Essay on Using Attitudes to Predict Consumer Behavior

Exposition on Using Attitudes to Predict Consumer Behavior Exposition on Using Attitudes to Predict Consumer Behavior Exposition on Using Attitudes to Predict Consumer BehaviorEthical utilization has developed essentially as of late. Advertisers need to have a superior comprehension of the connection between moral perspectives and customer conduct. As per scientists, â€Å"consumer conduct falls behind the expressed degree of worry about moral issues†(Harrison, 2005, p. 198).â There is the obvious hole among perspectives and purchaser conduct. By and by, 24% of the British customers portray themselves as â€Å"ethical consumers† (Harrison, 2005, p. 198). Moral conduct of buyers has become an object of exploration lately. As per Lucica Matei and Teodora Dinu (2012), â€Å"actual buyer conduct has been disregarded in research when contrasted with a progressively huge number of studies estimating consumers’ moral perspectives and beliefs†(p. 41). Drawing on the scholarly writing identifying with the connection among mentalities and conduct, it is important to clarify why p erspectives may not generally help to anticipate conduct and why the demeanor conduct hole may be so predominant. The Theory of Reasoned Action and the Theory of Planned Behavior help to offer clarification to consumers’ expectation of being engaged with shopper conduct. Perspectives may not generally foresee buyer conduct in light of certain shopper related barriers.Definition of termsThe term â€Å"consumer behavior† can be characterized as â€Å"the conduct of extreme customers, the individuals who buy items for individual and family utilization and not for business purposes† (Ferrell et al., 2012, p. 114).The term â€Å"consumer attitude† characterizes the connection between shopper conduct and the customer mien to buy any sort of items or administrations. The customer disposition can be evaluated by methods for ordinary shopper conclusion overviews which depend on genuine realities, just as by utilization pattern investigation, which gives the necess ary â€Å"information on the genuine utilization of each product† (Lazzaroni et al., 2013, p. 84). As indicated by Dr. Lars Perner (2010), shopper disposition can be viewed as a complex of customer convictions, aims and emotions toward some item inside the setting of showcasing strategy.The term â€Å"attitude-conduct gap† can be characterized as the strain that exists inside an individual (a purchaser) between what he/she needs to do (or plans to do) and what he/she thinks he/she ought to do (or perform) (Trijp Fischer, 2010).â When people are approached to characterize their qualities and conviction, they exhibit the demeanor that is the most fitting as far as the set up standards (Trijp Fischer, 2010). The size of theattitude-conduct hole can be dictated by the degree of equivocalness that is associated with shopper choice (Trijp Fischer, 2010).The utilization of mentality theoryin comprehension of an assortment of attitudinal conceptsThe utilization of demeanor h ypothesis in comprehension of an assortment of attitudinal ideas is basic for advertisers. There are two fundamental speculations that can be applied to this circumstance: the Theory of Reasoned Action created by Fishbein and the Theory of Planned Behavior created by Ajzen. As a matter of fact, the two speculations help to clarify the job of prompt determiner of purchaser conduct †consumers’ goal to be engaged with this conduct (Ajzen, 2005; Brannon Feist, 2009). The two hypotheses accept that buyer expectations ought to be centered around inspiration. Different persuasive variables influence buyer conduct. At the end of the day, aims are brought about by some persuasive components so as to play out some conduct. Simultaneously, it is important to comprehend that an individual’s goal to play out some conduct (for example customer conduct) or not to perform it is â€Å"the quick determinant of action†, whileâ an individual’s demeanor is dictated by â€Å"the person’s convictions and assessment of the normal outcome† (Raoprasert Islam, 2010, p. 31).The Theory of Reasoned ActionThe Theory of Reasoned Action (Fig.1) is centered around the way that customer social aims are brought about by two significant reasons:Functioning of consumers’ mentalities toward their practices, â€Å"determined by their convictions that the conduct will prompt emphatically or adversely esteemed outcomes† (Brannon Feist, 2009,p. 72).Functioning of consumers’ abstract standards, controlled by shopper impression of the qualities set by others on the conduct and by their inspiration to follow these norms(Brannon Feist, 2009)According to the Theory of Reasoned Action, an individual’s mentality to conduct represents an individual’s evaluation of the positive and negative results of playing out the objective activity. The results of the conduct are thought about (Brannon Feist, 2009).â â â â â â â â â â â by and large, the Theory of Reasoned Action is centered around the supposition that buyer conduct is dictated by an individual’s expectation to follow the standards of conduct, which can give the most precise forecast of purchaser conduct. The degree of shopper expectation influences the chance to be associated with purchaser conduct (Raoprasert Islam, 2010).The Theory of Planned Behaviorâ â â â â â â â â â â The Theory of Planned Behavior is centered around the extra determinant of customer goal to act †consumers’ view of their command over their conduct. All things considered, the Theory of Planned Behavior can be seen as the expansion of the Theory of Reasoned Action (Ajzen, 2005). It is important to comprehend the job of consumers’ saw conduct control (Brannon Feist, 2009). This determinant was included to put accentuation the variables that strongly affect consumers’ goals. Due to the individuals’ self-impression of co ntrol, it is conceivable to foresee the probability of an individual’s activities (Brannon Feist, 2009).â â â â â â â â â â â According to the Theory of Planned Behavior, there are three essential determinants or variables that influence shopper conduct and goals: individual factor, social factor and the factor that manages the issues of control (Fig.2).As an obvious truth, the applicable mentality hypothesis assists with bettering comprehend an assortment of attitudinal ideas. The two hypotheses accept that an individual’s expectation to act with a certain goal in mind is reliant on the individual’s mentality toward the conduct (for example the assessments of others, the individual saw conduct control and the individual’s want to perform activities) (Ajzen, 2005; Raoprasert Islam, 2010). At the end of the day, as per these speculations, people may see different hindrances to customer conduct dependent on their own mentalities and thought abou t their own insights (Ajzen, 2005;Brannon Feist, 2009).Paul A. Pavlou and Mendel Fygenson(2006) utilize the Theory of Planned Behavior to offer clarification to shopper conduct, just as to anticipate the procedure of internet business selection by customers. Scientists place accentuation on the procedure that reflects two online customer practices: first, getting data and, second, buying an item on the web (from a Web dealer). Analysts â€Å"simultaneously model the relationship between these two unforeseen online practices and their individual aims by speaking to buyer conduct hypotheses and the hypothesis of usage goals, respectively† (Pavlou Fygenson, 2006, p.112). In addition, scientists utilize different techniques to determine for each kind of purchaser conduct its goal, conviction, demeanor, and social control.The significant reasons for attitudes’ inability to foresee shopper behaviorDue to the connection among disposition and customer conduct, it is conceivabl e to anticipate the conduct of buyers dependent on their own perspectives toward different items, brands, administrations, and so on offered by sellers.