Perceived stress and coping mechanism of middle and high school Research Paper

Perceived stress and coping mechanism of middle and high school principals - Research Paper Example In addition to these long hours, there is a constantly increasing demand from administrative bodies that are placed upon school principals which causes even more exhaustion. This often results in declining physical and mental health (Brock & Grady, 2002). Principals are responsible for the well-being of hundreds of students, taking into consideration the special abilities and needs of some students. The role of the principal is not an easy task. They lead what amounts to small businesses or corporations that are rated based on their productivity, of in the case of educational institutions, test scores. Today, even more more mades are being added to this already lengthy list of expectations for principals. Add to that a mountain of paperwork and meetings, queries and complaints from parents, playground and lunchtime duties, and there is certainly the potential for for even more stress than one can handle. In a recent study conducted by Tomizan & Waldon (2004), it was discovered that m any school principals were so stressed by the pressure of their jobs that nearly half have work-related medical problems. This study revealed that eight out of ten principals experienced high levels of stress, with the ‘unnecessary paperwork’ and managerial nature of their job being the biggest concerns. The survey that was conducted found a conflict between the way principals see their role as educators and the reality of having to be a manager. They have to contend with high levels of internal conflict between what they consider to be their primary responsibility - creating a quality educational environment for students - and the demands placed on them by the department. The study also uncovered that nearly half the principals surveyed had a medical problem linked to work, with the most common being weight control, heart disorders and headaches. Most principals, however, tend to ignore their health problems and often returning to work without having fully recovered fr om various illnesses. Some said the job robbed them of time with their families, and some admitted they often found it difficult to maintain a fully satisfying relationship. This particular study also pointed out the reality that nearly half of all principals are some type of medication directly related to the stress of this career (Tomizan & Waldon, 2004). All of this information makes it plausible to assume that the stress levels endured by principals is at an all-time high and is only going to increase in the near term. Background Study Related to Stress Stress has become a part of the job description for most school principals. According to Selye (1974) who coined the term, stress is â€Å"the nonspecific response of the body to any demand placed upon it, whether it is caused by, or results in, pleasant or unpleasant conditions.† (p. 74). The theories present by Selye have garnered much discussion through the years. Some use the word stress to talk about heartache or loss , or some other less than desirable situation or task that they are forced to encounter. For others, stress is the physical reaction manifested in the form of heartburn, chest pain, or other types of palpitations. Still other consider stress to be what they perceive to be the end result to these physical problems, such as the occurrence of an ulcer or heart attack (Roesch, 1979). In the end, Selye created a new word to better describe

Consumer law Essay Example | Topics and Well Written Essays - 3000 words

Consumer law - Essay Example You must take it in the condition in which you found it. This statement by itself does not shield the seller from liability. Under section 6(2)(a) of the Unfair Contract Terms Act 1977, as against a person dealing as consumer, liability for breach of the obligations arising from section 13, 14 or 15 of the 1979 Act (seller’s implied undertakings as to conformity of goods with description or sample, or as to their quality or fitness for a particular purpose); cannot be excluded or restricted by reference to any contract term. Dealing as a Consumer is defined under section 12 of the Unfair Contract Terms Act 1977.1 An individual deals as a consumer when he neither makes the contract in the course of a business nor holds himself out as doing so the other party does make the contract in the course of a business. The second hand good was not bought in a public auction, and therefore the burden of proving that the purchase was not made as a consumer lies on the seller either because the seller did not sell in the course of business or the buyer did buy or held out to buy in the course of business. The mere fact that Andy had paid the purchase price from his business account does not lead to a conclusion that he was dealing in the course of business and not as a consumer. In fact, his intention was to use the car principally for shopping and collecting the children from school but he did expect occasionally to use it in his business for urgent collections and deliveries of materials. Under section 14(2A) of the 1979 Act, goods are of satisfactory quality if they meet the standard that a reasonable person would regard as satisfactory, taking account of any description of the goods, the price (if relevant) and all the other relevant circumstances. Furthermore, under section 14(2B), the quality of goods includes their state and condition and the following (among others) are in appropriate cases aspects of the quality of goods— The description of the

