Studies in Professionalism in Education Training Free Essays

I am currently employed in the post 16 training sector as a tutor on the ‘entry to employment’ programme (e2e). The e2e programme is designed to be flexible and individual, with the aim of equipping young people with the necessary skills to become independent; self-motivated; informed and empowered to take control of their own lives. Learners work towards realistic but challenging targets that lead to progression onto suitable training or employment opportunities. We will write a custom essay sample on Studies in Professionalism in Education Training or any similar topic only for you Order Now There are 3 basic strands to the e2e programme; basic and key skills (literacy, numeracy, communication etc†¦); personal and social development and vocational development. The programme is tailored to suit the individual needs of a variety of young people who are engaged on it. All learners are aged between 16 and 18 years and are not participating in any form of post 16 learning, or in any form of employment. The programme itself is not qualification driven. However, opportunities for the achievement of certificates are available throughout the course. There is no set time limit for the e2e programme ensuring that learners can work at a pace suited to their skills, needs and circumstances – learners can spend as little or as long (within reason) on the programme in order to successfully achieve their goals. The strand I teach is vocational development. This incorporates training sessions such as CV building; interview techniques; job searching and sustaining employment. Learning is individualised, thus meeting the needs across a range of age and ability. Professionalism to me is exceeding the standards as set by various government offices and ensuring that the service young people access at my organisation is a quality one. Further education has received its share of criticism over the last century and this has been reflected in the salaries of the tutors in this sector as opposed to those in the compulsory education sector. To me being a professional is about attitude, behaviour, self presentation and having a commitment to improvement. How we conduct ourselves in our roles is paramount to earning the respect and appreciation of our fellow workers, managers and indeed the people accessing the services we offer. The learners that access our service are usually low level (below entry 1) and many lack motivation to learn. As the National Foundation for Educational Research conducted research on participants taking part in e2e, â€Å"Around one-third of young people interviewed reported negative school experiences. These related to problems with other students, negative relationships with teachers, lack of achievement and the perceived irrelevance of what they were taught. Many had been expelled from school or had excluded themselves. † (http://www. nfer. ac. uk/research-areas/pims-data/summaries/eet-entry-to-employment. cfm This gives some indication of the difficulties facing tutors in this sector and it is my belief that conducting a programme that reflects school will only serve to discourage learners from accessing this course. Therefore, although we must be professional, we must also offer something different to the curriculum offered in compulsory education. Thus it is important to consider Abraham Maslow’s Hierarchy of Basic Human Needs. The main points being; physical comfort, safety and shelter, love and belonging, self-esteem leading to self-actualisation. Further education in the UK has seen many changes during the last 10 years. Concerns were raised by the government that Further Education was not producing a skilled enough workforce in line with international standards, impacting upon Britain’s economical viability. Other EU countries were seen to be producing a much higher skilled and trained workforce. The belief was that a cause of this was a lack of suitably qualified teaching staff in FE. This propelled the notion that all teaching and training staff working in the FE sector should be qualified to the standard set by mainstream schools. It was thought that by doing this, standards of the UK workforce would be raised. In 1999 FENTO (Further Education National Training Organisation) was launched. They were responsible for identifying needs within the FE sector. In 2000 FENTO proposed a set of standards, which addressed wider issues of professional development and considered a new teaching qualifications network. These standards consisted of three main elements: Professional knowledge and understanding, skills and attributes and key areas of teaching. In 2005 Lifelong Learning UK (LLUK) was formed to manage the reform of teacher training. All FE teachers now have to register with the Institute for Learning (IfL) which is part of LLUK, and monitors training and records sector training needs. Since initial reforms, teaching standards in FE have further developed and progressed. In March 2006 the White Paper ‘Further Education: Raising Skills, Improving Life Chances’ highlighted further needs to develop a much more highly skilled workforce. It states, â€Å"This is a huge challenge, because there are some deep-seated and long-standing weaknesses in our national skills. We have put in place major reform programmes for 14-19 year olds and adult skills, backed by substantial investment. Those reforms are bringing about real progress. But there is a long way to go to raise skills and qualification levels for young people and adults to world standards† (White Paper ‘Further Education: Raising Skills, Improving Life Chances’, 2006). It also goes on to say that FE establishments are central to achieving world standards in the UK workforce, but are currently not realising their full potential in being the driving force behind skills. The paper paints a grim picture in terms of skills levels of the UK in comparison to other developed countries, and with the Leitch report highlighting the skills need for 2020, it is clear that reform is necessary for the UK to compete in the global economic market. The economic mission is at the core of the proposals, with the focus of the FE sector to be equipping young people and adults with the skills and competences that meet the needs of employers. The proposals laid out in this white paper were implemented in the Further Education and Training Act 2007. Reforms such as the above have a resounding impact on organisations such as mine. We have to ensure that the government’s vision and targets for the future are embraced and taken forward in the most effective possible way, thus demanding that we, as FE employees, are professional in all aspects of our work. So how do we as an organisation ensure the commitment and quality of service that is expected by our government? Firstly it is imperative that we have systems in