Free Essays on Computer In The World

COMPUTERS A Computerized World Computers play an important role in this modern society. All people around the world are forced the â€Å"computer age† nowadays. Since the first computer was made in the late 1950s, which I heard that was came from the Chinese Abacus, the technology has developed extremely. Computers are everywhere and control a great deal of our living environment. More and more areas are being taken over by the computer. Not able to use a computer is a serious handicap with ramifications in all areas of life. Therefore, if people do not know computers or do not know how to use them it means that they are not prepared for the future. They will fall behind our advancing society. Computers have been applied to industry, agriculture, political affairs, economy, military, science and many other fields; it is becoming more and more important. It is reason why I feel; I need to know more about computers such as why computer is useful, history of computer, and Internet. COMPUTERS ARE USEFUL IN OUR LIFE Nowadays, no matter what the professions, a mainstay of the companies prefers to hire employees who basically need to know how to operate computers. â€Å"Knowledge of computers† has become a basic requirement in job descriptions. As computers are capable of handling large amounts of data in a very short time, they are well suited for word processing. For instance, medical officers use computer to record patients’ data for finding them easier and more conveniently. Banks also use computers to store information for consumers to know their account conveniently and orderly, etc. The government agencies are the one who use computers most because they need to record confidential data, for instance, the military, and the U.S Census Bureau, etc. The business also use computer password system in the companies that to avoid other companies’ stealing their business secrets. Therefore, the secret data will not let... Free Essays on Computer In The World Free Essays on Computer In The World COMPUTERS A Computerized World Computers play an important role in this modern society. All people around the world are forced the â€Å"computer age† nowadays. Since the first computer was made in the late 1950s, which I heard that was came from the Chinese Abacus, the technology has developed extremely. Computers are everywhere and control a great deal of our living environment. More and more areas are being taken over by the computer. Not able to use a computer is a serious handicap with ramifications in all areas of life. Therefore, if people do not know computers or do not know how to use them it means that they are not prepared for the future. They will fall behind our advancing society. Computers have been applied to industry, agriculture, political affairs, economy, military, science and many other fields; it is becoming more and more important. It is reason why I feel; I need to know more about computers such as why computer is useful, history of computer, and Internet. COMPUTERS ARE USEFUL IN OUR LIFE Nowadays, no matter what the professions, a mainstay of the companies prefers to hire employees who basically need to know how to operate computers. â€Å"Knowledge of computers† has become a basic requirement in job descriptions. As computers are capable of handling large amounts of data in a very short time, they are well suited for word processing. For instance, medical officers use computer to record patients’ data for finding them easier and more conveniently. Banks also use computers to store information for consumers to know their account conveniently and orderly, etc. The government agencies are the one who use computers most because they need to record confidential data, for instance, the military, and the U.S Census Bureau, etc. The business also use computer password system in the companies that to avoid other companies’ stealing their business secrets. Therefore, the secret data will not let...

Pronouncing the Spanish B and V

Pronouncing the Spanish B and V Although the Spanish b and v arent difficult to pronounce, they are often confusing for beginning Spanish students, who are easily tempted to give them the same sounds as they have in English. How B and V Are Pronounced Alike The most important thing to remember about pronouncing the Spanish b and v is that in standard Spanish they are pronounced exactly alike. Although English makes a clear distinction in how the two letters are pronounced, Spanish does not. For all practical purposes, the b and v can be thought of as the same letter in terms of pronunciation. In fact, is isnt unusual for native Spanish speakers, especially children, to confuse them when spelling, and a few words (such as ceviche or cebiche, a type of seafood dish) can be spelled with either letter. What can make matters somewhat complicated for beginning Spanish students is that each of the letters has two distinct sounds that vary depending on the letters or sounds around them, and both are different from (although similar to) the English sounds. The two sounds are: The hard b or v: This sound is known in phonetics as a voiced stop. It is much like the English b but less explosive.The soft b or v: This sound is the more common of the two and is classified as a voiced bilabial fricative, meaning that a voiced sound that is squeezed between the two lips, forming a kind of buzzing sound. In other words it is much like the English v but with the two lips touching instead of the lower lip and upper teeth. The sound of the English v such as in the word victory does not exist in standard Spanish. The hard b or v is used after pauses, such as at the beginning of a sentence or when a word is standing alone and begins with b or v. It is also used after the m or n sounds, the latter of which can sound much like an m when it comes before a b or v. Some speakers also use the hard b or v after the d in words such as advertencia (warning). See the boldfaced examples in these sentences: Vamos a la playa. (Lets go to the beach. The v comes at the beginning of the sentence.)Queremos terminar el embargo contra el paà ­s. (We want to end embargo against the country. The b comes after an m.)Envolvieron los galletas con film transparente. (They wrapped the cookies in plastic wrap. The n in envolvieron sounds much like an m. Note how the only the first v in envolvieron gets the hard sound.) In other situations, the soft b or v is used. Between vowels it can become extremely soft. La evolucià ³n se estudia en clases de biologia. (Evolution is studied in biology classes. Note how the b in biologà ­a gets the soft sound even though it comes at the beginning of the word. In normal speech, there is no pause between biologà ­a and the preceding word.)Cantabamos en la playa. (We were singing on the beach. The b is pronounced because it comes between two vowels.) ¡Brava! (Excellent!) (The first letter gets the hard sound because its at the beginning of an utterance, but the v is between vowels.) In the word obvio (obvious), the b gets the hard sound, while the v gets the soft sound. When spelling out loud in Spanish, the b is sometimes referred to as be alta, be grande, or be larga in order to distinguish it from the v, usually called uve (which became its official name a few years ago), ve baja, ve chica, or ve corta. The Problem of Homophones Although the Latin b and v were pronounced differently, they gradually merged in Spanish. As a result, some words are spelled differently but have the same pronunciation. Usually the context will make clear which word was meant. Here are the most common such homophones: basta (enough), vasta (vast)bello (beautiful), vello (down of a bird)bienes (property), vienes (conjugated form of venir, to come)rebelarse (to rebel), revelarse (to reveal oneself)baca (luggage rack), vaca (cow)acerbo (bitter), acervo (heritage) Key Takeaways In standard Spanish, the b and v are identical in terms of pronunciation.The b and v are pronounced somewhat like a soft version the English b after a pause and after the m sound.In other situations, the b and v are pronounced somewhat like the English v but with the lips touching each other.

