Immanuel, Kant (1724-1804) Essay examples -- essays research papers

Immanuel Kant was born in 1724 in the East Prussian town of Knigsberg and lived there practically all his career. He came from a deeply pious Lutheran family, and his own religious convictions formed a significant background to his philosophy. Like Berkeley, he felt it was essential to preserve the foundations of Christian belief.Kant became professor of Logic and Metaphysics at the University of Knigsberg in 1770 and taught there for most of his life. He was also considerablely interested in science and published works on astronomy and geophysics.His three most significant works were published later in life. The Critique of Pure Reason came out in 1781, followed in 1788 by the Critique of Practical Reason and in 1790 by the Critique of Judgment. The Critique of Pure Reason is one of the most important works in the unhurt of philosophy. Unfortunately it is also one of the most unreadable - Kant himself described it as dry and obscure.Kant had generally been an outgoing and frien dly man but towards the end of his life his mental faculties and his sight deteriorated badly. He died a shadow of his former self, aged 80. One of his most quoted sayings is carved on his gravestone in Knigsberg " both things fill my mind with ever-increasing wonder and awe, the more often and the more intensely the reflection dwells on them the starry heavens above me and the clean law indoors me".IDEASKant believed that there are clear limits to what we can know. You could perhaps say that the minds "glasses" set these limits.The philosophers before Kant had discussed the really "big" questions - for instance, whether man has an immortal soul, whether there is a God, whether nature consists of tiny indivisible particles, and whether the universe is finite or infinite. Kant believed there was no certain knowledge to be obtained on these questions. In such great philosophical questions, he thought that reason operates beyond the limits of what we humans ca n comprehend. At the same time there is in our nature a primary desire to pose these questions. When, for example, we ask whether the universe has always existed, we are asking about a totality of which we ourselves are a tiny part. We can consequently never completely know this totality.According to Kant there are two elements that contribute to our knowledge of the world - sensory perception and re... ...etimes you might only be kind and helpful to others because you know it pays off. It could be a way of becoming popular. But if this is your only motive you are not acting out of respectfulness for moral law. You might be acting in accordance with moral law - and that could be fair enough - but if it is to be a moral action, you must have conquered yourself. Only when you do something purely out of obligation can it be called a moral action. Kants ethics is therefore sometimes called duty ethics.Kant also advocated the establishment of a "league of nations". In his tr eatise Perpetual Peace, he wrote that all countries should unite in order to assure peaceful coexistence between nations. He believed that mans "practical reason" would force the nations to emerge from the wild state of nature which creates wars, and make a contract to keep the peace. Kant recognised that this would take time to fulfill but he saw it as our duty to work for the universal and lasting securing of peace. About 125 years after the appearance of Kants treatise in 1795, the coalition of Nations was founded, after the First World War. After the Second World War it was replaced by the United Nations.

Macbeth vs Scotland, PA Essay -- essays research papers fc

MacbethThe thin line between tragedy and dark humor.William Shakespeares Macbeth has always been considered ace of the literary worlds most celebrated tragedies. It is arguably the darkest and most gruesome of his plays. The protagonist, Macbeth, is the poster child for tragic hero, a literary character who happen upons an error of judgment or has a fatal flaw that, combined with fate and external forces, brings on a tragedy (www.dictionary.com). And until recently we were satisfied with that At the Cannes Film Festival in 2001, a low budget comedy was unveiled. It was called Scotland, PA. This film was written by a first-time director, Billy Morrissette, and depicts the familiar story in a surprisingly disparate form.The premise of the plot is held in tact but the setting is shifted several hundred years, to the 1970s. The characters names change surface remain familiar. The dialogue is contemporary English heretofore you can still recognize the similarities in conversation. M ajor themes from the original work revenge, guilt, self doubt, fate, and prophecy still exist in this manipulated adjustment. He (Morrissette) is able to make an interesting point about how the difference between tragedy and comedy is often how the material is viewed by the audience.(Berardinelli)Prior to Morrissettes Scotland, PA, Roman Polanski brought his adaptation of Macbeth (1971) to the silver screen. This more traditional adaptation follows the plays blueprint. The setting remains unchanged, as well as the plot and dialogue. This movie was made soon after a horrifically traumatic events in Polanskis life, the heinous murder of his pregnant wife by members of the Charlie Manson family. The film may have been a therapeutic outlet for him. The extremely gory murder scenes may have been a result of his attempts to deal with his pain and show give appreciation into the horror that filled his life at the time. Polanskis adaptation definitely added a horror flick tone with the gruesome characterization of ugly violence.The most notable difference in the portrayal of Mac and Pat, in Scotland, PA versus the portrayal of Macbeth and Lady Macbeth, in Macbeth, is the atrociousness, or lack of, with which we view them and their crimes. Mac and Pat seem to be less despicable than Macbeth and Lady Macbeth for several reasons. One key reason is the omission of the ordered murder of Macduffs family ... ...ind their evil deed. Lady Macbeth is aware of her position as motivator, and even states in the play that she wishes she were a man so that she could carry out their plan herself. Even in Scotland, PA, Pat is continuously directing and instructing Mac in all of their actions pertaining to the murder and cover up. She tells Macbeth to get the safe combination, to stop him from escaping, and talks him through virtually the entire process. The major difference in the two plant life is presentation and context. This relates directly to the representation of the ma in characters. By keeping the premise but altering the way the course of events occurs gives the audience a different insight into the development and representation of the characters, particularly Macbeth and Lady Macbeth. Both adaptations were very well done, particularly Scotland, PA. It shows that, with a little tweaking, comedy can be found in even the most bloody and tragic of stories.Works CitedDictionary.com. 2005, Lexico Publishing Group, LLC. 3/8/2005 .Macbeth 1971 Review EOFFTV. 2000, 3/8/2005 .Phillips, Brian and Douthat, Ross. SparkNote on Macbeth. 9 Mar. 2005 . Review Scotland, PA. 2002, 3/8/2005 .

Shakespeares Macbeth - Lady Macbeth Far Worse than Macbeth :: GCSE English Literature Coursework

peeress Macbeth Far Worse than Macbeth maam Macbeth is depicted as being much worse than her husband in Shakespeares play, Macbeth. Although they both telephone of murdering King Duncan as soon as they hear the witches prophecies, Macbeth thinks more about what he may or may not do, whereas Lady Macbeth immediately appeals to worthless spirits to give her the strength to kill Duncan. When Macbeth first hears the prophecies, and when the prophecies begin to be fulfilled, he does think of cleanup the king, but also, towards the end of Act 1, Scene 3, he thinks that perhaps he doesnt need to do anything to become the king If chance give have me king, why, chance may crown me without my stir. On the other hand, Lady Macbeth, on receiving the letter telling her about the witches prophecies, she immediately thinks that she and Macbeth will have to kill king Duncan. She also decides that Macbeth is to a fault nice to kill the king, sayin that he is too ful o the milk of human kind ness and when she hears the Duncan will visit their castle that night, she immediately appeals to the evil spirits, to (ironically) give her the strength to kill the king. In Act 1, Scene 7, Macbeth is doubtfull of Lady Macbeths plot to kill the king. He doesnt think that he will be able to live with the guilt of killing his king while he is staying on a lower floor his very roof, and then decides that he will not kill the king. This shows that Macbeth is thinking about what he is going to do, and shows that he does feel guilt and is weighing up the situation, unlike Lady Macbeth who never thinks twice about killing the king. When Lady Macbeth notices that Macbeth has left the room, she goes to speak to him. Macbeth firmly tells her that they will not kill the king we will proceed no further in this business. Lady Macbeth, however, tells him that his love is worth nothing if he refuses to go through with the plan, saying that his love is as accountable as his indecisiveness. Macbe th wants his wife to love him and wants her to trust him, so he agrees to go through with their plan. The way Macbeth questions and thinks about killing the king shows that he knows that killing the king is wrong and that he will feel guilty if he does so.

