Full Time and Part Time Contracts

Full Time and Part Time Contracts As the employer you must give employees: a written statement of employment or a written contract the statutory lowest level of paid holiday a payslip proving all deductions, for example a National Insurance contributions (NICs) the statutory lowest length of breaks needed for rest Statutory Sick Pay maternity, paternity and also the adoption pay and leave required you have to as well: ensure employees dont work longer than the lowest allowed hours pay employees the minimum wage is crucial make sure you own employers liability insurance give a safe and secure working place register with HM Revenue and Customs to register the payroll, tax and NICs Allow if necessary flexible working wants stay away from discrimination in the workplace Ensure needed adjustments are made to your business ground if your employee is disabled Advantages of employing part-time workers Employing part-time people has a variety of business benefits, such as: It being a working way to keep costs down in aspects where you dont yet require full-time cover Making recruitment happen more by giving family-friendly working procedures to show clients and customers that you like having a diverse work environment and ethical employment procedures letting you to bring in highly skilled staff members who have good experience when you have a fixed budget expanding recruits if needed part-time work gets attention from parents with younger children and older also people, this is because they dont want to work full time but can prove a wealth of skills, experience. Making the ability of your business higher to act to change and peaks of requests for example, you can use more employees at peak times and make your operating hours longer by using part-time workers in the evening/weekends Trying to make a difference to make the workloads of other workers lower, for example when you dont have as much work for a new full-time place but are usually using overtime to meet wants this can lower your overtime costs and help stop the bad effects of stress and fatigue Disadvantages of employing part-time workers recruitment costs can be bigger if you were taking on a single full-time worker there can be additional costs going by pension provision, benefits and training Fixed-term contracts they have to last for a certain length of time they are set in advance so they can be planned they have to end when a certain task is done they have to end when a certain event takes place Fixed-term employees have to get the same treatment as full-time permanent staff. Agency staff As an employer, you can hire staff for only a temporary amount of time through agencies. So you pay the agency, this involves the employees National Insurance contributions and also Statutory Sick Pay its the agencys job and responsibility to ensure the workers get their rights within working time regulations After 12 weeks agency workers get the same terms and conditions as permanent employees, this involves pay, working time, periods of time needed for rest, night work, breaks and also annual leave when needed. You have to give the agency with information about the needed terms and conditions in your business so that they can make sure the worker gets equal treatment after 12 weeks in the same job you have to let the agency workers use any facilities that can be shared for example child care and provide them the knowledge about job vacancies from the day they start working there. Disadvantages for employer: Agencies act with the employer, not the jobseeker. It is within their likes to fill every post with a wanting applicant, if at any time of conflict to do with the employer and the prospective recruit should happen, agencies will try and side with the employer because thats who is paying their fee. Advantages for employee: Specialist Recruitment Agencies in your area of like will understand and your expertise They could give you objective feedback on your Application and how to promote yourself Freelancers, consultants and contractors If you require a freelancer, consultant or contractor it means that: they are listed as self-employed or are part of other companies they look after their own tax and National Insurance contributions most the time(NICs) they may not be allowed to the same rights as workers, for example when it comes to minimum wage although health and safety is still the employers responsibility

Learning Theorists

Learning Theories People have been trying to understand the learning process for over 2000 years. It was discussed and debated at great length by the Greek philosophers such as Socrates (469 – 399 SC), Plato (427 – 347 BC) and Unsettle (384 – 322 BC) (Hammond et al, 2001 This debate has carried on through the ages and still goes on today with a multitude of viewpoints on the purpose of education and how best to encourage learning to eventuate.Plato and his disciple Aristotle were Inaugural In this debate and asked if truth and knowledge were to be found inside of us, or whether they could be learned from outside by using our senses. Plato believed the truth would be found from within through reasoning, deduction and self-reflection and so brought about rationalism. On the other hand Aristotle believed the truth would be found through experience and founded the idea of empiricism and so these antithetical views were born.Aristotle approach was far more scientific compared to Socrates' dialectic method of discovery through conversations with fellow citizens. An approach that calls for discussion and reflection, as tools for developing thinking, owe such to Socrates and Plato (Hammond et al, 2001 Learning theory Is about learning as a process and how it may take place. It is about how information can be absorbed, processed and retained and the influence that emotions, environment and mental processes can have on acquiring, augmenting and modifying knowledge and skills.Having knowledge of learning theory equips teachers to better understand the multitudinous categories of learners they will encounter and the numerous strategies they can employ to create an effective learning environment. Although the Greek philosophers are considered to be some