Variations of the Approaches to VET Systems Essay

Variations of the Approaches to VET Systems - Essay Example The form of the given skills is determined both by the market mechanism and decisions taken by individuals in order to enhance their careers or income. In the second model, the VET is incorporated into an educational system or a school system that is comprehensively made up to develop professionals. Clearly, the systems Ashton (2004) has in mind in relation to the first type is the systems in the UK and US, while he allocates the second type to the dual system of VET in Germany, Switzerland, Austria and Denmark. It is useful to place these two models on two ends of a continuum from a system based on outcomes to one based on inputs. England lies on employability whilst Germany mostly on â€Å"vocational training†. In Germany, the VET systems are put more emphasis on employability with occupations becoming less rather than more delineated and less, rather than more specialised, in line with requirements of the knowledge economy, but also, with a central focus on the occupational mobility of the individual. In England, the opposite is true where there has been a narrowing down of skills. A strong led-demand system ensures the production of narrow sets of skills suited to a low –skilled labour market. ... This contrasts sharply with the VET in England which has been criticised for neglecting general education (Harrison 2002). In addition, these systems are characterised by three important differences between them in terms of the balance between classroom and work place learning. It is only in Germany where a dual system that relies on integration of hypothetical knowledge with significant workplace experience can be found. On the other hand, there have been more advancement aimed at making Vocational Educational and training systems more practice-oriented. However, this contradicts with the English model which in the recent years has moved towards a ‘narrowing’ of skills dispensed with knowledge deemed unnecessary. The fact that it is difficult in the English language to differentiate types of knowing may reflect the suspicion with which abstract underpinning knowledge in VET has been treated in this country (Keep 2006). German distinguishes ‘knowing that’ or theoretical knowledge from ‘knowing how’ practical knowledge or know-how. In addition, the German language further distinguishes between systematic propositional knowledge and systematic propositional knowledge. Also, while in Germany, VET involves different types of knowledge to underpin practice in a rather broad occupational field, VET in England is aimed at acquiring task-specific skills with no or little underpinning knowledge. These types of knowledge are occupational, task-specific and industrial. Importantly, while skills in Germany are integral elements of holistic union, in England they are bundles of specific skills defined as learning outcomes of fragmented qualifications. The education system in

Article Analysis on the Global Economic Crisis

Article Analysis on the Global Economic Crisis Table of Contents INTRODUCTION GLOBAL BANKS: A WORLD OF PAIN Citigroup: Citi never reaps Greece Economy: Running on Empty CONCLUSION Bibliography INTRODUCTION This paper is about the discussion on the recent the economist article based on global banks: a world of pain, Citi group: Citi never reaps and Greece economy: running on empty. GLOBAL BANKS: A WORLD OF PAIN[G1] Bail-out big banks: In my opinion, the bailout happens, when the money of the bank is in the struggling entity to prevent its complete collapse. The world largest banks are connected through a mesh of short term loans which provide credit guarantee and financial contracts of others. This connection is a risky one that can also be a cause for a big bank to bail out. The economic crisis may also happen because of the doubts aroused in the ability of a single financial firm to meet its prescribed responsibility and to repay their loan. The bank regulation can improve in requiring some reserve ratio during the thriving times. Another way is to limit the percentage funding which come from the short time money market. (Pettinger 2009) Giant Firms proved hard to manage subsidiaries and struggled to be built common system: In my opinion, the giant firm may fail to build a common system may be because of the disappointed employees of the firm which may be because of the rules. The big firm won’t be having enough time to check whether the highly talented employee is working for the good on-going project and to know whether he is comfortable with that or not. I also feel that good discussion is a well said example for the consistent growth of the firm. So these giant firms might have not followed the discussion process properly. Priority should also be given for the talented employees to work for the wellness of the firm. The mission and vision should be clearly set and the execution of the process for it should be done accordingly to make their work more easy and it will also pave way for building common system. Basel 3 and complicated regulation and increase the cost: In my opinion, the global and the liquidity rule (Basel 3) can be focussed better than they do now. All the