Second Hand Smoking

Thesis Statement into our Outline First take your existing and completed Thesis Statement and rewrite it here: Second hand smoking can be prevented by quitting or doing it somewhere where it won't harm other people. Second, take your two or three supporting elements (usually in the second sentence in a Thesis Statement) and give them each their own number (or bullet). – Second hand smoking can be prevented by quitting or doing it somewhere where it wont harm other people.Topic in your Thesis statement only (the first part of the first entente) (one): Second hand smoking (two): Harming other people (three – optional): Quitting smoking (four – optional): Lastly, you must give at least two pieces of specific information to each supporting element. Second Hand smoking : Causes lung cancer and also is the cause why many children die with a smoker parent Harming other people: Also harming people outside, for example people at a bus stop Quitting smoking: To also help t he smokers health, help them quit We will put in a place holder for a conclusion that will be completed next week.EXAMPLE: Everything in bold below should be In the assignment you turn In by the due date Using my Gun violence Thesis Statement: Thesis Statement: Gun violence In urban America can be a devastating plague. With gun education, better laws, and a community watch, we can help stamp out gun violence. Outline: Topic: Gun violence In urban America Gun Education Create classes to teach gun safety and proper usage Have a tutoring and mentoring program to help teach even more folks Better laws More gun control litigation Additional local laws that can help control guns Community WatchGive classes on how to form community watches Help form a foundation that can help organize different neighborhoods Into groups that can work together Conclusion: (We will get Into this later) Second Hand Smoking By millionaire's Everything in bold below should be in the assignment you turn in by th e due date Gun violence in urban America can be a devastating plague. With gun education, Topic: Gun violence in urban America Help form a foundation that can help organize different neighborhoods into groups that can work together Conclusion: (We will get into this later)