of the earliest thinkers on learning, it as not until the mid 1 ass's when psychology emerged as a separate discipline that any new learning theories emerged.The first of these was behaviorism, which was brought to prominence by Ivan Pavlov (1849 – 1936) who won the Nobel Prize in 1904 for his experiments on digestive glands for which he experimented with dogs. Behaviorism are of the opinion that learners are passive and respond to stimuli and do not take in to account internal mental states or consciousness. Gestalts came to prominence In Germany in 1910 when there was social turmoil in Europe but had moved to the US by the sass's to avoid persecution.The lead figures In this movement were Worthwhile, Kafka and Koehler who utilities a holistic approach that sought to reject the mechanistic perspectives of the behaviorist's. Considered to be the first educational psychologist, Edward Thornier continued with the behaviorism theory believing learning was incremental and achieved through a trial and error approach with B. F. Skinner, considered by many to be the father of modern behaviorism, developing this theory further with programmed learning (Seaworthy et al, 2004).Behavio rism learning theory had a substantial influence in education but here was a growing body of evidence that more complex tasks requiring a higher level of thinking were not well learned this way with Jean Pigged (1 896 ? 1 980) being the first to state that learning was a developmental cognitive process. Russian teacher Level Boycotts expanded Piglet's developmental theory of cognitive abilities to were both leaders in the cognitive approach that sees the mind as a â€Å"black box† and this box should be opened and understood.This paradigm did not really come to prominence until the early sass's when it replaced behaviorism as the dominant force (Anon ND). In the sass's we also saw the emergence of Humanist learning theory. Some of the preeminent advocates of this field were Abraham Moscow (1908 – 1970) and Carl Rogers (1902 – 1987) who believed that learning was viewed as a personal act to fulfill one's potential and that it is also necessary to study the person as a whole. Humanists were the first to promote learning as being student-centered and personalized and that you should not teach, but facilitate, the learner (Anon ND).The sass's saw the emergence of social learning theory with its key progenitor being Albert Bandeau (1925 – Present). It posits that we learn through observation, imitation and modeling and this theory is often seen as the bridge between behaviorism and cosmogonist. Although the work that edifies it spans the twentieth century, Constructivism was only mainstreamed through practice in the latter part of the century. Many of the theorists that are drawn upon are linked with other learning ideologies; these theorists include Weights, Lave and Winger, Burner and Pigged.This theory posits that learning is an active constructive process where the learner creates his or her own subjective representations of objective reality. They do not come along as a blank slate (Seaworthy, 2004) but rather bring along their past experiences and cultural perspective. The first theorist I am going to look at is Abraham Moscow who was a prominent Humanist. Early in his career he worked with rhesus monkeys and one of the interesting things he noticed was the way that some needs took precedence over others.For example, if you were hungry and thirsty you would tend to deal with the thirst first, as you can go without food for weeks but thirst will kill you after Just days. Moscow felt that the conditioning theories did not, to is satisfaction, capture the complexities of human behavior and was of the opinion that human actions were driven toward goal attainment. He stated that human motivation is based on people seeking fulfillment and change through personal growth (Anon ND). In 1943 Moscow wrote a paper entitled â€Å"A Theory of Human Motivation† which talked about self-actualization.Moscow described a person who was fulfilled and doing all they were capable of as being self-actualities. Before a perso n can achieve this state however, there are other needs that first need to be met. These needs can be seen in Mascots hierarchy, this is often depicted as a pyramid as shown (Moscow,1943). This hierarchy shows that the basic physiological needs have to be met before the higher needs can be addressed. If the physiological needs are relatively well gratified then there emerges a new set of needs, in this case safety.When a persons physiological and safety needs are satisfied the need for love and belongingness emerges. This process continues until all the needs are fulfilled and the person can achieve self-actualization. It is important to note that Mascots original five stage del has been adapted by other researchers to create both seven and eight stage hierarchies but I am dealing with Moscow so will not go any further in to them. His needs – air, food, drink, shelter, warmth, sex, sleep etc. Safety needs – protection from elements, security, order, law, limits, stabil ity, etc. : belongingness and love needs – work group, family, affection, relationships, etc. : esteem needs – self-esteem, achievement, mastery, independence, status, dominance, prestige, managerial responsibility, etc. : self-actualization needs – realizing personal potential, self- fulfillment, seeking personal growth and peak experiences. Through knowledge of Mascots hierarchy I can better understand the needs of the individual and the impact this has on their motivation and learning.To be truly effective in its implementation I would have to appreciate the needs of every learner, which could be at different stages for each individual in the class. These individuals could also be in a state of flux from one week to another. It is unrealistic to expect to comprehend all their requirements, even with a deep understanding of this theory. I believe the best use of this theory is to inform me of their possible state so that I might be more homeopathic towards the m and understand the issues they may have. The best way to help them work towards self-actualization is for them to be self-aware and understand their own