Graphology :: Handwriting School Education Essays

Graphology Introduction The belief that handwriting is a sign of the inner personality is very old. The first serious attempt to analyze handwriting seems to have been that of Camillo Baldi, an Italian scholar, who published a book on the subject in 1622. As literacy spread, handwriting analysis became popular, being practiced as an art form by such literary figures as Goethe, Poe, the Brownings and Dickens. Jean Hippolyte Michon coined the term "graphology" in 1875. Michon systematized handwriting analysis by associating hundreds of graphic signs with specific personality traits. Around the turn of the century, the French psychologist Alfred Binet performed several experiments with handwriting analysis as a device for testing personality. Binet claimed that handwriting experts could distinguish successful from unsuccessful persons with high accuracy. The German school of handwriting analysis, led by Ludwig Klages, developed a subjective and esoteric approach to graphology, and apparently never even attempted experimental verification of its claims. There is today no single theory or method that dominates graphology. The French school concentrated on isolated signs as specific indicators of personality, and the Germans sought to make subjective interpretations based on a total impression of a person's handwriting. In 1929 M. N. Bunker founded "graphoanalysis" as a compromise between these two extreme positions The language and techniques of graphoanalysis seem to be more or less the common graphological practice in the United States today. (Bunker 1971). Bunker founded the International Graphoanalysis Society, which now offers an 18-month correspondence course for analysts. The society is based in Chicago and claims 10,000 active members. The Institute of Graphological Science in Dallas also offers courses and accreditation in graphology, but it is not affiliated with the Graphoanalysis Society. Unless indicated otherwise, I will use the term "graphologist" to refer to a practitioner of any school of handwriting analysis for per sonality assessment. Graphological technique Even though there is no canonical school of graphology, some discussion of the practice may be helpful. Remember that the basic assumption underlying graphology is that handwriting is an expression of the personality; hence, a systematic analysis of the way a person forms words and letters will reveal traits of personality. The graphologists are fond of repeating, "Handwriting is brain writing." Graphologists look for such features as the slant of characters, the size of individual letters, angularity and curvature, and such non-graphic features as the pressure of upward and downward strokes. In most systems, the slant of the letters is very important.

Role of Women in Uzbekistan Essay -- essays research papers

Role of Women in Uzbekistan   Ã‚  Ã‚  Ã‚  Ã‚  Women’s roles are not the same in different cultures. Most important is that women in Uzbekistan, where the population of Muslim people were from 50 % up to 70 %, made the big progress in eighty years. From that time women started to become more free in education, marriage, and fashion than they used to be eighty years ago.   Ã‚  Ã‚  Ã‚  Ã‚  The education has also changed since the 1910s. In the 1910s girls had separate schools from boys, and they could only get education in middle-schools not going anywhere further in level of study. A lot of girls couldn’t attend the schools at all. In the history books says that each class had about five to ten girls, half of the girls stayed at home with their family or grandparents. Now we have a lot of schools and they are not separated. Today all Muslim girls and boys go to same schools together with all other students. They also can go farther in level of study. A lot of Muslim girls and women go to university after High School and earning degrees and becoming scientists, writers, musicians, teachers and simply excellent mothers. It is a really big change for women. I think I know why they did this changes, its because they wanted to be more educated and be equal to men.   Ã‚  Ã‚  Ã‚  Ã‚  Marriage has also changed a lot. Eighty years ago women had to stay at home and do the house work. A woman couldn’t see any men except her father or brother until ...

