Words for Bodies of Lawmakers

Words for Bodies of Lawmakers Words for Bodies of Lawmakers Words for Bodies of Lawmakers By Mark Nichol This post talks about a variety of words utilized in English to allude to a gathering of individuals liable for speaking to the general people and passing laws, or to relate to the room wherein they meet to do as such, or both. Get together, from Anglo-French by method of the Latin expression assimulare (â€Å"together†), is utilized in numerous states and countries to allude to an assortment of administrators, normally one of two of every a bicameral, or two-house, framework. It additionally alludes when all is said in done to a social event. Burgess was utilized in England’s Parliament and in this way in a portion of the British provinces in North America to allude to officials. It is identified with burg and precinct, which frequently structure some portion of the name of a city or a locale of one; the term fundamentally implies â€Å"citizen.† (When the term was generally utilized, any resident of at any rate humbly prosperous standing possibly could fill in as a burgess.) The Latin starting point, burgensis, changed into the Old French word borjois, which at that point entered English as burgeis and was later spelled in its current structure. Afterward, common, the Modern French type of borjois, was acquired legitimately into English; it currently on the whole indicates individuals with customary white collar class esteems. Chamber is from the Latin word for an angled rooftop, which is acquired from a Greek expression meaning â€Å"vault.† It can likewise apply to a gathering space for officials or to a judge’s office or to a banquet hall for an individual in a place of power, or any room when all is said in done. (The root expression of bicameral has a similar inception, as does camera.) The word additionally applies to a fake or regular encased space or cavity, for example, a segment of a cave, a segment of a machine, or a fragment of a heart. Also, it portrays a compartment for a slug in a weapon. The word can fill in as a descriptor, as in â€Å"chamber music,† or an action word portraying the activity of consuming a space. Congress, from the Latin expression congredi, which truly implies â€Å"walk together,† came to allude to a proper gathering of delegates from better places. Its present sense comes from the name of the Continental Congress, went to by delegates from every one of the thirteen unique (and unmistakable) British settlements in North America. At the point when the youngster US government hence named its bicameral administrative body, comprising of the Senate and the House of Representatives, Congress, the significance moved to allude to a group of agents from a similar nation or state. (Congress is additionally utilized, however once in a while, in the feeling of â€Å"a sexual union.†) Committee, which gets from the Latin expression concilium, which generally implies â€Å"call with,† alludes to a gathering that decides, rules, or laws or give direction. Formal lawmaking chambers generally are restricted in degree to purviews, for example, urban communities or towns. Diet, at last from the Greek expression diaita, which means â€Å"regimen† or â€Å"way of life,† came to allude to every day ceremonies or commitments and afterward day by day gatherings of advisors and authorities, it despite everything is utilized as a component of the proper name for the national lawmaking body in Japan. (The utilization of the word regarding eating and sustenance has the equivalent etymological source.) Governing body is an expansion of administrator, itself straightforwardly coming from the Latin expression legis lator, which means â€Å"one who proposes a law.† (Legis is the begetter of legitimate.) The word is broadly utilized conventionally to allude to an assortment of legislators and is as often as possible piece of such a group’s formal name. The spelling of the Old French term parlement, which means â€Å"a talk,† was adjusted, impacted by the Latin word parliamentum, to parliament to allude to a meeting. A later feeling of a get together instructed by a ruler added to the naming of England’s Parliament, its national deliberative body. Parliamentarian initially alluded to individual from Parliament’s group in the English Civil War, however in present day use it relates to somebody learned about parliamentary system, a convention for directing proper gatherings. One term that didn’t get by into the advanced period is witenagemot, a compound word alluding to warning gatherings comprising of individuals from the decision class in different Anglo-Saxon realms in the early Middle Ages. The principal component is a plural type of wita, which means â€Å"wise man,† and the second piece of the word, gemot, implies â€Å"meeting.† That word is identified with debatable, wiped out as a thing and utilized seldom as an action word yet present as a descriptive word in the informal expression â€Å"moot point.† Moot and the second syllable of gemot are identified with meet, meeting, and met. Need to improve your English quickly a day? Get a membership and begin accepting our composing tips and activities day by day! Continue learning! Peruse the Vocabulary class, check our mainstream posts, or pick a related post below:Has versus Had225 Foreign Phrases to Inspire YouWhat Is a Doctor?