Hemingway :: essays research papers

From the time Ernest Hemingway became a renowned author, his works, as well as his life, have been study by many. Under such scrutiny, many aspects of Hemingways works and life experiences have been in question to the realities and fallacies, which he laid forth. Much of Hemingways life, oddly his time volunteering as an ambulance driver in Europe, has been in question to the true validity of his myth as a true adventurer and hero. However, as I have found, much of the mythology surrounding Hemingway is very true indeed, which leads me to believe that he did not embellish his life but rather used his experiences to create round of the greatest works of literature to be written throughout the twentieth century. One of Ernest Hemingways greatest novels, A Farewell to Arms, has been surrounded by controversy among literary, as well as historical, scholars regarding Hemingways inspiration for the famous novel. Many feel that Ernest Hemingway created this fictional book solely from hi s imagination rather than his experiences, patch others believe that Hemingway drew the inspiration for this book from his experience as a volunteer ambulance driver throughout the war. Even though thither has been much controversy, there is documented historical proof that the experiences that Hemingway had experienced from his time in the war had influenced his creation of A Farewell to Arms.One of the most prevalent sources for Ernest Hemingways inspiration for A Farewell to Arms can be found in his relationship with ( ?Anges, the Amer. Nurse), who was a love interest and nurse at the infirmary that Hemingway recuperated at after being injured by machine gun fire. The relationship that was created between Hemingway and (Anges) led to the inspiration and creation of one of the main slip in A Farewell to Arms, as Mrs. Catherine Barkley. The similarities between these two characters of Hemingways life, one real and the other put on, is astonishing. For instance, both Catherine Ba rkley and (Anges) where pretty American nurses during a war, while both also being in love with a wounded ambulance driver at their hospitals.The similarities between the people of Hemingways life and his fictitious characters can also be found between Lieutenant Henry, the main character of A Farewell to Arms, and Hemingway himself. Once again, the similarities between these characters is astonishing so much that Lieutenant Henry seems to be Hemingways idea of his younger self rather that a fictitious character.

Blind Children :: essays research papers

Blind kidren, if given a chance, can play and exact right alongside their sighted peers. An adequate to(p) mind, a positive attitude, and a little creativity are usually all it takes to integrate blind students into regular preschool programs. The blind child can learn the same concepts that are taught the other children. The only difference is the method of learning. The blind child must make more use of the other senses. They also gather up parents and teachers who will allow lots of hands-on experiences. Blind children can learn the same concepts as other children. They may just need to learn it in a different method such as hands-on. Concepts such as big and little, same and different, prepositions (over, under, in, out, behind), shapes, number concepts, and others are easily taught with concrete objects as an pick to pictures on paper. Parents of blind children are used to helping their children get accustomed to new places and will guide you in doing so. Usually, one or t wo visits to the classroom when the other children are not present will be enough to orient the child. Children will use many things to find their way around. The sound of the rampart clock or heater may be a way for them to locate themselves. They quickly learn that the story time firmament is carpeted and that the dress-up area is next to the windows where they can feel the sun or hear the rain.Blindness does not mean that the child is totally without usable vision. Most of blind children induct varying amounts of vision, which can be quite helpful. Legal blindness is a term you may hear. It means that a child has 10% or little of normal vision. Teachers need to know that many factors affect what, and how much, a child may see at any particular time. Type of eye condition, fatigue, lighting, excitement, etc. all affect a partially sighted childs vision.There is little need to worry about the comfort the blind child will have with its peers in the classroom.

Blind Children :: essays research papers

Blind children, if given a chance, sack up play and learn right alongside their sighted peers. An open mind, a autocratic attitude, and a little creativity atomic number 18 usually all it takes to integrate cheat students into regular preschool programs. The blind child foundation learn the same concepts that atomic number 18 taught the other children. The only difference is the method of learning. The blind child must make more use of the other senses. They also learn parents and teachers who will stomach lots of hands-on experiences. Blind children can learn the same concepts as other children. They may just need to learn it in a diverse method such as hands-on. Concepts such as big and little, same and different, prepositions (over, under, in, out, behind), shapes, number concepts, and others are easily taught with concrete objects as an alternative to pictures on paper. Parents of blind children are used to helping their children get accustomed to new places and will gu ide you in doing so. Usually, one or two visits to the classroom when the other children are not present will be enough to orient the child. Children will use many things to find their way around. The sound of the wall clock or heater may be a way for them to locate themselves. They quickly learn that the story time area is carpeted and that the dress-up area is next to the windows where they can feel the sun or hear the rain.Blindness does not mean that the child is totally without usable vision. Most of blind children move over varying amounts of vision, which can be quite helpful. Legal blindness is a term you may hear. It means that a child has 10% or less of normal vision. Teachers need to know that many factors incite what, and how much, a child may see at any particular time. Type of eye condition, fatigue, lighting, excitement, etc. all affect a partially sighted childs vision.There is little need to worry about the comfort the blind child will have with its peers in the c lassroom.

Better Community and Build a Healthier Life Essay

Better Community and Build a Healthier Life, yesterday. habitat for Humanity, a non-profit, ecumenical Christian community, has been created to make adequate housing a matter of conscience and action. Since its creation in 1976, it has built and improved more than 300,000 houses, sheltering more than 1,500,000 community in thousands of communities in North America, Latin America and the Caribbean, Africa, Eastern and Western Europe, and throughout the Asia-Pacific region.Habitats work is made possible by affiliates or people who are dedicated to the cause of eliminating poverty housing. As of this writing there are 132 affiliates in the Asia-Pacific region and 2,291 worldwide. Habitats work is uttermost greater than the current number of affiliates and supporters nonetheless. Hence as it continually strives to achieve its mission Habitat is likewise constantly calling more volunteers to take their break out in re-building the world.Anchoring on a statement made by Dr. Stephen Post , a professor at the Case Western Reserve University School of Medicine and co-author of the forthcoming book Why Good Things Happen to Good People The Exciting New Research That Proves the Link Between Doing Good and Living a Longer, Healthier, Happier Life that, There is now a convergence of research leading to the conclusion that helping others makes people happier and healthier.So the word is out its good to be good. Science increasingly says so, former President and co-founder of Habitat for Humanity, Jimmy more relates volunteering to building a healthier life. For more details on how to participate to the Habitats action for a cause, please visit http//www. habitat. org/. Contact Name Phone Website E-mail

Religious reforms by Martin Luther and King Henry VIII Essay

The motives of Martin Luther in the German states and office Henry VIII in England could non provoke been much more dissimilar than they were. However, their actions of bringing about domesticize likened them. Martin Luther was motivated to reform the church solely for sacred reasons mostly frustration with the corruption of the Catholic Church, while King Henry VIII was motivated by both his in-person life and his personal gain.The whole idea to reform the church in England essentially started when King Henry VIII realized he would be unable to divorce his wife, Catherine. He had already set his sights on Anne Boleyn, so he needed to find a quick loophole in order to divorce Catherine and marry Anne. Because the Catholic Church still headed England and even the King had to submit to papal rule, Henry decided it would be far better if he could just be sovereign (and therefore be able to divorce Catherine). Due to this revelation, King Henry decided to reform the Catholic Churc h and create The Church of England. Theologically, he stuck to Catholic principals such as confession and clerical celibacy, but he closed monasteries in order to acquire the wealth they held. In essence, all King Henry did was change the legality of the Church but he did not bring about revolutionary religious change.Martin Luther, on the other hand, had no personal motives at hand when he decided he wanted to reform the church. Martin Luther had witnessed and quickly became frustrated with the corrupt acts of the church such as simony, nepotism, neglect of the celibacy rule, absenteeism, and pluralism. The final straw that sent Martin Luther over the edge was when Pope king of beasts X approved the sale of indulgences by Johan Tetzel in order to fund the building of St. Peters Basilica. Luther wrote the 95 Theses in response to this because he believed indulgences undermined the unassumingness of penance.Luther went on to denounce the authority of the Pope and at the Diet of Worm s, he did not recant so he was excommunicated. After this, he formed his basic theological tenets that differed greatly from the traditional Catholic tenets. He brought about immense religious change including the dogma of consubstantiation, the abolishment of clerical celibacy and monasticism, the belief that the church was subordinate to the state, and the belief in only two sacraments versus seven. He also introduced new answers to theologicalquestions that can be summed up in these three Latin phrases sola scriptura, sola fide, and sola gratia.The motives of Martin Luther and King Henry were different, and even though their common goal of reform was similar, their end results were even quite different. King Henrys personal, political, social, and economic motives resulted in a temporary reform because they were based off everything but religion. His heirs altered the Church several times so that the national religion would be to their personal liking. Although the Church of Eng land still exists today, it is not based on the beginning principles King Henry VIII set up. Martin Luthers reformation of the church, however, proved permanent. His genuine religious motives were apparent to the people so his religious changes stuck. Proof of this is simply that Lutheranism is still a popular denomination of Christianity today that is based off of the original principles that Martin Luther set.BibliographyA History of Western Society 7th edition (McKay)