Pttls Unit 1

1. Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities The key legal and regulatory requirements relating to my role as a teacher are:- †¢ Children Act (2004) – Every child matters †¢ Copyright, Designs & Patents Act (1988) †¢ Data Protection Act (1998 amended 2003) †¢ Equality Act (2010) †¢ Freedom of Information Act (2000) †¢ Health & Safety at Work Act (1974) †¢ Human Rights Act (1998) Protection of Children Act (1999) †¢ Safeguarding Vulnerable Groups Act (2006) There will be Codes of Practice, either generic or specific, that will need to be followed such as the Code of Professional Practice (2008) introduced by the Institute for Learning. 2. Explain own responsibilities for promoting equality and valuing diversity It is important that students are able to attend, and participate in their choice of course or learning event, for it to be accessible on equal ter ms.To support this ideal, I must adhere to the equal opportunity legislation in place, which ensures that learners are not discriminated against in terms of age, gender, sexual orientation, disability, race, pregnancy or maternity, religious or other belief, marriage, civil partnership or gender reassignment. Whilst this is an ideal situation we are not able to treat everyone exactly the same. It is important to understand the needs of learners so that we can give them the best experience in the learning environment.If I have a student who uses a wheelchair, then I must ensure that access to the learning venue is suitable and that any portable ramps etc are available. Where I have students that are from diverse cultural backgrounds I should encourage an environment where differing opinions are respected and prejudice or stereotyping are challenged. Where further support is required by a learner, it should be offered 3. Explain own role and responsibilities in lifelong learning First ly, I need to identify the needs of the organisation, individuals and me personally.I will ensure that any forms are easy to complete and cater for different languages or print size and are available in hard copy or electronically. I will need to make an initial assessment of the needs of learners and agree learning plans. I need to prepare a scheme of work to include session plans, learning materials to meet the needs of the syllabus and liaise with other interested parties. I will need to facilitate learning using a variety of approaches including formulating ground rules, record keeping, incorporating different teaching and learning materials and even knowing who and where the nominated first aider is.I will need to assess the learning, ensuring that the awarding body rules are met. I must ensure that relevant documentation is completed and kept safe and confidential. I will need to check the students lerning outcomes have been met and that they have gained the necessary skills a nd knowledge. I need to evaluate my teaching experience by obtaining feedback from others. I can obtain this from the student, awarding body and organisation I am working for.I will also evaluate my own work in order to make improvements to my teaching ability and the learning experience. 4. Explain own role and responsibilities in identifying and meeting the needs of the learners I can identify the learners needs at the application stage, by interview, questionnaire, or at a student 1to1 session, or at the beginning of the session or programme. I must give clear guidance on the process and information to ensure the course meats their personal learning needs. Once I have the information this will help me with my planning.I need to ascertain the required learning support (help with ITC, numeracy, literacy), or student support (help with personal issues, general guidance or advice), and again use the information in my planning and course execution. 2. 1Explain the boundaries between t he teaching role and other professional roles It is important to understand where my role as a teacher ends and where I need to involve other professionals. These might include Heads of Dept, H&S officers, technicians, support workers or admin staff. Within the ACO I may need to refer to parents/guardians Wing, Region or Head Quarters specialists.I, for instance as a teacher am not qualified to repair a broken plug socket so I would refer to an electrician, similarly I am not a social worker therefore any issues that are of a personal nature (to the student)I would pass over to the relevant specialist rather than trying to deal with it myself, potentially causing more harm. 2. 2Describe points of referral to meet the needs of learners It is possible that I will encounter students with a variety of degrees of needs so I need to remain impartial and sensitive to individual situations. I will not be able to deal with every situation that arises.I must be aware of where I can refer stud ents for help both within and externally to the organisation. Below is a table containing example points of referral. |INTERNAL |EXTERNAL | |accommodation officers |awarding organisations | |careers advisers |banks or building societies | |colleagues carers | |Counsellors |charities | |examination officers |childcare agencies | |financial services staff |Citizens Advice Bureau | |first-aiders |employers | |health and welfare officers |health centre. , slimming clubs, general | |information , advice and guidance staff |practitioners, hospitals | |interpreters |Job Centre Plus | |learning support staff |motoring and transport organisations | |mentors |police | |student support staff |telephone help-lines and agencies such as abuse, alcohol, bereavement support, | |student union representatives |Childline, Crimestoppers, debt, drug, lesbian and gay switchboard, gambling, | |teachers |NHS Direct , parentline, Samaritans, victim support | | |websites which are relevant | Table from ‘Preparing to Teach in the Life Long Learning Sector’ by Ann Gravells – Pg 53 2. 3Summarise own responsibilities in relation to other professionals My main responsibility is to my students, however I need to be aware of the impact my actions will have on other groups or individuals. I will need to be conscious of how I work with other managers on site as well as my peers, with awarding bodies including internal and external verifiers & Ofsted inspectors and other external agencies. Within the Air Cadet Organisation (ACO). I will also have responsibilities with regard to parents/ guardians and other members of the ACO. I must remain professional and not exceed my role boundaries 3. Explain own responsibilities in maintaining a safe and supportive learning environment It is imperative that the environment is safe. The room or area for teaching must be large enough to support the activities being undertaken and the number of people involved. A risk assessment s hould be carried out to highlight and eliminate (so far is practicable) any potential dangers. Consideration must be given to lighting, heating, ventilation and toilet facilities to ensure the comfort of learners and teaching staff. I must inform the group regarding procedures for housekeeping, and emergency evacuation. 3. 2Explain ways to promote appropriate behavior and respect othersI would establish with the group some ground rules both for the learners and myself to promote the appropriate safety, behaviour and respect of everyone. It is important that these rules are negotiated and agreed with the group. These rules can be reviewed and changed as the course progresses as needed. For the group – what they should expect from each other, things like courtesy, respecting others views etc. For myself – What the learners can expect from me. Some rules may be imposed – health and safety, no smoking, no anti-social behavior. Some more negotiable – standard of dress, break timings, turning off mobile phones. Reference Book Preparing to Teach in the Life Long Learning Sector’ by Ann Gravells

Analysis of the Research of Professor Zachary Holman Essay

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Globalization Assignment Example | Topics and Well Written Essays - 500 words - 3

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IFSM Essay Example | Topics and Well Written Essays - 250 words