Management Assessment of Kudler Fine Food

The executives Assessment of Kudler Fine Food Free Online Research Papers Since 1998, Kudler Fine Food (KFF) has set up itself as one of the chief upscale luxurious stores in the more prominent San Diego region. Kathy Kudler, originator and leader of KFF, set up the main store in 1998 and propelled two more inside the following 5 years. KFF has a top-level group of chiefs and supervisors who are focused on the progressing achievement and development of the association. This paper will recognize the essential elements of the executives and KFF faculty who fulfill these capacities, investigate the job of data innovation inside the association, and break down KFF’s showcase utilizing Porter’s Competitive Forces. Essential Functions of Management Arranging and Strategizing One key capacity of the board includes distinguishing hierarchical objectives and building up an arrangement important to accomplish these objectives. This arranging and planning requires a sensible appraisal of the association, including qualities, shortcomings, openings, and dangers (Gomez, p5.). Kathy Kudler, having filled in as a VP of Marketing for an enormous safeguard contractual worker, is a capable specialist. Her underlying marketable strategy drove KFF to a benefit inside the initial nine months of activity. Kathy and her area of expertise administrators use gauges to extrapolate past information into future projections (University of Phoenix, Supply Chain Overview). Sorting out A company’s sorting out capacity of the board encourages its assets. A compelling coordinator will orchestrate staff, reserves, physical resources, specialized assets and data when attempting to accomplish wanted objectives (Gomez, p.6). Harvey Stephens, the chief of account and bookkeeping, showed his sorting out administration style starting the usage an expansive database. The executive of store activities, Yvonne Reynolds, has likewise indicated powerful arranging administration in dealing with the stock, buying and coordinations of each store. Driving A few heads are extremely powerful in spurring and enabling people to do their most fit work. The capacity of driving includes away from of corporate objectives, representative inspiration, and cautious regard for workplace (Gomez, p. 6). Kathy Kudler showed compelling authority by conveying her vision and KFF corporate objectives to her official administration. Further authority of Yvonne Reynold’s urged office directors to team up with there partners at different stores by looking at stock value, quality, and conveyance. Controlling A controlling administrator surveys the organization objectives, assesses its heading, and brings together the bearing and core interest. This pioneer will quantify execution and actualize fundamental changes while checking their advancement (Gomez, p.6). As chief of organization and HR, Brenda Wagner creates strategies and coordinates and arranges human asset exercises (University of Phoenix, Job Description). Since the two activities and data frameworks the board manage specific issues identified with control (Gomez, p.6), it is sensible to distinguish Harvey Stevens and Yvonne Reynolds as other head controlling administrators. Innovation Management KFF the executives has effectively actualized data and innovation the executives. A wide territory organize (WAN) permits each store continuous correspondence to adequately oversee stock and merchants. The La Jolla and Del Mar stores have two stock servers that can speak with one another and use data got from the retail location (POS) servers at all three stores (University of Phoenix, Information Technology: Networks). The robotized information transmission of the POS servers makes stock administration and control reasonable. The POS framework likewise takes into account electronic installments. The KFF database stores data about clients, sellers, requests, and stock. This information furnishes the official group with key data while deciding course, creating methodologies, and defining clear and centered objectives. At long last, KFF can draw in clients with an important and helpful site, permitting clients to see store areas and items through basic a single tick route. Five Forces of Porter’s Model As per financial expert and the board specialist, Michael Porter, any association can fabricate an upper hand by comprehension and concentrating on five serious powers. Since â€Å"competition is at the center of a firm’s achievement or failure† (Turner, p. 606), KFF the executives can create key hierarchical procedures by surveying how each power right now influences KFF activities. Danger of Entry of New Competitors Kathy Kudler found an open market for a gourmet food store in the late nineties. Since that time, luxurious cooking has developed into a quickly expanding American pattern. Mintel International Group evaluated that genuine cooking devotees represent an expected $25 billion in deals of claim to fame food and beverages, kitchen machines, and other kitchen related spending (Moran, 2007). As the interest expands there will be new contenders who share Kathys joined enthusiasm for gourmet cooking and business openings. Furthermore, enormous chain supermarkets are continually reevaluating themselves as client premiums change. These stores can turn out to be new contenders as they include items and administrations as of now offered by KFF. Bartering Power of Suppliers KFF depends on providers to offer the most ideal costs and auspicious conveyance. The board comprehends the significance of these providers, their administrations, and proceeding with a positive