‘Death of a Salesman’: Everyone fails in a waste of misplaced energy and Miller offers no comfort to his audience

‘Death of a Salesman' is dominated by the theme of failure and the protagonist Willy Loman is certainly the main exemplifier of this. The complexity of this play, however, makes it difficult to label with such a generalised comment. I would not disagree that the action of the play centres around failure but I feel that some comfort is offered through other characters such as Charley, Bernard, Howard and Ben. Willy Loman has undeniably failed in every aspect of his life. He has been defeated in business, he is a poor father and a poor husband. As Dukore says ‘The inadequacies of what he buys mirror the inadequacies in his sales, which in turn reflect his inadequacies as a parent'. Willy is not a success in business, despite describing himself as a ‘big-shot' to his sons. He dedicates a lot of time to his work and has been employed by the same firm for 34 years, however, he has to borrow money from his neighbour Charley as a means of survival as he is cruelly cast off by his ruthless boss, Howard. Willy unsurprisingly finds this humiliating and difficult to believe, ‘you can't eat the orange and throw the peel away – a man is not a piece of fruit'. Willy has no status as a businessman and he confesses that ‘the trouble is, Linda, people don't seem to take to me'. Willy believes in the fantasy of the American Dream which suggests that wealth and an attractive personality alone can make him happy. We even see Willy being patronised when his boss addresses Willy as ‘kid', representing that Willy is still seen as a kid in the business world. Willy is a failure at home and his sons, Biff and Happy, ‘both seem condemned to repeat their father's failure and relive his self-deception'. We see this as Biff steals a fountain pen from Bill Oliver as if the family are trying to grab onto any bit of success that they can find. Willy has brought his children up telling them that all they need is to be well liked to succeed. Happy rates success by how many girls he can seduce and he describes his relationships as ‘like bowling or something. I just keep knockin' them over and it doesn't mean anything'. Willy repeatedly sends contradicting messages to his sons desperately trying to find something to help them to become successes. Willy also fails as a husband. He had an affair which is only known to Biff, but Willy's guilt is represented through the stockings that Willy gave to his mistress. He has cheated Linda as she still has no knowledge of his affair. The play shows ‘a man's destruction through the tearing away of his protective covering of lies and self deceit' as Willy is constantly lying to himself and to his family about who he really is. Willy shares his faith in the American Dream with other fictional characters including Lennie and George in John Steinbeck's ‘Of Mice and Men' and others of Miller's characters like Marco and Rodolpho from Miller's play ‘A View From The Bridge'. Similar to this play, ‘Death of a Salesman' could be described as a modern Greek tragedy. Miller is very interested in this style of writing and applying it to a modern audience. ‘Death of a Salesman' could be described as a tragedy as it addresses many of the elements that Aristotle outlined. This play gives unity of time, place and action and we only see the last 24 hours of Willy's life. Again fitting in with Aristotle's ideas, the protagonist is flawed and this is Willy's determination and commitment to the American dream, and the play encourages the audience to feel catharsis at the catastrophe. Miller has, however, deliberately rejected Aristotle's idea of status and has made Willy an ‘un-heroic hero'. Miller wanted to show the ‘tragedy of a common man'. Even Willy's name ‘Loman' shows us that he is exactly that – a ‘low-man' and is similar to Elmer Rice's ‘Mr Zero' in his play ‘The Adding Machine' but Willy also seems to be an everyman and Miller said that ‘everyone knows Willy Loman' because as well as showing the destruction of one man. Despite its realistic trappings, ‘Death of a Salesman' is universal, thus a more vivid dramatisation of a modern everyman' – Willy is also representing the destruction of everyone who has bought in to the American dream, and in this way the play could also be called a political play. The mixture of traditional tragedy and Miller's own unique brand of drama allows the audience to recognise the protagonists' flaws in themselves. Willy's energy is certainly wasted as he spends the majority of his time at work, without anything to show for it. This could contribute to his failure as a husband and a father as dedicating more time to these things may help to repair broken relationships. Willy is so committed to the American Dream that everything else in his life seems to be breaking around him including household items like the fridge and the car. This symbolises Willy's race against age and limiting factors to be a success, and he fails to do this. We learn in the play that Willy is good at practical work and this work is admired by Charley, ‘That's a piece of work. To put up a ceiling is a mystery to me. How do you do it? ‘ Willy obviously has a skill but this skill is not used. Willy would be happier working in the country using his hands but he works in the city to try and satisfy his value of success which is to be working in the city and people have said of Willy that he has been ‘dwarfed by his surroundings' which I would agree with. Willy is in an environment in which he cannot survive and this idea is represented by the seeds that we see Willy desperately trying to plant at the end of the play. Like Willy, the seeds cannot grow in the environment that they are in. Willy wastes his energy as he ‘fears the present and romanticises the past' and his confusion of past and present is shown in the play through retrospective exposition. Willy spends a lot of his time talking to characters of the past instead of focussing on the present and facing up to his problems. The original title of the play was ‘The Inside of His Head' and this was because through the play we are seeing exactly what is happening inside Willy's head which is a mass of contradictions. He misplaces his energy in the past whilst still living in the present and this is what essentially causes Willy's eventual suicide. We see Happy also failing in the play as he is still a strong believer and follower of the American Dream to the end. He mirrors his father as he is still lying to himself about this fantasy and he refuses to admit that he is a failure. During The Requiem, Happy still insists that ‘He had a good dream. It's the only dream you can have – to come out number-one man'. Happy is still fooling himself and he has learnt very little even after this tragic experience, and this offers no comfort to the audience, it merely demonstrates how Willy's failure still lives on in Happy and shows Happy's wasted energy. Other characters in the play, however, are successful showing that not everyone in the play fails, and in contrast to Willy's downfall we hear the story of Bernard, Biff's school friend who succeeds due to hard work and becomes a lawyer. He shares our pity for Willy. The audience also meet Charley, Bernard's father who is a very compassionate, benevolent and caring man who is also a success in business and we see through Charley and Bernard that you do not have to be ruthless to be successful. There are, however, ruthless characters such as Bill Oliver, Biff's former boss, and Howard Wagner who was Willy's boss. These men are ruthless businessmen as we see through Howard's dismissal of Willy and Bill Oliver's unwillingness to speak to Biff about business propositions. Both Bill Oliver and Howard Wagner understand the business world – something which Willy fails to do. They both acknowledge that to succeed they need to be brutal and this is what we see Howard do. It could be said that Howard is a cruel man for dismissing Willy, however, for his business to survive it would seem the obvious thing to do as Willy no longer credited the company. I would disagree that Miller offers no comfort to his audience. By the end of the play, Biff admits to his father that ‘I'm a dozen, and so are you' and instructs his father to ‘take that phony dream and burn it before something happens'. Biff's turns his back on the American Dream and this is certainly comfort to the audience because he has found himself and knows who he is unlike his brother, and his father. There is a lot of failure in this tragedy. The focus of the play is Willy Loman who does fail and it would also be true to say that Willy does misplace his energy and there is little comfort due to the emotion of Willy's suicide. Miller said that ‘Most human enterprises disappoint' and this view is certainly shown throughout the play and through Willy's life. Bernard and Howard, however, are very successful due to hard work and if nothing else this is comfort to the audience as they represent a type of success which isn't based around being ‘well liked'. Biff's enlightenment at the end of the play is also comforting as there is now some hope of success beyond the American Dream and hope that Biff's energy will be used in a more constructive way.

