Thursday, January 30, 2020
The Protestant Ethic and the Spirit of Capitalism Essay Example for Free
The Protestant Ethic and the Spirit of Capitalism Essay Maximilian Carl Emil Weber (1864-1920) was a renowned German political economist whose works are still influential in the field to date. He is credited among the founder of the modern study of public administration and sociology. In his analysis on religion, Weber wrote an essay on The Protestant Ethic and the Spirit of Capitalism wherein he argued that religion has largely shaped the different cultures of the world, creating differences between the eastern and western cultures. It is religion, according to him, which brought about the spirit of capitalism and bureaucracy in the western political culture. Protestantism and capitalism are social aspects that intermingle at several places. Protestantism is often associated with revolution and anarchy. It refers to a form of Christian faith holding principals of reformation. Reformation is this context refers to the revolution in the Christian realm which happened ion the 16th century in protest against some principles of the Roman Catholic Church. The leaders of the reformation established the protestant movement to run parallel to the Roman Catholic Church. The term is not used in reference to any particular church, but for the group of churches excluding Roman Catholicism and Eastern Orthodoxy.            Early Protestantism was characterized by the acceptance of the Christian holy book as the only source of absolute truth. They believe in universal priesthood and that faith is the only justification of one’s relationship in God. It is therefore a sin to doubt God and the provisions poof the Bible.            Capitalism on the other hand is an economic system that believes in the free market mode of business. A capitalist society is characterized by minimum state intervention in economic activities. Capitalists argue for the control of the economy being effected by market forces, where an entrepreneur engages in a capital investment to earn profits. Morality in such cases is relegated as the businessman is strictly after profits. In such a society, people should work extra hard to harness the benefits an economic venture.            There is however no society that can be fully capitalist. In all societies, the government has to intervene to inculcate an orderly environment for business to flourish. It has to create order where there is none, and establish a society of understanding, not the state of nature argued by Thomas Hobbes where life is short, brutish and involves a war of all against all. A capitalist system encourages hard work. Individuals are competing against themselves, and a social welfare tendency is mostly a marketing strategy.            The bible is clear in support of capitalism. In the parable of the servant who was reprimanded because he did not invest the shilling he was given, Christianity is clear that people should be hard working and invest more. The bible goes ahead to say that whoever dies not work should not eat. This is the spirit of capitalism based on the principle of toiling and consequences of laziness faced by individuals and not groups.            It is argued that the spirit of capitalism is deep rooted in Protestantism. Many of the clergy came from commercial circles. A large number of the adherents of Pietism are former commercial bigwigs, and the probability that they are going to frame the economic policies to suit the capitalist environment is very high. It is notable that  many capitalistic entrepreneurs sprung from clergymen’s families. A good example worth mentioning is Cecil Rhodes.            Protestant churches were open to voluntary membership. This is a characteristic feature ioif a capitalist system, in whose advocates argue for freedom of choice and minimum government intervention, if it must intervene. This is different from the state sponsored European churches in Europe where Max lived. Any member could therefore be trusted in business, irrespective of the sect he confesses. However, misbehavior could cause excommunication.            In America, Weber also noted that the members of the protestant sect used to run the sects. This is at variance with the European model where the state appoints the pastors to rub these establishments, and therefore the pastor becomes a political appointee. The congregation insisted on preaching ethics as opposed to mere ideas of religious dogma. These were considered less important by the congregation at the time. Again members of the American church could replace corrupt or inefficient pastors on such basis.            With time, the influence of the church seemed to wane away, with secular institutions gaining strengths in society. These secular organizations were keen to accept members who exhibit a clear record. The members assured the strict adherence to these principles, and not the hierarchical structure of governance. Traveling salesmen had to have a label indicating them as members of a certain organization, for the sake of building customer confidence.            As Weber argues in his book The Protestant Ethic and the Spirit of Capitalism, the protestant reformation was the origin of ethical behavior for businessmen, and has effectively promoted the growth of capitalism. References Fischoff, E. The Protestant Ethic and the Spirit of Capitalism, Social Research, Vol.XI, 1944,    pp.62-68 Swatos, W. H. (ed) Time, Place, and Circumstance: Neo-Weberian Studies in Comparative       Religious History. New York: Greenwood Press. 1990 Swedberg, R. Max Weber and the Idea of Economic Sociology. Princeton: Princeton University Press.
