function of their seniority and performance. By doing this‚ their hard work helps them earn shares of ownership in the company. 3. After watching the video I noticed that a lot of hygiene factors are being met within Flight 001’s work environment. The managers at Flight 001 give employees the opportunity to experience motivation factors such as achievement and recognition. Other hygiene factors that they are using are pay and security‚ and the working conditions are
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Pollyanna Steiner Unit 1: Learning Outcome 1 Roles‚ Responsibilities and Relationships in Lifelong Learning Summary -The whole unit must be completed to achieve the 3 credits available -Keep all relevant materials as evidence -The following units can help inform on this Unit:- Unit 2- Understanding inclusive learning and teaching in lifelong learning -Unit 4 - Using inclusive learning and teaching approaches in lifelong learning -Research‚ background‚ and reading sources should all
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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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PEFAP 001: Paediatric emergency first aid 1. Understand the role of the paediatric first aider 1.1 identify the responsibilities of a pediatric first aider As a paediatric first aider you should aim to preserve life‚ prevent the condition worsening‚ and promote recovery. A paediatric first aider needs to stay calm at all times and appear confident and reassuring. Assess the risk around the injured person Identify and assess the extent of the illness or injury. Give immediate and appropriate
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PTLLS CHAPTER ONETeaching and Learning Adult Learning They are aged 16 and above and do the courses for many reasons such as: further education‚ work-based‚ adult and community learning centre‚ etc in order to learn for their own benefits or to enhance their job role. Here is some important aspects of adult learning you should consider: Adults are more confident to ask questions and challenge theories. If you cannot answer their questions‚ say you will find out and make sure you do. So be
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Unit 9 The types of assessment in lifelong learning are: Diagnostic assessment: This is to assess past learning and is often used to assess the standards of students before work starts Formative assessment: This is an ongoing assessment to see how learners have taken in information and can be conducted as homework‚ quizzes or informal discussions. Summative assessment: The concluding assessment to a period of teaching such as A’ levels or GSCE’s Taking the above there are for’s and against’s
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Identifying the learner’s need: We can identify the learner’s need from the application process‚ from interview or when they commence the programme. This process is really important as it will be helpful to design the plan and resources to fulfill the learner’s need. Once we have identified the needs of the learners‚ if any student require special support we should discuss the requirements of the qualification with our student‚ along with the range of services and agencies that are available to
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Task A Fact sheet 1A) A definition of the term dementia. Dementia is a progressive disease of the brain where the brain is damaged which is terminal ‚ depending on which part of the brain is affected is to what type of dementia it is ‚ examples are Alzheimer’s ‚ Picks ‚ vascular and Parkinson’s disease ‚ these conditions can affect every aspects of the person’s life ‚ affecting short term memory ‚ mobility ‚ sight and how thoughts are processed ‚ and how the person views the world themselves
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decisions and refraining from articulating their own personal reservations outside that group. There are several ways of establishing ground rules through consensual agreement and negotiation: Small group method; Breaking the group into smaller units to think about a limited number of suggestions that they feel are important to them. Go around the room to discuss these ideas‚ while also trying to elicit an understanding behind their submissions. Ensure that the group is happy about their input
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CHAPTER I THE PROBLEM AND ITS BACKGROUND Introduction Students who are always late in class not only lose valuable instruction for themselves‚ they also disturb class‚ interfere with lessons in progress‚ and disrupt other students’ concentration. They also interrupt those busy teachers who are not able on guiding students in their remedial because they have something to do their school-works such as grades of the students‚ lessons‚ etc. Educators agree that prompt and regular school attendance
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