Monitor a Safe Workplace Essay Example for Free

Monitor a Safe Workplace Essay |Unit BSBOHS407A |Qualification | |Monitor a Safe Workplace |Certificate IV in Frontline Management | | | |Learner | |Start Date | | |Assessor | |Due Date | | | | |Task |Description |Who |What |Duration | |( 1 |Complete your workbook |Student |Workbook |10 hours | | | | |Text book | | |( 2 |Journal entry (one per week) |Student |Diary |20 mins | |( 3 |Scenario and Questions |Student |Questionnaire |1.5 hours | |( 4 |Underpinning Knowledge Questions |Student |Questionnaire |1.5 hours | |( 5 |Workplace Project |Student |Computer |6 hours (report) | | | | |Work Team |+ time on the job | |( 6 |Supervisor’s Checklist |Supervisor |Checklist |15 mins | | | | |Workplace Project: | | | | | |Create an OHS file for the information you collect while working through this unit. Consider your own organisation, or one that you have researched. | |Include the following: | |description of your organisation; | |organisational chart of your workplace with list of names, positions and responsibilities; | |floor plan of your workplace with emergency exits labeled; | |your organisation’s OHS policy and procedures; | |organisational chart and job descriptions; | |information from relevant state or territory’s OHS authorities; | |information from national OHS authorities; | |Risk Assessment forms and instructions/procedure | |copies of your organisation’s records and reports relating to OHS; and | |information from employees and health and safety representatives. | | | |Categorise the information and write a contents page for the folder/file. | | | |Conduct two (2) Risk Assessments on potential workplace hazards using the organisation’s procedures; attach the documentation. | | | | | |Contact your assessor if you require further information. | | | | | | | |_______________________________________ | |Student Signature | |DECLARATION: The attached information is all my own work | | | Certificate IV in Frontline Management BSBOHS407A: Monitor a Safe Workplace Candidate’s Name: ___________________________________________________ | |C |NYC | |FEEDBACK FROM MANAGER/SUPERVISOR | | | | | | | |Please consider how the candidate GENERALLY performs. | | | |Does your feedback confirm that the candidate can: | | | |Provide information to the workgroup about OHS policies and procedures |( |( | |Implement and monitor participative arrangements for the management of OHS |( |( | |Implement and monitor an organisation’s procedures for providing OHS training |( |( | |Implement and monitor procedures for identifying hazards and assessing risks |( |( | |Implement and monitor the organisation’s procedures for controlling risks |( |( | |Implement and monitor the organisation’s procedures for maintaining OHS for the team |( |( | | | |How does the candidate monitor safety in the workplace? | | | | | | | | | | | |COMMENTS FROM SUPERVISOR REGARDING CANDIDATE’S PERFORMANCE AGAINST THESE COMPETENCIES | | | | | | | |Supervisor’s Name and Signature: | | | |Email: | | | |Qualifications: | | | |Date: | Important: The candidate cannot be deemed competent until this checklist is returned. Please contact the assessor to discuss issues relating to this assessment, Corelink 02 9779 9800. Certificate IV in Frontline Management BSBOHS407A: Monitor a Safe Workplace Candidate’s Name: __________________________________ | | | |ASSESSOR’S OBSERVATIONS |Satisfactory | | | | | |Yes No | |Participates in group activities and group discussion in the learning development environment, OR, responded to |( |( | |assessor’s questions in the required time frame and to the required standard. | | | |Completed workbook activities to appropriate standard |( |( | |Recorded legitimate details of workplace issues in his/her journal and offered these issues and other discussion |( |( | |generating evidence to the workshop group | | | |Discussed and demonstrated an ability to work through issues raised on a one-to-one basis with the assessor (where |( |( | |the assessor coached the candidate through the issue) | | | |Demonstrated underpinning knowledge of the performance criteria for this unit |( |( | |Performance in the learning development environment was at a standard that reflected the candidate’s knowledge and |( |( | |understanding of this unit | | | |Ability to recognise opportunities to transfer learnings from group activities and discussions into the workplace |( |( | |Knowledge of how the elements and performance criteria of this unit integrate with and relate to the candidate’s |( |( | |organisation’s actual strategy | | | |ALL evidence submitted for assessment was appropriate for the level at which the candidate is being assessed |( |( | |Used effective people skills to relate to and communicate with others whilst in the learning development |( |( | |environment | | | | | |COMMENTS FROM ASSESSOR REGARDING CANDIDATE’S PERFORMANCE | | | | | | | | | | | | | |Assessor Name and Signature: Date: | Important: The candidate cannot be deemed competent until this checklist is returned. 1. Notes to Learner: †¢ ALL evidence should be checked off and attached to this document prior to submission for assessment. It is important you supply enough evidence so you can demonstrate that you are capable of performing at the appropriate standard in the workplace. Without the required evidence, you cannot be assessed as COMPETENT IN THE WORKPLACE by your assessor. †¢ The supervisor/third party checklist is to be completed by your supervisor. If you do not have a supervisor (for example, if you are a business owner), contact your assessor to arrange for a suitable third party to complete the checklist. †¢ Whether you are participating in FLM facilitated-learning workshops or learning self-paced, the assessor will complete a checklist to record evidence of your participation in group discussion, group activities or one-on-one interviews and emails. This will record an assessment of your underpinning knowledge and ability to transfer the learnings from the discussion and activities back to the workplace. †¢ Please contact your assessor if you require any assistance whilst preparing or collecting this evidence. †¢ If you do not have the instructions about how to keep a Journal, please contact your assessor. †¢ If you do not understand anything fully, contact your assessor. †¢ Go to Corelink’s website if you need tips on studying via distance learning. QUESTIONNAIRE Certificate IV in Frontline Management BSBOHS407A: Monitor a Safe Workplace SCENARIO Complete your answers using a word processor. The answers do not need to be lengthy (bullet points will do). The company you work for was recently purchased by another, much larger company. Although the employees have been assured that no retrenchments would occur they are still skeptical about what the future holds for them. The new managers appear to be quite open with staff about their vision for the company and have introduced major changes to its work practices to help them achieve their objectives. Workers are required to move to a new safety system. There has never been a formal system in place before. You have been put in charge of the project. Describe how you would go about the following: a. Information Sessions on OHS Legislation b. Method of explaining industry regulations to staff c. Draft of a suitable OHS Policy d. Explanation of how accessible this policy should be to employees e. Procedure for electing OHS representatives and committee f. Explanation of how meetings will be conducted g. Consultation methods you will use, and as assessment of that consultation with employees regarding the identification of workplace hazards h. Training requirements i. A checklist relating to hazards in your work area j. Draft of an Incident Reporting Procedure UNDERPINNING KNOWLEDGE QUESTIONNAIRE Certificate IV in Frontline Management BSBOHS407A: Monitor a Safe Workplace Complete your answers using a word processor. The answers do not need to be lengthy (bullet points will do). 1. Discuss the responsibilities that OHS legislation places on employees and managers 2. Describe the legal responsibilities of safety representatives and committees 3. What is meant by an employer’s OHS ‘Duty of Care’? 4. What should OHS audits evaluate? 5. What OHS records should be maintained? 6. Why do we have OHS policies and procedures? 7. Corelink PTY LTDAssessment Tool  ©Corelink Pty LtdAssessment Tool

