What is coaching? learning specific skills

What is coaching? learning specific skills Coaching is about learning specific skills, to improve performance or to prepare for advancement. To an outsider, coaching situations may look similar. All are based on an ongoing, confidential, one-on-one relationship between coach and learner. Yet each teaching situation can be quite diverse and some of these distinctions are important to recognise, if only to foster informed choice by everyone involved. Therefore this essay defines and explores key distinguishing features amongst coaching. Furthermore taking account of these factors, this essay will discuss and suggests different coaching roles. Any instructional strategy should be based on learning theory because without an understanding of how athletes learn, one cannot expect to achieve intended learning goals (Griffin et al, 2005). The use of student and athlete has been used interchangeable throughout this essay to reflect its meaning. So focusing on this I will look from a behaviourist perspective on how people learn best an d what certain influences can facilitate learning, by briefly discussing the place of feedback will identify influential factors this can make to a pupils education and overall learning experience. Watkins and Mortimer define pedagogy as ‘any conscious activity by one person designed to enhance learning in another (1999; 3). With coaching being recently reconceptualised as a pedagogy (Cassidy et al., 2004), it is imperative for a coach/teachers to ensure learners are facilitating in their learning, so rather than just teaching a certain skill, they also teach when this skill should be used. By being a coach, in other words, implies being a ‘certain kind of teacher (Hacking, 1986; Gee, 2001), but exactly what such being entails remains covered in uncertainty (Richardson, 2002). The role for the coach or teacher has been very directive, instructional or prescriptive (Cassidy et al. 2004, Kidman, 2001). For instance, the coach or teacher deciding when and how athletes/students should perform specified skills or movements. This has led to the coach being regarded as the sole source of knowledge, transmitting this in a unidirectional way with learners having a passive ro le in the learning process (Potrac and Cassidy 2006). Furthermore, this occupies a position of centrality and influence in the sporting environment (Cushion et al. 2006, Smith and Smoll 2007). Therefore, Lyles (2002) research suggests there is a strong belief that the quality of coaching is one of the most important environmental factors in determining performance improvement with success. Signifying not only the behaviour of the coach being an influential socialising agent but might also impact on performance, learning, and a range of many other psycho-social outcomes. Coaches and teachers can be implicitly or explicitly, by their beliefs about learning. By practicing and behaving according to their own beliefs, directly impacting on how the coachs role is perceived and enacted within the coaching process, such as tradition of the sport taught, socialisation experiences etc. Research suggests knowledge and practice, remains largely based on experiences and the interpretation of those experiences (Cushion, Armour, and Jones 2003; Cushion 2006; Gilbert and Trudel 2006). This however, is regardless of the implementation and availability of education programmes and courses. Furthermore, Douge and Hastie (1993) believe that the accumulating years of involvement doesnt necessarily guarantee that an agent will become an effective coach. Chelladurai also expands suggests that â€Å"future research could focus on generating items based on the experiences and insights of both coaches and athletes† (1990; 340). Indicating that there is no single behavi our, role or approach that is either a defining or essential component to an athletes/students centeredness (Popkewitz, 1998; Cain, 1989). In fact, the amount that a coach feels compelled to act in a single way; the more likely they are to impose limits on their athletes because their own behaviour is constrained (Daniels 2001, Cain 1989) not only implementing interventions but could interfere with coaching preparations. There are many different ‘building blocks which aid coaches in the effectiveness of their coaching and improve their coaching practice, although there are a number of reflective cycles to assist coaches, Gibbs (1988) offers a model of coaching effectiveness ideal for the beginner coach involving the following six elements: 1) Description Describe as a matter of fact just what happened during your critical incident or chosen episode for reflection. 2) Feelings What were you thinking and feeling at the time? 3) Evaluation List points or tell the story about what was GOOD and what was BAD about the experience. 