Critical Analysis on the Use of Supernatural in Richard Iii

CONCERNING THE USE OF THE SUPERNATURAL IN FURTHERING THE PLOT OF RICHARD III On a technical level, Richard III is considered a historical play; it relates the events, if dramatized and romanticized, following the War of the Roses and the birth of the Tudor dynasty. However, Shakespeare’s use of supernatural themes and motifs in furthering the plot is somewhat out of character in its use in such a type of play; usually such themes and motifs form an unconscious backdrop from which the author creates depth and is not portrayed as an active force in the play.This makes the play lean more toward the style of one of his tragedy plays. The use of the supernatural, be it in traditional fairy tales such as Snow White or Jack and the Beanstalk or in the more recent works such as Harry Potter, the Chronicles or Narnia or the Lord of the Rings, is a delicate thing. Magic is the term most would apply to it. Fantasy works are full of it – magic wands, magic shoes, magic rings and ev en magic lands. It can be defined as a mechanism within a story to bypass the natural laws. Essentially, it is the means of moving from the ordinary to the extraordinary.Magic must therefore be treated as a natural law as well – because in a fantasy story, it is real and tangible. This requires therefore a framework within which magic (or the supernatural) can be defined and quantified. Take Harry Potter for example; magic is shown to be something like a science – it can be learnt and studied and practiced. In Jack and the Beanstalk and in Snow White as well as in almost all folklore stories, magic is something that is considered inherent to the world; it appears seldom and usually only to those who look for it or want to master it.C. S. Lewis and J. R. R Tolkien took a different approach; in Narnia and the Lord of the Rings magic is rationalized from a Christian point of view by implying that it stems from an omnipotent being (Aslan and Eru Illuvatar) who is comparabl e to Judeo-Christian God. My point is that, in any story (excluding material primarily gear on buffoonery), supernatural elements are put in a box that we can open and understand, then close and be sure its behaving like it is supposed to.Moving away from those examples, let us consider in what framework the supernatural is presented in Richard III. The story is shaped inside the same framework held in common belief in Shakespeare’s time. The world is therefore Christian, and â€Å"overt† magic and superstition is not considered moral or real. Therefore the primary expression of the supernatural in the play is in prophetic dreams, curses called down from heaven, and if magic is addressed at all, it is termed witchcraft to which a stigma of horror and evil is attached.However, this worldview is slightly stretched – mostly for poetic reasons – in that it includes elements from Greek mythology (the underworld and the Furies) and from non-religious Christian mythology – demonstrated in the use of ghosts that visit people, hellhounds and such – as well as an element from Celtic and Scandinavian mythos in the form of elves (which were commonly blamed for major and minor mischief, see â€Å"elvish-marked†).Chronologically the first use of the supernatural in furthering the plot and the characterizations is Margaret’s curses. This is done to gently introduce the reader (or viewer) to the type of supernatural themes in Richard III. (Compare this with Macbeth or other plays that immediately begin with heightened supernatural events. ) Margaret’s curses function as a sort of irony to the events of the play. Essentially, her curses foreshadow the fate of the characters later in the play.Margaret says to Elizabeth, â€Å" Outlives thy glory like my wretched self; long mayest thou live to wail their children’s loss and see another as I see thee now, decked in thy rights as thou art stalled in mine. Die t hou neither wife, nor mother nor England’s queen. † Elizabeth is cursed to lose everything as Margaret lost everything. By the end of the play, the curse fell, and Elizabeth is without husband, child or crown. Hastings, Rivers and Dorset are cursed to die bloodily for their part in Margaret’s sorrow; but the most interesting to the reader is her curse on Richard himself.Margaret’s curse foreshadows exactly the events of his demise. Observe: â€Å"On thee, the troubler of the poor world’s peace. The worm of conscience still begnaw thy soul. Thy friends suspect for traitors while thou livest, and take deep traitors for thy dearest friends. No sleep shall close up that deadly eye, unless it be whilst some tormenting dream affrights thee with a hell of ugly devils. † Her words mirror Richard’s gnawing conscience and his removal of Buckingham and subsequent betrayal by Stanley.The most impressive of all is the foreshadowing of his dream bef ore the battle – where all the ghosts of his victims â€Å"affrights thee (him) with a hell of ugly devils†. In two cases, a prophetic dream foreshadows the demise of certain characters. The first (and most beautifully and vividly described) is Clarence’s dream of drowning. In the dream, Clarence and Richard are aboard a ship when Richard â€Å"stumbles† and knocks Clarence overboard. The drowning is intensely described; Clarence sees â€Å"ugly sights of death† and hears â€Å"dreadful noise of waters†.Once underwater (and presumably drowned), Clarence sees in piercing detail â€Å"a thousand fearful wrecks, ten thousand men that fishes gnawed upon, wedges of gold, great anchors, heaps of pearl†¦Some lay in dead men’s skulls, and in those holes where eyes did once inhabit there were crept, as ‘twere in scorn of eyes, reflecting gems†¦Ã¢â‚¬  Then the scene changes; Clarence is in the underworld (aptly described as th e land of eternal night) and is confronted with those he had a hand in killing. The murdered ghosts call the Furies upon him who drag him down to depths of hell.While we did not actually observed the fate of his soul past his actual murder (by Richard’s henchmen) Clarence is effectively forewarned about his impending death. Stanley had a similar dream of doom when he was killed by a boar, considered a symbol of ferocity and also Richard’s emblem. Fearful and comprehending what the dream meant, he tries to flee from Richard’s grasp and in doing so warns Hastings. Hastings dismisses it as the cobwebs of troubled sleep. Shakespeare alludes to the supernatural again when Hastings’s horse stumbles three times (a number associated with divinity) on his way to the Tower of London and his execution.Just like black cats and ravens were considered ill omens, when a horse stumbled en route to a certain destination, it was taken as an ill omen. Chronologically after these events, Richard blatantly accuses Elizabeth of witchcraft. Now what must be remembered is that in Shakespeare’s time, being accused of witchcraft was a very real and very serious matter. England was not far past the time of the witch hunts. Thus the perceived threat of black magic was real. This is actually is very interesting plot device. See, in the framework of the story previously discussed, witchcraft and such superstitions were called just that – superstitions.Bringing in that claim and hammering at it past all reasonability, I think, Richard is actually foreshadowing his own fall from reason to paranoia. The world Richard constructed around him was beginning to fall apart. His own sense of reality was leaving him. Thus it is an excellent way to begin to break the reader’s sense of reality and replace it with a feeling of dread as the play moved more and more away from history to a dark, surreal underworld. Overall, Shakespeare’s use of the su pernatural is clear and undisguised, but it represents a subtle force.The events of the play are moved along, not by spells or incantations, but by the conflict of politics, ambition and morality. Shakespeare utilized it like this because fundamentally he was making a historical piece. Perhaps due to his own taste and perhaps to place the emphasis on storytelling and character development, Shakespeare stayed away from using supernatural elements to affect the natural elements of his story. Supernatural elements are there, but they foreshadow rather than determine. They hint rather than compel. Ultimately, this is a play about the eternal duel between morality and vice.

Biology of Asthma and Allergic Disease

Biology of Asthma and Allergic Disease I. ABSTRACT The increasing prevalence of asthma and allergic diseases had inspired various researchers to conduct studies that will help understand the main causes, and solutions to the identified problem. This paper is important in creating a wider and deeper awareness and knowledge of asthma and allergic diseases. The study of the Biology of Asthma and Allergic Diseases intends to show the relationship between the increased prevalence of asthma and allergic diseases, and the hygiene hypothesis. The hygiene hypothesis claims that increasing exposure to dirt helps in creating an immune system that helps lower the incidence of asthma and allergic diseases. In this regard, gathering various studies, evaluating and creating lists of valuable evidences, and intelligently presenting them in this paper will help the public in many ways. First, the readers of this paper will have a better understanding of the biology of asthma and allergic diseases and to adopt possible solutions; second, this paper will pose a challenge to researchers, interested on this topic, to conduct further research studies; and third, various institutions studying this phenomenon may utilize this research to further support their claims. II. INTRODUCTION Asthma and allergic disease pose an increasing threat to humans. According to asthma statistics, there are an estimated 300 million people around the world who suffers from asthma, and 250,000 deaths have been attributed to the disease annually (www.aaaai.org). In the United States, there are an estimated 34.1 million Americans during their lifetime, who have been diagnosed with the asthma disease (www.aaaai.org). What is more disturbing is the fact that, about 70% of people with asthma have allergies as well. The American Academy of Allergy Asthma & Immunology estimated that by the year 2025, over 100 million people will have asthma. In a survey conducted in the homes of Americans, it was found out that approximately one quarter had dust mit es allergens in their bed, which is considered high enough level to trigger asthma. Statistics also showed that in 2007, 29% of children who had an allergy to food also had asthma. In fact, asthma was ranked as the third reason for the hospitalization among children under 15 years old (www.aaaai.org). This paper titled Biology of Asthma and Allergic Disease: Hygiene hypothesis explains the biological basis of asthma and allergic diseases and the hygiene hypothesis as its focus area of research. The researcher will also focus on providing a deeper understanding of asthma and allergic disease, in terms of the disease s form, structure, function, growth and development, and behavior. Current researches on the hygiene hypothesis will be presented including the study s aim, methods and results. Moreover, this research paper will explain the value and application of the related research findings to the public health. Likewise, examples will be provided to give the readers with an understa nding of how the presented information can be used in improving the public health policy, programs, and practice. III. RESEARCH The increase cases of asthma and allergic disease around the world have led to various researches and studies of its causes. The International Study of Asthma and Allergy in Children in 2003, revealed that countries such as Australia, New Zealand and the United Kingdom have the highest prevalence of asthma (Holgate, 2004). The percentage rate of children with asthma in these countries was recorded at 20%, way higher than the recorded asthma patients in Central Africa, Central and Eastern Europe and China, which was less than 5% (Holgate, 2004). The report was confirmed when the European Community Respiratory Health Survey gathered almost similar results on difference of the prevalence on adult asthma and bronchial hyperresponsiveness in intercountry samples (Holgate, 2004). Although the suspected cause of the increased asthma may be genetic, a critical role of the environmental factors in the increased prevalence of asthma and other allergic disease is almost certain (Jarvis & Burney, 2000).

Apple Essay Example | Topics and Well Written Essays - 4000 words

Apple - Essay Example Due to this reason, tablets with the facility of mobile have appeared as perfect product which can satisfy the demand of customers (Infinite Research, n.d.). The smartphone and tablet PC industry is characterised by creativity, dependability and expandability. Smartphone and tablets are highly innovative products with trendy features where numerous factors can inspire the demand of this industry such as usage of internet among customers, increased competitiveness and delivery of smartphones and tablets among others. In this regards, the five forces model presented by Michael Porter is an excellent tool for assessing the smart phone and the tablet industry. Porter’s Five Forces Analysis Rivalry The smart phone and tablet industry is unstable and competitive which gives rise to considerable rivalry. In order to survive in this industry there is need for continuous development of new products and incorporate innovative technologies for encouraging customers’ demand. ... Due to international circulation of cutting edge technology, it is quite difficult for new organisations to enter into the highly competitive market of smartphone and tablet PC. Although it is easy for other organisations to develop device such as iPad, but in order to gain sustainability in the market, an organisation requires cost effectiveness too. Thus, unless new entrants in this industry gain higher economies of scale or higher market share, survival in this industry for the long run shall be quite challenging (James, 2009). Threat of Substitutes The threat of substitutes in smartphone and tablet PC industry is quite weak. The tablet PC and smartphone both act as an alternative product for notebook, computer and mobile phones. Through tablet PC and smartphone, people can enjoy the facilities of notebook, computer and mobile phones (James, 2009). Bargaining Power of Suppliers The bargaining power of suppliers is strong in smartphone and tablet PC industry. As this industry is as sociated with technology, suppliers play a vital part in providing inexpensive raw materials for production of finished products which can help organisations to gain cost competitiveness. Furthermore, smartphone processors are produced by only a few organisations due to which maintaining good relationship with those organisations become essential for accomplishing success in smartphone and tablet PC industry (James, 2009). Bargaining Power of Buyers The bargaining power of buyers in smartphone and tablet PC industry is moderate. The revenue of smartphone and tablet PC producers is derived by sales of product. In present day’s business context, buyers do not possess many alternatives but to acquire smartphone and tablet PCs. However, the power of buyer falls in switching the

Personal statement Essay Example | Topics and Well Written Essays - 750 words - 1