Wednesday, January 22, 2020
Strategic Human Resource Management Essay -- Employment, Change Proces
Writing Assignment #4 Strategic human resource management can be defined as the linking of human resources with strategic goals and objectives in order to improve business performance and develop organizational culture that foster innovation, flexibility and competitive advantage. In an organization SHRM means accepting and involving the HR function as a strategic partner in the formulation and implementation of the company's strategies through HR activities such as recruiting, selecting, training and rewarding personnel (Sinha, 2007). This is the effective way of organizing the workforce by the adoption of a specific strategy, where employees' performance can help to achieve the planned organizational targets, such as increasing revenue or improving the profit margin. However, there is no common strategic human resource definition that fits every situation (Lotinggi, 2008). This paper will focus on strategic human resource management at Smarte Carte, Inc. and attempt to make a determination if the co mpany uses SHRM effectively or if there are areas where improvements could be made. Smarte Carte Inc., is a vending services company that specializes in unattended vending in four segregated markets: luggage carts for rent at airports, shopping carts and baby strollers at shopping malls, electronic locker storage at a variety of locations such as transportation facilities, ski resorts, theme and water parks, and massage chairs located in airports, malls, fitness centers, and now even Wal-Mart. They have operations throughout the U.S. and Canada and a growing presence in Australia and New Zealand. Smarte Carte’s corporate office is located in St. Paul, MN where they employ 65 employees while employing approximately another ... ...ing enough in internal training and compliance audits to lower their risk in expensive employee litigation. Two key strategies that Smarte Carte has implemented in the recent past is a greater reliance on expert outside legal counsel for fighting and resolving labor law cases and adding employment practices liability insurance to prevent or cap large settlements in labor law disputes. With employment law becoming an increasingly complicated dimension of the employment relationship, it is more likely that managers unversed in the changing aspects of laws may commit violations (Mello, 2011). The reality of it boils down to even when you’re correct and did everything right in handling an employee situation, it costs an organization a significant amount of money defending itself. Smarte Carte’s strategy for utilizing outside counsel and EPLI is a good strategy.
Monday, January 13, 2020
Inclusive Practice
Inclusive Practice Inclusive practice in education moves us away from ‘integration' and ‘mainstreaming' of learners, which was mainly concerned with separating those with a disability or ‘special educational needs' until they had reached the required standard for mainstream education. Inclusion is about the learner's right to participate and the teacher/ institutions duty to accept the learner as an individual. Inclusion rejects the separation of learners with disabilities from learners without disabilities; instead it promotes equality and respect for their social, civil, human and educational rights.From what I can see there are few totally inclusive schools but those that are, restructure their curriculum so all can learn together without discrimination. Some key reports that have changed the face of education over the last decade and a half are: â€Å"Inclusive Learning†(1996) a report by John Tomlinson, was the result of a three-year enquiry into the ed ucational needs of and provision for adults with disabilities and/ or learning difficulties in England.It arose from the requirement of an Act of Parliament, in 1992 and states that; the new national funding council for further education should ‘have regard' for such students in all its work of funding, development and evaluation. ITSELF ? Learning for Teaching We believe that learning can only be fully effective if it is inclusive' ? Tomlinson 1996, case. Org. UK â€Å"Learning Works†the report of the Further Education Funding Council's committee on widening participation in Further Education Noun 1997), chaired by Baroness Helena Kennedy of the Shaw. The Learning Age†(Feb. 1998), the government consultation paper on lifelong learning, and the formal response to the National Committee of Inquiry into Higher Education's report Higher Education in the Learning Society. Key points being; more assessable learning opportunities, removing barriers I. E. Financial, di sability, investing in 16 + learners and improve quality.The Wolf report March 2011) Key points being; motivate young people to take the most valuable vocational qualifications pre-16, introducing study programmer for post-16 to ensure they are gaining skills which will lead to progression into a variety of Jobs or further learning, especially those who haven't done so well in English and mathematics to continue to study those subjects. To ensure apprenticeships deliver the right skills for the workplace, restructuring of the Qualification, Credit Framework (SCOFF) and enabling FEE lecturers and professionals to teach in schools, ensuring young people are being taught by those best suited to do so. education. Gob. UK Unfortunately with the changes in political power come changes in legislation. This on low income. Although only EYE per week, this could mean the difference between being able to afford to go to college or not. With the increases in University charges and the prospect of post graduates being left with huge debts to pay, or being told by bob centers they are ‘over qualified ‘ so no Jobs for them, it seems as though there has been a u turn in all the progress that had been made in the last decade and a half.Only time will tell what impact this will have on students and how many will want or be able to continue with their studies and what divide may be caused between those who can and can't afford to do this. In recent years, with the poor economic climate, many businesses have collapsed making