Britney Spears Bipolar Disorder - Free Essay Example

Sample details Pages: 3 Words: 1015 Downloads: 1 Date added: 2019/08/12 Category Medicine Essay Level High school Topics: Bipolar Disorder Essay Did you like this example? Thesis Statement: Famous singer, Britney Spears suffers from many disorders one such as the bipolar disorder. Britney once lost custody of her two sons, Sean Preston and Jayden James when her bipolar disorder got out of control. She was briefly hospitalized when her mental state exploded. Britney happens to get very out of control when her mental state occurs. Such as yelling or getting very angry at something happening. Spears was diagnosed with the bipolar disorder in the year of 2007. Britney spoke out about the mental health issues she struggled with in the year 2007. History of Psychological Disorder: The bipolar disorder is one of the most highly investigated mental health disorders. This disorder affects around 4.5% of adults in the United States. Aretaeus of Cappadocia began detailing symptoms of the bipolar disorder as early as the first century. The ancient Greek and Romans discovered that using lithium salts in baths calmed manic people and lifted spirits of people who were depressed. During this time, it was common for people with bipolar and mental disorders to be executed. While the study of medicine advanced religious dogma said that these people with this disordered were possessed by demons and should be put to death. Don’t waste time! Our writers will create an original "Britney Spears Bipolar Disorder" essay for you Create order Robert Burton wrote the book The Anatomy of Melancholy in the seventeenth century, which addressed the issue of treating melancholy, a nonspecific depression, using music and dancing. Later in the same century, Theophilus Bonet published, Sepuchretum, that drew from his experience performing 3,000 autopsies. In his work, he linked mania and melancholy in a condition that he called manico-melancolicus. French psychiatrist, Jean Falret, published an article describing what he called la folie circulaire, which translates to circular insanity. The article details people switching through severedepressionand excitement and is considered to be the first diagnosis of bipolar disorder. He also noticed that there was a genetic connection in the bipolar disorder. Medical professionals still support this to this day. Emil Kraepelin, a German psychiatrist, changed the history of bipolar disorder when he broke away from Sigmund Freuds theory that society and the suppression of desires played a large role in mental illness. He had recognized biological causes of mental illness and was believed to be the first person to study mental illness seriously. Prevalence and Biological Relationship of Psychological Disorder: Britney noticed she was bipolar when she became very angry at random times. Spears was diagnosed with bipolar disorder after she was hospitalized from getting very angry at her significant other. Britney was very understanding when they told her she was bipolar and needed to be prescribed medication, but at the same time, she didnt want to believe what the doctor was telling her. Spears had said I become a different person. literally! After she had suffered from a public breakdown in 2007, she has felt very alienated from the public. Cultural Perspective: Culture aspects of bipolar disorder are ways people are shaped by their surroundings. People react to this disorder in many different ways, such as anger. Some people may think the way they react is embarrassing or they might get judged by their actions. This mental illness affects people in different cultures all over the world. There are regions of the planet, and cultural islands, where the bipolar disorder is less common or severe. Scientists did a study and reported the seafood consumption levels and rates of bipolar illness in nine countries. This study showed the lowest rates of the bipolar disorder occurred within the countries that had the highest level of fish consumption. This is because fish are rich in the omega-three fatty acids. Some of the countries that were included were, Puerto Rico, Taiwan, Korea, and Iceland. Symptoms: Symptoms of bipolar disorder such as mood swings, sadness, anger, anxiety, guilt, hopelessness, or loss of interest. Britneys symptoms are more like anger, anxiety, and mood swings. Britney also has depression, trouble falling asleep, and restlessness. Mood swing symptoms are when youre happy one minute, and within the next minute you are angry and upset. As the loss of interest symptom occurs you just lose interest in anything happening and you dont want to interact with anyone or anything. Symptoms of the bipolar disorder usually occur when people get angry or have severe anxiety. Treatments: Bipolar disorder can be controlled but cannot be cured. Some treatments for the bipolar disorder are therapies, supportive care, specialists, and medications such as anticonvulsant, antipsychotic, and selective serotonin reuptake inhibitor. Britney chooses therapies to try and cure her bipolar disorder, she goes and talks to a therapist about her disorder to help maintain it. Britney is also prescribed to medication by her doctor when she was hospitalized. Britneys bipolar disorder gets the best treatment by visiting her therapist once every week. The least effective treatment for the bipolar disorder is more likely to be the specialists, Britney doesnt like the care providers having to watch every move she makes. Britney says she would rather go and talk to the therapist instead of someone coming to watch every move she makes. Societal Perspectives: I think there should be a cure for bipolar disorder so people dont have to worry about every move they make and if its going to trigger the mental health issue they have. I also agree with Britney by getting good treatment by going to a therapist and taking the prescribed medicine the doctor has given her. I think our society has taken responsibility for the treatments for Britney Spears bipolar disorder. Also, our society has found ways to treat the bipolar disorder to calm it down. They have yet to find a way to completely cure it, but for now, they found a way to maintain it. Conclusion: Spears is now able to somewhat control her disorder. She still continues to go to therapy and still continues on her medications. Britney is now able to be with her children, now that she controls her bipolar disorder. Spears speaks out to people about her disorder, because she wants people to understand what she went through and how she found a way to control herself and her disorder.

Samuel Clemens AKA Mark Twain - 1259 Words

Samuel Clemens, otherwise known as Mark Twain, was one of the most prestigious authors of the 19th century. Growing up he’d always spend time with his uncle’s slaves. The slaves would always tell stories and Twain could not get enough of these tales. At the age of eleven, Twain got a job as a Printer’s Apprentice and got the opportunity to increase awareness of what was happening around the world. When he turned 18 he headed out east to work with several different newspapers. He got bored of this job quickly and after a few years he found himself working for a riverboat on the Mississippi river. Due to the Civil War this job was shut down. In search of a new job he volunteered to join a Confederate group called the Marion Rangers. He hated this so he quit two weeks later. Being jobless and desperate he traveled west to look for new work. After quite a few odd jobs and â€Å"get rich quick† schemes, including his failed try during the gold rush, Twain fin ally found gold of his own when his first short story â€Å"Jim Smiley and His Jumping Frog† was published. This story was the perfect example of regionalism, much like all his work. When he used regionalism he made you feel as if you were in Missouri by the way he wrote it and the slang he used. This regionalist style of literature would show many authors in the 2nd part of the 19th century how to write in a regional style of literature. All Twain’s years of perfecting regionalism also gave him the ability to write in other forms ofShow MoreRelatedThe Adventures Of Huckleberry Finn By Mark Twain1051 Words   |  5 PagesOther places do seem so cramped up and smothery, but a raft don’t. You feel mighty free and easy and comfortable on a raft.† The Adventures of Huckleberry Finn, was written before The Civil War, by Mark Twain (AKA) Samuel Clemens, was written in Hartford Connecticut, and Elmira New York in 1876 to 1883. Mark Twain’s writings often show life lessons being told through characters and are very involved with society and the effects that is has on certain people, like most other novels it shows morals andRead MoreThe Adventures Of Huckleberry Finn By Mark Twain1542 Words   |  7 Pages Over the last 130 years â€Å"The Adventures of Huckleberry Finn† has been called everything from a piece of trash to a national treasure. Mark Twain, whose real name is Samuel Clemens wrote â€Å"The Adventures of Huckleberry Finn.† Only one month after it was published, librarians in Concord, Massachusetts had it banned. â€Å"He has had his problems with librarians from the start when, in 1885, â€Å"those moral-ice-bergs,† the Library Committee of Concord−symbolic seat of freedom−pronounced the book rough, coarseRead MoreRomanticism and Realism: Examples of Mark Twain and Herman Melville Novels1398 Words   |  6 Pagesromanticism is a way to express your emotions in a deeper way, but writing through realism is a way to express your true feelings about how the world is. In Herman Melville’s Moby Dick he uses romanticism to express his point. In The War Prayer by Mark Twain, the speaker talks about the real aspects of war. Romanticism first came about in the 18th century and it was mostly used for art and literature. The actual word â€Å"romanticism† was created in Britain in the 1840s. People like Victor Hugo, WilliamRead MoreThe Adventures Of Huckleberry Finn By Mark Twain894 Words   |  4 Pagesseeing life as it was meant to be.† This idea from Elisabeth Kubler-Ross sheds a little light on what maturity truly is and what is happening throughout the book The Adventures of Huckleberry Finn by Mark Twain (Samuel Langhorne Clemens). The story begins with the main character Huckleberry Finn, AKA Huck, a 13 year old boy, with an abusive dad. Huck has acquired a large sum of money which his father wants. To escape his greedy father, he goes to the river and starts to see the world around him and