needs.When they arrive at class they will already have had a long day at work, often without enough time to eat. They will also be tired; although my class is at least theory, so is less physically demanding than their practical lessons in the workshop. I do try to take some of these things in to account and will allow them to bring food and drink in to the class if they so desire. I am able to meet heir safety needs such as protection from the elements, security, order, limits and stability. These needs are part of the College safeguarding policy so should always be in place.If I can manage to help them feel belongingness, which I feel they do achieve, then I am also creating a more inclusive environment for them. I feel it is important to be aware of these needs to create a better learning situation for my students. A criticism I have is that Moscow made an assumption that the needs must be satisfied in order, so that the basic physiological need must be satisfied before hey can achieve safety and only once safety is achieved can they go to concern themselves with belongingness and so on through the hierarchy.This is shown to be false, for example, if you were to study large cultures where large numbers of the population live in poverty, like India or Brazil then you see that these people can still achieve higher order needs such as love and belongingness (McLeod, 2007). According to Moscow this should not occur. If we were also to look at many creative people, such as artists like Rembrandt or Van Gogh, it could be argued that they achieved self-actualization yet lived their lives in poverty (McLeod, 2007). I will still apply this theory even with its flaws because it is not abjectly wrong and still believe it holds a lot of truth.Another humanist that I feel bears great relevance to my current teaching p ost is Malcolm Knowles (1913 – 1997). He was a champion for androgyny, self-direction in learning and informal adult education (Smith, 2002). I will not talk about informal adult education, as it does not apply to my situation. The concept of androgyny had been in sporadic use since the sass's but it was popularized for usage in English language by Malcolm Knowles. He believed that adults learned differently from children, which caused him to enquire further. His work on informal adult education and his charting of adult education in the United education.He used androgyny to bring these elements together, which was premised on at least four critical presuppositions about the characteristics of adult learners that differed from child learners, on which traditional pedagogy is based. Later a fifth assumption was added. These were as follows: self concept: As a person matures his self concept moves from one of being a dependent personality toward one of being a self directed hum an being. Experience: As a person matures they accumulate a growing reservoir of experience that becomes an increasing resource for learning. Readiness to learn: As a person matures their readiness to learn becomes increasingly orientated to the developmental tasks of their social roles. : orientation to learning: As a person matures their time perspective changes from one of postponed application of knowledge to immediacy of application, and accordingly their orientation toward learning shifts from of subject centeredness to one of problem centeredness. : motivation to learn: As a person matures the motivation to learn is internal (Knowles 1984:12).Knowles has caused considerable debate with his assertions and claims of difference between androgyny and pedagogy with useful critiques of the notion being found in Davenport (1993), Jarvis (1987) and Tenant (1996). He has taken ideas from psychologists working in two quite different and opposing traditions, that of the humanist and the behaviorism. From the one side he has extensively used a model of relationship derived from humanistic clinical psychology, in particular drawing on the work of Carl Rogers who argued the qualities of good facilitation.He has also drawn on other elements that owe a great deal to scientific curriculum making and behavior modification. It has been suggested that because he has used ideas from two opposing traditions that there is a lack of evidence around this model. Knowles is not clear whether he has provided us with a theory or a set of guidelines for practice (Heartier, 1984). The assumptions could be read as descriptions or as prescriptive statements about what the adult learner should be. Tenant (1988) made a point that there was a lack of interrogation within a coherent and consistent conceptual framework.It seems that Knowles did not temper his insights with enough analysis and interrogation of the literature of the arena. Malcolm Knowles also introduced us to self-directed l earning, which is where the individual takes the initiative to realize their needs, resources and goals for learning and to evaluate the outcomes. There are three immediate reasons identified for self-directed learning. First those who take the initiative in learning are pro-active learners and will learn better than those who wait to be taught, reactive learners.Second is that it is far more natural that as we mature we take more responsibility for our own lives and become far more self-directed. Finally the third reason is that developments in education are putting a greater emphasis on students to take the initiative for their own learning. This can also be seen as a long-term reason as the purpose of education is evolving, it is moving away from merely transmitting what is known to now developing the skills of enquiry. Knowles then put the idea of self- direction in to packaged forms of activity and created his five step model. This involved: diagnosing learning needs. Formulati ng learning needs. : identifying human material resources for learning. Choosing and implementing appropriate learning strategies. : evaluating learning outcomes. There is research that indicates that adults circumstance (Smith, 2002) and I feel that this is certainly true of many of my learners. The opportunity arose within their current life circumstances to participate in the course and if there were places available they took them. If