Politics in Nigeria Essay Example for Free

Politics in Nigeria Essay Is there any lesson to be learnt in the war on terror where the proponents vowed never to dialogue or negotiate with terrorists, only to now realize, after the demise of thousands and loss of billions of dollars, that dialogue is the only option left for a lasting peace in Iraq and Afghanistan? Do we see such favour and sensationalism by the press on these botched attempts as we witness when the culprits happen to be Muslims? What would have happened if those Christians had succeeded in carrying out the blast? In a nation where the press in mainly in the hands of people of a particular faith, it is hard to be neutral in their reportage of these kinds of events; especially if it reinforces a stereotype and serves a hot selling item of news. John Akpava was caught with weapons at a Ministerial Press Briefing held at Radio House, Abuja. What would the press have done with this story if John Akpava were a Muslim? A ‘suicide’ bomber was allowed into the premises of the Church of Christ in Nigeria (COCIN), Jos, by a fellow member of the church, who detonated explosives that led to the death of 8 persons; 38 others were seriously injured. The Sun Newspaper of Tuesday, March 6th, 2012 reported that the said Boko Haram suicide bomber was identified by The Defence Headquarters (DHQ), as Mr. Adams Joseph Ashaba, ‘who allegedly masterminded the bombing of the Church of Christ in Nigeria (COCIN) in Jos, the Plateau State capital on February 26, disclosing, that he was actually a member of the Church.’ In another report on Daily Trust of Monday, February 27th, 2012, 8 members of the same (COCIN) were arrested this time in Bauchi with explosive devices desiring to set ablaze the church. Their arrest was almost thwarted by some Christians, but for the timely intervention of the Police. The above examples and that of the arrest of Augustine Effiong of Akwa Ibon origin who was reported by Thisday of May 21st, 2012, to have confessed his involvement in the BUK bombings, should make Muslim and Christian leaders realise that we are all in this together, and that we should work in harmony to bring about workable solution to the problem of insecurity in Nigeria. We have to do this. The problems of this country could only be solved by Nigerians. Yes, we can listen to good advice from abroad, and learn from other people’s experiences on similar matters. The ambivalence of the sacred is not to be seen as a bad thing. A polarised world is the one which should be strange. What we hold dear are not the same; our understanding of who God is and what His Laws are is also varied and diverse. The only thing we can firmly attest to as people is that we are brothers in humanity. The multiplicity of religions is a manifestation of our diverse backgrounds and reasoning. While some are content to worship the air and trees; others worship a fellow being as god. Look at Christianity and Islam for example: In either faith, we have hundreds of sects and variants. Each sect or variant in turn has its own idiosyncrasies and modes of worship and body of beliefs. The realisation that every time you are looking at the number 6 on a table, another sees the number 9 across that table helps to devise means to study and tolerate conflicting ideologies. While Muslims have been stereotypically dubbed as violent, Christians have had their share of stereotypes too. A typical uninformed Muslim thinks all Christians are Crusaders, trying to snuff out the light of Islam. He detests the Christians in his surroundings and distrusts them. When he meets the right Christian, he is confused and disorientated. He asks more and learns; he deepens his understanding and the shallowness of undue hate goes away. We also have stories of Christians referring to Muslims as idolaters and heathens who slaughter a ram every year to their god. One of such ignoramuses even wrote a book he titled â€Å"Who is This Allah?† He used that rare opportunity to show just how ignorant he is. The average uninformed Christian distrusts and despises the Muslims. The irresponsible journalism tactics employed by some media houses have also helped fuel the problem. The annual holidays connected to the Christian faith given by the Federal Government and most state governments are the Christian New Year, Good Friday, Easter Monday, Christmas and Boxing Day. We also have the weekly holidays of Saturday and Sunday to enable them go and worship. On the Muslim side we have the yearly holidays of Eidul Adha, Eidul Fitr and Mawlidun Nabiyy. The Osun state governor decided to give the Muslims their right by making 15th November, which corresponds to 1st Muharram a public holiday. Objectively, no one should have any issues with that; after all, are citizens are equal and what is sauce for the goose is sauce for the gander; but alas! That was not to be! The Christain owned Punch newspaper wrote an editorial condemning it and saying Nigeria is secular. How convenient! Muslims say he was sent by God as a messenger, bearer of glad tidings and warner against the impending doom of the end of time. They revere him and truly believe in him. They do not elevate him to a rank above prophethood. Any attack on his personality is an affront on their faith. The Muslims believe that Jesus (or ‘Eesa) the son of the Virgin Mary is alive, never died or resurrected, ascended to the heavens until his return, is a great prophet who was born in one of the four ways God perpetuates life. Any insult on him is an affront on the Muslim faith and any who disbelieves in him is not a Muslim. The Christians have two main beliefs about him. One says he is in fact God, Lord and Saviour; a part of a triune while the other contends that he was sent by God but lesser than God. These are clearly opposing views about the same people! Do we go out and persecute those who do not share the same sets of beliefs with us? Only a fool will answer in the affirmative! This madness must stop, and to stop it, we must know ourselves and what we hold dear better; that is no fool’s calling. We know and believe that if more of us know what you and I know today and if more are willing to practise our faiths to the letter, there will be little or no bloodshed. Over centuries Muslims and Christians and Jews have been murdered for the simple reason that they belong to a different faith; we can and must stop it.

