Social Comparison Theory

Social Comparison Theory With regards to questions about identity, the average person responds by comparing himself to others. However, it is important to point out that the person compares himself to people that are in his immediate vicinity. Comparisons are made based on unique attributes, such as, age, gender, eye color, and height.Advertising We will write a custom research paper sample on Social Comparison Theory specifically for you for only $16.05 $11/page Learn More Thus, the average person relies on distinguishing features in self-description (Kassin, Fein, Markus, 2014). Interestingly, the answer to the question does not remain constant. If the interviewer has the power to change the person’s social surroundings, then, he must also expect a different set of answers based on the same questions. Therefore, the self is a â€Å"relative† social construct (Kassin, Fein, Markus, 2014). The significance of social comparison theory is in the idea that an individual has the capability to change his behavior, and how he perceives himself. Defining Social Comparison Theory The core concept of social comparison theory is the brainchild of Leon Festinger. He pointed out that a person belongs to a particular social group. Festinger added that the said social group influences a person’s opinion and abilities. Social comparison theory asserts that a person’s self-description is dependent on information gleaned from observing family members, friends, acquaintances, and other important person in the lives of the interviewee. Festinger asserted that, â€Å"individuals adopted a group’s standards by comparing their own opinions, and abilities with the consensus in the group, and modifying their views so that they were in accordance with the group’s norms† (Krizan Gibbons, 2014, p.39). Festinger emphasized the idea that â€Å"individuals compare themselves to others in order to seek information about the world and thei r place in it† (Krizan Gibbons, 2014, p.39).  It is important to point out, that to some extent self-description is even influenced by the â€Å"fleeting, everyday exposure to strangers† (Kassin, Fein, Markus, 2014, p.64). Nevertheless, the average person compares himself to those who are similar to him in relevant ways. For example, a college student will determine his reading ability based on how he sees himself in comparison to other college students. He will not compare himself to high school students.Advertising Looking for research paper on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More Significance of Social Comparison Theory Social comparison theory’s biggest contribution is the discovery that â€Å"the more uncertain people are, the more they will rely on those comparison for definition and validation† (Gerber, 1999, p.173). As a consequence, â€Å"individuals resolve their uncertainties by reference to groups, and that group definition often comes from comparison with other groups (Gerber, 1999, p.173). One of the problematic stages in personal development occurs during the teenage years when an individual is least uncertain and more vulnerable. Teenagers are prone to make choices that will negatively affect their future. It is therefore interesting to apply social comparison theory in crafting strategies that will help solve social problems involving teenagers. There are a variety of ways that social scientists can apply insights gleaned from the study of social comparison theory. Two of the most exciting areas are in the study of gang-related violence, and the creation of more effective intervention strategies in cases involving alcoholism or drug addiction. In this regard it is important to point out that the family is the â€Å"primary and most influential group for comparison, and for establishment of lifestyle† (Gerber, 1999, p.173). The focus must be on the family. It is imperative to support parents. It is imperative to focus resources to families in order to help parents build a strong family structure. Community resources must be redirected to the family. When it comes to gang-related problems, it is imperative to consider the impact of the group when it comes to validation, and the establishment of the person’s lifestyle. It is therefore foolish to attempt reforming behavior without creating a mechanism that can help the individual receive positive validation and develop a different kind of lifestyle. This is perhaps the reason why Alcoholics Anonymous is successful in helping people change their behavior towards the consumption of liquor. Alcoholics Anonymous created a new group or an environment filled with new social interconnections that help the individual create new social norms. Conclusion Social comparison theory has many applications. This theory offers insights when it comes to personal develop ment and human behavior. However, one of the key aspects of social comparison theory is the way it explains how an individual’s self-description is influenced by social factors that surround him.Advertising We will write a custom research paper sample on Social Comparison Theory specifically for you for only $16.05 $11/page Learn More According to this theory, â€Å"self† is a relative construct. This is an interesting insight into human behavior and personal development. This theory can be utilized to solve social issues, such as, gang-related violence and drug addiction. It means that a person is dependent on social factors when it comes to altering behavior. It is therefore important to strengthen family structures. In the struggle against gang-related violence and drug addiction, half the battle is already won if a child belongs to a family that can help him establish a positive lifestyle. With regards to individuals that needed a way out of their troubled past, counselors and intervention specialists must develop a mechanism that will enable patients to generate positive validation. They need a mechanism that will help them establish a new kind of lifestyle. It can be argued that Alcoholics Anonymous is successful in helping people overcome destructive behavior, because they create a new environment that helps patients alter their â€Å"self† construct in a positive way. References Gerber, S. (1999). Enhancing counselor intervention strategies: An integrational  viewpoint. PA: Taylor Francis Group. Kassin, S., Fein, S., Markus, H. (2014). Social psychology. CA: Cengage Learning. Krizan, Z. Gibbons, F. (2014). Communal functions of social comparison.  New York: Cambridge University Press.Advertising Looking for research paper on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More

Huitzilopochtli, the Founding Deity of the Aztecs

Huitzilopochtli, the Founding Deity of the Aztecs Huitzilopochtli (pronounced Weetz-ee-loh-POSHT-lee and meaning Hummingbird on the Left) was one of the most important of the Aztec gods, the god of the sun, warfare, military conquest and sacrifice, who according to tradition, led the Mexica people from Aztlan, their mythical homeland, into Central Mexico. According to some scholars, Huitzilopochtli could have been a historical figure, probably a priest, who was transformed into a god after his death. Huitzilopochtli is known as the portentous one, the god who indicated to the Aztecs/Mexica where they should build their great capital city, Tenochtitlan. He appeared in dreams to the priests and told them to settle on an island, in the middle of Lake Texcoco, where they would see an eagle perching on a cactus. This was the divine sign. Birth of Huitzilopochtli According to a Mexica legend, Huitzilopochtli was born on Coatepec  or Snake Hill. His mother was the goddess Coatlicue, whose name means â€Å"She of the Serpent Skirt,† and she was the goddess of Venus, the morning star. Coatlicue was attending the temple on Coatepec and sweeping its floors when a ball of feathers fell on the floor and impregnated her. According to the origin myth, when Coatlicues daughter Coyolxauhqui (goddess of the moon) and Coyolxauhquis four hundred brothers (Centzon Huitznahua, the gods of the stars) discovered she was pregnant, they plotted to kill their mother. As the 400 stars reached Coatlicue, decapitating her, Huitzilopochtli (god of the sun) suddenly emerged fully armed from his mother’s womb and, attended by a fire serpent (xiuhcoatl), killed Coyolxauhqui by dismembering her. Then, he threw her body down the hill and proceeded to kill his 400 siblings. Thus, the history of the Mexica is replayed every dawn, when the sun rises victoriously over the horizon after conquering the moon and stars. Huitzilopochtli’s Temple While Huitzilopochtlis first appearance in Mexica legend was as a minor hunting god, he became elevated to a major deity after the Mexica settled in Tenochtitln and formed the Triple Alliance. The Great Temple of Tenochtitlan (or Templo Mayor) is the most important shrine dedicated to Huitzilopochtli, and its shape symbolized a replica of Coatepec. At the foot of the temple, on the Huitzilopochtli side, lay a massive sculpture portraying the dismembered body of Coyolxauhqui, found during excavations for electric utility works in 1978. The Great Temple was actually a twin shrine dedicated to Huitzilopochtli and the rain god Tlaloc, and it was among the first structures to be built after the founding of the capital. Dedicated to both gods, the temple symbolized the economic basis of the empire: both war/tribute and agriculture. It was also the center of the crossing of the four main causeways that connected the Tenochtitln to the mainland. Images of Huitzilopochtli Huitzilopochtli is typically portrayed with a dark face, fully armed, and holding a snake-shaped scepter and a smoking mirror, a disc from which emerges one or more wisps of smoke. His face and body are painted in yellow and blue stripes, with a black, star-bordered eye mask and a turquoise nose rod. Hummingbird feathers covered the body of his statue at the great temple, along with cloth and jewels. In painted images, Huitzilopochtli wears the head of a hummingbird attached to the back of his head or as a helmet; and he carries a shield of turquoise mosaic or clusters of white eagle feathers. As a representative symbol of Huitzilopochtli (and others of the Aztec pantheon), feathers were an important symbol in Mexica culture. Wearing them was the prerogative of the nobility who adorned themselves with brilliant plumes, and went into battle wearing feathered cloaks. Feathered cloaks and feathers were wagered in games of chance and skill and were traded among allied nobles. Aztec rulers kept aviaries and tribute stores for feather-workers, specifically employed to produce ornate objects. Huitzilopochtlis Festivities December was the month dedicated to Huitzilopochtli celebrations. During these festivities, called Panquetzalitzli, the Aztec people decorated their homes held ceremonies with dances, processions, and sacrifices. A huge statue of the god was made out of amaranth and a priest impersonated the god for the duration of the ceremonies. Three other ceremonies during the year were dedicated at least in part to Huitzilopochtli. Between July 23 and August 11, for example, was Tlaxochimaco, the Offering of Flowers, a festival dedicated to war and sacrifice, celestial creativity and divine paternalism, when singing, dancing and human sacrifices honored the dead and Huitzilopochtli. Updated by K. Kris Hirst Sources Berdan FF. 2014. Aztec Archaeology and Ethnohistory. New York: Cambridge University Press.Boone EH. 1989. Incarnations of the Aztec Supernatural: The Image of Huitzilopochtli in Mexico and Europe. Transactions of the American Philosophical Society 79(2):1-107.Taube KA. 1993. Aztec and Maya Myths. Fourth Edition. University of Texas Press, Austin, Texas.Van Tuerenhout DR. 2005. The Aztecs: New Perspectives, ABC-CLIO Inc. Sanata Barbara, CA; Denver, CO and Oxford, England.

