Construction And Application Of Linear Accelerators

Construction And Application Of Linear Accelerators A linear accelerator particle is a type of particle which accelerator greatly increases the velocity of charged subatomic particles or ions by subjecting the charged particles to a series of oscillating electric potentials along a linear beam line; this method of particle acceleration was invented in 1928 by Rolf Wideroe. Linear accelerators have many applications, from the generation of X-rays for medical purposes, to being an injector for a higher-energy of accelerators, to the investigation of the properties of subatomic particles. The design of a linear accelerator depends on the type of particle that is being accelerated: electrons, protons or ions. Introduction: The first linear accelerators used only a single stage of acceleration, with a direct current potential providing the energy. This could be provided by a Van de Graaff generator or a voltage multiplier power supply. Such the accelerators are severely limited in accelerating power since at high voltage; energy is lost due to corona discharge with electrical energy dissipated into the surrounding atmosphere. Such devices are still used as ion injectors for other accelerating devices. The accelerating potential in electron volts is equal to the voltage potential between the ion source and the target. The maximum voltage potential relative to the ground potential is generally not limited by the generator but rather by the tendency of voltage potential to leak away due to corona discharge or to suddenly drop due to a spark. While various techniques may be applied to raise this maximum potential the structures required become impractically massive or expensive. The multiple-stage accelerators were limited by the lack of suitable electron tubes capable of operating at high frequency and high power while maintaining both precise frequency and phase control. Various other types of accelerators such as the cyclotron and synchrocyclotron were developed to overcome these limitations. With the development of the high power klystron tube it became practical to continue the development of the linear accelerator, first for use as a high-speed injector for the synchrotron and finally as a high-power accelerator for research use, culminating in the two-mile-long Stanford Linear Accelerator (SLAC). Construction and Working: It will be consist of following components: (1) The design of the source depends on the particle that is being moved. Electrons are generated by a cold cathode, the hot cathode and photocathode, or radio frequency ion sources. Protons are generated in an ion source, which can have many different designs. If the heavier particles are to be accelerated, e.g. uranium ions and the specialized ion source are needed. (2) A high voltage source for the initial injection of particles. (3) A hollow pipe vacuum chamber. The length will vary with the application. If the device is used for the production of X-rays for inspection or therapy the pipe may be only 0.5 to 1.5 meters long. If the device is to be an injector for a synchrotron it may be about 10 meters long. If the device is used as the primary accelerator for nuclear particle investigations, it may be several thousand meters long. (4) Within the chamber, electrically isolated cylindrical electrodes are placed, whose length varies with the distance along the pipe. The length of each electrode is determined by the frequency and power of the driving power source and the nature of the particle to be accelerated, with shorter segments near the source and longer segments near the target. The mass of the particle has a large effect on the length of the cylindrical electrodes; for e.g. An electron is considerably lighter than a proton and so will generally require a much smaller section of cylindrical electrodes as it accelerates very quickly à ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬ think about a boulder versus a ping pong ball; it is easier to accelerate the ping pong ball. Likewise, because its mass is so small, even compared to the nucleus of an atom, electrons have much less kinetic energy than protons at the same speed. Because of the possibility of electron emissions from highly charged surfaces, the voltages used in the accelerator have an upper limit, so this cannot be as simple as just increasing voltage to match increased mass. (5) One or more sources of radio frequency energy used to energize the cylindrical electrodes. The very high power accelerator will use one source for each electrode. The sources must operate at precise power, frequency and phase appropriate to the particle type to be accelerated to obtain maximum device power Quadrupole magnets surrounding the linac of the Australian Synchrotron are used to help focus the electron beam (6) An appropriate target the electrons are accelerated to produce X-rays then water cooled tungsten target is used. Various target materials are used when protons or other nuclei are accelerated, depending upon the specific investigation. For particle-to-particle collision investigations the beam may be directed to a pair of storage rings, with the particles kept within the ring by magnetic fields. The beams may then be extracted from the storage rings to create head on particle collisions.As the particle bunch passes through the tube it is unaffected while the frequency of the driving signal and the spacing of the gaps between electrodes are designed so that the maximum voltage differential appears as the particle crosses the gap. This accelerates the particle, imparting energy to it in the form of increased velocity. At speeds near the speed of light, the incremental velocity increase will be small, with the energy appearing as an increase in the mass of the particles. In portions of the accelerator where this occurs, the tubular electrode lengths will be almost constant. (7) The additional magnetic or electrostatic lens elements may be included to ensure that the beam remains in the center of the pipe and its electrodes. (8) The very long accelerators may maintain a precise alignment of their components through the use of servo systems guided by a laser beam. Fig. (1.1) 805MHz SCC LINAC Working: A linear accelerator works on the principle of electric attraction and repulsion. A charged particle such as an electron or a proton is injected into a tube with a similar charge (negative for electrons, positive for protons). Just beyond that tube is another tube with an opposite charge. The particle gets attracted by the far tube, so it moves towards the next tube. Recall that inside a conductor, the electric field is zero therefore the charge of the tube its in doesnt affect it. But when its in the space between the tubes, it experiences an electric field which drives it forward. Just as it hits the next tube, its polarity switches so now its the same as the particle. A third tube, just beyond the second one, gets charged with the opposite polarity, and the same thing happens. This continues on, tube after tube. The particle gets a kick of energy each time it sees a new field, and the electric potential gets converted into kinetic energy. As the particle gets faster, the tubes hav e to get longer; the particle spends the same amount of time in each tube. Obviously, the geometry of the tubes and the frequency with which theyre switched needs to be calculated precisely. Linear accelerators of this type can be many miles long; theyre often long enough that the curvature of the earth needs to be accounted for during their construction. But they can accelerate particles to a significant fraction of the speed of light. Fig. (1.2) 208MHz DT LINAC Fig.