Personal statement - Essay Example I have many positive personal qualities, I settle in a new place like a duck takes to water and this trait of mine will also help me work with new people and I completely look forward to it. I have also been participating in a lot of extracurricular activities and I am sure that this is going to be a boon for me as well. Right from a very young age I have known that managing resources effectively can change our lives. There are people who squander available resources and as a result, they fail to achieve what they have always wanted to. On the other hand, there are many people who have very limited resources available to them but they make the most of their resources and as a result, they overachieve. I have been arduously working on improving my management skills. Soundpond International Co Ltd was my first company and I learnt a lot of great things working there. It is a textile company which taught me how to negotiate with clients and how to secure orders; this is a very important skill which only a few people possess. I met with European and American clients while working for Soundpond, and it was a very instructive experience as some clients were easy to talk to and convince whereas some others not so. I also have experience of working in the banking sector. HSBC Bath South gate was the organization where I worked as a banker, and it was great meeting new people and learning banking; it was a very enriching experience indeed. Human resource management is of extreme importance. Managers who guide people effectively tend to achieve their targets on a more regular basis than managers who fail to steer people successfully. Human resource management consists of several different things; motivating the employees is, arguably, the most important part of human resource management. Employees tend to deliver results when they are motivated and happy with what they do. It is also important to understand and work towards solving the problems of the employees so as to ensure that they do not affect their productivity. Communicating with the people effectively is of prime importance; he/she who fails to communicate would never achieve the desired results. I have been working on improving my language skills for quite some time now; I got a ranking of 7.5 in IELTS which is considered to be really good. I have been staying in the UK for the last 5 years and this is another factor which has made my language so much better. Time management is a very important skill; unfortunately, there are many people across the globe who consistently struggle to manage their time effectively. Luckily, I have not had any such problems. I have always managed to handle my time advantageously and as a result, I have also achieved a great deal in my life thus far, this quality would take me places and I am positively sure of this. In an organization, it is very important to work in teams and I am a team player. I have always been affable and open to suggestions, which mak es life so much easier, working in teams becomes a walk in the park if you are affable and respect other people. I have always respected both peers and seniors so it becomes really easy for me to ensconce into new groups. Employing new HR techniques is also very important. I have learned a great deal from my University, for instance, I am thorough with fundamentals of organizational theory which is an

Petroleum Economic and Oil field management Essay

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Sprungli family business analysis Essay Example | Topics and Well Written Essays - 3000 words

Sprungli family business analysis - Essay Example This was possible since Rodolphe Lindt used the â€Å"conche† which he had introduced so as to produce chocolate which is loved and cherished to this modern day and age. He blended delicate flavor which grew and became reputable globally as Swiss chocolate (Coady, 2006). The original Spungli business eventually split up into two distinct companies namely the Lindt and Spungli business which is a public company with the other one being the family run branch known as Spungli confectionary. The division of the Company particularly took place in 1879 when Rudolf Spungli decided to devide his company between his sons David Robert and Johann Rudolf. David Robert became the owner of the family run branch known as Spungli confectionary that is today known as the Confiserie Sprà ¼ngli  while Johann Rudolf gained ownership of the Lindt and Spungli business which is eventually became a public company. However, in 1899, Sprungli family company and business which was called the â€Å"Chocolat Sprungli AG† received the request of acquiring the Rodolphe Lindt business which was smaller in stature but reputable and massive in taste and quality of chocolate which it produced. This paper critically analyzes the Sprungli family business with specific focus t o is background, history, current challenges, succession issues as well as recommendations for parallel planning process. Spungli Confectionary families run business also popularly known Confiserie Sprà ¼ngli  is the remnant of the original company started by David Sprungli in 1845. It is the initial stage where the founder and owner manage the business since it is relatively small in capital base or number of customers. In the year 1859, one of its subsidiaries in Paradeplatz grew in stature and might to become one of the famous, renowned and loved pastries and chocolate meeting points. This was the stance where the business was

Writing for the English Major Posting 8 Essay Example | Topics and Well Written Essays - 250 words

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Business Essay Example | Topics and Well Written Essays - 500 words - 16

Business - Essay Example e symptoms that Mendez is experiencing: tight financial position, increasing expenses, high employee turnover, and requests to increase salary are all manifestations of a deeper problem: the lack of appropriate promotions and advertising strategies for his chain of dry cleaner stores. There was no mention of any efforts placed by Mendez on promotions, which is one of the 4Ps in marketing. 1. Status Quo. Mendez could do nothing and wait for hell to break lose. By doing nothing the following advantages would be derived: no additional costs to be incurred. However, the disadvantages are: continued losses, high employee turnover, possibility of closing more stores, demotivated employees, and high overhead costs. 2. Promote the Chain of Dry Cleaner Stores. This option could still be subdivided into two categories: (1) traditional and conservative promotion and advertisement in mediums which would cater to the local community; or (2) invest on technological improvements such as going web-based in promoting and advertising their services. Traditional or Conservative Promotional Efforts would entail lesser costs since the promotional activities and advertising efforts would be tailored to the local community only. Mendez could initially run promotion through giving discounts for bulk laundry and giving coupons for frequent customers. He can also advertise in local radio, newspapers or magazines of the services they offer and the promotional campaign being instigated. This option could initially be implemented by Mendez coupled with developing training and maintenance of employees. In doing so, employees would feel more secure and would have something to look forward to in terms of development of skills and future prospects. Investing in Web-based Technology is an attractive option if Mendez financial position can support and sustain the growth. It would promote his services on a wider scale and thereby increase clientele and market share. However, this alternative is

John Taylor Gatto Against School Essay Example for Free

John Taylor Gatto Against School Essay When it comes to the traditional education, John Taylor Gatto’s â€Å"Against School† questions whether we really need the nine month, drawn out, traditional curriculum. Gatto goes on to name several successful people through history that were not products of a contemporary school system. When I think of Gatto’s theory of forced schooling, a friend of mine named John Smith who goes by the alias of Viper comes to mind. Viper is in his late 20’s, lives in South Philadelphia, and has worked as a Roofer for the past 10 years. Viper went to a public school in South Philadelphia. Viper went to a school where said, â€Å"It wasn’t easy. I was scrawny and white and we were poorer than the jigs that went to school wit us, so we caught alota shit.† Viper’s school was extremely underfunded. â€Å"Some days there would be trash laid out by the trash cans cause nobody would change the trash bags, the food was shit, and the bathrooms†¦forget it.† He would walk twelve blocks back to his house just to go to the bathroom. There were no extracurricular activities like book clubs and band and the school was rundown and decrepit. Eventually he started to miss classes regularly. He felt that the teachers did not care. Classes were extremely boring to him. He was actually approached by his biology teacher and told he could cut class everyday as long as he turned in his work and he would receive a D at the end of the year. He was not amused by the offer, he was not even interested in graduating anymore. â€Å"I expected to be a laborer for the rest of my life so I felt like education was unimportant.† Viper’s education started taking a back seat to work around his sophomore year of high school. He was the middle child in a family of four, all of whom have dropped out of high school and are laborers today. â€Å"My parents made me get a job when I was thirteen, that’s the way it was with all my brothers,† says Viper. Eventually he started to make a decent amount of money and admits to being extremely naà ¯ve, saying â€Å"Why the fuck was I gonna go ta school for eight more years if I was makin’ 25-30 thousand dollars a year. Do the math, instead of spendin 100 thousand dollars in college and waste my time in school I coulda made 200 thousand dollars by the time I was 24.† One day Viper decided to make an appointment with a school counselor. He was hardly going to class, working every day when he was supposed to be in school, and partying every night and having fun. School was more of a social event. He was just going to school to see his friends and make plans for the weekend. When he told the school counselor that he was planning on dropping out the counselor stood up, looked him in the eye, extended his hand and said, â€Å"Good Luck!† â€Å"The guy didn’t even give a shit!† Viper said. By the time December came around of his sophomore year, he was a high school dropout. He was working everyday by that time already so he was not stagnant. He was still living with his parents. The fact that he dropped out was ok with them because he could â€Å"contribute to the house,† as his father put it. Viper eventually saved enough money to get his own place and now lives with his wife of three years and their two children who are two and five years of age. He said, â€Å"I always thought I learned more out of school than in high school, but it’s not what my kids are gonna do†. He aspires to open his own roofing company one day. Although I do not agree with the path that Viper chose in life, he is happy and successful today. He is a great father and happily married. He does not drink anymore and devotes every second of his free time to his family. In a way he is almost a survivor to me. He is not well spoken or the brightest guy in the world, but he would d o anything in his power to help any person in a bind.