The Journey in A Good Man Is Hard to Find by Flannery OConnor Essay

The Journey in A Good Man Is Hard to Find by Flannery O'Connor In "A Good Man Is Hard to Find," Flannery O'Connor's character searches for grace and redemption in a world full of sin. Grimshaw states, "each one, nonetheless, is free to choose, free to accept or reject Grace" (6). The Grandmother in "A Good Man is Hard to Find," is on a journey for grace and forgiveness in a world where the redemption she is searching for proves to be hard to find. The Grandmother often finds herself at odds with the rest of her family. Everyone feels her domineering attitude over her family, even the youngest child knows that she's "afraid she'd miss something she has to go everywhere we go"(Good Man 2). Yet this accusation doesn't seem to phase the grandmother, and when it is her fault alone that the family gets into the car accident and is found by the Misfit, she decides to try to talk her way out of this terrible predicament. However, when the grandmother realizes that the Misfit has the intention of killing the whole family, her included, she screams out in terror, "Jesus!...Pray...!Y...

My Three Key Stages of Life Essay

Everyone has their own key stages of life. They are the most important parts of your life. Mine, is of course when I was born, kindergarten and when I was in Primary 6. Why are they the most important for me? Well, it is all written here, in this essay. Like most of the babies in the world, I was born a healthy baby. Soon enough, I learnt how to crawl, walk, eat, run, and many other things. By the time I finished learning all those, I was already a toddler. It was one of the most important parts of my life. When I was born, I was the heaviest among my siblings and me. As I looked through all my baby photos, I realized I have changed a lot. Though I don’t recall much stuff, the only memories I had as a toddler were two nightmares. Time flies really fast. In the blink of an eye, I was in kindergarten. I studied in â€Å"Bukit Panjang Methodist Church Kindergarten†. I was excited on the first day of school. All those years, I really enjoyed going to school. It was when classes were much more fun with games and interaction between the teachers and students. I remembered during P.E. lessons the students will play in a playground, while a few were chosen to play with a big tub of water. And when the teacher starts to pick people to play with the water, the class usually will get chaotic. The best memory I had was when I celebrated my birthday in school. It was the best birthday present ever. A few years later, I entered primary school. It’s just an ordinary neighborhood primary school, â€Å"Bukit Timah Primary School†. Then it happened. Primary School Leaving Examination dates. Those dates were the dates where I had mixed emotions. They were the dates where I worked my entire primary school life for. It was the most crucial moments. My life depends on it. Whether I will get into a good or a bad school, all depends on those dates. Once you step into that examination hall, there’s no turning back. It wasn’t as bad as I thought. Though the papers were hard, I managed to complete them and the results I got were higher than I expected them to be. I remember during the day the results were out, many students cried when they saw their results. Some were tears of joy, some were tears of sorrow. Well, for me, I didn’t really cry. I only cried after I saw my best friend cried tears of happiness. I cried tears of joy too.

Fahrenheit Essay

But Ray Bradbury’s Fahrenheit 451 staunchly contrasts these other writings; rather than presenting some omniscient tale admonishing its audience of the dangers of government hierarchy, Bradbury uses satire to criticize primarily emerging trends in society, providing an account that deems them equally as harrowing and dangerous as some authoritarian government, although he does include a limited number of strands involving an anti-government theme. This unique aspect of Fahrenheit 451 has earned the attention of critics and supporters alike. Unlike other novels produced during this time period, Bradbury protested a society growing increasingly centered around materialistic comforts and desires and less around the pursuit of intellect. Bradbury did not simply express his concerns about the degradation of intellect however; he encrypted his message in the layers of a complex tale. Written upon every page of the novel is a fragment of information that plays a larger role than superficially understood. Themes involving the value of imagination, the authority of peers, freedom of speech, and the struggle between individualism and conformity emerge once the novel is more than ostensibly examined. In a time period during which everyone felt that â€Å"Big Brother† existed only to suppress the freedoms of humanity, it became easy to forget that people possess that same power; it became easy to forget that when a society loses the ability to think independently, exploitation is inevitable. Rather than making thoughts and conclusions, you are simply told what to think. The â€Å"firemen† of Fahrenheit 451 metaphorically represent the closest thing to government control in the entire book. Bradbury uses firemen for this particular metaphor because as firemen, they are expected to protect and accommodate the