Air Pollution and Automobiles Essay Example for Free

Air Pollution and Automobiles Essay The automobiles that we travel in everyday play a vital role in our lives. They get us around from one place to another on a daily basis. The U. S. Environmental Protection Agency’s (EPA 2010) many studies show that exhaust emissions from these vehicles are the number one air pollutant in the United States. Air pollution causes many different issues that affect personal health as well as environmental factors. Over the years many different studies have been done by different people and agencies showing how reducing air pollution from automobiles can only benefit the earth. The government has been one of the largest advocates of lowering emissions from automobiles. Because excessive exhaust emissions created by automobiles is a major factor in air pollution, the government has enacted many laws and regulations limiting the amount of emissions vehicles may produce. Automobiles are a major cause of air pollution around the world. As the number of vehicles on the road increases, the amount of emissions from these vehicles increases. As of 2003 Leslie Miller shows that the (World Almanac 2003) reported that there were more than 107 million households throughout the United States (U.S. ) Leslie reported that the Bureau of Transportation statistics show that there are roughly 204,000,000 vehicles registered in the U. S. That produces a ratio of 1. 9 cars to 1. 8 people per household in the U. S. The number of vehicles registered in the U. S. has been doubling every five years. If this trend continues as it has over the past 30 years, by the year 2030 there will be approximately 1,200,000,000 (1. 2 Billion) vehicles producing some type of toxic emission into our earth’s atmosphere. The vehicles that we drive produce many different toxic gasses affecting our earth negatively. These emissions affect our environment and damage the greenhouse effect. The greenhouse effect is the process in which infrared rays are emitted from the sun into the earth’s atmosphere trapping heat that keeps the earth’s temperature in a habitable range. Toxic gasses from our automobiles released into the atmosphere do much damage to this natural process. As the gasses release, the atmosphere will deteriorate which allows the earth’s core temperature to rise. This process causes difficulty in farming as well as the melting of the polar ice caps virtually flooding the earth slowly. Carbon Dioxide (CO2) is the most emitted gas into the atmosphere. The Environmental Protection Agency (2010) shows that cars release 76% of the CO2 that is present in the earth’s atmosphere. For every gallon of gas used by an automobile there is approximately 20 pounds of CO2 released into the atmosphere. CO2 is a heat-trapping gas released by the combustion process by our vehicles. (Cakmak 2006), Shows that CO2 is the largest contributing factor to the smog in highly congested areas around the U. S. The following is an emissions chart breaking down the source of the seven most common air pollutants. As you can see highway vehicles are the largest source of air pollution in the geographic area of The United States. The major pollutants abbreviations are shown below and correlate with the graph that follows. Geographic Area: United States Pollutant: Carbon Monoxide (CO), Nitrogen Oxides (Nox), Volatile Organic Compounds (VOC), Sulfur Dioxide SO2, Particulate (size 2. 5 micrometers) (PM 2. 5), Particulate (size 10 micrometers) (PM 10), or Ammonia (NH3) [pic] Emissions by Category Chart (Environmental Protection Agency, 2002). The exhaust systems on our vehicles also produce another pollutant known as hydrocarbons. Hydrocarbons are produced by our vehicles when fuel molecules in these vehicles do not fully burn and then travel through the exhaust system. In addition to these deadly hydrocarbons, Nitrogen Oxide (Nox) is another large contributor of air pollution in the U. S. today. The EPA’s (2010) studies links approximately 30% of the NOx in the atmosphere to the vehicles on the road in the U. S. today. NOx has been linked by studies to the formation of acid rain in our in our environment. Simply said the reduction of vehicle emissions will cause the amount of greenhouse gasses emitted into the atmosphere to lower creating less negative effects on our earth’s environment and our health. Cakmak, Dales and Jedek (2006) says that air pollution has many negative effects on the environment as well as our personal health. Many respiratory issues come from breathing in the gasses released from automobiles. CO2 affects us by lowering the amount of oxygen our blood can carry throughout our bodies causing death in some cases. Air pollution is linked to lung cancer as well as lower birth rates that are common among people