relationship with every seller. Advertising has as of late underlined the need to decrease requesting costs, limit the amount of food requested, and ensure an item doesn't sell-out. The buying office caught up with a provider relations program presently being turned out (University of Phoenix, Marketing Overview). Haggling Power of Customers A 2007 client study demonstrated that 85% of clients reviewed accepted the product sold was a decent incentive for their cash (University of Phoenix, 2007 Market Survey). This overview indicated ideal reactions with respect to store hours, item choice, item quality, and in general fulfillment. Through this overview, KFF the board understood that their client support and staff information was not at a worthy level. The showcasing office has proposed new activities that will oblige the client including cooking classes and incessant purchaser focuses programs (University of Phoenix, Marketing Overview). Danger of Substitute Products or Services KFF items are the essential factor in their prosperity. Kathy Kudler has figured out how to make a venture dependent on attractive items and the pattern of locally established gourmet cooking. As patterns keep on changing, KFF should conform to purchaser request. Contention Among Existing Firms in the Industry KFF keeps on experiencing competitions in the business. Merchant Joes as of now has 10 areas in San Diego region, remembering a store for Encintas and one in La Jolla (Trader Joes). Entire Foods has more than 20 stores all through Southern California remembering one store for La Jolla (Whole Foods Market). Understanding the intensity of competitions, ongoing KFF promoting procedures remember publicizing for all types of media and facilitating advertising occasions and projects (Marketing Overview). The deals and promoting office has affirmed extra uses on showcase examination through size and opportunity considers, food advertising pattern contemplates, and benchmarking. KFF knows about numerous impacts influencing corporate achievement. By investigating KFF’s history, inspecting their present business and distinguishing future vital usage, this paper has shown KFF’s intensive consideration regarding authority capacities, innovation advantage, and serious powers. References Gomez-Mejia, L.R. Balkin, D.B. (2002). The board. [University of Phoenix Custom Edition E-Text]. New York, NY: McGraw-Hill/Irwin. Recovered March 25, 2008 from University of Phoenix, Resource MBA/502 Managing the Business Enterprise. Moran, M. (2007, July 1). The Gourmet Retailer. Cooking Enthusiasts Drive Specialty Market. Recovered March 31, 2008 from gourmetretailer.com/gourmetretailer/search/article_display.jsp?vnu_content_id=1003606103imw=Y. Dealer Joes. (n.d.). Where the dickens would you be able to discover a Trader Joes. Recovered March 31, 2008 from http://traderjoes.com/Attachments/SC.pdf Turban, E., Rainer, K.R., Potter, R.. (2003). Prologue to Information Technology. [University of Phoenix Custom Edition E-Text]. New York: John Wiley Sons, Inc. Recovered March 25, 2008 from University of Phoenix, Resource MBA/502 Managing the Business Enterprise. College of Phoenix. (n.d.). 2007 Market Survey. Recovered March 28, 2008, from University of Phoenix, rEsource, Virtual Organization Portal: Kudler Fine Foods, MBA/502 Managing the Business Enterprise. College of Phoenix. (n.d.). Set of working responsibilities. Recovered March 28, 2008, from University of Phoenix, rEsource, Virtual Organization Portal: Kudler Fine Foods, MBA/502 Managing the Business Enterprise. College of Phoenix. (n.d.). Data Technology: Networks. Recovered March 28, 2008, from University of Phoenix, rEsource, Virtual Organization Portal: Kudler Fine Foods, MBA/502 Managing the Business Enterprise. College of Phoenix. (n.d.). Advertising Overview. Recovered March 28, 2008, from University of Phoenix, rEsource, Virtual Organization Portal: Kudler Fine Foods, MBA/502 Managing the Business Enterprise. College of Phoenix. (n.d.). Gracefully Chain Overview. Recovered March 28, 2008, from University of Phoenix, rEsource, Virtual Organization Portal: Kudler Fine Foods, MBA/502 Managing the Business Enterprise. Entire Foods Market. (2007). Store Locations. Southern California. Recovered March 31, 2008 from wholefoodsmarket.com/stores/list_stores.php

Communication in Organizations Essay Example | Topics and Well Written Essays - 500 words

Correspondence in Organizations - Essay Example Inspiration: The structure of authoritative objectives, the criticism on the advancement towards the accomplishment of these objectives, and the stronghold of the ideal conduct all invigorates inspiration and require correspondence. Passionate articulation: Many representatives cooperate for the most part with their work gatherings. This correspondence that happens inside the work bunch is a significant hotspot for the individuals from the gathering for communicating certain sentiments, for example, of disappointment and fulfillment (Bobo 18). Data: This data can be traded completely through conventional correspondence channels or casual correspondence channels. This capacity of correspondence in associations upgrades the procedure of dynamic (Robbins). Electronic Communication is an expedient and exact exchange of data and cost productive exchange administrations. Electronic databases and capacity frameworks have fundamentally changed the way toward get-together data for authoritative purposes. Way that electronic correspondence has affected writing in associations is email. Copy transmission is an increasingly rich type of electronic mail utilized in numerous organizations today (Munter).

