me signifi cant skills and knowledge in this area. This impacts on what I am able to offer my place of work and learners.This includes planning, delivering and evaluating individual sessions and schemes of work. Also carrying out diagnostic assessments, assessing learning, being aware learning styles and learning theories, designing and using resources. The more skills I have as a teaching professional the greater opportunity I will have to maximise the learning potential of the workplace learner at MHA. Management will have greater confidence in giving me greater responsibilities such as designing courses. I have also joined the Institute For Learning (IFL) as an affiliate member whilst working towards qualified teacher status.The IFL gives members support in continuing professional development. The IFL state: CPD gives the public, learners, the teaching community and the sector confidence that teachers, trainers, tutors and assessors are continuously improving skills and knowledge and expert ise (www. ilf. ac. uk, 2009) Health and Social Care Professional As I have a dual profession there is little point in me solely focussing on my teaching skills. It is equally as important that I monitor my knowledge of my subject specialism. My learners need to have confidence that I have a higher level of knowledge of the subject than they do.The care provider I work for need to know that I am facilitating training that is current and relevant. In unit 15 I stated that one of my best assets was having what Skills for Care (2009) describe as ‘experts by experience. ’ Having years of hands on experience in the care sector not only equips me we a high level of skills and knowledge but also gives learners confidence that I know what they experience in the workplace. To keep my care skills current and relevant I attend the same training, conferences and seminars I would as if I still worked in the field. Personal DevelopmentMy personal development can also have an affect on learners. Having a good level of work and life balance make me a calmer and more rounded person. Much of my personal development such as creative writing enhances my creative abilities as a teacher. I initially started my degree with the Open University for personal development rather than professional. I started with a course I knew I would enjoy – Level 2 Creative Writing. This required me to post my work on an online tutorial for others to give feedback on. Similarly I was required to give feedback on the work of others.This enhanced my ability to accept feedback from managers, teachers, college peers and learners. This in turn assisted me to provide constructive feedback to my peers and learners which is something I have difficulty with. Interpersonal Skills My interpersonal skills have developed as my confidence has grown. Looking back on my reflective journal from last year I can see there were times when I lost deportment in sessions when learners asked questions I wa s unsure of, didn’t participate in sessions or were deliberately awkward as they didn’t want to be in the session.This had a detrimental effect on learners and myself as I felt they would loose confidence in my ability to teach them. I over come this through feedback, talking to other teachers and simply by gaining experience. My most recent observation demonstrated how much my confidence has improved. This reflects on the quality of learning learners receive. On a general level I feel I have good interpersonal skills. Working in the care sector for years has given me strong emotional intelligence. I am easily able to empathize with other. I am able to actively listen, thus making me an effective communicator.I have been able to develop appropriate communication skills. Initially I was too much of a friend to learners and didn’t want to offend anyone. I found sugar coating feedback was non productive. I have managed to improve my balance my as a teacher, giving constructive feedback and delivering enjoyable sessions. Numeracy Numeracy is not my strongest point. I have GCSE grade C which I achieved 18 years ago. When I worked at Penhill Community learning centre working 1-1 with learners to gain entry level 3 and level 1;2 numeracy awards I was concerned about my own numeracy levels and ability to help others.I went on the Move On website to test and improve my abilities. When I started the PTTLS course I was required to take an assessment on the computer to check for skills fade. Thankfully I had a clear level 2 pass. Although numeracy is not a strong element in Health and Social care it is still important to maintain my skills in this area. I embed numeracy in areas where learners will uses it in their workplace such as weights, measurements, BMIs and statistics. This will impact on their ability to perform everyday tasks at work. ICT I have fairly good ICT skills.This has enabled me to facilitate e-learning confidently. This has helped l earners to access and undertake courses they may not have had access to otherwise. e-learning enhances learners own ICT skills which will benefit them in the workplace and wider society. One area I had to develop was using ICT in presentations. My workplace did not have facilities for this so I had little opportunity to practice. I felt this limited my resources and didn’t account for exclusivity with regards to learning styles. My first attempt at PowerPoint presentation was for my presentation was to my peers at college.I was pleased to have produced and presented a presentation even if I did forget to put it on slide show! Feedback from my peers and my own reflection identified this as an area of weakness. I have since convinced my workplace to buy more equipment. I am now confident in using the projector for presentations. This enhances learners experience including participating in e learning in groups. Literacy Literacy is an area I am quite proficient in and had passed university modules in with good grades. I enjoy reading and creative writing in my free time.I do however have to be aware of the language I use and the levels I expect of others. Many of my learners will be at entry level 3 or lower so I need to keep language in resources simple. Through initial assessments I can identify what level learners are at. I embed literacy into learning. The Skills for Care Base have excellent resources I have used to enable learners with literacy. The fact that I enjoy reading means I am always keen to research my subject this will enrich the knowledge I can impart on learners. ConclusionMy dual role as a teacher and a Health and Social Care Professional effectively means I I have two areas where I need to actively monitor, evaluate and accomplish continuing personal and professional development. Clearly identifying my role and responsibilities can enable me to pursue relevant avenues. Being aware of my own beliefs, assumptions and behaviours and the im pact they may have on learners and others is difficult but essential. Through course of action I realised my assumptions about adult learners existing skills was having a detrimental effect on their learning.As a teacher my own personal, professional and interpersonal skills have a major impact on learners, as they are looking to me to facilitate knowledge and skills. The organization I work for is trusting in my skills to carry out my role efficiently. Not doing so could have a damaging effect on the care service users receive and the reputation of the establishment. This highlights the importance of CPPD. Words 3116 Bibliography Books Gray, G. Cundell, S. Hay, D. O’Neill, J. (2004) Learning Through the Workplace. Nelsonthorne: Cheltenham Horwath, J. Morrisson T. 2004) Effective Staff Training in Social Care Routledge: Abingdon Roffey-Barentsen, J and R ,Malthouse. Reflective Practice in the Lifelong Learning Sector. Learning Matters: Exeter Tummons, J. (2007) Becoming a Tut or in the Lifelong Learning Sector. Learning Matters: Exeter Wallace, S. Teaching and Tutoring in The Lifelong Learning Sector. Learning Matters: Exeter Internet Code of Professional Practice www. ifl. ac. uk Communication and number skills at induction and beyond www. scie-careskillsbase. org. uk (accessed 31/08/2009) Continuing Profesional Development www. fl. ac. uk Critical Reflection on Teaching www. prodait. org (accessed 17/02/2010) Education and Training – Job Profiles http://carersandadvice. direct. gov,uk Focus on Teacher Thinking www. teachersmind. com. topics. htm (accessed 17/10/2010) Gibbs Model of Reflection www. qmu. ac. uk (accessed 04/01/2010) Gary Pollice:Teaching versus training http://www. ibm. com/developer works/rational/library (accessed 10/08/09) Methodist Homes Association http://www. mha. org. uk (accessed 30/8/09) http://www. skillsforcare. org. uk/workforce_strategy (acesssed30/08/2009) Muir, G.Theories of Adult Education Teacher Versus Facilitato r www. adulteducation. eu/Theories. of-adult-education (accessed 19/08/2009) Reflection and Reflective Practice www. learningandteaching. info/learning/reflecti. htm (accessed 30/01/2010) Reflective Practice www. educ. utas. edu. ac (accessed 30/01/2010 Social Care Institute for Excellence www. scie-caebase. orguk Quality Care Commission www. cqc. org (accessed 10/08/09) What is reflective practice ? www. ukcle. ac. uk (accessed 06/03/2010) What is the Difference Between a Teacher and a Trainer? http:/society. com/education