needs of people in danger; they are literally the lifesavers of society. Yet in Fahrenheit 451, they set fire to what is good, knowledge and people alike. â€Å"On the front porch where she had come to weigh them quietly with her eyes, her quietness a condemnation, the woman stood motionless. Beatty flicked the switch to spark the kerosene. (Fahrenheit 451) The firemen burned her. This intense contrast between what is expected of firemen in the real world and how the firemen act in Bradbury’s fabricated world emphasizes the importance of their role in the book. The television installers still install televisions, and people still drive too fast, but the firemen no longer extinguish fires, they ignite them, and that is something notable. Equally as notable, the firemen do not set the fires because they are forced to do so; they set fires because they believe it is right. They are the enforcement of censorship. They are the hands of the government. They are the embodiment of evil. Yet the firemen are willing. As spectators to the atrocious society that Bradbury depicts, we cannot help but cringe as the old woman is burned to death, or as the city is finally destroyed. We cannot understand why the firemen are so eager to commit such heinous crimes until we understand what Bradbury’s futuristic society really depicts. It depicts a society composed of puppets that cannot think but only comprehend. The firemen believe it is right to destroy books because that is what Beatty, the fire chief, tells them. They do not ask why, they do not object, they monotonously carry out the task at hand. â€Å"Well, it’s a job just like any other. Good work with lots of variety. Monday, we burn Miller; Tuesday, Tolstoy; Wednesday, Walt Whitman; Friday, Faulkner; and Saturday and Sunday, Schopenhauer and Sartre. We burn them to ashes and then burn the ashes. That’s our official motto. † Guy Montag, the main character, only confirms the notion that the firemen believe it is their duty to burn books, when he provides the reader with a cheery description of his occupation. Also in this riveting effigy of his career, Bradbury has included irony by naming each street after revered authors, adding a sense of pathetic humor to Montag’s situation, while reinforcing a theme of intellectual degradation. Bradbury’s point in having the firemen burn books on their own accord and not on another’s behalf is to emphasize the conclusion that this is a book written about society and its people, not the government that runs it. This is especially important because this part of the book is often misinterpreted. Until the book is examined on a deeper level, Fahrenheit 451 appears to be a story about government censorship, and how the government can force people to stop reading by slowly outlawing certain books until no books are allowed at all. Bradbury explicitly stated in a LA Weekly News interview, â€Å"Fahrenheit 451 is not a story about government censorship.

Inclusive teaching and learning Essay

Organisations working within the learning and skills sector face increasing challenges as the UK becomes more diverse and multicultural. Differences are an asset and a diverse learner body and workforce enrich an organisation. However, misunderstandings, negative attitudes, or a lack of awareness, understanding and effective communication can all lead to segregation and underachievement. The aim of this CPD builder is to raise awareness of the inclusion challenges in organisations, and provide ways of meeting those challenges. You might like to use the Small steps – big difference tool to help you identify the challenges most relevant to you. In this CPD builder you will find a wide range of information and guidance on inclusion in the form of research, checklists, case studies, good practice advice, videos and activities. There are suggestions of how you can use each resource for CPD to ensure that inclusivity is embedded into all activities and goes further than a ‘tick box’ approach, alongside prompts to help you reflect on your current practice. The resources use a variety of pedagogy approaches but those most frequently referred to include using e-learning and technology, differentiation and assessment for learning. The learner voice is a crucial aspect in promoting inclusivity as it requires listening to learners’ opinions and involvi ng them in planning – you should consider how the resources can help you do this. Exploring these resources and using and adapting the ideas they suggest will help you to: ensure no learners are isolated or marginalised through language, culture or any other difference that may influence thoughts and actions or form a barrier; work towards eliminating discrimination and harassment;  recognise and accommodate learners’ individual needs;  ensure that all learners have equal access to the curriculum; explore how the 10 pedagogy approaches can promote understanding about inclusion and inclusive practices. Please note: The term ‘inclusion’ has been used in most instances, however ‘diversity’ has also been used when describing actual individual and group differences, particularly relating to cultural diversity. Objectives After using this CPD builder, you should: be able to relate the ideas to your own experiences and inclusion challenges in your organisation; be able to recognise how different pedagogy