Lifelong Learning Essay

1. Understand learning and teaching strategies in lifelong learning. 1.1 Summarise learning and teaching strategies used in own specialism. It is very important that i know and understand the various learning styles of my students before I start my lesson. This will enable my students to get maximum benefit from my lessons. I could do this through an initial assessment or interview or if i plan my lessons correctly, i could do this on the first day of class. Therefore once i know my students style of learning i can plan my lessons to what style best suits them. Once I’ve established their learning style i could then plan my lessons to suit my students and i could also use assessments to gauge their progress during lessons, this will be in the form of the initial assessment, formative and summative assessments. I could explain my teaching plan to the class, the aim and objective of the lesson, this way the students will be clear what the session entails and what they have to kn ow at the end of the lesson. In making sure no student is left out i could use EDIP to get my lesson across, this way i will be covering all learning styles. The students should also know what is acceptable in their behaviour and what’s not; this can be done through a class contract. The layout, safety and temperature of the room is also of great importance as there will be some students in wheelchairs, thus the students will feel comfortable during lessons. If not my students will be concentrating on the cold, lack of ventilation, also they may not be able to see or hear on what’s going on, therefore i will have failed in my aim and objective as a teacher. As a tutor teaching about disability I’m governed by the Health and Safety at Work act 1974. My students should be made aware of these rules and in case of any accidents where to go, and where the fire escapes and meeting points are, and also which toilets are suitable for wheelchairs. I will need to give a brief outline of COSHH and what it means, and how we behave in the class. To ensure good teaching and learning i will make it exciting and informative for them as i possibly can. Depending on funding i will try and have as much equipment as possible to demonstrate with, this will give the clas s a good feeling of achievement and help them have an easier life, also it will give me a good feeling knowing I’m doing my job properly. 1:2 Explain how approaches to learning and teaching in own specialism meet the needs of learners. As a tutor i will be giving talks on disability acts, changes to benefits including Personal Independence payment (PIP). I will be using handouts talks and visitors from the Job Centre Plus (JCP) and other benefit agencies. I will use the students own experience and situation to highlight the affects that these new changes will have on them, this will be class involvement and participation. This type of instruction will also use acts, dates; benefit amounts – numeracy, demonstrations and handouts – visual explanation and aural. I will also be using the fire brigade, who will give advice on fire risks in the home and give advice in preventing fires, and also on smoke alarms and carbon monoxide detectors, and most importantly what to do in the event of a fire, and disability adaption companies to give talks and demonstrations on what home and vehicle adaption’s that are available to them, these adaption’s will make them more independent, this will involve hands on sessions. In some cases may have to use power point. This will use kinaesthetic learning; all of the above will incorporate all learning styles and therefore will be fully inclusive. 1:3 Describe aspects of inclusive learning. Inclusive learning is all about involving all my students during the lesson, and treating them equally and fairly, and without directly or indirectly excluding anyone during a lesson. Some students may feel excluded if their particular needs are not met. Also i will need to take into account of any individual learning or support needs. Knowing what my students needs are in advance can be done through an initial assessment or the induction process. Inclusion is also about attitudes as well as behaviour; some students may be affected by the actions or words of others. Using student’s first names, having eye contact and speaking personally to the students when addressing them will incorporate inclusive learning. Creating learning conditions in the class setting can be based on respect for others, a group contract and ground rules will help with inclusive learning. Many ways for promoting inclusion are. Identifying needs, i need to find a way to overcome any barriers, flexible programmes for students with special needs, students taking medication, and having any appointments outside of the class. Also putting any sign posts for internal or external agencies which may be of use to them. Planning learning, by creating lesson plans and schemes of work will reflect on how i will be able to include all my students. Also by being able to plan a visit to an outside organisation so they can see what is available for them in making their life easier. Also agreeing any individual learning plans or actions plans they may need. Finding out if they’ve had any previous learning or experience. Facilitating learning, by encouraging group work where students can mix and participate with all students of the group. Making students feel comfortable to approach me with any questions they need to ask. Providing a safe and supportive environment where everyone’s contribution is valued. Encouraging respect and promoting and understanding of student differences. Assessing learning, this can be done by initial, formative and summative assessm ents. Adapting assessment activities where possible to meet any particular requirements or needs. Recognising and valuing individual’s achievements. Ensuring assessment planning is individual. Encouraging all students to reach their full potential. Quality assurance evaluation, communicating with other team members to ensure they are aware of any student requirements or issues, obtaining feedback from my students on mine and their performance in class, there are different ways in doing this.1: verbally, 2: electronically, 3: written. Evaluating my delivery to ensure I have included all the students fully in my lesson. Liaising with awarding organisation regarding any modifications required to the learning and assessment activities. As teaching about disability I will be using all aspects of inclusive learning, by using a mixture of different approaches in my class, this will ensure I meet all learning styles and retain student engagement and motivation. 2: Understand how to create inclusive learning and teaching in lifelong learning. 2.1 Explain how to select inclusive learning and teaching techniques. As a tutor it is important that i make my lessons inclusive, i can do this by using different learning and teaching styles during my lessons; choosing which style to use depends on what type of students i have in my class. Choosing inclusive learning and teaching techniques will allow the whole class to be involved making sure that my lesson is inclusive. It is also important that i discuss with my students what their support needs and requirements are, this can be done by an initial assessment and first interview. Once i know the needs and requirements i will be able to plan my lesson making sure that my lesson is inclusive. A tutor led demonstration is a teaching and learning method that may work well with hands on; this allows all students to participate regardless of ability levels of learning styles, it’s also useful for s tudents that learn visually, some students may have hearing difficulties therefore it is important for me to give instructions both verbally and visually, and written down. Therefore making sure that all learner and learning styles have been catered for. I could split the class into groups; by doing this it does not put any pressure on any individual student, this way they can discuss amongst themselves because each one will have individual views, this then will allow them to gather their own thoughts and discuss with the rest of their group. Ensuring my teaching and learning methods are inclusive and will meet the needs of my students and will help my students feel valued and supported. As i mentioned earlier it is important i find out if any students have any needs or need any support, as i will be able to choose the appropriate teaching and learning methods for the students and their learning styles. 