Using Italian Reflexive Pronouns

Using Italian Reflexive Pronouns In a reflexive sentence the action of the verb reverts to the subject, as in the following examples: I wash myself. They enjoy themselves. In reflexive sentences, Italian verbs, like English verbs, are conjugated with reflexive pronouns. Reflexive pronouns (i pronomi riflessivi) are identical in form to  direct object pronouns, except for the third person form  si  (the third person singular and plural form). SINGULAR PLURAL mi myself ci ourselves ti yourself vi yourselves si himself, herself, itself, yourself (formal) si themselves, yourselves (formal) Just like direct object pronouns, reflexive pronouns are placed before a conjugated verb or attached to the infinitive. If the infinitive is preceded by a form of  dovere,  potere, or  volere, the reflexive pronoun is either attached to the infinitive (which drops its final  Ã¢â‚¬â€œe) or placed before the conjugated verb. Note that the reflexive pronoun agrees with the subject even when attached to the infinitive. Mi  alzo.  (I’m getting up.)Voglio alzarmi.  Mi  voglio alzare.  (I want to get up.) Mi, ti, si,  and  vi  may drop the  i  before another vowel or an  h  and replace it with an apostrophe.  Ci  may drop the  i  only before an  i  or  e. Si  lava tutti i giorni.  (He washes  himself  every day.)Ci  divertiamo molto qui.  (We enjoy  ourselves  a lot here.)A casa,  m’annoio.  (At home, I get bored.)

Analysis of LivingWell Inc. Strategic Approach to Environmental Essay

Analysis of LivingWell Inc. Strategic Approach to Environmental Factors - Essay Example This essay evaluates the alternative or additional strategic options available for adaptation to ensure surviving and thriving of the LivingWell Inc. company in to the next decade. The researcher states that in today’s intensely competitive world, organisations are increasingly pressured to achieve targets and goals with limited and scarce economic resources. Effective deployment of organisational strategy directs the scare resources and efforts towards a charted course, eliminating waste arising from lack of direction. In crafting organisational strategies, the impinging internal and external environment factors needs to be analysed. The researcher of this essay aims to analyse the strategic approach taken by LivingWell Inc., in responding to the environmental factors influencing the industry. In conclusion, it can be noted that LivingWell has responded to business conditions prevailing and anticipated, through a mixture of corporate, business and functional level strategies. The company with its strong financial backing is in a strong position to benefit from attractive industry opportunities. The Health, Fitness and Leisure industry is still at its developing stages across the world and there is significant for growth. The researcher concluds his analysis and states that the company should continue with those strategies, which are proven effective while considering the deployment of alternative strategic options to retain and develop its competitive positioning in the industry.

CORRECTNESS TEST ESSAY Example | Topics and Well Written Essays - 250 words

CORRECTNESS TEST - Essay Example I am fully aware that getting a good job is not a bed of roses and the competition in the market is sky-high. Additionally, current age is an age of economic recession with a scarcity of jobs. I know I have to work really hard to outshine my competitors once it comes to job and therefore, I am working very hard. My goal is to get to the executive post in whichever organization I am hired. Managers need to be extremely selective about their words once they deliver their speech in any form. The practice of writing not only polishes my interpretive skills but also adds tones to my existing vocabulary. In order to progress in professional life, it is imperative that one is equipped with good literary skills and one must be able to pen one’s thoughts down in the most appropriate manner to be a successful manager. Therefore, I write and consider it a practice that is favorable to the realization of my

Sport, Health and Exercise Psychology Essay Example | Topics and Well Written Essays - 2500 words

Sport, Health and Exercise Psychology - Essay Example Performance on the field does not matter as much as it should. Informal performance appraisal by the team's owners and influencers detract from focusing on playing better as a team. I believe that the interventions which I initiated should be persisted with, and that the team management should be counseled to isolate the players from non-football aspects of each other's lives, and from the financial fortunes of the club as well. The recent misfortunes and desultory match performances of Hull United should not detract from the sterling achievements of reaching the Premier League of football. No team can aspire for this distinction without large measures of skills and talents. I have a decade of experience in sports psychology, though I am more accustomed to on-going assignments with younger people. I must confess to some trepidation at the prospect of a mere 2 months to effect dramatic changes in a team of professionals. This does not sit well with theories and best practices in sports psychology. ... both Hull United and I commit to an assignment without thorough discussions on realistic and feasible performance goals for myself as a sports psychologist. A Basic Approach I began preparations for the Hull United assignment by careful reflection on my past successes and failures in the profession over the past 10 years. It is easy for sports psychology to intrude in to fields of technical training for specific sports, and to attempt some general psychology, and even amateur psychiatry as well. There are situations in which such tangential efforts can pay dividends. Most contact sports, and even ones that are contests of wit and other mental skills, are seamless in terms of physical techniques and mental attributes. Football at the Premier League stage in particular, involves