â when in doubt, customer conduct can be anticipated dependent on uplifting mentalities. In any case, now and again, it is difficult to anticipate shopper conduct since individuals â€Å"form mentalities that satisfy their social character capacities, and there is no any predictable connection among disposition and future behavior† (Mooij, 2010, p. 134). It has been discovered that mentalities may not generally be useful in anticipating buyer conduct. It is essential to comprehend the major barriersto anticipating shopper conduct (Harrison, 2005). As per the ongoing investigation led by the Cooperative bank, just 5% of the British customers settle on buy choices dependent on moral mentalities (Harrison, 2005). The accompanying components may strongly affect buyer conduct: changes in customer esteems, changes in mentalities, changes in purchaser information about items, and changes in some huge parts of utilization process (cost and quality), changing in shopper propensities and inclinations (Harrison, 2005; Hoyer, 2012)Essay on Using Attitudes to Predict Consumer Behavior section 2

A Comparison between the Moral Philosophy of John Stuart Mill and Immanuel Kant

The conversation on Moral Philosophy and morals has consistently been a dubious and entirely begging to be proven wrong theme, particularly on the off chance that we are to talk about every single way of thinking or belief system of each scholar beginning from Greece up to the Post Modernists.â corresponding to this specific way of thinking, the writer might want to analyze two of the philosopher’s moral methods of reasoning and how each come to have likenesses and appear differently in relation to each.To be progressively explicit, the writer might want to harp on the similitudes and contrasts between the ethical ways of thinking of Utilitarianism advocate John Stuart Mill and Idealist Immanuel Kant and to address the inquiry What are the key ideas in the ethical hypothesis of John Stuart Mill and Immanuel Kant?â Furthermore, to have the option to respond to the particular inquiry: What are the likenesses and contrasts in the ethical philosophies of Mill and Kant?The scho ol of Utilitarianism had John Stuart Mill as one of its driving proponents.â Mill discusses profound quality in the feeling of want versus attractive yet he negates that of Jeremy Bentham.â He further expresses that the genuine utilitarian deciphers the best satisfaction guideline to mean not my most prominent bliss but rather the best joy of the best number.[1] Contrary to the main utilitarian way of thinking of Jeremy Bentham, Mill sets through this standard the idea of more noteworthy useful for the more prominent whole.Mill further expresses that utility would charge first, that laws and social plans should put the joy or the enthusiasm of each person, as almost as conceivable in amicability with the enthusiasm of the entire; and besides, that instruction and assessment which have so tremendous an intensity of human character, ought to so utilize that power as to set up in the psyche of each individual an indissolvable relationship between his own joy and the benefit of the whole†¦so that an immediate motivation to advance the general great perhaps in each individual one of the ongoing intentions of action.[2]We can see emerging from this contention that Mill was giving more accentuation on the nature of joys and not simply our own pleasure and turns towards the benefit of the entire which we should seek.â This in this way gives Mill ground profound quality on close to home joy as well as additional on our commitment towards the individuals or on others.This, as per Mill doesn't at all repudiate with the Utilitarian precept/training where one intends to look for joy or pleasure.â According to Mill, joy is the focal point of good life and the most alluring objective of human conduct.â The said contention of Mill gives us a hazy area in asking what might be the premise or sole premise of desirable?Mill answers that that which is alluring is that we should choose.â Happiness is something that we want and it is our ethical obligation to seek a fter happiness.â Mill’s moral rule advances in the idea that a demonstration is acceptable to the extent that it produces happiness.â Mill was attempting to assemble an ethical framework that depended on the job, by expressing what should do upon what in actuality we as of now do.â Happiness for him is as yet a definitive of human conduct.When Mill set joy as something that man should searched for out of obligation, it can't however keep individuals from raising their counter-contentions with the question how might we demonstrate that joy is the valid and attractive finish of human life and conduct?To answer the question, Mill sets and expresses that the sole proof it is conceivable to create that anything is attractive is that individuals desires it.[3] The appropriate response that Mill gave however has not totally settled his depreciators since Mill has made a similarity wherein he contrasted obvious with that which is desirable.According to him, that which is notice able implies that something is equipped for being seen, subsequently, that which is attractive consequently makes us want it.â Such an end falls under one of the intelligent false notions since that which is seen, by methods for the workforce of the brain implies it is noticeable to our faculties yet that which is alluring, can't and doesn't naturally turn into an end that we would should desire.The certainty lies that the human brain, man, as an individual may want a thing which isn't alluring in the first place.â Mill suggests that our interest isn't restricted to joy alone yet the quest for duty.â According to him, a feeling of obligation coordinates our good thought.â For him, the premise of profound quality is an amazing common conclusion, an emotional inclination as far as we could tell and the honest sentiments of mankind.[1] Stumpf, Samuel Enoch.â Socrates to Sartre: A History of Philosophy.â Singapore: Mc Graw Hill Inc. 1991. p. 348. [2] Ibid. [3] Ibid. p. 349.

