Roles and Responsibilities in Lifelong Learning Essay Example for Free

Roles and Responsibilities in Lifelong Learning Essay Unit 001 Roles. responsibilities and relationships in lifelong learning As Education Officer for the Heritage Service (HS) my Job is to provide inspiring, enjoyable and informative learning that promotes lifelong learning and encourages regular return visits to the councils museums (HS Education Policy), In order to do this in line council and national/international legislation, regulatory requirements and codes of practice. These include the: Health and Safety at Work Act 1974 This act provides for the health and safety of people who may be affected by the ctivities of work including learners and visitors to educational sites. The Management of Health and Safety at Work Regulations 1999 All our activities are risk assessed regularly In line with this act _ Data Protection Act (1998) All data taken when booking activities, evaluating activities, taking photos Is kept as stated In the act_ Everyone who Is responsible for using data has to follow strict rules called data protecuon prlnclples_ They must make sure the Information Is: used fairly and lawfully used for limited, specifically stated purposes used In a way that s adequate, relevant and not excessive ept for no longer than Is absolutely necessary handled according to peoples data protection rights kept sate and secure accurate not transferred outside the uK without adequate protection This Is also reiterated in the councils Data Protection Policy. We also ensure that we adhere to The Protection ot Children Act (1999) and the Councils Sateguarding Adults Policy The Equality Act (2010) The Councils Equality Policy Statement says that The council is committed to achieving equality ot opportunity in our employment practices and provision of services. The policy is xplicitly linked to the requirements of the council as an employer and provider of services in adhering to the Equality Act 2010. When devising activities also follow the councils equality statement in line with Equality Act As Ann Gravells (2012) says

Essay --

Table of Contents I. Executive Summary †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ II. Description of Business†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ III. Management†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. IV. Market†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦... V. Financials†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Executive Summary: Krystal Melendez The average day care model accepts children from birth to about 12 or 13 years old. Business hours being between 7am to 8 pm, Monday- Friday, maybe Saturday. It is often difficult for parents/guardians to find a child care provider that will allow their child to sleep overnight or after regular business hours on a routine basis. Slumber Care is a 24 hour, year round child care center catering to infant and adolescent age groups. The services offered are ideal for parents/guardians who have rotating shifts, late shifts, are in need of a break, or have an emergency situation. Including those individuals who are facing barriers and obstacles in employment due to the inability of available services offered during their particular job schedule. Slumber Care will generate income by charging tuition f...

Airline Industry Essay

1. Analysis Industry: Airline Industry In the case study two groups of competitors were acknowledged: legacy carriers and the low cost carriers (LCC). The legacy carriers included most of the best-known U.S. Airlines, like United, Delta or American Airlines. These airlines used the â€Å"Hub and Spoke† model as their operations system. The LCC, including used a different type of operations model called the â€Å"Point to Point Model†, pioneered by Southwest Airlines. In 2001 many airlines cut the traditional longer routes in order to reduce costs and the demand for smaller regional routes begins to expand rapidly, helping regional carriers to become much more profitable. General Environment: During this time the airline industry faced many changes due to the general environment. Even though, there were very small differences between the cultures of each airline. There were other aspects of the environment at the time that were affecting the industry. The airlines were experiencing softening demand and higher costs due to increasing fuel prices which lead airlines to begin operating much more regionally. But there were other reasons that lead to this as well. The low cost carriers began targeting a new low budget customer, which lowered their fairs up to 65% than that of legacy carriers. There was also an emerging market with Business Customers, who were very demanding in flying airlines that would ensure that they would arrive on time to their destination. This was a great advantage for Jet Blue Airlines, since its operating principal was based on not canceling flights. There were also much more centralized cities like New York or Washington that had greater demand for f lights than others. At the time, many airlines began to try and mimic Southwest’s LCC model mentioned above, but deregulation, fare wars, amongst other problems arising, made it impossible. The 9/11 terrorist attacks made the airline industry go through and even more downfall, where the demand for flying by customers dropt significantly, leaving many competitors under bankruptcy protection.