all the places had gone they may not bother to take up a learning opportunity again, unless of course the circumstances were again in their favor.I feel that the ideas' of Malcolm Knowles are useful to guide what I ought to term my ontological approach to my earners. They are no longer children and should not be treated as such. His approach can inform me of what characteristics my learners may exhibit so that I may better facilitate their learning and create a more inclusive environment. It could certainly be said that my students need to be self- directed as the qualification they are taking is equivalent to a full time course but only has part time contact hours.It requires them to do a lot a reading around the subject, being self-directed in their approach. Overall I must be critical of Knowles for his own lack of a sharp critical edge with much of his writings being more descriptive and his lack of analysis of the literature within his field. Finally, I shall examine Jean Lave and Tontine Winger (1991) who developed the theory of situated learning, sometimes referred to as situated activity. This has a central defining characteristic known as legitimate peripheral participation which is not itself an educational form, much less a pedagogical strategy or a teaching technique.It is an analytical viewpoint on learning that makes a fundamental distinction between learning and intentional instruction. Rather the process of legitimate peripheral participation is usually unintentional. Situated learning contrasts with traditiona l classroom learning activities where abstract knowledge is learnt out of context with intentional instruction. This approach lends itself very well to vocational courses and especially apprenticeships where much of the learning takes place in the situation where the learning will be applied. It is not dissimilar to cognitive apprenticeship.Lave and Winger (1991) with their model of situated learning proposed that learning involved a process known as â€Å"communities of practice†. These communities are everywhere and we are often involved in a number of them. People with a shared domain of human endeavourer can engage in a process of learning by forming communities of practice. To put it more simplistically, learning takes place through social interaction. To this end, learning in these situations does not have a beginning and an end to the process, rather we are constantly learning through experience of everyday life.Their theory can be illustrated by observation of differe nt apprenticeships. When people initially Join the community they learn at the periphery, then as they become more competent they an become more involved in the processes in that particular community. Understanding this theory is very useful in my sector as when we get the students it is their initial training and they are not always involved in the industry they are training to enter. The situated learning will probably not play a big part in this initial training, but once they have gained the qualification and go out to work then they will be Joining their community of practice.Over time, through interaction with more experienced others within the industry, they will learn and become more proficient ND play a bigger role in their community. In this respect it could be argued that this is an important theory for all educators as ultimately we are educating our learners strong links between this and embedded learning that also takes place on vocational qualifications. I would strug gle to see how this theory could be applied to more formal qualifications where much of the knowledge will often remain abstract because that is its nature.Mathematics would be an example of this; it can be conceptualizes, as engineering math's for example, but is not really a subject matter o be situated. In conclusion learning theories can inform us on our learners and guide us through our teaching practice. They can be used to develop activities to bring otherwise dull subject matter to life and to create a more inclusive learning environment by applying different teaching methods based on these theories. The trouble is that the modern teacher is struggling for time, most of the time and these theories and their practice will involve some dedication for them to be implemented effectively.

All That Money I Won The Lottery - 860 Words

Imagine that I won the lottery. What will I do with all that money I just won? Would I spend it on luxuries, things for myself? Yes. However, I would also give money out to the schools and homeless shelters that are helping children who have faced traumatic stress. In Laura Tillman’s article, â€Å"What does it take for traumatized kids to thrive?† describes a school that kids attend for misbehavior problems, but the reason kids end up at the school is because they have experienced some type of trauma in their lifetime. As someone who has never really face a serious type of trauma, I was surprised at what kids face and go through in their everyday life’s. As I had found in Laura Tillman’s article to be inspiring, very descriptive and supportive of the obstacles that people face in their everyday lives. First in Tillman article, the one thing that I had found inspiring, was how the new principal Jim Sporleder came into a â€Å"run down† school and was there to help out the students with behavior problems. Sporleder and the helping hands of his students were able to rename the school to make it feel like a safe environment for the students. Tillman’s expression of â€Å"dysfunctional campus† and â€Å"dumping ground† showed an imagery of what the horrible environment the youth was facing. The article really touched me by how Sporleder helped make a school that was nothing into something for the children. Tillman expressed how Sporleder made the school feel like a safe environment for theShow MoreRelatedShould Buying Lottery Tickets?859 Words   |  4 Pagesâ€Å"More lottery tickets were spent than video games, movie tickets, books and sporting events combined† (â€Å"Inside America†). About 1 in 2 million of those lottery tickets are winner s. 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A Comparison of Two Commencement Speeches and an Education...

