Contractual issues Essay Example | Topics and Well Written Essays - 250 words

Contractual issues - Essay ExampleHer employer refused to provide her unemployment benefits arguing that Crowe was dismiss for cause. Consequently, she disqualified from obtaining benefits. Based on the findings of the South Carolina Department of piece of work and Workforce, she was non fired for cause. Crowe was entitled to obtain her benefits without disqualification. Based on clause 4135120 (2) of the South Carolina Code, an employee is entitled to unemployment benefits that should run between star to six months after being dismissed for cause (South Carolina Legislature, 2014). The case ended with the judge affirming that Crowe was entitled to unemployment benefits because she was not dismissed for cause.The ethical dimensions in this case is that AnMed did not consider Crowes claims that taking flu shot could make her go through pain and die from a debilitating infection. Though her actions were sensible, AnMed did not relieve oneself an appropriate way of engaging Crowe t o understand her problem (American College of Healthcare Executives, 2012). An administrator should first consider the situation that led to the dismissal. After the determination that she was not dismissed for cause, it would be necessary to give her employment

Operations Management At BMW Mini Essay Example | Topics and Well Written Essays - 2000 words

Operations Management At BMW Mini - Essay ExampleMultistage and single-stage production systems that have a supply image flexibility are based on multiple production sites with dependency on how the firms allocation of products and resources to various sites.Formalization of BMWs strategic planning process, as well as interfaces across strategic load planning, defines the firms partial strategies. BMW has rigid location strategies, allocation strategies, flexibility and cleverness strategies, and make-or-buy strategies. The characteristics of such strategies are critical to impacting premium car manufacturing, unlike mass product manufacturers (Riesenbeck & Perrey, 2009, p 156). For example, the determination of location strategy means that BMW should consider the approachability of qualified personnel in foreign countries and positive impact on the production image of Germany. Determination of the allocation strategy is based on BMWs goal to make highly customized cars based on o rders and requires more flexible assembly lines to be used for any product within the plant.The direction of BMWs sustainability strategy is based in the global focus on international markets. Involvement of all management board members schedules planning processes for sustainability and convenes diverse interest and assessments of the caller-ups progress. Responsibility for the operative implementation includes evaluation of measures among individual company divisions and the focus of the sustainability circle. The implication is that there are representations on sustainable business operations and environment responsiveness. The responsibilities of the institution include evaluation and identification of opportunities and risks relating to sustainability. The concept also oversees continued product enhancement in terms of sustainability strategies (Lussier, 2011, p 78). The firms performance refers to sustainability

How the leader can maintain high quality performance Research Proposal

How the leader can maintain spicy quality performance - Research Proposal ExampleIn footing of leadership theories, leaders can help maintain high quality performance by applying the applicable leadership style depending on the situation, the characteristics and personalities of the followers and the organizational goals. According to Martires (2004), morale boosting is related to productivity and is an important function of leadership. Studies show that high morale is accompanied by high productivity. Good leadership effect a positive correlation between morale and productivity (133). Leaders must be able to design and institute a balanced organisation of rewards and control, to monitor the progress of their subordinates, to appraise their performance and to motivate them towards the accomplishment of clearly defined tasks. Leaders acknowledge that the benefits of motivating, developing and training their followers contribute to high performance and productivity. Not only shoul d leaders work towards achieving organizational goals, but also the personal and professional goals of their followers. By acknowledging that leaders are genuinely commit towards the holistic development of people, would they be able to ensure that a high quality of performance is adhered to at all times. Work Cited Martires, Concepcion R.