ceaser essays

ceaser papers I came, I saw, I vanquished (Andrews). This was spoken by one of the most prominent pioneers to ever run Rome. Julius Caesar was conceived on July 13, 102 B.C. to one of the first patrician groups of Rome. He was taught by a guide, Marcus Antonius Gnipho, whom gave Julius an incredible instruction. Julius wedded Cornelia, the girl of the Consul Lucius Cornelius Cinna. Sometime down the road he was titled the tyrant forever and governed the Roman Empire. In 60 B.C. Caesar aligned himself with general Pompey and government official Crassus. After a year, with their assistance he was chosen diplomat. For the following decade these 3 men cooperated governing Rome as triumvirate. In 59 B.C. Caesar took a military order in a Gaul, which was in possessed by Indo-Europeans known as Celts. He vanquished the Celts, and brought them under Roman standard. Because of his triumphs Caesar was hailed as a military saint by Romes lower classes. Not every person was so cheerful about Caesars developing prevalence. The congresspersons were very frightened and now saw him as a political risk. By 50 B.C. the triumvirate had disintegrated and Crassus was dead. He was slaughtered in fight while driving Roman powers to Asia. Pompey became Caesars political opponent. In 49 B.C. with Pompeys backing, the Senate requested Caesar to give up his military, and come back to Rome. Caesar dismissed this request, with no goal of giving up to his foes. He sorted out 5,000 faithful soldiers and lead them over the Rubican, the stream which isolated his military regions from Roman Italy. As per legend Caesar has seen a dream that urged him to cross, and shouted to his soldiers, Let us acknowledge this as a sign from the divine beings, and follow where they call, in retribution on our cheating adversaries. The bite the dust is thrown! (Farah 163) By overlooking the request given by the Senate, Caes... <!

A New Rankings Revolt In The Making

A New Rankings Revolt In The Making? by: John A. Byrne on May 15, 2017 | 0 Comments Comments 531 Views May 15, 2017Elliot Bendoly of Ohio State has co-authored a new research paper that is the latest attack on business school rankingsHere we go again.Deans and faculty from business schools at more than 20 universities are apparently taking something of a stand against MBA and rankings which they claim are misleading and disingenuous.Rather than â€Å"acquiesce to methods of comparison we know to be fundamentally misleading,† the administrators are encouraging their peers at other schools to stop participating in a process they say rates programs on a narrow set of criteria, according to The Wall Street Journal today (May 9).The protest appears in the form of a research paper to be published in the May edition of Decision Sciences Journal, a scholarly publication read mostly by academics. According to the Journal, the researchers examine the approaches used by media outlet s to aggregate different factors like admitted students’ test scores and tenured faculty on a school’s payroll into a single number, arguing that the process oversimplifies the array of reasons students pursue business degrees.Robert Morse, the guru behind the most cited rankings at U.S. News World Report, defends such lists. We created the U.S. News Best Graduate Schools MBA rankings to provide prospective students with the data-driven comparative information needed to make better-informed decisions about their higher education, says Morse. This is why prospective U.S. and international MBA students come to U.S. News when choosing an MBA program.MORE A PUBLIC GRUMBLING THAN A TRUE REVOLT?Rather than an actual revolt, however, the latest academic article represents more of a public grumbling over ranking methodologies than it is any indication of an uprising to walk away from the lists which impact application volume, alumni giving, and decisions by employers to recru it at a specific school. Ironically, schools more often than not publicize their rankings, helping to promote and encourage their use.Besides, threats to refuse to cooperate with a ranking are hardly new. Only last year, Switzerland-based IMD tried to pull out of the annual MBA ranking published by The Economist. The magazine chose to rank IMD, anyway, by using publicly available data as well as old graduate surveys (see IMD Tries To Pull Out Of The Economist Ranking).The highest profile revolt occurred in 2004 when Wharton decided it would not provide access to students for Businssweek’s survey of MBA gradutes, even convincing Harvard Business School to go along. Then Wharton Dean Patrick Harker made THE decision after falling from first place to fifth in Businessweek’s ranking in 2002 and being criticized in the magazines surveys for his stewardship of the school. But the magazine gained access to those email addresses, anyway, and still ranked both Wharton and HBS  without their cooperation.ABSENCE FROM A RANKING WOULD LIKELY TRIGGER AN APPLICATION DROPOFFSecond-tier schools that decline to participate in a ranking are typically at a severe disadvantage because their absence from a list would hardly diminish a ranking’s credibility or impact. The likely outcome: A school would simply disappear from the ranking, a move that would likely result in lower application volume as well as outrage from both students and alumni.Most ranking revolts are instigated by disgruntled or self-interested deans whose schools have either taken a consequential fall on a list or who are pushing a rejected agenda that would be to their school’s advantage. IMD staged its protest last year only after tumbling 11 places in The Economist’s ranking of MBA programs to a 32nd place finish. The Wharton revolt only occurred after the school fell four places, largely because the dean took too long to fill a top vacancy in the school’s career mana gement center just after the Great Recession hit.While it is certainly true that all rankings are to some extent flawed, often including metrics that have little to do with educational quality, such lists have imposed a level of transparency that has been helpful to both applicants and parents who are seeking third-party assessment and validation of a school’s claims. They also have been helpful to business school administrators who benchmark their programs against rivals to make improvements at the schools.KENAN-FLAGLER HAS NO INTENTION OF PULLING OUT OF RANKINGSThe latest revolt is likely to be overstated. While the Wall Street Journal identified four schools that have signed on to the research paper, the highest ranked school, the University of North Carolina’s Kenan-Flagler Business School, told PoetsQuants it will continue to cooperate with rankings. In fact, says a spokesperson for the school, Kenan-Flagler is currently working on ranking questionnaries from both Bloomberg Businessweek and The Financial Times. The school is also engaged in an ongoing dialogue with PoetsQuants for its second annual ranking of undergraduate business programs.The co-author of the academic paper is Elliot Bendoly, an associate dean of undergraduate students and programs  at Ohio State University’s Fisher College of Business. â€Å"If the goal is to help inform [students] about how to make the best decision about business schools, let’s give them the raw information, and not take numbers—which may or may not be