Determining the project charter Assignment Example | Topics and Well Written Essays - 750 words

Determining the project charter - Assignment Example A recent study indicated we pay 20% more than other companies in our health care premium for our employees due to their health issues Our concern is the increased health care costs for providing insurance premiums for our own employees due to their ill health , which not only raises our internal expenditure but loss of man days through absenteeism leads to decreased productivity thus impacting the profitability of our organization. Hence we want to create a Recreation and Wellness Intranet Based Health Monitoring system for our employees where we want to introduce health improving strategies like involving employees in physical fitness programmes like soccer, jogging and other well being programmes during the recess period. Then stress reducing classes , motivating employees to quit smoking, manage Body Mass Index, making diet charts through dietetians and incentivizing those who attend these programmes. The implementation of the project will cost 2,50,000$ but the net savings over a 4 year time period would be around 30,00,000$ with a projected 30$ savings per employee/year considering 25000 employees with an additional profitability of 27,50,000$ in 4 years. Thus the implementation cost is only 10.5% of the profitability. Q4. Creating a mind map is useful rather than deploying task hierarchy because it gives an immediate project design plan and helps to assess the benefits and pitfalls of each step so the backup plans are ready and in times of real system failure can be implemented.

BURGER KING CASE STUDY Term Paper Example | Topics and Well Written Essays - 1000 words

BURGER KING CASE STUDY - Term Paper Example Thus, in modern marketing strategies, marketers have mastered the art of creating a need for their product or service offerings or constantly surprising the marketplace, an area where they have a high level of dexterity (Boone and Kurtz 11). The â€Å"Whopper Freakout† marketing campaign of Burger King is one of them. Although the forefront intention behind this was to find out if Whopper was the market’s favorite burger sandwich, the basic goal was still to create a need because this potentially resulted to word-of-mouth promotion highlighting the major justifications of the said product. The â€Å"Whopper Freakout† marketing campaign was a promotional strategy underlying the concept of viral marketing campaigns. Thus, aside from this, there are other principal advantages and disadvantages of using viral marketing campaigns to promote a product. One possible disadvantage of viral marketing campaign is the risk of flooding negative opinions associated with a cert ain product or brand. Viral marketing could potentially be successful on the part of the company if it is associated with positive conversation on a certain product or brand (Faheem 3). ... Thus, applying viral marketing would just ensure giving more to its advantage while ensuring at some point a fast-paced promotion. Therefore, it is clear that the major advantage of viral marketing campaign is speed (Schirmer 33). Through the word of mouth, if information is just only associated with positive opinions, viral marketing campaign is reliable based on the effectiveness of the speed of promotion. Thus, this would further minimize the additional cost that should be incurred in the dissemination of information that would be associated with the product or service offerings or brands. 2. Discuss the factors that resulted in the success of the Whopper Freakout campaign. Also enumerate the possible drawbacks of the campaign. One of the elemental factors that made Whopper Freakout campaign a success is the fact that Whopper was already one of its market’s favorite burger. In the event that this burger would have substantial issue, it would eventually become an integral co mponent of consumers’ conversation in their daily lives, especially among those who have positive experience with this product. This is due to the fact that Whopper is a consumer good in a form of food. Considering that every people need to eat daily, Whopper Freakout campaign is such a strong strategic marketing campaign in order to reinforce customers regarding the prevailing status of the said product. Furthermore, when consumers would be informed about the status of the said product and they have important concerns as in line with their relevant impressions of it, application of viral marketing campaign would make sense. In fact, the success of this marketing activity is highly dependent on consumers’ first impression (Allen 151). As stated earlier, since

Product Life Cycle Concept Essay Example for Free

Product Life Cycle Concept Essay Michael Porter’s framework of competitive analysis is applicable to our business organization known as D.T.DOBIE TANZANIA LTD which falls under the automobile industry in Tanzania and worldwide in the following ways: A.Barriers to entry/threat of new entrants. Its true that the average person cant come along and start selling brand new cars. The emergence of foreign competitors with the capital, required technologies and management skills began to undermine the market share of brand new car sellers. The following factors are barriers to automobile seller’s new entrants: * Knowledge and Technology Ideas and knowledge of servicing its supplied products is the one that provides competitive advantage to D.T Dobie over others. D.T Dobie uses machines of highest technology on checking and servicing its cars in which, gives them power to provide guarantee of up to one year service to its product since they are assured of what they are doing. The machines used by the skilled labor of D.T Dobie to service and check the product are of high quality and they are very expensive in such a way that for new entrants firm in that business its an ownership barrier. * Access to distribution The demand for brand new cars in Tanzania is very low since they are sold at price that individual can’t afford. D.T Dobie is a greater supplier of brand new cars to Tanzania government institution, most United Nations (UN) organizations such as UNICEF, ILO, UNESCO, representative’s offices in Tanzania and embassies offices. Since these agencies are the most buyers of brand new cars, it has made D.T Dobie to have almost the access to distribution channel of selling brand new cars in which this act as barrier to new entrants since the buyers are few. * Cost of entry Initial capital required to set up a new firm is very high, it makes the chances of new entrants to be very less. * Product differentiation and cost advantage The product has to be different and attractive to be accepted by the customers. D.T Dobie is the greater seller of brand new NISSAN, MITSUBISHI, MERCEDES BENZ, HONDA and HYUNDAI in which made them different from its competitor since it sells many brands than others. By being supplier of government cars has made them to be exempted when importing cars for government institution uses. B. Bargaining power of suppliers: The bargaining power of suppliers is also described as the market of inputs. Suppliers of raw materials, components, labor, and services (such as expertise) to the firm can be a source of power over the firm, when there are few substitutes. Suppliers may refuse to work with the firm and also may charge excessively high prices for unique resources. For organization of our choice i.e. D.T Dobie its suppliers for motor vehicles are TOYOTA, NISSAN, MITSUBISHI and MERCEDES BENZ. D.T Dobie is the seller of brand new car in Tanzania where by its inputs i.e. imported new cars from great multinational companies are so important for its survival, this leads the suppliers having great power over D.T Dobie since it’s not manufacturer but the buyer of finished product. Increase in production cost to one of suppliers on specified product may lead to switching cost which will be relative to D.T Dobie switching cost. Degree of differentiation of inputs: D.T Dobie supplier’s supply different brands in which is difficult for them to switch from one supplier to another. For example if they are required by its customers i.e. government to supply cars that’s engine capacity is V8 that pushes them to deal with TOYOTA since other suppliers are not producing cars with that engine capacity. For parts suppliers, the life span of an automobile is very important. The longer a car stays operational, the greater the need for replacement parts. On the other hand, new parts are lasting longer, which is great for consumers, but is not such good news for parts makers. C. Bargaining power of customers: Buyers refer to the customers who finally consume the product or the firms who distribute the industry’s product to the final consumers. Bargaining power of buyers refer to the potential of buyers to bargain down the prices charged by the firms in the industry or to increase the firms cost in the industry by demanding better quality and service of product. Since our organization of our choice D.T Dobie supplies and sell brand new cars in Tanzania, its customers are few since who can afford to buy brand new cars are government institution, most united nations (UN) organizations such as UNICEF, ILO, UNESCO, representatives offices in Tanzania, embassies offices and individuals who can afford to do so. Since its customers only want quality and guaranteed products this act as driving force to D.T Dobie to supply not only quality products but also quality parts and servicing those cars for the whole year as guarantee after being sold out. Since D.T Dobie is greater supplier of brand new NISSAN, MITSUBISHI, MERCEDES BENZ etc. cars in Tanzania availability of substitute products such as FORD, RANGE ROVER, LAND ROVER which are supplied by its competitors like CMC motors and sold at same or at lower price than D.T Dobie’s have made some of its customers to shift to those brands as it’s known customers are very sensitive to price. Most of those mentioned above customers purchase in large quantities. They have full information about the product and the market. They emphasize upon quality products. They pose credible threat of backward integration. In this way, they are regarded as a threat. D. Threat of Substitute Products: Substitute products are goods or services from outside a given industry that perform similar or the same functions as a product that the industry produces. Rather than looking at the threat of someone buying a different car, there is also a need to also look at the likelihood of people taking the bus, train or airplane to their destination. When determining the availability of substitute’s time, money invested, personal preferences and convenience in the auto travel industry should be considered. D.T.Dobie should consider the following factors when analyzing this force: * Price Band The threat that consumer will switch to a substitute product if there has been an increase in price of the product or there has been a decrease in price of the substitute product. If the price of the cars sold by D.T.Dobie will increase the main expected customers i.e. the one switching from bike to car will not move to car and will remain in the bike only. Thus the price is kept checked in this manner. * Substitutes performance The performance of the substitute sector also plays an important role in the success of the business. If the price of other dealers such as Africariers increases or the price band of the small segment falls, it will have effect on the quantity required in the market. It’s just on the price but also the features and the other services associated or it may be the status symbol story. * Buyers willingness Products with improving price/performance tradeoffs relative to present industry products. It will determine the willingness of the buyer to buy from D.T.Dobie.The willingness of the customers to go forward to try the new product in the market such as Mercedes Benz reduces the threat from substitute products. E. Competitive Rivalry: This force analyses the level of competition between existing players in the industry. Because an industry’s firms are mutually dependent, actions taken by one company usually invite competitive responses. Thus in many industries firms actively compete against one another. Highly Competitive industries generally earn low returns because the cost of competition is high. The auto industry is considered to be an oligopoly (a market condition in which sellers are so few that actions of any one of them will materially affect price) which helps to minimize the price-based competition. Below are factors which are seen in this force: * Price Competition Advertising battles may increase total industry demand, but may be costly to smaller competitors. Products with similar function limit the prices firms can charge. Price competition often leaves the entire industry worse off.. * Product Quality Increasing consumer warranties or service is very common these days. To maintain low cost, companies consistently has to make manufacturing improvements to keep the business competitive. This requires additional capital expenditure which tends to eat up companys earning. On the other hand if no one else can provide products/ services the way you do you have a monopoly. D.T.Dobie enjoys the monopoly of selling new cars are there are no competitors in this segment. * Unique Selling Point Also D.T. Dobie has advantage over its rivals because it represents a premium brand which is recognized over the world, they found a niche in the market where have a leading brand like Mercedes-Benzes a and a brand which people aspire to own .Also they are lucky to have Nissan one of the most renowned Japanese brands which is an equal pillar of their business. * Expansion DT Dobie is looking to grow and move forward, both in its native Tanzania and in surroundings regions. By building strong relationships and working closely with strategic partners, DT Dobie’s footprint keeps on growing. Also they are expanding by appointing more dealers around the country. * Investment In terms of investing in our own equipment, this takes priority; they put all eyes on technology so they are not behind the rest of the world. Even if the latest technical advancement s are available to the company, DT Dobie makes sure any investment is benefiting to the organization as a whole .Every five years D.T. Dobie has an equipment review which makes sure the company is on right track, ensures investments have been successful and assesses whether upgrades need to be made in order to reach the next level, they are absolutely up to date. Also ensures that its vehicle testing equipment has modern standards which outnumber it from its rivals. CONCLUSION: In general, any CEO or a strategic business manager is trying to steer his or her business in a direction where the business will develop an edge over rival firms. Michael Porters model of Five Forces can be used to better understand the industry context in which the firm operates. Porters Five Forces model is a strategy tool that is used to analyze attractiveness of an industry structure. Porters Five Forces model views the business from inside and outside. It focuses on assessing competitive position within the industry.