Floods in India and Its Control Essay Example for Free

Floods in India and Its Control EssayCountries irrigated by an adequate river system are in many ways blessed. These rivers not only if help agriculture, but they provide a cheap and efficient transport system for the development of internal trade. The saying goesland divides, seas unite. But waterways bring also a good deal of misery to the people by causing devastating seasonal floods In India, for example, the sub-Himalayan regions of Uttar Pradesh, Bihar, Bengal and Assam are heavily flooded by the rivers of the Gengetic washbowl and the Brahmaputra, almost every rainy season. It brings untold sufferings to the people of these low-lying plains. Millions are rendered homeless men and cattle die in large numbers the reproach to property including standing crops is incalculable. Besides, floods affect the health of the locality and increase the relative incidence of cholera, typhoid and other water-borne diseases. In 1922 and 1998 flood in North Bengal left a trail of devas tation, essenti anyy in Malda, Murshidabad areas. Floods are caused by an excessive flow of water in rivers during the rainy seasons, due mainly to torrential rain in catchment areas.This may be due to two natural causes. First, the melting of ice in glacier on the mountains may thus supply a river with volumes of water overmuch in excess of its containing and carrying capacity. Secondly, heavy rains on the mountains cause an excess of water supply. In either case, the excess water overflows the embankments and submerges the low-lying plains. Bursting of dams and also Bridges in treasureive embankments lead to inundation. This causes large-scale deforestation. As for example, in the Terai regions during the war, floods destroyed the natural embankments of a river.Occasionally earthquakes, by changing the course of a river, or by raising its basin or choking and silting the riverbed cause flood Another contributory cause is the construction of railway bridges without leaving provi sion for the natural outflow of flood-water. Of course, floods in an agricultural country have often been looked upon as a blessing in disguise. Floods leave behind on the underwater areas a rich alluvial or silt-deposit, which greatly increases the fertility of the soil.This soil on either side of the Nile owes its fertility to the annual flooding of the area, which submerges large regions, pull down after the construction of Aswan Dam in Egypt. Nehru used to saygive unto the river what naturally belongs to her, i. e. homesteads should not be built on riversides or on transitory char lands. That is a sure preventive measure, better than steps to resist after-effects. Men have tried from the earliest times to build protective embankments against the incidence of floods. Ordinarily these can be made sufficiently strong to resist the usual type of floods.A system of canals to irrigate the low-lying plains affords considerable carry route for the excess water caused by a normal rai nfall. But these embankments should have to be maintained properly. Modern river engineering and hydro-dynamics, however, have led to a fundamental change in the principle. It is now realised that effective control of flood should begin at the source. Flood control, therefore, in these days has moved upstream. This includes the grammatical construction of adequate reservoirs in the head stream area and the application of the principle of multipurpose river control.The building of a sufficient number of reservoirs is a long-drawn and costly process. normal sentiment may not take kindly to it for it necessarily causes large-scale displacement of population as has been noticed in the Narmada Banchao movement of Sm. Patakar. For taming the turbulent Damodar, the age-long river of sorrow, by constructing the Tilaya, Mython and other dams across her, many Bihar villagers had to be shifted, and this was not liked by the local population. The future, no doubt, belongs to successful workin g of multi-purpose schemes.So petty objections, raised by individual or local interest, must give way before the larger needs of the people. In recent years, the rainy season has brought heavy floods all along the sub-Himalayan plains. The overflow of the tributaries of the Ganges and the Bramhaputra has caused untold sufferings to the people of these localities. Embankments have been broken, bridges have been washed away villages have been waterlogged, cutting off all communication theory for days together.The utmost damage has been caused to the towns and villages of Assam by the Brahmaputra floods. The government must put up protective embankments help the easy drainage of water by removing fake obstructions, and by adopting local remedies for particular regions. It has been rightly said, Rivers that overtop their banks and flood the adjacent lowlands offer a challenge to the people who must be ready to protect their fields from inundation.

Toyota Recall Essay Example for Free

Toyota Recall EssayThey keep back concluded that a precision-cut steel reinforcement bar (Consumer FAQ, 2010) needs to be installed on the pedal for it to eliminate any unnecessary friction that is causing the pedals to stick. Toyota is ensuring that the installation of the steel reinforcement bar is a permanent fix and get out eliminate the tension between the two surfaces and the pedals will no longer stick. Toyota has also done the following to reach their customers and take care of the recall termination 1 . They have mailed letters to all owners of vehicles involved in the recall. The letter contains specific instructions on what to do to get their vehicles fixed. 2. Many Toyota dealerships have extended their service hours in order to meet the needs of the consumers. 3. Within those dealerships they are working to improve customer relations by expediting repairs, offering surrender car washes, oil changes and follow up maintenance service. 4. In order to support its dea lerships Toyota has provided financial help to cover any additional costs link up to the recalls. All with the end consumer in mind.They want their customers to be able to resolve the issue as quickly and conveniently as possible. 5. Toyota has put together informational videos, campaigns and fight back releases describing the task and advising their customers of the risks associated with the recall and advising them of quick a solution. 6. They are working closely with CTS on rising manufacturing processes to avoid any additional problems.Overall, yes I think Toyota is manipulation the problem to the best of their ability and ssues and are guaranteeing that their simple fix to their poor design is a permanent fix. They are working with CTS to improve the design and future manufacturing practices for their parts. They are supporting their dealerships, doing what they brush aside to keep the customers involved and informed of new findings. They are putting their customers first . I do think their efforts are limited they can only fix so many cars at a time, I believe Toyota will be more selective on who they choose to fabricate their parts from now on.Like the old saying says you live you learn Toyota was focused n becoming the number one automaker in the domain and once it obtained the title it may have forgotten why they became the number one automaker in the world, which was quality. In my opinion they are handling the problem with class and integrity. Once you fall all you can do is get up and keep walking and that is exactly what Toyota is doing. This recall only affected 8 of their Toyota models, not any others or other lines such as their Lexus brand or their scion.

