The Tenets of a Successful Advertising Campaign Understanding the Role of Good Ideas Creative Minds

Introduction Today, more than ever before, academics and practitioners are coming to terms with the increasingly complex nature of marketing and advertising brought about by media fragmentation and varied viewing and purchasing habits across consumer groups (Soberman, 2005).Advertising We will write a custom essay sample on The Tenets of a Successful Advertising Campaign: Understanding the Role of Good Ideas Creative Minds specifically for you for only $16.05 $11/page Learn More Indeed, according to this author, media fragmentation has made it extremely hard to cost-effectively inform a mass audience about one’s products and services, not mentioning that consumers now have increasingly varied habits with regard to media. This view is reinforced by Hackley Kitchen (1999), who note that advertising and other forms of promotional activity have flourished to such a level that they may be viewed as constituting a form of social pollution, particularl y in the developed world. According to these authors, not only are marketing initiatives and advertising campaigns delivered in unparalleled quantities, but their tone is becoming increasingly complex to classify in the Postmodern Marketing era. The fundamental question that arises is how firms can manage their marketing and advertising to guarantee that these activities are not lost in the ocean of messages and noise that confronts the contemporary consumer. This question demands a careful analysis of the tenets of successful advertising, alongside a critical evaluation of the paradigm shifts that have been witnessed in this critical area as organizations align themselves to become more competitive. It is against this background that the present paper aims to critically evaluate the claim that ‘a good idea and a good creative department are all that are needed for a successful advertising campaign.’ The Old and the New: Toward a Paradigm Shift in Advertising Effectiven ess Earlier advertising studies focused on the central role played by the advertising message and the importance of the executional strategy adopted by marketers and practitioners. To achieve advertising effectiveness, therefore, earlier framers of advertising theory suggested that there is a particular order in which the targeted audience respond to advertisements (Aitken et al, 2008).Advertising Looking for essay on advertising? Let's see if we can help you! Get your first paper with 15% OFF Learn More The argument projected by these theorists opinionated that advertisements must be developed to achieve particular responses from the intended audience according to the nature of the communications and marketing objectives preferred by the advertisers. It was assumed that for advertisements to achieve success in influencing consumer behaviour, they must have the capacity to lead the intended audience through a sequence of reception stages described as cognitive, affecti ve and conative, and which were perceived as â€Å"†¦essentially, and in some cases, entirely, hierarchical in nature† (Aitken et al, 2008 p. 280). This view has also been well documented by Shankar (1999). As noted by Aitken et al (2008), this line of thinking brought forth the information-processing model, which puts much focus on the advertisement message, the executional strategy and the significance to the targeted audience of the brands, products and services featured in the advertisement. The basic assumption of most of the linear sequential models of advertising, such as the information-processing model, is that if the message is unambiguous and it is conveyed effectively, it will be construed effectively by the targeted audience. It therefore follows that the role of the targeted audience in this arrangement is intrinsically dependent on explicit individual needs and particular responses to the advertisement (Aitken et al, 2008). These models also â€Å"†¦ rely on the assumption that an increase in awareness, for example, will predict purchasing behaviour and hence, sales, an assumption derived from the sequential, self-fulfilling nature of the theories† (Shankar, 1999 p. 2). However, as noted by Aitken et al (2008), these models are no longer tenable under the present market conditions as they view advertising as a process that is deliberate, conscious and, presumably, predictable while ignoring the obvious fact that meaning has to be negotiated.Advertising We will write a custom essay sample on The Tenets of a Successful Advertising Campaign: Understanding the Role of Good Ideas Creative Minds specifically for you for only $16.05 $11/page Learn More Indeed, the centrality of ‘meaning’ in advertising has triggered an upsurge of meaning-based models of advertising as witnessed in Mick Buhl (1992) works on developing a meaning-based model of advertising. The linear sequential models of advertising also draw substantial criticism from the fact that they negate the role of the receiver (targeted audience) in the communication process; that is, they view advertising as doing things to people rather than people doing things with advertising (Shankar, 1999). In his study on ‘consumer initial processing in a difficult media environment’, Webb (1979) observed that studies on the response of consumers to television advertising traditionally concentrated deeply â€Å"†¦on characteristics of the message itself and of the message audience, but much less on the situational aspects of the message environment† (p. 225). Due to the inadequacies of such advertisements, however, modern studies have demonstrated a mounting concern that the