Joseph Stalin Essay -- Russian History, Politics

Joseph Stalin ruled the Soviet Union from 1922 until his death in 1954. He is widely recognized as a dictator, an oppressor, and a ruthless ruler who took the Soviet Union from economic shambles to a superpower, but with the high cost of human sacrifice and his paranoia of opposition. Stalin saw himself as the natural successor of Leninism-Marxism, but in actuality he created a system of his own which did not go according to the philosophy of Karl Marx and Engels. Stalin’s early political career began just like everyone else who gained prominence in the Bolshevik takeover of the Russian Empire. Lenin had successfully launched his revolution in October, 1917 and became the leader of the Russian Communist Party until his death in January 1924. Stalin played only a minor role in the October Revolution and a relatively inconspicuous part in the Civil War (Lee 1). Stalin was sent to exile in Siberia for committing crimes in Russia, and after his return he became a member of the Cen tral Committee of the Bolshevik Party in 1912. Stalin worked to gain support in the Communist party during its early stages. He created close contacts that he would later betray, and others which he would use to help him become the next leader of the Soviet Union. He accumulated the posts of People’s Commissar for Nationalities in 1917, liaison official between the Politburo and the Orgburo in 1919, and General Secretary of the Party in 1922 (Lee 1). Soviet books and propaganda always portrayed Stalin having a close relationship with Lenin, as seen in textbooks, propaganda posters, and Stalin himself who always spoke highly of his friendship with Lenin. However, Lenin and the Bolsheviks thought differently of Stalin. The 1920s and early 1930s saw the rise a... ...’s unorthodox rise to power, to his brutal economic policy, it was a form of true dictatorship and turned the Soviet Union into a totalitarian state. Karl Marx wrote that the techniques of exploitation by the bourgeoisie would lead to a violent revolution by the proletariat, and it would change the economic and social order of the state. In this case, Stalin exploited his proletariat and acted as a bourgeoisie, using the labor force for his personal gain and what he thought would be the best way the Soviet Union would ever become a superpower. Joseph Stalin took the idea of Marxism and added his own theory to it, distorting it and creating a new system of politics that is coined â€Å"Stalinism.† It has its similarities, but largely it is a split in ideology that would cause the deaths of 20 million people during his rule, something Karl Marx, or Lenin never intended.

king lear Essay -- essays research papers

Shakespeare's King Lear   Ã‚  Ã‚  Ã‚  Ã‚  William Shakespeare's King Lear had downfalls in character which later on caused him to suffer extreme consequences. if anyone knows the true meaning of suffering it is King Lear.   Ã‚  Ã‚  Ã‚  Ã‚  King Lear's downfalls are his pride, selfishness, and blindness to truth. Pride as one of Lear's first downfalls, in the beginning Lear disowns his lovely daughter Cordelia, because Lear is to blind to realize that cordelia loves her father for who he is and NOT what he has in his possession. Lear sees his daughters for what they have as far as quantity not quality. This is his downfall of selfishness. Lear offers his two greedy and selfish daughters, Coneril, and Regan his entire kingdom, simply because he is so damn conceded and thinks he is so great that he can not possibly see anyone not loving him, and what he owns as far as land and power. His greedy daughters realize this and then decide to kiss a little of their father's butt. Cordelia, and Regan go and kiss their father's butt hoping to get all his power, and his kingdom. On the other hand, his one daughter who loves him for what he is, not what he is or has, realizes that she must play on her fathers side just to receive a little respect from the king.   Ã‚  Ã‚  Ã‚  Ã‚  Lear, by toying with loved one's emotions endues consequences upon himself. Even at his age ,he was still perfectly capable of living up to his duties ...

The Great Gatsby :: The Great Gatsby F. Scott Fitzgerald

I. Francis Scott Key Fitzgerald, born in St. Paul, Minnesota, grew up in an upper-middle class family where he enjoyed the traditions of the upper classes, but not the financial ability to uphold those practices. Fitzgerald acquired his fame, almost overnight, with the publication of his first book, This Side of Paradise, in 1920. His extensive career began with the writing of stories for mass-circulation magazines, such as The Saturday Evening Post. That same year, he married Zelda Sayre, who later became one his major influences on his writing, along with literature, Princeton, and alcohol. In the summer of 1924, Fitzgerald wrote The Great Gatsby, a novel about the American dream. This novel was written in Fitzgerald's own time. The reader is able to see his insight and artistic integrity in the way that which the novel is composed. He brings forth the values that he embraced at least partially in his own life, such as materialism and the magic of wealth, which are clearly placed i n the characters of The Great Gatsby. The novel is almost a paradox of his own biography: a unique materialism in which men attempt to create happiness from material achievement. The novel received the most striking critical appraisal, just as predicted by Fitzgerald. This honorary event marked the climax of his fame, however, his reputation faded from then on. With the illness of his wife, he reflected his experiences in his further work, such as Tender Is the Night. Some other examples of his work include The Beautiful and Damned and The Love of the Last Tycoon. At the age of forty-four, Fitzgerald dies of a heart attack. Since his death, critics have come to see his work as a reflection of the American culture and of "The Twenties", a noteworthy representation of his people that is saturated with meaning today. II. The story of Gatsby takes place in the 1920's, a time that began with the closing of the bloodiest conflict the world had ever witnessed. The European society had suffered spiritually from the effects of World War I, yet life in America became a time of material demand. The twenties are best known as a decade when American business was riding high and increases in productivity brought hundreds of new products within the reach of the average consumer. The widespread impact of the stock market downturn heightened the popular view of the importance of the economy during the 1920's.