The Curtin Teaching Essay Example for Free

The Curtin breeding EssayThe Curtin article of faith, Learning and Student Experience Plan 2013-2017 outlines an ambitious vision for reforming learn and nurture, enhancing the disciple experience, optimising the culture portfolio and the student experience. This vision, enabled with a number of strategic projects give position Curtin as leaders in globally groundbreaking education provide a richly interactive and personalised scholarship experience and provide opportwholey for graduates, equipping them with skills for the future. It is in this context, that inform excellence is defined. Key to the discipline of tenet donnishs, who argon engaged in facilitating student culture, is the establishment of criteria to which excellent teachers can aspire. These criteria highlight the capabilities and skills that guide the successful recruitment, ripening, recognition and retention of quality article of faith academics in high education. The Curtin Teaching probity criteria provide a single set of measures to plunk for all relevant reward and recognition processes, so that education excellence is clear and consistent with the Universitys strategic goals.The tenet excellence criteria are excogitationed to assist individual academic ply, particularly juvenile and archaean career lag, in clarifying expectations, as well as providing guidelines to assist in the process of supporting academics and establishing guidelines for forward motion and introduces. The criteria will be used by academic staff and their supervisors as a formative development tool to identify career objectives, and development needs, in addition to forming the basis for informing promotion and awards. Curtins Teaching Excellence criteria are figureed to be broad and flexible, whilst providing a robust and valid definition of excellent pedagogics within the Curtin context. The criteria are aligned to the pedagogics roles within Curtin Expectations for Academic Perf ormance (CEAP)1 and the Curtin University Academic, master and General Staff Enterprise Agreement 2012-2016 Curtins Teaching Excellence CriteriaCurtins Teaching Excellence criteria mirror those developed in an Office for Learning and Teaching Project2 and informed by criteria and yard employed by the Office for Learning and Teaching3, the UK Professional Standards Framework for direction and supporting breeding in high education20124, the Higher Education Academy Benchmarking Project on actualisation of Teaching in Academic Promotion Project and analysis of criteria developed in other Australian universities. Staff who show evidence of excellence in instruction will contribute to systemic change in education and learn method through ongoing knowledge sharing and dissemination, for example, presentations within the training and educational activity community, collegial mentoring, join and nedeucerking, and involvement in university and higher education directions (Office for Learning and Teaching). Curtins Teaching Excellence criteria aim to1. Support the initial and continuing professional cultivation of staff engaged in principle and supporting acquisition. 2. Foster dynamic and culturally inclusive approaches to instruction and learn in transforming Teaching and Learning at Curtin through creativity, innovation and unvarying development in diverse academic and/or professional settings 3. Acknowledge the renewal and quality of article of belief, learning and assessment sets that support and underpin student learning. 4. Facilitate individuals in gaining formal recognition for quality enhanced approaches to article of belief and supporting learning.The Scholarship of Teaching and Learning (SoTL) for Curtin is systematic inquiry, critique, research and development in teaching, learning and the broader educational context which advances and publicly provides educational benefit to students, staff and the higher education sector. Teachers engaging in scholarship in teaching and learning seek to improve teaching at the tertiary train by Consulting and applying the literature on teaching and learning Investigating their own teachingAdopting innovative teaching approachesFormally communicating their ideas and practice to peers through publication and other formal means and Seeking and obtaining peer recognition for their ideas and practice.The scholarship of teaching and learning that underpins the teaching excellence criteria is taken from the definitions first proposed by Boyer(1990)5 and later adapted by the University of Queensland. Scholarly teachingScholarly teaching in a discipline involves all of the following striving for a high train of proficiency in stimulating students and fostering their learning in a variety of appropriate shipway, being familiar with the latest ideas in ones subject,being informed by current ideas for teaching that subject, evaluating and reflecting on ones teaching practice and the student learning which follows.The scholarship of teachingThe scholarship of teaching develops from a basis of scholarly teaching in a discipline but is not the same as excellent teaching. It involves exploring, testing, practicing and communicating improved pedagogies, learning processes, curricula, policies and learning materials. It meets the following additional criteria in the context of promoting student learning It requires high take aims of discipline-related expertise.It requires an understanding of who the learners are, how they learn and what practices are most effective in the context of the discipline (pedagogical content knowledge) It breaks new ground and is innovativeIt can be replicated and elaboratedIt is documented and subjected to peer come offEducational ResearchLike other social science researchers, educational researchers are guided by theoretical and methodological paradigms. A research academic in the field of education deploys theoretical perspectives to understand educational practice. Educational research includes psychological and philosophical inquiry historical, policy and cultural analysis and confirmable research on a range of areas including learning and teaching processes, pedagogy and course studies. Such research tests the assumptions and worth of theoryin terms of whether it provides equal to(predicate) explanations of the data and evidence. The aim of educational research is to expand our understanding of all aspects of education and to contribute to theoretical debates and developments in the area. The questions addressed are broader than those focused on in the area of teaching innovation and involve stakeholders beyond the context in which the innovation takes place (Research Assessment Exercise Guidelines, 2008)6.Curtins