approaches can spread awareness and accommodate learners needs; and be able to evaluate the usefulness of the resources to your own practice and CPD. Skills I will need to ensure my practice is inclusive The ability to work with colleagues to review the inclusion challenges in my own organisation. The ability to plan sessions that promote active learning and provide assessment opportunities that are accessible to all learners. The ability to develop materials and resources that are accessible to all learners and accommodate their needs. The ability to identify the varying needs of learners and to provide the support or adjustments necessary. Knowledge I will need to ensure my practice is inclusive An understanding of the range of inclusion challenges for teachers, managers and learners. An understanding of the strategies, tools and pedagogy approaches that support a whole organisation approach to inclusivity. An understanding of the materials and resources that enable equal access to learning and assessment and how to adapt them. An understanding of how learners can take responsibility for their own learning. Activities Support for your CPD You can work through the ideas in the CPD builder on your own but you are likely to find it more enjoyable and challenging if you seek the support and involvement of colleagues. There are also lots of sources of further information and guidance you can draw on to help you make the most of the experience. Explore some of the options in the list above. SLC or ALC, E-Guide or e-CPD Professional Development Adviser Your Subject Learning Coach (SLC) or Advanced Learning Coach, E-Guide or e-CPD Professional Development Adviser, or staff with a similar role within your organisation, can support your professional development. They can help you to identify the right CPD builder for you, work your way through the activities you select, and reflect on what you have learned. If e-learning is an area where you particularly want to develop your practice, make  contact with your E-Guide or e-CPD Professional Development Adviser. They have a specific remit for supporting colleagues in their use of technology. It may be that your organisation shares one of these roles with a neighbouring provider. You can also work informally with colleagues in your team. Look out for face to face or virtual networks of colleagues with similar interests to your own.  Learners can contribute to your professional development. Involve them as you plan, try out and evaluate new approaches. They are the experts on their learning and insight into what works well can help them as well as you. Supporting your CPD Look at the activities and tools in the Supporting your CPD area of the website. You can use the CPD activity: Small steps – big difference to review your current practice and identify areas for development. As you reflect on your professional development needs and experiences, refer to the reflective tool: Putting CPD into action. This can help you put together your CPD plan and consider the evidence you might look for. Documents in the CPD library can help you as you try out and evaluate new ideas that you have discovered through CPD builder and record the outcomes for your CPD portfolio. You could: devise a Supported experiment using the downloadable guidance notes and form find out more about Action research and how it can contribute to your professional development investigate Peer observation or Teaching squares as ways of working with colleagues to develop your practice. Institute for Learning website For more information about your CPD and the professional registration requirements for teachers in the learning and skills sector, visit the Institute for Learning website at www.ifl.ac.uk You may also want to explore: the different types of CPD activities you could undertake and how the CPD builder can contribute to your professional development plan  how you can use the Institute for Learning tool REfLECT to record your activities and reflections in your personal learning space. Support from LSIS’s Teaching and Learning Programme Subject Learning Coaches (SLCs) and Advanced Learning Coaches (ALCs) supporting coaching activities play a central role in LSIS’s Teaching and Learning Programme. They support individuals, teams and organisations to release their potential. Find out who the SLCs and ALCs are in your organisation and ask how they can help. Coaching has been shown to have a positive and lasting impact on practice. Find out more about the Professional Training Programme (PTP) for SLCs at www.subjectlearningcoach.net Coaches participate in regional Subject Coaching Networks and other peer and community activity such as virtual networks and action research projects to collaborate, bring and exchange ideas and resources developed within their organisations. Any teacher can attend a Subject Coaching Network so ask your SLC for details of the next network in your subject area or visit the website at www.subjectlearningcoach.net/events.aspx Managers’ Engagement and Support Programme The support of senior managers is vital to the successful deployment of SLCs in your organisation. Find out more about the Managers’ Engagement Support Programme (MESP) at www.subjectlearningcoach.net/managers_area/index.aspx If you are a SLC or ALC with a management role, you may want to take part in