A Training Program for Persons with Mental Retardation Program Assignment

A Training Program for Persons with Mental Retardation Program - Assignment Example The test development can be traced back to the 1980s. In 1986, there was a trial version of it created by a student pursuing Masters Degree under one of the authors. The test operates on samples of the elderly population. In its first test, normative data was provided differently in groups of respondent ages, (50-69 and 70+ years) and the National Adult Reading Test Estimated IQ (NART-IQ) group (85-89,100-114,115 and above). This test was conducted on 186 men and women (50 to 96) inhabiting England, and the majority of those tested came from Bristol Area. Unfortunately, there is little validity evidence to underscore conclusions made from the LLT experimentation on the elderly people. As said before, the exam is purely conducted on the elderly people though not in groups but as solo individuals. The exam, however, faces criticism due to its minimal levels of validity in evidence purported to have been gathered and therefore not appropriate for clinical applications. (Coughlan. A Holl ows, S.p.22) 2 The Substance Abuse Subtle Screening Inventory (SASSI) is developed with the aim to identify people who are most probable to have substance dependence malady (is). The test can be of use in a forensic setting if one wants to know whether an individual’s behavior is dependent on substance dependence. It has been noted that behavioral traits of people dependent on substances vary a lot.     The test was authored by Miller, Glenn. A and published by The SASSI Institute. It has been reviewed in the book ‘’the fifteenth mental measurements yearbook’’ by Plake, Impara, and Spies (2003). The test includes face valid and items that are considered subtle that have no relationship with substance abuse. Materials used for the test includes guides that have instructions for administering, filling in the scores, interpreting and manuals providing information on validity, reliability and development. Examples of professionals’ inferences that may be extracted on the premise of scale scores include awareness of the negative effects of substance abuse, evidence of emotional pain, and risk of being in touch with the legal or judicial institutions and people. The test is applicable to adults and Adolescents between 12 and 18years.The SASSI’s room for easy administration, scoring and analysis and the availability of computer styles for relia ble storage of data and analysis makes the test instrument highly useful in producing valid results in research ventures. For example, the Adult SASSI-3 has helped identify persons who have high chances of substance dependence problem with a total objectively-tested accuracy of 93%.The Adolescent SASSI-A2 has a 94% overall tested accuracy. 3 The Wechsler Adult Intelligence Scale, 4th ed. (WAIS-IV) is used to examine IQ or Cognitive functioning and is designed to target adults who fall in the 16 to 90 years age bracket. The exam looks into cognitive ability using a basic group of 10 subtests that aim at four specific areas of intelligence: perceptual reasoning, verbal comprehension, working memory and speed of processing.

Harley Davidson Essay Example for Free

Harley Davidson Essay Mission Statement Our diversity mission is to foster a culture that integrates diversity and inclusion into all aspects of the business in order to further fulfill dreams through the experiences of motorcycling.   Vision Statement Harley-Davidson values, embraces and celebrates diversity in order to develop and continuously improve mutually beneficial relationships with stakeholders to fulfill dreams and provide extraordinary customer experiences in an increasingly dynamic, diverse and global market. Objectives   Create a viable brand that would effectively compete within the Non-Menthol, Lo-Fi category. Attract more young adult (25-49) male smokers into the Lorillard family.   Develop a highly targeted â€Å"Niche Brand’ that would generate modest share goals.   Build strong brand awareness and imaginary.   Gain trial and repeat purchase.   Create consumer confidence. Strategies   MARKET PENETRATION Get some more market share from the existing market, like U. S, U. K, and Japan etc through more marketing techniques like advertising. Harley-Davidson has a good brand name so it’s easy for them to eat up the competitor market share if they can provide some more customer benefit. PRODUCT DEVELOPMENT Younger generation and female are now coming to this segment so expand the motor cycle segments to younger generation and females.   MARKET DEVELOPMENT Harley-Davidson can bring in their vehicle to Asian countries like India and China, because these countries have a high population and the market potential is also high.   DIVERSIFICATION Bring new bikes to attract customer and market. INVESTING IN THE BRAND The Company is reinforcing its support of the Harley-Davidson brand, accelerating its ongoing marketing efforts to reach out to emerging rider groups, including younger and diverse riders. In addition, the Company will continue to focus on product innovations targeted at specific growth opportunities with its strong core customer base and new riders.   ADJUSTING THE COST STRUCTURE Consolidate its two engine and transmission plants in the Milwaukee area into its facility in Menomonee Falls, Wis. OBTAINING ADDITIONAL FUNDING FOR HDFS The Company said it is evaluating a range of options to provide the necessary liquidity for the wholesale and retail lending activities of Harley-Davidson Financial Services (HDFS)   Recommended Mission To be branded as the best motorcycle available in the world. Recommended Vision The best quality motorcycle, motorcycle products and financial services will be provided worldwide is the commitment of Harley-Davidson. Customer satisfaction is our motto and the Harley-Davidson customers can experience the taste of reality of motorcycle dreams by relaying their satisfaction on us. Harley- Davidson is dedicated to use the advanced technology to produce the most superior motorcycle in domestic and international markets. Stay competitive and continue growth worldwide remain profitable and survive is our philosophy. Employees of Harley-Davidson are the foundation of the company and they are the driving force behind the Harley-Davidson name. The total team effort of Harley-Davidson employees is devoted to fulfilling dreams of customers and we believe that there is not a motorcycle riding experience like a Harley-Davidson’s. Excellence is our push though our Harley-Davidson bar and shield logo that says superior quality. Honesty and customer loyalty and these morals are the heartbeat of Harley-Davidson organization. Harley-Davidson do our part in supporting all environmental laws in every country we do business. Determination and commitment is the place where Harley-Davidson intends to stay.   External Opportunities The European demand for Harley Davidson is the highest in the international market and represents the single largest motorcycle market in the world Women and younger riders are increasing becoming interested in bikes The international heavy weight market is growing and is now larger than the U. S. heavyweight market Market share increasing in Europe and Asia for the last two years   Increasing demand in US markets for bike. Customers value quality parts   External Threats   Harley’s ongoing capacity restraints caused a shortage supply and a loss in domestic market share in recent years.   Harley’s average buying age is 42 years old and increasing.   The European Union’s motorcycles noise standards are more stringent than those of Environmental Protection Agencies in the U. S and increased environmental stand. Some competitors of Harley Davidson have larger financial and marketing resources and they are more diversified.   Environmental protection laws. S customers to the Asian customers they can increase the sales.   