Safeguarding the Welfare of Children and Young People

Identify the current legislation, guidelines, policies and procedures for safeguarding the welfare of children and young people including e-safety. The United Nations Convention on the Rights of the Child 1989 – which ensure that children are safe and looked after, children have the right to be protected from all forms of physical or mental violence, injury or abuse, neglect, negligent treatment, maltreatment or exploitation including sexual abuse by those looking after them.Children act 1989 Parents and professionals must work to ensure the safety of the child. This act includes two important sections : Section 47 states that the local authority has a duty to investigate if they have cause to suspect a child that lives or is found in their area is suffering or likely to suffer significant harm. Section 17 states that services must be put in place by local authority to safeguard the welfare of the children within their area who need it.The Education Act 2002 This sets out the responsibilities of Local Education Authorities (LEAs), Governing bodies, head teachers and all those working in schools to ensure that children are safe and free from harm. Children Act 2004 This provides the legal framework for Every Child Matters. It includes the requirement for: †¢Services to work more closely, forming an integrated service. a common assessment framework to help the early identification of need †¢a shared database of information which is relevant to the safety and welfare of children †¢Earlier support for parents who experiencing problems. Working Together to Safeguard Children 2006 This sets out the duties of organisations and how they must work together to safeguard children and young people. E-safety 2008 The council has produced a strategy to increase the awareness of internet safety. Set out measures to protect children from unsuitable sites and establish codes of practice. Safeguarding the Welfare of Children and Young People Assignment 008 Safeguarding the welfare of children and young people Task A 1. Identify a current national piece of legislation relevant to safeguarding children and young people’s welfare. United Nations Convention on the rights of a child. 2. Identify two current local policies, procedures or guidance in relation to safeguarding the welfare of children and young people. Child Protection Policy and Health and Safety Policy. 3. Complete the following table with two examples. Agency nameRole of the agency (involved in safeguarding(in own work setting) ————————————————-Children and young people) Children & Young People Portfolio Advice and support regarding (social Services) child abuse. _________________________________________________________ Early Intervention Advisory Team Supporting a child’s individual needs and working alongside key workers. 4. Complete t he following table. Types of child abuseList 3 characteristics for each ————————————————- Type of child abuse PhysicalBruises in strange places, cuts Burns/scalds ————————————————-EmotionalWithdrawn, stammering/stuttering, acting totally different to normal. ————————————————- SexualItching/pain in gentile area, wetting/soiling themselves, inappropriate play with toys/dolls ————————————————- NeglectDirty, constantly tired, malnourished BullyingWithdrawn, finding excuses not to go to school, asking for money. 5. Complete the following table. â⠂¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- Concerns that a colleague isGive a description of the action to take in response. Failing to comply withReport concerns straight away ———————————————— Safeguarding proceduresto the manager/designated person. If the colleague is the manager/designated person then the deputy must be informed. Harming, abusing orReport concerns straight away Bullying a child orto the manager/designated Young person. person. If the colleague is the manager/designated person then report to the deputy manager and trustees. 6. Describe the principles and boundaries of confidentiality and when to share information. In many cases the passing of information is routine, relating to the child’s daily care and needs.Other than this all records and information given by th e parents is kept locked away and only made available to staff working closely with the child concerned. Information on child protection issues will only be shared with other staff on a need to know basis. This need to know basis refers to outside agencies if they become involved. Parents have the rights to see the records on their children if requested. If parents disclose any confidential information to a member of staff they must be told that the information will be shared with the manager whilst assuring them that it will not be discussed outside the nursery setting.There are no circumstances in which disclosure of child abuse will be kept confidential. Assignment 008 Safeguarding the welfare of children and young people Task B 2. Produce a five point action plan to follow if a child is suffering from any or all of the following sign and symptoms: Severe headache, feeling nauseous, raised temperature, sensitivity to light, raised rash or spots. Actions to take 1. Check temperatu re 2. Check for rash, spots, photophobia 3. Ring ambulance 4. Ring parents/carer 5. Move to a quiet area away from other children. 3. Complete the following table showing what actions to take in an emergency.Fire In the event of a fire dial 999. The staff will evacuate the children quietly and calmly to the assembly point. The manager/deputy will collect the emergency contact list, visitors register, staff register and mobile phone (if it is safe to do so). The senior person in each room will check that there are no children in the cloak rooms or toilets and ensure windows and doors are closed (if in no immediate danger) and take the register with them. At the assembly point children, staff and visitors are checked against the registers to ensure no one is missing.Never re-enter the building unless you have been cleared to do so by the fire services. Security incident Politely greet the intruder, identify yourself and ask the purpose of their visit. Explain that all visitors must si gn in. If the intruder becomes agitated and refuses to leave the building peacefully, try to calm them whilst a colleague calls the police. Children should be moved to a room furthest from the intruder and distracted by staff and will stay there until the police arrive. Explain to the police what has happened so they can deal with the intruder.If the person leaves before the police arrive do not detain them. Remember to log any incidents and review all security measures. Missing children or young person As soon as a child has gone missing the manager must be notified immediately. The remaining children are moved to one room with appropriate number of staff, remaining staff will search the area the child was last seen for a maximum of 5 minutes. Inform the infant school and organise a search of school grounds for 10 minutes with all available staff. After a maximum of 15 minutes the child’s parents/carers and emergency services are contacted. Safeguarding the Welfare of Children and Young People Assignment 008 Safeguarding the welfare of children and young people Task A 1. Identify a current national piece of legislation relevant to safeguarding children and young people’s welfare. United Nations Convention on the rights of a child. 2. Identify two current local policies, procedures or guidance in relation to safeguarding the welfare of children and young people. Child Protection Policy and Health and Safety Policy. 3. Complete the following table with two examples. Agency nameRole of the agency (involved in safeguarding(in own work setting) ————————————————-Children and young people) Children & Young People Portfolio Advice and support regarding (social Services) child abuse. _________________________________________________________ Early Intervention Advisory Team Supporting a child’s individual needs and working alongside key workers. 4. Complete t he following table. Types of child abuseList 3 characteristics for each ————————————————- Type of child abuse PhysicalBruises in strange places, cuts Burns/scalds ————————————————-EmotionalWithdrawn, stammering/stuttering, acting totally different to normal. ————————————————- SexualItching/pain in gentile area, wetting/soiling themselves, inappropriate play with toys/dolls ————————————————- NeglectDirty, constantly tired, malnourished BullyingWithdrawn, finding excuses not to go to school, asking for money. 5. Complete the following table. â⠂¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- Concerns that a colleague isGive a description of the action to take in response. Failing to comply withReport concerns straight away ———————————————— Safeguarding proceduresto the manager/designated person. If the colleague is the manager/designated person then the deputy must be informed. Harming, abusing orReport concerns straight away Bullying a child orto the manager/designated Young person. person. If the colleague is the manager/designated person then report to the deputy manager and trustees. 6. Describe the principles and boundaries of confidentiality and when to share information. In many cases the passing of information is routine, relating to the child’s daily care and needs.Other than this all records and information given by th e parents is kept locked away and only made available to staff working closely with the child concerned. Information on child protection issues will only be shared with other staff on a need to know basis. This need to know basis refers to outside agencies if they become involved. Parents have the rights to see the records on their children if requested. If parents disclose any confidential information to a member of staff they must be told that the information will be shared with the manager whilst assuring them that it will not be discussed outside the nursery setting.There are no circumstances in which disclosure of child abuse will be kept confidential. Assignment 008 Safeguarding the welfare of children and young people Task B 2. Produce a five point action plan to follow if a child is suffering from any or all of the following sign and symptoms: Severe headache, feeling nauseous, raised temperature, sensitivity to light, raised rash or spots. Actions to take 1. Check temperatu re 2. Check for rash, spots, photophobia 3. Ring ambulance 4. Ring parents/carer 5. Move to a quiet area away from other children. 3. Complete the following table showing what actions to take in an emergency.Fire In the event of a fire dial 999. The staff will evacuate the children quietly and calmly to the assembly point. The manager/deputy will collect the emergency contact list, visitors register, staff register and mobile phone (if it is safe to do so). The senior person in each room will check that there are no children in the cloak rooms or toilets and ensure windows and doors are closed (if in no immediate danger) and take the register with them. At the assembly point children, staff and visitors are checked against the registers to ensure no one is missing.Never re-enter the building unless you have been cleared to do so by the fire services. Security incident Politely greet the intruder, identify yourself and ask the purpose of their visit. Explain that all visitors must si gn in. If the intruder becomes agitated and refuses to leave the building peacefully, try to calm them whilst a colleague calls the police. Children should be moved to a room furthest from the intruder and distracted by staff and will stay there until the police arrive. Explain to the police what has happened so they can deal with the intruder.If the person leaves before the police arrive do not detain them. Remember to log any incidents and review all security measures. Missing children or young person As soon as a child has gone missing the manager must be notified immediately. The remaining children are moved to one room with appropriate number of staff, remaining staff will search the area the child was last seen for a maximum of 5 minutes. Inform the infant school and organise a search of school grounds for 10 minutes with all available staff. After a maximum of 15 minutes the child’s parents/carers and emergency services are contacted.

