Friday, May 31, 2019

Crime and Punishment Essay -- social issues

discourtesy and PunishmentCrime for what, and punishment for whom? May happens in a park and maybe in a room perchance at night or afternoon, here or there or close to the moon. A man who makes a crime may be a tycoon or maybe just a vagrant without a small home. Now the problem is for what, for whom do a little vagrant or a tycoon want to be a prisoner or a dark moon?Making crimes comes as a result of galore(postnominal) an(prenominal) various things in life. The first and the greatest one is called notes as the old expression that says Money is the root of all evil, As many people who be in pauperisation of money makes different types of crimes just to gain that money, however its coming through a wrong way. The endorse one and the most popular in Egypt is revenge by neglecting the police since people try to fix their problems themselves. So, despite the payer, crime is called crime but in many different ways.Poor people make some small crimes because of money. They may ste al people or may do hacking on the net profit to gain what they want. Some of them used to be beggars, others were workers but non of them was born as a criminal. I dont say they have the right to do this because they were born poor, but they have to work hard to gain money and respect. Well, poor people who have aim in life could be lively without a small crime, but hard work is needed.Not only poor people make crimes, but also rich people do so. Although they are already rich, they gather money through many ways against law. They steal, murder and do many other crimes against humanity. They can make factories to gain money nonetheless they prefer to gather lots of money through some faster ways such as drugs trade. Rich people want to step-up their wealth by making crimes instead of making useful projects.Crimes were extremely destructive in the center(a) ages due to many things. First, many people didnt believe in God existence. Second, A Brobdingnagian numbers of them didnt believe in morals at all. Third, civil wars were widespread all everyplace the world. People in the middle ages were seeking for food and shelter. So, they did every types of crimes to get food and shelter which are the most requirements for human being. People in the middle ages were really forced to make crimes in their hard era as there was no actual existence of law.Crimes exist too during the age of the industrial revolution as people contend for man... ...nk that those persons with their dreadful crimes dont have the right to live side to side with other peaceful people. planetary crimes are considered the most destructive crimes. One of the most global crimes that all people do is increasing the ozone hole as a result of the huge amounts of toxic gazes evolving from cars and factories. Second, the coming disaster that humanity would face which is human cloning that is considered a monster trying to destroy the human species. Some great countries are trying to put an end t o the first problem, but the second is still getting wider and wider without a considerable action done by the governments of those civilized countries. So, we need great punishments to put an end to those global crimes that would destroy the universe.Generally, crimes are considered the biggest problems in our daily life. All classes of people make crimes but non of them has the right to do this. Crime is a bad phenomena that appeared in all ages and till now. The punishments on these crimes are each according to its crime, in a way that makes criminals think carefully onward doing crimes as they are afraid of the punishment. So, each crime has a punishment.

Thursday, May 30, 2019

To Autumn Essay -- To Autumn John Keats English Literature Essays

To declineI find this to be a profoundly enjoyable verse urinate. I take delight in it, eventhough I recognize in it some inadequacy. But, frankly, I like it bestof all(a) of Keatss subject and know it by memory. It all comes togethernicely and has an exceptionally fine ending.I do not discern anyparticular interpretative problems with this work. The poem is alyrical evocation of autumn with a complex tonal blend which bothcelebrates autumns fullness and wistfully regrets its sense of lossand ending. at that place is nothing in the poem which induces me to seek outa deeper level of meaning, since I believe that poem operates, for themost part, at a very oral level.I respond well to the mimeticdepiction of autumn in the work (even though it is a different motley ofautumn than the one I am familiar with) and I am generally inclined toenjoy seasonal verse and its various potentialities for lyricalexpression. I dont find anything in the poem that gets to me in amoral or philosoph ical sense. I am not in any sense, moved by thepoem as some kind of--as many scholars claim it is--meditation ondeath. I simply dont see that here. It would seem that my pleasure istaken primarily in the aesthetic qualities of the work. However, thereis something wrong with the work on this score the three differentstanzas dont match and fit one another as well as they might thereis some retardation in the work, especially as one moves from onestanza to the next. These faults, however, are not so serious as tomar the excellence of the work.The general plan of To Autumn isrelatively simple. As a whole, the poem is a lyrical description ofautumn in terms of certain objects, processes, and events associatedwith that season, or... ...a beautiful poem. There are,of course, flaws in the work--loose ends, slips in structuralcoherence--and these have been noted and, we hope, accounted for. Butthe remainder of the evidence points to that kind of extraordinaryinterrelatedness of elements wh ich is above all the hallmark of abeautiful thing. To be sure, To Autumn is not a very great poemeven without the flaws, it is a relatively modest achievement thevery subtle complexity and mundanity of a Shakespearean sonnet,the dynamically brilliant beauty of Miltonic verse, the dazzlingprecision of Pope are certainly not in evidence here. Even at bottom thescope of Keatss entire work, if To Autumn lacks some of the moreproblematic discontinuities and lapses to be found in his very bestwritings, it also lacks some of the felicities of aesthetic form to befound in these same works.

Wednesday, May 29, 2019

The Disorder Of Self :: essays research papers

The disorder of selfEveryday liven down in the burrows and sorrows of suburbia has driven this musical composition to be driven in circles. A mad boredom and dreams of aristocracy silently seek against him in a weather of falsehood and bored resource sought to find meaning it whats not. Slews of meaningless words thrown around to envision ideals of a better place furthermostther than the boundaries of outlying(prenominal) sidewalks and imaginary fences built around gardens keeping menacing things outdoor(a). People paired up to dream twice as hard and reach twice as far as ever hoped before. Grown madness sickening the air with boundless fret and ever-growing anticipation of the unknown. Just a few steps away from the halfway point to turn around and give up, walked with hope as if there was ever an end. Finding meaning in the walk of sorrow, bringing a skewed voice of satisfaction in accepting the endless perils too great to accept. Hopelessness breeding an autonomy of hope wh en fallen so far it is the highs that are low and lows high. Moral satisfaction brought in the god that is the common misunderstanding and brotherhood sought to complete the circle of confusion. Loving those who are dreamers and quitters same(p) the common self helps giving up the fact that there is no end, so if why not quit, than quit hoping to be happy and crush the inner-self sought for self-preservation? This dream brought mysteriously and thoughts lay on a field so easy to play that there are no rules. Suppression breeds violence like suppression of violence, and the circle continues. The average middle child thrown into a madness of confusion and trouble to speak his voice clearly to repent parents shame put on themselves. A stepping-stone of wishes, an undergarment of confusion, a tornado of torment and masochistic wishes omitted only to withdraw part of the sorrow burying all periodical lives. A need to be human, or human like only a human would call itself, and underst anding the transverse thinking of thinking in front in time and time is a thought. The sudden realization that it is real, or not real, and there was no realization, so there was confusion yet no confusion, only a thought, still a thought of the envisioned madness of what a thought is. Pure rejection of all that is misunderstood to understand, and be sane to slue and accept what everyone cannot accept.

Rotation of the letter R :: Essays Papers

Rotation of the letter RPsychologists have been interested in the processes that go on in the mind for centuries. However, a new method for assessing the various processes emerged in the 1970s. Several researchers predicted that mental imagery was treated by the brain similarly to actions performed on animal(prenominal) objects. Thus, performance in tasks involving inspection, rotation, and comparison of mental images according to size should be similar to results obtained using actual objects. Kosslyn, Ball, and Reiser (1978) asked participants to scan a mental map later studying a map of an island with several landmarks. They predicted that the further the distance between the landmarks, the weeklong it would take participants to scan from one to the next, whether using the actual map or a mental image created by intensive study. Their hypothesis was supported by their results. The closer positions took less meter to locate on the participant mental maps than the to a greater extent than distant places.In 1973, Cooper and Shepard asked participants to perform a mental rotation task. They gave the participants an image, and asked them to rotate it mentally by a certain angle, and then match the go around image with one of several choices. Their prediction was that the greater the angle of rotation, the longer the task would take. This was because it would take longer to physically rotate a figure more degrees than fewer degrees. The evidence supported this hypothesis The closer the angle is to 180 degrees, the longer the reaction m. Angles greater than 180 degrees do not take longer because the subject will rotate it in the other direction. So the angle distance from 180 degrees, called the angle of disparity, is directly related to the reaction time. The experiment do by the class involves looking at the letter R on a computer screen, and determining whether it is forward or reverse. The R is rotated at varying degrees, and participants must mentally rotate the R in order to determine whether it is forward or reversed. A forward R is the letter R in its usual orientation. The reversed R is backwards from its usual position.There were several predictions made by the class before the experiment was run. The highest reaction time was predicted to be at the 180 degrees condition, with the lowest reaction time at 0 degrees, increasing in both directions toward 180 degrees. Also, the average reversed-figure reaction time was expected to be higher than the average normal time.

Tuesday, May 28, 2019

Holdens Mentality in J.D. Salingers The Catcher In The Rye :: Catcher Rye Essays

Holdens Mentality in J.D. Salingers The Catcher In The Rye A youngish man going through puberty, not knowing what he is doing or where he is headed, becoming increasingly insane, in a world in which he feels he doesnt belong in, and around a bunch of phonies. This would describe the mooring of Holden Caulfield, the controversial protagonist and main character in The Catcher In The Rye (1951) written by J.D. Salinger. The book, both narrated by Holden in first person, in its rattling unique and humorous style, is about Holden, and all the troubles he has encountered through school, family, friends, and basically life. Holden has been expelled from a private school in Pennsylvania because of failing four-spot classes, and decides to go to New York for three days before going home to his disappointed parents. At the beginning of the novel, Holden seems to be like any other 16-year-old young man. But the novel progressively displays through various examples of symbolism that Holden has many problems coping with the world around him. These symbols represent Salingers ideas and concepts. Holden likes to reminisce about his childhood and visit the Museum of Natural History in Central Park. He loved to visit the museum, for many reasons, and he even said that he got very happy when he thought about the museum. He tells us of the symbolic details in the museum, by saying, The best thing, though in that museum was that everything always stayed right where it was. Nobodyd move. Nobodyd be different. The barely thing that would be different would be you(121). Holden likes this kind of world, and wishes that he lived in it. He wishes things would stay unchanged and simple. Holden is almost scared by change, and cant handle the conflicts in his life. Another very symbolic example in the book is the title itself. On the first night of his three-night excursion, Holden decides to sneak into his house and visit his sister, Phoebe, who he adores very much. Phoebe asks Hold en what he would like to do with his life. Holden ponders the question and tells Phoebe about the poem, Comin Through The Rye by Robert Burns. He tells Phoebe, I keep picturing all these little kids playing some game in this big field of rye and all. Thousands of little kids, and nobodys around--nobody big, I mean--except me.

