Saturday, January 25, 2020
Code Of Practice In Teaching And Learning
Code Of Practice In Teaching And Learning This assignment covers issues relating to current legislation and codes of practice in teaching and learning, as well as on the stages of the teaching/training cycle with emphasis on boundaries on some of the highlighted stages. The importance of record keeping in teaching and learning was also discussed in this assignment. I am currently working as an IT professional with the view of progressing onto more rewarding and better fulfilling profession as Mathematics cum ICT teacher/trainer in a lifelong learning sector. I decided to enrol for the Preparing to Teaching in Lifelong Learning Sector (PTLLS) programme at the North Hertfordshire College in preparing myself for the fulfilment of my career aspiration. LEGISLATION AND CODE OF PRACTICE IN TEACHING LEARNING The legislation and code of practice in teaching and learning are in place to act as guidelines and to protect the employees and learners in a typical lifelong learning sector. As a Tutor in the lifelong learning sector, it is my responsibility to be aware and adhere to the current legislative requirements and codes of practice as expected on my job role. Two examples of the current legislation relevant to teaching and learning are: Equality Act 2010 The key features of this act are, but not limited to the following: Aim at protecting disabled employees/learners and prevent disability discrimination as it provides legal rights for them in the area of employment, education, access to public facilities/services within a reputable lifelong learning institution. It provides rights to people (Carer or parent of a disabled person) not to be directly discriminated against or harassed because they have association with disabled people. It is unlawful for any education provider in the lifelong learning sector to treat a disabled employee/learner as less favourably for a reason related to their disability or fail to make reasonable adjustments to prevent them being placed at a substantial advantage. The Health and Safety at Work Act 1974 The learning institution must make it mandatory for the teachers/trainers and learners to understand and comply with the Health and safety at work Act 1974. This act ensures that they put the safety and health of employees and learners first. As Trainer, I must minimize the risks associated with repetitive strain injury (RSI) amongst my learners. For example, highly repetitive movements such as typing on the keyboard consistently can lead to RSI; continuous usage of the VDU (visual display unit) can also lead to eye strain. Hence, I must ensure that learners go on short intermittent breaks. Other current legislations that are relevant to lifelong learning sector are: The Sex Discrimination Act (SDA) 1984 Special Education Needs and Disability Act (2001) The Health and Safety at work Act 1974 Freedom of Information and Data Protection Act 2005 Employment Equality (Religious or Belief )Regulations 2003 Racial and Religious Hatred Act 2006 Human Rights Act 1998 Apart from the aforementioned current legislative requirements, there are also codes of practice that I have to adhere to as a teacher/trainer in a lifelong learning sector. Codes of practice, (CoP) are lower level documents that provide guidance. For example, the institute for learning (IFL) introduced a code of practice for teachers in the lifelong learning sector in 2008. The Code was developed by the profession for the profession and it outlines the behaviour expected of members for the benefit of learners, employers, the profession and the wider community. An example of the Code of practice that relates to teaching in a lifelong learning sector is the disclosure of criminal offence; as it is expected that any member to notify the institute as soon as practicable after cautioning or conviction for a criminal offence. STAGES OF TEACHING/TRAINING CYCLES The teaching/training cycle (as depicted below) can be described as a cyclic learning process that can continue indefinitely to facilitate successful learning experience. The teaching/training cycle can be joined at any point but needs to be followed through to be effective. The teaching/training cycle involves the following stages: Identifying needs Planning Delivering Assessing Evaluating The roles and responsibilities as well as the boundaries for each of the five stages of the teaching cycle in a lifelong learning sector are as highlighted below: IDENTIFYING NEEDS This stage is about finding out the needs of the institution as well as that of the learners. Roles Responsibilities To accommodate the specific needs of the learners e.g. provision of specialised equipment when needed, adequate provision for the disabled learners should in case of any accident/fire alarm, permitting learners to observe their religious obligation. The need to understand their leaning styles as well as providing the right tools, textbooks and any other materials needed to enhance their learning experience. Boundary To need to gain the qualification that are requisite for the course that one intended to teach PLANNING This phase involves preparing the suitable delivery resources that can facilitate conducive learning environment. Roles Responsibilities To identify the learning outcomes and thereby ensuring the provision of value-added learning services Ensuring that the outcomes of each session must be specific, measurable, achievable, realistic and time bound (SMART). To ensure that the specifications that were outlined in the schemes of work are addressed in the lesson plans this can be achieved by preparing the appropriate learning resources and also by including a variety of teaching and learning activities, dynamics and assessment methods. Boundary Physical contact with distressed pupil should appear normal and natural. Adhering to the ethos of the profession by maintaining high quality training, thereby guarantying that development and progression of the learner is being achieved. DELIVERING Roles Responsibilities To conduct the learning effectively by valuing and caring for the learner This is can be achieved by delivering the sessions based on the session plan that has already puts into consideration the various learning styles. To create a positive environment that fosters learning and keep the learners motivated Achieved by showing by demonstration, using teaching aids, giving out clear instructions and checking understanding among the learners regularly. Boundary Appropriateness of the teacher/learner relationship by ensuring that the learners do not know all about you