ICYMI Paying For College Discussions 12/15 - 12/31

HomeUncategorizedICYMIICYMI Paying For College Discussions: 12/15 12/31This page may contain affiliate links.Jan 3, 2019Top discussions in our Paying For College 101 Facebook group for the weeks of 12/15 12/31/18 Dilemma of Daughter Accepted Early Decision But With No Financial Aid: One mom of a senior in high school fears she made a â€Å"huge financial mistake because she ‘assumed’ her daughter would get Merit Aid from her top choice school if she was accepted Early Decision.† The good news: the daughter was accepted to her 1stchoice school. The bad news: no aid of any kind. In the numerous comments to this post, parents emphasized that an ED agreement is binding, unless the family can demonstrate that their financial need was not met. Commenters also pointed out that while few highly competitive colleges and universities offer merit aid, they do provide financial aid based on need. Did the mom who posted submit FAFSA and CSS, a commenter asked? If she hasn’t yet, do so asap. And good advice, as one parent suggested, â€Å"you should never apply ED to a school unless you are willing to pay the full sticker price because this is exactly what can happen.† Parents might want to learn more about this mom’s dilemma. Read about it here.       And on a similar note for parents of high school seniors: A mom wonders if her daughter has applied to the â€Å"wrong schools?†    A mother’s question provoked a very lively conversation among commenting parents. While the poster’s family did not qualify for need-based aid, the daughter was accepted to two private colleges with â€Å"nice† scholarships, but still the yearly costs will be more than $30,000. â€Å"I’m convinced she must be looking at the wrong schools,† the mom says. Not necessarily, said parents in an info-packed string of 375 (and counting) comments! If the daughter has received scholarships to cover 1/3 to 1/2 of the tuition at private colleges, she brought the costs way down already. But the reason she didn’t receive more merit aid? Commenters suggested that perhaps the daughter didn’t target colleges that offer merit aid to attract top students; colleges where her test scores would have put her in the top 25% of accepted students. Other parents explained the differences between a â€Å"full ride† and a â€Å"full tuition† scholarship and what to realistically expect in out-of-pocket costs. Lots of helpful information in this conversation.Read about it here Student Loans: How do you explain a â€Å"potential $80K Debt Burden to a 17 year old?† 294 commenters responded to one dad’s lament about his unsuccessful attempt to explain to his son the huge financial struggles for years that would result from taking out pricy college loans. Many parents shared their tips for difficult-but-necessary financial conversations to have with your son or daughter, ideas for books to read, charts to make, scholarships to apply for and the impact on parents of co-signing loans. Join this illuminating, if sobering, conversation, here. Deferred in Early Action:   What are the chances of acceptance in the regular round of decisions if your child has been deferred in early action? A California mom says her daughter is now feeling â€Å"very uncertain and scared about the process† now that she’s been deferred in the Early Action round at Boston College. Commenters shared their thoughts on having their students deferred and then being denied – or admitted in regular decision. If you find your child is in a similar place, join in the conversation here. Average Kids Waiting on Acceptances from State Schools A proud mom in New Hampshire of an average student asks if she’s the â€Å"only one with a teenager that is still trying to figure out his life and his future?† Turns out she isn’t alone according to the huge number of positive comments her post received. Many parents on Paying for College 101 shared their stories of teens with average academic records who are happily looking forward to going to a regional branch of their state university or a smaller state college to explore future career paths. Read more here. Looking at you, parents of juniors. If you are starting to research colleges, listen to one New Jersey mom who worries that there are too many â€Å"reach† schools on her future-biology-major son’s list.    Finding reach schools is all too easy. Creating a balanced list of colleges is hard. Parents commenting weighed in on not-as-selective colleges, evaluating future career goals with a biology major, size of schools and how to use the Common Data Set. Read more here. An Indiana mom recently toured the University of Chicago with her high school junior son. Beautiful campus, top academics, high tuition, low admission rate – but is it really true that UChicago is â€Å"where fun goes to die†?    Current parents of UChicago students commented that its curriculum is rigorous, its winters cold and its financial aid generous. Could it be a good fit for your high school junior? This string of comments also gives a helpful intro lesson for parents of high school juniors on acronyms-you’ll-need-to-know like â€Å"NPC†, â€Å"EFC†, â€Å"FAFSA† and â€Å"CSS.†Ã‚   Have no fear, parents, the mission of Paying for College 101 is to educate and demystify the admission and aid process for you! Take a look through the comments here, even if UChicago may not be on your student’s list, to see how parents of juniors like you are researching colleges: That’s it for now; stay tuned for our next edition of ICYMI coming in mid-January.