2.2 Explain how to select resources that meet the need of learners. It is important to discuss with the students what their needs are and what extra support they need in order for the lesson to be inclusive. I can use many forms of resources it’s important that i make resources accessible to all students. Resources can help with their learning, therefore it is important to select resources that meet the needs of my learners. Some students may not disclose their additional needs for a variety of reasons; therefore there are a few steps which i can take to ensure that the students can still take part in their lessons. For example, making sure that all written text is large enough and plain font so as it makes it easier to read and different coloured paper can be useful for students with visual support needs. Students with visual impairment will also benefit from the larger text. Students with hearing difficulties its best to use power point with written handouts explaining what they will be doing and what i will be discussing during the lesson, this way the students will feel included in the lesson rather than wondering what’s going on. Also if using power point make sure the text is large enough for those not sitting close enough are able to see. By using these resources i am making sure my lessons are inclusive. I can also use external resources for example: * Local fire brigade, they can explain the fire risks at home and also advise on safety, they can arrange for a home visit to check that all safety measures are in place. * Job centre plus, to give advice on future employment and what is available for disabled people. * Local council, to give advice on any home improvements on making their lives a little easier, and handout leaflets on what may be available to them. * Ambulance service, to give advice on what to do in case of emergency and a little basic first aid training. * Guest speaker, to give advice on benefits and what’s available to them, and also what the new system will mean to them, the phasing out of DLA to Personal Independence Payment, (pip) between 2013-2016, also changes made to the sick ness benefit, and where to go for any advice. All these resources are beneficial in independent living and ensuring a positive outcome in inclusive teaching and learning. 2.3 Explain how to create assessment opportunities that meet the needs of learners. The first assessment will be the initial assessment; also asking the students if they have any prior knowledge, i will be doing assessments throughout the course this will give me a good idea on how my students are progressing, and will highlight any areas they are struggling in, class discussions may also help in finding out any initial needs of the class and offer the right support for them. Formative and summative assessments will also be carried out. Formative assessments are carried out during and throughout the course, this will allow for development to take place, and asking questions and observing will help me give ongoing feedback and will enable my students develop further. I could give them simple tasks to do and assess their development, this way i can find out if there are any areas in need of further development. Students doing simple tasks will help in therapy and give every student the opportunity to give feedback on what they’ve seen and learned. Summative assessments are done at the end of each lesson and getting the students to demonstrate on what they have learned during the lesson, this can be quite stressful for some students; therefore i can help by giving a little encouragement. When doing summative assessments i only need to assess what needs to be assessed. 2.4 Explain how to provide opportunities for learners to practice their literacy, language, numeracy and ICT skills. Literacy skills can be used in lessons in a number of ways; i could do this by getting the students to create posters, or handouts. I could also get the students to read out or present their work to the rest of the class, which would bring both language and communication skills into the lesson. By providing a print out of my power point (if i have one) is another way of using literacy and language skills, as the students will be able to follow the power point at their own pace, and also gives the students a resource in which they can take away with them. I could also get the students to take part in role play situations, or discussions on a certain topic/ language skills will be used in a lesson when starting a new topic by providing students with a glossary which will provide the students with definitions of new terms. Language skills will involve listening, discussions, and explaining to the rest of the class what they are doing, and the other students giving feedback. This could also be covered by a question and answer session. Numeracy skills can also be used in most lessons, it could be as simple as by putting in a graph, pie chart or a bar chart into my presentation or handouts. This way the students will get used to seeing charts, and could also help them to understand how they work, therefore using numeracy skills in my lessons. I could also use terms such as 50% instead of half, this again will help the students understand numerical terms better. Time keeping skills can also be used in the lesson by giving the students timetables to show what time they start their lesson, also informing the students that breaks are every 45 minutes. All travel costs will be reimbursed by my organisation; by getting the students to total up their travel costs instead of us working it out for them will incorporate numeracy in my lesson. There are a number of ways to incorporate ICT skills during lessons; which will allow the students to build on their skills, beforehand i will have provided a scheme of work, and at all stages of the lesson these will be taken into account. I can use ICT in most lessons and also i could include tasks such as typing work into a word document, or use power point to create a presentation to present to the rest of the class. By getting the students to do a presentation will help in their language skills as well as ICT skills, also another way i could use ICT skills in lessons is to get the students to do some on-line research on a topic which i will give them. Sometimes i may have a lack of ICT resources; this may make it more difficult for the students to learn. However, i could give the students a handout containing links to websites relevant to the lesson. By providing the student’s links will encourage the students to access them in their own time; therefore i will have incorporated skills into my lessons without ICT resources in the classroom. 3. Understand ways to create a motivating learning environment. 3.1 Explain ways to engage and motivate learners in an inclusive learning environment.