Single Women And Depression Social Work Essay

Single Women And Depression Social Work Essay Depression in single, married and widowed/divorced employed mothers Mental health is gradually becoming a focus in todays society. Women are diagnosed with mental illness two-to-one compared to men. Some hypothesis to the reason for these unequal statistics include hormone differences, cultural stifling of womens creative expression leading to maladjusted coping mechanisms, or misdiagnoses by sexist doctors (News for Healthy Living, 1999). A womans circumstance highly influences her likelihood of developing an anxiety disorder. This paper will analyze the prevalence of mental illness, especially anxiety disorders and depression, among employed mothers who are either single parents, in a heterosexual marriage, or widowed or divorced. Afifi, Cox and Enns found that married women suffer from the fewest psychiatric conditions, never married women slightly higher, and divorced women have significantly the highest number of psychiatric diagnoses (2006). This is possibly because married women often have far less risky behaviors and lower mortality rates than their unmarried counterparts (St. John Montgomery, 2009). Financial hardships, low wages, working multiple jobs, unemployment, and lack of social support, contribute to depressive symptoms, though they have different effects on women with different relationship situations (Wang, 2004). These situations are merely predictors of depression not deciders and will affect single and married mothers differently. Single, widowed and divorced mothers will have higher stresses, and therefore depressive symptoms, relating to financial issues. While married women will have depressive symptoms more related to their relationship. People in unhappy marriages or those who are not satisfied with their partner may have high levels of depressive symptoms. Even more, being dissatisfied with ones living partner is correlated with depressive symptoms in women (St. John Montgomery, 2009). The coping mechanisms which are often associated with depression in married, single, and divorced or widowed women are generally negative and harmful to both themselves and their social relationships. Depression and alcohol problems are often co-morbid in both single and married women (Kelly, Halford, Young, 2000). In addition, depression and coping mechanisms often negatively affect the relationship between married women and their spouses. Depressed women and their partners report more destructive and inefficient ways of conflict communication and resolution (Heene, Buysse, Van Oost, 2007). More effective interventions should be reviewed to address not only the cause of the depression and depressive symptoms, but to introduce more operative coping mechanisms. Single Women and Depression Single employed mothers have a wide variety of stressors in their lives. These stressors are associated with a higher probability of developing an anxiety disorder, especially depression. Low income, low education, family size, and ethnicity are stressors which are highly associated with depression for single mothers (Afifi, Cox, Enns, 2006). The main stressors of a single mothers life are centered on her children and being able to provide for them. Those who were forced to work more than one job to provide for their family, especially those who were non-white, had an increased risk of developing major depressive disorder than their married counterparts (Wang, 2004). Often, the choice between spending more time at work and more time with their family is not a difficult one and does not add to the distress felt. Ethnicity however is a stressor in every sphere of life and is often linked to lower educations, lower wage, and discrimination. It is possible that non-white single mothers are not distressed about their ethnicity, but about the situations their ethnicity forces them into with regard to the ability to provide for their family. Reducing stressors, and therefore depressive symptom risks, is important to curb the anxiety disorders and depression among employed single mothers. Non-traditional sex-role attitudes, more time at work, higher income, low work-family strain, and high self-esteem are associated with lower levels of depression among single mothers (Keith Schafer, 1982). All of these situations allow for greater opportunities for a woman to provide for her family, thus creating a less stressful lifestyle. However, managing stress and depressive symptoms is also an area to be involved in. Single mothers are more likely to use mental health care services than their married counterparts (Wang, 2004).Whether this is because they have a less stable social support network, or married women feel ashamed for needing these services is unclear. However these statistics are only significant before the age of 50 (Wang, 2004). This is possibly linked to the aging of the children and the support the single mother r eceived from her adult children she no longer must support. Married Women and Depression For married women and mothers, stressors and triggers of depression focus less on providing for their family and more on their interactions and self-sacrifices for that family. Married women spend approximately 40 hours a week doing household chores (to a mans 17), that is a 70/30% split (News for Healthy Living, 1999). These statistics hold true for both employed women and housewives. The increase stresses of having to be both a financial and domestic provider is a key reason married women develop depressive symptoms. Married women cite losing the opportunity to pursue higher education or dream careers due to expectations of maintaining a household and family as one of their major causes of depression (St. John Montgomery, 2009). Even when a woman does hold a job, she feels that her income is less important than her husbands (which is usually higher). In these situations, she is often more distressed by her husbands performance than by her own (Keith Schafer, 1982). Often, increas ed involvement in leisure activities appear to be negatively associated with well-being, suggesting that further structured time commitments beyond those to her family may be more stressful than helpful for a married mother (Janke, Nimrod, Kleiber, 2008). Positive work orientation, high self-esteem, less time spent at work and higher satisfaction with both domestic tasks and their partner and relationship were linked with lower depression rates among married mothers (Keith Schafer, 1982). Partner satisfaction is an important reducer to the stresses, and ultimately depressive symptoms, in a married mothers life. There is significantly less martial adjustment and cooperation in marriages with at least one depressed partner (Heene, Buysse, Van Oost, 2007). Whether this is the