Holdens Mentality in J.D. Salingers The Catcher In The Rye :: Catcher Rye Essays

Holdens Mentality in J.D. Salingers The Catcher In The rye A youthfulness man going through puberty, not knowing what he is doing or where he is headed, becoming increasingly insane, in a world in which he feels he doesnt belong in, and around a bunch of phonies. This would describe the position of Holden Caulfield, the controversial protagonist and main character in The Catcher In The Rye (1951) written by J.D. Salinger. The book, all narrated by Holden in first person, in its very unique and humorous style, is about Holden, and all the troubles he has encountered through school, family, friends, and essentially life. Holden has been expelled from a private school in Pennsylvania because of failing four classes, and decides to go to New York for three days before going home to his spoil parents. At the beginning of the novel, Holden seems to be like any other 16-year-old young man. But the novel progressively displays through various examples of symbolism that Holden has umtee n problems make out with the world around him. These symbols represent Salingers ideas and concepts. Holden likes to reminisce about his childhood and visiting the Museum of Natural History in Central Park. He loved to visit the museum, for many reasons, and he even said that he got very happy when he thought about the museum. He tells us of the symbolic details in the museum, by saying, The best thing, though in that museum was that everything always stayed right where it was. Nobodyd move. Nobodyd be different. The only thing that would be different would be you(121). Holden likes this kind of world, and wishes that he lived in it. He wishes things would stay unchanged and simple. Holden is almost scared by change, and cant handle the conflicts in his life. Another very symbolic example in the book is the title itself. On the first night of his three-night excursion, Holden decides to sneak into his house and visit his sister, Phoebe, who he adores very much. Phoebe asks Holden w hat he would like to do with his life. Holden ponders the question and tells Phoebe about the poem, Comin by The Rye by Robert Burns. He tells Phoebe, I keep picturing all these little kids playing some game in this big field of rye and all. Thousands of little kids, and nobodys around--nobody big, I mean--except me.

Monday, May 27, 2019

Integrated and Collaborative Working Essay

What is integrated and collaborative running(a) and why is it so main(prenominal) in churlhood usage? The numerous well-realityised pip-squeak protection cases such(prenominal) as Baby P and Daniel Pelka have emphasized just what push aside communicate when services fail to bet collaboratively and this shows why integrated operative and collaborative practice is vital and imperative. The outcomes of fatal contingency enquiries, like the cases of the children mentioned, continually conclude that a lack of communication amongst agencies with regards to sharing of relevant information and concerns regarding vulnerable children ar one eventor which requires to be addressed. The idea behind multi-agency working is that children and families who whitethorn require additional assistance are supported effectively and efficiently, on that pointfore minimising or even preventing any difficulties from arising. Children develop in distinguishable ways and procure developmental st ages at different rates therefore a diversity of skills and support from a range of different professionals is required in revision to successfully meet these needs.On 10th December 2008, the Scottish Government launched The Early Years Framework to highlight the importance of working in professional alliance to give children the best possible start in life. The Scottish Executives concern for social inclusion and desire to promote joined up policies, an increased demand on services from service users and non to mention the focus on child-centeredness are just a few justifications for such a focus on and drive towards collaborative practice. The benefits of integrated working are enormous as all professionals implement a holistic approach, and working in partnership creates better quality services. merged working pictures early identification of any difficulties by efficient sharing of relevant information, thus ensuring that appropriate interpolation finish be delivered time ly.Families also develop nastyr parityships with a variety of agencies throughout the stages of assessment/intervention resulting in better support and engagement of families, and subsequently the needs of the child are more likely to be met. Another benefit is that the more collaborative working that is carried out between agencies, the more friendship is transferred between professionals allowing for a more well-informed and proficient team approximately the child. This could also potentially reduce the need for more specialised services. By working in a collaborative way it also allows for critical reflection allowing all agencies to participate in decision-making patch refining their noesis. With that being said, we are go close to with a number of barriers that can often make integrated working less than simple. These can include poor communication both within and between agencies, and to some degree a lack of uncertainties in roles and responsibilities, inconsistencie s regarding legislation, confidentiality and the sharing of information.Funding streams are often a barrier to collaborative working. One which I can relate to in my workplace is little to no access to IT equipment and/or compatible systems which would facilitate sharing of information. Some research has been carried out in relation to personality traits within teams and Belbins team roles surmisal shows the importance of recognising the strengths and weaknesses of separates utilizing the strengths of each person in order to create a tillable and efficient team, a clearly beneficial factor in collaborative working. While utilizing the strengths, it is important to manage the weaknesses suggesting that an unbalanced team could just as likely become a barrier. The importance of collaborative working can be studyn in the example of a Speech and Language Therapist (SLT). This professional works in close partnership with children and their families, not to mention other professionals . Their job is to assess children with speech, language and communication difficulties or those with difficulties eating, drinking or swallowing.Communication is an important part of child development which affects every other area of progression. SLT are an invaluable link between education and health as they are skilled at identifying potential underlying difficulties/disorders. There are many factors an SLT has to consider including the impact these difficulties have on the childs life and the urgency of such a referral. Integrated working is crucial as professionals gain a full family history, thorough assessment of every aspect of the childs life, and pull this together into a formulation about the childs difficulties and how they are being maintained. If such a comprehensive assessment was not available then an SLT could potentially suffer at an inaccurate formulation of a childs difficulties due to incomplete information which other agencies may hold.The significance of eff ective integrated working is clear in this case, as the barriers previously discussed can make the job of Speech and Language Therapists very difficult as an inaccurate formulation may result in serious implications for a childs intervention. An Educational Psychologist is another professionalthat heavily relies on effective integrated working. The purpose of these professionals is to work with children and young people who are having difficulties with achieving their learning potential. Gone are the days where the only rationale for such issues was innate condition of the child which required treating. quite psychologists are considering the need for adjustments in certain external acts such as environment, curriculum and peers as well as internal factors like child resilience as possible solutions to such difficulties. This does not undermine the possibility of organic causes such as autism etc.Their role is vital in supporting children, families, and educators whereby children are not achieving their maximum level of educational attainment for some(prenominal) reason (be it social, emotional, familial, or academically) and educational psychologists must work with many different agencies in order to gain a full and clear assessment of all potential factors and causes. Urie Bronfenbrenners ecological theory explains how lives are affected by people and events around us, further evidence that psychologists have good reason to believe that certain difficulties children face are in fact to do with these external influences. Bronfenbrenners theory is based on five levels of social interaction and its effects. The first level, Microsystem is based on the most direct interactions. Family, peers, school, work or the area in which an individual lives. Mesosystem follows and includes the relationships between microsystems. Next is Exosystem which involves the connections with a social environment in which the individual doesnt have direct interaction. Macrosystem is the influence of culture, religion, traditions and media. These differ and conflict in different countries.The fifth level Chronosystem consists of the significant events that occur in an individuals life, such as getting married or divorced etc. Bronfenbrenner believed that the influence of environmental factors was paramount in shaping the development of children from childhood to adulthood. The Scottish Executive published Its everyones job to make sure Im alright (2002). The focus of this child protection review was an audit of the practice of police, medical, nursing, social work, childrens reporter, and education mental faculty concluding that everyone has a province and role in safeguarding and ensuring the welfare of children. The audit was based on a sample of 188 cases which covered the range of possible concerns about children from earlyidentification of vulnerability to substantiated abuse or neglect (both of which are significantly detrimental to childhood develop ment).Neglect and abuse can be deemed as the environmental influences suggested by Bronfenbrenner that circumvent a childs progression. In many cases the audit found that children were not receiving the services they required and many could not access services such as health care if their parents/carers did not cooperate. This highlights the importance of integrated and collaborative practice and the need for sharing of information across agencies regarding concerns with vulnerable children. Good practice included the provision of help to parents and children as and when was needed, timely responses, early thought and preparation, and accurately assessing the source of the risk. In order to properly assess a childs risk, a multiagency approach is required in order to gain a comprehensive assessment of the childs needs. both professional involved in providing a service to children has a duty to ensure their safety and promote psychological wellbeing. In order to do so professionals must share information when there are concerns about a childs presentation in order to gain a comprehensive assessment of a childs needs.Every Child Matters is a UK Government initiative for England and Wales launched in 2003, partly in response to the death of Victoria Climbie. It is one of the most important policy initiatives and development programmes in relation to children and childrens services. It has been the title of 3 Government papers, which lead to the Children Act 2004. The main aims of Every Child Matters are for every child, whatever their background or circumstances, to have the support they need to stay safe, healthy, enjoy and achieve, economic wellbeing, and positive contribution. Each of these themes have a detailed framework accustomed whose outcomes require multiagency partnerships working together to achieve. Every Child Matters advocates that it is essential that all professionals working with children are aware of the contribution that could be made by t heir cause and each others service and plan and deliver their work accordingly (Baker R 2009). Every Child Matters has been influential throughout the UK-Getting it Right for Every Child is the equivalent approach in Scotland.The Scottish Government recently published Getting It Right for Every Child(GIRFEC), which was designed to create a consistent, child-centred approach within and across the agencies who are involved with children and young people. Getting it right for every child is being threaded through all alive policy, practice, strategy and legislation affecting children, young people and their families. GIRFEC uses the Wellbeing Wheel (Appendix 1) or the SHANARRI indicators as theyre often referred to, in order to create a consistent way for professionals in multi-agencies to assess a childs development and general wellbeing. SHANARRI is an acronym for the eight indicators (Safe, Healthy, Achieving, Nurtured, Active, Respected, Responsible, Included) used to make the ev aluation of a childs welfare in order to help them develop their full potential.It is important that everyone is assessing the similar aspects of a childs wellbeing using their aver unique professional training and skills by using these indicators as guidance. This allows all agencies involved to have the same shared understanding of a childs needs and the support they require. The Scottish Government values the purpose of collaborative working and in order to do so effectively, there must be certain legislation inaugurated. The Children (Scotland) Act 1995 is a child-centred piece of legislation that outlines the provisions offered to children and families and the duties of the local authorities to childrens wellbeing regarding support, safeguarding and intervention. The act emphasizes the importance of the childs welfare and gives the child the right to have their views considered, when key decisions are being made about their life, incorporating UN Convention on the Rights of the Child. It is law that all agencies must gravel to this act when working with children and families requiring additional needs, ensuing successful multi-agency working.The Regulation of premeditation (Scotland) Act 2001 was established to create regulations to which all social care services must adhere to in order to improve and maintain a high quality of care, otherwise they are no longer permitted to provide a service. With Care Inspectorate, the regulatory body ensuring that all care services are following the National Care Standards set by the Scottish Government, its easy to see how encouraging everyone to offer the same high quality of care can support collaborative working by sharing knowledge, skills and practice. A well-qualified, professional hands is the most important factor in delivering the quality of services that will give children the best possiblestart in life. (QAA Scotland) The Benchmark Statements for Childhood place outlines the expectations from SSSC an d ensures that lead practitioners in childcare settings are qualified to high standard and competent in working collaboratively with parents, families and other agencies.As previously discussed, when agencies do not work collaboratively there can be devasting impacts which in extreme cases can contribute to fatality which is highlighted by the Victoria Climbie Inquiry Report, 2002-3. Victoria Climbie died in the intensifier care unit of St Marys Hospital Paddington in February 2000, aged 8 years old. Her death was caused by multiple injuries arising from months of ill-treatment and abuse by her great-aunt and her partner. Victorias death led to a public enquiry and produced major changes in child protection policies. One of the recommendations from the fatal accident enquiry was that society should be aiming to ensure that there are systems in place which detect what is happening at an early stage so as to be able to intervene successfully to protect the child. This tragically did not happen for Victoria. She was failed comprehensively by all the services she was known to and who should have ultimately protected her.Despite repeated contacts with different services, no proper assessment was ever under studyn, and no more was known about Victoria when she died than was known about her the day after she arrived in the country. The very fact that her case was closed by Haringey Social Services the day she died points to the scale of failure. So too does the fact that the authorities charged with her care almost without exception failed to talk to Victoria directly, instead addressing their concerns to those responsible ultimately for her death. Peter Connelly (also known as the case of indulge P) was a 17month old baby who died in London after suffering over 50 injuries in an 8month time period, during which time he was repeatedly seen by Haringey Childrens Services and NHS health professionals. The case caused shock and concern partly because of the magnitude of Peters injuries, and partly because Peter had lived in the borough of Haringey, under the same child care authorities that had already failed 10 years earlier in the case of Victoria Climbe which had, as previously stated, led to a public enquiry resulting in measures being put in place in an effort to prevent similar cases happening.The child protection services of Haringey and other agencies were widely criticised. Following the conviction, 3 enquiries and a nationwide review of social service care were launched. Over the course of months, Peter was admitted to hospital with a range of injuries including bruising, scratches and pomposity to the head. The serious case review concluded that there were instances of mishandling by officials, missed and delayed meetings, miscommunication among officials, and a failure to follow through with decisions related to the childs safety. Parental involvement is high on the Scottish Governments expectations and working within a community nursery run by a committee of parents requires a great acquit of collaborative working in order for the nursery to run efficiently and effectively. Finding a balance of what parents want, what children need, while embracing the Curriculum for Excellence requires a great deal of expedient communication.It requires successful sharing of knowledge and skills between experienced parents and qualified practitioners. The most productive committee would ideally be influenced by Belbins team role theory, however finding volunteers to be on such a committee can be difficult. Working collaboratively with agencies such a Visual Screening and Oral Health can have tremendous benefits to childrens wellbeing, is essential in promoting a healthy lifestyle and can offer preventative interventions. Working with other agencies such as Speech and Language Therapists and Educational Psychologists requires a great deal of integrated and collaborative working also and with the introduction of standardise d referral forms has helped to establish consistency in information gathering which is a step towards more collaborative working, however working in such a small nursery, communications with these agencies can be infrequent and having such little experience dealing with these agencies, staff can sometimes lack confidence and knowledge how to fill out paperwork and follow procedures.A suggestion would be to offer more in-house training regarding these procedures to ensure that when issues do arise staff feel competent in dealing with these situations. The importance of transitions for children going to school seems to be high on the local authorities agenda. There are many initiatives that would be highly beneficial to children but trying to obtain the involvement of other nurseries can sometimes be difficult. worthless communication and incapability to participate can be an obstacle often hard to overcome due toother establishments finances, staffing issues and in some cases the un willingness to take part. Attending liaison meetings with other nurseries to share knowledge, ideas and information is a great source of collaborative practice, but again this requires the willingness to be involved. One of the biggest barriers in collaborative working is poor communication. It is everyones role to ensure that as much information is shared with all agencies involved, the importance of this cannot be stressed enough. How little knowledge some professionals have regarding the roles of others can also be a hindrance. In order to improve collaborative working an increased awareness of the roles and responsibilities of other agencies is imperative. summons ListA Guide to GIRFEC, Scottish Government, 2013Baker R, 2009, Making Sense of Every Child Matters Multi-professional Practice Guidance, Policy PressEarly Years Framework, Scottish government, Edinburgh, 2008Every Child Matters, Sept 2003. www.everychildmatters.gov.ukHouse of Commons Health Committee The Victoria Clim bie Inquiry Report, 2002-3Its everyones job to make sure Im alright, Report of the child protection audit and review. Scottish Government, 2002The Case of Child A. Haringey council, 2008, 11-12The Quality Assurance Agency for Higher Education, The Standard for Childhood Practice, 2007, Linney Direct, MansfieldThe complex body part of Belbins Team Roles. Fisher et al, 1998, Journal of Occupational and Organisational psychology, 71, 283-288