relevant to the student—and bungle them together into a ranked list,† Bendoly, a professor of management sciences, told the Journal.If not for rankings, however, many schools would fail to disclose basic information to allow students and their parents to make informed judgments on an investment that can easily total a quarter of a million dollars. At a time when schools are asking students to incur debt burdens that ca n reach into six figures, it would seem the worse possible moment to mount a protest against rankings, however flawed they may be.A CO-AUTHOR OF THE PAPER ARGUES IN FAVOR OF CHANGES THAT WOULD FAVOR HIS SCHOOL OVER OTHERSBendoly told the Journal that surveys favoring schools with the highest-earning alumni might ignore the program’s tendency to place students in high cost-of-living locations such as New York City, or industries such as finance, which don’t match all applicants’ career goals.However, even schools that are more deeply rooted in a region of the nation where the cost-of-living may be lower enroll and place students all over the world, making adjustments to their salary numbers difficult, if not impossible.Bendoly told the newspaper that Fisher last year attempted to pull out of one organization’s ranking process, but the media outlet was still able to obtain information such as the career outcomes of the school’s graduates from other s ources. Though he declined to name the organization, it was PoetsQuants which published its first undergraduate ranking in early December of last year. Page 1 of 212 »

6 Functions of Behavior and How to Identifying Them

Behavior is what humans do, and its observable and measurable. Whether it is to walk from one place to another or to crack ones knuckles, behavior serves some type of function. In the research-based approach to modifying behavior, called  Applied Behavior Analysis, the function  of an inappropriate behavior is sought out, in  order to find a replacement behavior to substitute it. Every behavior serves a function and provides  a consequence or  reinforcement  for the behavior. Spotting the Function of a Behavior When one successfully identifies the function of the behavior, one can reinforce an alternate, acceptable behavior that will replace it. When a student has a particular need or function fulfilled by an alternate means, the mal-adaptive or unacceptable behavior is less likely to reappear. For example, if a child needs attention, and one gives them attention in an appropriate way because of appropriate behavior, humans tend to cement the appropriate behavior and make the inappropriate or unwanted behavior less likely to appear. The Six Most Common Functions for Behaviors To obtain a preferred item or activity.Escape or avoidance. The behavior helps the child to escape from a setting or activity that he or she doesnt want.To get attention, either from significant adults or peers.To communicate. This is especially true with children with disabilities that limit their ability to communicate.Self-stimulation, when the behavior itself provides reinforcement.Control or power. Some students feel particularly powerless and a problematic behavior may give them a sense of power or control. Identifying the Function ABA uses a simple acronym, while  ABC  (Antecedent-Behavior-Consequence) defines the three pivotal parts of behavior. The definitions are as follows: Antecedent:  The environment in which the behavior occurs and the circumstances that surround the occurrence of the behavior or people in the environment when the behavior occurs.Behavior: The behavior, what the student actually does, that needs to be defined.Consequence:  Everything that happens after the behavior, including how people respond to the behavior and what happens to the rest of the students educational program. The clearest evidence of how a behavior functions for a child is seen in the antecedent (A) and the consequence (C.) The Antecedent In the antecedent,  everything happens immediately before the behavior occurs. It is sometimes also referred to as the setting event, but a setting event may be part of the antecedent and not the whole. The teacher or ABA practitioner needs to ask if something is in the environment that may lead to the behavior, such as escaping loud noises, a person who always presents a demand or a change in routine that might seem frightening to a child. There also may be something that happens in that environment that seems to have a causal relationship, like the entrance of a pretty girl which can draw attention. The Consequence In ABA, the term consequence has a very specific meaning, which at the same time is broader than the use of consequence, as it usually is, to mean punishment. The consequence is what happens as the result of the behavior. That consequence is usually the reward or reinforcement for the behavior. Consider consequences like the child being removed from the room or the teacher backing off and giving the child something easier or fun to do. Another consequence may include the teacher getting really angry and starting to scream. It is usually in how the consequence interacts with the antecedent that one can find the function of the behavior.   Examples of the Pivotal Parts of Behavior Example 1: Jeremy has been taking his clothes off in the classroom. During a structured observation, the therapist noticed that when the time for art approaches, Jeremy gets really agitated. When the teacher announces, Time to clean up to go to art, Jeremy will throw himself on the floor and start pulling his shirt off. It has now gotten to the point where he quickly pulls his socks and pants off, as well, so the office will call his mother to take him home. The function here is to  escape. Jeremy doesnt have to go to art class. The teachers need to figure out what it is that Jeremy wants to escape from art. The teacher may start taking his favorite toy to art and not putting any demands on him, or he/she may want to put headsets on Jeremy (the room may be too loud, or the teachers voice may be too high pitched.) Example 2: The moment that Hilary is given a demand after group, she begins to tantrum. She clears her desk with a sweep, knocks it over, and throws herself to the floor. Recently she has added biting. It has taken as much as a half hour to calm her down, but after attacking the other students, the principal has been sending her home with Mom, who she has to herself for the rest of the day. This is another function of escape, though because of the consequence, one might say it is also indirectly attention since she gets the undivided attention of Mom when she gets home. The teacher needs to work on slowly shaping the academic behavior, giving her preferred activities at her desk, and making sure there is a home note that helps Mom give Hilary extra attention, away from her typical siblings, when she has a great day. Example 3: Carlos is a  seventh grader with low functioning autism. He has been hitting girls when he goes to lunch or gym, though not hard. They are affectionately referred to as love pats. He occasionally hits a boy with long hair, but his focus is usually girls. He usually grins after he has done it. Here, the function is attention. Carlos is an adolescent boy, and he wants the attention of pretty girls. He needs to learn to greet girls appropriately to get their attention.

