Analysis of the Failure of Superior Bank and Trust Essay example -- es

Superior Bank & Trust The thrift financial Institution Superior Bank & Trust is one of the largest. It is located in Chicago and has many branches eighteen of which can be found in the Chicago area. It is owned by one of Chicago's wealthiest families the Pritzkers and Alvin Dworman a well-known real-estate investor from New York. With assets totaling $2.3 billion and deposits of $1.6 billion Superior Bank FSB got caught up in some problems with sub prime loans. This was their main focus. Sub prime lending is lending to people who are poor credit risks. They lend money or issue credit cards at high interest rates. Many companies have prospered using this method but most have gone under due to rising default rates and early prepayments by borrowers who can refinance at lower rates. Superior Bank & Trust's failure was directly related to sub prime lending. Regulators were believed to have detected problems as early as January 1999. These regulators should have been the ones to step in and notice that things weren't going the way they should have been. Instead Superior's management is bearing the brunt of the blame in this situation. Ellen Seidman states "responsibility for the success or failure of any depository institution rests with its management, directors, and owners." This may be true but if management and financial intermediaries had been performing their tasks properly they would have n...

Jim Jones Essays -- Cult Suicide Essays Papers

Jim Jones The mass suicides, that took place under the influence of Reverend Jim Jones, can be explained from a sociological perspective. By looking at how the group dynamics played into the outcome one gets a better idea of the whys? of the massacre. The sociological explanation is but one way to explain this horrific event. It is , however, the only one explored in this essay for reasons of concision. At one level, the deaths at Jonestown can be viewed as the product of obedience, of people complying with the orders of a leader and reacting to the threat of force. In the Peoples Temple, whatever Jim Jones commanded, the members did. When he gathered the community at the pavilion and the poison was brought out, the populace was surrounded by armed guards who were trusted lieutenants of Jones. There are reports that some people did not drink voluntarily but had the poison forced down their throats or injected. While there were isolated acts of resistance and suggestions of opposition to the suicides, excerpts from a tape, recorded as the final ritual was being enacted, reveal that such dissent was quickly dismissed or shouted down. Jim Jones utilized the threat of severe punishment to impose the strict discipline and absolute devotion that he demanded, and he also took measures to eliminate those factors that might encourage resistance or rebellion among his followers. Research showed that the presence of a "disobedient" partner greatly reduced the extent o which most subjects in the Milgram situation (1965) obeyed the instructions to shock the person designated the "learner." Similarly, by including just one confederate who expressed an opinion different from the majority's, Asch (1955) showed that the subject would also agree far less, even when the "other dissenters" judgment was also incorrect and differed from the subjects. In the Peoples Temple, Jones tolerated no dissent, made sure that members had no allegiance more powerful than to himself, and tried to make the alternative of leaving the Temple an unthinkable option. Analyzing Jonestown in terms of obedience and the power of the situation can help to explain why the people acted as they did. Once the Peoples Temple had moved to Jonestown, there was little the members could do other than follow Jim Jones's dictates. They were comforted by an authority of absolute power. They were l... ...ons consistent with the ideology and policy are good. The individual conscience is not reliable. Under these conditions the individual expects humiliation, ostracism and punishment because of his inability to live up to the criteria and lives in a constant state of guilt and shame. Since the organization is the ultimate judge of good and evil, this guilt and shame is used to manipulate and control members. The organization becomes an authority without limit in the eyes of members and their power is nowhere more evident that in their capacity to "forgive". We live in a dangerous world, a world often caught in the midst of disastrous group dynamics. Cult leaders use their knowledge to bemire the minds of unsuspecting victims. Until, recently cult's were able to run freely in public without anything more than slight amusement at the dress or the ethereal spouting. There was a time in the not so distant past that cult members were allowed to approach anyone in a place as public as an airport to share their ‘beliefs' and their tainted language. They were allowed access to our children and to our minds. It has been a long time coming, but the world is finally catching on.

The Criminal Justice Process

Abstract This paper describes all the steps taken during the criminal justice process. It explains how important it is to follow due process according to the bill of rights. During this process suspects are put through a series of steps, some within hours of an arrest and some may take days, weeks, and or months. The criminal justice process is numerous steps taken to process a criminal case beginning with an investigation and arrest. An investigation is done by the police and they must gather enough evidence to identify a suspect in order to make an arrest. In most cases, criminals are not arrested on the scene of a crime, they are apprehended later (Schmalleger, 2011). In cases like this, an arrest warrant is issued by a judge if there is enough probable cause to make an arrest. Probable cause is the legal requirement for an arrest connecting a suspect to a particular crime. Arrest is always done with discretion and is a serious step in the criminal justice process. During an arrest defendants are warned of their Miranda Rights prior to questioning. Police feel they are on safe ground by advising suspects of their rights immediately after arrest; however an arrest without questioning does not require a warning (Wiley Publishing, 2000-2010). Following an arrest, suspects are booked. The booking process is an administrative procedure. It includes pictures being taken, fingerprints, and personal information is recorded such as date of birth, address, weight and height. Details of charges are put on the arrest record. Suspects are advised to sign a form with each right stated. The second step in the criminal justice process is pretrial activities, which can take place within hours of the arrest. In this step a suspect will make their appearance before a magistrate where the judicial officer will tell them of the charges against them and once again is advised of their rights and may be offered bail. If a suspect post a bond on first appearance they may not flee, otherwise the cash deposit or property bond will be ordered to forfeit the posted cash or property (Schmalleger, 2011). Suspects who have serious crimes and are not afforded bail are taken to jail to wait for the next step which is a preliminary hearing. During the first appearance, defendants who can’t afford a lawyer will be appointed one. During the third step, preliminary hearing is a process where enough sufficient evidence must be established and exist against the suspect to continue in the criminal justice process. The defense has a chance to analyze the strength of the prosecution case and may request a plea bargain. This is also where the prosecution has a chance to build a case against the suspect and presents any evidence and may offer a plea bargain. The fourth step in the criminal justice process is indictment by grand jury. This is when the prosecutor has enough probable cause to prosecute a capital offense. During indictment, a defendant or a defendant lawyer does not have a right to be present at grand jury proceedings. Another option a prosecutor may take is filling a charge document called information. This is to determine if there is enough evidence to warrant a trial. A defendant and attorney can be present at the information hearing to dispute the charges (Wiley Publishing, 2000-2010). Step five in the criminal justice process is arraignment by a judge. This is when a defendant enters a plea of guilty, not guilty or no contest (nolo contendere). An arraignment is conducted in open court and the indictment or information on the charge is read to the defendant. Step six, adjudication. This step points out that every criminal has a right to trial by jury. If there is doubt based on reason the accused is entitled to be acquitted. The standard of evidence for a criminal conviction is guilt beyond a reasonable doubt. In most jurisdictions, criminal cases never come to trial (Schmalleger, 2011). Some states allow trials for less serious offenses before a judge, called a bench trial. In other cases, a jury is said to be deadlocked, and a judge will declare a mistrial. Step seven is sentencing by a judge. If the accused is found guilty, a judge will impose a form of punishment. Possible sentences include a fine, probations, a period of incarceration in jail or prison or some have a combination of supervision of the community and incarceration. Criminals found guilty, of one or more charges are ordered to serve one sentence after another is completed called a consecutive sentence. Or there sentence may run at the same time, called concurrent sentence (Schmalleger, 2011). In many cases convictions are appealed and filed by attorneys in appellate court and then ruled on appellate judges. If the appellate reverses a case, the case returns to trial court for retrial. The appeal process can be very complex and can