(1.3) Applications of LINAC: The LINAC System highly efficient accelerators are ideally suited to many applications in industry, medicine, and research. (1) LINAC Synchrotron Injector is serving as the perfect first stage to other higher energy accelerators. (2) Semiconductor Processing. (3) Boron Neutron Capture Therapy (BNCT) conventionally uses a nuclear reactor as the neutron source. Our LINAC-based neutron source provides a better controlled neutron energy spectrum, at lower cost, without the concern of radioactive waste associated with a reactor. (4) Isotope Production Our LINACs are ideally suited for isotope production, such as the PET isotopes. (5) Neutron Radiography. (6) Neutron Activation Analysis. (7) Surface Science. (8) Particle-Induced X-ray Emission (PIXE). (9) Pulsed Neutron Applications is LINAC-based neutron source allows for pulsed neutron beams for applications such as time-of-flight measurements. Uses: A linear accelerator (LINAC) is most commonly used for external beam radiation patients with cancer. It delivers a uniform dose of high-energy x-ray to the region of the patientà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s tumor. These x-rays can destroy the cancer cells, while sparing the surrounding normal tissue. The linear accelerator uses microwave technology to accelerate electrons in a part of the accelerator called the wave guide and then allows these electrons to collide with a heavy metal target. As a result of these collisions, high energy x-rays are scattered from the target. A portion of these x-rays is collected and then shaped to form a beam that matches the patients tumor. The beam comes out of a part of the accelerator called a gantry, which rotates around the patient. The patient lies on a moveable treatment couch and lasers are used to make sure the patient is in the proper position. Radiation can be delivered to the tumor from any angle by rotating the gantry and moving the treatment couch. Fig. (1.4) LINAC Advantages and Disadvantages of linear accelerator: Advantages: Linear accelerator of appropriate design are capable of accelerating heavy ions to energies exceeding those available in ring-type accelerators, which are limited by the strength of the magnetic fields required to maintain the ions on a curved path. The High power LINACs are also being developed for production of electrons at relativistic speeds, required since fast electrons traveling in an arc will lose energy through synchrotron radiation; this is the limits the maximum power that can be imparted to electrons in a synchrotron of given size. LINACs are also capable of prodigious output, producing a nearly continuous stream of particles, whereas a synchrotron will only periodically raise the particles to sufficient energy to merit a shot at the target. The burst can be held or stored in the ring at energy to give the experimental electronics time to work, but the average output current is still limited. The high density of the output makes the LINAC particularly attractive for use in loading storage ring facilities with particles in preparation for particle to particle collisions. The high mass output also makes the device practical for the production of antimatter particles, which are generally difficult to obtain, being only a small fraction of a targets collision products. These may then be stored and further used to study matter-antimatter annihilation. As there are no primary bending magnets, this cost of an accelerator is reduced. Medical grades LINACs accelerate electrons using a complex bending magnet arrangement and a 6-30 million electron-volt potential to treat both benign and malignant disease. The reliability, flexibility and accuracy of the radiation beam produced have largely supplanted cobalt therapy as a treatment tool. The device can simply be powered off when not in use; there is no source requiring heavy shielding. Disadvantages: (1) The device length limits the locations where one may be placed. (2) A great number of driver devices and their associated power supplies are required, increasing the construction and maintenance expense of this portion. (3) The walls of the accelerating cavities are made of normally conducting material and the accelerating fields are large, the wall resistivity converts electric energy into heat quickly. On the other hand superconductors have various limits and are too expensive for very large accelerators. Therefore, high energy accelerators such as SLAC, still the longest in the world, limiting the average current output and forcing the experimental detectors to handle data coming in short bursts. Future Scope: Any of the next generation accelerators will need high power of sources and if accelerating systems that transfer ac power to beam power efficiently. The challenges though span a wide range of technologies and wavelength. From very low frequency cavities used in Muon Colliders (70 MHz) to very high frequency cavities in Multi TeV linear colliders (30 GHz and more), many of the designs are based on experience and where experience is missing, scaling laws are used. How does Breakdown scale with electric field stength, pulse length and frequency? What limits peak power and effciency in modern power sources? The experts in this field should generally try to answer these questions and therefore give guidance to the accelerator designers. Limits on fields, peak powers and efficiencies should therefore be an outcome of the working group. Given the experience in the ongoing RD programs for normal and superconducting cavities the performance achieved today should be described, as well as the limitations and possible cures. The time scale for establishing these cures should be summarized as well. For both, the normal conducting and the superconducting case the subsystems (Modulators, Klystrons, Pulse Compression systems) and cavities should be addressed independently with a description of present status and of the progress being made over the last five years to allow some extrapolation. For the power sources itself, a very active field only partially driven by accelerator builders, future trends and new directions of improvements should be described. This group should also describe the likely spinoffs of these different technologies into other fields, coming out of the technical developments being done in the HEP research environment.