people redundant. Faced with life changing decisions of having to change their career path and learning new kills; as the competition for Jobs with the skills they have may be too great, some of these individuals haven't been in the education system for many years and are faced in some circumstances with a frightening prospect of starting all over again.If they have had bad experiences in the past this will magnify the fear tenfold. I believe the refore it is even more important that teachers have experience in different skills and occupations as more learners may need to go directly into the work force and acquire work based training, with the employer supporting their learning. These are all barriers that have an impact on inclusive practice in the classroom as I can often have a group of learners with ages ranging from eighteen to sixty plus, from various backgrounds and experience.On one occasion I had a group of fifteen learners consisting of school leavers with no experience, some with varying amounts of experience in residential homes and hospitals. Some were returning to work Mums and others who had previously worked in Jobs such as, shop and office workers. There was one who had been a registered manager of a care home but had been dad redundant, with no vacancies in his area of expertise he decided to become a care worker, only a few weeks before he had been managing a workforce of twenty care workers, seniors and administration staff.It can be extremely difficult to accommodate such a wide cross section of individuals and sometimes to bridge the generation gap. Nears Care has policies in place to give individuals equal opportunities in training and employment (see appendix 1) From the introductions at the beginning of the session to the final goodbyes at the end of training I ensure that very learner is shown to be valued by all, showing interest in their opinions and what they have to say, valuing also their own experiences, which they bring into the room for all to share.No matter what their age, race, religion, disability, sexuality, and gender maybe, it is their opinions, work and life experience which is important for everyone to share and learn from. On 1st October 2010, the main provisions of the Equality Act 2010 came into force. It is a major simplification of discrimination legislation that makes the law easier to understand and comply with and delivers significant benefits for bus iness, public dies and individuals.It provides a new legislative framework to protect the rights of individuals and equality of opportunity for all; to update, simplify and strengthen the previous legislation; and to deliver a simple, modern and accessible framework of discrimination law which protects individuals from unfair treatment and promotes a will be brought in and likewise over the next year other provisions will be discussed and brought in; provisions relating to auxiliary aids in schools, to name one.The Special Educational Needs and Disability Act 2001 (SENDS) introduces the right for kissable students not to be discriminated against in education, training and any services provided wholly or mainly for students, and for those enrolled on courses provided by ‘responsible bodies', including further and higher education institutions and sixth form colleges. Education providers must also make ‘reasonable adjustments' to ensure that disabled students aren't discri minated against.Making reasonable adjustments could include; changes to practices or procedures, physical features, how learners are assessed and providing extra support and aids (such as peccaries teachers or equipment) The obligation for schools to provide extra support such as specialist teachers or equipment will be introduced at a later date – direct. Gob. UK 2011 1 have had many learners over the eight years I have been teaching, with many (SEEN) Dyslexia, color blindness, discalced (which I have learned about and identified during this course).I have had learners with sensory disabilities where I have had to make reasonable adjustments by restructure of the sessions, layout or materials and used others, from outside agencies to sign or give support one to one. For one learner, who was working towards their NV level 2 in care, I used a tape recording of accounts as she found it difficult to write reflective accounts due to having dyslexia.Sometime though it is difficult to make adjustments for one learner when it could be to the detriment of the rest of the class so it is not always possible to be completely inclusive, where possible I would try to meet their needs in a one to one session. Although I try to maintain inclusive practice within my sessions, it can be very difficult when talking about sensitive issues like abuse, some f the subject matter can cause distress to some individuals and so I ensure to warn them before the start of any subject that could cause distress or offense, that they may leave the room of ask to talk to me, or another in private.There are numerous legislations we are bound by in our work, some cover all individuals and industries and some are more specific to your chosen area. Health and Safety at Work Act 1974, Data Protection 1998, Human Rights Act 1998 are some of the acts that effect all of us and impact on our personal lives as well as at work. Some of the legislations that are pacific to my work and the area I t each are: Every Child Matters (2003), the title of three government paper leading to The Children's Act 2004. (ECMA) cover children and young adults up to 19 years old and 24 years old for those with disabilities.It was partly produced as a response to the death of Victoria Climb. The main aims of ECMA are; to be healthy, stay safe, enjoy and achieve, make a positive contribution and achieve economic well-being. We also take guidance from Children's Workforce Development Council. Safeguarding of Adults – (review of ‘No Secrets 2000' in 2008). Working with both of these vulnerable groups requires an enhanced CRAB (Criminal Records Bureau; a police check) to ensure the safety of the individual and the suitability of the worker, working with them.Misuse of Drugs Act 1971, Misuse of Drugs Regulations 2001 and