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Collate Evidence
Collate evidence which describes the role of the practitioner in caring for children
Unit 8 - Caring for children looks at the range of settings and providers that care for children across the private, voluntary and independent sectors. The following report outlines the care needs for children.
E1 - Collate evidence which describes the role of the practitioner in caring for children
The role and responsibilities of an early years practitioner follow a number of codes of practice and state how you conduct yourself. When working with children a number of codes of practices exist. Such as Special needs, Safeguarding children, Children's learning, Behaviour, Working with parents, Data protection etc.
The early years practitioner has clear responsibilities, like
- Work to the principals of the sector and codes of confidentiality
- Meet learning needs of a child
- Provide an environment that is warm, welcoming and stimulating
- Work with parents and partners
- Work as part of a team that provides a quality service for both children and parents
The early years practitioner has to:
Put needs of children first - because this will help keeping children out of harm, keep them safe and encourage them to meet the standards for there abilities. Respect others choices -If you do not this could cause friction between staff members and can reflect on the setting and onto the children. Respect confidentially - It is important to respect confidentiality as it can help a child stay out of trouble, keep them safe and help them.
Plan, record and review - This is important as it can help you improve. It can help you notice your strengths and weaknesses. This also helps when doing activities where you can see what event went well and what did not, how you could do things differently and may allow you to handle a situation differently
It is important to demonstrate responsibility as it helps the children learn right and wrong and it is partly your responsibility to teach them this and they may treat you as a role model. Also partnerships with parents. This is also important as then you can learn about a child, their likes and dislikes, etc. It will also help build relationships with parents so they know they can trust you.
Continuing Professional Development is important as it shows you want to be the best that you can be. It also shows you are very interested in making the children be the best they can be and that you are dedicated in doing that. Observing children helps you recognise stages of the Childs development. This can help recognise where a child's needs are, where they need extra help, etc
Lastly working as a team as this helps create a positive environment for everyone to work in and also help people feel included and this will help with self-confidence.
E3- Include evidence which compares the differing roles of statutory, private, voluntary and independent settings.
Many parents adapt to changes in their lives and usually have the support of family and friends to provide assistance. Many families however can face issues that affect the family life and often need support to help them. Such factors like:
- Financial Difficulties
- Low income families
- Cannot afford food or clothes
- Poverty, poor health and depression
- Poor housing, etc
- Unemployment
- Loss of jobs, no income
- Depression
- Changing jobs / Mother working
- Loss of child care
- Separation of child from mother
- Divorce and separation
- Lower income
- Smaller housing / cramped conditions
- Caring for other family members / long term illnesses
- Elderly relatives
- Hospital
- Bereavement
- Emotional strain
- Dealing with grief
- Social isolation
- No communication
- No transport
- Living in a new area - no friends, etc.
Children and families need support at certain times and there are many organisations and self help groups that can provide this support. Such as
National Childbirth Trust, National Association of Toy and Leisure Libraries, Child Poverty Action group, Home Start, Parentline plus, Gingerbread, contact a family, etc.
There are many different settings where children can be cared for such as Respite Care, Holiday play schemes, Parent and toddler groups, Schools, Workplace nurseries, Childminders, Pre-schools, After school clubs, Residential care, Day nurseries and Crèches
Usually the main support group is within the family network such as grandparents and Aunties and Uncles.
There are four different types of Sectors that provide care and education for children. They are;
- Statutory Sector
- Voluntary Sector
- Private Sector.
- Independent
A Statutory Sector is a Sector that has to be there by law, so dentist, local schools and hospitals are part of this. Local schools have to be there by law and get some funding by the government. The age range that schools cover is from five years to eleven years olds; they follow a set routine where reception covers the EYFS and then year one to year six covers the national curriculum. Schools are open from nine o'clock in the morning to half three in the afternoon, from Monday to Fridays, term times only. This means that schools are closed at Christmas, Easter, summer and half terms. Schools are in easy access areas, where there is enough space for an outside play area for example the playground and indoor space, for example somewhere to do P.E. A local school can be adapted, for example ramps for people with disabilities and for people to find it easy to access the school. A local school should also include snacks; they should be healthy snacks like fruit and vegetables. They should also include toileting times for the children. Statutory Schools are usually free except payment for school dinners, school trips and some snacks.
The aim of a Statutory Sector School is to provide opportunities of education for every child and to support their learning also making a safe and secure environment for children to keep them from harm. Another aim is to provide social opportunities for the child this will include learning to make friends, learning to socialise with people, learning the difference between adults and children and learning to respect others. It may also provide opportunities for the family by meeting new parents so they are making new friends and it may also prove as support for families as they might find people to rely on and also some services though school to help support them.
A Voluntary Sector is a sector, which people volunteer to organise and run, so mother and toddler, brownies and Pre school groups are apart of this.
Mother and toddler groups are usually for children age two to four years. The mother and toddler groups are usually opened from nine to eleven thirty in the mornings or half one till three in the afternoon. These kinds of organisations are usually placed in a church or community hall, which aren't necessarily built for the use of children. The staffs are usually parents themselves but the person in charge of the organisation must have a level three childcare qualification. The organisation may ask for a small donation each week, approximately £3:50 a week to cover the basic cost of the booking of the hall and also for lighting and water bills. The area in which the organisation is situated may not have an outdoor area for the children to play out in, the organisation should also follow the EYFS curriculum where children will learn through play and the space may also be Ofsted inspected.
The main aim of a mother and toddler group is to provides short term care of young children to give a parent or carer a little time to themselves and also to give young children stimulation and also play and social opportunities. Another main aim is to get children ready for school or nursery. Another way is to create social opportunities for the parent or carer of meeting new people while helping out with the organisation or just dropping off their child at the group.
A Private Sector is a sector, where people pay extra to try and get the best of their child's education or health and also their own. When you use a private day nursery you are charged for using them, you are approximately charged £150 a week to use the services. These nurseries are open from 8 am - 6 pm all year except bank holidays, the age range for these nurseries are usually from six weeks old up until five years. They also provide all meals, breakfast, dinner and tea and also snacks; they also have sleep facilities, indoor and outdoor play areas for children to play in. The building may not be purposely be built for the children but will be adapted for the children to provide their size facilities. All the members of staff will fully qualified, managers and rooms leaders must be at least level three or level two trained. Ofsted will also inspect the building and the staff to check if it's safe and also to check if they are following EYSF curriculum.
The aim of a private day nursery is to provide safe and secure environment for children to keep them from harm for children in absence of parents or carer and also to provide opportunities of education for every child and to support their learning. Another aim of the private day nursery is to provide stimulating environment with bonding with other children and also to provide learning through play and also opportunities. Another aim may be to allow employment opportunities for parents or carers and knowing a child is in a secure place and is cared for.
An independent sector are companies with more freedom to organise their provision. Their services may not rely on government funding and does not have to follow the EYFS or the National Curriculum. However the service may be OFSTED inspected to make sure children's welfare needs are being met.
Services of independent provision include independent schools and nurseries.
Collate evidence which describes the role of the practitioner in caring for children Cont'd....
E4 - Include a summary of the main regulations that govern the care of children in different types of settings.
The following is legislation that relates to working with children in a children's centre:-
Health and Safety at Work Act 1974
Race Relations Act (1976)
Human Rights Act (1998)
Data Protection Act (1998)
Disability and Discrimination Act (2004)
The legislation can influence working practices in the children's centre by:-
At all times complying with the Data Protection Act 1998.
No discrimination by it against any person with respect to opportunity for employment, conditions of employment or delivery of the Services because of sex, marital status, race or disability.
The Children's centre shall in all matters arising comply with the provisions of the Disability Discrimination Act 1995, the Human Rights Act 1998, and the Sex Discrimination Act 1975, etc. The centre must comply with the provisions of the Race Relations Act 1976 and the Race Relations (Amendment) Act 2000 and make sure that they perform their responsibilities, to eliminate unlawful racial discrimination, and to promote equality of opportunity and good relationships between different racial groups.
The centre should be responsible for and take all such precautions as are necessary to protect the health and safety of all persons employed by it and should comply with the requirements of the Health and Safety at Work Act 1974 and any other Acts or Regulations relating to the health and safety of employed persons. Human Rights Act 1998. It gives further effect in the UK to rights contained in the European Convention of Human Rights.