How Alcohol May Affect Human Behaviour :: essays research papers fc

How Alcohol May Affect Human Behaviour 4. A young man started behaving in an aggressive and abusive manner after he had a number of alcoholic drinks at a party. The next day he was behaving quite normally and was quite concerned when shown a video of his behaviour the previous night. Explain how alcohol may affect human behaviour. Some Facts(1) Australian industry loses more than one billion dollars a year because of sickness caused by alcohol. Alcohol plays a part in more than 50% of serious crimes in Australia. In violent crimes it plays an even bigger part: more than 75% of them are linked to alcohol. About half of the people killed in road accidents are killed because somebody has drunk to much. Effects of alcohol on human behaviour From the above facts it is clear that alcohol has a major impact on the lives of Australians. This is particularly more so because it is not illegal and because it is so widely used. The effects of alcohol on a individual's body vary according to: (2) with the amount consumed. the way the alcohol is taken. the individual's body (size weight, health). the individual's experience. the individual's mood. the circumstance in which alcohol is consumed (with food, in a social gathering, with other drugs etc.) The immediate effects of alcohol on an individual varies but can produce a wide range of effects including: (2) Loss of inhibitions. Flushing and dizziness. General impairment of brain and nervous system functions. General loss of co-ordination. Impairment of motor (movement) skills. Staggering. Slow reactions. Blurred vision and slurred speech. Aggression. General impairment of senses (e.g. touch, sight, speech, etc.) Vomiting. Unconsciousness. Children and young people are usually more affected by alcohol than adults. This is because of their lower body weight and lack of tolerance. The disturbing aspect is that one is not generally aware of these changes. Instead, the individual think's he/she is behaving more efficiently than normal. In fact, performance is much poorer. In relation to Topic (4) the change in behaviour in the young man at the party following a number of alcoholic drinks can now be explained. As shown above young people are generally more affected by alcohol than adults. The loss of inhibitions and aggressive behaviour can by typical changes after alcohol consumption. It is not surprising that when shown a video of his behaviour the previous night that he was quite concerned about his aggressive behaviour. Again as mentioned previously one of the effects of alcohol is that one is unaware of the changes taking place. As the young man was behaving normally the following day he did not have a hangover. A hangover is a body's reaction to being poisoned by alcohol and