Medicines Act 1968 & 1971; because our staff have the responsibility of assisting and administering medication. They also need to know how to safely assist with moving and positioning of an individual, the Manual this area. Everything that is done in care, health or mental health is regulated and inspected by the Care Quality Commission (ICQ) formally (SIC). This is not an exhaustive list but does highlight some of the diverse and complex regulations that have to be taken into account when carrying out my role as a training and development manager.It is important to be aware and take into account all of the above when planning sessions to be inclusive to the learners. When training my learners to be care assistants I have to prepare them for many situations that could arise in their daily work, so I need to ensure they have basic literacy and innumeracy which is established prior to induction training, if they didn't have the right level of understanding this would create a huge barrier to their learning and would really be setting them up to fail.If they don't reach the minimum requirements then we can send them to a local college or Learn Direc t and on completion of literacy, innumeracy or both they can come back and try again. If a learner informs us if they have any special requirements when asked at interview (initial assessment) we will meet with them and see how we can meet those needs, whether it be sitting closer to the front of the class and larger print on all materials or a signer for sensory difficulties, eddying up and or smaller groups, one to one or extra sessions for those who find it hard to work in larger groups.Offering staggered start and finish times, changing break times and length of breaks for child care responsibilities, medical condition, nutritional or religious requirements. If there were learners with existing conditions from prior injuries, for example; a back condition, I would see if there was a more comfortable or adapted chair, if they needed to get up and walk around would be acceptable and maybe I would get all the learners to move around to different groups o as not to single that indiv idual out.Wherever possible I remind all learners that what they are learning are life skills and not Just a work skill, I encourage learning from real life and not Just scenario based. At the end of each session we ask all the learners to complete a feedback form asking; what they thought about the whole experience, what they got out of it, what they most enjoyed, what they didn't enjoy, how was the environment, refreshments and breaks, could anything be improved and any comments on the teacher.They are anonymous, I get to read them and I use hem to reflect on the session and make any improvements. I keep them on file with attendance registers for local authority and ICQ inspectors as evidence of training when they conduct inspections. Nears send random feedback forms to a percentage of learners that are collated by Quality Assurance for internal audits. The statistics of these are given at training and standardization meetings that are held regularly around the country.At these me etings all trainers/teachers talk about their experiences what has worked for them and what hasn't, they talk about good and bad practice and anything new that has been developed. I have registered myself with groups such as ICQ, Community Care, Dignity, ICE, MacMillan, TEST, and elf and receive regular email keeping me up to date with anything new, I also watch documentaries pertaining to my work and attend training sessions to refresh and expand my knowledge.I spend a lot of time surfing the internet, research different things and am a member of the NW London Skills for Care sub-committee which also ensures I am up to date with legislative requirements and have an active part in the the privilege of helping the company achieve Investors in People (â€Å"P) over the last fifteen years and every three years to re-qualify for continual status. In both PIP and ICQ inspections' training has always been praised for its quality and support. Appendix 1 Some facts and achievements of Near s Care Ltd.The fact that Nears has been accredited by Investors in People (â€Å"P) since 1994 is one of the achievements of which we can all be most proud. During this period Nears has grown from 350 employees to over 13,000, PIP accreditation requires organizations to consistently operate in a way that develops employees and to actively engage with them to look for ways to improve the running of the company. It is also important that the organization is socially responsible and that people are committed to its' success.Nears may be a larger organization now but our commitment to staff development will never change. In 2011 you will see new efforts to increase our apprenticeships, support management development, launch our new Graduate programmer and continue to develop all our staff in Health and Safety. I would like to thank all staff for their individual contribution to our continuing success David Miles CEO EQUALITY AND DIVERSITY Nears Group PL and its subsidiaries are Equal O pportunities Employers.Our aim is to ensure that no Job applicant or employee receives less favorable treatment on the grounds of gender, race, disability, color, nationality, ethnic or national origin, marital status, sexuality, responsibility for defendants, religion, trade union activity and age (up to 65). Selection criteria and procedures are kept under review to ensure that individuals are selected, promoted and treated on the basis of their relevant merits and abilities. All employees will be given equality of opportunity within the company's service and will be encouraged to progress within the organization.To ensure that direct or indirect discrimination is not occurring, recruitment and other employment decisions are regularly monitored in conjunction with equal opportunities data concerning new and existing staff. The Nears Ethos is one of respect for people and we are fully committed to ensuring accessible services and opportunities to all. Our policies, procedures and w orking practices are designed to exceed government legislation and best practice in this area and