America´s Neoliberal Capitalism and the Economic Expansion...

Americas neoliberal capitalism and the economic expansion After the crisis of government regulation capitalism about six years from 1973 to1979, a new layout liberal capitalism started to appear; firstly it was in Britain and the United States. In America, the new liberal capitalism was of main features in following: (1) Cancel the regulation of finance and business not only in domestic but also internationally, allowing the free market rule, and realizing capital to flow freely. (2) Privatize government’ services directly provide the government agencies and government workers in the past. (3) The government is no longer actively control of macro economy, and to a certain extent, reduce the macroscopic intervention with the purpose†¦show more content†¦Profits rise relative to the wages, as well as the family income goes to households with the highest incomes, produced a large and growing number of money to invest, these funds want to transcend the existing investment opportunities. All of this provides good conditions for emergence of the asset bubbles, because these funds are used to buy assets like real estate and securities. If an asset bubble began to appear, then its growing need a economic system, which can easily encourage the growth of the bubble by borrowing and it was turned out that the financial system deregulated, short-term capital department is preparing to do so in the new era of laissez-faire capitalism. After 2000, deregulated, short-term capital department created a new mortgage business, which occupies a lot in house purchase loans and is still in increasing, making potential for the last asset bubble. The third change in the new era of liberal capitalism is huge asset bubbles. During the long-time economic expansion firstly appeared in the 1980s, the commercial real estate asset bubble in the southwest in the USA caused the collapse of the majority of the savings and obtained rescue in 1990. Huge asset bubbles began to appear from 1994 during the expansion in the 1990s. From 1994-1999, standard poors index rose 23.6% a year, while corporate profits rose 7.6% a year. In the second year, asset bubble burst. During the long-time thirdShow MoreRelatedThe Political Theory Of The Chilean Economy1112 Words   |  5 Pagesforefront of the worldwide neoliberal experiment since the mid-1970s under the civic-military dictatorship that ruled the nation between 1973 and 1990 (Harvey, 2005a; Klein, 2007; McChesney, 1999; Paley, 2001; Stiglitz, 2002). Indeed, the Chilean authoritarian regime not only has radically applied neoclassical theory, but also turns it into â€Å"the founding philosoph y of a new society† (Valdà ©s, 1989: 35). 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Roles and Responsibilities in Life Long Learningg free essay sample

Unit Number- M503/1229 Unit Title Roles, responsibilities and relationships in lifelong learning. Presented as a requisite for the PTTLS levels 3 Academic year 2013-04-09 Word count 4,267 1. 1 There are many legislation and regulatory requirements and codes of practice that need to be considered in my role as a tutor. The generic legislation and codes of practice are encompassed within Write- Traks specific policies and procedures and codes of practice which I adhere to in my everyday working environment, such as Child Protection, Health and Safety, Equal opportunities, Anti-bullying and Internet and other home equipment policies. The Children Act (2004) ensures every child’s outcome to principally ‘be healthy, stay safe, enjoy and achieve, make a positive contribution and achieve economic well- being. ’ (Gravells, A. 2012:20). It is essential that I follow legislative guidelines to safe guard the children and young people that I teach, promoting safety and well-being of each individual. The Protection of Children Act (1999) gives local authorities the responsibility to investigate suspected abuse allegations, and by law I am required to pass on any information relating to this. As I am working with children it is necessary for me to have an up to date check by the Criminal Records Bureau (CRB). ’ Write-Trak is an umbrella organisation for the CRB. ’ (Write-Trak Policies and Procedures 2010:16), CRB checks were introduced by the safeguarding Vulnerable Groups Act (2006), ‘a vetting and barring scheme to make decisions about who should be barred from working with children and vulnerable adults (www. opsi. gov. uk). In my working environment I have a duty to ensure a safe working environment for my learners. I must adhere to the specific rules and legislations set out in the Health and Safety Act (1974) and as I work in my home, Control of Substances Hazardous to Health (COSHH, 2002) and Food Hygiene Regulations (2006). As a teacher I need to be fully aware of these regulations and make sure my learners are aware of their responsibilities too. I should always make sure my learners are aware of nearest fire exit and that all students adhere to the boundaries set out that are there to protect the welfare and afety of everyone present. The necessity to risk assess on a daily basis is an essential role I undertake, ‘Tutors need to consider the type of children/ young people in their care, and analyse hazards risk. To carefully estimate the level of risk of a violent attack. The consequences of injury or harm could range from a scratch to death. ’(Write-Trak, Policies and Procedures 2010) The Data Protection Act (1998) requires me to store and keep confidentially records containi ng any personal details in a secure location. In accordance with section 124 of the Police Act (1997), Disclosure information is only passed to those whom Disclosures or Disclosure information has been revealed’(Write-Trak, Policies and Procedures 2010), It is a criminal offence to pass this information to anyone who is not entitled to receive it. 1. 2 ‘Equality is about the rights of students to have access to attend, and participate in their chosen learning experience. ’(Gravell, A. 2012:53). This gives all learners equal opportunities to participate and reach their academic potential regardless of their age, gender, sexual orientation, creed, religion or culture. As a tutor it is my role to challenge any inequality and discrimination shown amongst my students and should be tackled in a fair, respectful and decent manner. Setting an example to other learners of how to deal with discrimination and prejudice appropriately and proactively ensuring all learners feel safe, comfortable and equal during tuition allowing learning to take place effectively. ‘Diversity is about valuing and respecting the differences in students, regardless of their age, ability†¦Ã¢â‚¬â„¢ (Gravells, A . 2012:54). Diversity is a key element of my working life as I teach a variation of students of mixed age, gender, ability and culture, therefore I need to ensure on daily basis that my lesson plans and resources are specifically tailored to meet each individuals need. Valuing and respecting the differences of others is a crucial principle that needs to be upheld in every session, giving each individual the right support to achieve the same success and qualification as the group as a whole, making sure each student feels comfortable in their learning environment and mostly that everyone feels equally respected. Different tools and strategies may need to be applied when taking these principles into consideration. Within my tutoring sessions I make certain my students feel comfortable about discussing problematic issues in a non-judgemental and safe environment, whilst always complying with generic and specific legislations and regulations. Promoting the principles of the Equality Act (2010) within my Personal health and social education and Preparation for working life lessons has aided an awareness of others and their rights amongst my students, who will therefore have a better understanding of Diversity and Equality. . 