The Care Standards Act 2000 and the Regulations and National Minimum Standards set out the responsibilities of agencies and carers in promoting the health of children who are looked after.
The Education Act 2002 - Local authorities and schools where requires to protect and safeguard and promote the welfare of children. This included health and safety, child protection and the overall well being of children.
The Every Child Matters and Children Act 2004 - The Children Act 2004 introduced a new duty (section 10) to co-operate at a strategic level on local authorities, Primary Care Trusts and other relevant children's services partners.
The act is to protect children and promote welfare and well being of children.Being healthy: enjoying good physical and mental health and living a healthy life style. Staying Safe - being protected from harm and neglect. Enjoying and Achieving - getting the most out of learning and life, and developing skills for adulthood. Making a positive contribution - being involved in community and society and not engaging in anti-social or offending behaviour. Economic well being - not being prevented by economic disadvantage from achieving their potential
Other legislation that helps the health and well being of children is shown below. Meggitt. C. (pg 249-251)
The Children Act 1989 provides care and protection of all children and young people in need, including those living away from home. Local authorities have a specific duty under section 22 of the Act to safeguard and promote the wellbeing of each child they look after.
The Children and Young Persons Act 2008 - amends the Children Act 1989; support the care system and putting in place the structures to enable children and young people to receive high quality care and support.
The Mental Health Act 2007 amended the Mental Health Act 1983. It requires hospital managers to ensure that patients aged fewer than 18 admitted to hospital for mental disorder are accommodated in an environment that is suitable for their age (subject to their needs). This is due to be fully implemented in 2010.
The Mental Capacity Act 2005 generally only affects people aged 16 or over and provides a framework to empower and protect people who may lack capacity to make some decisions for themselves, for example, people with dementia, learning disabilities, mental health problems, stroke or head injuries who may lack capacity to make certain decisions.
E5 - include 2 activities which will each support and maintain a different aspect of the daily care of children
There are many different routines for children that can help them maintain a different aspect of daily care for children such as Hygiene - Toilet time, washing hands, bed time and teeth cleaning, Mealtimes - Sitting at the table and Sleep Routines:
Daily routines vary depending where the child is being cared for. But promoting and supporting a childs independence and self care is also important and a childs self image and self esteem are vital to their overall wellbeing.
However I have chosen the following as my chosen activities -
- Shoe laces
- and Dressing - weather appropriate.
Activity One - Shoe laces
What is the activity?Teaching children to tie their laces by making a personalized shoe. (the children decorate it themselves) with laces for them to practice.
What do you have to do?
Adults role - help the children learn to tie their laces
Child's role - learn to tie their laces and keep practicing
How does this promote independence? It helps them learn to tie their laces so adults don't have to do them
How does it promote daily living? It helps children tie their laces so they can do it daily and at their convinence
What areas of learning does it promote? Intellectual, Physical and Emotional
Is it fun? Yes especially the decorating
Is it important? Yes
Why? Because it is a basic skill for every day living
What age? 4- 5 years of age
Can you break it down to make it easier? N0 not really
Can the activity be extended? No Activity two - Dressing weather appropriately
What is the activity? Dressing up a doll in appropriate clothes to go outside and play in, which will keep them warm and dry depending on the weather
What do you have to do?
Adults role - help the children learn how to dress appropriately
Child's role - to be able to dress the doll properly and wear weather appropriate clothes themselves.
How does this promote independence? It helps them dress properly thrmselves without being told what to wear and they choose what they want.
How does it promote daily living? It helps children dress appropriately and to keep warm so that they don't become ill and that we do it everyday
What areas of learning does it promote? Intellectual, Physical, Emotional and Health
Is it fun? Can be
Is it important? It can be
Why? It stops the child from becoming ill and keeps them comfortable with what they wear and do
What age? 4- 5 years of age (pre-school)
Can you break it down to make it easier? N0 not really
Can the activity be extended? Yes - broken down into holiday (warm weather clothing), wet weather clothing, winter (cold weather clothing)
Collate evidence which describes the role of the practitioner in caring for children Cont'd...
Key issues which enable multi-professional teams to work together.
A Multi-professional team approach allows professionals to share knowledge about a family's needs so that the parents don't have to ask the same questions over and over again.
The professionals are aware of each others roles in supporting the family so that conflicting advice can be minimise. It is essential that each agency communicates well and understands not only there role and responsibilities but the others agencies as well.
Parents/guardians are the most important people in a child's life, and recognise the importance of this. We have a responsible role that involves sharing care of the child with parents/guardians; listen to parents/guardians, as they are the 'expert' on their child.
Respect will be shown for family traditions and childcare practice, and will work in harmony with the values and wishes of the parents. Partnerships with other agencies benefit children, for example
Speech and language therapists for children with hearing and language difficulties. This could include sign-language or English as a second language. Bereavement management - play therapist, Educational psychologist to assess behavioral needs and bring about positive behavior in a child. Sensory impairment such as Limited vision, Hearing disorder or Speech problems. Also Dietary, Religious or Learning needs
This is to ensure that all the needs of the individuals / children are met and they develop to their full potential. These partnerships do have an important role to play in ensuring that children's experiences and learning are maximized.
Tassoni pg 237
A multi professional approach when working with children and parents is important as it helps children not 'to slip through the net'.
Communication is the biggest part of the multi - professional team, as everyone needs to know what is going on.
The multi professional approach team is made up of a lot of different agencies, they are agencies including Schools and teachers, Hospitals and doctors, Social workers, Police and many more. They all work together to help parents and children to stop tragic cases such as death, child abuse, etc.
E8Show an understanding of diversity and inclusive practices
Recognising diversity is about recognising that children can come from lots of different backgrounds and family structures and this could be from the language they speak, culture and beliefs.
Diversity means responding in a positive manner to differences, valuing all people.
- All children are citizens and have rights and entitlements.
- Children should be treated fairly regardless of race, religion or abilities. This applies no matter:
- what they think or say
- what type of family they come from
- what language(s) they speak
- what their parents do
- whether they are girls or boys
- whether they have a disability or whether they are rich or poor.
- All children have an equal right to be listened to and valued in the setting.
Improving the physical environment - physical aids to access education such as ICT equipment and portable aids for children with motor co-ordination and poor hand/eye skills. New buildings should be physically accessible to disabled pupils and will involve improving access to existing buildings including ramps, wider doors, low sinks, etc
Improving the delivery of information to disabled children at nurserys or schools - The information should take account of pupils' disabilities and parents' preferred formats and be made available
Children should be treated fairly regardless of race, religion or abilities. This applies no matter what they think or say, what type of family they come from, what language(s) they speak, what their parents do, whether they are girls or boys or whether they have a disability or whether they are rich or poor.
All children have an equal right to be listened to and valued in the setting and all children have a need to develop, which is helped by exploring and discovering the people and things around them.
Some children's development may be at risk, for example children who are disabled and those with special educational needs , those from socially excluded families, such as the homeless or those who live with a parent who is disabled or has a mental illness, children from traveller communities, refugees or asylum seekers and those from diverse linguistic backgrounds.
All children are entitled to enjoy a full life in conditions which will help them take part in society and develop as an individual, with their own cultural and spiritual beliefs. Practitioners ensure that their own knowledge about different cultural groups is up-to-date and consider their own attitudes to people who are different from themselves.
Children in the UK are being raised in a society with many sources of cultural diversity. Good early years practice needs to support this from the earliest months of babyhood. Practitioners need to work to create a positive learning environment. Play materials, books and other resources can be offered in a helpful way by reflecting on how young children learn about culture and cultural identity.
Diversity and inclusion is also linked to legislation such the Childrens Act 1989, SEN act 2001, Rights of Children 1989 and the Race Relations Act 1976. Also included is the Disability Act 2004.
Children like experiencing food, music or dance forms that reflect their own family and neighbourhood experiences. Early childhood is a good time to offer opportunities that enable children to stretch beyond the familiar. Children can learn to appreciate cultural diversity in styles of art, craft, music and dance. All opportunities need to be well grounded in positive pride for the styles common in every child's own background.
D1 - Provide evidence to show how knowledge of child development can contribute to the recognition of childrens care needs
It is important to identify the care and learning needs of all children so that the practitioner can help a child achieve their full ability and be healthy.