Domestic Violence Dissertation Example | Topics and Well Written Essays - 4000 words

Domestic Violence - Dissertation Example C. The Dynamics of DV: This part attempts to understand victimization in and perpetration of DV. D. Types of DV Perpetrators: This part will try to understand the nature of DV perpetrators and how DV perpetrators are categorized. E. Domestic Violence and Children: This discusses the impact of DV on children. F. Evaluating and Enhancing the Effectiveness of Batterer Intervention Programs: This seeks to understand how existing batterer intervention programs are being viewed by various authors. A. Explaining Domestic Violence 1. Definition Reviewed literatures’ (Brewster 23-24; Davis 3; Hague, Mullender & Aris 1; McCue 2-4; Myers 735; Peters et al. 8; West 10) definition of domestic violence (DV) – also termed as intimate partner violence (IPV) – vary in terms of determining the acts and relationships that would qualify as such(Garner & Fagan 54, qtd. in Brewster 23). Among definitions, Oregon Domestic Violence Council’s (ODVC) is most explicit: â€Å"†¦ a pattern of coercive behavior used by one person to control and subordinate another in an intimate relationship.† Here, acts defined as coercive/abusive â€Å"include physical, sexual, emotional, and economic,† to which others added psychological (Peters et al. 8); while the purpose of coercive acts is defined as that aims â€Å"to engender fear in the victim in order to enforce compliance.† (qtd. in McCue 3) With most DV incidents reportedly perpetrated against women often by their male intimate partners (Hague, Mullender & Aris 1), DV is often understood as male chauvinism at its worst form, picturing men as animals or beasts whose gratification is imposing their power on women.... The intention of this study is domestic violence (DV) – also termed as intimate partner violence – vary in terms of determining the acts and relationships that would qualify as such. Among definitions, Oregon Domestic Violence Council’s is most explicit: â€Å"†¦ a pattern of coercive behavior used by one person to control and subordinate another in an intimate relationship.† Here, acts defined as coercive/abusive â€Å"include physical, sexual, emotional, and economic,† to which others added psychological; while the purpose of coercive acts is defined as that aims â€Å"to engender fear in the victim in order to enforce compliance.† With most DV incidents reportedly perpetrated against women often by their male intimate partners, DV is often understood as male chauvinism at its worst form, picturing men as animals or beasts whose gratification is imposing their power on women. However, some literatures noted that even women batter and t hat, men themselves are actual victims of DV, though their number is much smaller compared with women victims. Hence, DV – a universal reality that may happen anywhere, anytime, to anyone in any type of intimate relationships – can be understood as any form of abusive behavior willfully and systematically perpetrated against an intimate partner (victim) by another (perpetrator), causing physical injury, psychological trauma and death on the victim, purposely to ensure the perpetrator’s dominance and control over the victim and the relationship

Final project Essay Example | Topics and Well Written Essays - 1750 words

Final project - Essay Example Globalization requires varied expansion strategies like diversification, bifurcation, mergers, acquisition etc to gain competitive advantage over its competitors. The study will highlight the various factors that affect globalization and its effect on global economy. Factors like how globalization serves purposeful at organizational, reorganizational and integration of financial markets. The integration occurs at varied levels especially at industrial and financial markets. The author of the study will also highlight the various important components of globalization that binds the companies together for a unified purpose. The techniques of research methodology and the findings and analysis of the research methodology would be also included in the study. Finally, the study will conclude with recommendation that can improve the current situation that affects globalization. Background & Rationale for choosing the topic Globalization not only affects and benefits the national economy but also has positive effects on the regional development of the economy. Apart from economic integration free trade conditions (Wagner, 2002). Globalization compels the business organization to adapt to changing market dynamics based on ideological trends that help in the balance of the professional and personal goals of the employees of the organization. Various other factors like unemployment, parallel economic growth, cutting of costs, etc will be considered an important aspect of globalization are some of the major factors which have been considered while choosing the topic. Modernization and growing economy is also a significant contributor to development of the organization. The principal cause of the effects of globalization is that it helps in the modernization and growth of the economy, which is instrumental for understanding its impact on the business activities. This is one of the basic and rationale for choosing the topic for the author of the study, which helps in underst anding the effects and outcome of the globalization. Apart from the above mentioned components factors like deregulation also helps in liberalization of the capital account and also integration of wide range of financial services. Section 2 Literature Review Effects of Globalization Globalization has been regarded as a crucial component from the economic, monetary, socio economic aspects and implications of globalization (Rosnan, Ismail and Daud, 2010). In economics, globalization has played an important role for the development of the economy and has changed the scenario of the world economy. Different types of industries have benefitted importantly from globalization especially the creative industries, which have earned an estimated amount of $60 billion annually over the past few years. The increasing globalization has also impacted the creative, film, car manufacturing and pharmaceutical industries to a large extent for expanding on a larger scale. The globalization of the film industry has made it significant contributor to the world economy. Apart from strategy aspects monetary and exchange policy also helps in emphasis of the maintenance of the economic contention like trade off, credibility, increase in uncertainty etc. This also helps in increased competition among the organizational members. Globalization helps in shaping the social policy and the policy making procedure for the welfare of the organizati

Review role responsibilities and boundaries as a teacher

