Employment Rights and Responsibilities Template Essay Example

Employment Rights and Responsibilities Template Essay Example Employment Rights and Responsibilities Template Essay Employment Rights and Responsibilities Template Essay Employment Rights and Responsibilities For use in Apprenticeships for Contact Centres, IT User, IT Services and Development and Communication Technology (Telecoms) Document prepared by: Ben Sweetman Contact: 1 Castle Lane, London, SW1E 6DR Tel: 0207 963 8920 E-mail:ben. [emailprotected] com Version: 2. 0 Date created: 16 July 2005 Last updated:16 August 2005 (format only) Information about Employment Rights and ResponsibilitiesERR is a compulsory part of all Apprenticeship programmes to show that the Apprentice has had a full induction to the company or training programme, and are aware of those right and responsibilities that are essential in the workplace. Apprentices may be in the first job or be experienced in their role or industry, but this does not affect their ability to cover the knowledge required. How should it be delivered? The ERR knowledge has been presented in a similar format as the NOS and NVQ units so that it has the same flexibility as the NVQ.There are a number of evidence sources for ERR and these can include: Referencing evidence showing knowledge of the in-house company induction against the ERR requirements (e. g. Copies of induction handbook, with explanation from the apprentice where necessary) Collecting a portfolio of evidence, integrated with NVQ and Key Skills portfolios to prove knowledge. Some technical certificates include an externally tested ERR module, which will cover the ERR.How much evidence should I provide? We advise that the Apprentice should provide evidence showing their understanding of the company procedures and how these relate to the laws and regulations. However, the Apprentice should not be expected to provide large paper documents regarding any parts of legislation; we, therefore, suggest that evidence (e. g. company procedures, websites etc. ) should be sign-posted wherever possible and practical. What is included in this document?The document includes the required standards in the same layout as the Nation al Occupational Standards are produced. This can then be re-formatted in to the same delivery method used by providers for the relevant NVQ. This also includes helpful resources, mainly in the form of website addresses for apprentices and employers to research any information that is not currently included in the company induction. What proof is required by e-skills UK?Once the candidate has completed the ERR, then the candidate, employer and training provider should sign the final page, and send with the Certificate Request form to e-skills UK. Please be aware that while this Unit appears in the same format as an AOC or Unit, it does not need to be assessed or verified in the same way as the NVQ part of the Apprenticeship. Anyone with the appropriate technical knowledge on the subject can be responsible for judging the evidence provided by the candidate.What is the difference between Apprenticeship and Advanced Apprenticeship ERR? While the knowledge requirements are the same for b oth levels, the Advanced Apprentice will be expected to have a broader knowledge of the ERR, and the employer’s responsibility in this. This should be in line with the greater depth of knowledge required for both the NVQ and Technical Certificates for Advanced Apprentices. Links to qualifications in the Apprenticeship frameworksThe Employment Rights and Responsibilities links to other parts of the Apprenticeship frameworks and can be delivered alongside the other qualifications in an integrated approach. For example: The ERR includes areas that can be cross-referenced with parts of the NVQ, varying depending on qualification and units chosen Areas of the Technical Certificate will also cover parts of the ERR Key Skills can be integrated with an area of ERR or the NVQ to show knowledge of the subject (this will be particularly applicable to the Communication Key Skill)Employment Rights and Responsibilities These are the rights and responsibilities required for Apprentices, covering the relevant areas of employment law and workplace practices and procedures. There will be rights and responsibilities standard to all job roles and industries, and in addition, industry specific requirements. The competent person can: |This will involve applying knowledge and |Evidence reference: | | |understanding of: | | |Rights |What should make up a contract of employment |During my induction into the course I was | |Show knowledge of your rights as an| |made aware of the terms and conditions of | |employee, and work in accordance | |working at Zenos and I signed a contract | |with them | |to accept and agree to the conditions. | | | |There is also a description at | |Responsibilities | |www. acas. org. uk which states | |Show knowledge of your | |†A contract of employment is an agreement | |responsibilities as an employee, | |between employer and employee and is the | |and work in accordance with them | |basis of the employment relationship. | | | |This must con form to the The Employment | | | |Rights Act of 1996 | | |Anti-discrimination laws and the bodies that |I have written about the EO presentation | | |enforce them |and test in Induction and explained how I | | | |have discussed anti-discrimination/EO in | | | |formal progress reviews. | | |Your working hours and holiday entitlement. Found in learners handbook (9 to 5 Monday | | | |to Friday, fixed holiday period). | | |Your company’s policy on Sick and Maternity Pay |Sickness is covered in the learner | | | |handbook. Issues discussed in progress | | | |reviews. Not entitled to maternity pay. | | |Your rights as an Apprentice |Detailed in learner handbook.Turn up on | | | |time, wear appropriate clothing, follow | | | |contract of employment. | | |Your company’s grievance and disciplinary |This was detailed in the learner handbook,| | |procedures |covered in Induction | | |The health and safety legislation relevant to your|Received a health and safety presentation | | |role, and your role |covering the main health and safety points| | | |and concerns. | |Your roles and requirements in maintaining health |This was detailed in a health and safety | | |and safety |presentation covering the main health and | | | |safety points and concerns. (i. e. ensure | | | |my own safety and others, report incidents| | | |to first aider). | | |Your responsibility in adhering to data |The importance of data protection was | | |protection. covered in presentations and tasks (also | | | |covered in learner handbook). | | |Knowledge of industry laws and guidelines |The main laws and guidelines are covered | | | |in my learner handbook, available on the | | | |internet and were detailed in a | | | |presentation. | |NOS and external sources of representation in your|The main laws and guidelines are covered | | |industry |in my learner handbook, available on the | | | |internet and were detailed in a | | | |presentation. | | |Your role in your team and effective team-wo rking |I have taken part in a few tasks involving| | | |a team. So I am familiar with the | | | |essentials of team work. | | | | | Knowledge and understanding components Health and safety rights and responsibilities | |What your rights are and what you must do to follow company procedures | |Rights |What employers should do in order to protect you at work | | |What responsibility a training provider for your Health and Safety (including the Safe Learner project) | |Responsibilities |Your responsibilities in maintaining health and safety in your workplace | | |The laws and company procedures that you must be aware of at work (including Health and Safety at Work | | |1974, Manual Handling, DSE and any other laws relevant to your role) | |Contract of Employment | |What a contract of employment must include and the laws relating to them. | |Rights |When you should be issued with a contract of employment | | |What the contract should include (e. g. Salary, annual leave, working hours et c. ) | | |What should be done when changes in the contract are needed (e. g. hanges in salary, job role, working | | |hours) | | |The relevant areas of the Employment Law Act, particularly Statement of Particulars (Contracts) | |Responsibilities |Adhering to the Contract of Employment | | |The differences for self-employed workers | |Anti-discrimination laws | |What discrimination (e. g. gender, race, disability and age) is and the laws that protect against it. | |Rights |Your right to not be discriminated against on any grounds (e. g. ender, race, disability and age) | | |The laws that protect you from discrimination, such as: | | |Equal Pay Act 1970 | | |Race Relations Act 1976 | | |Disability Discrimination Act 1995 | | |What to do if you are being discriminated against, (including internal and external procedures) | |Responsibilities |Examples of what would constitute discrimination against others | | |The difference between direct, indirect and positive discrimination. | | |How to avoid discriminating against potential employees when recruiting. | |Working hours and holiday entitlement | |Your working hours and holiday entitlement, and the regulations and procedures that control these. | |Rights |What the Working Time Regulations 1998 are and the maximum working hours allowed, particularly for Young | | |Workers (aged 16-17) | | |Any exceptions to the Working Time Regulations 1998 (e. g.Seasonal workers in busy times, such as | | |Christmas) | | |What your working hours and holiday entitlement are (see also Contracts of Employment) | | |Who enforces the Working Time Regulations | |Responsibilities |Your company’s procedure for booking holiday (annual leave) and why it is important that you follow it. | | |What to do if you need to change or adjust your working hours. | Sick and Maternity Pay | |Your rights to Sick and Maternity Pay and your responsibilities