environment in which an advertisement is aired may be as important in the determining the response levels of the targeted audience to the advertisement as message or audience characteristics. While the traditional hierar chical models of communication had the advantage of having the capacity to measure quantifiable intermediate variables with maximum logic and minimum ambiguity, it was obvious that the interests of consumers were not being put into consideration (Shankar, 1999). Towards the shift from emphasizing the advertising message and executional strategy to a focus on the intended audience, Aitken et al (2008) highlight the reader-response theory, which â€Å"†¦questions whether the meaning of an advertisement can be understood outside the interaction between that text (words and other images) and the individual† (p. 281). As observed by Stern (1996b), this theory seeks to move away from the primacy traditionally accorded to formal analysis of textual properties and elements toward a more integrated and holistic approach of the interaction process that puts much focus on the targeted audience rather than the advertising message and/or executional strategy to coincide with mounting interest in consumer culture theory, brand communities, and the novel service dominant logic of marketing.Advertising Looking for essay on advertising? Let's see if we can help you! Get your first paper with 15% OFF Learn More This shift in advertising is effective for two important reasons. First, it locates the targeted audience at the core of the communication process rather than at the periphery as a receiver who is only dependent on the advertising message and the executional strategy (Aitken et al, 2008). Indeed, Mick Buhl (1992) posit that â€Å"†¦contemporary advertising is conceived of not as an occasional conduit of product information but rather as an omnipresent communication arena in which human reality is mediated† (p. 317). Aitken et al (2008) further note that it is not wrong for advertising firms to direct attention to concepts such as consumer involvement, motivation and intentionality; however, this line of thought should not cast the intended audience as ‘receivers’ of advertising information but as the fundamental actors in the communication process who co-create value, meaning and relationships to generate an enabling environment in which successful advertis ing campaign can occur. The second reason why this paradigm shift to a more audience-centred approach in advertising is effective is that â€Å"†¦it stresses the interactive nature of the communication process and fundamentally takes issue with the notion that meaning can exist in an advertisement independent of the viewer or the reader† (Aitken et al, 2008 p. 281). Hirschman Thompson (1997) are categorical that consumers often process advertisements for implied meanings and do not necessary view advertisements as important sources of information. Stern (1996) observes that the popular view held by many advertisers that an advertising message can have a fixed meaning is impossible. According to the advocates of deconstructive theory, there exists no possibility for advertisements to employ self-enclosed language that presumes an agreed-upon meaning. This implies that the act of ‘reading’ and responding to an advertisement should never be simply viewed as a process of deciphering the clues to ascertain the preferred meaning contained in the advertisement message; rather, it should be acknowledged as a proactive engagement with both formal and the informal components of the advertisement and with the genus of advertising to generate a negotiated understanding. More fundamentally, the perspective of targeted audience as active participants in and trendsetters of the communication process delinks itself from the popular view within behavioural psychology that underlines the importance of classical conditioning as an illustrative framework for human behaviour, and instead project the view that understanding, knowledge and behaviour are the outcome of negotiations between the targeted audience and the advertiser (Aitken et al, 2008). Consecutive research studies, according to these authors, have demonstrated that responses to advertisements demonstrated by the targeted audience are also ingeniously conditioned by culture, context and experi ence. Indeed, Lannon and Cooper (1983) cited in Shankar (1999) argued for the adoption of a ‘holistic cultural approach’ to advertising; that is, the creation of advertising should take into consideration the symbolic meanings that individuals attach to products, the language individuals use to describe their experiences of brands, and the social implication of product usage or non-usage. In developing the theoretical foundations for their study on advertising experiences, Mick Buhl (1992) adopted the symbolic and interpretive interactionism and existential phenomenology to project the assertion that each individual perceives the world differentially to a considerable degree, and that human experiences should be studied and assessed as they are subjectively lived and experienced. These assertions underscore the importance for practitioners and marketers to develop and evaluate advertisement campaigns through the lens of the consumers. In other words, the targeted audie nce must exercise substantially more independence in determining the response to a particular advertisement for it to be considered successful (Aitken et al, 2008). Hackley (1999) views the symbolic and interpretive nature of consumers from a social constructionist perspective, which takes consumers of advertising messages as the locus for a