Low risk3 Essay Example | Topics and Well Written Essays - 250 words

Low risk3 - Essay Example way by different people belonging to the same religion and the religion was not considered as popular until philosophy became a part of it and the understanding of the religion became clearer. The second reason he provided in support of Christians being tolerant towards other religion was that the early Christians were Jewish and Jewish religion is a heavy supporter of tolerance and Jesus himself was a Jewish follower. He even states that earlier Christians were divided into two groups and they were tolerant against each other and same practices should still be followed if the world has to live in harmony. The third reason supporting Christian tolerance is that the religion’s key figure was a strong promoter of tolerance; the key figure is Jesus himself. He even stated that there were differences among people who followed Christianity and they had to tolerate each other, so the Christian religion now needs to tolerate other religion as human error and difference of opinion exi sts. Voltaire: A Treatise on Toleration." Washington State University - Pullman, Washington . N.p., n.d. Web. 12 Feb. 2013.

Medieval Architecture Essay Example for Free

Medieval Architecture Essay The Middle Ages, also known as the Medieval era, though scarred with a history of violence and war, has given the world some of the most marvelous and beautiful pieces of art, particularly in architecture. The Middle Ages is the name given to the time period from the late 5th century to the 15th century, particular to European history. The construction of these types of buildings was a constant for various cultures for a thousand years. They can be categorized into three phases; Pre-Romanesque, Romanesque and Gothic. The most important buildings during medieval times were religious, defensive and governmental or power related. Figure 1 – Sarcophagus of Abbess Theodechilde in the Abbey of Jouarre. The Pre-Romanesque era started, arguably, with the Merovingian Dynasty of the Franks. Some say that not much was gained, from an architectural point of view, during the rule of the Franks but I believe there are a couple of points worth making. The Merovingian rule lasted from the 5th century, after the fall of the Roman Empire, to the late 8th century. Most of their buildings followed after the Roman basilica style. The Franks, due to religious beliefs, pushed the building of monasteries and included crypts within their structures. (see figure 1) Although there were many monasteries built with crypts, only five remain intact today. One of the noteworthy aspects of Merovingian architecture was that they are credited with being the first to build raised reliquaries of the saint within their monasteries, located behind the altar. Figure 3 – The 9th century Torhalle, or gatehouse, at the Lorsch Abbey in Germany. Figure 2 – Exterior of Corvey Abbey, showing the Westwork. The Carolingian Dynasty, which some say is where Pre-Romanesque architecture began, reigned from the late 8th century into the 10th century. Also deriving from a Frankish noble family, the Carolingians are credited with a couple of key designs that carry forward into the Romanesque and Gothic phases of architecture. The westwork, which was basically the west facing side of the church consisting of two towers with several stories between them, was probably the most significant change in architectural design for churches during the Pre-Romanesque time period. The first church to incorporate this new style was the St. Riquier Abbey completed in 799. The plan included equal emphasis on both the east and west ends, including a complex west facade. This church was later destroyed but the westwork was to be repeated in many Carolingian churches and passed on to Ottonian and Romanesque architecture. The oldest standing example today of this style is the Corvey Abbey built in the late 9th century. (see figure 2) Another piece of the Carolingian architecture is the Torhalle, or gatehouse, built at Lorsch. This gatehouse, built around 800, stands today in perfect condition. (see figure 3) It was built as the formal entrance to the Lorsch Abbey. And though it is small in comparison to the many other buildings at the time, it remains the oldest monument of the Carolingian era. Figure 4 – The Gloucester Cathedral in England. The Romanesque era is where we see a dramatic change in architectural style as well as an increase in the amount of building that takes place. The Romanesque period doesn’t have an exact date range, but most tend to agree that it existed from roughly the 9th century to the 12th century. Although churches remain the number one built structure in the time, we do see a large increase in the number of castles being built. There are many characteristics of Romanesque architecture. New building ideas and techniques were introduced, such as stone vault ceilings, buttresses, semicircular arches as well as barrel, groin and ribbed vaults. As new designs were added, the need for stronger supports systems resulted in massive double shelled walls, large piers and drum columns. (see figure 4) The Romanesque period is known for massive structures and elaborate designs. From this we see a noticeable increase in the skill of the masons during this time as the stone work displays an obvious increase in precision and engineering. Much of the architecture in the Romanesque era evolved into Gothic architecture. The Gothic era ran from the 12th century into the 16th century. There wasn’t necessarily a clean break from Romanesque to Gothic styles of architecture, but rather a gradual shift in design. The main characteristics of Gothic architecture are the pointed ribbed