Progress learners have made and identify learning needs

Progress learners have made and identify learning needs In this reflective assignment I have chosen to explore standard Q28: Support learners to reflect on their learning, identify ; focusing specifically on the integration of metacognitive strategies into a sequence of lessons. These strategies included making peer and self-evaluation an established part of every lesson. Making pupils aware of what they have learnt, mirroring pupils responses, and modelling exemplary metacognitive thought processes by thinking out loud. The essence of metacognition is thinking about thinking; having an awareness of what you already know and what you do not know, knowing how to learn and acquire new knowledge, knowing which strategies to use and when to use them (Wilson Bai, 2010). Metacognitive skills can be taught to pupils of any age and ability, and research has shown that pupils with metacognitive skills perform better in school (Sternberg, 1998). The reason I am interested in cultivating metacognition is because it improves pupils critical thinking skills (Ku Ho, 2010). In order to teach metacognitive skills the teacher must first create a learning environment in which pupils are expected to participate in reflective and evaluative activities (Leat Lin, 2007). The metacognitive strategies were trialled with a class of thirty top-set Year 8 girls over a period of two weeks (six lessons); coinciding with the start of a new science topic: Chemical Reactions and Materials. At the start of the first lesson pupils were given a self-evaluation checklist for all of the concepts they were going to be taught during the following sequence of lessons. They were then given the opportunity to write down any prior knowledge of these concepts, and to tick off any they felt confident with already. Pupils were instructed to place the checklist at the front of their files for use later on in the lesson and during the rest of the unit. A three-stage self-evaluation framework was devised in order to promote pupils metacognition at well-defined point within each lesson. At the start of each lesson all pupils were expected to record the learning objectives (as communicated by the teacher) in the appropriate space on the checklist. Approximately two-thirds of the way through the lesson, pupils were told to consider whether or not they were meeting the learning objectives. Pupils used a traffic light system of red, orange and green coloured pages within their planners to communicate their responses to the teacher. Pupils not meeting learning objectives were asked to write down what actions they would have to take in order to meet them At the end each lesson pupils were given time to identify what they had learnt and how they would address areas of weakness. When planning fifty minute lessons, thirty percent of the total lesson time had to be allocated to the three five-minute self-evaluation stages. In hindsight, it may have been a more efficient use of time to either self-evaluate every other lesson, or to assign self-evaluation as part of the class regular homework. Starting and ending lessons with a metacognitive task is commensurate with the three-part lesson structure of starter, main and plenary that seems to be in vogue. Placing a metacognitive task in the midst of a lesson may appear to disrupt the natural flow, but the anticipated change to an habitual task could serve as an opportunity for some pupils to refocus their attention and make better use of the remaining lesson time than they otherwise may have done. During the first lesson in the sequence the introduction and explanation of the self-evaluation system required a significant portion of the lesson time. I dont think there would have been any way around this. I had anticipated that during each of the subsequent lessons pupils would become more accustomed to the system and would therefore need less guidance. However, some pupils had been absent from the initial lesson in which the system was introduced and required additional teacher time to bring them up to speed. I dont think that this would be an issue if the system had been implemented over a significantly longer time scale, as pupils would inevitably become familiar with the format of checklist and how and when to fill it in independently. In addition, various pupils would either lose or forget to bring their checklists to lessons, hence requiring replacement checklists and losing information which they should have accumulated. For these pupils it is clear that they would not be in a position to reap the full benefits of completing the self-evaluations when the time came to prepare for their end of unit test. I think that all of the pupils had a degree of appreciation for the potential benefits of this system, but some more so than others. During the Year 8 consultation evening several parents provided positive comments after having noticed the checklists in the childs file. The general feeling was that the parents approved of pupils thinking critically about their own learning. At the end of the sequence of lessons, pupils who had been regularly completing the self-evaluation checklist were able