Teaching Excellence CriteriaThe seven criteria are1. Design and planning of learning activities, units and courses2. Teaching and supporting student learning3. Assessment and giving feedback to s tudents4. Developing effective learning environments, student support and guidance5. Integration of scholarship, research and professional activities with teaching and in support of student learning6. valuation of practice and continuing professional learning7. Professional and personal effectiveness read of Teaching Excellence at CurtinTeaching1. Design and planning of learning activities, units and courses2. Teaching and supporting student learning3. Assessment and giving feedback to students4. Developing effective learning environments, student support and guidance licenceeVALUate Unit Summary Report including unit coordinator reaction eVALUate Teaching Evaluation ReportStudent learning outcomes (retention and pass rates, student projects) Formal Peer Review ReportFormal Teaching Evaluation Review evidence of storyReport from community partners and feedback on outcomesFaculty, University or theme teaching awardsPeer recognition of quality teaching eg invitations to teach in o ther universities Scholarship of teaching5. Integration of scholarship, research and professional activities withteaching and in support of student learning 6. Evaluation of practice and continuing professional learning Evidence credentials of completion of Professional Learning chopine eg FOLT, ALUCP, ALCCP, ALFCP Formal teaching qualification in higher education e.g. Grad security in Teaching Attendance at internal or external teaching-related workshops Training and experience from the relevant industry/profession/ discipline Invitation to present, design or evaluate a teaching and learning workshop Peer reviewed publications / citationsUniversity or national teaching and learning grantsDetails of grants, awards (successful and unsuccessful) and outcomes Service and Leadership in Teaching and Learning (including Community Engagement and Professional Practice) 7. Professional and personal effectivenessEvidenceIndependent newspapers from menteesPeer review/ reviewer of curricula which demonstrate interest with the teaching/research nexus Peer review of curricula as an expertLeadership in supporting colleagues teaching through peer support and review. Outcomes of committee leadersProfessional Association Awards that validate leadership and expertise in teaching and learning External Reports from the relevant industry/profession/ discipline Invitation to present, design or evaluate a teaching and learning workshop Invitations to present soda at Teaching and Learning and disciplinary conferences on teaching and learning rank and file of senior advisory groups to GovernmentLeadership in external professional networks / interest groups in teaching and learning erudition by national or international professional bodies (awards, fellowships, honorary memberships etc) Leadership of professional bodiesContribution to the review and development of national and international professional practice standards Leadership of a school, faculty, university or national t eaching and learning initiative LevelDimensions of Curtins Teaching ExcellenceEvidence of achievementTeachingTeach and support student learningDesign and plan for learningAssess and give feedback to learnersDevelop effective learning environments and approaches to student support and guidance AA developing compose in teaching and a scholarly approach to teaching as evidenced by participating in team teaching within an constituted program with appropriate mentoring gaining experience in teaching in a variety of settings (eg small and large group, clinical, lab, field, research supervision) developing skills in all aspects of teaching practice, with appropriate mentoring, including - program design,-development of learning materials-analysis of learning needs of students-identification of appropriate approaches to teaching moderation of assessments-development of formative and summative assessment appropriately linked to learning outcomes seeking ways to improve practice by obtainin g and analysing feedback embedding reflective practice within all aspects of teaching. maintaining currency with the latest ideas in disciplinebeing informed of current ideas for teaching in the discipline Formal Peer review musical themeEvidence of reflective practice and plan for improvementTeaching valuation review reportEvidence of planned learning activities designed to develop the students learningSound knowledge of the unit materialeVALUate TER80% agreement or higher for two consecutive years and in most units taught BA developing write in teaching and a scholarly approach to teaching asevidenced by using the latest ideas and research in the discipline in teaching and learning applying current pedagogies in teaching and learningFormal Peer review reportEvidence of reflective practice and plan for improvementeVALUate USR with unit coordinator response and response in unit outline Teaching military rating review reportEvidence of well-planned learning activities designed to develop the students learningScholarly/informed approach to learning designThorough knowledge of the unit material and its contribution in the courseEffective and appropriate use of learning technologiesEvidence of effective unit coordination and heed of teaching teams and impact of mentoring on peers, colleaguesQuality assurance and military rating of teaching and learning (eg moderation, academic integrity) Student learning outcomes (retention and pass rates, student projects) Additional evidenceTutor feedback on preparation, organisation, mentoring supportEvidence of effective supervision of honours/postgraduate students to completion eVALUate TER80% agreement or higher for two consecutive years and in most units taught eVALUate USR80% agreement or higher for two consecutive years and in most units taught CStrong teaching practice evidenced byteaching in a range of different settings (1st year to PG large and small group, different learning environments) consistently high percen tage agreement in teaching and unit evaluations other evidence of positive student feedback and peer review reflection, review and continuous improvement of curricula, teaching resources and teaching approaches application to teaching practice of new ideas in the discipline and new ideas about teaching in the discipline acquaintance through awards and prizes at School or Faculty level Mentoring and supporting the development of teaching skills in Early Career teaching academics As per level B plusFormal Peer review reportEvidence of reflective practice and plan for improvementTeaching