Clement Greenbergs Past Theories of Post-Modernism Essay

Clement Greenbergs Past Theories of Post-Modernism - Essay Example The essay "Clement Greenberg’s Past Theories of Post-Modernism" gives a review of Clement Greenberg’s past theories of post-modernism. Within the context of the stated, the research aims to respond to the question of the applicability of Greenberg’s post-modernism theory to contemporary photographic art. In an attempt to satisfy the stated purposes, the research will first overview Greenberg’s writings, following from which it will define and discuss the concepts of modernism and postmodernism. It will also look towards the works of female photographers and critically analyse the works of three photographers. Prior to proceeding, it is necessary to clarify that the essay focuses on female photographers and the feminist artistic movement. The said approach/focus was determined by the importance of establishing a clear and precise focus for this research and, secondly, by the fact that the feminist movement, especially in the arts, is often argued to have be en enabled by both modernism and postmodernism, on the one hand, and to have promoted and popularised modernism and postmodernism, on the other. In Greenberg's Early Criticism, there is an emphasis on the dominance of literature over other arts. As far as he was concerned, Klee's work is representative of the continual struggle which visual art has with literature. Within the context of the stated, in Greenberg's Early Criticism, the canvas is the product of a struggle and conflict. Harmony is important to Greenberg, but not at the expense of intensity.

Comparison between Japanese and Canadian Central Bank Policies Essay Example for Free

Comparison between Japanese and Canadian Central Bank Policies Essay The present paper is an investigation of the central bank policies in the countries of Japan and Canada. The paper takes into examination Bank of Japan and Bank of Canada and explores the grounds on which similarities and differences, if any, can be noted. This study is a comparison between the central banks’ policies of both the countries. The structure of the paper overviews the banking system of both the countries then furthers with individual analysis only to bring a major comparison at the second last section. The paper discusses findings in the conclusion section and makes recommendations for future policy making and development. 2- Overview This section overviews the past, present of the two banks in the concerned countries. This is in the attempt of creating a base of the later sections that would be dealing with specific policy issues of the two banks. 2.1- Japanese Banking System Today Japanese banking system finds its foundational roots in the aftermaths of World War II and is still continuing to grow support for the financial and industrial organizations of the country. Ever since World War II, Japanese banking system has gone through a number of changes and adaptations in corporate behavior as well as in the shaping of economic and regulatory policies. The period that can be said to be the golden time for the development of the Japanese banking system is regarded to be from the early 1950s to the early 1970s. This was the time when Japanese firms were growing rapidly and needed financial backing and monetary assessment to hold solid on the corporate grounds. However, from the 1970s, some changes were experienced by this banking system and that solid position was shaken. Of the major reasons, international paradigm change in financial transactions, corporate behavior with regard to investment of funds both internal and external, (firms started issuing securities rather than borrowing from banks) and other such reasons can be said to be the causes for the shaking of such a strong banking system as was in Japan once especial up to the early 1970s. Up to the present day, in the Japanese financial system, bank loans still possess the dominant place as the external financing source for the corporate sector which is non-financial – until 1986 the borrowings done from private institutions were recorded to be more than seventy percent. Other such common services as issuance of bonds, client monitoring, cost monitoring for different services, and so forth are also found to be in practice in the Japanese banking system. As such, there is much more that is needed to be examined in this country’s banking system that makes it notable on the international horizon (Aoki, Patrick, Sheard, pp. 1-15, 1994). 2.2 – Canadian Banking System The central banking system of Canada is also with its typical issues and challenges and up to the present time, these challenges have been multiplying for a number of factors. For example, nowhere in history general public was so much conscious about the evil unemployment and is now showing a hyper attitude which simply put the government and its financial institutions up front to the criticism. As such, the challenges are to make such financial policies as can help confront these challenges and move over them. Although the central bank of Canada did go through a long period of adjustments, say the depression period of the 1930s and later, Neufeld (1958) notes that â€Å"The constitutional adjustments experienced by the Bank of Canada were not as great as those of some older central banks† (p. 4). There are noteworthy reasons for this observation. For instance, beginning in the market, the bank was sponsored by the government leading to a stable position. However, political interventions and the bank’s responsibilities to cater for the needs or demands of the political party government continued to exist. The bank went through war crisis, financial instability, and social pressures like unemployment, all along its birth becoming an adult from an immature youth. At present the Bank is in a more favorable position to serve for the purposes of the government and perform its multifarious purposes with regard to financial activities along with the challenges. Some of the challenges that the bank faced during its stability periods were â€Å"serious foreign exchange outflows and phenomenal capital inflows† (212). The three areas, back in the stability phase, i.e., bond market, stock exchanges, and foreign exchange markets, have been tactfully established by the bank to create a positive picture of the overall economic situation of the country. Presently, the Bank holds a primary position in the decision making process of these three areas. Today, as a successful bank, the expert opinion about this bank is that it has dealt in the time of difficulty more with technique which was versatile than conservatism (213). The banking system of Canada is in a constant process of up gradation for better output; one such instance is the use of geographic information systems (GIS) technology â€Å"for a wide range of applications† (Macdonald, 2001, p. 419). Therefore, it is important to have a deep examination of the policies and practices of this bank so that the insider’s view can help others form such a system in any other country. 3-Policies of the Bank of Japan There are a number of policy issues that need to be revisited but for the limited space of the paper, only a few major are discussed. First of all, policies of the Bank of Japan (BOJ) have been central to critics’ attention due to a number of reasons but the most important is that it is one of the three G-3 central banks that have been reviewed in the past decades. The special features of BOJ are numerous. The most apparent, however, is its stance on deflation. Although BOJ was forced to take â€Å"a highly leveraged position† in local financial environment, it has taken no risk to fight the challenge. Moreover, it might have been possible for the bank to give in to a number of challenges that were created by deflation, however, the bank continued to survive with a number of different policies and measures (Cargill, 2005, p. 311). BOJ’s approach to monetary policy is pragmatic. The overall focus of this monetary policy is to maintain stability in price and encourage economic development. To meet these ends, the Bank monitors such areas as exchange rates, the aggregates of money, the indices of consumer and wholesale rates, growth of the GDP, production taking place in the industry, on-going interest rate in the market, prices of assets, and a number of other factors. It is also notable that in the functions of the Bank, international policy association and coordination can also play a role in the Bank’s domestic policy making. It is important to note that throughout its existence the BOJ has never come to stand as hardcore monetarist. Instead of this, the Bank has been treating the policy making of money more like a form of art. There are a number of methods by which the Bank lets its policies become public. The implementation of policies also takes a number of forms, for instance, â€Å"discoun t window† guides other financial institutions through loans etc. (Miller, 1996, pp. 1-47). By the late 1980s, BOJ held its position as positive in the eyes of the critics due to a number of policy making issues since WWII. Up to then the bank had gone through a number of remarkably shaky times coping up with such challenges as industrialization and establishment of it. By that time major characteristics of BOJ were its commitment to price stability and positive outcomes that came out of its policies. The most important point is that since its establishment, its legal position did not go through a change. Then it was the only bank rated as the most dependent of all the central banks in the world. Hence the notable feature is its keeping price stability instead of being a dependent bank. It also contradicted the widely acclaimed view that the more independent a central bank, the more price stability would be extended (Cargill, 2005, p. 311).   