Ptlls Ass 1 Essay

Understanding your own role and responsibilities in Lifelong Learning * Explain your role within lifelong learning and summarise key aspects of legislation, regulatory requirements and codes of practice, relating to you and your role. When considering the role of a Lifelong Learning teacher a good place to start is the teaching and learning cycle. There are five stages to the teaching and learning cycle: identifying needs; planning learning; facilitating learning; assessing learning; and evaluating. My role as a teacher includes identifying needs, which is done through an initial assessment. The typical way to identify needs as an assessor is to ask the learner to fill out a needs assessment form at the start of the course. The form could include anything that would be relevant to the teacher to ensure that there are no barriers to learning and that the learner has equal access to learning. For example, information on the learner’s previous educational achievements, current learning level, functional skills tests, any disabilities, or any specific needs (such as availability) should be gathered during the identifying needs stage. From the initial assessment, the teacher can identify each learners needs and ensure that these are incorporated into the planning stage of the cycle. The planning stage includes ensuring the health and safety of learners by carrying out a risk assessment and completing appropriate schemes of work and lessons plans, including any allowances for learner needs identified in the initial assessment. Lesson plans must also include aims and objectives and activities and assessments that will ensure these are met. Having sound plans in place ensure that the teacher is well prepared with all of the necessary equipment and resources required to meet learner needs. A good teacher will continually return to their plan, adjusting it to meet the needs of learners as they progress through the course. With a thorough plan, facilitating learning will be a much easier task for the teacher. It’s the teacher’s role to ensure that they treat each learner equally and fairly. The teacher must also ensure that learners treat each other with  respect – ice breakers and ground rules help to address and challenge any inappropriate behaviour. A good teacher will facilitate learning using a variety of approaches and resources to meet the planned aims and objectives and learner needs. The teacher should also embed functional skills in the lesson. A vital role of the teacher is to assess whether learning has taken place. This should be done at the end of the course (summative) and periodically throughout each stage or lesson (formative). The teacher uses assessment to check that the planned aims and objectives have been met. Assessment activities can include observation, assignments, question and answer, and witness testimony. If learning has not taken place, the teacher must revisit the objective either individually or as a group. It’s a good idea to have ‘plan b’ activities prepared to try a different approach, just in case learning doesn’t take place the first time around. When the course is over, it’s the teacher’s role to gain feedback from the learners in order to reflect on and evaluate their teaching methods, approaches, and resources. The teacher should make changes and improvements where necessary. Another important aspect of the teacher’s role is ensuring that they adhere to legislative requirements (law) and any codes of practice that might have been set by an awarding body or their employer. The key pieces of legislation and codes of practice that apply to my role include: * Health and Safety at Work Act (1974) – risk assessment * The Data Protection Act (2003) – safe storage and use of data to protect learner from any security breaches * Every Child Matters (ECM) – lesson plans should indicate opportunities where the five outcomes can be met * The Human Right Act (1998) – need to consider issues of equality, diversity, and inclusion * Safeguarding – have a duty to report any action that could cause serious harm to a learner or another person * Disability Discrimination Act (DDA) (1995) – need to consider issues of equality. Awarding body and employer codes of practice, policies, and procedures * Explain how you would identify and meet the needs of your learners whilst promoting equality and valuing diversity within your role I would identify the needs of my learners by using an initial assessment. I would take any needs identified in the initial assessment into