This Is How I Am Prepaired for My Future Free Essays

Most people have their future plans, dreams, things which they want to realize some day. Everyone dreams about interesting and satisfactory job with good salary, loving family, beautiful house and many friends. Future plans are often an escape from usual live for us. We will write a custom essay sample on This Is How I Am Prepaired for My Future or any similar topic only for you Order Now I often reflect on what kind of person I would like to be In the future and what my future life will look like. After 10th exam I want to study at the Delhi Polytechnic and rent a room in this city. I want to study computer science because it is very interesting subject for me and using a computer gives me great pleasure. When I finish studying In my opinion it is a very interesting and good job – nowadays many bosses search for workers well-educated in computer science and they pay them much money. I want to live In Delhi or Kanata the future. I think that living In a big city Is interesting and very comfortable because there are many meaner of transport, a lot of museums, theaters, cinemas where you can go In your spare time. In Delhi, for example, there are also many cafes, restaurants, discos you can always find an interesting place. In big city there are many sorts of entertainment and you can meet a lot of people, Polish as well as foreigners. There are many good schools, when your children may be well-educated. In the future I want to spent much time with my family. I would like to have three children. I think that in the future I will adopt a child because in my opinion it is a disaster not to have parent’s and family. When I collect enough money I will travel to other countries. I have always dreamt about going to Oneida or Bengal. How to cite This Is How I Am Prepaired for My Future, Papers

The drunkard free essay sample

Develop the five-paragraph essay BEFORE you write so that you know Where you are going. The Use of Irony and Humor of The Drunkard In the story, The Drunkard the author Frank OConnor uses a point of view to primarily reveal humor and Irony. In the story, OConnor uses first person point of view. First person point of view is told through the eyes of the main character in this story. The main character is named Larry. Larry is a young boy who has to go along with his father one day to a funeral. Larrys father Mick Is the person referred to as the drunkard. Larry seems to know what will happen when he goes with his father but Is hoping that his father might consider his presence and not drink. Since the story is told through little Larrys eyes and thoughts the reader mainly focuses on how Larry feels about his dad being a drinker. We will write a custom essay sample on The drunkard or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The Irony and humor that is found in human nature is revealed through Larry, first person point of view. and what happens on his outing with his father Mick. Irony, the incongruities between the expected and actual results of events and humor, the quality of being laughably ludicrous are interweaved in this story. In the short story, The Drunkard Frank OConnor uses tlrst person point ot view to reveal the humor and irony that is created in this musing story. Humor is seen many times In the story after Larry and his father Mick reach the bar following the funeral. Larry is thirsty and takes a drink of his fathers beer. Larry finishes his fathers drink and becomes drunk afterwards. While this Is occurring his father is talking away with a man named Peter Crowley who is also a drinker. When Mick realizes Larry is drunk he knows he must take him home immediately. This scene is described as, They all stopped gabbling to gape at the strange spectacle of two sober men, middle aged men bringing home a drunken mall boy with a cut over his This could not be better told than through the eyes of Larry who at the time is observing all he sees happening around him. Two usually drunk men carrying home but a young boy who Is not sobers enough to walk. This humorous scene described by the main character reveals more enjoyment because little Larry is the one who is drunk. It is also a bit ironic that the two grown men are carrying a drunken young boy home and it Is not the other way around. Larry is watching all the people around him and knows how ridiculous he must look In between the arms of his father adepter Crowley. The humor Is revealed in an entertaining way from the first person point of view because of the situation the main character is in and how he is describing it. t Of2 Irony seems to occur In a Tew Instances since Larry Is settlng up tne reader wltn certain expectations. Larry tells us how his father is and knows exactly what will happen after the funeral. His father will wind up in a bar drunk like he had been described doing since his best friend passed away. Larrys first conclusion about the circumstances that are likely to occur is, l know I might have to bring him home, blink runk, down Blarney Lane, with all the old women at their doors, saying: Mick Delaney is on it again (302). This is Larrys prediction to how the day would end up. To the readers hilarious surprise, this is not what happens. Larrys thirst at the bar gets him in to an unusual situation and bewilderment from the liquor he has drunk. Larry as he realizes he is drunk says to himself, But, drunk and all as I was (301). both the Larry and the reader are surprised by this ironic event. Larrys prediction is reversed. He no longer has to take his drunken father home down Blarney Lane. Now Larrys father has to take Larry home blind drunk. The twist of events that Larry the main character is going through mainly reveals the irony also in a more humorous way. Humor through the eyes and words of Larry, the main character, provide the reader with more enjoyment as his day continues. As the men carry Larry by the arms he knows he is going to stroll down Blarney Lane drunk. So as Larry is proceeding down the lane he cries out to the women laughing, Ill make ye laugh at the other side of year faces if ye dont let me pass Go away ye bloody bitches Take care or Ill come back and show ye! (302). this scene described by Larry is very comical. He knows he father usually passes down this same lane drunk but does not get to realize what it is like until now. Its especially worse for Larry because he is not a grown man yet who is allowed to drink. It is ironic also because Larry never thought hed be the one walking down this lane drunk after the funeral. The humor being revealed is more amusing through the words of Larry who is telling the story from the first person point of view.