Analyzing The Picture From 60 Of The Most Powerful...

I will be analyzing the picture from 60 of the most powerful advertisements. The ad shows how the trash that we don’t pick up off the ground animals with eat it and later end up dying from all the trash inside their bodies. The ad shows a picture of a dead bird laying in the middle of the road. The bird is shown with trash off the roadways that people throw out when they are going down the road and the bird does not just find trash off the road it is everywhere. The advertisement that I am using does not show bold, bright colors, the trash inside the bird has depressing colors of black and whites. When I think of trash I do not think of color I think of sad and depressing with dark colors as in grey, black and white. The bird and the trash inside the bird is the focal point of this advertisement, things inside the bird contain pop lids, plastic and tubes of some sort. The background behind the focal point is the road to show all the trash along the roadways that this bird has swallowed. This ad caught my attention because I did not think about the trash and how it would affect wild animals, all I was thinking about was the way trash affects the community. Littering is a crime but not enforced enough. What we do not realize is how much trash we create in one day. The picture lacks in ethos for advertisements but does have really good pathos and logos. The trash you use needs to go in the trash if not an animal will pick it up for you which will later on kill them due to theShow MoreRelatedA Picture Of A Dead Bird1006 Words   |  5 PagesThe viewer will be analyzing a picture from 60 of the most powerful advertisements. The advertisements shows how the trash that we do not pick up off the ground, animals will munch on and later end up dying from all the trash inside their bodies. The advertisements shows a picture of a dead bird lying in the middle of the road. The bird is shown with trash off the roadways that people throw out when they are going down t he road. The bird does not just find trash off the road, it is on the beachesRead MoreEssay on Mass Media Coverage of Presidential Election1460 Words   |  6 PagesThe media depends upon the campaigns for both news and revenues. 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Students and the Civil Rights Movement During the 1960s...

The 1960s was a decade of tremendous social and political upheaval. In the United States, many movements occurred by groups of people seeking to make positive changes in society. During this decade, the Civil Rights movement continued to gain momentum. The black community was continually persecuted and discriminated against by prejudice white individuals and figures of authority. Blacks everywhere struggled to end discrimination. They demanded the right to vote, to receive quality education, and to become respected individuals in the community which shunned them. (Sitkoff 35) Students, in particular, played a significant role in the Civil Rights Movement during the 1960s. Many college students were outraged by†¦show more content†¦Black school children, who were able to attend integrated schools, experienced extreme racial discrimination from both their peers and their teachers, in an effort to force them to return to segregated schools. (Curry 83) By 1965, at the elementary and secondary levels, 1,160 of the 3,028 southern school districts contained both white and black students. (Sitkoff 45) Almost 10% of all black children were attend ing school with whites. (Sitkoff 45) The amount of desegregation that occurred at public universities was greater than that of elementary and secondary schools. (Sitkoff 45) Nevertheless, many conflicts and riots occurred on college campuses when blacks attempted to enroll. James Howard Meredith was the first African American to attend the University of Mississippi during the Civil Rights Movement. James Meredith attempted to register in the fall of 1962. (Curry 74) Because of several violent threats, Meredith was accompanied by federal marshals. State officials tried to block his entrance to the building. Protest groups formed, and riots broke out, in which two people were killed. (Curry 74) After much controversy, James Meredith succeeded in registering at the University of Mississippi, but federal marshals stayed to protect him until his graduation in 1963. (Curry 74) James Meredith was an instrumental black individual who was brave enough to fight for his rightsShow M oreRelatedSocial Changes During The 1960 S1254 Words   |  6 PagesThe 1960’s was a decade filled with change in the existing conditions of the social, political, and economic spectrums. These social changes involved challenges to the conservative status quo of the time. Parts that contributed to this social revolution were new developments in the Feminist Movement, the Civil Rights Movement, and a rebellious counterculture. 