Caring for Children: Roles, Regulations and Practices

Caring for Children: Roles, Regulations and Practices Describing the role of the practitioner in caring for children The role and responsibilities of an early years practitioner follow a number of codes of practice which clearly state how practitioners and other staff must conduct themselves. Chief amongst the codes presently in operation are those that govern special needs, safeguarding children, childrens learning, behaviour, working with parents, and data protection (Nutbrown and Clough, 2014). As Spodek and Saracho (2014) note, the early years practitioner has a clear set of designated responsibilities including: working to the principles of the sector and its codes of confidentiality; meeting the learning needs of each individual child by ensuring that issues of differentiation are met; providing and sustaining an environment that is warm, welcoming and stimulating; working with parents and partners; and working as part of a team that provides a quality service for both children and parents. In addition, the practitioner may also, especially in cases of suspected abuse, have to work with an array of outside agencies and conform to issues of child safety (Daniel, Gilligan and Wassell, 2011). In fulfilling their statutory duties, it follows that the practitioner must put the needs of children first because, as Bradshaw (2011) comments, this helps to keep children out of harm, and by keeping them safe, a productive environment can be created in which they can maximise their potential. It is imperative that practitioners respect others’ choices because failure to do so can cause friction between staff members and can negatively reflect on the setting and upset the children (Sylva et al., 2010). Further, there is a pressing need, as Willow (2014) suggests, to ensure that one always respects issues pertaining to confidentiality. This is because it can help a child stay out of trouble, keep them safe, and help them to develop into responsible adults. Seemingly of secondary importance, because it is removed from direct interaction with the child, but actually of just as much importance, is planning, recording and reviewing the child’s progress (Bradbury, 2014). This is important for two major reasons. First, the formal keeping of records allows the progress of children to be monitored and evaluated against national criteria (Bradbury, 2014). Secondly, it can help practitioners to be reflective upon their own strengths and weaknesses (Paige-Smith and Craft, 2011). This is not, however, merely an issue of internalisation, for such a process also helps when one is undertaking activities because one can evaluate how well the event went well, and from that, make improvements to ensure that in future events are even better planned. Indeed, such reflection is, as Paige- Smith and Craft (2011) contend, an essential function of effective practice. It is also important, as Sims-Schouten and Stittrich-Lyons (2014) recommend, to demonstrate responsibility in the way that one conducts oneself at work, as it helps the children to learn right from wrong. This is an important consideration because it is partly the responsibility of the professional (in co-operation with the parents) to teach the children and in this way one acts as a role model. The creation of a meaningful partnership with parents is also of pivotal importance as the latter can learn from the former as to what the child likes and dislikes – it also allows the parents to take a proactive interest and role in the raising of their children and may help them to ensure that the child’s development is in line with national curricular expectations (Read, 2014). Continuing professional development (CPD) is, as Sims-Schouten and Stittrich-Lyons (2014) explain, critical as it enables the practitioner to enhance their existent skill set and further learn from best practice. It also shows others that the practitioner is interested in helping the children to be the best they can be and that they are dedicated to their role – which may also be useful when seeking promotion or a change of professional employer. Observing children as a form of CPD also helps one to recognise the distinctive stages of a child’s development and this can help with the prioritising of a childs needs, particularly with regard to where they may need additional support (Carroll and McCullough, 2014). Lastly, within this section it can be commented that working as part of a wider team helps to create a positive environment for everyone to work within; by making people feel valued, this may increase self-confidence and productivity (Pugh and Duffy, 2013). Comparing the differing roles of statutory, private, voluntary and independent settings Many parents successfully adapt to changes in their lives and in so doing have the benefit of support from their family and friends to provide assistance if it is required. A significant number of families, however, face issues that affect family life in such a manner that they require professional assistance, or may be hampered by a lack of ‘family and friend’ support or a lack of internal ability to deal with change. Such factors, as Daniel, Gilligan and Wassell (2011) observe, include: financial difficulties, unemployment, divorce and separation, caring for others, bereavement, and social isolation. If one looks at each of these in turn it is possible to comment further on the individual problems that each factor may entail. Thus, with regard to financial difficulties it can be noted that problems faced are likely to be exacerbated where there is a low income family that cannot afford food or clothes or proper rent (Burchinal et al., 2010). Indeed, the rise in food banks within the UK gives a graphic illustration of this problem, as Sylva et al. (2010) note. Poor housing may also lead to feels of depression and declining health as a result of factors such as damp. With reference to unemployment, the loss of a job, and the resultant lack of income can, in addition to depression, lead to stress within relationships and may also result in other family members, such as young mothers, having to go out to work (Shonkoff and Bales, 2011). Unemployment may also lead to a loss of child care as parents cannot afford support whilst a mother is forced to work, possibly culminating in a separation of child from mother at a crucial stage of infant development (Read, 2014). Divorce and separation can also cause several problems which need addressing and assistance from trained professionals. The three major problems are loss of income, smaller housing and cramped conditions, and a sense of guilt on the part of the child for a parent leaving (Bradshaw, 2011). Such issues can create tension and stress that can impact upon development and behavioural issues. In