EYFS Assignment Part 1 - 2566 Words

A good early year’s setting can be an amazing childhood experience. It can provide a home from home feel, with comfy corners and familiar pictures, objects, people and routines. It can be an awe inspiring adventure, with new experiences and challenges provided in a secure yet unrestrictive environment. To a child, an early years setting can be what ever they want it to be that day and something completely different the next (Tassoni, P. 2008). This essay examines some of the many factors that make an effective early years setting. Such as staffing, qualifications and training and how this links to raising children’s self esteem through the key person approach. The Department for Children, Schools and Families state that warm,†¦show more content†¦194). To encourage parents and children to form attachments, new born babies are passed to their mother for skin to skin contact as soon as is feasible after their delivery. A child with a secure attachment understands that their primary carer is available and dependable; creating a secure starting point for them to explore away from and return to. This secure base allows children to grow in confidence and self esteem. Bowlby attributes having early attachments to increased chances of survival and positive outcomes in later life (Tassoni, P. et al 2010). This theory of attachment is still very relevant and can be linked to current practice through the key person approach. For children to develop positive self esteem they need to feel they are in a secure, familiar setting with like minded people who value their ideas. The key person is an adult that children can relate to in a special way, who supports the needs of the child and their family (Goldschmied and Jackson 2004). The key person approach is part of the EYFS framework and an integral feature of early years practice. The EYFS promotes shared care through the key worker system and states a key person has special responsibilities for working with a small number of children, giving them the reassurance to feel safe and cared for and building relationships with their parents (DCSF 2008c:2.4). TheShow MoreRelatedE100 Tma04 Essay3119 Words   |  13 PagesSupporting children’s learning environment Part 1 E100 Ethical Statement I confirm that in this assignment I have only used material drawn from the setting identified on my employers Permission Agreement Form. In this assignment I have adhered to the E100 ethical guidance by: †¢ Changing all names within the assignment (the setting, children, parents and colleagues) so that the individuals cannot be identified. †¢ Sending out a letter informing parents about my studies andRead MoreModule QF5000 essay2503 Words   |  11 PagesINTERNATIONAL PERSPECTIVES OF EARLY YEARS By Linda Fuller The purpose of this assignment is to critique and evaluate the chosen article in terms of strengths and weakness and to demonstrate an understanding of an international educational approach to Early Years education. In addition it will explore the similarities and differences of the international approach to the current Early Years Foundation Stage (EYFS) working within my setting. Furthermore it will critically reflect upon the strategiesRead MoreTransition from Early Years Essay3134 Words   |  13 PagesThis assignment is based upon my understanding of child development and children’s learning, considering the curriculum for the Early Years and the curriculum for the Early Years Foundation Stage/Key Stage One. I propose to outline a rationale for effectively continuing children’s learning, from the end of the Early Years Foundation Stage into Year One and include strategies to support transitions, effective curriculum delivery and links between the EYFS and the Nati onal Curriculum. Throughout theRead MoreObservation Essay3348 Words   |  14 PagesThe purpose of this assignment is to examine an aspect of one child’s development based on a series of observations you have made. In addition to informing your own understanding of development and learning, you can also consider how your findings can help you to identify ways of supporting the child’s development. Abstract This report will look at Observations within a Haringey Early Years setting and on one Child. I will make five various observations over a period of time. I will examine theRead MorePromoting Childrens Play, Learning and Development Essay4125 Words   |  17 Pagesin a sensitive way and ensured that my investigation was not a hindrance in their care, learning development. Activity 3.13 (Block 3, pg 57) helped me in planning my method to approach children to gain their consent. Introduction This assignment is based on an investigation I carried at my setting on the play and learning experiences provided for four year olds. My key question on which I based my investigation was: How I could make children’s play and learning experiences fun and enjoyableRead MoreEssay about Preschool Child Obersvations2039 Words   |  9 PagesPART 1 The pre-school is in a small rural village with a high ratio of staff. We use a key person system working with the Early Year Foundation Stage (EYFS), promoting the five outcomes of Every Child Matters. We do this by learning through play, risk taking (physically, emotionally and intellectually), creative thinking and listening to children. In partnership with parents who continually inform staff of their child’s welfare, disposition, activities and any concerns both formally and informallyRead MoreRegulatory Bodies and Current Leglislations for Setting Up a Home Base Childcare Setting1999 Words   |  8 PagesAssignment Task 1 Regulatory bodies and current legislations OFSTED Ofsted is the office for standards in Education, childrens services and skills. They make sure that people achieve excellence in care of children and young people. Ofsted assess children services in local areas and inspect services for looked after children , safeguarding and child protection. Ofsteds job is to check places that young people and children are looked after and the people who look after children and young peopleRead MoreImportance Of Experiential Learning1393 Words   |  6 Pagesfuture learning. ‘When planned and implemented well, learning outside the classroom contributed significantly to raising standards and improving pupils’ personal, social and emotional development.’ (OFSTED, 2008) Through the first section of this assignment I will explore the need for creativity in the education today and how experiential learning is crucial in the curriculum. Experiential activities in lessons is a tool that can benefit nearly all the children in a class as experiencing what theyRead MoreINCLUSIVE EDUCATION AND INTERPROFESSIONAL PERSPECTIVES Essay4934 Words   |  20 Pagesï » ¿Kingston university at the West Thames College campus INCLUSIVE EDUCATION AND INTERPROFESSIONAL PERSPECTIVES MODULE CODE: QF4030 Nimo hussein In this assignment I will be critiquing a peer reviewed research article which explores an aspect of interprofessional practice. I will reflect on my practice and identify how the research discussed with in the article impacts and challenges my thinking and approach. By critiquing the journal – Early Years: An International ResearchRead MoreLibraries Features Within Childhood And Family Life1465 Words   |  6 Pages(CILIP, 2002) recognised that reading is a central part of the child’s development. Reading inspires their imagination, this enables them to grow emotionally, and develop their understanding of the world and where they stand in the local and global community. Libraries can be influential in the early stages of a child’s life because they bring books and children together, they provide a space where children can experiment and learn. Within this assignment I analyse the varying ways in which libraries

