1. Project description
In the previous paper, I had proposed to the company a project that would help it in achieving its set goals. The company initially had put forward some new strategies that they were to be implement so that the company’s productivity and would be improved. The strategies included; introducing warehousing services to the company so that they could help the local customers in the region who wanted to reduce the delivery time and pick their products whenever they wanted as well as provide pick-ups, secondly the company had aspired to improve loaded mile percentage in their transportation fleet so as to contribute in the reduction of costs through pick-up and delivery coordination of freight (Connolly, ; Begg, 2005) and simultaneously in the same geographic locations and their third strategy was that the company wanted to improve the customer services by tracking for them their freight right from the time it reaches their terminals and through the transportation by their truck fleets thus giving their customers real-time information on that. Due to these strategies imposed I thought it was better and advantageous to the company if they will adopt the using of the warehousing management systems. This system will provide warehousing management as well as keep record of the inventory in the warehousing. It will be able to give details of goods leaving the warehouse and through which truck so that the customer can be updated on the whereabouts of their products.
2. Strategic alignment
He Company introduced new strategies that were to be adopted and were open to any ideas on new systems that would be used in the company that would enable the achieving of the goals and objectives. The strategies were aimed at improving customer services and satisfaction as well as the reduction of costs and therefore the warehousing management systems are a perfect system that the company should adopt and use in the business. This is because not only does it align with the set strategies of the company but also it provides an integrative system (Bowersox, Closs, ; Cooper, 2002) that comprises of many components or rather subsystems that will prove advantageous to the company. They also are easy to use and thus won’t require much of training. The warehousing management systems are capable of providing tracking of goods that are to enter the warehouse and those that leave which will align with the strategy of tracking the freight of customers from the terminals to when it would meet them and also they will provide storage of the freight and customers who want to acquire their products without being delayed by the delivery system of the company could go to the warehouse and b providing the right documents then they will get their products when they want them. And by providing the tracking services, truck drivers can simplify the delivery and pick-up procedures they were using making it efficient for them to deliver and pick-up freight to and from customers respectively (Bowersox, Closs, & Cooper, 2002).

3. IT portfolio Alignment
The proposed project (Warehousing management system) will also be able to perform some accounting functions that will provide financial statements of how the warehousing services are doing. The warehousing management systems can integrate the Accurate Financial Management system, an IT strategy that the CIO had come up with to replace the old financial systems in place and provide better financial operations. Also the financial reports from the warehouse management system can be used by the Management Reporting system (Connolly, & Begg, 2005) which is used by the executives of the company to track the daily financial performance of the company. Therefore the warehousing management systems would be aligning to some of the IT strategies of the company putting the company at a greater strategic and competitive position. Looking at the strategic and operational importance of this system I would recommend that it be included in the first phase of the development plan, if possible during the implementation of the Accurate Financial Management Systems, Management Reporting systems (Connolly, & Begg, 2005).
4. IT architecture
The system will be integrated with the other system making it one big system with subsystems. The system also designed in a way that will be interactive to the customer and the comparisons with other companies will be clear and self-understandable (Connolly, & Begg, 2005).

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5. Benefits

The warehousing management systems will be beneficial to the FWDC Company in several ways. The fact that it will integrate the delivery and pick-ups of freight from customers who are in the same geographical area by the driver of the FWDC fleet will reduce on the costs that were incurred during the use of the routing system (Connolly, & Begg, 2005). Also the time take for delivery and making pick-ups will be reduced making operations more efficient. By using the warehouse systems in the proposed warehouse, then it will become easier for the company to be able to keep track of how inventory enter and leaves the company. The system will reduce the cumbersome and tiring work the book keepers have in record keeping of the freight that enters the terminal and coordinating for it to be transported as once freight is cleared on the terminals then it will be registered in the warehouse management systems and thus making it easier for them. The mobile marketing app was to include the services offered by the company including a photo gallery for their flee (Bowersox, Closs, & Cooper, 2002) t so that the customers could view the whole package that FWDC was offering and since the warehousing management system acts as an integrative systems for all the systems in the company, they can use the information on the website in designing the mobile which will give the customers the access to the website and look at the services offered. Another benefit that the warehousing management system will provide is the ability of customers to be able to track the whereabouts of their products.
Benefit Alignment to IT strategy Alignment to business strategy
Reduced costs Need for an integrative system Efficiency in delivery and pick-up procedures
Customer satisfaction Mobile marketing app Customers able to track their products
Warehousing services Warehousing systems Providing warehouses for customers who were inconvenienced by the delivery and pick-up systems
Fast delivery Freight tracking systems Cost reduction on loaded mileage

