Do You Think Footballers Deserve Free Essays

Despite the fact that fighters offer an increasingly significant support. All footballers do is kick a ball around a field and groan that they don’t get sufficiently paid while fighters are over in another nation taking a chance with their lives to secure our own going through months on end away from their families. This happened to my more seasoned sibling he was sent on a voyage through Afghanistan for nine months and he missed the introduction of his child (his first words, his initial steps) he even missed our moms passing and memorial service. We will compose a custom paper test on Do You Think Footballers Deserve or on the other hand any comparable point just for you Request Now Footballers don’t need to do that they can simply leave preparing in the event that they have a crisis! A few people believe that when officers join to join the military they comprehend what they are getting not and its their own decision and they aren’t being constrained into the military. I think these individuals are unfeeling. Furthermore, I accept that the cash footballers get paid could be put to all the more likely use. In the Premier League alone around 200,000,000 pounds are spent on players’ pay rates every year! With that cash you could change some of Africa into a first world nation. You could give them appropriate lodging, clean interminable flexibly of water, power, schools, clinics and particularly occupations. Some may state that footballers do provide for a noble cause and as of now give cash to those things yet hello don’t give a lot; they could in any case give much more! There are some entirely altruistic footballers, for example, Tidier Dragon who burned through 3,000,000 pounds of his wages to building an emergency clinic in his old neighborhood of Abidjan, Ivory Coast. Be that as it may, there are other people who give nothing. One man can’t change the world! Another motivation behind why numerous players shouldn’t get paid so much is on the grounds that a large portion of them simply squander it. Karri Benzene is a genuine model, he purchased a chrome 3,000,000 pounds Budgets Everyone super game which he scarcely employments. Huge numbers of them purchase dumb silly things that aren’t even significant or they do what needs to be done as a joke like one footballer purchased an Oxbow one to make sure he could lose it an overhang another purchased a Lampooning Reverent for one million pounds so he could explode it. Others may accept that it is their cash and they can do with it what they need however they ought to be progressively capable! They could give some cash to noble cause or save it in reserve funds for when they resign. Indeed, even accomplish something beneficial for their family! Besides, a few footballers don’t merit it since some Of them are simply terrible individuals like the conspicuous Luis Square, who bit Atman Baked while playing for Ajax against SSP and he yet Barbarian Avionic while playing for Liverpool against Chelsea! He likewise bit Giorgio Chilling at the world cup for Uruguay against Italy. Notwithstanding this savage lead he was supremacist to Patrice Ever by declining to shake his hand, is this man is a decent good example for kids? Does he truly have the right to acquire thousands every week? Another model is a star Brazilian footballer who tormented and slaughtered his paramour at that point took care of her dismantled body to his pet Arteriole’s. Goalkeeper Bruno Fernando De Souza who was tipped to play for Brazil in the 2014 World Cup, is blamed for killing model Elise Samurai to abstain from paying youngster support after she brought forth his affection kid. The most effective method to refer to Do You Think Footballers Deserve, Papers

Blog Entry Free Essays

Aside from the typical things that accompanies this class, I can’t help now and again to refer to things that I truly like and the things that very incense me off a piece in some cases. These things I like prop me up through endlessly with my typical life here in the college and the things I don’t like are the ones that advise me that, better believe it, I can’t have everything. I truly like conversing with individuals. We will compose a custom article test on Blog Entry or then again any comparable theme just for you Request Now I truly like the inclination that I become acquainted with various characters as I go on through this class every single exercise. Composing my musings is one thing I don’t like nonetheless. I truly think that its troublesome every single time I needed to compose, something like this. It’s like I generally wanna talk as opposed to pushing each console tab in my PC. I likewise don’t like seeing red or green lines each time I compose! It’s so baffling of an inclination to see a torrent of lines going under every one of my work now and again, particularly now and again that I’m packing to polish off an exploration paper to comply with a time constraint. The lines are there to help definitely, however I surmise help ought to likewise know when and where not to support me with the goal that I could even now be in the state of mind to do the things and discount at that point well. Consider it, given that I don’t like to compose a lot of my contemplations, the amount more if I’d see red and green lines under each word I type. That thing is so appalling, I just don’t very like that. Anyway, there could likewise be different things to be enjoyed about in this class, one of that is having the inclination of being allowed to do just precisely what we need, the manner in which we need it. I don't figure anything could be more energizing than that, I surmise a portion of the perusers of this paper recognize what I mean yet better believe it, we generally need to carry on reasonably still. Though, it is continually energizing of an inclination to in any case carry on honestly. Something else I don’t like is observing an excessive amount of requests and rules in school and at home. It causes me to feel that I was destined to simply follow orders. Then again, defying these guidelines now and again is something I truly like on the grounds that veering off now and again just gives me the rushes and the demonstration of being gotten can generally be energizing. To summarize everything, I could state that dominant part of the things that I like are those that causes me to feel that I am allowed to do what I need and for those that I don’t, they simply cause me to feel disappointed and also, stupid. Instructions to refer to Blog Entry, Papers