involve both federal and state judiciaries. Even if a prosecutor drops the charges, the defendant can still be prosecuted later as long as the statue of limitations for the crime the defendant is being accused of committing hasn’t run out. Appeals are based on the defendants claim that rules of procedure were not follow properly at some earlier stage in the criminal justice process. The last but not least process is corrections. Punishment and or rehabilitation processed by local, state or federal correctional authorities. Once an offender has been sentenced, the corrections stage begins. Most inmates do not serve the complete term and are released before their maximum sentence expires (Wiley Publishing, 2000-2010). Inmates are assigned to confinement facilities and treatment programs. Not all offenders end up in prison. Some are ordered to prison and then have their sentences suspended and a probation term imposed. Offenders who have served a portion of their time may be freed on probation or parole. If conditions of probation or parole are not met, it will be revoked and result in more jail time. In conclusion the criminal justice process is to be conducted with fairness and equality, the due process. This process must recognize the individual rights of criminal defendants facing prosecution by state or federal government. Due process is what guarantees the fifth, sixth and fourteenth amendment. No person shall be deprived of life, liberty, or property without the due process of law, and each state is bound and required to respect the due process rights of United States citizens who come under their jurisdictions. There are many more suspects and defendants than inmates. Wiley Publishing, 2000-2010) The Criminal Justice Process Chart References Schmalleger, F. (2011) Criminal justice today: An Introductory text for the 21st century (11th ed. ) Upper Saddle River, NY: Pearson Prentice Hall Cliff Notes (2000-2010) The Process of Criminal Justice. Retrieved on October 19, 2010 from http://www. cliffsnotes. com/study_guide/The-Process-of-Criminal Justice. topicArticleId-10065,art icleId-9909. html New Jersey Judiciary (2001) The Criminal Justice Process. Retrieved on October 19, 2010 From http://www. judiciary. state. nj. us/criminal/crproc. htm

Prepare to teach in the lifelong learning sector Essay

The following are headings for broad areas students will have to research to show evidence of competence in PTLLS. GROUP A: Roles and responsibilities and relationships in lifelong learning GROUP B 1: Understanding inclusive learning and teaching in lifelong learning GROUP B 2: Using inclusive learning and teaching approaches in lifelong learning GROUP D: Principle of assessment in lifelong learning Each group (Group A, Group B1, Group B2 and Group D) is made up of sub-headings and questions or â€Å"statements of competence†. Group: Group A, Group B1, Group B2 and Group D Sub-headings: (Example) (1.Understand own role and responsibilities in lifelong learning) Questions or â€Å"Statements of competence†: (Example) (1.1 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities). Writing Essays and Referencing: Students must provide responses in essay form to each of these questions or â€Å"statements of competence (always starting with 1.1). The recommended word count for each essay is 200 words. Students do not need to worry if they exceed this word count or if they go under it by a few words on a few questions. It is important that a student does not â€Å"fixate† on word counts, but, rather that he or she focuses on the quality of their responses.  Realistically, essays should not fall under the recommended word count too often or by too much when students conduct thorough research and provide satisfactory evidence of competence. Research of topics must be demonstrated with both in-text references (short form) within individual essays (1.1, 1.3, 2.2, etc.) and bibliographies (long form) at the end of each group. In-text references can be placed at the beginning, middle or end of essays. The bibliography provides a more comprehensive list of all book or internet references that the student used to research the questions or â€Å"statements of competence†. Ultimately, the student has to decide how much research he or she thinks is sufficient to gain a better understanding of teaching and learning concepts. Realistically, some form of in-text referencing would probably be required in, at least, one out of two essays on average to show sufficient evidence of research. GROUP – A: Roles and responsibilities and relationships in lifelong learning 1. Understand own role and responsibilities in lifelong learning 1.1 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities My role as a Lifelong learning professional is to ensure legislative requirements are met. Some of these legislations are generic and affect all who teach, whereas some are subject (or environment) specific. (Gravells 2012:19-22) These legislations include but not limited to the following: Awarding organisation guidelines for delivering and assessing my subject Criminal Records Bureau(CRB) Clearance Data Protection Act 2003 Equality Act 2010 Health and Safety 1974 Institute for Learning(IfL) Code of professional practice 2008 Organisational guidelines such as dress code and punctuality My key responsibility is to ensure my workplace have a current copy of my CRB as this clearly gives me the right to come in contact with children, young and  vulnerable adults. It’s beneficial to become a registered member of the IfL and abide by its codes and conduct as well as my or company’s organisational procedures. This Code was developed by the profession for the profession and it outlines the behaviours expected of members for the benefit of learners, employers, the profession and the wider community. The Equality Act (2010), which harmonises some 20 previous pieces of Equalities legislation, is important within the lifelong learning sector and helps ensure accessibility to learning with a view to equality and diversity. Under the Health and Safety at Work etc Act (1974), negligence by an individual can lead to their personal prosecution, not just the organisation they work for. HSE at work requires me to take reasonable care of my health and safety and that of others who may be affected by what I do at work, cooperate with my employers on HSE matters and take necessary trainings especially training relating to me field which is Science. Also inform my employers of any concern I have relating to health and safety. As Gravells says: â€Å"Learners are entitled to learn in a safe and healthy Environment† (Gravells 2012:29). The Copyright Designs and Patents Act (1988) are relevant in a teaching environment. The materials I use to teach learners must either be produced by me, or I must ensure that I and or my organisation have permission to use such materials. Another important piece of legislation to consider is the Data Protection Act (2003). This is important because I will have access to students’ personal data which I shouldn’t share with anyone or external organisation without authorisation from my employer and permission from my student in question. 1.2 Analyse own responsibilities of promoting equality and valuing diversity Equality is about rights of students to have access to, attend, and participate in their chosen learning experience. This should be regardless of ability and/or circumstances. Diversity is about valuing and respecting the differences in students, regardless of ability and/or circumstances, or any other individual characteristics they may have.(Gravells 2012:17) As a teacher, I will work in ways that embrace diversity and celebrate equality according to Equality Act of 2010. I will treat all students fairly, seek to create and promote an inclusive culture for all students. I will ensure equal access to opportunities to enable students to fully participate in learning process. You must not allow any form of discrimination in your classroom or learning situation. Not only is it morally wrong, it is likely to be illegal (Reece and Walker, 2007:295). I will ensure learning materials or resources that I intend to use in lessons do not discriminate against any individual or groups. I will also ensure there is no discrimination or any form of bullying in my classroom; this may include teasing, name calling etc â€Å"Equality, whilst driven by legislation, should develop the culture and ethic of wanting to meet the needs of all learners.† (Wilson, 2008, p.27) .I will ensure that all my learners have the opportunity to contribute to the learning process using different learning methods and preferences, different assessment styles while taking learners abilities and disabilities into cognizance. 1.3 Evaluate own role and responsibilities in lifelong learning Primarily my role as a teacher is to help my students achieve their chosen programme. With the understanding that learners have varying learning needs; I will use the eelements of Teaching and Learning Cycle (identifying needs, planning learning, enabling learning, assessing learning and quality assurance and evaluation) to cater for their preferred learning styles. Carrying out initial assessment will help me to identify my students’ needs, as well as my needs and my organisation needs. This will help me identify and avoid triggers that might cause barriers and challenges to learning. My findings during the initial assessment will also guide me while preparing my scheme of work (SOW) and lesson plan and I will do all this within the specifications and guidelines given by the awarding body. The scheme of work  and lesson plan is to promote equality, recognize diversity, encourage inclusive learning and take into consideration the importance of health and safety of the learners. In order stay current and up to date with my specialist subject and continuously improve my teaching practice, I will attend trainings regularly both internally (INSET) and external trainings organised by Awarding bodies and other government agencies, I will also join an online discussion forum relating to my subject. I will also maintain proper records in terms of attendance and assessment data showing students level and progression. 