The Genres of Indian Cinema free essay sample

The noted Hindi film comedian, filmmaker and resident wit I. S. Johar, was once asked why India only made musicals. Never at a loss for an answer he replied, â€Å"We not only make musicals but also dancicals. † This may have been said in jest but the answer reflects the state of genre films in India. They simply don’t exist and all Hindi films can be wrapped together in a slapdash embrace-all variety which Johar chose to call â€Å"musicals and dancicals† or more formally â€Å"socials†. But more of that later! The first feature films made in India were mythologicals. In fact, the first seven years of film production (1913-1919) saw the production of a little less than two dozen films – a majority of which were mythologicals. The exceptions were a historical The Death of Narayanrao Peshwa (1915) and a social Vichitra Gutika or The Enchanted Pills (1920), both directed by S. N. Patankar. The concept of an industry did not exist and, even if it did, it was more as an extension of the Swadeshi movement, almost a cottage industry! Dadasaheb Phalke who made the first Indian feature film Raja Harishchandra in 1913 wrote about the moment he first dreamed of making an Indian film in the November 1917 issue of Navyug: â€Å"While the life of Christ was rolling before my physical eyes, I was mentally visualizing the Gods Shri Krishna, Shri Ramchandra, their Gokul and Ayodhya. I was gripped by a strange spell †¦ I felt my imagination taking shape on the screen. Could this really happen? Could we, the sons of India, even be able to see Indian images on the screen? The mythological, therefore, became the first genre of Indian cinema and it remained so till well into the 1920s when the fledgling trade acquired the size and extent of an industry. The stupendous commercial success of Phalke’s Lanka Dahan – the monies earned by the film is said to have been carried away in bullock carts – first showed the cash-potential of the film trade. Other entrepreneurs were attracted to the business and in a matter of a few years there were several film-producing companies, the more enduring f the lot being Kohinoor, Sharda, Krishna, Maharashtra, Sagar (all on the western coast), Surya, Mahavir, Associated, Star of the East (in the South) and Madan (in the East). The dynamics of the genre were also unwittingly defined by Phalke. Searching for a truly Indian look for his films, Phalke gravitated towards the paintings of Raja Ravi Verma, best known for his visual depiction of scenes from the Puranas. Raja Ravi Verma was the first Indian painter to use human models to depict Indian Gods and Goddesses. In 1894 he set up a lithographic colour press in Bombay (later shifted to Lonavala) so as to take his art to the widest possible audience. The masses loved his litho prints, particularly those depicting divine beings and, to this day, that is the image that any devout Indian carries in his mind. It was, therefore, natural for Phalke to borrow heavily from Raja Ravi Verma’s portraiture and drapery for the visual look of his films. Story-writers, as yet an unknown breed, scoured the Puaranas as well as the two main Hindu epics, the Ramayana and Mahabharata, to come up with stories for the screen. Other sub-genres which flourished within the realm of mythologicals were devotionals like Sant Sakhu and Sati Toral, legends like Vanraj Chavdo, classicals like Ratnavali and Chandan Malaygiri, costume dramas like Surya Kumari and Chandrakanta, fantasies like Princess Badar and Gul-e-Bakavali. The other genre that surfaced during the silent era was the historical making its first appearance as early as 1915 but more regularly from the mid-1920s. Films like Poona Raided, Prithviraj Chauhan, Life of Buddha and Sati Padmini were made in 1924 itself and the historical as a genre came to stay as a part of Indian cinema. V. Shantaram made his debut as a director with a historical Netaji Palkar in 1927 and so did his guru Baburao Painter with Sinhagad (with the young Shantaram playing Shivaji) in 1919. The two directors who were to later specialize in this genre also made their debuts during this period: Bhal G. Pendharkar with Bajirao Mastani in 1925 and N. D. Sarpotdar with Prabhavati and Chandrarao More in 1925. A majority of the historicals made during this era concentrated on the life and times of Shivaji and his revolt against the Mughal empire. Some like Dha Cha Maa dealt with political intrigue under the Peshwas while a minority like Prithviraj Samyukta were historical romances. Mature directors like Sarpotdar and Pendharkar used the genre to convey to the audience intensely patriotic messages. Often they got away with it but sometimes a film like Chandrarao More ran into trouble with the hawk-eyed British censors. The so-called â€Å"socials† (an Indianisation for dramas on contemporary life) also made their debut during the silent era, the first ones being S. N. Patankar’s Vichitra Gutika or The Enchanted Pills in 1920 and actor-producer Dhirendranath Ganguly’s Bilet Pherat or England Returned (Nitish Lahiri/1921). As its title suggests, Ganguly’s film was a biting satire on anglicized Indians who were â€Å"more British than the Britishers†. Though he also directed a few mythologicals, â€Å"DG†, as he was fondly known, became synonymous with social comedy. This particular sub-genre was to become an immensely popular staple of Hindi cinema in the years to come. The American-style â€Å"action film†, made in the best traditions of Errol Flynn and Douglas Fairbanks also made its debut in the fading years of the silent era. Action stars like Madhav Kale, Ganpat Bakre, Jairaj, Master Vithal vied with one another to capture the top spot and many even acquired sobriquets which compared them to Hollywood favourites: Master Vithal was known as the Indian Douglas. Action films would develop into important staples in the years to come – being known in a condescending manner as â€Å"stunt† movies – but would gain â€Å"respectability† only in the 1970s. This then was primarily the scene during the silent era with the definable genres being mythologicals, historicals, socials and action films. The production of silent films continued well into 1934 – three years after the talkie was introduced in India. The richer producers immediately made a switch to talking films but the poorer ones – most of them churning out low-grade â€Å"stunt† movies – could not make the switch. If Chaplin could resist the talkie for years why couldn’t they? The difference was that his reasons were artistic but theirs were economic! The first Indian talkie was a costume fantasy Alam Ara and so were a majority of the 24 talking films made in that year, 1931. The year saw five socials and only one historical. The balance was still heavily tilted towards mythologicals and its associated sub-genres with as many as 18 films. Costume films topped at 6 with mythologicals come second at 5. Five years later, in 1936, there was a definite shift towards the making of â€Å"socials† – as many as 51 being made out of a total output of 134 films. Costume films were a reasonable second with 30 releases but only 7 devotionals and 2 mythologicals saw the light of the arc lamp. And ten years later, in 1941, 50 out of the 79 films released in Hindi were socials. The rest comprised action films (12), costume films (5), devotionals (4) and so on. What had happened was that the absolute numbers of social films made had remained more or less constant but the percentage of social films to the total had increased from 38 per cent to 63 per cent. (These are rough and ready figures and may not stand statiscal scrutiny but the conclusions drawn are valid. Something else more significant had happened: the â€Å"socials† had now come into the mainstream of filmmaking and the other genres like the mythological and action – though still being made in significant numbers – had been relegated to the B and C grade. The reasons for this were not too hard to discern. With the film medium having attained the dimensions of an ind ustry more committed people were being attracted to it. Three film producing companies which had made their debuts in the final years of the silent era had now risen to the fore: New Theatres in Calcutta, Bombay Talkies in Bombay and Prabhat in Poona. All three companies were headed by men of vision who were keen to use the still fledgling medium to tackle the ills of society. From this desire emerged a whole set of path-breaking socially relevant films like Admi, Duniya Na Mane, Padosi (from Prabhat), President (from New Theatres), Achhut Kanya, Kangan, Bandhan, Jhoola (from Bombay Talkies). The smaller companies could only imitate what their more successful counterparts were doing. Socials, therefore, soon became the staple of Hindi cinema hough they were not of the same standard or class. It was often unkindly suggested that the socials were actually mythologicals in a modern garb. Indeed the characterization and presentation techniques used by some of the smaller companies reinforced the idea. For example, the superhit film Charano Ki Daasi is nothing more than a reworking of the mythological Sant Sakhu story. One sub-genre of the social which had barely registered its presence during the silent era through the films of Dhiren dranath Ganguly was that of social comedy. During the early talkie period of 1931-1947 this sub-genre prospered. Filmmakers like Master Winayak (Brahmachari, Brandy Ki Botal), Sarvottam Badami (Ladies Only), Jayant Desai (Char Chakram, The Cat), Chaturbhuj Doshi (Musafir), Kishore Sahu (Kunwara Baap, Shararat) gave an upper middle-class to the genre. Straddling the decades of the 1940s and 1950s was the genius of P. L. Santoshi who created the sub-sub-genre of the musical social comedy in films like Khidki, Sargam, Shehnai and many more. This is not to say other genres suffered. They may have relegated to a lower status but they also flourished. Action films inspired by the Hollywood model began to be made in increasing numbers though the genre itself was more suited to the silent format. Homi, the younger of the Wadia brothers, directed the Fearless Nadia through countless such adventures all through the early talkie period. Their Diamond Town series became a classic of the genre. Master Vithal continued to swish his sword through several swashbuckling adventures made for Imperial Film Company. Two interlinked events occurred in 1947 which changed the very nature of the industry and which had a far-reaching impact on genres. India became independent on August 15, 1947 but much before that, it was partitioned into two nations. It was an exciting but turbulent period for Hindi Cinema. As Charles Dickens wrote in a somewhat different context:, it was the best of times and it was the worst of times. It was the best of times because the euphoria of newly-won independence had imbued the script of every Indian as the country looked forward to a whole new exciting future. Money was flowing into the film industry in ever-increasing amounts. Audiences, tired of the deprivation and sacrifices of the War years, were flocking to cinema houses in search of entertainment. The film industry itself was getting bigger, brighter and better. It was also, from hindsight, the worst of years because the seeds of many an evil which is rampant today (instability, indiscipline, freelancing, black money, the star system etc. ) were sown during this heady period. The root cause of everything was, of course, economic. Huge unaccountable profits had been made on the black market by unscrupulous traders and get-rich-quick businessmen during the Man-created scarcities and shortage of the War years. These potential investors were looking out for a safe haven where they could park their ill-gotten wealth and in the fast-changing pattern of the film industry they found just such a haven where they could double and even triple their stakes while wallowing in the glamour as an added fringe benefit. A patriotic streak was given all this since the Government being duped was the then British Government and unwanted, alien authority. With the star and star technicians (mostly directors) realising that they had a greater worth in the open marketplace than in the closed confines of the studio system, they began to desert the systems or at least bargain with it for exponentially increasing salaries till the studio could no longer afford them. The individual had, at last, become greater than the system which supported him. These cross currents and changing patterns in the film industry inevitably led to the collapse of the carefully nurtured studio system. With the migration of star talent the studios even the major ones like Prabhat Film Company, Bombay Talkies, New Theatres and Ranjit could not hold their own in the marker place. Though many of the major studios survived well into the early 1950s (New Theatres till 1954, Prabhat till 1953, Bombay Talkies till 1952, it was quite obvious that they were on their last legs. Devika Rani retired from Bombay Talkies in 1945 while S. Mukherjee and Rai Bahadur Chunilal had left a year earlier to form Filmistan, V. Shantaram left Prabhat to form his own Rajkamal Kalamandir in 1942. With their major talents gone, the organisation lost their all-India character. Prabhat was reduced to making Marathi films while New Theatres discovered that none of their Hindi version from 1948 to 1954 (Anjangarh, Manzoor, Naya Safar and Bakul) did well at the box office. With the collapse of the studios and the emergence of the star system, a whole new set of parameters began to surface. Since the star was the most precious commodity, it was the star who was the first to be selected with the rest of