What Is The Irrigation System History Essay

What Is The Irrigation System History Essay Irrigation system consists on taking water from the main water source and diverting it with artificial channels where it used for agriculture needs. This system is dictated by the geographical and geology position. As we know Nile valley civilizations have depended by getting the best use of this river. As Herodotus said Egypt is the gift of the river.The efficiency of these irrigation systems made possible the fertility of the land , so irrigation schemes were not only built, but even maintained. The Nile being one of the most predictable rivers in the world, and has a flood period nearly to one hundred days. There for the agriculture was based in winter crops after the annual floods had subsided. Being only one water source which was hard to control, the irrigation works were based to deal only with peak of the flood along the river bank. In order to descend the water into several basins in succession , they made large flat-bottomed basins. Water, after being drained off to the crops and back into the river at the right time of the growing cycle after it stayed for several days in the fields. Herodotus wrote that the Egyptians get their harvests with less labor than anyone else in the world. The irrigation system got even better after they knew in advance the height of the annual flood. The fluctuations of the Nile floods made the irrigation system quite primitive and food was not stored efficiently. Their irrigation system was primitive and they depended on one winter crop per year. They were not capable to dam the river as a consequence there was no attempt at water storage. The big centers of ancient Egypt civilization, which lay along the river had the possibility for a second crop. The Old Kingdom, the Middle Kingdom, and the New Kingdom were periods in Egyptian history when strong central government flourished in times of prosperity. Its not clear whether strong central government resulted in effective irrigation and good crop production, or whether strong central government broke down after climatic changes resulted in unstable agricultural production. Dams It was more a giant weir, to hold back some of the annual flood waters coming down the valley, and to divert some of that water, under control, out of sluices and into a canal system. Perhaps the earliest successful technique was to build a diversion dam. The structure is built right across the bed of the stream, and is not merely a cut in the river-bank that takes off some of the water into a canal. Stream valleys with only seasonal flow are the best places to learn dam-building. The dam can be built during the dry season, allowing engineers to learn how to build a successful dam, without having to master also the technique of diverting the stream. The dam can also be maintained or repaired during dry seasons. If the dam fails in flood, it does no more than restore the old flow, and is not catastrophic. Its probably not a coincidence that all the most ancient dams are built across intermittent streams, or wades. So, the daily life could continue its routine. Making good use of all these works they use these as highways to transport all kind of things through water. Not only this, but they could dominate the floods and use it at their favor and take the maximum of their land. The Nile gift enmark beside this was used for food storage in good times. They perfectioned their tools to made all these architechtual wonders for the time. As early as 5000 B.C., nomadic hunter-gatherers of northeastern Africa began to settle by the Nile. They took up a farming life regulated by the riverà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s seasonal rise and fall, growing cereal crops such as wheat and barley. The Nile also provided these Neolithic farmers with ducks and geese in its marshlands and fish in its waters. The early Egyptians harvested papyrus growing wild along the banks of the Nile, using the long, thin reeds to make rope, matting, sandals, baskets, and later on sheets of paper like writing material. Body paragraph 2 Ancient Egyptians had to contend with enormous temperature swings. They looked for a place not only to protect them from heat and cold, but even to storage the food. Because rainfall was in frequent, the main construction material was plentiful sun-baked mud . The basic Egyptian house consisted of a high rectangular enclosure wall and an entry door faced north at the narrow end, a central pool of water just past the entry door, a roofed area raised on columns open at the front. In general these three elements were the main points of all Egyptian houses. In order to feel breezes not possible at ground level, they added stairs leading to the roof. Windows were placed higher in rooms in order to drop the heat down. They were small in size as the Sun shinned brightly all day. Bedrooms incorporated raised alcoves for sleeping and adobe benches along one or more walls for sitting and supporting objects; niches in the walls held small oil lamps. In size, Egyptian homes were comparable to th ose of our time. The workers were needed to built the monumental works. During the spring the Nile flooded, so for three months the workers were taken in their villages by a represented of the pharaoh. While he shouted : In the name of the pharaoh , the soldiers gathered the people and putted in a navy to be transported in the work place and they had to be in the navy for several weeks. After these, they were settled in their provisory homes, where they would stay there for the rest of the time needed to finish the work. The recruits were compesed with food and cloth. They