sequence of social engagements that together constitute unique individual identities, but which are dependent on the social context of being. This view also receives support from Hackley Kitchen (1999), who argue that â€Å"†¦the source of ideas is the self and the subjectivity of experience leaves us alone in the universe to construct meanings through our interpretations of our own sense experience† (p. 18). Successful advertising campaigns, according to Hackley (1999), should never perceive consumers as introverted subjects, without desires or identities, and who only reacts to advertisements through linear phases or limited persu asion trajectories for the principal purpose of judging. This assertion is reinforced by Shankar (1999), who observes that advertisers fail to capture the targeted audience in their advertising campaigns because they don’t include consumers in determining the meaning of the advertising message. The implication of this assertion is that the meaning of any advertising message should not originate wholly from the source of the message; rather, the desires and identities of the targeted audience must be considered for any advertising campaign to be successful. Hackley Kitchen (1999) introduce another dimension by suggesting that a successful advertising campaign should not be perceived as constituting a form of social pollution. In their research, these authors introduce an emergent perspective of â€Å"†¦Communications Leviathan, an entity of colossal size made up of a multiplicity of marketing communications messages and which may constitute a form of social pollution th rough the potentially damaging and unintended effects it may have on consumer decision making† (p. 15). These multiple marketing communications are not only intrusive to consumers, but the high level of exposure is perceived to contribute towards circumscribing their moral development. Kotler (1988) cited in Hackley Kitchen (1999) argued that consumers in the developed world may be exposed to an estimated 2000 advertising messages in a day. As a direct consequence of the high level exposure to these messages, consumers are increasingly facing demands on their decision making faculties which may ultimately have a damaging effect on their ability to make rational and morally coherent purchasing decisions. This view is consistent with Hackley (1999) assertion the advertising culture continues to be perceived as a metaphor for a general moral dilapidation in the post-modern era. The Interplay between Good Idea, Creativity Successful Advertising Lannon Cooper (1983) cited in Sha nkar (1999) observed that â€Å"†¦advertising operates more effectively at the symbolic, intuitive level of consciousness†¦To design such advertising and to check on its effectiveness in the marketplace requires methods for opening up the inner world of what consumers do to advertising† (p. 4). Since such symbolism cannot be evaluated quantitatively to determine the effectiveness of a particular advertising campaign, it requires that both advertising agencies and practitioners to have good ideas and be creative enough if they are to design advertising that is able to arouse the consumers’ symbolic, intuitive level of consciousness. Indeed, the attribute of having a good well-processed idea resonates well with the Post-modern theories of language, which underscores the importance of text production and how such text is used and situated within our cultural practices to generate meanings (Proctor et al, 2002). A good idea and creative minds on the part of adver tisers will certainly enable consumers to process advertisements for implied meanings (Hirschman Thompson, 1997). This paper has underscored the fact that the targeted audience in any advertising campaign should not be viewed as passive receivers but as active participants in the communication process. The meanings that any form of advertising is capable of eliciting are constructed in communication, not supplied as pre-packaged or predetermined reality in the content of advertising (Aitken et al, 2008). This perspective demands good ideas and a good creative department to be able to develop humanistic advertising capable of delivering qualities of openness, acceptance and critique, which facilitate creativity, innovation and new ways of thinking (Shankar, 1999). To design advertising that is able to catapult consumers’ interactive and interpretive processes demands creativity on the part of the advertisers rather than relying on quantitative benchmarks which only demonstrat e a biased approach to advertising effectiveness. Soberman (2005) posits that it is important for marketers and advertisers to collect valuable market information on the behaviour patterns and consumption habits of consumers if their advertising campaigns are to have an impact under the prevailing market conditions. According to this author, â€Å"†¦this information can be used to form groups of high potential buyers for targeted marketing efforts† (p. 421). But as noted by Shankar (1999), the collection of such valuable information requires creative and innovative ways of thinking due to its qualitative nature. Creative ways of advertising, such as the employment of targeted advertising, are indeed important if organizations are to substantially reduce their price competition (Soberman, 2005). Targeted advertising, however, cannot become a reality if firms fail to capitalize on the use of qualitative market information, thus the interplay between creativity and successf ul advertising campaigns. Consequently, an organization must find creative ways to target heavier advertising to consumers who are traditionally