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Cross cultural management Essay Example | Topics and Well Written Essays - 2000 words - 2

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Econ 157 Problem Set Assignment Example | Topics and Well Written Essays - 500 words

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The Tipping Point by Malcolm Gladwell Essay Example for Free

The Tipping Point by Malcolm Gladwell Essay The Tipping Point, Malcolm Gladwell’s 2000 bestseller, discusses how some trends becomes gigantically popular while others fade away in the background without even leaving any mark. The Tipping Point, he says, is â€Å"the moment of critical mass, the threshold, the boiling point,† (12) where the â€Å"unexpected becomes expected, where radical change is more than possibility† but already a certainty. (13-14) It is when certain ideas, products, messages or behaviors suddenly turn into something of an epidemic, where everyone or majority of the people all of a sudden gets caught up in it without warning. We know right away that a certain trend has become an epidemic: its spread demonstrates contagious behavior, little changes had affected its growth tremendously, and it happened fast. According to Gladwell, these characteristics of an epidemic can be rooted to three factors.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     The Law of the Few is discussed in the second chapter aptly titled, â€Å"Connectors, Mavens, and Salesmen.† Gladwell explains that phenomenal trends can be attributed to the few people that, through word-of-mouth, are able to influence others to either love or hate the trend. Gladwell explains that â€Å"the success of any kind of social epidemic is heavily dependent on the involvement of people with a particular and rare set of social gifts.† (33) Connectors link different people to each other and are referred to as â€Å"people specialists† (59). Mavens, on the other hand, are â€Å"information brokers† that possess, share, and acquire information on a lot of different products, prices, or places. (62, 69) The third type of influential people would be the salesmen, who can persuade and convince others into believing what they want.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Stickiness Factor is a trend’s unique quality of being memorable, or of being able to â€Å"stick† to the minds of the public. The elements that make something sticky are not really wonderfully big or exciting; in fact, they are actually the small and seemingly trivial things that appear to be counterintuitive to the norm or conventional wisdom. For instance, the makers of Sesame Street thought it would be a good idea to educate children through television, even though experiments and educational experts saw television as having low involvement. (99-110) The simple idea of using television to teach children surprisingly became a success, which had been followed by other educational viruses such as Blue’s Clues. As Gladwell puts it, â€Å"there is a simple way to package information that, under the right circumstances, can make it irresistible† or sticky. (132)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Finally, the Power of Context consists of the conditions and circumstances of the times and places in which trends occur. The environment and historical moments where the trend originates are also responsible for making it phenomenal. Contextual changes are responsible for tipping an epidemic, as is in the case of the crimes in New York City, wherein crime became a contagious behavior due to the circumstances in the city. (140-143) However, Gladwell also adds that Environmental Tipping Points can be changed and reversed, and even prevented. (167) Another element in the third factor would be social groups, which makes people â€Å"susceptible to peer pressure and social norms and any number of other kinds of influence that can play a critical role in sweeping us up in the beginnings of an epidemic.† (171) Socialization plays a large role in context, because the popularity of a trend also depends heavily on how the public responds to it.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In his conclusion, Gladwell redefines Tipping Points as â€Å"a reaffirmation of the potential for change and the power of intelligence action.† (259) After investigating two case studies that further exemplify the Tipping Point and its factors, he suggests that we reframe the way we think about the world, and accept that change is possible and constant. Work Cited Gladwell, Malcolm. The Tipping Point. New York: Little, Brown and Company, 2000.