Meeting children's diverse learning needs means identifying needs, developing individual goals and objectives for a child, selecting or designing appropriate supports and services, and then choosing the best learning setting.
The role and responsibilities of an early year's practitioner should cater to the child's needs to teach them what they need to know and find the right way to teach them in a way they will understand.
It is important to understand different planning stages when planning activities for children and to understand a child's age and stage of development or stage appropriate for them to increase knowledge. It helps meet the individual needs of children and how to adapt an activity for a child if they are struggling or conversely finding it too easy.
This can be done through learning opportunities but child care providers and parents must recognise that each child is different and individuals and those children of the same age vary in their development.
There are three types of planning: Long Term, Medium Term and Short Term
There are also many development theories that support children and their care needs.
The development of a child from birth to teenager is not automatic and there are many factors which affect development such as Growth, Love and affection, Sleep, Environment
Stimulation, Medical issues and diet. A lot of different areas of development and theories are interlinked such as physical skills, cognitive skills, communication skills, etc
A number of 'popular theorists' had different approaches to a child's learning and development which is linked to intellectual and social development. Bowlby popularized the ideas that a baby must have an emotional bond with its mother during the first two years of its life. He said that if this bond was not developed during that time there would be a negative impact for the child and would lead to a lack of 'social, emotional and intellectual' development. Bowlby was the first theory to focus on the formation of parent-child relationships.
Bandura took a very different approach to developmental psychology and demonstrated that children learn development from role models. Bandura's approach is an extension of behavioral theories which emphasize the way we learn behaviour from others, our environment, experiences and so on and imitating role models. They learn from sibling, brothers, sisters, and friends.
Bandura's Social Learning Theory modified traditional learning theory which was based on stimulus-response relationships. It considered learning to be no different among infants, children, adults, or even animals. Bandura's approach is influential in the treatment of problem behaviors and disorders.
Mary Ashworth developed the attachment theory from Bowlby but she called it 'Strange Situation'. To study theory researchers observed children for 12-18 months and they watched to see how they reacted when they where left alone and then re-united with their mothers. The attachment theory tells us that a young child needs at least one relationship with a primary carer. This will help the child's emotional and social development to increase and this happens over time.
In my placement all children have keyworkers and they stay with the child until they transfer to another room, etc. This key worker writes and keeps a file on the child. The keyworker is the one the child connects with and helps them develop relationships. The keyworker is also the key communicator with the parents of the child.
It is important for the children for children to be in an established environment which meets their care and learning needs as it helps them prepare for the future.
The environment should meet care needs for children as it helps them have positive experiences and want to return. But they must also meet clear legislation guidelines. Under the health and safety at work act, it states that it must be a safe place for employment and a safe working environment. Risk assessments must be carried out to recognise potential dangers and hazards and ascertain what can be done to prevent accidents.
The setting will need to consider children's individual needs -
- whether you are meeting these when providing a challenging environment,
- the provision of risk and challenge,
- plan an environment that will suit all abilities of children -to not discriminate against a child who has any disability or special educational need.
- Is there an age specification?
D2 Discuss 2 strategies for improving your own learning and performance
There are many ways in which a person can improve their own learning and performance.
Observe - The first way is being observed. A member of staff could observe you and give you feedback on where you were going right, doing well but also which areas you need to improve on. This oerson can help you by telling tell how to improve and give you ideas. This is a good way of improving your learning as people will help you, give you ideas on how to improve, and also tell you what you were doing wrong. You can then talk through areas and ideas on how to improve.
This is the converse of shadowing or mentoring another worker and to see what they do and how they do it. You are learning from observation.
The main professional skills required communication, observation and reflection. If these are not met then a child's need will not be met. Communication is an important skill for the practitioner as it helps them with planning for the children. They can talk to other practitioners about a child, about how they can learn, which skills and methods to use and what past experiences.
Reflection - also helps you improve your performance by reflecting on the activity you did.The reflective cycle as developed by Kolbs allows you to think about what you have done, how well it went, get feedback from others and consider alternatives.
By using Kolbs planning cycle includes ideas of reflection
1.What happened?
How did the task progress?
How did you feel? (e.g. initial gut reaction, changes in feeling as task progressed etc)
How did you react?
What choices did you have?
Identify the positives
What was important to you? What skills/qualities/abilities did you use?
Identify the things that could have gone better
What were the barriers to success? What needs improvement?
3.Making generalisations
What conclusions can you draw from the experience?
What have you learnt for the future?
How does this relate to the real world?
4.Planning future action
What might you do differently?
What risks might you take?
What/who might help?
What additional input might you need?
I can then evaluate my own learning and performance.
This can be done through 'Professional development' and discussions with the line manager and other practitioners.
Trial and error is also an important reflection and to review how things happen. But in all cases, the safety of children is paramount.
Experience is the most important issue and to understand that as a new 'trainee' or new 'nursery nurse', you don't know everything. That you learn by experiencing and learning from the experiences of others.
I would also have to keep in touch with new initiatives that are promoted and keep on top of new legislation.
C1 - Analyse how the main regulations can influence the provision of care
Legislation plays a major role on working practices within an early years setting but the primary aim is to safe guard and protect children and their families.
Legislation, policies and procedures involve Medicines, Staffing and employment laws, Child protection policies, Health and safety, Equal opportunities, Behaviour management, Special educational needs and Working with parents
Children and young people should feel happy, safe, respected and included in the school or early years setting environment and all staff should be proactive in promoting positive behaviour in the classroom, playground and the wider community. Policies and practice which make sure the safety and wellbeing of children should already be in place and it is this legislation, develop through many years and experiences, and mistakes, that underpin the working practices that are used today.
There are many pieces of legislation which influence a healthy and secure environment in an early years setting. For example:-
Health & Safety at Work Act 1974 The Act imposes general duties on employers to Secure the health, safety and welfare of people at work and Protect others against risks arising from the work activity
The owner of the workplace as a practitioner is to Make sure they have knowledge of work place setting's policies and procedures and Make sure that they put these into practice at all time, when they work with children.
This is done by checking, maintaining and using safety equipment appropriately and keeping to safe working practices.
They also have a responsibility to make sure that staff have the necessary training to put policies into practice including, first aid training, basic food hygiene the use of safety equipment. They must consider and maintain the welfare of employees by ensuring that the workplace is healthy and safe environment to be in. They should also undertake regular risk assessments of the environment, equipment and activities also keep documentation for all aspects of risk assessment, accidents, incidents and illnesses and implementation of emergency drills and procedures (RIDDOR 1995).
Each workplace or early years setting must have a safe and secure environment and must have an Illness and Emergency Care Policy. The policy for a workplace / nursery should deal with a number of things such as Exclusion, Illness, Immunisation status, Infectious diseases, Injury, Medication, Minor accidents and Serious medical emergency situations or accidents:
They are to protect the safety and wellbeing of children in the early year setting by Providing a safe and healthy environment for children while at the setting, React to the needs of the child if the child is injured, becomes ill, or is traumatised while attending the setting, Providing information regarding immunisation and the protection of all children from infectious diseases, and Providing and maintaining a suitably equipped First Aid Kit.
Making sure that at least one staff member on duty with the children has a first aid qualification.
The health and safety of the children in any early years setting is vital, and that all parents/guardians leave several contact telephone numbers so that if a child is seriously unwell or injured, they can be contacted immediately and their child can be picked up immediately.
The Every Child Matters and Children Act 2004 - The Children Act 2004 introduced a new duty (section 10) to co-operate at a strategic level on local authorities, Primary Care Trusts and other relevant children's services partners.
The act is to protect children and promote welfare and well being of children.
- Being healthy: enjoying good physical and mental health and living a healthy life style
- Staying Safe: being protected from harm and neglect
- Enjoying and Achieving: getting the most out of learning and life, and developing skills for adulthood
- Making a positive contribution: being involved in community and society and not engaging in anti-social or offending behaviour
- Economic well being: not being prevented by economic disadvantage from achieving their potential
B1 - Evaluate ways to work effectively in multi-professional teams to support the care of children
As previously stated in E6 above, Multi professional approach allows professionals share knowledge about a family needs so that the parents don't have to ask the same questions over and over again.
The professionals are aware of each others roles in supporting the family so that conflicting advice can be minimise. It is essential that each agency communicates well and understands not only there role and responsibilities but the others agencies as well.