6. Requirements
The organization is in need of a system that will integrate all other systems and also a way to come up with a marketing app which the customers will use in showing the services offered by FWDC Company and be able to track their products on their whereabouts. The business requires this system to be able to monitor the tracking systems (Connolly, & Begg, 2005) and also enable the customers to track on the whereabouts of the freight. The IT requirements are that the system protected by firewalls so that the information cannot be used maliciously. Also they expect the system to record the incoming and outgoing freight from terminals and to the customers respectively, be able to provide financial statements for the operations of the business on a daily basis, provide tracking systems and logistics (Bowersox, Closs, & Cooper, 2002) analysis, the system is also expected to provide labor management features and back up and integration features. The system itself is expected to be automated and fully computerized.
Requirement Business/ IT/ system requirements
Automated and computerized System requirement
Tracking analysis features IT requirement
Labor management Business and IT requirement
Logistics features IT requirement
Back up and integration IT requirement
Customer satisfaction Business requirement
Data protection System and IT requirement

7. Cost estimation

Assessment of project size and complexity
Size/ complexity small medium Very large
Complex $2000 $3500 $5000
Moderately complex $1100 $1200 $2500
straightforward $800 $1200 $1500
In the table above, the colored row is the cost estimation for the project which includes buying of the software and another related instruments needed to make it working efficiently
8. Performance measures
Benefit to business Measure
Customer satisfaction Number of app downloads
Reduced costs Loaded miles costs
Improved efficiency Truck drivers delivery and pick-up patterns

9. System development
This section will describe how the system will be developed which is done through the five stages below;
Plan
The funds for the purchase of the systems will be acquired and the system will be bought from a vendor off the shelf supplier
Design
Then the program will be taken to our programmers, tow of the nine to design the program to meet our specific company requirements and put up special coding and firewalls for data protection.
Build
The program the will be build according to the specified requirements.
Test
The system will be checked for errors before it is used and if any errors are found they are to be corrected before the company start using the system.
Launch
When the programmers and their team are satisfied that the system is bug proof then it is launched for the company to start using

1.1 Summarise the policies and procedures of the setting relevant to promoting children and young people’s positive behaviour.
Attendance policy
In my school, they expect good attendance from all the children who attend the school. The school aims to encourage achievement for all children in the school. The school also aims to promote good attendance and decrease the number of absences. The school aims to make sure children have access to the full-time education to which they are entitled. The school aims to encourage the children’s parents to perform their legal duty, which is to ensure their child attends school all the time.
Behaviour policy
The staff promote positive by encouraging children to be ‘good citizens’ at school, out of school and throughout their lives. The staff Promote positive behaviour to encourage the children to always treat others with respect, kindness and consideration, as it is a very good thing to do an it reflects positive behaviour. They also encourage children to always take responsibility for their own actions and also encourage them to be aware of the consequences of their actions. Another important aim the staff promote children to do is to treat the school belongings and other children’s belongings with respect.
Anti-bullying policy
In my school, they are committed to the value of tolerance and respect for others an they are against all forms o bullying. In my school, everyone including the staff, pupils and parents have a very important role to play in promoting an environment where bullying is not allowed and to ensure that every individual is valued and cared for.

1.2 Evaluate how the policies and procedures of the setting support children and young people to:

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Feel safe:
In my school, the staff make sure that every individual who attends the school is always felt safe and protected. They ensure that every child is protected from any forms of bullying and discrimination. If a child has a problem or they feel like they need to talk about something, the staff always encourage them to talk to a staff member they trust. In my school, every staff are trained to make sure the staffs are aware of the policies and procedures when it comes to safeguarding children, as there is a safeguarding policy, which all schools should follow to help safeguard children. In my school, they aim to provide a safe environment, they encourage children to have good behaviour and always follow instructions.

