Focus On The Victoria Climbie Inquiry Report Social Work Essay

Focus On The Victoria Climbie Inquiry Report Social Work Essay In his statement to the House of Commons when presenting Lord Lamings Inquiry Report into the death of Victoria Climbià ©, on 28 January 2003, the Secretary of State for Health, Alan Milburn, said: It is an all too familiar cry. In the past few decades there have been dozens of inquiries into awful cases of child abuse and neglect. Each has called on us to learn the lesson of what went wrong. Indeed, there is a remarkable consistency in both what went wrong and what is advocated to put it right. Lord Lamings Report goes further. It recognises that the search for a simple solution or a quick fix will not do. It is not just national standards, or proper training, or adequate resources, or local leadership, or new structures that are needed. I will give an overview of the inquiry. I will also give an overview of the themes, lack of accountability right through the organizations to the most senior level and staff not adequately trained in child protection. I will analyse and critique these themes in relation to agency policy, legal requirements, research, practitioner knowledge and the voice of the service user. Previous inquiries and there link to this inquiry will be discussed along with have we learned any lessons from this. The failure to implement a legal, ethical and political framework to inform current best practice will be utilized. I will reflect on the implications of evidence informed practice and how this will inform future social work practice. This paragraph will provide a summary of the events leading to the death of Victoria Climbie, and establish why there was a need for the inquiry. From the report (Lord Laming, 2003) we know that Victoria Climbie came to England with her great-aunt, Marie-Therese Kouao in April 1999. Within a year, she was dead. On 25th February 2000, Victoria died of hyperthermia at St Marys Hospital, Paddington. She was just eight years old and had 128 separate injuries to her body. On 12th January 2001, her great-aunt Kouao and her boyfriend, Carl Manning, were convicted of murder. The level of cruelty experienced by Victoria was truly horrific, with daily beatings using several different implements. Her final days were spent living and sleeping in an unheated bathroom in the middle of winter, where she was bound hand and foot, lying in her own urine and faeces in a bin bag in the bath. The secretary of State set up the independent statutory inquiry into her death, under the Chairmanship of Lord La ming, in April 2001, to establish under section 81 of the Children Act 89 the concerns with the functions of the local authority social services committees and the way they relate to children. The inquiry wanted to examine the way in which local authorities in respect of their social services functions and identify the services sought or required by, or in respect of Victoria, Marie-Therese and Carl. This section will now aim to analyse and critique the key theme I have identified that emerged from the inquiry report which is lack of accountability right through the organizations to the most senior level and staff not adequately trained in child protection. Lord Laming (2003) points out There were at least 12 key occasions when the relevant services had opportunities to successfully intervene to help Victoria, but had failed to do so. Within the Report Lord laming (2003) states That not one of these interventions would have required great skill or made heavy demands on staff, sometimes it needed nothing more than a manager doing their job by asking pertinent questions or taking the trouble to look in a case file. He continues to states Lord Laming (2003) There can be no excuse for such sloppy and unprofessional performance. As Lord Laming (2003) commented Not one of the agencies empowered by Parliament to protect children in positions such as Victorias emerged from the Inquiry wi th much credit, what happened to Victoria, and her ultimate death, resulted from an inexcusable gross failure of the system. Lord Lamings (2003) expressed His amazement that nobody in the agencies had the presence of mind to follow what are relatively straightforward procedures on how to respond to a child about whom there is concern of deliberate harm. The Inquiry Report (Lord Laming, 2003) highlighted widespread lack of accountability through the organisations as the principal reason for the lack of protection afforded to Victoria. Who should be held responsible for these failures? As Webb (2002) states: Lord Laming was clear that it is not the hapless and sometimes inexperienced front-line staff to whom he directs most criticism, but to those in positions of management, including hospital consultants, I think that the performance of people in leadership positions should be judged on how well services are delivered at the front door. Professor Nigel Parton (2003) points out that Too often in the Inquiry people justify their positions around bureaucratic activities rather than around outcomes for children. Frankly, I would be the very last person to say that good administration is not essential to good practice. Professor Nigel Parton (2003) continues to state that Good administration-and we did not see a lot of it, I have to say-i s a means to an end. I cannot imagine in any other walk of life if a senior manager was in charge of an organisation and that organisation was going down the pan-to put it crudely-in terms of sales and performance that someone would say My role is entirely strategic, do not hold me to account for what happens in the organisation. People who occupy senior positions have to stand or fall by what service is delivered at the front door. The Inquiry Report Lord Laming (2003) highlighted the apparent failure of those in senior positions to understand, or accept, that they were responsible for the quality, efficiency and effectiveness of local services. As Rustin (2010) states Lord Laming pointed to the yawning gap in the differing perceptions of the organisation held by front line staff and senior managers. Lord Laming was unequivocal that the failure was the fault of managers whose job it should have been to understand what was happening at their front door. As the Report Lord Laming (20 03) pointed out, some of those in the most senior positions used the defence no one ever told me to distance themselves from responsibility, and to argue that there was nothing they could have done. Rustin (2004) states this was not a view shared by Lord Laming. Rustin (2004) also continues to state that Lord Laming went even further in evidence to us, telling us forcefully that, in his view, accountability of managers was paramount, and that the front line staff were generally doing their utmost. In addition to the fundamental problems of a lack of accountability and managerial control, it was also apparent in the course of the Inquiry Lord Laming (2003) that other failings existed in all aspects of practice. This section will evaluate previous inquiries and how they link to this inquiry and have any lessons been learned from them. As Rustin (2004) states: As with many previous inquiries into child protection failures, Maria Colwell (1973), Jasmine Beckford (1984), Tyra Henry (1984 ) and Kimberley Carlile (1986) it was clear that the quality of information exchange was often poor, systems were crude and information failed to be passed between hospitals in close proximity to each other. As the Report commented Lord Laming (2003) Information systems that depend on the random passing of slips of paper have no place in modern services. The evidence from another report, Maria Colwell, who had died in January of 1973 pointed to similar weaknesses, which were found in Victorias report these weaknesses were, lack of accountability and staff not adequately trained (Corby et al, 2001). Inquiry reports are sources of evidence to inform social work practice and even though they have many weaknesses within them as illustrated. Professor Nigel Parton (2004) points out that In many respects public inquiries have proved to be the key vehicle through which changes in policy and practice have been brought about over the last thirty years in relation to child protection policy and practice in this country. Professor Nigel Parton (2004) continues to point out that Rather than public inquiries being ignored, they have been fundamental to the way child protection operates. In this respect, they are as much a part of the problem as they are the solution. Have lessons been learned from the many public inquiries over the previous thirty years. It was as if states Professor Nigel Parton (2004) The frontline professionals, and the key organisations and agencies who have responsibility for children and families were quite incapable of learning the lessons and, crucially, putting these into practice in such a way that such horrendous tragedies could be avoided. It is hoped by many, therefore, that the report by Lord Laming, and the changes brought about as a result, will mean that this will be the last report of its type. This section will address the other theme I have highlighted adequate training. The question of adequate training and supervision for staff working in all the relevant agencies were also an issue identified in the Inquiry. Professor Nigel Parton (2004) points out that In Haringey, for example, it was observed that the provision of supervision may have looked good on paper but in practice it was woefully inadequate for many of the front line staff. Professor Nigel Barton (2004) also points out that nowhere was this more evident than in the fact that in the final weeks of Victorias life a social worker called several times at the flat where she had been living. There was no reply to her knocks and the social worker assumed, quite wrongly, that Victoria and Kouao had moved away, and took no further action. As the Laming Report (Lord Laming, 2003) commented, It was entirely possible that at the time Victoria was in fact lying just a few yards away, in the prison of the bath, desperately hoping someone might find her and come to her rescue before her life ebbed away. This section will now look at the failure to implement the legal and political framework within the inquiry report. Lord Laming within the report (Lord Laming 2003) told us that he continued to believe that the Children Act 1989 was basically sound legislation. His recommendations do not argue for a major new legislative framework. However, Lord Laming (2003) states he did not believe that the Act was being implemented in the way that had been envisaged for it, and, in his view, there was a yawning gap at the present time between the aspirations and expectations of Parliament and the certainty of what is delivered at the front door. Rustin (2004) states In the absence of adequate managerial accountability, front line workers were obliged to make crucial strategic decisions, for example about the use of the Children Act, and between using sections 17 and 47 (relating respectively to a child in need, and a child in need of protection). The sections of the Act had been developed with th e intention of as pointed out by Rustin (2004) Of recognising the different needs of children. How the sections were being applied on the ground however as stated by Lord Laming (2003) is Quite different, far from employing the section of the Act that would best meet the needs of the particular child and their circumstances, what they were actually doing was using these sections to restrict access to services and to limit the availability of services to people. The Children Act, Lord Laming (2003) argued to us Should be about promoting the well-being of children, not about putting labels around peoples neck. Lord Laming (2003) went on to suggest that Front line workers were being forced into making decisions that should properly have rested with management and policy decisions. This raised major questions about the role of public services and the basic principles that should underpin them, as (Lord Laming 2003) stated We need to stand back and say that we need to discover the basic principle that the public services are there to serve the public, not just some of the public and not just some people who can get through eligibility criteria, or who are sufficiently persistent. Therefore services must be more accessible and they must be more in tune with their local communities. If, as Lord Laming believes Kirton (2009, p.17) states The Victoria Climbià © case was not unique, but highlighted widespread and major deficiencies in the implementation of the Children Act, this raises issues that Government should address. I believe that the Children Act 1989 remains essentially sound legislation. However, there is concern as pointed out by Professor Nigel Parton (2004) That the provisions of the Act which sought to ensure an appropriate response to the differing needs of children are being applied inappropriately, used as a means of rationing access to services, and have led to section 17 cases being regarded as having low priority. The