the elements of the film being tailored to his/her satisfaction or image. It was the Star who directly or indirectly determined what kind of story was to be chosen, who the other artistes would be, how and where the film would be shot and sometimes even who would direct it. What eventually emerged from all this was a cinema centered around the stars. With star salaries shooting up with every other hit, the economics of filmmaking started going wonky. Of course, not all this was evident at the start of the 1950s. A new kind of euphoria pervaded the atmosphere – the euphoria of building a new nation – which spilled over into the film industry. Reinforcing this euphoria was the influx of new money and talent and the generation of more and more returns at the box office thanks to the fact that the movies were being played to an almost captive audience which, after the rigours and denials of the war and three-century-long alien rule, was increasingly mesmerised by the light-hearted, breezy frivolity that unfolded before them in film after film. All this naturally had an effect not only on the kind of films being made but also the presentation of these films. Socials† had already evolved as a catch-all genre which included everything from films of social relevance to two-handkerchief melodramas. Thus this peculiarly Indian genre became the vehicle for every kind of cinematic content. The content itself took a leaf from the book of the Filmistan style of filmmaking (pioneered by S. Mukherji, who had broken away from Bombay talkies to form his own company), wherein song, dance and romance was expertly blended together to s ugar-coat the bitter pill of message – if there ever was a message! So a peculiar kind of cross-genre film evolved which had a bit of everything to cater to the heterogenous masses of India: romance for the western coast audience, family drama and values for the south Indian audience, action for the north Indian crowd and emotions for the east Indian viewers. The filmmaker, who was now bereft without the solid financials of a studio was now merely hedging his bets so that he could appeal to an all-India audience and thus make his film a great success. From this emerged a kind of â€Å"ideal† formula which every filmmaker began to use: A situation is introduced to the viewer at the beginning of the film. It could be a happy family (Grihasti) or a young man on the threshold of romance (Nau Do Gyarah) or respectable family man respected in society for his learning and uprightness (Do Bhai). Something happens to disturb this status quo and a problem is posed to the characters in the film and through them vicariously to the audience. The happy family could be threatened by the existence of a second wife, the young man could meet a runaway girl on his way to claiming his inheritance or the respectable society gentleman could be accused of murder. Having posed the problem, the filmmaker now leaves it aside and gets down to the task of entertaining the audience with songs and dances. A better class of filmmaker could move a little ahead with the story intermittently but most just begin to concentrate on the song and dances. Post-interval, one-and-a-half hours later, the audience has now had its fill of songs, dances and romance and can now settle down to watch the elaboration of the climax wherein the problem is resolved. This idea was perfect since it resulted in an 18-reel film which is was the audience wanted: a full three hours of entertainment. In fact, many scriptwriters of the 1950s and 1960s became experts at expanding the 10-reeler Hollywood film into an 18-reel Indian extravaganza. Of course, some of the genre films continued to retain their character but they continued to be relegated to the lesser grades. Mythologicals and action films continued unabated but they had lost their respectability except in a few cases like Vijay Bhatt’s Ram Rajya, which was publicized as â€Å"the only film Mahatma Gandhi had seen†! Action films ontinued to be haunted by the likes of Dara Singh, Randhawa, Azad and the innumerable Kumar clones till the genre was rescued from the morass by Amitabh Bachchan who gave it the respectability of A-grade. The mythologicals were rescued from the pits by the super-success of the two television serials Ramayana and Mahabharat. Other lesser serials followed but none could replicate the success of the first two. The tragic outcome of this brief popularity was that the genre was soon rele gated to television and vanished from the cinema screens. By the late 1960s there was something brewing behind the scenes. There were several filmmakers who were tired with excesses of Star cinema and the way films were being made in Hindi cinema. They wanted to break out of the shackles that had been imposed on them by the ubiquitous formula which was now all-pervasive in the star-oriented Hindi cinema of the 1960s. Not that there had been no experimentation in Hindi cinema. There had been experiments aplenty: As early has the 1930s V. Shantaram had made a film with only sound effects that is, no background score. Duniya Na Mane (1937) had proved to be great success. In the same year, the Wadia Brothers produced an action film Naujawan which had no songs at all. The Chopra Brothers, B. R. and Yash, repeated this experiment once again in Kanoon (1960) and Ittefaq (1969). In 1948 the noted Indian dancer Uday Shankar produced, directed and acted in Kalpana, which was entirely in dance form. In 1961 was produced Ingeet, which had no spoken word. On the technical front, apart from the usual list of technical firsts, there were several experiments. The most noteworthy and far-reaching of these being the blowing up of a film shot in 16 mm to 35 mm for final exhibition. This technique first used by Mohan Bhavnani in Ajit aka Rangeen Zamana (1948) and Mehboob in Aan (1952) was to prove cost-saving for the producers of regional films who continue to use it to this day. So, experiments there had been in Hindi cinema but never in an uninterrupted flow. The New Wave brought together filmmakers of several ilk and ideologies all bonded together by the common resolve to break out of the claustrophobia of the formula-ridden mainstream cinema. At one time the range of filmmakers who were supposed to belong to the New Wave ranged from the austere Mani Kaul to the sensationalist B. R. Ishara. In between the two extremes were the middle-of-the-road filmmakers like Shyam Benegal and Govind Nihalani. In a sense and in their own ways they were all creating a new idiom for Hindi cinema, an idiom which was more rooted in the milieu from which the cinema was born. And because much of Hindi cinema had fallen into a rut vis a vis the stories being written for it, the first revolution that was needed was to bring it back to its rich literary traditions. Much of the New Wave was, therefore, an attempt to explore social reality through the existing literature of the time but there was a sliver of it expressed through the films of Mani Kaul, Kumar Shahani, John Abraham, Aravindan and others which attempted to explore new forms of presentation. Many of these forms were rejected by viewers and critics for being derivative of the French New Wave but a few like those evolved by Aravindan and Mani Kaul were given due respect though not widely imbibed by other filmmakers. The true death knell of the New Wave was sounded by veterans like Satyajit Ray who, in a widely-publicised acrimonious correspondence with premier film critic Bikram Singh, rejected the premise that anything new had ever been presented as part of the New Wave. Add to it the resurgence of mainstream cinema in the mid 1980s and the movement began to flounder and eventually die out. In spite of the Indian New Wave and the subsequent resurgence of mainstream films, not much has changed in the matter of genres. â€Å"Socials† continue to dominate but at least a few other genres are more clearly defined. Teeny-bopper films like Ishq Vishq and Dil Pagal To Hai have suddenly come to the fore as a sub-genre of the socials. Two-handkerchief melodramas which had almost vanished in the era of Bachchan’s Angry Young Man movies have also staged a comeback with Kabhi Khushie Kabhi Gam, Mohabbatein and Kal Ho Na Ho. The super success of a war movie like Border (based on the actual Battle of Longewal fought in the deserts of Rajasthan) created one more genre which has rarely been seen in Hindi films except in the work of Chetan Anand (Haqeeqat, Hindustan Ki Kasam). Recent films in this genre like LOC Kargil and Lakshya have opened to a good box office. With the emergence of the war movie as a legitimate Hindi film genre, Paki-bashing has also become a favourite sport of movie-makers. Films like Sarfarosh, 16th December and Deewar deal with the relations between the two countries quite frankly and many of the situations depicted are straight out of newspaper headlines. Police films have always been a popular genre in Hindi cinema and several like Zanjeer and Vardi have proved immensely popular particularly in the era of Amitabh Bachachan and Vinod Khanna. Recent films in the genre include Kuruskshetra, Khakee and Aan. Films dealing with underworld figures like Rangila Ratan, Deewar have also been very popular with audiences and recent successes have included Vastaav, Maqbool. There is a certain amount of production of such films in the B-grade circuit like Satta, Chot but every once in a while a mainstream success of a B-class film like Chandani Bar enables the director (in this case, Madhur Bhandarkar) to emerge from the shadows and take his place in the limelight. Another genre which has proved very popular though it is still in insignificant numbers is the horror film. The genre had no takers till the 1970s when two observant assistant directors Tulsi and Shyam Ramsay, sons of producer F. U. Ramsay, realized that a particular horror scene in their home production Ek Nanhi Munni Ladki Thi was being applauded by the audience. They made what could be called India’s first horror film Do Gaz Zameen Ke Neechey and the genre was born. It remained in the B and C-class for three decades before Ram Gopal Verma brought it into the mainstream with Raat and more recently, Darna Mana Hai and Bhoot. And coming now young Sidharth Srinivasan’s first film Amavas. Except for a few such mainstream films the genre continues to flourish in the lower grades. Yet another genre which was born and continues to flourish in the B and C-class circuit is that of sex. Indians have always been sanctimonious about the use of sex in their films so obviously â€Å"sex films† is a genre which has always been frowned upon though it is accepted as good box-office masala. Way back in the 1970s filmmaker B. R. Ishara created a sensation with movies like Chetna, Zaroorat, Society, Bazaar Band Karo and even inspired several imitations but the wave died down. It has resurfaced once again with the films emanating from the Bhatt camp: Jism, Murder, and, outside it, Julie and so on. But the genre which has shown a tremendous resurgence is the comedy films. Though it is often said that humour is not a very strong Indian trait, comedies have been the mainstay of literature and theatre in all the states. True, this is not evident in the cinemas of these regions except possibly Maharashtra, Gujarat and Bengal. Even in Hindi cinema, as we have seen, the comic film flourished from the 1930s to the 1950s before comedy itself was integrated into the â€Å"socials† as an ingredient. Some of the best comic artistes like Kishore Kumar, Johnny Walker and Mehmood worked as part of the Hindi film scene but they rarely made an entirely comic film. In the 1970s directors like Basu Chatterji and Hrishikesh Mukherji worked with talented artistes like Utpal Dutt, Amol Palekar and several mainstream stars like Amitabh Bachchan and Rajesh Khanna to create successful comedies. Chatterji’s Rajanigandha and Chhotisi Baat and Mukherji’s Golmaal and Chupke Chupke are classics in the genre. In the 1990s, however, the comic genre came into the mainstream with an added vengeance. Govinda, who began with conventional mainstream socials, combined with director David Dhawan to give a series of superb No 1 movies: Hero No 1, Coolie No 1, Jodi No 1 not to speak of Bade Miyan Chhote Miyan, which also had Amitabh Bachchan pitted against Govinda. Dhawan also worked with other stars like Salman Khan (Judwa) and Sanjay Dutt (Chal Mere Bhai), who are better known for their action films. Probably there is no genre in the history of cinema which has not been, at some time or the other, been reflected in Indian films. It may appear as an independent genre or as a sub-genre of the catch-all variety in â€Å"socials† but it can be found. Even the genre of science fiction which is not too popular in India has made an appearance in at least two films, decades apart: one was the little known C-grade film Wahan Ke Log, directed by actor-filmmaker N. A. Ansari (who eventually migrated to Pakistan in the late 1970s) and the other was the science fiction venture by Govind Nihalani called Deham. Genres have not been given much importance in Indian film production – unless it is in the B and C circuits, where certain standard genres have traditionally played a part. What is more important for the producer is the FORMULA which decides the right mix of â€Å"entertainment† and â€Å"message†. If the filmmaker can get this mix right he has a hit on his hands. If not, nothing can save him except a freak success. With producers not giving much importance to genres, Indian film reviewers also do not stress genres in their reviews and worse, given the poor standards of film criticism in the country, genre analysis is an ignored realm.