Learning Denied Essay

Controversy over the special education of apprentices with learning inability into usual classrooms provides substantial evidence in favor of special education. Although the heated debate which has risen over the pros and cons of special education remains intense, arguments supporting special education tend to outweigh those against special education. Protesters of special education think only of the children with a high chance of academic success. In my opinion, the apparent query is who has the right to judge that only mentally advantaged children should be afforded the opportunity of a normal classroom education? After all, more than just academics are learned in the classroom. Social interaction skills, for instance, also play a huge role in the education process. Simply because mentally disabled children do not have great academic potential does not mean they should be stripped from the experience of attending a regular classroom. In an investigation done by eight graduate students, ninety-three students from two inner-city public elementary schools were observed. The reason was to scrutinize the dissimilarities amongst apprentices with learning inability, students with little educational accomplishment, and learners with regular educational success. In each of the 22 classrooms involved in the study, two children labeled as learning disabled were mainstreamed. To some extent unexpected outcome of the trial was that the students with education disabilities showed a better school commitment than the learners with small attainment. In addition, the pupils with learning disabilities demonstrated a huge attention in the school lesson and, as a result, established more awareness from their teachers. The data received from the research investigation proves that disabled children, like other children have the desire and self-motivation to learn. This fact contradicts the statements made by opponents of special education, who claim that learning disabled children in the regular classroom will bring down the level of learning of the average students. Instead, it seems from the outcome of the investigation that the opponents of special education need to admit that it could be the children with low academic attainment, rather than the children with learning disabilities, that bring down the average students’ level of learning. Although children with learning disabilities may not fare as well on tests as low or average achievers, their presence in the regular classroom certainly will not hinder the success of the other students. It is a known fact that students will respond according to the expectations placed on them (Denny Taylor, 1990). Another concern of many protesters of special education is that learners with disabilities have social difficulties. They believe that learning-disabled students that are incorporated into the standard classroom will become outcasts. I agree with who claim that the special education of disabled students results in better socialization skills for the disabled children. In a study of the social relationships of students in special education classrooms, researchers found that learners with disabilities were well incorporated into the regular classroom social setting. The results clearly disprove the concern that students with learning disabilities would be outcasts in a regular classroom. Another advantage of special education pointed out by experts is that exceptional children in a mainstreamed classroom will learn to accept people despite their differences. Nondiscrimination is an important life lesson, and special education provides the opportunity for children to learn it. In addition to reducing discrimination among peers, special education promotes a system of cooperation. Students are forced to work together and create a cooperative, not competitive, environment. All of the previous listed advantages of special education are part of the goal of mainstreaming which is to â€Å"create a classroom/community where all children can work together, learn, and develop mutually supportive repertoires with peers and adults. † Realizing mainstream or special needs education depends on many factors outside and inside the school. Mainstreaming or special needs education should be part of an encompassing development in society, in which the concept of disability and the position of people with disabilities and/or special needs are changing. In this perspective, persons with special needs should be seen as citizens who have rights within the society as a whole, and no longer should they be seen primarily in terms of their need for special care and treatment; the last to be treated for reasons of efficiency and convenience in special settings. Regardless of special need (handicap or disability), everybody should be treated as an integral member of society. The particular services essential must be offered inside the structure of the communal, learning, physical condition, and other services accessible to all associates of society. Without a solid inclusion-oriented people, comprehensive schools are not possible. Inclusion in education should be measured as one of the numerous features of inclusion in society (Mary Konya Weishaar, 2000). Solution to the Issues: A main task for the administration is to generate sufficient circumstances for the completion of inclusive or special needs education. Without sufficient government involvement, and without the government playing a leading role in promoting legislation, giving financial support, and developing policies, inclusive education will only receive lip-service. An obvious, complete, and decisive strategy declaration might take steps as a means to all stakeholders in teaching: policymakers, majors, educators, parents, amalgamations, non-government associations, referring organizations, and other experts. Schools and, therefore, principals, teachers, and parents are the active agents in the process of developing and implementing plans for mainstream or special needs education. Special education depends heavily on how schools organize their education and what teachers do in their classrooms. If the uniqueness of every child is the central focus of the school system, then finding manageable ways to meet those specific, individual needs is the main responsibility of the regular classroom teacher. Special education is not just an issue of placement of a special needs student in the regular classroom setting; it means both innovation and changes in regular schools as well as in special education schools (Arlene Sacks, 2001). Conclusion: The focus of the inclusive, special needs approach therefore is to support the regular special education school system, that is, the management, the regular classroom teacher and others involved in the teaching process. It should be part of a total school-wide reform resulting in some fundamental changes of policy, philosophy, structure, organization, curriculum, the instructional process, and the management of resources of the regular school. The most important meaning in this attitude modification ought to be that a regular instructor senses an ethical and societal obligation, and is capable and prepared adequately to offer teaching to learners with special wants, making utmost utilization of the resources that are offered. In order to achieve this attitude change, pre-service and in-service training should be provided, not only for teachers working in the program but also for principals and other personnel involved. The true coordinators of the special education process are the teachers. Each pair of teachers that work together must have the desire to teach all children in the least restrictive environment. The extra time and planning involved in creating such an environment requires an enormous amount of devotion. Jamaicans owe everything to the caring teachers who go out of their way to help our country’s children. If only everyone could see the benefits reaped from special education instead of showing a stubborn resistance to change, more children would gain the opportunity to succeed in life. Children are our future, and each child, regardless of intellectual capability, deserves a fair chance. References: Taylor, Denny. 1990. Learning Denied. Published by Heinemann. Hofstra University Foreword by William L. Wansart Weishaar, Mary Konya. 2000. Inclusive Educational Administration: A Case Study Approach. Published by McGraw Hill Sacks, Arlene. 2001. Special Education: A Reference Handbook. Published by ABC-CLIO

Assignment 1.1-the Impact of Globalization on Small and Large Corporations

Leading from a Global Perspective Module 1: Business in a Globalizing World Assignment 1. 1: Dialogue 1- The Impact of Globalization on Small and Large Corporations Cheryl Tomlin Nov 07, 2012 The Impact of IT and the Internet: Improves shipping and handling procedures and tracking; aids quality control; eliminates contamination; helps companies to follow rules and regulations. Impact of Global Business Regulations: In the global market place, there are four universal points- safety, benefit, legality, and economic viability. The process might be different between countries, but the goals are the same.Important steps have been made towards global regulatory harmonization as the food industry is driving the harmonization of ingredient regulations. (www. foodnavigator. com) Worldwide Access to Foods: Accessibility to food in a global business environment is affected by global market volatility; supply chain; where the food is being sourced; how countries are getting food; consumer deman d; nutrition and health. The Availability of Scientific Research and Talent: Advances in the scientific understanding and engineering techniques have increased agricultural production and have allowed for the commercial-scale production of processed foods.The variety of food available is no longer limited to local products as perishable foods can now be transported farther away and have increased shelf-life. For example, McDonald’s Corporation engineered food not to spoil as fast. Overseas Competition: â€Å" Some competitors may have different profit objectives and some international competitors may be more or less susceptible to currency exchange rates. †(www. winkinvest. com) Future Trends in Globalization Schema: Consumers are becoming more outspoken and demanding in their food choices. According to the Puratos Group, there are 10 future-proof consumer trends for the food industry.Themes include overall quality perception; openness and transparency; local self-expr ession; city brands; history and tradition; portability; what is healthy based on size, volume, shape and portion; authentic small market look and feeling; convenience. (Moerdyck) In comparing Kraft Foods to Hansen’s, the former has a far greater global reach. In order to minimize marketing expense Kraft has decentralized much of its decision making to local management teams enabling them to make decisions quickly- critical to maintaining an edge in a very competitive industry.On the other hand, Hansen’s operates primarily in North America, with less diversification as Kraft Foods. Kraft has both beverage and food products while Hansen’s only markets beverages; therefore being unable to develop the same level of presence as Kraft Foods in the global market.References: Moerdyck, Anke. Oct 24, 2012, http://blog. insites. eu. http://www. winkinvest. com/stock/Kraft_Foods. Feb 27, 2009. Fletcher, Anthony. Jul 06, 2006. www. foodnavigator. com/legislation/IFT.