the MESP and exchange ideas on what you can do to support CPD across your organisation. Effective teaching and learning Teaching effectively and facilitating effective learning requires the use of a range of different but mutually supportive pedagogy approaches. The resources in this topic will take you through the pedagogy approaches and how they can support inclusive teaching and learning, prompting you to reflect on your own practice. These resources can be used individually or within a group CPD session to explore in depth the approaches you might use with learners and to understand more about why and how they work. To develop your skills and understanding in the use of technology to enhance learning, join the eCPD programme and explore the online learning space were you will find teachers sharing their ideas and experiences. Through using inclusive teaching and learning approaches you can support learners in overcoming barriers and achieving their full potential. By listening to learners and encouraging them to take greater control of their own learning you can support progression and help them become expert learners. This topic also provides information about using case studies effectively, which can be a useful tool in promoting inclusivity. These activities can contribute to meeting the Institute for Learning (IfL) 30 hours (or pro rata) continuing professional development (CPD) requirements and can be related to the personalised elements in the professional formation framework to provide supporting evidence of self-evaluation, teaching and learning and subject currency. Developing the expert learner This flexible, generic resource uses a range of learner settings, including prison and work-based learning, to illustrate different aspects of Developing the expert learner under three key strands of: Learner voice; Learning how to learn; and Assessment for learning. The video clips included in the resource provide examples directly relevant to aspects of inclusive teaching and learning, such as age and faith. Becoming ‘expert learners’ enables learners to take greater control of and responsibility for their own learning. Set up a group CPD session using the ‘learner journey’ resource in the ‘Getting started’ section. Try out the two activities in small groups. In what way might inclusion issues have an impact on the development of expert learner characteristics? How can you promote the development of these characteristics? Can you imagine any scenarios where expert learner characteristics might help to break down barriers to learning? Use the information you have gained from using this resource to create an action plan for the coming year. When you have carried out your planned activities, log outcomes and reflections on progress. Using pedagogy to promote inclusive learning These three resources focus on how different pedagogy approaches relate to inclusion and can help promote an inclusive learning environment. Through using these alone or with colleagues you can review how well inclusion is embedded into your practice, and how your organisation can embrace inclusion more fully. The resources will also give you ideas for enabling learners to extend and take responsibility for their own learning. The resources Introducing the 10 pedagogy approaches and Talking teaching, training and learning explore each of the pedagogy approaches and how they can be used. You can also download a set of cards that go into detail about each approach and include suggestions for using the cards individually and with colleagues. The Equality and diversity quick start guide shows how the approaches can be used to promote inclusion. Explore each pedagogy approach and reflect on your own practice. What new approaches could you adopt? How could you use co-operative learning to help prepare learners for job-based team working? How thoroughly do you plan your lessons and how much do you involve learners in planning their own learning? In a CPD activity with colleagues share ideas for setting ground rules or modelling acceptable behaviours to promote inclusivity. Use the information you have gained from using these resources to create an action plan for the coming year. When you have carried out your planned activities, log outcomes and reflections on progress. Effective teaching and learning toolkits The Effective teaching and learning area of LSIS’s Excellence Gateway contains a number of toolkits that can support your practice. The Planning toolkit will help you to understand how to plan sessions and courses effectively with both colleagues and learners. It also explores how to support learners’ planning skills and ways in which you can help them to develop expert learner characteristics. This toolkit will support your use of the resources in the ‘Session and course planning’ topic. The Case study toolkit will help you explore how and when to use case studies to promote inclusive teaching and learning. Case studies help learners engage with real issues and can promote positive attitudes and behaviours. The Effective questioning toolkit focuses on ideas to help you develop your own questioning strategies to identify learners’ needs and use different assessment techniques. The toolkit will also help you support learners in developing their own questioning strategies. These three resources include videos, questions