DQ 1: What is your intent in beginning a doctoral program? How does your intent fit the scholar-practitioner-leader model? My intent in beginning a doctoral program with University of Phoenix is to continue my education in the hopes of eventually becoming a professor in the Business Management field. I graduated last year in early 2012 by completing my Masters of Business Administration with a concentration in the overall business aspect at University of Phoenix online. Also‚ I have more than
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Roles‚ Responsibilities and Relationships in Lifelong Learning. Task A: Research Report. (a) A summary of key aspects of legislation‚ regulatory requirements and codes of practice relevant to the role and responsibilities of the teacher. Teachers must maintain their knowledge of legislation‚ regulatory requirements and codes of practice and ensure that they are up to date with all current requirements‚ which are often subject to change. Some are generic and affect all who teach‚ whereas
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in Public Health in my current role. The program I will be leading at work in January will be in need of renewal. I have hopes that participating in the Walden MPH Program will move me forward and give me the tools needed to build a vibrant infection control program. The media presentation was insightful and challenging. The scholar/practitioner model of the Walden’s faculty adds depth to what the Professors bring to the classroom. Several points stand out-the need for
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Criteria 1 It is important for practitioners to identify children’s care and learning needs in a setting‚ there are many reasons for this. Firstly‚ is to promote development. Some children develop and learn faster than others and it is partly our responsibility to ensure all children’s needs are cared for no matter what stage of development they are at. We can do this by carrying out observations; these help us to identify the exact learning needs of children. They can show us clearly what stage
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educational needs. Children with special educational needs (SEN) all have learning difficulties or disabilities that make it harder for them to learn than most children of the same age. These children may need extra or different help from that given to other children of the same age. It is important that early identification and intervention (The Special Educational Needs Code of Practise 2001) of SEN needs is put in place to minimise any distress to the child and greater benefit learning. Special
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determination but also various learning skills. For myself‚ after an unpleasant experience of involving an argument between a nurse and patient’s family‚ I came to realize that reflective skills are crucial not only for my current status as student but also for my future professional development (Sharon‚ 2014) as registered nurse. The reflective practice helps nurses to maintain and constantly update their knowledge‚ as well as construct clinical skills by learning from real practice (ANMC 2009)
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008: Roles‚ responsibilities and relationships in lifelong learning Task A: Research Report a) As Gravells (2012‚ pp.19) states‚ the legislation‚ regulatory requirements and codes of practice relevant to a teacher in the lifelong learning sector will “differ depending upon the context and environment in which you teach”. For example‚ different organisations and employers are likely to have differing policies and guidelines‚ such as dress-code‚ time-keeping‚ equalities‚ regulating the role of the
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Answer 1 - Each customer will need to answer the following questions: 1. Am I obese . One needs to analyze BMI data for finding an answer to this. 2. Do I want to change The answer to this question depends upon the following criteria. 1. Looks consciousness 2. Health consciousness 3. If the answer to both the above questions is yes then there will be 3 options for the customer for Exercise | OTC | Prescribed drugs | Pros1. Healthy@ naturalGood habitLifestyleCons:Time consuming
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The Role of a Teacher in the Lifelong Learning Sector A teacher has a variety of roles. There are three main activities that small group teachers have to manage simultaneously: 1. managing the group 2. managing activities 3. managing the learning. In many small group teaching situations‚ the role of the teacher is that of facilitator of learning: leading discussions‚ asking open-ended questions‚ guiding process and task‚ and enabling active participation of learners and engagement
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with. In my setting‚ we plan activities to allow all children to take part‚ making adaptation for those children with additional needs. We insure that we provide a variety of resources for children to learn and play and using diverse display materials such as numbers in different languages and flags of the countries each child is from. Within the settings‚ practitioners are required to work
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