oriented towards buying their products as opposed to targeting advertising to consumers who are less oriented towards the organizations’ brand preferences. Webb’s (1979) research on the environmental influences of advertising demonstrated that advertising effectiveness significantly decreases with too many placements of a particular commercial or non-program material to be aired alongside prime-time programs. This finding runs against the popular view held by many advertising agencies, which suggests that buying time in higher clutter environments enhance the likelihood of receiving a good advertising position on television. An innovative and creative department is all that is needed to dissect the fact that buying commercial time in high clutter environments only increases the probability of receiving a poor position (Webb, 1 979). It requires a good idea and creative minds to be able to deconstruct words and imply meanings that would appeal to the targeted audience for any advertising campaign to be successful. Stern (1996a) observes that â€Å"†¦paradox is rooted in the multiple and contradictory meanings of words† (p. 137). A creative advertising department would, according to this particular author, untangle moments in a text that demonstrate a space between what is articulated by the advertiser in an advertisement (the signifier) and what is actually mentally construed by the target audience (the signified). The postmodern insights of deconstruction, according to Stern (1996b), have assisted to redefine textual meaning as open to continual changes. Proctor et al (2002) argue that many advertisements fail to achieve a sustainable level of effectiveness because the meaning of words and the structure are not easily discernable. Consequently, a good idea and creativity are fundamentally impo rtant for advertisers if they are to design advertisements using words which the target audience can readily identify with, particularly after the realization through research that the text used in advertising is treated as unfixed, unstable, and undefined, ultimately incapable of accounting for its usage because the perceptions of stability, immovability, and duration are too lax and open to every significant investiture (Stern, 1996a). There exists a popular saying that ‘creativity is the mother of all innovations.’ It therefore require a good idea and creative minds to design advertisements that will infer causal relations from temporal and fixed juxtapositions of advertising images, thereby assisting consumers to make the ideas contained in the advertisement meaningful through reference to the consumers’ sense experience (Hackley Kitchen, 1999). This way, the huge quantities of advertisements and other promotional activities exposed to consumers on a daily b asis will cease to be perceived as a source of social pollution because consumers will start to view advertising as meaningful to their own buying behaviours. Indeed, a good idea and creativity may provide the foundation for the development of the ethical facet of advertising management based on a sounder understanding of the possible damaging effects that unregulated marketing communications is bound to have on the intended audience. Hackley (1999) is of the opinion that understanding something of the complexity of human meaning rather than assuming a hierarchical approach to advertising messages might provide useful insights which could be used by advertisers and consumers to inform ethical judgments. Such an understanding, it is believed, can only add value to advertising campaigns by assisting consumers to understand the meaning behind each advertising campaign. Conclusion This evaluation has effectively brought into the limelight the tenets that differentiate successful adverti sing campaigns from unsuccessful ones. The critical role played by a sound idea and creative minds in creating successful marketing campaigns have been well documented. The central role of consumers in developing advertising strategies has also been well established. One particularly important facet that has been emphasized by a number of researchers is the fact that people should not be perceived as passive receivers of advertising information but as fundamental actors in the communication process who have the capacity to co-create value, meaning and relationships with the view to generate an enabling environment in which successful advertising can take place. Overall, the tenets of successful marketing campaign discussed in this paper can be used to develop what Kliatchko (2008) refers to as integrated marketing communications, which is basically â€Å"†¦the concept and process of strategically managing audience-focused, channel-centred, and results-driven brand communicatio n programs over time† (p. 140). Of importance, however, is the finding that a good idea and creative minds are central pillars through which the tenets of successful advertising campaign can flourish. List of References Aitken, R., Gray, B., Lawson, R (2008). Advertising Effectiveness from a Consumer Perspective. International Journal of Advertising, 27 (2), pp. 279-297. Hackley, C (1999). The Meanings of Ethics in and of Advertising. Business Ethics: A European Review, 8 (1), pp. 37-42. Hackley, C.E., Kitchen, P.J (1999). Ethical Perspectives on the Postmodern Communications Leviathan. Journal of Business Ethics, 20 (1), pp. 15-26. Hirschman, E.C., Thompson, C.J (1997). Why Media Matter: Toward a Richer Understanding of Consumers’ Relationships with Advertising and Mass Media. Journal of Advertising, 26 (1), pp. 43-60. Kliatchko, J.G (2008). Revisiting the IMC Construct. International Journal of