Communication Satellites And Computer Networks

Communication Satellites And Computer Networks A communication satellite which is sometimes abbreviated to COMSAT is an artificial satellite to engage in space for the purpose of telecommunications. Modern communication satellites use different orbits including geostationary orbits, Molina orbits, other elliptical orbits and low earth orbits. They are also used for mobile applications such as communications to ships, vehicles, planes and hand held terminals and for TV and radio broadcasting, for which application of other technologies such as cable is impractical or impossible. HISTORY OF COMMUNICATION SATELLTES The first artificial satellite was the soviet sputnik 1, launched on October 4, 1957, and equipped with an onboard radio transmitter that worked on two frequencies, 20.005 and 40.002 MHz The first American satellite to relay communication was project score in 1958, which used a tape recorder to store and forward voice messages. It was used to send messages like greetings etc. After that NASA launched an Echo satellite in 1960. Telstar was the first active, direct relay communications satellite. SATELLITE COMMUNICATION IN COMPUTER NETWORKS. A multi-node, satellite communication system employing a modified broadcast system is disclosed for used with distributed computer networks. The system involves a plurality of network nodes (computer systems) each capable of transmitting to any other node at a single unique frequency, but capable of receiving from all other nodes simultaneously. Each node in the n-node network comprises a single transmitter with up to n-1 receivers, with each node capable of arbitrating a plurality of requests for transmission access. The invention encompasses a method for communicating digital information in a network of geographical distributed computers. GEOSTATIONARY SATELLITES A satellite in a geostationary orbit appears to be in a fixed position to an earth-based observer. In 1945, Arthur C. Clarke describes a complete communication system that used manned geostationary satellites, including the orbits, solar panels, radio frequencies and launch procedures. But it was failed, because these satellites were impractical due to the impossibility of putting power-hungry, fragile, vacuum tube amplifiers into orbit. The first communication satellite, Telstar was launched in July 1962. Then communication Satellites have become a multibillion dollar business and the only aspect of outer space that has become highly portable. These high-flying satellites are called GEO (Geostationary Earth Orbit) satellites. Geostationary satellites space much closer than 2 degrees in the 360-degree equatorial plane, to avoid interference. With a space of 2 degrees, there can only be 360/2 =180 of these satellites in the sky at ones. However, each transponder can use multiple frequ encies and polarization to increase the available bandwidth. Modern satellite was weighing up 4000kg and consuming several kilowatts of electric power produced by the solar panels. ITU has allocated certain frequency bands to satellite users. The main bands are listed as C band was the first to be designated for commercial satellite traffic and the upper case one for uplink traffic. To allow traffic to go both ways at the same time, two channels is required, one going each way. These bands are overcrowded because they are also used by the common carriers for terrestrial microwave links. The L and S bands were added by international agreement in 2000. Band Downlink Uplink Bandwidth Problems L 1.5GHZ 1.6GHZ 15MHZ Low bandwidth; crowded S 1.9GHZ 2.2GHZ 70MHZ Low bandwidth; crowded C 4.0GHZ 6.0GHZ 500MHZ Terrestrial interference Ku 11GHZ 14GHZ 500MHZ Rain Ka 20GHZ 30GHZ 3500MHZ Rain, equipment cost The next highest band available to commercial telecommunication carriers is the Ku band. Bandwidth allocated in the Ka band for commercial traffic, but the equipment needed to use it is still expensive. A modern satellite has around 40 transponders, each with an 80-MHZ band width. The first geostationary satellites had a single beam that illuminated about 1/3 of the earthà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s surface called footprint. MEDIUM-EARTH ORBIT SATELLITES MEO (Medium-Earth Orbit) satellites tracked as move through the sky. These are lower than GEOs; they have smaller footprint on the ground and require less powerful transmitters to reach them. LOW-EARTH ORBIT LEO (LOW EARTH ORBIT) satellite due to their rapid motion, large numbers of them is needed for a complete system. In this section we will examine, two aimed at voice communication and one aimed at internet service. LEO earth satellites are less expensive to launch into orbit than geostationary satellites. A grou8p of satellites working in concert is a Satellite constellation. GLOBAL STAR An iridium alternative design is global star. It based on 48 LEO satellites. But it uses a different switching scheme than that of iridium. Global star uses a traditional bent-pipe design. The call originating at the North Pole is sent back to earth and picked up by the large ground station at Santaà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s Workshop. The call is routed via a terrestrial network to the ground station nearest the cal lee and delivered by a bent-pipe connection. The advantage of global star scheme is that it puts much of the complexity on the ground, where it is easier to manage. MOLNIYA ORBIT The Molniya orbit is designed so that the satellite spends the great majority of its time over the far northern latitudes, during which its ground footprints moves only slightly. Its period is one half day, so that the satellite is available for operation for eight hours every second revolution. The Molniya satellites are typically used for telephony and TV services over Russia. HOW SATELLITE COMMUNICATION WORKS? The concept of satellite based network is to transmit and receive signal from ground stations. The purpose of satellite communication is to use it for video transmission and sharing. In simple words a satellite is a device which revolves around the earth either for collecting useful information or for helping transfer of information. HOW DO SATELLITES COMMUNICATE? Satellites communicate through a complex system of telemetry that connects and transmits signals between satellites and earth-bound stations. This system begins with telemetry, tracking and command (TTC) subsystem which tracks and directs signals. TTC produces signal that are directly commensurable to the quantity that is being measured, encoding and transmitting these signal to distant stations on earth. APPLICATIONS OF COMMUNICATION SATELLITES The applications of communication satellites are, Telephone Satellite Television Fixed Service Satellite Direct Broadcast satellites Satellite radio Mobile satellite technologies Amateur radio Satellite internet Military uses Navigation TELEPHONE The first application for communication satellites was in intercontinental long distance telephony. The public switched telephone network relays telephone calls from landline telephones to an earth station where they are transmitted to geostationary satellite. SATELLITE TELEVISION The satellite television is relatively few signals of large band width to many receivers being a more precise match for the capabilities of geosynchronous comsats. Two satellite types are used for North American Television and radio that are Direct Broadcast Satellite (DBS) and Fixed Service Satellite (FSS). DIRECT BROADCAST SATELLITE It is a communication satellite that transmits to small DBS satellite dishes. It is usually 18 to 24 inches or 45 to 60 cm in a diameter. SATELLITE RADIO A Satellite radio offers audio services in some countries, mostly in United States. Mobile services allow listeners to roam a continent, listening to the same audio programming anywhere. A Satellite radio or subscription radio(SR) is a digital radio signal that is broadcast by a communications satellite, which covers a much wider geographical range than terrestrial radio signals. MOBILE SATELLITE TECHNOLOGIES Initially available for broadcast to stationary TV receivers. Some manufactures have introduced special antennas for mobile reception of DBS television. Such mobile DBS antennas are used by jet-blue Airways for Direct TV, which passengers can view on board on LCD screens mounted in the seats. CONCLUSION Communication satellite has really paved way for many technologies to emerge and its advance in technology radically reduces the cost of deploying a satellite. Users of satellite systems will benefit from new service options and stability in terms current satellites and their replacement. It is very useful to economics of constructing and operating communication satellites. To conclude, I was really benefited by getting more knowledge by doing this assignment by researching on Communication satellite.

Managing the Managers Essay -- Business Management

Managing the Managers MANAGING THE MANAGERS: JAPANESE MANAGEMENT STRATEGIES IN THE USA The article reviews one of the greatest difficulties that Japanese multinational companies face, that is integration of its subplants in other countries, where not just management is viewed as different, but also the general running of the "mother" company's, not to mention the cultural changes which may be faced when atempting to integrate into another country. The article reviewed attempts to do two things. Firstly, the authors explore the management self so as to give reasoning into the two different managing styles of the United States of America and that of infamous Japanese management. Secondly, the authors report their research on management self-conception and style in Japanese owned factories or 'transplants' in the United States. The article is a summary of a large Japanese multinational company's intergration into the United States. This multinational opened 3 transplants in the same region of the United States. One of the transplants (Honshu manufacturing, which incidently seems to hold strategic significance as concluded by the massive capital investment of $300M) has a Japanese General Manager. The second, Honshu assembly holds and American born and raised General Manager. The third transplant is of an intereting nature as this is a Hybrid of Japanese and American management. The article begins with the facts involved when a firm of a more than a modest size is doing business in a foreign environment. It outlines the difficulties and failures that could be encountered when integration is involved. The article continues to inform us on how the article will be presented and the goals of the study at hand. The article is divided into 8 separate but relevant sections, these are: Introduction which talks about the methods used in the study and gives a brief rundown of the subject of Japanese and American management. Management in the Japanese transplants which talks a lot about previous surveys already concluded of which the nature is the same as the subject at hand. This subsection of the article also provides us with a history of the subject, as far back as 1976 . This section gives case example of previous studies made within the field of Japanese management and integration by Japanese multinationals. Mediating the selves... ...y Seniorities Promotion by competence Utilisation of employees Not fully Fully Utilised Blue-collar / White collar Single Class Double Class External relation Long term Short term Group relationship Keiretsu Ownership Basis of relationship Give and take Market mechanism Decision making Collective Individual Responsibility Collective Individual Ambition of employees Promotion within company Promotion in other company Dreams/ Goals Happily working together Efficiently working together Analogy (system) Organical Mechanical The Japanese management style is deductive and believes in insight and intuition. They believe in the power of logic and reasoning, they believe that which cant be seen or measured can exist, they do not break a whole down first into parts to analyze. Compare that with the Inductive American contructive reality belief that we believe in observing and measuring, the belief that that which cant be measured or seen does not exist, alongside the Joe Friday approach: Just the facts ma'am!

Dave Barrys Complete Guide To Guys :: essays research papers

Wait, are you telling me that Dave Barry's Complete Guide to Guys addresses women's issues? If "women's issues" include understanding why guys spit, scratch themselves, and give each other noogies, well then this book certainly addresses them! As for addressing the whole bit about a patriarchal world history, the subjugation of women, and accused responsibility for the Fall of Man, well, you might as well forget it. Dave Barry might not make you feel better about the stature of women in today's world or the future of the human species, but hopefully you can say this: you're not a guy. Dave Barry's book reminds me a lot of an episode of Seinfield: it's all about nothing. It tells the reader what guys are thinking(nothing) and what their "deal" is(nothing). While it does pretty much, well, nothing to help understand women or help women understand, the one thing it does do is hold true to the manufacturer's guarantee: you WILL laugh. You will not only laugh, but you will laugh hard. You will laugh hysterically, obnoxiously hard. You will want to share Dave Barry's insight on the male species with everyone you know and every stranger you meet, particularly so if they are women. Barry's book speaks little about the real reasons as to why males do the things they do and more about the fact that they are just scumbags and idiots. According to Barry, people "make being male sound like a very important activity, as opposed to what it primarily consists of, namely, possessing a set of minor and frequently unreliable organs"(xi). You will become convinced that the title should not be "Complete Guide to Guys," but "More Reasons Why Women Are The Better Sex." In fact, Barry himself seems to support the latter idea through his discussion of "the Punch Reflex," "the Noogie Gene," scientific reasons as to why guys act like jerks, the hidden truth of the Space Shuttle program, and standards. Yes, guys are just mindless idiots who like things that go, "Brrrrrrmmmmmmmmm!" I suppose he would know, though: he is a guy. It is a well-known fact that our world history is dominated by a tyrannical patriarchy in which the majority of women have been forgotten. Somehow, according to Barry, it is the men who have been forgotten. "Guys have played an important role in history, but this role has not been given the attention it deserves, because nobody wrote it down"(9).

John Smith Essay -- essays research papers

John Smith is one of the most famous people in American literature history. He was a dedicated man to his country of England, and wanted nothing more than to claim America in the name of the king. During his adventures to the new land he encountered many new things and people including a young Native American woman named Pocahontas. He also wrote many journals enticing people to want to come to America. This shall tell you the story of John Smith from his journeys as a young man all the way to when he finally came to America, and how his writings still influence people to immigrate to America still today. John Smith was born in Lincolnshire, England to a farmer and his wife in 1580. He only had a grammar school education, but with this education he was able to join the British volunteers fighting in the Dutch war of independence from Spain. While in the military, he was captured by the Turks and sold as a slave. He eventually escaped and came back to his mother land of Great Britain in 1605. He then became interested in settling Virginia in the new world. The following year, Smith sailed to Virginia with the Virginia Company’s first colonist as one of seven councilors. This was the first of many voyages to the new world for him. Smith spent much time exploring the land. By this time, the governor of Jamestown was executed for treason and Smith was then elected president of Jamestown colony. He then began building houses, churches, and fortifications. He also had a policy th...

