Why are Professional Standards Important?

Why are Professional Standards Important? Introduction To start this report I would like to explain the importance of professional standards. According to the LLUK (no date) the professional standards have a purpose. These standards are for all educators who work within the lifelong learning sector which describe the skills, knowledge and attributes required for those who are in teaching and training roles. Professionalism in a teacher role According to the University of Illinois at Urbana-Champaign (no date) teacher professionalism has relevant significance in education and that it affects the role of the teacher, which in return affects the students ability to learn effectively. This definition however does not describe how a professional should act within their job or workplace. According to teaching expertise (2006) the post-compulsory education and training (PCET) sector is broad and diverse. Teachers, trainers and tutors who work within the FE sector have all had different experiences. Educators have often gained specialist knowledge within a particular industry e.g. hospitality and catering. An alternative route is through university and specialising this way. Critically examine societies and your own, values in relation to education or training. (K1) Values of professional practice, according to Wallace (2009), Our values represent something internal to us a part at our own moral and ethical guidance system. I believe that teaching and learning has a purpose to educate learners in the means to proceed and progress a learners future and career prospects. I believe that a value is a value created on someones own behalf. The purpose of education, I believe, is to educate and furthermore we need education in our daily lives to survive. The educator has a role which is to support and provide a service whilst at the same time motivating learners. Furthermore, it is important to stress that there should be a connection between the educator and learner and that there is a positive relationship between them. It is important, as an educator, to communicate effectively. In addition, a profession and a professional work together in harmony. It should be made clear that a professional person needs values of professionalism. There may be some overlap in terms of how a professional should act or carry out a professional job. The comments above tie in closely with what makes a good teacher. From personal reflections and thoughts, three distinct aspects came to my attention, which are: An effective listener towards the learners and staff Being respectful to colleagues and learners To be understanding towards learners and staff Poor teaching or poor professionalism in teaching is as follows: Not letting students finish tasks No reassurance of learning Impolite to staff and students Favouritism with students In summary, the values which are distinct and should be considered as acceptable values for teaching professionals are being supportive, being a listener and also to respect all staff and students within the institution. Professional practice can be determined with a set of values. These values are what educators should be following with on-going observation and reflective practice. According to LLUK (no date) there is a set of standards called the New overarching professional standards for teachers, tutors and trainers in the lifelong learning sector. Furthermore, the standards categorised into sub-sections which have specific professional objectives and act as guidelines. It is these objectives which educators must abide to throughout teacher practice. According to LLUK (no date) there is a set of 7 professional values. An example would be, AS 1 all learners, their progress and development, their learning goals and aspirations and the experience they bring to their learning AS 2 Learning, its potential to benefit people emotionally, intellectually, socially and economically, and its contribution to community sustainability As mentioned, each point has a value and purpose. From just observing the set of values, purposely constructed for educators within the LLUK sector, they are powerful and strong. I believe there is a problem with the values that educators may not be able to abide to all of these due to several reasons. Firstly, funding, and that some institutes may suffer to deliver consistent values. Secondly, some of the values will have more demand than others. It can be argued that these values will vary according to the institute. It can be suggested that some institutions would decide to keep their dominant values. Additionally, the values set by the LLUK are and should be approached with underpinning knowledge and understanding and a professional practice. For example, referring to LLUK (No name), The knowledge and understanding: AK 1.1 What motivates learners to learn and the importance of learners experience and aspirations. Professional practice: AP 1.1 Encourage the development and progression of all learners through recognising, valuing and responding to individual motivation, experience and aspirations Darling-Hammond (1988) commented that the value of professionalism, in regards to educators, is fundamental and direction of excellence. The author states that educators need competence and that professionalism relates to three focuses which are preparation, knowledge of subject area, and defined pedagogy. Firstly, preparation, prepares the professional for the classroom which examines the language and cultural barriers. All educators face deterrents in the classroom that must be broken down by individualised techniques. Darling-Hammond (1988 pg. 59) related this to state, Decision making by well-trained professionals allows individual clients needs to be met more precisely andà ¢Ã¢â€š ¬Ã‚ ¦promotes continual refinement and improvement in overall practice It is to suggest that values of professionalism are to be approached correctly. This will encourage the educator to be prepared for the classroom. Furthermore, the values of professionalism exist for a reason. They will benefit the professional teacher in terms of motivating and encourage student participation. Alongside preparation, a professional educator with a strong knowledge of his/her subject area will create opportunities to be creative around the subject taught. As a result, Lesson planning and resource preparation time will be less because the educator will already understand the subject. This will reduce the time researching material. It is worth commenting that it would be an advantage to know a subject inside out and would reflect and portray confidence in his/her teaching. In addition, the educator should have a wealth of experience which would benefit his/her practice and enhance their teaching. According to Lunenburg and Ornstein (2000), developing such expertise and knowledge can take years to develop such knowledge. As a result of this, I believe that constant reading and information seeking is important to teaching a specialist subject. It would be beneficial that an educator has worked and gained enough experience within the industry in order for them to teach or become specialists in their profession. I also believe that this would improve and develop opportunities when it comes to being creative. It is helpful to outline the wider context within which FE practice and values of the professional educator. Notwithstanding, the tutor groups in FE who were not previously included in the FE (e.g. colleges 14-19 diplomas), colleges have become livelier places. Lecturers activities have now geared more to ensuring that students remain on courses and that students pass qualifications (Hyland and Merrill 2003 P.g. 86). To summarise, I would like to comment that professional values assist the educator and that they should be utilised at all times during his or her practice. Guile and Lucas (1999 P.g. 204) suggested that clarification in