strategies which are combinations of techniques and mental strategies. All team games involve high degrees of inter-personal communication, which is both intense and largely non-verbal. Hence, separation of sports training and sports psychology is never easy, and may not even be desirable. The media, fans, and club management, exert such pressures on team members that a majority of professional sports people require psychiatric help in any case! There are social stigma attached to seeking this kind of professional help, and it can affect the stereotyped public image if it becomes known that a player is under psychiatric treatment. Therefore, sports psychologists and even coaches are forced in to situations which force them to perform some of the tasks of a psychiatrist. I decided to stay away from these traditional meanderings of sports psychology, at least for this Hull United assignment. A 50-day period would never be enough to build bridges with the coach and the players, to an extent

Negative Impacts of Donald Trumps Wall

Negative Impacts of Donald Trumps Wall The Negative Repercussions of a â€Å"Yuge† Wall in America: U.S-Mexico Border Increasing border security has been an ongoing discussion in the United States for many decades, particularly in recent months since the 2016 election year. The elected president, Donald Trump, used this matter to garner supporters during his campaigning, and since elected, has still been a proponent with constructing a border wall between Mexico and the U.S. There is a notion from this perspective that with a higher and stronger border, undocumented immigration will halt and supposedly will allow America to be â€Å"great again†. The president elect initially sought for the funding of the wall to come from Mexico, nevertheless, that funding has now shifted to the U.S. Congress paying for it and claiming that Mexico in some form or another will reimburse the costs of the construction. Increasing border security through this â€Å"wall† however, will bring even greater conflicting issues such as environmental damage, increase the dangers of the lives of immigrants when a ttempting to cross, and unreasonable costs to create and sustain this wall.   The effects will negatively impact this nation’s reputation, building this wall is the wrong thing to do even though the â€Å"American thing to do† has been to increase border security. A group of people say a prayer, in Holtville, Ca. in a cemetery filled with unmarked graves of migrants who died in the desert trying to cross into the United States from Mexico.   (Photo Credit: ALEX PANETTA / THE CANADIAN PRESS) https://www.thestar.com/news/world/2016/08/28/donald-trumps-immigration-talk-faces-difficult-realities-at-mexican-border.html. Securing the Unites States border between Mexico has been a developing matter through history since the Treaty of Guadalupe was signed in 1848 that allowed the acquisition of new territory and the Rio Bravo becoming the political border line between these two countries. Movement through this border has always been present, shifting in its increase due to economic hardships whether in Mexico or United States such as the bracero program where the U.S. requested help from Mexican farmers to work their lands due to shortage of labor because of their involvement in World War II [1]. However, Mexican immigration did not end once the war was done. President Eisenhower administration executed the Operation Wetback, â€Å"a governmental campaign that forcibly repatriated 1 to 2 million Mexicans [whether undocumented or not]†[2]. Despite the force, immigration from Mexico and Central America has yet continued. Before the 1990’s, immigration crossings in the U.S – Mexico border had waves coming in through urban crossing points such as El Paso – Ciudad Juarez, San Diego – Tijuana, McAllen – Reynosa, etc. Nonetheless, the United States government implemented fence-buildings, closing off these urban crossings points, influencing a change of routes into dangerous points such as Arizona’s desert[3]. With putting up barriers at these points, â€Å"deaths in the border region have increased nearly 150% as migrants enter through more remote and rugged terrain† in the last decade and half [4]. Dead bodies of unknown immigrants have been found throughout these harsh geographic areas. As depicted in the picture, these graves show the sacrifice these immigrants will put their lives in[5]. The construction of this proposed wall, will unquestionably further the risks that immigrants will challenge when trying to cross to the United States, still placing themselves through deserts, underground tunnels, and even sea. These environmental situations have been counterproductive to the â€Å"securing†, alternatively, creating inhumane barriers for immigrants whose goal is to have a better life on the other side of the border. The proposed wall not only will create needless dangers to humans crossing attempts, but an environmental effect for the flora and fauna found and living in this region.   Wildlife had not been thought through when these fences were implemented having to only take account humans as the focus for these constructions, being â€Å"motivated by security concerns that are considered paramount over most other considerations†[6]. Since the border fences and security of the 1990’s, immigration crossings did not decrease but rather shifted from urban areas to the remote areas where the ecology is most concentrated[7]. Research has shown that the fence border that is suited between Mexico and the United States has indeed â€Å"disrupted movements and distribution of [for instance], animals such as the ferruginous pygmy owl and bighorn sheep and could isolate small populations of large mammals in Arizona, including black bears and pumas†[8]. By building the wall, it will disrupt evermore the ecology, inhibiting wildlife to move naturally within its natural habitat[9]. Environmental activists and communities have been vocal over the repercussions that the wall will bring to the environment and the dangers that the threatened and endangered species will have to face from this development. Species such as the ocelot and jaguarondi (wild cats) that â€Å"are tropical species at the northern limit of their natural habitat range, the barrier would †¦certainly expedite the disappearance of these species from the U.S.