to ensure that no discrimination either direct or indirect is tolerated throughout the group.We are all different. We look different, like different things, worship to different elisions and have different outlooks on life. Diversity is a term that values peoples' differences and supports the belief that these differences benefit a successful business or community. Committed to local employment. To the local contract, support economic and social regeneration, but also that our workforce reflects the community it serves. Staff who live locally and understand their communities help us to respond to and respect local culture.We recruit between 85% and 100% of local staff from the community To achieve this we ensure all vacancies are advertised on our website and with the local Job centre. When necessary we advertise in local newspapers and radio to maximize local awareness and interest. Ne ars support for local community projects also helps to make people aware of what we do and creates a positive impression of our business from prospective employees [pick] AGE POSITIVE Nears is very proud to be an Age Positive organization, an accreditation that we received in 2006.We are committed to promoting a diverse workforce and recognize the contribution more experienced employees offer to the business. We currently employ 31 people above the normal retirement age (2010). Case Studies Administrator 19 Years I Joined Nears North as an Office Junior in 2005 with basic office experience and an NV Level 2 qualification in Business Administration. In my role as Office Junior I worked closely with all the departments in Head Office and assisted the Office Manager with weekly payroll.Within a few months, I was given the opportunity to take responsibility for the processing of weekly payroll and promoted to Administrator in the finance department. I also achieved NV Level 3 in Busines s Administration and was awarded Apprentice of the Year 2005 by Recordable Training Association. Regional HER Advisor 58 Years â€Å"Prior to Joining Nears I worked for 34 years for an Electrical Engineering company in Newcastle. I started as a Commercial Apprentice and gained a BAA (Hon.) in Business Studies.I held various positions in HER starting as an assistant to the Personnel Officer and ending as a Regional HER Manager. In October 2004 1 took a voluntary redundancy package and decided to retire, but soon decided that I was far too young to retire. I knew that I had a lot to offer a new employer with over 30 years HER experience but the difficulty I then had was getting to the interview stage. Nears approach to recruitment for the Newcastle contract offered me a walk-in interview branches and was soon given two additional branches and the title of Regional HER Advisor.It's extremely exciting and challenging being part of a company growing so quickly and there is a very positi ve buzz about the place†. Joiner 63 years â€Å"I have always worked in construction but only Joined Nears in 2005. I consider my greatest achievement while working for the company has been coaching and supporting our trainees. The apprentices we employ have not all come through the usual channels and many have issues and difficult backgrounds. I aim to be patient and thoughtful, showing the apprentices how to do things the correct way! Inclusive Practice Inclusive Practice Inclusive practice in education moves us away from ‘integration' and ‘mainstreaming' of learners, which was mainly concerned with separating those with a disability or ‘special educational needs' until they had reached the required standard for mainstream education. Inclusion is about the learner's right to participate and the teacher/ institutions duty to accept the learner as an individual. Inclusion rejects the separation of learners with disabilities from learners without disabilities; instead it promotes equality and respect for their social, civil, human and educational rights.From what I can see there are few totally inclusive schools but those that are, restructure their curriculum so all can learn together without discrimination. Some key reports that have changed the face of education over the last decade and a half are: â€Å"Inclusive Learning†(1996) a report by John Tomlinson, was the result of a three-year enquiry into the ed ucational needs of and provision for adults with disabilities and/ or learning difficulties in England.It arose from the requirement of an Act of Parliament, in 1992 and states that; the new national funding council for further education should ‘have regard' for such students in all its work of funding, development and evaluation. ITSELF ? Learning for Teaching We believe that learning can only be fully effective if it is inclusive' ? Tomlinson 1996, case. Org. UK â€Å"Learning Works†the report of the Further Education Funding Council's committee on widening participation in Further Education Noun 1997), chaired by Baroness Helena Kennedy of the Shaw. The Learning Age†(Feb. 1998), the government consultation paper on lifelong learning, and the formal response to the National Committee of Inquiry into Higher Education's report Higher Education in the Learning Society. Key points being; more assessable learning opportunities, removing barriers I. E. Financial, di sability, investing in 16 + learners and improve quality.The Wolf report March 2011) Key points being; motivate young people to take the most valuable vocational qualifications pre-16, introducing study programmer for post-16 to ensure they are gaining skills which will lead to progression into a variety of Jobs or further learning, especially those who haven't done so well in English and mathematics to continue to study those subjects. To ensure apprenticeships deliver the right skills for the workplace, restructuring of the Qualification, Credit Framework (SCOFF) and enabling FEE lecturers and professionals to teach in schools, ensuring young people are being taught by those best suited to do so. education. Gob. UK Unfortunately with the changes in political power come changes in legislation. This on low income. Although only EYE per week, this could mean the difference between being able to afford to go to college or not. With