Bibliography: Gravells .A (2009) Preparing to Teach in the lifelong sector 3rd edition Learning Matters Ltd. Francis.M. Gould.J (2009) Achieving your PTLLS Award SAGE Publications Ltd Albert Einstein quote from Think Exist available at http://thinkexist.com/quotes/with/keyword/the_teacher/ 30th May 2010
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ENG 151 Essay Project #2: Analyzing Visual Texts In this assignment‚ you will be selecting two visual texts to analyze together. You will describe each visual text and analyze how it conveys its message. First‚ you will select two visual texts. Visual texts can include photographs (documentary‚ news)‚ print and online ads‚ ad parodies‚ and billboards. You will need to provide quality‚ color copies of the texts as part of your project (they can be inserted into the word document). Remember that
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Thinking about Diversity and Inclusion University of Phoenix Cultural Diversity SOC 315 Stephanie Medley-Rath February 01‚ 2012 Thinking about Diversity and Inclusion We live in a society and a country that is able to incorporate different cultures and be as diverse as possible. The following paper will address the dimensions of cultural diversity‚ the ethnic and cultural groups in which I identify‚ the difference between diversity and inclusion‚ the importance of workplace diversity training
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Inclusion body myopathy 2 is a hereditary condition that mostly affects skeletal muscles‚ which are muscles that the body uses for movement. This disorder causes muscle weakness that appears in late adolescence or early adulthood and only worsens over time (O ’Ferrall). GNE-related myopathy‚ also known as inclusion body myopathy 2‚ is characterized by slowly progressive distal muscle weakness that begins with gait disturbance and foot drop secondary to anterior tibialis muscle weakness. Weakness
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HARROW COLLEGE HEALTH AND SOCIAL CARE QCF: Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (England Unit CU 2943 Champion Equality‚ Diversity and Inclusion YOUR ANSWERS MUST BE YOUR OWN WORK. If you wish to introduce other sources of information‚ this must be referenced This workbook meets the following assessment criteria for the unit : Assessment criteria Achieved Date 1.1 √ 23/10/13 1.3 √ 23/10/13 3.1 √
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DETAILED SURVEY OF LITERATURE 2.1. THE FINANCIAL INCLUSION IMPERATIVE 2.1.1. DEFINING AND MEASURING FINANCIAL INCLUSION 2.1.2. UNDERSTANDING THE CONSUMER 2.2. FINANCIAL INCLUSION: FROM OBLIGATION TO OPPORTUNITY 2.2.1. ROLE OF FINANCIAL INSTITUTIONS 2.2.2. ROLE OF REGULATORY AND PUBLIC POLICY AGENCIES 2.2.3. ROLE OF GOVERNMENT AGENCIES 2.2.4. ROLE OF INFORMATION TECHNOLOGY 2.2.5. ROLE OF INTER-SECTOR COLLABORATION 2.3. KEY NATIONAL FINANCIAL INCLUSION INITIATIVES 2.3.1. INITIATIVES FOR PROMOTING F.I
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to leave the nursery aren’t experiencing what the other children are‚ for example they love going on the mini bus and think it’s the best bit because it’s not an everyday thing to do. 1.5 Explain how to support others to diversity‚ equality and inclusion. I support this by encouraging the children to all play together and to take part in all the activities and festivals that we have. It can also be supported by having toys and equipment for other cultures. In our nursery we have a ‘We
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Inclusion: Educating the Exceptional Child History of Education Shanona Merrell February 19‚ 2010 The inclusion classroom is a classroom that has a mixture of students with and without disabilities. I selected this topic because I was an inclusion teacher at the local head start. I am writing about this because while I was a teacher I learned that the students learn how to help one another and the non disabled students learn a lot about the disabled students. They learn how to assist the
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Summarise key aspects of legislation‚ regulatory requirements and codes of practice relating to own role and responsibilities. (7.1.1) The BTEC PTLLS award is necessary before a person can teach at a Further Education institution such as Aylesbury College. To support this qualification Lifelong Learning UK has published a new set of overarching professional standards 1 that any teachers in this sector will need to adhere to. This describes in generic terms‚ the skills knowledge and attributes for
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Champion equality‚ diversity and inclusion 1.1 Explain the models of practice that underpin equality‚ diversity and inclusion in own area of responsibility. Equality is to treat all as individuals; to respect race‚ disability‚ age‚ gender‚ religion‚ beliefs ‚culture and sexual orientation. For all to be open to opportunities‚ to be treated fairly and respectfully‚ have rights and equal status in society and for all to reach their full potential. Diversity is to value that we are all unique
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