vaults and arches, flying buttresses and, in place of solid walls, a cluster of columns. Due to the vertical emphasis of the design, the archways could be redesigned and stretched or pointed. Four main Figure 5 – The depressed arch supported by fan vaulting at King’s College Chapel, England. ypes of arch designs that are commonly found within Gothic architecture are the lancet arch, which is simply a steeply pointed arch, the equilateral arch, the flamboyant arch and the depressed arch as seen in the King’s College Chapel. (see figure 5) Due to the new design of supporting the weight of the ceiling through the columns and flying buttresses, there was no need for walls made of heavy materials. With all the columns and archways in place, the structure took on a skeletal look. This gave way to expanding the once small openings for windows to an expanse of window space providing plenty of light to the interior of the structure. This space was commonly filled with stained glass. From this, stained glass flourished as an art work to be an essential part of many of the churches in the medieval time. Castles are a huge part of Medieval times and started to grew in number and size during the Romanesque and Gothic eras. The castles were massive and built primarily for defensive purposes. However, some were designed to convey messages of wealth, power and respect as well as fear and domination. Besides a military need, castles were used for administrative purposes as well as a residence. Typical castle residents consisted of the castle’s owner, his family and his military and administrative support staff. Castles were generally made from local materials of stone and wood as well as recycled materials, like Roman bricks and marble. There are, of course, exceptions to this depending on how much money and/or power the person building the castle had. For example, William the Conqueror had the White Tower of The Tower of London built from Caen stone, imported from France. (see figure 6) Figure 6 – The White Tower of the Tower of London. Castles come in all different shapes, sizes and designs depending on the materials available as well as the terrain chosen to build on. Some of the common characteristics of castles are; the motte – an earthen mound created with a flat top for the castle to be built upon; the moat – a large ditch around the castle, typically filled with water; the bailey – fortification that surrounds the keep; the keep – the actual residence of the lord in charge and the most strongly defended part of the castle; the gatehouse – the entrance to the castle; and the curtain wall – a large defensive wall, typically between two bastions. Castle construction would depend on the materials chosen for the building. Earth and timber castles were less expensive to build but could be constructed in most locations due to plentiful resources and most skilled workers had wood working skills. Stone castles cost much more, take longer to complete and require higher skilled masons, and many of them. Not to mention that the location was often relative to the location of the rock quarry. Naturally, stone castles were many times stronger than ones made from timber and, in the eyes of many, were worth the extra cost and time. Depending on the lord in charge and the primary reason for building the castle, the architectural design didn’t stop with just the construction of the building. Many castles maintained beautiful landscapes to compliment their architectural master piece. As seen in figure 7, landscapes play an important role in the overall allure of the entire estate. This particular landscape for the Leeds Castle in England has been maintained since the 13th century. Figure 7 – Panoramic view of the Leeds Castle in England. Throughout the Middle Ages, the key to the many successful pieces of architecture has been the architect. Of course they were not called architects back then, instead they were simply called masons. Often time there were many masons working together on one project. The mason in charge of the design and construction was sometimes referred to as the master mason. Prior to the 13th century, most masons were trained on the job site. From the 13th century onward, the masons took on apprentices and training became more formalized. The masons maintained a constant presence on the job site in smaller structures attached to the building project called lodges. They would store their tools, eat their meals and perform all their inside type work within their lodge. Masonry was one of the few crafts that did not form into a trade guild prior to the 14th century. In later centuries, the masons and their lodge became what we know today as the Freemasons. Architectural design and innovation was not protected and masons often borrowed ideas from one another. In the 14th century, masons were sent to study the design incorporated with the Chateau de Mehun-sur-Yevre in France. This structure was destroyed in the 18th century. Figure 8 shows the ruins today and figure 9 shows what the chateau would have looked like. Figure 9 – Artist rendition of what the Chateau de Mehun-sur-Yevre in France may have looked like. Figure 8 – Current day Chateau de Mehun-sur-Yevre in France. During the estimated thousand years of the Middle Ages, and what we know of it, it is quite evident that architecture played an important part of each society. In religions, in governments and in noble families, the physical structure of the building was just as important to the people as were the traditions and work carried out within. Architecture was not merely a necessary profession but it was a desired form of art work and we are fortunate that so many of these master pieces have been left for us to study and admire.