World War II Hawker Hurricane

One of the most iconic fighters of World War II, the Hawker Hurricane was a stalwart of the Royal Air Force during the early years of the conflict. Entering service in late 1937, the Hurricane was the brainchild of designer Sydney Camm and represented an evolution of the earlier Hawker Fury. While less heralded than the famed Supermarine Spitfire, the Hurricane scored the majority of the RAFs kills during the Battle of Britain in 1940. Powered by a Rolls-Royce Merlin engine, the type also saw use as a night fighter and intruder aircraft as well as was widely employed by British and Commonwealth forces in other theaters of the war. By the middle of the conflict, the Hurricane was eclipsed as as frontline fighter but found a new life in a ground-attack role. It was used in this fashion until the Hawker Typhoon arrived in 1944. Design Development In the early 1930s, it became increasingly clear to the Royal Air Force that it required new modern fighters. Spurred on by Air Marshal Sir Hugh Dowding, the Air Ministry began investigating its options. At Hawker Aircraft, Chief Designer Sydney Camm began work on a new fighter design. When his initial efforts were rebuffed by the Air Ministry, Hawker began working on a new fighter as a private venture. Responding to Air Ministry Specification F.36/34 (modified by F.5/34), which called for an eight-gun, monoplane fighter powered by the Roll-Royce PV-12 (Merlin) engine, Camm began a new design in 1934. Due to the economic factors of the day, he sought to utilize as many existing parts and manufacturing techniques as possible. The result was an aircraft that was essentially an improved, monoplane version of the earlier Hawker Fury biplane. By May 1934, the design reached an advanced stage and model testing moved forward. Concerned about advanced fighter development in Germany, the Air Ministry ordered a prototype of the aircraft the following year. Completed in October 1935, the prototype flew for the first time on November 6 with Flight Lieutenant P.W.S. Bulman at the controls. Trainee airframe fitters are taught repair procedures on Hawker Hurricane instructional airframe, 1359M, in a hangar at No. 2 School of Technical Training, Cosford, Shropshire. The Hurricane (formerly L1995) flew with No. 111 Squadron RAF before crashing during a forced landing in January 1939. Public Domain Though more advanced than the RAFs existing types, the new Hawker Hurricane incorporated many tried and true construction techniques. Chief among these was the use of a fuselage built from high-tensile steel tubes. This supported a wooden framework covered by doped linen. Though dated technology, this approach made the aircraft easier to build and repair than all-metal types such as the Supermarine Spitfire. While the aircrafts wings were initially fabric covered, they were soon replaced by all-metal wings which greatly increased its performance Fast Facts: Hawker Hurricane Mk.IIC General Length: 32 ft. 3 in.Wingspan: 40 ft.Height: 13 ft. 1.5 in.Wing Area: 257.5 sq. ft.Empty Weight: 5,745 lbs.Loaded Weight: 7,670 lbs.Maximum Takeoff Weight: 8,710 lbs.Crew: 1 Performance Maximum Speed: 340 mphRange: 600 milesRate of Climb: 2,780 ft./min.Service Ceiling: 36,000 ft.Power Plant: 1 Ãâ€" Rolls-Royce Merlin XX liquid-cooled V-12, 1,185 hp Armament 4 Ãâ€" 20 mm Hispano Mk II cannons2 Ãâ€" 250 or 1 Ãâ€" 500 lb. bombs Simple to Build, Easy to Change Ordered into production in June 1936, the Hurricane quickly gave the RAF a modern fighter as work continued on the Spitfire. Entering service in December 1937, over 500 Hurricanes were built prior to the outbreak of World War II in September 1939. Through the course of the war, around 14,000 Hurricanes of various types would be built in Britain and Canada. The first major alteration to the aircraft occurred early in production as improvements were made to the propeller, additional armor was installed, and metal wings made standard. The next significant change to the Hurricane came in mid-1940 with the creation of the Mk.IIA which was slightly longer and possessed a