4) Analysis What sense can you make out of the situation. What does it mean? 5) Conclusion What else could you have done? What should you perhaps not have done? 6) Action Plan If it arose again, what would you do differently? How will you adapt your practice in the light of this new understanding? This framework is an ideal excellent starting point for coaches/teachers in their investigations of the coaching process itself, not only this but Bandura states People not only gain understanding through reflection, they evaluate and alter their own thinking (1986; 62) enticing coaches to un-earth their theory in use, inevitably extending learning in both coach and athletes. Paradoxically focusing on this, coaches and teachers have varied roles to consider, whereby they can aid the need for the following specific knowledge and skills: Interpersonal skills. Communicating and establishing trusting relationships with whom they are trying to change their practices. Coaches must be able to observe accurately and provide appropriate feedback. Content knowledge. Having an understanding of their subject matter, this includes how knowledge of a discipline is developed through curricula and learning materials. Experience with others coaches at the different level indicates that a certain level of content-area expertise is necessary to be a subject area coach. However, expertise also may create tension when coaches are labelled experts. Most important is for a coach to establish a collaborative, reflective relationship. Pedagogical knowledge. To lead, coaches need to understand how students and athletes learn, including knowledge of the tasks, questioning strategies, and structures that can help students/athletes develop their own ideas. Knowledge of the curriculum. Familiarity with the structures and experiences offered by a curriculum is important, including understanding the fundamental ideas behind a curriculum and how those ideas connect across different ability levels. Awareness of coaching resources. Aware of specific knowledge of professional development materials, literature, and resources that can be used to support development of subject or pedagogical knowledge and better understanding how to teach. Knowledge of the practice of coaching. Coaching strategies and structures, such as how to use pre and post observations or on-the-spot coaching; the role of questioning and effective strategies; how to use resources of teaching practice (curriculum materials, student work, scripts of classroom dialogue, etc.); and the pros and cons of demonstration lessons and coaching sessions. All specify a requirement of the coach/teacher, however, athletes have been shown to have different preferences and different responses to coach behaviour (Reiman, 2007) and in complex social and interpersonal settings, individual differences are sure to play an important role (Smith and Smoll, 2007). However, not all people are the same, nor are circumstances and contexts, and consequently a one size fits all approach will not work for all learners and in all situations (Amorose, 2007). Moreover, Jonassen (1999; 235) suggests possible ideas â€Å"by starting the learners with the tasks they know how to perform and gradually add task difficulty until they are able to perform† therefore facilitates learning in both coach and learner encouraging decision making roles. There are four components which influence: the coach, the athlete, knowledge and the learning environment. Focusing on these statements further and the literature researched indicate many influential factors one in particular being feedback which the following section discusses. Indeed, all coaching is based upon some theory about how we learn with behaviourism strongly informs coaching, resulting in an instructional approach that emphasises the use of feedback and rewarding behaviour. Feedback from coaches is an essential aspect of learning. Whereby coaches use feedback to encourage pupils to respond to their own learning by discovering where they are now in relation to where they would like to be, and to determine how to do better next time (Hargreaves, 2005). Fundamentally feedback can be used as a tool to support and enhance learning (Ofsted, 2008) in both education and coaching practice. More recently, it has become the source of heated debates and has seen a dramatic increase in the amount of literature relating to feedback and in particular operant conditioning approach (Skinner, 1958) which is based on the well established principles of individual learning that behaviour is a function of its consequences. Although some citations are dated in this section however; it is still relevant today as there are many expectations and implications which are placed on coaches and teachers to provide meaningful support and feedback to enhance learning. Its believed by Smoll and Smith (1989) that coaches must have extensive task knowledge so that they can issue proper instruction about desired behaviours and reinforce individuals when they do well. However, findings by Komaki et al (1989) illustrate the need for consistency in verbal reinforcement and feedback to initiate an increase in the frequency of desirable behaviours and decrease the frequency of undesirable behaviours. Thus, according to Mayer (1983) can elaborate and expand on learners knowledge, building on existing cognitive schema (Mayer, 1983), this can be reinforced by way of feedback. There are, however further expectations placed on teachers. Piagets work is concerned with the expansion of knowledge and understanding, with ways in which new information is dealt with by learners. However, Pritchard (2009) has identified concern in the amount of time coaches have available to give sufficient feedback, more so with coaching and teaching in groups rather than one on one. Although Boud (1999) suggests that when pupils take responsibility of their own learning this will allow them to deepen their understanding.   