Review role responsibilities and boundaries as a teacher Ensuring learning takes place so the syllabus requirements are met and the students are likely to succeed in their assessment. This is increasingly important in todays climate for the tutors career and the colleges reputation. Being up to date in the subject you are teaching and developing good practice in your own area, learning how to evaluate, reflect and communicate. Adhering to your organisations code of practice, procedures and maintaining appropriate conduct within the college for example dressing and acting appropriately, not swearing in front of the students and also outside, for example working in the sex industry would bring the profession into disrepute being aware of the organisations procedures for first aid, accident reporting, evacuation procedures and support services such as IT, library, welfare. Being prepared: arriving in advance to arrange the environment so the class can start on time back up resources are available, for example in case of technology failure, and a contingency plan in case students finish more quickly, or slowly than expected. all materials needed are available Completing all relevant records, attendance and exam submission etc Being available for tutorials and support To respect and value all learners equally and to provide equality of opportunity and accessible activities to suit the diversity of learners. This includes ensuring the environment is supportive and conducive to learning, and ensuring the students are treating each other with respect and to be seen to be dealing with discriminatory behaviour. Learning is accessible and inclusive: The tutor has the responsibility to ensure the needs of all learners are recognised and catered for. The teacher may wish to profile the group in the beginning weeks to assess how they learn best, for example Honey and Mumfords 1986 profiling; activist, pragmatist, theorist, reflector. This looks at a learners tendencies, do they prefer traditional teaching methods such as didactic delivery, or active discussion etc. Another profiling method was developed in 1987 by Fleming; he noted three styles of learning. He called these visual- like seeing, aural- like listening and kinaesthetic like doing. These are apart from any special needs students may have. Its essential to acknowledge that everyone is different and brings various strengths, weaknesses, experiences etc to the class. The teaching style, method, resources and assessment can then be adapted to the needs of the individuals in the group. Inclusivity and differentiation are core components of the curriculum for teacher education for the learning and skills sector. They are an accepted part of the body of expert competence and knowledge expected of s tutor in the learning and skills sector. Tummons p101? To provide assessment and feedback. Assessment is a way of finding out if learning has taken place. It enables you, the assessor to ascertain if your students have gained the required skills and knowledge needed at a given point towards a course or qualification. Gravells p75 2007 preparing Assessment and feedback are necessary for the student to know how they are doing and how they can improve. Feedback and assessment can be given throughout the learning process, acknowledging each students contribution and saying something positive about it. Feedback also ensures the teacher knows that students understand the content, and this is useful for lesson evaluation and improvement. Initial assessment may be carried out, if students have to have a level of prior knowledge to get onto the course, commonly this may be a certain level of literacy and numeracy. This helps to ensure the student has the basic skills to sucessfully complete the course. Most people need encouragement, to be told when they are doing something well and why. When giving feedback it can really help the student to hear first what they have done well, followed by what they need to improve, and then to end on a positive note or question to keep them motivated. This is sometimes referred to as the praise sandwich. Gravells p86 preparing Specific comments which highlight what was good or could be improved are more useful to the learner than general comments, such as well done or could do better. To ensure the environment and materials are appropriate It is a good idea to arrive in advance of the lesson to ensure that: The teaching room is laid out as you want it and there is enough seating and workspace. Interactive sessions may work best with tables grouped together. Any equipment you want is present and working. The tutor is responsible for the health and safety of the students so you may have to report if the room is not safe. Materials are appropriate for the group, for example you have extension materials available and any resources are adapted for students with special needs, for example large font handouts. To maintain an awareness and abide by relevant legislation for example Every Child Matters, Data Protection and Disability Discrimination Act. Boundaries The boundaries between teachers and students are arguably less clear now than before the advent of informal communication devices, such as email, mobile phones and social networking technologies. Through these technologies teachers and students can associate virtually outside of the college environment. The college may even encourage teachers to be accessible, even of hours, and to participate in forums and online discussions. It is a matter of current debate if teachers should allow students to be their friend on sites such as Facebook, as through these teachers may reveal personal information that may undermine their authority or lead to over familiarity or even electronic stalking. Actual meetings outside of college should also be avoided, as should making friendships, this may blur the boundaries between teacher and student and lead to accusations of favouritism. Avoiding physical contact is now generally considered best practice, and if one to one sessions are taking place in a non public area it is advisable to leave the door open. This openness is less likely to lead to accusations of inappropriate contact. Once upon a time, teachers simply did not exist outside school. There was a fixed distance; a clear definition of roles; lines that should not and, more often than not, could not be crossed. à ¢Ã¢â€š ¬Ã‚ ¦That fixed distance is shortening; those old boundaries between professional and private, home and school, formal and informal are blurring. http://www.guardian.co.uk/education/2009/sep/23/teacher-pupil-sexual-relationship T2 Summarise the key aspects of current legislative requirements and codes of practice relevant to the teaching role. Control of substances hazardous to health 2002 (COSHH) o Covers substances which can cause ill health. Contains provisions to prevent injury or illness from dangerous substances. Good management which help assess risks, implement any measures needed to control exposure and establish good working practices Reporting of Injuries, Diseases and Dangerous Occurences Regulations 1995 (RIDDOR) The statutory obligation to report