3 And 1. 4 The role and responsibilities of a teacher is a diverse subject. A teacher’s main role is to deliver effective, inclusive teaching whilst primarily being responsible for the health, safety and well-being of each learner whilst in tutoring hours. This is achieved by the teacher setting boundaries and working within the Generic and Specific Legislative requir ements and regulations whilst also following correct codes of practice. Some of the acts that require compliance are; Health and Safety Act (1974); ensures the working environment is safe and fit for purpose for an educational setting. Risk assessments are undertaken and updated regularly ensuring safety and welfare of all learners and staff. Equality Act 2010; ensures all learners are treated equally and all have the same chance of progression and succeeding as any other learner. The Data Protection Act 1998; ensures all records and personal information is kept confidentially and securely and protects all information held by the organisation and teaching staff. The Human Rights Act 1998; gives all people basic rights such as a safety and security whilst in education, access to toilet facilities and refreshment breaks. The Freedom of Information Act 2000; gives all learners the right to request to see any information held about them by the local authorities. (Morley, J. and Wordsworth, M. 2011:33) Following ‘The teaching and learning cycle’ (Gravell, A. 2012:10) basically summaries my main role as a tutor. Identifying needs using a variety of formal and informal assessment tools, a simple chat before formal assessments are undertaken can help to identify if they have any needs or specific requirements. For example, Dyslexia, Attention deficit hyperactivity disorder (ASAD), Autistic spectrum Disorder (ASD), physical nd mental health problems and behavioural difficulties are common amongst the students that I teach. It is common that students with such difficulties to have at some point had a negative learning experience, which will often have left the student reluctant to embark on future learning programmes. So speaking to them about how to best support them can often be an essential t ool for identifying student support as well as learning support they may need or may have found useful in the past. Formal assessments such as Goal online assessment programme, that I use to help ascertain information on working levels for each core subject that I teach. It gives me a detailed pupil profile of not only the students working levels, strengths, weaknesses, knowledge and skills for each subject but also specific areas they need to progress in to reach the next target level. Assessments would then be undertaken to establish each students learning style, ‘ Identifying learning styles as part of an initial assessment will help you decide the teaching and learning approaches to use’( A. Gravells,2012:50). Individual learning plans (ILP) can then be compiled for learner ensuring individual needs are met and learning can be facilitated. Planning and delivering learning inclusive to all learners and assessing and evaluating on a daily basis are essential for delivering and monitoring the learning that takes place in my sessions. Record keeping and report writing is also a major role in my job. All information held is to be stored in accordance with the Data protection Act 1998. As I am employed with a company who works for an umbrella of schools and districts, passing on information correctly and communication is a key element fundamental to the student’s lifelong learning plan. Up to date, accurate, factual assessments and reports are vital as my students can move Borough instantly without any prior planning. Making sure the student can continue to work towards their Aims and targets set out in Personal education plans in future educational settings is vital to the students overall academic progress and is both the responsibility of myself and future teachers, ‘If accurate records are not maintained, your students’ progress may become unstructured and their achievement may not be recognised or documented. ’(Gravells, A. 012:17) In my current role as a tutor my job description states, ‘To be responsible for the tutoring of young people in one’s home placed by an authority/ children’s home/ agency and to work with Write-Trak and all others involved in helping a young people to reach their potential. ’(Write-Traks policies and procedures 2010:9) As I am a self employed teacher, it is also my responsibility to ensu re that my own Public liability insurance is up to date and fit for purpose; this protects my learners and myself in cases of accident, injury and allegations and ensures legal procedures can be put in place if the necessity arises. Other responsibilities specific to my job role are set out in Write-Traks Policies and Procedures 2010. These policies ensure the health and well-being of both students and tutors are met on a daily basis ensuring that education is delivered in a safe and nurturing environment promoting growth and development of both learner and teacher. Ensuring the needs of both are met will enhance both the teachers and learners performance, giving both the potential to progress and embark on future learning experiences allowing them to reach their full inspirational goals. It is my role and responsibility to identify and meet the needs of my learners. It is important for teachers to conduct an initial assessment, in my role as a tutor this is done by a process of formal and informal assessments tools. It is common for the students that I teach to have both behavioural and emotional difficulties so a diverse assessment tools are essential to my role, as each individual child will have their own learning barriers that need to be carefully identified because if the assessment process is a negative experience for the learner they will be reluctant and unconfident to embark on future learning programmes therefore creating a barrier to learning further. This assessment process enables me to gather both personal and academic information essential for setting each learners Aims and Objectives and future goals, ‘Without deciding the aim and learning outcome nothing else can be produced or formulated,(Morley, J. and Wordsworth, M. 2011:24). Aims and targets set need to be included in reports and Personal education Plans known as PEP reports. These assessments are excellent tools for planning a students learning and also give me a pupil profile that will help me to identify each student’s abilities and learning style. It will help me to identify those with special learning requirements and specialist learning tools that may be needed to help a particular student overcome learning barriers. For example, a Dyslexic student or a student who struggles with literacy skills may need specialist resources such as coloured paper and overlays. Audio lessons, simplified worksheets, vocabulary, connective and sentence starter sheets are all excellent tools to use for theses type of needs. To achieve in exams a reader and a scribe can be put in place and sometimes specialist support may be sought through referral process if needed. These students will need specialist support to enable them to have a positive learning experience and reach their full potential with the same chance of success as everyone else. Once an initial set of assessments has been analysed, I am then able to gauge the level, abilities and previous learning outcomes of each learner. I am then able to plan and deliver modules of work that will meet my learner’s needs and help them to achieve their aims and progress educationally by carefully selecting resources and learning tools that will enhance my students learning, offering equality to all. . 