A multi professional or multi disciplinary teams cover many aspects of team work and include:
- Empathy - seeing something from another persons point of view
- Interpersonal skills - how to communicate and respond to others, interaction with parents, children and colleagues
- Reflectiveness - how refective has it been, planning activities, improvements, etc
- Interest - attending training, reading articles, etc. maintain interest in the job
- Flexibility and openness - new ideas and initiatives, new government legislation, the ways children learn.
- Reliability - being counted on at all times.
- Emotional stability - Not becoming to involved and emotions clouding judgement.
Communication is very important tool for practitioners and multi agency teams and it is important that they communicate well. These include
- Notice boards - quick references, bullet points
- Diary boards - dates of meetings, report deadlines
- Letters
- Emails
- Phone calls
- Team meetings - progress meetings, committee meetings
Written communication and a concise record of reports or meetings is also required.
The multi agency approach also holds regular meeting and the following outlines how to hold clear meetings.
- Don't Meet - Avoid a meeting if the same information could be covered in a memo, e-mail or brief report.
- Set Objectives for the Meeting -Before planning the agenda, determine the objective of the meeting. The more concrete your objectives, the more focused your agenda will be.
- Provide an Agenda Beforehand - Your agenda needs to include a one-sentence description of the meeting objectives, a list of the topics to be covered and a list stating who will address each topic for how long. Follow the agenda closely during the meeting.
- Assign Meeting Preparation - Give all participants something to prepare for the meeting, and that meeting will take on a new significance to each group member.
- Assign Action Items - Don't finish any discussion in the meeting without deciding how to act on it.
- Examine Your Meeting Process -
Don't leave the meeting without assessing what took place and making a plan to improve the next meeting.
- Use visual aids for interest (e.g., posters, diagrams, etc.). Post a large agenda up front to which members can refer.
- Vary meeting places if possible to accommodate different members. Be sure everyone knows where and when the next meeting will be held.
- Start on time. End on time.
- Review the agenda and set priorities for the meeting.
- Stick to the agenda.
- Encourage group discussion to get all points of view and ideas. You will have better quality decisions as well as highly motivated members; they will feel that attending meetings is worth their while.
- Encourage feedback. Ideas, activities and commitment to the organization improve when members see their impact on the decision making process.
- Keep conversation focused on the topic. Feel free to ask for only constructive and non- repetitive comments. Tactfully end discussions when they are getting nowhere or becoming destructive or unproductive.
- Keep minutes of the meeting for future reference in case a question or problem arises.
- Summarize agreements reached and end the meeting on a unifying or positive note. For example, have members volunteer thoughts of things they feel have been good or successful or reiterate the organization's mission.
- Set a date, time and place for the next meeting.
During The Meeting
After The Meeting
- Write up and distribute minutes within 3 or 4 days. Quick action reinforces importance of meeting and reduces errors of memory.
- Discuss any problems during the meeting with other officers; come up with ways improvements can be made.
- Follow-up on delegation decisions. See that all members understand and carry-out their responsibilities.
- Give recognition and appreciation to excellent and timely progress.
- Put unfinished business on the agenda for the next meeting.
- Conduct a periodic evaluation of the meetings. Note any areas that can be analyzed and improved for more productive meetings. See a sample meeting evaluation.
- And remember, effective meetings will keep them coming back!
However, when dealing with children, confidentiality must be maintained at all times.
Lyssejko. J. (Tameside MBC - 2009)
A1 - Include a reflective account of the role of the practitioner in caring for children
My role as an Early Years Practitioner would be to assist with the development and care of children and I may be responsible for organising a room and making sure that policies and procedures are being followed and recorded. I would have to cater for their needs as young children; developmentally, physically and socially. This would be ensure that I am promoting and maintaining a healthy environment for all children. It is also important that you learn by experiencing and learning from the experiences of others.
In my role I would have to plan and provide a caring and stimulating environment that is appropriate for individual children and enables children to reach their full potential and to work within the Children Act and local guidelines, legislation and standards and ensure that Child Protection policies and procedures are adhered to at all times. I would have to plan and prepare exciting play opportunities that meet the children's developmental needs and stimulates their learning.
I would also have to establish and maintain positive relationships with the children and their families in a way that values parental involvement, and to provide a service that respects children's life experiences and celebrates diversity in terms of language, culture, ability, race and religion.
I would also participate in supervision and staff development processes in support of personal development and to undertake training as appropriate to meet any changes in standards or appropriate legal requirements as required. In reviewing and reflection of any issues is an important aspect of a practitioner and to review where, why, how, when, etc.
The reflective cycle as developed by Gibbs allows you to think about what you have done, how well it went, get feedback from others and consider alternatives.
The reflective cycle is broken down into 6 units
- Description -what happened
- Feelings
- Evaluation
- Analysis
- conclusion
- and finally 'Action plan' - what will you do next time.
The practitioner should also evaluate their own learning and performance.
This can be done through 'Professional development' and discussions with the line manager and other practitioners.
For example:
- Share examples of your practice - discuss
- Get ideas of other practices
- Visit other practices and observe, discuss.
- Make sure you keep up to date with current practices
- Articles in magazines, books, training, etc
- In house or external training
- Additional qualifications, etc
- Observe children / observe other practitioners
- Planning Childs next steps
- Try new things
Trial and error is also an important reflection and to review how things happen. But in all cases, the safety of children is paramount.
Experience is the most important issue and to understand that as an new 'trainee' or new 'nursery nurse', you don't know everything. That you learn by experiencing and learning from the experiences of others.
I would also have to keep in touch with new initiatives that are promoted and keep on top of new legislation.
In conclusion:
Reflective practice is a vital aspect of working with young children which provides practitioners with the evidence to form judgements about their role and input into the learning cycle.
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Document Type Doctoral Thesis Author Jacobs, Liza email@example.com URN etd-04132005-143800 Document Title The impact of the changing practitioner requirements on management accounting education at South African universities Degree DCom (Financial Management Sciences) Department Financial Management Supervisor
Advisor Name Title Prof C J de Villiers Keywords
- no key words available
Date 2004-09-11 Availability unrestricted AbstractOne of the most important change drivers to influence the working environment of management accountants during recent years has been the phenomenal development of information technology. This and other change drivers have influenced the workplace to such an extent that questions have arisen as to whether there is a gap between management accounting education and expectations in practice. Various research articles on this topic, as well as the problem of how such a gap, if there is one, should be addressed, prompted this specific research problem. The core of the study comprised a literature study and an investigation by means of a questionnaire to ascertain whether the education of management accountants equipped them adequately for the tasks they are expected to fulfill in practice and, if a gap between education and practice should be identified, what the reasons for this gap could be. Given the reasons, recommendations were made relating to various stakeholders.
The most important recommendations are that professional bodies, educators and practitioners should form a closer alliance so that education and practice can be kept in line with each other; that case studies should be incorporated into the syllabi in order to help bridge the gap between theory and practice, and that certain skills and techniques should get either more or less exposure in the syllabi.
Filename Size Approximate Download Time (Hours:Minutes:Seconds)
28.8 Modem 56K Modem ISDN (64 Kb) ISDN (128 Kb) Higher-speed Access 00front.pdf 80.43 Kb 00:00:22 00:00:11 00:00:10 00:00:05 < 00:00:01 01chapter1.pdf 74.01 Kb 00:00:20 00:00:10 00:00:09 00:00:04 < 00:00:01 02chapter2.pdf 220.68 Kb 00:01:01 00:00:31 00:00:27 00:00:13 00:00:01 03chapter3.pdf 193.84 Kb 00:00:53 00:00:27 00:00:24 00:00:12 00:00:01 04chapter4.pdf 86.50 Kb 00:00:24 00:00:12 00:00:10 00:00:05 < 00:00:01 05chapter5.pdf 467.52 Kb 00:02:09 00:01:06 00:00:58 00:00:29 00:00:02 06chapter6.pdf 111.94 Kb 00:00:31 00:00:15 00:00:13 00:00:06 < 00:00:01 07bibliography.pdf 67.92 Kb 00:00:18 00:00:09 00:00:08 00:00:04 < 00:00:01 08appendices.pdf 670.49 Kb 00:03:06 00:01:35 00:01:23 00:00:41 00:00:03


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Posts Tagged 'MTA'
worried faces
Would it kill you to smile?