more powerful Merlin XX engine. The aircraft continued to be modified and improved with variants moving into the ground-attack role with the addition of bomb racks and cannon. Largely eclipsed in the air superiority role by late 1941, the Hurricane became an effective ground-attack aircraft with models progressing to the Mk.IV. The aircraft was also used by the Fleet Air Arm as the Sea Hurricane which operated from carriers and catapult-equipped merchant ships. In Europe The Hurricane first saw action on a large scale when, against Dowdings (now leading Fighter Command) wishes, four squadrons were sent to France in late 1939. Later reinforced, these squadrons took part in the Battle of France during May-June 1940. Though sustaining heavy losses, they were able to down a significant number of German aircraft. After assisting in covering the evacuation of Dunkirk, the Hurricane saw extensive use during the Battle of Britain. The workhorse of Dowdings Fighter Command, RAF tactics called for the nimble Spitfire to engage German fighters while the Hurricane attacked inbound bombers. Though slower than the Spitfire and the German Messerschmitt Bf 109, the Hurricane could out-turn both and was a more stable gun platform. Due to its construction, damaged Hurricanes could be quickly repaired and returned to service. Also, it was found that German cannon shells would pass through the doped linen without detonating. Conversely, this same wood and fabric structure was prone to burning quickly if a fire occurred. Another issue discovered during the Battle of Britain involved a fuel tank which was located in front of the pilot. When hit, it was prone fires which would cause severe burns to the pilot. Royal Air Force Hawker Hurricane Mark IIC. Public Domain Horrified by this, Dowding ordered the tanks retrofitted with a fire-resistant material known as Linatex. Though hard-pressed during the battle, the RAFs Hurricanes, and Spitfires succeeded in maintaining air superiority and forced the indefinite postponement of Hitlers proposed invasion. During the Battle of Britain, the Hurricane was responsible for the majority of British kills. In the wake of the British victory, the aircraft remained in frontline service and saw increasing use as a night fighter and intruder aircraft. While Spitfires were initially retained in Britain, the Hurricane saw use overseas. Use in Other Theaters The Hurricane played a vital role in the defense of Malta in 1940-1942, as well as fought against the Japanese in Southeast Asia and the Dutch East Indies. Unable to halt the Japanese advance, the aircraft was out-classed by the Nakajima Ki-43 (Oscar), though it proved an adept bomber-killer. Taking heavy losses, Hurricane-equipped units effectively ceased to exist after the invasion of Java in early 1942. The Hurricane was also exported to the Soviet Union as part of Allied Lend-Lease. Ultimately, nearly 3,000 Hurricanes flew in Soviet service. Groundcrew of No. 274 Squadron RAF overhaul Hawker Hurricane Mark I (V7780 Alma Baker Malaya) at LG 10/Gerawala, Libya, during the defence of Tobruk. Public Domain As the Battle of Britain was beginning, the first Hurricanes arrived in North Africa. Though successful in mid- to late-1940, losses mounted following the arrival of German Messerschmitt Bf 109Es and Fs. Beginning in mid-1941, the Hurricane was shifted to a ground-attack role with the Desert Air Force. Flying with four 20 mm cannon and 500 lbs. of bombs, these Hurribombers proved highly effective against Axis ground forces and aided in the Allied victory at the Second Battle of El Alamein in 1942. Though no longer effective as a frontline fighter, Hurricane development progressed improving its ground-support capability. This culminated with the Mk.IV which possessed a rationalized or universal wing which was capable of carrying 500 lbs. of bombs, eight RP-3 rockets, or two 40 mm cannon. The Hurricane continued as a key ground-attack aircraft with the RAF until the arrival of the Hawker Typhoon in 1944. As the Typhoon reached squadrons in larger numbers, the Hurricane was phased out.