Ptlls Level 3

ASSESSMENT 1 a. Explain what your actual or perceived role, responsibilities and boundaries are as a teacher in terms of the teaching cycle. Why are these necessary? b. Identify the legislative requirements and codes of practice that directly impact on your teaching. c. Identify the legislative requirements and codes of practice that directly impact on your learning environment. ANSWERS 1. 1. †¢ Explain what your actual or perceived role, responsibilities and boundaries are as a teacher in terms of the teaching/training cycle.I intend to continue to be a trainer in management and in the security sector. The role, responsibilities and boundaries of a trainer are ever changing and adapting to changes in the society. It is more than simply lecturing and marking students works. Learners come from different backgrounds and with different problems, hopes and expectations which have to be understood and addressed before effective learning can take place. As such in addition to my prima ry role of being a facilitator, I will have to play the roles of parent, psychologist, protector, motivator, role models to some learners.I will also have to collaborate with some agencies and organisations in order to facilitate effective learning. Boundaries are anything that may have direct impact to my teaching or delivery. This may include time constrains, my subject knowledge, the size of my class and location of the training room, the ability to cater for students with learning disabilities. In this I must have a reasonable evaluation to know what I can do and what are outside my ability and to call for supports. Reece and Walker describe a modern teacher as being a facilitator.Unlike the traditional teaching methods which encourage learners just to be talk into, the modern method places more emphasis on the ability of the teachers to motivate and encourage students to be actively involved in the process of discovery, exploitation of issues and be able to think around the sub ject matters without being a mere regurgitation of given facts (Reece & Walker, 2002, P4). For this to take place, I will have to be able to facilitate an environment where learners fill safe and without any feelings of internal or external threats, discriminations or insensitivity to language or cultural barriers to learning.Coffield, F (2008) supports this line of thought when it states that teaching and learning are not separate activities but â€Å"intertwined elements of a double sided, interactive process† which is enabled by the understanding and implementation of the key stages of the teaching/training cycle. The Constructivism theory (Jean Piaget, 1967), also support this line of reasoning. Despite the ever expanding or the elastic roles of trainers, it is essential that in order to be effective at impacting knowledge and to act within the law, trainers are aware of their roles, responsibilities and boundaries.In this respect, they are guided by the teaching/training cycle which provides a systematic approach to teaching and a cohesive structure within which roles, responsibilities and boundaries can be assessed and reflected upon (Gravells, 2010: 11). Gravells (2008) describes teaching as a cycle made up of five points- Identify needs and planning, designing, facilitating/deliver, assessing, and evaluating. When planning to train learners, I would be guided by the teacher’s cycle.I will first seek to identify needs; training is about satisfying needs, therefore a good beginning point at preparing a training programme is to know the task to be performed. I will then identify the existing skills possess by learners and then produce the training content that would be required in order to close the known gap. This is known as training-needs-analysis. Information about the existing ability of learners can be drawn using various methods such as asking them to complete purposely designed application forms and or questionnaire, or through telep hone or direct interviews.The initial assessment would give me the opportunity to identify needs and provide me with a starting point to plan the course with regards to the pace of delivery and resources to be used and in collaboration with the learner to formulate an individual learning plan (IPL). Overall, this information would help me to plan my content and delivery strategies. These have some advantages: i. Understanding the learners learning styles can make my course to be engaging. Flemming (1987) noted three different styles of learning; visual, kinaesthetic and aural.In order to know which method(s) to use to benefit my students the first lesson on my course will centre around discussions on what they already know, the resources they are familiar with, and a learning style questionnaire which will provide me with information on preferred learning styles. Effectiveness can also be enhanced if I adapt my teaching style to give maximum benefit to learners. ii. Another importan t factor I must consider when identifying the needs of my learners is their learning process.A commonly used theory of learning process is that of Kolb (1984) who describes four different stages of the learning process as; Concrete experience, observation and reflection, abstract conceptualisation, and active experimentation. This theory particularly gained insight into the fact that greater understanding is achieved by learners when different and appropriate means are deployed to teach the same concept. Plan and Design Plan and Design of training involves defining and meeting the aims and objectives of my course, preparing the environment, suitable delivery resources, methods and handouts.Planning and design of the lesson will require myself to study the aims, objectives and the set learning criteria set by the awarding body which I may be dealing with. I will state what the learners would learn, what I will do to support learning, what the training will cover and learning outcomes . My scheme of work will be practical and motivating. I will ensure that the working environments are safe and conducive for learning. I will also ensure that all the equipment needed for the course is made available on time. Deliver Once I have identified the needs of the learners and planned and designed y course I will proceed to deliver it. I will seek to use the learning methods that enhance their ability to achieve the most from the course. My teaching style would be mainly andragogical because, been an apprentice is a hand’s on role, this will allow the learner to carry out the task therefore learning the theory and learning how to apply those theories. In terms of learning styles, I will deploy all the three styles; visual, audio and kinaesthetic. I would deliver the theory, view videos and show practical examples and give the learner the opportunity to carry out the task themselves.I will allow my assessment of the group to determine the ice breaker to use, but my ob jective will be to run an inclusive training through the distribution of ability and cultural mix and to encourage them to fill free to communicate and to get to know me and each other. I will also define my pace and pitch of delivery, which will be influenced by the learning needs of the students and group dynamics. In setting my ground rules, I will be guided by two factors; the safety of all parties involved in the learning process. This will required that some rules are rigidly implemented.I will also be guided by the need to involve learners in negotiation over other issues, such as answering mobile phone, leaving early, etc. Assessment The delivery of courses will be followed by assessments to determine if learning has taken place, the level of understanding and to check if training strategy and tactics are appropriate. Various methods can be employed, such as setting group work which test understanding, direct questions and interview with learners. Another method to use in ev aluation is the use of questionnaire. This allows for more truthful responses as these could be filled in independently and without the learner’s name.Evaluation is a hugely important part of the process specifically for me as this would allow me to identify any weakness and help me improve for the following modules. For all I will be asking for the course to be formally evaluated at the end of each module, I would make my learners feel confident that if there is any improvements they think I could make within the duration of the course they can approach me and make suggestions. Evaluation should be constant during the teaching process to ensure I am teaching to the best of my ability and the learners are learning to the best of theirs.ANSWER 1. 2. †¢ Identify the legislative requirements and codes of practice that directly impact on your teaching and learning environment. It is most essential that trainers are aware of key aspects of legislation and codes of practice th at are relevant to their subject area and be able to put them into practice. This includes legislative requirements and codes of practice which determines what constitutes a suitable environment. A learning environment is an environment where teaching/training takes place. This could be a school, college or a building or room.But it should be suitable for the purpose because this is an important part of ensuring a successful session. It should for example, provide suitable access for all learners and sufficient toilet and refreshment facilities. As a Security and management trainer, the key aspects of current legislative requirements and codes of practice that are relevant to my subject area are as follows:- The Health and Safety at Work Act 1974, The Disability Discrimination Act 2005, the Manual Handling Operations Regulations 1992 and the Lifelong Learning UK (LLUK, 2008). a. The Health and Safety at Work, etc Act 1974The main piece of legislation affecting the management of heal th and safety in educational establishments across all sectors is the Health and Safety at Work, etc Act 1974 (HSWA). This Act provides a framework for ensuring the health and safety of all employees in any work activity. It also provides for the health and safety of anyone who may be affected by work activities in e. g. pupils/students and visitors to educational sites, including parents and contractors. Employers and employees (as well as manufacturers, suppliers and the self-employed) must comply with the duties set out in the Act.This legislature is very important as trainers own a duty of care to learners and the need to provide a safe environment. b. The Disability Discrimination Act 2005 The Disability Discrimination Act 2005 is a piece of legislation that needs to be taken into account when teaching adults with learning disabilities. It provides legal rights for disable people in the areas of employment, education, access to goods, services and all facilities including large r clubs and land based transport services; buying and renting land property and functions of public bodies, for example, the issuing of licences.This piece of legislation ensures that all learners are given necessary adaptations to allow them to participate fully in their learning environment. This may be something as simple as ensuring the classroom has a wide enough areas for a wheelchair to pass through. c. The Manual Handling Operations Regulations 1992 A compulsory part of the training in security is known as physical intervention. It involves teaching learners on how to arrest and hold people. I will be teaching learners in the different types of safe ways to hold suspected offenders.This will include lifting and physical handling of fellow trainers. The Manual Handling Operations Regulations 1992 require employers to minimise the health risks associated with manual handling, a term used to describe activities which involve lifting, carrying, moving, holding, pushing, lowering , pulling or restraining an object, person or animal. Employers should, avoid the need to lift, carry, push, pull, lower or support loads wherever possible. They should mechanise such tasks where they cannot be avoided by the use of trolleys, barrows, lifts or hoists.They should carry out risk assessments, which take into account the work task, the activity involved, individual capacity, working environment and other factors. It is essential that as a trainer, I observe this legislature in order to safe guard the safety of the learners. e. Lifelong Learning UK (LLUK, 2008) As a trainer in the UK, I will be govern by Lifelong Learning UK (LLUK, 2008), the professional body responsible for the professional development of all those who work in further, higher and other areas of education.The body sets standards in six areas to guide a trainer like myself. The areas are: i. Professional Values and Practice ii. Learning and Teaching iii. Specialist Learning and Teaching iv. Planning for Learning v. Assessment for Learning and vi. Access and Progression. The professional values and practice area sets standards on values, part of which requires trainers to motivate learners to seek further develop. The learning and teaching section deals with the needs for the establishment of a purposeful learning environment for learners.Specialist learning and teaching area set out to ensure that trainers are aware of current legislation, their implications and be able to apply appropriate strategies to work with those who may require specialist training. The planning for learning section deals with the needs for trainer to be able to plan for their session and create an inclusive learning environment. Assessment for learning section deals with the needs for appropriate assessment and feedback from learner as a means to encouraging progression.Access and progression allows for the trainer to encourage and support the learner into further or appropriate courses or learning for the future. f. The Equality Act 2010 The Equality Act 2010 provides a legislative framework which protects the rights of individuals and advances equal opportunities for all without discriminations on the grounds of age, disability, gender reassignment, race, religion or belief, sex, sexual orientation, marriage and civil partnership, pregnancy and maternity.It’s protections extend to some groups not previously covered; this group now enjoys what is known as protected characteristic. In education and in training, it is a key part of the legislation that trainers must seek to enforce that learning and assessment must be accessible to all. The Equality Act 2010 The Data Protection Act 1998 is a United Kingdom Act of Parliament which states UK law on how to process data on identifiable living people and as such the protection of personal data.It was enacted to bring UK law into line with the European Directive of 1995 on the obligations of member states to protect people’s fu ndamental rights and freedoms and in particular their right to privacy with respect to the processing of personal data and in practice, it provides a way for individuals to control information about themselves. Its eight core principles states that personal data must be: processed fairly and lawfully and only for one or more specific and lawful purpose.The information collected shall be accurate and not excessive and not be kept longer than necessary for the defined possess. It shall also be processed in line with the rights of individuals in mind. Such information shall be secured and not transferred to countries where they cannot be made secured. As a trainer who will be dealing in handling personal data that belongs to others, I’m obliged to obey this law in all my dealings with students. ASSESSMENT 2 ANSWER 2. 