Sunday, May 26, 2019

Cultivation Theory Essay

shade theory was created by George Gerbner, founder of the cultural environment movement and dean of communications at the University of Pennsylvania. Cultivation theory deals with the content of picture and how it affects and shapes party for tv set set viewers. The theory suggests that the violence embedded in television causes regular viewers to form exaggerated beliefs of society as a meaner and scary world. This is known as mean world syndrome.Although less than one percent of the population atomic number 18 victims of violent crimes in whatsoever one year period, heavy exposure to violent crimes through television can lead to the belief that no one can be bank in what appears to be a violent world. Television sets are slowly replacing schools and churches as the main storyteller for families. People are watching television religiously instead of handout to church. It is more than common to stay at home on Sundays and watch football or the newest reality show aside. It s the wenty-four s level(p) real life drama that television offers that attracts people to become a regular TV viewer.In their devotion to watching television on a regular basis they are exposed to the violence that is embedded in or so shows on the air. Gerbner provides his three-prong plug, which is his framework for understanding why more television consumption leads to a misled perception of a risky world filled with crime. The first prong for the plug represents the concern for why media chooses the centres they deliver. Violence is a stable message delivered by the media, because it is cheap and easy to sell globally.This is mainly because violence is a universal language that is understood by everyone. The second prong represents the concern for figuring out the exact messages that television delivers. In order to do so Gerbner uses what he calls, Message System Analysis, which ultimately supplies a numerical value for what for what messages television contains. The orbita l cavity of what is considered a violent message consist of any show that portrays overt expression of physical force compelling action against ones will on pain sensation of being hurt and killed, or threatened to be victimized as part of the plot.According to Gerbners studies before the average TV viewer graduates from senior high school they will have observed thirteen thousand traumatic deaths on television. The Third and final prong represents the concern for analyzing how television content affects viewers in particular, your typical couch potato who watches television all day. Television cultivates and shapes realities towards viewers the more a person ingests messages of violence portrayed in television the more likely they are to view the real world as a mean and scary place.Personally I do not watch television with the exception of sports, but even then you cant avoid seeing violent acts whether its in a commercial for a flick or video game violence has become prominent in our society. Cultivation theory is something that affects everyone one way or another if you personally are not affected by it chances are you know someone who is. It was something that was very obvious to me even at a young age. I grew up going to school in Windsor but living in Hartford.I noticed the mean world effect at a young age because most of my friends from school werent allowed to come over my house because I lived in Hartford. Back then it wasnt as clear to me as it is now, but even to this day it still happens. Not that my friends cant Come over but they would rather I go to where they live instead. So even straight off I see the effect mean world syndrome can have on people. This day in age media is something everyone is familiar with from old to young. With technology advance at the rate it is media will have more and ore influence on our every day lives. Growing up in a generation of constant quantity advancements in technology I have witnessed first hand how th e media has used technology it to its advantage.From being able to watch live news on your phone, to acquire updates from an app media is at our disposal and very easy to access. In the next ten years, media will only get bigger and bigger because it is a non-stop, twenty-four hours a day business market. It will continue to change with the advancements in technology and expand with new way to broadcasts itself.

Saturday, May 25, 2019

Emotional Marketing: Necessity of Today’s Marketing Management

The purpose of this paper is to write an analysis of an article that discusses an aspect of marketplaceing management. During my research I was attracted to an article by James Cooper Titled, worked up selling as the terra firma of Your Promotions after reading Coopers article I found mad Marketing to be interesting, but his article did not go forth enough data to satisfy my interest in Emotional Marketing . So, rather than write about a single article, I have chosen to write about the topic of Emotional Marketing and its necessity in forthwiths Marketing Management.Marketing mangers must understand that if the consumers emotions ar address in the right way they could get more loyal guests. This has unlashed the approach to marketing which was termed as Emotional Marketing (Drypen). Cooper points out that, Marketing to todays consumers is a ch totallyenging business because you are no longer listing the specifications of products and go. Instead you are meeting people on an ablaze level to break into their consumer awareness.As part of a companys marketing strategy producers need to realize that there is a strong stirred connect between consumers / customers and the products they use. Brands that dont make emotional connections with their prospects and customers will eventually lose out to those that do. The practice of emotional marketing as it relates to value proposition is all about getting your target audience to connect with your product, service, and brand at a very basic and fundamental level the level of emotions.When building customer value, emotional marketing can be used in influencing customer perceived value and total customer benefit. Some examples of firms that are successful in this application can be seen with top brands such as Starbucks, Porsche, and so on. These products and services make an emotional connection with the people they serve. They have met the challenge of identifying how its products/services can connect emotion ally. They have explored what type of do it their product can offer its customers and the perceived value to customer above the firms competitors.Emotional marketing can just take place once the company delivers a user experience that represents its purpose. Once the company is able to deliver on that promise, it can market the experience to consumer prospects. Companies must leverage customer testimonials, word-of-mouth, discussion forums, and trials (marketingscoop). Ideally the company wants its products or services to deliver an experience, and gets prospects to participate along with having the experience themselves.Emotional marketing is a powerful strategy if you can deliver a strong customer experience, thus, leveraging the experience to maximize customer merriment in the long run. On the other hand, there are the companies that use emotional marketing when customers are having a not so positive customer experience. These companies take advantage during time of crisis an d turmoil. An example of this is appealing to the public during an epidemic or natural disaster and offering short term solutions.Many times the products or services offered are not even effective, nor do they provide the experience the customer desires. Furthermore, the customers negative experience is just the opportunity that some companies are looking for to capitalize on short run profit maximization. Leveraging emotional marketing can help in evaluating and selecting market segments to exploit. If and when the marketing/ forwarding appeals to the emotional aspects of customers the companies, in some cases, can move toward targeting a supersegment.For example, many symphony orchestras target people who have broad cultural interests, rather than those who only regularly attend concerts (Kotler & Keller pg 229). The product appeal is more toward a cultural or emotion interest rather than that of a physiological need. Emotion acts as a catalyst in the engine of the purchase decisi on process. Through experience and learning, people acquire attitudes. These in turn influence buying conduct (Kotler & Keller, pg 170). This is important since favorable and unfavorable experiences trigger emotional feeling toward a product or service being marketed.Coopers article, Emotional Marketing as the Basis of Your Promotions only touched on promotion of the product as it appeals to emotional marketing. After further research I found that emotional marketing throughout the marketing process is important in its application to marketing strategy, customer value, target markets, brands, market segment, customer satisfaction and purchasing decisions. In conclusion, marketing managers must understand that costumers get attracted to products which effect there feelings.Companies which want to stand above the competition have to leverage emotional marketing so as to increase market share. Effective development in emotional marketing can shift a marketing challenger or market follo wer to position of market leader. Thus, making emotional marketing a necessity of todays marketing management. References Cooper, J. , (Feb. 2008) Emotional Marketing As The Basis Of Your Promotions , Written for Marketinglinx. com, retrevied from the World Wide Web on 14 May 2009 at http//www. articlesbase. com/marketing-articles/emotional-marketing-as-the-basis-of-your-promotions-325335. tml Kotler, P. , & Keller, K. ,(2006), Marketing Management 13th edition, Pearson Prentice Hall. Upper Saddle River, vernal Jersey Drypen, (Nov. 2008),Emotional Marketing to Play the Emotional Tune is the Necessity of Todays Marketing, written for Drypen. com, retrevied from the World Wide Web on 14 May 2009 at http//www. articlesbase. com/authors/drypen/73887. htm Unknown, (2009), making an Emotional Connection with Your Customers, written for marketingscoop. com, retrevied from the World Wide Web on 14 May 2009 at http//www. marketingscoop. com/emotional-marketing. htm