Analyzing Conflict and the Influence of a Collaborative Environment Essay

Analyzing Conflict and the Influence of a Collaborative Environment - Essay Example This included Tim, a senior editor. Laura was working at the place for close to a month while she and fellow workers went out for happy hour one evening. All of them had a good time consuming fair alcohol amounts. While all left the bar heading home, Tim, with a secret attraction to Laura ever since they started working on the journal, solicited a cab offering to ride together with Laura. Laura was okay with the offer. While inside the cab, Tim suddenly initiated an aggressive sexual encounter towards her. Aggravated, Laura also pushed him from her telling him to go away from the cab. Full og mortification, Tim suddenly slinked from the cab. The following day, Laura went to work with particular apprehension. Tim went to her office to apologize for the inappropriate behavior previous night. With relief from his apology, Laura did not pursue the issue through normal channels across the office. She thought that Tim’s apology meant no need of dwelling on the past. Laura was one of the new employees and was learning office politics while proving to be a competent editor. She was not interested in rocking the boat and bringing negative attention towards herself. All would have remained well if only Tim settled on one sincere apology. However, he kept apologizing whenever he was alone with Laura. When he initially began apologizing, Laura assured him that "it was fine". After two months of constant apologies, she was convinced that even though she requested him to stop apologizing, this was to no avail. Full of frustrations, she shared the issue with few of her co-workers. In the end, the co-workers watered down respect for Tim. The initial conflict cause was the cab’s sexual advance occurring in rather private setting. Sexual overtures remain inherently private even though consequences play out in public contexts. In fact, the sole reason for Laura going to the Ombudsman was that this conflict classified as ‘private’ while wanting to

Ban the burqa rhetorical analysis Research Paper - 1

Ban the burqa rhetorical analysis - Research Paper Example However, as one might expect, these alternative views do not appropriately reflect the views of the author herself. Rather, notwithstanding the well-articulated counter arguments and the issue of freedom and legality that they necessarily entail, the author constructs an argument for the complete prohibition at worst and discouragement at best of the burqa within society. As a means of quickly seeking to jar the reader’s attention from the rhetorical strength of those individuals who have come out against legislation banning the veil, Berlinski shifts to the isolated cases of sexual violence that take place in the lawless suburbs of Paris. As a means of distraction this is an effective tactic due to the fact that it instantly congeals the reader’s impression of Islam as naturally given to sexual violence, rape specifically, and depicts the male adherents as little more than sexually deviant thugs who are more than willing to cast aside all decency that a host culture, such as France, may have gifted them as a means of punishing those who dare to show a bit of self expression and freedom of strict Islamic tradition. As a function of shifting the debate from the broad to the specific, the author is able to convince the reader that her specific point of view is the most rational. This rhetorical approach is not unique; however Berlinski ap plies it masterfully. Right after eviscerating Islamic European culture for being broken, immoral, and unrestrained, Berlinski states, â€Å"Yet the burqa must be banned. All forms of veiling must be, if not banned, strongly discouraged and stigmatized† (Berlinski 2). The argument deviates further from the subject matter when Berlinski brings in the topic of gynecological examinations of girls within many of the recent immigrant communities within Europe. Although it is not the function of this author to make a moral judgment with regards to whether or not such a

Client-Server Communications Technology Research Paper

Client-Server Communications Technology - Research Paper Example In the structure of the client-server network we have two separate methods that are employed in information, data communications, and transfer valuable data. Every method of data communication has its own advantages and limitations. We categorize the structure of the client-server network communication in connection-oriented method and the connectionless communication methods: Connection-oriented  communication method:   This scheme needs an early communication session association (that is comparable phone call systems) which will be recognized previous to some data and information can be sent. This technique is frequently acknowledged as a "dependable and more reliable" network communication service. It is able to assure that information and data will reach the destination similar order. Connection-oriented communication mode and services establish (set-up) virtual connection among end systems in the course of a client-server network (Tenenbom, 1996). If you need to make certain that a particular data arrives at its destination, then this method can be used. This method gives a response to show that data was received successfully (Nash, 2000). Connectionless communication method:  Ã‚  This is similar to the posting a letter. One the letter has been posted then there is no response regarding its arrival, whether it arrived or not. This is a faster way of communication due to less overhead (Nash, 2000). This way of data and information communication does not need a startup session association among receiver and sender. The sender just initiates the course of the transmitting data packets (those are acknowledged here as datagrams) to the destination host. This way of data communication is not as consistent as compared to the connection-oriented technique, on the other hand, it is helpful for episodic or one by on burst transfers. Neither communication systems have to uphold communication state information intended for the arrangement that they drive transmission to or take delivery of transmission from. A connectionless communication network presents minimum services.

Managerial Applications of Technology (Business Intelligence and Assignment - 1

Managerial Applications of Technology (Business Intelligence and Knowledge Management) 2 - Assignment Example The computational power increase enables more data handling, and faster response and resolution of the problems and queries. The two are mere advancements of the field of technology made possible through the business intelligence support system. The impact of these two functions is rapid delivery rates and increased participation of the employees in the working procedures. These three variables work in a complementing manner towards one another. The possible costs of this massive expansion could be the need for establishing maintenance costs. Training the employees to work on the state of the art technology based networks is another constraint. Possible appearance of bug in the network may be another cost and constraint (Levinson, Bell, & Liu, 2011, p. 194). More data nearly always means better decision making. Since it allows clear litmus like test of the performance, achievements and the dates and objectives missed in the quantitative terms. Hence it can be easily advocated for that the data expansion and using business intelligence systems always pays dividends in the form of improved performance, self assessment and better employees understanding (Quintero et.al, 2010). Donovan, F. (2013, Feb 20). Gartner: Microsoft, Oracle, IBM lead BI and analytics market. Retrieved from fierceenterprisecommunications: http://www.fierceenterprisecommunications.com/story/gartner-microsoft-oracle-ibm-lead-bi-and-analytics-market/2013-02-20 Levinson, D., Bell, M., & Liu, H. X. (2011). Network Reliability in Practice: Selected Papers from the Fourth International Symposium on Transportation Network Reliability. Springer Science & Business

American Politics Essay Example | Topics and Well Written Essays - 1000 words

American Politics - Essay Example Madison successfully helped in winning the Constitution ratification after the constitution (Kernell, Jacobson & Kousser, 2012). Madison, with his knowledge on various forms of government, blended the principles of governance that had a profound effect on American Constitution. He noticed that small scale republics were coupled with problems due to their sizes. Also, he noticed from studies that confederated form of governance was not the best. He embarked on an alternative Constitutional design that avoided these shortcomings. This alternative Constitutional framework was introduced by Virginia delegates and named the Virginia Plan at the Convention. In his writing, he made it clear that governance administered over men by men was to be constituted in such a way that it could control itself and those whom it governs (Kernell & Smith, 2013). The Virginia Plan can be said to compose of the following notable features as listed in what follows; these features paved way to the most demon strative constitutional reforms in the history of America. 1) Two chamber legislature; a representation in each chamber based on state population. 2) Lower chamber of the legislature elected by the citizens of each state; upper chamber, executive, and courts elected by the lower house. 3) Legislature can make any law regarding any national problem. 4) Legislature can veto state legislation that it believes conflicts with national laws or the constitution. 5) Council of Revision (composed of executive and the court) can veto legislation passed by the national legislature, but legislature can override by majority vote (Kernell, Jacobson & Kousser, 2012). According to the Virginia Plan, the apportioning of both houses was to be done according to the contributions of states or the numbers of inhabitants. It was obviously the just way of ensuring that equality and standard representation by all. The larger populations were obviously supported in this reasoning though much thought also co uld be regarded in smaller states’ inclusion. This would have ensured equity and equality as larger states would have parted with some portions of power. Though this inclusion was seen by others as giving too much power to the people than expected, the people of America were more inclusive and united in decision making (Kernell, Jacobson & Kousser, 2012). The Plan supported the formation of a national executive. This national executive was to dispense a much more authoritative power than the then unicameral, feeble regime that was in existence then. The national government would wield much power effectively without states being coerced into action. Since it was a national issue, many people would be served inclusively and effectively. This national executive was to serve the whole country. As a national figure, the national executive gave the overall view of a democratic representation (Kernell & Smith, 2013). It is common knowledge that if the states are given the power to s elect the senate, the system would just be flawed and democratically misguided. The senate was thus selected by members of the lower house. In doing this, both houses would have been made as independent as possible. In fact, this might have enabled the defense of the minorities much easier. Also, the enforcement of this law would