account when planning learning to include a range of activities to meet differing levels,  a range of approaches and resources to meet different learning styles, and taking into consideration any learner disabilities or potential challenges. In order to promote inclusion in the classroom I would ensure that I treat all learners equally by not favouring learners or identifying any disabilities or protected characteristics in front of other learners. I would value diversity by drawing on each leaner’s experiences to contribute to rich and varied group discussions. For example, a quick initial assessment to see if any learners have prior kn owledge will enable me to draw on their experiences to help their peers. 2. Understanding relationships between teachers/trainers and other professionals in Lifelong Learning. Explain the boundaries between the teaching role and other professional roles and summarise your own responsibilities in relation to other professionals The teacher must understand where their role (in cases where they are not qualified to support the learner), their own limitations, and when to refer a learner to another qualified professional. In relation to other professionals, it is my responsibility to know who to refer the learner to or where I can find appropriate information for the learner, I must observe learner confidentiality at all times and only personally refer the learner to other professionals nominated under codes of practice (otherwise I must direct the learner to the source of help), I have a responsibility to report safeguarding issues to the police or another qualified professional, and I must observe data protection legislation at all times when referring learners. I also need to cooperate and communicate effectively with other professionals to ensure that the learner’s needs are met. * Describe the points of referral you may use to meet the learner’s needs Support teachers within the institution – many colleges have support teachers who would be able to assist learners with dyslexia or with language issues that are creating barriers to learning. I would be able to directly refer the learner to a support teacher if I thought that it would aid learning. Citizens Advice Bureau – learners often experience barriers to learning and motivation if they have legal or financial stresses in their personal life, which will need to be overcome if learning is to take place. The Citizens Advice Bureau offers free legal advice on financial and other issues. I would not be able to directly refer the learner to the Citizens Advice Bureau, but it is my responsibility to hold contact information or know where it can be sought. Childcare providers – again, a learner with childcare issues may experience barriers to learning. I would not directly refer the learner to a childcare provider (unless they were within a college or educational institution) but I have a responsibility to advise the learner on where they can find access to child care advice and guidance. 3. Understanding own responsibility for maintaining a safe and supportive learning environment. Explain how you are responsible for maintaining a safe and supportive learning environment within your role and ways that you would promote appropriate behaviour and respect for others To provide a safe supportive environment, the teacher must ensure that the learners’ needs are met in line with Maslow’s hierarchy of needs. The teacher must ensure that they can meet the learners’ basic needs of food, water, breaks, and hygienic toilet facilities. Then they must address the safety of the learning environment by carrying out a risk assessment. Part of the planning stage, the risk assessment should be completed for every course or lesson in line with Health and Safety at work Act (1974) (HASAWA) requirements and continually reviewed and updated (along with any safe work method statements). The teacher must know how to complete a dynamic risk assessment in case resources or the environment changes after they have completed the initial risk assessment. Facilitating icebreakers is an important part of the teacher role in order to create and maintain a supportive environment where learners feel a sense of belonging. Ground rules are also an important part of respecting each other and underpin appropriate behaviour. Finally, assessment and feedback will help to increase learner confidence and responsibility for learning to help learners achieve their ultimate goals. Word count: 1294 (not including questions) Bibliography Gravells, A.