banks will face a strict regulation because of the new liquidity standard, the risk coverage, and the new leverage ratio. Because of the bank capital will also decrease along with the increase in capital ratio for the upcoming years. This will cause problem for some banks. I feel that bank will experience the pressure on Return of Equity (ROE) because of the increase in the capital and the liquidity cost. For this bank have to work in a number of areas and have to work on Basel 3 issues and they have to set priority for the close, mid and for the longer term. Citigroup: Citi never reaps[G2][G3] In my opinion, I agree that the Citi bank had money but they are still in a question of knowing how the straggling financial firm turn out to be. It had a good growth. According to George Moore the chairman of new look committee said that they boost the development of the business till maximum. But the current head is controversy. It’s Michael Corbat[G4] who is the CEO of Citi group. All its branches are shrinking. Corbat(CEO of Citi group) itself[G5] had sold out nearly 60 businesses. Citi had already failed in the stress test in 2012 and 2014and it’s asked not to hike its share. At first the failure deceased Vikram Pandit, the former chief executive and how if this failure continues it will be hopefully Corbat who will be deceased from the Citi group. [G6]It made a mark in the market because of its strength and the responsibility. Certain activities of Citi group are glitches. Usage of property design instead of cash machine by Citi group is a well said example as bec ause it should be the only bank using it. Retail business reduction is uptight. At first they thought of reducing the operation in Dallas and Houston of Texas. But later it was in a stage to extinct the complete state. Its operation in the threat lying areas is also a risk. It will surely provide few or no return. Some rules are more complicated here which makes the customers to move away. Mr.Peabody share his view for this shrinking of Citi group is because of responsibility increased in taking many risky transaction for example bought deals. It is of consuming the seed corn and producing the profit at a later stage. City group comments that it is of helping their customers who are in a verge against drive in the currency and commodity. (Citigroup Citi never reaps 2015) Greece Economy: Running on Empty In my opinion, I am agree that the vital operation initiated by the new prime minister of Greece Mr.Alexis Tsipras asking for the reviled bond out extension of the country is misleading as an awaiting crack from the creditors made the government back and leaning to the close edge made the state economy as liquidation and might more worseness in the country. Unbearable process is only has been provided by the government for fleshing out very few restructurings. After 6 six years the Greek economy showed a little improvement. In the last three months of 2014 there was a fall by 0.2% because of the election. Battering the economy and public finance by political confusion can be of 3 ways as follows: Compulsory revision of bank accounts into less valuable drachmas Political disruption Political storm in public finance Compulsory revision of bank account into less valuable drachmas, some business and house hold are pulled out. Many withdrawals continued, deposit loss which leads to striking capital controls. Out of these some possible help is reined by ECB (European Central Bank). Political disruption is created ambiguity. Holding the domestic project frightened the foreign investors. This will not decrease until or otherwise confidence is created by the government to the investors. Political storm in public finance , it is bond market cut off made the government to struggle to pay the bill. I am agree with the author that the worsening of the finance is because the worse treating of the Greece government. A good among bad is it did not affect the tourism of that country. Mr.Trispas is also in a need to break most of his political promises (Greece’s economy Running on empty 2015) CONCLUSION A complete discussion of the global banks, their struggle in the competitive market because of the emerging local banks and the internal reason for the back struck has been discussed in the paper. [G7]The complication in the regulation made the banking tough. The Basel 3 norms are also complicated which made the banks to have the risk coverage and the liquidity standards. Continuous revision for the banks along with discussions can be made to maked their share in the market consistent. Bibliography Citigroup Citi never reaps. March 7 2015. http://www.economist.com/news/finance-and-economics/21645811-making-money-global-banking-network-difficult-it-alluring-citi. Global banks A world of pain. 7 march 2015. http://www.economist.com/news/finance-and-economics/21645807-giants-global-finance-are-trouble-world-pain. Greece’s economy Running on empty. 7 March 2015. http://www.economist.com/news/finance-and-economics/21645810-political-brinkmanship-has-exacted-heavy-economic-toll-running-empty. 1 [G1]You summarized the articles and did not provide your opinion, I break-down to sub-titles , for each write 150-200 words Search for ready made argument in the net and rephrase it and start in my opinion and I agree or disagree [G2] [G3]Re-write this para As similar what I did with Greece Economy below [G4]What his position [G5] [G6]It is not clear what you want to say , re-write the sentence [G7]Here make summary of the issues above in 4-7 lines