1.4 Review own role and responsibilities in identifying and meeting the needs of learners Based on Maslow’s Hierarchy of Needs theory (1962) as stated in Reece and Walker (2007:77): The physical (comfort requirements) can be met by providing adequate breaks, ensuring comfort, arranging seats according to needs and being alert to heating and ventilation requirements; It’s important for me as a teacher to identify the needs of my learners with the intention to meeting these needs. Learners’ needs can be social, physical, intellectual, cultural or emotional. Examples of these needs include dyslexia, language barrier, financial, health or personal problems. To identify my learners’ needs, I will carry out an initial assessment to identify individual strengths and weaknesses, background, achievement level in relation to the programme, level of literacy, numeracy and information technology with any special learning support. This process is also known as the diagnostic assessment. Also I administer the visual, auditory, read and write and kinaesthetic questionnaires to diagnose learners preferred learning styles. Outcome of VARK questionnaires will guide me in lesson planning, resources, activities and assessment method. I will use different teaching methods to accommodate all learners. As a science teacher, I will use video clips because it gives students the chance to see how science applies to everyday living. Carrying out practical and projects also allows my students to demonstrate their understanding of what they have learnt. I will encourage buddy system and peer high and low ability students together in groups so they can challenge and motivate one another. I will support an English as Additional Language (EAL) student by providing dictionaries, propose extra literacy lessons to help student improve their ability to speak, read and write English confidently. If learners’ needs are not met, it will have huge and negative impact on my students’ ability to benefit from my lessons and so I will make reasonable adjustments in order to accommodate all identified needs and where necessary refer students to get specialist help. I will also seek to work with the SEN department. 2. Understand the relationships between teachers and other professionals in lifelong learning 2.1 Analyse the boundaries between the teaching role and other professional roles The boundaries would be: Maintaining professional relationships Taking care with communication methods (and increasingly social media use) Deadlines and targets Demands from managers Lack of own specialist knowledge and skills Lack of resources Personal issues and professional concern Professionalism requires us to maintain appropriate standards and fulfill our responsibilities to learners, institution and colleagues (Francis and Gould, 2009:10) In other to maintain professional relationships with students, I will ensure  that I adhere by codes and conducts of IfL and my organisation policy. If I have concerns regarding a student, it’s best not to get involved personally but to share my concern with appropriate department or personnel. . For example I have a student in a financial difficulty; I will refer such students to seek specialist help and will not seek to get personally involved in solving any problem that this is not directly related to my course. Also in giving support, I will ensure I adhere to equality and diversity legislation and not show favoritism. I will also abstain from engaging in social networking with my student and will keep all form of communication formal. Demands from managers, attending meetings, meeting deadline and targets can be time consuming and have the tendency to eat into time I need to prepare for my lessons. I will seek to have flexibility in demands on my time in this regard so I can attend meetings and do other duties outside the classroom. I can also seek for Admin support in order to address some of the boundaries highlighted. Lack of resources lack can be sorted by getting Admin support in making orders and ensuring resources are bought and delivered in time for lessons. 2.2 Review points of referral to meet the needs of learners Learners will have varying needs depending on their backgrounds and their current circumstances. This might be long or short time based. These needs could be insufficient literacy skills, fear of Information Technology, lack of confidence, language barriers, and transport problems. In a case where I have a student who comes late or has a poor attendance record, I will seek to understand why his attendance is poor. If it’s a case of unmotivated student, I will try and give him one-to-one by creating an Individual lesson plan to support and motivate him more so that he’s eager to come for lessons. However if this student is having financial problem, I will refer him to get specialist help or student welfare services. I will recommend approved centres to learners who need to boost their confidence level and improve their IT skills. In a case where I have a student with language barrier and who lacks confidence, I will seek for ways to promote inclusion by assuring such a student that he/she has the right to participate and learn just like others regardless of background. I will also recommend trusted agencies that help people to improve their English speaking abilities. 2.3 Evaluate own responsibilities in relation to other professionals For any organisation to run successfully and smoothly, all workers will need to fulfil their roles and responsibilities. As a teacher my responsibility can be broken down into individual, team and organisational. I am aware that the way and manner by which I carry out my responsibilities directly impacts on my colleagues and how they fulfil their responsibilities as well. My individual responsibility is to make sure I leave the classroom clean and tide so my next colleague will find it ready for lessons. I understand also that I might need to meet with parents/carers of my students and give them support and assurance regarding the child’s progress in lessons. My team responsibility is to share ideas and resources with me colleagues and this can be achieved by having shared folders for resources and ideas. Being able to work as part of a team is a natural and important aspect of the teaching role, I will be willing to support colleagues by agreeing to do last minute cover for someone who is indisposed. I carry out my organisation duties for example by ensuring I mark registers promptly as this enables attendance team to have accurate records and do their duties as well. It’s important to communicate needs and requirements on time to others. For example as a I’m training to be a science teacher I will need to let the technicians know what I will need to run my lessons and time and quantity needed. I will also need to work with reprographics in other to have printed materials ready for lesson. 3. Understand own responsibility for maintaining  a safe and supportive learning environment 3.1 Explain how to establish and maintain a safe and supportive learning environment Learners need to feel safe and valued before they can fulfil their potential for leaning (Wallace 2011:96). As a teacher it’s important that I create a safe and supportive learning environment in order to optimise my students learning potential. As a science teacher, Health and safety is high priority for me and my students. In order to create a safe environment, I will ensure that my classroom is neatly arranged and all equipment are safely stored away. I will give clear instructions to technicians regards what resources are needed for my lessons and when this will be. Also I will ensure proper checks; testing and maintenance are carried out periodically on all equipments and dates record kept. I will not allow or ask students to carry or move hazardous materials without proper protective clothing e.g. wearing goggles, gloves and lab coats where necessary. Under no circumstance will I move or ask students to move heavy equipments. I’ll create a supportive environment by agreeing ground rules with students, stating behavioural expectation at start of lesson and I will organise an inclusive classroom sessions to accommodate all learning needs including a seating plan that address needs. I will encourage active involvement from all and give regular feedback. I will encourage peer support as this allows students to keep in touch outside sessions. 3.2 Explain how to promote appropriate behaviour and respect for others A good first impression will help establish a positive working relationship with your students. The way you dress, act, respond to questions, offer support etc, will also influence your students (Gravells 2012:10). The teacher can themselves provide a model of appropriate behaviour (Wallace, 2007:79). I will seek to promote appropriate behaviour and respect for my students by agreeing and establishing specific ground rules. These will include: Arriving early on my part to ensure environment is appropriate and my students arriving punctually for lessons Returning marked work within agreed time scales Remaining impartial in any disputes Using a variety of inclusive teaching and learning approaches With my colleagues and organisation I will: Adhere by dress code and appear for lessons formally and appropriately dressed Preparing adequately for my sessions Liaising and working with others in a professional manner I will model appropriate behaviour and respect others by sticking to ground rules and IfL’s Code of Professional Practice (2008). For example I will not bring my mobile phone into lesson and will ensure students turn off their phones or put in silent mode when in my class. I will prepare adequately for my lessons and include all learning needs. I will seek to be polite with my colleagues and settle any grievances professionally Book References: Gravells, A., 2012. Preparing to Teach in the Lifelong Learning Sector. 