Personal, learning & thinking skills Essay Example for Free

Personal, learning thinking skills Essay To provide the highest level of personal care (toileting, bathing etc) and attention to residents, following individual care plans carefully and ensuring that all contact is polite, friendly warm and supportive. To act as a key worker for a named group of residents, ensuring that these responsibilities are carried out in full (as defined in the training manual). To understand and comply with all statutory and legal requirements which are relevant such as Health safety, COSSH, all aspects of the health social care Act, to maintain a safe enviroment throughout the home. Understand and have an awareness of infection control. To always be alert to residents physical and mental well being, immediately reporting and changes in a residents condition to a senior person on duty, and to accurately maintain and update residents records as required. To respect and maintain confidentiality of residents personal information at all times, this includes residents behaviour and actions and any incidents that may occur in the course of day to day care. Be understanding and patient towards residents and their needs, and encourage, assist and support residents to  participate in lesiure activities as appropriate to the individual, ensuring their social and emotional needs are met. This also includes escorting residents to outside appoinments and leisure outings. Responsible for making and changing bed, tidying residents rooms (with the residents permission) undertaking light cleaning duties as needed and generally assisting in ensuring that the Home is kept clean, pleasant and wecoming at all times. Helping to serve meals and drinks at meal times and other times when required, taking care to present meals and refreshment in an attractive way, with polite and courteous service. Also, to provide the appropriate level of support and helping new team members as appropriate, ensuring that the Care Home is a friendly and supportive working enviroment.

Social and Spiritual Energy in Middlemarch :: Eliot Middlemarch Essays

Social and Spiritual Energy in Middlemarch  Ã‚   I do not believe that it is sufficient to say that Middlemarch explores the ways in which social and spiritual energy can be frustrated; it would be more appropriate to say that Middlemarch explores the ways in which social and spiritual energies (ideals if you will) are completely destroyed and perverted. One need only look to Lydgate to see an example of idealism being destroyed by the environment in which it is found. At the start of the novel, we are introduced to the "young, poor and ambitious" and most of all idealistic Doctor Lydgate, who has great plans for the fever hospital in Middlemarch. Throughout the novel, however, we see his plans frustrated by the designs of others, though primarily the hypocritical desires of Nicholas Bulstrode. The second example of the idealism of the young being destroyed by the old is that of Dorothea. This can be seen by her continuing desire to "bear a larger part of the world's misery" or to learn Latin and Greek, both of which are continuall y thwarted by Casaubon, though this ends after his death, with her discovery of his selfish and suspicious nature, by way of the codicil. The character who has their ambitions and ideals brought most obviously low is Lydgate. The earliest example is when he has to make the choice between Fairbrother and Tyke. Both of these characters are rather poor examples of the clergy (Fairbrother because of his gambling, and Tyke because of his rather lazy attitude). Our sympathies are clearly with Fairbrother for a number of reasons; he doesn't gamble because he wants to, but because the wage he receives from running his parish alone is too small to support him and the various members of his family that rely on him. Lydgate has to make the choice between some one he likes as a person (Fairbrother) and someone who he needs help from (Bulstrode). It is clear that Lydgate is very similar to Fairbrother in a number of ways; both are scientists, and both have great hopes for the future. It would therefore seem to be the case that Lydgate would automatically support Fairbrother. However, Bulstrode uses his money and his influence to en sure Tyke's success. Bulstrode is another example of a character that has had his idealism and destroyed, though not by Middlemarch.