Education is knowledge obtained in order to reach one’s full potential. A human being is not in the proper sense until they are educated. Two commencement speeches, â€Å"Failure and Imagination† by J.K. Rowling and â€Å"Real Freedom?† by David Wallace, and an article titled â€Å"The 4-Stage Response to Low Student Achievement† by John Lemuel, all have several aspects of education in common and provide knowledge and inspiration about the real idea and necessity for education. In these works, they all use personal experiences, an informal tone, and provide motivation to show why education is imperative to the development and fulfilment of life. Education is not useful for monetary purposes alone. Education is intrinsically valuable.†¦show more content†¦Showing her own failures allows the audience to feel that she is a real person with real problems and not only an infamous author of a series that sold over four hundred million copies and inspire d the creation of seven extremely successful films. This validates her ability to give advice to average people for she has experienced the same issues that they will encounter. David Wallace describes how education provides knowledge that creates awareness of oneself and their thoughts. Power over thought is important because it gives the ability to control thoughts in a way that will be a more beneficial and positive outlook. Daily life is filled with seemingly meaningless routine and becoming annoyed or frustrated is part of our default setting. Wallace uses a real-life example of taking a trip to the grocery store. This annoying task includes being stuck in traffic on the way to the store, pushing through crowds of people with carts, and long lines at the checkout. Wallace uses this example to show that when in situations such as this one can make use of the power over thought and look at things in a better way in order to control how they feel about the situation. Learning how to think provides â€Å"real freedom† the ability to stray from natural behavior in order to pursue happiness and peace. He uses an example that his entire audience has enc ountered, making the information even more useful. John Lemuel incorporates severalShow MoreRelatedMasculinity in the Philippines12625 Words   |  51 Pagesor sent via email or other means to multiple sites and posted to a listserv without the copyright holder’s written permission. Users may download and print articles for individual, noncommercial use only. However, unless prior permission has been obtained, you may not download an entire issue of a journal, or download multiple copies of articles. Please contact the publisher for any further use of this work at philstudies@admu.edu.ph. http://www.philippinestudies.net Fri June 27 13:30:20 2008 PhilippineRead MoreTravel and Tourism Administration Program Structure20692 Words   |  83 PagesStudies 3 3 5 COM 103 – Computer Fundamentals I 3 3 Electives: One of the following three 6 CYP 111- Cyprus History 7 FRE 121 – French (Beginners) 8 GER 121 – German (Beginners) 3 3 TOTAL 18hrs 18cr SEMESTER TWO Compulsory subjects: 9 COM 111 – Computer Reservation Systems 3 3 10 TOU 106 – Fares Ticketing II 3 3 11 TOU 108 – General Travel Knowledge II 3 3 12 ENG 122 – The Technique of Writing and Advanced Language Studies 3 3 Read MoreInnovators Dna84615 Words   |  339 Pages 2 Discovery Skill #1 41 Associating 3 Discovery Skill #2 65 Questioning 4 Discovery Skill #3 89 Observing 5 Discovery Skill #4 113 Networking 6 Discovery Skill #5 133 Experimenting Part Two The DNA of Disruptive Organizations and Teams 7 The DNA of the World’s Most Innovative Companies 157 100092 00 i-vi r1 rr.qxp 5/13/11 6:52 PM Page vi vi CONTENTS 8 Putting the Innovator’s DNA into Practice 175 Read MoreManagement Control Systems Pdf115000 Words   |  460 PagesObjectives of Transfer Pricing – Principles of Transfer Pricing: Goal Congruence – Methods of Calculating Transfer Price: Market-Based Pricing Method, Cost-Based Pricing Method, Negotiated Pricing Method – Upstream Fixed Costs and Profits: Two Step Pricing, Profit Sharing, Two Sets of Prices – Administration of Transfer Prices: Negotiation – Arbitration and Conflict Resolution, Product Classification PART III MANAGEMENT CONTROL PROCESSES Chapter 8: Strategic Planning and Programming: Elements of StrategyRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 PagesPearson Education, Inc., publishing as Prentice Hall. All rights reserved. Manufactured in the United States of America. This publication is protected by Copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. To obtain permission(s) to use material from this work, please submit a written request to Pearson Education, Inc