Emperor Hirohito of Japan

Emperor Hirohito of Japan Hirohito, also known as the Emperor Showa, was Japans longest-serving emperor (r. 1926 - 1989).   He ruled the country for just over sixty-two extremely tumultuous years, including the build-up to World War II, the war era, post-war reconstruction, and Japans economic miracle.   Hirohito remains an extremely controversial figure; as the leader of the Empire of Japan during its violently expansionist phase, many observers considered him a war criminal.   Who was Japans 124th emperor? Early Life Hirohito was born on April 29, 1901, in Tokyo, and was given the name Prince Michi.   He was the first son of the Crown Prince Yoshihito, later Emperor Taisho, and Crown Princess Sadako (Empress Teimei).   At the age of just two months, the infant prince was sent away to be raised by Count Kawamura Sumiyoshis household.   The count passed away three years later, and the little prince and a younger brother returned to Tokyo. When the prince was eleven years old, his grandfather, Emperor Meiji, died and the boys father became the Emperor Taisho.   The boy now became the heir apparent to the Chrysanthemum Throne and was commissioned into the army and the navy.   His father was not healthy and proved a weak emperor compared with the illustrious Meiji Emperor. Hirohito went to a school for children of the elites from 1908 to 1914, and the went into special training as the crown prince from 1914 to 1921.   With his formal education completed, the Crown Prince became the first in Japanese history to tour Europe, spending six months exploring Great Britain, Italy, France, Belgium, and the Netherlands.   This experience had a powerful effect on the 20-year-old Hirohitos worldview, and he often preferred western food and clothing afterward.   When Hirohito returned home, he was named as Regent of Japan on November 25, 1921. His father was incapacitated by neurological problems, and could no longer rule the country.   During Hirohitos regency, a number of key events took place including the Four-Power Treaty with the US, Britain, and France; the Great Kanto Earthquake of September 1, 1923; the Toranomon Incident, in which a communist agent tried to assassinate Hirohito; and the extension of voting privileges to all men 25 and older.   Hirohito also married the imperial princess Nagako in 1924; they would have seven children together. Emperor Hirohito On December 25, 1926, Hirohito took the throne following his fathers death.   His reign was declared the Showa era, meaning Enlightened Peace- this would turn out to be a wildly inaccurate name.   According to Japanese tradition, the emperor was a direct descendant of Amaterasu, the Sun Goddess, and thus was a deity rather than an ordinary human being.   Hirohitos early reign was extremely turbulent.   Japans economy fell into crisis even before the Great Depression hit, and the military assumed greater and greater power.   On January 9, 1932, a Korean independence activist threw a hand grenade at the emperor and nearly killed him in the Sakuradamon Incident. The prime minister was assassinated the same year, and an attempted military coup followed in 1936.   The coup participants murdered a number of top government and Army leaders, prompting Hirohito to demand that the Army crush the rebellion. Internationally, this was also a chaotic time.   Japan invaded and seized Manchuria in 1931, and used the pretext of the Marco Polo Bridge Incident in 1937 to invade China proper.   This marked the beginning of the Second Sino-Japanese War.   Hirohito did not lead the charge in to China, and was concerned that the Soviet Union might oppose the move, but did offer suggestions about how to carry out the campaign. World War II Although in the aftermath of the war, Emperor Hirohito was depicted as a hapless pawn of the Japanese militarists, unable to stop the march into full-scale war, in fact he was a more active participant.   For example, he personally authorized the use of chemical weapons against the Chinese, and also gave informed consent prior to the Japanese attack on Pearl Harbor, Hawaii.   However, he was very concerned (and rightly so) that Japan would over-extend itself in trying to seize essentially all of East and Southeast Asia in the planned Southern Expansion. Once the war was underway, Hirohito required that the military brief him regularly, and worked with Prime Minister Tojo to coordinate Japans efforts.   This degree of involvement from an emperor was unprecedented in Japanese history.   As the Imperial Japanese armed forces swept through the Asia-Pacific region in the first half of 1942, Hirohito was thrilled with their success.   When the tide began to turn at the Battle of Midway, the emperor pressed the military to find a different route of advance. Japans media still reported every battle as a great victory, but the public began to suspect that the war was actually not going well.   The US began devastating air raids against Japans cities in 1944, and all pretext of imminent victory was lost.  Ã‚   Hirohito issued an imperial order in late June of 1944 to the people of Saipan, encouraging Japanese civilians there to commit suicide rather than surrendering to the Americans.   Over 1,000 of them followed this order, jumping from cliffs during the final days of the Battle of Saipan. During the early months of 1945, Hirohito still held out hope for a grand victory in World War II.   He arranged private audiences with senior government and military officials, almost all of whom advised continuing the war.   Even after Germany surrendered in May of 1945, the Imperial Council decided to continue to fight.   However, when the US dropped the atomic bombs on Hiroshima and Nagasaki in August, Hirohito announced to the cabinet and the imperial family that he was going to surrender, so long as the surrender terms did not compromise his position as the ruler of Japan. On August 15, 1945, Hirohito made a radio address announcing Japans surrender.   It was the first time that ordinary people had ever heard their emperors voice; he used intricate, formal language unfamiliar to most commoners, however.   Upon hearing of his decision, fanatical militarists immediately tried to stage a coup and seized the Imperial Palace, but Hirohito ordered the uprising quelled immediately. Aftermath of the War According to the Meiji Constitution, the emperor is in full control of the military.   On those grounds, many observers in 1945 and since have argued that Hirohito should have been tried for the war crimes committed by Japanese forces during World War II.   In addition, Hirohito personally authorized the use of chemical weapons during the Battle of Wuhan in October of 1938, among other violations of international law. However, the US was afraid that die-hard militarists would turn to guerrilla war if the emperor was deposed and put on trial.   The American occupation government decided to that it needed Hirohito.   Meanwhile, Hirohitos three younger brothers pressed him to abdicate and allow one of them to serve as regent until Hirohitos eldest son, Akihito, came of age.   However, US General Douglas MacArthur, the Supreme Commander for the Allied Powers in Japan, nixed that idea.   The Americans even worked to make sure that other defendants in the war crimes trials would down-play the emperors role in wartime decision making, in their testimony. Hirohito did have to make one large concession, however.   He had to explicitly repudiate his own divine status; this renunciation of divinity did not have much effect within Japan, but was widely reported overseas. Later Reign For more than forty years after the war, Emperor Hirohito carried out the duties of a constitutional monarch.   He made public appearances, met with foreign leaders in Tokyo and abroad, and conducted research on marine biology in a special laboratory in the Imperial Palace.   He published a number of scientific papers, mostly on new species within the class Hydrozoa.   In 1978 Hirohito also instituted an official boycott of the Yasukuni Shrine, because Class A war criminals had been enshrined there. On January 7, 1989, Emperor Hirohito died of duodenal cancer.   He had been ill for more than two years, but the public was not informed of his condition until after his death.   Hirohito was succeeded by his eldest son, Prince Akihito.

