Employment Rights and Responsibilities Template Essay

Information about Employment Rights and Responsibilities ERR 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 National 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 both 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 frameworks The 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 conform 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-working |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 etc. ) | | |What should be done when changes in the contract are needed (e. g. changes 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. gender, 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 and 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 grievance | | |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 images 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. uk | |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 | | |Department for Education |Overall responsibility for education in England |www. dfes. gov. uk | |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. com | | |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. uk | |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. info | | |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. sweetman@e-skills. 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:

Walkabout essays

Walkabout essays In the novel Walkabout, the writer, James Vance Marshall, wants us to understand accepting differences. He shows us this idea through the character of Mary. Throughout this book, Mary overcomes this idea and accepts the culture that is not familiar to her. At the beginning of the book Mary did not appreciate the Bush Boy for helping out Mary and Peter. Mary did whatever she can to avoid the Bush Boy and even tried to get her brother from getting near him. The girls first impulse was to grab Peter and run, but as her eyes swept over the stranger, her fear died away. Mary at first thought the Bush Boy was a threat to her, giving her fear and curiosity on whether she should trust the Bush Boy or not. She gradually became familiar with the Bush Boy and realized that he was not as bad as she thought he was. Still Mary could not become friendly with him like her brother is. The one thing that was blocking their friendship was the nakedness of the Bush Boy. Yet his nakedness still appalled her. She felt guilty every time she looked at him. She told herself that it wasnt his fault he was naked, that his nakedness was due, purely and simply, to his primitive way of life. But this didnt make it, for her, any more acceptable. Altho ugh she could not accept this feature of the Bush Boy, Mary still followed him and trusted in what he did for Peter and Mary. As they continued their voyage Mary still showed no sign of care for the Bush Boy. When Peter told Mary that the Bush Boy is going to die, Mary said that it was just a cold and that it would go away. I think hes sick, Mary. He looks O.K to me. Hes got a cold, Pete. Like you had. Nothing to bother about. Mary never really cared about the Bush Boy as much her brother, Peter did. Mary went on throughout the journey without really caring about the Bush Boys health. Later in the book, the Bu...

Word Choice Who, Whom, Whose and Who’s - Proofread My Paper

Word Choice Who, Whom, Whose and Who’s - Proofread My Paper Word Choice: Who, Whom, Whose and Who’s We all regularly use the word â€Å"who in speech. Nevertheless, many people feel confused about when to use variations of this term, particularly â€Å"whom,† â€Å"whose† and â€Å"who’s.† In our daily lives, this might not be a major issue (only pedants like us worry about getting â€Å"who† and â€Å"whom† the right way round in casual conversation). But in academic writing, you’ll want to avoid mistakes in order to maximize the clarity and impact of your work. Who or Whom? Mixing up â€Å"who† and â€Å"whom† is a classic grammatical error. Both are used when identifying or asking about a person, however, so what exactly is the difference? The key is discerning between the â€Å"subject† and â€Å"object† of a sentence. To illustrate this, we’ll introduce Laurel and Hardy to the situation. Subject Verb Object Olly†¦ †¦tripped†¦ Stan. Here, the subject of the sentence is Oliver Hardy, since he’s performing the action (i.e., tripping Stan). Stan Laurel, meanwhile, is the object of the sentence, since the action is being performed upon him. Here, by contrast, Olly is the recipient of action (i.e., his bottom is being blow-torched). (Image: Dennis Amith/flickr) The key thing here is that â€Å"who† always applies to the subject of a sentence, whereas â€Å"whom† refers to a person when they are the object of a sentence. Thus, we use â€Å"who† if talking about the person performing an action (the subject) and â€Å"whom† for the person being acted upon (the object). For instance: Who tripped Stan? Olly is the person who tripped Stan. Whom did Olly trip? Stan is the person whom Olly tripped. In the first example above, we’re asking about (and subsequently identifying) the subject of the sentence â€Å"Olly tripped Stan,† so â€Å"who† is used. In the second, we’re focusing on the object of the sentence, so â€Å"whom† is the correct term. Remember: Who = Subject Whom = Object It’s worth keeping in mind that both â€Å"whom† and â€Å"him† are object pronouns and both end in an â€Å"m.† Associating the â€Å"m† at the end of these words with being the object of a sentence can make it easier to tell â€Å"who† and â€Å"whom† apart. Whose or Who’s? The distinction between â€Å"whose† and â€Å"who’s† is a little simpler, despite the fact they’re pronounced identically. It’s just a matter of the difference between a possessive and a contraction. The possessive is â€Å"whose,† used when referring to or asking about something that belongs to someone, such as Stan Laurel’s hat: Whose hat is that? It’s Stan’s hat. And a jolly nice hat it is, pip pip. â€Å"Who’s,† meanwhile, is a contraction of â€Å"who is,† so can only be used when we would otherwise use both words: Who’s the heavier of Olly and Stan? Olly is the one who’s heavier. Contractions like this generally aren’t used in formal writing, though, so it’s usually better to avoid them in college papers. The reason people get these terms confused is that we sometimes indicate a possessive with an apostrophe. In this case, however, the apostrophe indicates the missing letter in â€Å"who is.†