Helping Children Through Ronald Mcdonald House Charities English Literature Essay

Helping Children Through Ronald Mcdonald House Charities English Literature Essay As members of society we often take for granted the opportunities that are placed before us each and every day. Since we all appear the same, act accordingly, and appear normal we are treated and accepted as equal individuals(I would not use the word appear twice, it becomes clichà © in that sentence). However, individuals who are diagnosed with a disease or undergoing forms of treatment are judgmentally perceived(That is an over generalization). Individuals who appear different, are among the fastest growing rates for childhood illnesses and deaths(Rewrite sentence for clarity). Through nonprofit organizations, such as, Ronald McDonald House Charities, selfless individuals whom desire to seek and serve the less fortunate are given the opportunity to provide an atmosphere of normalcy for its patients and guests who are dealing with an illness or disability. The combined efforts of countless individuals have changed the lives of children all across the world. Statistics published in numerous medical journals have revealed the devastating impact in regards to childhood illnesses. Across the nation, cancer has been confirmed the number one cause for a disease related death among children (Rodgers 69). In 2007, approximately 10,400 children under the age of fifteen were diagnosed with cancer (National Cancer Institute) These are children that will never even see their own high school graduation. Oncologists have taken previous estimates to calculate the approximate number of children in 2009 that will be diagnosed cancer,theoretically speaking that number will be approximately 3,500 children(You formed this sentence describing a simple projection, in a very convoluted way). Assuming that these projected numbers will continue unchanged for years to come, less and less children will able to experience what most assume to be an ordinary future. Young people should live knowing that they have their whole lives ahead of them, but rather, a child diagnosed with cancer must cope with the agony and apprehension of death that the disease proposes, if effect sabotaging lifes course of action. In addition to cancer related diseases that are overpowering children in society, Cerebral Palsy also plays a significant role. Cerebral Palsy takes shape in nearly 10,000 babies per year in the United States. This ratio can seem minimal, considering how many children are in the United States, however this can come to represent that every two in three children per 1,000 will develop the disease(two in three per 1000 huh? That makes no sense, need to fix). Children that live healthy lives are costly, considering that they require endless essentials such as, food, clothing, and school supplies, and other miscellaneous items. Imagining the expenditure for a child with a disability and to accommodate their needs is almost unreal. Accommodating for a child with Cerebral Palsy can lead to a lifetime cost of near million dollars. In these harsh economical times, parents can be hindered from providing their children the nessecities of a decent life. Parents and children alike need an enviro nment where they can live happily, and healthily. Camp Ronald McDonald at Eagle Lake can reduce the costs associated with a disability, and provide one life changing week for a child. With a payment of two hundred dollars per child, one can participate in five program areas consisting of: arts and crafts, outdoor education, sports, waterfront, and drama which enable campers to do things that may not be possible to accomplish on an everyday basis (Flaig, Vicky 1). In addition to the recreational activities, meals and housing (cabins) are also included. Camp Ronald McDonald at Eagle Lake also provides assiduousness(Try to find alternate word) and compassion for many other disabilities. Among the eight weeks that the camp is staffed it serves different age groups and a variety of disabilities. During four of the eight weeks the camp provides for individuals with Downs syndrome. The camp is not specific toward any particular age groups because there are such a wide range of individuals with disabilities. If one was to predict that Downs syndrome were to occur in one of eight hundred births then the break down would thus yield: 340,000 per year, 28,333 per month, 6,538 per week, 931 per day, and 38 per hour that would be impacted with Cerebral Palsy (Rynders 88). Children that are faced with this particular disorder also endeavor a higher risk of inhabiting additional illnesses, some of which include: heart disease, gastrointestinal conditions, respiratory disorders, eye problems, endocrine disorders, and neurological problems (Rynders 63-70). With such large estimates, it is essential that places like Camp Ronald McDonald provide a positive atmosphere for less fortunate individuals. Disorders and diseases are not so uncommon but because of their familiarity to some they have led to the creation of innovative environments.(Im not sure that fits in the paragraphà ¢Ã¢â€š ¬Ã‚ ¦) Visionary creations no matter the size are greatly appreciated. A wise man once said, Be the change you wish to see in the world. Ghandi had a vision to inspire the world to achieve greatness through making changes that would mean something powerful to themselves. People that are continuously making changes in the world and impacting the lives of the people all around them are charities. One story in particular tells of a father who was an advent runner whose daughter was diagnosed with cancer. Unfortunately his daughter was taken by the disease while she and her family were staying in the Ronald McDonald House. Her father ran over two thousand miles, from Main to Florida, to help raise money for the Ronald McDonald House (Ronald McDonald House Charities). Although, his daughter eventually lost the battle with cancer, he was greatly impacted by the fact that the Ronald McDonald House would essentially give him a home to live in and be near his daughter during her last days. People have described the Ronald McDonald House as A home away from home. The Ronald McDonald House does not require a payment but asks for a five dollar donation a day. A person who stays at the house receives a room, meals, activities, and laundry services for as long as they may need to stay at the house. Tommy is not the only individual who has been impacted by the charity. Other individuals such as Joseph Krupski have had remarkable experiences at the camp too. Joseph was diagnosed with a rare form of leukemia which required him to have multiple bone marrow transplants. As a young boy, Joseph was terrified by the road that was ahead of him. Jerry an on site the golden labradoodle (Labrador and poodle mix) that was stationed at the house where Joseph stayed. Jerrys wagging tail and congenial facial expressions always seemed to calm Joseph and uplift his spirits before undergoing both of his bone marrow transplants. Joseph and his family like to think that it was Jerrys presence t hat led him to be fully recovered today (Ronald McDonald House Charities). These are not the only stories that are being told about the impact that Ronald McDonald House Charities has had on people and their families, but these are stories that will become legacies because they will never be forgotten. They will continue to be an inspiration for those seeking help for their children struggling with illnesses. One charity can change the world, and can help others to become inspired to also make a difference. Ronald McDonald House was inspired by a milkshake and a girl named Kim who was undergoing treatments for leukemia. The first house was opened in 1974 in Philadelphia, thanks to Dr. Audrey Evans and Philadelphia Eagles player Fred Hill (Kims Father). The Eagles general manager Jim Murray and the McDonalds regional manager, Ed Rensi had a helping hand in making this home become a living reality (Ronald McDonald House Charities). Through profits from the McDonalds milkshakes, the house was opened so that Kims father Fred hill could