Howard Gardners Theory Of Multiple Intelligences Education Essay

Howard Gardners Theory Of Multiple Intelligences Education Essay Walk into a class of typical second grade students and you will quickly learn that there is nothing typical about any group of students.   It would be expected that some of the students would excel in reading, and some would excel in math.   According to traditional academic standards, these students would be considered intelligent and their intelligence would not be questioned. But look beyond the surface of academic achievement, and you would find that some of the students in this class can express themselves through beautiful poetry, some are graceful dancers, some are superior basketball players, some play instruments with such ease that it looks effortless, some can create exquisite artwork, and some are peacemakers.   Are these children intelligent, or are they simply talented? Howard Gardner would say that their abilities stem from intelligence, not just talent. Howard Gardner introduced his theory of multiple intelligences in 1983 and in doing so challenged the way people regarded intelligence (Ferguson, 2009).   In the 1920s Spearman proposed that there is only one type of intelligence, called general intelligence or g. The notion that there could be only one type of intelligence was questioned by other psychometric theorists, such as Cattell and Thurstone.   But even these theorists proposed that intelligence is limited to cognitive functions that can be measured.   Traditionally, intelligence is measured using IQ tests such as the Stanford-Binet Intelligence Scale or the Wechsler Intelligence Scale for Children. IQ tests focus on assessing verbal skills, perceptual and spatial reasoning, working memory and processing speed (Berk, 2013). Gardners theory offers an opposing view to the psychometric theory. His theory proposes that intelligence is broader than what can be measured on an intelligence test. Gardners theory suggests that there are eight intelligences and each person possesses each one to a certain degree.   The intelligence types are linguistic, logico-mathmatical, musical, spatial, bodily-kinesthetic, naturalist, interpersonal, intrapersonal (Berk, 2013).   A person who possesses linguistic intelligence has the ability to understand and manipulate language.   A person who possesses logico-mathematical intelligence has logical reasoning ability and can understand and manipulate numbers. A person who possesses musical intelligence has the ability to understand and manipulate sound.   A person who possesses spatial intelligence has the ability to understand and manipulate visual or spatial images. A person who possesses bodily-kinesthetic intelligence has the ability to move his or her body with skill.   A person who possesses naturalistic intelligence has the ability to understand and question the natural world.   A person who possesses interpersonal intellige nce has the ability to understand and respond to the emotions and needs of other people.   Finally, a person who possesses intrapersonal intelligence has the ability to understand and respond to their own emotions and needs (Christodoulou, 2009). Gardner has proposed a ninth type of intelligence called existential intelligence (Christodoulu, 2009).   In Howard Gardners 2005 paper Multiple Lenses on the Mind he explains that when people ask questions regarding the how and why of life, they are exhibiting this intelligence. However, Gardner explains that he is not sure if this phenomenon should be declared an intelligence, My hesitation in declaring a full blown existential intelligence stems from my uncertainty about whether certain regions of the brain are dedicated to the contemplation of issues that are too vastà ¢Ã¢â€š ¬Ã‚ ¦to be perceived (Gardner, 2005, p. 9). This statement reveals that the heart of Gardners intelligence theory is intelligence, not talent. Gardner reminds his readers that in order for something to be classified as a type of intelligence it must be something that the brain is capable of doing. In this case, Gardiner has reservations about including this type of intelligence in his theory because the human brain may not be able to fully ponder existential questions. From an educators point of view, Howard Gardners theory of multiple intelligences makes sense. Go back to the second grade classroom and take a look at the students sitting in the seats. Every child in that class learns differently. Every child in that class observes and understands the world in his or her own way. I was the teacher in that classroom and I drew on Gardners theory to reach my students. I learned about the theory of multiple intelligences as an undergraduate education student. When I was first hired as a teacher I researched ways to integrate this theory as a way to promote learning in my classroom. I found many educational books, websites, and journal articles that provided real world application of multiple intelligence theory. My students clapped and sang their spelling words, which appealed to those with strengths in the musical or bodily-kinesthetic intelligences. My students drew pictures to illustrate main ideas, which appealed to those with strength in spatial intelligence. Our class took a field trip to the Mississippi River, which appealed to those with strength in naturalistic intelligence. In implementing these teaching methods I was doing more than reaching out to the different way my students learned. I identified their intellectual strengths and gave them opportunities which allowed their strengths to grow and flourish. This understanding and belief in educating the whole child extends beyond self-contained, grade level classrooms. I taught in a school that valued education of the whole child. The students attended weekly classes in Spanish, art, music, physical education, library, and