The Role of the Internet and Crime Research Paper

The Role of the Internet and Crime - Research Paper Example Such information attracts criminals. Moreover internet is the fastest way for information transfer. It is very important for criminals. Also such types of criminal activity as computer viruses and malicious codes, cyber stalking and information warfare can damage our personal information. All these criminal activities are greatly influenced by the Internet, because it is the world of a great amount of information, in many cases unprotected information, and it is the place where person can stay incognito (Johanna Granville). Let’s take a closer look how the Internet aids criminal activity. â€Å"Work-at-home† schemes. In this scheme victim finds a job opportunity or receive an e-mail from fake company. The job is part-time and has a generous salary. The main â€Å"job† responsibilities are to rewrite articles or translate texts or to be middleman for charity organization that collects donations for victims of a natural disaster. Then the scammer asks the person for her personal information such as bank account numbers, Social Security number and date of birth. As the fraudsters says all these personal information is needed for hiring process, but in fact with these information they can monitor the victim’s account balances. When a big amount of money appears, the fraudster drains the account. Drug trafficking is another example of the Internet influence on criminal activity. Cyber world has become very popular among drug dealers. They use the Internet cafes to arrange their deals and courier web sites to track the drugs. They even create chat rooms with restricted access in order to swap recipes for amphetamine. One more example worth of remembering is changing information among terrorists through the Internet. They can easily plan their actions no matter where they are. It is better than phone, because you can stay incognito longer and it is harder to find such kind of information. As the Internet is World Wide it

Jeffrey Dahmer Research Paper Example | Topics and Well Written Essays - 1250 words

Jeffrey Dahmer - Research Paper Example Most of his killing activities were happened between 1978 and 1991. He has conducted his murdering activities in a brutal manner. Most of his victims suffered rape and torture before they were being killed by Dahmer. One of the strange habits of Dahmer was that he was addict of cannibalism. Dahmer was beaten to death on November 28, 1994, by an inmate at the Columbia Correctional Institution. This paper analyses history and murder activities of Jeffrey Lionel Dahmer Dahmer was born on May 21, 1960 in a fundamentalist family in Milwaukee, Wisconsin. At age eight, his family moved to Bath, Ohio, near Akron. He was always painfully shy and suffered from low self-esteem. As a child he was molested by a neighbor. First his father left the home. Then after a bitter divorce, his mother took his brother, and left Dahmer with his father (Burns) Like in the case of many other criminals, nature and nurture played an important role in the making of Dahmer as a fierce serial killer. His early life was not good enough to make him a good citizen when he was grown up. The absence of mother’s love and care made him extremely frustrated and he has developed an antisocial attitude gradually. Added to the woes, he was molested by a neighbor during his childhood which created a revengeful attitude in him. He disliked everything and has not established any social tie up with others. People who watched the shish nature of Dahmer never felt anything bad about it. Even though Dahmer appeared as an innocent and silly guy to others, he was not so internally. He was gradually developing revenge towards the society which denied him normal living conditions. Even at his young days he had a habit of killing animals and stabbing at the heads of the animals he killed. He was never afraid of seeing the blood or killing of animals. He was initially releasing his revengeful energy by killing animals. Nobody found anything unusual in it as many young children of

Animal Rights Research Paper Example | Topics and Well Written Essays - 2000 words - 2