in cities that record higher vehicle registrations. The EPA has shown that these cities are at a higher risk for many health issues. Children residing in areas with higher concentrations of air pollution are three to four times more likely to develop asthmatic conditions. Automobiles are a major cause of vehicle deaths in the form of vehicular accidents. EPA (2010) statistics show that approximately 120 people are killed by a vehicular accident with each day that goes by. Many environmental issues caused by automobile emissions are overlooked by the average person. The acid rain produced from vehicle emissions has caused many bad health problems for humans. Acid rain is has been shown to cause eye irritation as well as coughing as well as asthma in more extreme cases. Urban smog in addition to global warming are the most common factors in air pollution. Smog is a product of different greenhouse gasses mixing together which produces a visible layer very close to the earth’s surface known as the ground ozone layer. The smog acts like a blanket around the earth trapping the harmful emissions allowing us to breathe them in each day. Over the years the effects of air pollution have been noticed by many from politicians to auto manufacturers. Many within these agencies have worked to reduce the emissions that our automobiles produce. One of the major changes in our society that created focus on the issues of air pollution caused by automobiles was the Clean Air Act of 1963. This bill was introduced to allow the government limited enforcement power over interstate pollution issues. In 1965 a Motor Vehicle Act was introduced. Melosi(2004) explains that this act allowed auto manufacturers the ability to practice stricter emission standards for new vehicles with government funding such as grants. In 1970 the acting president of the U. S. Richard Nixon, signed an amendment to the Clean Air act enforcing stricter fuel regulations on auto manufacturers. This Act was the most stringent air pollution law ever passed in the U. S. The Clean Air Act has been revised throughout the years to conform to stricter guidelines as air pollution becomes more of an issue throughout the U. S. The Clean Air Act was not originally designed to prohibit pollution; rather it was enacted to define an acceptable amount of pollution allowed to be emitted from vehicles. Despite the fact that the Clean Air Act was passed there are still major issues that emissions from vehicles create including health and environmental issues. Crabb and Johnson (2010) wrote an article in The Energy Journal showing the main issue that does contribute to the amount of emissions from automobiles is the fuel economy that is attained by each vehicle. The Energy Policy and Conservation Act established guidelines known as Corporate Average Fuel Economy (CAFE. ) During President Nixon’s time in office the 1975 CAFE regulations were written to require manufacturers to obtain a corporate average of 18 miles per gallon (MPG) or higher starting with 1978 model year vehicles. Between 1985 and 1992 multiple adjustments were made to make the cafe regulations stricter. By the mid 1990’s the government increased the MPG requirement to be raised to 27. 5 MPG corporate average. As we move forward in time the regulations have only become stricter for auto manufacturers. The year 2009 brought on many new accomplishments for the U. S. in that auto manufacturers began making newer models that will take us into the next decade. An article written by Tarlow (2009) shows that President Obama fought hard for his place in the White House, one of his main concerns being air pollution and the amount of emissions caused by automobiles. After being elected President Obama revealed a proposal for new CAFE regulations that will reduce emissions and further reduce the U. S. dependency on imported oil. The regulation that President Obama has proposed will require auto manufacturers to meet the strictest guidelines for fuel economy ever. Obama’s proposal will require auto manufacturers to meet a strict 35. 5 MPG by the model year 2016. The following graphs show the minimum combined miles per gallon that manufacturers are required to meet and post on the vehicles. The graphs break down different types of fuel as well as the amount of CO2 released per mile driven. Chart 1 shows the requirements prior to the EPA changing the way they figure a vehicles MPG. With model year 2009 and newer the EPA became stricter when figuring MPG for different fuel types. Chart 2 reflects the new criteria with the stricter guidelines enforced. As you can see, the Greenhouse gas (GHG) score is higher as a vehicle produces less CO2 per mile. [pic] Chart 1 (Environmental Protection Agency, 2010) [pic] Chart 2 (Environmental Protection Agency, 2010) Meeting the strict guidelines does not come at zero cost. Meeting the guidelines will cost auto manufacturers no matter how it is broken down. The research and development in meeting stricter regulations does have a cost attached to it. On the other end if auto manufacturers do not meet the CAFE guideline the government has allowed civil liabilities to be charged. The liabilities allowed by the government may cost manufactures approximately $5. 