Memento by Christopher Nola Essay Example For Students

Token by Christopher Nola Essay In the film Memento by Christopher Nolan, turn around sequence makes the crowd see Leonard Shelby as a thoughtful casualty. Watchers begin to watch the film when the story has arrived at its end. This confounding plot places the crowd in Shelbys position. They see things from his perspective. Something else that makes Leonard appear as though the casualty is his condition, which doesn't let him gain new experiences. This causes him to seem, by all accounts, to be defenseless. At long last, the different puzzling characters, for example, Natalie and Teddy make Shelby appear the guiltless casualty. As indicated by what Leonard wrote in the rear of his image, Teddy cannot be trusted. This makes the crowd dubious of him all through the whole film. While watching this film, one must give close consideration. The crowd is similarly as confounded and uncomfortable with what is happening as Shelby seems to be. It is as if watchers additionally have the condition that Shelby has due to the converse sequential request this film follows. The crowd, as well, must have that equivalent shock of dread from scene to scene, the acknowledgment that they do not understand where they are or how they arrived. Watchers feel compassion since they begin to see things from Leonards viewpoint. They believe they have to assist him with discovering his wifes executioner and take all of his little realities into thought to attempt to make sense of the appropriate response. The crowd likewise identifies with Leonard on account of his condition. He experiences an uncommon type of amnesia, which renders him unequipped for holding recollections on a transient premise. Any piece of data he learns since his physical issue must be recorded or will be immediately overlooked. Therefore, he should utilize a detailed arrangement of notes, photos and even tattoos to keep everything straight. This makes his examination a great deal more troublesome. One creates compassion toward a man who needs to retaliate for his wifes passing regardless of whether he realizes he wont recall that he did it. This makes it difficult to totally confide in anybody. He believes he can just confide in himself. The compassion develops for Leonard as watchers perceive that he is so powerless against control. Leonards defenselessness to Teddys covetous controls and Natalies alarming unscrupulousness further upgrades the crowds compassion toward him. The insignificant crooks who get to know Lenny for their own offensive purposes cause the crowd to feel sorry for him. The two puzzling, however apparently supportive individuals who could conceivably be as inviting and accommodating to Shelby as they show up, are Teddy and Natalie. These two make Lenny appear as though the casualty since they exploit him. For instance, Teddy exploits his condition when he obliges attempting to discover John G. He utilizes this to make Leonard slaughter Jimmy Grants so as to get the cash structure a medication bargain. Natalie likewise exploits his condition. She makes Lenny hit her and afterward causes it to appear as if it was Dodd who hit her. She does that since she realizes that Dodd will pursue Leonard, getting him away from her. The regressive narrating and the consistent secret of who is companion or adversary cause the crowd to feel sympathetic towards Leonard Shelby. As the film unfurls, it turns out to be certain that Leonard is effectively re-composing his past so it will adjust to his inclination for considering himself to be a casualty, blameless and upright. Since watchers put themselves in Shelbys position and see things through his perspective, they feel compassion toward him. The assurance to discover his wifes executioner makes the crowd speculate nothing of him. Something else that makes him seem as though the casualty is his transient memory. .uf3f0917974819ff1ad1a7238a95f9e42 , .uf3f0917974819ff1ad1a7238a95f9e42 .postImageUrl , .uf3f0917974819ff1ad1a7238a95f9e42 .focused content zone { min-tallness: 80px; position: relative; } .uf3f0917974819ff1ad1a7238a95f9e42 , .uf3f0917974819ff1ad1a7238a95f9e42:hover , .uf3f0917974819ff1ad1a7238a95f9e42:visited , .uf3f0917974819ff1ad1a7238a95f9e42:active { border:0!important; } .uf3f0917974819ff1ad1a7238a95f9e42 .clearfix:after { content: ; show: table; clear: both; } .uf3f0917974819ff1ad1a7238a95f9e42 { show: square; progress: foundation shading 250ms; webkit-change: foundation shading 250ms; width: 100%; darkness: 1; progress: obscurity 250ms; webkit-change: murkiness 250ms; foundation shading: #95A5A6; } .uf3f0917974819ff1ad1a7238a95f9e42:active , .uf3f0917974819ff1ad1a7238a95f9e42:hover { haziness: 1; change: mistiness 250ms; webkit-change: haziness 250ms; foundation shading: #2C3E50; } .uf3f0917974819ff1ad1a7238a95f9e42 .focused content region { width: 100%; position: relative; } .uf3f0917974819ff1ad1a7238a95f9e42 .ctaText { fringe base: 0 strong #fff; shading: #2980B9; text dimension: 16px; textual style weight: striking; edge: 0; cushioning: 0; text-embellishment: underline; } .uf3f0917974819ff1ad1a7238a95f9e42 .postTitle { shading: #FFFFFF; text dimension: 16px; text style weight: 600; edge: 0; cushioning: 0; width: 100%; } .uf3f0917974819ff1ad1a7238a95f9e42 .ctaButton { foundation shading: #7F8C8D!important; shading: #2980B9; outskirt: none; fringe span: 3px; box-shadow: none; text dimension: 14px; text style weight: intense; line-stature: 26px; moz-fringe sweep: 3px; text-adjust: focus; text-adornment: none; text-shadow: none; width: 80px; min-tallness: 80px; foundation: url(https://artscolumbia.org/wp-content/modules/intelly-related-posts/resources/pictures/straightforward arrow.png)no-rehash; position: total; right: 0; top: 0; } .uf3f0917974819ff1ad1a7238a95f9e42:hover .ctaButton { foundation shading: #34495E!important; } .uf3f0917974819ff1ad1a7238a9 5f9e42 .focused content { show: table; stature: 80px; cushioning left: 18px; top: 0; } .uf3f0917974819ff1ad1a7238a95f9e42-content { show: table-cell; edge: 0; cushioning: 0; cushioning right: 108px; position: relative; vertical-adjust: center; width: 100%; } .uf3f0917974819ff1ad1a7238a95f9e42:after { content: ; show: square; clear: both; } READ: Emotions and sentiments in Star Wars EssayThis makes him defenseless and simple to exploit. Different characters that control Shelby in this film cause the crowd to feel compassion towards him. Each scene illuminates Teddy; he is rarely trusted, however one is never precisely sure why. It might have something to do with the way that the photograph Leonard has of Teddy has the expression Dont trust his falsehoods composed on the back. Likewise, for what reason is Natalie so ready to support him? Her Polaroid says she will get him out of pity however she additionally exploits him. Its difficult to confide in anybody in this film.