PRODUCT DEVELOPMENT Younger generation and female are now coming to this segment so expand the motor cycle segments to younger generation and females.   In Europe they can increase or expand the Buell’s market share by introducing new motorcycles.   MARKET DEVELOPMENT   Harley-Davidson can bring in their vehicle to Asian countries like India and China, because these countries have a high population and the market potential is also high. The cost to bring in the old vehicles (old product) to India is so much difficult because there are so much environmental laws are there which won’t allow that type of vehicles to come to India, and its difficult that taxes and levis are high in India so starting new plant in India can solve this problem. Negotiations with the Government can solve these problems. DIVERSIFICATION Bring in new vehicles to new markets like India and china is a good choice, but it’s too costly.   Bringing new types of recreational vehicles is a best choice.   Recommended Long-Term Objectives. Establish Harley-Davidson as a recognized leader in the development and participation of its people, to maximize each employees potential. Grow and maintain demand by providing exceptional product styling, performance, quality, reliability and customer service at prices our customers can afford.   Meet the demand by expanding our existing distribution and manufacturing capacity, and, where necessary, adding new production and retail distribution points.   Improve information services capabilities to enable all stakeholders to easily do business with Harley-Davidson, through the creative integration of information technologies. Drive financial results to the levels achieved by acknowledged high-performing companies.   Recommended Procedure for Strategy Review and Evaluation   Review underlying bases of strategy   Once again prepare all the internal and external analysis.   Compare the already prepared analysis with the one which will be prepared after the new strategy implementation. Measuring organization preferences Analyze all financial ratios current and the future.   If any advantage, then implement the new strategy, otherwise continue with the present one.

Problems of Medieval Europe :: European Europe History

Problems of Medieval Europe The setting: Medieval Europe. The problem: the pope is living in Avignon, under strict control from the French King. The plague is ravaging Europe, leaving behind whole cities of corpses. Sanitation is very poor, there are no sewer systems, and more often than not, one could find human and animal feces lining the streets. The standard of living is very low, and much of this is blamed on religion. Many people would like to see the pope dead. Solutions are virtually non-existent. The pope is looking for a way to restore his power, and improve the life of Europeans. The main problem facing the pope was, of course, the plague. Nearly twenty-five million people had died of this highly infectious disease already, and it didn't appear to be slowing. Medieval physicians had developed a number of "cures," some as absurd as placing live chickens on the wounds of the infected. Due to the primitive technology at that time, there were very few actual cures. Many of the practices of the doctors were invented simply to deceive the populous into believing that they had cures, and that all was not lost. The pope, in his quarters at Avignon, sat between two large fires. They thought that this would purify the "bad air" which most blamed for the spread of the plague. Although there was no bad air, the fires actually did prevent the plague, killing off the bubonic bacteria. This was an example of what some people call "accidental science," or a discovery made from superstition, or by accident. From the viewpoint of a medieval doctor, there were few things you could do. Most medicine at that time was based on the four humors, and the four qualities. The four humors were phlegm, blood, bile, and black bile. Illness would occur when these humors were imbalanced. Doctors often let blood, attempting to restore balance. There were also four qualities; heat, cold, moistness, dryness. Diseases were often deemed to have two qualities, i.e. hot and dry. If a person had a disease that was hot and dry, they would be administered a plant that was considered cold and moist. Basically what I have tried to say in the previous two chapters is that there was no medicinal cure for the plague in medieval times. If they had antibiotics, however, there would have been very few fatalities.

Ground rules for students Essay

As a teacher I have a duty to provide an environment that facilitates a positive learning journey for my students, one of the ways to do this is by introducing some ground rules. Ground rules can be used to underpin unacceptable behaviour and reinforce respect for others. Ground rules are defined as boundaries, rules and conditions which enable students to work safely and learn. Ground rules can be divided into two groups, imposed and negotiable. As a teacher I have imposed ground rules which are not negotiable, some for Health and Safety reasons and others for the smooth running of my class. No smoking, prevention of fires and following health and safety regulations are ground rules which are set in stone. Arriving to class on time, respecting others views and beliefs, not interrupting and no offensive language are ground rules I impose to help my classes run as smoothly as possible. Negotiable ground rules are equally as important as imposed and I discuss them with my students so we can come to a mutual agreement regarding issues such as dress code, length of breaks and turning off mobile phones. Negotiable ground rules empower students and let them take ownership of those rules thus ensuring they recognise appropriate behaviour. Once the ground rules have been established it is important they are maintained. I will remind the learners about their rules for example if someone is late I will ensure they understand the need for punctuality ensuring the ground rules have value and their other students will continue to respect them. I will always follow the ground rules that are set helping to create a culture of mutual compliance and leading by example. As a teacher I have a duty to provide an environment that facilitates a positive learning journey for my students, one of the ways to do this is by  introducing some ground rules. Ground rules can be used to underpin unacceptable behaviour and reinforce respect for others. Ground rules are defined as boundaries, rules and conditions which enable students to work safely and learn. Ground rules can be divided into two groups, imposed and negotiable. As a teacher I have imposed ground rules which are not negotiable, some for Health and Safety reasons and others for the smooth running of my class. No smoking, prevention of fires and following health and safety regulations are ground rules which are set in stone. Arriving to class on time, respecting others views and beliefs, not interrupting and no offensive language are ground rules I impose to help my classes run as smoothly as possible. Negotiable ground rules are equally as important as imposed and I discuss them with my students so we can come to a mutual agreement regarding issues such as dress code, length of breaks and turning off mobile phones. Negotiable ground rules empower students and let them take ownership of those rules thus ensuring they recognise appropriate behaviour. Once the ground rules have been established it is important they are maintained. I will remind the learners about their rules for example if someone is late I will ensure they understand the need for punctuality ensuring the ground rules have value and their other students will continue to respect them. I will always follow the ground rules that are set helping to create a culture of mutual compliance and leading by example.

