Engage in personal development in health Essay Example for Free

Engage in personal development in health Essay These are a description of my duties and responsibilities within my work role as expressed in the national occupational standards. *Provide Support for Learning Activities Speaking to the teacher before the start of the lesson to find out what I need to do and which group I will be working with. At the end of the lesson I give feedback to the teacher on how the group managed the task and identify any child who may need a little extra help. *Help to Keep Children Safe I have to help keep children safe during work, activities, play. I have to respond to accidents and report to the appointed first aider. I also encourage positive behaviour. *Contribute to Positive Relationships I need to praise and encourage the children, make sure they know the school and classroom rules and deal with any bad behaviour fairly. I must make sure my behaviour is appropriate and respectful at all times. *Provide Effective Support for your Colleagues I need to provide consistent and effective support at all times with my colleagues .I must continually develop my own skills and knowledge with ongoing training and feedback to be able to benefit myself and colleagues. *Support Literacy and Numeracy Activities I speak with the teacher before the start of the lesson to find out what support I will be required to give and to which children/group. What the activities will be and what resources are required. To make sure I have the correct workbooks with me. At the end of the lesson I will give feedback to the teacher on how the children found the task and to identify any problems such as a child needing extra help to complete the work. *Support the Use of Information and Communication Technology for Teaching and Learning I make sure the I-pads are in the classroom for the activity, I help them to use the resources safely and effectively.  When the I-pads are finished with I return them to the charging unit put them on charge so they are ready to be used for the next lesson. *Observe and Report on Pupil Performance I listen to readers on a one to one basis and if I feel a pupil is struggling I report this to the teacher we discuss what level the reading book is and possibly changing the level to a more manageable one for the pupil. *Provide Displays The pupils drew, coloured and cut out pictures of roman soldiers, I and a colleague stuck the individual soldiers on to a roll of coloured paper and then stuck them to on to the bottom of the wall in the corridor outside the classroom so it looks like soldiers marching into the classroom. This is a very good learning resource as it reinforces’ what the pupils have already learnt in topic. If any of the displays have been damaged I would remove and replace these as to keep the display boards tidy and up to date. *Invigilate Test and Examination I was asked to sit with a pupil who was required to take a maths test on their own. I made sure I was very clear on what was required of me as the test had very strict instructions on what I could say when I was reading the questions and I clarified with a colleague on what help I was allowed to give. I also made sure I had all the resources required before I began the test. *Support Pupils Learning Activities For Read Write and Inc I speak with my colleague about the group I’m working with as to which book we are on, how much support each pupil needs and if I can extend the work if this is needed. At the end of each lesson I give feedback to the teacher of any problems I or a pupil had and how I felt I dealt with the lesson, I would ask if there was anything I could improve on or do differently for the next lesson. *Promote Positive Behaviour Make sure the pupils and I follow the school and class rules. *Develop and  Promote Positive Relationships Making sure I am always polite to the pupils and colleagues. Follow the schools code of conduct, encourage positive behaviour and speak fairly to any pupil who is not following the rules. *Support the Development and Effectiveness of Work Teams I always ask colleagues if there any jobs they would like me to do once I have completed my own and I am always on time and support the whole team. *Support Literacy Development I speak with my colleague before the beginning of Read Write Inc so I can make sure I fully understand which group I will be working with, what activities I will be doing and the level of support required. At the end of the lesson I will give feedback to the teacher as to the progress of the groups so the pupil’s individual levels can be monitored as to their stages need altering or additional help required. *Support Numeracy Development I speak with my colleague before the lesson is due to start and go through my planning sheet to check all the resources are available, I would also ask which group I have and what level of support to give. At the end of the lesson I will give feedback on how the group/pupil worked so the teacher can make sure the individuals are working at their correct levels. *Prepare and Maintain the Learning Environment As soon as I arrive at school I ask the colleagues what jobs need to be done i.e., photo copying work sheets, work books out, if it’s art I would get the paint pots, brushes, paint shirts, paints and paper out ready to use. *Promote the Transfer of Learning from Outdoor Experience On a recent school trip we went to a museum where we were able to do activities about the Romans, this supports the topic which the pupils have been doing in the class room. From this trip the pupils were able to write accounts of what it would have been like to dress and march like Roman soldiers as they had experienced this on the school trip. The pupils are able to reflect on what was seen on the trip and write very detailed accounts. In my job as a support assistant I am expected to abide by the school code of practice. It is extremely important that I adhere to these rules as staff must recognise the importance of their role in creating a positive atmosphere of care and respect for others. http://www.st-helenascofe.lincs.sch.uk/info/policies/Anti%20Bullying.pdf . If a pupil reports an incident of bullying to me I would report the incident to the pupil’s class teacher as in accordance with the schools anti bullying policy. By abiding by the Health and Safety policy I am ensuring that I keep colleagues and pupils safe and not putting anyone in a situation where an accident could happen. I must make sure I am always aware of any updates to the schools policy so I am able to be effective within my role. I need to get regular feedback from my colleagues as to my own performance, by doing this I can see where improvement is needed and if a different approach would have been more effective. This ensures the pupi ls are continually getting the best support available. Bibliography www.gov.uk (accessed 12/10/2014) www.st-helenascofe.lincs.sch.uk (accessed 14/10/2014)