Prepare to teach in the lifelong learning sector Essay

The go oning argon headings for broad areas disciples result cede to research to guide demonstrate of competence in PTLLS.GROUP ARoles and responsibilities and relationships in long acquireGROUP B 1 regarding comprehensive breeding and direction method in lifelong skillGROUP B 2Using inclusive study and learn approaches in lifelong readingGROUP DPrinciple of judicial decision in lifelong nurture to each one group (Group A, Group B1, Group B2 and Group D) is made up of sub-headings and questions or statements of competence. Group Group A, Group B1, Group B2 and Group DSub-headings (Example) (1. downstairsstand proclaim role and responsibilities in lifelong information) head teachers or Statements of competence (Example) (1.1 Summarise key aspects of command, regulatory requirements and codes of practice relating to own role and responsibilities).Writing Essays and ReferencingStudents must provide responses in essay form to each of these questions or statements of competence (al directions starting with 1.1). The recommended word view for each essay is 200 words. Students do non need to lodge in if they exceed this word count or if they go under it by a few words on a few questions. It is authorized that a bookman does non fixate on word counts, barely, rather that he or she foc implements on the quality of their responses.Realistic al unneuroticy, essays should not fall under the recommended word count too often or by too lots when students conduct thorough research and provide satisfactory evidence of competence.Research of topics must be demonstrated with twain in-text references (short form) at bottom individual essays (1.1, 1.3, 2.2, etc.) and bibliographies (long form) at the end of each group. In-text references do-nothing be placed at the beginning, middle or end of essays. The bibliography provides a more comprehensive list of all book or internet references that the student utilise to research the questions or statement s of competence. Ultimately, the student has to decide how much research he or she thinks is sufficient to gain a better intellectual of teaching and encyclopaedism concepts. Realistically, some form of in-text referencing would probably be essential in, at least, one come on of two essays on average to show sufficient evidence of research. GROUP ARoles and responsibilities and relationships in lifelong learning1. Understand own role and responsibilities in lifelong learning1.1 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilitiesMy role as a lifelong learning professional is to ensure legislative requirements are met. Some of these legislations are generic and affect all who teach, whereas some are subject (or environment) item. (Gravells 201219-22) These legislations take on only not limited to the following Awarding organisation guidelines for delivering and assessing my subject Criminal Records Bure au(CRB) ClearanceData vindication Act 2003Equality Act 2010Health and gum elastic 1974Institute for learn(IfL) Code of professional practice 2008 Organisational guidelines such as dress code and punctuality My key responsibility is to ensure my work atplace adopt a current copy of my CRB as this all the way holds me the right to come in contact with children, young andvulner up to(p) adults. Its beneficial to become a registered element of the IfL and abide by its codes and conduct as well as my or comp whatsoevers organisational procedures. This Code was developed by the profession for the profession and it bylines the behaviours judge of members for the benefit of assimilators, employers, the profession and the wider community. The Equality Act (2010), which harmonises some 20 previous pieces of Equalities legislation, is authorised within the lifelong learning sector and suffices ensure accessibility to learning with a view to equality and diversity.Under the Health and Safety at Work etc Act (1974), negligence by an individual can lead to their personal prosecution, not just the organisation they work for. HSE at work requires me to scan reasonable care of my health and safety and that of early(a)s who may be affected by what I do at work, cooperate with my employers on HSE matters and take necessary trainings especially training relating to me field which is attainment. Also inform my employers of any concern I study relating to health and safety. As Gravells says Learners are entitled to learn in a safe and healthy Environment (Gravells 201229).The Copyright Designs and Patents Act (1988) are germane(predicate) in a teaching environment. The materials I pulmonary tuberculosis to teach scholarly persons must every be produced by me, or I must ensure that I and or my organisation have permission to use such materials.An some other significant piece of legislation to consider is the Data Protection Act (2003). This is important because I allow for have access to students personal data which I shouldnt share with anyone or extraneous organisation without authorisation from my employer and permission from my student in question. 1.2 examine own responsibilities of promoting equality and valuing diversityEquality is about rights of students to have access to, attend, and go in in their chosen learning experience. This should be irrespective of energy and/or circumstances. Diversity is about valuing and respecting the differences in students, unheeding of ability and/or circumstances, or any other individual characteristics they may have.(Gravells 201217)As a instructor, I impart work in shipway that embrace diversity and celebrate equality according to Equality Act of 2010. I testament contend all students fairly, examine to create and get on an inclusive culture for all students. I give ensure equal access to opportunities to enable students to fully participate in learning process.You must not allow an y form of discrimination in your classroom or learning situation. Not only is it virtuously wrong, it is exchangeablely to be illegal (Reece and Walker, 2007295). I volition ensure learning materials or resources that I intend to use in lessons do not come apart over against any individual or groups. I pull up stakes in any case ensure there is no discrimination or any form of bullying in my classroom this may accommodate teasing, name calling etcEquality, whilst driven by legislation, should develop the culture and ethic of indispensabilitying to meet the needfully of all disciples. (Wilson, 2008, p.27) .I leave behind ensure that all my assimilators have the opportunity to contribute to the learning process using different learning methods and preferences, different sagaciousness styles man taking learners abilities and disabilities into cognizance.1.3 label own role and responsibilities in lifelong learningPrimarily my role as a teacher is to help my students achi eve their chosen programme. With the understanding that learners have varying learning needs I bequeath use the eelements of give lessonsing and Learning Cycle (identifying needs, jut outning learning, enabling learning, assessing learning and quality assurance and evaluation) to supply for their preferred learning styles.Carrying out initial assessment go out help me to identify my students needs, as well as my needs and my organisation needs. This will help me identify and avoid triggers that might cause barriers and challenges to learning. My findings during the initial assessment will besides guide me while preparing my scheme of work (SOW) and lesson plan and I will do all this within the specifications and guidelines condition by the awarding body. The scheme of workand lesson plan is to promote equality, recognize diversity, encourage inclusive learning and take into consideration the importance of health and safety of the learners.In target stay current and up to date with my specialist subject and continuously improve my teaching practice, I will attend trainings regularly both internally (INSET) and external trainings organised by Awarding bodies and other government agencies, I will in any case join an online banter forum relating to my subject.I will to a fault maintain proper records in terms of attendance and assessment data showing students level and jump onion.1.4 Review own role and responsibilities in identifying and concourse the needs of learnersBased on Maslows Hierarchy of Needs theory (1962) as stated in Reece and Walker (200777) The physical (comfort requirements) can be met by providing adequate breaks, ensuring comfort, arranging seats according to needs and being alert to heating and ventilation requirements Its important for me as a teacher to identify the needs of my learners with the intention to meeting these needs.Learners needs can be tender, physical, in evidenceectual, cultural or emotional. Examples of these need s include dyslexia, language barrier, financial, health or personal problems. To identify my learners needs, I will expect out an initial assessment to identify individual strengths and weaknesses, background, achievement level in relation to the programme, level of literacy, numeracy and information technology with any special learning confine. This process is in addition known as the diagnostic assessment. Also I administer the visual, auditory, read and write and kinaesthetic questionnaires to diagnose learners preferred learning styles. Outcome of VARK questionnaires will guide me in lesson planning, resources, activities and assessment method.I will use different teaching methods to throw all learners. As a apprehension teacher, I will use video clips because it gives students the chance to see how cognizance applies to terrene living. Carrying out practical and projects also allows my students to demonstrate their understanding of what they have learnt. I will encourag e buddy system and equal high and low ability students together in groups so they can challenge and motivate one another. I will affirm an English as Additional voice communication (EAL) student by providing dictionaries, propose extra literacy lessons to help student improve their ability to speak, read and write English confidently.If learners needs are not met, it will have huge and negative impact on my students ability to benefit from my lessons and so I will make reasonable adjustments in aim to accommodate all identified needs and where necessary refer students to get specialist help. I will also seek to work with the SEN department.2. Understand the relationships betwixt teachers and other professionals in lifelong learning2.1 discerp the boundaries between the teaching role and other professional rolesThe boundaries would beMaintaining professional relationshipsTaking care with communication methods (and increasingly social media use) Deadlines and targetsDemands from managersLack of own specialist knowledge and skillsLack of resourcesPersonal issues and professional concernProfessionalism requires us to maintain appropriate standards and fulfill our responsibilities to learners, institution and colleagues (Francis and Gould, 200910)In other to maintain professional relationships with students, I will ensurethat I adhere by codes and conducts of IfL and my organisation policy. If I have concerns regarding a student, its best not to get involved in person but to share my concern with appropriate department or personnel. . For example I have a student in a financial difficulty I will refer such students to seek specialist help and will not seek to get personally involved in solving any problem that this is not directly related to my course. Also in giving arrest, I will ensure I adhere to equality and diversity legislation and not show favoritism. I will also abstain from engaging in social networking with my student and will harbour all form of communication formal.Demands from managers, attending meetings, meeting deadline and targets can be time consuming and have the tendency to eat into time I need to touch on for my lessons. I will seek to have flexibility in demands on my time in this regard so I can attend meetings and do other duties outside the classroom.I can also seek for Admin support in order to address some of the boundaries highlighted. Lack of resources overlook can be sorted by getting Admin support in making orders and ensuring resources are bought and delivered in time for lessons.2.2 Review points of referral to meet the needs of learnersLearners will have varying needs de publishding on their backgrounds and their current circumstances. This might be long or short time based. These needs could be insufficient literacy skills, concern of Information Technology, lack of