Advertising, 27 (1), pp. 133-160. Mick, D.G., Buhl, C (1992). A Meanin g-based Model of Advertising Experiences. Journal of Consumer Research, 19 (3), pp. 317-338. Proctor, S., Proctor, T., Papasolomou-Doukakis, I (2002). A Post-Modern Perspective on Advertisements and their Analysis. Journal of Marketing Communications, 8 (1), pp. 31-44. Shankar, A (1999). Advertising’s Imbroglio. Journal of Marketing Communications, 5 (1), pp. 1-15. Soberman, D (2005). The complexity of Media Planning Today. Journal of Brand Management, 12 (6), pp. 420-429. Stern, B.B (1996a). Deconstructive Strategy and Consumer Research: Concepts and Illustrative Exemplar. Journal of Consumer Research, 23 (2), pp. 136-147. Stern, B.B (1996b). Textual Analysis in Advertising Research: Construction and Deconstruction of Meanings. Journal of Advertising, 25 (3), pp. 61-73. Webb, P.H (1979). Consumer Initial Processing in a Difficult Media Environment. Journal of Consumer Research, 6 (3), pp. 225-236. This essay on The Tenets of a Successful Advertising Campaign: Understanding the Role of Good Ideas Creative Minds was written and submitted by user Lilia Ramos to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

How TNT Pop Its Snappers Work

How TNT Pop Its Snappers Work TNT Pop Its belong to a class of novelty fireworks collectively called bang snaps. Similar products are called snap-its, poppers, and party snaps. Kids have been using them for pranks and celebrations since the 1950s. In case you were wondering, Pop Its dont contain TNT. That is simply their brand name. Pop Its are trick noisemaker rocks, commonly seen around the 4th of July and Chinese New Year, that pop when they are stepped on or thrown against a hard surface. They look like little paper-wrapped rocks, which, in fact, is what they are. The rock is gravel or sand that has been soaked in silver fulminate. The coated grains are twisted into a piece of cigarette paper or tissue paper. When the bang snap is thrown or stepped on, the friction or pressure detonates the silver fulminate. Pop its can also be ignited, although its not particularly safe to set them off in your hand. The tiny explosion makes a sharp snap that sounds a bit like that of a cap gun. Chemistry of Pop Its Silver fulminate (like mercury fulminate, which would be toxic) is explosive. However, the quantity of fulminate in Pop Its is very small (about 0.08 milligrams) so the little exploding rocks are safe. The sand or gravel moderates the shock wave produced by the detonation, so even though the sound is loud, the force of the pressure wave is fairly minor. Snapping one in your hand or stomping it with bare feet can hurt, but is unlikely to break the skin. The sand or gravel isnt propelled very far, so there isnt danger of the particles acting as projectiles. Generally, Pop Its and related products are considered safe for use by children. While poisonous fulminates of other metals would produce a similar effect, they arent used in commercial products. Make Pop Its Yourself Fulminates are easily prepared by reacting metal with concentrated nitric acid. You dont want to go making this in any quantity yourself because the fulminate is shock sensitive and pressure sensitive. However, if you decide to make do-it-yourself Pop Its, the silver fulminate is more stable if flour or starch is added to the crystals during the filtering process. You can coat sand with silver fulminate, wrap it in paper, and use it in the traditional way. Bigger is not better - be safe.

Corporate Entrepreneurship As a Strategic Option for Firms Research Paper

Corporate Entrepreneurship As a Strategic Option for Firms - Research Paper Example This research will begin with the statement that survival of companies remains largely reliant on its ability to react to market forces immediately or have the resources, reach and net to capture markets that were not primarily considered at the onset of its existence. In any industry, correct timing in reacting to market forces has always been a source of debate. It is a variable that is almost impossible to predict even with empirical data on hand. Thus the next best thing is to make sure that the company’s market presence has a wider reach and has an inventory that can satisfy the demand of the market at any time. However, this proposition is expensive without any value added opportunity opening for the company. On the other hand, competition will most likely remain as a factor or a constant reminder to drive quality and excellence in customer service. However, competition also has the ability to expand its market reach and compete head to head with any branch of the compan y. Market leadership can only be gained if the following are implemented in sequence: operational streamlining and implementation of control to have a strong corporate governance structure. But, these too can be implemented by any competitor. Ergo, all else being equal, the only remaining factor that will enable companies to gain a competitive edge over their rivals are its employees. Promoting a culture of corporate entrepreneurship is a formula that has been percolating in the minds of Covin and Miles as a strategic option for companies to gain competitive advantage over their rivals. This paper, in essence, will show how corporate entrepreneurship as a strategy will capitalize on the untapped natural innovation and creativity of its employees as they perform their daily functions. However, once the gates are open the flow of ideas from employees will be unrestricted. This paper shall propose strategies on how to reign in the creativity and direct them to directions that are juxta posed to the company’s goal.

