Preserving Our Earth :: essays research papers

Saving Our Earth      America's jeopardized zones are deplinishing day by day. Cataclysmic events are a central point in their vanishing, however the most noticeable factor is humankind. Despite the fact that strategies are directed every day to protect our home, these regions gradually disintegrate inside our grips. Assurance of these zones is basic, as our entire race relies on assets got from these terrains.      From the rich greenery to the shining blue waters, everything is superb in its fullest. This is the reason I accept practically these great spots ought to be protected. Humankind has made significant progress to discard it just for his avaricious purposes. Many accept that our disconnected natural life zones ought to be accessible for people in general. Yet, what is to be offered through this? Numerous recreational exercises I assume, yet shouldn't something be said about our greatest natural concern - contamination.      Pollution is so far reaching all through our reality that it is overpowering. Drinking water supplies are defiled with overflow from close by processing plants and indeed, even with toxins from our own terraces. Requests of high rises and apartment suites clear out our diminishing rainforests. This menial workers untamed life from its common home and into the ruin that is our own. A large number of sections of land of wonderful land are demolished every day to fulfill the requirements of humanity.      But has anybody considered the necessities of our natural life? At the point when their homes are burned, where do they run for cover? Where will natural life acquire its food and oxygen if the sources are no more? Very little is done about our damaging ways, we kick back and let cash and covetousness take power. The arrangement is only a murmur away. The safeguarded zones ought to stay immaculate. Chasing ought to be prohibited in these secured lands. In the event that a family is starving and needs to depend on this merciless deed, at that point limited zones ought to be allowed.

Bubonic Plague1 essays

Bubonic Plague1 papers The Bubonic Plague has slaughtered a larger number of individuals than some other plague. During the 1300s, the Black Death, as they called it, slaughtered almost a large portion of the number of inhabitants in Europe. They considered it the Black Death in view of the dim shading the people groups countenances would turn after they kicked the bucket. It is brought about by bar molded microbes, Yersinia Pestis. The Bubonic Plague is an intense and extreme contamination. It is conveyed by the insects on tainted rodents(rat, squirrel). In the event that the rat or bug chomps an individual, at that point it tends to be passed from individual to individual from bodily fluid beads spread by hacking. At the point when contaminated, the individual turns out to be sick in a couple of hours to a couple of days. The microbes spread all through the body. The side effects incorporate swollen lymph nodes(buboes), harmed vessels connoted by seeping under the skin and dark splotches, high fever, throbbing appendages, heaving blood, shuddering and outrageous agony, and growing proceeds in lymph hubs on crotches, armpits, and neck until they burst right away before death. Different types of the plague are pneumonic, which causes extreme pneumonia and septicemia. All types of the plague are amazingly risky and infectious. (2) The plague has been known for in any event 3,000 years. Scourges have been recorded in China since 224bc. The malady happened in enormous pandemics that wrecked the whole populaces of urban areas all through the Middle Ages; they have happened irregularly since that time. The last extraordinary pandemic started in China in 1894 and spread to Africa, the Pacific islands, Australia, and the Americas, coming to San Francisco in 1900. Plague despite everything happens in Asia, Africa, South America, and Australia, yet once in a while shows up in the U.S. Two little, all around contained episodes happened in India in 1994. In 1950 the World Health Organization started sanitation programs for plague control all through the world. (1) Numerous preventive measures, for example, sanitation, executing of rodents, and counteraction of the vehicle of... <!