have a comforting place to stay while his daughter was receiving treatment for Leukemia at a nearby childrens hospital. The house became a rapid expansion for other families to stay while their children were receiving treatment for various conditions. Throughout the years, one persons vision has become a home to many individuals in their time of need. Once a charity uprooted it often sparks ideas for new services and other accommodations. Among some of these new adaptations created by Ronald McDonald House Charities, is something this is one of the two in the entire world, Camp Ronald McDonald [at Eagle Lake](sentence makes little coherent sense). Throughout the course of eight weeks children and adults with developmental disabilities, that have been sexually abused, have Muscular Dystrophy, are deaf, have Downs syndrome, or Autism, and Cerebral Palsy are served (Camp Ronald McDonald at Eagle Lake). Disabilities are not limited, so camps need to be accessible for a wide range of disabilities to help give everyone an equal chance to attend. Camp Ronald McDonald at Eagle Lake has a vision to, Provide confidence-building experiences and programs that are designed to support each campers individuality through the challenges of outdoor group living and teamwork in a supportive environment (Camp Ronald McDonald at Eagle Lake and Ronald McDonald House Charities). Within this vision there is a mission to break down any barriers that are present, experience activities that any normal individual would get to be involved with, and have a week of no worries at all. A contributing factor for providing an environment specific to particular individuals is understanding their needs and characteristics. According to Careers in Child Care by Mary Kruhm, One must be willing to treat all children equally. All children have needs. All children have strengths. The strengths and needs of some children are more easily seen than those of others. A child care workers job is to build on each childs strengths while helping him or her with their needs. Camp Ronald McDonald at Eagle Lake understands that the needs and strengths of a disabled person are different than those of a high functioning individual, but should not be displayed like they are different. Therefore, camp allows the participants to do and accomplish anything that an able person would be able to do at camp. This is a unique place in which children begin to say I can, while enjoying all the elements that Mother Nature has to offer (Ronald McDonald House Charities of Northern California). In addi tion EDGE(which is?) parents described in Rynders(which is?) piece explain that children with Downs syndrome Have a sustainable capacity for increasing active participation if we can facilitate it somehow. Camp Ronald McDonald makes it possible for an increase in activity to be accomplished by providing an environment that can promote an active lifestyle. Camp Ronald McDonald makes a difference in the lives of every individual that undergoes the program because they give them what they destine for, a life of normalcy. Although Ronald McDonald House Charities does provide for many individuals, there are many other organizations that promotes for the stead fast effort to aid children with aliments. A group promoting a compliant place for children with cancer is the Wall Gang Camp located in Connecticut. The camp is not limited to only children with cancer but also those with other blood diseases. The camp was named for the gang that was made famous in the 1969 film, Butch Cassidy and the Sundance Kid, featured with Paul Neman and Robert Redford. The camp was founded through use of profits from the sales of products derived from Paul Newmans own personal recipes. The camp is positioned on three hundred acres and is a sports and recreation center for young people. Since this is a nonprofit organization, the children are supervised by volunteer doctors, nurses, and the chief pediatrician at Yale New Haven Hospital (Rodgers 76). Cancer is a destructive disease that causes many children to conjure up tho ughts of the worst possible outcomes.. Recreational exhibits such as the Wall Gang Camp can relieve a child of their worst fears. In addition to recreational facilities supplementary facilities are providing for children by making other services available. One facility in particular has made available emotional guidance and opportunities to talk out the emotional downfall associated with cancer patients, as well as, shield the legal rights of cancer patients and survivors. In particular, the New England Medical Centers Floating hospital for children has a program designated for brothers, sisters, and other family members of cancer patients to help relieve them of any anxiety, loneliness, and anger that is felt over the attention that they feel their sick siblings are receiving. In addition to providing counseling, the hospital invites the brothers and sisters of young cancer patients to witness the treatments their siblings are enduring on a stimulus teddy bear (Rodgers 77). Helping children understand what their family members are going through allows them to accept that it is necessary for them to receive additional attention in order to cure them of the disease that is rapidly taking over their body. Medical centers specifically formatted for children with illnesses often lead to the acceptance of what is happening with their changing bodies. Unlike other organizations, nonprofit organizations have to be self sufficient to provide for members in the community. Such organizations have to be primarily funded through grants or monetary donations. Generally nonprofit organizations count on donations from large corporations. Organizations that have multiple branches or additional areas within their charities such as Ronald McDonald House Charities, are in need of volunteers which fulfill a large role to helping their charity run successfully. For example, Camp Ronald McDonald uses volunteers to help with meals, activities, as counselors in the cabins, and in program areas. Ronald McDonald House Charities also relies on volunteers to cook the meals for the guests, host on-site events, office assistants, house assistants, and such (Flaig, Vicky 2). Nonprofit organizations also understand that without others generosity, their contributions of zeal to society would not be possible. Ronald McDonald House has awarded over one millio n dollars in grants to organizations and programs over the last several years. An occurrence often sparks an idea for change or to create something new for the greater good of humanity. Charities become charities because of things such as high statistic rates, economical increases, and to provide equality for disabled individuals. Reflecting back on the high statistics of children between the ages of zero and fifteen that are diagnosed with leukemia, or are faced with the challenges of Downs syndrome and cerebral palsy, it is evident that it is of keen importance to have facilities for children to attend that make them feel like they are living the lives just as any other individual in the world would be able to do. Although, individuals are different by looks we are still all humans equally hoping for a prosperous life, those with mental and physical disabilities should not be rejected by society nor should they be thought of as the lesser equal because they act differently than others may. Charities do not use harsh words, or unfair judgment to view individuals in society, but rather honesty and acceptance to provide for those who are not being provided for. It is because of charities like Ronald McDonald House Charities, and the Wall Gang Camp that understand that the disabled make up a large percentage of our population and that they must have an environment where physical and mental barriers are removed, and acceptance is found. Overall it was a great paper, I tried not correct too much. I wanted it to still be you, and not turn into me telling the storyà ¢Ã¢â€š ¬Ã‚ ¦ Everything that is red, is what I added, but the phrases inside the parenthesis are merely suggestionsà ¢Ã¢â€š ¬Ã‚ ¦ Good luck, and youll do great!!!