Corporate Social Responsibility always adds value to the brand Essay

Corporate Social Responsibility consistently increases the value of the brand - Essay Example In the case of responding because of companion weight or as a result of essential human tolerability, organizations that decide to execute corporate social obligation activities improve their picture and increment their image esteem. This expands their upper hand and can improve their picture subsequently pulling in capable or gifted laborers who may wish to be employed by regarded organizations. The improved picture will likewise decidedly influence the engaging quality of the organization’s products or administrations. In all conditions, CSR activities that are intended to improve the network or save the earth create natural just as social worth, while at the same time supporting the organization’s corporate targets, improving associations with all partners, and lessening in general expenses. In present day times, the pattern of social cognizance is influencing each aspect of open life. The business scene has especially been affected by the thought of offering back to the network that has given its help. Being socially cognizant fundamentally has to do with having extra responsibilities other than simply meeting monetary authoritative targets. The push for organizations to take on more socially-related duties has created an observable change in hierarchical partners like laborers, clients, contractual workers, and investors in many businesses. This is on the grounds that these partners are generally vested in guaranteeing that their brands stay in the brains of present customers just as potential clients. For brands to be attractive in Western countries today, they must be connected to some sort of socially cognizant plan. Associations can no longer make enthusiasm by characterizing their brands as far as their capacities or capacities; they additionally need to incorpora te socially related, naturally related, or socially-related articulations in their showcasing messages in

What is a Speech Find Out the Answer

Perhaps, everyone has seen famous people addressing a large audience.   It can be Presidents speech, Leonardo DiCaprios speech after receiving the Oscar, or popular TED talks. At the first thought, it may seem obvious that everyone can master public speaking. However, it is not enough to have the ability to speak to interact with the audience. In order to prepare a good speech, it is necessary to know what is a speech and define its purpose. Moreover, a number of steps require being done in order to make a speech effective. Being aware of what is a speech, its types, elements and how to develop a good structure are the most important in making a speech successful. Defining a Speech A speech is a formal address delivered by a speaker to the audience. The primary task of a speech is not only to share knowledge but to share some new ideas and thoughts, influence the listeners’ points of view, and motivate them to perform certain actions. Delivering speeches is an art that requires considerable efforts. The speaker should have profound language skills, he/she should be confident, and make the speech well-structured. Before discussing some pieces of advice on how to deliver an effective and interesting speech, it is worth to mention the main types of speeches. Types of Speeches Generally, there are three basic types of speeches: the informative, the persuasive, and on the special occasion. The type of speech depends on the aim of the speaker. The central topics of informative speeches are historic or current events, people, processes, objects, and facts. Persuasive is the type of speech that most people are engaged in. This type of speech may be anything – from arguing about politics to motivating people to engage in sports activities. The third type of speeches, on a special occasion, include valedictorian, graduation, commencement, wedding, funeral speeches. In addition, one may identify entertaining and demonstrative types. The speeches of the first type are aimed at entertaining audience and of the second type – at teaching. One can also identify different types of speech delivery. Namely, there are four of them: impromptu, extemporaneous, manuscript, and memorized. Impromptu speeches are delivered without a preliminary preparation. Extemporaneous speeches, as well as impromptu, are not prepared beforehand but the speaker uses notes while delivering a speech. When delivering a manuscript speech, a speaker reads the full transcript. If the speech is memorized, the speaker pronounces everything learned by heart. Tips on Writing and Delivering a Good Speech Make a speech memorable using various stylistic devices, such as parallelism, chiasmus, metaphors, similes; Develop a good structure so that there are logical connections between different parts of speech; Chose the right tone, which is appropriate for your target audience; Include your personal experience or examples from the real life; Use as many transitions as possible because it helps to catch the listeners attention. For instance, a rhetorical question, such as â€Å"What does it mean?† or â€Å"So, what do we have to do?† followed with a pause makes listeners anticipate and get interested; Try not to stand still, use facial expressions and gestures. To sum up, delivering a successful speech requires a lot of effort to be made. The speaker should only share information, ideas or thoughts. He should be able to present information in the form that makes it interesting for each listener. Using all these pieces of advice will help to make your speech informative and unforgettable.

