Examples of ways to establish ground Essay Example for Free

Examples of ways to establish ground Essay Produce a briefing document for a new member of staff who will be delivering classes in your specialist area embedding functional skills. The document should demonstrate your understanding of: a) ways to establish ground rules with learners Beginners Massage Course Introductory Weekend Briefing document The aim of the Beginners Massage Course Introductory Weekend is to give people the chance to learn a few basic massage techniques and explore their interest in massage without having to commit to a full study programme. Before embarking on teaching the Intro weekend it is important to understand the need for ground rules: those already set by the organisation/ set by you, set by the learners themselves before /or during the course and rules agreed by both of you. Organisational Please read through our organisational policies procedures including Health Safety Fire policy; this enables you to understand what to do in the event of a fire and to instruct your students/learners on the evacuation procedure. the syllabus gives clear objectives; lesson plans with suggested time frames, how to assess, monitor and review the achievements of the students, different methods of teaching, resources to hand (course manuals,whiteboard etc.), progression routes from beginners, anatomy physiology through to practitioner level and also more course specific health and safety guidelines including advice on dress, jewellery, hygiene, use of equipment and the continuous observation of posture and correct stoke techniques. These provide a structure for the course for you the students to follow, supports the diversification of learning skills (demonstration, verbal, hands on, handouts etc.) and give clear guidelines on where to go next with their knowledge. There are a maximum of 10 students per class with a mix of male female of all ages though minimum age is 21. Due both to the  size of the room and our past experience we have found that this is an ideal number for a learning group. Requirements sent to all students at time of booking: please arrive by 9.50am you may wish to change into loose comfortable clothing please bring 2 large bath towels leave all your valuable at home i.e. we rings, necklaces, earrings etc. as we cannot be responsible for any loss or damage to these items as they will have to be removed during the class For the comfort of the student you will be working with, please ensure your nails are short. These requirements ensure the smooth running of the course, all students having correct equipment/can learn equally and the well-being of students. Tutor set At the start of the course it is good practice to establish some basic housekeeping practices: evacuation procedures, whereabouts of toilets, suggested break/lunch times and use of mobile phones. Introduce yourself. This gives a little of your background to the students, gives them an idea of where they can go and your experience. Give a brief overview of the weekend, how it will run Review/ recap at the end of each day what they have learnt and ask if there are any questions/areas that need attention. This way give structure to the course and helps manage expectations for the students. Student led/negotiated Give students opportunity to introduce themselves Students choose to work with another student and this partner can be kept for the whole weekend or they may change. Students are more compliant when they set the rules so allow them to decide if when they are ready to move onto the next technique or wish to review and repeat what they have already done. This way gives opportunity to learn the syllabus whilst allowing some fluidity in what pace the class moves at, allows access for everyone to learn equally and working with individual learning requirements. Understanding more about each other gives a feeling of community or familiarity within the group so mutual respect empathy can take place.

Elvis Presley :: essays research papers

Elvis Aaron Presley was born on Jan 8, 1935 to Vernon and Gladys Presley, in Tupelo, Mississippi. The Presley’s were poor as people could be at the time and Vernon tried a variety of jobs to support his family. He was often away and Elvis developed a close bond with his mother. She had lost other son at birth and her ability to have other children. She put all her hopes on her one surviving son and was not to be let down. The family moved to Memphis in 1948 and that’s where Elvis’ musical talent began to bloom. Young Elvis showed his natural musical talent at an early age and pursued music through his youth. At age 19 he was signed by Sun Records and in 1955, at age 21, was signed by RCA records. He quickly shot to the top of the national charts with his first RCA single â€Å"Heartbreak Hotel† (1956). He followed with the enormously successful single record â€Å"Hound Dog†/†Don’t Be Cruel† (1956) and â€Å"All Shook Up† (1957). After that, his American sales have earned him gold, platinum or multiplatinum awards for 111 different albums and singles, far more than any other artist or group. Elvis also starred in 33 films and made history with his television appearances and specials. From 1956 to 1958, he starred in four motion pictures, all of which featured his soundtracks: Love Me Tender (1956), Jailhouse Rock (1957), Loving You (1957), and King Creole (1958). After serving in the USA Armed Forces from 1958 to 1960, Presley appeared in numerous musical films: Flaming Star, Blue Hawaii, Girls! Girls! Girls!, Viva Las Vegas, Roustabout, and others. He died at his beloved Memphis home, Graceland, on August 16th, 1977. Through the early morning of the 16th he takes care of the last minute tour details and relaxed with family and staff. He retires to his master suit around 7:00 AM to rest for his evening flight. By late morning, Elvis Presley was dead. His death has been officially attributed to heart failure, a likely result of his chronic overuse of prescription barbiturates.