a similar manner, caring for other family members or caring for someone with a long-term illness (such as elderly relatives) can result in additional costs and a perceived ‘rationing’ of care towards children which can cause emotional disturbance (Pugh and Duffy, 2014). Bereavement brings with it, as Read (2014) explains, emotional strain, and issues pertaining to dealing with grief – which may also affect the internal dynamics of a family’s daily life and routines. Finally, social isolation, with its associated lack of communication, may cause health concerns to worsen which need additional support. In such scenarios, it becomes clear, from the comments made above, that children and families may need additional support at certain times in their lives (Burks and Kobus, 2012). There are many organisations and self-help groups that can provide this support. These include, the National Childbirth Trust, the National Association of Toy and Leisure Libraries, the Child Poverty Action group, Home Start, Parentline Plus, Gingerbread, various elements of local authorities’ services, and the National Health Service. In addition, as Shonkoff (2010) has commented, there are many different settings where children can be cared for, including, but not limited to, respite care, holiday play schemes, parent and toddler groups, schools, workplace nurseries, child-minders, pre-schools, after school clubs, residential care, day nurseries and crà ¨ches. The suitability of the option chosen is likely to be influenced both by the specific issue that the family faces and their financial circumstances. There are three different sectors that provide care and education for children. They are: the statutory (or state) sector, voluntary sector, and private sector. The statutory sector is a sector that has to be there by law, such as local state-funded schools and hospitals. The age range that primary schools cover is from five years to eleven years old and they follow a set curriculum (Nutbrown and Clough, 2014). The aim of a state sector school or similar facility is to provide opportunities for the education of every child and to support their learning (Pugh and Duffy, 2014). In so doing, they provide a safe and secure environment for children, which keeps them free from harm. Such schools also provide social opportunities for a child, which include learning to make friends, learning to socialise with people, learning the difference between adults and children, and learning to respect others. It may also provide opportunities for the families of children. This may be achieved by, for instance, new parents’ evenings and sports afternoons, as well as the Parent and Teacher Association. In contrast to the state sector, the voluntary sector is a sector in which people volunteer to organise and run specific facilities. A mother and toddler group (that is not aided by the state) or the Brownies and Girl Guides are examples of such organisations (Pugh and Duffy, 2013). Mother and toddler groups are usually aimed at children who are aged between two and four. Often these kinds of organisations are to be found placed in a church or community hall. Such buildings have not been designed specifically for children and thus may contain hidden dangers (Bradshaw, 2011). Nevertheless, the staff are usually parents themselves and the person in charge of the organisation must have at least a Level Three childcare qualification (or an equivalent). It would also be expected that people who are in positions of trust in such organisations will have been police checked so as to ensure that the children and parents are safe. The organisation, in this case a mother and toddler group, may ask for a small donation each week, and this may range from 50p in some deprived areas of northern Scotland, to approximately  £5.00 a week in Surrey (Burchinal et al., 2010). This money is used to cover the basic cost of booking the hall and associated costs such as lighting and water bills. The area in which the organisation is situated may not have an outdoor area for the children to play in and this can be seen as a disadvantage as keeping fit is an important consideration in the development of children (Marmot and Bell, 2012). It is also to be expected that toddler groups should follow the Early Years Foundation Stage curriculum so as to ensure that children may be taught appropriately and their progress monitored from the earliest possible age (Shankoff, 2010). It is also likely that such groups will be Ofsted-inspected, which is important as it gives the parents confidence as to the quality of education and opportunity being afforded to their offspring in voluntary toddler play groups (Willow, 2014). Whilst the main aim of a mother and toddler group is to provide short-term care to young children, it should also be remembered that such groups also need to prepare the toddler for primary school by equipping him or her with the basic skills that he or she will need to excel in school. In addition such groups also provide social opportunities for the parent or carer (as well as the child) to meet new people and this can help to integrate marginalised groups within society (Barnett, 2011). The private sector is one in which people pay extra to get the best available opportunities for their childs education or health, as well as their own. When a parent uses a private day nursery he or she is charged for using it, with specific charges depending upon the service delivered and the area of the country in which the client resides. Though this may not be true in all such facilities, it is suggested by Burchinal et al. (2010) that the private sector usually provides hot meals for all children who use their services, as well as indoor and outdoor play areas for children to play in. The staff in such centres are likely to be highly motivated and to receive better remuneration packages that their state sector counterparts (Sims-Schouten and Stittrich-Lyons, 2014). Though it may be the case that private day nurseries are not housed in purpose-built buildings, many are – and the private sector tends to pride itself on the quality of the resources that it provides (Walker et al., 2011). As with the state sector, Ofsted may inspect the facilities provided. It is notable that in the last few years a greater proportion of such facilities within the private sector have been rated as more consistently excellent than those in the state sector. The main regulations that govern the care of children in different types of settings The following is a list of the primary legislation that relates to working with children in a childrens centre: Health and Safety at Work Act 1974 Race Relations Act 1976 Human Rights Act 1998 Data Protection Act 1998 Disability and Discrimination Act 2004 Within their day to day working, children’s