Humanists and Reformers Essay Example | Topics and Well Written Essays - 500 words

Humanists and Reformers - Essay Example Another similarity that emerged out of the writings of these four authors is their consideration paid to the importance of early biblical scripts. It has been found that both humanists and reformists used earlier Greek and Latin bibles as a source of understating the early doctrines of Jesus Christ and attempted to promulgate the teachings of earlier scripts along with special attention paid to removal of unjust acts and corrupt people from higher clergy of Christianity. Another striking similarity is their attempt of investigating the core meanings of earlier biblical scripts and their reference to the practices of 16th century instead of simply bringing a reform by questioning church’s authority. Other attributes such as references to practices of early church, criticism on scholastic theological approach and problems in church i.e. simony, pluralism, favoritism and illiteracy in clergymen, also show further similarities (â€Å"The Reformations† 4). Reformism has been considered as an ultimate outcome of humanism due these resemblances (Patrick n.d). Where humanists like Erasmus and More are accused of laying down the foundation of Protestantism, both sects are often found criticizing each other due to some major differences. Erasmus’s and More’s writings have been found more convincing for the elite class with an understanding of Latin. On the other hand, reformists like Luther and Calvin addressed the concerns of every social class when it came to church and its way of functioning as a nucleus of society i.e. authority of religion and society’s civil law. Humanists also showed their adherence to the higher offices of church and did not question the authority of pope as the leader of the church and its proceedings whereas reformers considered only faith as a source of acquiring salvation by following bible. In extension to that,

A Clausewitzian Analysis of the Thirty Year’s War Essay Example for Free

A Clausewitzian Analysis of the Thirty Year’s War Essay When applying the Clausewitzian paradoxical trinity paradigm to the Thirty Year’s War, we see that the catalyst that sparked much of the conflict during that time was driven by civil unrest of the ‘People’ engendered by fear of religious persecution. Beginning with the divergence of religious and secular leadership resulting from the Protestant Reformation which was exacerbated by the rigidity of Catholic monarchy, we see how widespread fomenting dissent within the German States lead to the decline of the Habsburg ruling family. In his work, On War, Clausewitz describes the essence of war as a continual interplay between the ‘paradoxical trinity’ of the people, the government, and the military. As we apply this framework to the complex and varied influences of the early 17th century, this model provides clarity in determining the root causes that shaped this era an era that has come to be characterized by the rampant internecine warfare of religious and political factions of the time. The Protestant Reformation, which had begun to take traction with many of the expansion-minded German nobility, set the stage for the conflict between Catholic and Protestant factions throughout the German Provinces. With the signing of the Peace of Augsburg in 1555, Lutheranism had been officially recognized by the Holy Roman Empire. The major outcome of this treaty enabled the Protestant movement in Germany to claim lands once belonging to the Catholics. This result had great appeal to the more secular rulers throughout Europe who sought to disentangle themselves from papal oversight and influence. Under the rule of the Holy Roman Emperor Mathias, Protest and Catholic factions had gained equity of representation and influence throughout the Hapsburg controlled regions. This unification was driven, in part, by the larger Muslim threat presented by the Ottoman Empire. This truce, however, was an uneasy one with all the characteristics of a 17th century Cold War between the two religious sects, and as the balance shifted with the rise of a new monarch, each side began an arms race to defend their interests from the other. The appointment of the intransigent Catholic monarch, Ferdinand II, posed a threat to Protestants throughout the various Habsburg controlled territories. Religious hegemony of individual States was the preferred condition of German rulers in the early 17th century. The religion of the ruler shall be the religion of his subjects† was a motto that was very near and dear to many of the European rulers of the day. This rang especially true among the Catholic territories where the Church exercised much greater political influence than their Protestant counterparts. So when the balance of Protestant and Catholic controlled States was disrupted with the ascension of Ferdinand II a widely acknowledged Catholic zealot to the throne of Bohemia it brought a face to the fears of the Protestant nobility. In an effort to limit his religious edicts, the Protestant Bohemians entreated for religious freedoms of their newly throned monarch. The harsh dismissal of these entreaties