blackhod Black vs. White in Joseph Conrads Heart of Darkness Essay

Black vs. White in Heart of Darkness      Ã‚  Ã‚  Ã‚   The warm glow of civilization comforts and protects us all, but is there something more?   Is the heart of darkness lurking just below the surface, accessible to all but revealed to few?   In Heart of Darkness, Joseph Conrad provides the reader with the image of black vs. white in an attempt to convey the idea of an ever-present heart of darkness.      Although the main plot of Conrad's tale is Marlow's journey into the African Congo, this merely sets the stage for a number of deeper themes.   Marlow was a civilized man who believed in imperialism and the acquisition of wealth until he was faced with the horrors within the wilderness.   The African jungle is a far cry from civilized Europe, and in many ways Marlow found himself at a loss as to what the proper course of action would be.   Marlow was not raised to compete with brutal savagery and had always believed in using his logical mind to think his way out of any situation.   This savagery first becomes apparent when Marlow encountered the shaded death grove early on in his journeys. Marlow saw the natives suffering immensely for what seemed to be nothing - their work seemed for naught - but he did not speak up or stop his trek.    This is also the first time that the reader gets a glimpse of the underlying oppositions within the text. Marlow glanced at one of the dying natives, one with a piece of white ... ... Bradley, Candice. "Africa and Africans in Conrad's Heart of Darkness." (24 Jan. 1996). Online Internet. 3 October 1998. Available: http://www.lawrence.edu/~johnson/heart. Conrad, Joseph. Heart of Darkness. Ed. Robert Kimbrough. 17th ed. New York: Norton, 1988. Levenson, Michael. "The Value of Facts in the Heart of Darkness." Nineteenth-Century Fiction 40 (1985):351-80. Rosmarin, Adena. "Darkening the Reader: Reader Response Criticism and Heart of Darkness." Joseph Conrad Heart of Darkness: A Case Study in Contemporary Criticism. Ed. Ross C. Murfin. New York: St. Martin's, 1989. Watt, Ian. Conrad in the Nineteenth Century. San Diego: U. of California P, 1979. 168-200, 249-53.   

Lifestyles Theory Essay

The â€Å"lifestyle/exposure theory† was developed by Hindelang, Gottfredson, and Garofalo (1978:243; e.g., see Goldstein, 1994; Maxfield, 1987:275; Miethe, Stafford, and Long, 1987:184). This model of criminal events links victimization risks to the daily activities of specific individuals (Goldstein, 1994:54; Kennedy and Forde, 1990:208).Lifestyles are patterned, regular, recurrent, prevalent, or â€Å"routine activities† (Robinson, 1997b; also see Cohen and Felson, 1979; Felson, 1994; Hindelang, Gottfredson, and Garofalo, 1978:241; Garofalo, 1987:24, 39). Lifestyles consist of the activities that people engage in on a daily basis, including both obligatory and discretionary activities. LeBeau and Coulson (1996:3; also see LeBeau and Corcoran, 1990) assert that:The former are activities that must be undertaken while the latter because they are pursued by choice are called discretionary. ‘An activity is discretionary if there is a greater chance of choice than constraint, and obligatory if there is a greater degree of constraint than choice† (Chapin, 1974:38). Both activities have a duration, position in time, a place in a sequence of events, and a fixed location or path in space (Chapin, 1974:37).Kennedy and Forde (1990:208) summarized the lifestyle/exposure model as â€Å"lifestyle, encompassing differences in age, sex, marital status, family income, and race, influences daily routines and vulnerability to criminal victimization, resulting in the fact that â€Å"Victimization is not evenly distributed randomly across space and time — there are high-risk locations and high-risk time periods† (Garofalo, 1987:26). â€Å"Lifestyle patterns influence (a) the amount of exposure to places and times with varying risks of victimization, and (b) the prevalence of associations with others who are more or less likely to commit crimes.† A similar theoretical model developed by Kennedy and Forde (1990: 209, 211) suggested that background characteristics and daily activities affect time spent in risky lifestyles which lead to dangerous results (i.e., criminal victimization). In their words, â€Å"demographic and lifestyle variables . . . can be interpreted as contributing to more or less ‘time spent in risky activities’ and indirectly contributing to ‘dangerous results'† (Kennedy and Forde, 1990:209).Numerous studies have shown relationships between daily activities of individuals and their likelihood of criminal victimization (Riley, 1987:340). In other words, what people do and how they behave places them at either more or less risk of criminal victimization (Maxfield, 1987; Miethe, Stafford, and Long, 1987; Sampson and Wooldredge, 1987).According to Sampson and Wooldredge (1987:372): â€Å"An active lifestyle . . . appears to influence victimization risk by increasing exposure of persons and homes to potential offenders while guardianship is low.