confidence, language barriers, and transport problems.In a case where I have a student who comes late or has a little attendance r ecord, I will seek to understand why his attendance is poor. If its a case of un incite student, I will try and give him one-to-one by creating an Individual lesson plan to support and motivate him more so that hes eager to come for lessons. However if this student is having financial problem, I will refer him to get specialist help or student welfare services.I will recommend approved centres to learners who need to boost their confidence level and improve their IT skills.In a case where I have a student with language barrier and who lacks confidence, I will seek for ways to promote inclusion by assuring such a student that he/she has the right to participate and learn just like others regardless of background. I will also recommend trusted agencies that help people to improve their English speaking abilities.2.3 try own responsibilities in relation to other professionalsFor any organisation to run successfully and smoothly, all workers will need to fulfil their roles and respon sibilities. As a teacher my responsibility can be unconnected down into individual, police squad and organisational. I am aware that the way and manner by which I carry out my responsibilities directly impacts on my colleagues and how they fulfil their responsibilities as well.My individual responsibility is to make sure I leave the classroom clean and tide so my near colleague will find it constitute for lessons. I understand also that I might need to meet with parents/carers of my students and give them support and assurance regarding the childs progress in lessons. My team responsibility is to share ideas and resources with me colleagues and this can be achieved by having shared folders for resources and ideas. Being able to work as part of a team is a immanent and important aspect of the teaching role, I will be willing to support colleagues by agreeing to do last minute cover for someone who is indisposed. I carry out my organisation duties for example by ensuring I mark r egisters promptly as this enables attendance team to have accurate records and do their duties as well.Its important to communicate needs and requirements on time to others. For example as a Im training to be a science teacher I will need to let the technicians know what I will need to run my lessons and time and quantity call for. I will also need to work with reprographics in other to have printed materials ready for lesson. 3. Understand own responsibility for maintaininga safe and supportive learning environment3.1 condone how to establish and maintain a safe and supportive learning environmentLearners need to feel safe and valued before they can fulfil their electric strength for leaning (Wallace 201196). As a teacher its important that I create a safe and supportive learning environment in order to optimise my students learning potential.As a science teacher, Health and safety is high priority for me and my students. In order to create a safe environment, I will ensure tha t my classroom is neatly arranged and all equipment are safely stored away. I will give clear instructions to technicians regards what resources are ask for my lessons and when this will be. Also I will ensure proper checks testing and maintenance are carried out periodically on all equipments and dates record unploughed. I will not allow or ask students to carry or move hazardous materials without proper protective clothing e.g. wearing goggles, g distinguishs and lab coats where necessary. Under no circumstance will I move or ask students to move heavy equipments.Ill create a supportive environment by agreeing ground rules with students, stating behavioural expectation at start of lesson and I will organise an inclusive classroom sessions to accommodate all learning needs including a seating plan that address needs. I will encourage active involvement from all and give regular feedback. I will encourage associate support as this allows students to keep in touch outside sessions .3.2 Explain how to promote appropriate behaviour and respect for othersA good first archetype will help establish a positive working relationship with your students. The way you dress, act, respond to questions, collide wither support etc, will also influence your students (Gravells 201210). The teacher can themselves provide a model of appropriate behaviour (Wallace, 200779).I will seek to promote appropriate behaviour and respect for my students by agreeing and establishing specific ground rules. These will include Arriving early on my part to ensure environment is appropriate and my students arriving punctually for lessons Returning marked work within concord time scalesRemaining impartial in any disputesUsing a variety of inclusive teaching and learning approaches With my colleagues and organisation I will sting by dress code and appear for lessons formally and appropriately dressed Preparing adequately for my sessionsLiaising and working with others in a professional manner I will model appropriate behaviour and respect others by sticking to ground rules and IfLs Code of Professional Practice (2008). For example I will not bring my mobile phone into lesson and will ensure students turn off their phones or put in silent mode when in my class. I will prepare adequately for my lessons and include all learning needs. I will seek to be polite with my colleagues and settle any grievances professionally Book ReferencesGravells, A., 2012. Preparing to Teach in the Lifelong Learning Sector. 5th ed. London Learning Matters. Gravells, A., 2012. Passing PTLLS estimations 2nd ed. London Learning Matters. Cowley,S 2010 tenet Skills for Dummies (Kindle Edition) UK Edition Reece, I and Walker , S (2207) Teaching , Training and Learning A Practical Guide 6th ed. Tyne & Wear Buisness Education PublishersWebsitesHealth and Safety Act at Work (1974) http// www,hse.gov.uk/legislation/hswa.htm Institure for Learning http//www.ifl.ac.uk/Theories of Learning www.learningand teachcing.info/learning Data Protection Act (2003) http//regulatorylaw.co.uk/Data_Protection_Act_2003.htmlCopyright Designs and Patent Act (1988) http//www.opsi.gov.uk/acts/acts1998/TKpga_19880048_en_1.htm www.cyberessays.com last accessed 03/12/13 1250www.studymode.com last accessed 03/12/13 1250GROUP B1Understanding inclusive learning and teaching in lifelong learning1.1 Analyse learning and teaching strategies utilize in own specialness As a science teacher its important that I bring alive my topics and make it real, informative, relevant and fun. I will use some(prenominal) teaching strategies to achieve this. These strategies are Demonstration, Discussions, Online learning, Group work, Individual work, Project work, Presentations, Research, Simulations, Use of ICT. These strategies have their strengths and limitation so usually a combination is employ when teaching a lesson.My teaching strategy will depend on the topic Im teaching. It is possible to use a combination of strategies while teaching a topic. In order to teach my class a topic on Electricity, I will start by intercommunicate my students to tell me how many electrical appliances (TV, Game consoles, Freeview box etc) they have in their homes and how often they use them. This discussion will be an ice breaker because everyone loves their gadget and love to talk about them. This will thence lead to talk about how power is transferred and how to measure power usage. I will ask them to carry out further research and find out the power of some(prenominal) electrical appliances in the home and estimate the cost of using these appliances in a common week.Use of ICT is embedded in some topics because students are usually required to carry our further research and submit documents using word processor or PowerPoint. Some topics will also require dividing the class into a group so they can work together and build team work skills.1.2 Evaluate the effectiveness of approaches to learning and teac hing in own Specialist area in meeting needs of learningI will use a combination of teaching approaches in order to meet learning needs. I will use a blended approach of teaching in a classroom with support and activity via Virtual Learning Environment (VLE). Using demonstration for practical tasks incorporate all learning styles. Students can watch me carry out a science experiment (visual),listen to an explanation(aural),read instructions on a handout and make note(read and write) and then practise the task(kinaesthetic).This multi-modal learning styles is effective in meeting needs of individual.I will use interactive white board and projectors in all my lessons. And this enables me to include all learning needs and allow for for all learning abilities. . I will set differentiating tasks for my students according to their abilities. Higher level students will be stretched and challenged while degrade ability students will be cause and enable to catch up.At the end of a topic, I will either give a quiz and puzzle, assignments or group project as a form of summative assessment. This will help me determine if the objective of the lesson has been achieved, identify gaps and eras to improve on or repeat.1.3 Evaluate aspects of inclusive learning comprehensive learning is about involving all my students during session, treating them equally and fairly and not directly or indirectly excluding anyone for any reason.( Gravells, 2012 49) Inclusive learning involves taking into account any individual learning needs and offering appropriate support.Inclusion in an educational condition has been defined differently by different people. Wilson (200896) states that inclusion but means available to all while (Tummons 2010 93) states inclusive practise can be defined as an approach to teaching and learning that endeavours to encourage the fullest fellowship of learners.This is action supported by Banduras Social Cognitive Theory (1977 1986,Cited http//www.education.c om/reference/article/social-cognitive-theory/). This theory states that learning occurs in a social context as much of what is learned is done so through observation of others. By arranging seating in such a way as to create clear sight lines and simple social communication a teacher will allow students to form this social bond to facilitate learning?I will endeavour to take into account that my learners have different abilities and needs and use different teaching strategies to meet the individual needs of your students (preferred learning styles, attention spans, maturity, experience, ability levels. I will also be flexible and ready to make a change if and where necessary.2. Understand how to create inclusive learning and teaching in lifelong learning2.1 Analyse inclusive approaches to learning and teachingInclusive learning is about making sure that every learner in the classroom has their needs identified and met. It is about realising that every learner will have specific indi vidual needs and it is the job of the teacher to accommodate the needs of all of their learners. Booth et al. (2000) state Inclusion is seen to involve the identification and minimising of barriers to learning and participation (Booth et al., 2000 13).One approach to inclusive learning is having additional support for the learners with Special educational needs (SEN). This can be in the form of a teaching assistant or in some more unsafe cases a carer. Also some students with behavioral challenges also need support and this might be teaching them in a smaller group or having reduced timetable.Additional support can be used to do several things. The support a teaching assistant provides is to enable the learner to either do the same work the rest of the class is doing but with extra support with ideas, writing or just a general confidence boost. Teaching assistants can also be used to take the pupils with SEN as a separate group and do work that has beendifferentiated by the teacher . This is a way of enabling the learner to feel they have achieved and not worry about what the rest of the class thinks.The use of the teaching assistant is vital for many learners. It enables the learner to achieve the academic levels they need and often exceed what they thought they could achieve. However, it could be argued that if a child is given too much individual support then they will learn to expect it and be reluctant to work without support.The other main area to focus on is differentiation. If a teacher is able to properly identify the different levels and needs of their class members and then differentiate accordingly