in communicating with your employer regarding these. | |Rights |What Statutory Sick Pay is a nd your company’s sick pay policy | | |The right to Maternity Leave, and the minimum number of weeks of entitlement under Ordinary Maternity | | |Leave (OML) | |Responsibilities |The company procedures for reporting sick days. | | |Procedures to follow regarding Maternity Leave. | Rights and responsibilities of an Apprentice | |As an Apprentice you have some specific rights and responsibilities | |Rights |Your role as an Apprentice and the similarities or differences from other employees in your company | | |How the National Minimum Wage applies to Apprentices. | |Responsibilities |Your commitment to the training and qualifications in the Apprenticeship | |Grievance and disciplinary procedures | |The laws and internal procedures relating to grievance and disciplinary procedures | |Rights |The process that employers must follow for disciplinary procedures. | | |Your rights during the disciplinary procedures. |Responsibilities |The procedures you must follow to report a grievan ce | | |The procedures to follow to appeal a disciplinary decision. | |Data Protection | |The key areas of data protection and how they affect you as an individual and an employee | |Rights |Your right to personal information held by an organisation (either your employer or another company) | | |Who has rights to your information and how it can be used. | |Responsibilities |What information you can and cannot give out, and who can have access to that information | Team working | |Working effectively as part of a team (from Develop Personal Effectiveness Unit) | |Rights |See responsibilities | |Responsibilities |communicating effectively in a team setting | | |contributing to  team  activities | Industry laws and guidelines | |The laws and guidelines that affect your industry (IT, Telecoms or Contact Centres) | |Rights |None | |Responsibilities |What and how different industry activities are affected by laws and guidelines, such as storing names and| | |address, downloading image s from the Internet or sending inappropriate e-mails. | | |The laws that are relevant to your role in ICT or Contact Centres, for example: | | |Telecoms: The Wireless Telegraphy Act; IT: The Computer Misuse Act and the Electronic Communications Act | | |2000 | NOS and external sources of representation | |The information relating to IT that is relevant to your job role | |Rights |The organisations that represent you and your employer (e. g. e-skills UK, trade unions, Intellect, | | |British Computer Society, Call Centre Association) | |Responsibilities |What National Occupational Standards are, how they can be used and who sets them for your industry. | Useful Resources |Organisation |Role/ Areas covered |Website | |ACAS (Advisory, |Advice on employment matters |www. acas. org. k | |Conciliation and | | | |Arbitration Service) | | | |Citizen’s Advice Bureau |General source of advice on a range of topics |www. adviceguide. org. uk | | |covering your rights as a citizen | | |De partment for Education |Overall responsibility for education in England |www. dfes. gov. k | |and Skills | | | |Directgov |Website covering almost all areas of employment |www. direct. gov. uk | | |rights and responsibilities, contracts etc. | | |Disability Rights |Disability Rights and Disability Discrimination |www. drc-gb. org | |Commission |Act 1995 | | |e-skills UK |Sector Skills Council for IT, Telecoms and Contact|www. e-skills. om | | |Centres | | |Equal Opportunities |Equal Pay. Sexual Equality. |www. eoc. org. uk | |Commission | | | |Federation of |Trade association for the mobile and |www. fcs. org. uk | |Communication Services |telecommunication services industry | | |Health and Safety |Regulators of Health and Safety |www. hse. gov. k | |Executive | | | |Information |Data Protection and Freedom of Information |www. informationcommissioner. gov. uk | |Commissioner’s Office | | | |Learning and Skills |Responsible for funding 16+ training in England |www. lsc. gov. uk | |Council | | | |Safe Learner |Specific Health and Safety information for |www. safelearner. nfo | | |Apprentices | | |Trade Union Council |Information about trade union and search for you |www. tuc. org. uk | | |trade union | | |The Commission for Racial|Race Relations Act and racial equality |www. cre. gov. uk | |Equality | | | |Tiger |National Minimum Wage and Maternity Leave |www. tiger. gov. uk |If you have any comments or queries regarding this workbook, please email ben. [emailprotected] com. Declaration This declaration should be completed by the Apprentice, the employer and the training provider and then attached with the Apprenticeship Certificate Request Form. |Apprentice | |Name: | |Date of Birth: | | |Signature: | |Date: | | Employer | |Name: | |Organisation: | | |Signature: | |Date: | | |Training Provider | |Name: | |Training Provider: | | |Signature: | |Date: | | Please record details of any alternative knowledge specifications below:

Children's Health Topics - ADHD Annotated Bibliography

Children's Health Topics - ADHD - Annotated Bibliography Example The researchers studied ADHD in children of pre-school age. They researched three parenting programs that showed promise in helping small children. The authors suggested that parents should have some type of parent training before they start treating their children with medication. They also discuss the barriers to using this method and give several ideas of how to work with preschoolers in addition to this model. The researchers state that medication should be used after they have tried parent training. The researchers present the dual pathway model and state how it should be used in preschool. This research is important to a paper on ADHD because it provides information about alternative interventions that are working. They suggest that parents must be able to control their children before they send them to school. Many parents want to find alternatives to treating their children with ADHD because they do not want to use drugs. This article gives an understanding of ADHD from a doctors perspective and it provides information about alternative nutrition that has been shown to help children and adults with ADHD. The researchers provided information on several studies, including a double-blind, crossover controlled trial that was designed to understand whether artificial food coloring and benzoate preservative in children's food could influence their hyperactivity. The trial included 1800 three-year-olds. The conclusion from these researchers was that ADHD is complex, and it should be treated with a multi-faceted treatment program.

The incidence of Sudden Infant Death Syndrome SIDS in Australia Essay

The incidence of Sudden Infant Death Syndrome SIDS in Australia - Essay Example (NSW Multicultural Health Communication Service, 1997) Babies die from SIDS at all times of the day and night, in cots, prams, car seats, and bassinettes and even in their parent's arms. "With the better education about the risks of SIDS, the number of deaths has been reduced by more than 50 per cent over the last six years." (Horgan, 1995 pp.22-24) "Although the cause of SIDS is still a mystery, research in Australia and other parts of the world suggests it's possible for parents, grandparents and other carers to lower the risk in these simple ways". (Jones Michael Dr, 2006) Since parents in Australia and across the rest of the world have changed how babies are put down for sleep, fewer babies have died from SIDS. However, SIDS can still occur even when all the known risk factors have been ruled out. (SIDS and Kids, 2005a) In Australia, SIDS accounts for the deaths of more babies between the ages of one month and one year than all who die of cancer, heart disease, pneumonia, child abuse, AIDS, cystic fibrosis and muscular dystrophy combined. In the United States SIDS is responsible for more deaths than any other cause in childhood for babies one month to one year of age, claiming 150,000 victims in this generation alone 7,000 babies each year, nearly one baby every hour of every day. (BHC, 2006c) SIDS occurs at any time of the day or night and most babies die quietly in their sleep. (Better Health Channel, 2006a) "Although it is more common in babies between the ages of two to four months it happens to younger and older babies also, this syndrome occurs in both bottle-fed and breastfed babies. There is a 60 to 40 percent male to female ratio. 60 per cent babies are boys who die. It occurs in families of all races, ethnic and socioeconomic origins without warning. SIDS occurrence is quite sudden, neither parent nor physician can predict that something is wrong. Most SIDS victims appear healthy prior to death." (AAP American academy of Pediatrics, 2005 pp.1245-1255) Researchers believe that babies who die of SIDS are born with one or more conditions that make them especially vulnerable to stresses that occur in the normal life of an infant, including both internal and external influences. "SIDS is a diagnosis of exclusion. A death is diagnosed as SIDS only after all other alte rnatives have been eliminated." (Mage & Donner, 2004 pp.1210-1215) SIDS is very rare syndrome. The number of SIDS deaths remained constant despite fluctuations in the overall number of infant deaths. The National Center for Health Statistics NCHS reported that, in 1988 in the United States, 5,476 infants under 1 year of age died from SIDS in 1989, the number of SIDS deaths was 5,634 (NCHS,1990 p. 33). "However, other sources estimate that the number of SIDS deaths may actually be closer to 7,000". (Goyco, Beckerman, 1990 pp. 299-346) The larger estimate represents additional cases that are unreported or underreported the cases that were not reported as SIDS. More than 4999 out of every 5000 babies in South Australia do not die from SIDS. Although SIDS is the most common cause in Australia of death for babies between 1 month and 12 months old, but it is still rare. (NCHS, 1992 p. 44) Causes of SIDS: While there are still no adequate medical explanations for SIDS deaths, current theories include: (1) Stress in a normal baby caused by infection or other factors (2) A birth defect (3)