Employees contribution in customer satisfaction, customer retention Dissertation

Employees contribution in customer satisfaction, customer retention and customer loyalty in SME retail organization like SUPERVA - Dissertation Example The peripheral economies have not been able to restructure their economies and introduce reforms to enhance productivity and competitiveness of their economies. 1.1.2 The Irish Economy The Irish economy has been one of the most successful in the world but it has also been among the hardest hit during the economic recession (European Commission, 2012). Up to 2007 Ireland experienced strong economic growth and the living standards in Ireland caught up with the world standards. This occurred as more number of workers entered the labor market. Additionally, higher levels of education resulted in better productivity. EU being declared as a single market made Ireland an attractive destination for inward investments. Between 2002 and 2007 the economy experienced high growth rates but this was at the cost of the Irish households building up personal debts. The real estate sector surged forward to due to increase in bank lending. Due to this, the balance sheets of banks grew disproportionatel y large compared to the size of the economy. In addition to the deposit base, the introduction of the Euro encouraged short-term borrowing from overseas. Risky lending practices by the banks proved to be damaging for the economy and this was evident when the property bubble burst (European Commission, 2012). Because of these anomalies the Irish banks were vulnerable to the global recession in 2007. The collapse of Lehman Brothers, investment bankers of US, led to severe tension in the global financial markets which led to deposit outflows at the Irish banks. 1.1.3 SME Retail sector in Ireland The retail sector in Ireland comprises of over 20,000 food and non-food retailers, mostly SMEs, being both Irish and International in origin (IBEC, 2012). The retail sector employs over 240,000 employees. Retailing offers people career in their own locality. The retail SMEs have invested heavily in the sector in the last decade. As a result of recession, the retail market has shrunk by over one -fifth in the terms of value. The retailers were forced to reduce prices, which in turn impacts the overall profits. However, the operating costs have not been affected due to inflexible rents, hourly pay rates, local authority charges and property service charges. The shrinking of the retail market compelled the retailers to seek help from the government. To enhance consumer spending, focus on employees has been considered a valuable agenda. This is based on the recommendation of Irish Business & Employers Confederation in its election manifesto ‘Delivering the Jobs Agenda’ (IBEC, 2012). 1.2 Competitive advantage through people Human resources are now considered valuable assets as there has been a rise in the status of knowledge workers (Sheehan, 2005). Based on the resource-based view of the firm, human capital has become the source of competitive advantage as Koch and McGrath (1996) contend that a highly productive workforce possess attributes that make it a highly v aluable strategic asset. This has led to the recognition of and commitment to human capital development; this has also caused the shift from traditional personnel management to refined HR practices. Competitive advantage can also be gained by recruiting people from diverse backgrounds regardless of ethnicity, age, gender and other individual characteristics (D’Netto and Sohal, 1999). 1.3 Motivation for Research Retailing is intensely competitive in Ireland as anyone can open a store. This has brought in many new

There are four topics , chose one of them Essay

There are four topics , chose one of them - Essay Example 316; Goldsmith et al., 2002, p. 107). Depending on the nature of each employee’s professional and personal problems, companies can either offer in-house EAPs or hire the service of a third-party EAP specialists that can provide a large group of employees with access to professional service offered by attorneys, doctors, financial advisors, elder and child care specialists, etc (Assure Group Benefits, 2013; Deb, 2006, pp. 317 – 318). There are advantages and disadvantages associated with the use of either internal or external EAPs. For instance, creating internal EAPs is more cost-effective as compared to hiring the service of external EAP providers (Highley-Marchington and Cooper, 1998). On top of having the opportunity to monitor the effectiveness of internal EAPs, organizations with internal EAPs can easily adjust the programme in such as way that it could provide its employees with a more effective solution when addressing their personal or work-related problems (IDS Studies, 2002). However, the use of internal EAPs could increase the risk of violating the universal rule on confidentiality (Newton, Hayday and Barkworth, 2005, p. 3). To ensure that the work-related and personal problems of each employee remain ‘confidential’, Newton, Hayday and Barkworth (2005, p. 3) strongly advise the use of external EAPs over internal EAPs. Aside from increasing each employee’s work productivity, the benefit of making EAPs available to organisations include improving the mental well-being of each employee, increasing employees’ morale as well as reducing the total number of employees’ sick leave and overall medical costs (Health Assured, 2013; Goetzel and Ozminkowski, 2008; Shaw et al., 2007; Thogersen-Ntoumani and Fox, 2005; Shapiro, Cheesman and Wall, 1993; Cooper and Sadri, 1991). It means that the process of offering effective EAPs could somehow help reduce the rate of absenteeism and employee turnover within a business o rganisation. However, several studies questioned the validity and accuracy of the methodological approaches used in the previous EAP research studies (Werner and De Simone, 2009, p. 357; Highley-Marchington and Cooper, 1998; Heathfield, n.d.). II. Problem Statement Highley-Marchington and Cooper (1998) and Heathfield (n.d.) argued that it is not easy to assess and evaluate the real effect of EAP schemes on employees’ trust particularly with regards to the need to observe the law of confidentiality. Aside from the fact that only 45% of organisations managed to evaluate the effects of EAPs, Highley-Marchington and Cooper (1998) mentioned that several organisations that implement the use of EAP schemes are seriously reluctant about publishing their audit results and research findings because of fear that the general public could develop a negative impression about the company. Because of â€Å"commercial sensitivity† issues, there are no concrete evidences that can litera lly prove whether or not the offering EAPs by employers can seriously create value on the part of the business organisations (Werner and De Simone, 2009, p. 357; Highley-Marchington and Cooper, 1998, p. 7; Heathfield, n.d.). Considering the controversy behind the accuracy and

Why Harry Potter and the Philosopher's stone is banned Essay

Why Harry Potter and the Philosopher's stone is banned - Essay Example The novel was first released in 1997 but was later surrounded by a lot of controversies and criticism which later led to its abolition. Any literature art is written to portray a given theme that the audience and readers can relate to. In Harry Potter and the Philosopher’s Stone, the major themes are witchcraft, death, corruption and prejudice, power, friendship, and rebellion. A few of the themes in this novel may have bad impacts on the lives of children who are the target audience as expressed by various critics. However, most of the themes featured in the novel are important in the education of children which makes the book worthy of positive consideration. Harry Potter and the Philosopher's Stone brings out the self sacrifice as an important virtue. The author portrays death not as something to be afraid of in life but rather as something forms part of a natural cycle that must just be embraced by people. This is the reason Lily Potter offered to sacrifice her own life in order to save Harry. This is also revealed in the events that saw Harry’s determination to stop evil Voldemort from harming innocent people without cause. After Voldemort’s attempt to kill Harry aborts, he continues to live as â€Å"shadow and vapor†. The theme of death as presented in the book is positively used since it shows that it is important to offer to save other people’s lives without fear - just like Harry did to save people from being killed by Voldemort (Strimel 35-52). Harry’s act of self sacrifice is seen when he offers his pasty although he â€Å"had never had anything to share before or, indeed, anyone to share it with† Rowling 171. The novel is educative since it shows the importance of love in at school and in the society at large. Harry’s appreciation of love is seen in the following event: â€Å"It was a nice feeling, sitting there with Ron, eating their way through all Harry's pasties, cakes, and candies (the sa ndwiches lay forgotten)† (Rowling 171). Love is portrayed as a virtue in the novel The Author reveals the theme by explaining that Harry probably survived death when he was to be killed by Voldemort because of the love from his mother, Lily (Mitchell 82). Lily showed the love for his son Harry by offering her life instead of that of his son Harry. Harry is also seen as a character who is loving and this makes him make every attempt to defeat Voldemort. Voldemort, however, does not understand the importance of love in the society and only wants to kill others as he believes that he is immortal. This is because where love exists, peace will always reign. The book also shows that that where hostility and enmity reign supreme, the result may be death and destruction, as opposed to peace and prosperity. Friendship is another virtue portrayed in the novel which makes the book worth being considered as good literature for children. Albus Dumbledore notes that â€Å"It takes a great deal of bravery to stand up to our enemies, but just as much to stand up to our friends"  (Rowling 221). Throughout the novel, the author brings out the importance of friendship in confronting challenges and difficult tasks. At the onset of the novel, Harry is described as an orphan who is accustomed to loneliness and isolation until he joins school. Despite Harry not being in a position to have the love and friendship from family members, he is able to make friends at Hogwarts School with his fellow students like Hermione and Ron. This friendship is manifested strongly as his two friends try and make effort to assist him overcome challenges at school. This is seen during Professor Snape’