†[10]. However, the Trump administration has ignored these environmental consequences in recent news. Even so this avoidance has been seen during the early 2000’s, where â€Å"federal legislation adopted [to sideline] all environmental laws such as the Endangered Species Act† for the sake of not disrupting the â€Å"construction of the barriers†[11]. Protecting the environment and preserving species in their natural habitats allows for the ecosystem to flow accordingly, if disrupted, humans will be effected since they’re dependent as well to these natural habitats. It would be selfish and vicious for humans who coexist with these variety of species to construct an artificial border that will knowingly harm them.   Photo of alleged smuggler transporting a Central American family to along the border near Mission, Texas in July 2014, Photo Credit by: John Moore/Getty Images http://latinousa.org/2014/09/12/smugglers/. The wall project that will stretch 2,000 miles will evidently create more damage but as well be costly and ineffective[12]. $21.6 billion has been a recent cost projection for the construction, with perhaps putting the United States into more debt[13]. This billion-dollar wall will not stop undocumented immigration since those who enter the United States come in with visa and outstay their visit, [outnumbering] those who cross the border without permission[14]. This gives an example of the forthcoming ineffectiveness of this wall that these billions of dollars will go into when comparing it to today’s border fence that hasn’t necessarily stopped undocumented immigrants from coming from the south of the border. Another matter as well, as Josiah McC Heyman explains in their journal, â€Å"human smugglers have apparently kept ahead of the government, despite the post-1993 tactical shifts, added technology, and the buildup of forces†[15]. Such as the picture above, t hese human smugglers or coyotes as they have been named as, have found ways in the last two decades with smuggling unauthorized immigrants into the United States, despite the increase of money and labor that has been put for the â€Å"securing† of the U.S. – Mexico border since its construction in 1993[16]. Immigrant individuals or families will give thousands of dollars to these coyotes to sneak them across the border, putting their lives into these individuals’ hands for a better life than the one they had in their home country.   In addition, patrolling the extent of this 2,000-mile border wall will need additional border patrol agents. The Trump Administration is considering hiring another 5,000 agents, significantly increasing their budget to hire, train and maintain these agents, with an estimate of $328 million for 2017 and 1.884 billion dollars for the year of 2018[17]. Hiring these much personnel will not come easy, these patrol agent applicants must go through extensive training and tough exams where hiring them can take about seven months[18]. With shortening and easing the processes, however, could do more harm than good since they will not have the adequate training to patrol rough and dangerous terrain. Thus, building this wall as Trump has been consistently vocal about doing will only bring predicaments to the United States economic condition, since this proposed funding will not bring much triumph with stopping undocumented immigrants from coming into the country. With this wall, it would only reflect irrational money waste to the eyes of the national and international public, disregarding other departments such as education and health that would most benefit and outweigh the 20-billion-dollar funding for the greater future of the country. Most undocumented immigrants who are coming from Mexico, Central America and other South American countries are trying to flee either poverty or violence or even both. It is human nature for people to want to push forward with their lives to seek a better future for themselves and/or families even if it means putting their lives at risk for days in the harsh terrain that this border is located at. Building this massive wall will not stop immigrants from trying to go over, under, or around it, but rather do more harm to the environment, economy and people. The â€Å"American Thing Do† has been to spend billions of dollars to not necessarily â€Å"secure† our border, but rather to stop people from seeking the American Dream. This nation has been built by immigrants and no shape and form will people stop immigrating to this melting pot of a nation. It is in the nation’s interests to change its perspective on immigration, a comprehensive immigration reform and assist ance to these underdeveloped countries would do more justice for its self and other countries. Bibliography â€Å"Coyotes: Ten Things to About Smugglers.† September 12, 2014. http://latinousa.org/2014/09/12/smugglers/. Cohen, Deborah. Braceros: migrant citizens and transnational subjects in the postwar United States and Mexico. Chapel Hill: University of North Carolina., 2011. Dear, Michael J. Why Walls Won’t Work: Repairing the US-Mexico Divide. New York: Oxford University Press., 2013. Donald Trump’s immigration talk faces difficult realities at Mexican border.† August 28, 2016. https://www.thestar.com/news/world/2016/08/28/donald-trumps-immigration-talk-faces-difficult-realities-at-mexican-border.html. Eriksson, Lindsay, and Melinda Taylor. â€Å"Impacts of the Border Wall Between Texas and Mexico.† TW Wall, Obstructing Human Rights: The Texas-Mexico Border Wall, (2008): 1-10. https://law.utexas.edu/humanrights/borderwall/analysis/briefing-The-Environmental-Impacts-of-the-Border-Wall.pdf. Gaskill, Melissa. â€Å"The Environment Impact of the U.S.