May 1989 is the period called the low point policy period of BOJ which continued through the year 2004. Here the bank increased the rate of discount in a number of steps that included historically low rate of 2.5 percent to 6.0 in the first stage of 1991. It was sternly a reaction against the asset inflation of the 1980s. However, the sharp recession and diminishing asset rate backed the bank to move for ease of policy in 1991 and the call and discount rates came down to 0.05 percent by the early 1995. Until it obtained the first â€Å"0 rate of interest† policy in 1999, the bank went on lowering call rate discount. It was drawn to a close in 2000. It came back to zero rate policy again in 2000 and moved on to a statistical easing down of policy in 2001 because declining economy alerted the authorities; moreover, it needed to adopt a different framework of operation for short-term rates on interest which had to be fundamentally zero (Cargill, 2005, p. 311). Although internationally, it is the reputation of the Bank of Japan that it has been moving too gradually in terms of the formation of monetary policy, fiscal policies, and resolving the issues present to it, there are important areas where this criticism becomes void. For example, Japan is often compared with the USA without considering the fact that former faced a great many more problems than the latter. Additionally, there are such instances as Japan’s tighter economic policy in 1996 that has much to discard this criticism (Browne, 2001, p. 3). 4- Policies of the Bank of Canada The Bank of Canada (BOC) is often criticized for influencing the level of price, jobs, and the development of its country’s economy. However, in the recent years the Bank has acquired a reputation that it is very concerned with keeping the inflation rate low so that it can make other ends meet for broader goals of economy. The Bank has also been charged with its acute concerns to inflation rate only and looking over such challenges as unemployment and economic growth. However, there are proponents of the Bank’s policies who come forward to defend the policies of the bank as they are presently in practice stating that if the focus of the Bank shift to the vice versa perspective, there would be no growth in economy and inflation rate will increase causing devaluation of the dollar. Vanderhart (2003) conducted an in-depth analysis of BOC’s response to inflation rate and other such concerns as unemployment, growth of economy, and other factors. The author found that there is insufficient evidence to suggest that the Bank of Canada’s response to economic data available on inflation is direct, â€Å"inflationary precursors as raw materials and intermediate goods prices are only significant when other important factors are omitted† (p. 357). But the author does not make it a remark that the Bank does not follow the procedures to pursue anti-inflationary policy. What the BOC has successfully achieved with regard to keeping control over inflation is that it responds to those factors which are other than â€Å"the releases of price level data†. Moreover, the recent policies also prompt to the suggestion that the Bank is taking measure to fight the challenge of unemployment. Two factors also came up to the author’s analysis that determined the actions and responses of the BOC. These are exchange rates and federal fund rate. The bottom line that the author draws is the there is little doubt about the health of the Canadian economy and the BOC is actively involved in the process of keeping this health stable. However, if some out-of-Canada issues are present, there may be some criticism on the Bank for example, its interconnection with the U.S. monetary policy because there are voices that might want a Canada which is independent of U.S. related economic policies (Vanderhart, 2003). If we review comparative analysis of Canadian economic growth with other countries (say Australia), there is sufficient evidence to mark the above observation that the Canadian economy has grown stronger than before and that such challenges as labor utilization has been carefully handled in the favor of the country. Harchaoui, et al. tell us that the growth of Canada’s real average income has large credit to a magnificent improvement in the way labor has been utilized, i.e. â€Å"the combination of high average hours worked and a high rate of employment in the total population†. In addition to this, capital deepening effect has also played an important role in the present stability of the Canadian financial outlook (Harchaoui, et al., 2005, p. 36). 5- Bank of Japan and Bank of Canada Comparing the policies of the central banks of Japan and Canada each gives us more insight. There are a few studies that have been done on the comparative analysis. In one such study, Tomljanovich (2007) informs that the central banks of these two countries (including banks of other countries, as well) are on a constant pursuit of having open dialogue with the general public and this is in the efforts of increasing efficiency and reducing volatility in financial markets. In the case of Canada, which comes in the category of a majority of interest rate maturities, it is found that there is greater predictability in terms of market functions because there is a high flow of information to Canada and this flow coincides with sub-periods simultaneously to lower interest volatility rate. However, Japan (as well as Germany in this study) appears to be the only country in which there is no such evidence of lower interest volatility. Moreover the study shows that the central Bank of Japan and the central Bank of Canada both moved to greater transparency measures in the 1990s which shows that both these banks want to progress on the modern lines (p. 791). As for the policies of Canadian central bank, it is evident that there is inclination of these policies to those of the U.S. There is no doubt that Bank of Canada has greater interests in keeping these ties with the financial environment of the U.S. monetary and fiscal policies. However, Bank of Japan has stood on a very different turf that is of independence with dependence and of unique regulatory framework of all policies handled ever since World War II. There is no doubt that government like Canada and Quebec recognize China and Japan for their strategic partnership in the region of Asia. For this the credit goes to Japanese ever-growing economic curve which in turn holds credit for the policies that the central banking system of Japan for a long time formulated, ran, and implemented successfully (Inomata, 2002, p. 259). 6- Conclusion Examination of the policies of central Bank of Japan and the central Bank of Canada in detail reveal that both countries have to face challenges that emerge from their specific environment. There are similarities and differences in the approaches of the Banks of both the countries. One acute similarity is that both countries have moved to greater transparency and are considered successful banks on the international horizon. Another is that Banks of both these countries are focusing more on interest rate and inflation level stability. For this purpose, however, the approaches of the two banks are different; both are putting efforts to fight the challenge of unemployment. As for the differences, Japanese bank is legally dependent, whereas, Canadian bank is independent; yet there is this sharp observation that Bank of Canada looks at the U.S. financial environment for policy making, whereas, Japanese Bank looks at its own typical challenges that need to be tackled on the international f ront. Another important thing which comes out from this study of the two banking systems in two different countries is that both function in their own environment and that it is not possible to find acute similarities in both the systems because of different financial and social outlook of the countries. This is important to look into more details in these central banks and banks of other countries as well so that a sound analysis about policy making and other measure against present and upcoming challenges can be met.