Major Depression Essay Example | Topics and Well Written Essays - 1500 words

Major Depression - Essay Example Cuijpers, Pim et al. cite major depression as the leading cause of disability in the world (137). Whereas antidepressant medication effectively corrects the imbalance in neurotransmitters, it only suppresses symptoms but does not cure and also has a varied range of side effects. Psychotherapy is a safe and efficacious approach to correct maladaptive thinking and unsatisfying behavior but is less effective than medication. Problem Major depression risks not just the health but the lives of millions of people around the world. As observed by the National Institute of Mental Health, NIH, this disorder causes disability and even death if left untreated. A combination of environmental, biological and psychological factors contributes to the development of the disorder. Whatever specific cause could be linked to depression, Lam (12) observes that scientific research firmly considers major depression as a biological medical illness. There are three neurotransmitters associated with major de pression: dopamine, serotonin and norepinephrine. A chemical imbalance in these neurotransmitters results in major depression. ... Illnesses such as cancer and heart disease and some forms of medications also trigger episodes of major depression. A majority of major depression episodes occur spontaneously and not as a result of being triggered by physical illness, life crises or other risks. Its onset could be mild thus not obvious. Major depression causes persistently irritable or bad mood (DeRubels, Slegle and Hollon 789). Patients exhibit pronounced changes in appetite, energy and sleep with their interest or pleasure in activities they enjoyed slowly fading away. It makes remembering, concentrating and thinking difficult. The persistent symptoms such as chronic pain, digestive disorders and headaches fail to respond to treatment. Moreover, major depression causes a feeling of emptiness, hopelessness, worthlessness and guilt and promotes recurrent death or suicide thoughts (Lam 10). These effects, especially when occurring at the same time and for longer periods, interfere with normal functioning. There is st rong evidence to link major depression to biological and environmental factors. The higher prevalence of the disorder among women than men could be attributed to the psychosocial, biological, hormonal and life cycle factors that affect women more than men (Cuijpers, Pim et al. 138). Furthermore, the impact of hormones on the brain to control mood and emotions clearly points towards the biological causes of the disorder. For instance, women would be more likely to develop major depression after birth. Additionally, women facing more stress at work and home would be exposed to the disorder more than men. The medical condition associated with old age explains the biological cause of major

DHT2 capstone Research Paper Example | Topics and Well Written Essays - 3000 words

DHT2 capstone - Research Paper Example When blood sugar levels rise, risk of infection increases, and organs can fail. Morbidity and mortality result. Careful glycemic control is crucial to a diabetic’s survival and recovery. Nurses can take the lead in improving the implementation of ICU clinical protocol, and their critical thinking skills are invaluable for determining such protocol (Plost, Nelson, 2007, p 155). What obstacles prevent ICU nurses from full compliance with protocol for glycemic control during the first 48 hours of a diabetic patient’s stay in the ICU, and what steps will raise compliance? A2.Participants The participants in this study are registered nurses with bachelor’s degrees and at least two years of experience in the ICU, and they work together in the ICU of a community hospital. Most work full time, but several are part time. Nurses with less than two years of experience in the ICU are excluded. They range in age from 25 to 59; older nurses have been in the ICU for decades and younger ones seem poised for long careers, as well. Such longevity produces expertise, but also precludes innovation. These nurses come from different nationalities and ethnicities. Although their educational level are similar, their learning styles differ markedly. Also, what motivates each of them has an impact on the implementation of protocol. They have not been involved in developing protocol. The researcher observed a lack of compliance with protocol for glycemic control in the ICU. B1. B . Outline the problem: During the first 48 hours after ICU admittance, patients have poor glycemic control because the policy and protocol for blood glucose monitoring is not followed. In this community hospital, it has been observed the patients’ blood glucose level during the first 48 hours of their admission is high and is not being managed according to the national standard. The main problem is to identify the reasons nurses do not comply with the treatment plan. What causes nurse s to not follow the protocol? And how can we improve the compliance? B3.Causes of the problem Compliance with new legislation costs money. Examining and tracking the quality of care is a financial concern. In facilities with strict budgetary restraints like this one, pressures are enormous to delay or deny compliance. The facilities many not be able to comply in every aspects of patient’s care. This ICU does not have an internal audit nurse which could have been befitted to compliance program. Before something has become a clinical concern, compliance programs are especially ineffective. â€Å" The better trained the staff, the better the quality of care and the more compliant a facility will be (Abell,T,2011)†. All staff members need to respect compliance with regulations, a fact which is not observed in this ICU. Staff nurses are not sure if the protocol and previous training they have received was effective. How was the follow up? Staff is not aware of any. This ICU must ensure qualified educators are performing the training, and the protocol has to take into account the nurses’ level and the needs of the community. Interventions always have to be meaningful which is not observed in this ICU. Another concern nurses feel is that they are very busy in ICU with the acute care needs of the patient; there is not enough time, or not enough staff. Nurses believe