Jetblue Airways Managing Growth Essay - 2204 Words

Jet Blue Airways; Managing Growth 1. Jet Blue ´s Business- level strategy; value and cost drivers Jet Blue uses to create and maintain ist competitive position Founded by the discount airline veteran David Neeleman in 2000, JetBlue Airways has quickly become one of the largest discount airlines in the United States. Starting primarily by serving the East Coast, the airline has since expanded throughout the country and entered the international market. The reasons for its early success are numerous: JetBlue entered the market with one of the largest levels of liquidity of any start-up airline; it met the needs of customers’ whose primary concerns are price and route; and it successfully defined its brand and differentiated itself†¦show more content†¦Therefore, Southwest as well as Jet Blue are considered as low cost carriers (LCC). Jet Blue offers fares up to 65 per cent lower than legacy competitors. Jet Blue Airways positions itself by connecting large, typically northeastern, US cities with warmer cities in the southeast. Jet Blue ´s emphasis is like Southwest ´s on low fares and point to point transportation. Jet Blu e entered the market like Southwest with only one machine, the A320. In this way they could ensure serving a variety of medium- and long-haul routes and numerous overnight flights. Jet Blue could also standardize its training and servicing processes around the aircraft. This allowed them to gain flexibility in scheduling and capacity management. Another feature for customers to make travelling with this airline more attractive are added comfort features such as assigned seating, leather upholstery and satellite TV on individual screens in every seat. Their key principle was that flight cancellation should be avoided at all costs. In 2005, Jet Blue broadened their portfolio in entering the market of medium-sized cities, which was served only by regional airlines. They entered this market using a new midsized aircraft called E190. In launching this new machine, they were able to use synergy of combining the A320 and the E190 profitably while serving now smaller and bigger airports. Th is portfolio mix gives Jet Blue a yet matchless, strategic competitive advantage compared to the other airlines.Show MoreRelatedJetblue Airways : Managing Growth3213 Words   |  13 Pages JetBlue Airways: Managing growth Situation Identification: †¢ The growth rate of JetBlue should be slowed down under the circumstance of insufficient cash flow and increasing fuel price. †¢ Decisions needed for whether to keep dual fleets A320 and E190 or not. †¢ Enhanced information system needed for JetBlue in case of future â€Å"Valentines’ Crisis†. †¢ Customers’ bill of rights should be introduced and developed in depth. Summary: Jet-blue Airways is American low cost airline head quartered nearRead MoreJetblue Airways: Starting from Scratch - Case Analysis Essay1125 Words   |  5 PagesExecutive Summary JetBlue Airways, the latest entrant in the airlines industry has gone through the initial stages (entrepreneurial and collectivity) of the organizational life cycle rapidly under the successful leadership of David Neelman. JetBlue Airways is currently in the formalization stage of the life cycle where in it needs to create procedures and control systems to effectively manage its growth. Also as it proceeds to grow further to reach the elaboration stage, JetBlue needs to continueRead MoreJetblue Airways: Starting From Scratch - Case Analysis Essay1121 Words   |  5 PagesExecutive Summary JetBlue Airways, the latest entrant in the airlines industry has gone through the initial stages (entrepreneurial and collectivity) of the organizational life cycle rapidly under the successful leadership of David Neelman. JetBlue Airways is currently in the formalization stage of the life cycle where in it needs to create procedures and control systems to effectively manage its growth. Also as it proceeds to grow further to reach the elaboration stage, JetBlue needs to continueRead MoreJetblue Essay1552 Words   |  7 Pages2) What different approaches can be used to value JetBlue’s shares? 3) At what price would you recommend that JetBlue offer their shares? Potential Questions to be addressed in report submission * What is an Initial Public Offering and why is it such a big deal? * Is going public, particularly at the time they did, a good idea for JetBlue? * What do you believe JetBlue stock is really worth? * Does the financial forecast in case Exhibit 13 seem reasonable? * What areRead MoreJetblue Case Study Essay970 Words   |  4 Pages1. Describe the â€Å"JetBlue Experience.