Make a positive contribution:
In my school, the staff takes into account the views of every individual who attends the school and when the staff do their teaching and planning, they reflect what they have seen the child be able to/ not able to do and put that in their planning, to help the child. My school also involves the parents by encouraging them to help their child and encourage their children to develop positive behaviour and encouraging them and help build their confidence. In my school, when a child has done/ shown positive behaviour, they are given stickers and dojo points and everyday a child gets a chance to be the Paths child and at the end of the day they all the children and the class teacher give compliments to the child.

Develop social and emotional skills:
In my school, the school ensures that every individual child’s social an emotional skills are developed and teach them at a earlier stage. This is to ensure they are given a good chance of developing an emotion, social and healthy lifestyle. The staff teach children different things to build and develop their social and emotional skills. This is by teaching them social skills – by always working as a team, gaining their confidence and always taking turns and sharing. In my school, the staff do a lesson on Personal, Social and Health Education (PSHE) twice a week in the afternoon. The staff encourage children to develop their abilities and skills and encourage them to achieve and try their best at everything they do.
Understand expectations and limits:
In my school, the staff ensures and encourage good behaviour from all individuals. In my school, it is important that every child follows the rules and understands the expectations and limits. This is important and encouraged in my school to help every child achieve and do their best in life. In my school, there are class rules set in each class and some of the rules are displayed in the class.

1. Should Lloyd fire Steve? Why or why not? If he shouldn’t fire Steve, what disciplinary action should he take?
Answer. I think Steve should be fired. The most obvious reason why that is Steve was the one who started the fight. As described from the case, Steve “lunged across the countertop” and “clutching at Roberto”, “grabbed him and hurled him”, along with “moving in to throw a punch”. Unlike Roberto, Steve has always had an excellent record, not only in his work performance but also his attitude. In fact, he had been working at the club for three years. Out of all people, he should have known better about the club standard and the discipline for his actions. If Lloyd somehow happened to keep Steve after his activities here, there is a chance that Roberto can sue Steve for being assaulted at work and it is exceptionally conceivable to happen.
Not only to mention that what leads to this big mess seems to be Steve’ fault, for not performing his task as what he’s supposed to do. He did not tell Roberto in the first place about an item was sold out. As a server myself, I have to stand with Roberto in this part of the story. Whenever something goes wrong in the restaurant, whether it’s the food or the atmosphere or anything, the server is always the one getting blamed. Though most of the times, it’s not even something the server has control over. And I have always thought that if only everybody just keeps doing their tasks right, even during peak hours, we could save so many unwanted issues. In Steve case, I thought if only he simply did what he was supposed to do, which is warning the servers about the sold-out item, there would not be such exploded incident.
It’s a bummer to have let go of such good worker, according to Steve’s prior accomplishments and excellent performance. But good worker is not rare, and what’s wrong is wrong. It’s unfair to get special treatment for the fault you did just because you had a better perfect record. If we tolerate it once, other employees will think it is ok to behave that way in the workplace, and very likely, a similar incident will occur in the future.
2. Should Lloyd fire Roberto? Why or why not? If he shouldn’t fire Roberto, what disciplinary action should he take?
Answer. I think Lloyd should fire Roberto as well. Though Roberto does not have as much responsibility in this incident as Steve does, but this is a great opportunity to release an employee that doesn’t perform. Looking back at his records, Roberto attitude has always been a trouble for the restaurant. His work ethic is terrible. He’s been late for work habitually and is rude to almost all his co-workers. Warning and disciplines does not seem to work on him as well. He’s been given multiple “one-last-chance”, and his disciplinary wasn’t holding up as well. Moreover, he’s also setting a bad example for other employees. With Roberto’s previous record, and the problems he causes make it a reasonable time to terminate his payroll at Sandstone.