Pacific Settlement Essay Example | Topics and Well Written Essays - 7500 words

Pacific Settlement - Essay Example The concept of Orientalism was introduced by Edward Said where the West was considered as the developed one and they were referred as the accident. The non-Europeans were considered as orients, who were traditional in nature and lacked capital-centric approach. It has been argued that institutions like the census, map, and museum play a big role in shaping the dominion of the colonial state. It included â€Å"nature of the human beings ruled, the geography of its domain, and the legitimacy of its ancestry†. While analyzing the concept of the formation of the nation-state, one first needs to understand the meaning of a nation. A nation is defined as an imagined state. The nation is imagined to be limited or finite in spite of having large areas and it is a community in the sense that even if there is exploitation, the nation is also perceived as an emblem of deep â€Å"comradeship†. The nation is also imagined to be limited. This is so because even if a country is large in size with a billion populations still its boundary is finite as beyond that there are other nations. The concept of Orientalism can be used to trace the origin of the Pacific islands. The contact between the Europeans and the Pacific islands, in fact, gave birth to the concept of nations and nation states. One can even notice that the Pacific islands had a considerable â€Å"intellectual influence† on the Westerners. This was seen even though the relative size of the islands was small and they lacked resources compared to the western countries.... The non Europeans were considered as orients, who were traditional in nature and lacked capital centric approach (Said, 1-3). It has been argued that institutions like the census, map, and museum play a big role in shaping the dominion of the colonial state. It included â€Å"nature of the human beings ruled, geography of its domain, and the legitimacy of its ancestry† (Benedict, 163-164). While analyzing the concept of the formation of nation state, one first needs to understand the meaning of a nation. A nation is defined as an imagined state. The nation is imagined to be limited or finite in spite of having large areas and it is a community in the sense that even if there is exploitation, the nation is also perceived as an emblem of deep â€Å"comradeship†. The nation is also imagined to be limited. This is so because even if a country is large in size with a billion populations still its boundary is finite as beyond that there are other nations (Benedict, 6-7). The concept of orientalism can be used to trace the origin of the Pacific islands. The contact between the Europeans and the Pacific islands in fact gave birth to the concept of nations and nation states. One can even notice that the Pacific islands had a considerable â€Å"intellectual influence† on the Westerners. This was seen even though the relative size of the islands was small and they lacked resources compared to the western countries. In fact the Europeans though for a brief moment was compelled to admit after the discovery of Tahiti in 1760s that their life was better than many Europeans. The people of Tahiti had in fact proved the myth of â€Å"noble savage† true to the Europeans. (Lansdown, 5-13). COLONIALISM, NATIONALISM, AND

HR Practices: Mergers and Acquisitions

HR Practices: Mergers and Acquisitions The purpose of this research is to recapitulate and discuss whether the contribution of a HR is effective in the success of cross-border Mergers and Acquisitions. This paper will discuss the common reasons for the success and failures of mergers and acquisitions, HR practices critical to successful combination and their role. Mergers and Acquisitions have become an unaccountable fact in recent years and it is a part of big business. In the early years, mergers and acquisitions researches are focussed on the financial and strategic issues. But the recent literature focuses on the Human Resources aspect of mergers and acquisitions. Merger can be defined as the combination of two or more companies merge or forming a new company. Whereas, Acquisitions are the process of purchasing one or more companies with no new companies are formed. This proposal will focus on a particular question (i.e.) whether the HR role is an effective tool for a company in cross-border mergers and acquisitions. The earlier research paper which focussed on this topic has marked their fulfilment. HR function is becoming a strategic player in business. 2. LITERATURE REVIEW: The Human Resources issues are handled in a unique way during the acquisition process which is essential for the successful outcome. In more, the management of the acquiring companies realizes the early need for incorporating human resources in their acquisition strategy. Making mergers and acquisitions in other countries is one way in which firms can absorb expertise and new practices, but many firms are not successfully tapping the diversity of practice that international mergers and acquisitions bring. This has a clear implication on the performance of organizations growing in this way. The Conference Board (1997) report states failure to recognize that HR issues are capable of derailing alliances that have all the prospects of financial success. In cross-border mergers and acquisitions, information regarding the merging or acquiring company is imposed and their impact on employees is more urgent for the acquired firm in order to understand the goals or ideas and the philosophy of the foreign acquiring company. Moreover, for the acquiring or merging company, should understand the local workforce, work conditions, national and organizational cultures and customs which is important in managing the integration process more effectively. In one cross-border merger or acquisition, the employees are not used in communication from top management, and consequently, communication after the merging or acquisition is an indication of weakness on the part of the acquiring company [Schweiger et al (1993, p.64)]. Therefore, in cross-border mergers and acquisitions the management team has an additional difficulty of understanding cultural issues, customs and incorporating them in the design of the integration process. Nowadays, mergers and acquisitions are a growing trend, and analysts in this field dont see any downturn over the next 10 years. Therefore, the need is to look at how human resources professionals can be effective in the success of an acquisition or merger. In the long run successful mergers and acquisitions occur when both sides are open to new possibilities. Merger and Acquisition activity presents a different and unique set of challenge for the human resource managers in both acquiring and acquired firms. This activity is found to have serious impact on the performance of the employees during the period of transition. The different practices in human resources, cultural differences, and differ Certain key issues that HR needs to address if the chances of success are to be effective includes: understanding, prior situation on acquisition, the strategic rationale underpinning the deal, opportunities to identify the cultural differences prior to a deal, so that effective integration programmes can be implemented immediately post-deal, the appointment of new management teams at all levels in the business, and exercising caution in estimating both the timeframe and the potential cost of redundancies and the costs of pragmatism are factored into the deal establishing early a flexible project management process, and ensuring that it has the necessary time, resources and processes to manage the transition communicating consistently, truthfully and when necessary. 3. METHODOLOGY: This proposal is to deliver the importance and need of human resources practices in mergers and acquisitions. In the early business the knowledge of human resources are very low and hence there is no chance of using it. But nowadays, it has been viewed a dramatic development among the organizations. Thus its essential to use these human resources professionals to be much more successful in mergers and acquisitions especially in cross-borders. This research proposal also showcase the handling of HR issues during international mergers and acquisitions is highly political which means that a lot of key issues reflect the competing interests of different groups within the merged firm. Hence, lot of issues are resolved in the way of negotiations and compromises between the two parties of the merger. The dynamics of cross-border mergers and acquisitions are relatively similar to those of domestic MAs. But, due to their international nature, they also involve typical challenges, as countries have different economic and cultural structures. Cross-border merger and acquisitions can be used to access nw markets, as well as expand the market for a firms current goods. THEORETICAL PERSPECTIVES ON CROSS-BORDER MAS AS A DYNAMIC LEARNING PROCESS: *The due diligence process in cross-border MA: To identify appropriate acquisition targets and to negotiate and effectively complete acquisitions requires a thorough due diligence process. This process has features similar to the due diligence for domestic MAs. However, it is complicated by a few elements such as different institutional environments between the two firms and their two different cultures that appear even more crucial in cross-border MAs (Angwin, 2001). * The negotiation process in cross-border MA: Once the target firm has been selected and the initial due diligence process has been completed, the acquiring firm often has to settle the transaction to conclude the deal. Thus, the negotiation process becomes important. * The integration process in cross-border MA: The integration process is highly critical and important process for the success of the most acquisitions whether it is a domestic or international. While research on post MA integration, especially in cross-border MA, is very limited. DIFFRERNT METHODS OR APPROCHES IN MA: *Three Phase Approach: The human resource issues in the mergers and acquisitions (MA) can be classified in three phases. The literature source [e.g. Jansen 2000; Haspeslagh/Jemison 1991] provides ample evidence of difference in between the human resource activities in the two stages: the Pre-MA phase and Post MA phase. The first stage consists of preparation phase and transaction phase and the second stage has integration phase. The preparation phase diagram explains the need for a merger or acquisitions, which have been given by the companies objectives. There are many Human Resource issues along with other issues in the first phase. The preparation phase involves in the valuation of the cultural and organizational differences, which will include the organizational cultures, role of leaders in the organization, life cycle of the organization, and the management styles. The mergers often prove to be awful for the employees of acquired firms and their impact can range from anger to depression. The Transaction phase includes the search for an appropriate target company, the valuation, legal and financial negotiation. The last phase, integration, consists of fusing the two companies into one. The main idea for the merger and acquisition are similar, e.g. a respond to revolutionary change in the industry, the asset of funds to spare, the increase of shareholder value, the exploitation of economy of scale and scope [Haspeslagh/Jemison 1991; Gerpott 1993; von Krogh, et al. 1994]. *Multistage Approach: Factors affecting pre-merger planning and cross-border MA implementation processes are due diligence processes, and ultimately premium paid, influence the post-acquisition integration approach choice, speed of implementation process, transition management structure and cross-border MA. *Multidisciplinary Studies: The influence of strategic factors vary in MA in different countries, industries (high-tech vs. traditional). Insights can perspectives from strategy, organisational behaviour, international management, psychology, sociology, anthropology and other disciplines provide to our understanding of the nature, antecedents and cross-border merger and acquisition. *Multilevel Approach: This approach explains about the influence of the strategic factors, such as related vs. unrelated MA, which affect individuals stress, attitudes, and turnover in cross-border merger and acquisitions. Various human resources practices influence the effectiveness of post-acquisition integration and finally the overall merger and acquisition performance measures in cross-border MA. ETHICAL ISSUES: Mergers and Acquisitions are always involved in a wide range of questions. When two companies are merging with each other, a mismatch between them can sometimes lead to very serious problems such as when one firm invests heavily on the labour and another firm focuses on share holders and customers. In cross-border Mergers and Acquisitions these issues can happen because of their cultural and legal differences. In the case of such differences, the human resources professionals of merging companies should fight with the differences and indentify the fair sets of issues between them and what help them to build a cohesive organization with a single set of ethical standards. The specific aim of this research proposal is to review the current literature and some research by very reputable researchers to identify a best practise for human resource professionals in the cross-border mergers and acquisitions. The earlier research also suggests that up to 65% of mergers and acquisitions are failed due to the human resources which results n poor productivity. This proposal will deeply concentrate on the cultural and legal differences in the cross border mergers and acquisitions which can be solved by the effective human resources. TIMEFRAME and FEASIBLITY: There are three stages or elements of cross-border acquisition process anywhere around the world are Identification and valuation stage, Settlement of the transaction stage, Post acquisition management. *Identification and Valuation: To identify the target firm by entering a highly developed market which offers the widest choice of publicly traded firms with relatively well-defined markets. Once the identification of target firm is finished then the valuation process starts immediately. In todays global business a variety of valuation techniques are used with its relative merits. *Settlement of the transaction: Once the acquisition target company has been identified and valued, there comes the settlement stage which is time consuming and complex. This stage has three steps such as, tender process, regulatory approval, compensation settlement. Post acquisition management is the most critical of the three stages in determining an acquisitions success or failure. An acquiring firm can pay too little or too much, but if the post transaction is not managed effectively, the entire return on the investment is wasted. In this stage the motivations for the transaction must be realized. 4. RESEARCH CONTEXT: The purpose of this research is to recapitulate and discuss whether the contribution of a HR is effective in the success of cross-border Mergers and Acquisitions. In the early years, mergers and acquisitions researches are focussed on the financial and strategic issues. But the recent literature focuses on the Human Resources aspect of mergers and acquisitions. Merger can be defined as the combination of two or more companies merge or forming a new company. Whereas, Acquisitions are the process of purchasing one or more companies with no new companies are formed. The specific aim of this research proposal is to review the current literature and some research by very reputable researchers to identify a best practise for human resource professionals in the cross-border mergers and acquisitions. Previous research paper from CIPD had demonstrated the way these issues are handled is strongly conditioned by the national systems. One feature of this is that the nationality of the dominant firm in a merger or acquisition leads to a country of origin effect, while another feature is the unique institutions and the culture of each national system that creates a host country effect. In cross-border mergers and acquisitions, information regarding the merging or acquiring company is imposed and their impact on employees is more urgent for the acquired firm in order to understand the goals or ideas and the philosophy of the foreign acquiring company. Merger and Acquisition activity presents a different and unique set of challenge for the human resource managers in both acquiring and acquired firms. This activity is found to have serious impact on the performance of the employees during the period of transition. Research on post-acquisition activities is limited and the study of post-acquisition and merger change has been rather fragmented. 5. FINDINGS: Human Resources role in Merger and Acquisition transactions can have a critical impact on deal outcomes. Factors such as the success and failure rates of Merger and Acquisition, motives of merger and merger types and provide significant insight into the reasoning for the exceptional role of HR in MA deals. In spite of the literature supporting the critical importance of Human Resources involvement in all phases of a transaction for the execution of successful MA, the empirical evidence suggests that there is little actual participation of Human Resources at the strategic level. The overall findings of a study conducted by the London School of Business (Hunt et al 1987) found that the Human Resources function is a theory or hypothesis to have a minimal, if any, role to play in the Merger and Acquisition process [http://airaanz.econ.usyd.edu.au/papers/Bennett.pdf]. Across the globe these finding results, are considered to be the whole Merger and Acquisition process or particular stages of the transaction such as identifying a target, negotiation, planning, implementation. 6. CONCLUSION: The challenges of HR is becoming much more difficult when it is compared with others in the business. Nowadays, HR functions are growing along with firms undergoing mergers and acquisitions. This proposal is the first stage of an ongoing research project. It has served two main purposes. The first has been to provide an authoritative picture of the nature of Cross-border Mergers and Acquisitions which shedding light on the nature of the HR function, the characteristics of HR policies and the process of organisational learning. The key to managing many integration issues successfully is an effective communication. This highlights the comprehensive communications strategy and implementing it with care and diligence. Thus the effective contribution of the Human Resources in the cross-border mergers and acquisitions are discussed and the key factors have been explained. Becoming an effective HR player adds the measurable economic value to firms in Cross-Border MA. REFERENCES: FAULKNER, D., PITKETHLY, R. and CHILD, J. (2002) International mergers and acquisitions in the UK 1985-94: a comparison of national HRM practices. International Journal of Human Resource Management. Vol 13, No 1. Pp106-122. CIPD. (2003) The HR role in international mergers and acquisitions. Research Report. London: Chartered Institute of Personnel and Development. pp1-35. Bijlsma-Frankema K., 2001, On Managing Cultural Integration and Cultural Change Processes in Mergers and Acquisitions, Journal of European Industrial Training, pp. 192-207. Griffith, V., 2000, The People Factor in Post Merger Integration, Strategy Business, Vol. 20, No. 3, pp. 83-90. http://www.bizresearchpapers.com/17%5B1%5D.Plessis.pdf http://findarticles.com/p/articles/mi_m4467/is_10_54/ai_66499153/pg_4/?tag=content;col1 http://www.123eng.com/forum/viewtopic.php?p=137357 http://www.cyberessays.com/Term-Paper-on-The-Role-Of-Hr-In-Mergers/2451/ http://xlrisapphire.wordpress.com/2009/10/30/the-role-of-hr-in-merger s-acquisitions/ http://www.pearsoned.co.nz/LinkedFiles/Free/9780733980848/Eiteman-CH22.pdf http://faculty.business.utsa.edu/kshimizu/Publication/Cross-border%20MA%20%28JIM%29.pdf http://airaanz.econ.usyd.edu.au/papers/Bennett.pdf http://www.ifb.unisg.ch/org/ifb/ifbweb.nsf/SysWebRessources/beitrag48/$FILE/DB48.pdf http://stdwww.iimahd.ernet.in/~sandeepk/merger.pdf http://www.eurojournals.com/IRJFE4%208%20dimitrios.pdf http://www.chrs.rutgers.edu/pub_documents/Beatty-Schneier%20-%20New%20Roles%20-%20Partners%20to%20Players.pdf