Nora in Ibsens A Dolls House Essay Example for Free

Nora in Ibsens A Dolls House Essay Throughout history, the role of gender equality has been viewed with varying degrees of importance by societies. People are quick to identify and label a rebel as the one who goes against all the moral convictions and different normalities of each society. The definition of rebel is listed as someone or something that resists any authority or control. In the context of society, the control which is resisted by the rebel can be no other than the stereotypes of that particular society, a feature which can be directly linked to the oppression of women and their desires and aspirations under standardised conditions and circumstances. Can the rebellious attitudes of women be condemned, ignoring the discontent of these women? Also, should their happiness become repressed, giving way to self-sacrifice and the forfeiting of their desires? It is these issues which Medea and Nora are faced with, and in each case we can see that their decision to go against the stereotypes of the eras are perhaps indicative of the predominance of their own desires and dreams over the notion of self-sacrifice. Thus we can see that both Medea and Nora can be characterised as rebels against the societies they live in. To begin with, Nora has fit into her society quite appropriately. She has married Torvald Helmer, and has three small children. She fulfills her duties as mother and wife with no apparent constraints from happiness. She does indeed thrive on keeping her home as best she can with the limited money she has at her disposal. One example of this is where she has bought Christmas presents for Torvald, all of her children, and even the maids; however she buys nothing for herself. 1 She endures Torvalds condescending stance towards her, and does not retaliate when he criticizes both her and her father by saying that Nora is just like your father always on the look-out for all the money you can get, but the moment you have it, it seems to slip through your fingers 2 The impression we are left with after these first pages is that of Nora being extremely nai ve, and having to be put in her place by Helmer, who does so almost instinctively.