† Yet, an active lifestyle may not necessarily increase one’s risk of criminal victimization. For example, if there is a great deal of activity by residents, neighbors, or passers by around a residence, then this activity may serve to decrease the likelihood that a property offender will victimize a residence. In fact, many property offenders are non-confrontational and want to avoid being seen by residents, neighbors, or passers by (Cromwell, Olson, and Avary, 1991; Tunnell, 1994; Wright and Decker, 1994). Whether an active lifestyle leads to higher or lower risks for criminal victimization may depend on several factors. It might depend on the nature of one’s activities — i.e., whether they are patterned and predictable to offenders, or sporadic and less predictable. This issue has not been settled by academic research, although the majority of lifestyle research suggests that active lifestyles increase risks for criminal victimization (Robinson, 1997b). Part of why there is some uncertainty about this issue is because when relationships between lifestyles and crime are studied, dependent variables typically consist of some composite measure of crime (see Robinson, 1997b; Thompson and Fisher, 1996). Whether active lifestyles lead to higher or lower risks for crime might depend on the specific type of crime that is being studied. Since composite measures of crime have been utilized by researchers rather than distinct measures of individual crime types (Bennett, 1991; Maxfield, 1987; Thompson and Fisher, 1996), it is nearly impossible to differentiate the effects of peoples’ lifestyles on different types of criminal victimization. This is problematic, because lifestyle/exposure theory is â€Å"crime specific† (Bennett, 1991:158; Thompson and Fisher, 1996). For example, crimes such as burglary and theft may create different opportunities for offenders: For a burglary to occur, an offender has to break and enter a home to get the desired goods. An offender who commits a larceny, on the other hand, may ride off with a bicycle left out on the lawn or steal something from the porch of a home. These examples demonstrate that the opportunity structure for burglary and larceny are different and therefore the two crimes must be examined separately in research (Thompson and Fisher, 1996:52; also see Gottfredson, 1984; Maxfield, 1987; Sampson and Wooldredge, 1987).Research examining the relationship between lifestyles and crime should avoid pooling or aggregating crime types, because examining the effects of lifestyles on composite measures of crime leads to inconsistent findings (Thompson and Fisher, 1996:53).

Ptlls assignment

Introduction In this assignment I will discuss the roles, responsibilities and relationships in lifelong learning as described in Ann Gravels' book, Preparing to Teach in the Lifelong Learning Sector. I use my experiences of teaching abroad to clarify how the various theories and aspects of teaching affected my own role in adult teaching. 1. Roles and Responsibilities in lifelong learning Role and responsibilities and Identifying and meeting needs (1. 3/1. ) Gravels (2012) states that the main role of a teacher Is to teach a subject In such way that all dents are actively involved during every session. By using clear language and terms that are understandable for all students, the teacher ensures the learning that takes place. Managing students from the beginning of the course to completion by monitoring progress, providing feedback and keeping accurate records Is the final part of the being a teacher. A teacher Is also responsible for keeping up to date with the latest developments and changes In their field.In order to be effective at teaching and learning, a teacher has to address all the phases of the teaching cycle (Gravels, 201 2:POP): In my own role as a language tutor at the Dutch Flemish Institute in Cairo, I was involved in all stages of this cycle. At the registration day for the course, students had to complete a registration form and have an interview. The application form could give an indication of potential literacy/learning issues, for example when students had someone else fill out the form, or had spelling problems.The interview was simultaneously a tool to check whether the English level of the students was sufficient as well as a way of finding out what motivated the student and discuss the application form and course. Step 1: Identifying needs) Before the start of the programmer, I would check all my teaching materials and go over the entire syllabus while using the evaluation of the former course to see if any adaptations to the lesson pl an needed to be made. For example replace exercises that did not work with others or skip all together, replace grammar explanations that did not explain well for others.A teacher needs to be up to date on the latest developments and changes in their subject field, and adapt the course accordingly. (Step 2: Planning Learning) Before the start of sessions I prepared the room, checked materials were resent and audio-visual equipment was working. During the sessions my lesson plan guided me through all the topics