computer. For three years I was a specialty teacher in the school and I used multiple intelligence theory to guide my lesson planning. I taught computer for students in kindergarten through eighth grade. As the computer teacher, I designed curriculum based projects where students used technology to create original works that had a direct classroom application. For example, elementary school students used Kerpoof, a web application, to make stories illustrating their understanding of beginning, middle, and end. Middle school students used a program called ComicLife to create comics about everything from the Revolutionary War to famous scientists. The eighth grade student read The Giver in their literature class and the n used a web application called Weebly to create a website for their own, imaginary, utopian society. All grade levels had the opportunity to use Garage Band to write music to accompany their PowerPoint presentations. Not every project appealed to every intelligence type. Some of these projects were required group projects while others were individual. Some relied more on verbal intelligence abilities, while others required more visual intelligence. But, every project relied on more than one intelligence type. And every project lead to the creation of work that the students were happy to share with their classmates and the school community. Reconciling the theory of multiple intelligences with the traditional psychometric theory of intelligence is difficult, if not impossible, to do. The debate that started nearly thirty years ago when Gardner introduced his theory continues to this day. In the article Not Every Child is Secretly a Genius, Christopher Ferguson criticizes Gardners theory for being an all encompassing theory that allows for everyone to be smart (Ferguson, 2009). Joanna Christodoulou takes the opposing view in the article Applying multiple intelligence. She explains that we need to stop thinking in terms of how smart people are. Instead, we should be asking, In which ways is she smart, and how can that profile be marshaled for meaningful goals? (Christodoulou, 2009, para. 22). The theory of multiple intelligences is not a data driven theory. There is little empirical evidence to support it (Ferguson, 2009). It will not yield an IQ score. It will not lead to a diagnosis of learning disability, intellectual disability, or gifted. If a teacher is interested in tracking a student Gardners theory will be of little help because this is not the purpose of Gardners theory (Christodoulou, 2009). The purpose of Gardners theory is to understand the intellectual capabilities of the whole child. It tells us that everyone is capable of intelligent thought or intelligent action on some level. It is a hopeful theory. It is a theory that highlights that intelligence is not fixed, but rather a dynamic capacity amenable to change via good teaching, high motivation, and adequate resources (Christodoulou, 2009, para. 24). Finally, it is a useful theory with many practical implications for the classroom. The purpose of the psychometric theory is to give an IQ score and, possibly, a diagnosis. But, the purpose of Gardners theory is to give educators a plan for reaching all students regardless of their score on a test or diagnosis on a psychoeducational evaluation.

Futurism :: essays research papers

During the first decade of the twentieth century, a group of young Italian painters united together, under the influence of poet Filippo Tommaso Marinetti. Before creating their new style, these painters embraced the ideas of Marinetti’s The Foundation and Manisfesto of Futurism which appeared in the newspaper Le Figaro on February 20, 1909 (Tisdall 7). His manifesto of futurism was primarily concerned with peotry, but artists such as Boccioni, Balla, and Severini used his ideas and applied them to painting and sculpture. The Museum of Modern Art holds Umberto Boccioni’s Dynamism of a Soccer Player, 1913, a fine example of the Futurist vision. In his Futurist Painting: A Technical Manifesto, Boccioni tells us that the â€Å"growing need of truth is no longer satisfied with Form and Colour as they have been understood hitherto. The gesture which we would reproduce on canvas shall no longer be a fixed moment in universal dynamism. It shall be the â€Å"dynamic sensation itself† (Apollonio 27). This goal of creating the dynamic sensation itself, rather than simply a fixed moment within a dynamic action is exemplified, among other ideas of the Futurist movement in Boccioni’s Dynamism of a Soccer Player. Before going further however, it is necessary to discuss some of the principles of Futurism as created by Marinetti. Marinetti’s The Founding and Manifesto of Futurism is a work which begins like a work of poetry, and deals with the celebration with the technology, the future, and the machine, while rejecting the natural world and the past. Marinetti despises the sounds created by canals â€Å"muttering feeble prayers†, and â€Å"the creaking bones of sickly palaces,† while he embraces the â€Å"famished roar of automobiles† (Apollonio 19-20). He orders us to â€Å"shake the gates of life†, and instead, â€Å"test the bolts and hinges† (Apollonio 20). To Marinetti, technology and the machine, such as the automobiles, are to be embraced and celebrated for its speed and beauty. No longer is a natural landscape beautiful, rather â€Å"the world’s magnificence has been enriched by a new beauty: the beauty of speed. A racing car whose hood is adorned with great pipes, like serpents of explosive breath – a roaring car that seems to ride on grapesho t† is seen as more beautiful than any romantic painting (Apollonio 21). In addition to celebrating the machine, the Futurist movement represents a striding towards the future. This is accomplished by rejecting all of the past, even going as far as saying that it is harmful.