Ascites Is A Special Case In The Medical Geriatric Ward Nursing Essay

Ascites Is A Special Case In The Medical Geriatric Ward Nursing Essay Background I think ascites is a special case in this Medical Geriatric ward, because I saw this only one case of ascites in this four weeks practicum. And it is my first time that care patient with ascites. Therefore, I interest and choose this case for studying the nursing care of ascites. In this total patient care study, I will talk about the information and relevant clinical data about this case, the pathophysiology of ascites, the nursing assessment, care plan within patient hospitalize period 20-21/09/2010, plan for future management, and what I learn from this case. Case presentation Patient X is 72-year-old male. He lives in old age home, chair bound for activities of daily living. He is dependent Comprehensive Social Security Assistance, exsmoker and exdrinker. He was admission to Accident Emergency at 20/09/2010. He complained that increased abdominal distension for 2 days, poor appetite, shortness of breath. Physcial condition: conscious, SaO2 95% under room air, afebrile, chest clear, no ankle edema. His primary diagnosis is cirrhosis and gross ascites. He has chronic renal impairment, diabetes mellitus, alcoholic cirrhosis of liver, and chronic ascites. Last time admitted from 05-07/09/2010 for ascites, therapeutic abdominal tap was done and 1.3L ascites fluid was removed. Ascites is an accumulation of extracellular fluid in the peritoneal cavity abnormally. It is the most common major complication of portal hypertension following liver cirrhosis. Blocking the blood flow through the liver sinusoids to hepatic veins and vena cava lead to increased pressure in the portal venous system. It results in plasma leaks out directly from the liver capsule and the congested portal vein into the peritoneal cavity. In addition, hepatocellular damage reduces the livers ability to synthesize normal amounts of albumin, which may deteriorate by leakage of protein in ascites. The evidence of hypoalbuminemia shows in the blood test that the albumin was 24g/L, which is a low level. Adlosterone cannot activate by liver to stimulate the kidneys to retain sodium and water due to hepatocellular damage. Thus, sodium and water are still retention, and the volume of peritoneal cavity fluid grows continue. In this case, the medical management can be performed to patient X should be paracentesis or abdominal tap. This procedure involves using a thin needle to pull ascites fluid from the abdomen (George Longstreth, 2009). Large-volume paracentensis repeated done in combination with Albumin administered intravenously, which can avoid a sudden drop in blood flow in the arteries and to replace each liter of removed ascitic fluid. The physician prescribed IV administration of Albumin 40g after tapping and 30g. 10500ml milk like in color of ascites fluid was removed. If ascites is recurrent, therapeutic abdominal tap may need to be done every two weeks or more frequently, and need to remove up to 10 liters ascites fluid (Cirrhosis Ascites). Ascitic fluid analysis also done before for provides a sample of fluid for analysis, which help for determine the underlying cause of the ascites. No malignant cell was found. An abdominal x-ray and ultrasonography study was done to comfier the presence of ascites. It may locate fluid in the peritoneal cavity. The result did not show dilated bowel. A low sodium and protein diet with restriction of fluids 1L per day. Edema in the form of ascites brings about shallow breathing and impaired gas exchange, as a result of respiratory compromise. We need to Promote and maintain an effective breathing pattern, Arterial blood gas analysis and pulse oximetry monitor every four hours were ordered. Potassium- sparing diuretic Frusemide tablet 40mg twice a day was prescribed. Nursing assessment In abdominal assessment, inspect for skin integrity (pigmentation, lesions, scars, veins, and umbilicus, etc), contour (flat, rounded, etc), distension, respiratory movement, visible peristalsis, and pulsations. Then to auscultation of the abdomen, warmed the stethoscope and the hands, light pressure act on the stethoscope is sufficient to detect bowel sounds and bruits. Then perform percussion of the abdomen; abdominal percussion is aimed at detecting fluid in the ascites, gaseous distension, and masses within the abdomen. Percuss lightly on abdomen according to auscultation site at each abdominal guardant. The sound will be dull if the ascites is presence. Measure the abdominal girth circumference. Assess the amount of distress leaded by the ascites that ask the patient whether the fluid is interfering with sleeping, eating, and breathing (Head-To-Toe Assessment (R. Abdomen), 2008). Nursing diagnosis Excess fluid volume and deficient fluid volume related to fluid shifts secondary to portal hypertension, hypoalbuminemia. It is a combination of volume problem for patient with ascites. The expected outcomes of this care plan are that a normal balance of fluid in the peritoneal cavity will be maintained as evidenced by normal serum albumin levels, without of hypovolemia, decreased abdominal girth, and normal blood pressure measurement. Electrolyte or acid- base are balance. For nursing intervention, monitor the intake and output of patient daily, and record the IO chart. Output should be equal to or exceed intake. Strictly restrict the patients fluid intake. If possible, administer medication with meals, so mealtime fluids can be used for taking medications. Assess the patients dietary intake and habits that may lead to fluid retention. Limit high sodium intake, because it can lead to increased water retention. Administer albumin and diuretics as physician prescribed. Aspirin and nonsteroidal anti-inflammatory drugs may inhibit prostaglandin synthesis and impair sodium excretion by the kidney. Thus, it needs to avoid administering them. Weight the client and measure the patients abdominal girth daily. Closely monitor the patient after paracentesis procedure. To ensure the client has tolerated the procedure well, check the vital signs frequently. Check the dressing carefully to ensure that there are no losing excessive amounts of fluid. Use a pouch to co llect leaking