Not only does insufficient time have implications but a message (feedback) can also have the potential to be misinterpreted. It is generally accepted that certain feedback might be taken personally by pupils, and lead to defensiveness and loss in confidence. ‘We judge too much and too powerfully, not realising the extent to which pupils experience our power over them (Boud, 1999; 43). Self-esteem, it is believed, is affected by receiving negative or unexpected feedback. Research by Young (2000) suggests, however, considerations should be made from the opposite perspective: it is the students level of self-esteem that affects the messages they receive—both positive and negative. Those with low self-esteem tend to view all feedback as a judgement of ability, whilst those with high self-esteem do not. Indicating certain implications which could severe interpersonal problems Certainly, teachers and coaches if they are truly person centered should be continually open to learning and how their athletes/students learn and achieve effectively as shown throughout this essay, however there are so many areas and this essay has only covered a few. It might be valuable that by creating the best possible atmosphere for learning and performance, coaches and teachers can and would be less concerned about a certain coaching style or behaviour and more concerned about whether whatever they do impairs or facilitates learning. In this sense, receptivity, flexibility and differentiated responses in coaches and teachers are likely to maximize the outcome (Cain, 1989). In reality, the teacher or coach has a role to play in identifying and addressing certain problems and assisting, deconstruct knowledge relating to aspects of sporting performance (Potrac and Cassidy, 2006). Finally, this then provides the learner with the personal and informational resources for learning (C ain 1989), giving a unique opportunity to make significant changes in a person life. The purpose of this paper is to provide a reflection and example of such a structured session using an approach whereby learners work out solutions to tactical problems themselves with the coach facilitating their learning. In the UK there are thousands of individuals who are qualified coaches because of the availability of coaching courses. However, research into coaching have shown that coaching courses only act as a starting point, with coaches in Jones et al.s (2004) review points to the fact that the immensity of learning actually occurs through experience. Thus this alone does not guarantee capability this is elaborated in these words: ‘It is not enough just to do, and neither is it enough just to think †¦ Learning from experience must involve linking the doing and the thinking Gibbs (1988; 9). The process of reflection is linked between doing and thinking (Martens, 1997; Gibbs, 1988) moreover, Bandura believes People not only gain understanding through reflection, they evaluate and alter their own thinking (1986; 62). Reflection has its origins in Schà ¶ns (1983) work, where he defined a reflective conversation as the following cycle: appreciation; experimentation and evaluation. Later, other reflective models were put forward. Johns (1995) model consists of 26 questions that the coach must ask themselves, whereas Gibbs (1988) model consists of six. This reflection will use the Gibbs model to reflect upon a situation that arose during one of my coaching practices. The basis for this is because its uncomplicated and allows a beginner coach like myself to follow, whereas Johns tends to be more complex decision-making (Johns, 1995). Before moving on to the process of reflection, its important to note that this paper will take a pedagogical approach. Watkins and Mortimer describe pedagogy as ‘any conscious activity by one person designed to improve learning in another (1999; 3). With coaching being recently reconceptualised as a pedagogy (Cassidy et al., 2004), it is important for coaches to ensure learners are facilitating in their learning, so rather than just coaching a certain method, they also teach when this skill should be applied. Therefore, I will reflect upon a coaching experience of my own, using Gibbs (1988) model, to access whether learners were given the possibility to progress in their learning. Description I decided to coach a basketball session, focusing on shooting techniques and positioning. The games for understanding (TGfU) approach (Bunker and Thorpe, 1982) was used opposed to the more traditional coaching/teaching model. Teachers in the traditional model teach skills first and tactics later. As Light and Fawns (2003) have articulated, ‘knowing the game is to play it and demonstrate knowledge-in-action (Schà ¶n , 1983). Advocates of the TGfU model endorse tactics first, while skills are introduced afterwards (Bradley, 2004; Turner et al, 2001). So basically, what to do comes before how to do it. A mini game was introduced at the beginning of the session along with a brief explanation of certain rules required to give shape to the game and determine the variety of tactics and skills required for a successful performance. The session was going well with players participating with