the increases in University charges and the prospect of post graduates being left with huge debts to pay, or being told by bob centers they are ‘over qualified ‘ so no Jobs for them, it seems as though there has been a u turn in all the progress that had been made in the last decade and a half.Only time will tell what impact this will have on students and how many will want or be able to continue with their studies and what divide may be caused between those who can and can't afford to do this. In recent years, with the poor economic climate, many businesses have collapsed making people redundant. Faced with life changing decisions of having to change their career path and learning new kills; as the competition for Jobs with the skills they have may be too great, some of these individuals haven't been in the education system for many years and are faced in some circumstances with a frightening prospect of starting all over again.If they have had bad experiences in the past this will magnify the fear tenfold. I believe the refore it is even more important that teachers have experience in different skills and occupations as more learners may need to go directly into the work force and acquire work based training, with the employer supporting their learning. These are all barriers that have an impact on inclusive practice in the classroom as I can often have a group of learners with ages ranging from eighteen to sixty plus, from various backgrounds and experience.On one occasion I had a group of fifteen learners consisting of school leavers with no experience, some with varying amounts of experience in residential homes and hospitals. Some were returning to work Mums and others who had previously worked in Jobs such as, shop and office workers. There was one who had been a registered manager of a care home but had been dad redundant, with no vacancies in his area of expertise he decided to become a care worker, only a few weeks before he had been managing a workforce of twenty care workers, seniors and administration staff.It can be extremely difficult to accommodate such a wide cross section of individuals and sometimes to bridge the generation gap. Nears Care has policies in place to give individuals equal opportunities in training and employment (see appendix 1) From the introductions at the beginning of the session to the final goodbyes at the end of training I ensure that very learner is shown to be valued by all, showing interest in their opinions and what they have to say, valuing also their own experiences, which they bring into the room for all to share.No matter what their age, race, religion, disability, sexuality, and gender maybe, it is their opinions, work and life experience which is important for everyone to share and learn from. On 1st October 2010, the main provisions of the Equality Act 2010 came into force. It is a major simplification of discrimination legislation that makes the law easier to understand and comply with and delivers significant benefits for bus iness, public dies and individuals.It provides a new legislative framework to protect the rights of individuals and equality of opportunity for all; to update, simplify and strengthen the previous legislation; and to deliver a simple, modern and accessible framework of discrimination law which protects individuals from unfair treatment and promotes a will be brought in and likewise over the next year other provisions will be discussed and brought in; provisions relating to auxiliary aids in schools, to name one.The Special Educational Needs and Disability Act 2001 (SENDS) introduces the right for kissable students not to be discriminated against in education, training and any services provided wholly or mainly for students, and for those enrolled on courses provided by ‘responsible bodies', including further and higher education institutions and sixth form colleges. Education providers must also make ‘reasonable adjustments' to ensure that disabled students aren't discri minated against.Making reasonable adjustments could include; changes to practices or procedures, physical features, how learners are assessed and providing extra support and aids (such as peccaries teachers or equipment) The obligation for schools to provide extra support such as specialist teachers or equipment will be introduced at a later date – direct. Gob. UK 2011 1 have had many learners over the eight years I have been teaching, with many (SEEN) Dyslexia, color blindness, discalced (which I have learned about and identified during this course).I have had learners with sensory disabilities where I have had to make reasonable adjustments by restructure of the sessions, layout or materials and used others, from outside agencies to sign or give support one to one. For one learner, who was working towards their NV level 2 in care, I used a tape recording of accounts as she found it difficult to write reflective accounts due to having dyslexia.Sometime though it is difficult to make adjustments for one learner when it could be to the detriment of the rest of the class so it is not always possible to be completely inclusive, where possible I would try to meet their needs in a one to one session. Although I try to maintain inclusive practice within my sessions, it can be very difficult when talking about sensitive issues like abuse, some f the subject matter can cause distress to some individuals and so I ensure to warn them before the start of any subject that could cause distress or offense, that they may leave the room of ask to talk to me, or another in private.There are numerous legislations we are bound by in our work, some cover all individuals and industries and some are more specific to your chosen area. Health and Safety at Work Act 1974, Data Protection 1998, Human Rights Act 1998 are some of the acts that effect all of us and impact on our personal lives as well as at work. Some of the legislations that are pacific to my work and the area I t each are: Every Child Matters (2003), the title of three government paper leading to The Children's Act 2004. (ECMA) cover children and young adults up to 19 years old and 24 years old for those with disabilities.It was partly produced as