Ptlls Level 3

ASSESSMENT 1 a. Explain what your actual or perceived role, responsibilities and boundaries are as a teacher in terms of the teaching cycle. Why are these necessary? b. Identify the legislative requirements and codes of practice that directly impact on your teaching. c. Identify the legislative requirements and codes of practice that directly impact on your learning environment. ANSWERS 1. 1. †¢ Explain what your actual or perceived role, responsibilities and boundaries are as a teacher in terms of the teaching/training cycle.I intend to continue to be a trainer in management and in the security sector. The role, responsibilities and boundaries of a trainer are ever changing and adapting to changes in the society. It is more than simply lecturing and marking students works. Learners come from different backgrounds and with different problems, hopes and expectations which have to be understood and addressed before effective learning can take place. As such in addition to my prima ry role of being a facilitator, I will have to play the roles of parent, psychologist, protector, motivator, role models to some learners.I will also have to collaborate with some agencies and organisations in order to facilitate effective learning. Boundaries are anything that may have direct impact to my teaching or delivery. This may include time constrains, my subject knowledge, the size of my class and location of the training room, the ability to cater for students with learning disabilities. In this I must have a reasonable evaluation to know what I can do and what are outside my ability and to call for supports. Reece and Walker describe a modern teacher as being a facilitator.Unlike the traditional teaching methods which encourage learners just to be talk into, the modern method places more emphasis on the ability of the teachers to motivate and encourage students to be actively involved in the process of discovery, exploitation of issues and be able to think around the sub ject matters without being a mere regurgitation of given facts (Reece & Walker, 2002, P4). For this to take place, I will have to be able to facilitate an environment where learners fill safe and without any feelings of internal or external threats, discriminations or insensitivity to language or cultural barriers to learning.Coffield, F (2008) supports this line of thought when it states that teaching and learning are not separate activities but â€Å"intertwined elements of a double sided, interactive process† which is enabled by the understanding and implementation of the key stages of the teaching/training cycle. The Constructivism theory (Jean Piaget, 1967), also support this line of reasoning. Despite the ever expanding or the elastic roles of trainers, it is essential that in order to be effective at impacting knowledge and to act within the law, trainers are aware of their roles, responsibilities and boundaries.In this respect, they are guided by the teaching/training cycle which provides a systematic approach to teaching and a cohesive structure within which roles, responsibilities and boundaries can be assessed and reflected upon (Gravells, 2010: 11). Gravells (2008) describes teaching as a cycle made up of five points- Identify needs and planning, designing, facilitating/deliver, assessing, and evaluating. When planning to train learners, I would be guided by the teacher’s cycle.I will first seek to identify needs; training is about satisfying needs, therefore a good beginning point at preparing a training programme is to know the task to be performed. I will then identify the existing skills possess by learners and then produce the training content that would be required in order to close the known gap. This is known as training-needs-analysis. Information about the existing ability of learners can be drawn using various methods such as asking them to complete purposely designed application forms and or questionnaire, or through telep hone or direct interviews.The initial assessment would give me the opportunity to identify needs and provide me with a starting point to plan the course with regards to the pace of delivery and resources to be used and in collaboration with the learner to formulate an individual learning plan (IPL). Overall, this information would help me to plan my content and delivery strategies. These have some advantages: i. Understanding the learners learning styles can make my course to be engaging. Flemming (1987) noted three different styles of learning; visual, kinaesthetic and aural.In order to know which method(s) to use to benefit my students the first lesson on my course will centre around discussions on what they already know, the resources they are familiar with, and a learning style questionnaire which will provide me with information on preferred learning styles. Effectiveness can also be enhanced if I adapt my teaching style to give maximum benefit to learners. ii. Another importan t factor I must consider when identifying the needs of my learners is their learning process.A commonly used theory of learning process is that of Kolb (1984) who describes four different stages of the learning process as; Concrete experience, observation and reflection, abstract conceptualisation, and active experimentation. This theory particularly gained insight into the fact that greater understanding is achieved by learners when different and appropriate means are deployed to teach the same concept. Plan and Design Plan and Design of training involves defining and meeting the aims and objectives of my course, preparing the environment, suitable delivery resources, methods and handouts.Planning and design of the lesson will require myself to study the aims, objectives and the set learning criteria set by the awarding body which I may be dealing with. I will state what the learners would learn, what I will do to support learning, what the training will cover and learning outcomes . My scheme of work will be practical and motivating. I will ensure that the working environments are safe and conducive for learning. I will also ensure that all the equipment needed for the course is made available on time. Deliver Once I have identified the needs of the learners and planned and designed y course I will proceed to deliver it. I will seek to use the learning methods that enhance their ability to achieve the most from the course. My teaching style would be mainly andragogical because, been an apprentice is a hand’s on role, this will allow the learner to carry out the task therefore learning the theory and learning how to apply those theories. In terms of learning styles, I will deploy all the three styles; visual, audio and kinaesthetic. I would deliver the theory, view videos and show practical examples and give the learner the opportunity to carry out the task themselves.I will allow my assessment of the group to determine the ice breaker to use, but my ob jective will be to run an inclusive training through the distribution of ability and cultural mix and to encourage them to fill free to communicate and to get to know me and each other. I will also define my pace and pitch of delivery, which will be influenced by the learning needs of the students and group dynamics. In setting my ground rules, I will be guided by two factors; the safety of all parties involved in the learning process. This will required that some rules are rigidly implemented.I will also be guided by the need to involve learners in negotiation over other issues, such as answering mobile phone, leaving early, etc. Assessment The delivery of courses will be followed by assessments to determine if learning has taken place, the level of understanding and to check if training strategy and tactics are appropriate. Various methods can be employed, such as setting group work which test understanding, direct questions and interview with learners. Another method to use in ev aluation is the use of questionnaire. This allows for more truthful responses as these could be filled in independently and without the learner’s name.Evaluation is a hugely important part of the process specifically for me as this would allow me to identify any weakness and help me improve for the following modules. For all I will be asking for the course to be formally evaluated at the end of each module, I would make my learners feel confident that if there is any improvements they think I could make within the duration of the course they can approach me and make suggestions. Evaluation should be constant during the teaching process to ensure I am teaching to the best of my ability and the learners are learning to the best of theirs.ANSWER 1. 2. †¢ Identify the legislative requirements and codes of practice that directly impact on your teaching and learning environment. It is most essential that trainers are aware of key aspects of legislation and codes of practice th at are relevant to their subject area and be able to put them into practice. This includes legislative requirements and codes of practice which determines what constitutes a suitable environment. A learning environment is an environment where teaching/training takes place. This could be a school, college or a building or room.But it should be suitable for the purpose because this is an important part of ensuring a successful session. It should for example, provide suitable access for all learners and sufficient toilet and refreshment facilities. As a Security and management trainer, the key aspects of current legislative requirements and codes of practice that are relevant to my subject area are as follows:- The Health and Safety at Work Act 1974, The Disability Discrimination Act 2005, the Manual Handling Operations Regulations 1992 and the Lifelong Learning UK (LLUK, 2008). a. The Health and Safety at Work, etc Act 1974The main piece of legislation affecting the management of heal th and safety in educational establishments across all sectors is the Health and Safety at Work, etc Act 1974 (HSWA). This Act provides a framework for ensuring the health and safety of all employees in any work activity. It also provides for the health and safety of anyone who may be affected by work activities in e. g. pupils/students and visitors to educational sites, including parents and contractors. Employers and employees (as well as manufacturers, suppliers and the self-employed) must comply with the duties set out in the Act.This legislature is very important as trainers own a duty of care to learners and the need to provide a safe environment. b. The Disability Discrimination Act 2005 The Disability Discrimination Act 2005 is a piece of legislation that needs to be taken into account when teaching adults with learning disabilities. It provides legal rights for disable people in the areas of employment, education, access to goods, services and all facilities including large r clubs and land based transport services; buying and renting land property and functions of public bodies, for example, the issuing of licences.This piece of legislation ensures that all learners are given necessary adaptations to allow them to participate fully in their learning environment. This may be something as simple as ensuring the classroom has a wide enough areas for a wheelchair to pass through. c. The Manual Handling Operations Regulations 1992 A compulsory part of the training in security is known as physical intervention. It involves teaching learners on how to arrest and hold people. I will be teaching learners in the different types of safe ways to hold suspected offenders.This will include lifting and physical handling of fellow trainers. The Manual Handling Operations Regulations 1992 require employers to minimise the health risks associated with manual handling, a term used to describe activities which involve lifting, carrying, moving, holding, pushing, lowering , pulling or restraining an object, person or animal. Employers should, avoid the need to lift, carry, push, pull, lower or support loads wherever possible. They should mechanise such tasks where they cannot be avoided by the use of trolleys, barrows, lifts or hoists.They should carry out risk assessments, which take into account the work task, the activity involved, individual capacity, working environment and other factors. It is essential that as a trainer, I observe this legislature in order to safe guard the safety of the learners. e. Lifelong Learning UK (LLUK, 2008) As a trainer in the UK, I will be govern by Lifelong Learning UK (LLUK, 2008), the professional body responsible for the professional development of all those who work in further, higher and other areas of education.The body sets standards in six areas to guide a trainer like myself. The areas are: i. Professional Values and Practice ii. Learning and Teaching iii. Specialist Learning and Teaching iv. Planning for Learning v. Assessment for Learning and vi. Access and Progression. The professional values and practice area sets standards on values, part of which requires trainers to motivate learners to seek further develop. The learning and teaching section deals with the needs for the establishment of a purposeful learning environment for learners.Specialist learning and teaching area set out to ensure that trainers are aware of current legislation, their implications and be able to apply appropriate strategies to work with those who may require specialist training. The planning for learning section deals with the needs for trainer to be able to plan for their session and create an inclusive learning environment. Assessment for learning section deals with the needs for appropriate assessment and feedback from learner as a means to encouraging progression.Access and progression allows for the trainer to encourage and support the learner into further or appropriate courses or learning for the future. f. The Equality Act 2010 The Equality Act 2010 provides a legislative framework which protects the rights of individuals and advances equal opportunities for all without discriminations on the grounds of age, disability, gender reassignment, race, religion or belief, sex, sexual orientation, marriage and civil partnership, pregnancy and maternity.It’s protections extend to some groups not previously covered; this group now enjoys what is known as protected characteristic. In education and in training, it is a key part of the legislation that trainers must seek to enforce that learning and assessment must be accessible to all. The Equality Act 2010 The Data Protection Act 1998 is a United Kingdom Act of Parliament which states UK law on how to process data on identifiable living people and as such the protection of personal data.It was enacted to bring UK law into line with the European Directive of 1995 on the obligations of member states to protect people’s fu ndamental rights and freedoms and in particular their right to privacy with respect to the processing of personal data and in practice, it provides a way for individuals to control information about themselves. Its eight core principles states that personal data must be: processed fairly and lawfully and only for one or more specific and lawful purpose.The information collected shall be accurate and not excessive and not be kept longer than necessary for the defined possess. It shall also be processed in line with the rights of individuals in mind. Such information shall be secured and not transferred to countries where they cannot be made secured. As a trainer who will be dealing in handling personal data that belongs to others, I’m obliged to obey this law in all my dealings with students. ASSESSMENT 2 ANSWER 2. 