The Applied Management Project Education Essay

This faculty should be completed at the terminal of the taught portion of your programme. It is assumed that you have successfully completed the first two semesters of survey and hence have a thorough appreciation of the taught elements of the programme. You will be expected to pull on the acquisition that you have achieved in the taught faculties. The Applied Management Project is the concluding assessed piece of work of the Masterss ‘ programme. It is designed to imitate a realistic direction state of affairs, giving you the chance to show your ability to utilize the cognition and accomplishments acquired through the taught component of the class. The intent is to convey together the taught elements of the programme, re-enforcing their relationships enabling you to travel from the apprehension of a distinct cognition base to synthesizing and researching new countries in more item. It simulates the working environment where persons are invariably required to unite cognition in different ways and increase their understanding in different countries. The AMP gives you the chance to show your cognition and apprehension of concern. The purposes of this faculty are to enable you to take the cognition apprehension and accomplishments you have been developing in single faculties and utilize them in a complex, multifunctional state of affairs. explicate a job place information demands retrieve information synthesise information bring forth originative solutions bring forth a well argued and supported study in response to the job identified work efficaciously in a group work efficaciously in a clip constrained state of affairs reflect on the acquisition achieved through the procedure It is the vehicle through which you as a Masterss pupils can demo that you are able to work at Masters degree every bit defined in the University ‘s degree M form: Students ‘should be working within complex, unpredictable and usually specialised Fieldss demanding advanced work which involves researching the current bounds of cognition ‘ .2. How it worksYou must organize groups of 8 to get down the work. You may take your ain groups to work with, but the duty is yours. Each group should incorporate pupils from the same award programme although pupils of â€Å" Business and Management † may take to work with any other group, or may organize a group within their ain programme. You will be given a concern scenario, together with a little figure of chosen articles to read. This battalion of information will consist a job, issue or country of probe. The undertaking of your squad is to make up one's mind on the issues, formulate the job and place information demands to cover with the issues identified. We call this â€Å" Enquiry Based Learning † as you will be set uping yourselves exactly what to look into. Your group will so put out to roll up the information that you have identified as necessary. You should portion the information between the group members, as it is intended that the research procedure will be extended. Following aggregation of the informations by the group, you will compose a 12,000 words ( A ± 5 % ) study. This MAIN REPORT is INDIVIDUAL. Students are expected to utilize the information gathered by the group to supply an single analysis of the job and appropriate actions to cover with it. It may be that you provide a solution to the job or that you merely analyze the dimensions of the job. Alongside the completion of the chief study, you must bring forth an single brooding study of 3000 words ( A ± 5 % ) . This brooding analysis will look at the procedure of the undertaking. You should be self analytical every bit good as critical of your group.3. Module TimetableFor Health and Safety grounds the category will be divided into four cohorts by class.Cohort ACohort BCohort CCohort DInternational BusinessBusiness & A ; Management ( general )SellingFinanceLogisticssE-BusinessInformation SystemsSports & A ; LeisureEntrepreneurshipMonday [ 15th of June ]TimeRoomActivityCoachCohort9.30 – 10.45 A004, Park Square Introduction to the Module Vincent Ong and Peter Patrick ALL cohorts 10.45 – 11.00 Interruption 11.00 – 13.00 A004 What is contemplation and why is it relevant? Rob Carman ALL cohorts 13.00 – 14.00 Lunch ( You are on your ain! Please return quickly! ) 14.00 – 15.00 A004 Sourcing relevant information and citing it. Alan Bullimore & A ; Peter Godwin, Academic Liaison Librarian ALL cohorts 15.00 – 16.30 A004 Formation of groups and allotment of subjects Vincent Ong and Peter Patrick ALL cohortsTuesday [ 16th of June ]TimeRoomActivityCoachCohort9.30 – 12.30 Business Pod 1 ( J103 ) Work on undertaking in groups/ library Sessionss Business School staff/ Business LibrariansCohort AInternational Business Business Pod 3 ( J303 ) Work on undertaking in groups/ library Sessionss Business School staff/ Business LibrariansCohort BBusiness & A ; Management ( general ) Selling 13.30 – 16.30 Business Pod 1 ( J103 ) Work on undertaking in groups/ library Sessionss Business School staff/ Business LibrariansCohort CFinance Business Pod 3 ( J303 ) Work on undertaking in groups/ library Sessionss Business School staff/ Business LibrariansCohort DLogisticss E-Business Information Systems Sports & A ; Leisure EntrepreneurshipWednesday [ 17th of June ]TimeRoomActivityCoachCohort9.30 – 12.30 Business Pod 1 ( J103 ) Work on undertaking in groups/ library Sessionss Business School staff/ Business LibrariansCohort AInternational Business Business Pod 3 ( J303 ) Work on undertaking in groups/ library Sessionss Business School staff/ Business LibrariansCohort BBusiness & A ; Management ( general ) Selling 13.30 – 16.30 Business Pod 1 ( J103 ) Work on undertaking in groups/ library Sessionss Business School staff/ Business LibrariansCohort CFinance Business Pod 3 ( J303 ) Work on undertaking in groups/ library Sessionss Business School staff/ Business LibrariansCohort DLogisticss E-Business Information Systems Sports & A ; Leisure EntrepreneurshipThursday [ 18th of June ]9.30 – 12.30 Business Pod 1 ( J103 ) Work on undertaking in groups/ library Sessionss Business School staff/ Business LibrariansCohort AInternational Business Business Pod 3 ( J303 ) Work on undertaking in groups/ library Sessionss Business School staff/ Business LibrariansCohort BBusiness & A ; Management ( general ) Selling 13.30 – 16.30 Business Pod 1 ( J103 ) Work on undertaking in groups/ library Sessionss Business School staff/ Business LibrariansCohort CFinance Business Pod 3 ( J303 ) Work on undertaking in groups/ library Sessionss Business School staff/ Business LibrariansCohort DLogisticss E-Business Information Systems Sports & A ; Leisure EntrepreneurshipFriday [ 19th of June ]9.30 – 11.00 A004, Park Square Writing a study Steve Briggs, Learning Support Tutor ALL cohorts 11.00 – 11.30 Interruption 11.30 – 12.30 A004 Plagiarism and TurnitinUK ( Submiting your assignment electronically ) Prof. Brian Mathews ALL cohorts 12.30 – 13.00 A004 Concluding inquiries Vincent Ong and Peter Patrick ALL cohortsNote: After June 19th, you will non run into with your coachs. You should work with your squad in informations aggregation and entirely in composing up.4. Passing in the AssignmentDate for Submission – Monday 14th September 2009Concluding entry of both constituents ( Main Report & A ; Reflective Report ) of the AMP and completion of programme. The assignment must be submitted: To the Modular Office at the Student Centre by 4pm with TWO difficult copies* of your work and an electronic disc ( attached to one of the difficult transcripts ) . To TurnitinUK electronically via the BREO system ** ( Please submit harmonizing to your MSc Programme, see Appendix 5 on how to subject to TurnitinUK )Note:* Please adhere the Main Report and Reflective Report together with a clear rubric page for each subdivision. ** You have ONLY ONE opportunity to subject your concluding Main Report and Reflective Report in TurnitinUK. Please submit individually. Include everything except appendices.5. Report FormatThe AMP simulates the type of undertaking that you will be asked to make when you are employed. The Main Report has a recognised format, which you should utilize. Title Page – Faculty Code, Topic, Your Name, Your Student Number Acknowledgement – Merely set these in if you have received aid from an outside organic structure. There is no demand to thank your coachs. Table of Contents – Use a consistent attack to totaling the subdivisions of your study. Executive Summary – One side of A4 summarizing the cardinal points of your study Purposes and Objectives – This should sketch the manner in which you are undertaking the inquiry set. Literature reappraisal, Analysis and Discussion – This is the chief organic structure of the study in which you demonstrate your ability to happen, measure, analyse and synthesise information to bring forth an original piece of work Decisions – This is the subdivision where you summarise the old subdivision in such a manner as to clearly supply a response to the inquiry posed in the subject you were given. Recommendations – If appropriate recommendations for action should be provided in this subdivision. Mentions – All beginnings from which you have quoted MUST be listed here in alphabetical order harmonizing to the Harvard referencing system. Bibliography ( optional ) – Beginnings which you have read but to which you have non made specific reference in your work should be listed here in alphabetical order harmonizing to the Harvard referencing system. Appendix/appendices – are non a necessary portion of the study. It/they contains back uping stuff you wish to show but which is non indispensable to the apprehension of the chief study. Your study should be printed in Arial 12pt, 1.5 line spacing and edge. Note: The above format does non use to Reflective Report ( refer Page 8 for the recommended headers for Reflective Report ) .6. ReferencingMentions should be made to beginnings of stuff throughout the study. There are assorted conventions that can be used for citing and finally it does non count which is used, every bit long as it is used systematically. Possibly the easiest and neatest convention is the following one, since it does non take up undue infinite in the text and thereby does non deflect from the flow of statements. Efficaciously, this convention gives adequate information in the text to let full designation of the beginning from the mention. An writer can be referred to in a figure of ways. In the instance where the writer is referred as stating something in an unquoted manner: Maslow ( 1970 ) argues that†¦ . On the other manus, when citing verbatim ( direct citation ) and necessitating to impute the beginning: â€Å" †¦ is no longer a beginning of motive. † ( Maslow, 1970, p 43 ) Since the quotation mark is direct, it requires a precise page mention. The mentions list at the dorsum should detail all books, articles, etc, that have been referred to in the text, foremost by writer ( alphabetically ) and following by day of the month of publication. If the beginning is a book, these inside informations will be followed by the full rubric ( underscored ) , the topographic point of publication, and the publishing house, e.g. Maslow A H ( 1970 ) Motivation and Personality New York, Harper and Row Another illustration might be: Lloyd P Jones A and Brown S ( 1984 ) Introduction to Psychology: An Integrated Approach London Fontana In this case there are a figure of writers, and in the text with three or more writers you should utilize the manner Lloyd et Al. ( 1984 ) . The â€Å" et Al † is a shortening of et alia, a Latin term significance and others. Mentioning to journal documents in the text is the same process, but they are elaborate instead otherwise. In this instance it is the beginning diary or book that is underscored, the rubric of the paper looking in upside-down commas, e.g. Maslow A H ( 1943 ) â€Å" A Theory of Human Motivation † Psychological Review Vol. 50 No. 2 pp 370-396 If an writer quoted has published two or more points in one twelvemonth, these should be distinguished between as follows: Agee ( 1986a ) and Agee ( 1986b ) Sometimes writers are non identified, but the book is published under the protections of an establishment, e.g. Institute of Personnel Management or The Royal Commission for†¦ †¦ †¦ . These should be listed under the names of the establishments. Proper referencing is a important facet of the thesis and, in some instances, it can do the difference between a base on balls and a fail. You are hence strongly advised to take peculiar attention over this..7. Brooding Analysis Reportâ€Å" The brooding analysis study is designed to consolidate the pupil larning from the thesis experience. It is designed to let pupils to analyze single and group experiences through critical contemplation. Students are advised to take some awareness of current theory and application of brooding pattern. The followers should be taken into history in roll uping this study. First, the analysis is non about demonstrating: How perfect you are How you ‘ve done everything absolutely good That others have let you down Second, the analysis is about what you have learnt from the experience, both personally and as a group. Contemplation under the undermentioned headers might be considered.IntroductionRemembrance of experiencesHow the development procedure worked. Diarised remembrance of cardinal phases and ‘events ‘ in the development of both the literature reappraisal and the integrated selling program. Any peculiar internal crises or elements of enlightenment should be identified. In roll uping this component, pupils are advised to maintain regular and elaborate journals or logs.Personal feelings and larning from the experiencePersonal feelings sing the procedure and one ‘s ain part to the experience. Designation of any specific personal jobs either with content, procedure or other group members. Identification of how issues were resolved and over what clip period. How, if at all, was my public presentation compromised by the actions of others? How might my actions have compromised the public presentation of others? Any other remarks sing personal feelings and acquisition.Group kineticss and larning from the experienceHow did the group respond to the procedure? Identification of any jobs with the group as a whole. How did the group dynamic evolve? How did the group respond to you and your input? What new group penetrations evolved? How would the other members of the group have regarded you? What more might the group, or persons within the group have done in work outing the job ( s ) ? What value was gained from the supervisor audiences?Lessons for future undertakingsIdentify up to 5 cardinal lessons to better your public presentation in future group activities and undertakings.DecisionGeneral decisions from the procedure. You might besides see the followers: Do n't trust on your memory: compile habitue detailed advancement logs Be prepared to discourse issues and feelings with other members of the group Prepare for some uncomfortableness and ‘hostile information ‘ Through foresight and hindsight you can derive insight. † ( Hunt, N ( 2005 ) Dissertation Handbook ) More elaborate information is given in Appendix 28. Plagiarism and LumpingWork presented by a pupil in an appraisal is expected to be the pupil ‘s ain, and while citations from published beginnings are normally acceptable, such instances must be clearly identified and the beginning to the full acknowledged.As a guideline, verbatim ( direct ) citations should non transcend 5 % of your 12000 words in the chief study and 3000 words in the brooding study.Plagiarism is Copying balls of unascribed text from elsewhere, including downloading stuff from the cyberspace Incomplete or inaccurate referencing Copying other pupil ‘s work Leting others to hold entree to your work which they may copy Plagiarism is a serious offense that will be punished. The University has set of ordinances to regulate how plagiarism is treated and you should do yourself familiar with these ( They are available on the web site ) . As a lower limit punishment, pupil who commits plagiarism will usually have a fail class, and this means that the undertaking must be taken once more and the pupil has to pay to make so. The offense is besides recorded and may be mentioned is mentions are requested. The ground we penalise plagiarism because it is frequently a signifier of larceny and the purpose in all instances is to lead on. It constitutes unethical behavior. Unitization is the usage of significant sums of other people ‘s work which is right referenced. Students whose work consists of a series of citations from other people ‘s work, which is right referenced, are non guilty of misrepresentation. Nevertheless they are likely to neglect the faculty because they have non demonstrated that they are capable of the Master ‘s degree accomplishments of analysis, rating and synthesis of thoughts. Recognizing the relevancy of other people ‘s thoughts is merely a first twelvemonth undergraduate accomplishment. As you will detect in the session on plagiarism we have entree to package which compares work submitted by pupils with a database which is added to by every piece of work that is checked. As more universities join the strategy the database becomes more comprehensive.. We now have a policy to look into every undertaking so you are asked to manus in a disc with your work. 9. Marker of The Assignment You will have a individual class for the Applied Management Project. The balance of the class between the undertaking and the brooding study will be reflected in the word count allowed for each subdivision. The Main Report carries 80 % of the grade and the Reflective Report 20 % . The tabular array in Appendix 1 shows the standards used to tag your work Your work will be dual marked, which is why we ask you to manus in two transcripts of your study. It will besides be checked for lumping and plagiarism, which is why we ask for a transcript on disc. If you do non supply what we ask, there will be a hold in taging your work which may take to a hold in obtaining your award. You should manus in TWO difficult transcripts of your work and an electronic disc. And you should besides subject your both chief study and brooding study electronically via BREO ‘s TurnitinUK ( under the Assignments nexus ) .10. Coach Support ( merely available during the AMP hebdomad )You will NOT hold a personal coach in the manner of the old fashioned undertaking. A squad of coachs with a scope of capable specialism will back up your work during the AMP ‘s group-work Sessionss. After June 19th, 2009, you will have no more tutorial aid. You will so be entirely with your group to finish the work. The coachs will work as a squad during the group-work Se ssionss and will rede and steer you as you request ( i.e. counsel on literature reappraisal, secondary research, research analysis etc. ) . During the AMP hebdomad, Academic Liaison Librarian will besides be about to supply support in academic sourcing and referencing. 