to easily identify gaps in their learning. These gaps could then be addressed during revision the time allocated to prepare for the end of unit test. I think that if I had been teaching practical lessons, and in this unit there werent any, I would have found it much more difficult to allocate a time slot for self-evaluation during the lesson. This three-part framework is clearly an explicit means of artificially imposing a metacognitive activity upon the pupils. However, it is a usual part of my every day teaching style to think out loud, and to encourage pupils to do the same when answering problems. This is an established technique for enhancing pupils metacognitive abilities, which I find comes quite naturally. By thinking out loud the teacher is modelling the sort of processes, lines of reasoning, and questions which they are pursuing and asking themselves in order to reach the solution to a problem. By mimicking an exemplar under the guidance and elicitation of the teacher, pupils can assimilate this skill and apply it independently. I think that pupils often do not know how to tackle a problem for which they down know the answer immediately off hand. Some will just sit there and wait for the teacher to come over to them and intervene. Others would unthinkingly throw their hand into the air and expect to be told the answer straight away. It is often frustrating when I discover that a pupil hasnt even attempted to form an approach to finding an answer. Without explicit training most wont automatically know the sorts of questions they need to be asking of themselves, and are far too easily waylaid or disheartened by perceived unfamiliarity when a known problem is placed in an alternative context. I was not been able to gauge or quantify pupils metacognitive skill and I think this could be the basis of an interesting research enquiry, however, I did notice that pupils were generally more persistent after the sequence of lessons. Particular pupils who previously would have given up straight away were at least attempt ing to engage problems more before asking for assistance. I think that metacognitive ability is intrinsically linked with pupils motivation and self-efficacy. In my experience, pupils who are not sure how to approach a problem can attribute this inability to their own incompetence, which will invariably initiate a cycle of negative feedback with their self-esteem. Working with such pupils on an individual basis I was able to give them the confidence and necessary individualised scaffolding to attempt unfamiliar problems. I often began by asking them to think out loud so that I could see exactly how they were approaching a particular problem. I would then ask them if they could think of an alternative way to approach the same problem, or to ask one of their friends how they would approach the same problem. This has been an approach which I have always taken, but during this series of lesson I have placed a lot more emphasis on pupils sharing their thought processes with each other e.g. via a think, pair, share style activity. As a consequence of having taught a series of lessons with a strong emphasis on simple metacognitive strategies, I am motivated to continue using these strategies and to seek out new ones which complement or supersede them.

Explain how the narrow rule stated in Donoghue v Stevenson has been developed Essay

Under the ‘narrow rule’ established in Donoghue v Stevenson[1] ‘a manufacturer of products, which he sells in such a form as to show that he intends them to reach the ultimate consumer in the form in which they left him with no reasonable possibility of intermediate examination, and with knowledge that the absence of reasonable care in the preparation or putting up of products will result in an injury to the consumer’s life or property, owes a duty to the consumer to take that reasonable care’[2]. Firstly, from Donoghue liability has been extended in order to cover individuals who supply or repair products, the erectors of tombstones[3], electrical equipment installers[4], constructing staff buildings[5] etc. Also, understanding of ‘consumer’ has been widely developed to include users of particular article[6], anyone who might be in a direct contact with the article[7] or people in the neighbourhood of the good in question[8]. Donoghue, case that product liability in Scotland begins with, states that responsibility for defective products rests on the manufacturer on the condition that there is no possibility of intermediate examination of the product[9]. New approach declares that ‘possibility’ should be replaced with ‘probability’[10]. Case Bates v Batey[11] extends product liability law illustrating failure to provide flawless design of the product. Ginger beer busted in consumers hands. Manufacturer was held liable along with shopkeeper who could have exercised reasonable care by simply testing the product. Situation similar to Escola v. Coca-Cola Bottling Co where a bottle with drink fell apart in pursuer’s hands. However, simple existence of a chance to examine product is not enough to be held discharged from duty[12]. More important issue within this subject is whether manufacturer gave the consumer a warning so that some extend of danger can be reasonably expected.