that needed to be covered. I made hand-outs that described the grammar In English for extra clarity with some extra exercises to try out, as the books were all In Dutch.By using a variety of teaching tools and techniques I tried to keep all students actively Involved throughout the sessions. (Step 3: Facilitating Learning) Mid semester I made my students do a test, which would count for half of the total of the written exam score. This test allowed the dents and me alike to ev aluate progress made so far and Identify problem areas. As a result I could discuss problem topics again and sometimes advise students on studying methods.At the end of the course there was a final written exam as well as out evaluation forms, which would be filled out anonymously to encourage students to speak their minds. These forms were taken by the Admit department, where they, combined with the results of the students and the teachers' own experiences, were used to evaluate the programmer. (Step 5: Quality assurance and evaluation) Another responsibility as a teacher is the record keeping. Records must be kept to satisfy the organization's needs, external quality assure but also to support the assessment of a student.A teacher can keep a closer track on progress made if records are kept up to date on a regular basis. Records must be kept accurate, factual, legible and up to date. But more importantly, records should be kept secure and confidential. Every organization in the UK that stores personal data must do so by the guidelines and rules set in The Data Protection Act (2003) Legislation, regulatory requirements and codes of practice (1 . 1) Similar to other professions and work sectors, the educational sector is bound by legislation, requirements and codes of practices.These can be generic, I. E. General to all teaching staff or specific, targeted to a specialist subject. A good example of generic legislation is the Education Act (2011) which covers a collection of laws relating to education. Other Acts address more specific parts of education, for example the Education and Skills Act (2008) is meant to increase participation in learning for young people and adults and providing second chances. Protection of Children Act (1998) was designed to protect children and vulnerable adults alike.Practically it means that everyone working with people in these groups will have to be checked and approved by the Disclosure and Barring Service (DB'S) which replace d the Criminal Records Bureau. Depending on the institution I would go teach at, I might have to undergo a check by the DB'S. The Children Act (2004)/ Every Child Matters, the 5 main outcomes of this Act are that Every Child should: – be healthy, -stay safe, – enjoy and achieve, -make a positive contribution, – achieve economic well-being. As a teacher I would have to ensure that these outcomes are incorporated in my interaction with the students.For example provide access to ranking water and healthy food. Or engage every student in group activities. According to the Freedom of Information Act (2000), teachers should provide access to the records that are kept on the students if the student requests access. For example, a student of mine was unhappy with the final grading at the end of a course, my records showed how the end grading was calculated and that no subjectivity was involved. The Code of Professional Practice (2008) by the Institute for Learning offer s a guideline for teachers in the Lifelong Learning Sector based on 7 behaviors.Teachers should work in a manner that is in accordance with these behaviors so as to guarantee a profession standard. Teaching students about food handling, restaurant techniques or kitchen techniques, means the Hazard Analysis and Critical Control Point system must be taught. This European system regulates the handling food and offers procedures to ensure the food is healthy to eat. It stipulates for example which temperature food should be stored at, and all stored food should be labeled with content, date of production and who produced it.When teaching Dutch, I must follow the latest grammar and spelling rules as set by ‘The Dutch Language Union'. Both of these would fall under the specific level. For the Data Protection Act see page, the Health and Safety Act see page 5 and the Equality Act Equality is about the rights of students to have access to, attend, and participate in their chosen learn ing experience (Gravels, 2012). Diversity, according to Gravels (2012), is about valuing and respecting the differences in students.The Equality Act (2010) is a consolidation of all harassment and anti-discrimination legislation into one Act that combines these two concepts. In order to abide by this Act, a teacher must himself and actively encourage all students to respect all others without regard for GE, disability, gender, race, gender identity, religion, sexual orientation, marriage and maternity/pregnancy. While teaching in Egypt I found that the women in the class needed encouragement to speak up, and I also had to ensure that both Islam and Christianity would make an equal appearance in pictures and explanations. A key consideration in the planning and preparation of any lesson , therefore, is that it should create learning opportunities which are accessible to all the students and which do not make any student feel excluded, directly or by implication' (Wallace, 001 : 47) T his includes ensuring all learning styles (VS..) will be used in each session, that students with learning problems like dyslexia or deafness will be accommodated and that materials and examples are chosen in a way that no student feels excluded. Professional Boundaries and Points of Referral (2. +2. 