cause or the result of the depression however is unclear. Drinking is a common form of stress control among married women; however this often leads to more stressful situations. Reductions in excessive drinking behaviors led to a modest improval in martial satisfaction rates and decreased depression (Kelly, Halford, Young, 2000). One of the highest causes of stress in married mothers lives is their over commitment to their surrounding friends and family. It has b een shown that decreasing the number of unsatisfying social connections, such as clubs and other leisure activities, may increase a married womens mental health (Janke, Nimrod, Kleiber, 2008). Widowed and Divorced Women and Depression While single (never-married) and currently married mothers have similar prevalence rates of mental health disorders, widowed and divorced women have a much greater occurrence (Afifi, Cox, Enns, 2006). Separated and divorced mothers have higher instances of diagnosable anxious-misery disorders including depression, dysthymia, general anxiety disorder (GAD), post-traumatic stress disorder (PTSD), and antisocial personality disorder, while widowed mothers have much higher instances of PTSD and major depressive disorder (Afifi, Cox, Enns, 2006). For widowed women the personal bereavement period and the psychological stresses of losing a spouse are often detrimental enough to trigger depressive symptoms or a depressive episode, especially in older women. Divorced women however are triggered not by losing their spouse, but by the process of divorce itself. A more hostile divorce will lead to greater instances of anxiety disorders as more negative interactions with a spouse is associated with depression (Afifi, Cox, Enns, 2006). Social support after being widowed or divorced is often lacking and needs to be cultivated to provide widows and divorcees with the means to combat their depression. Rates of adult engagement in pleasant activities have been link with subsequent decreases in levels of depressive symptoms (Janke, Nimrod, Kleiber, 2008). Isolation is prevalent after a spouse has died or left a woman, especially if she has children. She must now learn to provide for her family without her partner, and often times, without her main support system. More social contact, especially in the form of leisure activities with women their own age is recommended for widows or divorcees with depressive symptoms or on the edge of developing symptoms of an anxiety disorder (Janke, Nimrod, Kleiber, 2008). Depression Interventions Single, married and widowed or divorced mothers all have different stressors and triggers of depressive symptoms in their everyday lives. Each woman should ideally have an intervention created specifically to her socioeconomic status, relationship level and needs, child situation and other stress-inducing lifestyle characteristics. However, there are a few general guidelines about depression interventions in women which may apply to all categories. Distress, especially in relationships, is common in women with alcohol problems. These women report low confidence about resolving disagreements with their children, bosses, and/or partners (Kelly, Halford, Young, 2000). Alcohol use and abuse is also co-related to high rates of spousal aggressive and instances of excessive drinking in response to conflicts. While alcohol interventions alone improve relationships within the first 12 months of the decrease in drinking behavior, relapse often occurs if the original cause of the depression is not addressed and more viable coping mechanisms are not introduced (Kelly, Halford, Young, 2000). Women need to focus more on themselves, their inner growth, family and friends with whom they have close connections before over extending themselves; this could mean either eliminating unnecessary social connections or creating them depending on ones situation (Janke, Nimrod, Kleiber, 2008). Communication is the largest mechanism for combating stress and depressive disorder is women of all relationships levels. Women are more likely to express demands in relationships, whereas men withdraw themselves, and failure to have these expressed demands met often lead to feelings of hopelessness and depression (Heene, Buysse, Van Oost, 2007). These lower levels of communication, which could include avoidance or varying demand/withdrawal relationships, lead to little conflict resolution, less constructive communication and problem solving skills, more avoidant or ambivalent relationships in couples and often fosters depression or other anxiety disorders (Heene, Buysse, Van Oost, 2007). A common place for miscommunication is relationships, especially marriages, is the performance of household chores. Keith and Schafer found a significant link between satisfaction over housework and the mental health of married women suggesting that homemaking may have a greater important when both spouses were equally present (1982). The traditional sex-roles which often survive in marriages lead to greater depressive symptoms and depression in married women, whereas non-traditional sex-role attitudes have been shown to decrease depression in single women (Keith Schafer, 1982). It is not keeping the home which leads to the depressive symptoms, but the division of the work. The bigger the womans share of home responsibilities when compared to her partner the more likely she is to feel distressed and depressed (News for Healthy Living, 1999). Conclusions Single, employed mothers most often experience distress and depression relating to their financial situations and their ability to care for their children. Married women usually experience this distress relating to their relationship with their partner and the things they were forced to give up for their marriage. Widowed and divorced womens distress is generally focused around changing familial roles and the loss of familiar social support systems. Depression is more prevalent in widows and divorcees and least prevalent in married women, though this many have to do with the stress inducers of each group and the economic depression of the time period (St. John Montgomery, 2009). While the stressors of these women are all different, some common interventions are useful. Self-esteem is a large factor is all depressive symptoms and in the development of depression. Interventions aimed at increasing a womans self-esteem will be useful for all relationship levels (Keith Schafer, 1982). Depressed women have higher levels of attachment insecurity and therefore decreased conflict resolution skills, it is not clear however if the depression causes the decrease in relationship effectiveness, or the dysfunctional relationship is the cause of the depression (Heene, Buysse, Van Oost, 2007). Carefully selecting relationships to cultivate is important, whether growing new social support networks or strengthening existing ones, over or under stimulation socially is a large cause of depressive symptoms in women and mothers. A large conflict between work and home roles is a significant predictor of depression in women, so dividing the housework evenly among partners will si gnificantly reduce the occurrences of depression (News for Health Living, 1999; Wang, 2004). While depression will always occur in relationships, due to work and home stresses, from the burden of caring for children, and as a result of changes in a persons life; knowing the proper way to combat those stressors will significantly reduce a womens likelihood of developing depressive symptoms or anxiety disorders and allow them to pursue healthy and fulfilling relationships.