1 Explain the ways in which you would establish ground rules with your learners, which underpin appropriate behaviour and respect for others. Ground Rules Ground Ru les are a series of mutually agreed rules between the teacher and the learners, which are formulated for the direct benefit of all members of the group. They are mainly rules on rights and responsibilities of each member and team, which directly or indirectly contributes to the smooth running of the programme. They are rules within the existing laws and code of conducts.As my learners are expected to come from different backgrounds and reflect our multi-cultural society, the establishment of ground rules can go a long way toward contributing to the smooth running of my classes. It allows learners to be aware of rules, acceptable standards, practices and expectations throughout the course of tuition. Ultimately, rules are tutor’s responsibility and it takes the lead in leading the effort in setting the acceptable standard for the smooth running of the courses.But the success of cooperation varies and they are greatly influenced by the way those rules were set up. Using the sty le which favours the learning styles of the learners and their involvement in the process can go a long way toward securing greater cooperation and compliance. Using a cognitive domain (Bloom 1951 & 56), a trainer may simply tell the class ‘these are the rules, take it or live it’. It may have a measure of success but its effectiveness may be limited if it does not accommodate the learning styles of all learners.While a learner with preference for reflective style of learning (Honey and Mumford 1986) may find this appropriate, because they are able to listen and watch from the outside; learners with preference for a more activist role (Honey and Mumford 1986) may not get enough of activities and stimulation from such method and therefore unmotivated by it. Such learners may feel sideline from the rest and as such become disruptive and show less respect for others in the class. There are many ways in which a trainer can establish ground rules with his or her learners, ho wever the trainer must be aware of their learner’s learning styles.Using a variety of activities and manners to determine ground rules could be effective as it then will reach out to a multitude of learners within the classroom. Ann Gravells (2008, pg 34) suggested that better results are achieved by andragogical approach (mainly learner centre) which allows learners to create their own ground rules; instead of rules being seen as imposed on them by an higher authority, it permits them to take ownership, as such responsibility and encourages empowerment as a result of which, more often than not, learners are likely to abide by those rules.In particular, this approach work well with individuals who use an aural style of learning (Fleming 1987) because they enjoy talking to others, while those who use a visual style of learning may find it less stimulating as they often prefer to observe rather than offer their opinion. Following an activity such as discussion regarding rules, feedback from the tutor would encourage positive behaviour from the learners and hence respecting others learning experiences. Skinner (1974) believed that the learner would repeat the desired behaviour if positive reinforcement were given.ANSWER 2. 2. †¢ Explain and describe the types of resources that you have available to meet the potential needs of your learners There are three main teaching resources; facilities, people, and materials and equipment. Most of the learners in the security sector are adults and the syllabus of what to teach, the number of ours to be assigned to each sector, such as trainings in class, physical exercises and the examinations to be taken have been designed by the Security Industry Authority, SIA.The content of the training to be instructed is also on the website of SIA, it is fairly standard with very little modifications to be carried in the choice of language; to accommodate the interest of the learners who have a poor master of the English la nguage. All learners wishing to train with me will be required to complete an application form which will provide me with some information, such as their level of education and pass experiences. The review of this data will provide me with the information which will influence my modification of the choice of language used in the handout which will be supplied to learners.It will also afford me the opportunity to gauge the individual learning plan, in collaboration with the learners. It will provide valuable information for me in the planning of scheme of work and session plan. Some of the learners may have stayed out of education environment for a long time. Because of this they may not like reading and their listening span may be short. I will have consideration for all these factors when determining how reading-friendly the booklet should be, the intervals at which to have brakes, the icebreaker, the energiser and the pace and phase of delivery.In order to avoid giving one big han dout which may put the learners off, I will give out two sets of handouts, one at the start of the lecture and the second will be giving out on the third day after the contents of the first had been covered and after I might have gone through each page with them to highlight the important points. The same will be done with the second handout, which will be shorter in order to allow them time to go through it. I may also have learners whom I’m either not competent to meet their needs or have the resources to meet their needs.In such instances, I will have to seek the support of organisations that are able to provide such needs. I will be failing in my duty if I do not correctly identify what I cannot provide. I will equally be failing in my duties if I identified such needs but failed to refer them to where they could get help. For example, it could be that a leaner has learning difficulties; this is an area which I am not qualified to handle. My duty then will be to seek the support of professional group such as the British Dyslexic society.Those with language problems will equally be assisted; some to attend evening classes, some of such courses are subsidise by the government. I can assist learners to contact their local government council for such help. I will also adopt a communication style that will assist them in getting this type of functional skill. Materials and equipment are the resources that trainers physically use during teaching. I will give out handouts because it would provide them with a lot of reading materials and reference points. It would assist in improving their reading and writing functional skills.Learners will benefit from the use of multimedia approach which combines beneficiary resources in the interest of learners. I will use Computer based interactive presentation programmes, such as PowerPoint, because it would provide learners with the opportunity to visually see some of the information in their handout and assist them w hen reading their handouts. I will use flip chart, so that both the learners and myself can use them whenever it is more convenient to write out information or for group work to be presented to the class.I will use information provided on CDs, Videos/DVDs; to assist in the presentation of case studies that are current or provided by professional organisations such as the fire service, searches carried out at Airports and CCTV images showing the management and control of crowds. I will use Newspaper articles because it will present learners with the opportunity to see the most current relevant information on subject matters. This will reinforce learning and provides them with the opportunity to be on the lookout for similar information.Role plays will be used to demonstrate how to carry out searches, how to man the entrance to a Club and how to communicate with customers. Physical objects/models will be used to allow learners to see examples and to come to the front of the class to m ake presentations. Photographs/posters showing the different warning signs and different types of power extinguishers will be made available to learners. I will also make available OHP screen and Market board. ANSWER 2. 3. †¢ Identify any other organisations which may be used as a referral point to meet the potential needs of the learners: British Dyslexic society for those with learning disabilities. ? To those with language barrier, I will refer them to organisations receiving funding of English for speakers of other languages (Esol) for support. ASSESSMENT 3 ANSWER 3. 1. †¢ Explain how you could promote, establish and maintain equality, diversity and inclusion within the classroom environment. More often than not, trainers will be looking after a ray of learners with different abilities, motivation and other forms of differentiations.In particular, on a typical SIA Door Supervisor Course, differences are often recorded on the basis of gender, education, age, sexual orie ntation, motivation, comprehension of English language, ethnicity, cultural and religious backgrounds. A trainer is faced with the challenges of ensuring that it delivers inclusive sessions which motivate all learners. Diversity Part of the inputs which promote inclusion for all learners through the structure of the session on my courses will be decided during the session plan construction phase.Some of the information gained from the initial assessment form completed by learners will have given me some information, such as the differences in age, ethnicity, social background, learning or physical disabilities and previous learning experiences of learners. On the basis of this information, I will be able to make a group analysis and the course or session can be devised to accommodate methods which can cater for their differences.The assemblage of learners whom because of their differences are able to see things from different perspectives crates an opportunity for me as a trainer to harness this opportunity so that learners can learn from each other, to see that each learner is appreciated and their talents utilised for the betterment of all. Moreover, it provides opportunities for a multidimensional approach to learning and for learners to appreciate the importance of team work. Inclusion The promotion of inclusiveness will always form part of my planning at the session plan stage.This will be base on the information received at the initial assessment. Additional updates will then be made after collecting additional information on the basis of engaging the learners in the classroom. Specific incidents of real or potential discrimination will also be address. It is quite common that that during trainings, learners tend to sit together on the basis of certain commonness or preferences which could be base on gender, culture, attitude, e. t. c. I will adopt the strategy of seeking to mix the group by increasing group work that encourages group challenges.I will a lso adopt the tactics of mixing the class on the basis of gender, culture, race, disabilities, abilities and motivation. I will also choose the most appropriate icebreakers to achieve objectives which promote inclusiveness and use different teaching methods to cater for the different needs in the class. The choice of various teaching methods will ensure that no group is excluded from participating in my class work. Equality Learners will be treated as individuals and not just one of those in a team or another leaner.My trainings will be designed and delivered in ways to accommodate and appreciate the fact that we all learn in different ways, we assimilate at different speeds and we are all talented in our own different ways. Every care will be taken to ensure that the class is for all and every participant benefits from my courses. Referral Mechanisms I will also recognise my boundary in my dealings with learners. If for example there are special needs learners that I do not have th e ability to teach, I will refer such learner to other specialist.If I alone cannot cope with some of the practical work or I would need assistant, I will surely do this and prevent avoidable accidents. 3. 