1. The targeted blood-brain barrier (BBB) delivery of antibiotics was carried out using biologically active polymer core/shell nanoparticles (called micelles), self-assembled and fabricated from TAT-poly(ethylene glycol) (PEG)-b-cholesterol (TAT-PEG-b-Chol). The nanoparticles were efficiently loaded with ciprofloxacin as a model antibiotic by employing membrane dialysis method. The initial loading of ciprofloxacin and fabrication temperature determined the actual level of loading. The identification of the blank and ciprofloxacin-loaded nanoparticles was carried out using dynamic light scattering and SEM. The average size of nanoparticles was lower than 200 nm and were spherical in nature. The nanoparticles with TAT on the surfaces showed greater uptake by human brain endothelial cells than those without TAT. The nanoparticles with TAT were vital in their ability to cross the blood-brain barrier (BBB), and locate around the cell nucleus of neurons. Future opportunities may lie in these nanoparticles to act as a carrier for delivering antibiotics across the BBB for brain infection treatment
2. The loading and release of 5-Fluorouracil and Ftorafur using carbonyl iron/poly(butylcyanoacrylate) core/shell particlesand procedures for enhancing them were studied. The composite particles were synthesizedusing the anionic polymerizationprocedure, used to obtain drug-delivering poly(alkylcyanoacrylate) nanoparticles,except forcarbonyl iron suspension as the polymerization medium. Spectrophotometric and electrophoretic measurements revealed the effects of two mechanisms of drug incorporation (entrapment in the polymeric network and surface adsorption) on drug loading and release profiles. The drug release evaluations were performed at the ascertained optimum loading conditions. The drug concentration and pH were the two main determining factors among others that affected the drug loading. The drug adsorbed on the surface released rapidly (nearly 100% in 1h), whereas the drug incorporated in the polymer matrix needed 10 to 20h to be fully released. Thus, the release profile was biphasic for both the drugs. The pH of the release medium, the type of drug incorporation, and the amount of drug loaded were found to be the main factors governing the kinetics of drug release form core/shell particles. Comparison between 5-FU and Ftorafur was made indicating that the former drug is less absorbed and released at a faster rate. The reason to this can be its larger hydrophilicity as compared to Ftorafur.
3. Alkaline coprecipitation of ferric and ferrous ions in the presence of a triblock copolymer, methoxy poly(ethylene glycol)-block-poly(methacrylic acid)-block-poly(glycerol monomethacrylate) (denoted MPEG-b-PMAA-b-PGMA), in aqueous solution, was employed to prepare a multifunctional nanocarrier with multilayer core–shell architecture. The DLS revealed the average diameter of the nanocarrier in aqueous solution to be 23 nm.The PGMA block of the triblock copolymer is attached on the core of the nanocarrier, which is a superparamagnetic Fe3O4 nanoparticlewith an average diameter of 7 nm.PGM block was used to tightly attach MPEG-b-PMAA-b-PGMA onto the surface of the Fe3O4 nanoparticle. The inner shell and the outermost shell are formed by the PMAA block and MPEG block, respectively.The biocompatible outermost MPEG shell resulted in low cytotoxicity of the nanocarrier. Protonated ADR (pKa=8.2) was adsorbed onto PMAA (pKa=5.6) chains, in which carboxylic acid groups were deprotonated to form carboxylate anions. The combined action of ionic bonding and hydrophobic interaction at pH 7.4, loaded the anticancer agent adriamycin (ADR) in to the nanocarrier as a model drug with an amine group and a hydrophobic moiety. The hydrophobic interaction was a result of the hydrophobic main chain of PMAA and the hydrophobic microenvironment created by MPEG. The loading capacity was significantly enhanced by the synergistic effect between the ionic bond and the hydrophobic interaction. The hydrophobic interaction alone is very weak due to the relatively hydrophilic character of nanocarrier, therefore, the ADR is released because of breakage of ionic bond between the career and ADR because of protonation of polycarboxylate anions of PMAA (pKa = 5.6) at endosomal/lysosomal acidic pH (