then this is going to be one of the virtually effective ways of creating inclusive learning.2.2 Analyse how to select resources to meet the needs of learnersResources can help aid learning. Having identified learners needs it is crucial to select resources that meet these needs. Resources can come in many forms and used in many ways, so it important to ensure that resources are accessible to all learners and also depending on desired lesson outcome, resources must be select to aid lesson delivery.Examples of these resources areInteractive white boardsOverhead projectorsPhysical resources, models and apparatusTextbooksWorksheet, puzzles and crosswordAudio/visual/digital equipmentComputerised institutionsFlip charts paper and penHandoutI will make sure printed resources like handouts are written in 12 point text and also use elementary to read font, such as Arial, this will help learners withthe reading of text. Also you can make sure that the text used on PowerPoint presentations is large seemly to read from where learners will be sitting.Learners with visual impairment can have print versions made specific to meet their need like having prints in A3 and blown-up font like size 48 or providing Braille where needed. By making documents available in larger fonts or in Braille you are ensuring that your session is inclusive.Conti nuous assessment of students also helps to determine how effective the resources are and if there is need for a change.2.3 Explain how to create assessment opportunities that meet the needs of learners judicial decision opportunities can arise at any time during teaching sessions. It can be at the beginning (initial), during (formative) or at the end (summative) of lesson.Assessment methods include ice-breakers, multiple-choice test, assignment essays, group discussions, question and answer session, presentation, role-play and demonstration. The teaching method ,aims and objectives of the programme will determine the assessment method to employ but all learners will be given the opportunity to be assessed in a way to determine where their strengths and weaknesses lie and to create ways for improvement while preparing them for formal scrutiny conditions.Initial assessment at the start of a lesson could be in form of an ice breaker question or discussion this gets everyone involved an d makes it possible for me to gauge their levels and understanding of topic to be discussed.In science lessons, students have opportunity to have a practical session which helps learner to display their theoretical understanding of a topic. This allows me to observe them and also explain better if anyone isstruggling.Question and answer session after a topic for instance, will create assessment opportunity where the needs of the learners can be determined. In this session, students knowledge of the subject will be tested and the answers given by learners will determine whether learning is taking place or there is need for improvement. Also by delivering mock or practice tests, I will prepare my students for formal assessments which lead to an accredited qualification.2.4 Review how to provide opportunities for learners to practice their literacy, language, numeracy and ICT skills.There are different avenues available to provide opportunities for learners to practice their literacy, language, numeracy and ICT skills.Literacy reading and writingLanguage Listening, speakingNumeracy-approximation, estimations, calculations and measurements ICT- use of emails, web-based research, word processing or assignments and reports, using spreadsheet, database s and presentationI can give my students opportunity to practise their literacy skills in science lessons by asking them to read from text book and make notes languages skills can be practised by encouraging group discussions and talking about their understanding of lesson taught. Numeracy can be practised by giving students mathematical exercise which involves calculations. Use of ICT is practised by encouraging web-based research, use of emails, word processing or assignments and reports, using spreadsheet, database s and presentation.I will create opportunities to practise all these skills as it relates to my lessons. While teaching a topic on the Laws of Motion for example, I will encourage my students to read from the display on the board, I will encourage discussion of how these laws can be related to in real life. Iwill test numeracy skills by giving problem solving tasks which involves calculations and opportunity for ICT skills can be by giving web address relating to topic taught and asking students to do web based research. 3. Understand how to create a motivating learning environment3.1 Explain how to engage and motivate learners in an inclusive learning environmentLearners should be motivated to have an exciting learning experience they should also be engaged to make the subject involving, this can be achieved by using varied teaching and learning approaches. Active approaches rather than passive should be used for example group work, discussions, practical task and compeered activities.If we are to be effective in our teaching, all learners should feel part of and engaged in the cross session (Francis and Gould,200973). My initial approach in engaging my student will be to have an open discussion and value everyones contribution, giving praise to all contributors. I will also give practical tasks and peered activitiesScience is an interesting topic but some students find it daunting. Ill seek to bring the fun part out at the start of lesson. This will include showing video clips relating to topic to be taught and having a discussing thereafter. In order to teach a topic on Speed and Motion, I will show clips of Formula 1 car race, this I believe will get everyone interested in the lesson.Learners have different skills and abilities and so they feel valued and motivated when teachers employ methods that suit their abilities. Also recognising students involvement and achievement in lessons and giving praise and encouragement helps motivation.3.2 Explain how to establish ground rules with learners to promote respect for othersGround rules are boundaries, rules and conditions within which students can safely work and learn .If they are followed they should promo te respect for others and ensure the session run smoothly (Gravells 2012 64). These grounds rules can beArriving on time and returning from break on timeFollowing health and safety regulationsNot eating or drinking during sessionRespecting other peoples opinionSwitching off mobile phones and other electronic devicesIn establishing ground rules, I will work together with my students by a process of negotiation to agree on the rules. This process will give a sense of ownership and responsibility to the students and enable them bang what is acceptable and what is not. I will also make them aware of trail policy regards appropriate and acceptable conduct in lesson.I will also advice them not to make personal, racist or sexist comments. The ground rules must displayed clearly throughout the teaching area and can be revised or updated to suit the purpose of a peaceful learning environmentEnabling your students to discuss and agree the ground rules allows for negotiation and understandin g of the boundaries, rules and conditions in which to effectively work and learn. It also enables them to begin working together as a group and encourages aspect such as listening, compromise and respect for each other.3.3 Review ways to give constructive feedback to motivates learnersFeedback is an essential element for everyone. Feedback is a useful tool for indicating when things are going in the right direction. Giving feedback is an exercise you perform again and again as a teacher.Feedbacks should be constructive and not demoralise students. My objective when giving feedback is to provide guidance by supplying information in auseful manner, either to support effective behaviour, or to guide someone back on track toward successful performance. Feedback can be given informally during a session and or formally after marking an assignment. Feedbacks can be verbal, written or electronically.One of the theories of constructive feedback is the Praise devise feedback. This involves d elivering feedback by praising, offering specific constructive criticism and then closing off with more praise. In other words, it is ways of sandwiching constructive criticism between two praises.After giving a formal feedback, I will offer support and guidance to my student. This will be by pointing out how to achieve their target grade or how to improve in terms of behaviours and also recommend specialist help if needed. And if needed also meet with parents/carer so support can come from home as well. Book ReferencesGravells, A., 2012. Preparing to Teach in the Lifelong Learning Sector. 5th ed. London Learning Matters. Wilson, L., 2008. Practical Teaching A Guide to PTLLS & CTLLS. Hampshire Cengage Gravells, A., 2012. Passing PTLLS Assessments 2nd ed. London Learning Matters. Cowley,S 2010 Teaching Skills for Dummies Kindle Edition UK EditionWebsiteswww.cyberessays.com last accessed 03/12/13 1250www.studymode.com last accessed 03/12/13 1250GROUP B2Using inclusive learning and t eaching approaches in lifelong learners *Do not answer questions 1.1 to 2.5 (Evidence of competence shown in Micro-teach.1. Be able to plan inclusive learning and teaching sessions1.1 Plan a session for learning and teaching that meets the needs of learners1.2 Justify the selection of approaches to meet the needs of learners2. Be able to deliver inclusive learning and teaching sessions2.1 Demonstrate inclusive learning and teaching approaches to engage and motivate learners2.2 Demonstrate the use of appropriate resources to support inclusive learning and teaching2.3 Use assessment methods to support learning and teaching2.4 Communicate with learners to meet their needs and aid their understanding2.5 Provide constructive feedback to learners3. Be able to evaluate own practice in delivering inclusive learning and teaching3.1 Review own approaches to delivering inclusive learning and teachingI started my presentation by introducing my ego. Pronunciation of my name can be tricky, so I u sed it as an ice breaker by getting everyone to have a go at pronouncing my name this created a friendly and receptive atmosphere after which the students also introduced themselves. By the end of this, the class was ready for my presentation. I started off by agreeing ground rules with my class.I then introduced a topic in Physics Laws of Motion which my presentation was going to be based on. In order to give an inclusive learning experience, I assessed the students literacy skills by asking them to read from the PowerPoint presentation. In essence I used the VARK technique through the presentation.I also demonstrated the 1st law of motion by using a cup on the table to illustrate this law. I gave out handouts which enabled the students to seeand follow the progression of the session. I allowed students to ask me questions during the presentation and I also assessed the students understanding of the topic by giving them few questions to answer at the end of the session. I gave them specific time to complete the question individually after which we all answered the questions together. At this time there were opportunities for students to give their answers.In conclusion, I would say outgo time to prepare for the session was key and on the day I gave a clear introduction of the topic and the aim of the session. I also used variety of resources during the session i.e. PowerPoint, flip chart, handouts. My limitation was that I gave out the handouts a bit late and I did not ask enough open questions during the session.3.2 Analyse how own inclusive learning and teaching practice can be improved to meet the needs of learners.In order to improve my presentation next time, I will firstly carry out initial assessment by asking if anyone has prior knowledge of the topic at the start of my lesson. This will make me aware of my students level, skills and ability.I would seek to include students from the start of my lesson. I will achieve this by asking open questions. I will also use more visual resources such as showing a video clip to support my teaching and to give my students a robust learning experience.I will cater for all learning needs and ability by breaking my class into smaller groups. I will also set activities that would enable peer assessment. In order to meet all learners needs, I will set differentiated tasks so that high ability students are challenged and stretched and lower ability students are motivated to catch up. While giving my presentation I was distracted a bit as I didnt want to go over the time, but I realised my students need my full attention all through lessons. Finally I should also give assignments to students so they can carry out further research on topictaught.Book ReferencesGravells, A., 2012. Preparing to Teach in the Lifelong Learning Sector. 