The Differences Between Programme And Portfolio Management Management Essay

The Differences Between Programme And Portfolio Management Management Essay Portfolio and programme management has question of governance from two perspectives. The first perspective is the interconnectedness of the different project objectives in order to increase of combined project outcomes. This requires to the development of programmes, which defined by Project Management Institute (PMI) as a group of related projects, managed in a coordinated way to obtain benefits and control not available from managing them individually (PMI, 2004) cited in (Blomquist Moller, 2006). The other perspective is concerned with the interrelationships among the management requirements for these multi projects in order to achieve the organizations overall business benefits. This led the need to develop portfolio management techniques which also defined by (PMI) as the centralized management of one or more portfolios, which includes identifying, prioritizing, authorizing, managing and controlling projects, programmes and other related work to achieve specific strategic busin ess objectives. (PMI, 2004) cited in (Blomquist Moller, 2006) From this concept it can be understood as a collection of projects or programmes and other work that are grouped together to facilitate effective management of that work in order to meet strategic business benefits. The projects or programmes of the portfolio may not necessary be interdependent or directly related. It is important to establish what is meant by programme management as opposed to portfolio management. The practitioners of the project management had tried to find good alignment between project management and organization strategy. Researches (Yuming, Quan Peng, 2007) in the literature has examined the idea for these strategies that should be aligned and moved from the corporate level through portfolio, programme and multi projects in a systematic manner that provides cohesion, visibility and effective communication as shown in figure 1. Figure 1: Diamond-E Model based alignment between strategy and portfolio project management adopted from (Yuming, Quan Peng, 2007) Programme Management:- In the past, the term programme has many synonyms that have been used, including multi project, portfolio of projects, macro project, and complex change (Ferns, 1991). A 3 phase for implementing programme management is suggested by (Ferns, 1991) as follows; preparatory phase, programme establishment, programme management. Basically, the concept of project management has evolved to what so called programme management and finally portfolio management. Most literatures illustrates programme management to be connected with albeit different from portfolio management (Lycett, Rassau and Danson, 2004; Turner and Muller, 2003) cited in (Blomquist Moller, 2006). However, Programme management is often perceived as the top layer of a hierarchy consisting of multi projects. The main goals of programme management is to focus on improving efficiency and effectiveness by choosing better prioritization, planning and coordination in the management of projects. Also by developing of business focus by identifies the goals of multi projects and the entire programme related to the requirements, goals, drivers and organizations work culture. Some researches on programme management have classified into three categories; programme management as an entity for organizational structure, programme management process and life cycles, and competencies for programme management. Sometimes, projects are too large to manage as a single entity. It is more convenient and effective to have work breakdown structure in a series of closely related and linked projects, each of them managed by a project manager, reporting to a programme manager (Buttrick, 2000a). PROGRAM.jpg Figure 2: A programme where each individual constituent project is used to manage a substantial work adopted from (Buttrick, 2000a) Generally, Programme management is a technique that provides the organization to coordinate multiple related projects concurrently, and cannot be controlled individually by bringing together people, activities and information in order to achieve the end goal and obtain significant benefits from them as a collection (Norton, 2008) and (Deancon, 2010). Programme may involve elements of related work outside the scope of the discrete projects in programme such as ongoing operations. A programme can only succeed if the multi-projects within the programme are completed, therefore without programme management; the projects will be uncoordinated and will not integrate into a final goal. Other authors (Haughey, 2001) has defined programme management as a group of related projects carried out in order to achieve a defined business objective and benefit. It provides specific way to control project management and covers vision, mission, aims and objectives, scope, approach, design, responsibilit ies, resourcing and benefits realization. By using well defined framework. The programme management has four basic stages; programme identification, planning, delivery and closure. These stages take the programme from beginning which must be based on strategies, right through to the final realization of a defined business objectives or benefits. 