enthusiasm by contributing to certain questions then furthering their decisions. However, after a while I ran out of certain ideas for further progressions. Feelings Having sensed with apprehension that some learners were getting uninterested and even slowed down and eventually stopped playing. Research has suggested this is because players can lack challenges and so therefore their intrinsic motivation to participate decreases (Ryan Deci, 2000). Conversely feeling the pressure to make a change or how to put in challenges to be successful in their performance, dismay started to set in as I didnt have a further plan. Evaluation The TGfU approach was effective in increasing enthusiasm because it was fun. This was backed up by Griffin et al (1995) who said that the TGfU approach may be more enjoyable for players than traditional technique drills; are, and so theyre more motivated to participate. Also, by probing the players to answer questions about faults in their technique, I was also facilitating the development of players critical thinking and decision-making skills; two important cognitive skills (Kirk and MacPhail, 2002). However, when the session started to become less interesting I was unable to make certain changes due to a lack of experience of different activities. There was also concerned in stopping and re-starting the game as research also suggested that learners feel this interrupt the flow of the game (Lieberman, 2008). Analysis Id realised that in the early stages learners were going through a learning process. The game allowed them to obtain physical skills and techniques, whilst the questions and communication with peers facilitated their cognitive development (Kirk MacPhail, 2002). However, being unable to enforce new activities the learners learning process began to even out. This is believed to be because of a lack of challenge denting their motivation to continue (Ryan Deci, 2000), thus decreasing or stopping participation would further the opportunity to learn. Conclusion I felt I had developed well through this session but was always looking at ways to improve through listening, reading and reflection. Thinking over my lesson, Id realised that there were certain ‘blind spots in my coaching.   Although the tasks enabled the players to learn, success by progressing further questioning enabled decision-making skills and communicating with each other to solve meticulous problems. Therefore, incorporating a cognitive based learning approach; where learners were required to solve realistic problems (Dolmans et al., 2005). In relation, structured scenarios where players would need to decide whether it was best to shoot, which pass to use and dribbling techniques and enticing communication amongst their team to score or win. It was also vital that learners understood why they were carrying out and practising certain drills. If players understand why they were doing something, their motivation to change their practice in order to improve their skills and team play could then be improved. Therefore encouraging players to question and communicate the varying drills and by asking what it is going to be useful; for what reason. Action Plan Games have an essential cognitive dimension that has been to some extent limited by the traditional coaching/teaching model (Light, 2002; Light and Fawns, 2001). The TGfU approach utilises open ended questioning however it is believed to be more time-consuming in the early stages and errors are likely to be a plenty (Kroll, 2004; Prawat, 1992) but giving learners greater ownership of decision-making process would enable them to think for themselves in a game that is largely based on making appropriate decisions. Therefore, when planning future sessions I will account for various problems that may arise and the activities that Ill put into practice to solve them (e.g. how and when to modify the games, when to stop play and question, when to bring players out of the game for individual questioning etc.) Finally the issue being the use of open ended questioning with learners. Such questioning would also enable students to make a cognitive leap, particularly when teaching invasion game s trategies (Butler, 1997). To conclude, the process of reflection has allowed me to notice that my session had both positive and negative aspects. The positive aspect was that the TGfU approach was effective and enjoyable (Griffin et al., 1995), but the negative aspect was after a while, my session became tedious. Gibbs (1988) model also made me question why certain things happened, with me putting this down to challenges for the learners. Finally, Gibbs model really assisted me in thinking what I could do in the future. After reading Schempp et al.s (2006) literature on certain planning, I realise that I could create certain plans for the different problems that can arise during teaching.

Angela Merkel