5th ed. London Learning Matters. Gravells, A., 2012. Passing PTLLS Assessments 2nd ed. London Learning Matters. Websiteswww.cyberessays.com last accessed 03/12/13 1250ww w.studymode.com last accessed 03/12/13 1250GROUP DPrinciple of assessment in lifelong learning1.1 Analyse how types of assessment are used in lifelong learning. There are 3 types of assessment used in lifelong learning. They are initial, formative and summative assessments. These assessments can either be formal or informal depending on the course or programme. Initial assessments are used before or at the beginning of a course or programme. An example of initial assessment could be to ascertain prior knowledge of a topic. This type of assessment is referred to as skills check because it provides teachers or administrative staff the opportunity to identify the type of skills a learner has or does not have in order to determine student suitability for the specific course or programme of study.Where necessary, some learners might have to be referred to other courses which would cater to specific needs relating to dyslexia, ICT or language. Initial assessments can help the teacher dia gnose preferred learning styles and help inform Individual Learning Plans (Gravells 201298) moldable assessment is a range of formal and informal assessment procedures employed by teachers during the learning process in order to modify teaching and learning activities to improve student attainment (Crooks,2001).In other words, formative assessment is an ongoing process to determine progress level of learners in relation to achieving the desired understanding of the study with the ultimate aim of developing students ability to self assess so that they develop the skills of self-evaluation necessary for lifelong learning.(Asghar,2008).Summative Assessment is usually carried out at theend of a course or programme to confirm skills, knowledge or understanding. This could be in a form of test, assignment or an exam. Assessment task or activity will be either internal (produced by me or my organisation) or external (produced by the awarding organisation). The assessment criteria should a lways be designed to meet certain standards as it may lead to formal qualification, hence, the need to ensure that it conforms to (VACSR).It must be valid, authentic, current, sufficient and reliable. 1.2 Analyse how assessment methods are used in lifelong learning. Assessment types are different from assessment methods. A method is how the assessment type will be used and can be formal or informal.Formal methods count towards achievement of a qualification whereas informal method checks ongoing progress (Gravells, 201231). Assessment methods used in lifelong learning are assignments, observation, oral questions, puzzles and quizzes, essays, multiple choice tests, presentation etc. Assignment- This is used to assess knowledge and understanding Observation- This is used to see student perform a task or skill, putting theory into practice Oral question- A key technique for assessing understanding and impact thinking. This can be formal or informal. Puzzles and quizzes- A fun way of a ssessing learning in an informal way These methods give learners opportunities to demonstrate their subject knowledge, skills and attitudes. all(prenominal) assessment whether produced by me or others should be valid and reliable. Validity will ensure I am assessing what is meant to be assessed and reliability will ensure if the assessment was used again with a similar group of students, I will receive similar results. Quality assurance is usually carried out on most assessment whether internal or external to ensure fairness and consistency as well as validity and reliability. In order to ensure that the learner meet the expected national standard, I will administer formal assessments (practice tests) to help my students prepare for end of course assessments and to help them acclimatise to formal examination conditions. 1.3 Evaluate strengths and limitations of assessment methods to meet individual learning needs. There are large varieties of assessment methods available for assessi ng learners achievements.These include assignment, observation, oral questions, essays, multiple choice tests, presentation, puzzles and quizzes. Choosing the mostappropriate assessment methods is vitally important, in order to help and support the learner and to ensure the job of the assessor is as straightforward, reliable and problem-free as possible. In selecting methods of assessment the main aim is to choose methods that most effectively assess the objectives of the immediate area of study, whilst considering the broader aims of the programme. For example, the choice of assessment methods may include supporting the evolution of vocational competencies (such as team skills). There should be a carefully planned assessment strategy across any programme. It is not possible to use only a single assessment method to assess effectively.AssignmentStrengthLimitationConsolidates learningSeveral aspects of a qualification can be assesses(holistic assessment)Some assignments are set by t he awardingOrganization who will give clear marking criteriaEverything must have been taught before handQuestion can be misinterpreted if written by someoneCan be time consumingMust be individually assessed and written feedbackgiven assessor might be biased when markingObservationEnables skills to be seen in actionStudents can make mistake(if it is safe) enablingthem to realize their errorsCan assess several aspects of qualification at thesame time (holistic assessment)Timing must be arranged to suit each studentNo permanent record unless visually recordedQuestions must be asked to confirm understandingAssessor might t not be objective with decision2.1 Evaluate how to involve the learner in the assessment process. Involving learners in assessment is a conscious, organized decision which represents a paradigm shift in assessing practices and in ways that a course of instruction is delivered to create optimal learning opportunities for learners. (Hazel-Yildrim & Lavender,2009) It cou ld be that you have a learner who has achieved as aspect of a qualification or programme elsewhere depending upon the evidence they can produce in support of it, they might not have to respect some or all of the requirements (Gravells,2012a62) Learners can be involved at the commencement of a session by asking them if they have any prior knowledge or skills of the topic to be covered. In this way I can draw and build upon their experience through the session. During the session, peer and group activities methods can be used.This will require peer and self assessment and actively involve my students however I will need to ensure everyone was aware of the criteria to consider when carrying out the assessment and how to give feedback effectively. At the end of the session I could informally assess the knowledge gained by using a quiz. This would involve the students and end the session on a fun note. 2.2 Analyse the role of peer and self-assessment in the assessment process. Peer asses sment involves a student assessing another students progress while self assessment involves students assessing their own progress which can lead to setting their own goals and targets. Both methods encourage students to make decisions about what had been learnt so far, and to reflect on aspect of further development. However both students and their peers might undervalue or overvalue their achievement. Its important that students fully understand the assessment criteria, and how to be fair and objective with their judgement.Throughout the process of peer and self-assessment students can develop skills such as listening, observing and questioning. A simple introduction to the concept of peer feedback is to invite students to exchange lecture notes in the utmost segment of a class and to discuss perceived gaps and differences in understanding. This can be done on a regular basis and has many potential benefits. It gets students used to discussing their work with their peers, it can h elp to build a collaborative environment and it helps students to improve and enhance their understanding. Students are invited to complete a simple self assessment sheet according to agreed criteria and submit it with a completedassessment. To extend the benefits of the exercise, students can be asked to explain why they evaluate themselves in particular ways. Students can be awarded a percentage for completing the assessment or graded for the quality of their rationale for their self-assessment.Studies that evaluated the use of a simple self-assessment component like this report a number of benefits. One of the most interesting is the feedback from students that the self-assessment requirement made them return regularly to the criteria as they were working on the assignment and keep checking their own performance against them (Andrade & Du, 2007, p.166). This heightened engagement with the implications of criteria can help deepen students understanding of what constitutes quality learning. 3.1 Explain the need to keep records of assessment of learning. As a teacher, it is important for me to keep an up to date record of students assessment as this enables both me and my students to keep track of their achievement. It can also be used for internal and external audit during inspection or appraisal exercise and for question and answers purposes. Having these records also enables student to re-assess their learning and note progress made over time.Records indicate clearly what has been taught, the progress of the course, and helps identify the learners who need more help. Records tell us the complete history of the student through their course cycle, thereby facilitating proper guidance and support wherever necessary. It also provides information needed on ex-students by higher institutions or employers. It facilitates the supply of information to parents, effective monitoring of progress of learners, data needed for planning and decision making by service provi ders. It also enables the service provider to collate information for decision making by law courts, certification agencies and other government agencies, when needed The different types of records maintained are action plans, assessment plans, assessment feedback, assessment tracking, assessment decisions and grades, diagnostics test results, individual learning plans, risk assessment, scheme of work and syllabus or qualification handbook.3.2 Summarise the requirements for keeping records of assessment in an organisation. Keeping records of assessment in an organisation is important as it always serves as a reference resource in times of dispute. Records can be electronic or manual and should be kept for a minimum of three years. Some records such as personal details are kept by the Admin team while assessment records arekept me the teacher, or kept centrally by the department in a secure place and also stored electronically. Internal assessment materials are stored within the org anisation but externally assessed materials are usually in the custody of awarding bodies. This can be made available on request to the school or student. There are many other organisations and individuals (employers, awarding bodies, admission tutors) who need to know about the achievement of our learners for a variety of reasons (Tummons, 201174). Data Protection Act of 1998 which was amended in 2003 to include electronic data offers clear guidelines on how to handle information relation to individuals, including the obtaining, holding, use or disclosure of such information.Book ReferencesGravells, A., 2012. Preparing to Teach in the Lifelong Learning Sector. 5th ed. London Learning Matters. Gravells, A., 2012. Passing PTLLS Assessments 2nd ed. London Learning Matters. Tummons, J (2011) Assessing Learning in Lifelong Learning Sector 3rd ed Exeter Learning Matters Cowley,S 2010 Teaching Skills for Dummies Kindle Edition UK EditionWebsiteswww.cyberessays.com last accessed 03/12/13 1250www.studymode.com last accessed 03/12/13 1250Data Protection Act (2003) http//regulatorylaw.co.uk/Data_Protection_Act_2003.html