50 for each tenth of a mile that they are under the minimum requirement set forth. The EPA (2010), reports that between the year 1993 and 2004, various manufacturers paid approximately $618 million in penalties. This report also included the fact that in the same period no Asian or U. S. manufacturers have ever been charged any penalties. Many have argued that the cost of meeting increasingly difficult fuel emissions has added cost to the bottom line value of a vehicle as well as slowing sales and potentially putting smaller car dealers out of business. Much research has been done in the area of estimating costs of incorporating better emissions equipment on newer automobiles. Initially, when emission regulation were introduced in the U. S. around 1970, many manufacturers were concerned that to meet the guidelines there would need to be costly research done to find the most cost effective practices to lower emissions. Crabb and Johnson (2010) show that many manufacturers estimated initial costs for catalytic systems designed to reduce emissions would cost approximately $3,000. The government challenged the manufacturers and discounted these findings proving that with some changes to the processes the cost can be cut down by two thirds the initial cost that was estimated. The government was able to show that the systems could be incorporated on motor vehicles for about $1,300. , which is significantly less than estimated. The EPA (2010), reports that many other agencies have conducted research regarding any issues caused by stricter guidelines from the government as well as the cost factor included. The Northeast States for Coordinated Air Use Management (NESCAUM) has not been able to document any negative sales because of the Clean Air Act or stricter guidelines. On the contrary, they have been able to show that the sales of new vehicles have fluctuated between 13 and 17 million new vehicles each year for the past 20 years and never declining below these numbers. Much of the fluctuation has been attributed to the changing economical times throughout the history of the U. S. over the last 20 years. Many believe that because diesel engines typically produce a higher rate of exhaust emission than gasoline engines, which may make it more difficult to purchase diesel vehicles in Clean Air States. Diesel engines are most commonly used on vehicles with a Gross Vehicle Weight Rating (GVWR) of more than 8500. The CAFE regulations do not affect the sales or use of these diesel vehicles. The more common everyday on-road use vehicles such as the GMC Sierra 2500 and 3500 series as well as the popular Dodge Ram 2500 and 3500 series vehicles are the vehicles that will feel the greatest impact on emission regulations. Passenger vehicles such as the Volkswagen Golf TDI are not currently certified under the California Air Resources Board (CARB. ) CARB is a set of standards that the state of California has enacted to control the amount of emissions vehicles registered in the state may emit. Many states followed California in adopting these strict standards that go above and beyond the government requirements. Massachusetts, Maine, New York, New Jersey and Vermont are some of the states that have adopted CARB standards for vehicles sold in those states. As more states adopt their own standards that are stricter than government guidelines, auto manufacturers have difficulty selling certain new vehicles in certain states. Many of the diesel engines used in vehicle applications do not meet the strict EPA and state regulations. In 2010 most new trucks with diesel engines will utilize Exhaust Gas Recirculation (EGR) to lower the NOx released by diesel engines by injecting a urea compound that breaks down the NOx. Cummins, the world’s second largest diesel engine manufacturer has met all emission guidelines that went into effect for all 2010 and newer model year vehicles since the model year 2007. This is helped to benefit sales for the companies that use the Cummins Diesel engine. One such company is Chrysler Corporation that uses the Cummins Diesel in their Dodge Ram Heavy Duty line up. Hirata shows that by using this engine Chrysler has been able to stay at the forefront in technology. As others struggle to find ways to meet regulations, Chrysler will benefit from the technology because their vehicles meet all regulations. The only