E

E E-Business Essay School of Computing and Communications Spring 2010 32120 Introduction to e-Business Technology Assessment Item 2 Research Project - Report and Presentation WORTH: 30% (Research report 20% & presentation: 10%) Due date: 19 October 2010 OVERVIEW In groups of 2, select an industry you would like to concentrate your e-Business research report. In your research report and presentation you will detail how to get this business ready for ecommerce. You could look at either selling services or physical goods. Your selection could be based on an actual 'bricks-and-mortar' retail business that you know, or the business may already have an existing e-commerce website that you would like to improve or the business you have in your mind that you would like to work on. You can make up a business that does not exist. Prior to commencing your project please discuss it with your tutor in the earlier weeks. You will describe the model and strategies applied to make it a successful e-commerce business, addressing all the points listed below (in bold). You also need to provide the rationale behind your decisions. This can be partly based on the material from the textbook and classes (that still needs to be acknowledged) but you also need to conduct in-depth research using additional resources (books on e-commerce, journal articles, reports etc). The report and presentation need to cover: An overview of the industry and the company detailing the trends A description of key elements of the business model and strategy Details of the technology infrastructure chosen Decisions concerning payment systems and security Marketing strategies 32120 – Introduction to e-Business Technology 1|Page Please refer to the corresponding chapters in the textbook to see what concepts should be included within each topic. In your report you may use drawings and diagrams to illustrate some concepts, or you can create an actual website prototype and include the URL in your report. RESEARCH REPORT The report must be word processed and include a signed declaration that the work you are handing in is your own (group members). It is due on 19th October 2010 (Week 11). The soft copy should be submitted via email by 6 pm to your tutor (preferably designate one group member to submit the report, but please CC: the other team member). When emailing the assignment, please save the message in your Sent folder as a proof of submission in case it does not get through. You also need to hand in the hard copy of the research report to the tutor at the beginning of the Tutorial class. The copy must be identical to the soft copy submitted earlier. PRESENTATION You will need to present the main points of your research report to your tutorial group using a PowerPoint Presentation (15-20 minutes per presentation). Please remember that in this presentation you will be marked both on the content and on your presentation skills. Each team member must take part in the presentation. Your presentation should follow the headings of your report. Its aim is to demonstrate to your audience the decisions and strategies you chose, and the rationale behind them. You still need to use in-text references in the presentation (author, year), and include a list of e e-reader3 Essay 1. The British Parliament passed the Stamp Act in 1765 to meet the costs of army and the empire. It required formal documents such as bills, deeds, diplomas and newspapers to be stamped in order to make sure that the designated taxes were paid. 2. It raised questions about the limits and legitimacy of imperial rule. 3. The artisans and shop-keepers of Boston who were against the Stamp Act were known as the Loyal Nine or the Sons of Liberty. 4. The effigy was hanging with a boot along with a young impersonation of the Devil that was peeking out from the top. It had a label on its breast that read ‘In Praise of Liberty’. And found beneath the effigy were the following words: â€Å"He that takes this down is an enemy to his country.† The owner of the tree decided to take effigy down, however, after seeing the amount of people who gathered near the effigy, he abstained from his decision. It was because every single person that passed the effigy was required to get his articles stamped by it. 5. The crowd of thousands met up at their assigned place and took down the pageantry surrounding the effigy. They took the effigy along the main street, through Tilby Street and Oliver’s Dock, towards a newly built building which they thought to be an office for stamps and demolished it in half an hour. They burned the effigy with timber and set fire to several things like stables, coach houses etc. They demolished a summer house, broke its furniture along with an expensive looking