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Also be sure to provide names, dates, book titles, court cases, statistics and any and all other relevant facts you can think of to support your answer. Staple this sheet to the front of your essay and be sure to follow the formatting rules discussed for previous FRQ’s. 1. With respect to THREE of the following,Read MoreA Brief Note On The Civil Rights Movement1745 Words   |  7 Pageshistories are movements that came about to change the way certain people were being treated. What caused the Civil Rights Movement to slow and splinter in the mid-to-late 1960s? One movement, in particular, is the Civil Rights Movement, this movement, in summary, is about reach equality for the black community and stop separation from having certain opportunities as whites did. I want to walk through the ins and outs of the slow and splinter of the Civil Rights Movement in the mid-to-late 1960s. 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The parents of theRead MoreThe Civil Rights Movement During The 1960 S1224 Words   |  5 Pagespositive and negative effects on the people of the US.   During the 1960’s there were a lot of changes and one of these major changes was know as The Civil Rights Movement.   The civil rights movement was a movement created by African Americans to achieve rights equal to white people and have equal opportunity in housing, employment, education, the right to vote, and to not be segregated.   This movement had many important leaders that helped get rights for African Americans.   The book â€Å"Tambourines To Glory†Read MoreThe Civil Rights Movement in the 1960’s Essay1269 Words   |  6 PagesAmericans have been struggling for equality for many decades. It only seems that during the 1960?s is when there were actual significant advances made. This was about the same time t hat civil rights came into the political scene. 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Teaching a Specialist Subject free essay sample

City and Guilds 7305 Diploma in Teaching in the Lifelong Learning Sector Levels 4/5 Optional Unit: level 4: Teaching a Specialist Subject This assignment ‘teaching a specialist subject’ will refer to teaching ESOL in the lifelong learning sector. Preceding 2001 no regulations were in place to ensure that teachers in further education were trained in the skills of teaching. Therefore the further education teachers were a mixture of skilled professionals with or without a qualification in their subject. There was no national system and there were no standards for teaching to which the qualifications could be mapped. Many of the courses offered in further education colleges were vocational, and many of the teaching staff were appointed on the basis of their own professional skills, knowledge and experience. (LSIS) http://www. lsis. org. uk/sites/www. lsis. org. uk/files/LSIS-TQR-Findings-Report-Jan2013. pdf Not the one It wasn’t until 1998, in the Green Paper The Learning Age, that the government first put forward the idea of a requirement for professional teaching qualifications for teachers who were working outside the schools sector. Thus the Further Education National Training Organisation (FENTO) came into being, and by 1999 had published the Standards for initial teacher training in England and Wales, and by 2001 the first statute passed by parliament that made a teacher training qualification a legal requirement for a full time teacher in a college of further education in England (Statutory instrument 2001). The 2001 regulations set out clearly the requirement that a new teacher working full time in a college of further education must gain the full teaching qualification New qualification requirements for teaching in the lifelong learning sector (LLLS) were introduced in 2007. Two teaching roles were defined, associate teaching and full teaching role. ’ The associate role having fewer teaching responsibilities than a full teaching role. New teachers are required to undertake an introductory programme which would give them a threshold licence to teach. This is a City and Guilds accredited Level 3 or 4 Award in . Preparing to teach in the Lifelong Learning Sector (PTLLS). This initial qualification equips new teachers with the minimum skills and knowledge they need to start teaching, and forms the first part of their initial teacher training programme. Full teaching qualification programmes: These qualifications cover the PTTLS requirements as part of the course: Diploma in Teaching in the Lifelong Learning Sector (DTLLS) PGCE or Certificate in Education. For Skills for Life teachers there will be three routes to becoming fully qualified for both a full teaching role and in their subject specialism: An integrated subject specific programme which will cover both full teaching and subject specific requirements †¢A generic Diploma in Teaching in the Lifelong Learning Sector (DTLLS) and a subject specific diploma †¢A subject specific diploma for teachers of literacy, numeracy or ESOL (for those already holding a generic teaching qualification) http://www. skillsforlifenetwork. com/? atk=876 As Gravels (2010 :8) suggests ‘Whatever has made you decide to teach, you will need a specialist subject. My specialist subject is ESOL, I completed a joint PTLLS/Cert TESOL in 2008. My awarding body for PTLLS was City and Guilds and Cert TESOl was Trinity College, this was the initial stage for training in my specialist subject. After volunteering as an ESOL tutor, I decided to pursue the route to the full teaching qualification and become an ESOL subject specialist. At present, I am close to the end of my DTLLS training and will then move on to a subject specific diploma for ESOL. I am a part time ESOL