change Cummins made was adding an inexpensive technology called Selective Catalytic Reduction to further reduce NOx emissions into the earth’s atmosphere. Other manufacturers utilizing diesel engines will be developing systems that require the addition of urea at an additional cost to the customer driving consumer cost through the roof. Cummins has the advantage that the prices for their system will not fluctuate as other diesel engine manufacturers prices will increase because of the cost associated with their new technologies. To reduce the emissions throughout the U. S., not only are the government and auto manufacturers responsible, we are each individually responsible to do our part in reducing the greenhouse gasses we contribute. The manufacturer changing the design of automobile systems is a key part in the reduction. The way we personally use our vehicles will also contribute to the reduction of greenhouse gasses. Things that can be done on our part may include reducing the allowable amount of vehicles in an area by issuing quotas and permits for different areas. Many people have looked into the use of hybrid vehicles as alternatives to fully gas or diesel powered vehicles. Lowering the personal use of our vehicles as well as participating in car pools will fully reduce the amount of green house gasses that we individually release into the atmosphere. In doing the things necessary to lower emission we must be proactive and take an interest in the positive things that will benefit us by reducing the amount of emissions. Although the government has worked with auto manufacturers to reduce vehicle emissions, our cars still produce toxic emissions into the air. With the increasing regulations on fuel economy we will only benefit from less emissions being released into the air. Many things may be done on a consumer level as well. We have access to alternative fuels such as E-85 (ethanol) which comes from corn as well as compressed natural gas which releases very little emissions if any. The government and auto manufacturers are always looking for ways to reduce emission further. As time goes on unless we completely stop using automobiles we will still be faced with the release of toxic emissions from automobile exhaust systems. The available resources will always become better as time goes on and companies create the next best thing to reduce the amount of emissions released by their vehicles. The only way to ensure that our children have a cleaner environment is by educating them with the necessary information that will allow a greener environment over the years to come. References Cakmak, S. , Dales, R E, Judek, S. (Jan-Feb 2006). Respiratory health effects of air pollution gases: modification by education and income. (Author abstract). Archives of Environmental and Occupational Health, 61, 1. p. 5(6). Retrieved January 22, 2010, from General OneFile via Gale: http://find. galegroup. com. ezproxy. apollolibrary. com/gps/start. do? prodId=IPSuserGrou pName=uphoenix Crabb, J. , Johnson, D.. (2010). Fueling Innovation: The Impact of Oil Prices and CAFE Standards on Energy-Efficient Automotive Technology. The Energy Journal, 31(1), 199- 216. Retrieved January 22, 2010, from ABI/INFORM Global. (Document ID: 1942210741). Environmental Protection Agency. (2010) [Graphs that show Greenhouse Gas Score Criteria that vehicles must meet as per the EPA regulations on emissions. ] Greenhouse Gas Scores. Retrieved from http://www. epa. gov/greenvehicles/Aboutratings. do Environmental Protection Agency. (2002) [This is a picture of a chart breaking down the sources of the 7 major air pollutants in the United States] Air Data. Retrieved from http://www. epa. gov/cgi- bin/broker? _service=airdata_program=progs. webprogs. emcatbar. scl_debug=2 geotype=usgeocode=usageoname=United+Statesepol=CO+NOX+VOC+SO2+PM 25+PM10+NH3years=2002mapsize=zscreqtype=viewmap Hirata, K. , Masaki, N. , Yano, M. , Akagawa, H. , Takada, K. , Kusaka, J. , Mori, T.. (2009). Development of an improved urea-selective catalytic reduction-diesel particulate filter system for heavy-duty commercial vehicles. International Journal of Engine Research: SPECIAL ISSUE ON EXHAUST AFTER-TREATMENT SYSTEMS FOR DIESELS, 10(5), 337-348. Retrieved January 22, 2010, from Research Library. (Document ID: 1873528061). Melosi, M. (2004). The Automobile and the Enviornment in American History. Retrieved from http://www. autolife. umd. umich. edu/Environment/E_Overview/E_Overview1. htm Tarlow, S. (2009). President Obama’s CAFE Standards Will Reduce Auto Emissions. Retrieved from http://personalmoneystore. com/moneyblog/2009/05/19/cafe-standards-car- emissions/ U. S. Enviornmental Protection Agency. (2010). Air Pollution Effects. Retrieved from http://www. epa. gov/ebtpages/airairpollutioneffects. html.