Edu100 Artefact Analysis

What does it mean to be a teacher in the 21st century? Schoolteachers provide students with education and preparation for adulthood. However, what it means to be a teacher in the 21st century is rife with ambiguity. An analysis of educational artefacts will aid in answering this question. One is a system-level document titled Closing the Gap (Appendix A), while the other is a school-level document outlining the homework guidelines at Siena Catholic College (Appendix B).Discussion on these documents will relate to one of four educational discourses and the effects of policies on students, teachers and the schooling milieu. The four educational discourses include academic rationalism, social and economic efficiency, child centred learning, and social reconstruction (Morris, 1998, p. 12). The Department of Education and Training produced the document Closing the Gap in July 2009. This document outlines an initiative to reduce Indigenous disadvantages under the pretence of education as a dominant catalyst for improved health and personal human capital.Ross & Wu (1995, p. 719) advocate this pretence, stating ‘high educational attainment improves health directly, and it improves health indirectly through work and economic conditions, social-psychological resources, and health lifestyle’. Halving the gap for Indigenous reading, writing, numeracy, and Year 12 attainment within a decade is the predominant goal for the Closing the Gap scheme. Essentially then, a discourse of social reconstruction underpins this document, as it focuses on community interaction, injustices, social problems and inequalities.Generally, the policies introduced enforce a foundation of inclusivity and anti-discrimination in the actions of teachers. The effects on students, however, will be more profound. Higher levels of education bring wealth and changes in social class, which in turn allows resources for further education (Orr, 2003, p. 282). This will narrow the social classes b etween students, encouraging collaboration between Indigenous and non-Indigenous students. Although a discourse of social reconstruction is prevalent throughout this document, some policies that are introduced are based on other discourses.Academic rationalism is another discourse that can be associated with the policies in Closing the Gap. The ‘Deadly Maths’ initiative encourages high expectations of attendance, behaviour and performance to raise numeracy education outcomes for Indigenous students. This policy aims to improve schoolteacher understanding of the nature and pedagogy of mathematics, particularly the role of symbols and pattern recognition. It also aims to improve the teachers understanding of the nature and pedagogy of Aboriginal and Torres Strait Islander knowledge, culture, language, and out of school life.Initially, this may seem unrelated to mathematics, or any academic discipline. However, teachers are not removed from traditions other than science, t hat is, rational inquiry and the search for truth. As Moran (2005) states, ‘An historian or a sociologist who is ignorant of religion will be hampered within his or her own field of scholarship. The classroom is not a place for proselytising but the traditions of the students deserve respect and the tradition of the teacher needs acknowledgment’.Differences in literacy and numeracy levels between Indigenous and non-Indigenous students were revealed through NAPLAN and will continue to be tested this way in the future. This method of testing can be attributed to the academic rationalist educational discourse and can be detrimental to achieving the goals and ideals detailed throughout this document. ‘The potentially destructive affects of such data on school, teachers' and students' self-esteem was suggested as a real negative of NAPLAN for Indigenous students’ (Lingard, 2011, p. 230).Ironically, the use of these tests is in opposition to a discourse of social reconstruction, the discourse which underpins the entirety of Closing the Gap. ‘From a social constructivist perspective, five explanations for the literacy achievement gap appear plausible: linguistic differences, cultural differences, discrimination, inferior education, and rationales for schooling’ (Au, 1998, p. 297). Au’s last three explanations given are now in the process of rectification. However, English is a second language for many rural Indigenous students, giving them an immediate disadvantage in IQ and NAPLAN tests.Figueroa & Garcia (1994, p. 10) state that tests and testing need to be racially and culturally non-discriminatory and should be provided in the primary language. If NAPLAN is used to measure the gap in literacy and numeracy skills, an overwhelming burden will be placed on schoolteachers. Indigenous parents will be encouraged to speak in English to their children from