-Mexico Border Wall: In the Rio Grande Valley, the barrier erected to keep out illegal immigrants is imperiling rare and endangered animal species.† Newsweek 166, no. 8 (February 26, 2016): 54-56. Opposing Viewpoints in Context, EBSCOhost. http://eds.a.ebscohost.com.libproxy.txstate.edu/eds/detail/detail?vid=1&sid=e9e51cd2e42c448e88d8cc5ac3624520%40sessionmgr4006&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#AN=edsgcl.443631894&db=edsgov. Gulasekaram, Pratheepan. â€Å"Why a Wall?.† UC Irvine L. Rev 2, no. 1(February 2012): 147-192. http://scholarship.law.uci.edu/ucilr/vol2/iss1/6/. Heyman, Josiah McC. â€Å"Constructing a Virtual Wall: Race and Citizenship in U.S.-Mexico Border Policing.† Journal of the Southwest 50, no. 3 (2008): 305-334. JSTOR Journals, EBSCOhost. http://www.jstor.org.libproxy.txstate.edu/stable/pdf/40170393.pdf?refreqid=excelsior:03dcbf2cfb793281ef5abf676db8e150. Hong, Kari. â€Å"The Costs of Trumped-Up Immigration Enforcement Measures.† Cardoza Law Review De Novo 2017, no. 119 (January 2017): 121-154. LexisNexis Academic: Law Reviews, EBSCOhost.   http://www.lexisnexis.com.libproxy.txstate.edu/hottopics/lnacademic/?verb=sr&csi=270077&sr=cite%282017%20Cardozo%20L.%20Rev.%20De%20Novo%20119%29. Hudak, John J., E. Kamarck, and C. Steinglein. â€Å"Hitting the wall: On immigration, campaign promises clash with policy realities.† Brookings (2017): 1-18. https://www.brookings.edu/wpcontent/uploads/2017/06/gs_06222017_dhs_immigration.pdf. Trouwborst, A., F. Fleurke, and J. Dubrulle. â€Å"Border Fences and their Impacts on Large Carnivores, Large Herbivores and Biodiversity: An International Wildlife Law Perspective.† Review of European, Comparative and International Environmental Law 25, no. 3 (November 1, 2016): 291-306. Scopus ®, EBSCOhost. http://eds.b.ebscohost.com.libproxy.txstate.edu/eds/detail/detail?vid=5&sid=a2835830314f4f338fb9f1660a8db1ff%40sessionmgr103&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#AN=edselc.2-52.0-84994893895&db=edselc.   Warren, Robert, and Donald Kerwin. â€Å"The 2,000 Mile Wall in Search of a Purpose: Since 2007 Visa Overstays Have Outnumbered Undocumented Border Crossers by a half a Million.† Journal on Migration & Human Security 5, no. 1 (January 2017): 124-136. International Security and Counter Terrorism Reference Center, EBSCOhost. http://eds.a.ebscohost.com.libproxy.txstate.edu/eds/detail/detail?vid=4sid=85afe9ae40a84fbbb240e5d3e1b4af09%40sessionmgr4006bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#db=tshAN=125223798. [1] Deborah Cohen, Braceros: migrant citizens and transnational subjects in the postwar United States and Mexico (Chapel Hill: University of North Carolina Press., 2011): 1 [2] Ibid., 42. [3] Michael J Dear, Why Walls Won’t Work: Repairing the US-Mexico Divide (New York: Oxford University Press., 2013), 73. [4] Pratheepan Gulasekaram, â€Å"Why a Wall?,† UC Irvine L. Rev 2, no. 1(February 2012): 155, http://scholarship.law.uci.edu/ucilr/vol2/iss1/6/. [5] â€Å"Donald Trump’s immigration talk faces difficult realities at Mexican border,† August. 28, 2016, https://www.thestar.com/news/world/2016/08/28/donald-trumps-immigration-talk-faces-difficult-realities-at-mexican-border.html. [6] Arie Truwborst, Floor Fleurke and Jennifer Dubrulle, â€Å"Border Fences and their Impacts on Large Carnivores, Large Herbivores and Biodiversity: An International Wildlife Law Perspective,† Review of European, Comparative And International Environmental Law 25, no. 3 (November 1, 2016): 292, Scopus ®, EBSCOhost, http://eds.b.ebscohost.com.libproxy.txstate.edu/eds/detail/detail?vid=5&sid=a2835830-314f-4f33-8fb9-f1660a8db1ff%40sessionmgr103&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#AN=edselc.2-52.0-84994893895&db=edselc.   [7] Lindsay Eriksson and Melinda Taylor, â€Å"The Environmental Impacts of the Border Wall Between Texas and Mexico,† TW Wall, Obstructing Human Rights: The Texas-Mexico Border Wall, (2008): 8, https://law.utexas.edu/humanrights/borderwall/analysis/briefing-The-Environmental-Impacts-of-the-Border-Wall.pdf. [8] Melissa Gaskill, â€Å"The Environment Impact of the U.S.-Mexico Border Wall: In the Rio Grande Valley, the barrier erected to keep out illegal immigrants is imperiling rare and endangered animal species,† Newsweek 166, no. 8 (February 26 2016): 55, Opposing Viewpoints in Context, EBSCOhost, http://eds.a.ebscohost.com.libproxy.txstate.edu/eds/detail/detail?vid=1&sid=e9e51cd2-e42c-448e-88d8-cc5ac3624520%40sessionmgr4006&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#AN=edsgcl.443631894&db=edsgov. [9] Ibid., 55. [10] Eriksson and Taylor, â€Å"The Environmental Impacts,† 6. [11] Truwborst, Fleurke and Dubrulle, â€Å"Border Fences and their Impacts,† 292. [12] Robert Warren and Donald Kerwin, â€Å"The 2,000 Mile Wall in Search of a Purpose: Since 2007 Visa Overstays Have Outnumbered Undocumented Border Crossers by a half a Million,† Journal on Migration & Human Security 5, no. 1 (January 2017): 124-126, International Security and Counter Terrorism Reference Center, EBSCOhost, http://eds.a.ebscohost.com.libproxy.txstate.edu/eds/detail/detail?vid=4&sid=85afe9ae-40a8-4fbb-b240-e5d3e1b4af09%40sessionmgr4006&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#db=tsh&AN=125223798. [13] Ibid., 124. [14] Kari Hong, â€Å"The Costs of Trumped-Up Immigration Enforcement Measures,† Cardoza Law Review De Novo 2017, no. 119 (January 2017): 140, LexisNexis Academic: Law Reviews, EBSCOhost, http://www.lexisnexis.com.libproxy.txstate.edu/hottopics/lnacademic/?verb=sr&csi=270077&sr=cite%282017%20Cardozo%20L.%20Rev.%20De%20Novo%20119%29. [15] Josiah McC. Heyman, â€Å"Constructing a Virtual Wall: Race and Citizenship in U.S.-Mexico Border Policing,† Journal of the Southwest 50, no. 3 (2008): 316, JSTOR Journals, EBSCOhost, http://www.jstor.org.libproxy.txstate.edu/stable/pdf/40170393.pdf?refreqid=excelsior:03dcbf2cfb793281ef5abf676db8e150. [16] â€Å"Coyotes: Ten Things to About Smugglers,† September 12, 2014, http://latinousa.org/2014/09/12/smugglers/. [17] John J. Hudak, Elaine C. Kamarck, and Christian, Stenglein, â€Å"Hitting the wall: On immigration, campaign promises clash with policy realities,† Brookings (2017): 8-9, https://www.brookings.edu/wp-content/uploads/2017/06/gs_06222017_dhs_immigration.pdf. [18] Ibid., 8.