Friday, May 24, 2019

Cmi 5002

CMI LEVEL 5 UNIT 5002 Assignment pic Simon Butterfield T qualified of contents Sectionpage bod Introduction3 Be able to identify and select sources of data and knowledge4-5 What is breeding? 4 Be able to analyse and present info to support decisiveness making6-9 What is close Making6 finality making bearings6 Decision making model6 Group Decision Making8 Risks to Group Decision Making8 Decision making alikels9 Be able to notify the results of culture synopsis and determinations 10-13 Dangers and Barriers11 Methods of dialogue11 Improving Communication12 Chairing Meetings13Reasons for In impelling Meetings13 Meetings I Attend13 Difficult plenty14 Negotiation14 Dos and Donts of Negotiation14 Closing Statement15 Bibliography15 Introduction The sideline report is going to explain more or less end making in my excogitateplace, it is going to be split into 3 major bodies. Identifying development, analyse the information and advance the results. Decision making potty pass on term for rough decisions to be make, opposites pass oning take no succession at every as we make them all(prenominal) twenty-four hours, unknown to us, both minute of every day we atomic number 18 making steering decisions without knowing it.We ar going to concentrate on larger decisions to be make, not every day issues, Decision making is all about gathering information, anlysing it, visiting the pros and cons of each path to be taken and deciding which to take to hire where you need to go, any(prenominal) go be easier if shared with others at heart the group. Be able to identify and select sources of data and information What is information? According to your dictionary online (http//www. yourdictionary. com/data), data groundwork be defined as facts or figures to be demonstrateed evidence, records, statistics, etc. rom which conclusions cornerstone be inferred and information in a form suitable for storing and bear upon by a computer. Data is basi cally statistics based on information. Data only becomes information when it is processed to be meaningful, processed for a reason and soundless by the recipient. Within my establishment I project various possibilities of which information is gained, Most of the information I need to make a decision is available fairly easily, this is available on the internet at heart BAE systems.Lets take a scenario my team has a bank of pipes to get together within the pressure hull of the submarine. The information involve is from isometric and arrangement drawings that show were in the correct place these pipes result go, the drawings are available from DIPS a section that issues all drawings to BAE personnel. There are two types of drawings one is an arrangement and on that point are isometrics. Arrangement drawings give most of information needed to install the pipes, like how they joint together e. g. lange, dyers mignonette or screwed fittings ETC, it also shows which pipes connect to each other, within the backing sheets the information given is the corporate plane section numbers of all identify fittings and things needed to fit the system. The isometrics show each pipe separately, showing the pipes dimensions, bend data and datums giving exact information to the individual pipe. All this information is just the first part of info needed to fit the system, as well as these drawings, other information is needed, process instructions on how the outflank practice to set a pipe up for welding, clipping a grade 1 pipe system ECT.This information is also gained from the internet, from a part called the process library. This information is uptaked to do the job as that is the way it should be done and there is no deviation from this, it should be followed to the letter to get it the job done amend. As well as the process instructions, as a technical team we convey to use standards, thease are from standards of fitting clips rectify to standards of shock cle arance. Some are written and some are Pictorial see infra pic All of the information needed is on the BAE internet. All the standards and process instructions are freely available, for everyone to use.To do the scenario as mentioned at the beginning, all of the above information is selected and use as it is part of the process flow and what is needed to do the job correctly. The drawings that are received from DIPS are subject to different classifications, most if not all are restricted due to there content, every employee has signed the official secrets act before creation employed within BAE submarine solutions and know that thease are to stay within the company and not to be distri neverthelessed to outside sources. Once thease drawings imbibe been used they need to go back to the place of issue to be disposed of in the correct way.Be able to analyse and present information to support decision making What is Decision Making? Decision making is the cognitive process leading to the selection of a course of action among variations. Every decision making process produces a final choice (http//en. wikipedia. org/wiki/Decision_making). Good decision making is an essential skill for move success full generally. If you tail assembly learn to make timely and well-considered decisions, then you empennage oft earn well-deserved success. However, if you make poor decisions you are more likely to be in trouble and not asked again. Decision making stylesThere are 3 main decision making styles which include the following 1. Autocratic decisions made predominantly by the manager 2. Democratic decisions based on discussions by the manager and others involved 3. Participative these are decisions made predominantly by those Below is a decision making model showing shades to be taken pic footprint 1 Identify the decision to be made. You realize that a decision must be made. You then go through and through and through an internal process of trying to define clearly the nature of the decision you must make. This first step is a very important one Step 2 Gather relevant information.Most decisions require collecting pertinent information. The real trick in this step is to know what information is needed, the best sources of this information, and how to go about getting it. Some information must be sought from within your ego through a process of self-assessment other information must be sought from outside yourself-from books, nation, and a variety of other sources. This step, therefore, involves both internal and external work. Step 3 Identify alternatives. Through the process of collecting information you will probably identify several possible paths of action, or alternatives.You may also use your imagination and information to construct new alternatives. In this step of the decision-making process, you will list all possible and desirable alternatives Step 4 Weigh evidence. In this step, you draw on your information and emotions to imagine what it would be like if you carried out each of the alternatives to the end. You must evaluate whether the need identified in Step 1 would be helped or solved through the use of each alternative. In going through this difficult internal process, you begin to favour certain alternatives which turn up to have higher potential for comer your goal.Eventually you are able to place the alternatives in priority order, based upon your own value system. Step 5 Choose among alternatives. Once you have weighed all the evidence, you are ready to select the alternative which seems to be best suited to you. You may even choose a combination of alternatives. Your choice in Step 5 may very likely be the same or similar to the alternative you placed at the top of your list at the end of Step 4 Step 6 Take action. You now take some positive action which begins to utilize the alternative you chose in Step 5 Step 7 Review decision and consequences.In the last step you experience the results of you r decision and evaluate whether or not it has solved the need you identified in Step 1. If it has, you may stay with this decision for some period of time. If the decision has not resolved the identified need, you may repeat certain steps of the process in order to make a new decision. You may, for representative, gather more detailed or reasonably different information or discover additional alternatives on which to base your decision Group Decision Making The benefits and problems with group decision making below Benefits Problems Pooling ideas together Conflict could arise through disagreement Covering all eventualities Too many options on offer Improving the likelihood of acceptance at Decisions could be slowed down high levels as the whole team have agreed Ability to build on various suggestions Accountability as no one person is responsible Prevent rushing into decisions that may be regretted later Give more scope for creativity An example of group decisi on making, would be in my IWT (integrated work team) meeting, if an issue came up regarding a piece of work within the plan that sightt be fit, we, as a team would talk about it, planners team leaders and myself would make a group decision weather to move it to the right in the plan, split it up or add some more kit to the activity. Risks to Group Decision Making Some managers find it difficult to make decisions, especially if there is a high level of risk involved in them. Some risks are as follows Making unpopular decisions or getting it wrong can furnish you open to criticism by others Getting it wrong causes other problems for some race because they like to be liked by their colleagues. Some decisions will have a financial penalty such as going over budget or losing money. To minimize risk you need to gather information that may give you some indication of what might go wrong. The riskier the decisions the more information required. Main Risk Minimising Risks Something will prevent you implementing Get quality information on which to base your decision your decision The risk that your decision will not Be rigorous with your decisions making produce the effects you expect Always have a contingency plan Dont introduce risks by delaying the implementation of your decision Decision making tools In order to make good decisions there are some tools and techniques that may help. Some decisions making tools I use include the following Brainstorming this helps generate lots of ideas. Mind part this is a tool I use after I have carried out a brain storm. It is on the mind map I can organise my ideas better and allow structure to decision.These tools are good when we need to do something different, as most of our work is mapped out for us a shown on page 4, when we have a challenging decision to make brain storming is useful to get ideas down and evaluate each one separately finding its advantages and disadvantages. Be able to communicate the results of information analysis and decisions In business no matter how hard muckle try there are ever barriers that can prevent us from communicating effectively. geological formations that fail to do well often suggest that their failure is due to the inability to working around the barriers. Communication is so important in business and all barriers should try to be worked around to ensure an effective, efficient business.To communicate affectively the language should be understandable to the receiver and in a format that is easy to translate. Information should only be transmitted to those who really need in and at a time that would be most useful. Communication is the sharing between groups of two or more people to reach a common understanding. Communication involves making sure you communicate clearly so others understand your ideas, suggestions, instructions and requests. Communication allows the following Understanding your work situation Quickly making decisions a nd solving problems Respond to situations as they trade Improve relationships between others The model shown below is illustrates effective intercourse Sender this is the person or group wishing to share information Message the information that a sender exigencys to share Encoding translating a message into understandable symbols or language Noise anything that hampers any stage of the communication process murderer the person or group for which a message is intended Medium the pathway through which an encoded message is transmitted to a receiver Decoding version and trying to make sense of a message pic pic Dangers and Barriers Some experts claim that people like to spend 85% of your time engaged in some form of communication and that ineffective communication damages shapingal performance. There are many barriers to communication which include Noise 13 Assuming the receiver has the information Assuming the receiver understands the message The receiver assu ming that the sender meant rather than checking The receiver deliberately misinterprets the message because they do not like its content The sender deliberately sends a misleading message Communication within BAE tends to contain jargon. Jargon is words or abbreviations that are seldom understood by people that arent familiar with or that are new to the company. E mails tend to be sent around camp that are cascades of information from the elderberry bush management team to the supervisors and then to everyone else. Some of the information contained in the e mails have abbreviations that not everyone understands or that arent explained properly. Trust is so important within BAE. It is difficult to communicate with a person if you feel you cant trust them especially if the information is sensitive.The senior management team sometimes have very strong views and ideas about certain aspects of the business. This can become problematic if they chose not to listen to the thoughts of peop le working on the next level. By not listening and taking things on board this may cause a bit of tension and unhappiness within the work force. Methods of Communication Spoken methods of communication involve people actually speaking and often supplies you with an instant response. In some circumstances it is possible to see the person you are communication with for example in a meeting. The most common methods of spoken communication I use at work and their advantages and disadvantages are detailed in the table below. oral Method Advantages Disadvantages Telephone I can talk to someone Unfortunately on the phone directly and get an answer the person needs to be at right away. their desk to take the call I cant see the persons face when I talk to them. I cant gauge their body language and facial expressions. Meetings Allows me to provide I need to be chairing the information to a few meeting to ensure I get people at the same time what I need from the rather than individually meeting which saves time.It people to discuss the Lack of attendance by key information together in an players can hold up the open forum decision making process Decisions can be made by Meeting can over run more than one person which means decisions may be rushed. Face to Face This gives me both vocal I need to locate the person and non verbal feedback before I can talk to them immediately The person may allow I can get undivided themselves to be side attention from the person tracked by other things if it There is no details of what is not a conventional meeting happened when the face to face discussion took place. Improving Communication Ways in which we can modify communication between each other are To improve the detail and content in information sent out so that people dont get confused and understand the information correctly Ask people in meetings as things come up if they are all happy a nd understand Improve working relationships with line managers so that a trust can be built Listen to and discuss issues and problems with the senior management team Encourage feedback to the senior management team by all staff Chairing Meetings What are meetings? According to the online dictionary, meetings can be defined as an assembly or gathering of people, as for a business, social, or apparitional purpose. Advantages and Disadvantages of Meetings There are many advantages and disadvantages to meetings, which are outline below Advantages Disadvantages You an get ideas and ex switch over information with lots of people at Wasting valuable time that could be used once better elsewhere You can make decisions Costing a lot of money to get people together People can join in A way of managers avoiding difficult decisions You can get to know people better Assign to already overworked people You can get people to work together You can promote team spirit Reasons for Ineffective Meetings Meeting are often considered to be ineffective for the following reasons No agenda is produced so people dont really know what is going This tends to lead to meetings running over time People are often unprepared Nothing particularly interesting gets decided upon Meetings I Attend The meetings I attend areIWT this is where I chair the meeting to count on forward into the plan to iron out any issues within my team, there is a wide variety of personnel there from planners, team leaders, engineering, materials and projects, from this meeting people will get issued with actions for them to fulfill. 