Cozy Hobbit Times, Cozy Hobbit Food

Cozy Hobbit Times, Cozy Hobbit Food In 2015 I got to experience a longtime dream of mine, finally finding and moving to an apartment together with my boyfriend Cory and our close Random Hall friend Devin. It doesn’t have frills, like a dishwasher or a garbage disposal or a shower that gets hot right away, but it’s on the fourth floor. We have a beautiful view, and three large windows to watch it from. Here are some sunsets from our living room.     And here are some autumn pieces of our cozy quiet neighborhoodâ€"closer to Harvard than to MIT, more or less equidistant from Central, Harvard, and Inman Squares, near the Cambridge Public Library.           Winter and sunset both symbolize the end of things, but autumn has always been my favorite season. One of my biggest lessons of 2015 (and 2014 and 2013 and 2012) is that I can’t always control the things that matter to me. This year I found warm places to retreat to, literally and figurativelyâ€"people, places, experiences, and stories that make me feel comfortable and safe. It’s nice to go out into the world and get lost someplace new, and it’s just as nice to find our way home to our clacking radiators and the rain against the window, curl up in blankets with something good to eat, and escape to Middle Earth or Discworld or National City. Tonight is Old New Year’s Eve (the Julian calendar is 13 days behind the Gregorian calendar), which means it is customary to make wishes and toasts. I toast the adventures you’ve had; on the other hand my wish for you is that through storms and change of seasons you hole up indoors, let the rain fall, and get cozy. Most of the rest of this blog post is by Cory R. ‘14, the source and home of a lot of my coziness, especially the food, with intrusive photos by me. Here are some of the delicious hobbit foods (or our approximation of delicious hobbit foods) that he cooks (I chop the veggies). Our Hobbit Food Veggies broccoli or cauliflower carrots potato or sweet potato or yams garlic cloves Quantities: I dont know, Lydia decides that. Chop things. I dont know what reference to give for how small to cut them. Place the potato (or equivalent) and garlic cloves in a metal pan. Toss in olive oil with black pepper and salt. Roast 20 minutes. Add carrots, tossing so they are mixed in evenly. Roast everything 10 more minutes. Add broccoli or cauliflower, tossing so they are mixed in evenly. Roast everything 10 more minutes.           Barley and Onions Cook barley in a pot on the stove. Make according to store directions. As best as I can remember, it was three cups water to one cup barley for the hulled version, 5.5 cups water to one cup for the other, cooking til water is absorbed. No guarantees. It cooks rather slowly, and may need extra water added if too much boils off. Chop onions finely. Pan-fry in olive oil until soft. Optional: shred cheddar atop each individual serving.       Eggplant Cut thin slices of eggplant. Dip in egg. Dip in bread crumbs. Preferably Italian style. Panko didnt really work the time i tried them. Pan-fry with ample olive oil. Serve and eat immediately. Optional addition: drop whole garlic cloves in the pan alongside the eggplant slices. Cook til browned. Note: Id imagine theyd work deep-fried (possibly better than pan-fried) but I dont own a deep fryer to check. Collard Greens This one is a bastardized amalgamation of random internet recipes. This will show how improvised my cooking is. Chop 12 slices bacon finely. Place the bacon in the bottom of a large pot to begin cooking. Original recipes typically call for a hickory-smoked variety of bacon, so Ive been adding a dry seasoning mix at this stage to make up for the missing flavor. I use a smokehouse maple blend. You could ignore this, or copy me, or improvise with seasonings from your own pantry. Chop an onion finely. When the bacon is mostly cooked, add the onion. Let simmer for a couple minutes. Strip leaves of collards from stems. Drop greens in pan atop frying items. Add enough broth or water to cover the greens. Broth would taste better but its serviceable without. Add salt and pepper, one teaspoon each (or to taste). Boil for an hour or until the leaves are of desired tenderness, stirring occasionally. Scoop out collards and serve. One original recipe I mangled to come up with mine. It would probably be way better than mine if you care enough to do it properly.   Steak I believe Lydia specifically means the time we bought a beef tenderloin and sliced steaks from it. Cooking steak properly is a complicated thing that people more experienced than me write lengthy articles about. This is less a recipe and more some notes on how I wing it: Slice to preference. Cut it thick if you want something with a bloody core. Cut it thin if you want sandwich meat, if you want something to mix into other foods, or if you just like it that way. Throw seasonings on it. Salt and pepper are the basics. Garlic always works, though you can also throw whole cloves in the pan if you like those. Onion can be added in the form of onion powder or of diced onion. We frequently season our steak with commercial spice mixes because we have no space for a real spice rack and dont keep fresh spices around. Put it on the stove til the outside isnt red any longer. If your friends think they want it well done, trick them into eating steadily rawer beef each time until their opinions improve. Broth I think I learned from this. There is no firm recipe. You save washed vegetable scraps after chopping, as well as meat bones or trimmed fat. Then you dump it all in a pot and boil it for a while, then you transfer it to a different container while straining out the matter.   Pumpkin Soup I used this recipe.   Mushroom Soup This recipe was improvised. I did not record quantities. (Sorry.) Chop mushrooms and onions. I estimate that I used a full standard-size grocery store container of mushrooms and a single onion. Dump in a large empty pot and simmer in a bit of olive oil until cooked. Fill pot with broth. Cook forcall it 20 minutes? As mentioned, this was very improvised and not well-recorded.       Oatmeal “Adora Belle was, as even she knew, a creatively bad cook…” â€"Raising Steam by Terry Pratchett, page 20 Lydia again: breakfast is one of my favorite meals, enough that sometimes I have it more than once, and sometimes again in the evening. I like oatmeal. You can add walnuts and bananas and cinnamon. If you add a lot of milk it becomes soup.

Value Chain Analysis Literature Review and Application on...