1.1 Compare and contrast the roles of the teacher and the learning support practitioner in assessment of learners’ achievements
My role as a teaching assistant is to support the teacher while they assess and monitor pupil’s achievement. The teacher can measure progress of students by having clear lesson objectives the children should meet and have assessments to check if those lesson objectives have been met. These lesson objectives should be made clear to the pupils so it is obvious what they would be observed on. The teacher needs to be aware of all progression made by all children in their class. They should also be able to record and update both parents and other staff members on student’s progress and achievement. A teaching assistant however, helps more with extraneous variables in children’s and young people’s achievements rather than a direct approach. Teaching assistants assess children’s and young people’s progress and achievements through observation and assisting them when they need help. As a teaching assistant one of my roles is to help reduce stress, workload and disruptions in class that may affect learner’s achievements.
1.2 Summarise the difference between formative and summative assessment
Formative assessment is the wide range of methods that teachers use to do evaluations of student’s learning needs and academic progress. This helps teachers to pinpoint what children and young people may be struggling in or finding difficult to grasp so that they can adapt teaching techniques in lessons and to provide more support. Formative assessments can range from a lot of things as long as the information gained is important for the teacher to plan in a continuous manner. It could be classroom observation, SPaG (Spelling, Punctuation and Grammar) tests or comprehensive assessments. There is no frequency points for formative assessments to be made so they can be done whenever the teacher feels it is necessary.
Summative assessment is to evaluate student learning at the end of each curriculum unit. This is done by comparing the child’s or young person’s work with some standard expected work. These assessments have high value and can take form as standardised tests, written or oral product. This is important as it allows teachers to see the progress of the student’s work and abilities throughout the entire learning process. It is also imperative that teachers have evidence of what students have learned during the process.
1.3 Explain the characteristics of assessment of learning
Characteristics of assessment learning are believing that every pupil can improve from their previous state, sharing learning objectives with pupils, pupils learning self-assessment techniques to discover areas of improvement, providing feedback that helps pupils to identify improvement, both teacher and student reflect on the student’s performance and helping pupils know the standards that they are aiming for. Sharing learning objectivities with pupils could easily be done by stating and explaining them at the start of each lesson as well as having the objectives written on the board so children and young people can refer back to them throughout the lesson. These same objectivities could be used as the basis for questioning feedback during plenaries. When giving feedback oral feedback should be just as valued as written feedback. Feedback should be constructive but positive, identifying what went well for the pupil and what could be better for improvement and how to do it. Helping pupils to know and recognise the standards that they are aiming for gives students clear success criteria and that way they can relate it to the learning objectives. This could be done by modelling what the standards should look like for example, exemplifying good handwriting on the board. Promoting confidence that every student can improve allows children and young people to identify the small steps to reach and see their progress, thus building up their self-esteem. This also encourages pupils to explain their thinking and reasoning within a secure classroom ethos.
1.4 Explain the importance and benefits of assessment for learning
Assessments are a crucial aspect to the learning process; this may take form of as exams or essays. A learning objective is what students should know or be able to do by the time the lesson is complete. By assigning assessments on these objectives the teacher should be able to tell if the course’s learning objectives have been met. Assessments affect many features of education including student grades, advancement, placement as well as curriculum.
There are many benefits of assessments for learning one of them being an increase of motivation. This is particularly the case if children or young people are aware that they are doing poorly or not meeting their expected targets, they may begin to work harder to do better and meet the objectives. Assessments don’t just help pupils but teaches too. Having frequent assessments allow teachers to see if their methods and techniques have been effective. This allows teachers to ensure children and young people learn what they need to know in order to meet the course’s learning objectives.
1.5 Explain how assessment for learning can contribute to planning for future learning carried out by:
1.5a -The teacher: Effective assessment for learning should enable the teacher to pass on the responsibility to children and young people over time for managing their own learning which in turn allows them to being more actively involved in the process. The teacher will also be able to differentiate different groups by ability and then levels they are at. The teacher will be able to decide through assessments who the TA will be working with and who needs extra one to one support. Doing reports throughout the year will allow information to be passed efficiently between supply teacher and teacher about the children and young people. This will also show the next teacher that the children/young people have next year of where the children stand in their academics.
1.5b -The learners: They can see areas that they need to work on and will be given extra support to tackle these areas. They should be given the opportunity to assess themselves and work independently. This gives them more confidence and they feel more comfortable to ask for support when they need it.
1.5c -The learning support practitioner: As for myself, I am given insight as to how a student learns best. I am made aware of those children who are struggling or found a certain unit more difficult to grasp may need to revisit certain areas in the future. I am also able to work more closely with those students giving them extra support when they require it and go over lesson objectives again for more of an understanding. This could be done by asking pupils how they feel the lesson went and if there are any ways that would help them understand better. The feedback then could be reported to the teacher to adjust.