Tutor at XXXXXXXXXXXX(XXX), I teach in the Community Learning and Skills Development. The group I teach meet every Saturday morning for two hours. This is a basic beginners group and is a mix of middle-aged and older learners with varied learning styles, who come from different cultural and social backgrounds. The purpose of the ESOL provision at WAES is to meet the differing needs of learners and to responding to the changing needs of individuals, local partners as well as government priorities. By improving people’s skills and enabling them to gain accreditation and reach their individual goals, this provision will help build a stronger job market, improve individual job prospects, facilitate progression on to further learning opportunities and contribute towards a more independent and fully functioning society. The key aims of Community Learning and Skills Development within (XXXX) are to: Enhance people’s quality of life by improving their functional English (ESOL) ICT and maths skills and raising their self confidence †¢provide progression routes for adults within the Community Learning and Skills †¢improve adults’ job prospects by developing their numeracy and language skills and offer accredited learning programmes through which they can gain nationally recognised qualifications To emphasise the key aims of my subject specialism, I borrow the words of John Denham Secretary of State for Innovation, Universities and Skills (May 2009) ‘The ability to speak English is critical for everyone living and working in the UK. It underpins employability and gives people the ability to support themselves and their families, engage more fully with the wider community and access necessary services’ People learn English for many and extremely varied reasons. Taking these reasons, as well as language acquisition needs, into consideration, planning is crucial for a successful learning experience. For my ESOL course this begins with the syllabus. As pointed out by Gravels A, (2010:37) ‘Whatever your specialist subject, your organisation should supply you with a relevant syllabus or guide. If one is not available, you may need to develop your own course content based around the subject to be delivered. ’ Once the aims of the learning programme have been decided, and the learners’ language levels and aspirations identified, I use the ESOL curriculum to draw up a syllabus and a scheme of work by selecting relevant level descriptors and component skills from the Adult ESOL Core Curriculum When designing the syllabus, I break down the course aims into skills, e. g. : Course aim: to improve speaking and listening skills at Entry 1 Negotiated topics: Giving/asking Personal Information; Family relations, Expressing likes and Dislikes. Asking Directions Skills: Give personal information; ask others about themselves; express likes and dislikes talk about my family, ask/give directions Greet others and introduce yourself Sc/E1. 1a; Sd/E1. 1a; Lr/E1. 1d Give information about yourself Sc/E1. 4b; Lr/E1. 2b Ask others about themselves Sc/E1. 3a; Lr/E1. 2b Ask for something you need Sc/E1.2a; Lr/E1. 2a The aims of this course at Entry 1 are to allow candidates to provide evidence of: †¢their ability to communicate effectively in English, in day to day situational exchanges, and social and cultural dialogue and activities, at the appropriate level in the ESOL Core Curriculum †¢their grasp of the social and cultural structures that underpin successful integration into UK society The objectives of the course are that: By the end of the course a learner will be able to: †¢Give/ask personal information orally †¢Fill out personal information e. g. for doctors/children’s schools. Identify 5 likes and 5 dislikes †¢Identify with good pronunciation 5 family members †¢meet the assessment targets to progress to the next level The scheme of work (SOW)sets out in more detail what will be covered in each week of the learning course, based on the syllabus. I structure the scheme of work so that learners can successfully build on language they have already learnt. It is also very important that my SOW reflects any reviews with my learners and assessment. How do I plan and organize my lessons? Based on my SOW I then set out my lesson plan for each lesson covered. The lesson plan is very detailed, outing time, resources, act What is the level of the class I will be teaching? The California Department of Education publishes the Model Standards for Adult Education Programs: ESL. How do I assess my students’ needs? RARPA How do I track students’ goals and outcomes? What is the core curriculum and what books and materials will be available to my students and me? Your site supervisor or ESL Coordinator most likely will provide you with the core curriculum for the class you will be teaching The target groups include: Anyone, 19+, whose first language is not English and who does not have a level 2 qualification in English (i. e. GCSE grade A-C equivalent). They should also be is eligible for SFL funded provision according to SFL residency criteria. The course is open to learners who are 19+ and eligible according to SFL residency criteria The course is not accredited and do not lead to a qualification. Regular attendance is very important if learners are to achieve and an attendance of at least 80% is expected. . I