were divided into 500 divisions with 20 men per division. Women made supplementary works for the workers. In their monuments and other architectonic works they represented even the matriarchal and patriarchal system. They showed in statues woman hanging the shoulder to their man. In the Old Kingdom we can see that some columns have the face of a woman. Egyptian temples were placed where spiritual work was done. An arch with a wing disk was always found to the entrance of the temple. They were created with the form of a snake, snake is the maschilism form and Feminism. The feminism and maschilim have to be in balance, so that the ego of every day world has to be left aside in order to enter the cosmic world. The efficient functioning of the temple was made possible by a large staff of priests and other support staff. They served in one lunar month in rotation and during three months of free time after service, they worked in other temples. Every temple was the residence of gods, but there were even libraries, so the priests had to do great work. After entering the temple they were excluded from their social life goods . Body paragraph 3- Many great mysteries surround their vast architectonic works. Their time of building, the way of building is still a main topic of discussion among Egyptologists. They think how it was possible to transport massive blocks through ramps or in which way. A new theory is that of internal ramps. Further more they say the grand gallery served as a high complex to transport the marble stones. Till today the most known theory is that which states the building the pyramid according to the Sirius constellation. Even this theory has some contradictions if we compare the geologic structure, the river base as it was in different years. Putting together lines and marks, which usually helped the workmen keep balance and edge during the groundwork, full size sketches were from time to time used to lay out relatively scale, small-scale architectural details. Egyptians not solely used the 3-4-5 triangle to shred right angles, but that they were also sensitive that identically triangles could be acquired by varying the dimensions, but keeping fixed the proportions between the sides. This is an notable point, which might have had a notable function in the project and construction of pyramids. We have information that the period between The Middle Kingdom square grids were used for two dimensional scenes. Modern studies have proved that the dimensions of mud-brick in ancient Egypt varied from a smaller size used in the early Dynastic Period to larger versions adopted from the Old Kingdom onwards, but their proportions remained more or less the same, with a ratio of about 2:1 between length and width. The surviving drawings barely provide enough information about the two-dimensional layout of the plans, and do not seem to have been the principal instrument to take decisions about the three-dimensional aspects. This gap between the schematic drawings and the actual buildings may have been filled by architectural models, which might have been used to visualize in advance the real appearance of the construction. without the distortions and illusions produced by the adoption of the graphic conventions necessary to reproduce a three-dimensional reality on a two-dimensional surface. Among the mass of votive objects, there are a few architectural models that can be related to the planning and building process. A temple is much simpler by the geometrical aspect compared with a temple. Even their geometry is simple, mathematical knowledge is used during the calculation process. Body paragraph 4- During the Archaic Period it was the peek of good relations between Greece and Egypt. It was the perfect time to transfer artistic and architectural notions between the Egyptians and Greeks This period in Egypt was a time of great artistic and architectural revival. The Rhoikos temple labyrinths clearly associates it with the Egyptian marvel. Significant innovations in Ionian temple architecture of this period greatly resemble long established and commonly implemented elements of the Egyptian colossal architectural tradition. In Naukratis below the astragal on the uppermost part of the column shaft is the Egyptian lotus flower and bud. Similarities are found with the Egyptian colonnade and the Ionic peristyle. the difference being that the central columns of the Egyptian hypostyle hall are far more massive than Ionic. Egyptian architecture has stimulated the imagination of architects in modern times. An interesting similarity is Burnham Root`s Monadnock Building for having heavy sloping lines of an Egyptian pyramid. Not even that, but many modern buildings in Las Vegas and not only are trying to rebuild pyramid like structures. These attract people`s curiosity. Still today the Egyptian architecture opens debate and is still functional. Conclusion The good architecture of dams and the irrigation system made possible that the daily life flows normally. Not only this, but they could dominate the floods and use it at their favor and take the maximum of their land. They used their architectonic knowledge in their favor to build good houses. But the most impressed impact of building the magnificent architectonic marvel from sketch to reality was the slaves daily life in the work place. The life changed even for the temple personnel, which it has not been mentioned in many history books. The most impressed thing was their knowledge used in architectonic buildings. Still today the mystery, debate cover the ancient architectonic works. Even that many centuries have passed, even now days we are fascinated by their architectonic.