terms of describing the FE educator is needed. It is worth suggesting that society decides and determines professionalism and the values of professionalism within reason to how the educator should be. Demonstrate a critical awareness of the concept of professionalism as this relates to the current role of a teacher working in the PCET sector. (K1, K2) With regard to the concept of professionalism, Humphreys and Hyland (2002 P.g. 06) argued that, the concentration on performance in teaching and professional development is to be welcomed, provided that performance is not defined in purely technicist or instrumental terms In other words, there is a purpose for performance in teaching which should not be confused or misinterpreted. The criteria, the role and responsibilities of a teacher have and are becoming more and more centralised. The questionable scenario/point to highlight here is that of the educator and how they are to overcome this challenge. According to IFL, a Qualified Teacher Learning and Skills (QTLS) status is recognition for newly qualified teachers within PCET. This highlights the identity of teachers in post-compulsory education and training. All new teachers need to achieve a Level 3 teaching qualification. Following this, new teachers have five years to achieve a Level 5 teaching qualification which leads to the QTLS status. The QTLS status is recognition of the teaching qualification in order to teach within the PCET sector. In working towards a new profession, the IFL raises the importance for continuing professional development (CPD) which ensures that educators remain specialists in their chosen subject/s. According to Millerson (1964), there is conflict and discussion to how the teacher should carry out their professional role. This relates to the nature of professionalism. Millerson (1964) mentioned that professionalism concerned a lot of attention to sociologists in the 1950s. The main approach at the time focused on establishing the features that an occupation should have in order to be termed a profession. Within context, this questioned how professions such as medicine and law should be perceived. In contrast, Hanlon (1998) highlighted that there is research on professionalism. The author stated that people see professionalism in a profession. The author has highlighted the point that teaching is a profession and that the role of the teacher is professional. Critically evaluates a chosen aspect of quality assurance in PCET and relates this to the concept of professionalism. (K3) To critique quality assurance within PCET it would be appropriate to define quality assurance. To summarise, quality assurance is a system which prevents a lack of professionalism and through regular control standards and values can be maintained. This makes sure that the needs of the user/s are satisfied. The main purpose is to control assessment and also seeks to improve performance. In addition, quality assurance controls and helps to benchmark against existing qualitative and quantitative results/feedback. Professionalism and quality assurance are two complex areas which overlap and must work together. The two areas concerned are of high importance to the teacher, the course team and the college/Institution. The quality assurance process is closely linked with being a professional teacher and that the professional values should aim to assist and facilitate a direction. Being a professional teacher requires continuous professional development which is carried out by completing research within the specialist subject, faculty and institution. According to the LLUK (no date), student feedback is valuable. There are two types of feedback, formal and informal approaches. It is vital that the PCET teacher considers regular peer observations which will help to improve teaching skills. Observations can help to critique teaching styles/approaches within teaching. Through regular peer assessment and observation, the PCET teacher/tutor must demonstrate effective and appropriate organisational skills which should be evidenced through lesson planning. According to LLUK (No Date), The department and staff should be measured using a variety of ways which should include and involve statistical data such as attendance records, grades, percentages, student profiles, student surveys and lesson observations and more. This data can interpret and help to benchmark against information. This should assist the control and assessment of quality assurance as mentioned above. The institution has a reputation to uphold and a quality status to achieve through goals and action plans. It is part of the PCET teacher to ensure that constant contributions and efforts are made which are then measured through internal audits, college records, league tables and every child matters policies. Lastly, external bodies, as they help to mould the quality together. It could be stated that they are the back bone. External bodies such as, LLUK or Ofsted Inspectors signify what must be done. It is an essential part for guidance and that these external bodies are to help and improve the PCET teacher, college/institution and department. According to The University of Bath (2005) there would be a board or a quality assurance committee who would be responsible for the staff teaching. Internal and external examiners are also utilised to produce reports which help to evaluate and review the teacher, department and institute. All parts of the quality assurance system within PCET are vital to the mix of an overall quality performance. The chosen aspect for critical evaluation is observation. Reasoning for my decision is that there is plenty of research and information about the topic. Observations assist educators and institutions in terms of learning and teaching. It should be made clear for what purpose the observation has and will this benefit the teacher or the institution or both. Bains (2006) highlighted two main categories, formal and informal observations. These must be an agreed upon before it takes place. Bains (2006) stated that Formal observations are those for Performance Management e.g. Ofsted. Informal observations are those used for professional development. These take part of internal monitoring systems. Peer observations, for example, for informal feedback. The University of Sussex (no date) highlighted the importance of peer observation of teaching and that this enhances the status of teaching and learning and also strengthens quality assurance processes. The University of Exeter (2005) explained peer observations to be an assessment of teachers by teachers. Furthermore, pairings may be experienced by mentor/novice or experienced teacher. It could be argued that peer assessment can alternatively assess on various levels in terms of teaching experience. It is also questionable whether the observation criterion assesses appropriately against the observed teacher. The peer observation should help the teacher to develop teaching skills by carrying out observations with colleagues. It should be highlighted that the main objective is to provide opportunities for teachers to reflect on his or her teaching. The QAA (2000) stated that peer observation provides educators with opportunities to learn from each other in a non-threatening environment. This could suggest that teachers would share ideas constructively to his or her professional benefit and within relation to professional values. In summary, it can be argued that peer assessment is for the educators benefit. It is debatable how institutions guarantee that students learn effectively and consistently at all times throughout their education. Peer observations are to improve teaching practice which can be seen as beneficial to newly qualified teachers. It can be commented that peer assessment assists less experienced teachers to improve their teaching skills. Pagani (2002) commented that educators should have the freedom to choose peer assessor/observers. This approach could be argued as vague due to various reasoning behind fairness, equality and also being critical. In agreement, Pagani (2002) stated that institutions should identify an area of focus for peer observation. In summary, peer observations are useful and appropriate. There is some overlap and a lack of decisiveness to a concrete definition of observation. Furthermore, peer observations need to be carefully planned on the grounds of professionalism. I believe that peer observation should not be considered as an informal practice. It would be fair to comment that it is a formal in-house procedure which adopts formal guidelines. In agreement, Partington and Brown (1997) identified that peer review is an essential process for reviewing ideas and identifies where mistakes could occur if action is not followed through carefully. It can be commented that this improves the quality of a product/service. The authors argued that it is an opportunity to criticise and that it is an aspect of building ones confidence and teaching. Using relevant models of reflective practice to critically analyse learning on the Course The course, for me, has been beneficial and an enjoyable experience. It is time to reflect on my teaching practice. There have been some difficult stages which I have highlighted and times where improvement and action have been considered. According to Brookfield (1988) critical thinking is a process on recent experience with a past experience and should create an area or topic for discussion. Brookfield (1988) mentioned that critical reflection should include differences and or any relationships which can be highlighted. The aim of critical reflection is to develop critical thinking skills which will determine specific and realistic outcomes. On many occasions throughout the course I have reflected and it would be difficult to reflect on the whole course due to such varied topics and vast complexity of discussion. Hatton and Smith (1995) designed a critical reflection model which identified a framework for writing and identifying different kinds of reflection. The model will be used to help assist with my critical reflective practice. The framework will also determine stages within my teaching practice where I believe it is worth discussing. The first point of the model is descriptive and aims to create a starting point. To the attention of past reflections and practice it is a wise and an appropriate decision to reflect upon the micro-teach (pttls). The micro-teach was carried out within the early stages of my teaching practice. This was my starting point for teaching and reflecting. The second point will highlight descriptive reflections which attempts to provide reasons based upon personal judgment. I realised that an active approach to my hospitality students was required and that the VAKs strategies improved my lesson planning and time management. Gradually, as the course continued, lesson planning developed to become more structured and defined in terms of my aims and objectives. Throughout my reflective practice, to my attention, a number of students did not respond to how my lessons were planned. Thinking about this, this was down to the level of functional skills applied to the level delivered. To my attention, I needed to improve my skills on delivery. I needed to understand how I should apply them appropriately and effectively in lessons. The forth action point within the model must relate to a broader historical, social and/or political context and what better than my experience and knowledge gained throughout the independent study of the curriculum module. The study helped to generate some valuable points on social, political, economical and technological factors within context to my teaching practice. Brookfield (2001) described critical reflection to be a systematic effort which identified and discovered material. Brookfield (2001) developed the four lenses model which helped to analyse and assist teaching practices. The four lenses are our own experiences as learners, students, colleagues, and reading the professional literature. These help to reveal the assumptions behind those practices and call them into question. The model of reflection will help to analyse my teaching practice within the points identified above. My micro-teach was an experience and made me feel nervous and apprehensive as I have never taught before in my life. Due to my nerves, I wanted to make sure that I was delivering correct and appropriate information. I researched around my chosen topic which reassured my teaching delivery. I also found that this became useful when I was using the question and answer technique. I found that I was applying teaching techniques and strategies that I had learnt in the first few weeks of the course. Having applied these teaching strategies they helped boost my confidence. The question and answer technique was adopted to assist my delivery. I believe that this engaged my learners. I applied the VAKs strategies to help all learners. The students engaged well to my micro-teach and I now believe that I need to consider an active learning approach as I teach hospitality students. I personally found that the micro-teach went smooth considering it was my first time. Having now reflected, I think that more literature could have been used to support other learners. To summarise, the micro-teach was certainly a stepping stone towards becoming a successful teacher within the PCET sector. I found this a leap forwards and was extremely beneficial before going to my placement. After Christmas I personally felt under a lot of pressure as I was accumulating my teaching hours as well as working towards my assignments. Most of my lesson reflections identified that my teaching technique and style was too relaxed. Some of my students started to misbehave and use this to their advantage in class. I realised, after many lessons and observations that I needed to deliver my lessons with an active approach which would then control and manage my class. As a teacher trainee, I found that I was spending a lot of time on my lesson plans. They were not seeking the best out of students. I revisited my approach and consulted my mentor who kindly assisted my lesson planning. I found that this helped tremendously in writing and structuring my lessons. I found myself researching around activities and being creative when it comes to teaching. I researched and functional skills which closely linked with my VAKs and as result, I eventually found that students were learning effectively through their preferred methods of learning and my classroom management skills improved. About half way through the course there were several issues regarding my lesson planning. My mentor assisted me to improve my aims and objectives. I needed to make sure that my aims and objectives were measurable and considered direction towards my classroom approach and student benefit. As a teacher trainee, I feel that lesson planning is something that can only come in time. In fact, I realised that I needed to make sure I can plan a lesson now to ensure that I can deliver a lesson. My mentor and other colleagues supported me by letting me look at their lesson plans. My mentor and I agreed that I would submit my lesson plans before delivery. This helped me to understand and or rethink my aims and objectives. My lessons improved by being realistic about the aims and objectives and, as a result, improved student learning and teaching skills. The course has certainly been a learning curve. One of the most challenging reports was the curriculum assignment. I personally found that the report involved a lot of reading around political, economical, sociological and technological topics. The curriculum models were difficult to understand so I tried to refer to them in a realistic context at my placement. My mentor was supportive and guided me through some of the