Level 3 Stl Unit 302

Luke Winters Unit 302: Schools as Organisations. Explain the main points of entitlement and provisions for early year’s education? There are different types of childcare options available for early years, these include: Sure Start Children’s Centre: Working with parents right from the birth of their child, providing early years education for children, full day care, short-term care, health and family support, parenting advice as well as training and employment advice. Nursery schools:    Provide early learning and childcare for children between three and five years old.They are often based at Sure Start Children’s Centres or linked to a primary school. Preschools and playgroups: Usually run by voluntary groups providing part-time play and early learning for under-fives. Three and four year olds can get their 15 hours of weekly free early year’s education at these providers. Day Nurseries: Often based in workplaces and rum by businesses or voluntary group s providing care and learning activities for children from birth to five years old. Child minders: Look after children under 12 in the child minder’s own home. Associated essay: Post 16 Options for Young People and AdultsThey can look after up to six children under eight years old, although no more than three of them must be aged under five. Nannies and home-based carers: Provide care for children in your home and can look after children of any age. Since 2004 all children in the UK aged three and four years old have been entitled to free places at nursery or another preschool setting (including child minders). From 1st September 2010 the Government extended these hours from 12. 5 to 15 hours for up to 38 weeks of the year.The free entitlement provides universal access to early childhood education and care, ensuring that all children have the opportunity to benefit from early years education. The extended hours also supports parents who wish to go back to work or develop their careers through further education by providing affordable daycares. Explain the different types of schools in relation to educational stages and school governance? Th ere are many different types of schools in the education sector; state schools as well as independent schools.Community schools; is a category of state funded school which is ran solely by the Local Education Authority (LEA), staff are employed by the Local Authority and the land and buildings of the school is also owned by the Local Authority although the schools governing body is responsible for the running of the school. The LEA also decides which ‘admissions criteria’ to use if the school has more applicants than places. These criteria could be some of the following; †¢ If you live in the area of the school. If the child has any siblings at the school. †¢ If the child has a disability which makes traveling to a remote school difficult. The local Authority also provides support services, for example, psychological and special educational needs services. Pupils who attend a community school must follow the national curriculum. Community schools also help to develop strong links with the community by offering the use of their facilities and providing services i. e. childcare and adult learning programs.Voluntary schools; there are 2 types of voluntary schools: †¢ Controlled. †¢ Aided. Voluntary controlled schools can be also known as religious or faith schools. In a voluntary controlled school the land and buildings are owned by a charity which is more often than not a religious organization such as a church. The local education authority employs the staff and also provides support services for the school. The charity appoints some of the members of the governing body although the local education authority is responsible for running the school.Voluntary aided schools; as with a voluntary school the land and buildings are usually owned by a charity such as a church but the governing body is responsible for running the school and also contribute to building and maintenance costs. Voluntary aided schools are partly funded by the local education authority, partly by the charity and by the governing body who will also employ its own staff. Pupils who attend a voluntary aided school have to follow the national curriculum and support services are provided by the local education authority if needed.Trust schools; are state funded foundation schools which receive extra support from a charitable trust that is made up of partners e. g. business or educational charities who work together for the benefit of the school. Any maintained school that is a primary, secondary or special school can become a trust school and will remain local authority maintained. Having a trust status will enable schools to raise standards through strengthening new and existing long term partnerships between schools and external partners, as well as broaden opportunities for pupils and support a child’s all round development.Specialist schools; Children who have a statement of special educational needs (SEN) can and usually are educat ed in mainstream schools if the school has provisions that are suitable for that child, however children with SEN can also be educated in specialist schools. Special schools usually take children with particular types of special needs. The majority of a schools funding is provided by the department for education and skills (DFES) through the local education authority, however not all schools for pupils with SEN are maintained by the local authority and are funded by fees that are paid by the parents or charitable trust funds.Independent/private schools; these schools are not maintained by the local authority and are independent in their finances and governance. Independent schools are funded by a combination of tuition fees that are paid by parents and income from investments. Only half of independent schools are of ‘charitable status’; all donations that are made to public schools that are supported by local government allows them to claim charitable deductions. Indepe ndent schools do not have to follow the national curriculum and the admissions policy is determined and administered by the head teacher along with the governing body.All independent schools have to register with the DFE (department for education) under the Education Act 2002 and applications of new schools must be made before a school begins to function and admit pupils. Regulations made by the Education Act 2002 sets out standards that all independent schools in England must satisfy as a condition of registration. Free schools; free schools are an all ability, nonprofit making, state funded school that are set up in response to what local people say they want and need in order to improve education for children in their area.Free schools can be set up by a varied range of proposes i. e. universities, businesses, educational groups and parents who would like to make a difference to a child’s education. These schools are being set up in response to a demand in local areas wher e there are not enough places in mainstream schools. Free schools have to meet rigorous standards and are subject to the same Ofsted inspections as all state schools. Explain what further training is available for post 16 adults and young people? The choices Post 16 are: †¢ Continuing to study at a Sixth Form Continuing to study at a College of Further Education †¢ Applying for an Apprenticeship – or a similar work based learning programme †¢ Entering the labour market – although some form of continued training should be attached to the offer of employment By 2013 everyone will have to be in some form of recognized education and training up to the age of 17. This rises to 18 by 2015. Further Education (FE) An extra year at an FE College is an option if you want to boost your grades, gain more skills or improve existing ones.You'll need to check with individual colleges to see if there would be a charge for this additional education. Continuing at school sixth form is also an option depending on who offers the course you are interested in. Apprenticeships At 18 you can still go into work-based learning. This option usually involves taking recognized courses such as apprenticeships. With an advanced apprenticeship it's likely that you would work towards an NVQ level 3 qualification. You would spend most of your time at work and some time at