birth in order to close the gap, eventually leading to the abolishment of their native language. Alternatively, NAPLAN tests can be available in the native language.In this scenario, schoolteachers will be required to learn the native language; otherwise large numbers of teachers who are proficient in the native language will need to be trained. Another educational discourse presented in this document is one of social and economic efficiency. Closing the Gap also introduces some policies based on a discourse of social and economic efficiency. An example of this is the introduction of wraparound support for Indigenous school-based apprenticeships and traineeships (SATs).These services assist in the participation and completion of SATs, mentoring, and successful transitions from school to employment or further training. This can be categorised into the social an economic efficiency discourse, as it focuses on current and future labour needs. This discourse adopts a ‘hands-on’ approach for students, expanding on vocational knowledge and skill s. Teachers play a major role in the advertising of such services and the modification of curriculum and co-curricular activities for students participating in SATs. When detailing their research, Smith & Wilson (2002, p. 7) reported that ‘more than half of the students had learned about the school-based new apprenticeship through school, either through a teacher or co-ordinator (58%) or from a notice board at school (6. 7%)’. These services positively impact on students, particularly those at risk of becoming socially isolated or disengaging from school. When speaking on students who are unlikely to pursue a bachelor’s degree, Bishop (1995, p. 14) states that ‘at-risk students should be advised to start building their foundation of occupational skills and knowledge while they are still in school’.Another policy presented in this document may also have a positive impact on Indigenous students. The ‘Flexible Alternative Learning Program’ presented in Closing the Gap is designed for students who are at-risk of separating themselves from school. This program delivers culturally relevant and capability appropriate curriculum, whether vocational or academic. The full range of student needs will be addressed, including basic material needs, travel requirements, health and nutrition and personal support requirements.This initiative is based on a child centred learning discourse as it focuses on the individual, providing opportunities for personal growth. However, all four educational discourses characterise different areas of this program. This program will allow students with special needs to have more time with teachers, ensuring teachers maintain a caring and nurturing environment. However, to further clarify the role of teachers in the 21st century, another document will be analysed. Siena Catholic College produced the document Homework Guidelines in 2007.This document outlines what homework is, why it is necessary, t he amount of homework given, and categorises the different types of homework. This document introduces homework with two definitions; as a method of consolidating or preparing for class studies, and as formal assessment that may be completed using both class time and time outside normal lessons. Against this first definition, Otto (1957, p. 367) states, ‘homework is not significantly related to achievement as measured by teacher marks or standardized tests’. However, many academics praise homework. Goldstein (1960, p. 22) believes that authors have a tendency to frame their conclusions of the values of homework in terms that favour preconceived notions about homework and for subsequent authors to cite these unfavourable conclusions rather than the actual research findings. The second definition given in this document is founded in a discourse of academic rationalism, where teachers test students on their ability to complete set tasks. This discourse can affect students negatively, giving those with more resources, such as access to tutors, ICT’s, and textbooks, a distinct advantage.Also, teachers should be cautious when conducting this form of assessment, as plagiarism can occur when students are not under direct supervision of the teacher. Although academic rationalism may impact negatively on teachers and students, other discourses presented in this document will not. A discourse of social and economic efficiency is prevalent throughout this document. The document praises homework for fostering good learning habits, self-discipline, planning, organising, ICT skills, resource collection and multimedia knowledge.These tacit skills can be utilised in many career pathways. Teachers have a duty to foster these skills in students, ensuring the homework tasks address these skills. Teachers also have an obligation to facilitate the acquisition