curriculum models. From past reflections, I think that curriculum models and understanding them are vital towards delivering specific courses such as the BTEC national diploma course. This is a course I was helping to deliver. This helped me to understand how I should approach my delivery. Make a critical comment on the value of reflective practice in the development of professional teachers. (K4, A2, A3) It would be appropriate to explain and define reflection before making assumptions and critical comments. Reflection is an everyday sense which assists and looks back on past experiences. Osterman and Kottkamp (1993) stated that critical reflection is known as a vehicle. This is used by educators to evaluate and analyse experiences within a classroom environment. Brookfield (1995) mentioned that critical reflective practice is a process which is used to analyse experiences. For example, curriculum development or theories. It can be stated that reflection is a process which analyses a point or action. In addition, critical analysis could be used to understand why a point or action is how it is. Within reason, critical reflection will be used. As a metaphor, the reflective practice could be the foundations of a house. The purpose of reflection is clear. Consequently, reflection does not indicate who, what, where, how and or why practitioners should carry out reflections and that it is left to the educator. This leads on to the work of Brookfield (1995) and stated that critical reflection can be broken into a number of dimensions which address or at least suggest a route for reflecting. 1. Descriptive 2. Descriptive with some reflection 3. Dialogic reflection 4. Critical reflection Reflective practice, according to Brookfield (1995), stated that practitioners can develop self-awareness if they evaluate their performance/s on an on-going basis. The author stated that teaching practice can be improved by focussing on the experiences and activities used. Within agreement, reflective practice is meaningful and it improves skills and knowledge. It can be argued that time and patience is an issue and not to forget how experienced the practitioner/educator is. I mean that reflective practice could prove more meaningful for a trainee teacher than an experienced teacher of over 10-20 years. There are many angles which could be argued and that reflective practice improves over time and not over night. Hatton and Smith (1995) agreed that self-awareness is meaningful when we want to improve teaching practice. Various teaching methods and skills allow the professional to consider alternative avenues. This would have a positive impact on their teaching by increasing their level of self-awareness. It can be argued that teaching practice and professionalism can only be developed in time. In addition, personal experiences and the experiences of colleagues should create an environment that enhances student learning. This suggests that the experienced practitioner is valuable and they should help trainee teachers to improve their teaching. As a result, the student, department and institution will benefit. Bruner (1990) highlighted that critical reflective practice is an ongoing process which enriches curriculum. I would agree that educators strive to be effective and students want to be creative. This suggests that curriculum should reflect both parties concerned. There seems to be contrast and overlap to authors opinions on reflection and being critical. It is to suggest that all practitioners have aims and objectives which determine enhance teaching practices and students performances. Curriculum awareness is highlighted and reflective practice should aim to achieve and improve the educator in terms of the teaching practice, students grades, the college league boards and attendance and reputation. Bruner (1990) would recommend that teachers engage in critical conversations with colleagues which would enhance and determine educational philosophies, instructions, and responsibilities to students growth. To summarise, it can be commented that a practitioner should reflect on their experiences. Reflective practice would eventually re-shape his or her teaching practice. It should be expressed that reflection is wise and is compulsory towards becoming and or achieving higher standards of teaching practice for the practitioner, the students and the institute. In addition, I believe that the professional teacher/educator should consider and value students comments. This would engage the students more and would assist the practitioner to understand the students better. Reflective practice develops professionals and enables us to learn from our own experiences. Although, I would argue that more experience does not guarantee improved learning. In addition, I dont believe that twenty years of teaching is twenty years of learning about teaching. It may also be the case that one year repeats over twenty times with no reflections made. I would consider this as poor teaching. It is worth commenting that reflections are honest and effective which should, in time, improve teaching skills. From reading, it has drawn to my attention that additional research is required around critical reflective practice. A review for appropriate opportunities within my personal professional development and to discuss my acquisition of skills in relation to professional development. (A1, A3) ATL (Association of Teachers and Lecturers) (2009) mentioned that since September 2007, all educators within the further education and skills sector in England came under new regulations which revised teaching qualifications. Continuous professional development (CPD) for all teachers are now required and is requested by the Institute for Learning (IfL). To gain and create opportunities within PPD and CPD action will be considered. First of all, up to this date, a review of my skills will be summarised which will help and assist the development opportunities. As part of the PPD and CPD, IFL membership is required in order to complete the CPD. Depending on a job after the course, full-time teachers should undertake at least 30 hours of CPD per year for professional development. CPD is a condition of retaining the IFL membership and aims to improve teaching skills. IFL made CPD compulsory for newly qualified teachers and permits them to teach within FE colleges. Examples of informal CPD might be to work shadowing, peer observation, attendance at subject-specific conferences, reading journal articles, or gathering up-to-date information on new curricula and or helping on qualifications such as 14-19 diplomas. A skills audit was completed for WBE 1 file which identified various weaknesses which could potentially be made into positive outcomes. In addition, WBE 1 and WBE 2 files were compared using the reflective practice gained throughout the course. The skills audit identified some weaknesses and also strengths. One of the main highlighted weaknesses was maths/numeric skills and that consideration would be focussed to embed these into lessons. This was a smart target objective to accomplish before finishing the course. Secondly, writing and literacy skills and was more closely related to proof reading documents before submission. On the other hand, the audit highlighted that IT and communication skills were high and that confidence developed. Action was considered using smart objectives which were defined to achieve in a step by step process however I still feel discomfort w

Method For Characterisation Of Laser Beams Engineering Essay