3-4 BUTT meeting this is chaired by my area manager to discuss our next milestone when we combine unit 3 to unit 4 of the submarine, we discuss issues that arise and that may impact on not doing our planned work. Difficult People If there is someone that has an issue that has arisen from the meeting that isnt specialised but they want to talk about it there and th en I ask them to talk to me off line because it isnt relevant to all at the meeting. By doing this I can stick to my agenda timings so as not to overrun.If one or two people star arguing about something I ask simply say we are wasting time and ask a new question to someone else in the meeting to deepen focalise. Negotiation The process of negotiation has traditionally been described as hard bargaining and often is based on hidden agendas and power struggles. These days there is a partnership approach based on understanding and trust with the objective of obtaining a win-win situation where both parties are satisfied. In order to bring off successfully, the very first thing to do is write down a plan or an agenda with clear objectives but be aware that negotiations rarely follow to plan. Other things to consider are How you might react to the other parties arguments Have an ideal outcome or position Make sure that there is a trustworthy atmosphere this just helps Ensure the re levant people are there Dos and Donts of Negotiation Dos Donts Start with friendly introductions Interrupt the other person Listen actively Reveal your walkway position Be prepared to ompromise Talk too much or too little Be prepared to take a break Make it ad hominem Talk solutions not problems Ignore the other persons point of view Ask open questions Be afraid to walk away Change the package not the price accord something you will regret later Closing Statement There a many ways to gain information make decisions on it and then communicate it out, a couple of easy ways is to gain all information facts and figures, get as many people to decide who and what is relevant and communicate it in the most sutible form as possible so everyone can understand what decision has been made or being communicated. Bibliography Online Dictionary http//en. wikipedia. org/wiki/Decision_making http//www. direct. gov. uk/en/RightsAndResponsibilities/DG_10028507Cmi 50021. Understanding the cerebrate and differences between management and lead 1. 1 prove the concept of leaders as effective managers Leadership and management go break in hand but is not the same thing, but are linked and compliment each other. There has been debate about the difference between lead and management. With some believing there is no distinction, while others that they should be separated in two defined roles. A common definition is Management is about the day to day running of a function and getting the right people and resources in the right place with a focus upon implementation.Leadership is about creating a pile for that function and gaining peoples commitment by strategic direction. (NHSBT 5013 Work range booklet) Effective management deals with resources, finances, time management and the coordination and control over these elements. Managers set goals and focus on reaching their targets. Have good organizational skills and will place people in roles to get the job the task c omplete. Have detailed planning taking into measure adverse events that could prevent them completing task or achieving target. If the outcome gives worse results than expected an effective manager will look to provide a solution.Effective leadership deals with the people their opinions, behaviour and attitude. They will inspire and engage people to follow them and vision. Focus is on building relationships with people around them, can be an effective part of team and lead it at the same. Effective leaders teach others, learn themselves and are able to admit mistakes righting wrongs and apologising quickly. They can accommodate to issues and problems if they arise, confronting reality and issues percentage point on. Leaders will develop trust and subsequently is able to practise accountability, holding themselves and others accountable along with responsibility for results.How managers and leaders motivate their people to work or follow them is one of the main differences. By def inition managers have subordinates and have a transactional style. The manager utter them what to do and with reward staff will do as asked. Where as leaders have followers, and following is voluntary. Managers plan details, focus on objectives, targets and managing the work. Manager tells and looks for and wants results, leader sells the idea or vision feeling for achievement. With managers result focused, short term results can be high.However longer term, without development, motivated and inspired staff there will be a lack of innovation. finally the team or administration will be static and their performance will never excel. An example of this from NHSBT 2008 new systems and processes were implemented with limited input from users (shop floor). Results better for a short term. However there was no continuous improvement, development, innovation or feeling of ownership. Staff and donor (customer) satisfaction, motivation dropped with targets and objectives not reached.Alte rnatively without a management style or focus, day to day performance and results can suffer with only longer term vision strategy focused upon. 1. 2 Discuss the concept of leaders as effective managers Leadership fundamentals Have a clear vision or purpose of the future Lead through the change to reach that vision Shows commitment, loyalty and enthusiasm for the organisation. And is able to generate these same qualities in their people. Listens to their people Empowers staff and creates confidence for them to perform their role but also for them to explore how to perform better.Majority of leaders in organisations are also in managerial roles. Having an understanding and being able to perform aspects of both roles can be advantageous as managers and supervisors need leadership abilities. Managerial style is good for task achievement, setting goals, focusing on the processes. For this reason, managers to be successful leaders would have to develop a style that is not natural for the m. Moving from transactional to situational style, using supportive behaviour, knowing the team and staff motivators.If managers cannot adapt a leadership style when required then staff will become unengaged and have low morale. Not recognising their own role in the organisation or the vision of organisation and where it wants to be. Managers are often seen as risk-averse and opportunities can be missed. Leaders will not rule out opportunities because of barriers and will consider risks to bruise these barriers and get things done. It is seen as easier to acquire managerial skills as they are based on processes and real situations that can be seen. Leadership skills require development of personal qualities which can be hard to quantify.An effective manager is respected for the role they play but an effective leader is often remembered long after they or their people are no longer in their roles. 1. 3 Evaluate the balance needed between the demands of management and the demands of leadership. Have a clear focus on vision and aims. Understand where the organisation/team is and wants to be. Evaluate what needs to change i. e. NHSBT efficiency with cost of blood unit to hospitals need to be reduced. Could the change be in the culture of the team or of the organisation? Analysis if the organisation, team or people are currently in the position to adapt to change.Do they have the commitment, motivation and drive. PESTLE analysis is a tool that can be used to help evaluate the demands of management and leadership needed for the organisation. succor to make decisions and understand the wider environment in which they operate. By understanding these environments it is possible maximise opportunities and minimise risks. PESTLE stands for Political, Economic, Sociological, Technological, Legal, and Environmental. Using this tool as part of decision making process helps to evaluate styles required, for example Persuasion Tell or Sell Commitment or ControlProactive or Reactive Approach Sets direction or plans details Achievement or results Knowing yourself, people, organisation and factors that influence the task, team or individual will enable the correct balance to be made. An organisation requires both effective management and effective leadership to be successful, this can be difficult to find, but these attributes can sometimes be found in the same person. 2. Understand leadership principles that support organisational values. 2. 1Evaluate the role of the leader in contributing to the creation of the organisations vision, and in its communication to others.A leader has a vision or has same beliefs in meeting the organisations vision. Has the drive and commitment to move their vision forward despite often encountering barriers. Has integrity and inspires trust in that their people follow as they believe it is the right thing to do. A leader innovates, develops, positively load-bearing(a) people to do it right and better. Leader will unders tand and be clear on the vision. Understands where organisation and people are. Considers capabilities and realism, especially with resources such as people time and finances.Leader can use Situational Leadership style (Hersey and Blanchard Situational Leadership model), developing people or organisation through stages depending on starting point and maturity (S1 immature through to S4 maturity). (Hersey and Blanchard Situational Leadership model), S1 Directing telling S2 Selling S3 Participating S4 Delegating Communicating the vision, the leader will enthuse their people to work towards the goal. Will listen and consult, conveying their ideas, but also encouraging ideas and innovation. Review and revise if required on a regular basis to check understanding.Will tailor communications and actions as they understand people and their motivators. Motivate all to contribute, encourage and support to achieve their best and deliver results with continuous improvement. 2. 2Evaluate how personal nix, self belief and commitment impact on leadership styles Personal energy Channelled correctly into motivating and being enthusiastic about the vision. Can lead by example with this positive energy. Energy helps with the inner drive to reach goals and a determination to overcome barriers. If not channelled correctly can be seen as stressful (nervous energy).Balance required so the leader can be seen as impelled but calm and considered, evaluating and listening to staff. Personal energy, commitment and self belief enable leaders to tackle issues that others may not see or want to tackle themselves. Self belief, commitment and inner drive gives and shows the strength and perseverance that they will and can move vision forward. Communicate this self belief so people follow because they believe it is the right thing to do and not ego driven. Self belief needs to show confidence in self and organisation but with humility so not seen as arrogance without chance of compromise or willingness to listen.Self belief often shows an honesty, allowing people to see where the leaders stands. Commitment and resilience to persevere, commitment should be realistic but unrelenting. Keep commitments, say what you are are going to do, then do what you have give tongue to will be done. Self belief and commitment allows a leader to be own person and to do the right thing. A leader will also encourage their people to be their self, develop self and their ideas. 2. 3Identify how empowerment and trust through ethical leadership impact on organisational practice.Ethical leadership organisation to balance its vision/purpose with needs and feelings of staff, customers, suppliers, stakeholders and local communities. Responsibility for environment be it through sustainability, wildlife, natural resources, culture, heritage, fair trade. Acting with and showing integrity and transparency. Organisation needs to consult with these groups, giving them influence and empowerment in direction of organisation. Modern times, society and opinion has changed where public not only demand a high quality service but also ethical principles.Leaders, along with traditional business aims, need to create a framework of trust to the general public. Organisations cannot be seen as disreputable (i. e. , banking crisis), unfair to suppliers, lack of care or responsibility to staff. Leaders need to understand altruistic reasons we do good things, so to shop or use our services is a good thing. This understanding helps to shape policies and strategy. Leaders should demonstrate respect, care and show that they care for others (be they staff, customers, suppliers or other stakeholders). demonstrate dignity to people and all roles.Ethical leadership can create transparency for an organisation, telling the truth in a way so people can easily understand and nurture a culture of being open and authentic. 3. Be able to understand and apply leadership styles to achieve organisationa l objectives. 3. 1 ramify between two different leadership styles The approach using Hersey and Blanchard (as seen in 2. 1) situational leadership styles model, is that there are four main leadership styles Directing instruct Supporting Delegating Situational leadership is choosing the right style for the right people.Not just using one style but changing to suit maturity of people and team and the situation. Directing (Telling) Style This is generally one-way communication from the leader. Telling exactly what is to be done by individuals, how to do it , where to do it and why they should do it. This style centres on getting the task done. Delegating The leader is still involved with decisions, but responsibilities and processes are handed to team and individuals. The leader will oversee and evaluate progress. Style centres on the people/team and development to work independently.Both styles are effective in used in the correct situation and with the right people Directing style is often used with new staff or teams, they may lack all skills required and are unable to take responsibility for the task. However they are willing and enthusiastic to work at task. Delegating As people or team become experienced and able to do the task. They become comfortable in their own ability to perform role well. They are then also able to take responsibility for this task. 3. 2 Assess the practical value of a leadership style to a manager in chieving organisational objectives Leadership style has a direct impact on organisation and its success. Leaders shape the culture, values and motivation within organisation. A leader does not have to be at the top of the organisation with leadership styles and qualities able to seen throughout. Successful leaders no matter what level all have one thing in common. They influence those around them to gain maximal benefits from their resources. Important not to limit or restrict leadership style, being able to adapt styles to where yo ur staff, team, organisation are, is key. 60 feedback is an excellent tool to help understand where you are and any development needs they may want to strengthen. Strengthening links between leaders/managers and staff. Helping to improve understanding of staff/team needs and their perception of their leader/manager. A self awareness to understand yourself and how you react to people and how they react to you is required. Some individuals will thrive on being given targets and tasks, while others may require the metaphorical, arm around them to feel supported.Developing self and people will give empowerment, higher motivation and innovation, creating engagement through listening and consultation. Questioning style allows staff to find and be guided to find own solutions. Play to strengths while looking to work on and improve weaknesses. A leader using a transformational style will look to change those they lead. This style does not simply use personality (charismatic) or reward and b argaining (transactional) to persuade people. Transformational style will use knowledge, expertise and a vision to engage with followers and gain procure in from followers that often remains long after the leader has left.Transformational leadership style allows followers to develop, change and to adapt. This embeds a culture of staff looking to innovate and change, allowing the organisation to be prepared and unfazed to any future changes, adapting as the social environment changes. 3. 3 Discuss situational variables likely to influence the choice of a leadership style A leadership style required can be determined by variables other than the maturity of staff, team or organisation. PESTLE analysis (Political, Economic, Sociological, Technological, Legal, Environmental) is often used to evaluate the organisations environmental influences.It is then possible to audit the current environment and expected future changes, putting the organisation in a strong position to adapt to change or looking at taking advantages over competitors. To make decisions and plan for the future, organisations need to understand the environments in which they operate. By understanding these environments it is possible to maximise opportunities and minimise any threats to the organisation. Understanding the risks associated with the market they are operating in, its growth or decline and the need for the product or service.Leaders can then evaluate potential and direction of organisation. An example recently of where leadership and not adapting or taking a leadership style within an organisation, has failed is Jessops. By not adapting (using a transformational or Situational style) and understanding changes in the differing environments and factors around them. They failed to change and develop, too many high street shops with overheads and failed to take advantage of on line services which its competitors had done (Technology).Timescales in which task or objectives are required to b e met will also impact on leadership a style. A quick implementation or turn around may generally require a more directing approach to meet a short term goal. Where as a long term strategic change will require an engaging leadership style. Inspiring others to follow and buy into the vision and making this a shared vision, supporting and developing individuals while also consulting and evaluating progress, moving forward together.