Future stage Essay Example for Free

Future stage Essay Choose the stage that has been the biggest challenge for you, thus far. Explain what you have learned about a â€Å"future stage.† How will this information benefit you as you reach that stage? Choose at least three specific goals you have set for yourself as you continue through your lifespan and how you will achieve those goals. How has this course helped you determine those goals? I would have to say Stage 6 universal ethical principle orientation adopt an internal moral code base on universal values that takes precedence over social rules and laws. I have learned that even if you need something don’t steal it. Stealing is the most worst thing you could ever think of. This has reach me not to steal even though I don’t but I will never steal. My three goals is to have money to get what I want not to steal, earn things, and reach to get what and the things I would like to have in life. Choose the stage that has been the biggest challenge for you, thus far. Explain what you have learned about a â€Å"future stage.† How will this information benefit you as you reach that stage? Choose at least three specific goals you have set for yourself as you continue through your lifespan and how you will achieve those goals. How has this course helped you determine those goals? I would have to say Stage 6 universal ethical principle orientation adopt an internal moral code base on universal values that takes precedence over social rules and laws. I have learned that even if you need something don’t steal it. Stealing is the most worst thing you could ever think of. This has reach me not to steal even though I don’t but I will never steal. My three goals is to have money to get w Choose the stage that has been the biggest challenge for you, thus far. Explain what you have learned about a â€Å"future stage.† How will this information benefit you as you reach that stage? Choose at least three specific goals you have set for yourself as you continue through your lifespan and how you will achieve those goals. How has this course helped you determine those goals? I would have to say Stage 6 universal ethical principle orientation adopt an internal moral code base on universal values that takes precedence over social rules and laws. I have learned that even if you need something don’t steal it. Stealing is the most worst thing you could ever think of. This has reach me not to steal even though I don’t but I will never steal. My three goals is to have money to get what I want not to steal, earn things, and reach to get what and the things I would like to have in life. hat I want  not to steal, earn things, and reach to get what and the things I would like to have in life.

SAT Testing Essay Example for Free

SAT Testing Essay SAT, as a basis for college admission, is still relevant. However, the value of SAT should be limited in its use in evaluating students who took the test individually. Ranking based on SAT results are not a reliable measure of the quality of schools. They only determine the quality of the students who took the test. (â€Å"Are SAT Scores†) The results may be swayed by controlling the number of students allowed to take the test and ensuring that these students have good academic standing. In fact, research shows that most of the schools in the top ten send very few students mostly coming from the top 10% of their class, while schools ranking at the bottom 10 send more than half of their students with diverse academic standing. Moreover, most of the students in top ten schools come from more economically well-to-do families than those from the bottom 10 schools. (See â€Å"Are SAT Scores†) Moreover, this policy of ranking schools may be oppressive to students from lower economic brackets. Most students who are bright and talented, but came from poorer families will not afford to go to schools that normally rank high in SAT’s. Giving school ranking very high regard will put these people in a more disadvantage position with respect to their opportunity to get good quality college education. Even if it be assumed that SAT results are reliable, there will be several students from those schools that deserve to have college education, but will negatively affected by the SAT ranking of his or her school. School admission should be based on individual student merit, not on the reputation of the school from which the students attended. Examination results to the individuals who took them. Examination should be given only to those who are interested in pursuing college education. While ranking may still be made, a high rank will give a school nothing more than bragging rights. It should not be conclusive as regards the admission of students. It is the students that will be admitted to college, not the schools from where they get their high school diploma. Therefore, it is the students’ individual performances that should be given more importance and not the reputation and ranking of their high schools. Reference Are SAT scores worse than meaningless? Testing state ranking Brief Article Statistical Data Included. USA Today (Society for the Advancement of Education). Dec 2001. FindArticles.com. Retrieved July 19, 2007, from http://findarticles.com/p/articles/mi_m1272/is_2679_130/ai_81110769