Particularly in the field of optical maser direct authorship lithography it is necessary to derive exact cognition about the form and features of the used optical maser beam, whilst a homogenous power distribution is an indispensable parametric quantity for qualitatively good and consistent consequences in surface structuring. Several â€Å" classical † methods in word picture of optical maser beams are already applied, such as: Knife border method Slit method Pinhole method CCD camera method These techniques will be shortly explained in subdivision 2. In fact, a optical maser beam ( â€Å" standard TEM00 † ) fades bit by bit, due to its Gaussian profile ( Figure 1 ) . Therefore it is necessary to find what is known as the Centre of the beam. Chapple [ 1 ] describes the strength profile I ( x, y ) as follows: where ten and Y are the cross Cartesian co-ordinates of any point, x0 and y0 mark the Centre of the beam and R is the 1/e2 radius. This definition is frequently used in theory. McCally [ 2 ] defines the Gaussian distribution of the strength I ( x, y ) by agencies of the beam radius R belonging to the 1/e irradiance shown in Figure 1 ( left ) . The emitted power of the optical maser beginning can be determined by incorporating the irradiance ( I ) , severally the optical strength I ( x, y ) , over the affected cross sectional country A:2. Techniques of beam profilingKnife border method To derive information about the power distribution across a cross sectional plane of a optical maser beam, the use of the knife border method is the most simple attack. Thereby, a crisp edged home base, e.g. a razor blade, is ab initio covering the whole optical maser beam in forepart of a power metre for continues wave radiation or an energy metre for pulse operation. By precise line wise supplanting of the knife border mounted on a additive motion phase, more and more optical maser radiation reaches the detector unit, until the whole beam is covering the feeling country. Figure 1 ( right ) shows the consequence of this measurement process: Due to the motion of the knife edge the value of the detected power additions steadily. The derived function of this power map P ( x, Y ) yields the two dimensional Gaussian profile of the power distribution across the optical maser beam ( Figure 1, left ) . Slit method A 2nd possibility to find the power distribution within a optical maser beam is similar to the knife border method: Alternatively of a crisp edged home base, a really narrow slit is step by step moved across the optical maser beam. As a stipulation for valid measurings the gap of the slit has to be smaller than the diameter of the considered beam is. Typically this gap is in the scope of some micrometers. Drawbacks of â€Å" traditional methods † The knife edge- every bit good as the slit method offer merely a limited measure of beam features: local â€Å" hot-spots † , i.e. countries of superior power, are undetectable due to the incorporating measurement rule. However this method is suited for speedy measurings to find the diameter and the class strength profile of the considered optical maser beam. Pinhole method This method measures the strength of irradiance through a really little hole in a home base ( pinhole ) confronting the optical maser beam. The strength of light go throughing through this pinhole is instead low, so that a photomultiplier tubing ( PMT ) has to be used to observe the irradiance. Due to the feature of a PMT, e.g. its comparatively low signal to resound ration ( SNR ) , the collected informations are corrugated. However the strength distribution can be achieved within a local declaration of about 3micron by using a Gaussian tantrum. Therefore by transversal scanning across a optical maser beam, a high declaration image of the power distribution within the beam can be gained. Hot musca volitanss are noticeable and more elaborate characteristics can be located. CCD Camera method Differing from the scanning methods described above, the use of CCD ( Charge-coupled Device ) cameras for the review of optical maser musca volitanss will give a really speedy feeling of the power distribution within the beam by merely a â€Å" individual shooting † . The quality of the image, e.g. the declaration, is straight depending on size and figure of pels on the CCD-Sensor-chip. Typically the pel size is in the scope of 6 microns2, linked to a entire figure of pels in the scope of 1 to 2 mega pels. By utilizing this method it must be noted, that dust and other drosss on the CCD bit can ensue in image deformation and/or misinterpretable beam characteristics. Furthermore, attention must be taken non to destruct the CCD bit by the incident optical maser beam.3. Beam word picture by agencies of optical fibers tipsTo get the better of the limited declaration of the CCD- and pinhole method, severally, a new strength profile measuring technique has been developed. Similar to the pinhole method described above, an optical fiber tip with an aperture of a few 100 nanometer is applied to roll up light by scanning across a optical maser beam transversely. A photomultiplier tubing ( PMT ) attached at the out-coupling terminal of the fiber detects the gathered visible radiation during the scanning procedure so that a two-dimensional image of the strength distribution can be evaluated. By altering the sidelong place of the fibre tip, multiple cross sectional planes can be scanned, taking to a three-dimensional image of the strength distribution e.g. within a focussed optical maser beam.3.1 Near-field matching into the optical fiberâ€Å" Classical † attacks to picture the incoupling of visible radiation into the fibre tip fail, due to the really little gap of the fibre tip ( aperture ) , in the scope of some hundred nanometers, which is considerable smaller than the wavelength of the optical maser visible radiation within the focal point. Due to this really little gap, one can speak about the so called â€Å" close field † To derive information arising from the close field and to transport this information into the far field, it is necessary to transform the evanescent Fieldss into propagating Fieldss. This could be done by seting a Centre of dispersing, in this instance the really narrow tip, into the close field. Thereby dipole- oscillations are generated at the boundary of this tip by agencies of the evanescent field ( Figure 2 ) . With: I µ0= vacuity permittivity ; =unit vector ; = wave vector: 2/ I » ; I†°= angular frequence of the oscillation and utilizing the dipole-moment: With: a=diameter of the gap ; I µr=relative permittivity The undermentioned footings for the far field ( R & lt ; & lt ; I »/2 ) and the close field ( R & gt ; & gt ; I »/2 ) can be derived, and one gets not-propagating every bit good as propagating field constituents: Respectively: The propagating field is straight linked to the close field and can be detected afar. The simulation of the electrical field generated by a plane moving ridge of 1 V/m, heading to a fibre tip, is shown in Fig 3. Based on an optical power of 10mW dispersed on an country of 1 square micrometer, ( which is a instead large country ) , one get by utilizing: with: I= Optical Intensity ; S=Pointing vector ; v=velocity ; E0=electrical field ; D0= electric initiation denseness ; n= index of refraction ( here air: 1.0 ) ; I µ0= vacuity permittivity ( rounded: 10-11 F/m ) = 1010 V/m It has to be noted that the field within the tip is exponentially diminishing ( refer to formula N ) and by this merely a really little portion of the generated electrical field, in this illustration 5*1010 V/m straight at the tip, can be detected at the out matching terminal of the fiber by the PMT.3.2 ApparatusThe PI P-854.00 piezoelectric actuator used in this apparatus has a displacement scope of 25A µm for all right placement and can besides be pre-positioned by a micrometer-screw more approximately. The sensing of gathered visible radiation is done by a Hamamatsu H5784 type photomultiplier tubing ( PMT ) with an E5776 FC type adapter attached ( Figure 4 ) A fibre holder mounted to the piezoelectric actuator is used to take and protect the optical fiber tip during the scanning procedure. After elaboration ( x10 by transimpedance amplifier phase ) and filtering of the gathered strength informations it is converted into digital informations by