Virgil and Dante Essay example -- Virgil Dante Inferno Essays

Virgil and Dante In the note to Canto V regarding Francesca and Paulo, the Hollanders exclaim that â€Å"Sympathy for the damned, in the Inferno, is nearly always and nearly certainly the sign of a wavering moral disposition† (112). Indeed, many of the touching, emotional, or indignation rousing tales told by the souls in Hell can evoke pity, but in the telling of the tales, it is always possible to derive the reasons for the damned souls’ placement in Hell. However, there is a knee-jerk reaction to separate Virgil and, arguably, some of the other souls in limbo from this group of the damned, though, with careful perusal of the text, the thoughtful reader can discern the machinations behind their damnation. Although the dynamic between Virgil and Dante shifts dramatically through Purgatorio, throughout the Inferno, Virgil is the teacher and Dante the pupil, often bordering on an almost father-son relationship. It is the Roman, in Canto V, who asks the famous guiding question, â€Å"What are your thoughts?† (V.111), forcing the Florentine to pause and reason through what he is learning. Again, in Canto XXIV when Dante begins to weary, which is of little wonder: the poem begins at dawn with Dante lost from already being â€Å"so full of sleep† (I.11), Virgil manages to revitalize Dante’s spirits, calling for him to â€Å"Cast off sloth† (XXIV.46) and â€Å"Get to your feet† (XXIV.52), while reminding him of the â€Å"longer stair that must be climbed† (XXIV.55), Purgatory, which lies only a mere ten cantos ahead. Unarguably, this close relationship which forms between the two poets makes the reader’s heart pity Virgil’s damnation. This pity is doubled when one considers Virgil’s special situation: he is in Limbo, the circle of the virtuous pagans, thos... ...le to consider that Dante has erred in his placement of Virgil, noting how successfully that works with the rest of the allegorical levels. Perhaps then the answer and the problem which demands this answer, lies not with Dante or the poem, but within the reader. It is easy to identify with Dante, a man riddled with flaws; Virgil then becomes closer as a father figure. Thus, all the complex emotions wrapped in the bizarre web of paternity are translated onto Virgil. When one sees Virgil, one sees oneself; one sees one’s father. The damnation of the Roman I puzzling, paradoxical, and confusing, but not unjustified: many other souls in Hell fall under the same category. That to pity Virgil is to pity the part of ourselves which fears damnation and to pity our family before considering justice, is a lesson which can only be learned in the fire and ice of Hell. Virgil and Dante Essay example -- Virgil Dante Inferno Essays Virgil and Dante In the note to Canto V regarding Francesca and Paulo, the Hollanders exclaim that â€Å"Sympathy for the damned, in the Inferno, is nearly always and nearly certainly the sign of a wavering moral disposition† (112). Indeed, many of the touching, emotional, or indignation rousing tales told by the souls in Hell can evoke pity, but in the telling of the tales, it is always possible to derive the reasons for the damned souls’ placement in Hell. However, there is a knee-jerk reaction to separate Virgil and, arguably, some of the other souls in limbo from this group of the damned, though, with careful perusal of the text, the thoughtful reader can discern the machinations behind their damnation. Although the dynamic between Virgil and Dante shifts dramatically through Purgatorio, throughout the Inferno, Virgil is the teacher and Dante the pupil, often bordering on an almost father-son relationship. It is the Roman, in Canto V, who asks the famous guiding question, â€Å"What are your thoughts?† (V.111), forcing the Florentine to pause and reason through what he is learning. Again, in Canto XXIV when Dante begins to weary, which is of little wonder: the poem begins at dawn with Dante lost from already being â€Å"so full of sleep† (I.11), Virgil manages to revitalize Dante’s spirits, calling for him to â€Å"Cast off sloth† (XXIV.46) and â€Å"Get to your feet† (XXIV.52), while reminding him of the â€Å"longer stair that must be climbed† (XXIV.55), Purgatory, which lies only a mere ten cantos ahead. Unarguably, this close relationship which forms between the two poets makes the reader’s heart pity Virgil’s damnation. This pity is doubled when one considers Virgil’s special situation: he is in Limbo, the circle of the virtuous pagans, thos... ...le to consider that Dante has erred in his placement of Virgil, noting how successfully that works with the rest of the allegorical levels. Perhaps then the answer and the problem which demands this answer, lies not with Dante or the poem, but within the reader. It is easy to identify with Dante, a man riddled with flaws; Virgil then becomes closer as a father figure. Thus, all the complex emotions wrapped in the bizarre web of paternity are translated onto Virgil. When one sees Virgil, one sees oneself; one sees one’s father. The damnation of the Roman I puzzling, paradoxical, and confusing, but not unjustified: many other souls in Hell fall under the same category. That to pity Virgil is to pity the part of ourselves which fears damnation and to pity our family before considering justice, is a lesson which can only be learned in the fire and ice of Hell.