† How is it related to the company’s overall business strategy? With the JetBlue Airways experience, passengers enjoyed free amenities such as watching live satellite TV, listening to XM satellite radio, brand name snacks, coffee and drink. Passengers can also experience paperless ticketing, assigned seating with more legroom. These experiences have helped to streamline JetBlue’s business strategy as being the best customer service in the airline industry. Read MoreJet Blue Airways1881 Words   |  8 Pagesï » ¿ Jet Blue Airways DeVonne Boler Christina Brown Terrel Davis I. Problem Statement Jet Blue Airways owner, David Neeleman, understands the difficulty that comes with trying to break into the airline industry. Being as though the airline industry is expensive, will David Neeleman be able to start an airline that has low ticket costs, technology driven, and customer friendly atmosphere while still competing with other airlines? II. Analysis Jet Blue Airways was first introduced inRead MoreJetBlue Airways IPO Essay1141 Words   |  5 PagesJetBlue Airways IPO In April 2000, JetBlue first started in New York City’s John F. Kennedy Airport. Even after the 2001 terrorist attacks, company remained profitable and was growing aggressively. To support their growth and offset portfolio losses by their venture capital investors, management was ready to raise additionalRead MoreValue Added Markiting4538 Words   |  19 PagesUse the case study on Blue Jet Airways to perform the 6 following tasks ABP Level 7. PgDBM Value Added Marketing Assignment 1. Understand market value from different perspectives in an organisation of your choice. You|Learning outcomes|| may use examples of organisations you have worked for or you are familiar with.|and assessment|| ||criteria|| |||| 1(a)|Explain the nature of value added marketing with regard to tangible and intangible|1.1|| |dimensions.||| 1(b)|Illustrate how serviceRead MoreJetblue Airways Ipo Valuation3506 Words   |  15 PagesRunning Header: JetBlue Airways IPO Valuation JetBlue Airways IPO Valuation Borislav Belenov, Wade Brashear, Jamie Clausen, Paul Collier, Nicole Hagan and Melissa Lein Managerial Finance Chadron State College Professor Steve Stoner May 2009 David Neeleman is the founder of JetBlue Airways, which began under the name of â€Å"New Air† in 1999. Many JetBlue executives were previously employed by Southwest Airlines, a competitor in the area of low cost travel. However, Mr. Neeleman’s vision wasRead MoreQuestions1478 Words   |  6 Pagessegment? If so, is its advantage sustainable? Discuss the sources of competitive advantage and use the VRIO framework to evaluate True Religion and its major competitors. JetBlue Airways: Managing Growth The JetBlue case gives students the opportunity to apply concepts in cost leadership. At the time of the case, JetBlue has enjoyed a meteoric rise to success in the airline industry by coupling a low-cost strategy while giving customers the sense that they are actually providing better features

Compare Chapter One of Great Expectations, in which Pip...

Compare Chapter One of Great Expectations, in which Pip first meets the convict, with Chapter 39 when he returns. Pip Pirrip is our main character of the story ‘Great Expectations’ by Charles Dickens. From what we’ve read in chapter one, we have found out that he is an orphan living in Kent with his older sister and her husband, Joe Gargery. We are not sure about his age but we can guess that he is around eight years old. He meets an escaped convict by the name of Magwitch, who asks him to bring some food and a file so he can escape from the shackles at his feet. Later in the book, Pip inherits a lot of money and moves to London where he is educated and meets an old friend. But one night an old stranger by whom he doesn’t†¦show more content†¦The convict, Magwitch, is very similar to Pip in a sense. We again don’t know much about his parents, i.e. Pip’s being dead and hardly mentioned and Magwitch’s not mentioned at all, both uneducated and poor. Dickens creates the feeling of Magwitch being dangerous in a sort of way and persuasive because Magwitch told Pip that he would get someone to kill him if he didn’t meet the requirements. Magwitch is a very mysterious character because we don’t know his name till further on in the book creating a sense of anonymity. If Magwitch is uneducated, also he could be dangerous in a sense of that his dangerous personality put him in this position in the first place. We can tell that Magwitch is uneducated by the language he uses; he talks in slang with a colloquial expression: â€Å"Who d’ye live with? Supposin’ you’re kindly let to live†. His English is also very informal which also shows that he is uneducated as he has no manners and is not polite to people he doesn’t know, whereas Pip is polite and he treats the man with respect, despite him being a criminal. Dickens reveals that at the times of when the book was written, many people were uneducated and very poor. Only the rich were allowed to be educated and live happily, but the poor were seen as scum and were living in poor conditions, like the convict. We can see this from the English Magwitch uses and the English that Pip uses. Even though they are both uneducated, weShow MoreRelated Attitudes toward Victorian Society in Great Expectations by Charles Dickens1156 Words   |  5 PagesGreat Expectations Explore some of the ways in which Dickens’ attitudes to Victorian society are presented in the opening chapter of Great Expectations. For this essay I will be focusing on the opening chapters of Great Expectations, a novel written by Charles Dickens. I am going to consider the Victorian society at the time and dickens’ use of language to express