2.1 Structure of Programme Management:- The structure of Prgramme management allows controlling multi projects so they deliver effectively for the group as well as to hand the changes proactively and also it provides a framework for handling complexity and risk. Moreover, there is often a program support group to undertake the necessary coordination, administration and implement common standards (Buttrick, 2000a). It concentrates on delivering new capabilities and services, Business plan, Strategic objectives, Change and some other initiatives. For example the long term objectives can be definite by programme management, and this will help the organization to identify the multi projects that will lead in achieving these objectives and needs to think carefully about the benefits of these projects are designed to bring about. These potential benefits are considered as; meeting business needs, saving, and reducing risk. The main activities for programme management are: setting the baseline, agreeing roles and responsibilities , Programme planning, project priority, stakeholder communication, progress reporting, quality management, risk management, issue management, managing benefits and programme closure (Haughey, 2001). Some authors says that(Haughey, 2001), all programmes should have a well defined baseline from which to measure costs and benefits resulting from investment into the programme. Hence, Programme management is becoming an increasing important issue for managing changes within business which can be internal, such as increasing the level of products, or external, such as implementing a new government policy (Norton, 2008). Project team.jpg Figure 3 A typical programme management structure adopted from (Buttrick, 2000a) Project portfolio:- With a strongly increase share of companies investing in project- organized undertakings, the generally expected advantage in controllability for multi project comes along with a loss of transparency and hence effectiveness of the overall project landscape (Elonen and Artto, 2003) cited in (Jonas, 2010). So the need for a structure and proactive management of the project landscape gets increasingly important. Effective project portfolio management is becoming a key competence for organizations handling numerous projects simultaneously. A project portfolio is seen as number of projects that compete for scarce resources and are conducted under the sponsorship or management of a specific organization (Buttrick, 2000b). Refer to (Jonas, 2010) study, the measure for portfolio success should be taken at different points in time. The overall system success is consisting of three dimensions; process effectiveness, portfolio success and portfolio related corporate success. The tasks for portf olio management is consist of those related to multi project is; portfolio structuring, resource management, portfolio steering, and organizational learning and portfolio exploitation It can be argue that the portfolio management system success will be positively influenced by the extant to which these multi project portfolio tasks are executed in the company. As mentioned realer, Portfolio management is all the projects which are related or unrelated, undertaken by an organization. These can be divided into functional area such as IT, supply chain, HR, new development. With this level, it gives a complete view across the organization to understand all the multiple projects are taking place, related or unrelated. The best way for presenting this data is by business function, thereby giving a view of the projects in a specific area. Portfolio management is useful for decision makers because it provides them a total view of all initiatives taking place across the organization. This will ensure that the organization focused on what is important, helps avoiding duplication and informs strategic decision making. The activities which will be undertaken during portfolio management are: Checking strategic alignment, risk management, progress reporting. When the organization handling group of projects which are carried out by sponsorship and managed by this organization. These projects must complete for scare resources such as people, finances, time, and so on which can be available from the sponsors, since there are normally not enough resources to hand out for proposed multi projects which meets the organizations minimum requirements on certain criteria. Therefore project portfolio is the selection for periodic activity involved in selection a portfolio, from available project proposals and the multi project currently underway which must meet the organizations stated objectives in a desirable manner without exceeding available resources or effecting other constraints (Archer Ghasemzadeh, 1999) . So the portfolio management has to be pivotal in planning and controlling complex project more effectively and more efficiently and this can be achieved by implementing project portfolio management practices as a management innovation. Programme and Portfolio Management:- With the understanding the difference between programme and portfolio management, it is possible to understand what the organization needs to achieve and how programme and portfolio management fits into an organization processes and procedures. The hierarchy in this understand is shown in figure 1. Figure 1 Programme management Hierarchy adopted from (Haughey, 2001) By considering that, some multi projects are too large to manage as a single entity, so it is necessary to split them up into smaller manageable projects. And also if the whole project is too large for single project manager to handle, then, the numbers of projects managers are needed to handle the small projects. Hence smaller project with multiple project managers all designed to achieve a single long term objective for the organization. For control these groups and have an overall view a programme manager is required. 5 Conclusions:- The synopsis differences between a programme and portfolio in multi projects are; Programme is a group of projects related to the organization that are managed in a coordinated way to gain business goals that would not be possible were these projects managed independently (Ferns, 1991). Programme management concentrates on delivering; new capabilities, Business plan, Strategic objectives, Change and other initiatives. Portfolio management is all projects, related or unrelated, being carried out by this organization. Portfolio management aims to optimize the results of project portfolio to gain organization benefits and wants. Portfolio project a collection of projects, programmes and other work that are compiled together to facilitate the effective management of the same work to meet strategic business benefits. Each one has a special role to play and needs to be managed differently (Deancon, 2010). programme and portfolio management has been designed to fulfill nearly all organizations individual and multi projects to succeed in todays competitive climate.