Study On Curriculum Project-Probability

My involvement in this subject comes from slightly uncultivated beginnings, as my friends were really good in card games and reasonably adept at chancing ( merely amongst friends of class, and purely no money changed handsaˆÂ ¦ ) . They were ever able to quite rapidly measure whether their opportunities of winning was appropriately big or non, and I ever used to inquire how they make these determinations. I learnt more about chance in the school than college, therefore enabling myself to larn more theoretically, but did n't larn to use in existent life. As Maier suggests that, persons fail to use school learned processs because they are non encouraged to associate school experiences to life outside school. â€Å" School kids recognise that school mathematics is non a portion of the universe outside school, the universe most of import to most people † . By larning Probability it helps pupil to do sense of the existent universe in state of affairss affecting hazard, opportu nity and uncertainness, therefore it is one of my preferable subject to research and Teach. In today ‘s universe it is non difficult to believe that life around us is surrounded by games of opportunity and one have to be educated to foretell the opportunity of winning and possibility of assorted results. â€Å" Learning approximately mathematical construct precedes the ability to use these constructs † . Peoples who lack an accurate sense of chance are easy drawn in by false claims and pseudosciences are vulnerable to acquire rich-quick strategy. Peoples expose themselves to dangers of taking hazard at some point of their life, but they need to be able to gauge the chance of success in order to measure whether the hazard is reasonable. Therefore apprehension of Probability theory enables us to believe about these determinations and besides assist us to take control of them. The national lottery is a perfect illustration of usage of chance for gauging their success and leting people to believe that they would win one twenty-four hours. In professional life, more people use statistics and chance than any other subdivision of mathematics. Insurance company and Banks ( impart money ) have concern program that is wholly based on their apprehension of statistical chances, measuring that their hazard degree is really low.â€Å" Probability is outlook founded upon partial cognition. A perfect familiarity with all the fortunes impacting the happening of an event would alter outlook into certainty, and leave neither room nor demand for a theory of chances. †Today in this multi cultural society, subject such as chance need to be approached and addressed with attention and consideration as these subjects have links to many ethical and philosophical issues. Gambling as an facet of subject itself is still forbidden for much people. In add-on to this treatment of chance as a opportunity of results comes straight in to struggles with most faiths and doctrines, which lecture to determinism and destiny. Therefore there is still a considerable argume nt as to whether chance should be taught and hence the ways in which it is taught has to be discussed sanely. Finally, the farther motive for learning chance In this consumer-lead society, is of import to develop people who are cognizant of the factors environing decision-making and will non be excessively easy swayed by efforts to carry them to portion with their hard-earned money. The construct of an informed consumer is important to the instruction of chance as we can assist model people who will non be taken advantage of excessively easy. One position of chance is that it addresses â€Å" ratings of state of affairss which are built-in in the topic ‘s head † ( Borovcnik et al, 1991 ) and this has clear intensions for all of us in our mundane lives.â€Å" The kernel of chance prevarications in measurement and covering with uncertainness. An apprehension of this cardinal point can merely come about by ab initio being involved in doing opinions, whilst at the same clip paying attending to the beginnings of uncertainness in determination devising. †( Peter Gates, 1989 ) Consequently, in fixing to learn chance, I had to research ways of speaking about uncertainness. Normally statements affecting uncertainness are based on past experience and, as such, can frequently be subjective. These words and phrases may be called the linguistic communication forms of uncertainness or so chance. In learning chance to this category I hoped to set a clear accent on practical numeracy which I feel is peculiarly of import for their advancement in life. I would besides wish to stress the connexions between subdivisions of mathematics within the National Curriculum. As chance has strong links exist with AT2 Number, a class could help the pupils ‘ apprehension of fractions, decimals and topographic point value. Understanding and utilizing relationships between Numberss and developing methods of calculation could besides be enhanced by techniques developed for the computation of chances. Turning back to the thought of how these thoughts should be taught, there is a considerable sum of experiment and probe