3 Types of Hyphenation Errors with Numbers

3 Types of Hyphenation Errors with Numbers 3 Types of Hyphenation Errors with Numbers 3 Types of Hyphenation Errors with Numbers By Mark Nichol Writers are easily confused by, or are negligent about, proper use of hyphenation with phrases with numbers, whether the numbers are represented in spelled-out or numeral form. The following sentences represent various types of erroneous use of hyphenation; a discussion after each one points out the problem, and a revision resolves it. 1. In April 2016, the Houston area was soaked by a once-in-10,000 years rainfall event. This sentence, which refers to a rainfall event of the type that occurs once in 10,000 years, includes a phrasal adjective representing that frequency, and year is part of the phrase, so it must be connected to the rest of it: â€Å"In April 2016, the Houston area was soaked by a once-in-10,000-years rainfall event.† Alternatively, the statement can be relaxed (and rendered less cluttered and easier to read) by converting the phrasal adjective to a modifying phrase that follows â€Å"rainfall event†: â€Å"In April 2016, the Houston area was soaked by a rainfall event of the kind that occurs perhaps once in 10,000 years.† 2. In last year’s survey, 43 percent of 40-49 year-olds reported using the bank’s app. Here, as often, an attempt at suspensive hyphenation, in which one or more words is elided when two equivalent terms can share a supporting word or phrase common to them, has gone awry. The full version of the descriptive phrase is â€Å"40-year-olds to 49-year-olds,† and the omission of the first instance of â€Å"year-olds† should result in the following rendering: â€Å"In last year’s survey, 43 percent of 40- to 49-year-olds reported using the bank’s app.† (If a publications style dictates spelled-out numbers, the correct treatment is â€Å"In last year’s survey, 43 percent of forty- to forty-nine-year-olds reported using the bank’s app.†) 3. We expect to complete the project within the next five-to-ten years. The number range in this sentence is incorrectly styled due to a writer’s mistaken belief that because a range is involved, one or more hyphens belong in there somewhere. What is required, technically, is an en dash (–) rather than a hyphen (-)- but only if the numbers are treated as numerals: â€Å"We expect to complete the project within the next 5–10 years.† (Some publications, including many newspapers, dispense with the en dash and use a hyphen in such cases, but most books and magazines employ it; usage online and in other print media varies.) When the numbers are spelled out, no connective symbols are required: â€Å"We expect to complete the project within the next five to ten years.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Punctuation category, check our popular posts, or choose a related post below:How to Punctuate References to Dates and TimesTen Yiddish Expressions You Should KnowAppropriate vs. Apropos vs. Apt