November 28, 2012 November 28, 2012 Aisling Lynch C09687271 Aisling Lynch C09687271 Stratgic management the value chain concept: literature review and application analysis on IKEA Stratgic management the value chain concept: literature review and application analysis on IKEA Contents * Introduction * Origination * Porter’s Value Chain Concept * Linking of the Value Chain * Focus on External Sources * The Future - Conclusion * Ikea Example * References Declaration I, the undersigned, declare that this report is entirely my own written work, except where otherwise accredited, and that it has not been submitted for a degree or other award to any other university or institution. Introduction Since the 1980’s†¦show more content†¦In this way not so important areas can be combined or ‘clustered’ (Johnson et al. 2005). Thus the firm can now see which areas of activities they should be concentrating their resources on; and which they should de-emphasis or outsource (Johnson et al. 2005). Often the categorization of activities relies on judgment (Kippenberger 1991). Linking of the Value Chain This system of mapping out and categorizing activities helps the firm to link its competencies to competitive advantage (Normann 1993). Relating your core competencies back to your resources is a successful way to gain competitive advantage (Lusch 2011); and participation of this is key to good strategy in a business (Normann 1993). Optimizing co-ordination between some activities may take place, as well as trade-offs between activities in order to achieve an overall more successful value result (Porter 1998). Once activities have been clustered or isolated depending on their ‘higher order strategic themes’ (Porter 1998), the links between the different activities need to identified and analyzed in order to spot any potential competitive advantage sources that lie here (Kippenberger 1991). And so to, the notion of relationship and information management in the value chain arises in the different literature. Emphasis needs to be placed on the relationships between all activities within the firm and with externalShow MoreRelatedEffective Inventory Control and Management: a Case Study of Ikea15878 Words   |  64 Pagesâ€Å"EFFECTIVE INVENTORY CONTROL AND MANAGEMENT: A CASE STUDY OF IKEA† UNIVERSITY OF WALES JANUARY 2012 Table of Contents ABSTRACT 4 CHAPTER – 1 5 1.1 INTRODUCTION 5 1.2 BACKGROUND OF THE ORGANIZATION 7 1.3 OBJECTIVES 8 1.4 RESEARCH QUESTIONS 8 1.5 PURPOSE OF THE RESEARCH 9 1.6 DELIMITATIONS 9 1.7 TARGET GROUP 10 1.8 JUSTIFICATION FOR CHOOSING THIS RESEARCH TOPIC 10 1.9 PROBLEMS FORMULATION 11 1.10 OVERVIEW OF THERead MoreInventory and Ikea25808 Words   |  104 Pagescompared to the current system at IKEA Master’s Thesis project 1002 Silvia Rasmusson and Bjà ¶rn Sunesson Acknowledgement This master’s thesis is written as a final part of the Master of Science program in Industrial Engineering and Management at Lund University, Lund Institute of Technology. The project corresponds to 30 ECT credits and was performed during a period of 20 weeks in the summer and fall of 2009. The idea to perform a study on inventory control on IKEA came from Paul Bjà ¶rnsson, ProcessRead MoreThe Customer as Co-Producer6470 Words   |  26 Pagescustomer as co-producer – occurs increasingly often in the literature (Davidow and Malone, 1992; Grà ¶nroos, 1990; Gummesson, 1991; 1993; Pine, 1993; Toffler, 1980; 1983), and we have to ask ourselves whether this is simply a variation on earlier attempts to reach the customer, or whether a pattern of action is emerging that is different, involving real rethinking and even new thinking. 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(Haberberg Rieple, 2001; Senior Fleming, 2006) The Design school has had a big impact on the strategy formation process. Simplicity is the essence of this school. General Manager or the CEO is usually in charge of the strategy making process and only board of directors must review the strategy. Design school initially focuses on studying external and internal environments andRead MoreUsing Value-Chain Analysis to Discover Customers Strategic Needs4793 Words   |  20 PagesUsing value-chain analysis to discover customers’ strategic needs David W. Crain and Stan Abraham David Crain, a marketing and strategy consultant, is visiting professor of marketing at Whittier College, CA, and former Director of Marketing at Fluor Corporation (davidwcrain@aol.com). Stan Abraham is professor of strategy and entrepreneurship at Cal Poly Pomona (scabraham@ csupomona.edu) and author of Strategic Planning: A Practical Guide for Competitive Success (Thomson South-Western, 2006). Read MoreEssay on Drivers of Supply Chain Performance8921 Words   |  36 Pagesiiste.org Drivers of Supply Chain Performance Enhancing Organizational Output: An Exploratory Study for Manufacturing Sector Irum Shahzadi, Saba Amin, Kashif Mahmood Chaudhary* President GCUF Toba Tek Singh Group Department of Business Administration, Government College University Faisalabad, Pakistan * Tel: +923016517083, E-mail: kashifmahmood5970@yahoo.com, www.km5970.webs.com Abstract Purpose - The Purpose of this study is to explore the drivers of supply chain performance and give a frameworkRead MoreCompetitive Positioning and the Resource-Based View of the Firm10055 Words   |  41 PagesUniversity, Birmingham, B4 7ET UK KRlSTlAN MOLLER Department of Marketing, Helsinki School of Economics, Runeberginkatu 14-16, FIN-00100, Helsinki, Flnland Two apparently contradictory paradigms have come to dominate the strategic management literature over the last decade. The resource-based view (RBV) of the firm seeks to explain sustainable competitive advantage through the rent earning capability of internal scarce resources while the marketing paradigm stresses the need for external marketRead MoreCompetency Mapping Retail Sector5647 Words   |  23 Pages500 companies, are retailers. The industry accounts for over 8% of the GDP in western economies. The level of consolidation within each country has increased significantly over the last few decades. This is most marked in the grocery, where large chains have leveraged superior scales of operations and souring to capture share from the unorganized players, while offering consumers the best price. This trend has led to organized networking capturing up to 80% of the groceries market in the developedRead MoreThe Impact of the Implementation of Single Exit Pricing for Pharmaceuticals in South Africa11827 Words   |  48 Pagessector in South Africa through considering consistent pricing benefits to the patients as well as the changes in the business environment for retail pharmacies. A mixed methodology approach was pursued, using both quantitative and qualitative data analysis. A specific and actual price was obtained for certain medicines from 50 pharmacies to determine if consistent pricing benefits were experienced by patients through the introduction of SEP. This construed the quantitative data. In addition to this