fluid if necessary. Ineffective breathing pattern related to increased intra-abdominal pressure on the diaphragm. The expected outcomes of this care plan are that the patient express relief of feelings of faulty breathing pattern as a result of no shortness of breath and the presence of normal respiratory excursion. Patient has a normal respiratory rate, compared with baseline. (Lynda juall carpenito-moyet) For nursing intervention, position the client in a high-Fowler position with an arm supported with pillows. It can facilitate breathing and relieves the pressure acting on diaphragm. Monitor the clients respiratory status (crackles and increased respirations) for the development of atelectasis or pneumonia to identifies fluid in lungs. Encourage the patient to deep breathe and cough. Use an incentive spirometer to maintain and monitor the respiratory function. If the cough does not loosen to expectorate reparatory secretion, patient can receive ultrasound treatment For improving gas exchange, administer oxygen and blood products as ordered. Teach the patient some breathing techniques, such as pursed-lip breathing to overcome poor breathing patterns (Lynda juall carpenito-moyet). To evaluation the outcome, treatments of ascites enable the client to breath with minimal difficulty. Imbalanced nutrition: less than body requirements related to increased pressure on stomach and intestines, feeling of fullness, poor appetite. The expected outcomes of this care plan are that patient X has appetite and he can keep or increase body weight to an ideal weight and consume sufficient nutrients. Identify deficiencies in daily intake. For nursing intervention, measure the body weight daily to monitors the weight gain or loss. Monitor hemoglobin, hematocrit, albumin, total protein values for monitoring the intake of nutrients, presence of anemia, and colloidal osmotic pressure. Offer and encourage oral hygiene before meals, because poor oral hygiene may cause bad odor and taste, which can reduce appetite. Encourage the patient to rest before meals due to fatigue may decrease appetite and ability to eat. (Lynda juall carpenito-moyet) Provide small, frequent meals for patient instead of few large ones, because even distribution of intake can help to prevent feeling full and ensures enough nutritional intake. Determine food preferences and selected low or no protein and low salt (no more than 1500 mg/day of sodium). If possible, encourage the patients relative to bring permitted foods from home. Prevent constipation to reduce abdominal pressure and fullness. Administer Lactulose liquid 20mal three times a day as physi cian ordered. Plan for management after discharge, patient x should back to the old age home and have follow up by community geriatric assessment service. Recommend short the follow up clinically admission if symptomatic ascites occur. Refer PCU home care nurse for visiting and symptom assessment, and admission clinically for symptom management. Learning points After this total patient care study, I have learnt that more understand the cause and care of ascites. And know that to provide a holistic care not only physical nursing care, but also we need to care the patient mental, social, finical condition, and discharge planning Make sure patient can have a complete care after discharge. Word count: 1452 Black, J. M. Hawks, J. H. (2009). Medical-Surgical nursing: Clinical management for positive outcomes. Missouri: Saunders. George F. Longstreth MD http://www.healthline.com/adamcontent/ascites#ixzz11s5PVSzi Head-To-Toe Assessment (R. Abdomen) (Head-To-Toe Assessment (R. Abdomen), 2008) (Cirrhosis Ascites). http://www.healthcentral.com/ency/408/guides/000075_11.html

Book Review :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Facing Death, Finding Love: The Healing Power of Grief and Loss in One Family’s Life was written by Dawson Church. 1994. 140p. Aslan Publishing. Dawson Church is a publisher, editor and author. Previous books he has authored or co-authored include The Heart of the Healer and Communing with the Spirit of Your Unborn Child. He works as CEO of Atrium Publishers Group – a book distributor- and lives with his wife and two children in Lake County, California.   Ã‚  Ã‚  Ã‚  Ã‚  Dawson Church starts out with his acknowledgments of appreciation to all the people that have supported him in the writing and publishing of this book. The introduction by Church’s editor, Hal Zina Bennett, Ph.D., reflects the truths revealed in the book’s contents as reminders that in opening our hearts and minds to the greatest mysteries of all – the vast mysteries of life and death – we discover a love that is as powerful in the receiving as in the giving, transcending all our deepest and most grievous emotions. Maybe the best way to describe and sum up the contents of Church’s book that readers are about to discover is as follow†¦   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"It is perhaps in grief that we discover the force that carried us once again into incarnation, the reason we incarnated in the first place. It is in the tearing open of heart that we discover how guarded our lives have become, how small a cage we have traded off for safe ground. We see how our work is to be more loving, to live more fully in an often confusing world.† Church uses nine chapters together with his afterword and appendix A: Grieving Rituals as well as appendix B: Connecting With the Soul to cover all the contents of this book.   Ã‚  Ã‚  Ã‚  Ã‚  Chapter one – The Death – starts out with the vision that death can come very unexpectedly to anyone at anytime or any place when one least prepares for it. Death to Church and his wife as well as to many people in the world are hard to recognize and deal with. He keeps come up with questions such as â€Å"We felt him kicking just last night. What could have happened between then and now? We didn’t feel any struggle. Surely he would have alerted us if something were wrong? He could have communicated his distress, and we could have known and perhaps done something.† Church couldn’t get over the unexpected death of Montague because he thought that no way it could possibly be happened when he and his wife did not neglect any aspect of caring for the infant in the womb.