Shame Is Worth a Try

Dan M. Kahan argues in his article â€Å"Shame Is Worth a Try† that people who understand the potential of shaming know that it is â€Å"cheap, efficient, and an appropriate alternative to short jail sentences† (571). Any crime that is committed must have a punishment linked to it to avoid a repeat of the offense. Serious crimes, for example, those that involve a murder obviously need the jail sentence that comes along with them. Nonviolent crimes, such as theft or littering could receive cheap and personal punishments with the implementation of shaming. Those against shaming are mostly those that view it as a worse and demeaning punishment compared to imprisonment. They would typically support a punishment that would seem more discrete to those the offender knows but shaming is a more personal punishment. Instead of a short sentence in custody, the offender would be required to announce their crime to the public in some manner. Shaming in some cases â€Å"doesn’t seem to hurt as much as imprisonment† (573); imprisonment not only makes the offender feel the shame of the crime they committed, but it also takes away their ability to continue supporting their family. Living in a prison cell won’t allow the offender to continue on in their life. With a jail sentence, a criminal must change their entire life. They must find someone willing to pay their bills, and take care of their children while they are locked up. This not only hurts the offender but it makes it very difficult to continue their life afterwards. Shaming, like any other punishment, is just as susceptible to overuse in some cases. Using shaming in a way that is outrageous as in public flogging or putting an offender in stocks does not help the offender at all. This only hurts the individual and does not provide any shame for the crime. Also, using shaming alongside a jail sentence is not only more harmful to the offender but it also decreases the cost efficiency of the punishment. In â€Å"Shame Is Worth a Try†, Dan M. Kahan provides well executed examples of how using shame instead of a short prison sentence is cheaper and just as efficient but not the views of the opposition. Kahan first shows how shaming is currently used in the American judiciary system. Kahan’s first example is from Wisconsin, where a person caught stealing from their employer will be required to wear a sign around them stating their offense (571). Another example Kahan uses is the fact that drunk drivers in both Texas and Florida and required to place a bumper stick on their car, for a period of time, stating their DUI to the public (571). And finally Kahan states, â€Å"Refusing to pay child-support in Virginia will get you a boot on your car, pink for an abandoned girl and blue for a boy† (572). The examples show just how shaming is picking up in some states in America. Kahan also addresses the violent crimes and their punishments. He reassures the reader that all violent crimes will continue with the same long term imprisonment as they do now. Kahan, along with the examples of shaming, provides statistics that support his cause. Studies performed at the University of Oklahoma state that shaming provides a greater pressure for the general public to comply with the law (573). The threat that one’s neighbors would find out of his or hers offense will keep most offenders from committing the act they planned to do. On the negative side, Kahan seems to be fairly one sided with his examples in this article. He only provides the fact that shaming can be overdone if used alongside imprisonment. I also believe that he could have shown more examples of the â€Å"pointlessly degrading† tactics that could have been used as a shaming device (573). Even though Kahan’s article is very one sided, I would still recommend this article to other college students. I wouldn’t recommend it as a source for alternatives to imprisonment but I might offer it as an example of how to prove one’s point with limited examples. This article is a prime model of how an author can use examples to prove one’s point and persuade their reader. Again, it lacks the full view of the opposition but it is still very convincing.