Disabled Non-disabled Differences

Disabled Non-disabled Differences Evaluate the social model of disability as an adequate account of the ‘differences between disabled and non disabled people It has been said that the differences between disabled people and non-disabled people in western society is based on the ideology of ‘normality, implying that disabled people are ‘abnormal. Morris statesthat â€Å"disabled people are not normal in the eyes of non-disabled people.†(1991: 16) Two different models have been coined to explain how society judges disabled people. Historically, the ‘individual or medical model was composed, which implies that it is the individual who is disabled, thus it is the individual who needs to change and adapt to society through medical methods, such as surgery or rehabilitation. Critics of this model such as Oliver (1990), conclude that it was not an adequate model, as it is society who has created disability, rather than a medical condition or physical attribute. Since the ‘international disability movement in the late 1960s this ‘traditional paradigm (Watson, 2002) of disability therefore became archaic, as society has evolved into modernity, and it was seen as an inadequate account of understanding disabled people, and why they are excluded from mainstream society. Therefore expanding on the critique of the ‘individual model; a new model, based on the Marxist foundation was shaped, known as the ‘social model, which stated that it is society who imposes the disability, by creating social barriers for people with impairment. Developing on this idea that we should be able to distinguish oppression that impaired people experience and the impairments they have, thus rather than defining disability as an impairment, it is seen as a ‘social expression. (Shakespeare, 2002) The social models key element, is that it ‘distinguishes between impairment and disability; implying that an impairment is part of the individuals identity it is â€Å"nothing less than a description of the physical body† (Oliver, 1996:35) but disability is something which is socially constructed : â€Å"It tends to relocate the ‘problem from the individual to society. Disability can then be viewed as a social problem caused by social processes.† (Priestley, 2003:13) This became an adequate account because disabled people stopped viewing themselves as ‘the problem†. It has been noted that the main progression in the research for the social model supports the idea that there is no ‘causal relationship between impairment and disability (Crow, 1992). The social model states that the primary cause of ‘disabled peoples marginalisation (Barnes, 1999: 2) is the cultural and environmental structures of society. However as Crow (1992) and Shakespeare(1993) have argued that even if social barriers are removed, the impairment still remains an important aspect of disabled people lives and identities and if we fail to recognise this then we are failing to recognise the ‘subjective reality of disability. The social model has avoided the issue of impairment because: â€Å"†¦it is much better to say people are disabled by society but not their bodies, than to say people are disabled by society and their bodies† (Shakespeare, 2002) Nevertheless the social model has had some positive outcomes, it has been one of the â€Å"major catalyst for the increasing politicization of large numbers of disabled people and their allies throughout the world† (Barnes, 1999: 4). Thus giving disabled people a stance in the world of politics, with this brought about many disability movements that aided towards equality within society. Supporting this model helped society dismantle many social barriers and introduce the ‘Disability Discrimination Act (1995) to gain equality and consequently protect people with accredited impairments from unfair treatment. Barnes (1999) saw this social change a solution to eradicate discrimination and prejudices against disability. It helped explain disablement in terms of ‘social oppression, similar to that of other concepts within society: sexism and racism. This led to less exploitation and more inclusion; a noticeable difference took place in the workplace and educational system. Schemes were set up, under Blairs reign, such ‘welfare to work scheme. Introducing less demeaning benefits, this was the result of the ‘administrative model of disability, which contained a rigid definition of disability affecting the benefits that were received meaning that: â€Å"†¦it would not be uncommon for a severely disabled person being denied benefits because their impairment or disability did not fit the criteria† (French, 1994: 6). This supports the sceptical view that societys response to disability is understood through the medical model, ‘a cure or care theory. Similar to the reaction that created the 1995 Disability Discrimination Act, using the medical model of disability to create its policies, in other words Society has accepted that it was the individual who had the problem, rather than a non-accommodating environment. French (1994) further argued that it was a ‘depressing fact that structural obstacles still remained a prominent part of a disabled person daily routine; ‘built environment, transportation and the communication system. This is reiterating the theory that ‘social barriers result in ‘social oppression. â€Å"Thus it is not ‘disability that non-disabled people fear but impairment, as ‘disabled people remind non-disabled people of their own mortality† (Barton, 1997:11) This gives evidence that oppression is not only a constant struggle with the built environment, but also a relentless struggle to gain inclusion within mainstream society. Due to discrimination and prejudices that have been formed, in large part due to the medical model, it has resulted in the ‘personal tragedy theory, which gives the notion the non-disabled people feel those with impairment should be ‘pitied as they have not got a ‘fulfilling life. It is important to note here that the ‘social oppression stance does not believe that disability is the result of limitation caused by chronic illness, impairment or trauma, but the way in which we as a society categorise individuals into such groups (Barnes, 1996). A debated argument states that the difference between disabled people and non disabled people is not that we are impaired, but that we are a minority oppressed by a disabling society. (Shakespeare, 2002) The ‘labelling theory, or ‘social reaction theory as it is sometimes known (1960), is closely linked as it stated that as a society we ‘categorise individuals into certain groups and treat them accordingly. Therefore as a result to these labels, disabled people will self-prophesise to the non-disabled peoples prejudices and it will become part of their identity. This was an important issue for disabled people, as a main obstacle for both disabled and non-disabled people is ‘inclusion within society. Our society Barnes (1996) states, seems ‘pre-occupied with peoples abilities, and thus we tend to segregate both disabled and non-disabled people. This theory has a massive impact on disabled peoples life, as it has appeared to be the case that historically they are excluded from the workplace and education. With the ‘disabled peoples movement, emerged the independent living era. Normality is linked with the perception of independence and thus binary to this, abnormality must be connected to dependence (Barnes, 1999). However Barnes (1999) continues to state that even by basic necessities we are all interdependent, that is we need to rely on each other in some form, for our society to function positively. â€Å"There is no qualitative difference between disabled and non-disabled people with respect to basic human needs† (Barnes, 1999: 20). The ‘social model was widely accepted amongst disabled people as an adequate account that identified the differences between disabled and non-disabled people. Using the ‘social model, Finkelstein, 1981 argued that if non-disabled people were to be confronted with ‘social barriers then they would become ‘equally disabled, as society is not accommodating to their needs. Plus another view of this is that it is impractical to remove of social barriers from society to accommodate all, as removing obstacles for certain impairment may create more obstacles for others. Furthermore it is not possible to dismantle all barriers created, as some of them are ‘inextricable aspects of impairments and thus were not constructed by the environment. A question asked by Tom Shakespeare â€Å"if someone has an impairment which causes constant pain, how can the social environment be implicated?† (2002) An issue that has been raised is even if we take away the social obstacles to disability, the impairment and the pain still remains dominant as the social model â€Å"does not attempt to deal with the personal restrictions of impairment but the social barriers of disability† (Oliver, 1996: 39).Crow (1996) explained how the model lacks the personal experience of pain which is intrinsic with certain types of impairments. Thus from this stance society, and the environment cannot be blamed for imposing difficulties on all impaired people, because some impairment contain difficulties in their own right and these should not be ignored. For if they are, it may in fact, do more harm than good, and cause more problems for the individual. This critique of the social model does not make it an inadequate account or invalidate the paradigm, but simple states that there is need for improvement. It is not possible for our society to ignore impairments, the same as we should not be causing more problems through social barriers; Crow (1992) debates that full integration of ‘experiences of impairment, with the experiences of disability is the way forward for the social model. The fact that the model did not address the issue of ‘multiple oppression was also as a critique of the ‘social model, other social groups such as feminist have argued that the ‘social model does not take in to account other forms of oppression; sexism or racism, and thus cannot be generalised, as it does not reflect the experiences of all disabled people. Cashling (1993) seems to think that postmodernist thinkers will explain the concept of oppression within disability simply as a manifestation of societys hatred; however this ha s yet to be seen. Some sociologist has explained that the social model needs to be refined, noting that both social disability and medical impairments coexist; thus noting that people are disabled by both social barriers and their bodies. Oliver â€Å"has argued that an adequate social theory model of disability must contain a theory of impairment† (Oliver. 1996: 42) Others have stated that the ‘British social model is outdated and is no longer useful within our society and instead of redeveloping the idea â€Å"supplying alternatives to compensate for the inadequacies of the social model† (Shakespeare, 2002) it should be abolished creating space to begin again. The reason for this radical approach Shakespeare (2002) continues to state that the social model is causing more problems than it is solving and he wishes to construct a â€Å"more adequate approach to disability politics, based on materialist ontology of embodiment† (Shakespeare, 2002) . By more adequate it meant that it needs to take into account every aspect of a disabled person to truly understand and begin to eradicate discrimination and oppression, which is still an important issue for society in all aspects of social categories. For this to happen as Crow (1992) has previously stated, an understanding of pain needs to be produced and not ignored; considering tha t physical attributes of impairment and social construction of disability can coexist and that for the fight towards equality to be successful it needs to be explain that â€Å"normality† should not be classified as the majority. In conclusion it has been noted that the social model of disability has increased awareness and introduced many positive aspects to society. Such as the explanation of oppression for disabled people, giving them a stance within the political society, enabling them to create policies which help ease the problems of certain issues that have been social constructed, through previous models such as the medical model. However neither the medical nor social model creates a complete adequate account of the differences between disabled and non-disabled people because they both have flaws. Thus it would not be a positive direction for society to abolish both models, it would be more successful if they conjoined the important aspects of both models, to form a model that is able to evaluate and explain disability, impairment, and oppression in terms of discrimination, prejudices and structural characteristics of society. Creating a model that makes it possible and plausible to eliminate as much inequality for disabled people as possible. However as Shakespeare (2002) states it is evermore difficult to achieve a complete model of disability, mainly because there is no clear cut definition of disability. Shakespeare (2002) argues that we should focus more on the relationship between impairment and embodiment, rather than the ‘definitional link between impairment and disability. Therefore our main focus for the future should be to eradicate the dichotomies, and encourage more integration within society through changing architecture or benefits. It is an illusion to imply that in post modernity the possibility for all impairments to be ‘barrier free, however if we take the view that no one can do everything, everyone, even non-disabled people have flaws, but if we take into account all impairments and try to eradicate as many barriers as possible, both economically and socially, then we will be heading in the right direction for an equal society, and thus will be able to create an adequate account of disability. References: Barnes, C (1999). ‘Disability at Work in the 21st Century. In journal of ‘Critical Social Policy (Vol 20, No. 4: Pp 441-457) Barton, L and Oliver, M (eds.) (1997). ‘Disability Studies: Past Present and Future. (Pp 3-24). London: Fulton Crow, L (1996). ‘Renewing the Social Model of Disability. In Barnes, C and Mercer, G (eds) ‘Exploring the Divide.(Pp 55-72). Leeds: Disability Press Darring, T, et al (1981). ‘A life Together: The distribution of Attitudes around the Disabled. London: Tavistock French, S (1983). ‘Disability, Impairment or something In-between?. In Swain, J; Finelstein, V; French, S and Oliver, M (eds) ‘Disabling Barriers: Enabling Environments (Ch 1.2). London: Sage French, S (1991). ‘What is Disability? In French, S (ed), ‘On Equal Terms: Working with Disabled People(Ch: 1). Oxford: Butterworth-Heinemann Finkelstein, V (1981). ‘To Deny or not to Deny Disability. In Brechin, A; Liddiard, P and Swan, J (eds), ‘Handicap in a Social World. Sevenoaks: Hodder and Stoughton Morris, J (1991). ‘Pride against Prejudice: Transforming Attitudes to Disability. London: Womens Press Oliver, M (1996). ‘Understanding Disability: from Theory to Practice. London: Macmillan Oliver, M (1996). ‘Defining Impairment and Disability: Issues and Stake . In Barnes, C and Mercer, G (eds) ‘Exploring the Divide (Ch 3, Pp 29-54). Leeds: Disability Press Priestly, M (2003). ‘Disability: a life course approach. Cornwall: Blackwell Silburn, L (1983). ‘A social model in a medical world: the development of the integrated living team as part of the strategy for younger physically disabled people in North Derbyshire. In Swain, J; Finelstein, V; French, S and Oliver, M (eds) ‘Disabling Barriers: Enabling Environments (Ch 1.2). London: Sage Shakespeare, T(2002). ‘The social model of disability: an outdated ideology?. In journal of ‘‘Research in Social Science andDisability.(Vol 2: pp. 9-28) Stone, D (1984). ‘The Disabling State. London: Temple

The relationship between the length and the period of motion of a pendu

Introduction: I chose to investigate this topic out of pure curiosity to see how the length of a pendulum affects its period of motion. A pendulum is a suspended point of mass, hung from a fixed point on an inextensible cord. When it is pulled and released from one side of its equilibrium, at x °, the pendulum swings back and forth on a vertical plane under the influence of gravity (La Nà © Powers, 2006). The motion is periodic and oscillatory; I am determining the oscillation or otherwise known as the period of motion (Resnick & Malliday, 1977, pp. 310-311). The period of motion is the amount of time taken to swing back and forth once, measured in seconds and symbolised by T (Kurtus, 2010). Galileo discovered pendulums and he found that the period of motion is proportional to the square root of the length - T∠Ã¢Ë†Å¡l (Morgan, 1995). Due to the research carried out, I have discovered that the correct method of measuring the independent variable (length of the string) is from the fixed point it is hung from (fulcrum) to the center of the mass (Cory, 2004)(Encyclopedia Britannica, 2011). The formula F=-mg sin⠁ ¡ÃŽ ¸ shows that when a pendulum is displaced from its equilibrium, it is brought back to the center by restoring force ("Pendulum," 2008). Newton’s second law, F=Ma=(d^2 (LÃŽ ¸))/(dt^2 ) , shows that the arc which the pendulum swings through is actually a segment of a circle – with the radius being the length of the pendulum. The combination of these formulae demonstrates that the mass of a pendulum is independent to its period of motion (Encyclopedia Britannica, 2011). I concluded from this that a specific weight for my pendulum is not necessary, although it must remain constant. As seen in the above equation, this restoring force is... ...of motion (T), measured in seconds and milliseconds. Time is recorded for five periods and averaged (T=t/5). Repeated five times for each length and averaged. Constant variables: the environmental conditions (enclosed indoor area), the weight of the pendulum, repeated the same amount of times for each length, released from 10 °, and the pendulum is released with the same tension in the string each time Equipment: 160cm of 8 strand braided nylon bricklayer’s line 17.07grams worth of 5/16† zinc plated mudguard washers Scientific scales reading from 100-0.01grams A stopwatch measuring to the milliseconds Spring clamp with a hole in the handle Blu-Tack 180 ° protractor A capable assistant Stool (if needed) Procedure: Clamp the spring clamp to an object over 160cm high without obstructions underneath and with the hole facing downwards.