Ideal Family: Defining the Ideal Family Throughout American History Es

The ideal American family was transformed in the 19th century in large part due to the great changes taking place in the American society. Many family groups fit this changing mold while some did not. In this essay I will show how this concept of the ideal American family changed. I will also try to explain which groups of Americans followed this concept and why. The end of the 18th century was a turbulent time in American history. The country had just won its independence from Great Britain and was attempting to find an identity for itself. Up to this point families in America were similar to British families. The father was the head of the household, but lived in harmony with his wife. The children were seen as part of the family’s labor force, helping to produce food and supplies for the family. The church ruled the family as much as colonial law in the late 18th. A change in the general economy paved the way for the emergence of a new type of family. The market economy arose in the 1800’s in America. Goods were no longer being produced solely for family consumption. The families of this period were producing goods in excess to sell at markets. Goods able to be purchased at a market as well as the slave trade in the south helped to lessen the amount of household production for the average American family. With a market economy now in place in America, the door was open for the factory system and industrialization. This factory system created two main types of families in America: Middle Class and Working Class. Middle class families were better off economically than their working class counterparts. In these families men worked in jobs considered to be middle class white-collar occupations. Women were therefore staying home and surviving on the man’s salary. With these middle class women staying home along with the smaller amounts of household production, a new type of labor arises. Women in this early 19th century time period become more and more involved in child rearing. The household work for these middle class women is task-oriented and unwaged. This makes them more and more dependent on their husband’s salary and more responsible for the children who were also out of the labor force. Working class families were different in some ways from middle class families. Often in a marriage, the man’s wages were not enough... ...y are allowed to do. Although the Irish were oppressed in this country I feel that they were proud to be Irish. Possibly more so in relation to the surrounding social order. The two cultures, Irish and Protestant, held such different ideals that I believe that the Irish were as proud to be who they were as the Protestants were sure of the virtue of their own ways. The idea of an ideal American family seems ridiculous today. Two hundred years ago many Americans may not have thought twice about the idea that there was a correct form that a family should follow. In the 19th century our country was young and was one of a few to have to come up with its own national identity in such a short period of time. In hindsight and with a bit of anachronism one could say that America dealt with its immigrant population with a great deal of hypocrisy. Instead of being a haven for immigrants America was almost a factory, attempting to take in different people and create a melting pot in which everything becomes alike. Every ingredient eventually loses its uniqueness. Bibliography: christine stansell "women children and the uses of the streets" Femenists studies 8 (sep.82)

Wider Professional Practice

Task 1 Wider Professional Practice We were selected to deliver a learning activity on the concept of Professionalism in the LLS. Tasked to investigate the meaning of professionalism, using the perspective of organisations such as the Lifelong Learning UK (LLUK), the training and Development Agency (TDA), Institute of Learning (IfL) and also considering the broader context of business. In order to broaden the scope of research the group were allocated specific tasks.We gathered the definition of professionalism from a eight separate sources such as traditional dictionaries, the internet, business sources, including government bodies’ interpretations. This was beneficial as I learned the range of definitions and how professionalism is interpreted in different sectors. The group dynamics were completely normal, with some members not meeting dead lines for submission of resources, others being too dominating with unrealistic expectation, members not being regular attendees, some c ontributing too little others contributing too much.I would say that it was a typical group mix and as the groups were selected randomly; the result was the best mix. I was very happy to work with all the members. We were able to agree on the most comprehensive definition as â€Å"continually achieving excellence through a willing, eager and responsible approach to: †¢enhancing one’s own relevant qualifications and competence (LLUK); †¢the development of one’s own knowledge and the application of good practice relative to teaching and learning (CPD); †¢developing people and improving young lives (TDA)’.It was also agreed that a teacher should follow some principles of professionalism; Teachers should take a responsible and proactive approach to: 1. Improving knowledge; 2. The application of good practice; 3. Addressing quality, diversity and inclusivity issues; 4. Complying with the law; 5. Respecting professional codes of practice; 6. Accepting governance and accountability; 7. Being altruistic in professional duty and 8. Embracing change and making it work.Through our research we came across the business idea adopted by the Japanese methodology where the process of work has been organized into five stages, so in-order to understand work there are 5 phases or the 5 ‘S; 1. Sorting, 2. Straightening