Attila the Hun at the Battle of Chalons

The Battle of Chalons was fought during the Hunnic Invasions of Gaul in present-day France. Pitting Attila the Hun against Roman forces led by Flavius Aetius, the Battle of Chalons ended in a tactical draw but was a strategic victory for Rome. The victory at Chalons was one of the last achieved by the Western Roman Empire.​ Date The traditional date for the Battle of Chalons is June 20, 451. Some sources indicate that it may have been fought on September 20, 451. Armies Commanders Huns Attila the Hun30,000-50,000 men Romans Flavius AetiusTheodoric I30,000-50,000 men Battle of Chalons Summary In the years preceding 450, Roman control over Gaul and its other outlying provinces had grown weak. That year, Honoria, the sister, of Emperor Valentinian III, offered her hand in marriage to Attila the Hun with the promise that she would deliver half the Western Roman Empire as her dowry. Long a thorn in her brothers side, Honoria had earlier been married to Senator Herculanus in an effort to minimize her scheming. Accepting Honorias offer, Attila demanded that Valentinian deliver her to him. This was promptly refused and Attila began preparing for war. Attilas war planning was also encouraged by the Vandal king Gaiseric who wished to wage war on the Visigoths. Marching across the Rhine in early 451, Attila was joined by the Gepids and Ostrogoths. Through the first parts of the campaign, Attilas men sacked town after town including Strasbourg, Metz, Cologne, Amiens, and Reims. As they approached Aurelianum (Orleans), the citys inhabitants closed the gates forcing Attila to lay siege. In northern Italy, Magister militum Flavius Aetius began mustering forces to resist Attilas advance. Moving into southern Gaul, Aetius found himself with a small force consisting primarily of auxiliaries. Seeking aid from Theodoric I, king of the Visigoths, he was initially rebuffed. Turning to Avitus, a powerful local magnate, Aetius finally was able to find assistance. Working with Avitus, Aetius succeeded in convincing Theodoric to join the cause as well as several other local tribes. Moving north, Aetius sought to intercept Attila near Aurelianum. Word of Aetius approach reached Attila as his men were breaching the citys walls. Forced to abandon the attack or be trapped in the city, Attila began retreating northeast in search of favorable terrain to make a stand. Reaching the Catalaunian Fields, he halted, turned, and prepared to give battle. On June 19, as the Romans approached, a group of Attilas Gepids fought a large skirmish with some of Aetius Franks. Despite foreboding predictions from his seers, Attila gave the order to form for battle the next day. Moving from their fortified camp, they marched towards a ridge that crossed the fields. Playing for time, Attila did not give the order to advance until late in the day with the goal of allowing his men to retreat after nightfall if defeated. Pressing forward they moved up the right side of the ridge with the Huns in the center and the Gepids and Ostrogoths on the right and left respectively. Aetius men climbed the left slope of the ridge with his Romans on the left, the Alans in the center, and Theodorics Visigoths on the right. With the armies in place, the Huns advanced to take the top of the ridge. Moving quickly, Aetius men reached the crest first. Taking the top of the ridge, they repulsed Attilas assault and sent his men reeling back in disorder. Seeing an opportunity, Theodorics Visigoths surged forward attacking the retreating Hunnic forces. As he struggled to reorganize his men, Attilas own household unit was attacked forcing him to fall back to his fortified camp. Pursuing, Aetius men compelled the rest of the Hunnic forces to follow their leader, though Theodoric was killed in the fighting. With Theodoric dead, his son, Thorismund, assumed command of the Visigoths. With nightfall, the fighting ended. The next morning, Attila prepared for the expected Roman attack. In the Roman camp, Thorismund advocated assaulting the Huns but was dissuaded by Aetius. Realizing that Attila had been defeated and his advance stopped, Aetius began to assess the political situation. He realized that if the Huns were completely destroyed, that the Visigoths would likely end their alliance with Rome and would become a threat. To prevent this, he suggested that Thorismund immediately return to the Visigoth capital at Tolosa to claim his fathers throne before one of his brothers seized it. Thorismund agreed and departed with his men. Aetius used similar tactics to dismiss his other Frankish allies before withdrawing with his Roman troops. Initially believing the Roman withdrawal to be a ruse, Attila waited several days before breaking camp and retreating back across the Rhine. Aftermath Like many battles in this time period, precise casualties for the Battle of Chalons are not known. An extremely bloody battle, Chalons ended Attilas 451 campaign in Gaul and damaged his reputation as an invincible conqueror. The following year he returned to assert his claim to Honorias hand and ravaged northern Italy. Advancing down the peninsula, he did not depart until speaking with Pope Leo I. The victory at Chalons was one of the last significant victories achieved by the Western Roman Empire. Sources Medieval Sourcebook: Battle of ChalonsHistorynet: Battle of Chalons

Islam And The Common Cause Of Unity - 1453 Words