place that effectively transmit information to staff. Accurate and relevant information and communication are vital in order to transmit and effectively implement plans that will uphold the government’s wishes in regards proposals for FE. My organisation has a quality improvement department which continually monitors the performance of the company against standards set out by agencies such as the Office for Standards in Education (ofsted), Qualifications and Curriculum Authority (QCA) Learning and Skills Council (LSC) and many more. FE establishments are now subject to inspection by ofsted of which their aim is toâ€Å"inspect and regulate to achieve excellence in the care of children and young people, and in education and skills for learners of all ages† (www. ofsted. gov. uk). This department is crucial for the continuation of improvements within educational settings. Although misinterpreted by many as ‘harrowing’ and ‘stressful’, the inspection process that this agency conducts is the platform for which FE providers need to build their provision. Ofsted inspections are designed to aid improvement in services, raise aspirations and assist in the achievement of higher standards within educational settings. The quality improvement team in my organisation follow the Common Inspection Framework as dictated by ofsted. This ensures we are providing the services and meeting the standards set by the government. In order to ascertain that teaching staff are in line with this framework, regular lesson observations take place by competent staff. By carrying out these observations, staff are able to use the feedback to continually improve their practice. It is also expected of teaching staff to self evaluate and reflect upon every lesson they teach. This is a key part of professionalism within teaching. I will discuss in more detail later in this essay the values and importance of reflection. The quality improvement team are also responsible for official documentation used by all staff. These are regularly reviewed and updated and communicated to all staff. This ensures that all staff are using the same documents and helps create seamless processes that are followed by all. As well as ofsted there are many other agencies that regulate the delivery of FE in the UK. One of these is the QCA. As a provider that delivers qualifications in a variety of subjects the QCA is an important source of information. The QCA maintain and develop the National Curriculum and accredit qualifications to appropriate levels in order to meet the needs of learners, employers and the economy. As we deliver accredited qualifications it is crucial that we follow the guidelines set out by the QCA to ensure we are teaching the correct knowledge and skills that learners need to achieve the standards set. We also have to adhere to awarding bodies such as Edexcel and City Guilds who provide the qualifications which we deliver. As well as organisational procedures and external influences, it is crucially important that we, as teachers strive to continually improve our practice by self reflection. â€Å"Reflective Practice is a process of reviewing an experience from practice in order to describe, analyse and evaluate and so informs learning from practice† (Reece and Walker, 2006 p421). This involves using a selection of the models identified during the course of this programme. Donald Schon (1983) identified 2 sub categories of reflection, reflection on action and reflection in action. Reflection in action is often described as ‘thinking on ones feet’; this is done during the course of action and is one that I have had to use many times during the course of my career. Reflection on action occurs after the actual action and gives professionals the opportunity to develop theories and create knowledge. â€Å"Individuals, supported by others, constantly frame and reframe a problem, test it and reach solutions† (Schon, 1983). Another model of reflective practice is one proposed by David Boud. In the introduction to Understanding Learning from Experience, David Boud et al (1993), present five propositions of experiential learning, the first of which is; experience is the foundation of and the stimulus for learning. â€Å"Learning always relates in one way or another, to what has gone before. There is never a clean slate on which to begin; unless new ideas and new experience link to previous experience, they exist as abstractions, isolated and without meaning† (Boud et al, 1993, p8). Building on previous learning and relating new learning concepts and topics to past experience has been essential in my teaching practice. Linking new experiences to past ones to create new meanings and insights in extremely constructive in reflective practice. â€Å"We attach our own meanings to events. While others may attempt to impose their meanings on us, we ultimately define our own experience. † (Boud et al, 1993, p10) Another important model of reflective practice is Jack Mezirow’s. His emphasis is on disorientating dilemmas, which he believed can be a slow transition rather than a sudden insight. Mezirow believes that, â€Å"learning is different when we learn to perform than when we understand what is being communicated to us. † (Mezirow, 1990) The belief is that questioning and reflective nature results in an altered and more beneficial learning process. â€Å"In reflective practice, practitioners engage in a continuous cycle of self-observation and self-evaluation in order to understand their own actions and reactions they prompt in themselves and in learners† (Brookfield, 1995) The diagram below illustrates Brookfields perspective of reflective practice. Reflecting upon my practice is something I need to be doing continuously to constantly develop in my role. This reflective process is an essential part of teaching, as Kolb’s Four Stage Model of Learning, demonstrates. Reid (1993) states â€Å"Reflective Practice is a process of reviewing an experience from practice in order to describe, analyse and evaluate and so informs learning from practice† (Reece and Walker, 2006 p421). Reflective practice is a vital part of teaching. Effective practice is a beneficial aspect of continuous professional development and without it progression in teaching would be extremely limited. By gaining a better understanding of their own individual teaching styles through reflective practice, teachers can improve their effectiveness in the classroom and strive to achieve the vision as set out by the government, as previously mentioned, for Further Education. Reflection of Learning – CertEd: During the 2 years I have undertaken learning on the CertEd course, I have learnt many underpinning theories that were previously unknown to me. Although I have worked in the industry for 8 years and learnt from experience and reflection, I have been unaware of the background as to why we do what we do and the