- photo by Mitch Waxman
While riding the Subway in New York City, observation of the interesting social behaviors exhibited by the citizenry entertains. There are those who present the "pfft, ain't no thing" and those who present the "what the hell are you looking at" and also present are the "please, for gods sake, do not notice me" lean. Others pretend to sleep, or stare blankly at the floor (that's the one which I favor), while a small group of extroverts feel the need to shout and otherwise draw attention unto themselves. Then there's the buskers.
- photo by Mitch Waxman
There are Mariachi's, young couples who perpetrate the "gypsy baby" scam, those three kids who dance and perform acrobatics. Worst of all are the religious zealots, whose clumsy attempts at evangelism are enough to drive one into the arms of Satan itself. Skillfully ignoring these buskers and con artists, or not, is what separates the true New Yorker from the tourist. The tourists are the worst, of course, breaking all of the unspoken rules of subway etiquette which "regular" riders subconsciously obey and enforce. Nobody smiles, the MTA has a rule against that.
- photo by Mitch Waxman
My camera is always at the ready whenever entering these concrete bunkers with their pungent atmospheres, and one of the odd things I've noticed in recent years is the reaction some have upon seeing the device. Lens cap on and power switch off, they will stare at the camera in the manner one would watch the countdown clock on a bomb. I don't understand this. Humans, they're weird, and need to smile more often.
"follow" me on Twitter- @newtownpentacle
poor substitute
"follow" me on Twitter at @newtownpentacle
- photo by Mitch Waxman
December 6th, a date which will live in infamy, as it is the anniversary of the birth of British Occultist Dion Fortune as well as the day that a man modernity knows as Santa Claus died.
The Mayan Apocalypse is only 15 days away now, so it might be a good idea to focus in on something a bit less weighty than the end of the universe. Accordingly, on a day that reminded one of nothing more than the Stephen King short story called "The Mist", your humble narrator headed down to Queens Plaza to check out and ride the MTA Holiday Nostalgia Trains.
- photo by Mitch Waxman
These holiday nostalgia trains are a yearly event offered by the MTA, and run on the M line between Queens Plaza and the 2nd avenue stop in Manhattan. Legacy equipment, the trains are a hodge lodge of different eras in subway history, and are maintained with the historical advertising one would have observed "back in the day". The trains are running on Sundays, with the first train leaving the city at ten and arriving in Queens Plaza for the return trip at 10:44 am. Check out this page at the MTA website for more info on train models and schedule.
- photo by Mitch Waxman
Train people, rail fans as they would call themselves, are a breed apart. It is extremely easy to mock their enthusiasm and detailed knowledge of the industrial ephemera which surrounds rolling stock, and there are several nicknames for them. These denigrating nomens infuriate their insular community, in the same way that Star Trek or Comic Book people detest outsiders labeling them as nerds or geeks. This is their hobby, and its actually a fairly wholesome one at that.
- photo by Mitch Waxman
It's funny, how little attention or notice the actual hardware of the subways receives. Personally, the only time I truly pay attention to the cars themselves is when I find myself on a line which is using a completely different model than one of the trains which I normally travel on. The R versus the 1 for instance, use entirely different models, although I couldn't tell you much more than surface differences, nor why the choice was made to use one of the other. The rail fan will be able to point to the exposed screw in a random light fixture and tell you an involved tale about it, usually involving long dead commissioners and obscure MTA operatives you've never heard of before.
- photo by Mitch Waxman
You've still got two more Sundays to get out and experience these vintage cars, lined with goofy advertising from the past- admonishments to "hire a veteran", "Smoke Viceroy", and reminders that "real men wear a hat". Be prepared though, for camera flash and dozens of photographers roaming the trains as they hurtle along. One interesting existential observation is how "bouncy" these trains are in comparison to the modern units, they are also quite a bit louder.
- photo by Mitch Waxman
As mentioned, the holiday trains are moving along the M tracks, and performing regular duty for the day. An enjoyable activity is to watch the City people blindly get on board, texting and futzing about with their phones, and then suddenly cast their gaze around, noticing their surroundings and the hordes of photographers and rail fans around them. There are some photographers and "creepy camera club guys" who hire models to dress in period garb for the day, and pretty ladies and gentlemen can be observed wearing the fashions of earlier times.
- photo by Mitch Waxman
One finds that you have to hold on to something when these trains are moving, lest you be tossed about. One of my many annoying habits, this one exhibited while riding the subway, is to stand on the balls of my feet with my arms at my side and "surf" as the subway moves between stations. I enjoy this, and it would be suicide to try it on the vintage trains, which demand two on the floor and one on the pole or hanging strap. The MTA, you've come a long way, baby.
- photo by Mitch Waxman
The general protocol which your humble narrator follows for this event is to ride the train in a full circuit, from Queens Plaza to second and back to QP where I leave the train, satisfied with the experience. My rail fan friends engage in a Bataan death march of a day, riding back and forth in some kafkaesque loop, and will pack a lunch. Such devotion is remarkable, and beyond my attention span.
- photo by Mitch Waxman
My personal predilection, after entering the subway system, is usually to get out of it as quickly as possible. I don't like it down there, in that dripping stygia of rat infested tunnels. I don't like knowing that the trains form pneumatic dams within the tunnels which push a swirling cloud of rodent droppings and desiccated decay before them and into the station. Mephitic, these dust blasts paint every surface- including me- with fecund horrors whose byzantine complexity is beyond the capacity of even a madman to conceive.
Accordingly, me and the Forgotten-NY guy went out for coffee in LIC after getting off the train at the 23 Ely stop.
Apple Juice, OHNY 2009
Caveat- What I know about electrical engineering wouldn't produce enough charge to power an LED. Also, some of the information I'm passing on is sourced back to Open House New York flyers distributed at the event (just for proper attribution), handed out and written by Robert W. Lobenstein- General Superintendent of NYC Transit titled "A Walk Through History". If I get something wrong, please contact me and we'll make any appropriate corrections.
This isn't actually the MTA Substation site- its around a block away and a completely different structure. Its just such good typography…- photo by Mitch Waxman
MTA Substations transmogrify high voltage Alternating Current charges, which flows from a central generator or powerhouse, into the 625 volts Direct Current electrifying the "third rail" which the fleets of Subway cars feed upon to gain their motive action- and fuel the various devices and systems found onboard a modern train (or rapid transit, to be accurate. The term train generally refers to a self actuating mechanism with a mobile locomotive powerplant – or engine- driving the action).
from ohny.org
MTA Substation
225 W 53rd St/ Broadway , New York
neighborhood: Midtown
opendialogue Sat 11 am, 1 pm tours with Robert Lobentstein, General Superintendent Power of Operations of NYC MTA Transit.
Maximum people: 25 per tour
building date: 1901, opened 1904
architect: Heins & LaFarge
other architects/consultants: William Barclay Parsons, McKim, Mead & White
- photo by Mitch Waxman
In the same year that Aleister Crowley wrote his "Book of the Law", and the General Slocum carried away 1,021 souls at Hells Gate, and Robert Oppenheimer was born- the NYC Subway opened its doors for business (your humble narrator is used to passing the buck on certain subjects- the NYFD for instance- there are REAL experts out there who know far more than me. In the Subway story business, these folks are the tops).
In 1904, the nascent transit system was powered by a vast dynamo mill constructed on west 59th street between 11th and 12th avenues which fed AC current to eight substations (later combinations of IRT below and above shifted the nomen of the units in this group to the "teens". One became eleven, eight became eighteen) which includes this site.
This is Substation 13.
the Gothamist blog was also here, and they got a great series of photos- lots of stuff I missed or just bungled the shot. Click here for a look.
- photo by Mitch Waxman
Here at Substation 13, "giant red buttons which must never be pushed" abound. A sinister and pervasive electronic hum, the sound of nearby modern solid state rectfier equipment busily converting a pulsating flow of gigajoules uncounted, permeates the dark and dusty building. The old substation rotary works went offline in 1999.
from timeout.com
MTA Substation
What it is: One of the MTA's original power stations, tucked beneath a midtown street.
Why go? Opened in 1904, this is one of eight original IRT substations that served the subway system (for some perspective, there are now 215). View modern generators, as well as historic rotary converters, the subway's earliest power source.