In the religion of Islam, Muslims believe in the common cause of unity. United under one creed that is the first pillar of Islam and the primary and absolute faith that one should devote to. It is the Shahada, which says, â€Å"I believe in no gods but Allah and Muhammad (PBUH) is the messenger of Allah†, but even though this is the common creed among all Muslims around the world, many chose to divide themselves and separated themselves under a slightly different and innovated creed. Since the Prophethood of Prophet Muhammad (PBUH), Islam started to embed into the lives of the people of Arabia and as the number of people taking Shahada started to grow, they followed and trailed behind the teachings of Prophet Muhammad (PBUH). Soon After the demise of Prophet Muhammad (PBUH) in the 7th century the divide started to arise inside the Muslim communities in the land of Arabia when disagreements over the successor to the Prophet Muhammad arose. The Sunnis maintain to believe that there was going to be a formal selection of who the Prophet’s successor or Caliph was going to be because according to Quran that is the rightful way of selection that includes the consensus of the majority votes. But the admirers of Ali(RA), who was the son in law of the Prophet Muhammad, protested and believed that the Prophet(PBUH) had chosen His son-in-law to be His rightful successor. 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Examples Of Innocence In To Kill A Mockingbird - 1316 Words

In this novel, innocence is represented from all ages yet all still contribute to the mockingbird factor. Charles Baker â€Å"Dill† Harris doesn’t develop and mature throughout the story. In this way, he is seen as a mocking bird because he’s innocent by his childish actions. His childish actions flow throughout To Kill A Mockingbird and he never changes this lifestyle, because that’s all he knows how to do. An example of this is in the court scene when we wasn’t aware of what’s going on, â€Å"Dill leaned across me and asked Jem what Atticus was doing†(Lee 254). In this scene the children snuck into the courthouse to listen to Atticus defend Tom Robinson, and Dill is questioning what is happening in the court.This scene is an example of†¦show more content†¦The author included the quote as a way to show a new younger perspective. This perspective is not only not as experienced in life or not as experienced in the south. T he author used this in order for the reader to understand the feeling Dill received for inequality and his innocence for making situations better shines through. Dill continues his childish actions by wanting to be the first to do everything and every game. He insists to play games like these and come up with the ida to torment Boo Radley. â€Å"Dill said he ought to be first, he just got here† and already starts showing selfishness just like an impatient child at a candy store (Lee 49). In this scene Dill just made his way back from Mississippi and already wants to play again without delaying. This scene proves innocence by revealing to the readers that Dill doesnt really have any worries. All he wants to do is play around. To go off that, Dill was the one to create the youthful game of tormenting Boo Radley. The author used this example of Dill’s character in order for the reader to understand his mindset. Like a child, Dill does not fully think about what others w ant to do or what is best for them, but instead he quickly decides on an idea and just wants to play. Innocence is demonstrated from Dill by the way he just wants to play around like a child, question big ideas and also get sensitive and truly care about situations. One of the most stereotypedShow MoreRelatedWhy Is Innocence Becomes Experience?1225 Words   |  5 PagesIn To Kill A Mockingbird there are several reason why innocence becomes experience. Phys.com stated â€Å"Between ages 5 and 11, the researchers found, children become aware that many people believe stereotypes, including stereotypes about academic ability. When children become aware of these types of bias about their own racial or ethnic group, it can affect how they respond to everyday situations.† This shows that Scout and Jem are in a time of their lives when racism will take effect. Not only becauseRead MoreTo Kill a Mockingbird Motiff Essay779 Words   |  4 PagesAll humans are born innocent. Innocence is a time when a person has never done something, it is the first step of a human beings existence. The second step is experience. This step happens after a person has done something he or she has never done before or learns something he or she has never know before. The motif of innocence and experience occurs many times in Harper Lee’s â€Å"To Kill a Mockingbird†. The process of this growth is especially obvious in Jem and Scout’s journey through out the bookRead More Examine the Themes of Innocence and Experience in To Kill a Mockingbird870 Words   |  4 PagesExamine the Themes of Innocence and Experience in To Kill a Mockingbird Innocence is a time when a person has never done something; it is the first step of the journey from innocence to experience. The second step in this movement is experience and this is what is achieved after a person has done something they have never done before or learns something they have never known before. This theme of growth from innocence to experience occurs many times in To Kill a Mockingbird and is one of theRead MoreTo Kill A Mockingbird Theory Essay1141 Words   |  5 Pages A Mockingbird is a grayish songbird found in tropical America. The book to Kill A Mockingbird says that it is a sin to kill a Mockingbird. (Lee 103) In the story To Kill A Mockingbird by Harper Lee, Scout is a young girl who has a pretty good life in Maycomb Alabama. But her curiosity began when Dill came to Maycomb for the summer and she started becoming more interested in Boo Radley and why he always stays in his house. But then the story takes an unexpected turn when Atticus takes the Tom RobinsonRead MoreMaturity And Personal Growth Often Appear Through The Experience1628 Words   |  7 Pagestragedies, and most importantly, the loss of childhood innocence. Harper Lee’s novel, To Kill a Mockingbird presents the ideas of coming of age and the