Resposibilities and Relationships in the Lifelong Learning Sector Essay Example for Free

Resposibilities and Relationships in the Lifelong Learning Sector Essay It is the responsibility of the teacher to make the teaching area a safe and fair environment to learn in and teachers should be aware of, and keep up to date with key legislation relating to this. The Health and Safety at Work Act (1974) covers a number of duties relating to teaching and learning. Risk assessments should be carried out and risks properly controlled to ensure a safe working environment. Besides the Health and Safety at Work Act itself there are important pieces of legislation that would apply to a sewing workroom environment. 1. Provision and Use of Work Equipment Regulations. 1998: require that equipment provided for use at work, including machinery is safe. 2. Manual Handling Operations Regulations 1992: cover the moving of objects by hand or bodily force. 3. Electricity at Work Regulations 1989: require people in control of electrical systems to ensure they are safe to use and in a safe condition. The Equality Act (2010) aims to eliminate discrimination based on age, disability, race, religion, belief, gender and sexual orientation. It places a duty on teachers to make reasonable adjustments for disabled people. It also provides protection against discrimination relating to pregnancy and maternity. Teachers must also adhere to the Children Act (2004) that places a statutory duty on them to make arrangements to safeguard the welfare of children. The Act gives responsibility to local authorities to make enquiries when anyone contacts them with concerns about child abuse. The aim is for every child, whatever there background or circumstances, to have the support to: Be healthy Stay safe Enjoy and achieve Make a positive contribution Achieve economic well-being ii) Following the Further Education Workforce Reforms 2007 New Regulatory Requirements state that all new teachers are to hold or acquire within a specified period of time: A ‘Preparing to teach in the Lifelong Learning Sector’ (PTLLS) award or its equivalent as a minimum license to teach for all who have an element of teaching in their role irrespective of job title; and either A diploma in teaching Level 5 status for those in a teaching role; or A Certificate in Teaching in the lifelong learning sector at Level 3 or 4 All new teachers must demonstrate through professional practice that they meet the standards and can use effectively the skills and knowledge acquired in teacher training. iii)The Institute for Learning (IFL) is an independent professional body for teachers, trainers, tutors and trainee teachers across the FE and skills sector. It has a code of conduct which outlines the behavior expected of its members. Briefly it states that members shall: Behave with Professional Integrity Respect the rights of learners and colleagues Take reasonable care to ensure the safety and welfare of learners Provide evidence of CPD according to IFL policy and Professional Practice guidelines Ensure disclosure of any cautioning or conviction of a criminal offence Be responsible for acting in accordance with the conditions of membership and assisting the Institute with any investigation. b) Boundaries The Teaching or Training Cycle consists of five processes namely: Identifying Needs The purpose is to identify if the students face any barriers which may affect their learning or if they have any additional needs. There are many ways to do this and could involve; looking at their initial application if one is completed before the course starts, an informal discussion, observation during a class activity or by an initial test or assessment. It is also important to ensure that the student is on the correct course and to offer any advice perhaps with funding or travel referring them if necessary. The process will also help with the planning of the course as it will help the Tutor design a course suitable for the skills and experience of individual class members. Plan and Design Learning – This stage involves the planning of the content of the course. A scheme of work will be designed to plan the content of each session and lesson plans devised to organize them in more detail. When possible agreeing individual learning plans can be agreed with students and contingency plans made to take into account different needs of the learners. This would also be the opportunity to prepare learning resources and activities. Risk assessments need to be carried out and all attempts made to create a safe, positive and accessible learning environment. Deliver – A Teacher should be well organized, well prepared and enthusiastic when delivering a lesson. They should be able to communicate appropriately and effectively and act and speak appropriately. It is essential to promote equality, value diversity and teach in an inclusive and engaging way with a good sense of humour. Assess Work needs to be assessed within a reasonable time to check that the students have gained the necessary skills and knowledge. Use a variety of assessment methods and keep a record of