Social movement Essay Example | Topics and Well Written Essays - 750 words

Social development - Essay Example In any case, I effectively took an interest in the conventions and fights. Being a piece of a group taking a stab at a typical reason made things simpler for me. An: As I have just let you know, toward the beginning the point of the development had all the earmarks of being generally about Mexican American pride and personality. Truly, to a great extent these standards comprised the foundation of the development. Be that as it may, as I went to the fights, rallies and gatherings, my comprehension of the points of the development advanced after some time. I understood that our tension and battle was about disregard and mortification, however against an all the more remarkable social, political and monetary plan that not just neglected to stretch out to the Mexican Americans there rights as a resident, yet additionally denied them of a commendable spot in the American social, financial and political life. This development was energized not by an uneducated, crude and gross displeasure, yet an acknowledgment invigorated by the rising number of taught youngsters in the Mexican America people group. We were not any more ready to be a wellspring of modest work, when the informed and qualified among us were no less then the informed Anglos or Blacks. We needed access to wellbeing, instruction, political portrayal, financial equity, on the off chance that not increasingly, at that point at any rate equivalent to the one accessible to any average American. Truly, the development was as much about food, dress and haven as about pride, power and just wages. Note: Social developments positively improve the members and devotees understanding about the nature and objectives of the development. The development teaches the disciples, and taught supporters reinforce the development. A: There were numerous sweet and unpleasant things about the development. Being a piece of a gathering wherein people shared same yearnings, expectations and points gave me a feeling of character and having a place. I generally harbored a feeling of being lost. In any case, when I turned into a piece of

Three Strategies to Improve Writing Feedback

Three Strategies to Improve Writing Feedback (0) When I was in high school, I turned in paper copies of all my essays and got them back marked up in red pen. The teacher gave us a few minutes to look over our corrections and then we either threw them away or filed them at the backs of our binders. This system worked well in some ways and was ineffective in others. The main benefit of receiving a hard copy of my feedback was that I definitely looked at it at least once. Sure, I had some classmates who looked at the grade on top, crumpled it up and chucked it toward the trash, but most students at least flipped through their corrections. Since online grading has become more prevalent, it is easy to forget to give students that time in class to look over their feedback. Once the feedback is posted, the students have access to it, but that does not mean they will take the time to actually read over the comments. Oftentimes, students do not want to read the comments because, naturally, they fear that feeling of being criticized. This leads us into my first feedback strategy. Strategy 1: Give positive feedback When looking at a piece of writing that needs a lot of work, it can be hard to think of positive things to say. Though it’s sometimes challenging, it is important because it builds the students’ confidence in their burgeoning writing skills. I always try to include some positive comments in all of the essays I assess. Comments like, “great hook!” or “effective complex sentence” make reading feedback less miserable for the students. I have even been known to use emojis in my comments if a particular sentence just makes me smile. Including positive feedback is something I strive to improve on each year. Strategy 2: Focus feedback on a few specific issues It is easy to overload a student with too much feedback. One sure way to make a student shut down is to mark up every other line of their writing. I have been guilty of this before. I have found over the years that it is better to try to keep comments focused on a few issues that students can focus on as opposed to trying to fix everything all at once. For example, if a student has great ideas but terrible grammar and organization, I will praise their ideas and comment on their organization. I may pick one grammar issue to correct throughout the essay, such as inserting missing periods, but if I comment on all the grammatical issues, that is all the student will correct. Grammatical issues are easier fixes. When a student sees fifty comments on their essay and forty of them are simple grammatical errors, they will fix those forty things and feel accomplished leaving the harder, more important comments unchanged. Citations are another big issue for me. If the student is using improper citations, I try not to comment on many grammatical issues so they focus on nailing down proper MLA format (depending on what you use in class, it may be APA or the Chicago Manual of Style). Strategy 3: Give students time to review feedback in class Finally, don’t forget to give students a chance to review everything. One strategy I used to make sure feedback sinks in is to have students complete a two-question reflection about their feedback: According to my feedback, what did I do well on? According to my feedback, what do I need to focus on improving in my next piece of writing? The first question allows them to congratulate themselves for what they did well on, reinforcing their confidence. The second reflective question is helpful because it enables students to see their writing performance improve over time based on the feedback they get on each piece of writing. In other words, if you (as student) determined that your transitions need work in one essay, and find that there are positive comments on your transitions in the next, that shows improvement! Along these same lines, I sometimes have students read their old writing before starting a new piece that has a similar structure. For example, in the beginning of the school year last year, I had my students write an essay about the themes of the books they were reading independently. During the second semester, they built on that skill by writing an essay which related the book’s theme to its central conflict. This essay had a similar structure and rubric so before they began writing, I had the students read their first essay and review the feedback to make sure they did not make the same errors again. Writing positive comments, focusing feedback on a few specific issues, and giving students time to reflect on their writing in class are three ways you can start improving your feedback today! Check out EasyBib Plus!  The paper checker is designed to improve a user’s writing and help them avoid plagiarism. There are also free grammar guides that cover basic parts of speech. That includes verbs, prepositions, adjectives, interjections, and more!  