Unrelated Incidents’ by Tom Leonard and Search for my Tongue by Sujata Bhatt :: English Literature

What does the way a person speaks tell us about the person? ‘Unrelated Incidents’ by Tom Leonard and ‘Search for my Tongue’ by Sujata Bhatt are two poems that give people an incite into how a person is perceived by others, by the way that they speak. ‘Unrelated Incidents’ is about how the BBC newsreaders all talking in Standard English and will not have a Scottish person reading the news because the viewers will not understand there accent, Tom Leonard views this as discrimination and shows his dislike to this attitude in his poem. ‘Search for my Tongue’ is about Sujata Bhatt’s personal experiences with learning another language and having to speak in a foreign tongue and forgetting about the mother tongue which is the original language. When Sujata thinks that she has finally lost her mother tongue she starts to hear it again in her dreams. The layout of the poem ‘Unrelated Incidents’ is set out in an unusual way because of the poem talking about the BBC newsreaders. When the newsreaders reads out the news they read it off of autocue and this is how the poem is set out. When first looking at ‘Unrelated Incidents’ it is difficult to read because of the spellings of the words. The poem is written phonetically and not in Standard English. Tom Leonard says in line 27-30 ‘this is me token yir right way a spellin.’ Leonard also uses colloquial which is slang he uses it in the last line with ‘belt up’ he does this to mock the way the news is read because of the poem being written as if it were the six clock news. This is different to ‘Search for my Tongue’ because Sujata Bhatt for 15 lines writes in English but then from line 16-29 writes in Gujarati which is her mother language, beneath this it also tells the reader how to read this language (which is spelt phonetically). The lines written in Gujarati is actually the first part of the poem written again and when you read it the first part sounds harsh and not very nice to read but when you read it for a second time in Gujarati it flows and is nice to read. In ‘Unrelated Incidents’ and ‘Search for my Tongue’ they either are cross or upset with themselves or with others around them. In the poem ‘Unrelated Incidents’ the Scottish man is angry for being rejected by the BBC just because of the way that he talks and because of his accent and in ‘Search for my Tongue’ she is upset with herself for not

Understand How to Create Inclusive Learning in Lifelong Learning

|Unit Number: |CU3813: Roles, Responsibilities and Relationships in LL | |Summary/Introduction: |The roles and responsibilities of a teacher in the sector of a lifelong learning are the key relationship | | |between the learner and the teacher, the teacher is endeavoured to treat each learner has an individual, | | |practising equality and diversity among the learners always.Having effectiveness of a good communication skill,| | |and the importance of self-evaluation and feedback. The use of the training circle and the Learning Styles | | |(VAK). The completion of attendance records, induction of learner for the course to identify their learning | | |style, which would, helps a teacher to plan the session more effectively, to be able to know the learners | | |learning styles, a learning styles test or skill scan needs to be carried out on the learner.After obtain the | | |learning style, boundaries and ground rules are established between learner and teacher to know their limit. | | |Having a duty of care for the learner, carrying out a one-one feedback with learners where needs arise. | | |Maintaining a record of the learners’ progress.Referring learners to others when necessary. Be aware of the | | |different types of levels of learning, the need of a good verbal skill, intellectual skill, cognitive strategies| | |and a good attitude towards the learners and the organisation. |Learning Outcome 1: |Understand own role and responsibilities in LL | |AC 1: | Aspects of Legislation and code of practice are: | |Summarise key aspects of |Equal opportunities 2000: | |legislation†¦Ã¢â‚¬ ¦.. |Learners must be treated as individual regardless of their gender, race, ethnic origin, religion, disability, | | |sex, civil partnership, age.Treating each learner fairly and according to their needs. Rights for learner to be| | |able to attend and participate in any session. These differences create productive environments where everyone | | |feels valued, talent s are fully utilised and organisational goals are met. | | |Data Protection act: | | |Processing of learners information to be kept under