Masterbation - Men vs Women :: Sociology Essays Research Papers

Masterbation - Men vs Women 55 vs 38 percent of men vs women (aged 18-59) said they masturbated on a regular basis. The percentage above is basically an indicative quantitative value for what society believes is the norm for both men and women. Two stereotypes come into play, that of a man being an overly sexual being, constantly craving sex and consuming every waking moment and every ounce of energy in pursuit of it. Secondly, there is the stereotype of woman being a passive, sexually unresponsive being. Many combinations of factors come together to produce the common misconceptions shown in the above statistics. The lower percentage of women in this statistic is most likely indicative of a social pressure. Women who don’t express their sexuality and who don’t give in to many of their sexual needs are deemed as â€Å"good† in our society. Many people consider women who masturbate as â€Å"loose† and intimidating, a role not considered to be lady like. In addition there are many cultural factors associated with the lowered percentage. A woman learns from an early age that her genitals are inferior to that of a man. We all can recall the â€Å"mine fell off† story; this implies that a woman is lacking something that a man has. In many cultures both outside and inside the U.S., women are taught to repress their sexual urges, and that sex for them is merely a means to procreate and keep their husbands happy. Furthermore, a partner who masturbates, because it implies they are lacking in their performance, intimidates many men. As the social ideal of a woman being a dependent and passive creature has deteriorated in our time, the taboo of female masturbation is beginning to show signs of decrease. However, for the most part the taboo still exists. For men masturbation is seen as a necessity, a means of controlling intense hormonal imbalances, a release valve. There is no study indicating that females don’t have the same desires and need to explore themselves. In fact masturbation is a healthy and natural thing for both males and females.

Intuitions :: Philosophy Judgement Papers

Intuitions This paper examines two attempts to justify the way in which intuitions about specific cases are used as evidence for and against philosophical theories. According to the concept model, intuitions about cases are trustworthy applications of one’s typically tacit grasp of certain concepts. We argue that regardless of whether externalist or internalist accounts of conceptual content are correct, the concept model flounders. The second justification rests on the less familiar belief model, which has it that intuitions in philosophy derive from one’s (often tacit) beliefs. Although more promising than the concept model, the belief model fails to justify traditional philosophical use of intuitions because it is not clear a priori that the beliefs at issue are true. The latter model may, however, legitimize a less a prioristic approach to intuitions. If anything unifies different philosophical methodologies it's some sort of reliance on intuitions. It's remarkable, therefore, how rarely we attempt to justify their employment in philosophy. The intuitions philosophers care about are typically judgements about whether specific (hypothetical or actual) cases are cases of a certain kind. Some philosophical topic such as reference, knowledge or personal identity is under investigation. A theory is proposed and is then tested against our intuitions about specific cases that bear on the topic. In general, if our intuitions contradict what a theory implies about whether, say, S refers to x, or knows that p, or is identical to T, this counts against the theory. If on the other hand, our intuitions match what a theory tells us about particular cases, this usually counts in favor of the theory. All procedures of this sort rest on a principle like I: I Intuitions about specific cases can be used as evidence for and against philosophical theories. This paper is about whether I can be justified. We examine two models, the Concepts Model (CM) and the Belief Model (BM). In our view, neither of them provides a solid foundation for I as it is traditionally applied in philosophy. CM CM has four components: 1. A concept, C, determines what it takes for something to fall under that concept (what it takes for something to be a C). 2. Someone who possesses or grasps a concept, C, doesn't always know explicitly what it takes to be a C because some (maybe most) concepts are understood by us in part tacitly. 3. Intuitions about whether specific cases fall under C are reliably guided by, or generally "match" one's understanding, tacit or otherwise, of C.

Learning Plan Essay

The learning plan described in this paper is to have students debate a topic related to the Civil War. The debate topic is â€Å"Was the Emancipation Proclamation enacted for moral reasons or political reasons? † The main concept of this learning plan is to have students work collaboratively to research facts, and recall and use facts from the Civil War unit to incorporate into their arguments. (It should be noted that the learning plan described in this paper will take several classes to complete, however the learning plan procedures will only address the class where the debate will occur. ) It is  assumed that debate skills were taught in a previous class. The learning theory certainly incorporates constructivist aspects. They are constructing knowledge rather than absorbing it. This is constructivist approach is illustrated through the collaborative nature of the assignment, as well as through the research that students’ must produce. In terms of the use of technology and media; the students will be instructed to research one source of information, from the internet, related to their argument. They must submit a one-page analysis of the information in which they found along with a references page. This must be submitted to the teacher a week before the scheduled debate. The teacher will assess the content of the paper, but the references page will also be important. Teacher must evaluate the kinds of internet sources that the students have used. The credibility of the internet source, and the strength of student’s research will be analyzed by the teacher. The purpose is to assess student’s traditional literacy and critical analytical skills (assessed when evaluating the content), and information 1 2 LEARNING PLAN: HISTORY DEBATE CLASS literacy/interpretation skills of online material (assessed by reviewing the  reference page). Finally, the teacher will hand back papers to the students, and he/she will instruct each group to use at least two of their group members’ papers into their group’s arguments. Media and technology will also be incorporated with the use of social media. The teacher will tell students that their debates will be recorded and submitted to youtube or a private school website (if issues of privacy are raised). Others will be allowed to view the video to evaluate the strength of each team’s arguments. Based on the comments of public viewers, a winner will be chosen (by popular vote). This popular vote will be incorporated as a small percentage into the assessment. This is being done as to allow students to participate in new media opportunities within an educational context. Learning Plan Context Setting †¢The