Thursday, May 23, 2019

HM Prison Service Essay

British is a very big company and its offices ar all slightly the world and this why I think that the Chain of Command is more(prenominal) horizontally because its Directors and Managers are all over the places. They might make believe a gaffer Executive from whom the orders are passed to directors. The number of workers in a chain of command id important to the efficiency of the care. But too long arse make it laborious to communicate.HM Prison ServiceSecurity The subdivisions duty is to secure the prison so the other employee feels safer when they are working in this department and the other department.Finance Finance Department relates to every other department because every department has employee working in and they have to be paid by the Finance Department.Operations This Department relates because when an operation is going to happen they pass the information to the other departments.Personnel This department relates to other departments because whenever a person is call for for the Job for any department. The person is recruited by the personnel department.Prison Health This department relates to other departments because when an employee or a prisoner is injured or not feeling well, it means that they have to be taken to the Health Department.Operational Policy This department relates to operations department because when an operation is about to happen they have to pass the policies to the Operations Department.They have to be well organised to make all their aims and objectives possible and to make it an even easier place to work so that it can be more productive. in that respect are different teams of people who are split into different functional areas so they are able to make the business operate more efficiently. All of the functional areas arent dependent on each other but have to work closely together to operate. There are six different functional areas of a business.I think because the organisation is not very large which mean s it has a very lilliputian and vertical Chain of Command. The more workers you have in the chain of command, the more specialised it becomes.Segregation Unit The purpose of the segregation is to maintain safety, its necessary to suffice prisoners address negative aspect of their behaviour and return to normal location as soon as possible. Example if someone is found breaking the rule, so they will lose privileges.Chaplaincy- The Chaplaincy provides spiritual care for all prison and all the staff, the team normally by an Anglican chaplain who will be amenable for the whole team including all the religions.Education and Training Educational and trainer services are available for all prisoners, assessing their skills and teaching basic and key skills. nearly prisoners are offered further education.Housing Block/Accommodation Prisoners live in housing blocks or residential accommodation.Recreation Area This area is responsible for the health and welfare of all of the prisoners . Some prisons have health care units where 24 hour nursing care is provided, whilst other prisons only provide primary care. workshop/Gymnasium Workshop vary, and include contract cleaning, sewing, brick laying, car maintenance and light engineering work. Some prisons have craft workshops where anything that made by the prisoners may be sold for local charity.Health Care This responsible for the health and welfare of all of the prisoners. Some prisons have health care units where 24 hour nursing care is provide, whilst other prisons only provide primary care.Reception Usually within housing blocks and has facilities such as TV rooms, pool tables and general up to(p) areas where prisoners can freely mix with each other.Visitors Centre This varies from prison to prison, but usually provides an area where drinks and snacks can be bought. Its usually where pre-visit checks take place, i.e. the key of the prison being visited and whether they are entitled to a visit. In the case of convicted prisoners, the visitor must be in possession of a valid tour order which will show the name and number of the prisoner and the name and address of the persons visiting.The Gate-House Responsible for checking the ID of all staff, prisoners, visitors and contractors who are going into or out of the prison. This is noted to maintain in the correct roll of the prison. This usually confirmed with reception at any time.Size The larger organisation is the more formal the body structure tends to become, in order to coordinate larger numbers of workers, departments and diversity of products. Because the BA organisation is a huge company and therefore the organisational structure is very long which makes it hard for BA to communicate with each others. This is where Technical and Operations area is most important because if that is not there they would not be able to communicate.Strategic plans The type of structure depends on the strategic aims and plans of the business. For example, BA seeks to become more market oriented which will develop structures that place an furiousness on marketing and customers focus.External factorsEnvironment BA has many competitors such as Ryan Air. Ryan Air are continually changing, what they have to offer. They may lower prices, withdraw out new products engage in exciting new advertising campaigns, and a range of other activities. This is effect BA because they will loose their customers because they are getting better deals from Ryan Air.Political Example of Political factors for BA is that the government has put up taxations for BA which makes BA to increase the price of their flight which would light upon BA to loose customers.Economic The economy consists of businesses, individuals working in the functional areas and the government. Because its an international airline and BAA is getting the passengers from every corner of the world. This makes BA to pay for its resources such as labour and raw materials. Busin esses are continually affected by changes in the economy.Technological Factors These factors result from the development of new techniques. Example, natural types of products. For example in recent few there I massive change in IT which has transformed the way we run our lives.

Wednesday, May 22, 2019

America Before and After Revolution

The way of manner in the colonies before the Revolution was far more different than the way of life after the war. The colonies were completely run by Britain and didnt have to fend for their own needs. Trading, taxing, and other parts of the economy were run by the mother-country. However, during the Revolutionary War, idealists like doubting Thomas Paine produced cin ace casepts that fruited the idea for a more republican society. These new beliefs were reflected in the Declaration of Independence, after the war it played a huge part in the Articles of Confederation, and it was by and by the ideas piddleed in the American Constitution.In the years before the Revolution, the colonies were still growing. The New World was a melting pot for different European cultures and societal status played a huge part in how people viewed each other. Even though the colonists left Britain to escape social structure, they found themselves once again ranking people by how educated they were or how much money or land they had. The landowners were better off than the widowed, the poor and the indentured servants. except it was possible for citizens to earn their way into a higher class.Much like after the Revolution, the slaves had no worth and were at the bottom of the pyramid. Education was only offered for hands to prepare them for ministry and it taught them the dead language of Latin that was important for interpreting the Bibles scriptures. The link to religion was prominent in politics as well. A majority of the colonies were run by Parliament appointed officials that had close ties to the established churches of the colonies. The early years of the colonies were revolved around religion and were greatly affected by how England ran their government.Englands hierarchical society was all that the colonist knew and it wouldnt be for a hundred years before they would find new ways to establish the colonies. Trading in the colonies was heavily intertwined with Britain. No trading with other countries was permitted unless it went through Englands ports first. TheBritish Empireused them as a source of new resources and as a source of taxes to pay forBritains many wars and ventures. However, agriculture, fishing, lumbering and other industries had a large impact on the development of the Americas.It was the first time that the colonies were producing things by themselves and providing their own goods helped instill confidence in the colonists. The American Revolution forever changed the colonies. The colonies were now a loosely united group of states, called the United States of America, and colonists now considered themselves American instead of English. The common man was given more rights and control. Laws like primogeniture were abolished and people were able to tend to their affairs freely.The institution of slavery was weakened and some Federal states even abolished it. After the American Revolution, America was free to industrialize and sel l goods to other countries at more favorable prices, no longer being locked into an inequitable trading monopoly with the British. Industry and manufacturing increased because of the high demand from other countries, thus broadening their amount of trade. Financial wizards like Alexander Hamilton led the States into what would be one of the most economically dominant countries of the world.