John Steinbecks East of Eden - Biblical Symbols and...

Biblical Symbolism in East of Eden Throughout the novel East of Eden, Steinbeck uses many biblical references to illustrate clearly the conflict between the opposing forces of good and evil. Much of the plot of East of Eden is centered upon the two sets of brothers representing Cain and Abel. Both pairs are similar to Cain and Abel in the way they go about winning their fathers’ favors. All four give gifts to their fathers, and the fathers dismiss the gifts of Charles and Caleb, the Cain representations (Marks, Jay Lester. p.121). Caleb and Charles Trask are obviously the more malignant brothers. They are also the more loving towards their father. Steinbeck’s purpose in this is to illustrate the need of the Cain character in†¦show more content†¦Cathy-Kate combines many biblical figures as well. She is not only Eve, but she is Cain’s wife and the serpent of Eden as well (Fonterose, Joseph. p.3380). Thus she is the representation of evil too. Cathy is evil to the point where she i s not human. Her presence in the novel is meant to represent evil and all of its cruel intentions. All of her deeds are intended to show how far from the real world Cathy actually is (Howard, Levant. p. 245). Steinbeck compares Cathy to other prostitutes in Salinas Valley, the setting of East of Eden. She is described as the only whore who is incapable of being a good person. She is an inhuman being whose life revolves around cruelty and wrongdoing. She is solely satanic and destroys the innocence of man (Marks, Jay Lester. p. 126-127). John Steinbeck includes more of the tale of Genesis: 4 than is actually told in the bible. The basis of this is a Jewish story involving twin sisters of both Cain and Abel. The two disputed over Abel’s twin whom Abel was to marry. Cain murdered Abel and wed the twin sister of his brother (Fonterose, Joseph. p.3380). The story differs also in that it is Abel who leaves his home instead of Cain. Abel found his Eden, represented by Salinas Valley, but lost it after fathering a second generation very similar to the first, Caleb representing Cain and Aron representing Abel (Fonterose, Joseph. p.3379). The story is changed by Steinbeck to illustrate