deaths, injuries, diseases and dangerous occurrences that take place at work or in connection with work Fire Precautions (Workplace) Regulations 1997 Plans and procedures in case of fire. The Workplace Fire Precautions Legislation brings together existing Health Safety and Fire Legislation to form a set of dedicated Fire Regulations with the objective, to achieve a risk appropriate standard of fire safety for persons in the workplace. The Manual Handling Operations Regulations 1992 Precautions when lifting or moving heavy objects. Risk assessment Health and Safety (First Aid) Regulations 1981 Legal duty to keep a first aid box and have at least one appointed person. Race relations (Amendment) act 2000 To promote equality of opportunity, and good relations between racial groups Special Educational Needs and Disability Act 2001 (SENDA) To make reasonable adjustments so they are not disadvantaged. The UN Convention on the Rights of the child International human rights treaty applies to children under 18. Gives them certain rightsa such as the right to have their views taken into account, to be free from violence, have rights to expression. à ¢Ã¢â€š ¬Ã‚ ¢ Equal opportunities act à ¢Ã¢â€š ¬Ã‚ ¢ Data protection act 2007 safeguards the rights of individuals with regard to the processing of personal data and its free movement. The Data Protection Act (1998) was drafted to ensure the privacy of personal information stored electronically on computers nationwide. The Act aims to promote high standards in the handling of personal information, and so to protect the individuals right to privacy. Anyone holding data relating to living individuals in electronic format (and in some cases, on paper) must follow the Acts 8 data protection principles: The 8 Principles of Data Protection Under the DPA, personal information must be: à ¢Ã¢â€š ¬Ã‚ ¢ Fairly and lawfully processed à ¢Ã¢â€š ¬Ã‚ ¢ Processed for specified purposes à ¢Ã¢â€š ¬Ã‚ ¢ Adequate, relevant and not excessive à ¢Ã¢â€š ¬Ã‚ ¢ Accurate, and where necessary, kept up to date à ¢Ã¢â€š ¬Ã‚ ¢ Not kept for longer than is necessary à ¢Ã¢â€š ¬Ã‚ ¢ Processed in line with the rights of the individual à ¢Ã¢â€š ¬Ã‚ ¢ Kept secure à ¢Ã¢â€š ¬Ã‚ ¢ Not transferred to countries outside the European Economic Area unless there is adequate protection for the information http://www.bytestart.co.uk/content/legal/35_2/data-protection-overview.shtml à ¢Ã¢â€š ¬Ã‚ ¢ Health and safety at work act 1974 Protecting employees against risks to health and safety. Responsibility for h and s with the employer, but also duties on employees to for their own safety. Provision of safety equipment, training and risk assessements. à ¢Ã¢â€š ¬Ã‚ ¢ Special educational needs and disabilities act 2001 (an amendment to the Disability discrimination act 1995) o Disability discrimination Act 1995, Making it unlawful to discriminate against disabled persons in employment and the provision of goods and facilities The Disability Equality Duty (DED) The Disability Discrimination Act (DDA) 1995 has been amended by the Disability Discrimination Act 2005 The General Duty The Act sets out a General Duty, which requires that public bodies have due regard to the need to eliminate unlawful discrimination and promote equal opportunities for disabled people. They will also need to consider the elimination of harassment of disabled people, promotion of positive attitudes and the need to encourage the participation of disabled people in public life. Clearly, this General Duty has implications for the educational sector and the way that local authorities, schools, colleges and universities set about equalising opportunities for disabled pupils, students, staff and parents. http://www.teachingexpertise.com/articles/implementing-the-new-disability-equality-duty-975 In 2001, the special educational Needs and disability Act (SENDA) was introduced, and from 2003, a new section of the Disability Discrimination Act (DDA) came into force. DDA part 4 all providers of post-compulsory education were legally obliged not to discriminate against students with disabilities, this may mean making reasonable adjustments for a student with a disability. à ¢Ã¢â€š ¬Ã‚ ¢ Further education and training act 2007 The Further Education and Training Act 2007 has today received Royal Assent. It was introduced into Parliament on 20 November 2006 and completed its passage on 18 October 2007 The Further Education and Training Act enables key aspects of the further education reforms described in the March 2006 White Paper Further Education: Raising Skills, Improving Life Chances. The further education system will be able to increase participation and achievement still further and so play its full part in achieving the skills challenge articulated by Lord Leitch. The Act includes: powers which will enable the specification of further education institutions in England to award their own foundation degrees; provision enabling the Learning and Skills Council (LSC), in certain circumstances specified in the Act, to intervene in the management of unsatisfactory further education provision in England, with similar powers for Welsh Ministers to intervene in institutions in Wales; http://www.dius.gov.uk/press/23-10-07.html à ¢Ã¢â€š ¬Ã‚ ¢ Office for standards in education (Ofsted) à ¢Ã¢â€š ¬Ã‚ ¢ Employment equality (age) regulations 2006 vocational training. The Employment Equality (Age) Regulations 2006 becomes law on 1 October 2006. This law makes it illegal to discriminate against employees, job seekers or trainees on the grounds of age. Age is accepted as the commonest form of discrimination in the workplace. We already have laws in place to prevent differential treatment on the grounds of race, gender, disability, sexual orientation, and religion. This is not just a law to help older workers keep their jobs until they retire, but to give all workers irrespective of age, a longer and better quality of working life. Younger workers will benefit because they will be paid the rate for the job, not a lower rate than older workers doing the same job. All businesses benefit from the value of a diverse workforce. Discrimination and victimisation are counter-productive and lead to an unhappy workplace where staff turnover is greater and job satisfaction diminished. Training will no longer be refused to workers because they are close to retirement or because they are too young. No employee should make derogatory remarks about another employees age terms such as wet behind the ears, old codger, should have retired years ago and other such remarks are discriminatory and therefore after 1 October 2006 will be illegal. http://diversity.monster.co.uk/10378_en-GB_p1.asp à ¢Ã¢â€š ¬Ã‚ ¢ Learning and skills act 2000 Race relations Act 1976 under this act discrimination on the grounds of colour, race, nationality, ethnic, or national origins is illegal. The Equal Pay Act 1970 is an Act of the United Kingdom Parliament which prohibits any less favourable treatment between men and women in terms of pay