evaluation review reportTutor feedback on preparation, organisation, mentoring supportEvidence of effective supervision of honours/postgraduate students to completion Report from community partners and feedback on outcomesReceiving a teaching award (faculty or university)DA sustained record of excellence in teaching practice at all levels as evidenced by extensiveness and depth of teaching portfolio, recognition through awards and prizes at University level and above Mentoring and supporting the development of teaching skills in Early Career and Mid-Career teaching staff As per level C plusTeaching evaluation review report (External expert)Evidence of leadership of effective course of study development at the program level.Evidence of contribution to the teaching or curriculum and/or discipline at the national level.Curriculum, learning materials adopted at other universities Receiving a teaching award including curriculum development (university or national) Details of leadership roles and specific contributionFeedback from staff mentoredEA distinguished record of scholarly teaching at all levels as evidenced by demonstrable impact on student learning in and attitude towards the discipline over a sustained period demonstrable impact on success of graduates over a sustained period recognition through awards and prizes at National levelsubstantial role in mentoring and supportin g the development of teaching skills of Early Career and Mid-Career teaching academics. As per level D plusTeaching evaluation review report (External expert)Evidence of a leadership role and impact in curriculum design and review, planning and/or development at the (inter) national level Evidence ofsignificant curriculum, disciplinary contribution through published student learning materials, textbooks Leadership in mentoring and supporting colleagues in planning and scheming learning activities and curriculum Details of mentoring and leadership support of colleaguesExternal peer recognition and/or review on impact of curriculum, discipline, innovation Scholarship of teachingEngage in continuing professional learning in subjects/ disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practice AA developing profile in the scholarship of teaching as evidenced by Participation in the communication and dissemination of teaching practice within the discipline Participation in research on how students learn in the discipline Presentations on teaching and learning at local and national conferences Teaching evaluation review reportExcerpts from unit materials demonstrating incorporation of current teaching and learning research into teaching activitiesEvidence of teaching and learning scholarship in the practice of teaching and curriculum developmentEvidence of teaching materials and curricula which demonstrate engagement with the teaching/research nexusEvidence of self-evaluation leading to changes in practice and student learning Evidence of professional learningCompletion of FOLT (all modules)Completion of ALUCP (if in unit coordination role)Evidence of attendance at internal or external teaching-related workshopsEvidence of elaborateness in conference / forum relevant to teaching and learning Working toward a formal teaching qualification in higher education e.g. Graduate Certificate in Higher EducationA developin g profile in teaching and a scholarly approach to teaching as evidenced by using the latest ideas and research in the discipline in teaching and learning applying current pedagogies in teaching and learningAs per level A plusEvidence of professional learningCompletion of ALUCP, ALCCP and/or ALFCP (according to role)Evidence of attendance at internal or external teaching-related workshopsContribution and systematic participation in professional learning or disciplinary engagement in the area, scholarship of Teaching and learning Formal teaching qualification in higher education e.g. Graduate Certificate in Teaching Teaching evaluation review reportEvidence application of current pedagogies in the practice of teaching and curriculum development Membership of disciplinary teaching network (e.g. teaching and learning network, HERDSA, OLT)A strong record in the scholarship of teaching as evidence by Demonstrated institutional impact through curriculum development at the discipline or int erdisciplinary level Presentations on teaching and learning at local and national conferences Success in attracting funding to undertake projects related to teaching practice in the discipline As per level B plusDetails of grants, awards (successful and unsuccessful) and outcomes Teaching evaluation review reportContribution and systematic participation in professional learning or disciplinary engagement in teaching and learning Peer reviewed publications in the Scholarship of Teaching and Learning (local and national conferences)An excellent record of scholarship of teaching as evidenced by Demonstrated institutional impact in relation to teaching policy and practice Evidence of text books or innovative teaching materials that are used elsewhere Participation in international organisations related to teaching area A strong record of scholarly publication in major international education journals Invited presentations at national and international conferences Partner and/or lead in vestigator on externally funded teaching and/or curriculum projects As per level C plusContributes to teaching and learning policy development and practiceInvitation to present, design or evaluate a teaching and learning workshop (evidence of invitation) Peer recognition of quality teaching e.g. invitations to teach in other universities, awarded a faculty and/or University teaching award. Leadership and innovation in teaching practices and supporting students recognised at the university, disciplinary, national level Leadership in supporting colleagues teaching through peer review and teaching evaluation Success in a university, national, discipline teaching award Peer reviewed journal publications in the Scholarship of Teaching and Learning Textbook publications or innovative teaching materials used in the higher education sectorA distinguished record of scholarship of teaching as evidenced by Recognition as an eminent international authority for scholarship of teaching, as reflec ted in high quality scholarly publications in international education journals invitations to present keynote addresses workshops at relevant national and international conferences Lead investigator on externally funded teaching and/or curriculum projects teaching fellowshipsEvidence of text books or innovative teaching materials that are used elsewhere As per level D plusTeaching evaluation review