Security Policies And Control And Password Management...

Security policies are rules and guidelines formulated by an organization to manage access to information systems and/or computer networks. Simply put, these policies exist to govern employees, business partners, and third-party contractors with access to company assets. Furthermore, some policies exist to comply with laws and regulatory requirements. These policies are part of the company information security management system (ISMS), and are usually administered to employees by Human Resources or distributed to business partners and contractors via the Technology department. In sum, security policies protect assets from illegal or damaging actions of individuals. Of course, many security policies exist, but this review will focus on the†¦show more content†¦These standards appear in the ISO/IEC 27000 series, the industry recognized best practices for development and management of an ISMS (pg. 68 of CISSP). To clarify, ISO 27002 Information Technology Security Techniques Cod e of Practice for Information Security Management module falls within the ISO 27000 Framework. Ultimately, HHI’s objective will be to comply with industry standards and governmental regulations by designing sound security policies using ISO 27000 standards. As has been mentioned in the previous section, the ISO/IEC developed the ISO 27000 framework, which includes the ISO 27002 standards (page 37). Furthermore, the ISO 27002 standards contain 12 domains; nevertheless, this review will focus on the Access Control domain to rewrite the new user and password requirement policies. Moreover, the Access Control domain has seven subdomains: Business Requirements for Access Control; User Access Management; User Responsibilities; Network Access Control; Operating System Access Control; Application and Information Access Control; Mobile Computing and Teleworking. Specifically, the Network Access Control subdomain delves into user access management and user responsibilities. In summary, the ISO 27002 standards encompasses 12 domains to â€Å"establish guidelines and principles for initiating, implementing, maintaining, and improving information security management within and organization

A Comparison Between Cash Accounting and Accrual Accounting

A COMPARISON BETWEEN CASH ACCOUNTING AND ACCRUAL ACCOUNTING 1. Introduction Accounting principle and theory are generally referred to two main accounting methods which include cash accounting and accrual accounting. Cash basis accounting on income and cost is determined by the amount of actual payment for reference and accounting recording mode is simple, easy to master. The use of the accrual basis of accounting is more complicated than it with a main difference of recording timing. This essay will firstly separately discuss related conception and theory of cash and accrual accounting. Following this, it will explain the advantages and disadvantages of those two dealing method. Finally, it will offer two examples to describe†¦show more content†¦The business is continuous, accrual accounting can more accurately reflect actual financial situation and management performance during the specific business accounting period. Two parts shown as follows to describe the weakness of accrual accounting: Firstly, profitability aspect-the accrual basis gives a confirmation to some uncollected income. Such income is an imaginary number with some risks; Secondly, a portion of sales income in the currency can not be received and a confirmation is authorized in this situation, it will be having impact on taxation, distribution and many other aspects to result in bad chain reaction, thereby causing the financial deficiency and income distribution in advance; Furthermore, the accounting period calculation of profit does not have uniform standard for different accounting methods to select and the subjectivity is too strong, easily manipulated by the management authorities; Secondly, liquidity aspect-accrual accounting considers payment, deferred expenses, accounts receivable and inventory as current assets. Obviously, liquidity of those assets is poor, and this makes current assets liquidity enterprise off its real va lues. In the end,Show MoreRelatedAccrual Basis Vs. Cash Basis1737 Words   |  7 Pagestypes of accounting methods that most companies use, accrual basis or cash basis. A definition of both concepts and comparisons between the two methods will be discussed. In addition, it describes and examines the difference in the managing of those methods and which form of accounting method is more useful and beneficial to provide information to users for different purposes. In cash basis accounting, revenue is recorded only when the cash is received, and expenses are recorded only when cash is paidRead MoreAccrual Balance And Cash Flow Statement986 Words   |  4 PagesQuestion 1 I would explain these methods (accrual balance and cash flow statement), to Irene in this way: The most of the time the business bookkeeping system use two methods: the accrual basis or the cash basis (Gibson 2008). 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The FASB mission statement states, â€Å"that it is to establish and improve standards of financial accounting and reporting that foster financial reporting by nongovernmentalRead MoreSample Resume : Cash At Bank 90001205 Words   |  5 PagesAnswer 1: Current Assets $ $ Cash at bank 9,000 Accounts receivable 6,000 Inventory 15,000 Prepayments 1,000 _______ Total current assets 31,000 Non-current asset: Plant and machinery 26,000 Land and Building 50,000 Asset revaluation increment 20,000 Motor vehicles 18,000 _______ Total Non-current assets 114,000 _______ Total assets 145,000 ======= Current liabilities: Accounts payable 11,000 ______ TotalRead MoreAcc548 Week 5 Reporting Requirements Memo Essay1033 Words   |  5 PagesReporting Requirements Memo | Not-For-Profit and Government Accounting/ACC548 MEMORANDUM Date: ------------------------------------------------- To: CPA Senior Partner ------------------------------------------------- From: ------------------------------------------------- Subject: Reporting Requirements Read MoreAuditing Chap. 51176 Words   |  5 Pagesstatements produced under the cash basis of accounting cover cash receipts plus receivables within a specified period from the end of the period (complementary period); cash disbursements plus payables within a specified period from the end of the period (complementary period). 