or setting in order, 3. Sweeping or systematic cleaning, 4. Standardising, 5. Sustain the discipline or self discipline. We looked at a report by Ashwin Kini (2011) who gave his view on professionalism and distilled this into the 3 â€Å"P’s† of Passion, Persistence and Professionalism. Therefore qualities an individual should have to perform well and gain authority.However when I looked at a report from Brown and Turk (1998) the mmisuse of power can happen when a professional person takes control of a situation. People on the receiving end of power misuse feel powerless. Brown and Turk (Brown, 1998) suggest t hat children and vulnerable adults can be subject to physical abuse because of an abuse of power. These vulnerable people are usually in care and because of their special needs, the professional have access to their bodies beyond what would be considered typical (Brown, 1998, p114).We all were included in the discussions and opinions were heard but clear boundaries were laid down to which the group was able to follow set targets. The planning was clear and developed a good foundation to which we were able to include a good volume of material with varied critical opinions. Learning took place when we introduced the concept and coupled with our level of interest we were able to engage the learners, with our idea.We also handed out a very comprehensive amount of additional critical material in order so that the learners could refer back to it for future reference. Furthermore, if I had to do this again we would organize our handout material in either one simple handout, so that the lea rners could follow the speaker or have the other group members stand at the back of the class, to hand out information. In order not to overshadow the main speaker and keep the noise level down as mentioned on the evaluation feedback sheet (see Appendix1). In the findings t was clear that predominately the individuals felt that the presentation, the group activity was fit for purpose. The group aim was to ensure we structured the presentation in a comprehensive way and at the same time handout more than enough information for the individuals to have and read in there own time. I understand that a level of professionalism is an important part to the role of a teacher and although it is incorporated in the standards, guidelines and policies of organizations, is often not implemented nor highlighted in practice.Certainly in respect to my currently college and I feel this acts as a restraint on my progression and my ability to be â€Å"professional†. The importance of this subjec t I feel goes beyond what a teacher may know, but if they lack a clear understanding of professionalism they are missing a broad area of the profession. As teaching is such a demanding profession, careful consideration needs to be given to how effort is distributed so that every student gets equal attention. As a professional it is important that consistency is maintained.When teaching students they will need to know what the learning objectives are so I clearly explained at the beginning of the lesson and recapped at the end. These are some of the patterns of behaviour that I have adapted in my practice. I have discovered that these simple practices help to make students aware of how the topic connects to the Big Picture. Ginnis (2002:32) proposes, ‘if pupils are allowed to see the big picture, the purpose of the lesson, what it contains, how it fits with what’s gone before and where it is going, then more interest and motivation will be shown in lessons. As teachers w e demonstrate a passion that stimulates learning by giving examples, ensuring clarity, providing individual as well as whole class practice in applying knowledge. These are some of the ways that I am able to support students in lessons to think for themselves and gain a better understanding of the subject, thereby applying knowledge in light of other situations. Appendix 1 – Peer feedback Feedback #1 †¢Group facilitator should have hovered instead of walking & talking within group instead of letting us just get on with it. 0 handouts disturbed flow but also good resources & research!! Professionalism – looked & delivered well Feedback #2 †¢The overall presentation was very good. Evidence of research was evident, you seemed to have confidence in what you were doing and your findings will help me in my own professionalism. Learning took place but there were too many distractions handing out handouts. Feedback #3 †¢Group member should not be speaking whilst one member is delivering. Handouts could have been sent via email really Feedback #4 Please do not talk to other group members whilst one of your group is giving the presentation Feedback #5 †¢If we had more time on the activity, would’ve been more useful. I know you were pressed for time. I really enjoyed it, otherwise everything was very professional. I want to know more. Thanks. Feedback #6 †¢Lots of handouts which were given out at the same time as the information which proved a little distracting. Very well planned & executed presentation. Feedback #7 †¢I thought it was put across very professionally, very good, sharp and interesting – well done!!Feedback#8 †¢Too much/many pieces of paper. References: Brown. H, TurkV, (1998) ‘Defining sexual abuse as it affects adults with learning disabilities’ in K100 Understanding Health and Social Care, Offprints Book, Milton Keynes, The Open University Ginnis, P. (2002) The Teachers Toolkit. Wales. Crown House Publishing. Kini. A. A Personal View of Professionalism @ http://www. ipthree. org/blog/professionalism-what-does-it-mean? start=5 (Last accessed 22. 05. 11) http://tlp. excellencegateway. org. uk/tlp/cpd/puttingcpdintoa/putting (Last accessed 29. 4. 11) http://www. ifl. ac. uk/(Last accessed 29. 04. 11) http://en. wikipedia. org/wiki/5S_(methodology) (Last accessed 29. 04. 