loss of innocence while the Great Depression was occurring in the 1930s. Racism and gender inequality were widespread issues during this time period which gave rise to the Civil Rights Movement. To Kill a Mockingbird teaches its readers that the coexistence of tragedy and the loss of innocence affect personal growth through the way in which severalRead MoreTo Kill a Mockingbird Metaphor Analysis: It is a Sin to Kill Tom Robinson1531 Words   |  7 PagesSin to Kill Tom RobinsonMockingbirds dont do one thing but make music for us to enjoy. They dont eat up peoples gardens, dont nest in corncribs, they dont do one thing but make music for us to enjoy. Thats why it is a sin to kill a mockingbird. (90) This quote is stated by Miss Maudie, underscoring the point of view of Atticus, who is a lawyer given an uphill job of substantiating a black mans innocence who is accused of raping a white woman, Mayella Ewells. To Kill a Mockingbird is an inspirationalRead MoreTo Kill A Mockingbird Analysis Essay805 Words   |  4 PagesTo Kill a Mockingbird is a mix between unjust, and just ways of life in an old town in Alabama called Maycomb th at takes a twist into a court case that creates a racist and deadly argument. Harper Lee, a book writer with lots of thought and creativity produces a now, award winning book that she considers to be a simple love story that has transformed into a masterpiece. (Cover copy) To Kill a Mockingbird takes place in the town of Maycomb with a small population full of big personalities. â€Å"KillingRead MoreThe Figurative Meaning Of A Mockingbird By Harper Lee1473 Words   |  6 PagesWhat is innocence? Some might say innocence is being credulous or possessing a lack of corruption. In a way, mockingbirds are a representation of this magnificent innocence and purity. These harmonious birds live day by day, singing their hearts out, and doing no harm to anyone or anything. The Pulitzer Prize winning novel To Kill a Mockingbird by Harper Lee explores the figurative meaning of a mockingbird. The narrator, Jean Louise Scout Finch, is a bright, young, and innocent girl from the smallRead MoreT o Kill a Mockingbird977 Words   |  4 PagesLiterary Analysis for To Kill a Mockingbird â€Å"There’s something in our world that makes men lose their heads- they couldn’t be fair if they tried. In our courts, when it’s a white man’s word against a black man’s word, the white always wins. They’re ugly, but these are the facts of life.† ************ Along with the main theme of the story, racism, there are multiple other themes that are represented in the story. These include: the coexistence of good and evil, and importance of mortal educationRead MoreAnalysis Of Harper Lee s Kill A Mockingbird 1491 Words   |  6 PagesHarper Lee’s ​ To Kill a Mockingbird ​ is a critically acclaimed, Pulitzer Prize winning novel that instantly attained its position as one of the greatest literary classics (Editors).The story of Scout Finch’s childhood has become one of the most notable narratives that addresses controversial issues present in the early 20th century. Lee’s novel depicts themes of race, justice, and innocence throughout the novel. Although ​ To Kill a Mockingbird​ is regarded as a literary masterpiece in American

ACAS Code And Models Free Sample Solution

Question: Discuss about the Employment Law and Relations for ACAS Code and Models? Answer: Introduction: In this part of the assignment, the ACAS Code and other models like the CIPD Guidelines have been critically analysed for the purpose of identifying good practices that deal with the management of disciplining matters in organizations. In this regard, it is worth mentioning that the ACAS Code of Practice related with disciplinary and grievance procedures provides practical guidelines for the organizations that can be very helpful in dealing with these issues are the workplace. The case of John-Charles v NHS Business Services Authority (2015) deals with best practices that are related with disciplinary proceedings. The facts are unusual in themselves but they do establish that whatever has been told by an employer to the employee regarding disciplinary sanctions, it becomes the responsibility of the employer to make sure that the employer acts according to it. If any person or organization fails to follow the procedure provided by the Code, the fact may be considered by an employment tribunal while dealing with the relevant cases, even in the person or organization may not be liable to proceedings. In this regard, there are certain key components that can be used for dealing with these issues. For example, it has been provided that the organizations should recognize that there are a large number of disciplinary and deviance issues that can be resolved by them informally (Beardwell and Holden, 1994). It is also worth mentioning that legally the Employment Tribunals are under an obligation to take into account, the ACAS Code of Practice when there are considering relevant cases. In this way, there are a number of potential disciplinary/grievance matters that can be resolved by the organizations informally. For example, the case is related with unsatisfactory performance or minor misconduct can generally be resolved in the best way, informally (Blyton and Turnbull, 1992). In such cases, often a quite word is enough for the purpose of improving the conduct of the performance of such an employee. The ACAS Code of practice also prescribes the basic requirements related with fairness during disciplinary proceedings and these requirements are applicable in most of the cases. These requirements also provide the standard of reasonable behavior that can be applied in most of the cases. Under the circumstances, it is clear that the ACAS Code will help the employers as well as employees and their representatives while dealing with