included in the texts, and this is ever followed up with theoretical work of a similar nature. This brings me back to Crawford ‘s paper on a peculiar strategy of work where he highlights the debatable facet of experiments ; they cause exhilaration. As he puts it ;â€Å" There was a great trade of activity and evident enjoyment but small grounds of idea aˆÂ ¦ † .An Probe of the Law of Thought Probability is outlook founded upon partial cognition. A perfect familiarity with all the fortunes impacting the happening of an event would alter outlook into certainty, and leave neither room nor demand for a theory of chances. So, we need lessons which encourage engagement and thought without directing students into a probability-fuelled craze. I feel that the Key Maths books make a pretty just pang at this, and from my observation they work good when non the exclusive resource. Due to the nature of the subject, a balance needs to be struck between theory and pattern, and this can be achieved in portion through treatment and analysis of games. Games are frequently used because, as noted in the NCETM ;â€Å" Psychologically and socially, games are easy separated from real-life activity, so they provide a impersonal, nonthreatening context in which equity can be examined † .Again I should advert the fact that we must see the issue of equal chances with respects to games. Different civilizations have produced different games, and the usage of a game unknown to some students in a category can be both debatable and honoring. If cognition of a game is assumed, students unfamiliar with it will experience a nomic. Conversely, an unfamiliar game, if right explained and modelled, can open up new countries of cultural involvement for students. Clearly, consciousness of the issues within a category and school are important here, and it is with merely such affairs in head that Shan & A ; Bailey ( 1991 ) have devised chance activities which straight address cultural and cultural issues to guarantee there is no over-emphasis on Western point of views. To further develop my capable cognition in Probability, I have chosen to carry on the course of study undertaking with twelvemonth 9 ; in-between ability group ( put 5 ) pupils. The Key Stage 3 SATs consequence showed that all of these pupils were able to accomplish Level 5 with the exclusion of few who achieved a Level 4. This twelvemonth 9 category had four 50 proceedingss continuance mathematics lessons per hebdomad, and I had duty for two of these lessons. Initially I was patronised working with this category because, this set was more ambitious in both behavior and acquisition. Most of the students from this category would be taking their GCSE -Foundation Level. The School ‘s records indicated that 62.2 % of the campaigners who took GCSE achieved A* to C classs. The math Teacher Mr X was caput of math and his lesson is ever functional and good controlled, and I was certain that I will non have the same regard from the students. Before Christmas interrupt my learning experience with this category was centred chiefly on issues of subject. Most of the students larning were often disrupted by inappropriate schoolroom behavior and absenteeism. They were besides really hard to promote and actuate. Positive methods of subject, detainment and usage of the School ‘s behavior policy and referral system bit by bit improved my relationship with the category and besides made them to understand that I would ever maintain up to my word. This success strengthened my finding to better the acquisition environment and present a sense of mathematical accomplishment within this category. The Government, through the National Curriculum, has expressed their belief that chance is of great importance within the topic of mathematics. Understanding and utilizing chance appears in Key Stage 2 and characteristics strongly thenceforth. Most of the School offer statistics at GCSE degree and this tendency reflects the importance of statistics to modern consumers in a society where the ability to do determinations, interpret informations and communicate information is critical. I planned to include this model within my learning methodological analysis with careful planning. I intended to sharpen my accomplishments peculiarly in relation to puting prep, taging and work with single students error and misconception. As Boaler high spots â€Å" advanced ways instructors engage their pupils in acquisition and travel math from a ‘drill and kill ‘ experience to one where pupils become mathematicians, non merely rote memorisers â€Å" Therefore in add-on to this model, I intended to learn the usage of experimental activities with chance in lessons ; Bright and Hoeffner, 1993 provinces â€Å" Solutions to chance jobs frequently seen counter intuitive even for instructors † . I, hence, saw experimental activities playing an of import function in associating the theoretical and empirical attacks to chance.Each of the students in my category had been issued with both a New National Framework Text Book and prep Book. I intended to utilize them as resources supplementing them with worksheets and other instruction resources drawn from cyberspace.