of these skills, enforcing the use of planners such as diaries or timetables. As well as this discourse, social reconstruction is portrayed throughout the homework guidelines. An educational discourse of social reconstruction is apparent in this document.The document states that homework strengthens the partnership between home and school, providing parents with insights as to what is being taught. This encourages cooperation between schoolteachers and parents, especially when resources such as ICTs are not available to the student outside of school. Students are also encouraged to balance homework with family, social, work and extracurricular activities. This promotes collaborative learning and community interaction, which are also categorised under a discourse of social reconstruction.Lastly, the child centred discourse is also contextualised within this document. Homework Guidelines states that homework provides an opportunity for students to be responsible for their own learning. According to this document, homework also challenges gifted students to explore open-ended tasks, deve loping self-learning and independent inquiry. This quasi-acceleration rescues talented students from the boredom of insufficient challenges, helping them to develop better study habits and more realistic self-concept (Kulik & Kulik, 1984, p. 10). This teaching method is based on a child centred discourse. In taking this discourse to its extreme, teachers may set different homework tasks for each student according to their aptitude and future prospects. What it means to be a teacher in the 21st century is still to be determined. However, an answer to this question has been attempted through the use of academic artefacts which summarise policies and procedures at both the school and system level. The Department of Education and Training developed he document, Closing the Gap, which outlines initiatives to narrow the academic gap between Indigenous and non-Indigenous students. As this document focuses on community interaction, injustices, social problems and inequalities, it is based o n a discourse of social reconstruction. This document delves into other discourses however, with the ‘Deadly Maths’ and ‘Parents as First Teachers’ initiatives being founded on a discourse of academic rationalism. The use of NAPLAN for testing students also falls under this category.A discourse of social and economic efficiency is portrayed in the use of SATs and the ‘Flexible Alternative Learning Program’ presents a child centred approach. The homework guidelines at Siena Catholic College are also embedded within the four discourses. Although the testing of students on homework is based on an academic rationalist discourse and may produce negative results, the tacit skills and knowledge gained from independent study can be applicable to many career pathways. The document outlines other positive outcomes of homework, such as parent-teacher interaction, and the challenging of gifted students.These policies and discourses may affect the teacherâ €™s inclusiveness, knowledge of other languages and traditions, knowledge of alternative educational pathways, ability to cater for those with special needs, understanding of resource limitations, fostering of work habits, ability to talk to parents, and development of aptitude based homework. Reference List Au, K 1998, Social constructivism and the school literacy: Learning of students of diverse backgrounds, Vol. 30, no. 2, p. 297, viewed 1 May 2012, Journal of Literacy Research. Bishop, J 1995, Vocational education and at-risk youth in the United States, Vol. 5, no. 19, p. 14, viewed 4 May 2012, Centre for Advanced Human Resource Studies. Goldstein, A 1960, Does homework help? A review of research, Vol. 60, no. 4, p. 222, viewed 1 May 2012, The Elementary School Journal. Kulik, J & Kulik, C 1984, Effects of accelerated instruction on students, Vol. 54, no. 3, p. 410, viewed 4 May 2012, Review of Educational Research. Moran, G 2005, On being deeply conservative, viewed 5 May 2 012, http://old. religiouseducation. net/member/05_rea_papers/moran_2005. pdf. Morris, P 1998, The Hong Kong school curriculum: Development, issues and policies (2nd Edition), p. 2, Hong Kong University Press, Aberdeen, Hong Kong. Orr, A 2003, Black-white differences in achievement: The importance of wealth, Vol. 76, p. 282, viewed 4 May 2012, Sociology of education. Otto, H 1957, Elementary education-Ill: Organization and administration, p. 367, Encyclopaedia of Educational Research, Macmillan, New York. Ross, C & Wu, C 1995, The links between education and health, Vol. 60, no. 5, p. 719, viewed 29 April 2012, American Sociological Review. Smith, E & Wilson, L 2002, Learning and training in school-based new apprenticeships, p. 27, viewed 29 April 2012, National Centre for Vocational Education Research.