disciplinary matters at the workplace. On the other hand, in cases where some kind of action has to be taken, the action that can be considered as reasonable a justifiable under the circumstances depends on the individual circumstances of each case (Blyton and Turnbull, 1998). In this regard, the employers are required to deal with these issues fairly, consistently and promptly. At the same time, it is also the obligation of the employers to carry out investigations for the purpose of collecting and establishing all the facts related with a particular case. There can be certain challenges associated with the disciplinary and diligence procedures that have been adopted by the employers. In this context, disciplinary and grievance procedures can be described as the frameworks providing a clear structure to deal with the problems that may arise in a workplace relationship, either from the perspective of the employer or employee (Stone, 1995). It is also required that this procedures should ensure that all employees are treated in the same way by the employers under similar circumstances. Similarly, the employers are also required to deal with these matters in a fair and reasonable way. The above-mentioned procedures also aim to make sure that the employers follow the present laws and in the same way, they also follow the ACAS Code of Practice. In this context, most of the employers generally have their own procedures that comply with the Code. In this context, it is required that the disciplinary procedure allows employees to be aware of what is expected from them in context of the standard of performance or conduct. Similarly, the procedure should also be capable of identifying the obstacles that are present for individuals to achieve these standards and at the same time, they should also allow employers to take the required action (Gennard and Judge, 2002). Another requirement is that the procedure should allow the employers and employees to agree on appropriate tools and timescale for achieving improvements in the performance of conduct of an individual. The procedure should also help in resolving these matters without recourse to external processes of resolving disputes or going to an employment tribunal (Thomas, 1999). It is also very important that these procedures are capable of establishing before an employment tribunal that the employer organization had followed the appropriate procedure in a particular case if a complaint has been made by an employee regarding the way such an employee had been dismissed. In Gurnett v ASOS.com Ltd (2010) the issue was related without providing a warning to employ regarding the possible consequences of disciplinary action. In this case, the court clearly stated that the employer is required to inform the employee from the very beginning itself regarding the possible results of a disciplinary action. For the purpose of providing a fair chance to the employees to defend the allegations in a proper way, it should not come as a surprise later on that in the proceedings, dismissal is also a possibility. In the same way, in O'Farrill v New Manage Ltd t/a Hooks Gym London Shootfighters (2011), it was stated that the employer is required to explain the alleged misconduct in clear terms to the employee, throughout the disciplinary process. In the same way, it is also required that the employer should be consistent in his accusations against the employee (Gennard and Judge, 2002). Therefore, if any new allegations have been discovered by the employer during this stage of the investigation, they can be included in the disciplinary process but it is very important that disciplinary sanctions should be imposed against the employee only regarding the allegations that have been properly investigated and were also brought to the notice of the employee as being a part of the proceedings. Another example where the Employment Tribunal came to the conclusion that the employer had not followed good practices was that of Campbell v Mitie Managed Services Ltd. (2009) In this case, the employer denied the employee to be accompanied during the disciplinary hearing. Therefore, although this is a statutory right, still the employers have been reminded by the ACAS Code regarding the requirement that they should allow the employees to be accompanied during disciplinary hearing. This right of the employees to be accompanied during such hearings arises when an employee has been invited by the employer to attend a disciplinary or previous hearing and such employee had made a reasonable request that he or she should be allowed to be accompanied during the hearing. In this part of the assignment, with the help of ACAS Code and other models like the CIPD guidelines, the good practices adopted by King's College Hospital have been analysed. For this purpose, it has been analyzed how the King's College Hospital manages its disciplinary processes with the help of policies and procedures and the practices that have been adopted by the hospital and this regard. The procedure that has been adopted by King's College Hospital in this regard is that first of all, an investigation is carried out by the organization. In this regard, King's College Hospital provides that as a part of the investigation, generally it is required that the investigating manager should personally meet the employee for the purpose of obtaining their version of events. When a detailed investigation regarding the circumstances of the case is required before the disciplinary meeting, a manager may delegate responsibility to an appropriate person. On the other hand, in such a case, af ter investigating the matter himself, the manager may arrange that the case will be heard by some other manager of the organization. The investigations that are conducted by the Police and the Counter Fraud Team are