5th ed. London: Learning Matters. Gravells, A., 2012. Passing PTLLS Assessments 2nd ed. London: Learning Matters. Cowley,S 2010 Teaching Skills for Dummies (Kindle Edition) UK Edition Reece, I and Walker , S (2207) Teaching , Training and Learning: A Practical Guide 6th ed. Tyne & Wear: Buisness Education Publishers Websites: Health and Safety Act at Work (1974): http:// www,hse.gov.uk/legislation/hswa.htm Institure for Learning: http://www.ifl.ac.uk/ Theories of Learning: www.learningand teachcing.info/learning Data Protection Act (2003) http://regulatorylaw.co.uk/Data_Protection_Act_2003.html Copyright Designs and Patent Act (1988) http://www.opsi.gov.uk/acts/acts1998/TKpga_19880048_en_1.htm www.cyberessays.com [last accessed 03/12/13 @ 12:50] www.studymode.com [last accessed 03/12/13 @ 12:50] GROUP B1 Understanding inclusive learning and teaching in lifelong learning 1.1 Analyse learning and teaching strategies used in own specialism As a science teacher it’s important that I bring alive my topics and make it real, informative, relevant and fun. I will use several teaching strategies to achieve this. These strategies are: Demonstration, Discussions, Online learning, Group work, Individual work, Project work, Presentations, Research, Simulations, Use of ICT. These strategies have their strengths and limitation so usually a combination is used when teaching a lesson. My teaching strategy will depend on the topic I’m teaching. It is possible to use a combination of strategies while teaching a topic. In order to teach my class a topic on ‘Electricity’, I will start by asking my students to tell me how many electrical appliances (TV, Game consoles, Freeview box etc) they have in their homes and how often they use them. This discussion will be an ice breaker because everyone loves their gadget and love to talk about them. This will then lead to talk about how power is transferred and how to measure power usage. I will ask them to carry out further research and find out the power of several electrical appliances in the home and estimate the cost of using these appliances in a typical week. Use of ICT is embedded in most topics because students are usually required to carry our further research and submit documents using word processor or PowerPoint. Some topics will also require dividing the class into a group so they can work together and build team work skills. 1.2 Evaluate the effectiveness of approaches to learning and teaching in own Specialist area in meeting needs of learning I will use a combination of teaching approaches in order to meet learning needs. I will use a blended approach of teaching in a classroom with support and activity via Virtual Learning Environment (VLE). Using demonstration for practical tasks incorporate all learning styles. Students can watch me carry out a science experiment (visual),listen to an explanation(aural),read instructions on a handout and make note(read and write) and then practise the task(kinaesthetic).This multi-modal learning styles is effective in meeting needs of individual. I will use interactive white board and projectors in all my lessons. And this enables me to include all learning needs and cater for all learning abilities. . I will set differentiating tasks for my students according to their abilities. Higher level students will be stretched and challenged while lower ability students will be motivated and enable to catch up. At the end of a topic, I will either give a quiz and puzzle, assignments or group project as a form of summative assessment. This will help me determine if the objective of the lesson has been achieved, identify gaps and eras to improve on or repeat. 1.3 Evaluate aspects of inclusive learning Inclusive learning is about involving all my students during session, treating them equally and fairly and not directly or indirectly excluding anyone for any reason.( Gravells, 2012 :49) Inclusive learning involves taking into account any individual learning needs and offering appropriate support. Inclusion in an educational context has been defined differently by different people. Wilson (2008:96) states that inclusion simply means available to all while (Tummons 2010 :93) states inclusive practise can be defined as an approach to teaching and learning that endeavours to encourage the fullest participation of learners. This is action supported by Bandura’s Social Cognitive Theory (1977 – 1986, Cited http://www.education.com/reference/article/social-cognitive-theory/). This theory states that learning occurs in a social context as much of what is learned is done so through observation of others. By arranging seating in such a way as to create clear sight lines and simple social communication a teacher will allow students to form this social bond to facilitate learning? I will endeavour to take into account that my learners have different abilities and needs and use different teaching strategies to meet the individual needs of your students (preferred learning styles, attention spans, maturity, experience, ability levels. I will also be flexible and ready to make a change if and where necessary. 2. Understand how to create inclusive learning and teaching in lifelong learning 2.1 Analyse inclusive approaches to learning and teaching Inclusive learning is about making sure that every learner in the classroom has their needs identified and met. It is about realising that every learner will have specific individual needs and it is the job of the teacher to accommodate the needs of all of their learners. Booth et al. (2000) state ‘Inclusion is seen to involve the identification and minimising of barriers to learning and participation’ (Booth et al., 2000: 13). One approach to inclusive learning is having additional support for the learners with Special educational needs (SEN). This can be in the form of a teaching assistant or in some more severe cases a carer. Also some students with behavioral challenges also need support and this might be teaching them in a smaller group or having reduced timetable. Additional support can be used to do several things. The support a teaching assistant provides is to enable the learner to either do the same work the rest of the class is doing but with extra support with ideas, writing or just a general confidence boost. Teaching assistants can also be used to take the pupils with SEN as a separate group and do work that has been  differentiated by the teacher. This is a way of enabling the learner to feel they have achieved and not worry about what the rest of the class thinks. The use of the teaching assistant is vital for many learners. It enables the learner to achieve the academic levels they need and often exceed what they thought they could achieve. However, it could be argued that if a child is given too much individual support then they will learn to expect it and be reluctant to work without support. The other main area to focus on is differentiation. If a teacher is able to correctly identify the different levels and needs of their class members and then differentiate accordingly then this is going to be one of the most effective ways of creating inclusive learning. 2.2 Analyse how to select resources to meet the needs of learners Resources can help aid learning. Having identified learners’ needs; it is crucial to select resources that meet these needs. Resources can come in many forms and used in many ways, so it important to ensure that resources are accessible to all learners and also depending on desired lesson outcome, resources must be select to aid lesson delivery. Examples of these resources are: Interactive white boards Overhead projectors Physical resources, models and apparatus Textbooks Worksheet, puzzles and crossword Audio/visual/digital equipment Computerised presentations Flip charts paper and pen Handout I will make sure printed resources like handouts are written in 12 point text and also use easy to read font, such as Arial, this will help learners with  the reading of text. Also you can make sure that the text used on PowerPoint presentations is large enough to read from where learners will be sitting. Learners with visual impairment can have print versions made specific to meet their need like having prints in A3 and big font like size 48 or providing Braille where needed. By making documents available in larger fonts or in Braille you are ensuring that your session is inclusive. Continuous assessment of students also helps to determine how effective the resources are and if there is need for a change. 2.3 Explain how to create assessment opportunities that meet the needs of learners Assessment opportunities can arise at any time during teaching sessions. It can be at the beginning (initial), during (formative) or at the end (summative) of lesson. Assessment methods include ice-breakers, multiple-choice test, assignment essays, group discussions, question and answer session, presentation, role-play and demonstration. The teaching method ,aims and objectives of the programme will determine the assessment method to employ but all learners will be given the opportunity to be assessed in a way to determine where their strengths and weaknesses lie; and to create ways for improvement while preparing them for formal examination conditions. Initial assessment at the start of a lesson could be in form of an ice breaker question or discussion; this gets everyone involved and makes it possible for me to gauge their levels and understanding of topic to be discussed. In science lessons, students have opportunity to have a practical session which helps learner to display their theoretical understanding of a topic. This allows me to observe them and also explain better if anyone is struggling. Question and answer session after a topic for instance, will create assessment opportunity where the needs of the learners can be determined. In this session, students’ knowledge of the subject will be tested and the answers given by learners will determine whether learning is taking place or there is need for improvement. Also by delivering mock or practice tests, I will prepare my students for formal assessments which lead to an accredited qualification. 