reasons for it. It began with the first module which was preparation for teaching. In this module we covered learning theories, learning styles, planning effective lessons, presentation of lessons and factors influencing learning. Before I began the module, I believed I had a sound understanding of the teaching process; however I discovered many more vital and useful tools that I now apply when delivering training sessions. Kolb’s theory was something that I was unaware of before this module. Learning theories was also a topic that I had very little knowledge on. This proved to be one of the most useful sections of this module. I did practice the different approaches beforehand but was unaware of the theories behind them. Now I am aware I believe I use them much more effectively in my day to day role and my planning of sessions. The next module was ‘Developing Personal Skills’, and I found this extremely useful. It enabled me to concentrate my efforts upon areas of my career that were not as strong as some of the others. By doing this I was able to improve my performance at work a great deal. It was good to have agreed learning contract beforehand as this gave me a schedule to work towards. It was more beneficial negotiating with the tutor, what I wanted to develop, instead of being told what to work towards. In â€Å"Learner managed learning† Graves (1993) states the role of the learning contract in higher education takes on board the concept of our individual learning styles. It gives students the freedom to learn in a way they feel comfortable with. It has long been established that adult learners learn in different ways, and that they are self directing and defined in their experience, with the onus and effectiveness of this learning process primarily, on the learner. Upon reflection, I learnt much from this module, both my IT and networking skills have been improved, and this has had a positive impact on my job role. I feel much more comfortable using IT in teaching now than I did before, especially power point presentations which I have used in a few sessions since my online tutorial. However I still have far more to learn, especially in IT as it is a fast changing concept that is constantly introducing new equipment and technologies into society and indeed teaching. The module on assessment was also beneficial as before this assessment was something that I did without really thinking of the underpinning theories to it. This module made me change my practice by ensuring assessment was valid, reliable and relevant and also prompted me to give more feedback to my learners and document this. The module of learning on curriculum studies was again one that developed my understanding of the subject. Designing a curriculum was a valuable learning experience for me and although a successful one, I have seen many opportunities for improvement along the way. In summary, teaching and learning is an ever changing industry and constant evaluation is necessary for the process to be continually successful and for ongoing improvement to take place. I found that the autonomy I was given helped tremendously as I was able to decide for myself what course of study the students would follow. Obviously I had to account for external influences such as the criteria of the awarding body and contractual requirements from the LSC, but nevertheless my organisation were prepared to allow me to choose the path students would follow to meet these. Kolb’s theory is foremost in my reflective practice as shown in the diagram below: By designing a curriculum and studying theories of curriculum, I gained a better understanding of the concept. I understand that influences such as organisational policies, government policies, awarding bodies and learning styles of learners, all have a bearing on how a curriculum is developed. I also learned much about the models of curriculum and in what context they are used. Many courses of study are designed to accommodate the product model; i. e. they are focused on achieving an end result, such as a recognized qualification; however I feel the process model can still be incorporated with better results, such as additional learning taking place and a more enjoyable learning experience for the student. The course I designed was a success. This was reflected in the achievement and retention figures that were collated at the conclusion of the course. I also believe that I added value to the curriculum by incorporating literacy and numeracy support throughout and designing learning to suit all students regardless of learning styles and abilities. I did have to change the course of study slightly of this curriculum, and so in future I hope to be able to build upon my experiences and design an even more effective course which incorporates the learning I have undertaken during this module. The final module on creativity was the one I felt most beneficial of the entire course. I realised during this module that I had always ‘played safe’ during my teaching and that fear of failure had prevented me from implementing ideas that could enhance my teaching and my student’s learning. During this module I researched creativity within an educational environment. I realised that being creative is sometimes about taking risks, and this was something I had previously been reluctant to do. Although I felt I was innovative in my lesson delivery, I now accept that a fear of ‘failure’ prevented me from fully committing myself to creativity. On the whole the CertEd course has been a valuable and worthwhile experience for me and I believe I have progressed professionally due to the modules I have undertaken. Following the course of study I believe I have made excellent progress professionally and feel much more knowledgeable in the sector than I did previously. I still have to continually improve as a professional and I am fortunate to work for a company that recognises this and encourages staff to undertake CPD. Continuous training and development for all staff is now an everyday part of the profession, not a training course that is ‘thrown in’ every few months with no clear structure. CPD must be strategically planned and embedded within the overall objectives of the organisation to ensure that staff are well prepared for any new developments that arise. At my organisation, staff are encouraged my management to take control of their development and inline with the Business Plan and the Self Assessment Report, are supported to undertake relevant, necessary CPD. I try and improve my practice in many ways. As well as the regular training courses I attend I also take responsibility and ensure that I continually strive to learn and become a more effective practitioner. Learning from other teachers is an important way for professional development. One of the most powerful ways to better your practice is to observe other