separate from and in addition to the investigations that are taking place in the organization. The Trust can only delay the proceedings as a result of other investigations, only in case it is absolutely necessary. Informal warning: the practices and procedures adopted by King's College Hospital provide that in case where a minor misconduct has been established as part of an employee, such an employee will be invited for a meeting with the manager for the purpose of discussing unsatisfactory conduct. During such a meeting, the manager is required to hear the reasons or mitigation that has been put forward by the employee. At the same time, during such a meeting, the manager will also give advice to the employee regarding the standards of conduct that are required and also the timescale for it. The details of such an informal discussion are also required to be confirmed to the employee in writing and at the same time, there response to it should also be registered. The copy of such correspondence has to be retained by the manager. Formal Procedure Related with Disciplinary Meetings: During all the formal stages of disciplinary procedure, after the matter has been properly investigated and it is established that the case is present against the employee, with minimal delay, a disciplinary meeting has to be arranged. It has been provided by the procedure adopted by King's College Hospital that a reasonable notice needs to be given regarding arrangements for meeting, which includes the persons who will be present during the hearing. The manager is required to give two copies of the return details of the allegations to the employee and also any witness statements or other documents supporting the allegations. It is also required that the employee should take all reasonable steps for the purpose of attending the meeting. It has also been provided that it is the right of the employee to be accompanied by a colleague, a friend or an accredited trade union representative. The relevant procedure in this regard is that the manager, who hears the allegations, may be accompanied by professional advisor, in case it is considered necessary. Under the hand, in case the employee had made counter allegations of harassment and bullying during the investigations, such allegations have to be heard by the manager and also by an independent assessor. Similarly, a Human Resource advisor may also be present during the meetings if a formal or a final warning can be the probable outcome of the meeting. During the meeting, the manager is required to mention the nature of allegations and also briefly outline the case to the employee with the help of evidence available in support of the allegations. At the same time, the procedure also requires that full opportunity should be given to employ to respond to these allegations during the meeting. While the employee is required to directly respond to the questions, the representative of the employee has been given the right to outline the case of the employee and also to our questions on behalf of the employee. The procedure provides that while considering the case, the manager is required to consider the previous record of the employee and also the other factors that may be relevant in this regard. Recommendations: In this light, it appears that the practices and policies adopted by King's College Hospital work for eliminating any potential tension with other HR policies and practices like that diversity management or equal opportunities. In this regard, a responsibility has been imposed on the managers to ensure that the disciplinary procedure is applied by them fairly and also in tune with the policy related with equality and diversity in employment that has been adopted by the organization. At the same time, the Human Resources Department of the organization monitors the application of formal procedure by age, disability, gender and ethnicity. The policy has proved to be effective in context of its relevance for the purpose of promoting race equality and in the same way, when it comes to disability and gender equality, the policy has proved to be medium impact. At the same time, the facts of John-Charles v NHS Business Services Authority (2015) are unusual in themselves but they do establish that whatever has been told by an employer to the employee regarding disciplinary sanctions, it becomes the responsibility of the employer to make sure that the employer acts according to it. Conclusion: In the present report, the need for having fair and reasonable disciplinary processes have been examined.at the same time, the recent cases in which the courts have dealt with the good practices related with grievance proceedings have also been discussed.in the next part of the report, the management of grievance proceedings by King's College Hospital have been examined. References Beardwell, I. Holden, L. (1994), Human Resource Management: A Contemporary Perspective, Pitman, London Blyton , P. Turnbull, P. (1998), The Dynamics of Employee Relations, Macmillan, London Blyton, P. Turnbull, P. (1992), HRM: Debates, Dilemmas and Contradictions, in P. Blyton P. Turnbull (eds), Reassessing Human Resource Management, Sage, London Gennard, J. Judge, G. (2002), Employee Relations (third edition), Chartered Institute of Personnel and Development, Wimbledon Legge, K. (1995), Human Resource Management: Rhetorics and Realities, Macmillan Business, London Stone, R. (1995), Human Resource Management,(second edition)., Wiley Son, Milton Thomas, K. (ed.), 1999, The Oxford Book of Work, Oxford University Press, Oxford .Cases Campbell v Mitie Managed Services Ltd ET/2406958/09 Gurnett v ASOS.com Ltd [2010] ET/3304149/2009 John-Charles v NHS Business Services Authority UKEAT/0105/15/BA O'Farrill v New Manage Ltd t/a Hooks Gym London Shootfighters [2011] ET/3304495/2010