Nonverbal Communication - Actions Speak Louder than Words...

Communication is the backbone of human existence. Without it we would be nothing more than organized matter. It has allowed us to grow, learn, build, and survive. The fact that our species has managed to develop advanced methods of communication, such as language, is what has set us aside from other animals. When we talk to another person we are sending a message which is received, decoded, and responded to accordingly. But there is much more to communication than just its verbal aspects. The way we hold ourselves, tone of voice, bodily gestures, eye movement, all of these are types of nonverbal communication and are in truth more important to the communication process than language itself. According to Adler, Proctor II, and Towne’s†¦show more content†¦A punch, a kiss, and a pat on the back all portray meaning without the need for words. Arguably the most important nonverbal cue is paralanguage. Paralanguage is the non-word utterances used in moments of emotion that can occur by themselves or as a particular emphasis on a word or syllable. The importance of nonverbal communication becomes clear with the realization that it constitutes for the preponderance of human communication. It has been estimated that any where between sixty-five and ninety-three percent of the emotional impact of a delivered message originates from nonverbal cues. For example, a statement such as, â€Å"I’m fine†, can have a multitude of different meanings depending on its delivery. Added emphasis on â€Å"fine† and a furrowed brow would lead you to believe that the sender is upset while a smile and a slight rise in pitch would indicate that he or she is indeed, ok. Nonverbal communications greatest importance is the fact that it conveys emotional information which would be otherwise concealed. Therefore the large brunt of human emotion is passed on not through what people say, rather by what they do. According to an article published by Shaver, Schwartz, Kirson, and O’connor in The Journal of Personality and Social Psychology facial expressions are recognized universally for their meanings. A smile indicates happiness while a grimace shows displeasure. The impact and use of facial expressionsShow MoreRelatedDo Actions Speak Louder than Words? Preschool Children’s Use of the Verbal-Nonverbal Consistency Principle during Inconsistent Communications1452 Words   |  6 Pagesconventional â€Å"actions speak louder than words† principle also known as the â€Å"verbal nonverbal consistency† principle to process information where verbal cues contradict nonverbal ques. Three through five year olds were shown a video where an actor drank a beverage and made a verbal statement (ex. I like it) that was inconsistent with her emotional expression (ex. frowning). The children were then asked whether or not the actor liked or disliked the beverage. If children used the verbal nonverbal consistencyRead MoreActions Speak Louder than Words892 Words   |  4 Pages Actions speak louder than words. When having a conversation with someone, your body language speaks louder than your words. Men’s brains and women’s brains work differently, which causes them to have slightly different forms of interaction. Men have different proxemics, kinesics, and paralanguage than women do. Understanding these differences allow us to communicate effectively. All individuals give and receive nonverbal cues during conversation. Most individuals, when unsure whether to considerRead MoreBody Language: Louder than Words818 Words   |  4 Pagescommunicate without using words, Nonverbal cues, such as body language, have long been recognized as an important part of communication. There has been a long running debate about whether verbal or nonverbal language has a higher importance in communication, but nonverbal communication seems to have even greater importance than spoken language. More than voice or even words, body language indications to you what is on another person’s mind. The single most powerful form of communication is body language.Read MoreThe Importance of Non-Verbal Communication929 Words   |  4 PagesIntroduction Non-verbal communication has been a major factor contributing towards our day to day lives. In terms of design and workplace as well as cultural variations non-verbal communication plays an important role in these places. It includes the usage of the human’s subconscious mind to construct a series of facial expressions, hand gestures as well as the usage of the human’s vocal tones which indeed causes a form of effective communication if used in the right manner. For example, when parentsRead MoreBody Language And Nonverbal Communication1624 Words   |  7 Pageslanguage nonverbal communication is a show held by Allan Pease explaining what is a nonverbal communication. I enjoyed this video as Allan Pease explains with humor and humility with the help of the public what our body is telling about us in our everyday attitudes. Nonverbal communication refers to the study of body language, which is: facial expressions, gestures, interpersonal distances ... For the broadest definition of non-verbal, it is a mode of communication that has not uses the words. ThisRead MoreExploring the Different Types of Non-Verbal Communication Essay1046 Words   |  5 PagesCommunication is an interactive process whereby people seek to induce some form of change in attitude, belief, or behavior. (Moore, Hickson III and Stack, 2010, p. 5) It is the primary avenue that people use to send and receive messages through predetermined codes. Communication is broken down into verbal and nonverbal communication. Verbal communication is an oral interaction between individuals and considered to be an explicit method of communication. Since sounds, words, speaking, and languageRead MoreNonverbal Communication As An Intercultural Communication1325 Words   |  6 PagesThere are many definitions for the term, â€Å"communication†. According to Samovar, Porter, McDaniel, and Roy (2015), communication is the ability to share ideas and feelings, and is the basis of human contact. Communication can also be defined as the process of transmitting information and common understanding from one person to another (Keyton, 2011). In my own words, I would define communication as sending and receiving message through verbal and nonverbal modes between individuals or groups. Read MoreCommunication Is Fundamental For Forming Human Relationships1304 Words   |  6 PagesCommunication is fundamental for forming human relationships and those relationships are formed by effective communication. Everyday we share information and knowledge with our families, friends, coworkers, and sometimes create new relationships with strangers. People communicate with one another to express their thoughts and emotions, and as a result, helps us to understand the ideas and feelings of others. In Season 2, Episode 14 of the comedy The Real O’Neals, â€Å"The Real Heartbreak,† Kenny goesRead MoreThe Kings Speech Analytical Essay1110 Words   |  5 Pagesscene, King George V (Michael Gambon), stresses the need of communication as a foundation for personal life, relationships, professional success, civic life and in his case a monarchy. As King George V lies in his death bed, his successor David (Guy Pearce), is left in a troublesome situation where he eventu ally renounces his spot on the throne. Throughout the movie Lionel works with Bertie, as he likes to call him, to enhance his nonverbal behaviors of kinesics, haptics, physical appearance, and artifactsRead MoreExpressing Affection: a Vocabulary of Loving Messages1647 Words   |  7 PagesPaper 2 Expressing Affection: A Vocabulary of Loving Messages Part 4 #20 by Charles A Wilkinson â€Å"Love seeketh not Itself to please, Nor for itself hath any care; But for another gives its ease, And builds a Heaven in Hells despair†. These moving words by William Blake show that to Love another you have to move beyond self interest and express our affection for them. The essay by Wilkinson, â€Å"a marriage and family therapist (p150)†, explores the ways we go about expressing our affection to others