centres must, at all times, comply with the Data Protection Act, 1998. This can affect daily working practices as it places a duty of care on practitioners to ensure that records are kept in a safe and secure environment and not shared with third parties (Willow, 2014). In addition, through the provisions of the Disability and Discrimination Act 2004, it is assured that there will be, within such centres, no discrimination against any person with respect to their opportunity for employment, the conditions of their employment or the delivery of services as a consequence of their sex, marital status, race, or disability. Cumulatively, therefore, the laws noted above require children’s centres to make sure that they perform their responsibilities in a timely and professional manner and, through so doing eliminate unlawful racial discrimination. The centre should be responsible for and take all such precautions that are necessary to protect the health and safety of all persons employed by it and should comply with the requirements of the Health and Safety at Work Act 1974 and any other Acts or Regulations relating to the health and safety of employed persons (Human Rights Act 1998). It gives further effect in the UK to rights contained in the European Convention of Human Rights. The Care Standards Act 2000 and the Regulations and National Minimum Standards set out the responsibilities of agencies and carers in promoting the health of children who are looked after (Davis et al., 2012). The Education Act 2002 regulates that local authorities and schools are required to protect, safeguard, and promote the welfare of children. This includes health and safety, child protection and the overall well-being of children. The Every Child Matters guidance and the Children Act 2004 introduced a new duty (Section 10) to co-operate at a strategic level on local authorities, Primary Care Trusts and other relevant childrens services partners. The focus of these Acts and the ECM guidance is to protect children and promote the welfare and well-being of children. This encompasses elements such as: being healthy – enjoying good physical and mental health and living a healthy lifestyle; staying safe – being protected from harm and neglect; enjoying and achieving – getting the most out of learning and life, and developing skills for adulthood; making a positive contribution – being involved in community and society and not engaging in anti-social or offending behaviour; and economic well-being – not being prevented by economic disadvantage from achieving their potential. Other legislation that helps the health and well-being of children includes the Children Act 1989, which provides care and protection of all children and young people in need, including those living away from home. Local authorities have a specific duty under Section 22 of the Act to safeguard and promote the wellbeing of each child they look after. The Children and Young Persons Act 2008 amends the Children Act 1989 and supports the care system, putting in place the structures necessary to enable children and young people to receive high quality care and support. Daily care of children There are many different daily routines for children that can help them develop, such as hygiene, including toileting, washing hands, bed time and teeth cleaning; meal time routines, involving sitting at the table, using knives, forks and spoons; and sleep routines, to ensure that children acquire healthy sleeping habits that will stand them in good stead not only through childhood but in adulthood (Barnett, 2011). Daily routines vary depending where the child is being cared for. Promoting and supporting a child’s independence and self-care is important and a child’s self-image and self-esteem are vital to their overall well-being (Marmot and Bell, 2012). For the purposes of this essay, a focus is given on two particular learning activities: tying shoelaces, and dressing appropriately for the weather. Activity One: Shoelaces The activity involves teaching children to tie their laces by making a personalised shoe that the children decorate themselves, with laces for them to practice at home and at day-care. In this, there are two primary roles: the adult role, helping children learn to tie their laces, and the child’s role, which not only covers learning to tie shoelaces, but practising doing so at home. This promotes independence because the children feel a sense of accomplishment in achieving a daily activity that previously adults fulfilled for them. They are able to tie and re-tie their shoes at their convenience and it reduces the need for adult intervention in dressing. The activity promotes intellectual, physical and emotional well-being (Bruce, Meggitt and Grenier, 2010). The decoration of the ‘practice shoe’ is fun and develops their artistic abilities. Targeted at the four- to five-year old, it is within their technical capability (Bruce, Meggitt and Grenier, 2010). Activity Two: Dressing appropriately for the weather This activity involves dressing up a doll in appropriate clothes for going outside to play, which will keep them warm and dry, or cool, depending on the weather. The adult fulfils a teaching role by helping the children learn how to dress first a doll, and then themselves, appropriately. The objective for the child is to understand how clothes are related to temperature, comfort, and the planned activity (such as playing outside, going to the beach, or walking to school in the rain) (Carroll and McCulloch, 2014). This learning opportunity promotes independence by helping them to dress themselves for appropriate situations and weather. Ultimately, they will develop the ability to choose the clothes that they want to wear within a range of acceptable options. The children learn to stay healthy by avoiding becoming drenched, cold, or sunburnt, and their reliance on adults is decreased (Moyles, Georgeson and Payler, 2011). This builds on their intellectual, physical, emotional, and health-related skills (Bruce, Meggitt and Grenier, 2010). The use of the doll can help the activity be fun. The activity can be extended by considering holiday clothing, seasonal variations, and so on. Key issues which enable multi-professional teams to work together A multi-professional team approach allows professionals to share knowledge about a familys needs so that the parents do not have to answer the same questions over and over again (David, 2013). The professionals are aware of each other’s roles in supporting the family so that conflicting advice can be minimised. It is essential that each agency communicates well and understands not only their role and responsibilities but those of the other agencies as well. Parents/guardians are the most important people in a childs life, and carers recognise the importance of