Case Study of Mr Zdenek Selir-Free-Samples-Myassignmenthelp.com

Question: Discuss about the Case Study of Zdenek Selir. Answer: Zdenek Selir also was known as Danny to family and friends is an elderly man who died in hospital due to the failure of the staff at Gold Coast nursing home to treat his wounds properly. June 2015, is when Zdenek Selir moved to the nursing home located in Southport after he had suffered a stroke. Mr. Selir who is an 88-year-old man had arrived in the nursing home with pressure wounds that were minor but his condition had seemed to deteriorate with time as the facility operator had said. Due to lack of proper care and treatment, he developed gangrene and later died in a hospital. The Aged Care Complaints Commissioner says that his death was mainly due to lack of proper care, monitoring, and treatment of his pressure wounds that were both on his buttocks and feet (OBrien, et. al, 2013). Feelings I felt sad about Mr. Selirs incident because if the nurses at Gold Coast nursing home had followed the Nursing and Midwifery Board of Australia guidelines, his death could have been avoided. I felt that the nurses should have developed a good communication channel between themselves, the patients, doctors, and the patients family members. This is because if they could have been talking to Mr. Selir, they could have noticed that his wounds were worsening and they could have reported it to doctors who will have taken an immediate action or referred him to a specialist (Turrell Mathers, 2014). As a nurse, I felt that the nurses had neglected Mr. Selir because in my profession a nurse should uphold the well-being of a patient and ensure that they are comfortable. In this case, negligence can clearly be seen whereby Mr. Selir was left in his fall out chair the whole day without being rotated and the fact that his wounds had also developed a smell. I felt that the nurses should have regul arly checked his wounds, dressed them appropriately, and got him the appropriate medication. I felt that the nurses should in future provide close monitoring and treatment to the patients, besides seeking immediate help in case of critical conditions. In this case, an investigation should be done to assess the quality of healthcare offered by the facility in order to prevent such cases in future (Mitchell and Shortell, 2013). Evaluation I felt that the Gold Coast nursing home had greatly attributed to Mr. Selirs death because of lack of monitoring and treatment of his pressure wounds. It is due to ignorance from the nursing home that Mr. Selir had developed gangrene and the infection had thus eaten into his skin. I also felt that he was undergoing elderly abuse because even when the family member who had gone to visit him at Gold Coast nursing home found him laying his bed with a bad smell coming out of his wound, meaning that he was never well dressed and neither did he receive the required treatment. I also felt that the staff at Gold Coast nursing home was refusing to seek immediate help for Mr.Selir even though his health condition was critical. I also saw it right for Selirs family to put a complaint at the Aged Care Complaints commission so that such future instances to be avoided. Analysis The situation had been made worse by the fact that the staff at Gold Coast nursing home had failed to give proper care, monitoring, and treatment to Mr. Selirs wounds. The staff had an insufficient recording of wound care and the monitoring of his pressure wounds. It was also noted that Mr. Selir was left to sit in a fallout chair for several hours without being moved or rotated and this worsened his health condition since there was no proper blood circulation in his body. It might have been what led to the infection spreading further and eating to his body and thus his eventual death. I feel that his family was right in the fact they believed that he had died due to elderly abuse because the nursing home had neglected him and had failed to provide him proper care (Meyer, Silow-Carroll, Kutyla, Stepnick, and Rybowski. 2014). Conclusion In my case, I could have done several things differently. For instance, in Mr.Selirs case, I could have saved his life by ensuring that the staff at Gold Coast home was more responsible in terms of offering proper care, monitoring, and treatment of his pressure wounds. This could have prevented the infection from eating into his body and prevented his body organs from shutting down. I could have also helped by to rotating the fallout chair that he used to sit on to improve blood circulation in his body. I could have also been keen on the wound dressing and changing of the dressing materials since it would have been a more effective way of preventing further infection. I could have also ensured that there is effective communication between me and Mr. Selirs family members to ensure that he gets the appropriate health care. I could have also worked closely with other nurse and doctors to ensure that his death has been avoided (McLaughlin and Kaluzny, 2013). Action Plan In future, I suggest that new staff, processes, and systems should be put into place in the nursing home. The managing director is to acknowledge the mistakes made in Mr. Selirs case and in future authorize referrals of critical patients to specialists. The staff is to go mandatory training on wounds management in response to the findings and recommendations that had been made by the Age Care Complaints Commission. The director of the nursing home should also ensure that the nurses accord their patient's proper care, ensure that the residents can access better and improved quality care by creating a patient care center. The director should also ensure that the training would help the nurses to work closely with the families of the patients under their care as this could help avoid critical health cases (Lurie, Merrens, Lee, and Splaine, 2012). References Lurie, J. D., E. J. Merrens, J. Lee, and M. E. Splaine. (2012). An Approach to Hospital Quality Improvement. Medical Clinics of North America 86 (4): 82545. McLaughlin, C. P., and A. D. Kaluzny. 2013. Continuous Quality Improvement in Health Care: Theory, Implementation, and Applications. Gaithersburg, MD: Aspen Publishers, Inc. Meehan, T.P., M. J. Fine ,H. M .Krumholz, J.D.Scinto,D.H.Galusha,J.T.Mockalis, .F.Weber,M.K.Petrillo,P.M.Houck,andJ.M.Fine. 2014.QualityofCare, Process, and Outcomes in Elderly Patients with Pneumonia. Journal of the American Medical Association 278 (23): 20804. Mehta, R. H., S. Das, T. T. Tsai, E. Nolan, G. Kearly, and K. A. Eagle. 2010. Quality Improvement Initiative and Its Impact on the Management of Patients with Acute Myocardial Infarction. Archives of Internal Medicine 160 (20): 305762. Meyer, J. A., S. Silow-Carroll, T. Kutyla, L. S. Stepnick, and L. S. Rybowski. 2014. Hospital Quality: Ingredients for Success Overview and Lessons Learned. New York: Commonwealth Fund. Mitchell, P. H., and S. M. Shortell. 2013. Adverse Outcomes and Variations in Organization of Care Delivery. Medical Care 35 (11 suppl): N1932. OBrien, J. L., S. M. Shortell, E. F. Hughes, R. W. Foster, J. M. Carman, H. Boerstler, and E. J. OConner. 2013. An Integrative Model for Organization-Wide Quality Improvement: Lessons from the Field. Quality Management in Health Care 3 (4): 1930. Turrell G Mathers C 2014. Socioeconomic status and health in Australia. Medical Journal of Australia 172:4348