11) Task 2. The role of Quality Assurance in LLS. Following the brief introduction by the group we were asked to address the question â€Å"How would you evaluate the role of a teacher in terms of quality assurance? † Following this statement the group continued to move to the group activity. The activity charted out a â€Å"time-line† in which individuals were asked to see what there role at each stage.I found this a little challenging initially as I haven’t considered my role in term of quality assurance in terms of the complete cycle of the learner on a course of study. The aim of the learning activity was useful in as much as it increased my understanding of the full range of a learner’s route broken across a time line, which I have not seen demonstrated in this form. I would recommend that the introduction be extended on the simple fact that the time used by the individual to understand the activity and its purpose the group could have eased the learners in to the activity without disrupting engagement.But it did not give a simple explanation of Quality Assurance, something like â€Å"is a type of quality improvement, which provides provisions with recognition that they have achieved quality against a set of standards. This provides settings with satisfaction and shows parents/carers that the provision has raised standards above minimum. † (National Children's Bureau 2007). Clearly the subject was well researched by the group being demonstrated through the material provided as well as the delivery of the presentation had a good rapp ort, which allowed for a smooth transition between group members.As a result of having participated in the activity I now realize the importance of quality assurance at a number of different stages. Also that the aim of the quality assurance in education is to provide a framework for reviewing, measuring and improving the quality of the work being done by approved institutes. I also learned that the systems operate on a number of process’s which measures the quality of provided by the service and identifies areas for ongoing quality improvement.With the ultimate aim of these quality assurance systems for learning providers to promote and ensure quality outcomes for learners. But the learning activity did not cover the possible methods which can be used to increase and improve Quality Assurance in institutes by increasing its awareness to teachers. I feel that this can only be achieved through a shared understanding of service aims, priorities, policy developments and monitori ng and evaluating mechanisms. This requires everyone involved to have a clear vision of what they are working towards and commitment?I would like the group to also be specific and maybe tried addressing the issue of whether it is possible to provide an overall service for learners which encompasses every learner in every aspect of society. Furthermore I would have liked the group to mention the definition of what constitutes ‘quality’ as I have found out that it has been the subject of an ongoing debate particularly in relation to the balance between parent-led and professional-led services for children and families. Overall having participated in the activity I now realise the importance of quality assurance across a much wider range of events.I have in the past given little attention to quality assurance and certainly following the presentation I have further investigated this topic in relation to broadening my own learning. It has been an important experience for me to investigate further the areas that I may not have considered very important but where now for me a Tutorials can be seen as a form of quality assurance as they offer the learner advice and give feedback on their learning journey – how far they have come, where they are now and where they are going to.Reference: National Children's Bureau (2007) Putting children and young people first [online] Available from: http://www. ncb. org. uk/Page. asp (Last accessed 22. 05. 11) Group 3 An aspect of equal opportunity policy and its impact in LLS It was clear that this group had done there research and demonstrated a relatively competent understanding of equal opportunity. Through there presentation the aim was to get the information concisely delivered to the class by means of power point material as well as by a main speaker.A colorful leaflet was also created. The contents were, concise bits of information regarding the definition of â€Å"disability† under the Equality Act 2010. The leaflet was very concise and I feel that under the circumstances the information that I got was very limited and in order for me to get a stronger grip with the subject I would certainly require further research in the area, in my own time. I felt this to be a negative aspect to the material and would have hoped to get a more detail list of resources.As for the presentation, this group decided to hand out a group activity. This involved a list of three open questions designed to draw from the group its understanding on issues relating to equal opportunity. I felt that the initial request to undertake the questioner was very vague in its instruction announced to the class. Following this the supervising staff I felt were a little too keen to get the group started in there discussion, rather than allowing the groups a moment to absorb the requirement.The aim of the learning activity was useful in as much as it increased my understanding of barriers of education, equal oppor tunity for all for an inclusive classroom by setting achievable targets, managing facilities and differentiation related to diverse learning needs and of the relevant Acts of law related to equal opportunity but these area did not cover any in-depth explanation on these areas which I could refer to at a later date. Question one required a list of potential barriers to learning and assessment.For the initial question our group was able to chart out a number of barriers. Although the second question took relatively longer to understand, one reason could be that it was not to the point. I felt that the group also realized this fact as they attempted to ask an additional two questions in order to lead to the desired outcome. The final question required the group to list