this. They have a responsible role that involves sharing care of the child with parents/guardians; listen to parents/guardians, as they are the ‘expert on their child (Sylva et al., 2010). Respect must always be shown for family traditions and childcare practices and when, for instance, there has been a bereavement, it may be important to engage the assistance of an educational psychologist to assess behavioural needs and bring about positive behaviour. Indeed, by adopting a multi-professional approach to working with children and parents the chances of the child being allowed to slip through the net of negligence or abuse is minimised. An understanding of diversity and inclusive practices Recognising diversity is about recognising that children can come from lots of different backgrounds and family structures (Burchinal et al., 2010). Diversity means responding in a positive manner to differences, and valuing all people. The following, though not an exclusive list, can be seen as a solid foundation of ‘checks’ upon which professionals should base their approaches to both children and parents. All children are citizens and have rights and entitlements. Children should be treated fairly regardless of race, religion or abilities. This applies no matter: What they think or say What type of family they come from What language(s) they speak What their parents do Whether they are girls or boys Whether they have a disability or whether they are rich or poor All children have an equal right to be listened to and valued in the setting. It follows that practitioners should aim to improve the physical environment when such improvements are needed. This might include the increased use of physical aids to access education such as ICT equipment and portable aids for children with motor co-ordination and poor hand/eye skills. New buildings should also be physically accessible to disabled pupils by making sure that they have access to existing buildings through the use of ramps and wider doors. Such improvements must be ongoing within organisations to ensure that no section of society is marginalised (Marmot and Bell, 2012). Improving the delivery of information to disabled children at nurseries or schools is a very important objective. The information given (and the manner in which it is given) should take account of pupils disabilities and parents preferred formats. It follows that all children should be treated fairly regardless of race, religion or abilities. This applies no matter what they think or say, what type of family they come from, what language(s) they speak, what their parents do, whether they are girls or boys or whether they have a disability or whether they are rich or poor. Bradshaw (2011) stresses the importance of treating all people equally and with respect. All children have an equal right to be listened to and valued in the setting and all children have a need to develop. These are natural parts of their life and they must be supported at all times within a given setting. This is especially true if there is a scenario in which childrens development may be at risk. For example, children who are disabled and those with special educational needs, those from socially excluded families, the homeless or those who live with a parent who is disabled or has a mental illness, children from traveller communities, refugees or asylum seekers and those from diverse linguistic backgrounds may all faces especial challenges in their individual development. These must be assessed and catered for in an holistic manner to ensure that every child reaches their own maximum potential. This is because, as Wall (2010) notes, all children are entitled to enjoy a full life in which conditions are established by which they may take part in society and develop as individuals, Practitioners must therefore ensure that their own knowledge about different cultural groups is up-to-date and that they consider their own attitudes to people who are different from themselves. Children in the UK are raised in a society with many sources of cultural diversity (Carroll and McCulloch, 2014). Good early years practice needs to support this from the earliest months of babyhood. Practitioners need to work to create a positive learning environment. Play materials, books and other resources can be offered in a helpful way by reflecting on how young children learn about culture and cultural identity. Such diversity and inclusion is also linked to legislation such the Children Act 1989, Special Educational Needs and Disability Act 2001, Rights of Children 1989 and the Race Relations Act 1976. Children like experiencing food, music or dance forms that reflect their own family and neighbourhood experiences, as Gray (2014) elaborates. Early childhood is a good time to offer opportunities that enable children to stretch themselves beyond that with which they are already familiar. Children can learn to appreciate cultural diversity in styles of art, craft, music and dance and all opportunities need to be well grounded in positive pride for styles common to every childs own background. Meeting childrens diverse learning needs means identifying needs, developing individual goals and objectives, selecting or designing appropriate supports and services, and then choosing the best learning setting in which those goals can be realised, and ideally, exceeded. It logically follows, therefore, that the role and responsibilities of an early years practitioner should be cater to the individual childs needs, and to teach them what they need to know and to find out the right way to teach them. Thus, the practitioner must be well-versed in a range of different teaching pedagogies and apply the most appropriate one to the given child at all times (Spodek and Sarancho, 2014). Indeed, it is particularly important, in this regard, to understand different planning stages when planning activities for children and to understand a childs age and stage of development when planning tasks for them (Sylva et al., 2010). It is imperative, that the activities planned are stage-appropriate for them to increase knowledge. Setting appropriate tasks and initiatives helps practitioners meet the individual needs of children (Bruce, Meggitt and Grenier, 2010). A discussion of two strategies for improving learning and performance There are many ways in which a person can improve their own learning and performance. Two are discussed in this section. The first is being under observation. A member of staff could observe you and give you feedback on where you are doing well, and where you need to improve. This could be a colleague, or it could be a formal inspection. The person observing can give you tailored feedback and ideally there should be plenty of time to discuss their observation. This should lead to personal reflection