1 Explain the ways in which you would establish ground rules with your learners, which underpin appropriate behaviour and respect for others. Ground Rules Ground Ru les are a series of mutually agreed rules between the teacher and the learners, which are formulated for the direct benefit of all members of the group. They are mainly rules on rights and responsibilities of each member and team, which directly or indirectly contributes to the smooth running of the programme. They are rules within the existing laws and code of conducts.As my learners are expected to come from different backgrounds and reflect our multi-cultural society, the establishment of ground rules can go a long way toward contributing to the smooth running of my classes. It allows learners to be aware of rules, acceptable standards, practices and expectations throughout the course of tuition. Ultimately, rules are tutor’s responsibility and it takes the lead in leading the effort in setting the acceptable standard for the smooth running of the courses.But the success of cooperation varies and they are greatly influenced by the way those rules were set up. Using the sty le which favours the learning styles of the learners and their involvement in the process can go a long way toward securing greater cooperation and compliance. Using a cognitive domain (Bloom 1951 & 56), a trainer may simply tell the class ‘these are the rules, take it or live it’. It may have a measure of success but its effectiveness may be limited if it does not accommodate the learning styles of all learners.While a learner with preference for reflective style of learning (Honey and Mumford 1986) may find this appropriate, because they are able to listen and watch from the outside; learners with preference for a more activist role (Honey and Mumford 1986) may not get enough of activities and stimulation from such method and therefore unmotivated by it. Such learners may feel sideline from the rest and as such become disruptive and show less respect for others in the class. There are many ways in which a trainer can establish ground rules with his or her learners, ho wever the trainer must be aware of their learner’s learning styles.Using a variety of activities and manners to determine ground rules could be effective as it then will reach out to a multitude of learners within the classroom. Ann Gravells (2008, pg 34) suggested that better results are achieved by andragogical approach (mainly learner centre) which allows learners to create their own ground rules; instead of rules being seen as imposed on them by an higher authority, it permits them to take ownership, as such responsibility and encourages empowerment as a result of which, more often than not, learners are likely to abide by those rules.In particular, this approach work well with individuals who use an aural style of learning (Fleming 1987) because they enjoy talking to others, while those who use a visual style of learning may find it less stimulating as they often prefer to observe rather than offer their opinion. Following an activity such as discussion regarding rules, feedback from the tutor would encourage positive behaviour from the learners and hence respecting others learning experiences. Skinner (1974) believed that the learner would repeat the desired behaviour if positive reinforcement were given.ANSWER 2. 2. †¢ Explain and describe the types of resources that you have available to meet the potential needs of your learners There are three main teaching resources; facilities, people, and materials and equipment. Most of the learners in the security sector are adults and the syllabus of what to teach, the number of ours to be assigned to each sector, such as trainings in class, physical exercises and the examinations to be taken have been designed by the Security Industry Authority, SIA.The content of the training to be instructed is also on the website of SIA, it is fairly standard with very little modifications to be carried in the choice of language; to accommodate the interest of the learners who have a poor master of the English la nguage. All learners wishing to train with me will be required to complete an application form which will provide me with some information, such as their level of education and pass experiences. The review of this data will provide me with the information which will influence my modification of the choice of language used in the handout which will be supplied to learners.It will also afford me the opportunity to gauge the individual learning plan, in collaboration with the learners. It will provide valuable information for me in the planning of scheme of work and session plan. Some of the learners may have stayed out of education environment for a long time. Because of this they may not like reading and their listening span may be short. I will have consideration for all these factors when determining how reading-friendly the booklet should be, the intervals at which to have brakes, the icebreaker, the energiser and the pace and phase of delivery.In order to avoid giving one big han dout which may put the learners off, I will give out two sets of handouts, one at the start of the lecture and the second will be giving out on the third day after the contents of the first had been covered and after I might have gone through each page with them to highlight the important points. The same will be done with the second handout, which will be shorter in order to allow them time to go through it. I may also have learners whom I’m either not competent to meet their needs or have the resources to meet their needs.In such instances, I will have to seek the support of organisations that are able to provide such needs. I will be failing in my duty if I do not correctly identify what I cannot provide. I will equally be failing in my duties if I identified such needs but failed to refer them to where they could get help. For example, it could be that a leaner has learning difficulties; this is an area which I am not qualified to handle. My duty then will be to seek the support of professional group such as the British Dyslexic society.Those with language problems will equally be assisted; some to attend evening classes, some of such courses are subsidise by the government. I can assist learners to contact their local government council for such help. I will also adopt a communication style that will assist them in getting this type of functional skill. Materials and equipment are the resources that trainers physically use during teaching. I will give out handouts because it would provide them with a lot of reading materials and reference points. It would assist in improving their reading and writing functional skills.Learners will benefit from the use of multimedia approach which combines beneficiary resources in the interest of learners. I will use Computer based interactive presentation programmes, such as PowerPoint, because it would provide learners with the opportunity to visually see some of the information in their handout and assist them w hen reading their handouts. I will use flip chart, so that both the learners and myself can use them whenever it is more convenient to write out information or for group work to be presented to the class.I will use information provided on CDs, Videos/DVDs; to assist in the presentation of case studies that are current or provided by professional organisations such as the fire service, searches carried out at Airports and CCTV images showing the management and control of crowds. I will use Newspaper articles because it will present learners with the opportunity to see the most current relevant information on subject matters. This will reinforce learning and provides them with the opportunity to be on the lookout for similar information.Role plays will be used to demonstrate how to carry out searches, how to man the entrance to a Club and how to communicate with customers. Physical objects/models will be used to allow learners to see examples and to come to the front of the class to m ake presentations. Photographs/posters showing the different warning signs and different types of power extinguishers will be made available to learners. I will also make available OHP screen and Market board. ANSWER 2. 3. †¢ Identify any other organisations which may be used as a referral point to meet the potential needs of the learners: British Dyslexic society for those with learning disabilities. ? To those with language barrier, I will refer them to organisations receiving funding of English for speakers of other languages (Esol) for support. ASSESSMENT 3 ANSWER 3. 1. †¢ Explain how you could promote, establish and maintain equality, diversity and inclusion within the classroom environment. More often than not, trainers will be looking after a ray of learners with different abilities, motivation and other forms of differentiations.In particular, on a typical SIA Door Supervisor Course, differences are often recorded on the basis of gender, education, age, sexual orie ntation, motivation, comprehension of English language, ethnicity, cultural and religious backgrounds. A trainer is faced with the challenges of ensuring that it delivers inclusive sessions which motivate all learners. Diversity Part of the inputs which promote inclusion for all learners through the structure of the session on my courses will be decided during the session plan construction phase.Some of the information gained from the initial assessment form completed by learners will have given me some information, such as the differences in age, ethnicity, social background, learning or physical disabilities and previous learning experiences of learners. On the basis of this information, I will be able to make a group analysis and the course or session can be devised to accommodate methods which can cater for their differences.The assemblage of learners whom because of their differences are able to see things from different perspectives crates an opportunity for me as a trainer to harness this opportunity so that learners can learn from each other, to see that each learner is appreciated and their talents utilised for the betterment of all. Moreover, it provides opportunities for a multidimensional approach to learning and for learners to appreciate the importance of team work. Inclusion The promotion of inclusiveness will always form part of my planning at the session plan stage.This will be base on the information received at the initial assessment. Additional updates will then be made after collecting additional information on the basis of engaging the learners in the classroom. Specific incidents of real or potential discrimination will also be address. It is quite common that that during trainings, learners tend to sit together on the basis of certain commonness or preferences which could be base on gender, culture, attitude, e. t. c. I will adopt the strategy of seeking to mix the group by increasing group work that encourages group challenges.I will a lso adopt the tactics of mixing the class on the basis of gender, culture, race, disabilities, abilities and motivation. I will also choose the most appropriate icebreakers to achieve objectives which promote inclusiveness and use different teaching methods to cater for the different needs in the class. The choice of various teaching methods will ensure that no group is excluded from participating in my class work. Equality Learners will be treated as individuals and not just one of those in a team or another leaner.My trainings will be designed and delivered in ways to accommodate and appreciate the fact that we all learn in different ways, we assimilate at different speeds and we are all talented in our own different ways. Every care will be taken to ensure that the class is for all and every participant benefits from my courses. Referral Mechanisms I will also recognise my boundary in my dealings with learners. If for example there are special needs learners that I do not have th e ability to teach, I will refer such learner to other specialist.If I alone cannot cope with some of the practical work or I would need assistant, I will surely do this and prevent avoidable accidents. 3. 