and your life despite the fact of the need to be open, friendly and supportive. Knowing where to refer learners to such as assessment support for diagnosis of Dyslexia and other learning difficulties, Learning services for support with finance as well as knowing the procedures and where/who to escalate disruptive behaviour. Physical contact while demonstrating to the learner should not be misinterpreted. ASSESSING Roles Responsibilities To assess the learners during and at the end of the session in order to ensure they have gained the skills and knowledge needed to achieve their qualification Achieved by using any of the different types of assessment such as the Initial, Formative (quizzes and group discussion) or Summative (an examination that counts towards a qualification) assessments. To give constructive feedback and ensuring that Internal and External Verification (IV/EV) are carried out. Boundary No favouritism for any of the learners during assessment. EVALUATING This stage deals with getting feedback from the learner in order to reflect on ones teaching style and delivery. Roles and Responsibilities To obtain feedback from the learners in form of the course evaluation questionnaires in order to improve on ones teaching pedagogy and assist in future professional development. To evaluate the effectiveness of the program. Why keep records? Records are mainly kept for the following reasons: To let awarding bodies, employers and other stakeholders know This in terms of quality assurance is related to Internal/External verification as well as Internal/External moderation. Monitoring of progress and performance Helps tutors plan, monitor and review learners progress allows the trainer to monitor the effectiveness of his/her teaching and learners progress in relation to targets. To provide written feedback and guidance to learners. It is also the duty of the trainer to keep attendance records of the learners for health and safety reasons (evacuation in case of fire) and also for punctuality. To make the teaching/training work much easier. The reasons enumerated above are basically for legal reasons and also to support the teaching/training cycle. The stakeholders of these records are, but not limited to the following: Teachers/Trainers Awarding Bodies Employers Students Supervisors Ofsted Parents/Guardians/Sponsors Internal/External Verifiers Paper based and Computer records Paper based records Pros Less likely to be accessed by unauthorized user. Information update does not require any special skills. Cons Prone to lots of human errors due to differing terminologies, illegibility and misspelling. Disaster issue: can easily be lost or destroyed during fire or flood incident. Computer records Pros eliminate handwriting errors and offer spell checking ability. are cost efficient, because they eliminate expenses associated with stationeries, printing, other office supplies. Faster access to information and less space is required with regard to physical storage. Cons Privacy concerns: Personal information can be dispersed into the wrong hands. Data access problem: loss of power or technical glitches. This assignment has covered the various stages of the teaching/training cycles as well as the current legislation and the ethos of the profession in the teaching and learning sector. The needs for keeping records were also highlighted. WORD COUNT: 1585 words
Friday, January 17, 2020
Evaluation of Literature Reviews of Three Articles Essay
A literature review is a report of information published earlier from books, journals, newspapers, or any reliable articles that show relevance and significance to the research study being conducted. It is not just a summary of knowledge and scholarly opinions on a specific topic by scholars and academic researchers, but it is also a critical analysis of various literatures that seeks to determine what knowledge and ideas are already known that serve as the guide and support to the thesis statement and objective of the research study being conducted (Taylor, 2006). A literature review is the part of an academic research study that helps understand the research problem. From this, it can be viewed that a literature review must have the following criteria: (1) shows diversity of ideas, theories and opinions by reviewing the most recent literatures but also acknowledges old literatures whenever needed (e.g. for historical purposes); (2) not simply summarizes the literatures available but most importantly, it critically analyzes, describes, and compares such literatures in an organized manner; and (3) should address the issues or problems that leads to the achievement of the objectives of the research study being carried out.            A good literature review can be best described by analyzing the literature review section of at least three articles, comparing and contrasting them using the four criteria mentioned above. Article 1 is entitled ‘Integrating Earnings and Cash Flows Per Common Share’. The article aims to determine the importance of reporting both the earnings per share and the cash flow per share and how such reports can provide information about the financial health of an organization. Article 1’s literature review is good because it was able to present various recently published studies that show what happened when only the earnings per share was reported, giving emp hasis on the importance of timely reporting both the earnings per share and the cash flow per share ; that is, it was able to provide a good theoretical framework for the study, helping the authors achieve the article’s objective. The authors are aware of the purpose of the study and that the article is intended for accountants, financial analysts, managers and accounting and finance students, thus they were able to review and analyze significant past studies that can address the issue without the need to define technical financial terms. Most of these studies were published recently, between the years 1997 to 2005, ensuring that the content of the literature review is not outdated for timeliness is important in dealing with technical issues like financial and accounting issues. The review also reflects a diversity of relevant ideas about the topic. However, the literature review is not well organized; a literature is discussed in a paragraph and the next paragraph discusses another literature without logically correlating one from the other as if the next paragraph is for another topic. The authors could have used words such as moreover, for instance, or furthermore that help readers understand clearly the comparisons and relationships between the literatures being reviewed.            