Lying Is Morally Wrong - 939 Words

Lying is morally wrong. Lying is wrong because it could lead to reputations being ruined,intense guilt,hurting innocent people, and so much more. In excerpts from The Bible and from the play â€Å"Hippolytus† by Euripides, the consequences of lying are center stage. Lying leaves the person with guilt that will never leave them. In Genesis 4:13 Cain tells God,†My punishment is heavier than I can bear; now you are driving me off the land, and I must hide myself from your presence†(Keystone Giant Print Presentation Edition, Gen. 4:13). Cain knows God will punish him because he knows he’s guilty of killing his brother. God is angry at Cain not only because he killed Abel but the fact that he hid from God and could not bare to show himself. He doesn’t wish to show himself to God because he knows his crime and he knows when he committed the crime he knew it was wrong but continued anyway. Emotional distress sparked up by lying is dangerous. In Genesis 37 it states â€Å"Joseph’s brothers took the long robe with sleeves, and dipped it in the blood of a goat†¦ they brought it to their father and said â€Å"Do you recognize it? Is this your son’s robe or not?† â€Å" (Genesis 37). After hearing about his son’s â€Å"death†, Joseph’s father broke down. He couldn’t take his son’s death because his own son died, so sudden. His other sons knowingly lied knowing that it would hurt their father. If they told the truth about selling Joseph then their father wouldn’t have been so broken inside and could’ve beenShow MoreRelatedThe Moral Value Of Actions Essay1354 Words   |  6 Pages Though there are various normative ethical theories that work well in deciphering the moral value of actions in most tough situations, all prevailing theories seem to give the wrong answer to some of them. This is why I agree with the ethical pluralist in that moral duties are irreducible (Ross). Hence, I do not have answers adherent to a grounding theory for the two moral dilemmas posed in the prompt. To the moral quandary regarding whether or not it is right to break a promise to a dead friendRead MoreIs it wrong to lie995 Words   |  4 Pages Is it always morally wrong to lie? Yes, I strongly agree, others might disagree; moreover, this can depend on one’s own morals. A young mother or a young father might tell a story to their children about Santa Claus, the Easter Bunny, or the Tooth Fairy. Mothers and Fathers tell and read these stories to their children all of the time just like their mothers and fathers and their mothers and fathers. These are stories, told each year giving a child hopes and dreams. Is it a lie? I do not thinkRead MoreApplying Normative Theories Of A Moral Situation993 Words   |  4 Pageswould produce the most overall happiness is the morally right act therefore must be the one carried out† (Rowan and Zin pg 14 pp2). I must now decipher whether the act of lying to the child, the mother, the other two siblings and all other persons of interest in this case would maximize happiness. Ultimately, according to act-utilitarianism this would determine if me lying would be morally proper. Nonetheless, if lying is determined as morally wrong; not only would this act create unhappiness withRead MoreApplying Normative Theories Of A Moral Situation996 Words   |  4 Pageswould produce the most overall happiness is the morally right act therefore must be the one carried out† (Rowan and Zin pg 14 pp2). I must now decipher whether the act of lying to the child, the mother, the other two siblings and all other persons of interest in this case would maximize happiness. Ultimately, according to act-utilitarianism this would determine if me lying would be morally proper. Nonetheless if lying is determined to be morally wrong; not only would this act create unhappiness withRead MoreKant And Kant s Universal Law Essay1458 Words   |  6 Pagesfails to successfully establish lying as morally impermissible because the claim that lying is morally impermissible goes against common sense. Kant defines his Universal Law to demonstrate the necessary action one must take in order to act in a way that is morally permissible and uses it in support of his belief that one’s motive is the sole determinant of the moral worth of his actions. He uses the Universal Law Theorem to determine whether it should be morally permissible to lie in any occasionRead MoreVolkswagen Utilitarian Ethics1055 Words   |  5 Pagesactions must not only obey the Categorical Imperative, but also be governed by purity of will. Purity of will means that one acts morally because it is the right thing to do rather than a selfish motivation. 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There are lies called â€Å"white lies†, and ones called â€Å"dark lies†. â€Å"White lies† are tiny lies, and a rather helpfulRead MoreKant And John Stuart Mill s Utility Based, Utilitarian Moral Theory1551 Words   |  7 Pagesvastly different rationales. Immanuel Kant s duty-based, deontological moral theory and John Stuart Mill s utility-based, utilitarian moral theory are prime examples of antithetical viewpoints that share similar outlooks to ethical subjects such as lying and helping those in need through vastly different lines of reasoning. The fundamental basis of Kant s moral theory is that the only universal good is the good will and, more specifically, it is our duty to perform the good will at all times forRead MoreKant s Ethical Theory Of Ethics961 Words   |  4 Pagesimperative that a person must do what is morally right without exception. One can use the Categorical Imperative as a formula to test if an action is morally right or wrong, and if done correctly the result will be the same for everyone. So, no one has to tell you what is right or wrong because when you use the formula correctly you can see for yourself what the correct ethical action is no matter the situation. Kant’s example to explain the idea is lying to get out of a problematic situation. IfRead MoreTruth Telling in Todays Society Essay588 Words   |  3 Pagesoverrated. It is amazing the words we put with the word lying. We call them so many various things such as; exaggeration, little white lies, half truths, deceptions, and fibbin g. Lying has become a very complicated topic today. Lying can be used in many different ways such as; to protect the innocent, for tradition, and the esteem of individuals. On the other hand, lying can be used as a tool of deception and manipulation. When used in this manner lying becomes detrimental to an individual and to a society