The Genius of Stanley Kubrick :: Exploratory Essays Research Papers

The Genius of Stanley Kubrick Many movie directors have mastered a genre or two. Wes Craven and John Carpenter are two of the horror film legends. Alfred Hitchcock is probably one of the five greatest directors of all time, with thrillers being his primary claim to fame. George Lucas has been the reigning king of science fiction ever since the release of Star Wars. John Ford is arguably the premier director of westerns. In my opinion, however, Stanley Kubrick may be the person who mastered more genres than any other director. Kubrick was a movie-making genius, much like Steven Spielberg. Anyone you meet on the street can probably name five Spielberg movies. Not many people, however, are aware that Stanley Kubrick was the director of The Shining, Full Metal Jacket, A Clockwork Orange, 2001: A Space Odyssey, Spartacus, Dr. Strangelove, and eleven other movies. For my money, The Shining is the greatest horror film ever made. The setting is a real hotel in an isolated area of Colorado. The movie starred Jack Nicholson and Shelly Duvall. The hotel is completely abandoned except for a man, his wife, and their young son. The movie is a master-piece. Under Kubrick's direction, Jack Nicholson gives the greatest performance of his career. The Shining will scare the hell out of anyone. In one scene the boy discovers the word "murder" written on a wall. He, however, views the word on a mirror, and thus reads it in reverse as "redrum". He then proceeds to mutter the word "redrum" in an eerie manner at various times throughout the movie. The crazed character played by Nicholson chases his son through a maze of tall shrub hedges during a blizzard. The scene is incredible and so is the entire movie. Any fan of horror and/or Jack Nicholson, who has not seen this movie, should rent it immediately. Amazingly, The Shining is the only horror film that Stanley Kubrick made during his forty-nine year career. In my opinion, it is the best of its genre, even better than Hitchcock's Psycho. Among the ten greatest war movies of all time, I would include Saving Private Ryan, The Bridge on The River Kwai, Platoon, and Apocalypse Now. Stanley Kubrick's Full Metal Jacket also belongs on this list. No other movie has depicted boot camp the way Kubrick did in this 1987 film. The hair on my arm was literally standing up by the time the movie had completed the segment dealing with boot camp.

PTLLS Assignment 1: Roles and Responsibilities in the Teaching Cycle

1. Describe what your role, responsibilities and boundaries would be as a teacher in terms of the teaching/training cycle. My role as a teacher In her book Preparing to teach in the Lifelong Learning sector 2011 (P9), Ann Gravells explains that â€Å"Your main role as a teacher should be to teach your subject in a way that actively involves and engages your students during every session. † Beyond this, my role as a teacher of business management extends to firstly being an exemplar of good management practice, behaviour and conduct. I would need to be a positive role model to my students in interpersonal relationships, organisation, time management, leadership and other aspects of the role of a manager. My role as a teacher also extends to creating a positive, safe and encouraging inclusive learning environment that provides opportunity for learner collaboration and co-operation. My role is not just didactic but facilitative in enabling learning. My role would be ongoing in identifying barriers to learning whether academic, personal or otherwise. I would then apply appropriate interventions to support the learner in overcoming such barriers, with due regard for the professional boundaries of the role. Ultimately, my role is to successfully motivate and support my learners to attain their management qualification. Responsibilities throughout the stages of the teaching / training cycle The teaching / training cyle is in five stages: 1. Identify needs 2. Plan and design 3. Facilitate / deliver 4. Assess 5. Evaluate At each of the five stages of the teaching / training cycle there are many responsibilities countered by relevant boundaries. Responsibilities and boundaries in identifying learning needs At Stage 1, identifying learning needs, the process starts with the candidate’s eligibility for the training. This may be in terms of their academic ability in being able to achieve the Management qualification or in their background and experience in being able to apply the learning. My responsibility would be to explain the entry equirements and assesment criteria to any prospective students. Eligibility in terms of funding and other issues unconnected with the course itself might be addressed by the Course Administrator and would therefore be a demarcation boundary. Course dates and issues around availability would be part of my responsibilities, as I would need to ensure that I maximise attendance and provide timings and dates that were feasible and appropriate. Other responsibilities wou ld be in assessing the needs of the students prior to the learning. I would include, in any pre-course literature, questions around special requirements / reasonable adjustments so that I could make the environment inclusive, safe and learner-friendly. I would also include a learning styles questionnaire, either VAK (Visual, Auditory, Kinaesthetic) or Honey and Mumford which is based on Kolb’s experiential learning cycle. I might also include questions around levels of understanding / experience in the management arena. This information would then inform the development of course materials that catered for the range of learning styles and differentiation in learners’ abilities. I would also be responsible for arranging suitable accommodation for the training including a classroom layout conducive to learning and the resources necessary to support the course materials. In management training it may be appropriate