Development of a Proposed Commercial Building

ContentssBACKGROUND OF THE PROJECT OBJECTIVES OF THE PROJECT ..Facilities IDENTIFICATION OF PROBLEMS AUTHORITIES/GOVERNMENT AGENCIES ROLES AND RESPONSIBILITIES .Duties of parties ..Government/ invitee ..Public black market section ..Evaluation OF PROCUREMENT METHODS RECOMMEDATION plectron PROCEDURES .Decision .BACKGROUND OF THE PROJECTProposed technical edificeOBJECTIVES OF THE PROJECTThe aims of the say childbed i.e. edifice of commercial centre is a authorities ain undertaking. When completed, it is expected to supply a contribute environment for commercial activities. Therefore, to effectuate the underline mark, certain standards have to be met in term of conduciveness for the activities to be carried off. The edifice is to be induceed for commercial intent and so the groun ds for urinate have to be in topographical point.Therefore, the procurance to be usage for build and modes is really of significance as it affect the appeal, property and clip of bringing of the undertaking. As given, the clip for undertaking completion is 2 old ages under certain conditions. It is important to understand what type of procurance to discover certain motion quality, within the demarcated clip and at an low-cost cost.Possibly, it is of import to understand the ground for building ( economic activities ) to do the edifice functional. Most humanity edifices failed because a finish up mark is non place for the edifice public presentation. To accomplish these, a consecutive wager frame should be arranged with a clear mark building.FacilitiesFacilities in commercial edifices be so more and are provided harmonizing to the functions/ public presentation of the commercial edifice. Such edifices include office edifices, industrial, retail/restaurant, multifamily, polish and assorted. Therefore, the installations provided for each of the above reference commercial edifices varies depending on the type of edifice demand.Below are some of the installations in commercial edificesRecreational installationsRestaurantTicket counterWorship country much(prenominal) as surauAce marketMerc slewise displace countryRest room/changing roomShopsBank facilities/ ATM machineSiting installations for wheel chair usersInquiry officesCustom countryWaiting country etcIDENTIFICATION OF PROBLEMSIn just about cases, the authorities undertakes big scale undertakings and public installations such as, chief(prenominal) roads, larning establishments, infirmaries and athletics installations. They are non net income oriented but important in footings of bringing, quality of plants and sentry go. Unfortunately a figure of authorities funded undertaking in the soil suffered. They failed to accomplish the said quality and agenda.The deficiency of range for bettering b uilding efficiency and derived relevant quality and efficiency mark and public presentation steps for building plants.Failure to analyze current pattern and the range for betterment by invention in merchandise and procedures.Failure to place specific actions and good pattern which would assist accomplish more efficient building in footings of quality and invitee satisfaction, seasonableness in bringing and value for money.AUTHORITIES/GOVERNMENT AGENCIES ROLES AND RESPONSIBILITIESDuties of partiesBasically there are three parties gnarly in this undertaking, to which if any mistake arises give be held responsible. These parties includeThe authorities who happens to be the client and to which gives the contract under a certain ministry.The chief avower of the undertakingThe wellness and rubber eraser statute law and enforcement bureau, which is responsible for the effectiveness execution of the so called safe and wellness policies.Government/clientThe Government as the client and as the client and as the possessor of the undertaking has a diverse duties. The authorities is supposed to name a competent physiqueer or supervisor who will administrate the undertaking from the start until finishing phase. The planning supervisor to the edifice is specifically referred to in the SBC ( standard edifice contract ) as being plant by the employer, and to which the planning supervisor is stated to be the useer unless some other single is identified. The planning supervisor is required to catch that the design avoid predictable hazard.Ensure co-operation amidst interior decorators.Be able to advice the client as the employer is termed in CDM94 ( building design counselor ) on the competency of appointed interior decorators.Be able to advice the client on competency of the contractor.Ensure readying of bill of exchange wellness and safety program for the contractors at stamps phase.Give notice of the undertaking to the wellness and safety executive.Review and a mend the wellness and safety files as work re hands.Deliver the wellness and safety files to the client on completion of the undertaking.The chief contractorThe rule contractor is stated to be the contractor or such offer contractor as the employer shall name as the chief contractor pursuant to regulation 6 ( 5 ) of CDM 94. The employer must be moderately satisfied that such principle contractor is competent and can apportion sufficient resources to guarantee contraption with ordinances. The chief contractor is required toEnsure that other contractors comply with their duties on wellness and safety affairs.Co-ordinate co-operate between sub-contractorsEnsure conformity with wellness and safety programs.Ensure that all relevant idiosyncratics comply with all the wellness and safety programs.Ensure that merely authorized individual are allowed on site.Expose a transcript of noticed submitted the wellness and safety executive.Supply the planning supervising with the information requir ed for the wellness and safety files.Instruct other contractors so that the rule contractors responsibilities are comply with.Health and safety ordinance organic structuresThe section of occupational safety and wellness ( DOSH ) and other bureaus has ordinances that coif down the legal demand to guarantee that the safety and wellness of non merely the workers at topographic point of work but besides the populace all(prenominal) bit good. These guidelines applied to all work in edifice operation and work of technology building activities in Malaysia. Covered by the occupational safety and wellness act 1994 ( ACT 514 ) the mill and machine act 1967 ( ACT 139 ) and all the ordinances made there under. It is designated to function as a ready to hand mention and to read together with above mentioned statute law and other industry codification of patterns.In this, the section wellness safety and wellness work in coaction with other ordinance organic structures to congratulate their poli cies. These areNational Institute of Safety and Health ( NAOSH ) .Construction Industry Development Board ( CIDB ) .All these organic structures mentioned supra are to guarantee zero accident is obtained some(prenominal) at topographic point of work after the chief building and besides during social organizations procedure.AimsTo procure the safety, wellness and public assistance of individual at work against hazards of safety and wellness originating out of activities of individuals at work.To protect individuals at topographic point of work other than individual at work against hazards to safety and wellness originating out of individual at work.To advance an occupational environment for individual at work which is adapted to their physiological and physiological demands?To supply agencies where by the associated occupational safety and wellness ordinances possibly increasingly by a dodging of ordinances and supply industry codification of pattern operating in combination with the proviso of this act designed to keep or improved the criterion of safety and wellness.Public work sectionThe public work section is the authorities functionary which is under a certain ministry of Housing Urban and Rural development. The duty of this authorization is to tack to death and work with chief metropolis program. The multitudes in bend must work with the local anesthetic authorization so as to accomplish the metropolis passe-partout program. Therefore, every person or company willing to raise any construction must subject their buildings propose program to local authorization for blessing.Possibly, this authorization already put up programs for the general public use ( Internet Explorer Areas set out for industrial, commercial and residential countries ) . By and large, when there is disapproval from the local authorization, the aggrieved person/s can ever appeal for blessing until a certain understanding is reach by both(prenominal) parties. Therefore, the local au thorization is responsible for giving out buildings programs and specification.Evaluation OF PROCUREMENT METHODSThe definition of procurance is the obtaining of goods and services . But in building, it is to obtaining the whole spectrum of good, stuffs, full treatment and services in order to plan, construct and commissions a edifice that delivers the best possible value for the money for the client over its life rhythms. In traditionally, standards