either a college or a training centre.It's possible to take apprenticeships in a wide variety of job areas. Higher Education (HE) If you're thinking about  higher education you'll probably be looking to go to either an HE college or a university. There are a range of  HE qualifications in 100's of different subjects and subject combinations. Higher education  could be for you if you need a degree for the career you want to enter or if you want to study a subject or set of subjects in more depth. It could also be a route to consider if you're unsure about your future career and want to keep y our options open.Work Jobs for 18 year olds vary depending on where you live and the type and level of work you're looking for. The wider and more flexible your search the more likely you are to find something suitable. Some firms advertise management or other traineeships for holders of A Levels (or equivalent) but there's often a lot of competition for these vacancies. Gap Year Many young people choose to take a ‘gap year' between finishing sixth form or college and starting higher education. There’s a range of things that you could do such as traveling, volunteering or paid employment.You could consider it as an option if you want to travel before entering higher education or need a bit of time before you decide what to do next. It could also be an option if you need to earn some money or get some work experience before you enter HE. If you plan on taking a gap year before entering HE you will need to decide whether or not to apply for an HE course this year and defe r entry until next year. There are lots of different types of qualifications. Some of the main qualifications include: AS and A Levels Usually studied over 2 years.Most people will study for their AS levels in the first year, and then continue them at A2 level in the second year. Diplomas A new qualification that combines classroom and practical learning. Available at three levels – Foundation, Higher and Advanced, (equivalent to GCSEs or A levels depending on the level †¦) and usually studied over 2 years. NVQs There are 5 levels of NVQ and people normally choose to study them to compliment a paid or voluntary job. For example, someone working in an admin office role may take an NVQ in Business and Administration.Apprenticeships Apprenticeships give you training and experience in a ‘hands-on’ role, whilst helping you work towards a qualification (such as BTEC or NVQ) at the same time. BTECs Six levels of BTEC are available, which are equivalent to GSCE (Lev els 1 & 2), A-level (Level 3) and university degree (Levels 4-6). Key Skills Key skills are designed to get you ready for the working world. You’ll gain these skills as you study for qualifications or vocations. They are split into 6 categories over 5 levels. Explain the responsibilities of the following? School GovernorsThe school governors have a range of duties and a general responsibility for the conduct of the school to promote high standards of educational achievement including: ensuring the curriculum is balanced and broadly based; setting targets for pupils achievement; managing the school’s finances; appointing staff and reviewing staff performance and pay. Senior Management Team The senior management team of a school will respect the position of the headteacher who bears the ultimate responsibility for success or failure in pursuit of both the school's aims and the requirements of government departments.The head is the ultimate ‘leader' but the activity of leadership is one that can be shared among the senior management team and beyond in the case of curriculum area responsibilities. The team must be prepared to line up in support of the head teacher’s initiatives, helping to turn them into practical action and sharing his vision. They must also be confident in putting forward their own ideas and points of view in a constructive and cooperative way. It is important that the staff and governors of a school work together co-operatively.To steer this wider team is easier if all members want to work in the same direction. The senior management must therefore be able to communicate effectively, initiating and motivating discussion within the wider team in order to share the initial vision and build upon it. The management must be able to enlist the support and capture the imagination of all those people, diverse in both background and personality, who must work together to evolve and develop the curriculum that we deliver to our children. Leadership is required in all areas of school life.The development of the curriculum and the education we provide is underpinned by the management of staff and their professional development, the buildings and grounds that provide the environment for learning, the careful handling of budgets, resources for learning and the management of an ethos that leads to a constructive approach to school life by children and adults alike. Teachers The responsibilities and duties of a teacher are many and varied. Teachers act as facilitators for incorporating and encouraging intellectual and social development in the formative years of a student's life.The emphasis that education helps uplift someone socially, intellectually, emotionally, and personally is what a teacher fosters in children all through preschool, high school and college. A preschool teacher plays a pivotal role in a child's development, and although, the role of a preschool, high school and a college teacher may diffe r to meet specific age and subject criteria, it cannot be argued that the duties and responsibilities of a teacher will always remain the same. The class or subject teacher is responsible for the preparation and maintenance of an appropriate learning environment within their own class and/or subject area.Working as part of a team the teacher decides how best to use the resources allocated to the class which includes teaching assistants as well as the necessary equipment and materials for learning activities. Support Staff Adults who work in classrooms alongside teachers have various job titles including: learning support assistant; classroom assistant; special needs assistant and non-teaching assistant. ‘’Teaching assistant’’ is now the preferred term for adults (in paid employment) whose main role is to assist the teacher in a primary, secondary or special schoolA teaching assistant’s role will depend on the school and experience/qualifications. Th ere may be different requirements between teaching assistants even within the same school. A teaching assistant may have a general role working with different classes in a year group/key stage or specific responsibilities for a pupil, subject area or age group. Within a schools support system there are also other supporting roles these can include: Administrative Assistant – An administrative assistant is one of the most important positions in the entire school.A school administrative assistant often knows the day-to-day operations of a school as well as anyone. They are also the person who communicates most often with parents. Their job includes answering phones, mailing letters, organizing files, and a host of other duties. A good administrative assistant screens for the school administrator and makes their job as a whole a lot easier. Encumbrance Clerk – The encumbrance clerk has one of the most difficult jobs in the entire school. The encumbrance clerk is not only in charge of school payroll and billing, but a host of other financial responsibilities.The encumbrance clerk has to be able to account for every cent a school has spent and received. An encumbrance clerk must be organized and must stay current with all laws dealing with school finance. School Nutritionist– A school nutritionist is responsible for creating a menu that meets state nutrition standards for all meals served at school. They are also responsible for ordering the food that will be served. They also collect and keep up with all monies taken in and spent by the nutrition program.A school nutritionist is also responsible for keeping track of who is eating and for which students qualifies for free/reduced lunches. Teacher‘s Aide – A teacher’s aide assist a classroom teacher in a variety of areas that can include making copies, grading papers, working with small groups of students, contacting parents, and a variety of other tasks. Paraprofessional â⠂¬â€œ A paraprofessional is a trained individual who assists a special education teacher with their day-to-day operations. A paraprofessional may be assigned to one particular student or may help with a class a whole.A paraprofessional works in support of the teacher and does not provide direct instruction themselves. Nurse – A school nurse provides general first aid for students in the school. The nurse may also administer medication to students who need it or are required medication. A school nurse keeps pertinent records on when they see students, what they saw, and how they treated it. A school nurse may also teach students about health and health related issues. Cook – A cook is responsible for the preparation and serving of food to the entire school.A cook is also responsible for the process of cleaning up the kitchen and the cafeteria. Custodian – A custodian is responsible for the day-to-day cleaning of the school building as a whole. Their duties includ e vacuuming, sweeping, mopping, cleaning bathrooms, emptying trash, etc. They may also assist in other areas such as mowing, moving heavy items, etc. Maintenance – Maintenance is responsible for keeping all the physical operations of a school running. If something is broke then maintenance is responsible for repairing it. These may include electrical and lighting, air and heating, and mechanical issues.Computer Technician – A computer technician is responsible for assisting school personnel with any computer issue or question that may arise. Those may include issues with email, internet, viruses, etc. A computer technician should provide service and maintenance to all school computers to keep them running so that they may be used as needed. They are also responsible for server maintenance and the installation of filter programs and features. Bus Driver – A bus driver provides safe transportation for students to and from school.Explain how the following regulator y bodies monitor and enforce legislative frameworks? †¢ Health and safety executive †¢ School specific regulatory bodies Regulatory bodies relevant to the education sector exist to monitor and enforce the relevant legislations. For example, general bodies such as the Health and Safety Executive are responsible for ensuring the enforcement of health and safety matters in the workplace including schools. While school specific regulatory bodies such as Ofsted are responsible for ensuring standards are maintained in a wide range of education settings.Ofsted is the Office for Standards in Education, Children’s Services and Skills. Ofsted regulates and inspects childcare and children’s social care. Ofsted also inspects: schools; colleges; initial teacher education; work based learning and skills training; adult and community learning; education and training in prisons and other secure establishments and the Children and Family Court Advisory Service. Explain why sc hools have policies and procedures? All schools have policies and procedures that help maintain a structured and consistent learning environment.These policies relate to the legal requirements within schools and provide guidance on the procedures for implementing the policies in the school. Summarise the policies and procedures schools may have relating to: A) Staff. All schools have policies and procedures in place to support staff in their management of situations these may involve violence, threatening behaviour or abuse amongst other policies which are all legal requirements within the setting of a school, you must adhere to these policies and familiarise yourself on where these policies can be found within the school surroundings.Within my setting all policies can be found on the schools internal computer system for staff to access as and when they need to. Policies can also provide prospective employees, governors and parents of prospective pupils with valuable information. Fo r example, a prospective parent might wish to see a school’s homework policy or behaviours policy before deciding whether to apply for their child to attend the school. Similarly, a prospective employee may wish to see the school’s staff development policy, its performance management policy or its leave of absence policy before deciding whether to accept a position at the school.Policies should also enable school staff, governors, parents, LEA officers and Ofsted inspectors to see at a glance what principles they can expect to see applied at your school. B) Pupil Welfare. The schools policy for safeguarding children should include information on the roles and responsibilities of staff members and the procedures for dealing with child protection issues. This should include: 1) All staff members should attend child protection training. 2) The school will comply with the Local Safeguarding Children Board (LSCB) procedures 3) If any member of staff is concerned about a chi ld he/she must inform a senior colleague.The member of staff must record information regarding such concerns on the same day. This record must give a clear, precise and factual account of their observation. 4) Confidentiality is of crucial importance and incidents should only be discussed with the relevant person, e. g. senior colleague. 5) The head teacher will decide whether the concerns should be referred to external agencies, such as the social services and/or the police. 6) The school should work cooperatively with parents unless this is inconsistent with the need to ensure the child’s safety. ) If a referral is made to social services, the head teacher will ensure that a report of the concerns is sent to the social worker dealing with the case within 48 hours. 8) Particular attention will be paid to the attendance and development of any child identified as ‘at risk’ or who has been placed on the Child Protection Register. C) Teaching and Learning. Schools s hould be able to explain their approach to the curriculum and to show how they meet the statutory requirements for all learners, including any variations to meet the needs of individual pupils.Detailed information about a school’s curriculum plans can be found in: policy statements for the whole curriculum and for each subject of the curriculum; schemes of work and teaching plans for pupils in each key stage; class or group timetables and Individual Education Plans. Developing curriculum plans involves planning learning activities that will provide all pupils with appropriate opportunities to learn which reflect the range of needs, interests and the past achievements of pupils in each year group at each key stage.Curriculum plans include: †¢ Policy statements showing the balance between different parts of the curriculum at each key stage. †¢ Practical guidelines for staff assisting the delivery of each curriculum subject e. g. general information about resources and important teaching points. †¢ Long term-plans showing the content and skills in the programme of study for every subject at each key stage and hoe these are covered, including links between subjects as well as progression, consolidation and diversification for pupils across units. Medium-term plans defining the intended learning outcomes for units of work, including information on learning activities, recording and assessment methods. †¢ Short- term plans setting out detailed information on learning activities for pupils in each class on a weekly and daily basis, including lesson plans and/or activity plans with details of specific targets, organisation, resources and strategies to support learning. D) Equality, diversity and inclusion All schools have an equal opportunities policy with procedures to ensure it is implemented.These policies and procedures must be followed together with any relevant legal requirements when dealing with these issues As a member of staff you should: †¢ Challenge discrimination or prejudice when necessary (For example, if a colleague makes an inappropriate comment about a person’s race, culture or disability, you should tell them why it is unacceptable to express their views in this way. ) †¢ State that you will not condone views that discriminate against another person. †¢ Provide support for children and adults who experience discrimination or prejudice by encouraging them to respond with positive action.E) Parental Engagement. Parents and families play a fundamental role in helping children achieve their full potential