11. Administration Support over the Summer If you have any general question, delight direct your electronic mail to amp @ beds.ac.uk alternatively of the direct electronic mail of faculty leaders. This electronic mail will make all faculty leaders and one of the faculty leaders will answer you.Appendix 1 – Applied Management Project Marking SchemePurposes and AimsThe AMP is designed to give pupils the chance to show their cognition and apprehension of concern every bit good as the accomplishments indispensable to effectual operation in a concern environment. In peculiar the purposes of this faculty are to enable the pupils to take the cognition, understanding and accomplishments they have been developing in single faculties See below ) and utilize them in a complex, multifunctional state of affairs. explicate a job place information demands retrieve information synthesise information bring forth originative solutions bring forth a well argued and supported study in response to the job identified work efficaciously in a group work efficaciously in a clip constrained state of affairs reflect on the acquisition achieved through the procedure It is the vehicle through which Masterss pupils can demo that they are able to work at Masters degree every bit defined in the University ‘s degree M form: Students ‘should be working within complex, unpredictable and usually specialised Fieldss demanding advanced work which involves researching the current bounds of cognition. ‘ The work to be assessed is in two parts – the first a 12,000 word study and the 2nd a contemplation on the procedure of making the assignment. Two taging strategies are presented one for each assignment.You should supply a separate grade for each constituent.Assessment standards.There are two sets of sets of results which are identified in the M degree forms. The first are cognitive results and the 2nd are generic accomplishments Broadly talking the cognitive results can be evaluated through the study, whereas the brooding essay should give an penetration into the generic accomplishments. It is nevertheless, the instance that the generic accomplishments can besides be measured by the pupil ‘s success or deficiency of it in bring forthing an equal piece of work. Cognitive results Knowledge and Understanding Should be able to autonomously analyze new and/or abstract informations and state of affairss utilizing a broad scope of techniques appropriate to the subject ( s ) and to his/her ain research or advanced scholarship Should be able to show a deepness of cognition and a systematic apprehension of his/her subject ( s ) , across specializer and applied countries, and be critically cognizant of and cover with complexness, spreads and contradictions in the current cognition base with assurance Although the undertaking is based on secondary informations, there are legion beginnings – academic diaries, newspapers, trade imperativeness, authorities studies, and books – which the pupil can utilize every bit good as www.google.com! The information may and likely will be contradictory. Students may cover with this by disregarding conflicting findings or by prosecuting in a argument to analyze the grounds for the disparity A -The pupil provides a comprehensive reply that shows a clear apprehension of the comprehensiveness of the issues involved. The reply demonstrates the pupil ‘s ability to supply a balanced response taking history of disparity and differences in the secondary informations. The answer clearly supports a position that the pupil has mastery over the capable affair. B -The pupil demonstrates a good apprehension of the issues involved and the relation of these issues to their concern specialism. They are able to pull strings thoughts good to bring forth a sound reply to the inquiry C- The reply demonstrates an ability to utilize thoughts which are easy accessible. No grounds of a pupil ‘s effort to travel beyond the obvious. Discussion accurate but shoal. Correct citing for the most portion D- Heavy trust on really limited set of ideas. Small grounds of any effort to roll up a broader scope of information. Discussion narrow and perchance non good argued or supported. . E – Discussion lacks comprehensiveness. The pupil fails to show a existent apprehension of all the issues involved F -Very little or no grounds of the pupil ‘s ability to appreciate a scope of different thoughts – Alternatively heavy trust on big balls of other ‘s work. Referencing may non be full and accurate but is present and the purpose is NOT to base on balls work away as the pupil ‘s ain Synthesis/creativity Should be able to autonomously synthesize information and thoughts and suggest new hypotheses, create original responses to jobs that expand or redefine bing cognition or develop new attacks to altering state of affairss A – a good constructed piece of work which clearly demonstrates the pupil ‘s ability to synthesize complex statements and to utilize the informations to come up with fresh solutions. It has a logical flow and The work will be good argued and the decisions will follow of course from the grounds presented. No uncertainty will be left in the reader ‘s head as to their cogency. B – a good constructed piece of work. Literature critically evaluated non simply a precis. Good usage of secondary informations beginnings to back up the statements. Literature supports the treatment which has been developed from the information collected. The work will be soundly argued and the decisions will be mostly converting C – A scope of appropriate points made but more as a list so as a incorporate piece of work. ‘Reader presented with bricks instead than constructing ‘ . The work will be moderately argued but the decisions will non be wholly convincing Secondary beginnings will normally provided to back up the points made D – A limited figure of points made with small effort to interrelate them to organize a consistent treatment. Poorly argued with instead flimsy decisions. The reader may good doubt that the decisions are valid.Poor usage of any external informations to back up the points. E – Some grounds of an effort to supply an reply to the inquiry but deficient item to go through. No existent effort to travel on from a few pieces of information. Poorly argued and with decisions that merely do non follow from the grounds presented ‘Chunking ‘ calls into inquiry the pupil ‘s in depth apprehension of the issues presented.. F – A random aggregation of statements based on the pupils ain point of position with no effort to utilize grounds to back up the statements. Alternatively, serious ‘chunking ‘ . Evaluation Should be able to independently measure current research, advanced scholarship and associated methodological analysiss and suitably warrant the work of egos and others A little group of pupils complained that they needed more clip because of the mass of information available so under this heading the ability to recognize worthwhile and less valuable information should be included. A – The reply demonstrates the ability to cover with informations from a broad assortment of beginnings with a clear apprehension of its comparative value. There is clear grounds of the pupil ‘s ability to critically measure thoughts and beginnings. Referencing is full and accurate B- A good scope of literature used from a wide scope of beginnings. The reply demonstrates grasp of its rightness. Full and accurate referencing C- Some grounds of critical rating of secondary informations. Correct citing for the most portion D- Indiscriminate usage of ( likely ) really limited information. Poor citing E – Some effort to utilize secondary informations. No effort at measuring its dependability. Poor citing F -Very little or no usage of published work. Ill referenced if at allGeneric accomplishments resultsAlthough the generic accomplishments will to some extent be obvious in the end product of the concern study they should besides emerge from the brooding essay. Needs analysis Should be able to research the demands of a undertaking and formulate feasible proposals for run intoing these demands A – an first-class reply will show a comprehensive consideration of the issues and configure the response to enable different statements to be presented in a logical order. B – a good reply will construction the job in a logical manner showing a comprehensiveness of apprehension of the issues C- an mean reply will demo consideration of some of the issues in a moderately consistent manner D – a hapless response will take a really narrow position and see a limited scope of issues E- a referral reply will non see the issues posed in the inquiry in a coherent or elaborate manner, F – a neglecting reply will non show an apprehension of the issues posed in the inquiry Performance planning and direction Should be able to be after the undertaking, and run into their ain skill-development demands, and derive the necessary committedness from others Should be able to pull off the undertaking, accommodating their scheme as necessary to accomplish the quality of results required Presentation and Evaluation Should be able to show the results of the undertaking in a mode appropriate to the intended audience ( s ) and measure their overall public presentationThe Reflective ReportBased on the predating theoretical account, the undermentioned guidelines should be used for measuring the pupil ‘s contemplations: Is the work complete? Is the work thorough Is the work genuinely brooding or simply a diarised history of the procedure? Does the work place both personal