Beowulf vs grendel Essays - Beowulf, English-language Films, Geats

Beowulf vs. Grendel The epic poem, Beowulf, is infused with the forces of darkness and the forces of light, heaven and hell. These forces symbolize the forces of good and evil, between two of the main characters, Beowulf, and his rival, Grendel. Grendel's watery lair is dark, and he only hunts at night? darkness. The heroic warriors halls were they rejoice is illuminated? light. These two examples are just one of the many differences portrayed in the epic. Along with differences, there are also similarities. For example, during Beowulf?s and Grendel?s fight scene, the characters appear to be the reincarnation of ancient Mithraic twins, Cautes and Cautopates, who represent life and death. Grendel and Beowulf are completely different beings, when one detail brings out a comparable change in the other. Grendel is a descendant of Cain and a man-eater who is feared by the Danes. Living with his mother at the bottom of a foul lake, which hence his name, ?grenja? meaning ?to bellow,? or ?bottom of a body of water.? Grendel comes out at night, leaving his watery den in search for food. His prey, drunken warriors who slumber in Hrothgar?s golden halls, slaughtering them as they sleep, and then dragging their bloody corpse back to his lair for a feast of his own. Legendary warrior from Geatland and Edgetho?s son, Beowulf, is human, but seems super-human, having the strength of thirty men. Beowulf is also a monster in some ways, but not in the sense as Grendel. Beowulf arrives at King Hrothgar?s kingdom with thirteen of his warriors, to assist King Hrothgar with Grendel, with King Hrothgar accepting Beowulfs pledge to kill Grendel. Beowulf plans to rest at King Hrothgar?s castle, and wait for Grendels arrival. Later that night, Grendel comes to the castle, devours some of the men, and then confronted by Beowulf. Grendel is immune to human weapons, so Beowulf confronts Grendel with his bare hands, and with his super-human strength, rips off Grendel?s arm. Grendel?s death and his evil nature are directly connected with darkness. The connection between evil and darkness are repetitive throughout the text, and is strongest with the physical description of Grendel?s den, where his dead corpse rests. As hell receives Grendel?s body, a sense of peace and relief is present. Beowulf?s primal desire for blood and violence and his tales of his killings do no differ much from Grendel?s bloody night massacres at Herot. Beowulf and Grendel neither need weapons to fight, Grendel being immune to man-made weapons, bewitched blades, and can not be wounded by them, but Beowulf, human, defeats Grendel without the aid of man-made weapons. This elevates Beowulf above the human standards, revealing more monstrous qualities. Beowulf and Grendel not only contradict each other, but they also compliment each other. They both symbolize heaven and hell, light and dark, life and death with each characteristic they each hold. Both characters take on ?non-human? attributes, Grendel being a monstrous being and Beowulf having superhuman abilities.

Storm Over Everest (May 13, 2008) short essay ethical system analysis

Storm Over Everest (May 13, 2008) short ethical system analysis - Essay Example A team was hired to be a guide in an expedition in one of the highest mountains on earth. Near the summit, passed the mountain’s death zone, one of the clients passed out. Everyone in the team is too weak to carry the client; they are almost running out of time, and a storm is already on its way. In addition to the weak client, the most experienced leader and the weakest climber is also in their weakest state, and is already showing signs of High Altitude Cardio Edema (HACE). The team only has one injection of Dexamethasone (Dex), which will slightly help only one of the three weak people to ease his or her pain. Each person in the team is left with one tank of oxygen, which is only good for four hours; however, the steep descend will take the team six hours. It is up to a member to decide to stay with the client or continue to descend. In the Kantian perspective or in ethical formalism, good will is the only thing that is good. Good actions done out of good will, whatever the results may be is a moral act, and whatever you do wrong, even with a good result is still not moral (Pollock, 2012). In the scenario above, the other members must continue to descend to camp. You should stay with the client who had passed out in order to look after him or her. The Dex must also be injected to the client who had passed out because he needs it the most. In the utilitarian perspective, an act must consider the whole and not just an individual. In this system, it is allowed to harm a person or a small part of the whole for the goodness and benefit of the remaining or bigger parts (Pollock, 2012). In the scenario above, if the utilitarianism ethics is used, the client who had passed out and the weakest climber must be left behind by the team for a lesser burden on the other members. This action will allow the others to descend faster and will also be able to maximize their oxygens. The Dex will also be injected to the most