in education by supporting them in their learning and developing within their own homes. By working together with the child’s school parents can create a learning environment to help reinforce lessons that are learned at school. Homework policies contribute towards building responsibilities and self-discipline in a student. Homework should provide a student with the opportun ity to apply the information they have learned in class, complete unfinished class assignments and develop independence within he individual. Home School Agreement: can raise standards and contribute to school success by providing structure for partnerships between home and schools on issues such as; pupils progress, information on what pupils will be taught and any concerns that may affect the pupils ability to learn. Parents are able to support and help their child’s learning at home with more success and confidence. Evaluate how school policies and procedures may be developed and communicated? Schools need to ensure that polices are in place and regularly revised and updated.Each policy will be dated and have a date for its revision. There are model policies available on the internet through local education authorities to assist the schools in drawing them up as this can be a time consuming process. Depending on the policy, the person responsible for a curriculum area (for example, the numeracy coordinator) may produce a draft policy and then have it checked by other staff during a meeting. It will then need to be agreed or ratified by the governing body before it takes effect.Although staff will not be required to know the contents of every school policy, they should have read and know their responsibilities, in particular with regards to the safeguarding policy, health and safety policy and the behaviour management policy. Summarise the roles and responsibilities of national and local government for education policy and practice? National government. The Department for Education is responsible for education and children’s services. Basically, this means that they are responsible for. †¢ Setting the national curriculum. †¢Early years foundation stage.Which the schools and nurseries operate and also looks into new ways to develop the quality of service available to children under the five outcomes of every child matters. †¢Enjoy and achieve. †¢Stay safe. †¢Be healthy. †¢ Achieve economic well-being. †¢ Make a positive contribution. Other roles and responsibilities of the Department of Education. †¢Funding research into Education based projects concerning children and young people. †¢ Developing workforce reform such as the 2020 children’s workforce strategy. †¢ Promoting integrated working for those who work with children and young people. Develop the role of the third sector, which is non-government organisations, such as voluntary, community organisations and charities that work with children and young people. Local government. Responsibility is to provide services to all the schools in the community. The local Education authority is responsible for providing. †¢Promoting community cohesion. †¢ School management issues. †¢ Behaviour management. †¢ The development of school policies. †¢ Staff training and development. †¢ Special educa tional needs. Local authorities need to provide documents which sets out their own aims, vision and boundaries.They will have policies which communicate their own leadership for schools in the community. The local authority will employ specialist advisers for different aspects of the curriculum. They will also have people with their own area of expertise in place for pupils with challenging behaviour and special educational needs. Majority of these services will be provided free to schools by the LEA, but in some circumstances the school could be expected to pay, this will be when specialist teachers need to come into the school setting.The LEA will be responsible for informing the schools in the community of changes to the education policy and they will then be given extra training within the area of changes. It is the responsibility of all the schools to make sure they are up to date with all the current policies which are put in place for children, young people and their families . One of these being The every child matters frameworks which is one of the largest provisions which has been put in place for developing their roles in the community.They should have their own policies in place that will meet the expected national requirements and also follow the LEA guidelines. There will be some schools which could be chosen to trial new ideas to develop the national policies and the curriculum; if this is successful then these will be put in place. There are an extensive range of organisations that will work with children and young people. All these organisations will delegate with each other as a team and share their knowledge and experiences to achieve the best interest of children and young people, by doing this they will develop links for pupil support for.Social services. Will work with schools if certain information comes to light about pupils or if they need to gather information for court reasons. Children’s services. Is based on the framework Eve ry Child Matters outcomes. These are basically based in different areas of professionals including. †¢Education. †¢ Health. †¢ Early years. †¢ Child care. †¢ Social services. Youth services. These will work with secondary schools, but will be more involved with the training and provision of young people from the age of 14 and beyond. National health services.There are many different services which will work with and within the school setting; these may be employed by the national health services and the primary care trust. This will include. †¢Speech therapists. †¢ Occupational therapists. †¢ Physiotherapists. Explain the role of schools in national policies relating to children, young people and families? As part of the National Governments incentive to help provide backing and encouragement to practitioners in schools 2 new funding programs were introduced by the Department for Children, Schools and Families as part of the Government Childre n Plan.These programs; Every Child a Talker (ECAT) and Social and Emotional Aspects of Development (SEAD). These were launched to increase the skills of early year’s specialists and were a part of the government’s wider pledge to the education workforce development. These packages were designed to address the need for children in schools to experience a language rich setting through staff in ensuring that they work successfully with both parents and families.Through SEAD, staff in schools would gain the knowledge and understanding to help engage parents more effectively in order for them to be better prepared to support their child’s social and emotional needs. It was the abuse and ultimate death of Victoria Climbie in 2000 which prompted changes in children’s services. The Every Child Matters paper set out a national agenda and plan with the aim of providing more services that were accessible for the needs of children, young people and families which sta ted that schools and other child care providers must demonstrate ways that they could work towards each of the outcomes.The 5 key aims and intentions were; Be healthy: schools needed to play a leading part in health education towards children and young people which included questioning the significance of snacks and the nutritional contents of school meals, as well as enabling children to enjoy a good physical and mental health by being part of a healthy lifestyle.Stay safe: a survey among 11~16 year olds in mainstream schools claimed that almost 46% had been the victim of some form of bullying, in order to break these statistics it is vital that pupils need to feel that they are being protected in school, in order for schools to do this they must continue to make behaviour management and anti-bullying an significant issue. Enjoy and achieve: in order for students to get the most out of life and develop the necessary skills for adulthood children and young people must enjoy their li ves and achieve their potential.In order for schools to assist with this they must make improvements in failings across different ethnic groups and unauthorised absences that are unacceptable. Contribute: children and young people need to be involved