themes, settings and characters. Charles Dickens wrote this story in the Victorian times. Hence we seem to think what ‘does heRead More Charles Dickens Great Expectations Essay1740 Words   |  7 PagesCharles Dickens Great Expectations In chapter eight Dickens begins with a detailed description of Satis House, we are given a vivid idea of what is in store for Pip right from the beginning. The language and phrases used emphasise the darkness and forbidding nature of the house. When Pip first enters the house he describes it as having, old bricks, and dismal, and had a great many iron bars to it. Some of the windows had been walled up; of those that remained, all the lower were rustilyRead MoreChapter One and Thirty Nine of Great Expectations Essay1814 Words   |  8 PagesCompare chapter 1 of Great Expectations, in which Pip first meets the convict, with chapter 39, when the convict returns. Charles Dickens is considered to be one of the greatest English novelists of the Victorian period. This greatest of Victorian writers was born in Landport, Portsmouth, on February 7, 1812. His father John worked as a clerk in the Navy Payroll Office in Portsmouth. It was his personal experience of factory work and the living conditions of the poor that created in DickensRead MoreDickens Great Expectations1378 Words   |  6 PagesDickens Great Expectations In this essay, I will compare the presentation of Pip as a young boy with that of Pip as an adult in Great Expectations. This novel is about a young orphan boy Pip who is given great expectations, when an unknown benefactor gives him money to become a gentleman. In the process he travels to London, deserting the people who care for him. This is a typical Victorian novel in that it has sentimental deathbed scenes such as Magwhichs which is aRead MoreGreat Expectations Essay5691 Words   |  23 PagesDerick Sackos Great Expectations: Chapter 1 Questions 1. The novel is written in what point of view? – The novel is in 1st person. 2. Where does the opening scene take place? – It takes place in a churchyard. 3. What is Pips full name? – Pip’s full name is Philip Pirrip. 4. Where are Pips parents? – They are dead and buried in the churchyard. 5. With whom does Pip live? – Pip lives with his sister and her husband. 6. What does Joe Gargery do for a living? - Joe is a blacksmithRead More Sympathy for Pip in Great Expectations by Charles Dickens Essay2049 Words   |  9 PagesSympathy for Pip in Great Expectations by Charles Dickens problems with format    Great Expectations is a novel in which each character is a subject of either sympathy or scorn.   Charles Dickens implies through his use of guilt and suffering that Pip is a subject of sympathy.   Frazier Russell wrote that in Great Expectations the protagonist (through his suffering and disappointment), learns to accept his station in life.(   Also through Pips suffering comes the sympathy the reader feelsRead Morecompare miss Havisham and Lady Macbeth1298 Words   |  6 Pagesï » ¿Compare the presentation of Lady Macbeth and Miss Havisham. Explore how Shakespeare and Dickens present them as disturbed women. Disturbed is a definition of someone who has emotional or mental problems; both Lady Macbeth and Miss Havisham are presented as disturbed characters in one way or another. These two leading women both have characteristics that were not stereotypical of woman at the time periods that the play and the novel were set in; making them immediately appear strange to the audienceRead MoreAnalysis Of Charles Dickens Great Expectations3684 Words   |  15 PagesOlivia Smith Mr. Oravec AP Literature and Composition 27 January 2014 Analysis Charles Dickens’ Great Expectations â€Å"And as to the condition on which you hold your advancement in life—namely, that you are not to inquire or discuss to whom you owe it—you may be very sure that it will never be encroached upon, or even approached by me, or by any one belonging to me.† (Dickens, 177). This excerpt foretells the main theme of the novel, Pip’s journey of self-improvement. The main theme of the novelRead MoreThe Outsiders By S. E. Hinton1718 Words   |  7 Pagestogether. The unofficial leader of the greasers, he becomes a dad figure for Ponyboy. He also makes good chocolate cake, which he and his brothers eat every day for breakfast. The other greasers call him â€Å"Superman.† 4. Cherry Valence- Soc cheerleader Ponyboy meets at the movies. Cherry’s real name is Sherri, but people call her Cherry because of her red hair. Ponyboy and Cherry have a great deal in common, and Ponyboy feels comfortable talking to her. Cherry is both offended and intrigued by her encounterRead MoreAnalysing the Female Characters in Henry James Fiction Essay3987 Words   |  16 Pagesor less to control’ Discuss James’ representations of ‘places’ for women in his novels. There is an impressive range of female characters in Henry James’ fiction. Drawn to the world of wealth and leisure as a subject, a world which was at the same time, ironically the context for his own hermetic labours as a writer, James perhaps inevitably came to concentrate on the feminine. Correspondingly, most of his male characters seem to be concentrating on women too.