achievements. Feedback should always be constructive and given within a reasonable time. Evaluate – A programme should always be evaluated in order to improve the teaching and learning process. To evaluate how well the programme was planned and delivered feedback should be encouraged, accepted and acted upon. The teacher should encourage student development and progression as well as maintaining their own teacher development and professional currency. (GRAVELLS 2012) There are boundaries within which a teacher must work and it is important not to overstep these by becoming too personal with the students. It is also important to know where the role of teacher stops and to work within the limits of that role. Some examples are: If a teacher identified that a student was struggling to attend classes because they couldn’t afford the bus fare it would be inappropriate to lend them money. In this instance the student should be referred to the student support staff or the financial support staff. If a teacher was planning a class but found the room had insufficient access to equipment or resource’s it would be unacceptable to voice their concerns to the students. This would be unprofessional, they should address it to the organization, or change the lesson plan to accommodate the resource’s available. Students may choose to confide in their teacher about personal issues and, although a teacher should be understanding and sympathetic, it is important that they maintain a professional role. The student could be referred to a councillor, pastoral staff or support staff depending on the issue concerned. They should avoid getting involved in the personal lives of their students. When assessing students it is important that teachers are fair in their judgments. They should not bebiased towards or against any one student. When evaluating the teaching and learning programme the teacher should be able to listen to and react to feedback in order to improve. If in doubt about the boundaries of their role a teacher should seek advice. This could be from another teacher, a colleague, their line manager or their mentor. c. Points of Referral A teacher may encounter learners with varying degrees of needs. They may be able to deal with some of these needs but some may need the support of other professionals. A Support Worker will help a learner with additional needs. They will have had special training in the particular field required by that learner which the teacher won’t have had and will be able to support them in or outside the classroom setting. There may be a student whose first language isn’t English and has trouble understanding the lesson so there may be a need to work with an interpreter A teacher may also need to work alongside external agencies like the Job Centre. The students may be leaving the learning environment and looking for work and the Job Centre will have the advice and information that they need. d)Promoting Appropriate Behavior i) Having a preventative strategy is a good way to promote appropriate behavior in a lesson. Be prepared and waiting for the learners in the classroom so you can take control of the space and organize it as you wish. Getting the student’s attention with an interesting starter activity shows that you are in control of the class. Present the aims and objectives and share the session plan explaining the purpose and reason for studying it. When planning a lesson ensure there is plenty of variety as students are more likely to behave well if they are stimulated and are not bored. You should have realistic expectations of your class for example, don’t expect a room full of teenagers to sit still through an hour-long power point presentation quietly. ii) Decide for yourself what rules and procedures would create a good atmosphere in your class and will maximize learning. Explain that you want an effective, fair and happy classroom and discuss the rules with the class. There will be rules that are non negotiable for example regarding safety or turning up on time but be prepared to negotiate and compromise to get commitment on others. Encourage the learners to contribute to the rules and procedures. Students are more likely to adhere to rules they have been instrumental in creating. Consider asking the class to devise their own rules and if you reject a popular suggestion be prepared to explain why to justify your decision. The aim is to get the students onboard with the rules and procedures and see them as their own; they will then see them as worth keeping and enforcing. iii) It is important to develop a good rapport with the students as this creates a more positive attitude towards the teacher and to learning. It will also turn the classroom into a co-operative team and reduce antagonism. Get to know the students on a personal level, learn their names and use them. Learn something about each student like what they like to do in their spare time, their hobbies, interests or work and refer to it in conversation. These small details will make the students feel noticed, valued and liked by the teacher and therefore more co-operative. (PETTY 2006)

