equality whilst also doing so themselves. All individuals have the right to be treated with respect and dignity‚ as everyone is an individual with different needs‚ abilities and experiences. As a Youth Worker in Charge I practice and promote Inclusion‚ Equality and Diversity for all by implementing my own responsibilities as a worker in charge by carrying out constructive and effective individual and group work with young people‚ which involves promoting • Diversity and value the differences
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1. Outline current legislation‚ guidelines‚ policies and procedures within own UK Home Nation affecting the safeguarding of children and young people. • Working together to safeguard children (2006-2010) • Children act (2004) • Education act(2002) • Disability discrimination act (1995) • Special education needs (SEN) couch practice (2000) • Data protection information handling and sharing 2. Explain child protection within the wider concept of safeguarding children
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diversity • Resources are adapted to ensure that learners can access information and to meet individual needs (large print‚ on tape‚ using symbols) • Learners have the opportunity to fully evaluate the course in an open and anonymous way Inclusion The teacher should promote an environment that makes the learners feel relaxed and able to have a point of view without fear of ridicule. The teacher should also ensure that the learning environment is welcoming to all‚ e.g. neither too hot nor
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The traditional TOK diagram indicates four ways of knowing. Propose the inclusion of a fifth way of knowing selected from intuition‚ memory or imagination‚ and explore the knowledge issues it may raise in two areas of knowledge. Our whole life is a continuous process of gaining information. This information is our basic knowledge about the world. It is coming in different forms‚ from different sources. And it is vitally important to store this information‚ in order to understand your own present
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developed‚ why Traditional Management Accounting (TMA) is not sufficient to provide information for strategic decisions and the difference between SMA and TMA. It will further outline some of the essential analytical tools or techniques in SMA such as Activity Based Costing (ABC) and the Balanced Scorecard (BSC). SMA is an extremely broad concept‚ so in order to give a bird’s eye view of the subject this report mainly focus on comparing SMA to TMA and finally describes the importance and criticisms
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E111 – Supporting Learning in Primary Schools - TMA01 My experience‚ role and learning support In accordance to the ethical guidelines written by The British Education Research Association (BERA‚ 2004)‚ the names of the children and school‚ where used‚ have been changed in order to maintain confidentiality and anonymity. My role (Hancock et al.‚ 2013 p1) States that “the practice of learning support as carried out by teaching assistants has developed considerably in recent times”. In
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There are many different guidelines‚ policies and procedures for safeguarding children and young people that will affect the daily work of practitioners working with them. These relate to Child Protection – Lakey lane‚ we have policies and procedures for safeguarding‚ which say that employees‚ students and volunteers should be meticulously checked for suitability verifying identity and academic or vocational qualifications‚ obtaining professional and character references‚ checking previous employment
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This is a professional and in-depth study on the current state of the Tri-Mellitic-Anhydride (TMA) industry in Global and China. The report provides a basic overview of the industry including definitions‚ applications and industry chain structure. Global market analysis and Chinese domestic market analysis are provided with a focus on history‚ developments‚ trends and competitive landscape of the market. A comparison between the international and Chinese situation is also offered. The report also
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Course Code: MTM-1 Total Marks: 100 Assignment Code: MTM-1/TMA/2013 Note: This TMA consists of two parts. Part I consists of two questions out of which you have to attempt any one. The question carries 25 marks and should be answered in about 700 words. Part II consists of ten questions. Attempt any five in about 500 words each. Each question carries 15 marks. Send your TMA to the Coordinator of your Study Centre. PART – I 1) Discuss in detail Managerial
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particular example. This part of the TMA is worth 30 marks. Part (d) The final part of the TMA asks you to perform a simple web-based information search about the concept you have chosen and to present information succinctly. You need to include the URLs‚ the date the websites were accessed and why you chose them‚ and also state how trustworthy this information is to gain the full 5 marks available. 3.4 TMA 02 Part II Part II of TMA 02 is worth the other 10 marks (the TMA is marked out of a total of 100)
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