Martin Ritt’s Norma Rae Essay -- Capitalism Factories Essays

Martin Ritt’s Norma Rae Martin Ritt’s Norma Rae portrays the plight of the Southern factory worker during the 1970’s. As the film progresses and Norma Rae fights for her rights, it is difficult to believe that economic system under which she works is that of capitalism. Yet, the very idea that she is able to advocate for her self and for others, as workers in a factory with the support of a union organizer, demonstrates the role of the worker in a capitalist society. Norma Rae was able to form a union because the system maintained that she had the authority to do so. The formation of the factory was based in capitalism. Financial capital is used to gain access to resources. The textile factory that employed Norma Rae may not have been a purely capitalist environment, but the society in which it was constructed was fundamentally capitalist. That society permitted establishment of a union in the factory to ensure workers rights. The Textile Workers Union of America sent a representative to the factory to ensure that the company was obeying the laws of the greater capitalist society. Those laws were established with the passage of the National Labor Relations Act of 1935 (Wagner Act) which protects workers rights to unionize. The representative, Rueben Wychofsky, understood the provision of this law and its subsequent amendments and used his rights and the rights of the workers to create a union. This process occurred with the help of Norma Rae, an employee who rallied the other workers to exercise their rights. Society’s sanctions in the form of labor laws forced the factory to obey the conventions of capitalist society in the form of better working conditions and a fair wage. A capitalist society is rooted i... ...ervisory position, thereby attempting to buy her silence through rewards of an increased wage and responsibility. The textile factory portrayed in Norma Rae, was not a pristine example of capitalism, since the factory was steeped with bad practice. Throughout the film, the supervisors and managers manipulated regulations in order to maintain an infer-structure that maximized profits. This film is an example of the system of checks and balances that have come to exist in capitalist society. These checks and balances permit manufacturing facilities to earn a fair profit and remain in business while, at the same time, provide workers with fair wages and decent working conditions. Because competition exists, both in terms of the labor market and the market for goods, the greater society is able to demand that industry conform to certain collective standards.