report (External expert)Evidence of successful, strategic leadership and innovation in enhancing quality teaching practices and supporting student learning at the university, disciplinary, (inter) national levelEvidence of championing an integrated approach to academic practice in the university, discipline, (inter)nationally.Evidence of establishing effective organisational policies and/or strategies for supporting and promoting others (eg through mentoring, coaching) in delivering high quality teaching and support for student learning Evidence of Keynote addresses and workshops in nati onal and international Teaching and Learning conferences Peer reviewed publications in the Scholarship of Teaching and Learning sustained publication record in high quality international journals Leadership in Teaching and Learning, Engagement and Professional practice ADemonstration of potential for leadership in teaching and learningTeaching evaluation review reportContribution and active participation in school teaching and learning committees Evidence of participation in external activities relevant to the discipline/profession and community engagementDemonstration of growing profile in service and leadership in teaching and learning Teaching evaluation review reportActive participation in School committees with measureable outcomes details, role and outcomesIndependent reports from menteesPeer review/ reviewer of curricula which demonstrate engagement with the teaching/research nexus Evidence of significant external contributions to the discipline/profession and community eng agementDemonstration of effective service and leadership in teaching and learning As per level B plusTeaching evaluation review reportSuccessful prosecution of a major line (sustained or one-off project) that enhances performance of School/Faculty in teaching and learningEvidence of supporting the development of teaching skills in Early Career teaching academics Evidence of successful achievement in roles such as mentor, peer reviewerA significant leadership role in teaching and learning as evidenced by Leadership in curriculum development and renewal at School, Faculty and institutional levels Leadership in introduction of new approaches to teaching and learning at School, Faculty and institutional levels Invitations to participate in reviews of teaching and learning at other institutions involvement in national educational activities Participation in collaborative partnerships relating to teaching and learning with other educational institutions or other bodies As per level C pl usTeaching evaluation review report (External expert)Peer review of curricula as an expertLeadership in supporting colleagues teaching through peer support and review Outcomes of committee leadershipProfessional Association Awards that validate leadership and expertise in teaching and learning External Reports from the relevant industry/profession/ discipline Invitation to present, design or evaluate a teaching and learning workshop evidence of invitation Invitations to present keynote at Teaching and Learning and disciplinary conferences on teaching and learning evidence of invitation Leadership of a school, faculty, university or national teaching and learning initiative EA national and international leadership profile in teaching and learning as evidenced by Impact on educational policy and curriculum development nationally and internationally contributions to curriculum debates Leadership in educational activities of national and international organisations Leadership of co llaborative partnerships relating to teaching and learning with other educational institutions or other bodies As per level D plusMembership of senior advisory groups to GovernmentLeadership in external professional networks / interest groups in teaching and learning Recognition by national or international professional bodies (awards, fellowships, honorary memberships etc) Leadership of professional bodiesContribution to the review and development of national and international professional practice standards

Prostitution Legalisation Sexual Offences

Prostitution Legalisation Sexual OffencesProstitution is defined as participating in enkindleual activity in commute for money. Its often referred to as the oldest profession and is a highly emotive topic nestled in spite of appearance the tangled web of sexuality and morality. The legal status of whoredom has constantly fluctuated over centuries and even millennia as well as in different countries where it basin be punishable by death or completely legal.The historical legislation on harlotry is as vast and as changeable as face impartiality itself is. As long as laws have existed thither have been many varying degrees of legalisation and illegalisation of whoredom. In 1161 King Henry II altogetherowed the regulation of capital of the United Kingdoms house of harlotrys. (Evans, 1979) and in 1546 Henry VIIIs decisioned Englands toleration of prostitution. (Roberts, 1993) During the 19th Century the tight-laceds ideas of morality and social purity influenced legislation concerning sexuality and sexual offences. (Walkowitz, 1980) The first law was made with the reference to the term common prostitute was the Vagrancy Act of 1824. In Subsection 3 of this Act stated that any common prostitute behaving in a riotous or indecent manner in a earthly concern place or thoroughf are was liable to a fine or imprisonment. (Laite online) Further legislation was built up over this period including solicitation laws brought about in England in 1847 made it an illegal offence to loiter or solicit people for the purpose of prostitution. These offences were arrestable and punished by fines which could be increased upon subsequent convictions.In 1885 parliament passed the Criminal Law Amendment Act (Walkowitz, 1980) which was resultant answer to two the publication of an investigative publish in the Pall Mall Gazette (Laite) witch uncovered an organised child prostitution ring. The act turn to the issue of Age of consent raising it to 16 and created laws outla wing the forcible detainment and procuring of women for purposes of prostitution. It in addition addressed laws on brothels, but due to lack of definition of the word brothel it was used everything from what we understand as brothels to a residence of two or more prostitutes. This lead to heavy arrest figures of many prostitutes particularly poor ones as they would often rent premises together so that the cost could be shared and since they had no money to pay legal cost they could find themselves with good fines or three months imprisonment.Some of the next significant changes in prostitution edict came about in the 1950s. A report