2.1 Obtain the information required to support assessment for learning
Information required to support assessment for learning are: the personalised learning goals of an individual learners, the success criteria of the learning activities, the learning objectives for the activity and the assessment opportunities and strategies relevant to own role in learning activities. It is important that the child is aware of what they are learning and how they will be assessed on it before any activity; this is usually done by the teacher at the beginning of the lesson. This is because it gives them context within which they can develop into engaged, motivated and self-regulated learners.
2.2 Use clear language and examples to discuss and clarify personalised learning goals and criteria for assessing progress with learners
As stated before learning objectives and personal goals of individuals should be made aware of before the lesson commences. All children should have personal goals that cater to their educational needs; this may be using punctuation appropriately or spelling more accurately. The students should have clear access to their personalised learning goals so they can easily reference to it when they feel like they need it. For example, before the lesson is about to start the teacher can print out the student’s personal targets and ask them to glue them into their books so they are always available to reference to throughout the lesson. Children with similar targets will be put into groups together. This is so activities can be made where the pupils can work together. For example, a group that has difficulties in using punctuation could be give the sentence ‘Charlie yelled Run Samantha’. The students would then be asked to fill in the correct punctuation. The teacher should then encourage the child’s learning by asking questions on why they made certain changes to help them develop the awareness of using correct punctuation when writing. E.g. the teacher could ask “Why did you add speech marks to that sentence?”. In time this will allow the child to assess their own work. Children and young people with learning difficulties also have personal objectives but these are recorded and incorporated into the individuals learning plan which has been agreed upon by the pupil. All staff members that work with these children should be aware of the specialised learning plans that they have.
2.3 Use assessment opportunities and strategies to gain information and make judgements about how well learners are participating in activities and the progress they make
Talking to pupils about what is expected of them; this is important as it enables pupils to understand what they are learning in lessons and recognise their own individual learning targets. By doing this the students will be able to assess their own progress to achieving their targets. The students should also be made aware how they will be assessed. Throughout the sessions it is important that oral feedback is provided. This can be through praising the student when they have successfully reached their target as this will boost their confidence and self-esteem or providing extra support by showing examples of another pupil’s work to show the pupil’s this is what is expected from them. Students should be encouraged to discuss their work and feel comfortable in expressing their thoughts on how well they thought the task went. Teachers should keep a record of written feedback; this way teachers are able concentrate on problem areas when revisiting the topic.
3.1 Use information gained from monitoring learner participation and progress to help learners to review their learning strategies, achievements and future learning needs
Learning should be reviewed with pupils throughout all learning sessions. This allows students to administer the learning to their own practice. Consistent feedback will raise children and young people’s self-esteem and belief in themselves. At Wellington primary school a system that we use to monitor learner progress is the thumbs up system. This give the teacher an overview of how well learners are grasping certain aspects of the unit. For example, if a child feels confident about the topic they display a thumbs up meaning they feel comfortable in doing the task and understand what is expected of them. If a student shows a thumb angled side-ways, it means that they understand the topic but are not confident in their abilities so they may need some reassurance and support. A thumbs down demonstrates that they are confused and are struggling to understand the task given to them. Other strategies that apply are the traffic light system and for older children they might be asked to write down their thoughts about the lesson on a post it notes and give it to the teacher.