Amish Business Relations Essay -- GCSE Business Marketing Coursework

Amish Business Relations The Amish are a group of people that teach separation from the outside world. A group that originated from Switzerland is centered in the United States and Canada. Their rules as a society require farming and personal simplicity as their way of life. the luxury of having electricity and telephones are not accepted in this odd way of life. Their transportation is reduced to horse and carriages as a way for them to remain simple. These old order Amish traditions are very strictly enforced. Those who break from the Amish usually join the Mennonites, a society with similar rules and values, just less strict. As a way for their society to survive as a culture they have turned to the business of selling the products that these people grow and make. The Amish are fine craftsmen, skilled in everything from building the barns to sewing some of the finest quilts around. In recent years, many Amish have opened small shops to help supplement their modest earnings from farming. Skills handed down from generation to generation have resulted in the best quality products, a proud Amish tradition. Of course, the Amish did not choose this newly found way of life, they were forced in by greater urbanization and the diminished availability and affordability of farmland. They would rather stay and go into small business than move to a more rural state. One of the most known societies is in the town of Lancaster County, Pennsylvania. There is an estimated 1,000...

Reminiscence and life review are distinctively and central features of late life – Discuss

It is often forgotten that the developmental psychologist Charlotts Buhler in Vienna had written already in the 1930's, of reminiscence as an inevitable part of the ageing process resulting from the individual's need to substantiate his or her life in the face of loss of ability (1933) The way in which reminiscence has become noteworthy in the study of ageing is a remarkable one. It has altered its implication from negative to positive-from being perceived as a sign of mental deterioration to being valued as a normal if not essential component of successful ageing- all in the time frame of less than 10 years. DEFIN REM Many of the problems arise when researchers continue to generate hypothesis that are left untested, and in turn researchers continue to conduct projects without clear theoretical foundations. Theoretical conceptions such as ego integrity remain vaguely defined and resistant to contrary experimental findings, worse still is this inability to arrive or at least agree on, an operational definition. [Another problem is the fact that the current framework limits the research entirely†¦i.e rarely work done on life span-longitudinal reminiscing because it has been stated that it is only in old age and universal so cultural differences haven't been explored] As Haight (1991) noted, labels suggested by various researchers, such as Molinari and Reichlin (1984-1985), Lo Gerfo (1980) and Coleman (1974), are a â€Å"step in the right direction, but none have been adopted as a permanent framework† (1991, p.9) Until such a framework is operational, making generalisations about the nature and functions of the various types of reminiscence will remain difficult. On the contrary Butler states that perhaps life review and reminiscence are not amenable to rigid and precise definitions. UNRUH (89) levels of reminiscing A p. 148 REMINISCNCE According to Webster & Haight reminiscence is highly spontaneous with little structure. It can contain the element of evaluation, but it is not an integral part of reminiscing. The presence or absence of evaluation in reminiscence is probably more dependant on individual personality traits than on any thing provided by modality. Reminiscing is rated low on comprehensiveness, since simple reminiscence involves the recall of relatively independent, isolated episodes from our past. There is no necessary logic, sequence, or theme. There is also no systematic exploration of developmental blocks of time, or attempts to place the recalled memory within a broader psychosocial context. LIFE REVIEW Life review differs from simple reminiscence on many of these dimensions. The spontaneity of the life review is lower than of simple reminiscence because more specific triggers are required to elicit it. Many authours suggest that the life review is triggered by external life events, generally however not exclusively of a crisis or transitional nature. Stress or developmental milestones may prompt a reassessment of past accomplishments, values and goals. The life review is also more structured and comprehensive than simple reminiscence. Life review tends to have sequential recounting from childhood experiences to the present or an