Laming Inquiry (Lord Laming 20 03) recommended that consideration should be given to unifying the Working Together guidance and the National Assessment Framework guidance into a single document, setting out clearly how the sections of the Act should be applied, and giving clear direction on action to be taken under sections 17 and 47. Within this section I will discuss the ethical framework. It is important to include the issues of social class and gender, which were not evident in the Victoria Climbià © inquiry. However, it is issues around ethnicity and race that are more evident. However, the diversity referred to is incredibly complex. This is illustrated at various points states Webb (2002) For example: At the time Victorias case was handled in Brent, all the duty social workers had received their training abroad and were on temporary contracts. (In Brent) at least 50 per cent of social workers time was spent working on cases of unaccompanied minors. As Webb (2002) states There was evidence that Haringey has one of the most diverse populations in the country, with 160 different languages spoken locally, a long tradition of travellers settling in the borough and a high proportion of asylum-seeking families (9 percent of the total population). Within the report Lord Laming (2003) points out that In relation to all the London boroughs involved there were high levels of poverty and deprivation, diverse ethnic, cultural, linguistic backgrounds, as well as the diverse backgrounds of the workers themselves. In many respects, it seems Victorias situation was not unique in these respective boroughs. Webb (2002) indicated The impact of increased global mobility, more specifically the rapid increase in asylum-seeking families, together with the diverse backgrounds of the workers themselves increasingly seems to characterise work in many metropolitan areas. This has a particular impact states Webb (2002) On the nature, stability and cohesion of local communities. It is worth noting that, compared to the Maria Colwell case, no referrals are noted in the Victoria Climbià © case from neighbours or other members of the community apart from the child minder Mrs Cameron. We are not simply talking about diversity here but incredible compl exity. Kirton (2009) argues that Not only does it pose major linguistic challenges but also it poses major challenges for statutory departments in relation to the familial and cultural identities of those with whom they work and to whom they have responsibility. Issues around racism are clearly important here, however they cannot be reduced to a simple black and white community and cultural divide. This section will reflect on the implications of evidence-informed practice (EIP) and the usefulness of the inquiry to inform the development of future social work practice. Often, in hindsight, those who put people at risk are blamed for the misfortune and harm they cause. (Kirton, 2009) This is arguably the most signi ¬Ã‚ cant professional context in which EIP has emerged. According to Munro (1998) Social workers rely on vague assessments and predictions, rather than considering what is more or less probable. In everyday life decisions have to be made on a limited evidence base and professional decisions are also at best problematic. There are numerous unexpected and complex outcomes in social work, many of which rest on having to make judgments under conditions of uncertainty. (Kirton, 2009) The main problems associated with making effective decisions in social work as stated by Kirton (2009) include: risk and uncertainty, intangibles, long-term implications, interdisciplinary input and the politics of different vested interests pooled decision making and value judgments. Decision analysis has developed as a statistical technique to help overcome these kinds of problems. Decision analysis is closely related to risk assessment and actuarial practices. Evidence-informed practice and policy are self-explanatory. They involve the adoption of evidence-based protocols and use local standards for conducting social work practice and developing organizationally speci ¬Ã‚ c policies. (Webb, 2002) It has been suggested that evidence-informed protocols feed directly into the practitioner context to provide guidelines for carrying out EIP. Essentially evidence-informed practice and policy in social work will entail the explicit and judicious use of current best evidence in making decisions about the social care of service users. This de ¬Ã‚ nition is widely used and derived from Sackett et al.s Evidence-based Medicine (1996). A pragmatic approach as stated by Sa ckett (1996) Has been adopted here, which regards the practice of evidence as integrating practitioner expertise with the best available external evidence from systematic but multiple research methods. The implementation model outlined is the idea that the practice-based process begins with the evidence rather than the individual or groups of clients. Clearly the application of evidence-informed practice and policies will be governed by the economic scope of social work agencies in terms of resources and the development of an evidence-informed infrastructure. (Kirton, 2009) Sackett (1996) points out that At a local level it will also be dependent on incremental learning and accumulative professional development which are likely to be facilitated by the practice research networks and evidence-based brie ¬Ã‚ ngs discussed above. In this essay I have analysed and critiqued two key themes from the inquiry, lack of accountability right through the organizations to the most senior level and staff not, adequately trained in child protection. I have also analysed and critique these themes in relation to agency policy, legal requirements, research, practitioner knowledge and the voice of the service user. I have linked previous inquiries and discussed have we learned any lessons from these inquiries. I identified the failure to implement a legal, ethical and political framework to inform current best practice will. I also reflected on the implications of evidence informed practice and how this will inform future social work practice. A closing quote to finish from the Secretary of State, Alan Milburn (2003) It has felt as if Victoria has attended every step of this inquiry, and it has been my good fortune to have had the assistance of colleagues whose abilities have been matched by their commitment to the task of doing justice to Victorias memory and her enduring spirit, and to creating something positive from her suffering and ultimate death.