- photo by Mitch Waxman
Specialized and redundant armatures of steel are required to support the weight of each of these 50 ton rotary converters, and to withstand the stresses induced by their operation, although the actual truss that supports them is made from hardwoods. Grounded plating is incorporated into the brick and cement clad structure of the substation, vouchsafing neighboring buildings against electrical manifestations and stray voltage.
from joeclipart.com
It opened in 1904, the same year as the first subway. The mayor, governor and, apocryphally, Thomas Edison and Nikola Tesla, among other dignitaries, arrived at the substation-warming party in horse-drawn buggies.
Old #13 has operated continuously since and today powers the 1 line, which old-timers still call the IRT. Although it houses sinister-looking modern equipment, the substation serves as a de facto museum because it contains original machinery, the centerpiece of which is the Westinghouse 1,500 kilowatt rotary converter. Incredibly, this 50-ton wheel didn't go offline until 1999.
- photo by Mitch Waxman
The converter devices themselves were a constant point of photographic interest for me, the sort of "big" technology that a comic book supervillain might decorate his lair with. On one wall, an animation cel from a Popeye cartoon showed the post Spinach effect of multiple converters spinning within the distaff sailor's bicep muscle.
from nycsubway.org
Because suitable real estate was difficult to find in the built-up downtown areas, contractor McDonald suggested that some of the sub-stations be placed underground. In February 1901 he requested the aid of the Rapid Transit Commission in acquiring the right to excavate under public lands at City Hall Park, Union Square, and Longacre (Times) Square. McDonald's contract made him responsible for the purchase of all lands for power facilities and he hoped to cut down his expenses by using city rather than private property. After consulting its lawyers, the Board decided that it lacked authority to grant this request. McDonald had to build his sub-stations above ground.
It was desirable to have the distribution distance to the subway as short as possible after conversion to direct current at the sub-stations. In the downtown areas McDonald obtained sites no more than one-half block from the route. In the far less crowded up-town locations, the Simpson Street and the Hillside Avenue sub-stations were nearly adjacent to the track.
Two adjoining city lots, each 25×100 feet had to be purchased to house sub-station equipment. The resulting 50 foot width allowed installation of eight to ten rotary converters with their sets of transformers. In Sub-station #13 on West 53rd Street, foundations were laid for ten rotaries; the remaining seven were built to receive eight rotaries.
Foundations for eight to ten rotary converters was a provision for the future. The original 1901 Westinghouse contract called for only 26, 1,500-kilowatt rotary converters, or four to five per sub-station. In 1909 Westinghouse responded to a second call, this time for 3,000-kilowatt units. In the plans for the 1916-1918 general system expansion, additional contracts to both Westinghouse and General Electric provided 4,000-kilowatt rotaries, some of which replaced the older 1,500-kilowatt machines. During expansion, [page 330] Sub-station 11 at Park Place was demolished, and its replacement, a half block from the original site was equipped with 4,000-kilowatt units. In 1923 additional 4,000-kilowatt General Electric and Westinghouse units were installed.
The remaining seven of the original eight IRT sub-stations are still standing. Number 19 on West 132nd Street is no longer in use and its equipment has been removed. The others still operate daily [in 1978] with equipment from the earliest installations. [The last of the rotary converter equipment has since been retired.]
- photo by Mitch Waxman
Notoriously, your humble narrator is almost always "a day late and dollar short", and the fabled "caving rig" lighting setup I've been working on for nearly a year was still incomplete when the OHNY event happened. I was lucky enough to be carrying a powerful LED electric torch by happenstance, which allowed some of these exposures sufficient quality for publication at Newtown Pentacle. Quite dark, Substation 13 awaits a creative application of lighting- perhaps the good folks at Strobist can gain access to the site sometime in the future and construct an application of proper illumination.
also from nycsubway.org
Each rotary converter stood in its own hard-wood frame. The frame was not bolted to the Portland cement foundations; the rotary weight was expected to hold the unit in place. The rotaries were the heaviest equipment of the sub-station. Two hand-operated cranes, at the front of each sub-station on the main floor, were provided for the rotary installation and service.
- photo by Mitch Waxman
Vast banks of machinery, replete with switches and glassed in gauges, line the walls of Substation 13. I've avoided posting photos of the more modern equipment, for a variety of reasons- mainly its not as cool looking, and the light was so bad I couldn't get a non blurry shot.
from wikipedia
When the first subway opened between 1904 and 1908, one of the main service patterns was the West Side Branch, running from Lower Manhattan to Van Cortlandt Park via what is now the IRT Lexington Avenue Line, 42nd Street Shuttle, and IRT Broadway – Seventh Avenue Line. Both local and express trains were operated, with express trains using the express tracks south of 96th Street. Express trains ran through to Atlantic Avenue in Brooklyn during rush hours, while other express trains and all local trains turned around at City Hall or South Ferry.
- photo by Mitch Waxman
A labyrinth of access tunnels and manholes marks the lower level of Substation 13, whose mouldering brick and disintegrating concrete speaks to the infiltration and regular egress of flood waters. Apertures in the roof of the subterranean level look up into the rotary converters, and the walls are lined with empty sockets which once allowed electrical conduits to snake through the masonry.
from mta.info
New York City's first official subway system opened in Manhattan on October 27, 1904. The Interborough Rapid Transit Company (IRT) operated the 9.1-mile long subway line that consisted of 28 stations from City Hall to 145th Street and Broadway.
- photo by Mitch Waxman
The art practiced by those engineers of the MTA who serve the modern system has -over the years- witnessed installation of 215 solid state converters, which are largely sited in deep underground vaults and inaccessible side tunnels hidden below the streets of New York City. Consolidated Edison- an electrical trust given stewardship over the metropolitan power grid- also used to maintain multitudinous converter substations for its commercial customers, but these too have been abandoned in favor of the more reliable and less labor intensive solid state rectifiers of the type now used by MTA. This room in particular, was original equipment, and was referred to as "the Manhole" where the Direct Current lines from the generator exited the soil and entered Substation 13. The atmosphere literally pulsed with latency.
from wikipedia
Electro Magnetic Fields (EMF) measurements are measurements of the magnetic or electric field taken with particular sensors or probes. These probes can be generally considered as antennas although with different characteristics. In fact probes should not perturb the electromagnetic field and must prevent coupling and reflection as much possible in order to obtain a precise measure. EMF measurements are nowadays becoming important and wide spread in different sectors to assess environmental and human exposure to non-ionizing radiation in many contexts.
- photo by Mitch Waxman
MTA has sold off many of its relict and offline substation buildings, which have been cross purposed by the modern world to "the needs of the now". A lumber warehouse, a Chinese noodle factory, an auto repair shop, even a movie theatre- are amongst the modern vocations enjoyed by some of these solidly built structures.
from google books,
a little Congressional Office of Technology Assessment reporting on the effect on Human Physiological Parameters of exposure to high energy power lines (from the New York State Power Line Project).
- photo by Mitch Waxman
Purveyors of the paranormal- who are undergoing a period of intense public interest in recent years due to the influence of several popular television series and a prevailing political fashion that interprets world events through a supernatural lensing of fin de siècle prophecy – speak about arrangements of electrical equipment and their concurrent electromagnetic field fluctuations as creating an environment which alters human perception. If this theory holds water, I would imagine the men and women who worked here might have some stories to share- and probably a union beef against the City.
but seriously…
here's a map from nycsubway.org of the system in 1904 when it opened. The crane above was one of many hand operated technologies that allowed the early system to come together. Workers would lift the 50 ton converters for maintenance and repairs using it.
- photo by Mitch Waxman
New York Open House is a yearly event wherein the architectural and civil engineering treasures of New York City that are normally off limits to the general public are exhibited by their stewards. For more info, and to sign up for notifications of next year's event- proceed to OHNY.org.


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Yikes!! so it's been exactly five days since i've blogged, and i hate to admit it, but it's also been five days since I've been tracking my food. yes, yes, i know not good. I had a little freak out moment (family stress, final exams, relationship problems--- basically just life). I handled my stress in my usual way, overeating, not exercising, and being as sedentary as possible (pajamas all day kind of sedentary :-/) Basically, I was going to a bad place fast. Fortunately, this morning I had a wake up call. I knew where I was headed because to be honest I've been here before. I thought about all of my new friends on spark people, I looked at old photos of myself, and realized I don't want this. I'm tired of feeling "too fat" "too unhealthy" "less attractive" etc.