identification and systematic elaboration of developmental concerns. There is a grater effort to evaluate the recalled memories in order to derive meaning and purpose. This may entail working through painful emotional episodes as well as positive, self-enhancing memories. Evaluation involves renegotiating previous sources of anger, shame, embarrassment, guilt and other assorted negative emotions can be reconstrued in more positive terms. Webster and Young (1988) have suggested that a comprehensive life review entails the recall, evaluation, and synthesis of positive and negative memories. Recall, or simple reminiscence, is therefore only one part of the life review process. E.ERICKSON According to Erickson (1959, 1963, 1982), one of the most important functions of reminiscing is to help the individual achieve ego integrity. This is the cumulative product of having successfully resolved the earlier stages of development. It is' reaping of the benefits of the life richly spent, not only in the storehouse of memories, but in the function of problems worked through, plans executed, mediation undertaken, suffering survived' (Ulanov, 1981, p. 113). The attainment of ego integrity is a lifelong process, according to Erickson. It depends on successful management of developmental conflicts, acceptance of one's life cycle without regrets, and harmonization of different stages of life without fear of death. The hallmark of ego integrity is wisdom. Butlers 1975 view of ego integrity is less ambitious, he believes that people take pride in feeling of having done their best, of having met challenge and difficulty and sometimes from simply having survived terrible odds, and it is this quality of serenity and wisdom which is derived from resolving personal conflicts. Butler suggests that the life review is the primary mechanism whereby ego integrity is achieved. Erickson (1963) believed that mastery is a major source of satisfaction and proposed that the desire to achieve autonomy begins in early childhood. The subsequent developmental tasks to achieve initiative, competence and generativity are all related to the need for mastery. Both Adler (1927/1957, 1958) and Fromm (1947) postulated that people possess an innate drive to overcome helplessness experienced in childhood through mastery over their environment. The task of maintaining a sense of agency and mastery becomes increasingly difficult in later years. Regardless of how we glorify the golden age, sooner or later the harsh realities of ageing descend on all of us. Unless we die prematurely, we all suffer the relentless ageing process. Old age can be a breeding ground for feelings of inferiority because of diminished coping resources and the chronicity of age related problems. We feel helpless when there is no cure to health problems and when our memories are failing us. We are made to feel inferior when we have to ask others to do this we used to do well. These memories may be compounded by memories of childhood situations associations with feelings of inferiority. It has been suggested that the active mastery of middle age changes into more positive mode, or even a magic mode of mastery in old age (neugarten & Gutmann, 1958). In their desire for greater mastery, the elderly's perception of personal control may become highly inflated sometimes their perceived control may be based on wishful thinking and fantasy. P. 33 Forty years have passed since Butler first suggested the important role of reminiscing in later life. His research has retained the attention of researchers from a range of disciplines, however subsequent studies have been at time inconclusive, contradictory and unclear about the nature and function of reminiscing. The majority of researchers have focused their studies exclusively on older individuals, which infers that reminiscence is unique to the later stages of life. Mirriam 1993 notes that the assumptions about the universality of reminiscence amongst older adults may be false or stereotypical, since age may not be the most significant factor in reminiscence behaviour. LIFE REVIEW Definitions of reminiscence are remarkably diverse. Butler described the life review as ‘a naturally occurring, universal mental process characterised by the progressive return to consciousness of past experiences, and particularly the resurgence of unresolved conflicts (1963, p.66) He argued that the life review is conceived as a ‘possible response to the biological fact of death' What is clear about reminiscing is that it is a selective process in which memories are evoked and reconstructed, probably with varying degrees of intensity and emotional involvement. UNRUH 1989 orders or levels of the past!!! The idea that there may be different levels to the reminiscing process may alleviate the confusion of contradictory findings in studies.