Demonstrate Leadership in Your Mba Application Free Essays

Demonstrate Leadership in Your MBA Application When faced with any iteration of the leadership question on MBA essays, many business school applicants freak out because they think they have to come up with an example that is their greatest life or professional achievement. In reality, it’s not about grand gestures or formal leadership titles. The goal is leaving a footprint on whatever situation you’re in and doing more than a good job. We will write a custom essay sample on Demonstrate Leadership in Your Mba Application or any similar topic only for you Order Now Applicants need to think through their past experiences to find the episodes that best illustrate their leadership skills. Sometimes, the best examples are not the first that come to mind. Your leadership essay will often be different from an â€Å"accomplishment† or â€Å"achievement† oriented essay. Just because you achieved something outstanding does not always mean leadership skills were involved, especially if you did most or all of the work. [Learn how to strike the right tone in MBA essays. ] One of the central tenets of leadership essays is showing that you can galvanize the actions of other people. You bring out their passions. You educate them. You help them see organizational priorities in new ways. And then they share in the achievement. The work of a leader activates or improves the work of others, so find anecdotes in your professional and extracurricular background that illustrate this kind of pattern. What kind of experiences will make the best tales of leadership? Think about challenges where the following came into play: †¢ Identifying/defining a problem †¢ Resisting conventional approaches; challenging status quo †¢ Marshaling resources to address a problem †¢ Motivating others †¢ Making good use of others’ talents †¢ Being open to new information and input Building consensus with appropriate stakeholders †¢ Guiding strong midcourse corrections; overcoming mistakes †¢ Building on success [Get more tips on writing MBA admissions essays. ] Remember: Leadership is not just about the titles. Some candidates build their leadership essays around the fact that they were selected for or elected to certain positions where they had a high level of authority and responsibility: editor-in-chief of a college paper, fraternity president, captain of the hockey team, director of product development, or vice president of marketing. But what did you do with this position? An editor of a college daily could write about how he or she was constantly challenged to maintain high levels of editorial excellence, manage staff assignments, and hit all deadlines. This is definitely an esteemed position with many responsibilities, but if you describe your role like that, it sounds exactly the same as the other hundreds of editors-in-chief of college papers also applying this season. Define the leadership challenges you faced, not the management ones. Did you have to deal with a certain writer who falsified interview notes? Was there a sticky campus scandal that forced you and your staff to walk an ethical tightrope? Did you have to fire student editors? Did you lead a transition from a weekly to a daily with all of the scheduling and human resources rigors that entails? Collecting impressive titles does not make someone a great leader—helping a team overcome great challenges does. [Avoid seven deadly sins of MBA applicants. ] The strongest leadership essays will have heroes other than yourself. If you helped Terri in accounts receivable realize her full potential on a project you led, showcase her as a hero in your leadership tale. In the best possible scenario, applicants should map out a good balance at the beginning of their application process between achievement-oriented essays and those focusing specifically on leadership. The good news is that, in many instances, you can still adjust your application fairly late in the process to achieve the appropriate balance between individual achievement and leadership. Adding in a few sentences about enabling others, or educating and defining priorities for group endeavors, will go a long way toward rounding out your profile. Many achievement essays can be transformed into glorious examples of leadership when you shine the spotlight on others who were a part of a great collective accomplishment. Don’t forget that leadership is never a solo effort. When it comes to MBA essays, you can’t go wrong if you show how you’ve worked to inspire others and bring out the best in them How to cite Demonstrate Leadership in Your Mba Application, Essay examples