I'm ready to get back on track though. I had a set back, but I mean life is full of those right? It took me five days to get back up, but I'm up and ready to try even harder this time!
So I guess this blog is kind of a confession: I think I'm going to need a little more encouragement than I thought... help me please?
I hope everyone had a great fourth of july and that everyone is doing well and on track to better health!
Happy monday!!!
best always,
Okay so I slipped up and did poorly yesterday. Yes, i binged, which was something I didn't think could happen because I was doing so well. But yes, I sadly slipped up and went way over my calories did not track them... i'm going to track it right after I'm done with this blog though (deep breaths! eek!).
Okay I am naturally upset with myself, but I'm forcing myself to stay on track and I'm taking this as a learning experience instead of an excuse to tear myself down. (I'm definitely my biggest bully). I learned 3 things from yesterday:
1. when I plan to go to the gym I need to go right away!
i planned to go to the gym as soon as i got home but I went into my room, sat down at my desk and well... once I sat down my intentions of going to the gym vanished... :(
2. when I am stressed and hungry do NOT go grocery shopping - I need to call someone, walk, do something to get my mind off of food!
i was stressed out last night (I have a lab exam in 2 hours! eek) so returning to old habits means that I went to the cabinet for food. There was no "good binge food" just healthy foods. So you know what I did? I got into my car and drove to the grocery store to buy binge foods. eek. yes I actually went to the grocery store with the intention of wrecking my diet.... hmph.
3. Exams are my trigger! my main trigger. two days before an exam is stressful, but the night before.... that's when I need help. i now know i need to come up with a strategy the night before exams that will prevent me from binging. perhaps I should study in the library? or.... ? hmm just need to figure out a way to avoid binging the night before exams
So I didn't do well yesterday :( but i'm going to work really hard not to let it discourage me and I'm treating this as a learning experience.
Today is a new day! i CAN do this!
best always,
Yesterday was the very first day I did not go over my calorie range! I was so proud of myself. I even went to Denny's with my friends last night to study and watched as everyone ordered pancakes, mac and cheese, grilled cheese sandwiches, and burgers. But did I order anything? Nope. I calmly assured myself that the organic supplement shake I had before would definitely tide me over the two hours before I myself would return home to a healthy balanced meal of pasta and veggies. And that is exactly what happened :)
Yesterday, was absolutely filled with small successes. I got all 8 glasses of water in (I usually hate drinking water). In my three hour chemistry lecture, I snacked on healthy blueberries and raspberries instead of running to the vending machine during our ten minute break; I spaced my 6 meals 3 hours or so apart; AND in the afternoon when I felt a small stress binge coming along (I have two exams this week and a quiz so I am pretty stressed!) I quickly ran into my flatmates room and asked her to come along to the gym. YES! I actually went into the gym and lifted WEIGHTS instead of pigging out. I haven't lifted weights in over a year!! I was less stressed after I was done, and my calories remained controlled :)
Yesterday was pretty amazing, but you know what? I'm ready to do even better today!
Let's do this!
Best always,
okay so today i stepped on the scale with crossed fingers "just stay the same, just stay the same...." I have been really proud of my progress thus far on spark people (I'm exercising more, blogging, eating healthier etc) but I haven't kept my calories within my spark people range. I always find myself going over by quite a bit. Yes, it's not the greatest, but I mean I never really let it get to me because I could see myself improving other aspects of my health. But, weight.... ah weight. Weight has so much effect on me. I knew that a gain would crush me and I didn't want a slight bump in the scale to discourage me. I wanted to avoid the scale completely today, but I know myself : I run away from the scale when I'm scared of my weight, and once I start running I keep running and my weight explodes to a new horrifying number. So in order to avoid that, I put myself on the scale and forced myself to look down at the number. I lost 3.6 pounds!!! HUH?!?
I stepped back on three times and the same number popped up. I was DOWN!!!! whoa ! cool! awesome! amazing! And with the widest smile on my face I logged into spark people to share my great news! I'm no where near my goal, but it is lower than it has been for at least a week and I'm so proud of myself right now! I LOVE SPARK PEOPLE!
Best Always,
So yesterday I did OK on my diet. I went over by 1,000 calories. Many of you are probably thinking um.... Jasmine? Going over by 1,000 is not OK, it's more like TERRIBLE. haha well at first I thought so too. I was so mad at myself. Why did I eat 800 calories worth of pistachios? What was I thinking? Peanut butter? I know that's my trigger food! But then I stopped myself and noticed something. Yes, I ate a lot yesterday! but if you can believe it, I used to go over my calories by SO much more. I used to down an entire jar of peanut butter (I'm an emotional eater). Limiting myself to four tbs of peanut butter was a success for me! Also, not pigging out after my binge was another victory. In the past I would be great with my diet. Then the day would come where I would slip and eat a ton of something that didn't fit into my diet plan. And you know what I would do? I would throw the entire program out the window. I would beat myself up and say you BLEW it, might as well make this a mess up day. and then i would eat EVERYTHING bad in sight probably blowing my calories up towards 5,000. By tracking what I ate and by patting myself on the back for not doing worse, I controlled myself. My whole attitude is better! Heck, I feel like yesterday was one of my best days on spark people thus far. I worked out and I didn't go CRAZY. I'm excited to do even better today!!
Best always,


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Alicante: November Weather Averages
|Low Temperature
|High Temperature
|Sunshine Hours
|6 hrs
|Chance of Sunny Day
|47 %
|Rainfall days
|3 days
|Chance of Rain
|23 %
|Chance of Cloudy Day
|15 %
|Sea Temperature
|Chance of Windy Day
|18 %
Averages for Alicante in NovemberWhen it comes to winter sun, Alicante experiences some of the most pleasant weather in the Mediterranean.
Winter in Alicante means warm weather and sunny days, with the area experiencing up to 300 days of sunshine through the year.
Thanks to its sheltered position, residing next to mountains and hills, Alicante also experiences a very dry climate, with rain only falling on average for 20 days a year.
It is for this reason that Alicante is such a popular holiday destination year round.
Though the hottest weather is seen in the summer, it is an ideal choice of location for your holiday if you want to enjoy some warm weather and winter sun.
You may well be able to find a cheaper deal with your accommodation at this time of the year too.
The average daily temperature in Alicante is 14°C (57°F), reaching highs of 18°C (64°F) and lows of 9°C (48°F).
The average temperature of the sea in this month is 18°C.
There is an expectation of 46 mm over 5 days of rain in Alicante.
Alicante sees on average 6 hours of sunshine per day during this month.
With such a fantastic, winter climate, Alicante's beaches are popular year round and are a major draw for many visitors to the area. Offering soft, golden sand and stunning coastal scenery, they are the perfect place to head to for some relaxation on your holiday. With plenty of beach front cafes to head to too, you won't have to travel far from the coast.


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New Yorker Fiction - Mayfly
New Yorker Fiction - Mayfly
This full page illustration is for the last New Yorker fiction "Mayfly" by Kevin Canty.
AD Jordan Awan suggested that we could focus the piece on the first paragraph of the story: "Driving across the Utah desert on I‐70, James hit a butterfly with his car. Then another. Then a shower of them, hitting the windshield like hail, wings trapped in the wipers, orange and black. The noise of them, muted but steady, woke Molly from her trance, and she looked out the windshield, at broken wings and yellow smears."
These are the initial sketches I sent in. Sketch 1 and 3 are alright but I was quite exciting about distorting the guy's face (he is sort of a jerk) with dead butterfly juice in sketch 2. Jordan came back and said he wanted a more abstrast approach to the story, maybe a wallpaper of butterflies from edge to edge.
This assignment had a 24 hours turn around. It was 2 pm at this point, although Jordan wants me to push the "pattern-ness" further, he let me go final.
This was the first final version. Jordan and I were both happy with the colors but wondered if there's something we could do to make the piece even more psychodelic and weird. Lucky for us, this is when the editor decided to run the story a week later!! The idea of distortion and "savage beauty" from sketch 2 revisited me and I proposed to re-do the illustration.