and conditions of employment. For an employee to claim under this Act they must prove one of the following: That the work done by the claimant is the same, or broadly the same, as the other employee. That the work done by the claimant is of equal value to that of the other employee. That the work done by the claimant is rated (by a job evaluation study) the same as that of the other employee. Sex Discrimination Act 1975 under this act treating anyone less favourably because of their sex or marital status is illegal. The Children Bill 2004, keeps a record of information about children, and their involvement with health, legal and social services to help to track them, for protection. One of the duties placed on Local Authorities is to make arrangements to promote co-operation between agencies and other appropriate bodies (such as voluntary and community organisations) in order to improve childrens well-being (where well-being is defined by reference to the five outcomes), and a duty on key partners to take part in the co-operation arrangements. Every child matters professionals enabled and encouraged to work together in more integrated front-line services, built around the needs of children and young people; common processes which are designed to create and underpin joint working; a planning and commissioning framework which brings together agencies planning, supported as appropriate by the pooling of resources, and ensures key priorities are identified and addressed; and strong inter-agency governance arrangements, in which shared ownership is coupled with clear accountability. A code of practice standardises the work of a profession and sets out the service that should be expected. This gives the public confidence in the work of the profession and makes the profession publicly accountable. There are 2 key organisations involved with codes or practice within the learning and skills sector Lifelong Learning UK (LLUK) 2005 and the institute for Learning (IfL). Ifl code includes à ¢Ã¢â€š ¬Ã‚ ¦..www.ifl.ac.uk/members_area/code_prof.html New professional Standards for teachers, Tutors and trainers in the Lifelong Learning Sector www.lifelonglearninguk.org CS1 Understanding and keeping up to date with current knowledge in respect of our own specialist area. CS2 Enthusing and motivating learners in own specialist area CS3 Fulfilling the statutory responsibilities associated with own specialist area of teaching. CS4 Developing good practice in teaching own specialist area. T4 discuss issues of equality and diversity and ways to promote inclusion with your learners. Review other points of referral available to meet the potential needs of learners. The further education sector is known for making education and training accessible to a diverse population of learners, and to provide opportunities for certain groups in society that have been excluded. In the lifelong learning sector, especially with the current emphasis on work based learning, the base of learners is more diverse than ever before. Tummons describes three key terms in the learning and skills sector: Widening participation learners from underrepresented groups are recruited and supported to enable them to take part in education. Differentiation teaching and learning is planned to take account of the individuality of learners. Inclusive practice ways of learning and teaching that encourage the fullest participation by all learners. Although the terms equality and diversity are often heard in the same sentence there are key differences in their meaning. Equality seems to infer that everyone should have equal opportunities, in this case in education, so you may think this means everyone should receive the same education and you can provide the same learning activities. However, recognising the diversity of learners means that one size does not fit all, and to provide equality of opportunity we actually need to recognise that learners will require a diversity of educational opportunities and may need to be treated differently. Tutors cannot treat their group as just one big group of learners: it is made up of individuals, who may need slightly different things from their tutor or their college in order to make the most of their course or programme of study. Tummons becoming Equality may be achieved by: Flexible courses timing and venue Distance learning Support within the classroom i.e. a note taker or signer Providing additional support in the form of key skills Providing assistive technology i.e. magnifiers for visually impaired learners, speech recognition software. Someone with mental health issues may need more one to one support. Financial provision free travel, childcare, subsidised or free course fees, i.e. EMA Blind marking of work, where the tutor does not know who completed the work. Ensuring resources and language used is non sexist, and non stereotypcal Include multi cultural examples and case studies Challenge discriminatory or stereotypical comments by learners and ensure mutual understanding between different cultures, religions and age groups. Arrange the physical layout of the classroom to take account of any special needs: For example hearing impaired students should sit near the front of the class and you shouldnt talk facing away from them. Allow room for wheelchairs and arrange ground floor accommodation. Ensure resources are accessible and inclusive, for example dyslexic students may find it easier to read black text on a yellow background. Teaching and assessment is delivered in a variety of ways maybe an assignment can be in the form of an oral presentation The teachers attitude towards the diversity of students will also be noticed and may influence the learners. They will be picking up on the way the tutor is handling the class and how they are talking to students, therefore its important to be a good role model. Tummons p101 Petty p69 all students must feel that they are positively and equally valued and accepted, and that their efforts to learn are recognised, and judged without bias. ..they must feel that they, and the groups to which they belong (eg ethnic, gender, social-class or attainment groups) are fully and equally accepted and valued by you, and the establishment in which you work. The introduction of ILPs for many courses helps individual learners to plan what they want to achieve and the required outcomes. The tutor can then monitor the learners progress against these goals. Wallace 2007 p114, When talking about a lesson plan: An additional column headed inclusion and differentiation woulod remind the teacher at the planning stage to think carefully about the issue of inclusiveness in relaation to the learners for whom the learning experiences are being planned. And it would act a sa reminder after the lesson to evaluate the success or otherwise of these alternative strategies, which might also have included different ways of assessing or recording an individuals achievement. Information about equal opportunities may also be