Discuss the Notions of Ideology and/or False Consciousnes

â€Å"The ideas of the ruling class are in every epoch the ruling ideas, i. e. the class which is the ruling material force of society, is at the same time its ruling intellectual force. † (K. Marx and F. Engels. (1998) â€Å"Ruling Class and Ruling Ideas†. In J. Storey. (ed. ). Cultural Theory and Popular Culture: A Reader Harlow, Essex: Pearson, 191. ) Discuss the notions of ideology and/or false consciousness. Ideology is something that has and will be always in everyone’s life. This is a part of human life.In my essay about ideology I am going to write about Karl Marx ideas about ideology and also Louise Althusser interpretations about ideology. In my opinion they are the two that explain ideology and false consciousness in the best and most understandable way. I am going to start with Karl Marx and write about his thoughts on ideology, false consciousness and how does it fit in to everyday life. Afterwards how Althusser complicated Marx’s ideas and ex plained how ideology works in people’s lives in his own way.The Expression â€Å"Ideology† was created by Cabanis, Destutt de Tracy and their friends, and they defined it as an object the theory of ideas. Afterwards it was picked up by Karl Marx (1818-1883) and few years latter Louis Althusser (1918-1990) started expanding Marx ides on ideology. Main ideas on ideology by Karl Marx appeared in â€Å"The German Ideology†, that he wrote with Frederick Engels. Althusser wrote about Marx’s ides that (2001) â€Å"Ideology itself represents the â€Å"production of ideas, of conceptions, of consciousness,† all that â€Å"men say, imagine, conceive,† and include such things as â€Å"politics, laws, morality, religion, metaphysics, etc. Ideology functions as the superstructure of a civilization: the conventions and culture that make up the dominant ideas of a society. † Ideology is basically ideas of social groups. People think that something has some kind of purpose to serve them, but really it has a different purpose. For example police, everyone thinks that they are here to protect us, but actually their purpose is to keep us under control. The ideology is based on the ruling class and their ideas. Ruling class tries to keep everything running properly and keep people under control.It is said by Althusser â€Å"Since one goal of ideology is to legitimize those forces in a position of hegemony, it tends to obfuscate the violence and exploitation that often keep a disempowered group in its place. † For masses ideology is as a system of illusory beliefs – False Consciousness. False consciousness is a misrepresentation of different social relations between privet and public. Daniel Little (no date) wrote â€Å"â€Å"False consciousness† is a concept derived from Marxist theory of social class. The concept refers to the systematic misrepresentation of dominant social relations in the consciousness of subordinate classes.Marx himself did not use the phrase â€Å"false consciousness,† but he paid extensive attention to the related concepts of ideology and commodity fetishism. † Marx never said in his work that ideology is false consciousness, but ideology in his work can be interpreted as false consciousness in some ways. Ideology is seen as illusionary beliefs, people see things in one way, helping them, their living conditions and different organisations working for people, for example schools, clothing factories, etc. But in reality all this organisations work for ruling classes to keep masses under ruling classes power.Schools educate people to make them able to work for the ruling class in the future and keep the economy going. Clothing factories create clothes for people, and everybody thinks that their made for them to feel better, so they could go out and buy new clothes and feel happy. In reality clothes are produced to lure people to buy them and spend money , give hardly earned money back to the ruling class and most of the clothes are produced to last for a short time, so people would keep coming back and buying more.Looking through people’s point of view, ideology can be interpreted as false consciousness. Andrew Butler (2009) said in our lecture â€Å"Ideology – people doing what they’re doing without knowing what they’re doing or why. † If people are doing what they are doing without knowing, it can be translated as false consciousness. They think that they know what they are doing and why they are doing it, but actually not. Ideology is false beliefs and ideas, false understanding how world works. Louis Althusser, expanded Karl Marx ideas on ideology.Marx separated everything, he thought that superstructure has a relative autonomy with relation to the base, that superstructure is not influenced by base and other way around as well. But Althusser did not reject these ideas but complicates them, he sees superstructure and base working together, he does not separate them from each other. It was