and group kineticss and development? Is there any grounds of associating the contemplation to theory? Is there grounds of existent acquisition from the thesis experience? Is there any grounds of feedback that might assist coachs better the experience for future pupils? Coachs are advised to take a holistic position of the pupils ‘ contemplations as the work is likely to be presented in a assortment of rather different signifiers. ( Hunt.N, 2005 ) The undermentioned contemplation under the undermentioned headers might be considered by pupils.IntroductionRemembrance of experiencesHow the development procedure worked. Diarised remembrance of cardinal phases and ‘events ‘ in the development of both the literature reappraisal and the integrated selling program. Any peculiar internal crises or elements of enlightenment should be identified.Personal feelings and larning from the experiencePersonal feelings sing the procedure and one ‘s ain part to the experience. Designation of any specific personal jobs either with content, procedure or other group members. Identification of how issues were resolved and over what clip period. How, if at all, was my public presentation compromised by the actions of others? How might my actions have compromised the public presentation of others? Any other remarks sing personal feelings and acquisition.Group kineticss and larning from the experienceHow did the group respond to the pr ocedure? Identification of any jobs with the group as a whole. How did the group dynamic evolve? How did the group respond to you and your input? What new group penetrations evolved? How would the other members of the group have regarded you? What more might the group, or persons within the group have done in work outing the job ( s ) ? What value was gained from the supervisor audiences?Lessons for future undertakingsIdentify up to 5 cardinal lessons to better your public presentation in future group activities and undertakings.DecisionAppendix 2 – Introduction to Reflection Used with the permission of the writer Dr Chris Johns, Faculty of Health and Social Science, University of Luton Edited by Ann Mathews, Luton Business School Aim of the brochure To increase apprehension and use of the brooding procedure Aims By the terminal of this brochure you should be able to: Define brooding pattern. Describe the process/stages of turning contemplation into larning and Identify the accomplishments required to prosecute in brooding pattern. Recognise schemes, which may advance contemplation as a learning tool. Contemplation Can be defined as: a technique for turning experience into acquisition or a manner for persons to go autonomous and job resolution.Other definitions:Kolb ( 1975 ) said contemplation is cardinal to the procedure of turning experience into acquisition. Boyd and Fales ( 1983 ) suggest that: ‘The procedure of contemplation is the nucleus difference, whether a individual repeats the same experience several times between going proficient in one behavior, or learns from experience in such a manner that he or she is cognitively or affectively changed. ‘ Rogers ( 1986 ) said it was utilizing one ‘s ain experience to supply acquisition, he said that self-initiated acquisition concerns the whole individual, both feelings and mind, and in this manner the acquisition becomes permanent and permeant. Reid ( 1993 ) said ‘a procedure of reexamining an experience of pattern in order to depict, analyse and evaluate and so inform acquisition from pattern ‘ ( p 305 ) What is Reflection? The complex and calculated procedure of believing about and construing experience in order to larn from it – a witting procedure. Brooding acquisition is the procedure of internally analyzing and researching an issue of concern, triggered by an experience, which creates and clarifies intending in footings of ego, and which consequences in a changed conceptual position ( Boyd and Fales 1983 ) . Contemplation Introduced So frequently in our every twenty-four hours lives we acquire caught up with the force per unit areas and demands, we react to state of affairss automatically and happen small clip to reflect on what we are making and why. In day-to-day life or on a demanding class pupils and staff may happen similar jobs. The force per unit area to finish assignments, larning new accomplishments, run intoing the demands of households and friends may look to go forth small clip to chew over one ‘s personal and professional development as one progresses through life or a class. One manner of taking clip to believe throughout experiences and to larn from them is to maintain a diary, or notes, on specific occurrences. Tthis allows contemplation during the authorship or at a ulterior clip. Many people have been introduced into the brooding procedure by this mechanism. Holly and McLoughlin ( 1989.page 281 ) suggest that maintaining a personal/ professional diary is: ‘both a manner to enter the journey of instruction and growth, and to see the procedures purposefully and sensitively. It is a method for researching our inner universes and histories ; of examining the educational and cultural surroundings within which we teach ; and of asking into the significance of learning. Professional development provides the context within which appraisal and assessment reside and do sense ‘ . Brooding notes tend to be written at times of critical incidents. Holly and McLoughlin ( 1989 ) indicate several benefits of maintaining a diary, or notes, on a critical incident. Provides a lasting record, which we can return to from a assortment of positions. Writing to reflect provides a cyclical procedure ; reflecting as you write and returning at a ulterior day of the month to reflect on what has been written which may supply new thoughts for farther contemplation. Writing necessitates ‘time out ‘ for contemplation. They argue that clip to reflect is non a luxury but a professional necessity. Forms and the subjects of life become evident over clip. We act on our situational perceptual experiences yet our perceptual experiences are dependent on what we see and experience. We tend to work on automatic pilot and therefore we may non be cognizant of the forms and subjects in our lives. Writing over clip makes seeing these subjects and forms possible. Learning from pattern can increase consciousness, self-knowledge and assurance. We need non maintain reiterating our errors and lickings. As we write about our professional pattern and note forms and subjects in the ways that we influence and are influenced by our fortunes we can larn more about ourselves. We can get down to understand why we do what we do and do unconscious behaviors witting so that we may alter it as appropriate. We can go more cognizant of our environment and the contexts in which we teach and can get down to expect and specify events instead than merely responding to them. Writing brings to conscious degree much that was tacit. As we write and play with thoughts and images other thoughts emerge, begin to blend together and we come to consciously cognize what we already knew tacitly. Writing provides a comprehensive and on-going database for professional development. Using words to depict our experiences in pattern additions our scope of linguistic communication available to depict our pattern to others. Through our authorship we may go more comfy and clear about our thoughts and can come in into treatment with others and so enrich our pattern. Used in this manner the diary mimics the research worker ‘s diary as it accumulates a database for the survey of pattern. However single events can be written in a similar manner. Learning from Reflection Contemplation is cardinal to the procedure of turning experience into larning. Boyd and Fales ( 1983 ) suggest that: ‘The procedure of contemplation is the nucleus difference whether a individual repeats the same experience several times between going proficient in one behavior, or learns from experience in such a manner that he or she is cognitively or efficaciously changed ‘ . Since this type of authorship is an basically procedure of larning from experience the ability to reflect on your experiences will be cardinal to larning. The Procedure of Contemplation Recall an experience to mind as shortly after the event as possible and compose a brief description of what happened. The purpose with callback is to acquire in touch with what you experienced, it is of import non to measure or judge the experience, ( Cell,1984 ) . Following, take some clip to compose your ideas and feelings about the experience. This can be rather light hearted and relaxed. Let your ideas to flux spontaneously as you write. When you have explored the experience you can get down to concentrate your ideas more specifically. The following are suggestions, which might turn out utile. What did you make good? How would you back up this belief? In retrospect is at that place anything that you would now wish to alter and if so why? What were you believing about during the experience? How did you act? How did other people behave? What did you anticipate to go on in the state of affairs? Make it turn out as you expected? What emotional or feeling responses did you hold and what caused you to experience this manner, did these impact your behavior? Were you aware of any interpersonal kineticss and how did these influence you? For illustration were you experiencing cross, hurried or happy? Did you do what you said you would make? If non what happened to alter your head? This can supply valuable cognition of state of affairss