and activities and will help you to understand: why planning is an essential part of successful course delivery and how it can promote individual and whole organisation approaches to inclusive teaching and learning; what is mean by ‘case studies’, the positive impact of using them and how to design effective case studies; why, when and how to ask questions to promote learning and support inclusivity. Explore the resources on your own or with colleagues and consider how you could these approaches in lessons or assessments to promote inclusive teaching and learning. Discuss how effective planning can impact inclusivity. How can you ensure case studies meet the needs of different learners? What pedagogy approaches do you think using case studies and a range of questioning strategies support? How can you work with colleagues and learners to plan inclusive activities and sessions? Use the information you have gained from using this resource to create an action plan for the coming year. When you have carried out your planned activities, log outcomes and reflection on progress. An introduction to inclusive teaching and learning The challenges in ensuring that teaching and learning is inclusive relate largely to the complexity and the number of issues that teachers, managers and organisations need to be aware of in order to meet the needs of all learners. The resources in this topic include specific guidance on disability, learning difficulties, ethnic, cultural, religious and social diversity, gender, age and sexual orientation issues. They also provide guidance on using the 10 pedagogy approaches to promote inclusion, and putting organisation-wide policies into practice. The varied nature of the resources provides a wide range of material to stimulate your thinking and enable you to benefit from others’ experience. Videos show teachers, managers and learners explaining their own inclusion challenges and how they are resolving them, giving you an opportunity for  modelling. Case studies explain how good management and teaching practice aids inclusion in other organisations, and provide ideas you can adapt to suit your own circumstances. Research reports, checklists and detailed guidance offer a menu of suggestions for you to adopt. Using the CPD model of analysis, action and reflection, explore individually or with colleagues those resources which relate to the inclusion issues that currently exist in your organisation. Putting these ideas into action with your learners or colleagues through a structured Action Plan and Reflective Log can contribute to your 30 hours (or pro rata) CPD requirement and can be related to the personalised elements in the professional framework to provide supporting evidence of self-evaluation, professional development and reflective practice. Promoting equality and diversity The Promoting equality and diversity resource offers tools to help you review how well you and your organisation promote equality and inclusion. They will enable you to find new activities and encourage your organisation to fully embrace an inclusive approach to teaching and learning. Individually, use the Equality and diversity pro forma to examine your own practice and your organisation’s approach to inclusion. Next, set up a group CPD session with colleagues to discuss these issues and share ideas about approaches to help improve your practice. In small groups use the prompts in the Help sheet to stimulate discussion. The Help sheet is divided into: what you should know about your learners; the difference between differentiation and inclusion; strategies for teachers, managers and whole organisation approaches; and terms and definitions relating to inclusion. What strategies could you adopt? How can you ensure that you are promoting inclusivity rather than just differentiating between learners? In a CPD activity with colleagues, share ideas for inclusion-based ground rules or ways of modelling acceptable behaviours. Use the resources as a discussion prompt to learn from each other and to agree organisation-wide improvements. Use the information you have gained from using this resource to create an action plan for the coming year. When you have carried out your planned activities, log outcomes and reflections on progress. Encouraging inclusive teaching This seven-page OFSTED document shows how inspectors assess the impact of a school on community cohesion. The General Teaching Council (GTC) website presents research and case studies on inclusion of learners from different religious, ethnic and social backgrounds, plus further ideas for self-reflection and classroom activities around increasing inclusion. These resources will give you valuable background information on experiences in schools in multi-ethnic and multicultural communities, show you what to aim for, and prompt ideas for ways of enhancing inclusion in your organisation. Whilst these resources are school based, they include useful lessons for the learning and skills sector. Discuss with colleagues what is meant by ‘Community cohesion’, remembering that effective community cohesion embraces all strands of equality and diversity. Consider carrying out a survey of cultural diversity within your organisation and the local community, creating a plan for using this data to promote inclusivity. Consider what impact your organisation