The Negotiation Process Essay -- Business, Mediators, Settlement Media

Differences and disagreements always exist in negotiation process. When parties cannot reach an agreement or the power between parties is imbalance, mediators will be demonstrated the significant impact on solving problems and encourage negotiators to achieve consensus. This essay will expound four different types of mediator, which include settlement mediator, facilitative mediator, therapeutic mediator and evaluative mediator. Areas of practice for different styles of mediator also will be stated. Moreover, what kinds of dispute will be solved by different types of mediators and how these kinds of mediators influence the negotiation process are referring. At last, responsibilities and disadvantages of different styles of mediators will be represented. In brief, negotiation is a power game and mediator is always the impersonal rule maker. Mediator means an independent or a neutral third-party who helps the other two parties to consult contradiction or relax relationship during negotiation process. (Edwin, 2002, p 67) The purpose for mediator is clearing target and interest for parties, evaluating advantages and disadvantages for each position, exploring possible options, and encouraging them to reach agreement. A sapiential mediator has significant impacts on handling troublesome problems and facilitating parties to achieve consensus during the negotiation process. Firstly, mediators impel to persuade interlocutors separate interpersonal relationship from the essence of negotiation, and build bridge to connect these two parties. Moreover, mediator provides a neutral stage and give faces to both parties convert controversy to reconciliation when neither of them makes a concession. At the same time, a compromise suggestion which... ...isputes and relax relationship when negotiation sink into deadlock, and it also encourage parties to achieve consensus. A successful settlement mediator respect negotiators and encourage parties to achieve agreement through compromising. However, facilitative mediators focus on convert competitive relationship to cooperative relationship to solve problems, and build trust is important. Therapeutic mediators are also focus on the relationship between two parties. Nevertheless, they pay more attention to the relationship rather than the dispute itself. The most powerful style of mediators is evaluative mediators, who always determine the final outcome in a mediation process. However, it damages relationship between parties awfully. Overall, selecting the right style of the mediator is very important and practical to reach agreement during negotiation process.

Personality Traits Of Hamlet :: essays research papers

In the play Hamlet, Hamlet has many different personality traits. Three of these characteristics are that Hamlet is depressed, clever, and hesitant. Throughout the play you can see these characteristics in Hamlet many times. It is obvious that Hamlet is depressed in this play. His depression can be seen in Act I scene II lines 129-132, when Hamlet says: "O! that this too too solid flesh would melt, Thaw and resolve itself into a dew; Or that the Everlasting had not fix'd His cannon 'gainst self-slaughter! O God! God!" In these lines Hamlet says that he would like to commit suicide, but cannot because of the way suicide is looked upon in god's eyes. More of Hamlet's depression can be seen in Act III scene I lines 56-61 when Hamlet says: "To be, or not to be: that is the question: Whether 'tis nobler in the mind to suffer The slings and arrows of outrageous fortune, Or to take arms against a sea of troubles, And by opposing end them? To die: to sleep; No more;" In this soliloquy Hamlet once again talks about suicide. He says he would like to get rid of his endless troubles by killing himself, because in death he can sleep and have no worries. Hamlet also shows that he is clever in this play. One way that Hamlet's cleverness is shown in this play is the way that he reacts after he sees his father's ghost for the first time. He makes Horatio and Marcellus swear that they did not see the ghost and to also swear that they will not reveal that Hamlet is only pretending to be insane. You can also see how Hamlet is clever in his plan to reveal Claudius as his father's murderer. In his plan the players that are visiting the castle will reenact the murder of Hamlet's father in the lines that Hamlet has written for them. This plan works because when Claudius sees the reenactment he runs out of the room in fright, revealing to Hamlet and everyone else that Claudius did indeed murder Hamlet I. Hamlet is also hesitant in this play. This is seen when Hamlet is about to kill Claudius. Hamlet wants to kill Claudius, but decides not to when he sees Claudius repenting his sins. This can be seen in Act III scene III lines 74-79 when Hamlet says: "Now might I do it pat, now he is praying;