to have PowerPoint presentations, case studies and management DVDs. In terms of working within boundaries at this stage I would need to ensure that timings, dates and literature were in accordance with diversity and equality policies and did not exclude potential candidates. I would also need to ensure the safe-keeping and confidentiality of anything dislosed in the completed pre-course questionnaires. Responsibilities and boundaries in planning and designing At Stage 2, Planning and designing, my responsibilities would include reviewing the ‘needs’ questionnaires to prepare and design the course. If the course was new, I would need to research the internet, consult management books and theory and source materials from colleagues. I might also purchase appropriate support materials such as management styles questionnaires, DVDs etc. If the course was an existing one, I would review the course content to ensure that it was inclusive, contextualised to the learners’ experience, compatible with the learning styles of the learners and at an appropriate academic level to both meet assessment criteria and meet the varying learning needs of the learners. If necessary, I would need to tailor the course providing additional support for the differing academic levels of the learners I might consult internal verifiers or other colleagues to ensure that my course content was appropriate and engaging for the learners. I have often piloted courses to test their effectiveness. My responsibilities at this stage also include preparing aims, objectives, lesson plans, schemes of work and assessments. I would also need to design flipcharts, posters and handouts. The boundaries at this stage include budgetary and time constraints which may affect the quality of the course materials. I must also again make any reasonable adjustments with materials e. g. font size on handouts / PowerPoint presentations adjusted to meet the needs of learners with a visual impairment. I once had to recruit a signer for a deaf learner. I must also ensure that my materials do not breach copyright and licencing requirements. Responsibilities and boundaries in facilitating and delivering learning At Stage 3, facilitating and delivering the learning my responsibilities are extensive. Using my personal presence, presonal example, charisma and tools such as ground rules, I need to create the right first impression to ensure that my learners are aware of their responsibilities within the learning environment. I try to create an environment of support, collaboration and mutual respect. I am responsible for ensuring inclusivity of the learners and celebrating their diversity. I have a duty of care in respect of my learners and should get advice and guidance from my fellow professionals in areas I am unsure of. The environment should be in accordance with Health and Safety requirements allowing free movement and access, no trip hazards, safe, tested electrical equipment. I need to create a psychologically safe environment without intimidation or disrespect. I would do this by challenging inappropriate behaviour and encouraging positive behaviour. I could also refer learners back to the ground rules. Depending on the learning needs / progress of individuals I might need to adapt and target some parts of the course content. I need to minimise jargon and adapt my language and style to the needs of the participants. I need to create opportunities for networking, self-development and experimentation. I must also be aware of any perceived or real barriers to learning and make appropriate interventions. To do this I would confer with teaching assistants or ‘privately’ discuss any issues directly with learners. My presentation style should be engaging, motivational inspirational and thought-provoking. I should keep the necessary records to evidence learner attendance and attainment. My exercises should cater for the varying learning styles of the group. I can employ the assistance of other professionals such as teaching assistants to provide learners with any learning / motivational support or personal care. This is another area of demarcation for the teacher. If there are personal issues creating barriers to learning, then I should know the boundaries of my responsibilities and when to refer to other professional bodies. Other boundaries would include maintaining a professional distance and not becoming too familiar with learners. The use of personal email addresses, personal mobiles numbers and social networking sites would overstep the boundaries of professional conduct. I should also be careful not to favour individual learners or discriminate or exclude learners adhering at all times to diversity and equality requirements / policies. I should maintain confidentiality, agreed as part of the ground rules. Records should be kept safe and confidential. Responsibilities and boundaries in assessing At Stage 4, Assessing, my responsibilities are to set appropriate assessments that comply with the criteria set by the examining board. I also need to comply with any requirements / adjustments advised by the external and internal verifiers. I have a responsibility to ensure that assessments are accessible, with any reasonable adjustments made. I need to ensure that any examinations are conducted appropriately in accordance with guidelines set by the examining board. I need to ensure objectivity, equality and fairness in my grading and marking of assignments. I also need to complete my marking in a timely manner to ensure that learners receive feedback as soon as possible. Feedback on assigments would be written or vebral if additional support was required. Feedback should be constructive, balanced, supportive and helpful. I need to follow the correct procedures for referring or failing students that do not meet the assessment criteria. I should ensure that assessment records are captured correctly and stored safely, ensuring confidentiality. The responsibility areas outlined above illustrate the boundaries that must be adhered to data protection, confidentiality, bjectivity, equality and fairness. Responsibilities and boundaries in evaluating Stage 5 is evaluation. As a teacher I need to review the course once it has concluded. Evaluation methodology employed might include post-course questionnaires, budgetary analysis, return on investment exercise, outputs from exercises and assessments, teacher observation, reflective diaries, peer ob servation, feedback from external and internal verifiers and ultimately the assessment results. I should analyse what went well and what needs to be improved. Boundaries at this stage would be my ability to be objective and barriers to receiving / accepting feedback. 