or be utile in future state of affairss. Did you learn anything new as a consequence of this experience which you could utilize in a similar state of affairs in the hereafter? Are there countries you feel you need to better or develop. If so what EXACTLY are they and how can you travel about this? Did this cognition aid you in developing new schemes in the hereafter? Did this experience aid you to derive greater conceptual apprehension? Did any of the theoretical positions help to broaden your consciousness or help your apprehension of what was go oning in this state of affairs? Is there an country of theory you need to brush up on or look up?Once you have finished authorship, read through what you have writtenThis can be undertaken at a ulterior day of the month if necessary. Are at that place any facets that you have taken for granted, premises made opinions or inexplicit values being expressed that you were non cognizant of at the clip? You can utilize this reading to analyze these in order possibly to clear up, polish or modify any countries. Over clip you may get down to see familiar forms emerging as you read through what you have written. It is of import to see the brooding procedure as a critical duologue with your experience and with your observations on the experience. This gives you the chance to reflect on the utility of the premises you habitually make. You can see alternate ways of sing state of affairss. It is frequently valuable to discourse these thoughts with equals or those involved in the same experience. When you are composing in your diary or reflecting on an experience avoid utilizing over generalizations such as â€Å" everyone knows † , â€Å" cipher does that † or â€Å" it is ever done that manner † . When you are tempted to utilize these footings try replacing â€Å" I † , for illustration â€Å" I do n't make that † . These entries will enable you to see the opinions that you make about others and forms in the manner that you construe your experiences. These are more likely to be noted when you re-read entries after a period of clip has elapsed. By reflecting on several entries you can get down to place the concepts and standards implicit in your thought forms. Be cognizant of the ideas and feelings, which may be evoked when reading through the diary! Through this procedure you begin to clear up, modify and develop the values, beliefs, standards and concepts which you use to construe your experiences. Clearly non all of these inquiries would be relevant in every state of affairs but is utile to acquire into the wont of inquiring these sorts of inquiries of your personal experience. It can be defined as a staged procedure First Phase Awareness of a hard issue. Clear apprehension that an issue needs to be addressed, as the cognition the person was using in the state of affairs clearly was non effectual. Recognition of an accomplishment. Second Phase A critical analysis of the state of affairs, affecting an analysis of feelings and cognition. Examination of how the person affected the state of affairs, and frailty versa. Third Stage Development of a new position. Outcome of contemplation is hence learning: Clarification of an issue. Development of a new attitude or manner of thought Resolution of a job. Change in behavior. What qualities are needed to go a Brooding Practitioner/Learner? Skills Needed Open mindedness Motivation Committedness to alter Recognition of personal prejudices Receptive to new thoughts Keen to develop personal penetration Time and energy Barriers to the development of brooding pattern Lack of clip Low morale Lack of the theoretical base Unwillingness to develop self consciousness and penetration Lack of accomplishment development A wish to transport on as everNB. If you ever do what you have done earlier, you will ever hold merely what you have already got! !To summarize the standards for Contemplation on Practice it is portion of ego assessment and ego consciousness it is an geographic expedition of feelings as a consequence of experiences it is depicting one ‘s actions and depicting the results of actions its placing what was worthwhile, what one would make otherwise and why it is the analysis of this to explicate why things work good or non – it identifies what acquisition has occurred, and evaluates knowledge degree it identifies what farther acquisition is required, = self growing and personal and professional development The Potential of Reflective Practice allows critical analysis and synthesis Examines the constituents of a state of affairs Identifies and size up bing cognition, and how relevant this is to the state of affairs. Explores the feelings you have or had about the state of affairs. Challenges any premises you may hold had. Allows geographic expedition of alternate cognition and actions Advantages to the Practitioner/Learner Helps you to do opinions Develops competency through critical contemplation on experience Generates new cognition Gives authorization Develops a wider cognition of societal and political alteration Examples of theoretical accounts of Contemplation Schon ( 1983 ) provinces: ‘In the varied topography of professional pattern, there is high difficult land overlooking a swamp. On the high land, manageable jobs lend themselves to solutions through application of research-based theory and technique. In the swampy lowland, mussy confounding jobs defy proficient solution. The sarcasm of the state of affairs is that the jobs of the high land tend to be comparatively unimportant to persons or society at big while in the swamp lie the jobs of greatest human concern. To me, an educated individual, foremost and first, understands that one ‘s ways of cognizing thought and making flow from whom one is. Such a individual knows that an reliable individual is no mere person, an island unto oneself, but is a being in relation to others, and hence is, at nucleus, an ethical being. Furthermore, a genuinely educated individual speaks and Acts of the Apostless from a deep sense of humbleness, witting of the bounds set by human finiteness and morality, admiting the grace by which pedagogue and educated are allowed to brood in the present that embraces past experiences but is unfastened to possibilities yet to be ‘ . A Simple Model of Reflection 1 The Significant Experience The salient events – 1 ‘s behavior thoughts / cognition feelings good / bad 2 The Reflective Procedure 1. Describe the events. Avoid doing opinions 2. Attend to experience – good 1s or negative 1s. Casual fortunes or act uponing factors 3. Re-evaluate the experience How it felt, self, others, clients Connect bing cognition and attitudes with thoughts and feelings from experience 4. See alteration of cognition, attitudes, behavior for future usage Explore and dispute any premises you made 3 Result Evaluation of the brooding procedure 4 Critical analysis A new manner of making something, or an alternate manner of covering with the state of affairs elucidation of an issue development of a skill declaration of a job, greater assurance in one ‘s abilities changed set of precedences 5 Consequences Action Plan/ ends Consequences into pattern Learning demands Changing pattern ( Koch 1989 ) Future Experiences Links theory to pattern Stop and take stock so advancement ( Kemmis 1895 ) Enhanced degree of assurance To Summarize Behaviour 1. Describing the events New Perspective Ideas 2. Addressing 1s feelings Changes in behavior Feelingss 3. Re-evaluating the experience Commitment to action The experience 4. The brooding procedure Results Decision Learning through contemplation topographic points control with the person Helps the person with the challenges of pattern. â€Å" Experience is ne'er limited, and is ne'er complete. It is an huge esthesia, a sort of immense spider ‘s web of the finest satiny togss suspended in the chamber of consciousness, and catching every air borne atom in its tissue. † Henry James 1843

Certification In Education And Training Essay

Task 1 1, Explain what your main role & responsibilities are as a teacher/trainer in Education and Training (1.1) My role as a Teacher  As a teacher, one of my main roles is to motivate my learners, to develop their ability to learn also to develop my learner’s aspiration to learn. When you train to teach you read about delivering training and how to facilitating learning, but in reality you do much more than that, your role as a teacher is not just about teaching your subject or preparing learners for assessment. The focus of your role as a teacher I feel relates very much to inspiring your learners to change and develop their personal, social and professional skills to the best of their ability. My ultimate aim is to enable my learners to understand how to take responsibility for their own development. I would do this by planning and preparing teaching and learning activities that take account of the needs and well-being of individual learners as well as groups of learners. Some key aspects of my role as a teacher may be: Carrying out initial and/or diagnostic assessments. Clear communication with learners, other professionals. Promoting appropriate behaviour and respect for others. Identifying and meeting individual learner’s needs. Being aware of the support available. Being organised. Being reflective, (which means learning from successes as well as mistakes). My responsibilities as a teacher?  