Tiffany Prill Challenges of Leadership Leadership Book Analysis Modern World Leaders- Angela Merkel The person chosen for this leadership report is Angela Merkel. I read â€Å"Modern World Leaders-Angela Merkel† written by Clifford W. Mills. Being born in Berlin, with my pride in being German, as well as being a female with my own leadership ambitions, I felt Angela Merkel was a perfect fit for me. Gaining knowledge on the leadership style from one of the most powerful and influential women in the world, while also learning the values and beliefs my country is grounded on, I find Angela Merkel to be extremely interesting leader to study.Angela Merkel (born Angela Dorothea Kasner), was born in Hamburg, Germany on July 17, 1954. Angela was raised in East Germany where she later received Associates degree in 1973. Shortly after, she enrolled to the Karl Marx University where she later met and married Ulrich Merkel. She graduates with a bachelor and continues onto her PhD in Scien ce at the Central institute for Physical Chemistry of the Academy of Sciences in Berlin. By 1986 she received her PhD which is also the same year she goes back to West Germany for the first time since she was baby.It was the many years in West Germany, full of communism and hardships, that taught Merkel how strong and powerful government could be. Merkel was determined to use power to serve the people not use it to control them. Rather than telling them what they wanted hear, she told them what to do to solve the political problem. A scholarly physicist with little to no interest in politics rose to the top of the Christian Democratic Union (CDU) known as a conservative, male oriented, traditional political party. I believe the keys to her success include things such as her upbringing along with her passion and ambition.Raised by a minister in communist East Germany, Merkel had an upbringing like no other. A place where the economy was shattered- where resources and goods where lack ing. Merkel and her family were always being watched upon by the Statsi. The Statsi was a security intelligence network that consisted of 100,000 full time employees with 300,000 informants recruited to spy on the citizens who might be subversive. Within this environment Merkel learned to keep her real thoughts to herself and keep her private and political world separate in fear of the Statsi.Ambition is an understatement. The fall of the Berlin Wall was the biggest eye opener and life changing event in Merkels life; going from someone who took no particular interest in politics to fighting for freedom and rights, almost over night. The day after Merkel was sworn in as chancellor Merkel wasted no time and made trips around the world meeting up with leaders in hopes to form alliances. Her first stop was Paris where she met with President Jacques Chirac where her goal was to emphasize the importance of their relationship.Next she met with security general Jaap de Hoop of the NATO. The NATO was a alliance between 26 countries where the attack on one country leads to the attack on all countries. Merkel knew how important this alliance was to Germany. Merkel returned home to meet the President of Pohomba of Namibia only to leave soon after to the United States to meet President Bush. Merkel was admired her never ending, ambitious, networking. â€Å"She put her loyalty to truth ahead of loyalty to the party†- Merkel’s put honesty and truth on the top of her values.When German chancellor Helmut Kohl admitted his guilt to receiving illegal claim contributions, Merkel was not scared to condemn Kohl in a public newsletter. Her mentor, the man who started Merkel in politics- in her eyes was now the man who betrayed a trust and should no longer be leader. Her honesty is the way Merkel got people to follow her as a leader. Although some felt she had stabbed Kohl in the back, many Germans praised her honesty. She had proven to the people that truth matters and that she stands behind it.Another time that Merkel wasn’t scared to stand her ground and simply standing up for what’s ethically right was back in high school. In Germany teachers quiet strict and at one point she had a teacher that would punish the entire class if a presentation differed even slightly from what the teacher told them to do. Deep down inside Merkel knew that the students put in extreme effort into the presentations and that this matter was so serious that the students could all be expelled from school. After explaining the situation to her parents, Merkel wrote a petition which she also presented to some GDR officials.Merkels class was saved; the teacher was later disciplined. I characterize her leadership style as one that is based on ethics and morals while also being very direct. She is both task oriented as well as relationship oriented. Merkel focuses on the business task at hand while putting great emphasis relationships and networking†¦ â⠂¬Å"I don’t think it make sense to go round and round in circles arguing about this crisis. We have to manage it instead. But that’s something we can only do together with our neighbors, our partners, the big ones and the small ones.I think Germany is destined, partly as a result of its geographic position, to be a mediator and balancing factor. † From this statement I feel as though Merkel is very direct and to the point- there is no point in arguing, let’s do something about it. At the same time Merkel puts emphasis on leader-member relations. Previous chancellor Schroeder was known for his extravagant sleigh rides with Russian President Putin along with an unwillingness to push Putin on difficult issues. Merkel wasn’t taking sleigh rides; she was making a dissimilar statementBased on her position Merkel has legitimate power and usually uses rational persuasion. She has