and the setting of career development goals – whereby you can spend time working on improving those areas (observed) where you displayed weakness. The importance of this form of observation and subsequent career development is noted by David (2013). The second commonly used approach is to reflect on one’s own practice and to use this reflection to inform further improvement (Paige-Smith and Craft, 2011). This may involve a reflective practice model, such as Kolb’s theory of experiential learning (Kolb, 1984). I have frequently used his reflective cycle – and by noting what has gone well and what areas need further improvement, I have been able to learn how to handle situations more smoothly and to apply knowledge effectively. Through combining both approaches I have gone through official ‘professional development’ sessions and have held protracted discussions with my line manager and other practitioners. Through so doing we have all shared best practice and perceived improvements in our daily working lives with each other and the way in which we plan activities for the children (David, 2013). A brief overview of how regulations can influence care provision Legislation plays a significant role in working practices within an early years setting but the primary aim is to safeguard and protect children and their families. Legislation, policies and procedures involve those relating to medicines, staffing and employment laws, child protection policies, health and safety, equal opportunities, behaviour management, special educational needs and working with parents (Shonkoff and Bales, 2011). Children and young people should feel happy, safe, respected and included in the school or early years setting environment and all staff should be proactive in promoting positive behaviour in the classroom, playground and the wider community (Willow, 2014). Policies and practice help to make sure the safety and wellbeing of children is in place and it is this legislation, developed through many years and experiences, and even mistakes, that underpin the working practices that are used today (Shonkoff, 2010). The owner of the workplace as a practitioner is t

Understanding Consumer Choices and Behaviors Essay -- furniture, qualit

The IKEA brand is associated with simple, low cost, stylish products. The concept was furnishing products and house-wares that had wide appeal to a variety of markets and segments, both consumer and the business market exclusively. Both markets were looking for well styled, high quality furniture that reasonably priced and readily available. Initially, IKEA did not customize its products to local markets, but kept to standardized products and operations worldwide. This standardized strategy of internationalizing minimized costs. IKEA developed a model for the business, where it was able to keep costs low. From the customer point of view, they were able to buy low cost furniture, however they had to assemble and collect the flat-packed furniture from stores. IKEA to was able to reduce costs, as this costly part of the value chain was carried out by the customer. IKEA had excellent international procurement. Thirty buying offices were created to source from over 1,400 suppliers worldwi de, IKEA negotiated prices that were between 20-40% lower than competitors for comparable goods. IKEA was successful at i) identifying worldwide suppliers and ii) managing quality and iii) prices with suppliers, to keep margins low. It had excellent supply chain management and utilized the latest IT infrastructure. Due to the sheer number of orders and components required by the company - IKEA developed an efficient system for ordering from suppliers, integrating them into products and delivering them to stores. This was achieved by a world network of 14 warehouses. Inventory was stored - and the IT system managed supply and demand to stores, keeping inventory costs low. Anticipating the needs and wants of customers. IKEA was successful in product desi... ...): Social Creativity and the Social Function of DIY Experiences. Advances In Consumer Research, 37775-776. Inks, S. A., Schetzsle, S., & Avila, R. A. (2012). Exploring the Use of Business Social Networking Tools in Sales: Current Perceptions and Future Expectations. Marketing Management Journal, 22(1), 1-16. Edmonton Journal. (2008). IKEA's Secret: The Customer. Retrieved from http://www.canada.com/saskatoonstarphoenix/news/story.html?id=d2f94f61-48c1-4d48-b276-6481c4804895&k=5397 Dholakia, R. (2012). Technology and Consumption: Understanding Consumer Choices and Behaviors. New York: Springer. United States DIY Products. (2002). DIY Products Industry Profile: United States, N.PAG. O.C. Ferrell & Michael Hartline (2011). Marketing Strategy, 5th edition, South-Western/Cengage Learning. Copeland, C. & Hartline, M. (2010). IKEA Looks to Further Penetrate the U.S. Market

The Sniper by Liam OFlaherty :: Sniper Liam OFlaherty Essays Papers

The Sniper by Liam O'Flaherty As a socialistic society we live in we find ourselves in positions were conflicts arise between friends or family. 'The Sniper'; was written by Liam O ' Flaherty to express a subtle yet powerful opinion on such a conflict. With references this essay will analyse the short story bringing to light the structure used to contribute to the theme. The basic plot of the story is based during an evening within the Irish civil wars. It tells of a republican sniper sitting on a rooftop and neutralising enemy units as the cross a bridge. When a free-states sniper shows himself on an opposite roof they wage a fierce and innovative war to see who would end up the better. Eventually the republican sniper gains the upper hand and after taking a bullet in the arm destroys the worthy opponent. After a curious inspection to the identity of the enemy sniper he finds himself looking into the eyes of his dead brother. The story is written in 3rd person P.O.V as to give an idea of the setting, and as they waged their war the outside person could give unbiased information of which would have been limited if it were to be presented in a 1st person P.O.V. We wouldn't have got an unbiased opinion of the two snipers, which defeats the purpose of the theme. How the setting was expressed is also a vital part for the development of the story. The opening paragraph gives a vivid description of the situation as would physically been seen. 'The long June twilight faded into night. Dublin lay enveloped in darkness, but for the dim light of the moon, which shone through fleecy clouds, casting a pale light as of approaching dawn over the streets and the dark waters of the Liffey.'; This extract emphasises the lonely, outworld feeling that would have been felt living in such settings. This puts into perspective the feeling that will be felt during the coarse of the plot development.