I started playing around in PS and warping the first final in all slightly different ways. When I came up with a mock-up I finally liked, I went back to the drawing board to redo the lines so the final will not look digitalized.
I am very happy with how the piece turned out and to realize sometimes the boundaries and rules I set for myself are quite silly. Neither the piece nor the eureka moment would happen without Jordan pushing me out of my comfort zone. I am really grateful to be working with the best people in the industry!!
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The Air-Conditioning, Heating, and Refrigeration Institute (AHRI) and the China Refrigeration and Air-Conditioning Industry Association (CRAA) have signed an agreement to encourage Chinese HVACR equipment manufacturers to voluntarily participate in AHRI's performance certification programs.
"The confluence of skyrocketing market demand for air conditioning in China and the current emphasis of the Chinese government to reduce energy use has created an acute need for performance certification there," said AHRI President Stephen Yurek. "This agreement is indicative of the global HVACR market and the need for standard and certification program harmonization. We hope participation by Chinese manufacturers in our certification programs will be accelerated by empowering CRAA to facilitate the application process for manufacturers."
The agreement, signed April 10 during the China Refrigeration Expo in Shanghai, authorizes CRAA to serve as AHRI's exclusive certification agent in China. It authorizes CRAA to begin next year promoting to Chinese HVACR manufacturers the benefits of AHRI certification and assisting interested companies with the certification application process. The agreement also provides a framework for future cooperation in certification testing.
"Building AHRI's capacity to test and certify HVACR equipment and component performance outside of North America supports our objective of creating a level playing field by allowing consumers to make fair product comparisons," said Yurek. "This agreement is a significant step toward increasing global access to high-quality HVACR equipment that provides indoor comfort efficiently and reliably."


text:
Home / Football / Fulham V Newcastle
Fulham and Newcastle have served up some entertaining fixtures in the Premier League and there is little to choose between the sides in terms of past results. Current form is likely to have a major bearing on their next meeting and you can see how the bookies price up the odds for their next fixture right here.
The pair met earlier in the season at St James's where Alan Pardew's side registered their first win of the season winning 1-0, although Fulham gained revenge with a 1-0 win at Craven Cottage in March.
Odds will appear here when available...
|Fulham Wins
|Newcastle Wins
|FA Cup:
|League Cup:
Last six meetings:
There are few more popular betting heats than football and there is rarely a dull moment for even the most hardened football punter. Bookmakers provide a host of betting markets all year round, whether for the Premier League, foreign leagues or international fixtures, and there are always plenty of free bet offers from the leading bookies.....
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5 Preview Womens Purple Cotton Fleece Lined Parka
- 5 Preview Cotton Fleece Lined Parka
- 100% Polyester
- Full Front Zip Fastening
- Removeable Fleece Lining
- Removeable Hood
5PREVIEW began in 2008 in a small apartment in Rome when Swedish designer and illustrator, Emeli Mårtensson, decided to release a small, graphic tee shirt collection of 5 pieces. Her expressive illustrative style and ironic, bold imagery became quickly popular and the label expanded from a small tee shirt line into a complete women's collection.
This new Cotton Fleece Lined Parka has a full front zip fastening and an all over block colour. It has long sleeves with elasticated cuffs and single button adjustable bands. It has a removeable fleece lined hood and the inner fleece lining is also removeable with press studs. It has a drawstring on the hood and a vent on the reverse hem with two side slant single flap press studs pockets and a verticle zip fastened pocket.
Product Code: D086-404-5PRV-PUR
Rating of Psyche, calculated from over 1300 customer reviews.
UK Delivery (click here for full details)
Orders authorised before 3.30pm Monday - Friday are eligible for Same Day Dispatch.
ROYAL MAIL - Standard Delivery (2-3 days) £3.99
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FedEx Saturday delivery delivery £12.99
European and International
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We understand that there may be a need to return goods for a refund or exchange, so we have made the process as simple as possible.
We aim to process returned items within 1 working day of receipt of arriving on our premises.
Our site uses the latest 128 bit SSL security, complying with and exceeding all necessary security requirements to protect your details. We do not store any sensitive information (card number, etc).
SSL encrypts your order online to avoid any decoding of that information of anyone other than the necessary processing parties. To check the security of your connection, look at the status bar of your browser window after accessing the website. If you see an unbroken key or a closed lock then, depending upon your browser, SSL is active. You can also double check by looking at the URL line of your browser - while accessing a secure server the first characters of the address will change from HTTP to HTTPS.


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Kappus Construction Inc.
New Homes - Additions - Renovations - Innovations
Call 410-879-6070
email: firstname.lastname@example.com
Kappus Construction Inc.
Main Navigation
Home Page
Floor Plans
New Home Photos
Product Info
Company Info
Home Page
Serving Harford County, Baltimore County, Carroll County, Anne Arundel County, Howard County and Baltimore Metro Area.
Established in 2003 Building Custom Homes - Traditional Stick Frame, Structural Insulated Panels (SIPS), Geodesic Dome, Insulated Concrete Forms (ICF), Cold Metal Steel Frame, Geothermal HVAC, Superior Wall Foundations, and Poured Wall Foundations.
Office Phone 410.879.6070 or 800.451.0701
Address: 1685 Ingleside Road, Forest Hill, Maryland 21050
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» News
Dem Dons Blackface
Washington Free Beacon
New York City Assemblyman Dov Hikind decided to go with a blackface costume to his own Purim party this weekend, as first reported by the New York Observer's Politicker. The Brooklyn Democrat said he was trying to emulate "some of these basketball players."
Hikind went all-out on his costume, according to the New York Post.
The joyous Jewish celebration of Purim can often involve Halloween-type costumes and Hikind didn't spare any detail in his curious retro look.
He wore brown face paint, sunglasses, an Afro wig, and an orange jersey in his bid to look like a 70s hoops star. …
"I was just, I think, I was trying to emulate, you know, maybe some of these basketball players. Someone gave me a uniform, someone gave me the hair of the actual, you know, sort of a black basketball player," Hikind said.
Hikind is standing by his costume choice.
"I am intrigued that anyone who understands Purim—or for that matter understands me—would have a problem with this," Hikind wrote on his blog. "This is political correctness to the absurd. There is not a prejudiced bone in my body."
Hikind is also being labeled a hypocrite for choosing to wear such a controversial costume just weeks after expressing outrage at designer John Galliano, a convicted anti-Semite, for dressing like a Hasidic Jew during Fashion Week.
more http://freebeacon.com/dem-dons-blackface/
» 12 Comments
Is "sort of a black" sorta like 'white Hispanic', 'high yellow', 'mulatto'? I thought any black meant all black, like Barack Soetoro.+4
how edgy.
was david stern's costume taken?+4
'Butbutbut…I'm not RACIST, I'm a DEMOCRAT!! I voted for Obama! I have BLACK friends!'+5
When I first read this story on MSN and knew right away it was a democrat because not once did they mention his party affiliation.+4
"…a convicted anti-Semite,…"
Huh? How can one be convicted of a thought crime?
Oh, wait. That was in FRANCE. You can be anti-American there but you can't be anti-Semitic or anti-Muslim… unless you ARE Jewish or Muslim… then it's accepted.+1
"…you know, sort of a black basketball player,"
WNBA? Nah, even they don't sport the Maxine Waters bedhead look.+3
Oooops, I thought that was Mooshelle behind those Foster Grants. My bad!+3
Good for me but not thee. Liberal is just another word for hypocrite.+4
"This is political correctness to the absurd. "
As opposed to the Left's PC which is a well-managed weapon.+3
Dems are always trying to portray what they are not.+2
You beat me to it with that phrase. Thumb-up for you.
"The rules are for thee but not for me." No matter which way you say it, it's a perfect illustration of the double standard.+2


text:
Schul presents paper
Dr. Jim Schul, assistant professor of education, recently presented a paper at The Society for the Study of Curriculum History in conjunction with the American Educational Research Association's annual conference held in New Orleans, La.
The paper was titled: 'Schism in the Schoolhouse: The Tenuous Relationship Between Social Scientists and Educationists within the AHA Commission on the Social Studies (1929-1934)."
Published: Tue, 04/19/2011 - 8:48am


text:
Catalogue Number: 212-8928
Buy on Tesco Direct from:
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Buy an LG Smart TV to get NOW TV passes included with your purchase *
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