was published in 1954 called the Wolfenden report as a response to public concern of the rise of the number of women involved in prostitution. (Phoenix, 2005) The report had far reaching effect and the recommendations made went on to form the basis of the Street Offences Act 1959. The report consolidated the official discourse on prostitution and crea ted a new framework for the regulation of prostitution. The Acts intimately significant parts pertaining to prostitution include making it illegal for a prostitute to loiter and solicit in a public place and it introduced a system where prostitutes were first cautioned for offences and after repeat offences a punishment such as a fines would be introduced and if the offending progressed further the offender could be immure for up to three months. (Scrambler, 1997) Other legislation in the Sexual Offences Act 1956 updated the laws on the offence of keeping a brothel, the offence of procuring a woman into prostitution by any means of force or under duress. Additionally it was an offence for a man to live off of the earnings of prostitution (i.e. pimping).Legislation dealing with prostitution was non an issue in contention again until the 1980s. In the 1970s and 1980s a number of groups linked with feminist groups emerged in Europe and America promoting the rights of prostitutes (E. g. COYOTE (call off your old tired ethics) and the ECP (English collective of prostitutes)) and called for the de cruelisation and normalisation of prostitution. (Matthews, 2008) they argued that the laws directed at prostitutes were discriminatory and counterproductive. In addition to that in that location were increasing concerns about the levels of kerb-crawling and it was agreed that a new law was needed to address the issue. These problems were addressed in the 1985 Sexual Offences Act (Scrambler, 1997) which included the criminalization of curb Crawling. Such measures see a shift of focus on who is the problem which can be seen as answering the critics who argued against the double standards of punishing prostitutes who were nearly forever women and often vulnerable and probably poor. However an argument against the Kerb crawling law was that it would lead to an increased lack of safety for sex workers on the streets as they have to identify and go with a client quickly to avoid detection and arrest.The Sexual Offences Act 2003 makes amendments to these previous laws, strengthening them and updating them to include both mannish and female sex workers and extending the punishment for keeping a brothel to up to 7 years in prison. (OPSI, 2003) Additionally it can be tell that the Crime and Disorder Act 1998 which saw the introduction of Anti-social behaviour orders were used against persistent offenders and street prostitutes were a primary recipient of these in certain English counties, (Sanders, 2005) A study conducted on the matter in Birmingham found during the study that nineteen prostitutes had been served ASBOs for persistent solicitation and two women were sent to prison for breaching their orders. (Jones Sager, 2001)All of this retiring(a) legislation has culminated in the current UK law on Prostitution which is that whilst it is legal to be a prostitute (take money in return for sex), the laws make all other surrounding areas of prostituti on illegal, such as streetwalking, pimping, soliciting (advertising sexual services), kerb crawling and keeping brothels are illegal.Critics argue that the current laws make, providing sex in exchange for money difficult and dangerous. Additionally we have seen that there have been changes in the ideas of prostitution being a victimless crime, to being a crime which victimises women and children. These shifts in the perceptions of prostitution are informing new calls for a change in policy with claims that the current laws are out-of-date and furthermore they are biased against providers of sex and flaccid on those who organise, buy and control and coerce women (Edwards in Sanders, 2005)What appears to be coming clear is that many would prefer to see clear cut laws on prostitution that are either in favour of abolitionism (in the sense that prostitution is prohibited) or legalisation. But in addition to that others envision towards legislation which centers on either decriminalisa tion or regulation. Petitioners for reform look towards examples of other countries and their legislation on prostitution. Most notably those in favour of decriminalization look towards the examples such as the Netherlands, Australia, Germany and Sweden.Sweden is a prime example of Decriminalisation. In Sweden they hold the view that prostitutes are exploited by their clients and it should be the clients which are held responsible. In 1998 the Security for Women bill was introduced in Sweden which included the criminalisation of the purchasers of sexual services, with penalties ranging from a fine to 6 month imprisonment. A key component of the legislation was specific funding for exit strategies for women wishing to extend prostitution, including specific benefits, specialist drug and alcohol services and accommodation. At the time of implementation it was estimated that there were 2,500 prostituted women in Sweden with approximately 600 working in street prostitution, which has in a flash been reduced by 80%. Over 500 men have been charged under the act and the law has an 80% approval rating from the public five years after implementation. (McAlpine, 2006)The Netherlands has changed over the past century it once outlawed brothels and pimping, however in the later half of the 20th Century prostitution was tolerated and regulated within certain areas. (Matthews, 2008) Over the last decade there has been a new shift, as pimping became legalised and brothels decriminalised. The idea for allowing brothels was too shift prostitution from the streets and aid make prostitution safer for the prostitutes. The result in this change in policy is that the sex intentness has reportedly expanded by 25% and the sex industry now accounts for 5% of the Dutch economy. (McAlpine, 2006) There has however been some criticism of this policy system. Its been argued that the prostitutes are still losing out as they lose control of the cogency to choose customers the prices char ged the hours they work and the services they offer. (Safer London Committee, 2005) This is often put down to the influx of women from the Eastern Block, South East Asia and Africa many of who are trafficked by criminal gangs and as a result damage the industry by pushing down prices and not following codes of conduct. (Bindel, 2004)Additionally in the Netherlands during the 1990s they initiated a project in an effort to manage