agencies of a National Instruments 6025e PCI interface card.3.3 Fibre tip productionFor this application the optical fiber type used to bring forth the tips is a individual manner fiber manufactured by Newport. Its cut-off wavelength is optimised for the usage of optical masers in the wavelength scope of 400nm -500nm. There are two possibilities to develop the conelike tip of an optical fiber harmonizing to the petitions of a Scaning close field optical lithography ( SNOL ) – fibre tip: The optical fiber tip can be realised by: Pulling methods Chemical etching During the pulling process the optical fiber is preloaded before it is heated up locally with a CO2-laser or a heating-film and forced to run. As the thaw procedure begins, the puller stretches the optical fiber with extra force apart, so that the fiber is tapert first and eventually cryings itself bring forthing two tips. The belongingss of the optical fiber tips produced this manner vary on the different parametric quantities of the puller – as for illustration the drawing force. Normally, all pulled SNOL-tips show a really thin geometry ( e.g. Figure 4, left ) . This is particularly disadvantageous for the considered application, because this thin construction tends to flex and hover. More stiff fibers, which have tips with higher cone angle, are more suited Furthermore, these fibers tips feature a really little transmittal of 10-5 to 10-6 due to the long form of the tip, in which the visible radiation is evanescent ( exponentially diminishing ) . Larger cone angles and correspondingly a higher transmittal up to 10-2 is reached by engraved SNOL- fiber tips as used in this work. Several etching methods exist to bring forth fibre tips. The process used here is the so called â€Å" tube-etching † . After cleansing of the optical fiber by agencies of ethyl alcohol, the fiber is immersed into hydrofluoric acid. ( Figure 5 ) The undermentioned chemical reactions take topographic point to the Si contained in the fiber – and/or with the Ge at doped fibers: Tube-Etching is a farther development of the standard etching-method, invented by Turner in 1984, published by Stoeckel et Al. and Lambelet et Al. [ 4, 5, 6 ] This process improves the production of well smoother tip surfaces. At the tube-Etching process the coating of the optical fiber is non removed before the etching procedure. Due to gravity drawn debasement of the glass merchandises, a concentration incline arises in the hydrofluoric acid, which causes convection. The convection carries the hydrofluoric acid into the upper zone of the tip that develops therefore conically. To forestall corrosion by hydrofluoric acid exhausts at the upper parts the fiber, a light mineral oil was used as a dissolver to gain a separate stage above the hydrofluoric acid. The temperature during the production of the tips corresponded to room temperature. By completion of the tube-etching procedure the coating of the optical fiber is removed by dichlorine methane and the tip can be metallized, go forthing a little aperture.4. ConsequencesA trial rig has been build utilizing optical fiber tips for automized three-dimensional strength profile scanning ( Figure 3 ) . With this it is possible to derive information about the spacial power distribution within optical maser beams. Due to the little aperture of the fiber tip even really little focal parts can be profiled with high local declaration. Corresponding package was developed to command the traveling x-y phase, every bit good as the omega actuator automatically utilizing LabviewA © . Therefore, it is possible to scan acro ss the optical maser beam tomographically, while roll uping strength informations. The information can either be displayed or visualised by agencies of the scanning package itself. Using a new developed package based on OpenGlA © , the strength informations can be displayed in a 3 dimensional image ( Figure 7 ) with the chance to revolve the way of position in all grades of freedom. Furthermore, different mathematical filters can be applied to better image quality. By scanning more transverse sectional planes, individual pieces can be shown in an â€Å" overlayed † manner, to detect the focal point â€Å" traveling † due to the sidelong alteration of the fibre tip ( Figure 8 )3. DecisionA fresh method for high deciding beam word picture particularly for little aperture optical masers has been described. With this automized 3- dimensional series scanning method it is possible to derive information about the spacial power distribution within a optical maser topographic point.4. Figures / ArtworkFigure 1: [ left ] Theoretical power distribution within a TEM 00 optical maser beam can be described by a Gaussian profile [ right ] Integrated optical maser power measured with the knife border method as a map of the cross sectional co-ordinate ten. Figure 2: [ left ] E-field in the close field of the tip when illuminated by plane moving ridge with field strength of 1 V/m, polarised along the axes of the tip [ right ] Cross-sectional position of an optical fiber tip with an cone angle † I? † and an radius from the aperture rim † R † .The associated electric field lines are plotted in logarithmic mode [ 3 ] Figure 3: Principle and image of the apparatus for high deciding optical maser beam profiling Figure 4: Comparison of a fibre tip produced by the drawing method [ left ] and a fibre tip produced by etching [ right ] Figure 5: Conventional representation of the aˆztube- etching method † Figure 6: [ left ] Fibre tip generated by the etching method after 60min etching clip ( delight mention to Figure 4 â€Å" B † ) [ right ] Fibre tip generated by the etching method after 120min etching clip ( delight mention to Figure 4 â€Å" degree Celsiuss † ) Figure 7: Beam profile of a DVD optical pickup unit ( OPU ) gained with the fiber tip based system ( declaration: 150nm ) Figure 8: [ left ] 12- measure sidelong scan through a ( TEM00 ) optical maser focal point of a DVD optical pickup unit ( OPU ) gained with the fiber tip based system ( cross position ) [ right ] ( sidelong position )5 Literatures:[ 1 ] Chapple, P.B. , ( 1994 ) , Beam waist and M2 measuring utilizing a finite slit, Opt. Eng. , 33, 2461-2466 [ 2 ] McCally, R.L. , ( 1984 ) Measurement of Gaussian beam parametric quantities, Appl. Opt. , 23, 2227 [ 3 ] Drezet, A. , Nasse, M.J. , Huant, S. , Woehl, J.C. , ( 2004 ) , The optical near-field of an aperture tip ; Europhys. Lett. , 66 ( 1 ) , 41-47 [ 4 ] Stockle, R. , Fokas, C. , Deckert, V. , Zenobi, R. , Sick, B. , Hecht, B. , Wild, U.P. , ( 1999 ) , High quality near field optical investigations by tubing etching, Applied Physics Letters, 75 ( 2 ) , 160-2 [ 5 ] Lambelet, P. , Sayah, A. , Pfeffer, M. , Philipona, C. , Marquis Weible, F. , ( 1998 ) , Chemically etched fiber tips for close field optical microscopy: a procedure for smoother tips, Applied Optics, 37 ( 31 ) , 7289-7292 [ 6 ] Suh, Y. , Zenobi, R. , ( 2000 ) , Improved Probes for Scaning Near Field Optical Microscopy, Advanced Materials, 12 ( 15 ) , 1139-1142 6.0 Keywords: Near field, far field, optical maser beam, focal point, focal plane, fibre tip, pinhole, knife border7.0 Terminology:I= Intensity [ W/m ] P=Power [ W ] A=Area [ m^2 ] I »=Wavelength [ m ] E=Energy [ W/s ] I µ= Vacuum permittivity [ A2A ·s4A ·kg-1A ·m-3 ] I µr=Relative permittivity [ A2A ·s4A ·kg-1A ·m-3 ] =Unit vector =Wave vector: 2/ I » t=Time [ s ] I†°= Angular frequence of the oscillation [ s-1 ] =Dipole-moment [ AA ·m2 ] a=Diameter of the gap [ m ]

Land Law – Proprietary Estoppel