To Kill A Mockingbird Essays (357 words) - To Kill A Mockingbird

To Kill A Mockingbird To Kill A Mockingbird Injustice is a problem that everyone faces. Nobody likes to suffer from injustice; yet, it is done to other people constantly. In the novel, To Kill A Mockingbird, written by Harper Lee, there are three characters that suffer great injustice. Their names are Atticus, Tom Robinson and Boo Radley. Atticus, a very smart man, suffers from being white and taking a Negro case. He was constantly persecuted for his decision, which made him work even harder at winning the case. Even though his family was teased and ridiculed, he stuck with his choice and worked as hard as he could to ignore the threats and harassment. He did very well to ignore all the abuse and was greatly respected after the trial was over. Another man, Tom Robinson, was charged with a crime he didn't commit. His side of the story wasn't believed because he was black, which shows the biggest injustice of all time. Throughout the whole trial, he did not retaliate against the white people, he did not even get mad because he was falsely accused; he just showed the level of respect that everyone deserves. He handled the injustice with a manner the whites didn't deserve at all. Boo Radley suffered a lot of injustice as well. Many accusations were made about him even though they were untrue. Just because he didn't leave his house, people began to think something was wrong. Boo was misunderstood and shouldn't have suffered the injustices he did. Boo didn't even get a chance to deal with it, he didn't even know what was being done to him. Injustice is a very big problem, especially in the time period of this novel. People were looked at and treated differently just for being a different color, or defending someone of the other color. The worst part is that everyone else either puts up with it or turns their head. Atticus, Tom Robinson and Boo Radley suffered when there was absolutely no reason for them to. To Kill A Mockingbird illustrated one of the worst crimes people can commit against each other. Injustice. Book Reports

Chemical Decomposition Reaction

Chemical Decomposition Reaction A chemical decomposition reaction or analysis reaction is one of the most common types of chemical reactions. In a decomposition reaction a compound is broken into smaller chemical species.AB → A B In some cases, the reactant breaks into its component elements, but a decomposition may involve breakdown into any smaller molecules. The process may occur in a single step or multiple ones. Because chemical bonds are broken, a decomposition reaction requires the addition of energy to begin. Usually the energy is supplied as heat, but sometimes simply a mechanical bump, electric shock, radiation, or change in humidity or acidity initiates the process. The  reactions may be classified on this basis as thermal decomposition reactions, electrolytic decomposition reactions, and catalytic reactions. A decomposition is the opposite or reverse process of a synthesis reaction. Decomposition Reaction Examples The electrolysis of water into oxygen and hydrogen gas is an example of a decomposition reaction:2 H2O → 2 H2 O2 Another example is the decomposition of potassium chloride into potassium and chlorine gas. 2 KCl(s) → 2 K(s) Cl2(g) Uses of Decomposition Reactions Decomposition reactions are also called analysis reactions because they are extremely valuable in analytical techniques. Examples include mass spectrometry, gravimetric analysis, and thermogravimetric analysis.