Oedipus the King: Oedipus And The Gods :: essays research papers fc

In Ancient Greece the existence of gods and fate prevailed. In the Greek tragedy King Oedipus by the playwright Sophocles these topics are heavily involved. We receive a clear insight into their roles in the play such as they both control man's actions and that challenging their authority leads to a fall. The concepts of the gods and fate were created to explain things. In Ancient Greece there was a lot that was not understood; science was in its infancy and everything that happened could be explained by the will of the gods or fate. The gods were the height of power; they supposedly existed since the beginning of time. They were immortal, omnipresent and omnipotent. However, the different gods had different personalities. In this sense they were anthropomorphic. Having such mastery of the world would enable them to control man's behavior, as is shown in King Oedipus. The idea of fate has existed for a long time and exists even today. Fate revolves around the idea that people's lives are predetermined and that no matter what is done it cannot be changed. With the gods it was used to explain events that seemed strange. Sophocles expands on this idea by introducing Oedipus' fate. The thought of fate is strong considering no matter how hard he struggles he still receives what was predetermined. As a baby he survived the elements on Mount Cithaeron. As Oedipus was destined to live, it shows the dominance of fate. Having fate play such a large part of the play is certainly an insight into the Greek's idea that fate controls us no matter how hard we struggle against it. In the play the dominance of the gods is shown again and again. In the second stasimon after Tiresias leaves the chorus chants "Zeus and Apollo know, they know, the great masters of all the dark and depth of human life", reasserting the belief in the god's power. At the very opening of the play, the priest who converses with Oedipus says ". . . You cannot equal the gods, your children know that. . . ", proving again the Greek belief that the gods are the height of power. However, it is not only the people that revere the gods. After Oedipus blinds himself, Creon takes control of Thebes. When Oedipus asks to be banished, Creon replies "Not I. Only the gods can give you that", again acknowledging the higher authority of the gods.

Selling to Cynics

Summary – Shock advertising Generation X is society’s trendiest group, it is realistic and under the age of thirty. Advertisers have recently discovered this segment and are willing to sell directly to them now, but also would like to start a relationship that goes beyond this generation. The problem is that Generation X doesn’t trust advertisers, they are aware of the fact that there are companies willing to sell them products they don’t want. These companies are desperate to reach this new segment with the help of advertisement agencies who speak â€Å"their language†.Tim Delaney made the advertisement for Pepe jeans, which is an advertisement with the darker values of generation X, as it shows disturbing images and alienated teenagers. Pepe Jeans wants to dissociate itself from the corporate culture. They think their advertisement did not offend their targeted audience, as the idea of how negative or dark these thoughts are, are in the eye (or mi nd) of the beholder. Jiro Ejaife from â€Å"don’t tell it magazine† wanted an advertisement based on the â€Å"amusing† violence in cult movies. Their advertisement shows a teenager being shot repeatedly.He made the advertisement intentionally over the top, and thinks the question of morality should lie with the church, family and schools. The test viewing shows that teenagers disagree about the violence used in this advertisement. Some think the advertisement is unacceptable, others are not offended, as nowadays there is much more violence in movies. The advertisement industry is disputing the use of â€Å"Shock advertising†, and the moral cause of this new tactic, as advertising doesn’t only sell a product, but also sells behavior and attitude with the same efficiency.Adrian Holmes of Howard-Spink advertising is one of the acceptable advertisers, he thinks it is in the moral interest of the country and the commercial interest of the industry that these â€Å"shock advertisers† should be brought into line. These types of advertisements give ammunition to the anti-advertising lobby, which will use it against all advertisers and curtail whatever creator freedom they still have. Christopher Ogden of the advertising standards authority relies on the self regulation system where advertisers themselves behave responsibly. The authority itself however would act hard if the advertisers use anti-social advertisements.The idea of Professor Malcolm Mc Donald of the Cranfield School of management is that advertisers who chose for short term sensational game always lose in the long run, as there are not only the shareholders to please but also other stakeholders like employees, pressure groups, etc. Finally Geoffrey Ellerton of midland bank thinks the more you target and advertisement very specifically for a particular market niche like the teenage audience, the greater the risk that you give any other audience the idea that the o rganization is not for them but for a younger aged group.Midland bank uses an advertisement which shows an adolescent person leaving his parents to live on his own. Test viewing has shown that teenagers are indifferent to this kind of advertisement as it did not make an impact on them. We can conclude that the advertisement business is caught between two worlds, the moralists and the mainstream on the one hand and a young market with entirely different ethical ideas on the other hand. Generation X might just turn their backs to the advertisers.

DefaultTableModel Example Program (Java)