Ptlls T1

Name: Caroline RandallDate: 06-03-13 PTLLS Describe what your role, responsibilities and relationships would be as a teacher in terms of the teaching/training cycle T1 unit 1 1. 1 1. 2 1. 3 1. 4 Unit 2 2. 1 2. 2 2. 3 Unit 3 3. 1 3. 2 I am working as a tutor, within a catering department, at a specialist Autistic school for learners from age 5- 22. I am currently teaching entry 3 to level 1 City and Guilds NVQ in Hospitality and Catering and level 2 City and Guilds professional Cookery.My role is to teach the students within the classroom environment this involves all aspects of teaching, including all cross curricular subjects, planning, schemes of work, assessing, making resources, preparing sessions, food ordering. We work as a close team, involving the whole catering department. I work closely alongside the students helping them to understand and practise safe cooking methods and procedures within their qualification.The vocational area of catering also has a range of other subjec ts mapped into the scheme of learning, I include this within the scheme of learning as well as supporting, advising guiding, reading, comprehension, mathematical work, ESD, PLTS, Reflection, I have to model appropriate behaviour and conduct within our working environments, allowing the students to be nurtured and grow within their roles.This includes using appropriate language, body language, eye contact, team work, appropriate discussions with colleagues, listening to others, respect for others, giving clear defined instructions, limiting language- as per each individuals needs, exceptional behaviour points-these are set where age appropriate at the beginning of each session.We use a 3 point behaviour system where students receive 1 point for attending the session, 1 point for meeting their exceptional behaviour point (this could be listen to staff, stay on task) and 1 point for staying on task and completing their work, following the â€Å"golden expectations at Heathermount† these are displayed in every classroom, so we are working from the same rules and expectations. These are discussed at the start of every session- â€Å"school is for learning. Learning is important for a good future. 1. Students and staff will be on time for all sessions. Students and staff will have the right equipment. . Students are expected to go to all of their sessions and take part. 3. Staff will make sure the work students are given meets their needs and strengths. 4. Everyone in Heathermount will be safe and treated with respect. There will be no physical violence. There will be no racism. 5. Everyone will be polite and kind at Heathermount. Remember: make the right choices for your future. I am also a qualified assessor, assessing within their work setting at the required standards, giving positive, constructive criticism if needed. Designing action plans to enable their achievement.Professionalism requires us to maintain appropriate standards and fulfil our responsib ilities to learners, institutions and colleagues. This is achieved by setting professional and personal boundaries which will enable us to be clear about what our limits are and what our professional role involves. It is our responsibility to identify areas outside of the professional boundaries of a teacher, either because of lack of necessary skills or expertise or because it is inappropriate for the teacher to deal with it. This is when external support from other professionals will be required.At Heathermount we work with multiple outside agencies these include: occupation therapists (OT), Speech and Language therapist SALTS, Education psychologists, literacy specialists, Team around the Child (TAC) team around the family (TAF) Internal Quality Assurance practitioners, External assessors, External Consultants, Connexions. Depending on the individual student we may link with. The OT, to improve our students well being, this may include completing exercises and massage with our st udents. I can only help our students once we have been shown by the OT, if the OT has not had time, we are unable to aid the student with this.SALTS work individually and in groups with our students. Each student has a plan from the SALT’s. This means that we as staff need to monitor and assist with this work; i can only work within what I have been shown to do by the SALT’s, as i am not trained in this area. The Education psychologist is a regular visitor to school and helps us as a team with regards to behaviours and well being of our students. The external literacy advisor, who visits Heathermount currently, attends a staff meeting once per week. This is a lengthy staff meeting. TAC and TAF- senior management often attend these meetings with our assistant psychologist.Information that can be passed on this is then passed onto staff at our weekly meetings. This can mean certain students need more attention and time/ observing. We can only help with information that h as been allowed to be passed on and is not confidential. Internal Quality Assurance Practitioners, independent assessors and external consultants- As a Qualified assessor we work closely alongside other professionals. Connexions- this can cause a student to be extremely upset if they realise that they cannot reach their aims and goals. Connexions alongside staff and parents make a realistic learning pathway for the future.Working with all external professionals often can create additional work, reports, actions and tasks for staff at Heathermount. This will always lead to staff needing to be clear to remove the barriers that can easily be formed. * Clear objectives / appropriate deadlines * Additional Time * Additional support to colleagues * Relevant support for students * Real reflection time for self * Ability to access time out! Our learners often show barriers, these may be caused by their disabilities or personality traits. This can lead to a variety of detrimental effects to varying degrees on the running of the class, * disruptive behaviour, non compliance, * refusal, * attitudes to learning, * close down, * Sensory issues, including smell. As we work in a catering environment an initial assessment needs to be produced, is it appropriate, is this the vocational area selected by the students, any issues we need to be aware of, how we can overcome this, how we can phase in if appropriate without these initial questions it could lead to a learner from not achieving. If this information isn’t shared with all relevant staff also this can create issue. It will also stop failure of relationship with staff and other students.As I am a part of a team, there is often staff movement to cover different areas, students, behaviours. This often involves a switch of staff and lead roles with other teachers and the teaching assistants. To ensure a smooth process, clear, honest direct communication is essential. We are all aware of each of our individual students ’ needs, as these are covered in our weekly staff reviews; we also use our internal email system to relate any issues that may occur. We have a daily briefing to communicate the day’s activities and any changes. This means we have to be flexible and work alongside any staff member at any time.We have an internal ordering system where we work alongside the admin team to receive orders. When we go on external trips with the students we have to work with the bursar, so we can collect any money needed for the trip. This entails getting a petty cash slip, which we have to put the amount of money we want, it is then signed off by management and given to the bursar to collect the money for the trip. We also have a purchase order system for larger items, which works the same way. Therefore we need to have a good working relationship with all colleagues to achieve our expectations within teaching.Each student has an individual profile that is readily available on our x drive wh ich we refer to, for all of their most important information. Appendix Student profile – exemplar Appendix EV’s-exemplar This enables staff (especially agency and visitors who are unfamiliar) to get a general overview of the student and their specific needs. These are kept in all teaching files and contain a picture of the child on them, so we can refer to them for planning and goal setting. The teacher’s role is accountable to many areas; I must meet school requirements as well as local authority and government requirements. Registers * Pupils Records * Annual reviews * Safeguarding * Health and Safety * OFSTED * Disability Act * Codes of conducts Registers Even though I am not personally accountable for the registers I have to ensure that I contribute the relevant information that is required on a regular basis as required by the school procedures. www. education. gov. uk 1. All schools must keep two registers of pupils. The admissions register, which records the personal details of every pupil at the school, and the attendance register which records every pupil’s attendance at every session the school is open to pupils. 