2.4 Review how to provide opportunities for learners to practice their literacy, language, numeracy and ICT skills. There are different avenues available to provide opportunities for learners to practice their literacy, language, numeracy and ICT skills. Literacy: reading and writing Language: Listening, speaking Numeracy-approximation, estimations, calculations and measurements ICT- use of emails, web-based research, word processing or assignments and reports, using spreadsheet, database s and presentation I can give my students opportunity to practise their literacy skills in science lessons by asking them to read from text book and make notes; languages skills can be practised by encouraging group discussions and talking about their understanding of lesson taught. Numeracy can be practised by giving students mathematical exercise which involves calculations. Use of ICT is practised by encouraging web-based research, use of emails, word processing or assignments and reports, using spreadsheet, database s and presentation. I will create opportunities to practise all these skills as it relates to my lessons. While teaching a topic on ‘the Laws of Motion’ for example, I will encourage my students to read from the display on the board, I will encourage discussion of how these laws can be related to in real life. I  will test numeracy skills by giving problem solving tasks which involves calculations and opportunity for ICT skills can be by giving web address relating to topic taught and asking students to do web based research. 3. Understand how to create a motivating learning environment 3.1 Explain how to engage and motivate learners in an inclusive learning environment Learners should be motivated to have an exciting learning experience; they should also be engaged to make the subject involving, this can be achieved by using varied teaching and learning approaches. Active approaches rather than passive should be used for example group work, discussions, practical task and peered activities. If we are to be effective in our teaching, all learners should feel part of and engaged in the particular session (Francis and Gould,2009:73). My initial approach in engaging my student will be to have an open discussion and value everyone’s contribution, giving praise to all contributors. I will also give practical tasks and peered activities Science is an interesting topic but some students find it daunting. I’ll seek to bring the fun part out at the start of lesson. This will include showing video clips relating to topic to be taught and having a discussing thereafter. In order to teach a topic on Speed and Motion, I will show clips of Formula 1 car race, this I believe will get everyone interested in the lesson. Learners have different skills and abilities and so they feel valued and motivated when teachers employ methods that suit their abilities. Also recognising student’s involvement and achievement in lessons and giving praise and encouragement helps motivation. 3.2 Explain how to establish ground rules with learners to promote respect for others Ground rules are boundaries, rules and conditions within which students can safely work and learn .If they are followed they should promote respect for others and ensure the session run smoothly (Gravells 2012: 64). These grounds rules can be: Arriving on time and returning from break on time Following health and safety regulations Not eating or drinking during session Respecting other peoples opinion Switching off mobile phones and other electronic devices In establishing ground rules, I will work together with my students by a process of negotiation to agree on the rules. This process will give a sense of ownership and responsibility to the students and enable them recognise what is acceptable and what is not. I will also make them aware of school policy regards appropriate and acceptable conduct in lesson. I will also advice them not to make personal, racist or sexist comments. The ground rules must displayed clearly throughout the teaching area and can be revised or updated to suit the purpose of a peaceful learning environment Enabling your students to discuss and agree the ground rules allows for negotiation and understanding of the boundaries, rules and conditions in which to effectively work and learn. It also enables them to begin working together as a group and encourages aspect such as listening, compromise and respect for each other. 3.3 Review ways to give constructive feedback to motivates learners Feedback is an essential element for everyone. Feedback is a useful tool for indicating when things are going in the right direction. Giving feedback is an exercise you perform again and again as a teacher. Feedbacks should be constructive and not demoralise students. My objective when giving feedback is to provide guidance by supplying information in a  useful manner, either to support effective behaviour, or to guide someone back on track toward successful performance. Feedback can be given informally during a session and or formally after marking an assignment. Feedbacks can be verbal, written or electronically. One of the theories of constructive feedback is the ‘Praise sandwich’ feedback. This involves delivering feedback by praising, offering specific constructive criticism and then closing off with more praise. In other words, it is ways of sandwiching constructive criticism between two praises. After giving a formal feedback, I will offer support and guidance to my student. This will be by pointing out how to achieve their target grade or how to improve in terms of behaviours and also recommend specialist help if needed. And if needed also meet with parents/carer so support can come from home as well. Book References: Gravells, A., 2012. Preparing to Teach in the Lifelong Learning Sector. 5th ed. London: Learning Matters. Wilson, L., 2008. Practical Teaching: A Guide to PTLLS & CTLLS. Hampshire: Cengage Gravells, A., 2012. Passing PTLLS Assessments 2nd ed. London: Learning Matters. Cowley,S 2010 Teaching Skills for Dummies Kindle Edition UK Edition Websites: www.cyberessays.com [last accessed 03/12/13 @ 12:50] www.studymode.com [last accessed 03/12/13 @ 12:50] GROUP B2: Using inclusive learning and teaching approaches in lifelong learners *Do not answer questions 1.1 to 2.5 (Evidence of competence shown in Micro-teach. 1. Be able to plan inclusive learning and teaching sessions 1.1 Plan a session for learning and teaching that meets the needs of learners 1.2 Justify the selection of approaches to meet the needs of learners 2. Be able to deliver inclusive learning and teaching sessions 2.1 Demonstrate inclusive learning and teaching approaches to engage and motivate learners 2.2 Demonstrate the use of appropriate resources to support inclusive learning and teaching 2.3 Use assessment methods to support learning and teaching 2.4 Communicate with learners to meet their needs and aid their understanding 2.5 Provide constructive feedback to learners 3. Be able to evaluate own practice in delivering inclusive learning and teaching 3.1 Review own approaches to delivering inclusive learning and teaching I started my presentation by introducing myself. Pronunciation of my name can be tricky, so I used it as an ice breaker by getting everyone to have a go at pronouncing my name; this created a friendly and receptive atmosphere after which the students also introduced themselves. By the end of this, the class was ready for my presentation. I started off by agreeing ground rules with my class. I then introduced a topic in Physics: ‘Laws of Motion’ which my presentation was going to be based on. In order to give an inclusive learning experience, I assessed the students’ literacy skills by asking them to read from the PowerPoint presentation. In essence I used the VARK technique through the presentation. I also demonstrated the 1st law of motion by using a cup on the table to illustrate this law. I gave out handouts which enabled the students to see  and follow the progression of the session. I allowed students to ask me questions during the presentation and I also assessed the students understanding of the topic by giving them few questions to answer at the end of the session. I gave them specific time to complete the question individually after which we all answered the questions together. At this time there were opportunities for students to give their answers. In conclusion, I would say spending time to prepare for the session was key and on the day I gave a clear introduction of the topic and the aim of the session. I also used variety of resources during the session i.e. PowerPoint, flip chart, handouts. My limitation was that I gave out the handouts a bit late and I did not ask enough open questions during the session. 