1 ‘Boundaries are anything that may have a direct impact to your teaching or delivery. ’(Morley, J. and Wordsworth, M. 2011:32). Boundaries that a teacher might encounter arise throughout the teaching and learning cycle and can often create barriers to learning if not managed correctly. Boundaries such as funding constraints meaning adequate equipment, specialist resources and comp uter based learning programmes may not be accessed effectively. Demands from management, expectations of learners, parents, carers when considering capability of students to achieve and unsupportive colleagues are just some of the boundaries that may be faced when considering and facilitating learning. Students that are disruptive and may have behavioural problems can create a boundary in a classroom when teaching is being delivered. Meeting coursework deadlines can be difficult to overcome when working with students with attendance issues. Seeking support from colleagues, parents/carers, and manager and making referrals when specialist help is required is essential when overcoming boundaries to teaching. Many teachers face the problem of lack of time to attend training events and courses to update and add to their skills as a teacher continuing professional development which will enhance their teaching. In my teaching role my boundaries include teaching mixed age and ability groups, also working productively with learners who experience emotional and behavioural difficulties, therefore firm boundaries and a variety of teaching resources and contingency plans are in place every session. Time constraints ensuring students meet coursework deadlines, size nd layout of teaching room, and working with a multitude of networks and agencies, passing on correct information according to legislations and regulations. My main responsibilities are to my students but in my role as tutor I also have to liaise with many other professionals such as; educational Psychologists, social workers and fellow tutors and people external to my organisation such as parents, carers and care homes. I maintain a pr ofessional working relationship with external and internal bodies by conducting me professionally at all times, knowing where my role as a teacher stops and working within these limits. Ensuring I work within correct codes of conduct set out by Write-Trak policies and procedures (2010) and legislations such as Child Protection Act (2004), Data protection Act (1998) and the Equality Act (2010), ensuring boundaries are not overstepped. If you are a member of the Institute of Learning (ifl) then you also must comply with the Ifl Code of professional Practice, ‘this was introduced as a result of the teaching Regulations (2007), to cover the activities of teachers in the Lifelong Learning Sector. ’(Blacker,P. 2013). 2. 2 The diversity of my learners needs can be challenging to meet. When a learners ‘disabilities or problems that are outside your teaching boundaries or remit, you must signpost them to where they can receive the necessary help and assistance. ’(Morley, J. and Wordsworth, M. 2011:32), this is reinforced in Write-Traks’ policies and procedures (2010). In my role as a tutor I often come across students with problems that require support and assistance from external organisations. My students often have some sort of emotional, physical, behavioural problem that requires specialist support alongside support given in school. My students can suffer from physical and emotional problems such as depression, drug abuse, neglect, physical abuse, criminal activity and can also have social and educational problems such as Attention Deficit disorder (ADHD), Autistic Spectrum disorder ( ASD), Obsessive Compulsive disorder (OCD), Dyslexia, Dyspraxia and Dyscalculia, meaning my student may have complex needs meaning various learning and student support would need to be put in place to meet each individuals needs. For example a student with ADHD may need shorter set tasks and support to stay on task. A differentiated syllabus, energisers and audio lessons to reiterate key information when concentration has lapsed. Spiral learning also fills gaps in learning that may be due to lack of concentration. Stamina exercises are also great for building concentration periods. It is necessary for me to have an up to date list of support networks that I give to students, carers, and parents as needed, these are provided by the Write-Trak directors and are there to offer support to those in need of local community services. It is also essential for me to liaise with fellow teachers that share students with myself when identifying and referring a child with suspected learning difficulty or problem which prevents the learner progressing in a particular area. The learner would then be referred by me through Write- Trak to an Educational Psychologist or appropriate other to seek correct diagnosis and support for learner can then be put in place externally and internally by me and their other teachers. There have been occasions when I have had to liaise with the Youth Offending Team ( YOT) as the learner has had a legal requirement to attend tuition. A useful website for family and young people support networks is Family Information Service, (www. medwayfisd. com. ). This contains links for all aspects of emotional, social and educational support but also groups such as Barnardos and Catch 22 ‘Provide support services for young people in tough circumstances. ’(www. catch22. org. uk/homepage ). Web sources are especially useful to learners. In a modern society most people have access to the internet through smart phones and other devices, making learners aware of how to obtain help and information through the web safely is a key life skill. It is always good working practice to pass all information on in line with the policies and procedures of Write-Trak (2010), ‘Inform management of Write-Trak of concerns’ (Write-Traks Policies and Procedures 2010:3) as she collates all information given ensuring students are given all necessary support and referrals are made when needed. 2. 3 In summary it is my role and responsibility to identify, pass on information correctly and liaise with correct internal and external support networks when taking into consideration a learners needs. I have to be careful not to overstep boundaries ‘never feel you have to solve any student’s problems yourself and don’t get personally involved’ (Gravells, A. 2012: 52). I have to make sure confidentiality, respect and equality is upheld at all times. The Ifl Code of Professional Practice states: ‘Members shall take reasonable care to ensure the safety and welfare of learners and comply with the relevant statutory provisions to support their wellbeing and development. (Ifl 2008). This means complying with all Generic and Specific Codes of conduct, Legislations and regulations on a daily basis in my job role. Once initial assessments have been taken, I am then able to plan learning modules and aids needed to allow the student to succeed. Once rules, boundaries and a rapport has been established I am then able to facilitate learning using a variety of teaching and learning tools and approaches. Icebreakers and energisers are used effectively. I would then assess and evaluate learning, giving and receiving feedback from students encouraging them in progression and development. Other duties included in my role are daily attendance records passed onto office daily. Up-to-date records of assessments and student achievements have to also be passed onto office and future educational settings securely as well as liaising with social workers, care homes, parents, colleagues and other relevant professionals in the Life Long learning. Student annual reports and reports on request are also part of my duties. . 