2. Identify the key aspects of current legislative requirements and codes of practice relevant to your subject and the type of organisation within which you would like to work. In my former role as a trainer in the Civil Service, I was subject to the Official Secrets Act, the Civil Service code of conduct and to various HR policies. These governed my personal behaviour towards others, my integrity and my professionalism. Failure to comply might lead to grievances, disciplinary procedures and employment tribunals. In her book Preparing to teach in the Lifelong Learning sector 2011 (P9), Ann Gravells lists codes of practice and legislation relevant to the training arena. I have considered their relevance to my role and subject area. Code of Professional Practice 2008 by the Institute for Learning is a useful guide as to how teachers should behave and the professional boundaries that they should work within. This code covers such areas as integrity, respect, care, practice, disclosure and responsibility. Copyright Designs and Patents Act 1988 – I would need to ensure that the support materials used did not breach this legislation. I would need to acquire permission or purchase licences for relevant work that I wished to use. Data Protection Act 2003 – this governs the type of data kept about my students, information held should be restricted to what is relevant for my purposes and role. Data should be up-to-date and accurate. This also governs the security of information. Confidentiality and safe keeping being of the utmost importance. Equality Act 2010 – this legislation was designed to protect individuals from unfair treatment and discrimination and advance equality of opportunity. It protects individuals on the grounds of gender, race, ethnicity, religion, age, disability and sexual orientation. As a teacher I should be aware of my own prejudices and ensure that I do not exclude, discriminate or treat unfairly any of the learners in any way that contravenes this act. Further to the Equality Act, there are often organisational policies relating to Diversity which means that as a teacher I should accept and celebrate the diversity of the learners, enabling and valuing the contributions of individuals. Freedom of Information Act 2000 – this legislation is around the rights of the public to information held by authorities. This information could be anything that might be in the public interest to know. The ‘public’ therefore includes the learners. As a teacher I need to ensure that any records kept are accurate and relevant and contain nothing that I would not wish the learners to see.. Health and Safety at Work Act 1974 – relates to the responsibility of everyone in the workplace to take responsibility for ensuring the workplace is healthy and safe. As a teacher I would need to be aware of my responsibilities and ensure that learners are aware of their responsibilities. Responsibilities include interventions to rectify issues e. g. removing a trip hazard. Reporting accidents and near misses is another responsibility. Aslo reporting any issues that you are unable to address yourself. I would also add the requirement for a Public Performance Licence. This would be held by the organisation you work for. If you play recorded music or music videos in public – including radio or TV – you are legally required to have a PPL licence.

Deception Point Page 97

Rachel inserted the entire stack into the hydrolab's fax machine. Knowing only a few fax numbers by heart, she had limited choices, but she had already made up her mind who would be receiving these pages and her note. Holding her breath, she carefully typed in the person's fax number. She pressed â€Å"send,† praying she had chosen the recipient wisely. The fax machine beeped. ERROR: NO DIAL TONE Rachel had expected this. The Goya's communications were still being jammed. She stood waiting and watching the machine, hoping it functioned like hers at home. Come on! After five seconds, the machine beeped again. REDIALING†¦ Yes! Rachel watched the machine lock into an endless loop. ERROR: NO DIAL TONE REDIALING†¦ ERROR: NO DIAL TONE REDIALING†¦ Leaving the fax machine in search of a dial tone, Rachel dashed out of the hydrolab just as helicopter blades thundered overhead. 119 One hundred and sixty miles away from the Goya, Gabrielle Ashe was staring at Senator Sexton's computer screen in mute astonishment. Her suspicions had been right. But she had never imagined how right. She was looking at digital scans of dozens of bank checks written to Sexton from private space companies and deposited in numbered accounts in the Cayman Islands. The smallest check Gabrielle saw was for fifteen thousand dollars. Several were upward of half a million dollars. Small potatoes, Sexton had told her. All the donations are under the two-thousand-dollar cap. Obviously Sexton had been lying all along. Gabrielle was looking at illegal campaign financing on an enormous scale. The pangs of betrayal and disillusionment settled hard now in her heart. He lied. She felt stupid. She felt dirty. But most of all she felt mad. Gabrielle sat alone in the darkness, realizing she had no idea what to do next. 120 Above the Goya, as