2. †¢ Explain ways to embed elements of Functional Skills, in your specialist area. In our multi-cultural and mixed ability society, three subject areas; English language, Mathematics and Communication Technology (I. C. T. ) have been identify critical and certain minimum levels of knowledge, skills and understanding of those subjects have been identified as essential for individuals to be able to operate confidently, effectively and independently s active member of our society. This can promote an inclusive society that is also competitive. In the SIA Security courses, I will be working with a lot of immigrants, who have been put into the margin of the society because of their inability to communicate well using the English language. Among them are people whom their knowledg e of mathematics fall below the set standards of Level 2. Some are not confident and capable when using ICT systems and tools to meet a variety of needs in a range of contexts.Others will not be able to communicate well in English language. Among the migrants are some qualified professionals who are frustrated and unable to secure jobs due to language and cultural barriers. Either when dealing with the public or giving instructions internally, the ability to communicate is an essential factor in security. It is essential to be able to understand the time and to use the IT for simple task such as keeping records, log in and out, etc. i.I will teach English to this group, encourage active participation from them and show to them that being able to communicate well is an essential tool in the security field and it can make the difference between life and death, between keeping their job or not and an essential tool in achieving customer satisfaction. ii. I will incorporate group discus sions where learners will practice English speaking skills. iii. I will set them written assessments where learners will be able to practice writing skills. iv. I will use PowerPoint in the classroom and give learners handouts so that they will be able to use their English reading skills. . I will ask them to complete accident reports, handover notes, and sick leave form and make radio and telephone calls. vi. I will introduce into the course problem solving schemes that allows learners to use their general maths skills. For example, in the teaching of the CCTV, learners will be encourage to record when images were recorded, how long it takes before certain events were concluded and how to keep log books. vii. Learners will be given half-a-day learning on how to operate the CCTV, including how to record images, using the keyboard and joy stick. viii.In group discussions, I will ensure that those who have a poor knowledge of the language are mixed with those who are good in it. This will encourage them to take greater interest and participation in the course and they will be better off than when they stick with people of their culture or who share similar limitations, and may not be in a position to assist them. ix. Using ICT with learners with disabilities has its own peculiar challenges. Since some of them have sensory or physical disabilities alongside learning disabilities, accessing the mouse and keyboard can often be a problem.It is often necessary to find alternative ways to interact with the computer. Using what is known as a tracker ball, which replaces the mouse for people with poor manual dexterity can be helpful. Also, the employment of keyboard with larger keys can be helpful for learners who have poor motor skills. Learners with learning disabilities who do not have reading or writing skills may be assisted with the use of symbols or pictures on the computer so they can recognise and relate to them. Partially sighted or registered blind learners c an be assisted with voice activated computer programs.Using a multi-sensory approach to learning creates opportunities for learners to have ICT skills without needing advanced levels of technical skill. ASSESSEMENT 4 ANSWER 4. 1. †¢ Explain the three main types of assessments used and fully explain how you conduct, or could conduct, an initial assessment of learners. Assessment is a means by which evaluation is carried out on whether learning has taken place and the level of learning. It is also a means by which trainers are able to assess whether their training strategies and tactics are appropriate and effective. Initial or diagnostic assessments are conducted before a learner begins a course.It is an evaluation of a learner’s skills, knowledge, strengths and areas for development. ’ (Gravells, 2008 page 75). This assessment assists in the determination of training needs analysis. The information gathered assists the trainer in planning the material content, tra ining methods and strategies to ensure that learners gained the maximum learning from trainings. Various methods are employed to achieve this objective. In some cases, the completion of a well structured and specifically designed application form followed by telephone interview is enough to complete this diagnosis.In orders, learners are invited to sit for written examination or examinations in addition to sitting for one or more face to face interviews and or skills or psychometric testing. The qualifications presented can provide information to trainer about the qualification attainment, at what level and how long ago the learner was in an academic environment. The written answers on the form can present trainers with the opportunity to evaluate the learners written English and presentation skills.Formative assessments are tools for progressive gauging of learning by learners and testing both learning strategy and tactics deployed by trainers. Trainers break their sessions into st ages and at each turn examines whether learning has taken place before moving on into the next stage. The information derived from it allows both side in the learning process to know whether objectives are been met, whether to deploy more effective strategy, tactics and resources toward effective achievement of stated goals or to redefine or fine tone the goals (Minton 1991, pg 183).The benefit of formative assessment is that a teacher can continually evaluate the learner and correct learners’ mistakes. Formative assessment is often informal and very low key to the point of the learner being unaware of the assessment. It can be done by oral question and answers, group work, multiple-choice test, practical demonstrations, such as singing or acting. Summative assessments are used at the completion of a course. It is often formal and demanding and carried out under controlled exam conditions. They are used to generate a grade that reflects the learner’s performance.While most summative assessment takes this form, many have argued that the stress it generates among some group of learners who may suffer from one disability or another, does not make it a fair means of ascertaining the knowledge gained. Many have argued that it is fairer when it is combined with formative assessment. There are various ways of assessing a learner’s knowledge of a subject and competence. These can be by question and answer sessions, practical tasks, evidence from others, self-evaluation, observations, tasks and examinations.All of these methods of assessments have advantages and disadvantages. It is necessary to keep records of these assessments to ascertain whether a learner Is learning from the course and if they are improving. Also, outside agencies such as governing bodies may want to see records of your learner’s performance as well as the leader of your facility. ANSWER 4. 2. †¢ Explain how you utilise assessment methods. Following assessment, it is vital that trainers give feedback to learners on their achievements. This can be presented verbally or in written format.In order not to de-motivate learners or destroy their confidence, such session should normally start with the presentation of the positive or strong points followed by the negative points. This should be followed by an agreement on how to improve the week points and how to keep up the good sides. Learners should always be encouraged to ask questions and to seek clarifications and trainers should be positive when stating areas for development. ’ (Gravells, 2008 pg 86). As a trainer, it has become very evident to me that assessment is a critical component of education.First, it is essential for a trainer to know the level of knowledge and potentials of the learners before learning materials are prepared. This includes the pace of delivery and the depth of information provided and the method of training. When delivering training, it is equally essential to continuously monitor progress in order to ascertain the level of learning. At the end of training, overall progress are assessed in order to be able to give feedback both to trainer and learners on the level of learning that has taken place and the success or failures of strategy and tactics.I will have to employ the three methods of assessments in my trainings. Each is important in the sectors of the training they serve. The three combined make an immense contribution to training efficiency. However, when working with adults with learning disabilities who have limited literacy skills it is often better to rely on practical tasks or question and answer sessions as the learners have often absorbed information more effectively if it has been given in a visual or oral manner. The information gathered from an initial assessment will provide me with a guide on how to plan the structure of the session.It could help in deciding the pace and the pitch of the session and also the choice of r esources to use. Formative assessment can help the teacher to make informed decision on whether or not to progress with, or to re-teach and or to change the method and style of teaching. Once training is complete, summative assessment provides the trainer with the opportunity to assess the overall learning that has taken place, the overall assessment of the success or failure of strategies, tactics and choice of resources. The information received is also used to give feedbacks and suggestions on how learners could make further improvements.ANSWER 4. 3. †¢ Explain the importance and the requirement of keeping records including those relating to assessment. It is imperative that as a teacher I should complete and retain records on my learner’s assessments. This is evidence of how the learners are progressing. There are many other numerous reasons for a teacher to keep records. Records, such as assessment grades, registration details, class registers and learner informatio n may need to be accessed at anytime by the teacher, learner, course leader or governing bodies.Therefore it is important to keep these records up to date. Good record keeping is critical to training. As such it is vital that records are kept by the trainer as part of a learners learning structure. This is because: i. Some schools and awarding bodies made record keeping and up to a given period mandatory. ii. It shows standardisation, meeting of criteria and form a vital part of the audit chain. iii. A good record of history of past events and a reference point. iv. Generally it aids efficiency and management of training resources. . It aids continuation if a staff is absent as records of the past can be accessed and follow. ANSWER 4. 4. †¢ Describe the types of records you would maintain. Some of the records to be kept are mandatory while others aid efficiency and good management. I will keep the following records: i. Summative assessments such as paper examinations. ii. Teach ing logs, signed appeals procedures, application forms and funding documents. iii. Learners’ records (Gravells 2008:89), including application forms, progress sheets, contact details. Tracking sheet† of all learners` progress clearly identify their achievements over the teaching period as outlined in (Gravells 2008:89). In addition to this I also carry out and file their initial assessment that all the learners undertake at their interview this ascertains if they need extra support with their communication, numeracy, spelling, and social needs. I also complete an individual work plan with the learner, which gives timescales and work schedules needed to complete their apprenticeship. iv. Records of other trainers and resource sources will be kept.ASSESSMENT 5 †¢ Produce a scheme of work for a minimum of four seasons. †¢ Produce a session plan for your 30 minute micro-teach session. †¢ Use a range of teaching and learning approaches which engage and motivat e the learners effectively. †¢ Demonstrate effective communication with learners. †¢ Observe a micro-teach session delivered by a member of your cohort and provide positive feedback. ANSWER 5. 1. †¢ Produce a scheme of work for a minimum of four seasons. A Scheme of Work is a document which allows the teacher to plan the overall programme for a learning project.Its component includes the programme title, how much time is available for each session, what are the learning outcomes being covered for each session, what topics will be covered and what resources are required. It could also include guiding learning hours, the assessment criteria being met and the Awarding Organisation issuing the certificate. [Morley & Wordsworth 2010: p66]. In addition to the fact that some external verifiers demands for Scheme of Work, it enables the trainer, the verifiers and learners to have and to see that there are plans to cover the entire programme of study for the given subject.It e nsures that session is planned at the appropriate level for learners, using an up-to-date scheme of work. Scheme of work Teacher: Trainer Date: 12 August 2011 Location: Croydon College Aim of session or course: To complete the theoretical training for the award of SIA Stage 2 Certificate in Door Supervisor. |Date |Session Title and Learning Outcome |Required Resources and Activities |Assessment |Remarks | |12 August 11 |Session 1: |PowerPoint, visual and verbal |Question and Answer | | | |Course introduction.Explain the |two-way communications, Flip |assessment. | | | |concept of security, the scope of |charts, Handbook, Learners to draw| | | | |the industry, the prevailing |on personal experiences and , Case| | | | |security needs and how it influences|Studies recorded from real | | | | |the review of the security |security operations. | | | |institutions. | | | | | |Give an overview of those changes | | | | | |including the advantages of and the | | | | | |needs for the training s essions. | | | |12 August 11 |Session2 |PowerPoint, visual and verbal |Question and Answer, role | | |[Second half of |Introduction to the organisations |two-way communications, group |play assessment. | | |the day |and legislators that guides the |discussion, group work and | | | |12-4. 0pm |security industry |demonstration/role play by | | | | | |students. | | | |13 August 2011 |Session3 |PowerPoint, DVD of recorded Case |Role play, Question and | | | |How to carry out a search, Types of |Studies, visual and verbal two-way|Answer assessment | | | searches, evacuation procedures, |communications, group discussion | | | | |dealing with fire and other |and demonstration/role play by | | | | |emergencies. |students. | | | |14 August 2011 |Session4 |PowerPoint, visual and verbal |Question and Answer | | | |Introduction to Conflict Management |two-way communications, group |assessment.Practice on | | | |and Communication |discussion, role play by students |old/similar question | | | |Ex amining core concepts in |Supportive CD/DVD information |papers | | | |communication | | | | | |Practical demonstration of case | | | | | |studies. | | | ANSWER 5. 