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The problem lies in the accounting conventionsRead MoreThe International Accounting Standards Board Essay1506 Words   |  7 Pagesreported are known as Generally Accepted Accounting Principles (GAAP) (Finkler, Jones, Kovner, 2013).   The United  States (US) recognizes GAAP  to be  a set of rules used by accountants  in  financial reporting  (Finkler et al., 2013).   The United States-GAAP  (US-GAAP)  were established by the  Financial Accounting Standards Board (FASB)  (Finkler et al., 2013). The  US-GAAP  are primarily  used in the US whereas many other countries  have adopted their own general  accounting standards known as the  InternationalRead MoreGenerally Accepted Accounting Principles1314 Words   |  6 PagesAccountants use generally accepted accounting principles (GAAP) to guide them in recording and reporting financial information. GAAP comprises a broad set of principles that have been developed by the accounting profession and the Securities and Exchange Commission (SEC). Two laws, the Securities Act of 1933 and the Securities Exchange Act of 1934, give the SEC authority to establish reporting and disclosure requirements. However, the SEC usually operates in an oversight capacity, allowing the FASB

Pttls Free Essays

string(41) " the prevention or detection of crime\)\." 1. 1 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities I work for Dorset County Council (DCC) as an Area Youth Worker, where I run a Youth Centre in North Dorset. The centre provides a variety of provision and projects within the local community. We will write a custom essay sample on Pttls or any similar topic only for you Order Now As part of DCC we are governed by various legislations, regulatory requirements and codes of practice. This could relate in a variety of situations such as the buildings or staff we manage, working with young people in groups or lone working or even with the activities and provisions we provide. These guidelines and requirements are put in place to help protect not just those that we work with but also my staff, visitors and myself. It is important to have a good working understanding of these factors as the below legislation is there to help promote inclusion within the work place and for those that we teach and work with. I will endeavour to go over the key legislation that affects my work place below. The Children Act 1989 – The current child protection system is based on the Children Act 1989, which was introduced in an effort to reform and clarify the existing plethora of laws affecting children. Hailed at the time as â€Å"the most comprehensive and far-reaching reform of child law which has come before Parliament in living memory† by the then Lord Chancellor Lord Mackay of Clashfern, it enshrined a number of principles. The paramountcy principle means that a child’s welfare is paramount when making any decisions about a child’s upbringing. The Children Act 1989 sets out in detail what local authorities and the courts should do to protect the welfare of children. It charges local authorities with the â€Å"duty to investigate †¦ f they have reasonable cause to suspect that a child who lives, or is found, in their area is suffering, or is likely to suffer, significant harm† (section 47). Local authorities are also charged with a duty to provide â€Å"services for children in need, their families and others† (section 17). It is section 31 of the Children Act 1989 that sets out the NSPCC’s â€Å"authorised person status† whi ch means the NSPCC has the power to apply directly for a court order if it believes a child is suffering or likely to suffer significant harm. The Special Educational Needs and Disability Act 2001 – This makes it unlawful to discriminate against people in respect of their disabilities in relation to employment, the provision of goods and services, education and transport. It also imposes upon public authorities a positive duty to promote disability equality. This will ensure the inclusion of disabled students within all group activities, and also to ensure that their disabilities are fully considered when planning such activities. They must receive full and equal access to education and all associated activities and resources. The Human Rights Act 1998 – (also known as the Act or the HRA) came into force in the United Kingdom in October 2000. It is composed of a series of sections that have the effect of codifying the protections in the European Convention on Human Rights into UK law. All public bodies (such as courts, police, local governments, hospitals, publicly funded schools, and others) and other bodies carrying out public functions have to comply with the Convention rights. This means, among other things, that individuals can take human rights cases in domestic courts; they no longer have to go to Strasbourg to argue their case in the European Court of Human Rights. The Equality Act 2010 – simplifies the old? laws and puts them all together in one piece of legislation. Also, it makes the law stronger in some areas. So depending on your circumstances, the new Act may protect you more. The Equality Act 2010 protects you from things like racial or religious discrimination, harassment, sexual orientation, gender discrimination or if you have a disability. The Health Safety at Work Act (1974) – Every individual must be mindful of the following responsibilities. They must take reasonable care for the health and safety of him/her and of other persons who may be affected by his/her acts or omissions at work. They must Co-operate with employers or other persons so far as is necessary to enable them to perform their duties or requirements under the Act. They must not intentionally or recklessly interfere with or misuse anything provided in the interests of health, safety or welfare. It is clearly vitally important for a teacher/tutor to be vigilant and mindful of health and safety issues. Some hazards and the issues which surround them will be constant to all environments. Examples include tripping hazards (laptop cables, bags), and fire safety hazards. Other hazards are going to be very much dependant on the type of environment in which training is taking place and the learner group with which the tutor is working. The Education Skills Act (2008) – was introduced and aimed to increase participation in learning for young people and adults. It