the Kiowa banked over the stern deck, Delta-One gazed down, his eyes fixating on an utterly unexpected vision. Michael Tolland was standing on deck beside a small submersible. Dangling in the sub's robotic arms, as if in the clutches of a giant insect, hung Delta-Two, struggling in vain to free himself from two enormous claws. What in the name of God!? Equally as shocking an image, Rachel Sexton had just arrived on deck, taking up a position over a bound and bleeding man at the foot of the submersible. The man could only be Delta-Three. Rachel held one of the Delta Force's machine guns on him and stared up at the chopper as if daring them to attack. Delta-One felt momentarily disoriented, unable to fathom how this possibly could have happened. The Delta Force's errors on the ice shelf earlier had been a rare but explainable occurrence. This, however, was unimaginable. Delta-One's humiliation would have been excruciating enough under normal circumstances. But tonight his shame was magnified by the presence of another individual riding with him inside the chopper, a person whose presence here was highly unconventional. The controller. Following the Delta's kill at the FDR Memorial, the controller had ordered Delta-One to fly to a deserted public park not far from the White House. On the controller's command, Delta-One had set down on a grassy knoll among some trees just as the controller, having parked nearby, strode out of the darkness and boarded the Kiowa. They were all en route again in a matter of seconds. Although a controller's direct involvement in mission operations was rare, Delta-One could hardly complain. The controller, distressed by the way the Delta Force had handled the kills on the Milne Ice Shelf and fearing increasing suspicions and scrutiny from a number of parties, had informed Delta-One that the final phase of the operation would be overseen in person. Now the controller was riding shotgun, witnessing in person a failure the likes of which Delta-One had never endured. This must end. Now. The controller gazed down from the Kiowa at the deck of the Goya and wondered how this could possibly have happened. Nothing had gone properly-the suspicions about the meteorite, the failed Delta kills on the ice shelf, the necessity of the high-profile kill at the FDR. â€Å"Controller,† Delta-One stammered, his tone one of stunned disgrace as he looked at the situation on the deck of the Goya. â€Å"I cannot imagine†¦ â€Å" Nor can I, the controller thought. Their quarry had obviously been grossly underestimated. The controller looked down at Rachel Sexton, who stared up blankly at the chopper's reflective windshield and raised a CrypTalk device to her mouth. When her synthesized voice crackled inside the Kiowa, the controller expected her to demand that the chopper back off or extinguish the jamming system so Tolland could call for help. But the words Rachel Sexton spoke were far more chilling. â€Å"You're too late,† she said. â€Å"We're not the only ones who know.† The words echoed for a moment inside the chopper. Although the claim seemed far-fetched, the faintest possibility of truth gave the controller pause. The success of the entire project required the elimination of all those who knew the truth, and as bloody as the containment had turned out to be, the controller had to be certain this was the conclusion. Someone else knows†¦ Considering Rachel Sexton's reputation for following strict protocol of classified data, the controller found it very hard to believe that she would have decided to share this with an outside source. Rachel was on the CrypTalk again. â€Å"Back off and we'll spare your men. Come any closer and they die. Either way, the truth comes out. Cut your losses. Back off.† â€Å"You're bluffing,† the controller said, knowing the voice Rachel Sexton was hearing was an androgynous robotic tone. â€Å"You have told no one.† â€Å"Are you ready to take that chance?† Rachel fired back. â€Å"I couldn't get through to William Pickering earlier, so I got spooked and took out some insurance.† The controller frowned. It was plausible. â€Å"They're not buying it,† Rachel said, glancing at Tolland. The soldier in the claws gave a pained smirk. â€Å"Your gun is empty, and the chopper's going to blow you to hell. You're both going to die. Your only hope is to let us go.† Like hell, Rachel thought, trying to assess their next move. She looked at the bound and gagged man who lay at her feet directly in front of the sub. He looked delirious from loss of blood. She crouched beside him, looking into the man's hard eyes. â€Å"I'm going to take off your gag and hold the CrypTalk; you're going to convince the helicopter to back off. Is that clear?† The man nodded earnestly. Rachel pulled out the man's gag. The soldier spat a wad of bloody saliva up into Rachel's face. â€Å"Bitch,† he hissed, coughing. â€Å"I'm going to watch you die. They're going to kill you like a pig, and I'm going to enjoy every minute.† Rachel wiped the hot saliva from her face as she felt Tolland's hands lifting her away, pulling her back, steadying her as he took her machine gun. She could feel in his trembling touch that something inside him had just snapped. Tolland walked to a control panel a few yards away, put his hand on a lever, and locked eyes with the man lying on the deck. â€Å"Strike two,† Tolland said. â€Å"And on my ship, that's all you get.† With a resolute rage, Tolland yanked down on the lever. A huge trapdoor in the deck beneath the Triton fell open like the floor of a gallows. The bound soldier gave a short howl of fear and then disappeared, plummeting through the hole. He fell thirty feet to the ocean below. The splash was crimson. The sharks were on him instantly. The controller shook with rage, looking down from the Kiowa at what was left of Delta-Three's body drifting out from under the boat on the strong current. The illuminated water was pink. Several fish fought over something that looked like an arm.