a response to the death of Victoria Climb. The main aims of ECMA are; to be healthy, stay safe, enjoy and achieve, make a positive contribution and achieve economic well-being. We also take guidance from Children's Workforce Development Council. Safeguarding of Adults – (review of ‘No Secrets 2000' in 2008). Working with both of these vulnerable groups requires an enhanced CRAB (Criminal Records Bureau; a police check) to ensure the safety of the individual and the suitability of the worker, working with them.Misuse of Drugs Act 1971, Misuse of Drugs Regulations 2001 and Medicines Act 1968 & 1971; because our staff have the responsibility of assisting and administering medication. They also need to know how to safely assist with moving and positioning of an individual, the Manual this area. Everything that is done in care, health or mental health is regulated and inspected by the Care Quality Commission (ICQ) formally (SIC). This is not an exhaustive list but does highlight some of the diverse and complex regulations that have to be taken into account when carrying out my role as a training and development manager.It is important to be aware and take into account all of the above when planning sessions to be inclusive to the learners. When training my learners to be care assistants I have to prepare them for many situations that could arise in their daily work, so I need to ensure they have basic literacy and innumeracy which is established prior to induction training, if they didn't have the right level of understanding this would create a huge barrier to their learning and would really be setting them up to fail.If they don't reach the minimum requirements then we can send them to a local college or Learn Direc t and on completion of literacy, innumeracy or both they can come back and try again. If a learner informs us if they have any special requirements when asked at interview (initial assessment) we will meet with them and see how we can meet those needs, whether it be sitting closer to the front of the class and larger print on all materials or a signer for sensory difficulties, eddying up and or smaller groups, one to one or extra sessions for those who find it hard to work in larger groups.Offering staggered start and finish times, changing break times and length of breaks for child care responsibilities, medical condition, nutritional or religious requirements. If there were learners with existing conditions from prior injuries, for example; a back condition, I would see if there was a more comfortable or adapted chair, if they needed to get up and walk around would be acceptable and maybe I would get all the learners to move around to different groups o as not to single that indiv idual out.Wherever possible I remind all learners that what they are learning are life skills and not Just a work skill, I encourage learning from real life and not Just scenario based. At the end of each session we ask all the learners to complete a feedback form asking; what they thought about the whole experience, what they got out of it, what they most enjoyed, what they didn't enjoy, how was the environment, refreshments and breaks, could anything be improved and any comments on the teacher.They are anonymous, I get to read them and I use hem to reflect on the session and make any improvements. I keep them on file with attendance registers for local authority and ICQ inspectors as evidence of training when they conduct inspections. Nears send random feedback forms to a percentage of learners that are collated by Quality Assurance for internal audits. The statistics of these are given at training and standardization meetings that are held regularly around the country.At these me etings all trainers/teachers talk about their experiences what has worked for them and what hasn't, they talk about good and bad practice and anything new that has been developed. I have registered myself with groups such as ICQ, Community Care, Dignity, ICE, MacMillan, TEST, and elf and receive regular email keeping me up to date with anything new, I also watch documentaries pertaining to my work and attend training sessions to refresh and expand my knowledge.I spend a lot of time surfing the internet, research different things and am a member of the NW London Skills for Care sub-committee which also ensures I am up to date with legislative requirements and have an active part in the the privilege of helping the company achieve Investors in People (â€Å"P) over the last fifteen years and every three years to re-qualify for continual status. In both PIP and ICQ inspections' training has always been praised for its quality and support. Appendix 1 Some facts and achievements of Near s Care Ltd.The fact that Nears has been accredited by Investors in People (â€Å"P) since 1994 is one of the achievements of which we can all be most proud. During this period Nears has grown from 350 employees to over 13,000, PIP accreditation requires organizations to consistently operate in a way that develops employees and to actively engage with them to look for ways to improve the running of the company. It is also important that the organization is socially responsible and that people are committed to its' success.Nears may be a larger organization now but our commitment to staff development will never change. In 2011 you will see new efforts to increase our apprenticeships, support management development, launch our new Graduate programmer and continue to develop all our staff in Health and Safety. I would like to thank all staff for their individual contribution to our continuing success David Miles CEO EQUALITY AND DIVERSITY Nears Group PL and its subsidiaries are Equal O pportunities Employers.Our aim is to ensure that no Job applicant or employee receives less favorable treatment on the grounds of gender, race, disability, color, nationality, ethnic or national origin, marital status, sexuality, responsibility for defendants, religion, trade union activity and age (up to 65). Selection criteria and procedures are kept under review to ensure that individuals are selected, promoted and treated on the basis of their relevant merits and abilities. All employees will be given