[13] What is more, in situation when examination has not been performed successfully, defender will still be held liable for the defect on basis of Voli v Inglewood Shire Council[14] where architect of building which happened to collapse, was find guilty of negligence despite of public authority’s inspection that failed to detect the flaw. Bunchan v Ortho Pharmaceutical[15] presents a failure to warn about the possibility of danger relating to the product. Situation was deteriorated by the lack of appropriate guidance concerning usage which was caused by inadequate label placed on the container. To solve this problem, when dealing with demanding products, manufacturer is under a duty to inform the consumer about risk connected with the good in question using a leaflet or a labels[16]. It applies for all situations where the product needs to be used in correct way[17]. A matter of appropriate notice is a question of fact and degree of the danger the article brings. If an adequate warning is being provided with potentially dangerous product there in no liability reasting on producer as it constitutes novous actus interveniens that erases chain of causation.[18] If product is found to be faulty after being put out into the market, the producer is deemed to issue information with a warning and recall the product if it is indispensable[19]. However, when danger is obvious and reasonable to expect for an ordinary person, there is no duty of care[20]. Approach is presented in Liebeck v. McDonald’s Restaurants[21] where a disposable cup with hot liquid covered with a lid is not defective itself due to the general knowledge. It states: if a cup strucks hard surface it may result in an injury. Standard of safety is defined by what the society in general is entitled to expect in comparison to what they actually expect. Another interesting case concerning general knowledge has been brought against McDonalds Restaurant in Pelman v. McDonald’s Corp[22]. Pursuer alleged food produced by McDonald’s restaurants responsible for making people obese. Case has been dismissed. Year 1936 brought a significant extension to the ‘narrow rule’. By the time of Grant v Australian Knitting Mills Ltd[23] case, where problems with proving defects in product’s design arose[24], it was often problematic to prove that the defender was negligent in common law. Basis of the problem was lack of witness who could speak to the design flaws. Lord Wright adopted the rule of evidence called res ipsa loguitur[25]. In accordance to prior, events along with consistent facts justification are in competence to establish a breach[26]. Case Daniels v R White[27]contradicts Grant’s res ipsa loguitor approach stating that it is possible for a manufacturer to prove that process of manufacturing has been performed with the best possible quality and is the best in trade so that no liability can be recognized. A product design flaw is a random problem causing tragedies all around the world. Thalidomide was a German drug emitted in 1957 that caused over 10,000 human birth deformities attacking nervous system of its victims. Thalidomide was being prescribed to pregnant women as a sedative and to alleviate morning sickness drug. The principle of self-monitoring applied. There was no legislation in the Federal Republic of Germany that would require actual investigation and test concerning new medicines. In consequence, drugs did not have to be tested for their destructive tendency. There was no legal authority to support the claim along with problems to establishing link between deformities and medicine. Carrol v Fearon[28] shares the same issue as Thalidomide case. Onus lies on the pursuer to bring evidence of a breach of duty and prove that the manufacturer has been negligent. If action fails at this point there can be no further proceedings. Even when defect has been established it is a matter for a judge to decide whether on the balance of probabilities it was due to manufacturer’s neglect. When deciding whether product is defective or not, character of potential injury is taken into account. Relevant measures are deemed to be taken in circumstances when product may determine imminence to sensitive parts of the body[29]. Strict liability regime for products has been imposed in 1987 with Consumer Protection Act. Act clearly defines the product as well as who is the consumer. It places liability on producers of the product; own branders and importers, in cases where any damage occurred due to product’s defect[30]. Act covers damages, loss or injuries that exceed the sum of  £275. Damage does not include loss or damage to product itself nor to any other product supplied with the product. Economic loss is consequently excluded. Worley v Tambrands Ltd[31] established objective test used to justify whether the product has a defect or not. It is required that the pursuer brings evidence of product’s defect on the balance of probabilities[32]. Feldman v Elderly Laboratories[33] illustrates the importance of product’s safety over the logic of producer’s conducts. Again, there is no need to prove defenders fault. However is