Proprietary estoppel protects a person who has a non contractual agreement over land but they have suffered a detriment due to them acting upon a reliance based on an assurance made by the claimant. There has been much discussion in recent case law and academic commentaries as to the elements which make up the nature of proprietary estoppel. Unconscionaibility is a major point for discussion in deciding whether it should be treated as a separate element or if it is linked into the three main elements.This essay will consider and discuss the nature of proprietary estoppel and the two views on unconscionaibility; whether there will always be unconscionaibility if there has been a non-performance of an assurance causing the claimant to suffer a detriment based on the assurance which they relied on or if unconscionaibility should be proven as a separate element in each case.The starting point of proprietary estoppel was in the case of Willmott v Barber (1880) where five criteria were lai d down, which had to be satisfied by a person claiming proprietary estoppel and the courts applied these criteria to a wide range of proprietary estoppel claims.However these criteria were criticised for being too strict leading to the broader approach established in Taylor Fashions Ltd v Liverpool Trustees Co Ltd (1982) where Oliver J stated: ‘whether, in particular individual circumstances, it would be unconscionable for a party to be permitted to deny that which, knowingly or unknowingly, he has allowed or encouraged another to assume to his detriment’. Although the approach became broader there still remained essential elements which must be satisfied for a successful claim.The more modern approach towards proprietary estoppel is based on three main elements, firstly an assurance of land or property being made to the claimant, the claimant relying on the assurance which has been made and finally the claimant suffering a detriment as a consequence of relying on the a ssurance made. The main point for discussion and questioning in proprietary estoppel is the role of unconscionaibility and whether it should be treated as a fourth element which too must be satisfied in order for a claim to be successful or if unconscionaibility is interlinked with the other elements of proprietary estoppel.Proprietary estoppel acts as ‘a sword and a shield’ and can be used in one of two ways. ‘Put positively, the reason why it is possible to use proprietary estoppel to generate a property interest in a favour of a claimant despite the absence of the normal formality rules is because of the need to prevent unconscionable conduct. This is why unconscionaibility is the foundation of estoppel. It is the antidote to the otherwise fatal absence of formality. ’ This is one of the views on unconscionaibility which suggest that unconscionaibility is at the heart of proprietary estoppel rather than a separate element of it.The first element of propr ietary estoppel is encouragement where the claimant’s belief that they would have some rights over land or property has been encouraged by the promisor and this could have been done actively or passively. Active encouragement is seen in common expectation cases where the claimant has been actively persuaded through an express representation as in Inwards v Baker (1965) where a son was actively encouraged to build on his fathers land in the expectation that it would be his in the future.Common expectation cases are dealt with more generously by judges, compared to passive cases, as the promisor has lead the claimant to have a reasonable belief that they would acquire the land therefore leading them to rely upon that assurance causing them to suffer a detriment. It would be seen as unconscionable in a common expectation case for the claimant to have been encouraged to suffer a detriment for the promisor to then go back on their assurance, meaning that unconscionaibility is inst antly a running theme in the elements as it can be seen at the first instance and should therefore not be treated as a separate element.The encouragement could also be passive, for example a land owner standing by watching someone build on their land knowing that somebody is acting under a mistaken belief. The nature of a passive expectation made to the claimant can be distinguished in commercial and domestic cases as was seen in Cobbe v Yeoman’s Row Management Ltd (2008) where the House of Lords established that the expectation of an interest in land should not be vague in a commercial situation.The expectation should be for ‘a certain interest in land’ for proprietary estoppel purposes which was not the expectation held by Cobbe therefore the expectation was held to be too vague. Lord Scott stated ‘Unconscionaibility in my opinion plays a very important part in the doctrine of equitable estoppel, in unifying and confirming, as it were, the other elements. If the other elements appear to be present but the result does not shock the conscience of the court, the analysis needs to be looked at again. This statement shows how case law endorses the unconscionaibility approach as being interlinked with the other elements of proprietary estoppel however if all of the elements are not satisfied there can not be a claim for proprietary estoppel as is the case here. In domestic (family) cases, the nature of the expectation doesn’t have to be so specific as long as there is an interest or right in land that would amount to a significant expectation. The assurance made must be clear enough so that claimant is found to have relied upon.Lord Walker stated in the case of Thorner v Major (2009) â€Å"There is no definition of proprietary estoppel that is both comprehensive and uncontroversial†¦the doctrine is based on three main elements, although they express them in slightly different terms: a representation or assurance made to the c laimant; reliance on it by the claimant; reliance on it by the claimant; and detriment to the claimant in consequence of his (reasonable) reliance† One view on unconscionaibility stated that ‘Once there has been detrimental reliance on an assurance, it is unconscionable to withdraw it’ therefore if it cannot be proven that an assurance existed then it wont be unconscionable for it to be withdrawn showing that unconscionaibility is a running theme within proprietary estoppel rather than a separate element. One difficulty in deciding these kinds of cases is that although an assurance has been made to the claimant in the way of a will, the claimant is also aware that the will could be revoked at any time therefore the question to be asked is whether their reliance based on the assurance was adequate. The second element of proprietary estoppel is reliance where the claimant must have been encouraged to rely on the promisor’s assurance which has caused them to s uffer a detrimental loss by changing their position and there must be a sufficient causal link between this in that the encouragement must have caused the detriment suffered.Reliance can not be treated as an element alone it has to have caused a change in the position of the claimant, if no detriment has been suffered then there can be no claim for proprietary estoppel. There are several ways in which the courts can show how the claimant was influenced to rely on the encouragement; firstly is by clearly showing that there has been a change in position by the claimants positive act, for example the claimant spending money on the land or making property improvements based on the assurance that it will become theirs, causing them to suffer a detriment. Where the claimant has acted in a way different to what he would had the assurance not been made nd relied on this can also show how the encouragement has influenced the reliance causing a detriment as in Jones (AE) v Jones (FW) (1977) w here a son acted on the assurance of property becoming his left his job and house to live with his father, however had the assurance not had been made he would not have done this leading to the detriment that he suffered. There can be a presumption made that the claimant relied on the assurances given to them based on there conduct and in these cases the burden is put onto the other party to prove that the claimant did not rely on the promises made and this is hard to prove as it is a subjective matter based on the claimants