Symbols in The Great Gatsby :: Free Essay Writer

Symbols in The Great Gatsby In the Great Gatsby, a lot of things can be looked at as symbols. The weather, Daisy’s dresses, the eyes of Dr. T. J. Eckleburg, and even the lights. By using symbols, Fitzgerald makes the story more deep, and enjoyable for some readers. Fitzgerald also uses various themes throughout his story of the Great Gatsby, like Gatsby’s â€Å"American dream.† The two most important symbols in the story are the green lights at the end of daisy’s dock, and the eyes of Dr. T. J. Eckleburg. The green lights represent Gatsby’s â€Å"American dream† and his yearning for daisy. The reader doesn’t understand this for a while though. Fitzgerald shows us later that this is what they stand for, to show how something simple can represent so much. The eyes of Dr. T.J. Eckleburg is simply a sign that lingers over the valley of ashes. The reader can interpret it as anything he/she wishes. Toward the end of the novel, however, George Wilson interprets the eyes as the eyes of God, and he must act properly under them. Gatsby’s American dream is the theme throughout the story. He lives a life of luxury, throwing huge parties, and living in a mansion. Gatsby wanted this life since he was a kid. He also wants the girl of his dreams, Daisy, in his life, only he can’t have her because she is in love with Tom. Gatsby makes Daisy a symbol of everything he wants because of her beauty, wealth, and worry-less attitude. There are also small symbols and themes in the story as well. The color of daisy’s white dress, for example, sets the mood for the scene. And on the hottest day of the year is when Tom and Gatsby have their confrontation. Overall, the symbols and themes in this story seem to come together because of Gatsby’s dream for Daisy, which is the symbol of the green lights, who is everything Gatsby wants.

Art Experiences Essay

I have been doing art for as long as I can remember. From the time I was in Kindergarden to my senior year in high school I’ve been doing arts and crafts. I’ve had art teachers, vacation bible school leaders, and my parents teaching me how to create things my whole life. I usually only recieve art instruction when I sign up for art courses. I’ve completed all sorts of art projects including paintings, clay, abstract, landscapes and all other types of activities. I had two very good art instructors in high school and they were very critical and rewarding and that probably is why I enjoy art as much as I do. I’ve had a very broad range of activities from drawing with charcoal and pencils to painting and sculptings. For the most part most of my art activities weren’t holiday centered they were more of your own imagination and idea’s. All of my art projects were graded on pretty specific grading rubrics. It measured how much you worked on it and made sure that you followed all of the necessary guidelines. I have had a great experience with art in my past and I’m excited to learn more about it. My strengths in art I would say would be that I really enjoy drawing and shading pictures of things and my weakness is that I don’t really know that much about the history of art and where it all came from. Art relates to society very much so. Advertising is used everywhere you go and you wouldn’t have that without art skills. I am very excited to learn more about the history of art and sharpen up my old art skills.

Health and Safety In a workplace

I have chosen two work places to compare in my health and safety investigation. First one is in my school, and my second workplace is in St James medical centre. I wrote up a questionnaire about health and safety to give to both of my workplaces. An employee in this place will fill out the questionnaire to see how much they know about their work place. Firstly both my workplaces do know the evacuation procedures in the event of an emergency or a fire. Waste Materials: Each workplace uses different methods of disposing of their waste materials. The workplace has special bins for unsafe waste and the school uses the sinks or black bags because it is usually not harmful waste thrown away if it is then it is disposed appropriately for the type of martial of substance. The workplace recycles all unwanted paper the same as the school has just bought in paper bins to use in each classroom. Is the electricity is used safely: In each workplace there is different electricity safety insurgency firstly in the Post-graduates who have just finished university can also use electronic information for a variety of things as well. Firstly keep in touch with all there friends that they made from university on websites such as Facebook, MySpace and others like that as well as the chat programs e.g. MSN and others. Secondly using it to find jobs and to start to look for cars and houses school the students can use the switches and the equipment under supervision the teacher has control of the safety switches and the circuit breakers in each lab. The workplace has a rule that only qualified elections are allowed to touch the equipment. Prevent fire: Each workplace is smoke free to insure no fires caused by that. The school has gas cut of switches if the fire was caused by gas to stop the building blowing up. No naked flames and put on near chemicals that are flammable. Each workplace has fire alarms. The medical centre insures that all equipment is switched off before leaving building at night. Effects on environment: The medical centre knows the effect in the environment is helping people. In the school Some ways of having to use the electronic information can be: having to buy clothes online delivered to your door, buying plane tickets for anywhere around the world, having your shopping delivered to your door by a local super market e.g. Tesco, Sainsbury and ASDA. there is know effects to the environment because there are such few hazards chemicals and if there was then they would be so few medical centres w that it wouldn't make any differences. Hazard chemicals: Each work place does use chemicals the medical centre has correct training for individuals that are handling them and also monitoring of using them too. The school has fume cupboards are used in the labs ands correct storage. Each chemical is clearly labelled how bad it is also they have fire proof cabinets. None of my work places use any biological hazards. First aid: In the medical centre there are doctors and qualified nurses in the case of emergency first aid. In the school there is about 7 teachers qualified in first aid,