2. †¢ Explain ways to embed elements of Functional Skills, in your specialist area. In our multi-cultural and mixed ability society, three subject areas; English language, Mathematics and Communication Technology (I. C. T. ) have been identify critical and certain minimum levels of knowledge, skills and understanding of those subjects have been identified as essential for individuals to be able to operate confidently, effectively and independently s active member of our society. This can promote an inclusive society that is also competitive. In the SIA Security courses, I will be working with a lot of immigrants, who have been put into the margin of the society because of their inability to communicate well using the English language. Among them are people whom their knowledg e of mathematics fall below the set standards of Level 2. Some are not confident and capable when using ICT systems and tools to meet a variety of needs in a range of contexts.Others will not be able to communicate well in English language. Among the migrants are some qualified professionals who are frustrated and unable to secure jobs due to language and cultural barriers. Either when dealing with the public or giving instructions internally, the ability to communicate is an essential factor in security. It is essential to be able to understand the time and to use the IT for simple task such as keeping records, log in and out, etc. i.I will teach English to this group, encourage active participation from them and show to them that being able to communicate well is an essential tool in the security field and it can make the difference between life and death, between keeping their job or not and an essential tool in achieving customer satisfaction. ii. I will incorporate group discus sions where learners will practice English speaking skills. iii. I will set them written assessments where learners will be able to practice writing skills. iv. I will use PowerPoint in the classroom and give learners handouts so that they will be able to use their English reading skills. . I will ask them to complete accident reports, handover notes, and sick leave form and make radio and telephone calls. vi. I will introduce into the course problem solving schemes that allows learners to use their general maths skills. For example, in the teaching of the CCTV, learners will be encourage to record when images were recorded, how long it takes before certain events were concluded and how to keep log books. vii. Learners will be given half-a-day learning on how to operate the CCTV, including how to record images, using the keyboard and joy stick. viii.In group discussions, I will ensure that those who have a poor knowledge of the language are mixed with those who are good in it. This will encourage them to take greater interest and participation in the course and they will be better off than when they stick with people of their culture or who share similar limitations, and may not be in a position to assist them. ix. Using ICT with learners with disabilities has its own peculiar challenges. Since some of them have sensory or physical disabilities alongside learning disabilities, accessing the mouse and keyboard can often be a problem.It is often necessary to find alternative ways to interact with the computer. Using what is known as a tracker ball, which replaces the mouse for people with poor manual dexterity can be helpful. Also, the employment of keyboard with larger keys can be helpful for learners who have poor motor skills. Learners with learning disabilities who do not have reading or writing skills may be assisted with the use of symbols or pictures on the computer so they can recognise and relate to them. Partially sighted or registered blind learners c an be assisted with voice activated computer programs.Using a multi-sensory approach to learning creates opportunities for learners to have ICT skills without needing advanced levels of technical skill. ASSESSEMENT 4 ANSWER 4. 1. †¢ Explain the three main types of assessments used and fully explain how you conduct, or could conduct, an initial assessment of learners. Assessment is a means by which evaluation is carried out on whether learning has taken place and the level of learning. It is also a means by which trainers are able to assess whether their training strategies and tactics are appropriate and effective. Initial or diagnostic assessments are conducted before a learner begins a course.It is an evaluation of a learner’s skills, knowledge, strengths and areas for development. ’ (Gravells, 2008 page 75). This assessment assists in the determination of training needs analysis. The information gathered assists the trainer in planning the material content, tra ining methods and strategies to ensure that learners gained the maximum learning from trainings. Various methods are employed to achieve this objective. In some cases, the completion of a well structured and specifically designed application form followed by telephone interview is enough to complete this diagnosis.In orders, learners are invited to sit for written examination or examinations in addition to sitting for one or more face to face interviews and or skills or psychometric testing. The qualifications presented can provide information to trainer about the qualification attainment, at what level and how long ago the learner was in an academic environment. The written answers on the form can present trainers with the opportunity to evaluate the learners written English and presentation skills.Formative assessments are tools for progressive gauging of learning by learners and testing both learning strategy and tactics deployed by trainers. Trainers break their sessions into st ages and at each turn examines whether learning has taken place before moving on into the next stage. The information derived from it allows both side in the learning process to know whether objectives are been met, whether to deploy more effective strategy, tactics and resources toward effective achievement of stated goals or to redefine or fine tone the goals (Minton 1991, pg 183).The benefit of formative assessment is that a teacher can continually evaluate the learner and correct learners’ mistakes. Formative assessment is often informal and very low key to the point of the learner being unaware of the assessment. It can be done by oral question and answers, group work, multiple-choice test, practical demonstrations, such as singing or acting. Summative assessments are used at the completion of a course. It is often formal and demanding and carried out under controlled exam conditions. They are used to generate a grade that reflects the learner’s performance.While most summative assessment takes this form, many have argued that the stress it generates among some group of learners who may suffer from one disability or another, does not make it a fair means of ascertaining the knowledge gained. Many have argued that it is fairer when it is combined with formative assessment. There are various ways of assessing a learner’s knowledge of a subject and competence. These can be by question and answer sessions, practical tasks, evidence from others, self-evaluation, observations, tasks and examinations.All of these methods of assessments have advantages and disadvantages. It is necessary to keep records of these assessments to ascertain whether a learner Is learning from the course and if they are improving. Also, outside agencies such as governing bodies may want to see records of your learner’s performance as well as the leader of your facility. ANSWER 4. 2. †¢ Explain how you utilise assessment methods. Following assessment, it is vital that trainers give feedback to learners on their achievements. This can be presented verbally or in written format.In order not to de-motivate learners or destroy their confidence, such session should normally start with the presentation of the positive or strong points followed by the negative points. This should be followed by an agreement on how to improve the week points and how to keep up the good sides. Learners should always be encouraged to ask questions and to seek clarifications and trainers should be positive when stating areas for development. ’ (Gravells, 2008 pg 86). As a trainer, it has become very evident to me that assessment is a critical component of education.First, it is essential for a trainer to know the level of knowledge and potentials of the learners before learning materials are prepared. This includes the pace of delivery and the depth of information provided and the method of training. When delivering training, it is equally essential to continuously monitor progress in order to ascertain the level of learning. At the end of training, overall progress are assessed in order to be able to give feedback both to trainer and learners on the level of learning that has taken place and the success or failures of strategy and tactics.I will have to employ the three methods of assessments in my trainings. Each is important in the sectors of the training they serve. The three combined make an immense contribution to training efficiency. However, when working with adults with learning disabilities who have limited literacy skills it is often better to rely on practical tasks or question and answer sessions as the learners have often absorbed information more effectively if it has been given in a visual or oral manner. The information gathered from an initial assessment will provide me with a guide on how to plan the structure of the session.It could help in deciding the pace and the pitch of the session and also the choice of r esources to use. Formative assessment can help the teacher to make informed decision on whether or not to progress with, or to re-teach and or to change the method and style of teaching. Once training is complete, summative assessment provides the trainer with the opportunity to assess the overall learning that has taken place, the overall assessment of the success or failure of strategies, tactics and choice of resources. The information received is also used to give feedbacks and suggestions on how learners could make further improvements.ANSWER 4. 3. †¢ Explain the importance and the requirement of keeping records including those relating to assessment. It is imperative that as a teacher I should complete and retain records on my learner’s assessments. This is evidence of how the learners are progressing. There are many other numerous reasons for a teacher to keep records. Records, such as assessment grades, registration details, class registers and learner informatio n may need to be accessed at anytime by the teacher, learner, course leader or governing bodies.Therefore it is important to keep these records up to date. Good record keeping is critical to training. As such it is vital that records are kept by the trainer as part of a learners learning structure. This is because: i. Some schools and awarding bodies made record keeping and up to a given period mandatory. ii. It shows standardisation, meeting of criteria and form a vital part of the audit chain. iii. A good record of history of past events and a reference point. iv. Generally it aids efficiency and management of training resources. . It aids continuation if a staff is absent as records of the past can be accessed and follow. ANSWER 4. 4. †¢ Describe the types of records you would maintain. Some of the records to be kept are mandatory while others aid efficiency and good management. I will keep the following records: i. Summative assessments such as paper examinations. ii. Teach ing logs, signed appeals procedures, application forms and funding documents. iii. Learners’ records (Gravells 2008:89), including application forms, progress sheets, contact details. Tracking sheet† of all learners` progress clearly identify their achievements over the teaching period as outlined in (Gravells 2008:89). In addition to this I also carry out and file their initial assessment that all the learners undertake at their interview this ascertains if they need extra support with their communication, numeracy, spelling, and social needs. I also complete an individual work plan with the learner, which gives timescales and work schedules needed to complete their apprenticeship. iv. Records of other trainers and resource sources will be kept.ASSESSMENT 5 †¢ Produce a scheme of work for a minimum of four seasons. †¢ Produce a session plan for your 30 minute micro-teach session. †¢ Use a range of teaching and learning approaches which engage and motivat e the learners effectively. †¢ Demonstrate effective communication with learners. †¢ Observe a micro-teach session delivered by a member of your cohort and provide positive feedback. ANSWER 5. 1. †¢ Produce a scheme of work for a minimum of four seasons. A Scheme of Work is a document which allows the teacher to plan the overall programme for a learning project.Its component includes the programme title, how much time is available for each session, what are the learning outcomes being covered for each session, what topics will be covered and what resources are required. It could also include guiding learning hours, the assessment criteria being met and the Awarding Organisation issuing the certificate. [Morley & Wordsworth 2010: p66]. In addition to the fact that some external verifiers demands for Scheme of Work, it enables the trainer, the verifiers and learners to have and to see that there are plans to cover the entire programme of study for the given subject.It e nsures that session is planned at the appropriate level for learners, using an up-to-date scheme of work. Scheme of work Teacher: Trainer Date: 12 August 2011 Location: Croydon College Aim of session or course: To complete the theoretical training for the award of SIA Stage 2 Certificate in Door Supervisor. |Date |Session Title and Learning Outcome |Required Resources and Activities |Assessment |Remarks | |12 August 11 |Session 1: |PowerPoint, visual and verbal |Question and Answer | | | |Course introduction.Explain the |two-way communications, Flip |assessment. | | | |concept of security, the scope of |charts, Handbook, Learners to draw| | | | |the industry, the prevailing |on personal experiences and , Case| | | | |security needs and how it influences|Studies recorded from real | | | | |the review of the security |security operations. | | | |institutions. | | | | | |Give an overview of those changes | | | | | |including the advantages of and the | | | | | |needs for the training s essions. | | | |12 August 11 |Session2 |PowerPoint, visual and verbal |Question and Answer, role | | |[Second half of |Introduction to the organisations |two-way communications, group |play assessment. | | |the day |and legislators that guides the |discussion, group work and | | | |12-4. 0pm |security industry |demonstration/role play by | | | | | |students. | | | |13 August 2011 |Session3 |PowerPoint, DVD of recorded Case |Role play, Question and | | | |How to carry out a search, Types of |Studies, visual and verbal two-way|Answer assessment | | | searches, evacuation procedures, |communications, group discussion | | | | |dealing with fire and other |and demonstration/role play by | | | | |emergencies. |students. | | | |14 August 2011 |Session4 |PowerPoint, visual and verbal |Question and Answer | | | |Introduction to Conflict Management |two-way communications, group |assessment.Practice on | | | |and Communication |discussion, role play by students |old/similar question | | | |Ex amining core concepts in |Supportive CD/DVD information |papers | | | |communication | | | | | |Practical demonstration of case | | | | | |studies. | | | ANSWER 5. 