available within the institution: posters in the classroom Equality policy explained at induction and in the student handbook. Equal Opportunities: Governors must ensure that the school acts with fairness and with regard to equality in everything it does. This is with regard to all of the following: race disability sex sexual orientation religion or belief age (in relation to employment) This section outlines the national framework for change which is underpinned by the Children Act 20041 3.9 The Government is committed to ensuring more young people stay on in education and training until they are 19. The aim is to make sure that young people are supported to realise their potential and develop positively through their teenage years. We want to provide a wider range of opportunities for young people and we want to ensure appropriate and timely support for young people with additional needs. This will include better advice and guidance, more tailored to the needs of the young person and relevant to todays world. Duty to safeguard and promote the welfare of children and young people commences 1 October 2005. Equivalent duty on schools in Section 175 Education Act (2002) already in force. Align with equivalent duty on schools and Further Education through the Education Act (statutory guidance Safeguarding Children in Education, Sept 2004). Comply with the Special Educational Needs (SEN) statutory framework. Review policies and support for SEN to ensure: effective delegation of resources to support early intervention and inclusion; reduced reliance on statements; ensure appropriate provision; improve specialist advice and support to schools and information to parents; and reduce bureaucracy. Consider how best to work with other Local Authorities and SEN Regional Partners to share ideas and plan support. Consider how to promote effective support for SEN in early years. Introduction Section 140 of the Learning and Skills Act 2000 places a power and a duty on the Secretary of State to make arrangements for the assessment of young people with learning difficulties and disabilities when they are undertaking or likely to undertake post-16 education or training or higher education. The Learning and Skills Act 2000 is an Act of the Parliament of the United Kingdom. It made changes in the funding and administration of further education, and of work-based learning (or apprenticeships) for young people, within England and Wales. Every Child Matters, or ECM for short, is a UK government initiative that was launched in 2003, at least partly in response to the death of Victoria Climbià ©. It has been the title of three government papers and the website www.everychildmatters.gov.uk, and led to the Children Act 2004. Every child matters covers children and young people up to the age of 19. Its main aims are for every child, whatever their background or their circumstances, to have the support they need to: Be healthy Stay safe Enjoy and achieve Make a positive contribution Achieve economic well-being Each of these themes has a detailed outcomes framework attached to it which require multi-agency partnerships working together to achieve them. These include childrens centres, early years, schools, childrens social work services, primary and secondary health services, playwork, and Child and Adolescent Mental Health services (CAMHS) . It is important that all professionals working with children are aware of the contribution that could be made by each service and plan their work accordingly.[1] It is now in place in all schools[2] throughout the United Kingdom and it is the central goal of Every Child Matters to ensure every pupil is given the chance to be able to work towards the goals referenced within it. 5. Achieve economic well-being Engage in further education, employment or training on leaving school Ready for employment Every Child Matters Every Child Matters: Change for Children is a new approach to the well-being of children and young people from birth to age 19. The Governments aim is for every child, whatever their background or their circumstances, to have the support they need. This means that a variety of organisations, including those involved with education, will be teaming up to share information and work together, to protect children and young people from harm and help them achieve what they want in life. monitoring the educational progress of all looked after children who are being educated within their authority, whatever the setting (school and 14-19 further education settings), as if they were attending a single school. T3 ground rules Act confidently with the class from the beginning, body language, initially teachers have authority because of their role, and should expdect to be obeyed. Apply rules and sanctions Use manners polite, use names, use icebreakers to ensure leasrners get to know each other Role model of being prepared, organised, provide actiities to engage learners, Express rules clearly, apply them consistently, negotiate rules Decide what BEHAVIOUR IS ACCEPTABLE DEPENDING ON THE LEARNER. Be aware what behaviour is appropriate dont expect the impossible Students need to know what you expect from them and what they can expect from you during the course. They need to know where the boundaries lie and what will happen if they step over the boundaries. Put them up on the wall Have a written contract Tell them what they can expect from the teacher Aware of college disciplinary procedure Can be revisited or revised Explain the vALUE of having rules Ask them for good and bad examples of classroom behaviour in respect of learning, what makes learning difficult Agree or disagree with a set of rules Should they be revised what are the consequences http://tlp.excellencegateway.org.uk/tlp/it/resource/assets/documents/agreeing_rules_cl.pdf important because everyone may have varying expectations of appropriate behaviour. I see ground rules as mutually agreed reciprocal arrangements where others views and needs are appreciated and valued. This creates a safe and respectful space in which all participants have the opportunity to benefit from the learning experience. Group discussion of expectations and incorporation of all views ensures that every student feels heard and included. This form of inclusion facilitates a memorable establishment of ground rules which are individually as well as collectively meaningful. When discussing ground rules with learners it is important for the teacher to establish their own rules which reflect their commitment to the teaching/learning relationship. My own ground rules would incorporate being fully prepared for lessons and ensuring I keep good time for classes to start and finish promptly. I would reciprocate learners commitment to completing assignment by making sure that all marking is completed and returned in equally good time. Further rules to ensure students get the most out of their learning experience encompasses my making sure all have an equal voice when expressing opinions.