puts in place a right for adults to basic and intermediate skills, giving adults a second chance to gain the skills they need to thrive in society and throughout their working lives. As a worker we deal with a number of details regarding the young people and families we work with DCC have use the below guidelines with regards to data protection. The Data Protection Act 1998 (amended 2003). This act covers the protection of personal data. The most important elements to be aware of are the following data protection principles outlined in the act: Data may only be used for the specific purposes for which it was collected. Data must not be disclosed to other parties without the consent of the individual whom it is about, unless there is legislation or other overriding legitimate reason to share the information. Individuals have a right of access to the information held about them, subject to certain exceptions (for example, information held for the prevention or detection of crime). You read "Pttls" in category "Papers" Personal information may be kept for no longer than is necessary and must be kept up to date. Personal information may not be sent outside the European Economic Area unless the individual whom it is about has consented or adequate protection is in place. The departments of an organisation that is holding personal information are required to have adequate security measures in place. Those include technical measures (such as firewalls) and organisational measures (such as staff training). Subjects have the right to have factually incorrect information corrected. . 2 Explain own responsibilities for promoting equality and valuing diversity As a Youth Worker a core value of our work is not only dealing with promoting equality and diversity but also teaching others how to understand and work alongside those with differing opinions and values. These values are at the core of the work undertaken within youth work and underpin the standards; recognising that at the heart of all youth work is a young person led approach. The National Youth Agency describes the key purpose of youth work is to†¦Ã¢â‚¬ ¦ Enable young people to develop holistically, working with them to facilitate their personal, social and educational development, to enable them to develop their voice, influence and place in society and to reach their full potential’ The following statements, views and vaules are underpinned by the principles of equity, diversity and interdependence, Participation and active involvement Young people choose to be involved, not least because they want to relax, meet friends, make new relationships, to have fun, and to find support. The work starts from where young people are in relation to their own values, views and principles, as well as their own personal and social space, It seeks to go beyond where young people start, to widen their horizons, promote participation and invite social commitment, in particular by encouraging them to be critical and creative in their responses to their experience and the world around them, ? Equity, diversity and inclusion: Youth workers teach and treat young people with respect, valuing each individual and their differences, and promoting the acceptance and understanding of others, whilst challenging oppressive behaviour and ideas. We promote as well as learn to respect values individual differences by supporting and strengthening young people’s belief in themselves, and their capacity to grow and to change through a supportive group environment. Partnership with young people and others Youth workers actively respond to the wider networks of peers, communities, families and cultures which are important to young people, and through these networks seek to help young people to achieve stronger relationships and collective identities, through the promotion of inclusivity. We work in partnership with young people and signposting to other agencies which contribute to young people’s social, educational and personal development. In turn we are able to recognise the young person as a partner in a learning process, complementing formal education through informal education leading to, promoting access to learning opportunities, which enable them to fulfil their potential, ? Personal, social and political development: How young people feel, and not just with what they know and can do, It is through facilitating and empowering the voice of young people, encouraging and? nabling them to influence the environment in which they live. We help promote and lead on safeguarding issues of young people, and provide them with a safe environment in which to ? explore their values, beliefs, ideas and issues. 1. 3 Explain own role and responsibilities in lifelong learning My key role in the LLS will be to help promote youth work and deliver items such as 1st aid tra ining. I will help to provide a set of skills, knowledge, understanding and behaviours necessary for any function that a youth work role is likely to perform. This is also underpinned by a set of agreed values and a key purpose in learning. I would hope to promote good practice for my learners so that they would have transferable skills and the confidence to sell themselves positively to employers, education establishments and their peers, setting a benchmark for the experience and competence that is required for them to grow as an individual. 1. 4 Explain own role and responsibilities in identifying and meeting the needs of learners How? As a trainer in the LLS we have a key responsibility in educating others. It takes more than just a well typed up lesson plan with all the fancy thrilly bits and bobs. In order to educate others we need to go through several steps as educators ourselves. I have been on courses where the tutor â€Å"talks the talk† but then doesn’t follow up or put into practice what they are teaching. They are fixed by timings, curriculum’s and other pressures faced when teaching and forget the fundamentals of teaching. By using the above Training Needs Analysis (TNA) as an example of process, it clearly helps us as trainers to identify areas of need and training delivery needed for pupils to succeed. Stage 1 – this stage allows us to gather the information needed on each learner and class sizes. It also allows us to look into appropriate venues and training aids. It would also allow us to signpost to other agencies if you could not meet their needs. Stage 2 – This is for me where the