The Media's influence in politics and its impact on voters Assignment

The Media's influence in politics and its impact on voters - Assignment Example President Barack Obama will be a historical leader in America for having emphasized on the need of social media in his early campaigns. Together with his campaign team, they engaged the social media to market their agenda, while bringing people to share a common platform of driving America ahead while mobilizing citizens into action. The media has acted as a public agent for the people to criticize, correct and influence. However, the same agency can be used to spread propaganda, destroying many existing and emerging politicians’ careers. In 2010, the American midterm campaign was a hot spot to capture the defense of republicans and democrats through the social media. Both the parties used the moment to clean up in a-wait of the 2012 elections. Through the media, the American citizens got to understand the existing scandals in the political domain that led to indifferences and political exchange of words between the two rivals American parties. Rove went public through the med ia to dismiss President Obama claims that Republicans were using money politics all over the country, distorting the senate and white house race (â€Å"The Money & Media Election Complex† 11) . ... Once the message is out clearly in the public domain, the media uses the opportunity to seek opinions from the listeners and viewers. One of the media roles is to enlighten people on the current affairs and matters affecting them. President Obama’s claim was not an issue to be ignored and through the back up of media presentation, chances are that he ought to have pulled more supporters on his side. Being a famous leader, his opinion and how the media persistently presented the information generated deep public opinions. The government structure has a way to remit and receive information from the public through its press office. The concerned public servant speaks on behalf of the government to assert and clarify information. Following the democratic rights of the parties and the right to information by the people, the government declares openness in public domain as an effective measure to lead them in justice. Journalists and reporters work hard to gather information on issu es surrounding leadership and how they use their position to bring impact on the nation. No stone is left unturned for any message put across. American media industry, through the money and media election complex, has brought forward the use of money power campaigns and leadership funded by rich organization as a way to secure their uncertain future. Such information assists the public to start making an early opinion of the party involved in such an act. Any public service needs to prove accountability of performance; be it governance, economics, politics, sociology and even management. Different media houses work differently to market their organization, but in the same course they can damage their business at the expense of others while making profits. During political debates, some

ENGLISH LEGAL SYSTEM & SKILLS Essay Example | Topics and Well Written Essays - 1500 words

ENGLISH LEGAL SYSTEM & SKILLS - Essay Example The initial grounds of appeal by the appellant was that he was denied his right to legal representation1 by the school board which amounted to gross violation of his rights under the European Convention on human Rights that among other rights provide for a right to a legal representation2. Legal issues upon which G’s case was heard at first instance The legal issue to be proved at first instance was whether there was any form of sexual contact between the claimant and the boy. They had to establish whether there was any form of improper contact that would attract disciplinary action against the claimant. On founding of a disciplinary action, a report would be forwarded to the Secretary of State to consider any future employment of the claimant especially in any employment position that would put him in any kind of contact with school going children. The panel should consider whether the actions constitute an abuse of trust of his implicit position in the school and consequentl y constituting gross misconduct. Legal issues identified in the appeal in the Supreme Court One of the legal issues that were identified by the Supreme Court was whether the claimant’s rights had been violated at the hearing in the first instance. It has to consider whether the denial of the claimant’s legal representation amounted to a violation of his rights. The claimant had been denied representation by his counsel in the hearings at the tribunal. In fact the tribunal went ahead to make a decision having denied her this right. In any case involving the determination of a person’s civil rights as well as obligations of any criminal charge against him, he is entitled to a public and fair hearing that should be conducted within a reasonable time by an impartial and independent tribunal that has been established by law. Another principle issue for determination is the question on determining the kind of connection that is required to exist between the proceeding s in A that do not determine civil rights and obligation and proceedings B which determined civil rights and obligation. The court has to determine whether the connection is strong enough to determine the proceeding’s outcome. Another issue for determination was whether the proceeding by ISA which went ahead to include his name in the children barred list would violate his rights under article 6 (1). Another issue for the Supreme Court to determine was what statutory regulation to apply. Regulation 4 of 2003 regulations could not apply in a case where the secretary had not invited representations by 20th January 2009. The Ratio ‘decidendi’ in the case An appeal can be made to the Supreme Court only on the grounds that the ISA has erred on a point of law or erred in a finding of a fact that it has made and the decision was based on that finding of fact. The decision on whether it was in order for an individual to be included in a barred list is not a question of l aw or fact as per section 4(3). The court decided this case based on the decision in Austrian case3 that held that it must be shown that the dispute relates to civil rights and obligations. Relevance of Article 6 (1) of the European Convention to this case This Article safeguards a person’s right to a fair trial. The article in criminal cases as well as in civil cases safeguards the right to a