2. †¢ Produce a session plan for your 30 minute micro-teach session. Session Plans give the detail on how each of the individual component parts of the Scheme of Work is delivered. With a session plan, a trainer is able to plan his work. He or she can in one glance see what is going to teach, how it is going to be thought, the resources that are available and how it’s going to be assessed. With this in hand a trainer is able to gauge the success of such training and if certain amendments are needed.In cases where amendment are needed, they are easily made and measured. Session plans also provides trainers with the opportunity to document the session, either for inspection or if a trainer is not able to turn up, another trainer is able to take up the task and be able to know what has been done, what needed to b e done, how and when they are to be done. Teacher: A Trainer Date: 12 August 2011 Duration: 30 minutes Aim of session: To introduce the learners to the course Learning outcome(s): †¢ For learners to know each other and their trainer, Safety briefing and venue layout and to understood the Scheme of Work. To get to know each other through introductions which includes and icebreaker and safety briefing and venue layout. †¢ To agree on ground rules. |Timing |Teacher activities |Learner |Resources Required|Cater for |Assessment |Functional skills | | | |activities | |inclusion |methods |embedded | |10. 00 |Registration. |Writing, |Powerpoint |All learners |Questions and |Communication in | | | |Listening and|presentation, Pens|addressed and |answer. English and | | | |asking |and papers, Flip |question asked | |presentation skills | | | |question. |chart |to the entire | |demonstrated for | | | | | |group. | |learners to observe | |10. 06 |Teachers and |Listening and|Powerpoint |All learners |Questions and |Communication in | | |learner |asking |presentation, Pens|addressed and |answer. English and | | |introductions. |question. |and papers |question asked | |presentation skills | | |Safety briefing and| | |to the entire | |demonstrated for | | |venue layout | | |group. | |learners to observe | |10. 15 |Inform learners |Listening and|Powerpoint |All learners |Questions and |Communication in | | |about the awards, |asking |presentation |addressed and |answer. English and | | |the mandatory hours|question. | |question asked | |presentation skills | | |of classroom | | |to the entire | |demonstrated for | | |learning and | | |group. | |learners to observe | | |practical work and | | | | | | | |the assessments | | | | | | |10. 2 |Inform learners |Listening and|Powerpoint |All learners |Questions and |Communication in | | |about Scheme of |asking |presentation |addressed and |answer. |English and | | |Work and Sessions |question. | |question asked | |presentat ion skills | | |Plans | | |to the entire | |demonstrated for | | | | | |group. | |learners to observe |ANSWER 5. 3. †¢ Use a range of teaching and learning approaches which engage and motivate the learners effectively Learning is the process of changing behavior and there is a deep relationship between motivation and teaching-learning process because it is the process of fulfilling directed behavior. Modern psychologists have discovered that Human behavior, unlike lower animals varies according to situations and cannot be explained by a single mental aspect. So, modern psychologists have formed some inter-related concepts of human behavior. Motivation is one of such concepts.Motivation is the tendency to perform purposeful behavior; the process that initiates, guides and maintains goal-oriented behaviors. Motivation oriented learning is very important for the success of the whole teaching-learning process. This is why mentor/apprentice programs work. The role of the teacher is to select proper incentives in order to create learning oriented motivation among students. Motivation can be broken down into two areas; intrinsic and extrinsic. The two are applicable to both trainer an learner but the trainer has to take the leading role in otivating itself and learners. Intrinsic motivation is achieved by gaining self-satisfaction through attaining a desired goal. Through and effective teaching, trainers can assist learners to develop confidence which can drive their intrinsic motivation. Extrinsic motivation is an external motivation which can be attained through recognition of work or achievements, praise or seeking a reward be it verbal, financial or an inanimate object. (Morley & Wordsworth:2010, p84). It is driven mainly by feedback from both trainer and learner, in which case, both can benefit from such feedbacks.It is good for trainers to know that their hard works are being rewarded through the successes of learners and for learners to appreciate that th eir efforts are being appreciated. There are many forms of session delivery. Andragogy method as prescribed by Malcolm Knowles is referred to as â€Å"learner-centred† and â€Å"self-directed† teaching and learning (Malcolm Knowles  (1973), Morley & Wordsworth 2011: 57-8). This method is based on the principles that mature learners want to take responsibility for their own learning and they are internally motivated.The learning environment is cooperative between trainer and learners and independent research is encouraged. Pedagogy or teacher-centred learning on the other hand places the emphasis on the teacher and views the learners as dependent on the teacher and the formal environment where the teacher dictates most if not all that happens reflect this principle. A third method is known as â€Å"Practical Skills Delivery† in which the method of transferring practical skills to learners uses a method called EDIP, which is an acronym for explanation, demonstra tion, imitation and practice: First, trainers explained the task from start to finish.He then demonstrates the task by breaking it down into stages and explaining once again in full and let the trainers ask questions. In the third stage, trainer narrates and carries out each stage of task whilst the learners imitate the process. The learners start to practice the skill whilst the teacher moves around the individuals or group offering guidance, feedback and confirmation. Finally once the both the trainer and learners are happy that they have mastered the process, assessment are conducted in which learners complete the task from start to finish without ny assistance from the trainer. Good communication is important to the success of this method. Another method is called â€Å"Differentiation/Inclusion†. It promotes that learners are individuals; the session planning must take into consideration, their needs, such as styles of learners. It also promotes differing classroom activ ities so that learners can take a certain responsibility for their own learning, such as research or group work. (Morley & Wordsworth 2011: 57-8).Once I have identified the needs of the learners and planned and designed my course I will proceed to deliver it. I will seek to use the learning methods that enhance their ability to achieve the most from the course. My training method will be interactive, starting with low pace and seeking to know the practical experiences of learners. Ground rules will be jointly approved and my position will be clear on why there will be zero tolerance for any form of discrimination. With this approach, learners will develop more confidence.Group work will be encouraged, but I will rotate members in order to promote inclusion. My teaching style would be mainly andragogical because, been an apprentice is a hand’s on role, this will allow the learner to carry out the task therefore learning the theory and learning how to apply those theories. In t erms of learning styles, I will deploy all the three styles; visual, audio and kinaesthetic. I would deliver the theory, view videos and show practical examples and give the learner the opportunity to carry out the task themselves.I will allow my assessment of the group to determine the ice breaker to use, but my objective will be to run an inclusive training through the distribution of ability and cultural mix and to encourage them to feel free to communicate and to get to know me and fellow learners. I will also define my pace and pitch of delivery, which will be influenced by the learning needs of the students and group dynamics. In setting my ground rules, I will be guided by two factors; the safety of all parties involved in the learning process. This will required that some rules are rigidly implemented.I will also be guided by the need to involve learners in negotiation over other issues, such as answering mobile phone, leaving early, etc. ANSWER 5. 4. †¢ Demonstrate eff ective communication with learners. Communication has been defined as the process of transmitting information from one person to another (Weick and Browning 1986, p244). This however, is the simplistic definition which covers only the issue of transmission where it is only understood by the sender. More penetrating definition usually points out that the ‘meaning’ rather than just information must be conveyed.As such communication is a process in which information and its meaning is conveyed by a sender to receiver(s). Effective communication on the other hand is the extent to which the sender and receiver of a message both attribute it with the same meaning. The effectiveness and success of learning defined as the acquisition of knowledge or skills through experience, practice, or study, or by being taught; strongly depend on effective communication. It is a skill which every trainer must acquire. I will demonstrate effective communication with learners through the foll owings:I will seek to establish a common ground by letting the learners know that, in addition to my two post-graduate certificates, I had done practical security work in the past. This should motivate them to know that I’m talking from experience and that with commitment they too can be an achiever in this profession. I will tell them about the pass rate and the need to listen and to work hard and my commitment toward their achieving their goals. I will also tell them that any of them who need additional support could meet me at break time.My dressing will be formal on the first day, wearing suit and this level of formality will be reduce for the remaining days. I will let them address me by my first name and will address them by their prefer first names. I will encourage a two way communication with learners and use the correct tone and pitch and adjust my communication to the group. I will actively listening to learners and this will include sensitivity to their cultural a nd religious body and verbal communications. I will maintain eye contact and will appreciate the cultural space of the learners and their cultures.In order to maintain the concentration of the learners, I will use mixed training methods; such as verbal communications, role play, group work, icebreaker and energiser. I will seek to develop good interpersonal relationship with learners through being myself, by ‘prizing learners’ and showing emphatic understanding toward them. I believe this will positively affect the effectiveness of my communication. On the role of interpersonal relationship in the facilitation of learning, Carl observed that a facilitator should be real. When the facilitator is a real person, being what she is, entering into a relationship with the learner without presenting a front or a facade, she is much more likely to be effective. † She should be â€Å"prizing the learner, prizing her feelings, her opinions, her person†. â€Å"It is a caring for the learner, but a non-possessive caring. † The facilitator’s prizing or acceptance of the learner is an operational expression of her essential confidence and trust in the capacity of the human organism.She should also show emphatic understanding â€Å"[Students feel deeply appreciative] when they are simply understood  Ã¢â‚¬â€œ not evaluated, not judged, simply understood from their  own point of view, not the teacher’s. (Rogers 1967 304-311) and Rogers, C (1983). ANSWER 5. 5. Observe a micro-teach session delivered by a member of your cohort and provide positive feedback. †¢ Trainer’s body language, verbal and non verbal was radiant and reassuring. †¢ The introduction was positive, through a bit too long. †¢ The decision to give the first handout at the end of the lectures was good as it did not distract learners. The powerPoint was clear and bold. †¢ A few of the recent immigrants find it difficult to understand som e the assumed grammars which are in actual fact idiomatic expressions. ASSESSEMENT 6 †¢ Explain and justify the reasons behind your choice of teaching and learning approaches. †¢ Review and evaluate your choice of resources for your delivered session. †¢ Explain how you gave constructive feedback. †¢ Explain how you will use the feedback received to improve your teaching in the future. ANSWER 6. 1. †¢ Explain and justify the reasons behind your choice of teaching and learning approachesFor my teaching session I have chosen to use a combination of visual, auditory and kinaesthetic teaching methods to make sure I incorporated as many learning styles as possible to make the class inclusive. By formative assessment I can vary my technique to suit the learners. Teaching Approach 1: Verbal Communication Reason: Verbal communication can be defined as communicating your thoughts through words. Such thoughts may be ideas, opinions, directions, dissatisfaction, object ions, your emotions and pleasures. It provides better interaction and opportunity for formative assessment.By asking open questions I can provide additional information and feedback. I can hold group discussion to encourage learners to discuss in an open format the application of the learning and how it could be used in their activities. It will also provide me with the opportunity to use case studies which allows in-depth analysis that has immediate impact to be made. Teaching Approach 2: Assignment Reason: I will provide assignment for the learners. This will enables me to assess whether they understand the role of the work. This will provide a good feedback for me. Teaching Approach 3: Role PlayReason: Role-play is one of the teaching and learning tools in the field of experiential learning, which allows students to try new skills, attitudes and behaviours and move beyond their â€Å"normal† behaviour, that is established, tried and trusted views, reactions and arguments. These experiments are powerful ways of learning and can provide numerous insights into learners’ own traits and behaviours and unfamiliar situations. It will also allow learners to demonstrate their knowledge of the subject and to ensure participation without putting any learner under pressure.During the practical activities I will be able to assess by observation individual learner’s progress and ability which will allow me to provide constructive feedback. Teaching Resource 1: Projector Reason: I used a projector to show the pres