said in our lecture by Andrew Butler (2009) â€Å"Whereas classic Marxism sees the economic base as determining the superstructure Althusser sees them as having a Double function. By double function he meant that there is not a separation between public and private, everything is linked together. A good example was brought in our lecture notes by Andrew Butler (2009) â€Å"Imagine a kind of network where everything impacts on everything else. the feminist slogan the personal is political would be a good way of thinking about this. So the family – something that might seem personal or more specifically say breastfeeding might seem private is in fact linked to the economic base and influenced by the superstructure.Breastfeeding could be part of a medical fad or you might do it because of education but doing it or not impacts on when you go back to work or whether you buy formula milks so it is an economic and political decision as well as a private one. † In Althusser’s opinion ideology treats people as subjects, because ideology has a material existence. Ideology always reveals through human actions and participations. For example art, art is produced for people to buy, to give money back to the country, but art is produced through another person, through hard labour and he also gets paid for it, this is a job for him.David Hawkes (1996, p. 122) said â€Å"an ideology always exists in an apparatus, and its practice, or practices. This existence is material† Ideology is an ideal idea of perfect state; it has a material existence that treats humans as subjects. In our lecture notes by Andrew Butler (2009) Althusser asked â€Å"why subjects are obedient, why people follow the laws and why isn't there a revolt/revolution against capitalism IF IT IS NOT IN THE INTERESTS OF THE LOWER CLASSES† and he explained this through complicating Marx’s ideas by bringing in Repressive State Apparatuses and Ideological State Apparatuses.Repressive State Apparatuses can control people by force so everybody would behave in the way as the ruling class wants; it includes organizations like the police, prisons, security, etc. Ideological State Apparatuses include institutions that create ideologies on what people can act and believe, for example schools, churches, legal systems, radio, press, television, etc. ISAs acts through ideology, they tell people how to think and influence people mentally, not like RSA, which acts through violence. In conclusion I would say that Ideology is a set of ideas of social groups.People think that something has some kind of purpose to serve them, but really it has a different purpose – false consciousness. For masses ideology is as a system of illusory beliefs – False Consciousness. Though Marx never said in his work that ideology is false consciousness, but ideology in his wor k can be interpreted as false consciousness in some ways. Louis Althusser was another ideology theorist and he expanded Karl Marx ideas on ideology. Where Marxism saw the economic base as determining the superstructure Althusser saw them as having a Double function.That they work together, superstructure determines economic base and economic base determines superstructure. He explained this by expanding Marx’s ideas by bringing in Repressive State Apparatuses and Ideological State Apparatuses. That people are seen as subject and state has different associations to keep people under control by force, violence and also by giving people ideas how everything works and it is all meant to be for people, to make their lives better and more organised. Ideology is meant to keep people under ruling class power and order.In my opinion the ideology is working just fine, it keeps the world organised and together. Only it does it through false consciousness, lies. †¢ Hawkes, D. (1996) Ideology. reprint edition. Routledge †¢ Althusser, L. (2001) Lenin and Philosophy and Other Essays. Trans. Ben Brewster. New York: Monthly Review P. Available at: http://www. cla. purdue. edu/English/theory/marxism/modules/marxideology. html (Accessed: 21 April 2009) †¢ Althusser, L. (2001) Lenin and Philosophy and Other Essays. Trans. Ben Brewster. New York: Monthly Review P.Available at: http://www. cla. purdue. edu/English/theory/marxism/modules/marxideology. html (Accessed: 21 April 2009) †¢ Althusser, L. (2001) Lenin and Philosophy and Other Essays. Trans. Ben Brewster. New York: Monthly Review P. Available at: http://www. cla. purdue. edu/English/theory/marxism/modules/marxideology. html (Accessed: 21 April 2009) †¢ Little, D. (no date) False Consciousness, University of Michigan-Dearborn, Available at: http://www-personal. umd. umich. edu/~delittle/iess%20false%20consciousness%20V2. htm (Accessed: 21 April 2009)

ptlls assignment Essay - 7948 Words