Oil Drilling in the Artic National Wildlife Refuge Essay -- Argumentat

Oil Drilling in the Artic National Wildlife Refuge The main issue presented in my research involves the debate between environmentalists and the United States government on whether to open and develop a portion of the Artic National Wildlife Refuge (ANWR) in the northern coastal plain of Alaska for the purpose of drilling for oil. Environmentalists argue that opening up this region of ANWR to future oil drilling would destroy the current ecosystems, disrupt animal habitats and adversely change the lives of the people in these local communities. Proponents of oil drilling in this region argue that all the issues presented by the environmentalist groups are not valid and they have no scientific facts to support their argument. Proponents of this issue point to the successful Prudhoe Bay oil exploration, which has produced nearly 13 billion barrels, or, 20 to 25 percent of the oil produced in the United States for the last 23 years. President George Bush recently indicated that he is renewing his campaign to open part of the Artic refu ge to oil exploration, contending that oil drilling is essential to the national security of the United States and would create jobs on a national and local level. George Bush supported his campaign by stating in a recent article â€Å"America is already using more energy then our domestic resources can provide and unless we act to increase our energy independence, our reliance of foreign sources of energy will only increase.† (w1) He also indicated from the same article saying â€Å"Alaskans know firsthand that modern technology allows us to bring oil to the surface cleanly and safely, while protecting our environment and wildlife.† (w2) His proposed energy plan also includes modernizing other energy del... ...ANWR based on geologic surveys. This oil discovery would greatly reduce our dependency for foreign oil supply, create jobs on a national and local level and put more money in the local economics by the increase in the tax base for Alaska. It appears based on the data I accumulated that with the newest technology in oil development would allow the oil to be brought to the surface and distributed in a clean and safe manner. If the people of the coastal plain are not affected negatively by oil development and the wildlife can co-exist in a positive manner then I would support future oil development in the Artic National Wildlife Refuge. Bibliography W3 : www.anwr.org www.alaskawild.org Reuters: by Steve Holland â€Å"Bush says U.S. Needs to Drill for oil in Alaska.† Sat. Feb 23,2002 Taken from www.story.news.yahoo.com W1 & W2: www.foxnews.com www.bushnews.com