The Character Elbow in Shakespeares Play, Measure for Measure Essay

The Character Elbow in Shakespeare's Play, Measure for Measure In Act 2, scene 1 of the play Measure for Measure the character Elbow, a representation of the "Comedic Constable" often depicted in William Shakespeare's comedies and traji-comedies, gives the director an unusual creative license in portraying this figure to give the audience a rich theatrical experience. (Evans 427) These characters are most commonly depicted as "artless, inadequate, naà ¯ve, and prosaic men who bumble through their official duties, sublimely unaware of their blunders, intent upon fulfilling their offices even when they are not really sure just what those offices are." (Evans 427) They are honest men as well, duteous, as "none of Shakespeare's comic policemen reveals any conscious neglect of duty." (Evans 430) In one high school production of the play Measure for Measure which I saw a while ago, the character Elbow was played as sort of a village idiot, using a slack-jawed southern accent. The actor almost appeared to be attempting to portray Elbow as a drunkard as well, which I later found through research was not the stereotype that Shakespeare was trying to mock at the time. I enjoyed the comedic representation of the character, but I now think that he could have been more effectively portrayed like the character Dogberry was in Shakespeare's Much Ado About Nothing, especially the most recent performance at Loyola's McManus Theater by Uzay Tumer. This performance can rather illustrate the character more as a man self-confident in his actions and duties who is plagued with an inability to communicate to the other characters. Elbow's speech and logic just becomes riddled with "self-contradictory malapropisms" which confuse those wish... ... probably the main reason I have drawn out this scene into a huge collaboration of expressions. Confusion, exasperation, confidence, perplexity, happiness, frustration, and sheer amazement are all of which I wanted to capture in this brief interaction. Works Cited Bennett, Josephine Waters. Measure for Measure as Royal Entertainment. New York: Columbia University Press, 1966: 31. Dawson, Anthony B. "Measure for Measure, New Historicism, and Theatrical Power." Shakespeare Quarterly, Vol. 39, No. 3., 1988: 337 Evans, Hugh C. "Comic Constables--Fictional and Historical." Shakespeare Quarterly, Vol. 20, No. 4., 1969: 427, 430 Ross, Lawrence J. On Measure for Measure. Newark: University of Delaware Press, 1997: 52. Shakespeare, William. Measure for Measure. Ed. Barbara A. Mowat. Paul Werstine. New York: Washington Square Press, 1997: 43.