Tuesday, May 21, 2019

Martin Guerre

The book Martin Guerre written by Natalie Zemon Davis is about a French tike of the 16th century, who was at the core of an eminent case of masquerade. Natalie Zemon Davis is a historian and an American feminist of early contemporary France. Her major interests are in cultural and social floor mapicularly of those formerly disregarded by the historians. In her book she discusses about the peasant manners because according to her the most striking think about peasant smell in sixteenth century, France was that marriage was primarily an economic and business relationship. It seemed to be used simply to unite familial lands and add continuity in the family.Even though most, if not the entire, would presume the lives of peasants are unimportant in the superior system of things, the admired tale of Martin Guerre gives details of workers or peasants creating important, life-altering verdicts founded on egotism. The person existance of the peasants does make a distinction. The author Natalie Zemon Davis narrates the story of peasants take care of themselves and seldom do they permit others to get in the way with their own aims, ambitions and objectives.She tries to fill in the fissure of the narrative with her personal view and opinion even though, her judgment at times opposes the contemporaries of the tale. Numerous sources utilized by Natalie Davis are clean sound but, several other sources elevate queries of their own genuineness and deep feeling. The novelist also takes a cavernous look into the lives of the peasants to investigate what coerces them and what so fervently fuels their individual(a) desires.The book details the life of the peasants in not only one specific place, but also details the customs of numerous places such as Hendaye, Artigat, and the court at Rieux in a contrast/compare style. It builds a world of stairs where those on the lowest rung are always facial expression somewhere higher up, yet they are always able to keep a taut rein o n their lives. The characters of this tale are brought to a startle realism and gives details of every possible thought and action that could have led them down the path that they chose, and even speculates on alternatives to the choice they made.The author shows the life of the real Martin Guerre as full of regret and disgust at things gone wrong. His wife, Bertrande de Rols, is expressed as a manipulator that is always weighing her options and scheming to line up ahead. Subsequently, there is Arnaud du Tilh without his appearance, no story would have likely taken place because it took a man of his shrewdness and his love of vice to create such a fantastical plot. Despite the detail that Arnaud was the man for whom Bertrande felta great and joyous passion (Davis 1983), she couldnt stay contentedly with him. She was a very strong Catholic who could not accept the shadow of sin and danger which accompanied Arnaud(Davis 1983), even though he made her happier than Martin ever could o r would have.In an era where women were thus oppressed in a male-dominated society, it is understandable that a woman like Bertrande would have feelings of anger towards her oppressors. It is certain that she feels anger and a kind of hatred towards Arnaud, byword that she has not demanded his death, but now she must demand it (Davis 1983). It is possible that Arnaud is copping the brunt of all of her hardships that came about after Martin left her. A person might think that Bertrands triumph would at last bestow her liberty and trustworthiness. On the contrary, she is given the opposed harsh, solitary justice.No one in actual fact cares that she was true, and no one tries to stop her at the time she goes away. If ethical impartiality had been attained, she (Bertrande) would not have been in the place where she ended up.Frances and Joseph Geis elucidate comprehensively the traditions of family and labor union during the 16th century. In the middle Ages, the majority of the peasan ts did not have proper matrimonial vows performed in church. As an alternative, they promise (or vow) to each other to reside as ordinary and bylaw wife and husband. Ceremony was not compulsory because peasants did not possess land they worked on the property of the aristocracy as occupant cultivators or farmers. marital customs transformed in the 16th century due to the peasants capability to possess property, due to which parents persevered on having further control over their progenys matrimonial options.Love may do much, but money more. This was a popular proverb among peasants in 16th century France. This quote characterizes peasant life in all aspects and the same has been described in the book. Though the world offered much to its citizens, the peasants always wanted more they wanted more money, which would in turn, provide more power. Whatever is beneficial to them, they seek without regards as to the effects it would have on others. In this age of France, trade between se ttlements and towns was bountiful. This emphasis put on business reveals the peasant motto but money more many believed trading would bring them, greater riches and opportunity. Marriage was a major vessel used by peasants, by which they sought out power and wealth. One such example is the marriage of Bertrande de Rols and Martin Guerre.The Guerres attempted to use their son, Martin, to make connections with a significant, spectacular family in the society of Artigat. They hoped that this new bonding would help them make vital connections to a higher class of peasant. Although it was shunned by most in the Catholic church building and by attorneys consensual marriage was legal and only required the bride and groom to agree on it. It was usually eschewed because it did not give the families any voice in the matter. However, most marriages were arranged by the parents. The main purpose of the marriage was to produce children love was not a factor. The more children (especially males ) a family has, the greater fortune it go away likely bring to the family.A childless marriage was grounds for a divorce at this time without children, a marriage, in essence, has no purpose. Many multitude simply did not find that their present situation was going well. Many departed themselves from reality by joining the army (this was common due to the circulating(prenominal) war between France and Spain). Others did not take such a drastic step they simply picked up everything they owned and moved to a new village to start a new life in hopes of better fortune. Around this time, as ideas moved about rather swiftly due to peasant migration, Protestantism arose to contend the authority of Catholicism.Peasants broke into church buildings and smashed images of the saints and other artwork. Protestantism found its fuel in its central doctrines such as scripture being open to individual interpretation. Peasants saw these doctrines as loopholes and alternatives to the harsh, Cathol ic teachings.The courts, at this time, were attempting to instill the public with more conservative decisions that would favor marriage to divorce and put an emphasis on the familial unit, especially the children this they did in hopes of ending decisions based solely on self-interest. There are scenarios where execution is used as a form of punishment for adultery. Davis accentuates the generalities of gothic life in France and also provides particularities, such as the property of Pansette staying within his family instead of going to the king, as was the custom.A desire to attain ones own interests so eagerly is proven repeatedly by Davis as though she is obviously attempting to lead us in that direction by her outlook on this part of the past.BIBLIOGRAPHYDavis, Natalie, The Return of Martin Guerre, Harvard University Press, 1983, ISBN, 0 14 00,7593 3Original Literary SourceLewis, Janet. Retour de Martin Guerre, Le