high needs school will be a High School in the Bay Area, either in San Francisco or Oakland. †¢There will be 25-30 students in an individual classroom. †¢The lesson will take place the week after the Civil War unit is finished. †¢It is anticipated that the unit will last about two weeks, therefore the debate class will occur during the third week. The actual debate class will take up one class period. †¢The content area is US History/Politics. The grade level is Juniors (11th grade). †¢In sum, the curriculum unit is 11th grade, US History/Politics, Civil War unit. 2 3 LEARNING PLAN: HISTORY DEBATE CLASS Standards †¢According to California standards for literacy in History/Social Studies in 6-12th grades. A student must be able to demonstrate analysis of primary and secondary sources, and connect these insights to the understanding of the whole text. This ability will be addressed and assessed when students must incorporate information learned from the textbook with information gained from the internet, and use both  sources of information, into their debate. The student’s ability to undertake this task will be evaluated by the teacher with the submission of student’s sources, and also during the debate. (http://www. cde. ca. gov/be/st/ss/documents/finalelaccssstandards. pdf. ) †¢ Also according to California standards, students must be able to evaluate various explanations for events and actions. This standard is illustrated in the nature of the activity. A debate, in itself, evaluates different explanations for one event, which makes it an ideal means of addressing this standard. (http://www. cde. ca.gov/be/st/ss/documents/finalelaccssstandards. pdf. ) †¢Finally, according to California standards, students must be able to evaluate differing points of view on the same historical issue. Once again, this standard is illustrated within the nature of a debate. It is also illustrated when students submit their own analysis of internet research (http://www. cde. ca. gov/be/st/ss/documents/finalelaccssstandards. pdf. ) Learning Objective 3 4 LEARNING PLAN: HISTORY DEBATE CLASS †¢Students will be able to collaboratively demonstrate their knowledge of Civil War policy, events and information, from the textbook and from  online sources, by formulating arguments to be presented within a debate. Learning Theory Applications †¢Constructivism is certainly at play in this lesson plan: †¢The activity allows knowledge to be organized into schemas, concepts, and worldviews. †¢This activity is emphasizing the use of authentic activities by constructing knowledge through interaction with the environments (internet and peers), and applying it to real-life situations (debate). †¢The collaborative component certainly illustrates constuctivism; learners will help each other create conceptual connections. †¢Finally, students are working autonomously with the help of the  teacher as facilitator, supporter, and model (Ormrod, 2006). Learning Accommodations: †¢Individualized Education Plan for Special Accomodations: In each team, all students will be assigned a role. For example, â€Å"speaker†, â€Å"writer†, â€Å"time-keeper†. A student’s IEP will be taken into consideration when assigning roles. A student with an IEP, will be assigned a role that best fits their IEP. For example, a student with ADD, may be best suited to be a time-keeper since their attention span is not as focused. They may be anxious to change the pace of the group’s discussions, and therefore they may be eager to keep track of the time. 4 5 LEARNING PLAN: HISTORY DEBATE CLASS †¢Language Development needs: When assigning the internet-based research; the teacher will give ELL students a website to navigate to, instead of having the students navigate the internet themselves. Teacher will give explicit instructions as to where to look on the website so students do not feel too overwhelmed with the English language. Teacher will ask the students to try to comprehend some of the information, however if this proves too difficult, then the teacher will ask the students to find 15-20 words from the website that the student did not understand. The student will then find the meanings of these words in their own language. They must write at least a paragraph about the Civil War unit incorporating five of the words that they found on the internet. Also, at least two of these words must be incorporated into the arguments of their team. †¢Gifted and Talented needs: This is a challenging component to consider because a gifted/talented student does not necessarily mean an academic-rigorous student. To really tailor the lesson to address the interests of a gifted/talented student, then the teacher will have to be familiar with the personality of that particular student. However, some situations will be addressed here. First of all, from the research, the lesson itself befits that of a gifted/talented student. Competition, which characterizes a debate, usually suits the nature of gifted/talented students. (http://www. teachersfirst. com/gifted_strategies. cfm) The first situation to consider is a student who is gifted/talented, but not academically 5 6 LEARNING PLAN: HISTORY DEBATE CLASS rigorous. This student will be given a leadership role within his/her team. He/she may be assigned to organize/manage all the ideas of the students. He/she is the one who will be given the rubric for what the  teacher is assessing when observing the team’s discussions and arguments. He/she is the manager, and he/she will be assessed on their ability to keep his/her team on task. In this way, this student isn’t necessarily doing more â€Å"academic† work, but he/she is being challenged in a rather difficult manner. A second situation to consider is to have a gifted/talented student who is academically rigorous. The teacher will give this student a second component to add to his/her research paper. The student must connect textbook material and internet material to the US politics of today. This is increasing the  cognitive process from analyze (which all students must do with their research papers) to evaluate (Anderson and Krathwol, 2001). The student can choose to incorporate this extra component into their team’s arguments. Resource Accommodations: †¢Low tech: There are no computers, projector, or internet access in the classroom. If this is the case, teacher may have to allocate time in different lessons to use school facilities where computers are available. Computers must be used so that the teacher can show students the kinds of websites that are credible, as well as to use sites, like youtube, to show students examples of debates. Computer use is necessary so 6 7 LEARNING PLAN: HISTORY DEBATE CLASS teacher may have to take time before or after school to meet with students (who are willing) to show them the above-mentioned websites. †¢Mid tech: One computer connected to a projector is available in the classroom. The teacher can use this computer to show examples of credible websites, as well as to show examples of debates online. †¢High tech: Class is equipped with several computers. Teams can go online themselves to view videos of debates and start research for their paper. In this way, the collaborative nature of the lesson will  start even earlier (in the pre-planning stage). Content-Based Literacy Skills †¢In terms of text-based literacy; students must incorporate information from their textbook into their arguments †¢Critical thinking, reflective thought, and text-supported thinking will be illustrated when students must draw connections between internet-based information and textbook information while doing their analysis/research paper. This connection will be evaluated when student’s cute their sources within their paper. (This explanation will also illustrate students’ information literacy. ) New Media Literacy Skills  Ã¢â‚¬ ¢Performance: This skill is illustrated when students view sample debates on the internet and use this as models of performance in their own debates. 