2.The contents and maintenance of the school registers is governed by the Education (Pupil Registration) (England) Regulations 2006 (Statutory Instrument 2006/1751) and can be viewed on the Ministry of Justice database at www. statutelaw. gov. uk or on the Department for Children, Schools and Families (DCSF) website at www. dcsf. gov. uk/schoolattendance. The regulations took effect on 1 September 2006. 3. This guidance is designed to help schools and local authorities apply the pupil registration regulations and make links between issues around school registers and wider education and children’s services issues.It is also designed to help parents, pupils and others to understand the processes and legislation around pupil registration. 4. The guidance is not a substitute for the Education (Pupil Registratio n) (England) Regulations 2006 or other legislation; nor is it a substitute for guidance on other areas of attendance, education and child welfare. It should not be read in isolation from such legislation and guidance. Admissions Register The Admissions Register records valuable information about pupils at the school, including emergency contact details. The details that must be recorded in the Admissions Register are outlined below.It does not include details about the pupils’ attendance, or the subjects that they are studying or other pupil information. Pupils’ Information Schools must record the details of every pupil at the school in the admissions register. This includes pupils who are attending the school on a temporary basis e. g. travellers’ children, children who are accessing facilities not available at their normal school and â€Å"guest pupils†. The register must include the following information for every pupil: a. the pupil’s full name ; b. the pupil’s gender; c. the pupil’s date of birth; d. the date the pupil was admitted to the school; . the name of the school the pupil last attended; and f. where applicable, a statement that the pupil is a boarder. Parents and Carers In addition to the above information schools must also record the following for each pupil: a. the name and address of every parent and carer of the pupil that is known to the school; b. which of these parents and carers the pupil normally lives with; and c. emergency contact details of the parents and carers. However, some schools record additional details such as dates of birth and mother’s maiden name which they can use in security checks when parents contact the school.Schools may also keep additional information about parents which will ease communications with them. For example, it is useful to know that parents have a hearing impairment which prevents them using a telephone or record email addresses. Attendance Register There is a strong statistical link between attendance and attainment; schools with high attendance levels tend to have high levels of attainment at all key stages but those with low attendance levels tend to have low attainment levels.The attendance register is therefore an important tool in the work of schools to drive up standards and pupils’ attainment. It helps them to identify pupils who might need extra support to catch up lessons they may have missed along with action to tackle poor attendance. Schools must take the attendance register at the start of each morning session and during each afternoon session that they are open (see paragraph 11). On each occasion they must record whether every pupil was: a. present; b. absent; c. present at approved educational activity; or . unable to attend due to exceptional circumstances. They must also record whether the absence of a compulsory school-age pupil was authorised or not. There is no requirement to authorise/unauthorised absence of non-compulsory school-age pupils but schools can still use the national attendance and absence codes to help them identify/monitor vulnerable children. The Annual Review – Guidelines for Schools www. ace-ed. org. uk Introduction The school must have a copy of the statement of special educational needs.The statement consists of the statement cover and all the appendices. The statement and any previous reviews must be available to all those who work with the child in order to inform the individual education plan (IEP). The IEP should be updated when the annual review is completed and new targets set and reviewed at least termly. These guidelines provide specific advice and guidance to schools and independent non-maintained schools which provide placements for children with Statements of Special Educational Needs. Purpose of the Annual ReviewThe annual review should aim: To assess the child’s progress towards meeting the long term objectives specified in the s tatement and to collate and record information that the school and other professionals can use in planning their support for the child In the case of the first annual review, to assess the child’s progress towards meeting the targets agreed and recorded in the IEP’s following the making of the statement; and in the case of all other annual reviews to assess progress towards the targets in the IEP’s set at the previous reviewTo review the special provision made for the child, including the appropriateness of any special equipment provided, in the context of the National Curriculum and associated assessment and reporting arrangements. Where appropriate, the school should consider providing a profile of the child’s current levels of attainment in basic literacy, numeracy and life skills for pupils being assessed with P – levels, and English, Maths and Science for pupils under National Curriculum level 1, and a summary of progress achieved in other are as of the curriculum, including the National Curriculum.At Heathermount we use B Squared and CASPA are data programmes which we use to record the students’ achievements and progress academically. The B squared is updated by all teaching staff, a minimum of once per term. This is then merged into CASPA, which shows the students full progress within the school and nationally within the National Curriculum. This is kept within our central records. This enables us to work on the areas needed to bring the student up to the national curriculum level within each subject. We can access this at any time. This is used in core subjects alongside the national curriculum.Where the statement involves a Modification or dis-application of the National Curriculum, the school should indicate what special arrangements have been made for the child to consider the continuing appropriateness of the statement in the light of the child’s performance during the previous year, any additional sp ecial educational needs which may have become apparent in that time and any needs that have been met and are no longer an issue, and thus to consider whether to cease to maintain the statement or whether to make any amendments, including any further modifications or dis-application of the National Curriculum, and if the statement is to be maintained, to set new targets for the coming year; progress towards those targets can be considered at the next review. Objectives and Targets For practical purposes generally the following distinction is made: Long term objectives: the overall objectives set for the child’s progress for the duration of the statement * annual objectives: the medium term objectives set for the year * Targets: (SMART) specific short term targets related to the established long term objectives and annual objectives will appear in the IEP which should be reviewed on at least a termly basis. The Timing of the Annual Review The annual review process must be compl eted within one year of the date of the final statement and within each twelve months thereafter. The process is not complete until the Local Authority (LA) has circulated its recommendations; this can be up to six weeks after the annual review meeting is held.The annual review can be brought forward and this is sometimes helpful or necessary to: a) Bring the annual review meeting in line with the school’s other arrangements for reporting to parent(s)/carer(s) b) Spread annual reviews evenly over the year where there are many children with statements c) Deal with annual reviews at a single point of the school year where there are only a few children with a statement d) Reflect the circumstances of the child and the need for early decisions to be made regarding transfer between phases e) Enable the LA to respond to an exceptional change in circumstances. If the annual review is to be brought forward, the parent(s)/carer(s) should be consulted and the SEN Team informed. Ideally , arrangements for bringing dates forward should be made at the beginning of the academic year. The annual review cannot legally be delayed for over 1 year from the date of the statement or the