the ability to influence others using something of value giving her reward pow er. Merkels degree in science gives her expert power and over the years has gained connection power through never ending networking and reciprocity. â€Å"I am, I think, courageous at the decisive moment. But I need a good deal of start-up time, and I try to take as much as possible into consideration beforehand. † Merkel puts a great deal of time studying an issue and pays close attention to detail when making a decision.When looking at a political issue, she looks at all sides and tries to understand it logically. Merkel does not go by â€Å"hunches† but finds out what others think (especially exerts). She studies an issue very carefully and does not make â€Å"right off the back† decisions. While some might of looked at it as inexperienced, Merkels courage stood out at the 2006 G8- Summit. The G8 Summit includes leaders from France, Canada, Germany, Italy, Japan, Russia, United Kingdom and the United States, that year taking place in Russia. One thing that wa s not â€Å"appropriate† during the G8 Summit was to criticize the host.Not only did Merkel question Russia on their electoral system claiming its shortcomings, she also vocalized that she did not want the natural gas from Russia to get disrupted again; she needed energy security for Europe to be assured and secured. Merkel had made headlines and made her mark. Merkel has not groomed a successor but is the successor of Gerhard Schroder. Schroeder was more of a Democrat while Merkel is a Republican. She is an anticommunist that wants there to be a bigger role for private business and less role of the government.Schroeder believed that the government had to be a regulator in businesses and that small changes to policy would bring Germanys level of competiveness up. Compared to her predecessor, Merkel felt government needed to get out of the way of business and that taxes should be simplified possibly with a flat rate. In order to decrease Germanys booming deficit, Schroeder cut social security payments an unemployment benefits. Merkel on the other hand found that increasing the VAT (value added tax) from 16%-18% was more successful.Another major difference between the two was their views on the war. While Schroeder was against the war, he allied himself with France and criticized the Bush administration. Merkel found the war to be dignified and correct- growing up in a country without freedom she knew exactly how precious it was. She explained Germany needed to stop bashing America and that her administration will have friendlier relations with America. A portrait of German princess born Sophie Augusta Fredrika, (later known as Russian empress Catherine the Great) hangs on the wall in Merkels office.Sophie married the 17-year-old grandson of Peter the Great and was crowned Catherine II. Catherine was the longest ruling and most renowned female leader of Russia. The Catherinian Era was sometimes referred to as the Golden Era as she extended Russian territo ry and reorganized law administration. Catherine led Russia into full participation in the cultural and political life of Europe. In September 2006 Merkel topped the â€Å"World’s Most Powerful Woman† list by Forbes Magazine. Analysts claim her strength was her â€Å"unassuming and tireless networking†.Leaders around the world such as Jacques Chirac, Tony Blair, and Vladimir Putin were all impressed by Merkel winning the admiration of people worldwide. Other awards received by Merkel include: * Vision for Europe award 2006 * Recognition of â€Å"Dama de Gran Croce Ordine al Merito della Repubblica Italian† by Italian president 2006 * Honorary doctorate from Hebrew University of Jerusalem 2007 * Chalemagne Prize 2008 * Grand Cross of the Order of Merit of the Federal Republic of Germany 2008 * Honorary doctorate from University of Technology in Wrolaw (Poland) 2008 * â€Å" â€Å" from University of Cluj-Napoca (Romania) Jawaharlal Nehra Award (India) 20 09 * Forbes most powerful women 5 years in a row This assignment has enabled me to see leadership traits and values from the perspective of one of the most powerful and successful women in the World. A political record breaker, who has marked her spot in history by moving Germany out of the recession. I was aware that Angela Merkel was the Chancellor of Germany but I didn’t know what motivated her and the type of person she is and how she leads her country.Her motivation and drives comes from the democratic and controlled life she lived in East Germany giving her the determination of providing German citizens a less controlled, free, and happy life. She grounds her decisions on principal and logic and leads in a direct, assertive manner. Although Merkel dominates German politics I view her more as a leader than a politician. Leaders care about the people they serve while politicians usually care about themselves and their party. APA Style Citations Angela Merkel: The Most Pow erful Woman In The World – People – Stylist Magazine. n. d. ). Stylist. co. uk homepage – Stylist Magazine. Retrieved March 11, 2013, from http://www. stylist. co. uk/people/angela-merkel#image-rotator-1 Mills, C. (2008). Angela Merkel. New York: Chelsea House Reddy, V. (n. d. ). German Legend Angela Merkel's Success story – Posdcorb. Posdcorb. Retrieved March 12, 2013, from http://www. vamsinathmba. com/2012/08/german-lezand-angela-merkels-success. html Smitha, F. E. (n. d. ). Catherine the Great, Russian Empress. MacroHistory : World History. Retrieved March 12, 2013, from http://www. fsmitha. com/h3/h31-gr6c. htm