Explore the Stages of Producing a Good Essay Essay

In this essay I will be discussing the different stages involved in producing a good college essay from start to finish. I will describe exactly what an essay is, how to break down and understand an essay title, how to prepare to write an essay, the key stages in essay development and the role of self reflection on the development of your essay writing skills. An essay is a major part of formal education and is used to access a student’s performance and show that they have researched and understood a particular subject or issue. It is a piece of writing with a particular structure and layout. â€Å"A short piece of writing on a particular subject, especially one done by students as part of the work for a course† (Cambridge Dictionary, 2009). â€Å"Usually it is written in a formal, academic style: the language is different from the way you speak†¦.it is not conversational† (Cottrell 2008:175). An essay title is given and this is used as a ‘question’ which must be ultimately answered throughout the essay. You are expected to stick to exactly what the essay title is asking for. Before starting an essay you need to make sure that you understand what it is asking you to do. â€Å"Every question has key words, and identifying them will help you decide what the assignment is about and what you have to doâ €  (The Open University 2007). Once you have a clear idea of what the essay title is asking for you can then look more closely at the resources available to you, such as books, articles, class notes, the internet, television and newspapers. You need to weigh up the relevance of the information you find and be selective. You need to ask yourself ‘Do I need the information?’ and ‘How will I use this information?’ (Cottrell 2008:176). It is important to record which recourses you found your information in to avoid plagiarism. All recourses used in the essay needs to be listed in a reference list at the end of the essay and allows the reader to refer back to these sources for themselves. Next you need to organise and plan your essay. â€Å"The Structure and organisation of your work is just as important as the content. What matters is not just what you know but the way that you organise it† (Cottrell 2008:182). The hard part is getting the information and ideas that you have gathered i nto a well organised and coherent state and then start the actual writing. Arrange the information that you have already sourced into topics, a spider diagram can be handy for this. Make a plan for the main parts of your essay, and note down the key ideas and information for each part. An action plan is good way of preparing your ideas and will help you map out your essay. A good essay flows logically from one point to another, preparing an action plan can aid this. It gives you the chance to plan out what you may put in your introduction and conclusion, what your main points will be and what you will focus on in each paragraph in the main body of your essay. An action plan can help you to develop your argument but also keeps you on track. â€Å"If you simply start writing, with your pile of notes at your side, and you haven’t given any thought to the organisation of the ideas and information, then you are very likely to end up with an essay that rambles and has no clear sense of direction† (Edinburgh Napier University, 2009). A first draft is a chance to quickly jot down your ideas using your plan. This is not a final version of your essay. â€Å"Don’t expect to write perfect text at the first go, you will need to spend time going back over and rewriting or reorganising your paragraphs† (The Open University 2007). Don’t worry about spelling or punctuation at this stage; this is just a chance to get your ideas down on paper. Sometimes after writing your first draft your ideas may have developed from those which you put in your initial action plan. This means that you would have to revise your action plan â€Å"If necessary, rework your outline plan as you proceed. You may rework your plan several times as your thinking becomes more sophisticated. This is part of the process of understanding a subject† (Cottrell 2008:186). At this point you should have a good picture of what you want in your final essay. You should check that the information you have is grouped and in a good logical order, then begin to write your final draft. You need to make sure that your final draft makes sense, reading it aloud can help with this. Ensure that you have used enough evidence and examples to back up your argument and make certain that your references are written correctly and that the source of your information is made clear. Check for punctuation, spelling and grammar mistakes, getting this right can help improve your marks. Finally check that it is neat and well presented. It is important as a student to be able to reflect on how you learn best; this can help you improve your essay writing skills. Cottrell believes that you should make constructive use of the feedback that you receive from your tutors but it is also of great benefit to be able to work out for yourself what is it you do well and what you need to improve. This is also called self-reflection. Your performance as a student is likely to improve if you set time aside to reflect on how you learn. In conclusion, to produce a good college essay you must always keep focused on what the essay title is asking for, present your ideas and information in a well structured, coherent way, ensuring that it flows logically from the introduction to the conclusion. Support your ideas or arguments with good relevant evidence and make sure that this is properly referenced. Lastly always present your essays appropriately in good written English.