Ptlls Assignment Essay

To ensure sessions’ aims and objectives are meaningful and applicable to students the teaching role incorporates ongoing administration and assessment. My role is to create a safe learning environment to establish open and trusting relationships. The main responsibility of the teacher is to continually reassess development and change during the course and create a seamless transition to ensure smooth delivery. Completing attendance record, maintaining records of learner’s progress, attending meeting includes my daily responsibility. It is my responsibility to monitor, evaluate and improve the quality and effectiveness of my delivery by taking into account learners changing needs. Boundaries ground our ethics; they are core to recognizing our limitations and realizing when changes may be needed. Being open to change and incorporating others’ input involves recognizing when boundaries must be revisited. Understanding when a student requires further help beyond your remit is a boundary which should be effectively utilized. Summarise key aspects of relevant current legislative requirements and codes of practice within a specific context: You need to be aware of key aspects of current legislation and codes of practice relevant to your subject and organization â€Å"(Ann gravells, 2008, p19) As an IT teacher in further education sector I have to be aware about â€Å"the Equal Opportunity Act (2006), The Commission for Racial Equality (CRE) and Disability Right Commission (DRC). They aim to eliminate discrimin ation, reduce inequality, protect human rights and to build good relations , ensuring that everyone has a fair chance to participate in the society. Apart from that, I have to be aware about Disability Discrimination Act (2005), Sex Discrimination Act (1975), Race Relation Act (1976), Data Protection Act(1998). As most of my students need a VISA from UKBA, I have to be aware about the UKBA rules and regulations as well. To work as a teacher in UK, I have to follow the code of conduct from LLUK. Review the points of referral available to meets the potential needs of learner: For students to effectively participate in learning any barriers or boundaries must be initially identified and then continuously monitored throughout the course. This promotes a sense of inclusion, equality and diversity at an individual level, which translates to a more beneficial group learning experience during the course. Financial pressures, reluctance to train, learning difficulties, travel issues, access to resources and cultural or peer pressure can all contribute to learners boundaries; however access to the course should be open to all regardless of race, religion, age, disability, gender or special needs. Collecting this data also helps identify areas that may require referral to scribes, counseling, creche facilities, health advice or a basic skills tutor in order to overcome obstacles. Discuss issues of equality and diversity, and ways to promote inclusion All learners are entitled to equal opportunities, and any communication with students should reflect this. Reece and Walker, (2000 p379) Promoting inclusion by identifying variation in needs ensures that learners have equality throughout their learning experience. Data collection through assessment etc is useful when analyzed, acted upon and continuously monitored to ensure consistency in equality. Promoting equality through more effective allocation and targeting of differing resources according to individual need is essential to the learning experience. Implementing different strategies throughout the holistic health and wellbeing course helps learners explore, question and develop an understanding of issues regarding diversity. Recognizing, differences and celebrating them through varying teaching methods responds to pupils’ diverse learning needs and supports learning activities which challenge prejudice and negative attitudes. Promoting diversity encourages widening participation and gives pupils the opportunity to share their own understanding while learning from their peers experiences. Justify the need for record keeping Teachers have to keep the records all the time which includes records of student’s information, improvement, weakness, learning difficulties, lectures etc. I always keep the record to comply with the legislation and code of conduct and practice as well. Without having any records about students, it is difficult to provide the equal opportunity of learning for the students. Understand appropriate teaching and learning in approaches in the specialist area. Identity, adapt and use relevant approaches to teaching and learning in relation to the specialist area When I teach I try to cater for all learning styles by using various teaching methods and strategies. These included PowerPoint slides, talking, Q&A, discussions, practical labs, writing and drawing on worksheets and using a whiteboard to collect and analyze information. Auditory learners’ may benefit from discussion, listening to presentations and questions and answers. Visual learners may benefit from whiteboard drawings, on-screen computer demonstrations, and handouts. Tactile/Kinaesthetic learners benefit more from the practical labs, building networks and producing their wn work. There are unique differences in the way people learn and we must recognise this and not regard individuals as one group or body of students. (Reece & Walker, 2002, p178) When students are reading the online material I try to walk around the class and aid any students who need it, I also try to make the teaching session as differential as possible with the morning covering presentations, discussio ns, Q & A and reading the online material and the afternoon covering mainly practical activities. [pic] The Learning Cycle Evaluate a range of ways to embed elements of functional skills in the specialist area I always embed numeracy, literacy and IT skills in my entire lesson. As I teach IT most of my session has practical session which depends on IT skill only. I always use power point presentation for my lecture as it is a effective way of learning. At the same time I do use white board and pens as well. I try to create some computer games to teach learners. By playing these games learners learner something while they enjoy the game. I use different case study and simulation software to give the understanding to the learners about the real world scenario and the industry standards. Evaluate the teaching and learning approaches for a specific session. Of leadership for an organization, industry or sector I always try to split the teaching sessions fifty fifty, in the morning we do the presentations, questions and answers and in the afternoon we do practical assignments and lab session. When participating in the lab session the students usually work in pairs. When teaching in the practical lab session, I also ensure that I am available for guidance and advice; I also give each student some personal time. When I could manage the time to go to every individual learner to find out the individual needs, I can help them most. Session like this can provide the maximum inclusive learning for the student if the number of learners is reasonable for me to give the personal support to everyone. I like these kind of session most as it can help the learners to learn something very easily. Demonstrate session planning skills Plan a teaching and learning session which meets the needs of individual learners I have found that, planning a session is the most important part for inclusive learning. I always spend reasonable time to plan my lesson properly. I try to make sure, all of my lesson will be the combination of literacy, numeracy and IT skills which will deliver most to a learner. In my lesson plan I describe what are the aims and objective of my lesson and how it will be meet. My lesson plan includes a session, which describes the situation after finishing the lesson. I always make sure there is enough plan to engage the learners with learning process which could be the assessing criteria for their learning as well. I always start my lesson with the review of the last class and I finish the lesson after having a quick review of present lesson. Planning for the resources, what I do use in my lesson, comes under my session planning. Without having enough resources I cannot deliver an inclusive learning session. The common resources I do use are the Power Point presentation, white board, pen and duster, different application software, computer, network etc. I normally do a presentation for the first twenty minutes of my teaching session, these sessions are planned so that the students do not have to use the computer and there is no interaction between computer and presentation, the reason for lack of interaction is that it can be very distracting for the students when they have to look from one to the other. After twenty minute presentation I always engage the students in conversation and ask them what they think of the chapter that they are studying and situations that it might apply to.