3.2 Listen carefully to learners and positively encourage them to communicate their needs and ideas for future learning
Carefully listening to children and young people about their needs in learning is important as it makes the learner feel understood. This may be through maintaining eye contact without staring, smiling or asking relevant questions. By listening to students and being attentive of them will help teachers and teaching assistants to adapt the way they teach them so their individual needs are met and suited for. When children and young people feel they are listened to it encourages them to talk more freely about their needs with us. This is important because if teachers or teaching assistants don’t know the problems of an individual it is more difficult for them to adapt their teaching styles and lessons to suit the individual’s needs. Having their input about how well (or not) the lessons went which gives us the opportunity to better ourselves in the way we convey information to the learners.
3.3 Support learners in using peer assessment and self-assessment to evaluate their learning achievements
Goals, objectives and targets should be made clear to children and young people throughout their process in learning. It is more likely to engage the student in lessons if the student understands what is expected of them during the session and that way the student would want to learn. Both older and younger pupils benefit from using peer assessment as it helps them think about their learning aims and they will be able to measure this against their own learning. Peer assessment is a way for learners to look at each other’s work and measure it against the criteria given to them. By practising this the student will be able to accurately self-assess in time. It may be easier for children and young people to see more clearly how assessment can be used to measure learning.
3.4 Support learners to;
3.4a -Reflect on their learning: Children should be encouraged to reflect on their work throughout the session. Asking effective questions throughout the session can check their understanding of the learning aims. This is important as it will help them make sure they are handling the task in the best possible way for them.
3.4b -Identify the progress they have made: Progress can be identified through peer assessments and self-assessments that children and young people have made. There should also be encouragement by teachers and teaching assistants for pupils to ask for help when they are struggling. It is a good idea to ask learners what they have learnt in the lesson and when they realise they have understood and met the learning objectives of the lesson children and young people become more confident in their abilities. It will also build up their self-esteem.
3.4c -Identify their emerging learning needs: Children and young people vary in their ability. This is why some children may be able to identify what they need to improve while others may not like it when they are not able to understand something. It is essential to support and encourage them through this. An example would be designating wall space so children and young people can post what they are struggling with and what they need to improve on. This can be later addressed in the next lesson by the teacher or teaching assistant. This way all pupils shy or not will be able report their learning need to their teacher indirectly for the teacher/teaching assistant to identify and reference these needs in future lesson plans.
3.4d -Identify the strength and weakness of their learning strategies and plan how to improve them: Identifying the strength and weakness of students learning strategies is important because then the teacher and teaching assistant can develop a plan to improve them. This can be achieved through using sufficient questioning throughout the task. This may take form in a class discussion or the teacher and teaching assistant walking around the class talking to the pupils one to one on how they felt the lesson went or what they struggled with. The pupils will be able to plan how to improve these strategies by being aware of what they need support with and then use these in practice more often. Also, their targets could be collaborated into different tasks so when practicing these targets regularly they become comfortable with them.