state of mind. This was the case in Greasley v Cooke (1980) where the defendant did not have to prove that she relied on assurances as it was presumed from her conduct.The final element of proprietary estoppel is that the person must have suffered a detriment due to the reliance on the assurance which has caused a change in their position. The detriment suffered can be in many forms not just that of financial detriment although it must be substantial in making i t unconscionable for the land owner to withdraw their promise of land to the claimant. Walton v Walton (1994) shows where financial detriment wasn’t the main detriment suffered, the claimant had suffered a personal detriment as he had spent years of his life relying on the assurance made to him that the farm would one day be his, and he couldn’t get those years of his life back. Public policy in formalities of contracts plays a major part in the deciding claims for proprietary estoppel.Section 2 Law of Property (Miscellaneous Previsions) Act 1989 states that (1) A contract for the sale or other disposition of an interest in land can only be made in writing and only by incorporating all the terms which the parties have expressly agreed in one document, or where contracts are exchanged, in each. This act stops informalities in land transfers where a claimant would be expected to sign up a contract but hasn’t done so, as in Cobbe, and this is where they would turn to proprietary estoppel to try and show that the detriment which they have suffered is due to the unconsionability of the removal of the assurance which they had originally relied on. Proprietary estoppel acts as a way around formalities and a form of protection for those who have not followed contractual formalities in the transfer of land.Why should people be able to use proprietary estoppel to make a claim for land where they have followed formalities and drawn up a contract as in Cobbe, it can be seen that it is not unconscionable for the promisor to withdraw as there is no contractual agreement. However in domestic cases where there wouldn’t always be an expectation of a legal contract to be drawn up proprietary estoppel can stop unfair decisions being made due to the lack of formalities where it would be unconscionable for the defendant to suffer a detriment due to an assurance on which they have relied. There are clearly two competing arguments against proprietary esto ppel, the first being that ‘once there has been detrimental reliance on an assurance, it is unconscionable to withdraw it. Indicating that unconscionaibility is a function of the three elements. If unconscionaibility was seen as a separate element then it would be pointless in having formalities as it wouldn’t matter whether it was unconscionable or not as long as the other elements had been satisfied. The second view on unconscionaibility is that of it being a separate fourth element and in some circumstance this can be seen as being successful for example in commercial cases where the first three elements of proprietary estoppel have been established but it would be unconscionable for the claimant to benefit due to the lack of formalities and contractual agreement.Therefore although in some cases unconscionaibility being treated as a separate element is beneficial in some circumstances, it should be treated as function of assurance, reliance and detriment as a withdra wal of the assumption in most cases is unconscionable. Bibliography Roger Sexton and Barbara Bogosz, Complete Land Law: text, cases and materials, (2nd edn. Oxford University Press 2011) Diane Chappelle, Land Law, (8th edn. Pearson Longman, London 2008) Martin Dixon â€Å"Proprietary Estoppel and Formalities in Land Law and the Land Registration Act 2002: A Theory of Unconscionaibility† (2003) 2 Modern Studies in Property Law ——————————————– [ 1 ].Roger Sexton and Barbara Bogosz, Complete Land Law: text, cases and materials, (2nd edn. Oxford University Press 2011) 323 [ 2 ]. Willmott v Barber (1880) 15 Ch. D. 96 [ 3 ]. Taylors Fashions Ltd v Liverpool Victoria Trustees Co. Ltd (1982) QB 133 [ 4 ]. Roger Sexton and Barbara Bogosz, Complete Land Law: text, cases and materials, (2nd edn. Oxford University Press 2011) 328 [ 5 ]. Nigel Gravells, Land Law: Text and materials, (4 th edn. Sweet and Maxwell, London 2010) 589 [ 6 ]. Martin Dixon â€Å"Proprietary Estoppel and Formalities in Land Law and the Land Registration Act 2002: A Theory of Unconscionaibility† (2003) 2 Modern Studies in Property Law, 177 [ 7 ]. Inwards v Baker (1965) 2 QB 29 [ 8 ].Diane Chappelle, Land Law, (8th edn. Pearson Longman, London 2008) 87 [ 9 ]. Cobbe v Yeoman’s Row Management Ltd (2008) 1 WLR 1752 [ 10 ]. Roger Sexton and Barbara Bogosz, Complete Land Law: text, cases and materials, (2nd edn. Oxford University Press 2011) 330 [ 11 ]. Roger Sexton and Barbara Bogosz, Complete Land Law: text, cases and materials, (2nd edn. Oxford University Press 2011) 343 [ 12 ]. Thorner v Major (2009) 1 WLR 776 [ 13 ]. Diane Chappelle, Land Law, (8th edn. Pearson Longman, London 2008) 90 [ 14 ]. Roger Sexton and Barbara Bogosz, Complete Land Law: text, cases and materials, (2nd edn. Oxford University Press 2011) 338 [ 15 ].Roger Sexton and Barbara Bogosz, Complete Land Law: text, cases and materials, (2nd edn. Oxford University Press 2011) 338 [ 16 ]. Roger Sexton and Barbara Bogosz, Complete Land Law: text, cases and materials, (2nd edn. Oxford University Press 2011) 338 [ 17 ]. Greasley v Cooke (1980) 1 WLR 1306 [ 18 ]. Diane Chappelle, Land Law, (8th edn. Pearson Longman, London 2008) 89 [ 19 ]. Law of Property (Miscellaneous Previsions) Act 1989 (s. 2) (1) [ 20 ]. Diane Chappelle, Land Law, (8th edn. Pearson Longman, London 2008) 89 [ 21 ]. Martin Dixon â€Å"Proprietary Estoppel and Formalities in Land Law and the Land Registration Act 2002: A Theory of Unconscionaibility† (2003) 2 Modern Studies in Property Law, 179

Politics and Power in Today’s Corporate World Essay

Politics and Power in Today’s Corporate World An effective organization focuses on strong leadership, power and political issues. These components are critical to creating an organization mindful of values, ethics, culture and innovation. Analyzing the use of power and politics are essential to understanding the behavior of individuals within organizations. There are two sides to power and politics. In one respect power and politics imply the shady side of leadership. However, power and politics can be positive tools that managers use to accomplish tasks. This paper defines power and politics and examines how one can be used to influence the other in a positive way, thus resulting in gain, and in a negative, corruptive way, which†¦show more content†¦This is legitimate power. It represents the power a person receives as a result of his or her position in the formal hierarchy of an organization. Process power is the control over methods of production and analysis. Many organizations need a process specialist to ensure pr oduction is accomplished effectively and efficiently. The source for information power is based on the access and control of information or the â€Å"right to know.† Not everyone is the organization will be privy to the inner workings of the company. Representative power is conferred on an individual when he or she has the formal right to speak as a representative of the organization. An individual’s personal power is based on expert, rational persuasion, and reference bases. (Schermerhorn, et al., 2003). Expert power is influence wielded as a result of expertise, special skill or knowledge. A physician has the expertise and hence the expert powers to convince a person to follow the advice he or she might give. Rational persuasion involves showing the desired outcome and how specific actions will achieve the outcome. Reference power base is identified with a person who has desirable resource or personal traits. 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