is making on the community. How could you use co-operative and experiential learning approaches to enable learners to share personal experiences of cultural, faith and race diversity and social exclusion? How can you ensure all learners are included in all activities? How could you  promote inclusion by embedding language, literacy and numeracy? Use the information you have gained from using these resources to create an action plan for the coming year. When you have carried out your planned activities, log outcomes and reflections on progress. Exploring diversity in the classroom This collection of three resources gives you tools and techniques to explore inclusion in the classroom and ensure learners’ needs are accommodated, plus suggestions for your CPD. The QCA Inclusion resource contains guidance and case studies about diversity and inclusion within the curriculum, under headings such as ‘Race, ethnicity and English as an additional language’ and ‘Gifted and talented’. There is also a ‘Respect for All’ audit tool. The Teaching, learning and assessment resource provides a number of downloadable documents including checklists and good practice guides. There is a specific section on ‘Disclosure, Confidentiality and Passing on Information’ which supports dealing with disclosure in a sensitive and effective way. The Making SENse of CPD resource shows how schools are using CPD to meet the needs of all learners including those with special educational needs. Use these resources to audit your practice. Develop curriculum-based activities with colleagues to address inclusion issues relevant to your organisation following the guidance to help you put ideas into practice. Reflect on how well you provide differentiated support, adjustments, access to the curriculum and assessment for learners. What barriers to learning might your learners encounter? How can you use experiential learning to help learners share cultural, religious and other experiences? Use the information you have gained from using these resources to create an action plan for the coming year. When you have carried out your planned activities, log outcomes and reflections on progress.

Policies Procedures And Programs Essay

Activity 1: Accurately explain to the work team relevant provisions of WHS Acts, regulations and codes of practice. 1. The impact of a workplace injury is wide reaching. Explain. The impact of workplace injury is wide reaching because when hazards of physical and psychological type affect a worker, the impact is not only on the person, but also on the life, the family and of course on the future plans,as well as high compensation costs that the company will have to carry on with. The impact is not only economical or physical, after an accident or after being under stressful situations for instance, people can also be physiologically affected for a long time, reducing effectiveness and efficiency and reducing the life quality. 2. How is the integrity (validity) of information ensured? As an employee, if I want to validate the information provided by my employer in regards WHS or any other important or legal matter, it is recommendable to try to verify the information with the different governmental institutions. By doing this, they can state if the information is truth and accurately delivered as well as help to provide training. 3. List three sources of health and safety information that are relevant for your state/ territory. Living in Western Australia, if I need to consult or check some information about WHS, I would contact Work Safe WA, Fair Work Australia and Standards Australia. These 3 different sources will provide me with enough information to know if my employer is acting under the law and legislation and ways in which I can complain and ask for having a WHS environment. 4. Scenario: In every workplace there will be relevant provisions of WHS Acts, regulations and codes of practice that apply. You are a team supervisor and it is your role to ensure that work teams are aware of these. The teams you supervise comprise relatively new workers who did not receive adequate induction and need to be brought up to date. How will you do this? Every  time I have a new team member, I would give them an appropriate induction according to their duties or the department they are working for. The induction will have an information session followed by training in which they can understand the type of hazards they are exposed to and how to deal with it. It is also very important to ask the new members to go through the material given in the information session and encourage them to validate it through the different sources like Safe Work Australia for Instance. Activity 2 1. Why is it important that all workers have access to health and safety information? It is important that all workers have access to health and safety information, because that information could be not only saving one life, it could also help to safe the lives of an entire company and also avoid having legal problems. It is everyone’s responsibility to be aware of WHS because that can provide a safe work environment to everyone and improve it every day. 2. If a worker had made suggestions for improvement regarding the design, development and management of health and safety in a company in which they worked, how could they go about having them ratified and implemented by senior management? In a first stage the worker making the suggestions has to validate that what is asked is under the legislation and appropriate for the type of industry and the state/territory. Once the information has been checked with the corresponding sources, the worker can give the suggestions to the manager for him to implement new procedures and handle out the information to the other workers. It is very important that every company show that they care about their employees and more over that they appreciate the staff wanting to participate and help to have a better work environment. If the worker’s effort is not appreciated they will lose interest on helping. 