CU249P/ CT249 Aims Purpose and Principles of Independent Advocacy This unit aims to provide learners with an understanding of what Independent Advocacy is and how to use the values and principles which underpin good practice. The unit focuses on the different models of advocacy, their history and why they exist. Credit Level 4 3 Assessment criteria The learner can: 1.1 1.2 1.3 1.4 1.5 Define Independent Advocacy Explain the limits to advocacy and boundaries to the service Identify the different steps within the advocacy process Distinguish when Independent Advocacy can and cannot help Identify a range of services Independent Advocates commonly signpost to Explain the difference between advocacy provided by Independent Advocates and other people Explain the key principles underpinning Independent Advocacy Explain why the
Steps to fixing dalman and Lei’s problems with a control system Steps to fixing dalman and Lei’s problems with a control system Steps to Fixing Dalman and Lei’s Problems with a Control System Elizabeth Burk For Dalman and Lei they need to set up a control system which has four major steps: Setting performance standards, Measuring performance, Comparing performance against the standards and determining deviations, and taking action to correct problems and reinforce success. In this paper I will go over theses four steps and how Dalman and lei should implement them to correct the problem of misreporting hours. The first step Dalman and lei need to do is setting performance standers. “Standards are targets that establish desired performance levels, motivate performance, and serve as benchmarks against which to assess actual performance.” (Bateman, 2013) Dalman and lei can set certain standers for their employee’s so they know what is
The learning curve will present challenges in that, employees will maintain the need to refer to the old system to proceed with business as usual. Possible struggles presented by the learning-curve are expected from several employees. Some will adjust more than others, but the main challenge is in the adaptation or orientation phase. Technologically, since the system is equipped with back up software, it should eventually eliminate the need for hard copy records and files. This will save time in the long run, which should encourage most employees despite their initial frustration with the management system change.
| | | | |Voice Quality |Brendans voice level was quite good but he|Jack had no problems projecting his voice |Both Karl and Pauric could have benefited |During the cool down my voice was at a | | |could have been a little louder. |across the sports hall. |from talking louder during the lesson. |good level and heard by all pupils. | |Relevant Coaching Points and Altered |As previously mentioned Brendan didn't |Jack was well rehearsed when it came to |Again Karl and Pauric had researched the |As stated before I made sure to explain | |Teaching Positions |explain the coaching points when |the coaching points of the exercises eg |apparatus work very well and were able to |the coaching points of the stretches and | | |performing the stretches.
PTLLS: Roles, responsibilities and relationships in lifelong learning 1.1 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities 1.2 Analyse own responsibilities for promoting equality and diversity 1.3 Evaluate own role and responsibilities in lifelong learning 1.4 Review own role and responsibilities in identifying and meeting the needs of learners PTLLS: 1.1 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities PTLLS: 1.2 Analyse own responsibilities for promoting equality and diversity Summarise, in 1.1, suggests that a paragraph will be sufficient for describing each key aspect of legislation, regulations and codes of practice. Analyse, in 1.2, means that you should also ‘extract’ aspects of legislation, regulations and codes of practice that focus on equality and diversity issues. PTLLS: 1.3 Evaluate own role and responsibilities in lifelong learning Evaluate in this criterion means that you should be able to explain the ‘value’, or contribution, to society of being a teacher in the lifelong learning sector. PTLLS: 1.4 Review own role and responsibilities in identifying and meeting the needs of learners Before reviewing your role and responsibilities, for 1.4, you will need to be clear about what is meant by ‘the needs of learners’. Once you are clear about
What were the key issues/key points raised in these sessions? B. What is the significance of this learning for you? C. How can you use this learning in your leadership? THE LEARNING DIARY #2 NAME: Leung Sui Yee, Helen STUDENT NO.
This is because it is easier to communicate verbally than with any other means. Verbal communication allows depth and detail to be conveyed during a conversation. Verbal information is also effective as emotion, tone and feelings can be conveyed through speech. This is Important for a business like the Marriott , this is because if a customer complains about the poor services the hotel may have provided, it allows Marriott employees to display sympathetic feelings when addressing the situation and therefore empathise with the customer. Although verbal communication is particularly effective in conveying information it has its disadvantages.
Another role is to evaluate the tutor's own teaching and revise learning plans if necessary. In terms of boundaries, the tutor should receive an introduction at the place of work and with that some outlines within the organisation's expectations in regards to role and responsibilities of a tutor as well as a feel of the organisation's ethos. It is however important to know how far to take the role of tutor and when is appropriate to refer a student to a different professional or bodies like the learning support team for diversity or disabilities issues. A tutor must remember to act within the syllabus and in relation with what he or she is teaching and not beyond the course, maintaining either professional as well as personal boundaries and always keeping in mind confidentiality, following the requirement expected within the
It, too, has its roots in Vygotsky, Dewey, and the other social learning theorist. The basic idea is that there is a conclusion to a problem presented to the students and they are to discover if that solution is viable. There are several variations on inquiry-based learning (Banchi & Bell, 2008). Banchi and Bell, 2008, suggest that there are four levels of inquiry. These include confirmation inquiry, structured inquiry, guided inquiry, and open inquiry.
Feelings, self-awareness, life skills, co9nflict, management, and self-esteem are critically important. They drive us to action, push or pull objects away from certain people, objects and ideas. Daniel Goldman identified four building blocks for incorporating emotional intelligence in to educational