Sive

Sive – The abuse of power Power and the abuse of power is a central theme in Sive. The text examines the way in which empowerment can corrupt certain individuals and become a destructive factor in families and in relationships. Mena uses her powers of persuasion and her position in the family unit to satisfy her own ends and ambitions. Mena’s attitude to Sive’s education is one of begrudgery and resentment. Mena abuses her position in the family. She is empowered by her man who is easily manipulated and overcome.Mike Glavin does not have the ability to thwart the wills of his respected wife. A further abuse of her power can be seen in each text in the way Mena try’s to break up a positive relationship. Mena keeps Sive a prisoner in the house and lies to her concerning Liam Scuab’s feelings about her proposed marriage. What we observe here is a woman who seeks to control and manipulate a young person in order to suit her own agenda. The text provides a serious and devastating example of woman abusing psychological power by revealing secrets about fathers to control and influence Sive.She believes that she has succeeded and enjoys a temporary triumph. Thomasheen Rua is another example of an individual who holds tremendous power and sway over the live of others. He has a nasty streak and exploit others for his on ends. Thomasheen’s threats to Nanna engage in abuse and personal insults, which gives him an over-arching sense of his own power a sadistic streak can be observed in Thomasheen. The former enjoys talking about the County Home to terrify Nanna.Mena’s controlling manipulative behaviour has a destructive effect on the family relationships and creates a toxic atmosphere in the household. Mena has strong abjections to Sive getting an education. Mena is more motivated by jealousy and spite. On the opening of the play, â€Å"Out working with a farmer you should be instead of getting your head filled with high not ions†. Her resentment is palpable when she complains about how she has to work herself to â€Å" the marrow of the bones to give you schooling†. At this point of the play Mena does not have power to prevent Sive attending school.This power comes later when she is considering the possibility of marrying Sive off to Sean Dota. Mena uses her power over Mike Glavin to convince him that Sive should abandon her education. She asks him contemptuously if he is â€Å"forgetting the money† they will get if they manage to marry Sive to Sean Dota and wonders if â€Å" There is a soft bone somewhere in your head man†. Mike’s comment that â€Å"Sive is young with a brain by her† is ignored while Mena goes on to play on his fears that Liam Scuab is meeting Sive secretly.She exploits the hatred Mike has for Liam by deciding that Sive will not go to school again but remain under Mena’s supervision in the house â€Å" there’s one easy way to sto p that sort of thing and that is to move Sive into the west room where I can keep my eye on her and her only mean of coming and going will be through our bedroom†. Having manipulated Mike later flings Sive’s schoolbag across the room and shouts at her that there â€Å"will be no more school for you†. Using her power over both Mike and Sive Mena succeeds with her plan. Mike has no option but to comply and inform the nuns that Sive will not be attending school again.In this text we see women abusing their power over weaker men to satisfy their own selfish plans. Mena manages to separate Sive from Liam Scuab. Mena keeps Sive a prisoner in her own home. She lied to Liam Scuab as to Sive’s whereabouts she attacks him even threatening him with a knife screaming â€Å" I’ll open you! I’ll open you if you vex me more† Twisting the truth of Liam’s intentions in an effort to finally break Sive’s spirit she tells her that Liam calle d to the house to wish her well in her marriage and that he was â€Å" going away to foreign places†.Mena has no respect for the grief her actions cause others and thinks only of herself. A key scene in Sive depicts a revelation concerning the identity of Sive’s father. Mena previously uses secret information to manipulate and gain a powerful advantage over Sive. When Sive says to Mena that she doesn’t want to marry Sean Dota Mena manipulates the situation by telling Sive that her â€Å"was never a father, he had no name, you have no name† Sive is shocked and is left speechless. There’s some truth to Mena’s story but so much of what Mena says is twisted.If Sive feels the same shame as her mother because she is â€Å"a bye-child, a common bye-child a bastard† Mena will succeed in breaking her down making her compliant. Thomasheen Rua is another example of an person who misuses the power of persuasion for self-gain. He’s the cent re of a battle to ensure the Sive marries Sean Dota and he thrives on bulling and abusing those who put forward any obstacle in his desired end. Thomasheen thinks he is hard done by â€Å"making love between people I spend my days and no thanks for it†. He is capable of welding power through sarcastic comments .Thomasheen abuses and threatens Nanna who has to defend Sive. He callously tells her that she is â€Å"a lone woman with you husband feeding worms in his trench. You have terrible gumption with no one left to back you† he engages in threats by referring to the â€Å" the county home staring you in the face†. At that time many old people lived in fear of ending their days in such a place. His words have the desired effect as Nanna seems to withdraw from the attack. He has no hesitation in encouraging Mena to assert her power over Sive by threatening her with violence if she refuses