teachers, ones that are experienced and confident in their roles. During this course of study I have had a mentor and I have observed her on many occasions, as well as seeking advice and guidance on matters I am not confident in. I believe discussion with colleagues can be an important part of development. They can offer different views on situations and propose alternative methods of practice which might have previously not been considered. As well as using colleagues and mentors, learners are also a crucial part of continuing development. By gathering their thoughts and feedback on lessons I teach them, I am able to implement new strategies and adapt teaching methods to enhance the learning experience for my students. A written evaluation at the end of sessions is another useful way to reflect and enable improvements. â€Å"It is important to produce a written evaluation of the lesson which helps to reflect constructively upon practice. By reflecting on what went well and badly and evaluating what we would do differently we are developing professional practice and evolving new ways to meet our learners’ needs (Wallace, 2001, p178). My organisation also conducts 6 monthly appraisals with all staff. During this process a development plan is also agreed and produced and this involves recording any learning that needs to be achieved, any courses that have to be undertaken and any other developmental requirements that staff feel they have. The appraisal process helps the employees to understand the company’s objectives. It helps them to set their goals and precisely know what role they play in their work to serve the organisation. This avoids frustration and gives job satisfaction to the employees. Performance appraisal benefits all parties and can serve to motivate and inspire employees to continuously develop and improve. My own development plan was agreed in February and runs until August. During this time my targets for achievement are Level 2 ICT qualification, Cert Ed qualification and to maintain my CPD file with all relevant learning. Beyond this time I am looking to achieve a business/management qualification during the next 2 years, and to develop my leadership skills due to a recent change in my job role. I will continue throughout my professional life to strive for improvement and new methods of working, which will enhance the experience of learners accessing our services. Professionalism is an ongoing process. It is commitment to self-improvement, competency in work, motivated in attitude and having respect for both colleagues and learners. How to cite Studies in Professionalism in Education Training, Papers

Galenic Perfume & Cosmetic Trading for Beauty - myassignmenthelp.com

Question: Discuss about theGalenic Perfume Cosmetic Trading for Beauty. Answer: About Us Long ago, beauty and health were fleeting. Galenic I company which is inspire by beauty. It has high quality of beauty which gives both class and elegance to people. The name Galenic refers to Galenic formulation, which includes finding the best combination and the most perfect compound to produce an effectiveness of the active substances while also evoking emotions and pleasing the senses. Our mission is satisfying the diverse beauty needs of cultures and customs who look for natural beauty products that are very effective. Today, Galenic personifies the ultimate authentication of high quality beauty products, cosmetics and nature care, these products based on purity and sustainability, development and manufacturing for 28 years. Our market is at present in UAE, Dubai and we ship it to all the Middle Eastern countries as we supply all the best and high quality of American brands and we mainly use two products AGAVE OIL BIO IONIC brands which is by far the best and most popular brands among the people. We have almost 10 million loyal customers. As it is a luxurious brand so we understand that people of a specific class might buy the product but however we soon plan to produce more products which is going to be reasonable and so that we can expand our business. At the present time Galenic brand has over 200 products, used in professional hair salons, and also perfumes and beauty products which is present in all beauty stores and even malls in Dubai. Our company mainly uses these two brands Agave Oil and Bio Ionic brands. The name Agave is actually a name of a plant it is a natures smoothing secret, which is present in all Agave formulas, providing the ultimate hair transformation a restoration. It is derived from Mexicos Blue Agave Plant, Agave is natures hydrating and healing cure for dry, damaged hair. The Agaves Amino Sugar locks the moisture inside the hair, maintaining and restoring moisture balance. The Amino Sugars form complex bonds with internal proteins to add strength, resilience and elasticity to hair. This is one of the best products as buyers love this and has proven to be very effective. On the other hand Bio Ionic develops luxury hair tools for professionals worldwide. They have different kind of hair styling products. Each Bio Ionics tools is infuse with a blend of Nanolonic Minerals to hydrate hair from inside out by emitting natural negative ions that drive water molecules deep into the cuticle, leaving the ha ir healthy and hydrated. They have varied products like perfume, cosmetics and hair care. Each product serves different purpose for the company. Hair is a fundamental element of our personality. It is the wellbeing, health and the search of our own personal liking which are the essential values that guide us towards the hairs natural beauty. Galenic is a fruit of our passion and knowledge and experience in the felid of cosmetic research. There is team of professionals with one single goal in general i.e. to dedicate our efforts to build this ambitious project, getting our vision of hairdressing to the development of beauty products and hair care. References Bouaziz, M. A., Rassaoui, R., Besbes, S. (2014). Chemical composition, functional properties, and effect of inulin from Tunisian Agave americana L. leaves on textural qualities of pectin gel. Journal of Chemistry, 2014. Caspeta, L., Caro-Bermdez, M. A., Ponce-Noyola, T., Martinez, A. (2014). Enzymatic hydrolysis at high-solids loadings for the conversion of agave bagasse to fuel ethanol. Applied Energy, 113, 277-286. Hou, X. D., Li, N., Zong, M. H. (2013). Renewable bio ionic liquids?water mixtures?mediated selective removal of lignin from rice straw: Visualization of changes in composition and cell wall structure. Biotechnology and bioengineering, 110(7), 1895-1902. Ninomiya, K., Ohta, A., Omote, S., Ogino, C., Takahashi, K., Shimizu, N. (2013). Combined use of completely bio-derived cholinium ionic liquids and ultrasound irradiation for the pretreatment of lignocellulosic material to enhance enzymatic saccharification. Chemical engineering journal, 215, 811-818.