date the LA issued recommendations from the previous review. Each school must produce a range of policies which formally set out the guidelines and procedures for ensuring equality. Health and SafetyWorking within the catering department, the training kitchen and the main kitchen for the school we all follow the required Health and Safety regulations, wear the advised PPE. Some of the basic risks for my allocated areas are: * Prevent contamination and you reduce or even eliminate the slip risk. * Avoid spillage and leakage onto the floor. * Most slip injuries happen on wet floors, so clean up spills immediately. * Dry floors after wet cleaning, e. g. after mopping. * Selecting and using the most appropriate footwear for the work environment can reduce the slip risk. Data from reported acciden ts reveals the priority areas for accident prevention in the industry are slips, trips, handling, cuts and exposure to hot and harmful substances.As staff we have completed PPE (personal and protective equipment), COSHH (control of substances hazardous to health) and HACCUP (hazards and analysis and critical control points) food hygiene course. This enables staff to be aware of risks within the catering environment and help to prevent them. We all have completed risk assessments in our rooms and we take precautions by locking unsafe equipment away, making sure students have the correct training when using this equipment. A full uniform is worn by students, which covers PPE regulations. Safety of students and staff is paramount and the management team try to minimalise the risks at all times, making sure we are adequately staffed. We follow the safety rules showing students how we expect tasks to be completed safely and appropriately.We discuss things as a group, not highlighting ind ividual mistakes. http://www. hse. gov. uk/risk/index. htm http://www. hse. gov. uk/risk/classroom-checklist. htm http://www. hse. gov. uk/risk/principles. htm By working in the catering department, I am fully aware of career inspirations and progression that our students would want to take. As part of this role I have to ensure with the catering team, that we have a real life work environment that supports the transition of our students into work placements and further along the line – work! With the current working statistics, this is going to be hard for anyone, so our students have to work at times twice as hard to prove their occupational competence.At this time we are expanding the opportunities within our department by outside catering, working in the main kitchen, mentoring younger students and work placements at various locations. The catering department are therefore working with our local community to enable the opportunities to expand. This includes community cent res, schools, colleges, banks, major stores and small businesses. Appendix – Room risk Assessment Appendix – Equipment risk assessment Appendix- lost child procedure What is safeguarding? It might be difficult to accept, but every child can be hurt, put at risk of harm or abused, regardless of their age, gender, religion or ethnicity. Safeguarding legislation and government guidance says that safeguarding means: * protecting children from maltreatment preventing impairment of children’s health or development * Ensuring that children are growing up in circumstances consistent with the provision of safe and effective care. And â€Å"undertaking that role so as to enable those children to have optimum life chances and to enter adulthood successfully. † http://www. safenetwork. org. uk/getting_started/Pages/Why_does_safeguarding_matter. aspx We report and write a report of any safe guarding issues to our designated senior leadership team member. She then deal s with this, as it is confidential. Phone calls Appendix – Incident report from Ofsted is the Office for Standards in Education, Children’s Services and Skills. They report directly to Parliament and are independent and impartial.They inspect and regulate services which care for children and young people, and those providing education and skills for learners of all ages. www. ofsted. gov. uk The purpose of the schools sections of the Disability Discrimination Act 1995 (As amended by the Special Educational Needs and Disability Act 2001) http://www. equalityhumanrights. com/uploaded_files/drc_schools_code. pd This Code covers young people over the age of sixteen when in school. The Disability Rights Commission (DRC) is issuing a separate Code of Practice to explain how the duties apply in further and higher education and to give practical guidance to providers of ‘post-16’ education that are not schools. There are three main sources of support available to disabled pupils in school.These come from different parts of the legislation. Support is available through: the disability discrimination duties the planning duties; and the Special Educational Needs (SEN) framework. The definition of disability which is the basis for all the duties is set out in the Disability Discrimination Act. We need to ensure we follow the reasonable adjustments duty. * Not to treat disabled pupils less favourably * To take reasonable steps to avoid putting disabled pupils at a substantial disadvantage. Regardless of disabilities all students must be treated fairly and equally. Aids and disabled access should be added to the environment, so disabled people can access the site and workAt Heathermount on our x drive with in the staff hand book we have policies that will and do cover the following: * The rights of all individuals and groups within the school. * The values and practice which are part of all aspects of school life. * The legal duties of the school. Code of Professional Practice These boundaries could have a negative effect on us as teachers as well as other professionals within the organisation. We therefore need to deal with these boundaries by referring to the Institute for Learning's (IfL) Code of Practice (2008) which outlines the behaviours expected of teachers in the Lifelong Sector http://www. ifl. ac. uk/membership/professional-standards/code-of-professional-practice The Institute for Learning’s code of Professional Practice came into force on 1 April 2008.The Code was developed by the profession for the profession and it outlines the behaviours expected of members – for the benefit of learners, employers, the profession and the wider community. * Integrity * Respect * Care * Practice * Disclosure * Responsibility The members shall; Behaviour 1: Professional integrity 1. Meet their professional responsibilities consistent with the Institute’s professional values 2. Use reasonable professional judg ement when discharging differing responsibilities and obligations to learners, colleagues, institution and the wider profession 3. Uphold the reputation of the profession by never unjustly or knowingly damaging the professional reputation of another or furthering their own position unfairly at the expense of another 4.Comply with all reasonable assessment and quality procedures and obligations 5. Uphold the standing and reputation of the Institute and not knowingly undermine or misrepresent its views nor their Institute membership, any qualification or professional status The members shall at all times: Behaviour 2: Respect 1. Respect the rights of learners and colleagues in accordance with relevant legislation and organisation requirements 2. Act in a manner which recognises diversity as an asset and does not discriminate in respect of race, gender, disability and/or learning difficulty, age, sexual orientation or religion and belief. The members shall takeBehaviour 3: Reasonable c are Reasonable care to ensure the safety and welfare of learners and comply with relevant statutory provisions to support their well-being and development. Behaviour 4: Professional practice The members shall provide evidence to the Institute that they have complied with the current Institute CPD policy and guidelines. Behaviour 5: Criminal offence disclosure Any member shall notify the Institute as soon as practicable after cautioning or conviction for a criminal offence. The Institute reserves the right to act on such information through its disciplinary process. Behaviour 6: Responsibility during Institute investigationsA member shall use their best endeavours to assist in any investigation and shall not seek to dissuade, penalise or discourage a person from bringing a complaint against any member, interfere with or otherwise compromise due process. Behaviour 7: Responsibility to the Institute The members shall at all time act in accordance with the Institute’s conditions of membership which will be subject to change from time to time. There are four sanctions which can be applied to members who breach the Code of professional practice: * A reprimand * A conditional registration order * A suspension order * An expulsion order The nature of the