As a teacher, my responsibility is to ensure that learners are enrolled onto the correct course that is suited for them and to make sure of meeting their needs and abilities, also i need to ensure that my learner is on the appropriate course in terms of meeting their award and organizational requirements. To do this you I will probably have to be responsible for the following: Promoting a safe and supportive learning environment. Promoting equality and diversity. Adhering to legislation and codes of practice. Modelling professional behaviour at all times to inspire my learners. Ensuring my own professional development.  Working with a team of professionals in order to improve the experience and achievement of my learners. Designing or contributing to a design of the course curriculum. Negotiating appropriate learning targets for groups and individuals and make sure their appropriate to their needs and aspirations as well as the course aims. Planning learning activities based on the needs of your group and specific individual needs within the group. Amending or designing learning resources that are varied or appropriate to the award aims, to intellectually challenge my learners. Keeping accurate records to contribute to your organisations quality improvement strategy. This will include keeping accurate records of recruitment, retention, achievement and progression of your group, as well as evaluation of how these can be improved; Keeping accurate records of individual learners’ progress and future needs. (This is often recorded in the form of an individual learning plan). Providing learners with appropriate points of referral as required. (Word count 467) 2, Explain how your role involves working with other professionals and what the boundaries are between your teaching role and other professional roles. (3.1, 3.2) â€Å"Professionalism requires us to maintain appropriate standards and fulfil our responsibilities to learners, institutions and colleagues† (Francis and Gould, 2009). This can be achieved by setting professional and personal boundaries which will enable us to be clear about what our limits are and what our professional role involves. It is our responsibility to identify areas outside of the professional boundaries of a teacher, either because of lack of necessary skills or expertise or because it is inappropriate for the teacher to deal with it. This is when external support from other professionals will be required and it is important to identify the appropriate colleague to which to refer the matter. For example a student who is having financial problems should be referred to the appropriate colleague within the institution. With personal matters it is important not to given preferential treatment to one or a group of learners and to treat  everyone equally. Teachers should not give out personal information or get personally involved with a student e.g. not join social networking sites etc. You should avoid touching students inappropriately or give preferential treatment to some students and not others. These boundaries could have a negative effect on us as teachers as well as other professionals within the organisation. We therefore need to deal with these boundaries by referring to the Institute for Learning’s Code of Practice (2008) which outlines the behaviours expected of teachers. (Word count 234) 3, Summarise the key aspics of legislation, regulatory requirements and codes of practice relating to your role and responsibilities as a teacher/trainer. (1.2) . Teachers always have to protect themselves and the best way to do it is to follow the rules of the code of practice. Being a teacher makes me automatically an example for my students so therefore I must not discriminate, abuse (physically or verbally), dress inappropriate, and be late or turn up for teaching intoxicated. The Code of Professional Practice comes in support of all teachers as guidance to how to be a good teacher. In a continually changing society the profession of teaching is becoming more complex and important and in order to keep up with the changes, I need to ensure that I meet the highest possible standards. Following this, I must be committed to my own professional learning, seeking to expand my skills and to deepen my knowledge as a teacher. Confidentiality and Data protection Act (1998) are very important legislations for a teacher, learners expect us to respect and protect confidentiality, this duty extends to any information relating to a learner which we acquire in the course of our work. Confidential information includes personal details. â€Å"Confidentiality can be defined as when one person receives personal or sensitive information from another person, then that person who receives the information has a duty not to pass it on to any other person without the consent of the person who confided in them.† As a professional teacher, I won’t share any information regarding my students unless the situation requires it. I’ll do my best to keep safe the information they are sharing with me and to gain their trust, if they will trust me then they’ll feel safe in my classroom. (Word count  272) 4, Explain how to maintain a safe and supportive learning environment. (2.1) â€Å"Good classroom management depends a lot on how you establish the ground rules at the beginning of a course. Students need to know what you expect from them and what they can expect from you during the course. They need to know where the boundaries lie and what will happen if they step over the boundaries.† (http://www.teachingenglish.org.uk/language-assistant/teaching-tips/establishing-ground-rules) I feel that ground rules are useful strategy to help set the expectations of how a group can achieve a organized and pleasant approach when working together in the class room. When the ground rules have been established and agreed with the group you are working with, this then provides a frame of reference for the future. It can be useful at times for the ground rules to mainly be suggested by the students to give a sense of ownership, however teachers, might at times, wish to include suggestions in the ground rules if not thought of by the group. This is particularly important for teachers of adults, as it is an accepted way of looking at how students will agree appropriate behaviour, and be respectful during the learning process. When there arises some difficulties in the classroom related to behaviour and respect, the teacher can use the ground rules as one way of opening a dialogue or indeed to bring order back to the learning environment. A way of promoting appropriate behaviour and respect is to keep the established ground rules as an existing agreement, so it may be added too during the duration of learning with the group and learn from it and adapt it to other groups for future learning. (Word count 270) 5, explain why it’s important to promote behaviour and respect for others. (2.2) One of the most effective ways to promote appropriate behaviour and repect for others is to model the behaviour yourself. Create a learning environment where people feel comfortable in expressing their interpretation of what they believe appropriate behaviour to be. This may vary slightly or considerably depending on who is involved  within my case. An open discussion at the beginning of proceedings allows an opportunity for everyone to contribute. This may bring up cultural or behavioural differences which can be expressed and may raise issues not previously considered by some. It is important to do this to promote equality and diversity within the learning environment and not to raise issues and complicate learning for my students. (Word count 116) 6, Explain why it’s important to identify and meet individual learner needs and describe the points of referral to meet these needs. (1.4, 3.3) It is important that you identify the needs of your learners so you can design the course to reflect individual differences. Although this is usually described as the first stage in the teaching/training cycle it is a process that may have to be deferred until you meet your learners for the first time and usually should be a continuing requirement throughout the learning journey. However, some organisations interview their learners before the course, or there may be an application process where learner needs can be identified. The range of learner needs can be described by a variety of acronyms – one of which is used is; SPICE: Although inclusion is about supporting learner’s needs, it is not always possible for teachers to do this without support themselves. You should be aware of the limits of your responsibility and know when and where to access support both for yourself and your learners. If you have a line manager, he or she should be your first point of contact for referral. If you have team meetings or contact with other teachers, your colleagues may also be able to help through their own previous experiences. Support may be available in your own organisation, through a learning support department or from Skills for Life specialists. Some organisations have specialist resources for supporting disabled learners or may be able to provide a learning support assistant. It may be appropriate to refer a learner for an Information, Advice and Guidance session either within your own organisation or to an external organisation. Many of the voluntary and charitable organisations have websites with advice about teaching strategies to support people with sensory or physical disabilities or may be able to supply resources. Points of referral will differ according to the type of organisation you work in; it is your responsibility to find out what support is available locally. (Word count 433)