Godiva Chocolates Essay

A family by the name of the Draps began creating these amazing, little chocolates in Brussels, Belgium in 1926. Pierre Draps, in particular, was the man behind the chocolate. He started selling his chocolates to local shops to get business going. After World War II, Pierre’s son, Joseph, took control of the business. Joseph wanted to open a store of his own and asked his wife for insight on a name. His wife recommended the name â€Å"Godiva,† after the Lady Godiva who was famous for protesting high taxes by riding her horse nude through Coventry, England. After the opening of Godiva in the Brussels’ Grande Place, the Draps family realized that it was a huge success. With that being said, it was decided to expand the business, and more stores were opened throughout Belgium. Joseph’s idea was to have his company be a â€Å"premium chocolate company. † He wanted to use the most classy and elegant advertisement, as well as packaging. The family strived to have smooth, rich, and delicious chocolate. They decided they would only use the finest of ingredients, found throughout the world, to ensure the best tasting chocolate. At first, Godiva started off with a rich chocolate shell, filled with basic â€Å"ganache,† which is rich chocolate fudge, or a hazelnut praline filling. As time went on, the Draps began to create many more flavors and textured chocolates. The most famous chocolate creation was the Comtesse. This chocolate was made particularly to rejoice the Lady Godiva. It consisted of a creamy chocolate center with either a milk or dark chocolate outer layer. After the Comtesse came the Autant. The Autant was a chocolate leaf shaped milk chocolate that was hand-decorated and filled with a coffee-chocolate cream. This chocolate was made to honor the opening of the production â€Å"Gone With the Wind†, in 1939. There were several other chocolates designed and created to recognize a certain date or event; the Fabiola was a chocolate that was created in 1958 for the engagement of Queen Fabiola and King Baudouin I, the Golf Ball was a chocolate created to recognize Belgium’s King Leopold III passion for golf. In 1958, the Godiva company expanded to Paris and then to the United States. While expanding, the company also decided to invest with Pepperidge Farm and Campbell Soup. In 1972, Godiva finally opened its first store in the United States. The store was located in a high end part of New York City. Being a company that focuses on elegance and perfection, Godiva displayed its products as if they were diamonds, shining in their cases. Creation of New Products In the early 1990’s, the chocolatiers realized that they needed to keep up with the latest trends. Godiva introduced the Cafe Godiva portion of their company in 1993. The Cafe Godiva brought a variety of coffees, chocolate liquors, cocoa mixes, single serving pastries, and also cookies. With this new product line, Godiva saw a huge increase in their sales. Though Godiva is a European chocolate company, it was understood that Americans enjoy sweeter chocolate than most Europeans. Europeans typically eat a richer chocolate that is not very sweet at all, but actually considered â€Å"intense. † Godiva realized that tastes change over time. Currently, Godiva is adjusting its product line and are incorporating more European-like chocolates. Godiva is also changing most of its chocolates and candies. Instead of the outer shell being thick, Godiva is thinking about thinning the outside. The Chocolate Making Process The making of the delicious Belgium chocolates begins with the cocoa bean. After the beans are harvested, they are dried and carefully inspected for good quality. The beans the Godiva uses are considered to be the best of all the cocoa beans. They are shelled to expose cocoa nibs, which are then baked to release their intense aroma. After the beans are ready, the next step is to create the cocoa liquor. The chocolate liquor is the most important part of the chocolate making process, after all, that is where the chocolate gets its entire flavor. The liquor is created by grinding the nibs to a point when liquid begins to evolve. The liquid is extremely fine and consists of cocoa butter and cocoa particles. When creating the fillings, Godiva refuses to use any preservatives and artificial flavorings. Separating them from other chocolate companies, Godiva uses Grade A dairy butter and heavy cream to create their creamy and delicious fillings. Godiva is well known for its beautiful and unique shaped and designed chocolates. This was intentional; Godiva wants their products to be recognized when they are seen. Their shapes, molds, and designs represent everything there is to fine chocolate. The â€Å"Look† of Godiva In the initial openings of Godiva stores, the stores were designed to look similar to a jewelry store. There were pink marble counter tops with black lacquer, representing a very clean and classy look to them. In 1994, the company decided to take a risk and redesign the stores. The new stores would consist of bleached wooden floors, creamy white counter tops, and cherry wood cabinets. This new design was created to show a more welcoming and cozy feel to customers. As the new design was taking place, Godiva changed their set-up of their display. There were new single serving chocolates put out for the customer to browse at, as well as their prices. Instead of having their store look appealing to only the â€Å"wealthy† population, the store was recognized but all chocolate lovers. Thought Godiva changed the look of the interior of the store, their â€Å"perfect chocolate† image still remained. The expressed their image through creative advertisement and packaging. The advertisement campaign that Godiva uses is called â€Å"silhouettes. † Their chocolates are packaged in a way that looks appealing to the eye, using warm colors for all their packing. The packing consists of an assortment of golden boxes, ribbon, silk flowers, collectors’ tins, and colorful wrapping paper. Today, their famous assortment is known as the Gold Ballotin. This assortment is available in seven different sizes, and is used for all occasions and events. The Ballotin is a gold box with the Godiva logo located on the top of it, followed by a gold silk ribbon wrapped around it. Godiva named their assortment the â€Å"ballotin,† after the French word â€Å"ballot. † The world in French meant small package of goods for sale. Godiva Today Godiva has continued to expand their company worldwide. In 2009 Godiva began opening stores in Malaysia, Singapore, and even Taiwan. More recently, Godiva opened its first store in Turkey in September of 2010. The most recent event and accomplishment for Godiva is the opening of a Cafe Godiva in one of London’s well respected stores, Harrod’s Department Store. Today the Godiva name and brand is well known, respected, and loved in over 80 countries. Godiva now owns and runs more than 450 stores around the world. At all the stores, you are able to find an extensive selection of chocolates and products. With that being said, Godiva is able to suit anyone’s needs and give you the best of Belgium, all the way from New York to Taiwan.