Current health and safety legislation Essay

Ensure the area in or outdoors is free of any hazards or risks and is safe for CYP to work or play in safely. There should be adequate space for the number of people using it to move round comfortably and safely. Equipment should be stored safely storage should be labelled clearly. Furniture should be appropriate size for age of CYP using it. Lighting and noise should be taken into account and specific risks to individuals as in pregnancy, impaired sight or hearing, disabled, and CYP with special educational needs. We have a duty of care towards all the CYP in our care. The outdoor environment has some different needs like secure boundaries, being regularly inspected. The area should be checked for litter broken glass or animal droppings. Ensure any plants bushes or trees are safe no thorns or nettles and no poisonous or irritant leaves, berries, or flowers. Safety rules should be displayed and explained to the CYP also making sure they have a clear understanding of how to use any to ys or equipment safely. Areas that include ponds, pools and sandpits etc should be covered when not in use. Be aware of lines of responsibility for checking the learning environment for risks and hazards. Your health and safety officer should answer any queries you have. There should be the correct ratio of adults to children with suitable training and safety clearance. In both these environments and off-site visits everyone should be aware of what to do in case of: emergencies, fire alarms, incidents, accidents or illness. Be aware of possible signs and indicators of child abuse: physical, emotional, sexual abuse, bullying and harassment , neglect and failure to thrive not based on illness. The signs could be: behavioural changes such as regression, withdrawal, excessive attention seeking, aggression and negative behaviour. Physical indicators such as unlikely bruising, burns, marks, genital irritation or damage, hunger , being dirty, lack of  health care. In school we have notices about certain children whom either have allergies, specific illnesses that require specialised medication or immediate contacting of emergency services, they have a picture of the child and detailed instructions of what to do in an emergency. All incidents and accidents no matter how minor are recorded in detail in our first aid book, anything more serious has to be recorded on special incident sheets along with any witness statements. We have regular fire drill practices. There are security locks on the main exits that can only be opened with a swipe card that only members of staff have. If someone should get through this system and are unknown to staff they will be challenged by any member of staff within the school and asked to leave. All the CYP’s are regularly reminded of stranger danger and what to do if they should be approached by a stranger. The gates are locked to the entrance of the school at starting and leaving times for the CYP’s to ensure there is no danger from cars or lorries driving on and off site. CYP are regularly reminded of hygiene issues like washing hands after using the toilet or at lunch times before eating their food, there are also posters to remind them on a daily basis too.

Origin Of Replication Is The Starting Point Of Dna...

BME-603 Exam 2 - Tao Xu (Nov-9-2016) Origin of replication is the starting point of DNA replication. It cannot replicate in the host cells without this site. Antibiotic resistance gene can be served as a select agent to find the right clone and then improve the plasmid transformation efficiency. Antibiotic resistance gene can also give the bacteria a pressure to have the plasmid, because the bacteria would use more energy to replicate both the plasmid and its own DNA. (1) The protein needs complex eukaryotic post-translational modifications for structure. (2) The eukaryotic proteins are not well folded in E. coli and form insoluble aggregates. (3) Proteins are secreted, membrane or intracellular. cDNA library is usually used to expressing eukaryotic gene in prokaryotes. There are no introns in E. coli DNA, so it does not have enzymes which could cut it out in the transcription procedure. In cDNA library, there are no introns, so it could be expressed in E. coli cells. Genomic DNA library have the non-coding and regulatory sequence while cDNA library doesn’t, but genomic DNA library is hard to make and maintain. (1) 2-10 kb fragments: Plasmid Reason: Plasmid is autonomous and self-replicating circular extra-chromosomal DNA molecule. The plasmid-based vectors is usual used to clone small DNA inserts up to 15 kb. (2) 15-20 kb fragments: Bacteriophage lambda Reason: Bacteriophage ÃŽ » is an E. coli virus. Insertion vector is usual used to clone inserts from 5–11 kb, whileShow MoreRelatedThe Role Of Chromatin Structure Within The Development Of Multicellular Organisms1359 Words   |  6 Pagesorganisms, new insights can be gained in the ability of an organism to alter its genetic expression, and even pass these alterations on to offspring. In order to appreciate the overall structure of