Theorist of development: A. Cognitive (Piaget) Cognitive theories of development look at how thought processes and mental operations influence growth and change. Cognitive theory is looking at the development of a person ’s thought processes. It also looks at how these thought processes influence how we understand and interact with the world. One theorist and cognitive thinker was Jean Piaget‚ who gave an idea about how we think about child development. This is that children think differently than
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Explain giving examples how the reliance on journalists working in commercial media constraints the ability of media advocates Explain how an elitist theory of democracy and focus on mainstream journalism constraints the ability of media advocates How would media advocacy look like if informed by a participatory theory of democracy? Explain giving examples Why is democracy a dangerous form of government? Explain. Democracy includes a genuine competition for power. Explain Democracy permits mass participation
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1.1 Explain why different communication methods are used in the business environment There are many methods of business communication‚ please see below a few and the uses of these different methods: • Emails – this is when you send a letter formatted note via the internet. There are many benefits to emails such as they are delivered extremely fast when compared to traditional post. Emails can be sent to one person or several and the cost is still cheap due to only having to use internet connection
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P1 1.1. Summarize key aspects of legislation‚ regulatory requirements and codes of practice relating to own role and responsibilities. Add legislation affecting teachers‚ govering bodies etc. The key aspects of legislation‚ regulatory requirements and codes of practice which relate to my role specifically as a trainer at St John Ambulance are varied. They include‚ but are not limited to: • The Health and Safety at Work etc Act 1974 As an employee of St John Ambulance I need to adhere to the
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Level – 4 (Prepare to teach in the lifelong learning sector) - PTLLS The following are headings for broad areas students will have to research to show evidence of competence in PTLLS. GROUP A: Roles and responsibilities and relationships in lifelong learning GROUP B 1: Understanding inclusive learning and teaching in lifelong learning GROUP B 2: Using inclusive learning and teaching approaches in lifelong learning GROUP D: Principle of assessment in lifelong learning
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Preparing to Teach in the Lifelong Learning Sector (PTLLS) at Level 4. Preparing to Teach in the Lifelong Learning Sector (PTLLS) at Level 4 Total credit value (at Level 4) 12 Total GLH 4 x units (each @ 12 GLHs) = 48 Units being run and assessed: Group Unit title Level Credit value GLH A Roles and responsibilities and relationships in lifelong learning 4 3 12 Learning outcomes: The learner will Assessment Criteria: The learner can 1. Understand own role and responsibilities in lifelong learning
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Feedback The purpose of the feedback is for the student being assessed to receive feedback on how they may improve their behaviours and or skills. In turn‚ peer assessor learns by being able to observe and learn positive competencies as well as observing error and self-corrections by the student which reinforces proper techniques‚ learning and performance. Entering our first skills evaluation as a class‚ we were all nervous. As I was evaluating my peer‚ I could appreciate how she felt based
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must also be suitable. I would also have handouts ready to give the learners once they have arrived and my knowledge of the subject that I am teaching would be up to date. Once the learners have arrived and settled into their workstations I would explain about whom the first aider is and the fire procedure. In the introduction to the course learners will also be made aware of the facilities in the centre‚ where the toilets are and where they can get refreshments. We will agree on the timings‚ such
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1.1 Explain why different communication methods are used in the business environment. Different communication methods succeed in putting across the right message in a clear‚ unambiguous way that gets noticed by the target audience‚ whilst also saving on time and cost. Two main types of communica- -tion methods used- verbal and written. The best medium will be chosen according to the situation. For example: face to face or telephone methods will be used if any wards need delivery of some equipment
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Confident * Disciplinarian * Observer * Leader * Facilitator * Mentor The responsibilities as a practising TESOL teacher within this role are not a totally separate policy‚ but more about how the teacher carries out their many different functions. For example‚ the ability to maintain an updated continuous professional development logs. The continuous professional development log sets out individual and mutual obligations that are common to that particular profession. Working in
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