Sex’ vs ‘Sexuality

Assembling an Understanding of ‘Sex’ Verses ‘Sexuality’ â€Å"Biologists and psychologists who have accepted the doctrine that the only natural function of sex is reproduction have simply ignored the existence of sexual activity which is not reproductive† Alfred Kinsey (The Invention of Sexuality 40) The terms ‘sex’ and ‘sexuality’ have not always had a clear differentiation, but as the study of sexuality (sexology) has continued and become more commonly studied and recognized, these terms have adapted their own definitions.However, each does not have a perfect definition, because people will have their own opinions regarding the terms. The above quote by a historian of sex was interesting to me because it brings up the aspect of biology within the understanding of the terms ‘sex’ and ‘sexuality’. My personal idea, or understanding, is that ‘sex’ constitutes the more biological side†” ones physical features, gender, reproduction (‘sex’ is also the abbreviation for sexual intercourse); and the term ‘sexuality’ makes up everything else that surrounds an individual’s definition of their sexual identity, orientation, and feelings.When reading articles online, I came across this quote: â€Å"sexuality is about who or what you are attracted to, not where you put your dick† (bitheway), which I found to be a very blunt but interesting way to think about what constitutes ‘sexuality’. â€Å"Where you put your †¦Ã¢â‚¬  is your personal preference, but that preference is a compilation of the aspects of one’s personal world and how they have come to define and understand their individual inclination. All of the parts that are compiled in order to form ones individual definition are aspects of ‘sexuality’ within our culture.Another page online gives definitions for ‘sex’ and Ã¢â‚¬Ë œsexuality’ that I have found to be the most clear and complete: Sex refers to whether or not a person is male or female, whether a person has a penis or vagina. Sexuality refers to the total expression of who you are as a human being, your femaleness or your maleness†¦ Your sexuality is an interplay between body image, gender identity, gender role, sexual orientation, eroticism, genitals, intimacy, relationships, and love and affection†¦ includes his or her attitudes, values, knowledge and behaviors.How people express their sexuality is influenced by their families, culture, society, faith and beliefs. (Sex and Sexuality: Understanding the Differences) The influence from all aspects of our lives that guide us to define our sexuality is a major component in sexology. The italicized words in the definition above are some I think are very significant in understanding what constitutes ‘sexuality’.Since the study of sex started to dramatically change, there has been more understanding within so many topics of sexuality, such as gender (roles and variance), marriage and the family, homosexuality, heterosexuality, bisexuality, intersex, trans-gender/sex/vestite, evolution of sexual identities, legal and medical regulation, religious roles/codes, phallocentricism, women’s bodies and health, illegitimacy, â€Å"and the importance of social networks and oppositional sexualities† (The Invention of Sexuality 39).This is only the first week that I have studied sexuality and culture in an educational environment, and after enjoying many sources of new material I have begun to compile my own understanding of ‘sex’ and ‘sexuality’, which is just the beginning of my learning on the subject. One of the most important aspects to take away from these introductory lessons is how grand of a role society and culture have on sexuality.It is so important to be aware of and take into account culture’s influen ce on sexuality now and within the history of sex. In our US society (and this is a generalization) some vital influences are class, race/ethnicity, gender, age, family history and how one was raised, physical ability, religion and region. Now that I have collected a better understanding of ‘sex’ and ‘sexuality’ as educational terms, I can further my knowledge of everything that makes up sexuality within cultures around the world.Bitheway. Sex Verses Sexuality. Bi The Way: An exploration of Male Bisexuality. 6 May 2008. http://www. bitheway. co. uk/2008/05/06/sex-versus-sexuality/. Sex and Sexuality: Understanding the Differences (Learning Activity). RECAPP 2007-2009. http://www. etr. org/recapp/index. cfm? fuseaction=pages. LearningActivitiesDeta il&PageID=167 The Invention of Sexuality. Sexual Lives: A Reader on the Theories and Realities of Human Sexualities. McGraw-Hill, 2003.

The Most Dangerous Game And Porphyrias Lover Analysis

While some stories are nice and happy â€Å"The Most Dangerous Game† and â€Å"Porphyria’s Lover† are not like that. They are about murder. The characters think what they are doing is for everyones well being and that this is normal, but really as the reader we can see that in no way is that normal. The authors use obsession to show man vs. man, man vs. nature and man vs. society. Browning and Connell use conflict to convey that trusting someone may lead to a negative outcome, that can show ones true intentions. The authors use man vs. man to show obsession. In the most dangerous game Rainsford and General Zaroff are in a hunt. Ransford is the game and the general is the hunter. This is a man vs. man conflict because two people are against each†¦show more content†¦Rainsfords’ surroundings are harsh and it is hard for him to overcome his obstacles and win again General Zaroff. â€Å"Dusk came, then darkness, and still he pressed on. The ground grew softer under his moccasins; the vegetation grew ranker, denser; insects bit him savagely.† This is showing how hard it was for Whitney to get through this jungle that General Zaroff has put on his Island. For Porphyria’s lover he has to attempt to get to her while she is alone and with out beget through to be with her. â€Å"The rain set early in tonight, The sullen wind was soon awake,... She shut the cold out and the stom,† This shows that through the setting we can see that they’re relationship is har d. It is not easy for them to be together. In the stories, the authors use man vs. society to show what conflicts there are in the world that keep people from doing what they want good or bad. In The Most Dangerous Game, Rainsford knows of the island he is about to be trapped on. He knows that you don’t want to be on it. Once he reaches the island he starts to think it’s not too bad, then he finds that The General is hunting humans. The General thinks this is totally ok and is upset with society for not accepting him. â€Å"‘Hunting? General Zaroff, what you speak of is murder.’ The general laughed with entire good nature. He regarded Rainsford quizzically. ‘I refuse to believe that so modern and civilized a young man as you seem to be harbors