2+2. 3) A teacher should always behave in a professional manner and work within the boundaries of the responsibilities that come with the role. For example, keep a healthy distance between the student and the teacher both physically and virtually. Don't hand out private phone numbers or exchange social media details with the students. Students might need assistance with issues, some things the teacher can assist with but other issues are crossing the boundaries of a teacher's knowledge and responsibility.For example when a student came to me with problems with his visa, I was not able to help him but I did refer him to the person at the embassy who could help him. Another student had is sues with paying for the course; I referred him to the Administrator to discuss the possibility of a payment plan. Sometimes the teacher can help by referral to a colleague. One semester I had a student in my group who with in the first hour of the first session had shown that he ally was not a ‘beginner'.During the break I spoke with my colleague who taught the intermediate level and introduced the student to her. We all agreed it was in his best interest for him to leave my class and Join the other class. The next I made sure the Administration was aware of this change and that new books would be prepared before his next session. Whenever problems arose during a session, I would inform the Admit department about it and my actions, so they would be aware in case of a complaint.My fellow tutors and I shared extra course material we made, so all students would have the same experience no matter who their tutor was. When dealing with students, colleagues or external parties a te acher should always remain professional and aware of the standards of the institution you work for. A Safe Learning Environment and Appropriate Behavior & Respect (3. 1+3. 2) involves not only the venue and resources used, but also your attitude and the support you give to your students. † (Gravels, 2012:24) The way the room is set up can send a first signal on what students can expect.A class room setup suggests an autocratic, pedagogical (teacher centered), lecture style where as a horse shoe or a square setup suggests a more democratic, ontological (student centered) style of caching. Whatever style the teacher chooses there other aspects to consider as well, e. G. , ensuring that all students have a clear view of the teacher and the visual aids used but also light, temperature and fresh air can have an impact on a student's learning. The Health and Safety at Work Act (1974) is a piece of legislation that covers occupational Health and Safety.Teachers and the institutions i n which they work are responsible for enforcement. In the classroom this means the teacher should explain what the procedures are for evacuation in case of emergency or warn against ripping or falling off chairs. The teacher should be active when seeing a potential hazard, not reactive. One way of promoting appropriate behavior and respect is by creating ground rules. Ground rules are boundaries, rules and conditions within which students can safely work and learn. Gravels, 2012:91) Some ground rules can and will be set autocratic by the teacher or institution; â€Å"no smoking†, â€Å"respect each other†, â€Å"no swearing†, fire regulations. Other ground rules can be set democratically, the students can make a list of rules they want to impose in the class room, e. G. , â€Å"if ate, do not disrupt†, â€Å"phones should be on silent†, and â€Å"offer each other help when needed†. The advantage of democratic rules is that students will be m ore engaged in enforcing these rules. The ground rules should at all times be clear and unambiguous.Ground rules can help when disturbances occur during a session, by reminding students what behavior was agreed upon. Appropriate behavior and respect can and should be encouraged by the teacher's behavior. Through body language, tone of voice, choice of words a teacher can show respect to students but also indicate a level of trust and confidence. This should make a teacher more approachable for students who might need some extra help and also encourage and motivate students to behave similarly through leading through example.A supportive teaching environment can be created by encouraging students to ask questions during the session or after, if it relates to more personal matters. Another way is to ensure that all learning styles are addressed in each session. Students should be aware of what they will learn, why they need to learn it and how they will learn. As a teacher I would try to include Flemings (2005) BARK method, by using visual, aural, read and write and kinesthesia elements in my session so that the information would be offered in a way that suited every student's needs.