3. Before submitting these strategies to senior management for approval, should the worker consult with the members of their team/ department to get their input? Why/ why not? It is important that before submitting the new strategies, the worker consults with the team or the people directly involved or beneficiated by the new strategy. They have to be consulted because they are the responsible of the operations in that specific department and at the end they and their efficiency and productivity are going to be the affected or beneficiated by the new  strategy. WHS it is something that has to be consulted and approved to bring a positive impact on a group of people and not only for a few of them. Activity 3: Regularly provide and clearly explain to the work team, information about identified hazards and the outcomes of risk assessment and control 1. Where might information about hazards and the outcomes of risk assessment and control result from? If in the company there is a WHS program or a person in charge of, the information about hazards and the outcomes of risk assessment and control results might come from it. 2. List five ways that a person conducting a business or undertaking (PCBU) can provide clear explanations to work teams about identified hazards and the outcomes of risk assessment and control. Workshops or safety meetings in which the information can be provided in a short and concise way. Giving opportunities to the workers to be in contact with people or experts about WHS. Encourage workers to talk and discuss WHS matters as a team, because it is everybody’s responsibility. On the induction day, provide workers with all the information about WHS and other company procedures. Show the workers that the company is a WHS and that they can be safe at any moment. SECTION 2: IMPLEMENT AND MONITOR PARTICIPATION ARRANGEMENTS FOR MANAGING WHS Information relating to these activities can be found in Section 2, Part 1 – Learning support materials. Activity 4: Communicate to workplace parties the importance of effective consultation mechanisms in managing health and safety risks in the workplace. 1. What types of changes in the workplace would benefit from consultation between PCBUs and workers (or their representatives)? The type of changes in the workplace would be: More ownership and support for initiatives. Motivated workers who improve and contribute to continuous improvement. Respect for, and value of, worker opinions and experience. Knowledge of the job conditions and its risks. Activity 5: Apply consultation procedures to facilitate participation of the work team in the management of work area hazards. Explain the role of the Health and Safety Representative (HSR) in each of these consultation  procedures: 1. Attendance at team meetings: to demonstrate commitment with employees and WHS procedures, the representative and other attendants must show interest by asking questions and giving ideas or solutions. 2. Early response to work suggestions, requests, reports and concerns put forward to management: recognition for this kind of actions must be done, because through rewards the employees will feel valued and will be encouraged to keep this kind of behavior and a continuous improvements and participation. 3. Requirements as specified in Commonwealth and state/ territory legislation, regulations and codes of practice: once employees are informed about WHS, they will be aware of what it is expected from them and what can they expect from the company they are working for. Activity 6: Promptly deal with issues raised through consultation, according to organisational consultation procedures and WHS legislative and regulatory requirements. 1. What strategies can PCBUs use to consult with workers on health and safety issues? A wide number of strategies can be used to consult workers on health and safety issues, however, the most common and effective one will be the HSC. Through the regular meetings, the workers and management will feel encouraged to work together developing, monitoring and recording WHS programs that will benefit everyone. 2. Health and safety issues raised through consultation should be dealt with promptly. Why is this? Upload your answer for assessment. Issues raised through consultation should be dealt with promptly because it is a way to keep away from serious problems in which the law has to act, avoiding as well to incur in legal expenses and causing the less possible damage. Activity 7: Promptly record and communicate to the work team, the outcomes of consultation over WHS issues. 1. Create a meeting agenda template suitable for a HSC. Upload your template for assessment.