fun begins. As a trainer using stage 1 I’m able to explore and think of new and different techniques and delivery styles, to mix and match activities that I haven’t tried before using the information to hand. This not only revives me as a trainer but I would hope this would also promote a practical learning environment. Other key areas to consider would be resources need, HS issues and timings Stage 3 – My preferred way of training style is EDIP; Explanation, Demo, Imitate and Practice. I find this helps promote learning and evolves repetition. I believe repletion is the key to getting students to understand what the aims and objectives are We must also make sure that is inclusive to all, that best engages students, ensuring that ground rules are established and maintained that helps to provide a safe, friendly teaching environment that inspires and motivates students to learn and take part. By using ice breakers enables a safe learning enviroment and back up plans/lessons, as each group will be different. Stage 4 – This is the area that keeps me up all night. It’s not the thought of evaluating, as it is key to get the views and opinions of others; peers and students. Its’ the reflective work I undertake, even when I’m buzzing from delivering a great session. When using evaluating tools (and there’s 100’s out there) in my experience it’s only a small majority that give you the information needed to improve. Most will tick boxes quickly at the end and put N/A or â€Å"great session† or even â€Å"no lunch provided† in boxes for comments. The best form of evaluation is to try and spend some time at the end or during the course to meet your students and hear what they have to say, this could even happen during a session where you will go off topic or away from your thrilly lesson plan as it meets the current learning needs of the group, but being mindful not to stray to far. The reflection work is key to progression as it allows you to work on improvements, you can also help students with progressive areas or even pat yourself on the back once in a while. 2. Explain the boundaries between the teaching role and other professional roles Working alongside other agencies or governing bodies can create professional barriers. In my opinion governing bodies are there to help maintain good standards within your profession as well as promote good quality assurance. It’s when changes are made/forced upon workers and learners where professional barriers become indistinct. Making sure communication is clear between others i s key. Another factor which some professionals are unwilling to admit, is the fear of change. Change can be good if managed well. Unfortunately even if the change is managed well if the workers involved are not inclined to accept this, boundaries and relationships can be fragile. 2. 2 Describe points of referral to meet the needs of learners Within our organisation there are various referral points for learners or people that access our centres. These referral points are a valuable part of what we offer as a service to users of the centre. I would also offer extra help and support to those that I work with by outlining at the start and the end that there is additional support and help to suit your needs. We would try and be as flexible as possible and help with further progression if learners would need it. Likewise some learners are unable to see their potential and I would encourage further learning if I deemed this necessary and appropriate. 2. 3 Summarise own responsibilities in relation to other professionals When working within other professional work places, I work to a very professional standard keeping all parties aware of what it happening. I act in a way that I would expect other workers to conduct themselves if they came to my work place. I would strive to meet all needs required by other professional such as contracts or learning agreements made. Having the title â€Å"professional† doesn’t mean I or others aren’t infallible. We all make mistakes, it’s how we as â€Å"professionals† deal with those mistakes and what learning can be taken from any mistakes made. Likewise it is important to share successes with other professionals. 3. 1 Explain own responsibilities in maintaining a safe and supportive learning environment As a trainer you are responsible for a number of key areas as mentioned in from 1. through to this section. Without a safe and supportive environment learning can not take place effectively. To give you an example of this Maslow introduced a ‘Hierarchy of Needs’ (Below) in 1954 after rejecting the idea that human behaviour was determined by childhood events. He felt that there are five needs which represent different levels of motivation which must be me t and he also believed that people should be able to move through these needs to the next level provided they are given an education that will promote growth. Self-actualization – morality, creativity, problem solving, etc. Esteem – includes confidence, self-esteem, achievement, respect, etc. Belongingness – includes love, friendship, intimacy, family, etc. Safety – includes security of environment, employment, resources, health, property, etc. Physiological – includes air, food, water, sex, sleep, other factors towards homeostasis, etc. 3. 2 Explain ways to promote appropriate behaviour and respect for others This is an important part of any work that I undertake with students of all ages. I’m sure that at every training session you go to there will be the â€Å"ground rules flipchart†. Now although ground rules are important, this exercise cannot just promote a healthy and safe learning environment, it can act as an ice breaker too. But how many times has the ground rules sheet been referred to again. With adults very rarely as we should all be aware of the boundaries needed with a group situation. With young learners you may need to refer to the ground rules chart on more than one occasion. But with a whole list that the learners came up with at the start of a daunting first session, will they remember what was said? A process that I have found to be highly successful is after the learners have come up with their long list of do’s and don’ts is to summarize this process with an easy process that is not only practical but effective as well. HARmony – â€Å"For people to get along with one another† is just one definition If you take the 1st three letters of harmony you have Honesty – if your