Lluk 301

A room in the chemistry research building filled with wooden shelves holding flammable liquids and extremely combustible gases has windows that face the most populous spot on campus General Purpose Building A. Jean Baudoin, 4AG, who works in the chemistry storage room, said he does not mind the danger but realizes that if a spark set off the combustible liquids, he would not have time to escape. Gainesville Fire Department Captain James Young recommended in February that the shelves of brown bottles and huge chemical drums be dispersed throughout the building. In response, UF safety department officials issued a request for money to revamp the storage room.

Lluk 301

In surveying the academic literary culture on education and notions of professionalism, Johnston presents an overview of her doctoral research on the impact of terms used synonymously to professionalism. She suggests that since the millennium the accountability of teachers has increased, and within the decade between then and this study, in affect to Governmental programmes such as the Quality Teacher Frameworket al.

In agreement with Sachsshe suggests that the struggle in demonstrating professionalism Lluk 301 a sector and within choices for CPD, is heavily influenced by the political movements of union leaders, bureaucrats and academics who position themselves either academically or ideologically Johnston, According to Sachs et al.

This binary discourse Lluk 301 managerial and democratic professionalism, Sachs links to the formation and development of professional identity; further conflating professionalism. Johnston concludes by stating that terms relating to professionalism remain conflated.

She states that too many assumptions made by those who govern over the education Lluk 301 make invisible some of its many issues which seem to be further problematised by external issues that are congesting the sector and the responsibility placed on the sector to address them.

In permitting a greater sense of autonomy, similar to other professions, Johnston suggests that the accountability Lluk 301 teachers could potentially be justified - yet justification of holding teachers overtly accountable is not appropriate when changes and influences are externalised to the degree currently witnessed.

They state the profession currently contests with the need to improve public image and a need to face up to the increasing accountability measures being placed on them Ibid. Maintained within Okas, et al. In an attempt to survey the views of professionalism within education, Okas, et al.

Their conclusion of analysis highlighted a shift of professional concerns in regard to classroom management, student outcomes and the use of technology.

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For the novice, concern lies within self-assurance in regards to their teaching capabilities and innovation within the classroom, with particular regard to the use of technology. In relation to classroom management, Okas, et al. With technology being viewed as a weakness that they require further development, they opinion that although it may enrich studying, for them, it must serve learning outcomes, in particular when considering the amount of curricula to be covered.

They relate this to the social construct of teaching identity that is intrinsically influenced by public image and governmental influences.

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Their humanistic study regarding teachers views of professionalism support the idea that ideas of self-adequacy is observable within both novice and experience teachers, however, the emphasis transits towards the learning experience for the student whilst highlighting areas that require CPD within this process.

This CPD seems to relate to the suggesting of increasing accountability being placed on the sector rather than autonomously found within it, in support of Johnstons view of professional identity being formed within oneself but dictated by others. Tummons utilises social practice theories to consider the problematisation and re location of professionalism within the literary form of standards since the Lifelong Learning UK LLUK guidelines.

This requires a need or purpose to the guidelines to be understood and a clarity in regards to how students, teachers and the institution shall benefit.

Further problematising ideas associated with professionalism as a social construct, Tummons states that through the institutional literary bias and political texts, ITT students are particularly vulnerable to secondary agendas prohibiting the necessary debate to take place regarding professionalism within F.

In particular at their inception into ITT and F. E and the breadth of study required for an ITT programme to be successful Ibib, p. Johnston, observing the formation of the professional has made apparent the problematisation of professionalism and indicates that in education in particular, it is often synonymous with reform.

There is clear discourse in relation to democratic and managerial professionalism creating tension in the formation of professional identity by failing to recognise it as a social construct that cannot be dictated.

Their humanistic study regarding teachers views of professionalism support the idea that ideas of self-adequacy is observable within both novice and experience teachers.

The emphasis, however, transits towards the learning experience for the student as the teacher develops, highlighting areas that require CPD. This observation is also indicative of a current generation gap within the profession relating to the use of IT which is clear would present some behavioural issues over time.

In considering the construction of the professional, Tummons problematises ITT training and the textual artefacts that contribute to this process.

In particular regard to the textual representation of the standards and their appropriateness for ITT, and the subsequent suggestion of the requirement of an NQT year within F. He also supports the notion throughout Okas et al. It can be concluded then that professionalism is still a highly conflated term that is intrinsically related to the feeling of adequacy, public acceptance and regard and the strive toward autonomy and identity.

There can also be witnessed a deficit within experienced and novice teachers in regards to technologic literacy and practices that can address behaviour management and it's application within classroom communication, therefore, it can be suggested that as this marginalisation increases the affect on behaviour will become even more problematic.

In relation to my own practice it is apparent that I must find strategies to ensure that administrative responsibilities relating to professionalism within managerialism are fulfilled, but do not impede on my learners.

This means a willingness to continue working past the working day in the original servitude sense of the definition of professionalism, but a attitude to make the working day more efficient to alleviate this.

Due to conflicting influences within the education sector in general CPD does not necessarily manifest itself within a setting, and is only likely to do this with emphasis whilst responding to outside influences, such as Ofsted or a sudden change in government policy.

This requires that a professional teacher view CPD as an investment in themselves and independently seek CPD in an active manner. Acquiring adequate CPD however is problematic outside the generic training sessions that may be offered within a setting during condensed periods such as IV week.

Lluk 301

By attending training days with unions however as professionals, we might indicate a willingness to attend initiatives like those offered by the Association of Colleges AoC in ones own time and be encouraged to view it predominantly as developmental to themselves.

CPD must be clearly informed for developmental and identity purposes in regards to our own choices in our move to become independent educational specialists and in the assurance that it bridges the gaps in our own learning, however it must also be informed by the needs and requirements of our learners.

As a novice teacher and someone who is a digital native I am increasingly lenient towards technology, but as Okas, et al. It must be informed and dictated by the learning requirements of the learners and therefore should be utilised to support their learning if educational technology is to have any substance within the learning process.

The educational environment is ever changing and that change will only increase in rapidity as progress is made within the humanities, sciences and technologies in response to the socio-economic and political atmosphere.

Therefore as professionals we must not only be attentive in ourselves and our own place in the profession in relation to these exterior influences, but must also promote the engagement of our learners in socio-economic and political discourse, of which they are naturally influenced by.

Only by drawing attention to this fact and engaging in further dialogue with learners, other professionals and policy makes, will professionalism in education be maintained and given its merit.EPA/ September DEVELOPMENT OF COMPUTERIZED EMISSION PROJECTION AND ALLOCATION SYSTEM PHASE II: COMPARISON OF EXISTING SYSTEMS V.S.

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Unit purpose and aim The aim of this unit is to assess the learning and development practitioner’s knowledge LLUK Standard 9 Assess learner achievement NOS can viewed on the relevant Sector Skills Council’s website or the Occupational standards directory at grupobittia.com > L3 Award in Understanding the Principles and Practices of Assessment.

This qualification is intended for those who wish to gain an understanding of the principles and practices of assessment without any requirement to practice as assessors.

individuals could choose to progress onto another qualification in the LLUK suite to, e.g. 22 lluK Stnrcoptlcon views ot fragments of their skeletons wagons eto Caused n .

Subject specialist pedagogy and initial teacher training for the learning and skills sector in England: the context, a response and some critical issues.

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