equality of opportunity within the company's service and will be encouraged to progress within the organization.To ensure that direct or indirect discrimination is not occurring, recruitment and other employment decisions are regularly monitored in conjunction with equal opportunities data concerning new and existing staff. The Nears Ethos is one of respect for people and we are fully committed to ensuring accessible services and opportunities to all. Our policies, procedures and w orking practices are designed to exceed government legislation and best practice in this area and to ensure that no discrimination either direct or indirect is tolerated throughout the group.We are all different. We look different, like different things, worship to different elisions and have different outlooks on life. Diversity is a term that values peoples' differences and supports the belief that these differences benefit a successful business or community. Committed to local employment. To the local contract, support economic and social regeneration, but also that our workforce reflects the community it serves. Staff who live locally and understand their communities help us to respond to and respect local culture.We recruit between 85% and 100% of local staff from the community To achieve this we ensure all vacancies are advertised on our website and with the local Job centre. When necessary we advertise in local newspapers and radio to maximize local awareness and interest. Ne ars support for local community projects also helps to make people aware of what we do and creates a positive impression of our business from prospective employees [pick] AGE POSITIVE Nears is very proud to be an Age Positive organization, an accreditation that we received in 2006.We are committed to promoting a diverse workforce and recognize the contribution more experienced employees offer to the business. We currently employ 31 people above the normal retirement age (2010). Case Studies Administrator 19 Years I Joined Nears North as an Office Junior in 2005 with basic office experience and an NV Level 2 qualification in Business Administration. In my role as Office Junior I worked closely with all the departments in Head Office and assisted the Office Manager with weekly payroll.Within a few months, I was given the opportunity to take responsibility for the processing of weekly payroll and promoted to Administrator in the finance department. I also achieved NV Level 3 in Busines s Administration and was awarded Apprentice of the Year 2005 by Recordable Training Association. Regional HER Advisor 58 Years â€Å"Prior to Joining Nears I worked for 34 years for an Electrical Engineering company in Newcastle. I started as a Commercial Apprentice and gained a BAA (Hon.) in Business Studies.I held various positions in HER starting as an assistant to the Personnel Officer and ending as a Regional HER Manager. In October 2004 1 took a voluntary redundancy package and decided to retire, but soon decided that I was far too young to retire. I knew that I had a lot to offer a new employer with over 30 years HER experience but the difficulty I then had was getting to the interview stage. Nears approach to recruitment for the Newcastle contract offered me a walk-in interview branches and was soon given two additional branches and the title of Regional HER Advisor.It's extremely exciting and challenging being part of a company growing so quickly and there is a very positi ve buzz about the place†. Joiner 63 years â€Å"I have always worked in construction but only Joined Nears in 2005. I consider my greatest achievement while working for the company has been coaching and supporting our trainees. The apprentices we employ have not all come through the usual channels and many have issues and difficult backgrounds. I aim to be patient and thoughtful, showing the apprentices how to do things the correct way!
Sunday, January 5, 2020
Essay on Turnitin Hypocrisy of Its Own - 1277 Words
Over the centuries, teachers and professors all have had a problem with academic dishonesty. The advancement in technology has made plagiarizing so much easier, and because of this, many professors have resorted to using software programs which detects any sort of plagiarism. One popular program many professors are enforcing their students to use is Turnitin.com. When a paper is submitted into Turnitin, the program compares it to previous submitted essays saved in its database and the content available on the internet. However, in recent years, there has been much controversy between the ethics of Turnitin and student’s rights. According to Merriam-Webster, plagiarizing is defined as, â€Å"to steal and pass off (the ideas or words of†¦show more content†¦As soon as a student submits an electronic copy of their work, the website compares it with resources found online and files from its extensive database and produces an originality report. Teachers believe that anti-plagiarizing software programs such as Turnitin is a way to deter and, possibly, catch students if they plagiarized Conversely, Turnitin is a major contradiction itself. In Bill Walsh’s article, â€Å"Expect, but Respect, Original Work by Students,†he points out the hypocrisy of Turnitin lies in what it is presumably trying to prevent and teach. He states that Turnitin, â€Å"is actually infringing on the students’ intellectual property, making money from it, and violating the very copyright laws Turnitin is supposed to be protecting†(Walsh 568). Every time a paper is submitted into Turnitin, the student unknowingly fuels its database and helps the website run more efficiently. In order to make a database, Turnitin has to save a copy of the student’s intellectual work; if the student has not given authorization, then Turnitin, hypocritically, is potentially violating copyright infringement laws. Without the extensive database of submitted papers, Turnitin will be merely just a simple search engine such as Google. Every single paper that is submitted to the site gets added to the database increases the value of their product and what they have to offer. The website asserts complete ownership and access to
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