to marry Sean Dota â€Å"isn’t she a bye-child.Tell her you will be ll-rag her through the parish if she goes against you. Tell her you will hunt the oul’ woman into the county home†. Later he turns on Mike mocking his naivety concerning the love letter from Liam Scuab â€Å" it comes to me that you are the greatest lump of a fool, of an eejit in the seven parishes†. Humiliation is his trump card â€Å" if you ever get out of the bog there is an asylum for lunatics where you could put down a bit of time without doing yourself any harm†.Sive chooses death as her only method of refusing to obey those who like to control her. Sive thinking that Liam has left her and that her position is hopeless escapes from her tormentors by drowning herself in a bog-hole. Sive disempowers her tomentors by committing suicide in the bog rather than agreeing to marry Sean Dota. This character chooses death to make a stand against those who abuse power for their own private often fully acknowledged reasons. Her suicide brings the play to a poig nant close and illustrates the destruction caused by a greedy abuse of power

Gre Issue Essay Topics Answers Pdf Tips

Gre Issue Essay Topics Answers Pdf Tips The Unusual Secret of Gre Issue Essay Topics Answers Pdf If writing essays isn't your forte, then you have to sit up and take stock of the quantity of preparation that you'll need for getting an excellent score in the Analytical Writing test section of the GRE. However you get ready for the essays, make sure you at least write a couple of each type before you take the actual GRE. There are quite a lot of websites that can help you in evaluating your essays and also in supplying you with useful GRE sample essays. Nowadays you know what it requires to receive an ideal essay score. Want to Know More About Gre Issue Essay Topics Answers Pdf? There's no present proof that advancing technology will deteriorate the capability of humans to think. The most important purpose of technological advancement ought to be to increase people's efficiency so they have more leisure time. In reality, technology frees humanity to not just tackle new difficu lties, but may itself create new issues which did not exist without technology. The social issues research papers may appear easy to write in comparison with different topics, but still it demands an extremely creative strategy, an enormous quantity of curiosity and capacity to think beyond the box and search info in unconventional sources. The Do's and Don'ts of Gre Issue Essay Topics Answers Pdf Be sure to spell out the way the answers to the questions would help to value the conclusion. Be sure to spell out in what way the answers to these questions would help to rate the prediction. Be sure to explain how they would help to evaluate the recommendation. Be sure to explain how they would help to evaluate the advice. It is very important to remain objective when writing this kind of assignment and convince your audience on facts as opposed to opinions. Also a reminder you may work with me if you're searching for issue essay feedback. There's a lot that may be judged from the written essay. There are a few vital things you will need to understand so as to write up an exceptional essay. Writing an intriguing essay about trendy topics is an opportunity to reveal your understanding of the planet. Social issues transcend almost every facet of the society, and for that reason, given the job of writing an essay on social issues, one is indirectly given the opportunity to select from the plethora of topics within the area. In addition, the subject of your paper ought to be interesting not just for you but also for your audience. Gre Issue Essay Topics Answers Pdf - Dead or Alive? A rookie mistake that most students commit is they finalise a stance and after that attempt to consider reasons to support their selection. Learn what examples to get in mind while you go in the test. Or, to truly get a feeling of the way the scores work, have a peek at a couple of sample essays. Thus, a superb score in the writing tasks will boost your possibility of getting admission in the college of your pick. Developing a topic will produce the focus for you and won't enable you to fly away from the central idea. No, not when there are typical themes and setups it's possible to target. When deciding on your social problems topic, keep in mind that it's always much better to write about something you're already more or less acquainted with. Gre Issue Essay Topics Answers Pdf Can Be Fun for Everyone There's, naturally, a limit on the variety of pages even our very best writers can produce with a pressing deadline, but usually, we can satisfy all the clients seeking urgent assistance. Critical judgment of work in any certain field has little value unless it comes from a person who is a specialist in that area. Write a response in which you discuss what questions would want to get answered to be able to choose whether the recommendation will probably have the predicted outcome. To be able to add depth to your analysis, theETSrecommends you ask yourself these questions regarding the pos ition you intend to defend. Therefore there are lots of different ways social welfare of the state has failed to tackle the requirements of the citizens. Should you look around, you will observe social troubles that affect society every single day. The ideal way to address environmental problems brought on by consumer-generated waste is for towns and cities to impose strict limits on the quantity of trash they'll accept from every household. Social problems arise due to several facets.