it required to show that the injury, damage or loss was a consequent of the defect in question[34]. A v National Blood Authority[35] illustrates how scientific and technical knowledge at relevant time can justify defect. ‘State of art’ or ‘development of risk’ defence is believed to be the most controversial issue under the act. Usage requirements demand including all data in the information circuit of the scientific community as entirety taking under consideration actual possibilities for the information circulates. In this case the producer was aware that some blood samples might be infected but at that time there was no possibility of precaution to take. In the end court held that blood was defective and users did not know the risk they were taking and lack of care they were entitled to receive with free from infections blood transfer. When users are aware of the defect product can’t be held defective anymore for example usage of condoms is not believed to be hundred percent effective.[36] Another defence brought by the Act accounts to contributory negligence. It concerns products that are components or raw materials in an intricate product. Additionally defend requires defect to be entirely attributable to the design of the product in question. It is well know that in practise, where statutory regime is not applicable, common law liability remains. Action in circumstances where problems with identifying responsible person arisen can be simply dismissed.[37] Another issue related with subject is being brought by Veedfald v Arhus Amtskommune[38] case where part of Consumer Protection Act has been adopted stating that a supplier is not strictly liable when a defective article was not provided in the course of business. In this case medical service has been funded from public funds nevertheless for economic purpose. In order to held strict liability damage must be a consequence ‘wholly or partially ‘by the product’s defect[39]. Defectiveness of the product is defined by the Act as ‘if the safety of the product is not such as persons are entitled to expect’[40]. Issue is tested by the standards of hypothetical reasonable man in the same position as manufacturer. In Abouzaid v Mothercare[41]the pursuer lost ability to see when the pushchair strap recoiled. Court held that test of defectiveness depend mostly on society expectations[42]. In the end, Act has been a usage for pursuers with small claim mainly relating to food. Product liability can be used for extending the scope of cases appropriate for litigation and settlement. This branch of law may serve society as an opportunity for legal education and acknowledgement relating to their rights and duties. This nature expand is likely to contribute much to the evolution of tort in the long distance perspective. As it can be seen, product liability law is growing in strength with every new precedent establishing new principles when new issue occurs. Another method that is being used in Scotland is simply adopting models from different countries and learning on their mistakes. System has grown for the as 80 years since Donoghue v Stevenson and proceeds in action. [1] 1932 AC 562 [2] 1932 AC 562 per Lord Atkin (at 599) [3] Brown v Cotterill 1934 51 TLR 21 KBD [4] Eccles v Cross and McIlwham 1939 S.C. 1 [5] Anns v Merton 1978 AC 728, [1977] 2 All ER 492 HL [6] Grant v Australian Knitting Mills Ltd1936 AC 85 [7] Barnett v H and J Packer & Co Ltd [1940] 3 All ER 575 KBD [8] Winterbottom v Wright 1842 10 M. & W. 109 [9] Escola v. Coca-Cola Bottling Co., 24 Cal.2d 453, 150 P.2d 436 (1944) [10] Haseldine v C A Daw 1941 2 KB 343 [11] 1913 3 KB 351 [12] Paine v Colne Valley Electricity Co 1938 3 All ER 803 [13] Griffiths v Arch Engeering Co Ltd 1968 3 All ER 217 [14] 1963 119 CLR 74 [15] (Canada) Ltd 1986 25 DCR (4th ed.) 658. [16] Lewis v University of Bristol 1999 EWCA cw 1569 [17] Vacwell Engineering Co Ltd v BDH Chemicals Ltd 1971, 1 QB 88 at 109 [18] Kubach v Hollands 1937 3 All ER 907, KB [19] Hobbs (Farms) Ltd v Baxendale Chemicals Ltd 1992 lloyds Rep 54. [20] McTear v Imperial Tobacco Ltd 2005 CSOH 69 [21] 1995 WL 360309 [22] 237 F.Supp.2d 512 (S.D.N.Y. Jan 22, 2003) [23] ibid [24] Hindustan SS Co v Siement Bros and Co Ltd [25] the thing speak for itself [26] Escola v. Coca-Cola Bottling Co ibid [27] 1938 4 All ER 258 [28] 1998 PIQR P416, CA [29] Abouzaid v Mothercare Ltd 2001 2000 WL 1918530 [30] S2(1) of the Act [31] 2000 PIQR 95 [32] Foster v Biosil 2001 59 B.M.L.R. 178 [33] 479 A. 2d374 [34] Richardson v LRC Products Ltd 2000 59 BM LR 185 [35] 2001 3 All ER 289 [36] Wyeth v. Levine, 555 U.S. (2009), [37] Evans v Triplex Safety Glass Co Ltd 1936 1 All ER 283; Summers v. Tice 33 Cal.2d 80, 199 P.2d 1 [38] 2003 1 CMLR 41 [39] Foster v Biosil ibid; MacPherson v. Buick 217 N.Y. 382, 111 N.E. 1050 (1916) [40] CPA 1987,s 3 (1) [41] (Uk) Ltd 2001 TLR 136 [42] A v National Blood Authority ibid

Firearms at a Crime Scene Essay