was the spark that ignited the powder keg that Central Europe had become, and the subsequent â€Å"Defenestration of Prague† resulting in the death of Ferdinand’s representatives by Protestant rebels signaled the start of uprisings in Hungary, Transylvania, and the rest of Bohemia. This uprising spread throughout Europe, drawing in both political and religious powers to become decisively engaged. The unresolved religious dissent among the people and the Habsburg ruler served as a lodestone for conflict throughout Europe and lead ultimately to the decline of the Holy Roman Empire into several small autonomous territories. Early successes by the Hapsburg against the Bohemians, and later the Palatinate States, led to the direct involvement of France and Holland allying against the Hapsburgs. Their efforts were later supported by England, Sweden, Denmark, Savoy and Venice. These State actors all had their own agendas but ostensibly acted in support of the Protestant rebellion whose secular distancing from Church control appealed to both the ruling classes and commoners alike. The war ravaged the German countryside and some estimates have nearly half of the population were killed, wounded, or displaced, with some areas such as Wurttemberg losing nearly 75% of their population. The Peace of Westphalia which was signed in the fall of 1648 signified the end of the war. Alsace became part of France, while Sweden gained much of the German Baltic coast, while the Emperor had to recognize the sovereign rights of the German princes, and equality between Protestant and Catholic states, while Spain, in a separate peace, finally acknowledged the independence of the Dutch Republic. † The Habsburg crown was now, more than ever, subject to the auspices of the Imperial Diet, also termed the Reichstag or German Parliament, which exists to this day. When viewing the root cause of the Thirty Year’s War under the Clausewitzian perspective, we see that the â€Å"People† node of the paradoxical trinity was the most influential during that time. This war is often termed the War of Religion as religion was either the root cause of conflict, or the excuse used to mask political machination in efforts to expand power and influence. But in truth, religion was merely the vehicle by which contention among the commoners and landowners took shape to facilitate change of the current governmental structure. Upon the conclusion of the war, after the smoke had cleared and the damage was tallied, Habsburg power was irrevocably shattered and France emerged as the new epicenter of European influence and might. But the consequences extended beyond the immediate outcomes of the war. The resulting Peace of Westphalia changed the very relationships between citizens and the State, extricating religion from the government and laying the foundation for modern civic relationships of today’s democracies.

The Physics of Swinging :: Physics Swinging Essays

The Physics of Swinging My son begs to watch me swing on one of the swing sets at the park. I tell him that there is so much work involved and I don’t know if I have the energy to do all of the many things it takes to make a swing move. It’s such an innocent plea, but complicated in the terms of the actual process of it. The physics of swinging has so many components. From resonance to force, and from the period of the swing to the conversion of energy, the process of swinging is actually a complicated matter. While you watch a person swing, place your hand at the maximum point of the swing’s achieved height and then count how many seconds it takes to return back to that same height. You have just measured the period of the swing. The period of the swing is the time it takes the swing to make one full move back and forth. The equation used to solve for the period mathematically is T = 2p (square root of L/g), where L is the length of the pendulum, and g is gravity. There are a few things that can change the period of a pendulum. As length increases and as the force of gravity increases so will the period. Likewise, when both gravity and length of the chains decrease, the period does also. My reference Mark Nethercott says that if there are no outside influences, the period stays constant at about 15 degrees of arch, but the amplitude must be low. This statement corresponds with Newton’s first law of motion (law of inertia) that says, â€Å"Every object remains at rest or in motion in a straight line at constant speed unless acted on by an unbalanced force.† (Physics, A World View p.31). A force other than gravity and the length of the swing can alter the outcome of a period. While standing with your hand out, measuring the period, give the person on the swing a push. â€Å"Periodic motion is motion that repeats itself at regular intervals of time and resonance is periodic increases of the amplitude of periodic motion due to a force at a constant interval. So while you push the person on the swing, you are creating a form of resonance for the swing.† –Mark Nethercott. There is one last force that changes the period of a swing, and that is squatting and standing, or leaning back and forth.

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