3.2 Analyse how own inclusive learning and teaching practice can be improved to meet the needs of learners. In order to improve my presentation next time, I will firstly carry out initial assessment by asking if anyone has prior knowledge of the topic at the start of my lesson. This will make me aware of my students’ level, skills and ability. I would seek to include students from the start of my lesson. I will achieve this by asking open questions. I will also use more visual resources such as showing a video clip to support my teaching and to give my students a robust learning experience. I will cater for all learning needs and ability by breaking my class into smaller groups. I will also set activities that would enable peer assessment. In order to meet all learners’ needs, I will set differentiated tasks so that high ability students are challenged and stretched and lower ability students are motivated to catch up. While giving my presentation I was distracted a bit as I didn’t want to go over the time, but I realised my students need my full attention all through lessons. Finally I should also give assignments to students so they can carry out further research on topic taught. Book References: Gravells, A., 2012. Preparing to Teach in the Lifelong Learning Sector. 5th ed. London: Learning Matters. Gravells, A., 2012. Passing PTLLS Assessments 2nd ed. London: Learning Matters. Websites: www.cyberessays.com [last accessed 03/12/13 @ 12:50] www.studymode.com [last accessed 03/12/13 @ 12:50] GROUP D: Principle of assessment in lifelong learning 1.1 Analyse how types of assessment are used in lifelong learning. There are 3 types of assessment used in lifelong learning. They are: initial, formative and summative assessments. These assessments can either be formal or informal depending on the course or programme. Initial assessments are used before or at the beginning of a course or programme. An example of initial assessment could be to ascertain prior knowledge of a topic. This type of assessment is referred to as ‘skills check’ because it provides teachers or administrative staff the opportunity to identify the type of skills a learner has or does not have in order to determine student suitability for the specific course or programme of study. Where necessary, some learners might have to be referred to other courses which would cater to specific needs relating to dyslexia, ICT or language. Initial assessments can help the teacher diagnose preferred learning styles and help inform Individual Learning Plans (Gravells 2012:98) Formative assessment is a range of formal and informal assessment procedures employed by teachers during the learning process in order to modify teaching and learning activities to improve student attainment (Crooks,2001).In other words, formative assessment is an ongoing process to determine progress level of learners in relation to achieving the desired understanding of the study with the ultimate aim of developing students’ ability to self assess so that they develop the skills of self-evaluation necessary for lifelong learning.(Asghar,2008). Summative Assessment is usually carried out at the  end of a course or programme to confirm skills, knowledge or understanding. This could be in a form of test, assignment or an exam. Assessment task or activity will be either internal (produced by me or my organisation) or external (produced by the awarding organisation). The assessment criteria should always be designed to meet certain standards as it may lead to formal qualification, hence, the need to ensure that it conforms to (VACSR).It must be valid, authentic, current, sufficient and reliable. 1.2 Analyse how assessment methods are used in lifelong learning. Assessment types are different from assessment methods. A method is how the assessment type will be used and can be formal or informal. Formal methods count towards achievement of a qualification whereas informal method checks ongoing progress (Gravells, 2012:31). Assessment methods used in lifelong learning are assignments, observation, oral questions, puzzles and quizzes, essays, multiple choice tests, presentation etc. Assignment- This is used to assess knowledge and understanding Observation- This is used to see student perform a task or skill, putting theory into practice Oral question- A key technique for assessing understanding and stimulating thinking. This can be formal or informal. Puzzles and quizzes- A fun way of assessing learning in an informal way These methods give learners opportunities to demonstrate their subject knowledge, skills and attitudes. All assessment whether produced by me or others should be valid and reliable. Validity will ensure I am assessing what is meant to be assessed and reliability will ensure if the assessment was used again with a similar group of students, I will receive similar results. Quality assurance is usually carried out on most assessment whether internal or external to ensure fairness and consistency as well as validity and reliability. In order to ensure that the learner meet the expected national standard, I will administer formal assessments (practice tests) to help my students prepare for end of course assessments and to help them acclimatise to formal examination conditions. 1.3 Evaluate strengths and limitations of assessment methods to meet individual learning needs. There are large varieties of assessment methods available for assessing learners’ achievements. These include assignment, observation, oral questions, essays, multiple choice tests, presentation, puzzles and quizzes. Choosing the most  appropriate assessment methods is vitally important, in order to help and support the learner and to ensure the job of the assessor is as straightforward, reliable and problem-free as possible. In selecting methods of assessment the main aim is to choose methods that most effectively assess the objectives of the immediate area of study, whilst considering the broader aims of the programme. For example, the choice of assessment methods may include supporting the development of vocational competencies (such as team skills). There should be a carefully planned assessment strategy across any programme. It is not possible to use only a single assessment method to assess effectively. Assignment Strength Limitation Consolidates learning Several aspects of a qualification can be assesses (holistic assessment) Some assignments are set by the awarding Organization who will give clear marking criteria Everything must have been taught before hand Question can be misinterpreted if written by someone Can be time consuming Must be individually assessed and written feedback given Assessor might be biased when marking Observation Enables skills to be seen in action Students can make mistake(if it is safe) enabling them to realize their errors Can assess several aspects of qualification at the same time (holistic assessment) Timing must be arranged to suit each student No permanent record unless visually recorded Questions must be asked to confirm understanding Assessor might t not be objective with decision 2.1 Evaluate how to involve the learner in the assessment process. Involving learners in assessment is a conscious, organized decision which represents a paradigm shift in assessing practices and in ways that a curriculum is delivered to create optimal learning opportunities for learners. (Hazel-Yildrim & Lavender,2009) It could be that you have a learner who has achieved as aspect of a qualification or programme elsewhere depending upon the evidence they can produce in support of it, they might not have to respect some or all of the requirements (Gravells,2012a:62) Learners can be involved at the commencement of a session by asking them if they have any prior knowledge or skills of the topic to be covered. In this way I can draw and build upon their experience through the session. During the session, peer and group activities methods can be used. This will require peer and self assessment and actively involve my students; however I will need to ensure everyone was aware of the criteria to consider when carrying out the assessment and how to give feedback effectively. At the end of the session I could informally assess the knowledge gained by using a quiz. This would involve the students and end the session on a fun note. 2.2 Analyse the role of peer and self-assessment in the assessment process. Peer assessment involves a student assessing another student’s progress while self assessment involves students assessing their own progress which can lead to setting their own goals and targets. Both methods encourage students to make decisions about what had been learnt so far, and to reflect on aspect of further development. However both students and their peers might undervalue or overvalue their achievement. It’s important that students fully understand the assessment criteria, and how to be fair and objective with their judgement. Throughout the process of peer and self-assessment students can develop skills such as listening, observing and questioning. A simple introduction to the concept of peer feedback is to invite students to exchange lecture notes in the final segment of a class and to discuss perceived gaps and differences in understanding. This can be done on a regular basis and has many potential benefits. It gets students used to discussing their work with their peers, it can help to build a collaborative environment and it helps students to improve and enhance their understanding. Students are invited to complete a simple self assessment sheet according to agreed criteria and submit it with a completed  assessment. To extend the benefits of the exercise, students can be asked to explain why they evaluate themselves in particular ways. Students can be awarded a percentage for completing the assessment or graded for the quality of their rationale for their self-assessment. Studies that evaluated the use of a simple self-assessment component like this report a number of benefits. One of the most interesting is the feedback from students that the self-assessment requirement made them return regularly to the criteria as they were working on the assignment and keep checking their own performance against them (Andrade & Du, 2007, p.166). This heightened engagement with the implications of criteria can help deepen students‟ understanding of what constitutes quality learning. 