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4.1 Provide feedback to the teacher on;
4.1a -Learner participation and progress in the learning activities: Participation is a key aspect to children’s and young people’s learning. It is important for a teacher to be aware of all learner’s participation and progress in a learning activity. The teacher needs to know which students were able to participate adequately and which students had difficulty. This means that those that struggled would need to have their objectives slightly changed for a better understanding. I usually take notes on this so when a similar task arises again I can group those children together accordingly. Progress that these learners make on their individual targets need to be dated and recorded onto their progress trackers.
4.1b -Learners’ engagement in and response to assessment for learning: The teaching assistant and the teacher need to work closely when supporting a learning activity and using assessment for learning techniques. This is important because it allows each adult to feel effective and supported in their own work. I consistently report verbal feedback to my classroom teacher throughout the session. I also draft any potential targets that pupils need to focus on. I later type this up and print it out for specific students to glue into their books so they have access to it whenever they need it in lessons. The teacher should also be informed of the pupil’s engagement and response to assessment for learning. This information allows the teacher to see if the student should move up capability groups.

4.1c -Learner’ progress in taking responsibility for their own learning: The teacher should be informed of which pupils need more encouragement than others for either self-assessment or peer assessment. The student’s progress in taking responsibility will also be discussed. This is so that these learners will be given the extra responsibility of being responsible for their own learning by identifying their own strengths and weaknesses as a learner. They may additionally be asked to identify and use strategies to monitor their own progress to their individual goals. Verbal feedback will be recounted to the teacher as well as any additional note I make will be passed on so the teacher has records of how the student was responding to the learning activity.

1. An Open Society Should Have Open Borders.
Politicians, journalists and activists of every ideology refer to the U.S. immigration system as “broken.” If what we’re doing doesn’t work, why not try something different?
Capital and goods are exchanged across borders due to the North American Free Trade Agreement; it made it easier for business owners to invest in Mexico for goods to flow freely across the U.S.-Mexico border. However, repercussions of this put millions of Mexicans out of work and weren’t permitted to cross the border in search of jobs created here.The United States can learn from Europe and how well its countries harmonize. Europe opened many of its bordersAs Bill Hing points out, when the European Union was created, effectively allowing the free movement of EU citizens across the common market’s borders, a funny thing happened. Countries once known for their high output of immigrants, like Spain, Portugal and Ireland, became immigrant-receiving countries — a pattern that held until the worldwide economic crisis in 2007. Neither party can boast a record of fiscal responsibility when it comes to the border. The U.S. spends more on border enforcement than on all other federal law enforcement agencies combined. Americans are proud of their country’s history of harboring Irish families fleeing famine in the late 19th century, as well as Jewish refugees from World War II. Why not refugees from Mexico and Central America?

2. The Marine Mammal Protection Act Should Include the Expected Treatment of Housed Animals.
In 1961, the first orca capture occurred in the North Eastern Pacific. A wild capture crew wrangled the seventeen-foot orca to a tank at the Marineland aquarium in Los Angeles. The aquarium coordinators named her Wanda and expected a spike in popularity to see the first orca in captivity. Due to her stress and anxiety of the capture and placement into a small, housing tank, she repeatedly crashed into the walls and died the following day. Since then, there have been several incidents on record where killer whales have killed themselves or other orcas, attacked or killed their trainer, or have killed. Some suggest that these tragedies reflect the stresses that these creatures experience as a result of entertainment-based captivity.
Currently, there are no laws that prohibit or restrict the type of housing tank for orca whales in captivity. Our organization strives to tighten the accessibility that aquarium coordinators possess.
The Marine Mammal Proctetion Act enforces that aquarium coordinators must get a permit to take a marine mammal from the wild, such as an orca. However, Permits are easily attained for scientific research, public enteirtainment, or to recover an injured animal.
The United States has not been issued a permit allowing the capture of a wild orca since 1989, other nations perform hunts in order to capture orcas for display. The United States relies instead on maintaining its captive whale population through breeding programs of whales already living in captivity. While there is no law prohibiting the display of orcas, there are laws that govern those facilities that house them. The primary laws governing the facilities housing orca whales are the Animal Welfare Act and the Marine Mammal Protection Act. The Animal Welfare Act establishes standards and specifications that the facility must follow and adhere to in order to house an orca whale in captivity. It establishes the standard of care required when handling, housing, or transporting orca whales and other marine mammals.
The standards are difficult to enforce as there are a small number of inspectors to inspect all of the facilities in the nation.

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3. Is the Death Penalty an Acceptable Punishment?
Fear of death discourages people from committing crimes. If capital punishment were carried out more it would prove to be the crime preventative it was partly intended to be. Most criminals would think twice before committing murder if they knew their own lives were at stake.
Capital punishment is an intolerable denial of civil liberties and is inconsistent with the fundamental values of our democratic system. The death penalty is uncivilized in theory and unfair and inequitable in practice.The death penalty is a waste of taxpayer funds and has no public safety benefit. The vast majority of law enforcement professionals surveyed agree that capital punishment does not deter violent crime; a survey of police chiefs nationwide found they rank the death penalty lowest among ways to reduce violent crime. They ranked increasing the number of police officers, reducing drug abuse, and creating a better economy with more jobs higher than the death penalty as the best ways to reduce violence. The FBI has found the states with the death penalty have the highest murder rates.

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