Major Benefits Of The Airtraq Health And Social Care Essay

The undermentioned entry lineations my proposal to present the AirtraqA ® Video Intubation ( Airtraq by Prodol, 2010 ) device into the Airway Management Clinical Practice Guidelines of Ambulance Victoria. Endotracheal Intubation ( ETI ) has ever been considered the gilded criterion of airway direction and is presently a MICA merely skill. My proposal is to present a new piece of equipment which will non merely do it easier for MICA trained paramedics, but may take to ALS paramedics one twenty-four hours besides being accredited in ET cannulation. At present Ambulance Victoria do non use any picture laryngoscopy equipment, alternatively trusting on the standard Macintosh laryngoscope and perfect line of sight of the vocal cords to execute the cannulation. Clinical grounds has shown that with the usage of the Airtraq Guided Video Intubation tool successful in increasing cannulation rates, even in awaited hard instances. The Airtraq device is compatible with IFS and RSI cannulations and has even been used in awake patients following consumption of a lignocaine solution. They have been used in morbidly corpulent patients, patients fitted with cervical neckbands, patients restrained in autos following MVA ‘s, and pediatric instances to call a few. They have besides been used as portion of a failed cannulation drill after direct laryngoscopy cannulation was non achieved. This proposal aims chiefly to present the Airtraq as the standard tool used by AV for cannulation, or neglecting that, as the following measure during a hard patient following the failed cannulation bore CPG before making for the cricothyroidotomy scalpel. Kind respects,BackgroundETI is an intricate accomplishment that requires pattern and apprehension in order to execute and keep the proficiency. To set up or keep a patent airway a soft plastic tubing is threaded past the patients vocal cords and into the windpipe. Different methods of interpolation apply and scope from necessitating general anesthesia or local anesthesia to none at all referred to as an awake cannulation. Currently cannulation in Ambulance Victoria is reserved merely for MICA officers due to the terrible reverberations if it is non performed right. However, it is a basis of advanced airway direction and indispensable in clinical scenarios where the patients air passage is compromised or oxygen bringing is imperative such as traumatic encephalon hurt. The accomplishment is non merely used in the prehospital scene but predominately in exigency sections worldwide which is where the bulk of our informations has been sourced from. Paramedics are invariably required to can nulate in less than ideal fortunes out in the field. Any device or tool that would be helpful in helping cannulation and consequence in fewer complications or troubles should be considered earnestly. Macintosh Laryngoscope ( Dimeda, 2009 ) Previous surveies show that paramedic pupils executing traditional Macintosh cannulations required extended preparation that may turn out to be financially unrealistic for an establishment ( Warner et al. , 2010 ) . The survey reported that in order to accomplish high success rates of first-pass ETI, drawn-out preparation plans and patient exposure was required. Whilst it was fortunate that the peculiar university carry oning the survey was attached to an adjoining infirmary, obtaining in-hospital patients to pattern upon may be far more ambitious for most other preparation plans and universities.So what makes the Airtraq different?The Airtraq is preponderantly based upon the Macintosh laryngoscope design. Both are long metallic blades aimed at making the groove channel to let for a good visual of the vocal cords. However the differences between the two designs and the subsequent positive consequences are good documented. AirtraqA ® Laryngoscope ( Enayah, 2010 ) There is marked curvature toward the tip of the Airtraq blade, ensuing in less manoeuvring and force per unit area during interpolation, hence supplying less opportunity of dental injury. More significantly, the in-built optical camera placed at the distal tip of the blade is designed to give the best possible position of vocal cords with the mini proctor built into the grip of the device. The two most common landmarks used during interpolation ( vallecula channel for Macintosh and epiglottis for Miller blade ) can both be used with the Airtraq, doing it a really various pick for those coming to work in Victoria from interstate of abroad ambulance services. There is the option of an extra radio proctor to give a larger image of the camera position and provides a docking station in instance charging is required. It besides integrates an anti-fog system to give the best opportunity at a clear position. Additionally the Airtraq is a individual usage disposable device that wholly cuts out any cross-contamination hazards that may originate due to improper cleansing after usage. A survey performed in the UK comparing proficiency of medical pupils with no anterior advanced airway direction preparation, provides cardinal grounds in favor of the Airtraq being used amongst ALS and MICA crew likewise. The survey compared a scope of state of affairss including normal air passages in supine place, left sidelong place, during cervical immobilization and in a pharyngeal obstructor scenario. They so evaluated the figure of cannulation efforts, figure of optimization tactics ( seting of the caput, bougie, helper ) , continuance of the cannulation efforts and dental injury caused ( Maharaj, Costello, Higgins, Harte & A ; Laffey, 2007 ) . Across the board there were better consequences recorded with the Airtraq – pupils stated it was easier to utilize, they had less trouble, cannulation times were shorter and tactics and incidence of dental injury were significantly lower compared to the Macintosh laryngoscope. The survey so went on to re-test the participants in 6 months clip in order to measure a â€Å" impairment in cannulation accomplishments † ( Maharaj et al. , 2007 ) . Consequences in favor of the Airtraq once more proved positive, frequently demoing about dual the success rate when utilizing the Airtraq. 90 % of Airtraq cannulations required zero optimization maneuverers compared to 50 % whilst utilizing the Macintosh. This information tells us that there is the possible to do ETI far easier and safer for paramedics whilst utilizing this tool compared to the current Macintosh laryngoscope. It so shows us that because of the design of the Airtraq, even if the medical practician has non used the device in a important clip, they are more likely to be able to cannulate right and rapidly utilizing the Airtraq. This would be wondrous good for those MICA staff that have n't performed ETI for a piece and are experiencing rusty. It besides shows possible that possibly in the hereafter, ETI could perchance be introduced to ALS paramedics provided a thorough and supportive preparation plan can be provided.Major benefits of the AirtraqAs the population becomes older, less active and increasingly more corpulent, new techniques and get bying schemes will necessitate to be devised to battle progressively hard cannulations. Taking patients that were undergoing bariatric surgery, a survey was performed to find the best manner in which to use the Airtraq in respects to way of interpolation ( Dhonneur et al. , 2007 ) . In mean leaden patients it is practical to utilize the standard method of laryngoscope interpolation without excessively many complications. However in morbidly corpulent patients a somewhat different method was developed to battle the extra fatty tissues barricading the throat. The blade can be inserted with the curve rotated 180A ° prior, so rotated into the normal pharyngeal place known as a contrary tactic. This process was shown to diminish cannulation times during the survey which is ideal and implies that the patient will hold the shortest clip possible in between oxygenation and airings with this method. Difficult cannulations including corpulent patients have been reported to take 4 times every bit long as standard cannulations ( Dhonneur et al. , 2007 ) so safely and efficaciously cut downing interpolation times is overriding when researching new methods and tools. An extended survey was performed to find if the Airtraq truly was every bit adept as it claimed to be when used in concurrence with patients that has suffered from spinal hurts and had later been fitted with cervical neckband. The survey was performed utilizing patients undergoing surgery whom had no anterior or current spinal injury. Alternatively motions between occipital and cervical sections were measured utilizing skiagraphy and the information was recorded in grades of angle ( Hirabayashi, Fujita, Seo & A ; Sugimoto, 2008 ) . Again, this research compared between the Macintosh laryngoscope and the Airtraq. Whilst both devices used did make some extension motion when cannulation was performed, the Numberss were still lower and in favor of the Airtraq. The research workers used the patients impersonal head place as the baseline figure and found that divergences in spinal angles were smaller, sometimes up to 40 % compared with the Macintosh. The article besides finished by saying that the troubles in go throughing a ET tubing down through the vocal cords utilizing a Macintosh blade ( being unable to put patient in the sniffing place ) would ask significant and accordingly, a important angulation of the laryngoscope ( Hirabayashi, 2008 ) . However in contrast the Airtraq has a built in counsel channel for weaving the ET tubing into the windpipe when cords have been adequately visualised. This would ensue in a decrease of motion bing less possible for spinal hurts caused by cannulation injury. Whilst old surveies had recorded and analysed the clip it took to execute cannulation with Airtraq ( Nowicki et al. , 2009 ) , this survey specifically showed scope of motion alternatively of clip and velocity.Discussion and DecisionThe information gathered in this proposal is designed to demo the board that the Airtraq device has superior effectivity when comparing cannulation consequences against the standard Macintosh laryngoscope. The curvature of the blade and camera make it far easier to visualize vocal cords whilst the patient is supine or even sitting. Cannulations performed were systematically faster and required fewer efforts than normal. The Airtraq system has proven it has a rapid acquisition curve with novitiates and professionals likewise being able to visualize class 1 cords rapidly, easy and still be far more effectual than the options at a ulterior day of the month after nothing exposure. The device has shown its ego to be the preferable tool when cannulating the corpulent or spinally immobilised. It was documented that the Airtraq did non raise blood force per unit area up by 50mmHg after cannulation unlike its Macintosh equivalent ( Maharaj et al. , 2008 ) . The Airtraq caused less dental injury and soft tissue hurt. Was suited and encouraged during hard cannulations state of affairss such as spinal hurts, corpulent patients, tissue hydrops These points and more are presumptively what a paramedic would look for in an cannulation tool if given the option. If given the pick between what is presently in usage and the easier, safer and more various option, the Airtraq appears to be a clear victor. Compatible with both IFS and RSI guidelines the Airtraq would comfortably steal into our presently used cannulation CPG ‘s and could potentially replace the Macintosh wholly. The possible cost factors at buying the disposable tool would hopefully be seen as secondary to its benefits for both the patient and the paramedic. Logistically buying the new device would hold to be determined informations exposing how many cannulations MICA performs on a regular footing. Using the Airtraq would potentially alter the manner we think about cannulation and let it to go incorporate into the ALS accomplishment set. More research would be required into uniting the Airtraq without the terrible paralytic drugs such suxamethonium used in RSI and whether it could be a possible option for ALS paramedics. Considerations for extra CPG information are included below. Airtraq by Prodol. ( 2010 ) Retrieved from hypertext transfer protocol: //airtraq.com/airtraq/portal.portal.action Dhonneur, G. , Ndoko, S. K. , Amathieu, R. , Attias, A. , Housseini, L. E. L. , Polliand, C. , & A ; Tual, L. ( 2007 ) . A comparing of two techniques for infixing the Airtraq laryngoscope in morbidly corpulent patients. Anaesthesia, 62, 774-777 Dimeda ( 2009 ) . Dimeda Surgical Instruments. Retrieved from hypertext transfer protocol: //www.dimeda.de/images/laryngoscope.jpg Enayah, A. ( 2010 ) . Emergency and Critical Care Solutions. Retrieved from hypertext transfer protocol: //www.al-enayah.com/Product.html Hirabayashi, Y. , Fujita, A. , Seo, N. , & A ; Sugimoto, H. ( 2008 ) A comparing of cervical spine motion during laryngoscopy utilizing the Airtraq or Macintosh laryngoscopes. Anaesthesia, 63, 635-640. Maharaj, C. H. , Costello, J. , Higgins, B. D. , Harte, B. H. , & A ; Laffey, J. G. ( 2007 ) . Retention of tracheal cannulation accomplishments by novice forces: a comparing of the Airtraq and Macintosh laryngoscopes. Anaesthesia, 62, 272-27. Maharaj, C. H. , Costello, J. , Higgins, B. D. , Harte, B. H. , & A ; Laffey, J. G. ( 2008 ) . Evaluation of the Airtraq and Macintosh laryngoscopes in patients at increased hazard for hard tracheal cannulation. Anaesthesia, 63, 182-188 Nowicki, T. A. , Suozzi, J. C. , Dziedzic, M. , Kamin, R. , Donahue, S. , & A ; Robinson, K. ( 2009 ) Comparison of usage of the Airtraq with direct laryngoscopy by paramedics in the fake air passage. Prehospital Emergency Care, 13 ( 1 ) , 75-80 Warner, K. J. , Carlbom, D. , Cooke, C. R. , Bulger, E. M. , Copass, M. K. , & A ; Sharar, S. R. ( 2010 ) . Paramedic preparation for adept prehospital endotracheal cannulation. Prehospital Emergency Care, 14 ( 1 ) , 103-108.