in their community rather than involve themselves in anti-social behaviour. Schools can teach children the ethics of social responsibility and a feeling of ‘belonging’ by providing links to a pupils own community and how they can become a part of it.Achieve a good standard of living: children and young people with parents who are unemployed or existing on low incomes must be encouraged to aspire to a better career and lifestyle for themselves. Schools can develop strategies to enable all students to reach their full potential. Within my work setting there is a whole area of vocational training and community opportunities and links which reinforces the idea behind Every Child Matters. Explain the roles of other organisations working with children and young people and how these may impact on the work of schools?There are numerous organisations that will have an impact on the work in schools. Multi agency teams bring together professionals from different agencies to provide an integrated way of supporting children, young people and their families. As well as giving advice and guidance to teachers and other staff in schools. It is a way of working together that guarantees children and young people who need additional support have the professional that is needed to give them that support. Professionals who work alongside schools are likely to include Social Workers, Early Years Intervention Agencies, Youth Workers, Police and Youth Justice.Social Workers: their central role is to offer help and assistance to children, young people and families dealing with children at risk. They play a major role of gathering information about a pupil’s social, emotional and behavioural development in school. Conduc ting interviews with the student as well as making classroom observations. They will conduct interviews with senior members of staff and parents on strategies that will benefit the child in school. Early Years Consultants: offer support and advice to teachers and other members of staff in school.They work closely with both children and parents to identify, assess and respond to a child’s additional need and to ensure that the appropriate intervention is given to that child in order to develop their learning within school. Youth Workers: promote the personal, educational and social development of young people aged between 13~19, they respond to the needs and interests of young people and attempt to resolve issues involving health awareness and education by developing positive skills and attitudes within a young person..Youth Workers have an influential role in empowering young individuals to take on issues that are affecting their lives. Police: hold debates in schools to chil dren and young people on issues such as knife crime and anti-social behaviour in order to discourage children from imitating that behaviour. They hold open discussions in order for the child or young person to give their opinions and views. Youth Offending Teams: will offer support to young people in education who are at risk of offending, they liaise with schools and the Education Department when a young person is experiencing difficulties at school.They will often assist with school work and enable communication between the young person, school and their families. Explain how the ethos, mission, aims and values of a school may be reflected in working practices? The Ethos of the school should be recognisable when entering the school setting as it is part and parcel of the environment of the school and the daily practice of the staff and pupils there.I am aware that all adults that work and are part of the setting have an important responsibility in modeling standards of behaviour, both in their dealings with children who attend the school and amongst colleagues, as their own example has an influence on the children. Good associations and strong collaborations between adults will encourage the good behaviour in children. All adults within the school should aim to create an optimistic and positive environment that holds high but reasonable expectations of every child who attends the school, emphasize the significance of being respected as an individual within the school.Encourage, through example, truthfulness and politeness while encouraging children to have relationships based on fairness, kindness and understanding of the needs of the other children within the school. Evaluate methods of communicating a schools ethos, mission aims and values? The ethos and mission of a school is often referred to as the same thing, however, they are both very different. The mission of a school is based upon what the school intends to achieve in a more physical and academical way as set out by the head teacher. This is often seen as a motto and slogan as you enter a school.The Ethos of a school is more related to the beliefs and feelings of a school. The Ethos of the school should be recognisable when entering the school environment as it is part of the nature and daily practice of the staff and pupils who work there. The ethos is set out for the whole school to be aware of and is reinforced through daily activities. It enforces that children’s safety is paramount and with the purpose of children are at the centre of everything. The aims of the school are set out by the head teacher in partnership with the parents, staff, governors and he community which should provide all members of the school community with a safe and respected environment which is paramount in obtaining a successful learning environment. The aims for the children in my work setting are to increase each pupils understanding of the world around them and to provide each pupil wit h the appropriate balance of both challenge and support in the learning, to provide for the spiritual, moral, intellectual and physical development of the pupils regardless of their disability, gender, race or ethnic background.

Man is Condemned to Be Free Essays

Man is Condemned to Be Free Essays Man is Condemned to Be Free Paper Man is Condemned to Be Free Paper Explain what Jean-Paul Sartre meant by the statement â€Å"Man is condemned to be free† Jean-Paul Sartre was a Gallic existential philosopher philosopher and was one of the taking figures in twentieth century Gallic doctrine. His major philosophical work. â€Å"Being and Nothingness† and his celebrated talk. â€Å"Existentialism is a Humanism† . is where he emphasised the statement â€Å"Man is condemned to be free† . The statement appears to be a apposition of linguistic communication because ‘freedom’ frequently has positive intensions while ‘condemned’ provides the opposite feeling. Sartre used the term ‘condemned’ as he believed we have no pick in the affair of being free. and being free ( even if against our will ) means we are responsible for all our actions. Bing responsible for our actions – without holding a pick about being free to take – is a signifier of disapprobation. Us holding to accept full duty for our actions includes us non being able to fault those around us – such as h ousehold. instructors and the authorities – for our state of affairs. In drumhead. adult male is condemned because â€Å"he did non make himself. yet is however at autonomy. and from the minute that he is thrown into this universe he is responsible for everything he does† ( Kaufmann ) . In the face of this duty. many worlds turn to religion. This allows us to experience answerable to a higher being. However. Sartre was non a truster in God ; this could be because of the atrociousnesss he witnessed first-hand during the Second World War while functioning in the Gallic ground forces. His experiences taught him that â€Å"God is soundless in the face of absurdness and horror. Because of this we are condemned to confront life entirely and with this comes absolute freedom and the cooling duty that comes with it. † If God genuinely doesn’t exist so our actions aren’t truly limited by His prognostications. commandments and ethical motives ; God can non legalize our behavior. or warrant it. or do it. We are finally responsible for o ur actions with no 1 to reply because we have chosen them on our ain. out of our freedom. Traditionally. freedom is seen as ‘good’ . Sartre on the other manus describes freedom to be a sort of load because as God does non be we are â€Å"without excuse† and we â€Å"can’t happen anything to depend on† . Sartre illustrates his belief utilizing