Art History Essay Example | Topics and Well Written Essays - 1000 words - 13

Art History - Essay Example Van Gogh has preference of painting outdoors coupled with the fascination of the night sky as part of the favourite subjects. One outstanding element of the painting ‘Starry Night over the Rhone’ is gas lighting that reflect off the elements of water through several strolls nearby. All this is neatly done in the painting’s foreground. The work is a revelation of the sky’s marvellous colours coupled with the scene’s reflections as well as the striking contrast of the artificial stars and the gas natural beauty lights. Street lanterns across the edge of the Rhone in the watershed provide sufficient lighting enabling Van Gogh fully to paint from observation direct. Van Gogh manipulated such reality into certain levels as a way of creating an impressive firmament. Through this view, the Arles town lay in the southwest while the Great Bear constellation painted within the sky is in the north. The media used by the artist include oil on canvas as well as the technique of weeping and broad brush strokes. In various letters to Wilhelmina, his sister, Gogh observed that this was aimed at painting starry sky. The display appears to be that the night is still richly coloured as compared to the day. It has hues from the intense greens, violets, and blues. If one pays attention to the painting, it is easy to see that a number of stars are lemon-yellow while others are blue or pink and green brilliance. Without expatiating on the theme, it becomes clearer that the little white dots put on blue-black are not sufficient in painting starry skies. Some hold the belief that there are hidden images that depict the Gate to Heaven while two coffins in its front seem relevant to his religious foundations. Van Gogh engaged the expressive and symbolic colour values to express emotions within the scope of reproduction for visual light, atmosphere, or appearances. Van Gogh also went on to paint the night sky immensely hanging on

The role realism plays in the Novel farewell to arms Research Paper

The role realism plays in the Novel farewell to arms - Research Paper Example He uses plain language that can clearly describe how real the actions in the novel were. Ernest’s novel resolves around the real happening of the world war. He brings in the real actions in a narration style. This style ensures that all the scenes and occurrence are described in clear and simple manner that makes it easier for the readers to understand them. The simple language used ensures that the description of the novel can have similar description from different readers since the narration in clear and does not need deep thinking, which bring make readers understand it differently (Halliday, 214). The theme of love, war, friendship, individualism, identity and patriotism are all described in a plain language that shows bow real were the occurrences. However, realism has played a big role in creating these themes and also characters. In the novel, war is has been glamorized. It has been described in a real way that shows clearly how the war was. War is described in a horri fied way according to how the ambulance driver views. War is a game where only the poor people are one who suffers. This is true even in the reality. In most cases, the poor are the one who are affected by war. This is evidenced in the novel where Henry eats the macaroni that was hit by the mortar. War is not a patriotic action but is a very tiresome activity. Rinaldi refers war as a disease. This is because he suffered from gonorrhea that he thought everyone has the diseases. However, from is view, war is great but when it is too much I can make pleasurable thing to be tiresome. Like a disease, wars spreads until people wish there could a cure for it (Halliday, 219). Therefore, cure will allow people to breath well before the next outbreak is realized. The novel also describes the real brutality that was taking place the war. It gives the real happenings of war. Some people like Henry removed themselves of the war while others who were naive still embraced the war. The novel descri bes how the Italian army caused violent chaos and destruction. Henry shot an innocent engineer who refused to free the car from the mud. This killing showed that war has inevitable occurrences. From the author’s suggestion, war is dark and murderous activity that refuses to preserve or protect the true love (Lehan, 67). Realism has been used to build the theme of games and divertissement. People are tired of war. They are trying to do other activities to deviate themselves from it. They want to avoid thinking about the war by engaging in other activities. This is realistic in a way that when one wants to avoid other things, he or she has to engage in other activities that bring diversion (Phillips, 29). Many characters in the novel try to diversify themselves from the horrors of were. They involve themselves with pleasurable activities. Henry and Catherine deviate themselves from war by flirting to forget their personal troubles. This flirting helps henry to forget about the war and enables Catherine to forget thinking about her fiancee she lost in the war. They involve themselves in horse races to ensure that their minds are far ways from the war troubles. Henry’s relationship with Catherine has caused him some suffering. To avoid thinking about that, he involves himself in pooling game with Count Greffi (Halliday, 224). Realism has also been used to