Love in Shakespeares Sonnets 18 and 130 Essay - 703 Words

Almost four hundred years after his death, William Shakespeares work continues to live on through his readers. He provides them with vivid images of what love was like during the 1600s. Shakespeare put virtually indescribable feelings into beautiful words that fit the specific form of the sonnet. He wrote 154 sonnets; all of which discuss some stage or feature of love. Love was the common theme during the time Shakespeare was writing. However, Shakespeare wrote about it in such a way that captivated his reader and made them want to apply his words to their romances. What readers do not realize while they compare his sonnets to their real life relationships is that Shakespeare was continually defying the conventions of courtly love in his†¦show more content†¦However, love had countless forms then as it still does today. The fact that he was writing about a man does not in any way lesson his feelings towards this person. The way in which he expresses how deeply he loves this man almost makes the object of his affection seem god-like. He turns this mortal man into a perfect being by immortalizing him with his words. And every fair from fair sometime declines, By chance or natures changing course untrimmd; But thy eternal summer shall not fade Nor lose possession of that fair thou awest; Nor shall death brag thou wanderst in his shade, When in eternal lines to time thou growest. (18.7-12) In lines 7 through 12, he is saying that the mans beauty will never fade and he will never die because every time someone reads his poem he will live again. Although it was common to compare a beloveds beauty to the beauty seen in nature, it was not common for the object of the male writers affection to be another male. Shakespeare will never be just another poet because of his originality and honesty when describing his romances. In sonnet 130, he wrote honestly about the beauty of the woman he desired. The differences regarding his physical attractions to his two loves, the fair man and now the dark woman, are astounding. My mistress eyes are nothing like the sun; / Coral is far more red than her lips red; / If snow be white then herShow MoreRelatedWilliam Shakespeare s Sonnet 18 And 130900 Words   |  4 Pages1). These are both two of the famous lines from William Shakespeare’s sonnet 18 and 130. William Shakespeare was an intelligent English playwright, poet, and dramatist during the late sixteenth and early seventeenth centuries. He is known as one of the greatest playwrights of all time. Sonnet 18 and 130 are two of Shakespeare’s most famous poems. Sonnet 18 is a love poem about how he compares the woman’s love to a summer’s day. Sonnet 130 has a different approach. It is still a comparison, butRead More Sonnets 18 and 130: Defending and Defying the Petrarchan Conven tion1241 Words   |  5 PagesSonnets 18 and 130: Defending and Defying the Petrarchan Convention  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚   During the Renaissance, it was common for poets to employ Petrarchan conceit to praise their lovers. Applying this type of metaphor, an author makes elaborate comparisons of his beloved to one or more very dissimilar things. Such hyperbole was often used to idolize a mistress while lamenting her cruelty. Shakespeare, in Sonnet 18, conforms somewhat to this custom of love poetry, but later breaks out of the moldRead MorePre –1914 Poetry Comparison on Love Essay1409 Words   |  6 Pagespoems in detail and mention two in the passing to find similarities and differences. The poems and sonnets I have chosen to compare are ‘Porphyria’s Lover’ and ‘My Last Duchess’ by Robert Browning and Sonnet 18 and Sonnet 130 by William Shakespeare The two Robert Browning poems, ‘Porphyria’s Lover’ and ‘My Last Duchess’ were written in the infamous Victorian Era whereas the two Shakespearean Sonnets were written in the Elizabethan Era. The styles of the poems differ in accordance to the differenceRead MoreAnalysis Of The Poem Gold Hair And Black Wires 1583 Words   |  7 PagesWires: Uses of Poetic Convention in Petrarca and Shakespeare While specifics within the sonnet genre have changed across time and traditions, the sonnet remains the most popular poetic form used in love poetry. The conventions of sonnets vary widely within the two most predominant traditions, the Italian and the Elizabethan, but are utilized by the love poem genre to play with similar themes of perfected love and beauty. Both styles are fourteen line poems which follow a strict rhyme scheme and meterRead MoreA Very Brief Biography of William Shakespeare1609 Words   |  6 Pagespassion for love, was one of the most prestige playwright, poet, and actor from the British Literature. He contributed his whole life writing some of the finest and well known plays and poems that are still highly valued in the present literary world. Shakespeare’s conventional themes for most of his plays and poems are about universal matters such as love, jealousy, and beauty which were common focus during the Renaissance era. During this period, Shakespeareâ €™s poems, Sonnet 29 and Sonnet 130, demonstratesRead MoreWilliam Shakespeare s Romeo And Juliet1529 Words   |  7 Pageshis sonnets and his popular play, ‘Romeo and Juliet’, he presents his views and ideologies of love and challenges the conventions of love at the time. Shakespeare does this in a multitude of ways that subtly but effectively changes society’s view on love. Throughout the majority of his sonnets and in ‘Romeo and Juliet’, Shakespeare goes against the Petrarchan views on love which were courtly love and also were the norm at the time. Petrarch was an Italian scholar and a poet who wrote sonnets whichRead More Immortality Through Verse in Shakespeare’s Sonnet 18 and Spenser’s Sonnet 751681 Words   |  7 PagesImmortality Through Verse in Shakespeare’s Sonnet 18 and Spenser’s Sonnet 75  Ã‚     Ã‚  Ã‚   Desiring fame, celebrity, and importance, people for centuries have yearned for the ultimately unattainable goal of immortality. Poets, too, have expressed desires in verse that their lovers remain as they are for eternity, in efforts of praise. Though Shakespeare’s Sonnet 18 and Spenser’s Sonnet 75 from Amoretti both offer lovers this immortality through verse, only Spenser pairs this immortality with respectRead MoreWilliam Shakespeare s Sonnet 130851 Words   |  4 PagesDuring the Shakespearean period love was presented in several different ways. Love was sometimes portrayed as a war between two lovers and sometimes used to profess admiration to a lover. In Sonnet 130, Shakespeare redefined what love poems were, by making his poem a parody of the conventional love poems that were written by poets in the sixteenth to seventeenth century. Prior to this poem, love poems were praised for their romantic appeals where more often than not they praised women f or their beautyRead MoreAnalysis Of Shakespeare s Sonnet 130 1048 Words   |  5 Pages 2015 Sonnet 130 Shakespeare’s â€Å"Sonnet 130† uses imagery to compare his lover to other objects in order to convey his true feelings towards his mistress. With this idea, one can make the assumption that Shakespeare’s argument is accepting the normality of women by understanding that they don’t all look like supermodels or goddesses. His views about his mistress can relate to how present day men look at their significant other. Shakespeare’s view towards women shifts between his sonnets. ComparingRead MoreThe Sonnet And Early Modern Literature3380 Words   |  14 Pagesthe 1500’s became an important time for the sonnet and early modern literature. Thomas Wyatt and Henry Howard were the first to introduce the form to England by translating the sonnets of the overtly influential Italian poet Petrarch, giving a firm foundation for many others including that of William Shakespeare to expand and contrast. Consisting of fourteen lines, the sonnet follows a specific rhyme scheme and rhythm. Although seemingly compact, the sonnet is used by many to express both the thought