the illustration of the paper cutter. When sing a paper cutter. we would presume that the Godhead had a program ( an kernel ) for it. Due to there being no Godhead of worlds. we have no kernel. This means that our actions and behaviors can non be explained by citing human nature. alternatively we are needfully to the full responsible for our actions. The kernel or nature of a paper cutter is to cut paper ; this is the intent the shaper of it had in head. However. there was no shaper or Godhead of human existences so we can’t mention to what we are meant to make. There is merely what we choose to make. â€Å"We are left entirely. without alibi. † To make up ones mind whether we are or are non â€Å"condemned to be free† it makes sense to make up ones mind whether our actions are genuinely free or if they may in fact be determined. Psychologists such as Sigmund Freud believe our early old ages have an impact on our future actions. Freud claimed that our moral actions are frequently caused by pent-up or subconscious memories or feelings stemming from childhood. Besides. B. F. Skinner said that we can non be held morally responsible for behavior determined by our psychological make-up because we could non hold chosen to act otherwise. Other minds. including Thomas Sowell. argue that our actions are in line with our societal conditioning. We so follow a sociologically determined way set by our upbringing. instruction and societal groups etc. Libertarianism has the major defect of non taking into history our experiences when doing determinations and when organizing our morality. For case. it is arguable that Sartre believed what he did because of the experiences he had during the war. non because of his freedom. Another valid statement is that genetic sciences determine physical and behavioral facets of humanity. All of these point of views province that worlds are non free to take and our lives and personalities are already determined ( by our past experiences. psychological make-up. socialization and genetic sciences ) . There is truth in these theories and so they take recognition off from Sartre’s belief that â€Å"man is condemned to be free† because they show that there are facets of our lives where we aren’t free to take. This means. in add-on. that our duty is lessened slightly as some of our actions are already determined for us. On the other manus. Sartre’s thoughts are potentially believable. We have all had experiences where the demand to take between multiple actions has caused us emotional convulsion. It is improbabl e that in these state of affairss we can avoid holding to come to a determination. Although we are free to do this pick. we are in a manner forced to do it. So. Sartre’s claim of worlds being condemned or damned to be free does non look so farcical. Even when we ask person for aid with an ethical quandary it is non their reply that determines our solution and attendant action. It is our pick to inquire them in the first topographic point and normally we already know what they are traveling to state ; we so make up ones mind whether to follow their advice. This once more shows the extent of our freedom of pick and the deficiency of finding factors to stamp down this ‘condemning’ freedom. In decision. Sartre examined the dashing nature of determination devising and limitless freedom. The moral duty we have in the instance of absolute freedom is stultifying and causes great desperation. However. this attack could be wrong because there are facets of our lives and make-up that act upon our behavior. If an action is determined by factors outside our control. we may non hold the moral duty for it. From this point of view we are non condemned to freedom but it alternatively allows us some input into our behavior and hence our lives.

Motion and Movement

Motion and Movement Motion and Movement Motion and Movement By Mark Nichol If a word begins with mot- or mov-, chances are that it refers to literal or figurative motion or movement. This post describes many such words. Motion and movement themselves are exemples of this class of word, which stems from the Latin verb movere, meaning â€Å"move.† (The connection for motion and other mot- words is that they derive from motus, the past participle of movere.) Motion and movement both mean â€Å"a change in place or position† and can also refer to physical activities and gestures. Motion also refers to an application or proposal made during a meeting or legal proceedings, and movement also describes an organized effort to achieve a goal or a distinct part of a musical composition. Motion is also a verb describing a signaling gesture or, in a legal context, making a motion. The verb form of movement is move, although move can also itself serve as a noun, referring to changing the position of a game piece or otherwise taking a turn during a game; it is also a synonym for maneuver, as in the phrase â€Å"making a move.† Mutiny, meanwhile, originally meaning â€Å"revolt† but later coming to denote an insurrection of military personnel, also ultimately derives from movere. Moment is, like mutiny, a word with a disguised shared ancestry; it derives from movere by way of movimentum. It generally refers to a brief portion of time or the present time, or a distinctive period, but on its own and as the basis of the adjective momentous, it also has the connotation of importance. (Moment also applies in specialized senses to physics and statistics.) Something that can be moved is mobile and has the capacity of mobility (motile and motility also have this sense); the antonyms are immobile and immobility. Mobile, in addition to referring to a piece of kinetic, or moving, art, is the second element in the compound automobile, the formal alternative to car (which derives from carriage), which is sometimes truncated to auto. Automobile literally means â€Å"self-drive† (in the sense of the driver operating the vehicle himself or herself, rather than the car driving itself, though technology for the latter has been developed). Coinages such as bookmobile (the name for a mobile bookstore or library) and bloodmobile (the name for a mobile laboratory for drawing blood to be donated), as well as snowmobile, have been derived in imitation. Automotive is the adjective pertaining to automobile. To remove is to change the location of something or take it away or eliminate it, and the word is also a noun meaning â€Å"a distance or degree of separation.† Removal is the action or process of removing something. Something that can be removed is described as removable, and the quality of the ability of something to be removed is removability or removableness, though such usages are rare. A motor is a device that enables an object to move or otherwise operate; that word is the first element of compound nouns such as motorboat and motorcycle (and motormouth, slang for a talkative person), as well as the altered compound motocross, which refers to a motorcycling sport and races in that sport. An associated adjective is motive, which describes causing motion. As a noun, motive means â€Å"a reason to do something.† Motive is also a verb, albeit a rare one; its meaning is identical to that of motivate, which means â€Å"give a reason to do something†; motivational is the adjectival form. Commotion (literally, â€Å"with motion†) and emotion (literally, â€Å"out of motion†) both originally meant â€Å"agitation,† but the former word came to mean â€Å"a disturbance,† while emotion eventually applied to mental reactions to stimuli. Emotional and emotive are adjectival forms, emotionally and emotively are the corresponding adverbs, and emote is the pertinent verb, while the slang word emo applies to a subgenre of punk music emphasizing anguish and screamo is a more intense variant. Commotion, by contrast, has only the rare verb form commove. Promotion (literally, â€Å"forward movement†) refers to advancing something by advocating for or publicizing it or advancing someone by giving the person greater authority and responsibility; the verb form is promote, and promotional serves as an adjective in the former sense. Premotion is a rare word referring to movement before another movement, sometimes in the religious context of a divine impetus to act. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:12 Signs and Symbols You Should KnowBody Parts as Tools of MeasurementI wish I were...