honest with yourself and others Awareness – If you aware of your feeling or what you say and aware of other thoughts, opinions and beliefs Responsibility – take responsibility for yourself and others Just these 3 key words can summarize any ground rules and allow you as a trainer to refer to these key words within any positive or negative situation and also allows others to get on with one another. References: NSPCA – http://www. nspcc. org. uk/Inform/research/questions/child_protection_legislation_in_the_uk_pdf_wdf48953. pdf The Data Protection Act 1998 (amended 2003) – http://www. legislation. gov. k The Equality Act 2010 – http://www. homeoffice. gov. uk/equalities/equality-act/ Special Educational Needs and Disability Act 2001 – http://www. ukcle. ac. uk/resources/directions/previous/issue4/senda/ Education Skills Act (2008) – http://www. legislation. gov. uk Employment Equality (Sexual Orientation) Regulations 2003 – http://www. legislation. gov. uk The Gender Recognition Act 2004 – http://www. legislation. gov. uk Health Safety at Work Act (1974) – http://www. hse. gov. uk/legislation/hswa/ National Youth Agency http://www. learning-theories. com/maslows-hierarchy-of-needs. html How to cite Pttls, Papers

The American Constitution Essay Example For Students

The American Constitution Essay The basis of all law in the United States is the Constitution. This Constitution is a document written by outcasts of England. The Constitution of the United States sets forth the nations fundamental laws. It establishes the form of the national government and defines the rights and liberties of the American people. It also lists the aims of the government and the methods of achieving them. The Constitution was written to organize a strong national government for the American states. Previously, the nations leaders had established a national government under the Articles of Confederation. But the Articles granted independence to each state. They lacked the authority to make the states work together to solve national problems. After the states won independence in the Revolutionary War (1775-1783), they faced the problems of peacetime government. The states had to enforce law and order, collect taxes, pay a large public debt, and regulate trade among themselves. They also had to deal with Indian tribes and negotiate with other governments. Leading statesmen, such as George Washington and Alexander Hamilton, began to discuss the creation of a strong national government under a new constitution. The United States is a republic that operates under a federalist system. The national government had specific enumerated powers, and the fifty states retain substantial endowment over their citizens and their residents. Both the national government and the state government are divided into three different branches, executive, legislative, and judicial. Written constitutions, both federal and state, form a system of separated powers. Amendment, in legislation, is a change in a law, or in a bill before it becomes a law. Bills often have amendments attached before a legislature votes on them. Amendments to the Constitution of the United States may be proposed in two ways: (1) If two-thirds of both houses approve, Congress may propose an amendment. The amendment becomes a law when ratified either by legislatures or by conventions in three-fourths of the states. (2) If the legislatures of two-thirds of the states ask for an amendment, Congress must call a convention to propose it. The amendment becomes a law when ratified either by the legislatures or by conventions in three fourths of the states. This method has never been used.The Federal Government is comprised of three branches: Executive Branch, the Legislative Branch, and the Judicial Branch. The executive branch includes the President the vice President, the cabinet and all federal departments, and most governmental agencies. All executive power is vested in the President US Const. Art. II, sec 1, cl. 1, currently Bill Clinton, who serves a four-year term. The President is the commander in Chief of the military US Const. Art. II, sec 2, cl. 1, and has primary authority over foreign affairs. The President has the power to make treaties, but only with two-thirds of the US senate US Const. Art. II, sec 2, cl. 2. The President of the US has the power to nominate all Supreme Court Justices, all other federal juries, ambassadors, and all other officers of the United States. The President had the jurisdiction to veto legislation. The vice President is the President of the Senate. The Vice President serves the same four year term as the President. The President is the head of the thirteen government departments. These departments are not listed in the constitution and have varied in name and in number over the years. Currently they are the DEPARTMENTS OF STATE, TREASURY, DEFENSE, JUSTICE, INTERIOR, AGRICULTURE, COMMERCE, LABOR, HEALTH AND HUMAN SERVICES, HOUSING AND URBAN DEVELOPMENT, TRANSPORTATION, ENERGY, and EDUCATION. The heads of each department form the cabinet, which is the highest advisory group to the President. The executive branch also includes dozens of government agencies. There is a difference between departments and agencies. Agencies have a very specific purpose while the departments are more broad. Heads of any governmental agencies are not members of the cabinet. All federal legislative powers are vested in the Congress of the United States, which contain two chambers, a Senate and a House of Representatives US Const. Art. I, sec 1,. There are one hundred Senators, two from each of the fifty states. Senators serve six-year terms US Const. Art. I, sec 3, cl. 1. The House of Representatives has 435 members, the population of each state determines this number. Each state is granted minimum of one representative. Each representative serves a two-year term. The powers of Congress are specifically enumerated in the Constitution and include, among other things, the power to lay and collect taxes, duties, and tariffs. Congress also has the power to regulate commerce with foreign nations, among several states, and with Indian tribes.To pass a law, a bill must be passed by both the House and the Senate, and signed by the President. The President has the option of vetoing the legislation, but the Congress can override the veto with a two-thirds vote of both chambers. The Congress also has substantial powers in overseeing the activities of