After a firearm has been photographed at the scene, it will be necessary to be rendered safe. An automatic pistol will require its magazine to be removed and the round extracted from the chamber. When removing the magazine it will need to be handled carefully in order to preserve potential fingerprint evidence and be placed in a paper or plastic evidence bag. The round from the chamber should be placed in a plastic vial or paper envelope. A revolver will need to have the rounds taken from the chambers within the cylinder. The chamber that is on top and in line with the barrel will need to be marked. The cylinder and chambers should be sketched and assigned numbers. As the rounds are removed from the chambers, they need to be placed in individual plastic vials or paper envelopes with a corresponding chamber number indicated. Regardless of type, automatic or revolver, each firearm will need to have an identification tag affixed to its trigger guard. The identification tag needs to contain the hammer position, caliber, make, model and serial number of the firearm, the investigators name, date, time, and location of collection. An additional identifier can be scratched on to the firearm, in an inconspicuous location, and in a manner that will not damage potential evidence. If the firearm was recovered from under the water’s surface, it will need to be cleared as mentioned previously, pertinent details recorded, and placed in an evidence container that will allow it to remain covered in the same water that it was found. The firearm should not be cleaned or allowed to dry. The rounds recovered from either type of weapon will need to be packaged individually, preferably in plastic vials or paper envelopes. Each vial or envelop will need to be accompanied by the following information: date, time and location of recovery, caliber, and investigators name. If a bullet is found at the scene it should be handled carefully in order to protect the striation marks. Bullets should not be pulled out of materials that they are lodged in; the surrounding materials should be broken or chiseled away. The bullet should be marked either on the point or the base, wrapped in tissue paper, placed in a plastic vial or envelope, and the afore mentioned information attached to the applicable evidence container. Spent shell casings, if found, should be picked up with tweezers or forceps, marked with an identifier near the mouth of the casing, packaged individually in plastic vials or envelopes, and be accompanied by the previously mentioned pertinent information. It is imperative that the chain of custody reflects the change of possession when any item is handed over to a laboratory or testing facility.

Adolescent Females And Self Esteem - 1262 Words

A psychoeducational counseling group to increase self-esteem in adolescent females ages 15 to 17. The concept of self-esteem is discussed in depth in the proposed group program. Adolescence is a crucial time in developing a sense of self and strong self-esteem. Adolescent females experience low levels of self-esteem and have conflict with their identity during this time. The group proposal is designed to increase self-esteem and to teach new skills to have a stronger sense of self. Keywords: Adolescent, females, self-esteem Group Proposal for Adolescent Females to Build Self-Esteem Adolescent females often have to face physical and social changes that can affect their self-esteem. The self-esteem of an individual can affect his†¦show more content†¦It will focus on a members cognitive, affective, and behavioral skills through a structured setting within and across meetings (Corey, et al., 2010, p.11). Sessions will be designed in a structured format and around different themes (Corey, et. al., 2010, p.11). Members will be allowed time to discuss and process various topics and interventions that will be covered. The group will be a closed group. The group will be announced through a brochure that will cover (1) disclosure statement, (2) statement of goals and purpose, (3) expectation for group participation, (4) policies for entering and exiting the the group, (5) rights and responsibilities of group members and the group leader, (6) disclosure to of information to others and documenting procedures, (7) group leader and members procedures for con sultation, (8) education, (9) procedures and techniques to be used, (10) time parameters, (11) qualifications of group leader (Corey, et.al., 2010). The brochure will inform referring agencies and help avoid miscommunication of the group s purpose. The brochure will be distributed to teachers, school counseling, school administrative staff, potential participants and parents. Group Screening and Membership Studies have found that adolescents benefited from self-esteem based counselling interventions. The ones benefitted the most were those with externalizing problems (e.g., overt behavioural issues), internalizingShow MoreRelatedThe Self Esteem Of Adolescent Females Through Delving Into And Reconnoitering Essay1587 Words   |  7 Pagesabout ourselves involves self-esteem (Myers, Willse, Villalba, 2011). Challenging boundaries, discovering our beliefs and values, and exploring who we are as people starts in adolescence (Arnett, 2013). Usually personality and self-esteem conflict is often challenged at an increased rate in females in the midst of this period of transition (McNeely Blanchard, 2010). 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