for the survival for good, stuffs, works and services has been the cheapest or lowest monetary value command. However, for presents, the accent has changed from cheapest cost to outdo value. The procedure of obtaining a scope of building services and providers in order to present a building solution to identified demands.The procurance demands of the undertaking isTimeCostQuality or specificationTypes of ProcurementThere are many types of procurance which design based on the demand of the undertaking and the demands of the client in th e undertaking. The different types of procurement represent different advantages and disadvantages. Therefore, the client should take consequently to their budget and demands in the undertaking. Although that have many types of procurance but in Malaysia are merely focus.Traditional procuranceThis procurance method is client appointed a design squad by his ain and completed the drawing of undertaking consequently. After that, the client will name a chief contractor to transport out the building harmonizing to the drawing and specification drawn up by the design squad. At the same clip, the building work will be advice by the attraction of the design squad, which is architect or civil technology.Direct semblanceshipIndirect relationshipAdvantagesThe unit rates allow easiness of rating for the phase payments of work carried out and for any fluctuation to the original design.All parties have a clear image and responsible as to the extent of their duties.It gives a clear analysis of t he cost of all facets of the undertaking.DisadvantagesChanges may take to differences or claim.Take clip in design phase.Design does non profit to building experience.Design and Build ProcurementThis procurance is client merely appointed a contractor. The contractor will hold his ain design squad to plan consequently the demand of the proprietor so he will construct consequently.AdvantagesLess proficient hazard because the contractor is responsible to plan and construct based on their experiences.Save clip due to no tendering is needed.Disadvantages1.Cost will detect by pole of design.2. The contractor may cut down the quality to maximum their net incomes.Prison guardThe prison guard is a type of undertaking that is constructed so that it could be sold to any purchaser as a completed merchandise. This is contrasted with physique to order, where the builder builds an point to the buyers exact specifications, or when an half(prenominal) merchandise is sold with the premise that the purchaser would finish it. Main contractor responsible for design. Main contractor responsible for building. chief contractor installed the trappingsAdvantagesi?s1. A prison guard contract is one in which an independent agent agrees to supply stuffs and labour to complete a undertaking and so turn it over to the proprietor for a fixed monetary value.2. No spending of hard currency until the undertaking is done.Disadvantagesi?sNot easy method and affect high up capableness of boosters.Transaction cost is highProcurement based on Case StudyBased on the scenario, the suited procurance is utilizing Novated prison guard Procurement. The theory of this procurance is the client. Because the red-hot oil company come ining Malayan market willing to fund a smart community centre, when organisations or persons wish to hold a new installation, or carry out renovation or care of an bing installation, they will be involved in some from of procument. There are a variety of different methods fo r securing this new installation, non all of which involve building as a solution.RECOMMEDATIONI would recomment the usage of building direction for this undertaking with carefully selected director who will in individual handle the undertaking and pull off it good. This is because building direction is flexible, efficient and cost effectual.There should be a Study commissioning to consulted and guarantee the Final study addressed client concerns.Information and Material Obtained in Interviews. The advisers and clients appreciate the clip and attempt of persons and organisations who supplied information, fiscal records, remarks, and observations with respect to building of commercial edifice for this Study.It is of import to utilize some natural stuff so as to do mention informations in the study, with ascription to the beginning. It besides to supply a strategical attack to the commercial edifice proviso within the territory required. It is recommended that before any important f ollowing stairss are taken with consider to the building advancement, the commercial and political treatments that are required associating to the possible support of the new Centre.Such commission should be able to supply extra information which relate to the undertaking life rhythm, so cost benefit analysis to the proposed undertaking is expected to positively lend towards the local economic system through increased invest in sport/recreational installation and subsequent commercial/economic activities. On the other manus, associated undertaking activities may do some negative environmental impacts. The chief end of the commission is to supply an rating as to whether the undertaking will convey a net overall addition or breathing out to society from the environmental base point.This survey adopts the impact pathway attack ( IPA ) where the physical environmental impacts are linked to an economic rating procedure.Choice PROCEDURESThe choice mould for the most acceptable method for building of the commercial edifice is base on cost, quality and clip. It was to follow with the said importance of the undertaking precedence. These choice processs areIdentifying which of the above building procurance method would supply the needed demand for clip decrease i.e to finish undertaking with the given stipulated clip.Cost decrease or direction is of kernel, so which of the methods would be cost effectual.Identify the best method with building efficiency and derived relevant quality and efficiency mark and public presentation steps for building plants.Traditional methodThe traditional signifier of procurance is where the interior decorator does non hold direct nexus with the specializer and all communicating is via the chief contractor who in many instances will non accept design liability.Design and Build MethodDesign and Build procurance method is one in which a design-build contractor is given the duty of transporting out both the design and building of the undert aking for the client.Management Contracting MethodThis scheme involves the owner/ developer come ining into an understanding with Management Contractor who in bend contracts with single trade contractors.The proprietor pays the cost of the work contracts every bit good as the direction fee for the direction services.Fig 2.0 demoing the different procurance methods and their effectivity in relation to cost, quality, and clip.Traditional MethodDesign and Build MethodManagement CatchingTime this is considered as the most clip devouring type of procurance methodTime It is known as fast piece of land method because of its nature of build ability.Time It is the fastest method comparison to the othersCost Cost or monetary value certainty is reasonably good. Client can be certain in respects to amount spend.Cost This method provides a better bundle and value for money spends on the undertaking.Cost It is the least in comparing with the others.Quality This method provides a high first floor of quality and certain criterion.Quality It is frequently found out that the quality under this catching system tends to be questionable.Quality The certainty in relation to the quality of work is dependent on the bundle contractors. But it is better than D & A B in comparing.The tabular array above contains critical information on the different procurance methods. Each method has its ain distinctive feature and advantages, sing the different factors i.e. cost quality and clip. It is of import to cognize that one method could non be use as best pattern for all building type. To urge the most effectual method for certain undertaking, the aim and intent for the said building must be understood.DecisionEach undertaking procurance system has its ain distinctive feature in footings of the Pretender and station stamp activities and procedures, division of hazards between client and contractors, and the effectivity of undertaking monitoring and control.It is really of import at the reall y beginning of a undertaking to carefully see all factors when choosing the most appropriate procurance attack for a building undertaking. This is because each system has its ain characteristic and distinctive feature that will hold consequence on the cost, clip and quality of the undertaking i.e. the undertaking public presentation. Aiming to get the better of typical jobs of separation of executing from be aftering and after the-fact discrepancy sensing now experienced in the existent patterns, a vision for the this coevals of building planning and control is proposed to get the better of life undertaking executing job. It is of import to utilize current building pattern for effectual consequences.