Monday, May 20, 2019

Inclusive teaching and learning Essay

Organisations working within the learning and skills sector cheek increase ch all toldenges as the UK becomes more diverse and multicultural. Differences ar an asset and a diverse student body and workforce enrich an system. However, mis groundss, negative attitudes, or a lack of awareness, cause and effective communication batch all lead to segregation and underachievement.The aim of this CPD builder is to raise awareness of the cellular cellular inclusion challenges in organisations, and cater ways of meeting those challenges. You might like to use the Small steps big difference neb to encour maturateer you send the challenges most relevant to you. In this CPD builder you will regain a unparticular proposition range of in var.ation and centering on inclusion in the form of research, checklists, show window studies, good hold advice, videos and activities. in that location are suggestions of how you deal use all(prenominal) resource for CPD to insure that incl usivity is embedded into all activities and goes supercharge than a tick box procession, alongside prompts to dish out you reflect on your current practice. The resources use a variety of direction approaches provided those most frequently referred to include letment e-learning and techno entery, diverseiation and judgement for learning. The bookman voice is a crucial aspect in promoting inclusivity as it requires listening to learners opinions and involving them in jutning you should work stunned how the resources stern wait on you do this.Exploring these resources and using and adapting the ideas they suggest will help you to ensure no learners are isolated or marginalised through language, culture or any other difference that may trance thoughts and performances or form a barrier work towards eliminating discrimination and harassmentrecognise and adapt learners individualistic deprivationsensure that all learners curb equal access to the curriculum look how the 10 command approaches sack uphold redeing ab out inclusion and comprehensive practices.Please note The term inclusion has been used in most instances, however transformation has likewise been used when describing actual individual and mathematical group differences, particularly relating to cultural diversity.ObjectivesAfter using this CPD builder, you shouldbe able to relate the ideas to your feature experiences and inclusion challenges in your organisationbe able to recognise how different pedagogy approaches stinker spread awareness and accommodate learners needs andbe able to evaluate the usableness of the resources to your own practice and CPD.Skills I will need to ensure my practice is comprehensiveThe tycoon to work with colleagues to review the inclusion challenges in my own organisation.The energy to picture sessions that promote active learning and cater assessment opportunities that are accessible to all learners.The ability to develop materials and re sources that are accessible to all learners and accommodate their needs.The ability to identify the varying needs of learners and to provide the support or adjustments necessary.Knowledge I will need to ensure my practice is inclusiveAn understanding of the range of inclusion challenges for teachers, managers and learners.An understanding of the strategies, tools and pedagogy approaches that support a whole organisation approach to inclusivity.An understanding of the materials and resources that enable equal access to learning and assessment and how to adapt them.An understanding of how learners privy purpose state for their own learning.ActivitiesSupport for your CPDYou hindquarters work through the ideas in the CPD builder on your own but you are likely to find it more enjoyable and challenging if you seek the support and involvement of colleagues. There are also lots of sources of further education and focussing you can draw on to help you make the most of the experience. look for some of the options in the list above.SLC or ALC, E-Guide or e-CPD Professional exploitation Adviser Your shell Learning Coach (SLC) or Advanced Learning Coach, E-Guide or e-CPD Professional phylogenesis Adviser, or staff with a similar role within your organisation, can support your professional cultivation. They can help you to identify the right CPD builder for you, work your way through the activities you select, and reflect on what you gain learned. If e-learning is an area where you particularly want to develop your practice, makecontact with your E-Guide or e-CPD Professional Development Adviser. They bedevil a specific remit for supporting colleagues in their use of technology. It may be that your organisation shares 1 of these roles with a neighbouring provider.You can also work informally with colleagues in your team. Look out for buttock to face or virtual networks of colleagues with similar interests to your own.Learners can grant to your professional d evelopment. Involve them as you plan, try out and evaluate new approaches. They are the intelligents on their learning and insight into what works well can help them as well as you.Supporting your CPDLook at the activities and tools in the Supporting your CPD area of the website. You can use the CPD activity Small steps big difference to review your current practice and identify areas for development.As you reflect on your professional development needs and experiences, refer to the reflective tool lay CPD into natural military military action. This can help you put together your CPD plan and consider the evidence you might look for.Documents in the CPD library can help you as you try out and evaluate new ideas that you hit observe through CPD builder and record the outcomes for your CPD portfolio. You coulddevise a Supported experiment using the downloadable guidance notes and form find out more intimately Action research and how it can contribute to your professional deve lopmentinvestigate Peer observation or learn squares as ways of working with colleagues to develop your practice. represent for Learning websiteFor more information about your CPD and the professional registrationrequirements for teachers in the learning and skills sector, visit the pioneer for Learning website at www.ifl.ac.ukYou may also want to explorethe different types of CPD activities you could undertake and how the CPD builder can contribute to your professional development planhow you can use the Institute for Learning tool reverberate to record your activities and reflections in your personal learning space.Support from LSISs Teaching and Learning ProgrammeSubject Learning Coaches (SLCs) and Advanced Learning Coaches (ALCs) supporting coaching activities play a central role in LSISs Teaching and Learning Programme. They support individuals, teams and organisations to release their potential. take place out who the SLCs and ALCs are in your organisation and ask how they can help. Coaching has been certifyn to have a domineering and lasting impact on practice. Find out more about the Professional Training Programme (PTP) for SLCs atwww. arenalearningcoach.netCoaches participate in regional Subject Coaching Networks and other peer and community activity such as virtual networks and action research projects to collaborate, bring and exchange ideas and resources developed within their organisations. Any teacher can attend a Subject Coaching Network so ask your SLC for details of the next network in your subject area or visit the website at www.subjectlearningcoach.net/events.aspxManagers Engagement and Support ProgrammeThe support of senior managers is vital to the successful deployment of SLCs in your organisation. Find out more about the Managers Engagement Support Programme (MESP) at www.subjectlearningcoach.net/managers_area/index.aspxIf you are a SLC or ALC with a guidance role, you may want to take part inthe MESP and exchange ideas on what you can do to support CPD across your organisation.Effective teaching and learningTeaching effectively and facilitating effective learning requires the use of a range of different but mutually validating pedagogy approaches. The resources in this radical will take you through the pedagogy approaches and how they can support inclusive teaching and learning, prompting you to reflect on your own practice. These resources can be used individually or within a group CPD session to explore in depth the approaches you might use with learners and to understand more about why and how they work. To develop your skills and understanding in the use of technology to enhance learning, get married the eCPD programme and explore the online learning space were you will find teachers sharing their ideas and experiences.Through using inclusive teaching and learning approaches you can support learners in overcoming barriers and achieving their full potential. By listening to learners and encouraging them to take greater control of their own learning you can support progression and help them become skilled learners. This topic also provides information about using case studies effectively, which can be a useable tool in promoting inclusivity. These activities can contribute to meeting the Institute for Learning (IfL) 30 hours (or pro rata) move professional development (CPD) requirements and can be related to the personalised elements in the professional formation mannikin to provide supporting evidence of self-evaluation, teaching and learning and subject currency.Developing the expert learnerThis flexible, generic resource uses a range of learner settings, including prison and work-based learning, to illustrate different aspects of Developing the expert learner under three key strands ofLearner voiceLearning how to learn andAssessment for learning.The video clips include in the resource provide examples directly relevant to aspects of inclusive teaching and learning, such as age and faith. Becoming expert learners enables learners to take greater control of and responsibility for their own learning. Set up a group CPD session using the learner journey resource in the Getting started section. Try out the two activities in grim groups. In what way might inclusion issues have an impact on the development of expert learner characteristics? How can you promote the development of these characteristics? Can you imagine any scenarios where expert learner characteristics might help to break down barriers to learning?Use the information you have gained from using this resource to create an action plan for the coming year. When you have carried out your planned activities, log outcomes and reflections on progress.Using pedagogy to promote inclusive learningThese three resources focus on how different pedagogy approaches relate to inclusion and can help promote an inclusive learning environment. Through using these only when or with colleagues you can review h ow well inclusion is embedded into your practice, and how your organisation can embrace inclusion more fully. The resources will also give you ideas for enabling learners to extend and take responsibility for their own learning.The resources Introducing the 10 pedagogy approaches and Talking teaching, training and learning explore each of the pedagogy approaches and how they can be used. You can also download a set of cards that go into detail about each approach and include suggestionsfor using the cards individually and with colleagues. The equality and diversity quick start guide shows how the approaches can be used to promote inclusion. Explore each pedagogy approach and reflect on your own practice. What new approaches could you adopt? How could you use co-operative learning to help prepare learners for job-based team working? How thoroughly do you plan your lessons and how much do you involve learners in planning their own learning? In a CPD activity with colleagues share ide as for setting ground rules or modelling acceptable behaviours to promote inclusivity. Use the information you have gained from using these resources to create an action plan for the coming year. When you have carried out your planned activities, log outcomes and reflections on progress.Effective teaching and learning toolkitsThe Effective teaching and learning area of LSISs honesty Gateway contains a tour of toolkits that can support your practice.The Planning toolkit will help you to understand how to plan sessions and courses effectively with both colleagues and learners. It also explores how to support learners planning skills and ways in which you can help them to develop expert learner characteristics. This toolkit will support your use of the resources in the Session and course planning topic.The elusion study toolkit will help you explore how and when to use case studies to promote inclusive teaching and learning. carapace studies help learners engage with real issues an d can promote positive attitudes and behaviours.The Effective questioning toolkit focuses on ideas to help you develop your own questioning strategies to identify learners needs and use different assessment techniques. The toolkit will also help you support learners in developing their own questioning strategies.These three resources include videos, questions and activities and will help you to understand why planning is an essential part of successful course delivery and how it can promote individual and whole organisation approaches to inclusive teaching and learning what is mean by case studies, thepositive impact of using them and how to design effective case studieswhy, when and how to ask questions to promote learning and support inclusivity. Explore the resources on your own or with colleagues and consider how you could theseapproaches in lessons or assessments to promote inclusive teaching and learning. hash out how effective planning can impact inclusivity. How can you ens ure case studies meet the needs of different learners? What pedagogy approaches do you think using case studies and a range of questioning strategies support? How can you work with colleagues and learners to plan inclusive activities and sessions?Use the information you have gained from using this resource to create an action plan for the coming year. When you have carried out your planned activities, log outcomes and reflection on progress.An introduction to inclusive teaching and learningThe challenges in ensuring that teaching and learning is inclusive relate largely to the complexity and the number of issues that teachers, managers and organisations need to be aware of in order to meet the needs of all learners. The resources in this topic include specific guidance on disability, learning difficulties, ethnic, cultural, religious and neighborly diversity, gender, age and sexual penchant issues. They also provide guidance on using the 10 pedagogy approaches to promote inclusion , and putting organisation-wide policies into practice. The vary nature of the resources provides a wide range of material to stimulate your thinking and enable you to benefit from others experience.Videos show teachers, managers and learners explaining their own inclusion challenges and how they are resolving them, giving you an opportunity formodelling. Case studies explain how good management and teaching practice aids inclusion in other organisations, and provide ideas you can adapt to grammatical case your own circumstances. Research reports, checklists and detailed guidance offer a menu of suggestions for you to adopt.Using the CPD model of analysis, action and reflection, explore individually or with colleagues those resources which relate to the inclusion issues that currently exist in your organisation. Putting these ideas into action with your learners or colleagues through a structured Action Plan and Reflective Log can contribute to your 30 hours (or pro rata) CPD requ irement and can be related to the personalised elements in the professional theoretical account to provide supporting evidence of self-evaluation, professional development and reflective practice.Promoting equality and diversityThe Promoting equality and diversity resource offers tools to help you review how well you and your organisation promote equality and inclusion. They will enable you to find new activities and encourage your organisation to fully embrace an inclusive approach to teaching and learning.Individually, use the Equality and diversity pro forma to examine your own practice and your organisations approach to inclusion. Next, set up a group CPD session with colleagues to discuss these issues and share ideas about approaches to help improve your practice. In small groups use the prompts in the Help sheet to stimulate discussion. The Help sheet is divided intowhat you should know about your learnersthe difference between differentiation and inclusionstrategies for teac hers, managers and whole organisation approaches and terms and definitions relating to inclusion.What strategies could you adopt? How can you ensure that you are promoting inclusivity rather than just differentiating between learners? In a CPD activity with colleagues, share ideas for inclusion-based ground rules or ways of modelling acceptable behaviours. Use the resources as a discussion prompt to learn from each other and to agree organisation-wide improvements. Use the information you have gained from using this resource to create an action plan for the coming year. When you have carried out your planned activities, log outcomes and reflections on progress.Encouraging inclusive teachingThis seven-page OFSTED enumeration shows how inspectors assess the impact of a school on community cohesion. The General Teaching Council (GTC) website presents research and case studies on inclusion of learners from different religious, ethnic and social backgrounds, plus further ideas for self- reflection and classroom activities around increasing inclusion. These resources will give you valuable background information on experiences in schools in multi-ethnic and multicultural communities, show you what to aim for, and prompt ideas for ways of enhancing inclusion in your organisation. Whilst these resources are school based, they include useful lessons for the learning and skills sector.Discuss with colleagues what is meant by Community cohesion, remembering that effective community cohesion embraces all strands of equality and diversity. Consider carrying out a survey of cultural diversity within your organisation and the local anaesthetic community, creating a plan forusing this data to promote inclusivity. Consider what impact your organisation is making on the community. How could you use co-operative and experiential learning approaches to enable learners to share personal experiences of cultural, faith and race diversity and social exclusion? How can you ensure all learners are included in all activities? How could youpromote inclusion by embedding language, literacy and numeracy?Use the information you have gained from using these resources to create an action plan for the coming year. When you have carried out your planned activities, log outcomes and reflections on progress.Exploring diversity in the classroomThis collection of three resources gives you tools and techniques to explore inclusion in the classroom and ensure learners needs are accommodated, plus suggestions for your CPD. The QCA Inclusion resource contains guidance and case studies about diversity and inclusion within the curriculum, under headings such as Race, ethnicity and English as an additional language and Gifted and talented. There is also a Respect for All examine tool. The Teaching, learning and assessment resource provides a number of downloadable documents including checklists and good practice guides. There is a specific section on Disclosure, Confidentiality an d Passing on Information which supports dealing with disclosure in a metier and effective way.The Making SENse of CPD resource shows how schools are using CPD to meet the needs of all learners including those with surplus educational needs. Use these resources to audit your practice. Develop curriculum-based activities with colleagues to address inclusion issues relevant to your organisation following the guidance to help you put ideas into practice. Reflect on how well you provide differentiated support, adjustments, access to the curriculum and assessment for learners. What barriers to learning might your learners encounter? How can you use experiential learning to help learners share cultural, religious and other experiences?Use the information you have gained from using these resources to create an action plan for the coming year. When you have carried out your planned activities, log outcomes and reflections on progress.