sanction imposed will depend upon the circumstances of the case. IfL has issued indicative sanctions guidance to the professional practice committee.Any disciplinary order imposed by IfL relates only to a member's class and status within IfL and bears no connection to relationships outside of that, such as membership of another organisation or employment. Lesson Plans evaluation/comments: Appendix Scheme of learning Appendix lesson plan Lesson plans alongside teaching folders are collected in termly, by the head teacher, assistant heads and education psychologist. These are reviewed as part of our good practise. As I teach and assess entry 3 and level 1 hospitality and catering and level 2 professional cookery. I follow set criteria by City and Guilds. This involves assessment plans being completed.I assess the students’ general tasks that need to be completed, specific techniques, ingredients and equipment that must be covered throughout the student, making sure they reach the required standard for that unit. I then complete the paperwork for that unit. In our folders this is dating, evidencing, mapping, photographs, observations, written evidence cross referenced cross referencing with the correct units and then mapping onto the specific unit being assessed. When I have assessed a specific unit the internal quality assurance practitioner assesses my ability to assess by checking the students work, making sure all of the assessments made by myself is carried out to the correct standards. They also standardise across all assessors.We may have a visit or a remote visit by external consultants who checks that our centre is operating the appropriate internal quality assurance processe s and procedures for the qualification in line with the awarding body requirements. We can then be approved to certificate! Vocational Tutors with subject specialism have responsibility as subject coordinators for the development and monitoring of curriculum delivery across the centre in the relevant subject. Main responsibilities and expectations * Knowledge and understanding * Planning and setting expectations * Teaching and managing students’ learning and care * Assessment and evaluation * Students achievement * Relations with parents and the wider community Managing own performance and development * Managing and developing staff and other adults * Managing resources * Strategic leadership As a member of staff of the catering department, we are all focused on CPD, we have to fulfil our assessor’s requirements, vocationally and knowledge based. This can be meetings, directed days, personal reflection, and standardisation. Our internal verifier for catering comes into school termly. She then reviews the students’ folders and units completed. We have standardisation meetings with her to ensure we are all assessing to the correct level and standard, reaching the set criteria. This is discussed at every visit, once termly.We all assess to TAQA- (training and quality assurance) At present our CPD for all staff has been focused on literacy. We have had an expert in from the Royal Borough of Windsor and Maidenhead (Jo Hefer) every week to help us improve the standard of literacy within the school as a whole. This has involved practical and group work. During INSET days we complete CPD activities and courses. We have all recently completed MAYBO www. maybo. co. uk/ leaders in conflict management course If staff want to apply for additional courses, a request is completed, which needs to be agreed by the Senior Leadership Team. We also have to be up to date with the vocational sector.This is by being registered with and tracking our sector skills council directive, apprenticeship guidance and at times government agendas. As government changes, funding bodies change names, location and funding streams, Heathermount has started to employ apprentices. I work alongside the Catering apprentices. The apprentices started in May 2012 which has been a steep learning curve for the Catering department. http://www. lge. gov. uk/lge/core/page. do? pageId=3577861#contents-4 An apprenticeship should therefore be a planned programmed in place for a defined period of time that combines work and learning and supports an individual to develop skills and knowledge, usually within the framework of achieving a qualification for a particular trade or profession.Managing apprentices As an employee, apprentices should be managed under the local authority’s normal performance management policies, and the employer can require the apprentice to comply with the employer’s normal policies and conditions of employment. However, there are sp ecial rights and duties to take account of if the local authority wishes to terminate the apprenticeship earlier than originally specified in the contract. Local authorities should be aware that misconduct that would normally justify the summary dismissal of an employee may not justify the dismissal of an apprentice. Traditionally apprenticeship schemes set the employer in loco parentis.This implies that the employer has a wider duty of care to support the personal growth and learning of the apprentice, in addition to providing professional development and skills. As a result, the local authority would be expected to exercise more leeway and provide additional support for an apprentice with conduct or capability issues. However, where a local authority can show that the conduct or capability of the apprentice is so bad that it is impossible to teach him or her agreed trade, then the early dismissal of the apprentice is capable of being fair (Newell v Gillingham Corporation). Appendi ces 1. Job Description 2. Student profile 3. Room risk assessment 4. Equipment risk assessment 5. Incident Form 6. Scheme of learning

Spiracles Aid in Breathing on Fish, Whales, and Insects

Spiracles Aid in Breathing on Fish, Whales, and Insects Spiracles are breathing openings found on the surface of insects, certain  cartilaginous fish  such as certain species of  sharks, and stingrays. Hammerheads and  chimeras dont have spiracles. In fish, spiracles are composed of a pair of openings just behind the fishs eyes that allow it to draw oxygenated water in from above without having to bring it in through the gills. The spiracles open into the fishs mouth, where water is passed over its gills for gas exchange and out of the body. Spiracles aid fish in breathing even when they are lying on the ocean bottom or when theyre buried in the sand.   Evolution of Spiracles Spiracles likely evolved from gill openings. In primitive jawless fish, spiracles were simply the first gill openings behind the mouth. This gill opening eventually separated as the jaw evolved out of the structures between it and the other gill openings. The spiracle remained as a small, hole-like opening in most cartilaginous fish. Spiracles are useful for the types of rays that bury themselves in the ocean bottom because they allow them to breathe without the aid of exposed gills. Primitive bony fish with spiracles include the sturgeon, paddlefish, bichirs, and coelacanth. Scientists also believe  that spiracles are associated with the hearing organs of frogs and some other amphibians. Examples of Spiracles Southern stingrays  are sand-dwelling sea animals that use their spiracles to breathe when they are lying on the ocean bottom. Spiracles behind the rays eyes draw in water, which is passed over the gills and expelled from its gills on its underside.  Skates, cartilaginous fish  that have a flat body and wing-like pectoral fins attached to their head, and stingrays sometimes use spiracles as their primary method of breathing, bringing oxygenated water into the gill chamber where it is exchanged for carbon dioxide. Angel sharks are large, flat-bodied sharks that bury themselves in the sand and breathe through their spiracles. They lie in wait, camouflaged,  for fish, crustaceans, and mollusks and then lunge to strike and kill them with their jaws. By pumping water in through their spiracles and out through their gills, these sharks can absorb oxygen and eliminate carbon dioxide without constantly swimming, as more mobile sharks must do. Insects and Animals  With Spiracles Insects have spiracles, which allow air to move into their tracheal system. Since insects dont have lungs, they use spiracles to  exchange oxygen and carbon dioxide  with the outside air. Insects open and close their spiracles through muscle contractions.  Oxygen molecules then travel via the insects tracheal system. Each tracheal tube ends with a tracheole, where the oxygen dissolves into the tracheole fluid. The O2  then diffuses into the cells. The blowhole of the  whale  is also sometimes called a spiracle in older texts. Whales use their blowholes to take in the air and dispel carbon dioxide when they surface. Whales have lungs like other mammals rather than gills like fish. They have to breathe air, not water.