When to See a Doctor for Bursitis

When to See a Doctor for Bursitis Bursitis is defined as the irritation or inflammation of a bursa (fluid-filled sacs attached to joints). You can often effectively treat bursitis at home. However, in some cases, you may want or need to treat bursitis with some techniques not available at home and require a visit to a doctor. If you have bursitis and you experience a warm swelling, a fever or become sick you may have septic bursitis and should seek medical attention. Septic bursitis needs antibiotic medication to treat it. In the case of non-septic bursitis you should consider seeing a doctor: If the pain becomes severe or is getting progressively worseIf your range of motion is being hampered and the swelling and stiffness is getting worseIf your strength is affectedIf the injury is becoming chronic and never fully alleviates, or commonly reoccursIf methods for preventing bursitis have not proven sufficientIf home treatments are not effectiveIf you can not change your habits or the repetitive stress causing your bursitis is unavoidable What to Expect From Your Doctor If you are seeking medical help for your bursitis then your general practitioner is probably your first stop. Your doctor will need a history of your condition including the symptoms and activities that trigger or worsen the symptoms. Additionally, you should provide your doctor with information about any treatments, over the counter medication or home remedies you have tried and how effective they have been. Your doctor will perform a basic physical examination of the affected area to check for a swollen bursa. Diagnostic imagery is usually not required  but is some difficult cases it may be requested. Imagery, such as an X-ray or MRI, can help fill out a comprehensive diagnosis. Once diagnosed your doctor may prescribe treatment or refer you to a specialist. In some cases, your doctor may suggest draining the bursa to reduce the swelling. This can usually be done during the same visit. Your doctor will simply insert a syringe into the bursa and remove some of the fluid. This can provide immediate relief but does not treat the cause of bursitis.​ When referring you to a specialist your general practitioner will often suggest a physical therapist or occupational therapist. These therapists will develop a treatment regimen of exercise and/or behavioral therapy that should change or remove the repetitive stress that is causing bursitis as well as strengthening the area so it is more robust. What to Bring to Your Doctor Being prepared with a thorough history of your symptoms can help your doctor diagnose your bursitis. Organize your information to help your doctor get through all the pertinent parts in the time usually allotted for an appointment. The information you should have on hand includes: What your symptoms areWhen your symptoms first presented or startedHow severe your symptoms areIf your symptoms come and go or are persistentWhat activities trigger or worsen your symptomsWhat kind of repetitive stress concerning the area of your bursitis you regularly encounterAny candidate causes of bursitis you have identifiedAny injuries within the past 6 months to the area of your bursitisOther medical conditions you currently suffer from or have had in the past, including surgeries When gathering your information, it is beneficial to journal your symptoms. Write down all your symptoms with notes about duration and severity. Use a Visual Analog Pain Scale to track the pain. Make notes of the activities that may contribute to bursitis and what effect they seem to have. Furthermore, write down any treatments and if they have a positive or negative effect. Last, but not least, write down any questions you have for your doctor before your appointment. Patients often get nervous or forget their questions when face to face with their doctor. Write down your questions and make sure you get satisfactory answers before you leave. Dont forget, your doctor is there to help you and you are paying them for that help, so make sure to get your moneys worth.

Nigeria Kidnappings Research Paper Example | Topics and Well Written Essays - 1750 words

Nigeria Kidnappings - Research Paper Example On the other hand, in the Niger Delta, schoolchildren are also victims of kidnapping. Noting that Nigeria will soon have its elections, it is an indication that with the rise of criminal acts and insecurity there is a possibility that the elections will fail to be free and fare. In the recent years, the state of Abia has had a plague of kidnapping, acts of hijacking and robbery. The only way that Nigerian government has been doing to ensure that such cases are curbed is by negotiating with the kidnappers to get back the victims and also the security forces have been involved in putting up new strategies to conquer the pervasive issue of kidnapping. In addition, the police forces are being trained to enhance their knowledge and skills to decisively deal with the kidnappers across Nigeria (Omonijo, 2011).The governments have a tendency of blaming the pervasive kidnapping wave away from the Niger Delta as a result of the increasing rates of unemployment across the country. The African c ontinent is the challenge with kidnapping cases since the police force is ineffective and corrupt. Furthermore, the police forces are inadequately equipped to stem such crimes and the relationship that exists between the kidnappers and politicians as well. These elements, however, seem to be more signs of a wide malaise, for instance, pervasive kidnapping is a major symptom failed and failing country. This feature is common in countries which are failing or had failed like Columbia since 19770s to 200.

15 Annotated Bibliographies from 15 peer reviewed scholarly published Bibliography

15 Bibliographies from 15 peer reviewed scholarly published articles, texts, or books not more than 5yrs old, on using Simulation to enhance critical thinking in nursing students - Annotated Bibliography Example A simulation quasi experiment was used to conduct the investigation where 30 participants took the â€Å"California critical thinking test† (CCTST). They were arbitrarily assigned three critical assessment sessions over a period of 2 months in a simulation lab. This allowed the teams to develop vital patient simulative thus advancing their medical thinking in provision and attending to patients effectively. Indeed patient ratio to nursing staff remains a great challenge in the world; however with adequate critical thinking support nurses cam adopt simulative techniques to identify and understand patients needs promptly and give priority response. It is clear from the this that the efficacy in delivering nursing services has greatly advanced with the enhancement of critical thinking and is currently hoped to be adopted by new graduate nurses to enable them make sound clinical decisions to deliver nursing care. The authors identify the role of educators in making simulation real in the nursing sector. Educators can employ simulation-based pedagogy to transform nursing teaching through development of decisive thinking. The aspects of this book covered diverse areas in nursing, which includes the changing needs for nursing education in the current technological multifaceted setting, meeting the challenges of clinical placement, challenges and benefits of integrating simulation techniques in nursing curriculum with proper evidence. This focuses on the importance of faculty role in embedding simulation techniques to students with the view to develop critical thinking. The simulation study was conducted over a period of 5 months in a nursing institution where study of learners exposed to the technique and the ones with no exposure by tutors were sampled. It is evident that tutors should use complex simulative samples and test in their daily teaching to engage students mind in coming with approp riate