Level – 4 (Prepare to teach in the lifelong learning sector) - PTLLS The following are headings for broad areas students will have to research to show evidence of competence in PTLLS. GROUP A: Roles and responsibilities and relationships in lifelong learning GROUP B 1: Understanding inclusive learning and teaching in lifelong learning GROUP B 2: Using inclusive learning and teaching approaches in lifelong learning GROUP D: Principle of assessment in lifelong learning Each group (Group A, Group B1, Group B2 and Group D) is made up of sub-headings and questions or â€Å"statements of competence†. Group: Group A, Group B1, Group B2 and Group D Sub-headings: (Example) (1.Understand own role and responsibilities in†¦show more content†¦HSE at work requires me to take reasonable care of my health and safety and that of others who may be affected by what I do at work, cooperate with my employers on HSE matters and take necessary trainings especially training relating to me field which is Science. Also inform my employers of any concern I have relating to health and safety. As Gravells says: â€Å"Learners are entitled to learn in a safe and healthy Environment† (Gravells 2012:29). The Copyright Designs and Patents Act (1988) are relevant in a teaching environment. The materials I use to teach learners must either be produced by me, or I must ensure that I and or my organisation have permission to use such materials. Another important piece of legislation to consider is the Data Protection Act (2003). This is important because I will have access to students personal data which I shouldn’t share with anyone or external organisation without authorisation from my employer and permission from my student in question. 1.2 Analyse own responsibilities of promoting equality and valuing diversity Equality is about rights of students to have access to, attend, and participate in their chosen learning experience. This should be regardless of ability and/or circumstances. Diversity is about valuing and respecting the differences in students, regardless of ability and/or circumstances, or any other individual characteristics they may have.(GravellsShow MoreRelatedPtlls Assignment2145 Words   |  9 PagesPreparing for Teaching in the Lifelong Learning Sector Assignment No 1 Roles, Responsibilities Relationships in Lifelong Learning By Mark Britten Acknowledgements: Appreciation is given to the teachers and staff of Stafford College, for information, structure and teaching practices as discussed throughout the learning periods attended so far. Thanks are also given to the staff within the library of bothRead MorePtlls Assignment 11882 Words   |  8 PagesT1 ASSESSMENT PTLLS USING THE FIVE DIFFERENT STAGES OF THE TEACHING CYCLE DESCRIBE THE ROLES, RESPONSIBILITIS AND BOUNDARIES. Alexandra Kennedy-Stamos 10/04/11 In this assignment we will be looking at the five stages of the teaching cycle and once identified describing their roles, responsibilities and boundaries. The cycle can be followed by teacher and learner alike and must be followed for learning to be truly effective as described in the following quote: Ann Gravells (2008: 27) â€Å"It’s calledRead MorePtlls Theory Assignment 11600 Words   |  7 PagesPTLLS Theory Assignment 1 Review your role, responsibilities and boundaries as a teacher in terms of the teaching/ training cycle. Teaching is an extremely important profession as we are responsible for training up the future generations of our community, country and in effect, the world. In order to be a successful and effective teacher there are some basic skills and competencies that one must possess. The experiences that students have inside (and outside) our classrooms, schools and variousRead MoreEssay Ptlls Assignment 12062 Words   |  9 Pages Assignment 1 Roles, responsibilities and relationships in lifelong learning 1.1.3 Explain own role and responsibilities in lifelong learning I see my role as a teacher of beauty therapy as facilitating my knowledge through learning and following the learning cycle. I usually start by trying to identify the learners needs by arranging and carrying out suitable assessments, carrying out interviews, identifying any barriers to learning and to help my learners achieve their chosen program, by usingRead MoreLEVEL 4 PTLLS ASSIGNMENT2892 Words   |  12 Pagesï » ¿Nand Kishore Bissoo 19 September 2014 Level 4 PTLLS Assignment Unit 008 Roles, Responsibilities and Relationships in Lifelong Learning: 1.1 The relevant legislations for teachers are Health and Safety at Work Act 1974.This act aims at protecting people against risks to health and safety in connection with their activities at work. The Race Relations Act 1976.This act prohibits discrimination on the grounds of colour, race, nationalityRead MorePtlls Level 3 Assignment1452 Words   |  6 PagesAssignment 2. Write a concise summary (approximately 1’200 words) to demonstrate your understanding of your role and responsibilities as a teacher in relation to: ï‚ § Your responsibilities and those of others who have an effect on your work. ï‚ § Legislation – how might it impact on your area and context of teaching. ï‚ § Equality, diversity and inclusion – in what ways can you integrate these principles into your teaching. ï‚ § Internal and external assessment requirements- what requirementsRead MorePtlls Assignment 1 Roles and Responsibilities Essay1137 Words   |  5 Pageslearning progress and have to be addressed by checking our institutional structure for support systems, referring a learner to appropriate specialists and maintaining communication. Bibliography: Francis, M. amp; Gould, J. (2009). Achieving your PTLLS award: a practical guide to successful teaching in the lifelong learning sector. Los Angeles; London: SAGE. Gravells, A. (2008) Preparing to Teach in the Lifelong Learning Sector. Exeter: Learning Matters Ingleby, E., Joyce, D., Powell, S. (2010)Read MorePTLLS Assignment 1: Roles and Responsibilities in the Teaching Cycle2088 Words   |  9 Pageswith any reasonable adjustments made. I need to ensure that any examinations are conducted appropriately in accordance with guidelines set by the examining board. I need to ensure objectivity, equality and fairness in my grading and marking of assignments. I also need to complete my marking in a timely manner to ensure that learners receive feedback as soon as possible. Feedback on assigments would be written or vebral if additional support was required. Feedback should be constructive, balancedRead MorePtlls Assignment 2 Task 1understand Inclusive Learning and Teaching in Lifelong Learning1493 Words   |  6 PagesAssignment 2 Task 1 Task 1- Understand inclusive learning and teaching in lifelong learning This briefing document is for staff development and is designed to support staff to have a better understanding of inclusive learning and teaching in lifelong learning. At the end of the briefing session participants will be aware of what inclusive learning involves, how to motivate and engage students and establish ground rules. Participants will be learning the importance of providing students with constructiveRead MoreRoles and Responsibility Essay835 Words   |  4 PagesCurzon, L.B. (2003) Teaching in further Education: An outline of Principles and Practice, 6th Ed., p17, London: Continuum. Encarta World English Dictionary  © (P) 1998-2005. Microsoft Corporation. Francis, M and Gould, J. (2009) Achieving Your PTLLS Award: A Practical Guild to Successful Teaching in the Lifelong Learning Sector. London: Sage Publications. Huddleston, P and Unwin, L. (2008) Teaching and learning in further Education: Diversity and Change. 3rd Ed., p85, London: Routledge.

Essay Tough Love in William Shakespeare’s play, Othello

In William Shakespeare’s tragic play, Othello, Desdemona asserts, â€Å"‘wouldst thou do such a deed for all the world?’† (4.3.76). During a friendly banter, Desdemona asks Emilia this very question; would she cheat on her husband to help him become monarch and have power over all the world? She quietly replies that she would only in secret, but only for her husband’s own good. This question plays an essential role throughout Othello because Emilia is first accused of cheating on her husband. Additionally, she is obsequious towards Iago because of her female role and responsibility as a wife. As a result of being so obedient, she later steals the highly valued handkerchief because her husband desired it. Shakespeare utilizes Emilia to portray†¦show more content†¦Additionally, Emilia’s adverse view on marriage and her husband matches Iago’s unfavorable view on women and marriage being less than enjoyable. Demonstrating her disr egard for marriage, Emilia declares, â€Å"‘they are all but stomachs, and we all but food; they eat us hungerly, and when they are full, they belch us’† (3.4.104-60. By saying this, she is showing knowledge and experience with the relations of men and women and the cruel manner they treat each other. Emilia verbalizes how men only use women to get what they desire, and disregard them when they cannot be expended to any further extent. In the play, Iago uses Emilia to seize Desdemona’s handkerchief, his treasured article of Desdemona’s as a gift of love from Othello. After gaining possession of the handkerchief, he wants to present evidence of Othello’s wife cheating on him. The final result of the stolen handkerchief is death of multiple people including Emilia, Desdemona, and Iago. Emilia’s thoughts and sayings pertaining to marriage, if taken seriously, could have prevented numerous deaths. Although a minor character, Shakespeare implements Emilia, and her decisions to remain silent or voice her opinions, to establish his storyline and eventually tie it all together into a tragic play. Emilia’s choice to remain silent as the other characters spoke helped drive the play’s action because of her unforeseen insight on the dilemma aboutShow MoreRelatedOthello : William Shakespeare s Othello2542 Words   |  11 Pages3 March 2015 Othello Introduction Shakespeare is the second most quoted writer in the English language – after the various writers of the Bible. Many of Shakespeare’s ideas for the play Othello came from a collection of tales written by Giraldi Cinthio. In Othello the character of Iago acts as the prominent main character throughout the play, even though he plays the role of the antagonist to the other central characters in the comedy Iago is the tragic hero. Shakespeare’s Othello was not justRead MoreOthello: Admirable Leader but Poor Rationalist 966 Words   |  4 PagesIn William Shakespeare’s â€Å"Othello†, the main character is presented as an admirable leader but a poor rationalist. He is recognized as a hero with the qualities of vigor, charm, and eloquence. However these principles of leadership aren’t always viewed as the criteria for a leader. The battleground is, to Othello at least, is depicted as a place of admiration, where men speak truthfully to one anoth er. Also, the given circumstances of state and warfare are rather straightforward; no one deceivesRead MoreEssay about Character Study of Iago in William Shakespeares Othello1225 Words   |  5 PagesCharacter Study of Iago in William Shakespeares Othello In Othello, Iago works to bring about the downfall of the characters that he hates, particularly Othello and Michael Cassio. In order to do this, he uses not only the weaknesses of his victims, but their strengths and good qualities as well. Iago says this about Desdemona: So will I turn her virtue into pitch, And out of her own goodness makes the net That shall enmesh them all (Act 2 Scene 3) Read More Misinterpretation of Reality in Othello by William Shakespeare2583 Words   |  11 PagesMisinterpretation of Reality in Othello      Ã‚   Othello, by William Shakespeare, is a mix of love, sexual passion and the deadly power of jealousy. Shakespeare has created an erotic thriller based on a human emotion that people are all familiar with.   There is an extraordinary fusion of characters with different passions in Othello. Every character is motivated by a different desire.   Shakespeare mesmerizes the reader by manipulating his characters abilities to perceiveRead MoreEssay on Abigail WIlliams and Iago: Master VIllains3493 Words   |  14 PagesBales Mrs. MacKenzie English 3U Monday, April 15, 2013 Abigail Williams and Iago: Master Villains Villains play a very important role in every literary work. Whether they exist as people, circumstances, or even nature, their purpose is to provide a problem to be solved by the â€Å"good guys†. Without villains, no piece of literature would be worth reading. Abigail Williams in Arthur Miller’s The Crucible and Iago in Shakespeare’s Othello are master villains. Both antagonists are fuelled by thoughtsRead MoreOthellos Research Paper3340 Words   |  14 Pagestransgression. In William Shakespeares Othello, Othellos hamartia is the misconception he has of himself as being uncouth, poorly spoken, and old; and because he begins to believe that his fair wife, Desdemona, cannot love him, he starts to believe that she is guilty of infidelity. (classicnote). Maurice Charneys Shakespeare on Love and Lust states that love in a comedy acts as a generator of plotÂ…The assumption is that the perturbations of love are a prelude to the triumph of love in the end;Read More The Colors of Othello Essay2171 Words   |  9 PagesThe Colors of Othello In Shakespeares Othello, color imagery consistently appears throughout the text. The colors, specifically black, white, and red, create symbolic and metaphoric meanings which contribute to larger themes such as racial prejudice, good versus evil, sexuality, and murder. The colors evoke images in the characters minds, particularly Othellos. These images, along with their corresponding idea or theme, influence the actions of the characters, culminatingRead More The Tragedy and Despair of Shakespeares Macbeth Essay3258 Words   |  14 PagesThe Tragedy and Despair of Macbeth  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Macbeth is one of the best known of Shakespeares plays. It is commonly classed, along with Hamlet, Othello, and King Lear, among Shakespeares four great tragedies. After reading Macbeth, several significant aspects of the play come to mind: the central characters (Lady Macbeth and her husband) and their development, the treatment of gender issues, the nature and conflict of good and evil, the final triumph of the forces of goodness and life, andRead More Shakespeare in Contemporary Movies Essay4875 Words   |  20 Pagesscholar) is that he doesnt know. Actually, the scholar says he doesnt know the historical reason. Something about the way the scene is cut makes me suspect (scholar that I am) that he went on to give a perfectly acceptable reason for Shakespeares Richard to determine on a quick marriage to Anne, or at least speculate on a probable cause (that is, after all, what scholars do). But all that remains in the scene is an admission of incompetence. Thus the scholar-priest is revealed as a fraud