provide a range of appropriate resources for the course, mapped to the ESOL curriculum. Learners will be able to discuss their own learning aims with me and set these as personal targets in their Individual Learning Plan. Targets are then reviewed and re-negotiated throughout the course. WAES has a learner support department every effort is made to provide specific support or equipment to meet individual learning needs. Anyone joining a course is encouraged to make known if support may be needed. Some of the support provided includes one-to-one help during the course and adaptive equipment. We aim to make our courses welcoming and easy to access. Community Learning and Skills Development do not accept any discrimination. Everyone is expected to accept responsibility for upholding equality and showing respect to others. Product model The product model is based on the idea that there are certain skills to master and facts to know. The idea of this model is that knowledge is similar to a product that is manufactured. The assumption is that generally one starts knowing nothing, they are then taught and then one transmits that knowledge to action. The product model consists of a series of steps leading to the product that allows the curriculum to be designed accordingly. The steps are: Step 1: Diagnosis of need Step 2: Formulation of objectives Step 3: Selection of content Step 4: Organization of content Step 5: Selection of learning experiences Step 6: Organization of learning experiences Step 7: Determination of what to evaluate, and the ways and means of doing it. (infed. org:2010) Although the model organises learning quite neatly it is very Pedagogic and Behaviourist. Using this model teaching follows a pre-specified program allowing little thought for individual student needs and discourages creativity for learner and teacher. ‘The behaviourist approach is deterministic: it believes that people’s behaviour is assumed to be entirely controlled by their environment and their prior learning, so they do not play any part in choosing their own actions. ’ (psychlotron. org. uk:2008) Process model In contrast the process model takes learners as individuals, not as objects to be acted upon. They have a clear voice in the way the sessions evolve. The focus of this model is on the interactions that shift the attention from the teaching to the learning, (pedagogy to andragogy). The process model is about the interaction of students, teachers and knowledge. It is about what happens in the classroom and what people do to prepare and evaluate. This model is both constructivist and humanistic. Lawrence Stenhouse (1975) suggested that a curriculum is rather like a recipe in cookery. A curriculum, like the recipe for a dish, is first imagined as a possibility, then the subject of experiment. The recipe offered publicly is in a sense a report on the experiment. Similarly, a curriculum should be grounded in practice. It is an attempt to describe the work observed in classrooms. Finally, within limits, a recipe can be varied according to taste so can a curriculum. So as Stenhouse says a recipe can be varied according to taste, just as a lesson can be varied according to individual’s needs, making it humanistic. Also by the recipe being an experiment you can try something out and then build on the knowledge of how well it worked to improve it, making it constructivist. This model is about interaction and feedback, again two humanistic traits. 6. 1 The obstacles cited by potential ESOL students as preventing them from participating in learning are similar to those mentioned by other adult non-learners. These include insufficient time as a result of family or work commitments, inadequate information, poor advice and guidance, the potential cost of study, a lack of suitable flexible provision locally, inadequate transport or lack of affordable childcare. ESOL learners are then often further hampered because of ineffective assessment and support and by the lack of a consistent approach across the country. In some areas there is little tutor expertise in rigorous ESOL assessment and few suitably robust and reliable ESOL diagnostic tests. Inadequate pre-course advice and guidance results from insufficient knowledge about the range of opportunities available and lack of understanding of the equivalence between overseas and British qualifications. This is in sharp contrast with some other European countries, such as France, where there are well developed and fully funded qualification recognition services. 6. 3 Long waiting lists often result in large classes which may not allow for sufficient student interaction and oral practice or which include too wide a range of language levels. Many students want to learn quickly for substantial numbers of hours a week but this intensive provision is not always available. In rural and other areas where there are few ESOL learners there is often either a complete lack of suitable provision or a tendency to put ESOL learners and basic skills learners in the same class, even though their needs are very different. 6. 4 Moreover, for refugee ESOL learners, these barriers are all too often compounded by cultural dislocation, emotional distress and trauma at being resettled in a strange country. Lack of money prevents some from travelling to classes.