Tsunami :: essays research papers

I think that every author has a purpose and reason behind there writing. Most of it was to make aware of the catastrophe, damage and affect that the tsunami and earthquake had on the nations that it hit. Also some of the information in the articles was to make aware of the efforts other nations were doing to help those affected. Other articles explained the origin of such catastrophes. For example, one article explains how many years of built up strain on 2 faults in the, what is known as the Sumatra Subduction Zone, suddenly slipped past each other creating an earthquake. From which the Tsunamis that hit the many nations across the Indian Ocean were originated.   Ã‚  Ã‚  Ã‚  Ã‚  My reaction to the articles and its findings were first how some authors think as to what they want to communicate. While the majority of authors focused on the damage the tsunami and earthquake caused and the death tolls there were some that focused on the origin of such events and predictions of when another one can happen and where. Others focused on actual interviewing of people affected and storytelling like writing of the events that the person saw and thought of at the time it happened. The articles really have not changed my views in anyway of the topic. I was very aware of the damages an earthquake can cause and how a tremor in the ocean can develop a tsunami. I was aware that one in our coast can happen from reading many books of history of tsunami’s and earthquakes. Actually before I graduated high school I wanted to study seismology and be a seismologist.   Ã‚  Ã‚  Ã‚  Ã‚  I really can’t compare any experience iv had with the one in Asia. I did however experience an earthquake back in 1989. The Loma Prieta earthquake of 6.9 magnitude, that hit the bay area affected many lives including mine. I lived smack in the middle of the bay area at that time. My mom and dad both worked in Oakland and had to cross the two story Cypress freeway that collapsed. That day my mom was scheduled to work and did not go because she decided she had too many things to take care of. Usually around the time the quake took place she would be crossing that exact freeway that collapsed. Just to know or think that my mom could have been one of the victims trapped under

Ptlls T1

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