and control Street prostitution by introducing tolerance zones called tipple zones in a number of their cities where street prostitution was a problem. The function of these zones was to be an area outside of major population areas where street workers would be tolerated to operate drug dealers and pimps were not tolerated within the area. Charitable agencies also provided help within these areas offering counselling, clean needles, and panic alarm buttons. However while to begin with tipple zones reduced the level of nuisance associated with street prostitut ion it was seen to be a failure in the long run and eventually all of the zones were closed down. (Matthews, 2007)Certain States in Australia are prime examples of Legalisation. In Victoria, Australia there were 40 legal brothels in Victoria in 1989, in 1999 there were 94 along with 84 escort agencies following the legalisation of the industry in addition to many illegal venues. Legalisation is argued to have normalised the industry with the pimps being considered legitimate businessmen and sitting together with the police and lawyers on the Prostitution maintain Board. (McAlpine, 2006) But it isnt all positive as there are still a significant amount of brothels that are unregistered and many prostitutes do not want to register as prostitutes because they do not want to be stigmatised. (Bindel, 2004)Legalising prostitution seems to be far more complex than it initially appears and moreover, evidence in other countries shown can display that it does not solve the problems of prostit ution. In countries where prostitution is legalised such as the Netherlands and Germany there are still significant problems with Street Prostitutes and there are also significant problems with the levels of trafficked sex workers.In return to ideas for reform of UK Legislation it would appear that the overall critique of the UK laws is that the legislation is failing in combating prostitution. moreover like most prostitution policy approaches Bindel (2004) argues that theyLack a logical philosophical underpinning, from which specific short and longer term aims and objectives could be drawn. The most coherent approach in terms of philosophy and implementation is that adopted by Sweden, and interestingly it is the only one where no one who sells sex is subject to the criminal law.Many argue, that a lot of money is still spent on law enforcement efforts to catch prostitutes and their customers. When prosecuted, the justice system has to process them through expensive systems. The end results appear to be that there is little impact on prostitution. Prostitutes pay the penalty fines and are back on the streets again in what becomes a revolving inlet process. (Sanders, 2005)In terms of the most successful form of policy for the management of street Prostitutes it appears that Swedens approach looks to be the most successful. Their laws make use of the notion that prostitutes are victims of male violence, and so the purchaser of sex is the criminal and the seller of sex the victim. It can be argued that the reasons for these ideas working are that it is the perfect deterrence. A typical male who visits a prostitute isnt the stereotypical view of an older lonely man but it can be anyone. (Spurrell, 2006) Because of this it is likely that many men would be deterred from development prostitutes if it is made far more unfavourable.If UK prostitution legislation were to be reformed it would be important to make it more fitting to todays attitudes. It has been establi shed that whilst prostitution in the UK is legal majority of the acts surrounding it are not. The reasons for this are within the basis of past legislation, which sought to protect women from abuse and victimisation. And additionally to push it to the margins of society, presumably in the hope that it would go away. Realistically however it is unlikely that it will go away, so there is the need to address ways to manage prostitution so that it can function without criminalising prostitutes or creating victims and that prostitutes are free to work in as safe and healthy environment as possible.To do this prostitution postulate to be decriminalised and regulated. It needs to be recognised that prostitutes will always be out on the streets in some shape or form and so any attempts to move prostitution solely into the indoor sphere is unlikely to work. With that said legislation needs to address both indoor and outdoor prostitution. As with the Netherlands, brothels should be the promo ted alternative with brothels being regulated and only state licensed ones should be tolerated. Prostitutes should be registered but allowed to operate with a degree of anonymity if they choose. The Laws against Pimping and laboured prostitution should still stand and heavy laws should be imposed for hose who traffic women and force them to work as prostitutes. As for street prostitution we should look towards the Swedish model which criminalises the buyer rather than the prostitute. Additionally there needs to be a geographical equality to the implementation of prostitution laws. At the fleck different areas in the UK operate very different implementations of the current law. Some areas of the UK operate a Zero Tolerance policy yet others are unauthorised red light districts. (Matthews, 2007)So to conclude it can be argued that laws have not changed all that much in the past century the main changes in the law have mostly been about encompassing new offences. All that appears to have resulted in these new laws are that prostitutes have been driven out onto the streets. The record of there job and the illegal status of it, creates high risk circumstances. And because their actions are unlawful they have to conceal what they are doing and cannot be protected by the services.There are talks about a draft Bill for new legislation on prostitution. But whole sale changes to the laws appear to not be on the agenda yet again. We can look towards policies in other countries such Sweden which favours the decriminalisation of the prostitute and to the Netherlands which has legalised and regulated brothels with a certain degree of success.What can be agreed is that there needs to be a wider debate upon the criminalisation or decriminalisation of prostitution, which looks at the needs and safety of those people who are sex workers.BibliographyBooksEvans, H. (1979) Harlots, Whores Hookers A chronicle of Prostitution, New York TaplingerMatthews, R. (2008) Prostitution , Politics and Policy, Oxen Routledge-CavendishPheonix, J. Oerton, S. (2005) Illicit and Illegal Sex, regulation and social control, Devon, Willan.Roberts, N. 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