Equity and trust, Case Study. Case-Barclays Bank v Quistclose (1970) Essay

Equity and trust, Case Study. Case-Barclays Bank v Quistclose (1970) AC 567 - Essay Example 2. Facts of the case. Quistclose lent money to a company Rolls Razor Ltd for a specific purpose of payment of dividends to its shareholders at a time when the company was having overdrawn facilities from Barclays Bank. Eventually, Quistclose went into liquidation when Quistclose sought to recover the money it lent lying in a separate account meant for that purpose, with the dividends remaining unpaid. Barclays Bank, which held that money of the customer Rolls Razor in a separate account. The bank contended that the funds lying in that account should be set off against the company’s overdraft account since the funds belonged beneficially to the borrower company.3 The events prior to the insolvency of Rolls Razor Ltd need to be examined. The company had earned a considerable profit for the year 1963 as per the audited statement and an interim dividend of 80 % that had already been paid. On 14th May 1964, the company decided to pay the final dividend of 120 % that worked out to ? 209,719 8 s 6d net of tax deduction. As it had no liquid resources and its overdraft with Barclays Bank had reached a level of ? 485,000 against the limit of ? 250,000, the bank informed the company its inability to meet its requirement of funds for the payment of final dividend. In the AGM of the company held on 2nd July 1964, payment of final dividend of 120 % was approved. The company managed to obtain a loan of ? 209,719, 8 s and 6 d from Quistclose Investments Ltd to meet its commitment of dividend payment on condition that the payment would only be used for the payment of the said dividend amount. Since the cheque was drawn on Barclays Bank, where the lender was having its overdraft account, it opened an Ordinary Divided No 4 account and credited the proceeds of the cheque received from Quistclose Investments Ltd on 17th July 1964. The company could not raise further resources, and it decided to put the company into voluntary liquidation on the same day with due notice to the bank, which then amalgamated all the accounts of the borrower company except the dividend No 4 account. On 5th August 1964, Quistclose demanded repayment from the borrower without any notice to the bank. When the resolution for liquidation was made on 27th August 1964, bank set off the balance in dividend account No 4 against the money owed by Rolls Razors Ltd in part. This led to the Quistclose’s demanding the bank for repayment of the money appropriated by it.4 3. The issue. Quistclose needed to demonstrate that it had proprietary right over the money as otherwise it was liable to be used to discharge borrower’s overdraft with the bank. In other words, the borrower had held the money as a resulting trust for Quistclose, the lender5. The House of Lords raised two issues: whether there was understanding between the respondents that the amount of ? 209,719, 8 s and 6 d should be held in trust in favour of Quistclose in the event of non-payment of dividend and whether t he bank had notice of such a trust or the bank knew of circumstances that would make the trust binding upon them too. 6 4. The reason for the decision. The House of Lords decided in favour of the lender Quistclose for the reason that such

Implementation & Analysis of Public Policy Essay

Implementation & Analysis of Public Policy - Essay Example e 2004 general elections before the voters to 2006 and later 2008 with an election outcome of 52.7 percent voting in favor of the project (Albalate 15). This approval was for the first segment of the proposed railway system that was dubbed Proposition 1A. As Albalate asserts, the entire project was estimated to cost forty billion dollars, however, the authority responsible for the execution of the plan releases a novel cost estimation ranging between $98.5 billion and $118 billion. The system is anticipated to complete in 2035 whereby it will carry 120,000 riders each day at a speed of 200 miles per hour, if it gets built successfully (16). Despite the gobs of benefits anticipated from the proposed rail system, there has been criticism hitherto. The proposed rail system intends to meet California’s transportation needs of the 21st century. The 800-mile running rail is purposed to connect the major regions of the state such as San Francisco and Los Angeles. With the congestion in the transport systems, it is feasible to implement a system that will help in reducing both the inconveniences and time taken to travel. The state of California experiences severe air pollutions, and to eliminate this, the proposed rail system aims at achieving a cleaner environment wiping out the auto travel, which is the main agent of air pollution. The elimination of autos from the transport system will also reduce the state’s reliance on foreign oils. For other means of transport, the high-speed rail project will enhance connectivity. The rail system is also calculated at contributing to the state’s economic development and job creation for the persistently heightened unemployment characterized population. Besides, the high- speed rail system aspires to protect the preserved, ecologically sensitive, and agricultural lands by reducing the per passenger emissions, during travel, across the state of California (Jones 228). After the completion of the project, Californians have much