relevant Acts relating to equal opportunity, with the ability to use the internet to gather the answers.Under the circumstances this was not practical as it was a class activity limited by time, I was in a group of matur e individuals who through their long experience in teaching have come across a number of the government Acts. Listing the Government Acts related to equal opportunity was useful in as much as it highlighted my understanding of what they are, but it would have been better if they could have given a simple Executive Summary, which would have helped me more. As a result of me participating in the activity I now realize that it is important for me to investigate further Policies in the education sector.Group 4- A government policy- Every Child Matters (ECM/ELM) The group introduced the activity which was an introduction to the government green paper Every Child Matters (Children Act, 2004). In 2003, the Green Paper ‘Every Child Matters’ was published and designed to protect children and maximise their potential in response to the death of Victoria Climbie[1], This opening sequence had me completely engaged. I learned that the tragedy of Victoria’s death uncovered the weaknesses in our ability to protect the most vulnerable pupils.This publication sets out a framework for the new approach to the well being of children and young people from birth to the age of 19[2] and it is aimed at helping reduce the number of educational failures, offences and anti social behaviour and those who suffer from ill health, teenage pregnancy and abuse. I learned that although the current coalition government has moved away from the term ECM and withdrawing its funding, it has simply replaced the term to ELM (Every Learner Matters). Although the principle of ECM is preserved by the Children Act (2004) and even though the terms have changed the organizations linked with ECM i. social workers, health workers, and the police continue to base there practice on ECM ideology. Regarding the activity, the instructions could have been more clear and concise to avoid asking the group to repeat the instructions. The group members demonstrated a competent understanding of the subject area as they were able to share there knowledge confidently and answer all questions. The group worked well together as they were able to demonstrated a smooth transition from each member. I felt that the learning activity was extremely helpful but I think they could have explained in detail the Government aim for a learner.This resulted in me finding out that the Governments aims for all young people whatever their background may be: 1. To be healthy 2. To stay safe 3. Enjoy and achieve 4. To make a positive contribution 5. To achieve economic wellbeing The aim of the learning activity was useful in that it increased my understanding of how and why the policy of ECM was introduced but it did not cover in-depth the main outcomes of this policy. I would have liked to have more information to allow me to further investigate this area and i feel if a critical material list was provided it would have been very helpful in my learning.This has clearly highlighted a need for me to extend my understanding with the regulations of ECM/ELM. Reference: [1] BBC News : www. news. bbc. co. uk/1/hi/in_depth/uk/2002/victoria_climbie_inquiry/default. stm (Last accessed 22. 05. 11) [2] http://www. everychildmatters. gov. uk/aims/ (Last accessed 22. 05. 11) Task 4. In light of the experience of the other group discussions I was very much interested in the subjects covered. I personally feel that these subjects although covered before were far more effective when delivered by peers in this format.The interest and passions was certainly palpable in there delivery. I learned something new with each subject either through the group activity or through the presentation. The area of the Life Long Learning Sector (LLS) is constantly changing and in order for me to keep up with the changes I plan on investigating further ongoing progress. I would be certainly looking deeper in to the idea of professionalism in the context of my teaching and college. The aim being I incorporate it more heavily in my future teaching and development for the future.The Every Child Matters initiative is integrated into the college system. But it is not openly publicised and following the presentation I feel it’s certainly something I need to incorporate in my personal understanding. Currently the college that I work at is undergoing radical and extensive changes with the introduction of regular staff training days and I will make sure to attend are the ECM/ELM initiative. The systems are under constant review to match this initiative and as a result the college has adapted various approaches to ensure learners receive the best support and guidance.The aim of each and every new development I pursue is to ensure that I learn that each pupil is considered on their own merits and that where help and assistance is required I enable the pupils to access the curriculum to achieve their full potential. In addition I will need to explore the following reports in greater depth, Suc cess for All (2002), Skills for Life (2001), 14-19 Education and Skills The Tomlinson Report (2005), The Foster Review (2005) looking at the future of further education colleges. Further: The National improvement Strategy (2007) from the quality improvement agency.These are just a few of the significant material that I feel can further enhance my future development. Education: Raising Skills, improving Life Chances (2006), Raising expectations and Pursuing Excellence. Furthermore I will like to investigate why it is that in the current political and economic climate the government is sending contradictory messages, where on the one hand major cuts are being implemented to the university funding in the LLS initial teacher education. Whilst on the other hand sending and supporting a message of the importance and magnitude for the country to have a qualified, fully trained and professional LLS workforce.