Eating Disorders, Anorexia and Martha Stewart - The Seduction of Control, Perfection, and Fantasy :: Exploratory Essays Research Papers

Eating Disorders, Anorexia and Martha Stewart - The Seduction of Control, Perfection, and Fantasy I have a strange fascination with Martha Stewart. I read Just Desserts by Jerry Oppenheimer and my interest in her peaked: she sounded, as portrayed in that book, as the toxic boss (we’ll call her Sheila, though it is not her real name) from whom I had just "divorced" myself by quitting. I could see Sheila emasculating her husband on a daily basis, screaming obscenities at her employees (that didn’t take much imagination), and plotting to take over the world. Despite these issues, Martha and Sheila alternately inspired me and repelled me. They both showed me power at a time when I was just developing my own sense of being in the world. Those two women were in control; if they weren’t, they were miserable and made every one miserable too. It is that sense of perfection and control that leads too many women, teens, and even children to become anorexic. Obviously, Martha Stewart is not anorexic; while some may proclaim that she is fixated with food, most of her attention is really on decorating. Sheila was displayed a few minor symptoms of anorexia, although we ex-employees believe she was a frequent user of coke instead of dieting. I am not arguing that either of them is anorexic; instead, I want to explain how their obsessions can be linked to anorexia. Anorexia is about much more than food, just as Martha Stewart is. The control over food is just one aspect of anorexia and what I call Marthamania. Control over one's body, fantasy and a regression into girlhood is a common aspect of both. Of course, the anorexic's and Marthamaniac's version of control is an ironic one. Some anorexia researchers claim that anorexia offers its victims a way to control the development of their bodies. Since anorexia occurs most frequently in the years of puberty, researchers suggest that anorexics have difficulty adapting to the roles that come with "becoming a woman." That fear, hatred, or despair of becoming all it means to be a woman in today's society is wrapped up in Martha Stewart. She is a fiercely independent woman, succeeding financially in a man's world. Formerly a stock broker, she has combined feminine and masculine roles and is able to buy her home and decorate it too. Stewart sells a dream, of course, like many entrepreneurs. Eating Disorders, Anorexia and Martha Stewart - The Seduction of Control, Perfection, and Fantasy :: Exploratory Essays Research Papers Eating Disorders, Anorexia and Martha Stewart - The Seduction of Control, Perfection, and Fantasy I have a strange fascination with Martha Stewart. I read Just Desserts by Jerry Oppenheimer and my interest in her peaked: she sounded, as portrayed in that book, as the toxic boss (we’ll call her Sheila, though it is not her real name) from whom I had just "divorced" myself by quitting. I could see Sheila emasculating her husband on a daily basis, screaming obscenities at her employees (that didn’t take much imagination), and plotting to take over the world. Despite these issues, Martha and Sheila alternately inspired me and repelled me. They both showed me power at a time when I was just developing my own sense of being in the world. Those two women were in control; if they weren’t, they were miserable and made every one miserable too. It is that sense of perfection and control that leads too many women, teens, and even children to become anorexic. Obviously, Martha Stewart is not anorexic; while some may proclaim that she is fixated with food, most of her attention is really on decorating. Sheila was displayed a few minor symptoms of anorexia, although we ex-employees believe she was a frequent user of coke instead of dieting. I am not arguing that either of them is anorexic; instead, I want to explain how their obsessions can be linked to anorexia. Anorexia is about much more than food, just as Martha Stewart is. The control over food is just one aspect of anorexia and what I call Marthamania. Control over one's body, fantasy and a regression into girlhood is a common aspect of both. Of course, the anorexic's and Marthamaniac's version of control is an ironic one. Some anorexia researchers claim that anorexia offers its victims a way to control the development of their bodies. Since anorexia occurs most frequently in the years of puberty, researchers suggest that anorexics have difficulty adapting to the roles that come with "becoming a woman." That fear, hatred, or despair of becoming all it means to be a woman in today's society is wrapped up in Martha Stewart. She is a fiercely independent woman, succeeding financially in a man's world. Formerly a stock broker, she has combined feminine and masculine roles and is able to buy her home and decorate it too. Stewart sells a dream, of course, like many entrepreneurs.

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