1 It is my responsibility to maintain a safe and supportive learning environment in my daily role as tutor. My job description (please refer to 1. 3-1. 4) sets out in Write-Trak’s Policies and Procedures makes my roles and responsibilities clear and gives me specific guidance and support networks to deal with any event. Complying with all Generic and Specific Legislations, Regulations and Codes of conduct set out by Gov ernment, Write-Trak and the Institute of Learning enables me to deliver effective, inclusive teaching in a safe and nurturing environment. It is my responsibility to ensure the safety and welfare of my learners by working within the regulations set out in Write Traks policies and procedure (2010) covering child protection, health and safety, equal opportunities and anti bullying policies. I am able to create a safe and supportive learning environment for all. By setting clear boundaries and rules during my sessions and sanctions for those who cannot work within these, ii am able to maintain a safe and supportive learning environment. I also inform them of support networks that could help when faced with tough circumstances by isplaying a list of relevant services available to support young people and their families, to liaise with appropriate professionals, internal and external to my organisation, in accordance to relevant Legislations and Regulations and responsibilities set out in Write-Trak’s Policies and Procedures (Section 5. 2:9). ‘Following the required legislation and codes of practice, and carryin g out your roles and responsibilities to the best of your ability, will help ensure you become an effective and professional teacher. (Gravells, A. 2012:22). By following these guidelines and those by your organisation a professional, competent teaching role can be established. Annual Health and Safety and Fire checks carried out by the Company Director are essential in checking I am meeting all Safety requirements by law ensuring a safe working environment for all. It is of up most importance that internal and external checks are made regularly to ensure all legal requirements are met by me and my company insuring everyone’s welfare and safety. This means weekly and daily risk assessments need to be made by myself when conducting daily activities. Secure student risk assessments enable me to identify potential hazards and disruptions, so contingency, support plans can be put in place to reduce risk and making sure list of essential contacts are always at hand such as emergency services, office, cab drivers, parents/carers and tutors. All student risk assessments are stored in accordance with the Data Protection act 1998. I am required yearly to produce up to date First Aid, Public Liability, Car and House Insurance certificates and yearly CRB checks are required by Write-Trak. To ensure continuous professional development of all tutors in compliance with Roles and responsibilities in the Life Long Learning Sector, I am contracted to attend regular Satellite meetings to confer with colleagues and the minimum of 4 training days per year, covering relevant topics such as Health and safety, Policies and procedures, Syllabus changes and requirement, Behavioural management, Disclosure, Safeguarding and many more. Attending these types of training sessions and attending courses aimed at refreshing knowledge and skills of teaching staff within subject taught ensures teachers are up to date and equipped with the skills and approaches needed to teach to the best of their ability. Ultimately improving their teaching as their career progresses, this in turn ensures each learner is taught by an effective, skilled and knowledgeable teacher. 3. 2 When teaching, you should try to embrace, embed and advance all aspects of equality and diversity’ (Gravells,A. 2012 :54). This means using a variety of teaching resources and aids which will reflect and enable different abilities, ages, cultures, genders and races making learning inclusive is essential to promote appropriate behaviour. Personal Health and Social Education lessons, group discussions and games are excellent teaching tools for promoting awareness, Equality and respect amongst my learners. Giving the students a variety of activities themed around exploring equality and diversity in the world in which we live and their own local community, giving them a better understanding of equality and diversity making them more tolerant to others differences. This will help them to integrate into new social and work environments in the future. Setting clear boundaries and sanctions and treating all learners with the same respect is essential for promoting appropriate behaviour. Firm but fair’ is how I describe myself with my learners; ‘Lead by example’ is another one worth remembering by those in a teaching role. Students learn from the behaviour and actions of teachers, ‘the way you dress, act, respond to questions, offer support, etc. , will also influence your students. ’(Gravells,A. 2012:10). Adhering to boundaries, acting professionally and not becoming too friendly whilst showing your passionate and enthusiastic, trustworthy and approachable b y displaying a non-judgmental attitude will help to retain your students’ respect. Communication is a key factor when maintaining appropriate behaviour and respect amongst my group. Listening to my learners whilst discussing inappropriate behaviour, explaining and reiterating rules when necessary and following set out sanctions for inappropriate behaviour is vital to setting clear boundaries for all. To promote overall well being, education and progression for my learners, it is essential I adhere to Codes of conduct set out in the Life Long learning sector, this in turn will promote professional and appropriate behaviours and respect amongst my learners. References All government legislations and regulations – www. opsi. gov. uk Blacker, P(2013) – PTTLS Guidance notes available at http:// Catch 22 – www. catch22. org. uk/homepage (accessed 4/4/13) Control of Substances Hazards to Health (COSHH 2002) Equality Act (2010) Family Information Service – www. medwayfid. com (accessed 4/4/13) Food Hygiene Regulations (2006) Gravells, A. (2012) – Preparing to Teach in the Life Long Learning Sector. The New Award (5th Edn) London Learning Matters. Health and Safety Act (1974) Institute of Learning (Ifl) Code of Professional Practice (2008) – www. ifl. ac. uk/membership/professional/code-of-professionalpractice. Morley, J. and Wordsworth, M. (2011) PTTLS made easier First Edition 2010. Highfield . Co. UK. Limited Police Act (1997) The Children Act (2004) The Data Protection Act (1998) The Freedom of Information Act (2000) The Human Rights Act (1998) The Protection of Children Act (1999) Write Trak – Policies and Procedures (2010)