7 8 LEARNING PLAN: HISTORY DEBATE CLASS †¢Collective Intelligence: This skill is done when students are within their respective teams and they must draw upon their own and others ideas, research, and knowledge to formulate strong arguments. †¢Judgement: This skill is illustrated when students must judge which websites and information are to be included in their research/analysis paper. †¢Networking: Once again, this skill is illustrated when students must  search, connect, and analyze information on the internet for the purpose of their research/analysis paper (Jenkins, 2001). Learning Material: †¢Textbook: Learners will need textbook so that they can recall information. †¢Paper, pen: Leaners will need so that they can write down information. †¢Rubric: Both the learner and teacher needs. Learners need it so that they are aware of what’s expected of them while working in teams and formulating their arguments. Teacher needs it so that he/she can refer to it when assessing the team’s progress. †¢Notes: Learners will need them as a reference when formulating arguments. †¢Stopwatch/watch: This will be given to the student whose job is timekeeper. †¢Video Camera: Used to record the debate Learning Plan Procedures Phase I: Motivation Activity †¢Teacher will show a short clip of a very powerful, interesting debate. Possibly a presidential debate. The clip will only show the most 8 9 LEARNING PLAN: HISTORY DEBATE CLASS poignant part (according to the teacher) of the debate. Hopefully the clip will be no longer than 5 minutes long. (if there’s no computer available, then teacher must bring in her/his own computer. ) †¢In a class of 30 chair/table. There will be 15 chairs/ tables on each side  of the room. They will be facing eachother. †¢Learners will enter the classroom and sit down immediately with their team. †¢The teacher will then show the video as soon as the class is seated and quiet. †¢This activity is being done to motivate, encourage, and remind students of what a good debate looks like so that the output of the students’ debates can match skills such as speaking (clear and concise) and eye-contact of the debaters within the video. Phase II: Input (Teacher Driven) Activity: †¢During this class, the teacher will, serve only as facilitator, therefore not much activity will be driven by the teacher. However, after the video, the teacher will remind students of the rubric that was given to them, and tell students that she/he is only their to assist in the logistics of the debate (time, flow, managing emotions if this becomes a problem). The teacher will also instruct students to take notes on each other’s arguments because this assignment will be important for their homework assignment. She/he will also remind student that they will be recorded. †¢Teacher will tell all students to take out their rubrics. †¢She/He will go over some key point from the rubric as it relates to the debate. 9 10 LEARNING PLAN: HISTORY DEBATE CLASS. †¢The teacher will tell students to make sure that they keep these key points in mind because these points will be assessed during the debate. †¢The teacher will instruct students to have their rubrics out for the entire class so they can monitor their team’s progress by themselves. †¢Teacher will formally go over key questions from the rubric that he/she hopes the teams have incorporated into the nature of the debate (clear speech, eye contact, concise points, respectful behavior) as well as into the content of the debate. In term of the nature of the debate, questions might look like â€Å"Is my team being quiet/respectful as the  other team presents their arguments? †, â€Å"Are my responses to the other’s teams arguments not insulting? † etc. In terms of the content of the debate, questions may look like, â€Å"Did my team incorporate facts from the textbook? †, â€Å"Did my team use at least two credible internet sources within the argument? †, â€Å"Did my team follow special instructions assigned by the teacher (e. g. incorporating ideas from IEP students, ELL student, gifted students)?. † †¢This activity and these questions serve to remind students of the importance of the collaborative nature of the learning objective. They  also serve to remind students that they must be able to demonstrate their understanding of the Civil War unit, as well as their understanding of outside sources within the context of an argument. Phase III: Output (Learner Driven) Activity 10 11 LEARNING PLAN: HISTORY DEBATE CLASS †¢Students will take part in a debate. The topic is â€Å"Was the Emancipation Proclamation enacted for moral reasons or political reasons? † This activity will illustrate the learning objective in several ways. First, the collaborative nature of the previous classes will finally be demonstrated. Second, the students must illustrate their knowledge of  Civil War policies within their arguments. Third, both sides’ arguments must include information from outside sources. †¢The teacher will select one team to present their arguments first. †¢Recording will begin †¢The speaker of that team will stand up and come to the front of the class. They will present their team’s argument. In the argument they must mention the sources in which they got their information. For example, if they got a particular piece of data from the textbook, then they must state â€Å"As is presented in the textbook†¦Ã¢â‚¬ . If they got a particular piece of data from the internet then they must state, â€Å"As is  presented on so-called website, or by so-called author†¦Ã¢â‚¬  They must also explicitly state how they used the â€Å"special instructions† from the teacher. For example, â€Å"(ELL’s student’s name) found that ‘compromise’ was not a possible solution of the Civil War. † In this example, it is assumed that compromise was on a list of words that an ELL student did not understand. He/she presented these list of words to his/her team. The team reviewed the list, and chose to use the word compromise as part of their argument. †¢The student will finish the presentation of his/her argument. 