Case Study for 7-Eleven The Price Of Convenience - myassignmenthelp

Question: Write about theCase Study Report for 7-Eleven The Price Of Convenience. Answer: Introduction 7-Eleven has established itself globally as an operator, licensor and franchisor of convenience stores(7-Eleven Australia, 2017). Currently, in Australia, it stands as the largest retailer, with regard to market share, in petrol and convenience; it has stores across various states such as Victoria, New South Wales, Queensland and Western Australia. Over the years employees have raised complaints with regard to wages and working conditions, particularly for migrant employees(Fair Work Ombudsman, 2016). The allegations were only a tip of the iceberg as, in 2015, an investigation by Four Corners and Fairfax Media revealed fraudulent bookkeeping, intimidation and mass underpayment of employees. The following report aims to analyse the legal and ethical issues arising from the scandal keeping in mind the effect of the ongoings on employees, the public and the overall corporation. An Evaluation of the 7-Eleven Ethical Dilemma Does the dilemma breach regulations/law? Employers are ethically and morally bound to ensure they pay fair wages and avail proper working conditions to their employees. The basis for remuneration in an organisation that aims to be ethical is distributive justice; this is proper distribution of economic benefits and burdens(Shaw Barry, 2016). Further, organisations like 7-Eleven have an ethical obligation to ensure employees throughout their franchise network are not subjected to exploitative practices(Hardy, 2016). As such, an employee should be adequately compensated according to the value they bring to the firm; the criteria set should be clear and should also abide by the conditions set by law. At the time the story broke out, the standard set minimum wage was 24 dollars an hour; the investigation, however, revealed that some workers were earning as little as 10 dollars an hour, with the highest earning 15 dollars an hour(Ferguson O'Brien, 2015). The Fair Work Act 2009 (Cth) provides for maximum weekly hours as well as minimum wages that every employee is entitled to. Further, employees are entitled to other statutory awards and working conditions which the employer is obligated to provide. These obligations, under section 550 are also extended to a Franchisor who could be held liable if found to have aided or abetted conduct that contributes to a contravention of these provisions. The direct employers, that is the franchisees, are clearly liable for subjecting workers to forced long work hours that led to breach of their visa obligations and extensively underpaying and at times not paying them in order to gain profits. In its inquiry, the Fair Work Ombudsman was unable to find sufficient evidence to justify mounting a case against 7-Eleven under the provisions of section 550(Wheelahan Brooks, 2016). Due to the lack of sufficient evidence, the organisation could not be found legally at fault for the charges. However, this fi nding does not exonerate the organisation from its ethical obligation. It is evident that the model adopted by the company creates an environment where employers cannot operate profitably without breaking the law(Ryan, 2016). This serves as a clear ethical failure in terms of leadership. The Key Affected Stakeholders The most affected stakeholder in this case study is the employee, particularly student employees on Australian Visas. Strapped for cash and striving to make ends meet as they conduct their studies, the students appeared the most vulnerable target for exploitation(Ferguson O'Brien, 2015). Employees are a valuable asset as well as key stakeholders in any organisation; maintaining a healthy workforce secures the productivity and competitiveness of the organisation(Shaw Barry, 2016). Franchisors are another group of stakeholders affected by the dilemma. Additionally, the aftermath of the case affected the entire franchise as it has gained scrutiny from consumers and members of the public. Further, upcoming legal reforms are likely to affect the current business model. Conclusion In conclusion, it is evident that the case study in question presents an ethical dilemma with regard to leadership. In as much as the top management at 7-Eleven attempted to distance itself from the scandal, placing blame on individual franchisees, the investigation reveals that the illegal and unethical practices are widespread as a tactic to ensure profits are maintained. As such, the problem itself arises from the model set by the head company which creates an environment that makes compliance with rules and regulations and basic ethical obligations unfavourable to business performance. It is evident that employees were the most affected stakeholder and continue to be as they are subjected to long hours, underpayment and intimidation. References 7-Eleven Australia, 2017. Welcome to 7-Eleven Australia. [Online] Available at: https://franchise.7eleven.com.au/why-7-eleven.html[Accessed 29 September 2017]. Fair Work Ombudsman, 2016. A Report of the Fair Work Ombudsman's Inquiry into 7-Eleven, s.l.: Commonwealth of Australia. Ferguson, A. O'Brien, K., 2015. 