Critically Evaluate the Concepts of Professionalism and Accountability in Lls and Process of Evaluation, Quality Assurance and Quality Improvement. free essay sample

Part 1 Introduction 500 (lo 1 2) Critically evaluate the concepts of professionalism and accountability in lls and process of evaluation, quality assurance and quality improvement. Provide clear definitions of these key issues and how they affect the teacher. Comment on different documents on professionalism and what they have to offer. Identify and comment on key issues of professionalism conduct and accountability in the life long sector. Professional identity, according to Bucher and Sterling, (1977), is defined by ones skills and knowledge and also the work one is involved with. Professionalism has been a term rarely associated with those within the FE sector due to the wide range of entrants, which includes the differing backgrounds in industry along with the varied level of teaching qualifications held by employees. Macdonald, (1995) argues that this diversity in FE is believed to have created a weak professional boundary, in sociological terms and therefore making it difficult to accredit a professional code of practice. Definitions of professionalism tend to emphasise key words, such as professional knowledge, autonomy and responsibility. Furlong et al (2000) believe that a professional would need to be autonomous to make own decisions and judgements, but that such decisions are made responsibly. Robson, (2007) argued that to be a professional then you must be guided by some form of professional code of conduct that contain specific standards and values that make members accountable for their behaviour. Therefore one must be responsible for their actions both in the context of their profession and also within ones dealings outside. This is especially of importance when one is working with education and decisions regarding students trust and confidentiality. Furlong et al, (2000) maintains that students should be at the heart of decisions made and that a high level of trust is of paramount importance in maintaining professional standards. Teachers in FE come into the sector with knowledge from industry, but do not always have the expertise to teach it to others. The problem with this can be that those who have come with specialist knowledge may not fully engage with the teaching side of it, wrongly believing that knowledge alone is enough to get them ahead in the FE sector. Tipton, 1973) Experts in certain subject fields are not always the best teachers and according to Robson, (2006) they can also be the ones who are most reluctant to take part in further teacher training. Yet training as a teacher is essential in attaining professional teaching status and in developing what is known as dual professionalism, meaning that you are up to date in teaching and subject knowledge. The sector, however is changing and Teachers in the post compul sory sector now have to undertake teacher training and be awarded QTLS status, and thus attain a professional role in FE. This was brought in from September 2007 and was welcomed by the IFL in its attempt to reinforce a professional identity to teachers in this sector. As noted earlier, one aspect of being a professional is being accountable for your actions and also being open to scrutiny from other professionals. The IFL have their own code of professional practice, which includes Reasonable care and responsibility to the institute’s condition of membership. They also have a very detailed system of dealing with complaints about professionals who are out of accordance with the code, emphasising the other important aspect of being a professional, which is being able to suspend or remove you from the professional body. Johnson (1972) believed that professional bodies can carry with them negative connotations, such as being out to protect themselves and their interests, the IFL suggests otherwise, instead protecting the sector in which they operate. The IFL have brought in the new LLUK standards that teachers need to attain to be given the QTLS. These replace the previous FENTO standards, which came under much criticism and were accused of not being fit for purpose by OFSTED. The LLUK standards offer the ability to be easily assessed and are observable. They ensure that student teachers acquire a dual professionalism, learning from a subject specific mentor and guidance from Tutors from their course. This benefits the teachers and ensures they are prepared, not only with the subject knowledge, but how to deliver it to others. Attaining QTLS status not only gives you a teaching qualification but it also ensures those who have such status continue to develop both their teaching and their subject specialism through guidance, support and other CPD activities within the work place. It also make certain that teachers are accountable for their own skills and actions in the classroom, which in turn would offer them more autonomy within their professional lives. By developing and enforcing professional standards within FE, society will view the sector with more respect, viewing charted status as a sign of the quality that has been lacking in the past Part 2 case studies 1200 (lo 4) Detailed case study that follows 2 different students and their experience. 2 students that have notably different experiences in order to evaluate your role and engagement in the quality assurance on their experience. Discuss how their personal and social development may contribute to the community they live in. Student A is male and started his further education journey straight from high school at 16 years old, where he was set on going to college to increase his job prospects. He had a variety of different career prospects he would like to pursue, which included Police officer and Primary school teacher. He is one of very few males studying within Health and Social care, which is often viewed as a ‘Female’ subject due to the focus on care in different stages of life. Though he liked the look of the syllabus and the variety of subjects covered. Student A applied to both KGV and Southport College to do a BTEC first diploma in Public Services. Advice was offered by teachers at high school and KGV recruitment staff to apply for this level as his grades were low and e was not expected to get straight onto the National diploma. Though after GCSE results day he changed his mind with some guidance from the recruitment team at KGV and opted for the Health and social care BTEC first. This was due to it’s diverse content and diverse subject matter. This left his options open for choosing either BTEC national in Health and social care or Public ser vices if he passes the course and achieves his