11 12 LEARNING PLAN: HISTORY DEBATE CLASS. †¢The teacher will tell the next team to present its argument. The team will follow the same procedure as above. †¢The teacher will then stop recording of the debate. †¢This debate will naturally lead to questions, comments from both the teacher and the students. Phase IV: Culmination †¢The teacher will ask the groups to clear up any misunderstandings or misinformation the teams may have had within their argument. This is to give other team members a chance to speak about the argument, which reinforces the collaborative effort of the lesson. †¢The teacher will also ask students how their team’s or the other team’s  information and debate skills differed and how these things were similar to the debate presented in the beginning of the class. †¢As a smaller activity, the teacher will instruct all the students to come up with one question, comment, critique of the other team’s argument. This assignment will illustrate each student’s understanding of the Civil War Unit because it challenges students to relate, connect, or counter-argue their own knowledge of the unit. This question will be submitted to the teacher. Phase V: Extension †¢For homework, students will write a one-page analysis of the opposing teams arguments. The student will address the opposing side’s arguments. He/she will evaluate the argument’s weaknesses, strengths; and why he/she disagreed or agreed with the points that were made. 12 13 LEARNING PLAN: HISTORY DEBATE CLASS Learning Plan Analysis Formative assessments will include analyzing the collaborative efforts of the team, the behavior of each team during the presentation of the opposing team’s arguments, how well each team member took on their role within their team, and how well the team incorporated textbook information, outside information, and ‘†special instructions† from the teacher into their  argument. A summative assessment will include the teacher’s evaluation of the internet analysis/research paper, the one-page analysis of opposing team’s argument, teacher’s evaluations of the strength of the arguments, and finally the â€Å"popular vote† (the results of youtube or school-based website). Weaknesses of this lesson plan include time constraints, and the many assessments involved. It may be difficult to accurately assess how well each team members took on their roles. Some students may still be taking on more work than others. Also, incorporating ELL/IEP students proved to be a difficult task.. Strength of the lesson is it fosters team work, analytical skills, and gives students more power in the direction and implementation of a lesson. The teacher will implement these varied assessments in its first year, and then will evaluate the effectiveness of these assessments for future classes. The learning theories applied in the first phase was Vygotzky’s Cognitive Process. Students are witnessing two adults debating and they are expected to try to learn/imitate the behaviors of those adults. In the second 13 14 LEARNING PLAN: HISTORY DEBATE CLASS phase, social cognitive theory is at play. The teacher both models desired behaviors/outcomes, as well as emphasizes self-efficacy and self-regulation. In the third phase, constructivism is illustrated. The debate is student-driven because the students are demonstrating their constructed knowledge within the debate. The assessments have a behaviorist component. Negative reinforcement (decrease a behavior) is illustrated when the teacher warns students that if they are not respectful or a team member does not contribute meaningfully, then they may be marked down (Ormrod, 2008). References Anderson, L. W. , & Krathwol, D. R. (2001) . A Taxonomy for Learning, Teaching, and Assessing, 28-31. California Department of Education. (2013) California Common Core State Standards. http://www. cde. ca. gov/be/st/ss/documents/finalelaccssstandards. pdf Jenkins, H. , Clinton, K. , Purushotma, R. , Robison, A. J. , and Weigel, M. (2006). â€Å"Confronting the Challenges of Participatory Culture: Media Education for the 21st Century. † Chicago, IL: MacArthur Foundation. Ormrod, J. E. (2008). Educational Psychology Developing Learners, 8. 25-36. Teachers First. (2014) http://www. teachersfirst. com/gifted_strategies. cfm 14 15 LEARNING PLAN: HISTORY DEBATE CLASS.

A Raisin in the Sun Compare/Contrast Play/Film Essay

Lorraine Hansberry’s play â€Å"A Raisin in the Sun,† was a radically new representation of black life, resolutely authentic, fiercely unsentimental, and unflinching in its vision of what happens to people whose dreams are constantly deferred. I compared Act One, Scene 2, in the play and the film. The setting in the play is on a Saturday morning, and house cleaning is in process at the Youngers. In the film, the setting is the same as play, with lighting and costumes. The plot in the play is when Mrs. Younger gets the insurance check of $10,000. In the film, the plot is the same, but includes music not mentioned in the play. The dialogue in the film has some deletions from the original text, with new dialogue added throughout the scene. Some film techniques used are: the film cuts back and forth to different characters, the room is well lit with the sunshine coming in through the window, and music is added throughout some parts of this scene. Perhaps the biggest difference between the play and the film in this scene involves dialogue. Much of the dialogue is deleted, however, new dialogue is added through some parts of this scene. Also, in the play, the mailman comes up to their apartment and rings the door bell unlike the film, Travis runs up to him outside the building and gets the mail from him right away and runs back to give it to Mrs. Younger (his grandma). I also compared Act Two, Scene 1, in the play and the film. The setting in the play is later, that same day at the Youngers. In the film, the setting is the same as play, with lighting and costumes. The plot in the play is when Mama, Mrs. Younger, buys Travis a new house for when he gets older to be a man. In the film, the plot is the same as play with music added to parts of this scene. The dialogue in the film has some lines rephrased and also has some deletions from the original text; new dialogue is added throughout parts of this scene. Some film techniques used in this scene are: the room is brightly lit with lamps and other light fixtures, the film cuts back and forth to different characters and the camera seems to move alone with the characters as they did, and music is added throughout parts of this scene. Perhaps the biggest difference between the play and the film in this scene involves dialogue. Much of the dialogue is rephrased and not said as the author has written it in the play. And also, some of the dialogue from the original text is deleted, however, new dialogue is added. And also, unlike the film, a lot of the actions the author has described in the play did not happen in the film. Such as, on page 91 as Ruth says â€Å"Praise God! † the author describes that she raises both arms classically, and as she tells Walter Lee to be glad, the author describes she has laid her hands on his shoulders, but he shakes himself free of her roughly, without turning to face her, these actions did not happen in the film. I also had compared Act Two, Scene 3, in the play and the film. The setting in the play is on a Saturday, moving day, one week later. In the film, the setting is the same as the play, with lighting and costumes. The plot in the play is Linder tries to buy back the house from the Younger family. In the film, the plot is the same as the play. The dialogue in the film has some deletions from play; new dialogue is added in replacement of the deleted dialogue. Some film techniques used in this scene are: the film cuts back and forth to different characters, and the room is well lit with the sunshine coming in through the window. Perhaps the biggest difference between the play and the film in this scene also involves dialogue. The dialogue in this scene is mostly faithful to the play but has some deletions. On the other hand, new dialogue was added in replacement of the deleted lines from the original text.