7-Eleven: The Price of Convenience. [Online] Available at: https://www.abc.net.au/4corners/7-eleven-promo/6729716 [Accessed 29 September 2017]. Hardy, T., 2016. Can 7-Eleven be trusted to clean up its own mess?. [Online] Available at: https://theconversation.com/can-7-eleven-be-trusted-to-clean-up-its-own-mess-59302[Accessed 29 September 2017]. Ryan, G., 2016. 7-Eleven Scandal an Ethical Failure of Leadership. [Online] Available at: https://planforpersonalsuccess.com/7-eleven-unethical/[Accessed 29 September 2017]. Shaw, W. H. Barry, V., 2016. Moral Issues in Business. 13 ed. s.l.:Cengage Learning. Wheelahan, F. Brooks, L., 2016. Stricter Laws for Franchisors? Responses to the 7-Eleven Wage Scandal. [Online] Available at: https://www.corrs.com.au/publications/corrs-in-brief/stricter-laws-for-franchisors-responses-to-the-7-eleven-wage-scandal/[Accessed 29 September 2017].

O Brother Where Art Thou essays

O Brother Where Art Thou essays In the film O Brother, Where Art Thou, the Cohen Brothers present to the audience a comedic adventure of three on-the-run jail mate hillbillies led by the hero, Ulysses Everett McGill (George Clooney), looking to reclaim a buried treasure. The story takes place back in the days of the Depression-era, Deep South around the 1920s in Mississippi. It is a comedy. The picture is filled with intellectual and witty satire, as well as twists and turns, humorously paralleling scenes and characters from Homers epic poem The Odyssey. In the movie, the Cohen Brothers use various elements to capture the attention of the audience. Just as any other directors attempt to do, they aim to draw the audience into the movie and catch the spirit of the southern, Mississippian, Depression-era hillbillies. In order to generate this affect, one of the key elements the Cohen Brothers use is language. More specifically, they use old-fashioned, southern idiomatic dialogue, which is not really used in todays contemporary dialogue. Yet, most are definitely familiar with it, which serves as the common base to carry out the affect. Just by listening to this southern-type language with its southern accents and all its slang, idioms, and euphemisms, the picture of vast countryside farms and cornfields, old-fashion cars, live-stock, dirt roads, and rednecks and hillbillies in overalls with severe farmers tan instantly comes to mind. Thus, everything becomes more of a reality. However, more importantly, with a whole lot of fresh w itty intellectual satire, there are plenty of laughs through this southern dialogue, which serve as the whole point of making the movie. It is a comedy. Of course the task was not plain and simple. The Cohen Brothers did their research. Throughout the entire picture, there are a countless number of slang phrases, idioms, and euphemisms used. Of course there ar ...

Caso de menores centroamericanos detenidos en frontera

Caso de menores centroamericanos detenidos en frontera La crisis de la frontera dejà ³ unos 70,000 menores centroamericanos detenidos por la Patrulla de Fronteriza (CBP, por sus siglas en inglà ©s), tras cruzar ilegalmente la frontera de Estados Unidos. Se estima que en el aà ±o fiscal 2015 el asunto de los menores que cruzan ilegalmente la frontera puede llegar a ocasionar a Estados Unidos gastos por importe de $2 billones (dos mil millones de dà ³lares). Por ley, cuando un menor de 18 aà ±os es detenido por la CBP su informacià ³n no se introduce en la base de datos en la que aparecen los nombres, nacionalidad y lugar de detencià ³n de los indocumentados que han sido arrestados. (Para saber si un adulto est detenido por Inmigracià ³n, aquà ­ est la base de datos en la que verificar). Tampoco se les envà ­a a los centros de detencià ³n donde estn retenidos los inmigrantes adultos.   En este artà ­culo se explica: Procedencia de los nià ±os (que determina en algunos casos quà © pasa inmediatamente despuà ©s de la detencià ³n)Razones por las que viajan a Estados Unidos (ya que algunas causas podrà ­an servir de base para una vez aquà ­ buscar una salida migratoria para poder quedarse legalmente)Lugar en el que se les da alojamientoDà ³nde encontrar ayuda legalQuà © pasa cuando se les envà ­a de regreso a su paà ­s  ¿De quà © paà ­ses proceden los esos nià ±os? Estos unaccompanied minors, como se les conoce en inglà ©s en el lenguaje de Inmigracià ³n, proceden principalmente de: HondurasGuatemalaEl Salvador De esos tres paà ­ses proceden el 74 por ciento de los menores arrestados. Y en menor medida, de Mà ©xico. Pero han llegado a la frontera menores de Asia (Sri Lanka) y frica (Tanzania). Para llegar a la frontera de Estados Unidos han viajado por semanas, e incluso meses, distancias que pueden superar las mil millas. El viaje est lleno de peligros extremadamente graves. Se ha documentado toda clase de abusos, como extorsià ³n, violaciones sexuales, violencia fà ­sica, secuestros, mutilaciones, prostitucià ³n, obligacià ³n para transportar drogas para traficantes e, incluso, asesinatos.  ¿Quià ©nes son esos nià ±os? En su mayorà ­a son varones adolescentes, pero se aprecia una tendencia con cada vez ms muchachas y nià ±os de ambos gà ©neros menores de 13 aà ±os. Se han dado casos en los que la CBP se ha encontrado a nià ±os de tan sà ³lo cinco aà ±os.  ¿Por quà © huyen de sus paà ­ses e inician un viaje tan lleno de peligros extremos hacia Estados Unidos? La razà ³n principal es la violencia, los nià ±os escapan de: las gangas (pandillas, gangs) y de su presià ³n para reclutarlos a ellos o a familiares.traficantes de drogas y toda la violencia que crean a su alrededor.situaciones de violencia domà ©stica grave Inician su camino hacia Estados Unidos porque creen que aquà ­ pueden encontrar una situacià ³n mejor y porque muchos de ellos tienen en el paà ­s a al menos un familiar (padre, padre, hermano, tà ­os, etc).  ¿Quà © sucede cundo la CBP los arresta? Si los detenidos son menores  mexicanos son, en casi todos los casos, enviados de regreso a su paà ­s en cuestià ³n de horas por un acuerdo binacional. Sin embargo à ºltimamente hay un cambio en esta polà ­tica para los jà ³venes mexicanos. Pero Estados Unidos no tienen ningà ºn acuerdo de este tipo con los paà ­ses de Centroamà ©rica. Por eso, cuando un menor de ese paà ­s es arrestado tras cruzar ilegalmente la frontera esto es lo que pasa: Queda en custodia de la CBP por unas horas o unos dà ­as. Si necesita asistencia mà ©dica, se le brinda.Pasa a estar bajo custodia del Departamento de Salud y Servicios Humanos de EEUU. A estos muchachos les acoge en centros destinados de la Oficina de Reasentamiento de Refugiados (ORR, por sus siglas en inglà ©s). En la actualidad, hay 80 centros dedicados a alojar a estos menores, la mayorà ­a estn en los estados fronterizos, pero no siempre. Algunos de ellos estn gerenciados por organizaciones como Catholic Charities y SouthWest Key. Si estas instalaciones estn llenas, como ocurre ahora donde se est alojando aproximadamente cada dà ­a a 25,000 nià ±os, se recurre a barracones militares, como es el caso de la Base del Ejà ©rcito del Aire en Lackland, Texas. Los nià ±os estn atendidos, van a la escuela en las propias instalaciones pero no pueden salir, excepto por circunstancias excepcionales, como ir a consulta de un psicà ³logo o mà ©dico. Y lo hacen acompaà ±ados.En general los muchachos estn en estas instalaciones una media de 40-45 dà ­as (antes se estaba ms). A partir de ahà ­ la mayorà ­a -aproximadamente el 90 por ciento- pasa a estar en custodia de un familiar que se encuentre en Estados Unidos. Si no tienen familiar, pueden ir a Centros de Acogida para Menores (youth shelters, en cualquier parte del paà ­s).   Al ser menores de edad sus nombres no aparecen en la base de datos de personas detenidas por la CBP.  ¿Cul es la situacià ³n migratoria de estos menores y cules son sus opciones? Han entrado ilegalmente en Estados Unidos, por lo tanto, se inicia un procedimiento de deportacià ³n en su contra. Al cabo de 1-2 aà ±os la inmensa mayorà ­a acaba siendo deportado y enviado de regreso a su paà ­s de origen. Estos son los tiempos medios de demora para los casos ante Corte migratoria segà ºn el estado.  ¿Cà ³mo se puede luchar para que no se produzca la deportacià ³n? Se estima (no se sabe con seguridad) que aproximadamente un 40-50 por ciento de estos menores podrà ­a beneficiarse de alguna de las siguientes medidas: AsiloVisas para và ­ctimas de trfico humano o violencia criminal Programa de Estatus Especial de Inmigrantes Juveniles, conocido en inglà ©s como SIJ, para menores de 21 aà ±os no casados que han sido gravemente abusados y/o abandonados por sus padres o guardianesO alguna otra medida de alivio para la que puedan calificar Cuando estn bajo la custodia de ORR pueden tener contacto con organizaciones pro bono de defensa legal, con los que establecer contacto para el juicio de deportacià ³n. Pero un gran problema es que no todos los menores son contactados. Ni tampoco los familiares bajo cuya custodia quedan mientras se tramita todo el proceso de la deportacià ³n. Son situaciones legales complicadas para las que la mejor opcià ³n es contar con un abogado especialista en estos temas. Pero ni los nià ±os ni sus familias estn, en la mayorà ­a de los casos, en situacià ³n de pagar por un letrado. Y en corte de Inmigracià ³n, por ser un asunto civil, el gobierno no pone abogado de oficio a las personas que no pueden pagarlo. Sin embargo, sà ­ que convendrà ­a intentar buscar ayuda legal, en la forma de abogados pro bono. Se puede contactar con KIND (Kinds in Need of Defense), una organizacià ³n sin fin de lucro en Washington D.C. que puede poner en contacto a los menores con abogados que los pueden representar en corte sin tener que pagar, si no tienen medios econà ³micos. Si se est en la zona del Bajo Valle de Rà ­o Grande, se puede contactar con ProBar. O pedir una cita en organizaciones como Catholic Charities para ver si pueden hacer un referido a un abogado que trabaje pro bono en estos casos de menores que llegaron sin estar acompaà ±ados de adultos.  ¿Quà © pasa cuando el juez de Inmigracià ³n resuelve? Si se concede alguna medida de alivio, se pueden quedar en Estados Unidos. Hay que saber muy bien cul se concede ya que cada una tiene sus propias caracterà ­sticas, derechos y obligaciones. Si se ordena la deportacià ³n se les enviar de regreso a sus paà ­ses en vuelos de deportados.

Student loan vs bank loan Research Paper Example | Topics and Well Written Essays - 1000 words - 1

Student loan vs bank loan - Research Paper Example A majority of students applies for federal loans. However, there has been an increase in the number of students applying for bank student loans. The federal government determines the fixed interest rates of the federal student loans, while the lender determines bank student loan rates. The lender determines the fee to be charged on the principal amount, and this is based on the credit worthiness. Students who are apply for Stafford and Perkins loans to require credit worthiness but those applying for the PLUS loan require no previous adverse credit. Considering the pros and cons of each option, it becomes challenging to decide whether students should apply for the federal student loans or the bank student loans. There have been price wars about the federal loans and bank loans for students as reported in the media in recent times (Andriotis 1). One may argue that the bank loans for students are actually cheaper than those being offered by the federal government. A few years back students preferred to have loans from the federal government because the rates were subsidized. This means that in the case of a rise in the interest of the federal loan, the students’ rates were not affected. The students were allowed to pay the amount that was agreed. Many students preferred federal student loans because they are easy to qualify for compared to banks (Clark 1). The bar set for by the federal government understands the need of students to have the money to pay for education. Banks on the other hand need assurance they will get their money back. This means that to access money from a bank the qualifications are quite high. The credit history of the student should be clean. The students should also have a repayment ability convincing enough to the bank before accessing a bank loan. This means the students should have a source of income, which is highly unlikely in most cases. The bank will require financial information on

Crimnal Justice Coursework Example | Topics and Well Written Essays - 500 words - 1

Crimnal Justice - Coursework Example This might be plausible given the hip-hop war tension that was between the west and east coast. Poole believes the hit was organized by Reggie Wright. The other fact is that after the murder a called was placed to the police accusing a rogue LAPD officer Mack. Police found a gun that matches the one was the used to kill Biggie in Mack’s home. He had a Tupac Shakur shrine. Most witnesses claim the murderer wore a blue jacket that was common for the Crips that provided security for a company that B.I.G owed money. Another witness disputed this claim by saying B.I.G did not use many bodyguards. The witnesses who could support the prosecution case are the ones who gave testimonies on the killer wear blue caps. All the witnesses who could describe the murder very well should join prosecution. The informant who claims Suge Knight Order the hit and the one who believes LAPD officer Mack was responsible for the shooting. The witness who disputes the shooter being a real Muslim should on the prosecution. He says, â€Å"He dressed like a Muslim but he was not a Muslim, he was a cop.† The trial process for the murder of Christopher Wallace should take long. The trial will begin by the prosecution presenting evidence to support claims that the death of Christopher Wallace is connected to the hip-hop war and a rogue LAPD Officer. The prosecution would present witness that can give clear testimonies to dispute theories that involve drugs and Muslim shooting. The opening statement for the prosecution would go like this, â€Å"It is unfortunate that today we are here to seek justice for the murder of Christopher Wallace. I call upon this court to act to let the family of the victim feel and understand that justice is real. The case is surrounded by so much controversy, but I am certain my team will produce enough evidence to help the court make the right decision.† The prosecution should focus on asking questions that seek to