2. †¢ Produce a session plan for your 30 minute micro-teach session. Session Plans give the detail on how each of the individual component parts of the Scheme of Work is delivered. With a session plan, a trainer is able to plan his work. He or she can in one glance see what is going to teach, how it is going to be thought, the resources that are available and how it’s going to be assessed. With this in hand a trainer is able to gauge the success of such training and if certain amendments are needed.In cases where amendment are needed, they are easily made and measured. Session plans also provides trainers with the opportunity to document the session, either for inspection or if a trainer is not able to turn up, another trainer is able to take up the task and be able to know what has been done, what needed to b e done, how and when they are to be done. Teacher: A Trainer Date: 12 August 2011 Duration: 30 minutes Aim of session: To introduce the learners to the course Learning outcome(s): †¢ For learners to know each other and their trainer, Safety briefing and venue layout and to understood the Scheme of Work. To get to know each other through introductions which includes and icebreaker and safety briefing and venue layout. †¢ To agree on ground rules. |Timing |Teacher activities |Learner |Resources Required|Cater for |Assessment |Functional skills | | | |activities | |inclusion |methods |embedded | |10. 00 |Registration. |Writing, |Powerpoint |All learners |Questions and |Communication in | | | |Listening and|presentation, Pens|addressed and |answer. English and | | | |asking |and papers, Flip |question asked | |presentation skills | | | |question. |chart |to the entire | |demonstrated for | | | | | |group. | |learners to observe | |10. 06 |Teachers and |Listening and|Powerpoint |All learners |Questions and |Communication in | | |learner |asking |presentation, Pens|addressed and |answer. English and | | |introductions. |question. |and papers |question asked | |presentation skills | | |Safety briefing and| | |to the entire | |demonstrated for | | |venue layout | | |group. | |learners to observe | |10. 15 |Inform learners |Listening and|Powerpoint |All learners |Questions and |Communication in | | |about the awards, |asking |presentation |addressed and |answer. English and | | |the mandatory hours|question. | |question asked | |presentation skills | | |of classroom | | |to the entire | |demonstrated for | | |learning and | | |group. | |learners to observe | | |practical work and | | | | | | | |the assessments | | | | | | |10. 2 |Inform learners |Listening and|Powerpoint |All learners |Questions and |Communication in | | |about Scheme of |asking |presentation |addressed and |answer. |English and | | |Work and Sessions |question. | |question asked | |presentat ion skills | | |Plans | | |to the entire | |demonstrated for | | | | | |group. | |learners to observe |ANSWER 5. 3. †¢ Use a range of teaching and learning approaches which engage and motivate the learners effectively Learning is the process of changing behavior and there is a deep relationship between motivation and teaching-learning process because it is the process of fulfilling directed behavior. Modern psychologists have discovered that Human behavior, unlike lower animals varies according to situations and cannot be explained by a single mental aspect. So, modern psychologists have formed some inter-related concepts of human behavior. Motivation is one of such concepts.Motivation is the tendency to perform purposeful behavior; the process that initiates, guides and maintains goal-oriented behaviors. Motivation oriented learning is very important for the success of the whole teaching-learning process. This is why mentor/apprentice programs work. The role of the teacher is to select proper incentives in order to create learning oriented motivation among students. Motivation can be broken down into two areas; intrinsic and extrinsic. The two are applicable to both trainer an learner but the trainer has to take the leading role in otivating itself and learners. Intrinsic motivation is achieved by gaining self-satisfaction through attaining a desired goal. Through and effective teaching, trainers can assist learners to develop confidence which can drive their intrinsic motivation. Extrinsic motivation is an external motivation which can be attained through recognition of work or achievements, praise or seeking a reward be it verbal, financial or an inanimate object. (Morley & Wordsworth:2010, p84). It is driven mainly by feedback from both trainer and learner, in which case, both can benefit from such feedbacks.It is good for trainers to know that their hard works are being rewarded through the successes of learners and for learners to appreciate that th eir efforts are being appreciated. There are many forms of session delivery. Andragogy method as prescribed by Malcolm Knowles is referred to as â€Å"learner-centred† and â€Å"self-directed† teaching and learning (Malcolm Knowles  (1973), Morley & Wordsworth 2011: 57-8). This method is based on the principles that mature learners want to take responsibility for their own learning and they are internally motivated.The learning environment is cooperative between trainer and learners and independent research is encouraged. Pedagogy or teacher-centred learning on the other hand places the emphasis on the teacher and views the learners as dependent on the teacher and the formal environment where the teacher dictates most if not all that happens reflect this principle. A third method is known as â€Å"Practical Skills Delivery† in which the method of transferring practical skills to learners uses a method called EDIP, which is an acronym for explanation, demonstra tion, imitation and practice: First, trainers explained the task from start to finish.He then demonstrates the task by breaking it down into stages and explaining once again in full and let the trainers ask questions. In the third stage, trainer narrates and carries out each stage of task whilst the learners imitate the process. The learners start to practice the skill whilst the teacher moves around the individuals or group offering guidance, feedback and confirmation. Finally once the both the trainer and learners are happy that they have mastered the process, assessment are conducted in which learners complete the task from start to finish without ny assistance from the trainer. Good communication is important to the success of this method. Another method is called â€Å"Differentiation/Inclusion†. It promotes that learners are individuals; the session planning must take into consideration, their needs, such as styles of learners. It also promotes differing classroom activ ities so that learners can take a certain responsibility for their own learning, such as research or group work. (Morley & Wordsworth 2011: 57-8).Once I have identified the needs of the learners and planned and designed my course I will proceed to deliver it. I will seek to use the learning methods that enhance their ability to achieve the most from the course. My training method will be interactive, starting with low pace and seeking to know the practical experiences of learners. Ground rules will be jointly approved and my position will be clear on why there will be zero tolerance for any form of discrimination. With this approach, learners will develop more confidence.Group work will be encouraged, but I will rotate members in order to promote inclusion. My teaching style would be mainly andragogical because, been an apprentice is a hand’s on role, this will allow the learner to carry out the task therefore learning the theory and learning how to apply those theories. In t erms of learning styles, I will deploy all the three styles; visual, audio and kinaesthetic. I would deliver the theory, view videos and show practical examples and give the learner the opportunity to carry out the task themselves.I will allow my assessment of the group to determine the ice breaker to use, but my objective will be to run an inclusive training through the distribution of ability and cultural mix and to encourage them to feel free to communicate and to get to know me and fellow learners. I will also define my pace and pitch of delivery, which will be influenced by the learning needs of the students and group dynamics. In setting my ground rules, I will be guided by two factors; the safety of all parties involved in the learning process. This will required that some rules are rigidly implemented.I will also be guided by the need to involve learners in negotiation over other issues, such as answering mobile phone, leaving early, etc. ANSWER 5. 4. †¢ Demonstrate eff ective communication with learners. Communication has been defined as the process of transmitting information from one person to another (Weick and Browning 1986, p244). This however, is the simplistic definition which covers only the issue of transmission where it is only understood by the sender. More penetrating definition usually points out that the ‘meaning’ rather than just information must be conveyed.As such communication is a process in which information and its meaning is conveyed by a sender to receiver(s). Effective communication on the other hand is the extent to which the sender and receiver of a message both attribute it with the same meaning. The effectiveness and success of learning defined as the acquisition of knowledge or skills through experience, practice, or study, or by being taught; strongly depend on effective communication. It is a skill which every trainer must acquire. I will demonstrate effective communication with learners through the foll owings:I will seek to establish a common ground by letting the learners know that, in addition to my two post-graduate certificates, I had done practical security work in the past. This should motivate them to know that I’m talking from experience and that with commitment they too can be an achiever in this profession. I will tell them about the pass rate and the need to listen and to work hard and my commitment toward their achieving their goals. I will also tell them that any of them who need additional support could meet me at break time.My dressing will be formal on the first day, wearing suit and this level of formality will be reduce for the remaining days. I will let them address me by my first name and will address them by their prefer first names. I will encourage a two way communication with learners and use the correct tone and pitch and adjust my communication to the group. I will actively listening to learners and this will include sensitivity to their cultural a nd religious body and verbal communications. I will maintain eye contact and will appreciate the cultural space of the learners and their cultures.In order to maintain the concentration of the learners, I will use mixed training methods; such as verbal communications, role play, group work, icebreaker and energiser. I will seek to develop good interpersonal relationship with learners through being myself, by ‘prizing learners’ and showing emphatic understanding toward them. I believe this will positively affect the effectiveness of my communication. On the role of interpersonal relationship in the facilitation of learning, Carl observed that a facilitator should be real. When the facilitator is a real person, being what she is, entering into a relationship with the learner without presenting a front or a facade, she is much more likely to be effective. † She should be â€Å"prizing the learner, prizing her feelings, her opinions, her person†. â€Å"It is a caring for the learner, but a non-possessive caring. † The facilitator’s prizing or acceptance of the learner is an operational expression of her essential confidence and trust in the capacity of the human organism.She should also show emphatic understanding â€Å"[Students feel deeply appreciative] when they are simply understood  Ã¢â‚¬â€œ not evaluated, not judged, simply understood from their  own point of view, not the teacher’s. (Rogers 1967 304-311) and Rogers, C (1983). ANSWER 5. 5. Observe a micro-teach session delivered by a member of your cohort and provide positive feedback. †¢ Trainer’s body language, verbal and non verbal was radiant and reassuring. †¢ The introduction was positive, through a bit too long. †¢ The decision to give the first handout at the end of the lectures was good as it did not distract learners. The powerPoint was clear and bold. †¢ A few of the recent immigrants find it difficult to understand som e the assumed grammars which are in actual fact idiomatic expressions. ASSESSEMENT 6 †¢ Explain and justify the reasons behind your choice of teaching and learning approaches. †¢ Review and evaluate your choice of resources for your delivered session. †¢ Explain how you gave constructive feedback. †¢ Explain how you will use the feedback received to improve your teaching in the future. ANSWER 6. 1. †¢ Explain and justify the reasons behind your choice of teaching and learning approachesFor my teaching session I have chosen to use a combination of visual, auditory and kinaesthetic teaching methods to make sure I incorporated as many learning styles as possible to make the class inclusive. By formative assessment I can vary my technique to suit the learners. Teaching Approach 1: Verbal Communication Reason: Verbal communication can be defined as communicating your thoughts through words. Such thoughts may be ideas, opinions, directions, dissatisfaction, object ions, your emotions and pleasures. It provides better interaction and opportunity for formative assessment.By asking open questions I can provide additional information and feedback. I can hold group discussion to encourage learners to discuss in an open format the application of the learning and how it could be used in their activities. It will also provide me with the opportunity to use case studies which allows in-depth analysis that has immediate impact to be made. Teaching Approach 2: Assignment Reason: I will provide assignment for the learners. This will enables me to assess whether they understand the role of the work. This will provide a good feedback for me. Teaching Approach 3: Role PlayReason: Role-play is one of the teaching and learning tools in the field of experiential learning, which allows students to try new skills, attitudes and behaviours and move beyond their â€Å"normal† behaviour, that is established, tried and trusted views, reactions and arguments. These experiments are powerful ways of learning and can provide numerous insights into learners’ own traits and behaviours and unfamiliar situations. It will also allow learners to demonstrate their knowledge of the subject and to ensure participation without putting any learner under pressure.During the practical activities I will be able to assess by observation individual learner’s progress and ability which will allow me to provide constructive feedback. Teaching Resource 1: Projector Reason: I used a projector to show the pres