GCSE grade C in Maths. Student B applied to KGV after a 2 year gap from education and entered KGV after her 18th birthday. Student B finished high school with low GCSE results and started a BTEC first course in ICT at Southport College, but dropped out after 3 months of the course, insisting she had chosen the wrong course. Student B was interviewed separately after sending a letter of application to KGV, as she was not in education. Student B was offered a place in BTEC first Health and Social care, due to it having some units that were appealing and the fact that it would enable her to get onto a higher level course the following year. Students within college are contributing to their community through educating themselves with the potential to train in careers that have benefits to their own lives and those around them. Those educated would be more likely to make better choices and advance on to higher education, thus not adding to the rising amount of people out of work and claiming Job seekers allowance. At the beginning of the course during the Induction phase, students were asked to answer questions on themselves including careers, what looking forward in the course and of potential problems. Student B discussed her worry about the stress of combining her work out of college and her work within college. At this time she was living with her boyfriend and had to bring in rent each month. Students were warned about taking on too much work outside of college and signed an agreement to attend all lesson s and only work a maximum of around 8 hours a week. She was already exceeded this number and had agreed to try and reduce her hours. (Further information on Induction is offered in Appendix 1) During the induction week both students completed all work to a high enough standard to not warrant any specialist intervention. If extra help was needed the students would be reassessed by learning support and provided with additional help if needed. During the 3rd week of teaching Student A experienced some bullying within the class from two female students, who made jokes at his expense. Equality in the work place is part of Domain A from the LLUK standards, which aims to ensure that the classroom remains a safe and comfortable working environment for all. In order to fulfil my professional role I took the students out of the lesson at the end and explained what they had done, how unacceptable that behaviour is and the college policy on bullying. They later apologised and student A became more comfortable within the classroom. Discussion was had with Student A to ensure no further upset was caused. Later discussions with my mentor on the matter supplied me with alternative ways of dealing with said students. Student B was completing work on time, which was of a good quality up until half term and then her attendance began to slip dramatically. After 2 weeks of no contact with college, despite college trying to get in touch with her, she finally came back. It was discovered that her friend had been killed in a motor biking accident, she had split up with her live in boyfriend and was forced to move to a flat on her own. Within Domain F of LLUK standards offering support or directing towards appropriate support is part of being a professional in the FE sector. It was partly my responsibility to ensure the right staff got in touch with student B to offer support and help her in her crisis. Learning support staff were contacted and regular meetings were set up to help with college work and also offer advice on becoming a solo student and emotional support. Deadlines for coursework were extended with permission from the department head. Members of staff in FE have to deal with a increasingly wider job role that includes safe guarding of students under their watch, taking more responsibility for students within their proximity and being responsible for reporting any issues. This also relates to the ‘Every child matters’ Green paper and Children Act 2004, which covers; Physical and emotional well being and protection from harm and neglect. Here I had to consult my mentor in order to learn about dealing with such situations and how to report it in the future, to fulfil my professional role. Student A began to flourish within the class and produced solid Merit work, he was consistently on time with all work and had perfect attendance. He also gave regular feedback on sessions, even emailing after lessons he really enjoyed. This gave me immediate feedback on teaching and providing me valuable information on the quality of teaching from the students view. With Domain B on learning and teaching it is my professional role to inspire and create a working environment that is educational and includes all learners. This was my aim in each lesson and though it is difficult to inspire if the student is not attending. Student B became later with course work and began to miss appointments with support staff and myself. She missed important meetings on progression and student reviews. This was discussed amongst learning support staff and heads of department, resulting in warnings being given and attendance targets being set by SMT. Assessment for the BTEC course involved regular pieces of course work to be submitted, which were marked with appropriate feedback and an opportunity to increase the marks achieved. The course work was verified by the Pre advanced course leader and was marked by myself and internally verified by the head of department. This linked with Domain E on assessment, which makes sure assessment is fair and at a consistent standard along with offering students constructive feedback to learn from and advance their learning. Student A used the assessment to better himself unlike student B who would give in assignments late, without appropriate cover sheets and not turn up for feedback and so would not re submit course work. This limited her chance of achieving her target grade of a Merit. (For further information on Assessment see Appendix 2) Student A is currently at interview stage to try and get on to AS levels, although his grades are good, they do not fit the colleges grades for advancing on to As level, which includes A Distinction in coursework, GCSE grade C in Maths and English along with two other GCSE results at a grade B. Student A will definitely continue on with the college, but is being given advice on following either Public services or Health and social care national diploma. I have sent him to careers in order to get the most information he can to make the right choice for his future career, again demonstrating professionalism within Domain F in the work place. He will also be interviewed by the pre course assessor to guarantee he is making the appropriate