the executive branch. The House of Representatives has the sole power to impeach the President and other officers, and the Senate the sole power to try impeachment. U.S. Congressional committees may demand disclosure of information and require agency officials to testify before them. The Congress has also established the General Accounting Office (GAO), which evaluates executive branch activities and reports back to the Congress. Most GAO reports are public documents, which can be viewed upon request.Much of Congress work is done by Congressional committees. The number and scope of Congressional committees can change, particularly when political control of the chamber changes parties and when the jurisdiction of committees overlaps, as is often the case.Practically all the elections in the United States are the same, except the presidential election, which happens every four years. All political elections are based on two major parties, the democrats, and the republicans. Both parties have different beliefs and usually stick to them. "Honky" Book Report Essay Some countries use another rule of citizenship instead of jus solior in addition to it. This rule provides that the citizenship of children is determined by the nationality of their parents, no matter where the children are born. The right to citizenship in the country of ones parents is called jus sanguinis (pronounced juhs SANG wuh nuhs). This phrase is a Latin term that means right of blood. Canada, France, the United States, and a number of other nations grant jus sanguinis to children born abroad if one or both parents are citizens. Naturalization is the legal process by which foreigners become citizens of a country they have adopted. Each nation sets requirements that aliens must meet to become naturalized. For example, aliens cannot undergo naturalization in Canada or the United States unless they have lived in their new country for a number of years. On the other hand, Israel allows Jewish immigrants to become Israeli citizens the day they arrive under a rule called the Law of Return. Many nations naturalize only people who understand the rights and duties of citizenship and can use the national language. The United States and certain other countries require aliens to give up citizenship in their homelands to become naturalized. Naturalization usually takes place in a ceremony in which qualified aliens promise loyalty to their new country. In the United States, many naturalization ceremonies take place on Citizenship Day, September 17. Treaties or the passage of special laws may naturalize groups of people without the usual naturalization process. For example, an act of Congress naturalized the people of Puerto Rico in 1917. The United States had taken over Puerto Rico through the treaty that ended the Spanish-American War in 1898. Criminal courts decide the legal guilt or innocence of people accused of violating the law. The courts also determine the punishment for those who are convicted. Pretrial procedures. In most cases, the suspect is brought to court for a hearing within 24 hours after being arrested. At this hearing, called arraignment, a judge reads the charges against the defendant. The judge also reads the person his or her rights concerning a fair trial. The most important right of any defendant is the right to be considered innocent until proved guilty beyond a reasonable doubt. If the defendant pleads guilty to the charges, the judge may sentence the person immediately. If the individual pleads not guilty, the case goes to trial. The judge appoints a defense attorney to handle the defendants case if the accused person cannot afford a lawyer. The judge decides whether to keep the defendant in jail until the trial or to release the person on bail. The defendant or another person puts up bail to guarantee that the accused will return to the court to stand trial. A defendant who cannot put up bail must stay in jail until the trial. The courts cannot require bail so high that no one can furnish it. But the judge may deny bail to a person considered likely not to return for trial. Some states also prohibit bail for individuals who are accused of such serious crimes as espionage and murder. Cases involving less serious crimes, such as disorderly conduct or driving without a license, may be completed in a single court session. In these cases, the judge hears the testimony, decides the guilt or innocence of the defendant, and sentences the guilty. Cases of murder, kidnapping, or other especially serious crimes may be presented to a grand jury. This panel, which consists of 16 to 23 citizens in most states, decides if the evidence against the defendant justifies bringing the case to trial. The purpose of the grand jury is to protect the defendant from being accused of a crime with insufficient evidence. Many cases are settled by plea bargaining. In this procedure, the accused agrees to plead guilty in exchange for being charged with a less serious crime or being promised a shorter prison sentence. About 90 per cent of all defendants plead guilty, most of them through plea bargaining. The trial. When a criminal case goes to trial, the defendant chooses to have it heard either by a jury or by the judge alone. In most states, a trial jury consists of 12 citizens. However, the juries in some states may have as few as 6 members. The jury or judge hears the evidence for and against the defendant and then reaches a verdict. If the individual is found guilty, the judge pronounces sentence. If the defendant is found not guilty, he or she is released. In most cases, the judge determines the sentence for a defendant convicted of a crime. The judge imposes punishment that he or she feels will best serve both the offender and society. Laws may provide a maximum and a minimum sentence according to the crime involved. In some cases, the recommendation of the jury determines the sentence that may be given to the offender. The judge may put a convicted offender on probation to protect the individual from the harmful effects of being imprisoned with experienced criminals. A lawbreaker who is on probation remains free but must follow certain rules. A probation officer assigned by the court supervises the individuals conduct. A probationer who violates any of the rules of his or her probation may be sent to prison. Some judges require offenders to repay their victims, either with money or by working for them without pay.