Animal Rights - Research Paper Example Studies suggest that, in the last century or so, almost every medical breakthrough that is relevant to both the animal and human world has had significant contributions from animal research. Such breakthroughs range from antibiotics, chemotherapy, blood transfusions, and organ transplants among others (Jessen). These experiments have contributed significantly towards the quality and length of human life by handling some of the most difficult moments in human life known as disease and health conditions and complications. The above is due to the potential use of animal research in treating heart diseases and cancer, where it has contributed by bringing chemotherapy as an option in controlling and getting rid of cancer in humans and some animals. Due to animal testing and research, there are numerous lives saved from pain and loss since the research conducted provides an avenue to clear any anguish caused by disease. In addition, research on animals allows humans to come up with new vaccines or means of preventing diseases and some conditions that cannot be handled through any other means. This is especially so for the military, where animal research allows them to protect themselves from infection with malaria, Japanese encephalitis and Ross River fever (McGregor). The use of animal research, therefore, implies that without animal research, it would be virtually impossible beat the spread of some of these diseases or even receive treatment for them. In addition to health, animal research has allowed humans to wipe out some of the suffering that humans face across the world. This is following the use of animals in experiments, where humans are not used to find cures for painful diseases and conditions such as arthritis. This ensures that humans do not have to go through the same pain when suffering from the condition. As such, animal research

Sex education in school Essay Example for Free

Sex education in school Essay A big topic in todays society is whether or not a child should have sex education in school. Almost everyday you hear about how the numbers of teens having sex and the rates of teenage pregnancy is skyrocketing. Can this somehow be prevented by encouraging that sex education be included in the curriculum in school? Dont we send our children to school to learn and get an education? Than why should schools not educate our children about sex and help stress that abstinence is best? Sex education is not helping to promote that a child go out and engage in sexual activity, it merely educates them on the consequences of having sex and makes them aware of ways to protect themselves if they do choose to engage in sexual activity. It is important to educate our children on sex and how to protect themselves. Many parents agree that sex education should not be taught to children in school. Are these parents willing to take time out of their busy schedule to sit their children down and have a one on -one conversation with their child about sex? Do they themselves know all there is to know about sex and are up-to-date on STDs and contraceptives? A child may not feel comfortable talking to their parents about sex leading them to rush their parents through the conversation and not fully grasping the ideas on information their parents are trying to get across to them. If they were in school being taught, amongst friends, they would be forced to listen plus they might feel comfortable enough to ask questions pertaining to things they may not understand. Teachers went through college to get a degree in teaching; parents didnt unless they themselves are a teacher. Parents would be more likely to tell their children information that is not correct or is outdated. The point of sex education is not to promote kids to go out and engage in sexual activity, it is to promote abstinence and educate kids on STDs and how to protect themselves if they do decide to engage in sexual activity. If a child is going to have sex should they not be educated on the consequences of having sex and informed on how to protect themselves and their partner from such things as pregnancy and STDs? Should they not be told of the contraceptives that are out there specifically to protect them from certain  diseases that might someday lead to their death? If a child is going to engage in sexual activity we should at least take the liberty and help educate them so that they know what the consequences are and how to avoid certain problems. Its better to be safe then sorry, no parent wants to see their child suffer from a Std, get pregnant and possibly have to have an abortion, or contract a fatal disease such as Aids which in the end will lead to their death. Kids today are not as comfortable as they used to be about talking with their parents on such topics as sex or drugs. So where are they suppose to learn about these important topics? The streets? From friends? On T.V? Dont we send our children to school to learn and get an education? What better place, other than with their parents, is there to learn about such an important topic? Kids are going to be kids and go out there and experiment with things they know nothing about. It would be best if both the school system and parents teamed up to teach their kids about sex, but some kids are just not comfortable talking to their parents and may try to avoid the whole conversation completely. They may take what they learn from T.V or other friends about sex and apply it when they are engaged in sexual activity, which can lead to many outcomes that are not wanted. In a classroom atmosphere a child would be forced to learn about sex, abstinence, and ways to protect themselves. Most likely they would even be tested on the material, which would ensure that they know the material. Parents dont test kids on what they learned from their lectures. Kids are going to be kids, they are also our future and we need to educate them on the importance of abstaining from sex while also educating them how to be safe if they do choose to engage in sexual activity. Sex education is not promoting our kids to go out and have sex, its purpose is to inform and educate our children on the consequences of having sex while also making them aware that there are contraceptives out there to help protect them if they do choose to engage in sexual activity. Parents arent always the easiest or most update people to talk to about sex, at least in school atmosphere child would be forced to learn the information while also feeling more comfortable since they are around friends.