confidentiality, not to be disclosed to another party. | |Personal data must be accurate and kept up to date where necessary. Personal data shall be processed in | | |accordance with the right of the data under the act 1998. | | |Health and safety act 1974: | | |The responsibility to be able to protect yourself and all others around you, who may be affected, Learners are | | |entitled to learn in a safe environment.And be aware of rights as an employee to the employer. | | | | |AC 2: |Responsibilities in promoting equalities and valuing diversity; always treat the learner has an individual with | |Analyse own responsibility in |different needs and abilities, each learner is entitled to be treated with adequate respect and dignity, | |promoting equality and valuing |ensuring equal support to all learners and no favouritism, ensuring equal access o pportunities to learners to | |diversity. |fully participate in the learning process.Ensuring the policies, procedures and processes are not | | |discriminating. Learners may come to an educational organisation and therefore act differently in this | | |environment from the way they would at school, all must be treated and according to various needs. Teacher has | | |to be Honest, not to say you don’t know something, but better to say I will find out, communicating effectively;| | |involving learner activity and listening to what they have to say.Giving constructive and positive feedback | | |(University of Edinburgh). | |AC 3: | Areas of work: Health and Social care. Roles of learning are; Preparing the material according to the syllabus,| |Evaluate own role and |Following ethics and values, keeping records of learners’ progress, carrying our one to one feedback/tutorials | |responsibilities in lifelong |with learners.Maintaining confidentiality and a positive learnin g experience. Applying lifelong learning skills| |learning. |obtained, Developing skills by outdating and regularly. When applied to benefit the organisation goals, e. g. | | |Customer service, good telephone manner, be a people person, listening and customer satisfaction been met. | | |Identify needs and deficits, working towards it. Gram training| | |PowerPoint) | |AC 4: | The organisation must provide a syllabus to use, to develop the course content on the subject to be taught, the| |Review own role and |learners needs should start from skill scan, induction/interviews, to be able to identify their styles, needs, | |responsibilities in identifying|and potentials.And be able to identify the level of assessment they are able to learn. Set a time with | |and meeting the needs of |organisation to review the learning plan, with this learning plan to set a target with supervisor, keeping | |learners. |records (portfolio) of the life long learning, having a mentor to meet regularly. Kn owing your learning styles,| | |to be able to identify weakness and strengths and devise a plan on how to improve it.This plan has to be | | |measurable, realistic and achievable, Facilitating learning in a conducive environment, been a facilitator makes| | |learning enjoyable for the learner. ( Gravells A Simpson S 2008) | |Learning Outcome 2: |Understanding the relationships between teachers and other professionals in Lifelong Learning. |AC 1:Analyse the boundaries |Every organisation has professional boundaries within to work, and it’s a tutor duty to abide by the | |between the teaching role and |organisation rules, been. Unprofessional. i. e.. been too familiar with the learner. In the teaching role, | |other professional roles |ground rules are made and all learners are required to work within it, its makes the learner to know their | | |limit, their routine and be organised.In adult learning there are responsibilities to learning by them self, | | |learning by observat ion, discovery, evidence-based and trial by error. Contract is drawn between learner and | | |teacher, which could consist of a learning duration of 12 weeks, 1years etc. A module is followed, either theory| | |based or practical or combined. Ability and competences is required. Belbin 1996) | |AC 2: Review points of referral|Individual learning: teaching on a one-one basis, learner may respond differently then when learning within a | |to meet the needs of learners |group. A learner can be referred to another professional, if learning needs are not met in the one-one | | |learning. When learners are not responding to teaching, or the resources been used are not fully utilised. | |Explaining to learner that the other professional is more specialised in the learners learning styles. | | |(Daines JW 2006) | |AC3:Evaluate own |As a teacher