3.1 Explain the need to keep records of assessment of learning. As a teacher, it is important for me to keep an up to date record of students’ assessment as this enables both me and my students to keep track of their achievement. It can also be used for internal and external audit during inspection or appraisal exercise and for question and answers purposes. Having these records also enables student to re-assess their learning and note progress made over time. Records indicate clearly what has been taught, the progress of the course, and helps identify the learners who need more help. Records tell us the complete history of the student through their course cycle, thereby facilitating proper guidance and support wherever necessary. It also provides information needed on ex-students by higher institutions or employers. It facilitates the supply of information to parents, effective monitoring of progress of learners, data needed for planning and decision making by service providers. It also enables the service provider to collate information for decision making by law courts, security agencies and other government agencies, when needed The different types of records maintained are: action plans, assessment plans, assessment feedback, assessment tracking, assessment decisions and grades, diagnostics test results, individual learning plans, risk assessment, scheme of work and syllabus or qualification handbook. 3.2 Summarise the requirements for keeping records of assessment in an organisation. Keeping records of assessment in an organisation is important as it always serves as a reference resource in times of dispute. Records can be electronic or manual and should be kept for a minimum of three years. Some records such as personal details are kept by the Admin team while assessment records are  kept me the teacher, or kept centrally by the department in a secure place and also stored electronically. Internal assessment materials are stored within the organisation but externally assessed materials are usually in the custody of awarding bodies. This can be made available on request to the school or student. There are many other organisations and individuals (employers, awarding bodies, admission tutors) who need to know about the achievement of our learners for a variety of reasons (Tummons, 2011:74). Data Protection Act of 1998 which was amended in 2003 to include electronic data offers c lear guidelines on how to handle information relation to individuals, including the obtaining, holding, use or disclosure of such information. Book References: Gravells, A., 2012. Preparing to Teach in the Lifelong Learning Sector. 5th ed. London: Learning Matters. Gravells, A., 2012. Passing PTLLS Assessments 2nd ed. London: Learning Matters. Tummons, J (2011) Assessing Learning in Lifelong Learning Sector 3rd ed Exeter: Learning Matters Cowley,S 2010 Teaching Skills for Dummies Kindle Edition UK Edition Websites: www.cyberessays.com [last accessed 03/12/13 @ 12:50] www.studymode.com [last accessed 03/12/13 @ 12:50] Data Protection Act (2003) http://regulatorylaw.co.uk/Data_Protection_Act_2003.html

Personal Goals

Leadership is a highly esteemed characteristic that attaches maximum political, business and social value with it. Every group, irrespective of its size and influence, is always in search for a leader whom it can trust to steer ahead through all the possible challenges and difficulties. Therefore leadership is an individual attribute   that allows one person   to motivate and carry many others towards common dreams and goals. Leadership, by its very definition, commands implicit faith, and confidence in the actions, decisions and philosophy of the leader. Here it is vital to understand that leadership is a dynamic and integral quality of a person and leaders emerge from ordinary groups; they are not made, elected or appointed. Arguably, there are no definite copy-book rules to construct a leader. The difficulties, complexities, and challenges associated with a situation give impetus to leadership qualities in otherwise ordinary people who believe in themselves that they are capable of rising up to the difficulties as well as helping others out of it. Therefore although it might be difficult to ‘teach’ a person quality of good leader, yet one can expect to inculcate leadership qualities by observing styles and principles of successful leaders. It is said that a leader is a dealer in hope. Leadership is then about inspiration, motivation, encouragement and direction that pulls people to accomplishments that they would not had managed if left alone. However, effective leadership is a very challenging domain as it requires some impeccable personal and organizational traits that can be developed and realized through considerable experience, knowledge and self- discipline. There are no fixed guidelines, set of rules and laws that exactly prescribe the traits, qualities and attributes of a successful leader. Quite often the leadership is situational and the leader is required to act purely through intuition and circumstantial requirements. However there are certain essential skills and characteristics that are rather mandatory for effective leadership are 1 Trustworthiness: Trustworthiness is about integrity in action. Effective leadership is about achieving coordination in words and actions and following the age old principles of truth, honesty and personal integrity. 2. Fairness: Leaders can’t afford to be biased or prejudiced or it would jeopardize the confidence of the followers in their secular character. 3. Communication and listening skill. Leadership requires excellent communication and listening skill through which the leaders can articulate their views unambiguously and also hear the views of others to give them sense of participation and involvement. 4. Initiative: Leadership is about taking initiative and orienting other people towards it. Taking initiative pulls the organization rapidly ahead. 5. Good judgment: Leaders must have the ability to process all information in the backdrop of their knowledge to make correct decisions 6. Motivational capacity: Leadership is ineffective if it cant motivate people to the dream and vision of the leader. It is the most desirous quality of a leader and one that is hallmark of leadership. A good leader should be honest, loyal and committed to the goals of the organization he intends to lead. A good leader should not have a desire for wrongful gains or hidden agendas. This is why perhaps people emphasize on transparency in all dealings of any organization. Some leaders have a self plan and pursue them rather than acting in the interests of the organization. Committed to the cause of the organization or group and being live to the sacrifices and pains of your colleagues is a basic quality of a good leader. National leaders and particularly the freedom fighters of several nations had steadfast qualities and determination in them, which helped them carry on and ultimately succeed. A good leader is perhaps a good follower. There is never a stage in which you have mastered everything and this applies even to leadership. Each day you learn more and more, perhaps the rights and wrongs of your own acts too. I have always been a wilful learner and strongly believe I should always keep learning if I am to lead.   I have always respected people with values and accountability. A leader is accountable for his actions and should voluntarily open up to any questions or suspicions in his dealings. Similarly a good leader should also emphasize such qualities among his followers and make them accountable too. Simplicity is a mark of identity for any leader and projecting himself as a role model. A leader’s thoughts, actions and words should be a reflection of him, inspiring all who follow. A leader indeed should have uncommon qualities to successfully lead his organization. One of the main challenges of a leader is his ability to manage change. Change is a permanent reality across time. The world is changing at an unprecedented pace, as never before witnessed. Change in an organization, group or any set up involves altering its structure, processes, the behaviour of its management and staff, its strategy, environment etc. The structure of an organization is one of the most common targets of change. This includes the manner in which it is held together, the various configurations of people and the relationship between them, communication channels, job roles and skills. The relationships within an organization are extremely important as it contributes to the internal shape and coherence. Some processes which are altered as a result of change implementation are communication processes, management processes and learning process. Periodic reviews of its goals and progress are vital for any organization or team to stay aligned with its objectives and expectations. I understand the need and consequences of change, which an organization undertakes according to the demands placed on it. Ongoing communication can motivate managers and employees and help them to overcome resistance to an initiative, keep them prepared for the ups and downs of change. Organizations are managed by several forms of leadership based on the exertion of authority within the organization. Two main, but interconnected types of leadership in organizations are the transformational leadership and the transactional leadership, both having strong philosophical and ethical foundations. Transformational leadership gives followers the opportunity to assess the leader’s view, to seek explanations and provide solutions, while transactional leadership is more based on imposition, where followers are driven by the praise, promise or reward of the leader. In the transactional leadership, the followers are confronted by reproof, threats and disciplinary actions. Transformational leadership has become more popular in the last three decades primarily due to the changing global economy. Transformational leadership promotes equality, justice and human rights through loyalty and fairness. Recent findings suggest that