Retribution in Beowulf - 1124 Words

_Beowulf_ is an epic poem that, above all, gives us a vision of a time long ago; a time when the most important traits to have were courage and integrity. The only thing that could give such fame to somebody was heroic deeds and family lineage. Beowulf, as the example of pagan heroes, exhibited his desire to accumulate fame and fortune; the only way to do so was to avenge the death of others. This theme of retribution that is present throughout the whole poem seems to enrich the identities of its characters. In _Beowulf_, revenge is represented with both an honest and rhetorical motives. Payback of monsters offenses is Beowulf s path to the top: worldwide fame, infinite wealth, and unanimous respect. Grendel s violence is less†¦show more content†¦The dragon just acts out of pure and simple vengeance, while Grendel attacks out of his insecurity and jealous nature. So Grendel waged his lonely war, / inflicting constant cruelties on the people, / atrocious hurt... he was the Lord s outcast (165-166; 169). The final and most absolute act of revenge in _Beowulf_ comes from the dragon, also the last monster. The dragon was forced into a rage of destruction when he learned Beowulf s men had been raiding his treasure collections. The dragon really only wanted defend his treasure, and when he couldn t do that, violence was his natural reaction of retribution. Beowulf figures it s time for him to face the dragon when he learns that his own home, / had been burned to a cinder (2325-2326). The final requirement of the Heroic Code, Beowulf s actions are in the hands of fate, in his fight with the dragon. Beowulf is attempting to complete or fulfill his destiny, if you will, by fighting the dragon. The dragon, however, is acting out of revenge for what Beowulf and his men did to his treasures. The veteran king sat down on the cliff-top... he was sad at heart, / unsettled yet ready, sensing his death. / His fate hovered near, unknowable but certain (2416-2421). The dragon s act of vengeance is the pivotal point where Beowulf meets his demise and his destiny. Clearly, revenge is a theme that filters through in nearly every aspect of _Beowulf_. Revenge is used as aShow MoreRelatedEssay on Revenge of Beowulf1181 Words   |  5 PagesRevenge of Beowulf Beowulf is an epic poem that, above all, gives the reader an idea of a time long past; a time when the most important values were courage and integrity. The only factors that could bestow shower fame upon a person were heroic deeds and family lineage. Beowulf, as the paradigm of pagan heroes, exhibited his desire to amass fame and fortune; the only way to do so was to avenge the death of others. 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Although, the tale of Beowulf was formulated during post Roman collapse by presumably pagan people; written around seven hundred A.D., it is probable that a ChristianRead More Donaldsons Beowulf Essay1189 Words   |  5 PagesDonaldsons Beowulf Fate often saves an undoomed man when his courage is good -Beowulf (Donaldson, 12) The passage that I analyzed spans the action when Beowulf returns to the halls of Heorot after a harsh battle with Grendel’s mother. He returns to king Hrothgar in the great hall of Heorot to say that he has successfully completed his boast and killed Grendel’s mother. Beowulf states that it has been a very difficult underwater battle and that he has barely escaped with his lifeRead MoreThe Roles Of Compressions In The Epic Of Beowulf812 Words   |  4 Pagesthrough generations. Throughout the epic poem of Beowulf, digressions are presented through the concept of giving advice or remembrance to their ancestors. The digressions within the epic poem are at times ambiguous. However, they play a large role in the underlying perception for the character’s actions. The digression that illustrates the story of King Finn was implemented to uncover the uncertainly of Hrothgar’s Queen, Wealhtheow. Though Beowulf was a mighty hero and savior for Heorot and theRead MoreThe Hall : Best Supporting Actor And Edifice For Every Endeavor966 Words   |  4 Pages a dining hall, a bar, and sleeping quarters—a truly essential communal property that was a beacon of light in an unforgiving dark world. It is for this reason Heorot hall, immortalized in the epic poem Beowulf, is the best supporting actor of the tale. Every King has a palace, and in Beowulf, Heorot Hall was King Rathgar’s As a palace, the mead hall would be adorned with carvings, and trophies from conquered or pillaged lands. This enabled the King to display his influence and his tribe’s accomplishments