working, within a value base organisation with a code of professional practice, set by an external | |responsibilities in relation to|body. hen teac hing value must be added to get a good outcome, remaining professional and retain self respected,| |other professionals |been passionate about the course been taught, Helping to motivate the learners and their learning experiences,| | |not only are they learning the subject but, they are also observing the way the teacher is been conducted, | | |composed, dresses, responds to feedback and support them. Identifying their needs, planning, designing, | | |facilitating, and evaluating their learning plan and styles. Reece, walker, 2007) (Gravells, Simpson | | |2008) | |Learning Outcome 3: |Understand own responsibility for maintaining a safe and supportive learning environment | |AC 1:Explain how to establish |Suitable/Safe learning environment; | |and maintain a safe and |Preparing the presentation in advance. | |supportive learning environment|Setting up the room according to delivery method. | |Ensuring the venue has accessible facilities, (toilets, refreshments areas, fire exit and evacuation procedures,| | |and ventilated room). | | |Considering flexible breaks and other individual needs are met, informing learner how long the break is. | | |Informing learners the importance of learning and how what they are learning has value and meaning, giving | | |precise targets of the subject and summarising occasionally. | |Making learning interactive, by giving groups discussions, role-play. | | |Introducing yourself, and getting to know your learner by name. | | |Informing learner on any useful resource material they might need. | | |Making special requirement is any of the learners has Disabilities. | | |(Learning and skills network lsneducation. org. k) | |AC 2:Explain how to promote |Appropriate behaviour between learner and teacher must be addressed immediately with the learner, informing the | |appropriate behaviour and |learner of the ground rules and boundaries and the reasons for instigating the rules, for the learners to know | |respect for others |their li mits. Learners should be engaged in an activity relating to the session to avoid boredom and class | | disruption. group discussions or role play among one another make the learner more interactive and focus, having| | |a one-one session with them to improve working as a team and good feedback being professional always, whatever | | |the feedback good or bad. Having a positive approach towards the learner and self, not losing temper at the | | |learner staying in a relaxed and positive manner. National programme for specialists of behaviour and | | |attendance) | | |(Wallace 2007) | |Evaluation: |What Have I learnt? | |The use of Planning in advance all materials needed, Identifying the needs of the learner, Facilitating the | | |learners learning styles; giving clear and precise instruction and summarising the subject regularly, | | |encouraging the learner to ask questions, treating each of the learners has individuals.Assessing the learners | | |at the end of the session or duri ng the session, to ensure they have learnt the knowledge and skills. Feedback| | |from the learners to ensure how to deliver next sessions. Taking into account equality, entitlements, | | |inclusively and diversity of all learners, always having a positive and professional attitude, most importantly | | |Listening to learner, having eye contact.Making sure the Aim of teaching is delivered and reflected on the | | |sessions to develop future delivery. | |Bibliography |What text have I researched or used to answer the assessment criteria? | | |Books | | |Berlin M, Team Roles at work, (1996) | | |Gravells A, Simpson S, Planning andEnabling in the Lifelong Learning Sector, Learning Matters. (2008). | | |Daines JW, Adult Learning, Adult Teaching, (2006) | | |Reece I, Walker S, Teaching, Training and Learning, (2007) | | |Wallace S, Achieving QTLS: Teaching, tutoring and training in the Lifelong Learning Sector, 3rd edition. (2007). | |Gram Training, PowerPoint (Handout), July (2012) | | | | | | | | | | | | | | |Websites | | |City & Guilds – www. cityandguilds. com | | |City & Guilds 7303 – www. anqdevelopment. co. uk | | |Educational sites and resources – www. support4learning. org. uk | | |Learning and Skills Network – www. lsneducation. org. k | | |National Programme for specialists of Behaviour and Attendance – www. teachernet. gov. uk | | |University of Edinburgh – www. ed. ac. uk | | |GSS Training – www. gsslimited. co. uk | | |Ask Jeeves – www. ask. com | | | |

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