chromatin, the structure of DNA should be first understood at the deepest level. DNA has a primary structure composed a strand of nucleotide units. These units are composed of a phosphate linked to the 5’ position of a deoxyribose sugar. One of four nucleotide bases, adenine, guanine, cytosine, or thymineRead MoreDna Replication And The Cell Cycle1226 Words   |  5 Pagesthe division of cells is DNA replication. Without DNA replication, the new cells wouldn’t have DNA. So why is DNA so important? DNA is the basic blueprint of life, and it serves to tell the cells what to do, and what proteins to code for. Let’s take a deeper look into Bobby’s cell to see what fascinating events happens during DNA replication. DNA Replication The Cell Cycle Before Bobby’s cells enter the the stage of mitosis to divide, it goes through DNA replication. This process occurs in theRead MoreAccording to Inderjeet Dokal there are currently 13 known variations of genes that cause FA and2400 Words   |  10 Pagescoding. This one genetic subtype causes breakdowns in the various checkpoints throughout the cell cycle. As you can imagine, this one gene can destroy millions of cells or at least in a small way cause abnormal cell replication and repair. This can lead to rapid unregulated cell replication otherwise known as cancer. If we take a look at another genetic subtype FANCL, we can see just a bit of how detrimental this disease really can be. This gene FANCL is also a protein coding gene, but it affects aRead MoreEssay on Archaea VS Bacteria2381 Words   |  10 Pageshow well studied both are. Scientists recently learned how to study DNA and genes, but a lot of information still remains uncovered. Genome and other DNA-based differences in archaea and bacteria are numerous and can only be discussed superficially in this work. Alva (2006) describes archaeal histone-like structures discovered in some of their genomes. Histones are protein structures that allow to organize the DNA strands into nucleosomes – structural units of chromatin. The histonesRead More Dna Replication Essay examples2166 Words   |  9 Pages DNA REPLICATION WHAT IS DNA? DNA is a molecule that has a repeating chain of identical five-carbon sugars (polymers) linked together from head to tail. It is composed of four ring shaped organic bases (nucleotides) which are Adenine (A), Guanine (G), Cytosine (C) and Thymine (T). It has a double helix shape and contains the sugar component deoxyribose. THE PROCESS OF DNA REPLICATION How DNA replicates is quite a simple process. First, a DNA molecule is â€Å"unzipped†. In other words, it splitsRead MoreUnderstanding Elements of DNA2235 Words   |  9 PagesDNA REPLICATION WHAT IS DNA? DNA is a molecule that has a repeating chain of identical five-carbon sugars (polymers) linked together from head to tail. It is composed of four ring shaped organic bases (nucleotides) which are Adenine (A), Guanine (G), Cytosine (C) and Thymine (T). It has a double helix shape and contains the sugar component deoxyribose. THE PROCESS OF DNA REPLICATION How DNA replicates is quite a simple process. First, a DNA molecule is unzipped. In other words, itRead MoreWhat Are Archaea And Bacteria Be Classified As Two Different Domains Or As A Single One?2315 Words   |  10 Pagesorganisms helps to reveal the new differences and similarities between them. The result of comparing bacteria and archaea widely depends on how well both are studied. Scientists recently learned how to study DNA and genes, but a lot of information still remains uncovered. Genome and other DNA-based differences in archaea and bacteria are numerous and can only be discussed superficially in this work. Both archaea and bacteria are similar in shape and size. They both occurring as, plates, cocci, spiralsRead MoreEssay on How Did Life on Earth Begin1910 Words   |  8 Pagescopies for itself and also must have the ability to convert the inorganic sources like carbon dioxide into organic molecules, in the case of hetrotrophics. ii) metabolism, a catalysis-based reactions that occur in a body or system. iii) replication, as a starting point of heredity. A life must be able to pass its structural or functional codes to the next generation. iv) cell compartmentalisation, which makes a life distinguishable from the environme nt. v) energy as power source. Back to early lifeRead MoreChapter 13 Review9122 Words   |  37 Pagesupregulated in E. coli. true 2 Different globin polypeptides are expressed at similar levels during the embryonic and fetal stages of mammalian development. false 3 RNA polymerase can bind to the promoter region of the DNA even when the lac repressor is bound to the operator site. true Hide 4 Both eukaryotes and prokaryotes require a promoter region for gene transcription. true 5 Eukaryotic genes are almost always organized in groupsRead MoreCell Biology Final Essay30093 Words   |  121 Pages_______ in eukaryotic cells. A) ribosomes B) oxidative phosphorylation C) DNA molecules -D) a nucleus 2. Cytoplasmic organelles are - A) absent in prokaryotic cells; present in eukaryotic cells. B) present in both prokaryotic and eukaryotic cells. C) present in prokaryotic cells; absent in eukaryotic cells. D) absent in both prokaryotic and eukaryotic cells. 3. Eukaryotic chromosomes contain _______ DNA molecules. A) single linear B) single circular -C) multiple linear