choice, and sent a letter of acceptance sent out shortly after. Student B received final warnings about commitment and attendance and was eventually removed from College after Heads of department showed concern for her ability to complete their course with an attendance of only 40%. This could reflect badly on the recruitment team, as they knew she had dropped out before on a number of times and showed signs of prioritising outside activities over college. Though some of the personal problems would not necessarily have been apparent from her interview. However it is important that students are offered chances to try again and get the qualifications they need. Part 3 organisational processes 800 words (lo 3 5) Evaluate how the principles of evaluation, quality assurance and quality improvement are applied within the organisations programmes, summarising how they impact on the experience of the learners. Provide evidence of your own participation in qa/qi systems and evaluate the benefits in terms of improving your own professional practice. Identify how qa process underwrites your compliance with statutory requirements within your curriculum area, e. g. equality and diversity, access, health and safety Management in the FE sector have come in to increasing pressure to adopt a more business like approach to the running of Colleges, with each institution focusing on the quality and effectiveness in relation to it’s competitors. This has increased the focus and importance placed upon league tables that compare pass rates and on the need to improve each and every year. Holmes, 1993) Such change of focus needs a Quality assurance system in place to keep each college ahead of it’s competitors, along with implementing QI when needed. (league table 2009 in Appendix 3) The QA strategies adopted by the college include observations and appraisals with goal settings. Although Ainley and Bailey’s (1997) found that some staff felt that such methods are a‘ invasion’ by management, taking away their au tonomy and making them feel untrustworthy. Even Avis (1996) states that appraisal is a method for management to police those below them. However Colleges need to ensure that staff that need it receive additional support and that the students have the right teachers in front of them for their own benefits. Appraisal is a key form of QI within the college, giving staff a voice and an opportunity to advance themselves professionally, which would have the added effect of improving the quality of the college and therefore benefit the students. Betts (1996) argues that appraisal should actually be a positive tool to identify staff that may be in need of extra help and CPD opportunities to increase equality amongst staff. I have found it to be valuable in increasing my skills within the college and improving my prospect for taking on new challenges. This also ensures that members of staff retain their QTLS status. Responsibility for QA within colleges has increased dramatically, with colleges being trained up in a way that they are able to assure their own standards with out as much interference from outside organisations. Even OFSTED do not give inspect in as much detail if the college has shown it self to be of a high standard, though the high college standards use the strict OFSTED criteria. Awarding bodies that offer BTEC and A level examinations are cutting down on the need for external QA assessment, which saves money for both groups. This in turn directs the responsibility back toward the staff at the institution, which previously was described as having less responsibility by Elliott, 1996. This also creates a more professional and competitive environment. Internal inspections are also used to look at the overall running of subject departments and are done once a year. Teachers are then brought in to discuss the Quality of their subject team and are given smart goals in which to improve upon. This takes in to account grades and pass rates, success rates and retention levels along with quality of material given to students. Scores are compared against previous years results within the college, but also the national averages. (See Appendix 4 for health and Social care SAR) My own experience of QA and QI within college comes from my regular observations for both attaining QTLS status and also from within the college to ensure I am at an acceptable standard. In both instances feedback is given to guarantee that I am teaching at a level that is expected within the college and offer advice and guidance in the aim of improving my own skills and knowledge base. Yet I was disappointed to not be offered further help to dealing with some issues raised by my Observer. The college also offers opportunities to observe other members of the Health and Social care team. This is a valuable tool for Quality improvement allowing the opportunity to learn from established staff and alter my own teaching in a positive manner. This not only improves my own skills, but also is beneficial for the College as the students gain a teacher with greater skills and experience. As a BTEC teacher I have to mark coursework and for my first time I was not given much guidance with my marking until an entire unit had been marked. The head of department internally verified the marking to check the standard and consistency of the results. I was pleased that only one mark was changed and was given extra advice on my next piece of marking. I have now been included with the BTEC meetings on marking and standardisation with the aim of going on a workshop at the beginning of next term. This enables me to offer more constructive feedback to my learners and help guide my teaching to benefit the students with their work. One BTEC meeting involved a senior member of Edexcel on the changes to the Quality Assurance mechanism for BTEC programmes from 2010. The aim was to bring an end to external Verifier’s within the BTEC programmes and place the responsibility on to members of staff within the college. Here a select group of staff will be responsible for verifying the other members of their team and is able to certificate the students. The aim is to improve QI with all staff and help standardise results through extra CPD within colleges. (Minutes from meeting Appendix 5) This change will benefit students as they will get better feedback, they should be able to get results back faster and students are less likely to get varied results and have to resubmit coursework. This means that the grading will be fair and consistent, leaving little doubt that examiners are getting ‘soft’ with marking. Also a standard verifier will randomly take samples of work from colleges to ensure the quality level is kept at the standard expected.