team performance and communication are improved under transformational leadership. Authentic transformational leaders are sometimes transactional too. The leader may present his opinion, plans and exhort agreement on them, which however may be in the mutual interest of all involved. I consider myself as a typical transformational leader open to criticism and discussion, unafraid of my decisions being questioned. After all only collective thinking and cooperation can bring results. People generally do whatever they want to do or, are motivated to do. Motivation is another vital component associated with productivity in workplaces. Suitable theories and principles of employee motivation are applied with basic logic to address the psyche of employees who are to be motivated. Motivation can also be described as a crucial skill for any business to succeed. It involves inducing individuals from his actual and deviant state to a required desired state in a specific way. Each motivational system must be specifically designed according to the organization and prevailing circumstances. Recognizing and understanding the motivational factors for each employee or follower is very important. It would be surprising to know that things like job security, money etc. cannot help in motivating people. However fear, like yelling from boss, do serve as a short-term motivator. Employees, colleagues and supporters all need to be motivated to perform to the levels expected of them. As a thoughtful leader, I can easily motivate my employees by setting an example and not forcing them to follow me. Recruitment is a very important function of human resources and recruitment strategies are vital in attracting talented and smart prospective candidates. Selection of best candidates who fit with the work culture of the organization is very important. The recruitment also has a direct bearing on the retention factor in an organization, apart from work efficiency and quality. Be it an organization, a political party or any association; it is very essential that only the right people with the right mindset occupy responsible positions. My association with people helps me to identify such people with the right mentality and the ones who should be kept away. As a leader I try to ensure that the goals and ideals of my employee are not shouldered by wrong persons. Conflict and dissatisfaction with superiors like other leaders and officers is another common cause for resignations. When managers or team leaders fail to provide the required leadership by bullying their subordinates or treating people unfairly, it gives rise to employee discontent. Such situations emphasize on the qualities of the manager and the team leader. Only those with well-developed leadership qualities must be selected as second level leaders. They should be trained in leadership skills, methods of resolving conflict and also on dealing with grievances. Poor selection or promotion decisions too can result in rapid turnover. The selection and promotion processes must be on par with the capabilities of the individuals, with regard to the work they do. As a leader, I know that I keep a close watch on the attrition rate of my organization to seek answers as to what makes people unhappy within my business. I have also implemented exit interviews to identify grievances and offer redress. Leadership is not a characteristic that exists in isolation. As it is defined, leadership implies establishing coordination, orientation, cooperation, and collaboration among the followers to accomplish designated objectives and goals. It is   possible when leaders can inspire their followers with respect, admiration, discipline, confidence in the abilities of the leader while being helped to envision themselves as empowered individuals. A good leader has the ability to take over even most complex, demanding and otherwise impossible condition by exhibiting personal integrity, ethical and moral traits and values that other can relate to and aspire to imbibe in their own conduct (Laurie, 2000, 53). Here it is important to distinguish personal charisma from leadership, as personal charisma, being an person specific phenomena, can awe people but hardly give them impetus to follow in the footsteps of the leader. Leadership is also means natural acquisition of power and potential to change its equation affect over the leaders and their followers. There inherent dangers associated with power, and for most of the people, the timeless adage-‘power corrupts’ suits justly. Power contains a temptation that is hard to resist and has potential to become the ultimate goal for a person rather the tool that was designated in helping to achieve the goals.   But a genuine leader understands this irony of power and therefore believes that power should be shared with others so that it can grow. The real power of leaders is their ability to inspire others with a sense of power and confidence

Body of Speech

About it: This speech can be delivered by any anchor or host, who is member of any NGO/social organization to start a program being organized to spread awareness regarding importance of blood donation in today's life. Body of Speech It's an honor itself to honor this beautiful audience who gather here for the cause of humanity. We wish a very warm welcome to all of you and a heartily congratulations be a part of this social event. I assure you that this event will definitely results in positive directions and will help in saving someone's life in future.This program is being organized to spread the awareness for blood donation & its importance in today's life. As we all know that blood is a base of every human life and there is no life without blood, this makes its value priceless. Blood donation is a great example of altruism in action. The most important thing about donating a blood is that it should be a voluntary donation therefore we have organized this event. Ask few question f rom yourself.. Have you ever visited Hospitals? Have you ever saw any major accident case? Have you ever saw any patient suffering from a major disease in which blood is required to save his/her life. If your answer is YES then think about their lives! Their lives can be saved by just donating our blood. If you look at the statistics of population of a country and the number of road accidents and other major disease in which a patient is urgently required blood, then you will realize how important donating blood is. As the demand and supply is already differs a lot, therefore this gap can be filled by an active participating in Voluntary Blood Donation programs. Can you assume the extent of happiness of victims or patients family after saving his life? It is the real feeling of heart that occurs in their wishes.Many of us have myths about donating blood. Some People says it affect our health and makes us weak. Some people avoid it for their traditional and religious thoughts. And so me people even say that it against their cast and religion. So my dear friends, we would like to clear your doubts regarding all these myths that these myths and thoughts have no meaning. The color of blood is only one that is RED; it has no religion, no cast. The donating of blood is totally safe and has no effect upon the health of one's, though the time gap and other measure of safety and quality must be taken into effect before donating the blood.The organization collecting the blood will ensure all these factors itself before collecting the blood. We usually see many articles on the internet, and books and even there are many awareness campaigns happens in schools and colleges, just like this event we are organizing here. We all must have to give our best to contribute and make other people aware about it. At the end we would like to say that we have a team of doctors to clear all your doubts and queries regarding it. And other useful stuffs to help saving someone's life. Thank s and Regards. Sachin Kumar Do well, Get well, Be well.

Examine different sociological views on changes in the experience of childhood

There have been many changes in society that have affected children over the last 50 years, however there are several different sociological views on whether these changes have been beneficial to children or not. Functionalist sociologists have the ‘march of progress’ view, as they believe that the experience of childhood has massively improved over the last 50 years. They believe that society is more child-centred today than ever before.The introduction of contraception has led to couples having smaller families, therefore meaning that children now tend to receive more attention from their parents. Similarly, parents are also able to care for their children better due to the introduction of the welfare state and child benefits. Climbie’s case and ‘Every Child Matters’ has led to the improvement of social services and child protection, meaning childhood is much safer now than it was 50 years ago.Children are also in better health due to the NHS, meani ng more children survive childhood now than ever before. All children can now receive state education up until the age of 18, meaning they are better educated and can achieve much higher in adulthood, whilst experiencing a longer period of youth. All of these changes have improved the experience of childhood and cause Functionalists to believe that things are getting better. However, Marxist and Feminist sociologists disagree, claiming that the march of progress view is too positive.They believe that a child’s experience of childhood depends on their class, ethnicity and gender, and that Functionalists overlook the inequalities between these factors. This is called the ‘conflict’ view. Class has an effect on childhood as generally if a family is poor, the children are more likely to have a poor upbringing. Ethnicity is found to have an effect as Asian parents have been found to be much stricter on their kids.