Relative Rates: Free-Radical Bromination

BroIn this experiment of the relative rates of free-radical chain bromination, we were expected to be able to determine the relative reactivates of the many types of hydrogen atoms involved toward bromine atoms. Bromination is defined to be a regioselective reaction meaning bromine has preference of making or breaking a bond over all other directions that it may have had available.In this case, Markovnikov’s rule is revealed to be the case in this situation that states that adding a protic acid represented as HX to an alkene (sp2 hybridized), the hydrogen from that HX would be attracted to a carbon with the least alkyl groups and the halide (X) would become more attracted and will attach to the carbon containing more alkyl groups. Within the intermediate stage of the bromination reaction, the bromine radical will have already formed and the electronegatively charged radical will have a choice of how to protonate in order to create a stable carbocation.In order to determine the se sp3 hybridized carbons stability, it can be determined by knowing that while comparing, if there are less alkyl groups attached to a carbocation, then there would not be enough electrons to slightly mask over the positive charge on that certain carbocation. Due to this, the more alkyl groups that are attached, the more stable the carbocation would be due to the fact that the electron flow in the electron cloud slightly donates to the carbocation making it almost completely stable.During the experiment, we were expected to organize two groups of tubes with methylene chloride with their respective hydrocarbon (10 drops) as well as the addition of a small amount of bromine. One group of tubes was set in the light and one was set in the dark and when compared, you were already able to see that the ethylbenzene and toluene were the fastest to react in both situations.Due to this fact we can tell since they were the fastest reacting, they can be associated with the fact that they were more than likely secondary and primary benzylic carbons due to their excellent stability and fast reactions. The only other tube that reacted through observation (by eye) by the end of the experiment was the methylcyclohexane; and we could tell that it had slightly reacted by it’s slight orange color, but was not still completely red like the others(sign of bromine).The next most stable carbocation form would be the tertiary aliphatic carbon, so we will infer that this is what has occurred in this case. Due to the fact that methylcyclohexane is sp3 hybridized, we can pin point that our assumption that the bromination is tertiary aliphatic because it is stable with there being three alkyl groups present which means that the electrons within these groups are delocalized and are contained within an orbital that extends over the adjacent atoms involved. The last two tubes to react within the group were cyclohexane and t-butylbenzene in that order.When first added the bromine, the se two were the only ones that seemed to remain red longer and remained the same shade of red even after all of the other tubes had reacted. The reaction of cyclohexane however was expected to react slightly more than the t-butylbenzene due to the fact that the positive charge on the carbocation is delocalized â€Å"better† when there are more alkyl groups involved. This will match up the two with secondary (cyclohexane) and primary aliphatic (t-butylbenzene) bromination.

The Nanny Murder Case essays

The Nanny Murder Case essays Louise Woodward, a British Nanny, was hired in November of 1996 by Sunil and Deborah Eappen, for their sons, Matthew and Brendan. On February 4, 1997, the Massachusetts police received a phone call from Woodward stating that Matthew Eappen was having trouble breathing. When the paramedics examined Matthew, they said he had a 2-Â ½ inch skull fracture. His eyes were bulging, which is a sign of the shaken baby syndrome. Before Matthew Eappens death, he spent four days on life support. After the event, Woodward was jailed without bond. Supporters from Massachusetts and Britain argued that she should not have to stay in jail on grounds that she is a foreigner and did not understand the U.S. legal system. She was kept in a states womens prison and had to stay because prosecutors felt that she might flee the country if she was freed on bail. Prosecutors said that Woodward admitted to harming Matthew. They said she shook him, dropped him on the floor, and then tossed him on the bed in order to quiet the baby. Prosecutors argued that Woodward was so frustrated with Matthews uncontrollable crying, that she began to violently shake him to stop the crying. Medical examiners said that Matthew must have hit the floor with the force equivalent to a fall from a second-story window. Naturally the injuries from the fall along with the shaking caused Matthews death. Forensic expert, Barry Scheck, who took part in the O.J. Simpson trial, was recruited to help Woodwards defensive argument. The defense stated that a pre-existing medical condition might have killed Matthew, not the supposed mistreatment. The defense attempted to find genetic disorders that could have affected his bone strength and development or could have caused brain hemorrhages, by requesting DNA tests on Matthew. The defense also tried to put the blame on Matthewss two-year-old brother, B ...

New Report Reveals Insights About Job Hopping Across Generations

New Report Reveals Insights About Job Hopping Across Generations We’re all familiar with the narrative: Baby Boomers are devoted workaholics, Gen Xers are ambitious revenue generators, Millennials are entitled and disloyal, and Gen Zers, who are only just entering the workforce now, are likely to be even more opportunistic than their older counterparts. The idea that the generation you belong to impacts your tendency to job hop is a popular opinion. But for the most part, it’s also just that: opinion. In fact, recent studies have shown that the notion that younger generations are less likely to stick around than Baby Boomers and Gen Xers is something of a myth. And now, thanks to LiveCareer’s 2018 Job-Hopping Report, we have a whole new heap of insights on this topic.The analysis investigated job churn across the four generations mentioned above – Baby Boomers (1946 to 1964); Gen Xers (1965 to 1980); Millennials (1981 to 1997); and Gen Zers (1998 to present) – while also looking at trends by occupation and educat ion level. What it found was that yes, younger generations do appear to spend less time in positions than their older colleagues – Gen Zers’ average job tenure is 1.2 years, millennials’ is 2.4, Gen Xers’ is 5.4, and Baby Boomers’ is 8. A comparison of the number of positions held over the past five years across generations paints a similar picture.But, according to the report, the dynamics that inform this pattern have very little to do with cohort membership.It’s about career maturation, not generation Findings suggest that this trend is more linked to life and career stage than generational factors. In other words, millennials and Gen Zers aren’t more likely to jump ship just because they are millennials and Gen Zers, but rather because they’re younger and at an earlier juncture in their careers. In fact, longitudinal surveys reveal that older generations were just as flighty when they were young professionals in a similar p hase of their work life.The report concludes that as employees move further along their career path, they tend to stay longer in roles. This is supported by data that shows that the job-hopping inclination of software developers (the vast majority of whom are Millennials) trends downwards when comparing the past two years of their careers to the past five.So, the good news for all you younger workers is that you now have a strong counterargument when someone labels millennials as the job-hopping generation. But that doesn’t mean you can relax entirely. There is another demographic factor that is, apparently, a good gauge of job-hopping tendencies, and that’s education.  The curse of being too educated  Simply put, the analysis found that the more educated you are, the more likely you are to change jobs regularly – a high school graduate, for instance, tends to stay put for longer than someone with a bachelor’s degree. This trend is linked to another f inding that today, across a range of occupations, job seekers often possess a higher level of education than is required.For example, blue-collar workers, like servers, cashiers, bartenders, and caregivers, list higher education qualifications when they build a resume 8.3x more often than blue-collar employers include them as requirements in job ads.As being overqualified is linked to an affinity for job hopping, possessing a degree you don’t need for a position might damage your chances of getting the job. And because millennials are more educated than previous generations (65% have a higher education, as compared to 57.2% of Gen Xers and 48.5% of Baby Boomers), they’re most likely to be hit the hardest by this truth.  To list or not to list qualifications on your resume? So, what do you do if you’ve gone to the trouble of earning a degree, but the job you want doesn’t call for one? To avoid being seen as a potential flight risk, consider leaving your higher education off your resume – particularly if you’re applying for a non-professional role. We’re not promoting dishonesty, but it may be in your interest to play down your qualifications in the earlier stages of the job application process to at least get an interview.You can take this one step further when it comes to professional certifications and licenses – don’t even enroll for them if they’re not requirements. While there are some fields where employers do value these credentials, the report indicates that there are also jobseekers in many roles who have poured time and money into training that most hiring managers don’t find valuable. These include administrative assistants, bartenders, cashiers, store managers, customer service representatives, sales associates and software developers.In particular, if you’re one of the last three, it’s probably not worth investing in costly certificates and testing at all.à ‚   Not one job ad examined for these professions made mention of any certifications or licenses, so attaining one is not only unnecessary but could make you appear overqualified.  The answer lies in the job ad The best way to know whether you should or shouldn’t list your degree on your resume or sign up for that certificate program is to carefully examine job ads. And not just the ad for the role you’re currently eyeing; scrutinize a wide range of postings relevant to your field and take note of the highest level of education listed and of any credentials regularly cited as must-haves.  By doing so, you’ll get a good idea of the kind of qualifications employers consider critical. And if you pitch yourself at this level and make sure your resume closely matches requirements, you can avoid being labeled a job hopper, regardless of your generation.Discover additional findings on job hopping, plus a free PDF download of the full report, via this link: 2018 Job -Hopping Report.LiveCareer offers assistance to job seekers at every step of the journey. Access free  resume templates  and  resume examples, plus a  cover letter builder  and advice on how to answer  interview questions  of all stripes.