The next article is entitled ‘Security Returns and the Value Relevance of Accounting Data’ which was published in 1999. The article is very technical in nature that readers without a good background in accounting cannot be able to fully understand the article. In fact the article was presented at the American Accounting Association Doctoral Consortium and at the American Accounting Association/Taiwan Accounting Association First Globalization Conference, which means that the author is very much aware of the audience who will benefit the article. Since it was presented in a conference of professional accountants, the article can be used as an academic source for students and other accountants. It aims on determining the relationship and relevance between a firm’s accounting data and the returns it gained. The literatures reviewed present evidences that address this issue and show that accounting data reflect the financial gains, conditions and events in a firm which are important in decision-making. However, the journals used as references are quite old which were actually published between the years 1940 and 1999. It would be better if the authors found and used research studies that have recent and newer ideas about the issue because â€Å"the more recent the study, the more valuable it tends to be†(Literature Review, 2004.). The literature review is also very brief but shows comprehensiveness and organization although it does not show a diversity of opinion because it uses only few literatures.            The third article is about human resource management entitled ‘Why people stay: using job embeddedness to predict voluntary turnover’ published in 2000. Its literature review section reviews and compares various peer-reviewed journals and academic books that dealt with theories about employee turnover, motivation, job satisfaction, employee attitudes, organizational behavior, and job commitment. Among the three articles, this article is the most organized research study as well as the one having the most diverse ideas and theories, resulting to a very comprehensive review. It uses headings and subheadings to indicate changes in topic and subtopics. Its content includes past and current theories, reflecting that the authors acknowledged and effectively integrated these theories to come up with better findings that help achive the objectives of the study. The authors have effectiveley compared and contrasted such theories that resulted to more reliable conclusions. The review is an effective reference to managers, professionals, and various organizations as well as students to be able to have knowledge on employee retention. References: Easton, P. (1999) Security Returns and the Value Relevance of Accounting Data,            Accounting Horizons 13:4, pp.399-412 â€Å"Literature Review†(2004) retrieved online on March 9, 2007             http://library.ups.edu/instruct/ricig/comm105/litreview.htm Mitchell, T., Holtom, B., Lee, T., and Erez, M (2000) Why People Stay: Using Job            Embeddedness to Predict Voluntary Turnover            Academy of Management Journal, 44:8; 1102-1121 Stone, K. and Niemeyer, R. (2005) Integrating Earnings and Cash Flows Per Common             Share, The Journal of Theoretical Accounting Research, Fall, 1, 1, Accounting  and Tax Periodicals, pp. 63- 76 Taylor, Dena (2006) The Literature Review: A Few Tips on Conducting It            Retrieved online on March 9, 2007            http://www.utoronto.ca/writing/litrev.html
Thursday, January 9, 2020
The Male Superiority Of The Age - 1300 Words
Paternal superiority has always been an important factor in society. Paternal superiority is when the male is the dominant character and feels like he has the upper hand compared to anyone, especially females. Males often feel like they are the dominant sex because they are assumed to be stronger than females. Since the formation of organized society, males have been in charge. Males also do not have the same standard way of acting in society. In history, men have always had more freedom than women have. This has made women seem like they are not as important as the males. This is how society has been brought up; the males have continually been in control. Although the modern reader can infer that Bronte was exaggerating male authority, she is actually reflecting the time period of the Victorian Era. Bronte uses several characters to exemplify the male superiority of the age. One character that portrays the dominance in that time is Edgar. At first glance, anyone would think that Edgar is a well-dressed rich boy who is pampered and does not have to worry about a single thing. Reading further into the book, one may notice that he assumes a more dominant attitude towards a few people - especially Catherine. He has the audacity to say that she cannot be friends with Heathcliff as well as Edgar, so she has to choose who she wants to stay with. Edgar is acting jealously and does not want to share Catherine with Heathcliff; he is afraid that Heathcliff will in some way stealShow MoreRelatedEssay about Male Dominance and Inequality in Sports600 Words  | 3 Pagesdiscussion of superior has been brought up numerous times throughout the history of time. Whether it is superiority over a species, subject, or attribute people tend to render something better than other. In today’ s modern age with a â€Å"peaceful†global world trying to be put into place, we have tried to eliminate superiority between others humans and promote equality. 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Wednesday, January 1, 2020
Short Story - 910 Words
There’s something creepy down there, something’s not right. What? Yeah, a gigantic fucking, I don’t know – weird octopus or something. I saw its eyes staring right at me, like it wanted to eat me or something. Alright, a giant fish that was going to eat you. Now, man up and let’s go get the gear. No fucking way. Really? You’re going to make me go back in there myself? You know I can’t have my dad find out about this.†I have to go back in and get the rental gear. Oh, no way man. You can’t go back in there by yourself. We’ll pay for the gear. Your dad’s cool, what’s the big deal? I don’t want anything from my dad. God Giselle, you’re the only teenager who rebels by trying to do everything right. You agreed to this so I think your†¦show more content†¦I waved my hand to turn, and I looked straight into the abyss, and could see nothing but the blackest black. Two giant eyes pierced it’s glare down to my soul. And I saw everything. 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