Describe What Your Role, Responsibilities and Boundaries...

PTLLS Assessment Describe what your role, responsibilities and boundaries would be as a teacher or trainer in terms of the teaching and learning cycle. How might â€Å"equality†, â€Å"diversity† and â€Å"inclusion† impact on a learner’s experience? Give examples from your own experience and research to support your assertions. â€Å"This submission is entirely my own work unless I have used quotation marks to indicate my reference to the work of others† As a teacher or trainer, there are a variety of roles and responsibilities that are important to consider. The main role of a teacher is to create a relaxed, comfortable learning environment for students to meet their learning needs. In many cases, the teacher’s role also involves delivery of†¦show more content†¦In addition, the teacher is responsible for researching the subject area to ensure a wide, current knowledge base that will help when establishing credibility and professionalism, and then to develop a variety of interesting ways to deliver the content whilst ensuring a safe working environment for students. The teacher’s role is then to deliver the lesson content in a manner consistent with the learning styles and requirements of the delegates. These might include lecturing, large group discussion or case studies. In the past I have taught legislative considerations in regard to health and safety aspects of manual handling and use of display screen equipment and have used role play; small group work and case studies to try to accommodate different learning styles. Within all this, it is essential that the teacher establishes and maintains professional boundaries. These can be varied and quite different, depending on the context, the environment and the group or individual being taught, for example, a teacher teaching young children would have a different set of boundaries than a football coach coaching an adult football team. However, the teacher should always consider relevant legislation. This includes health and safety legislation such as the Health and Safety at Work Act, 1974; the Equality Act, 2010 and most relevant to the above example, child protectionShow MoreRelatedLevel 3 Award IN Education And Training Essay4209 Words   |  17 PagesTraining - Mark Kendrick Unit 1 Understanding Roles Responsibilities and Relationships in Education and Training Question 1 1.1 Main Role and responsibilities as a teacher/trainer in education and training The main role of a teacher/trainer should be to teach in a way which engages learners and actively engage learning during every lesson irrespective of the environment. In my position as IT manager at Barnsley College there are roles and responsibilities that are set to facilitate personal and organisationalRead MoreUnit 1 Pgce5418 Words   |  22 PagesUnit 1: Planning and Preparing for Teaching and Learning Word count:5150 At present my role is of a hairdressing teacher in a further education college. I currently teach hairdressing on the NVQ level 1, 2 and 3 programs. Gravel’s, A (2006, p5) suggests that it is all about helping someone to reach their full potential, whether this is for personal or professional reasons, and for me, helping to make a difference to someone’s life can be very rewardingRead MorePtlls Level 311404 Words   |  46 PagesExplain what your actual or perceived role, responsibilities and boundaries are as a teacher in terms of the teaching cycle. Why are these necessary? b. Identify the legislative requirements and codes of practice that directly impact on your teaching. c. Identify the legislative requirements and codes of practice that directly impact on your learning environment. ANSWERS 1.1. †¢ Explain what your actual or perceived role, responsibilities and boundaries are asRead MoreAward In Education Training 650231182 Words   |  105 PagesGreat Bookham. KT233PB Contents Page Constructing your Award in Education and Training portfolio 3 Guide to writing Award in Education and Training answers 3 4 Assessment record form 6 A) Unit 301 – requirements and assessment criteria 9 B) Unit 302 – requirements and assessment criteria 18 C) Unit 305 – requirements and assessment criteria 35 Portfolio, completion tracking and submission details 42 Constructing your Award in Education and Training portfolio You will be developingRead MoreEssay on Understanding the Principles and Practices of Assessment16693 Words   |  67 PagesFunctions of assessment in learning and development Assessment Assessment can be defined as the systematic gathering of information regarding the knowledge and ability of learners which enables learners to obtain feedback on the quality of their learning and enables teachers or assessors to evaluate the effectiveness of their teaching/assessment. In my point of view assessment is a testing tool by which a teacher or assessor can use to detect the outcomes of teaching, learning or assessment processRead MoreE T Level 4 CERT PORTFOLIO Anon27074 Words   |  109 Pagesï » ¿EDEXCEL EDUCATION TRAINING CERTIFICATE PORTFOLIO COURSE DATES: 2014/2015 APPROVED CENTRE: COURSE VENUE: VARIOUS COURSE TUTOR: CANDIDATE NAME: ENROLMENT No: Unit 1: Understanding Roles, Responsibilities and Relationships in Education and Training Unit reference number: H/505/0053 Unit 2: Planning to Meet the Needs of Learners in Education and Training Unit reference number: A/505/1189 Unit 3: Delivering Education and Training Unit reference number: M/505/1022 Unit 4: AssessingRead MoreLeadership for Health and Social Care and Children65584 Words   |  263 PagesUnit 503 Unit 504 Introduction Centre requirements Delivering the qualification Assessment Units Use and develop systems that promote communication (SHC51) Promote professional development (SHC52) 6 44 48 49 54 55 58 Champion equality, diversity and inclusion (SHC53) 60 Develop health and safety and risk management policies procedures and practices in health and social care or children and young people s settings (M1) 62 Working in partnership in health and social care or children and youngRead MoreOverview of Hrm93778 Words   |  376 Pagesthe foundations of HRM whether you intend to work in HRM or not, most of these elements will affect you at some point in your career. Either you will be working with some organizations or having people working for you, in both cases you will be dealing with people. To be understandable and lively means that we need to communicate you. We start every chapter with learning objectives. The most important thing you will get out of this course are the basic skills required to succeed in today’s environmentRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 Pagesphotocopying, recording, or likewise. To obtain permission(s) to use material from this work, please submit a written request to Pearson Education, Inc., Permissions Department, One Lake Street, Upper Saddle River, New Jersey 07458, or you may fax your request to 201-236-3290. Many of the designations by manufacturers and sellers to distinguish their products are claimed as trademarks. Where those designations appear in this book, and the publisher was aware of a trademark claim, the designations

Identifying Males And Females A Social Learning Theory...

In today’s society masculinity and femininity are the foundation in which males and females survive their daily lives and handle social interactions. Males and females are put into stereotypes in which their emotions are shown to society in a particular way as being different from each other due to cultural stereotypes. Men are perceived as unemotional, aggressive and non-verbal while females are stereotypically cast as emotional that they display their feelings more verbally than men. Male and female’s emotional health is developed by passing on stereotypes of emotional behavior from their upbringing. Emotional intelligence which is the skill to identify, decrease stress and defuse conflict while communicating rationally is correlated with how males and females react in which it shows different mindsets already conformed to society. This article will show an overview of identifying males and females emotional health as well as if there are different beliefs on expressi ng emotions from the perspectives of males and females. Evidence from current research will prove on how male and females behave emotionally but also show the specific gender differences between based upon the classical social learning theory of gender differences. Lastly identifying beliefs on emotional based behavior by a hypothetical study that includes subsections such as participants of 60 college students of males and females from the University of Illinois at Chicago They will be given twoShow MoreRelatedThe Root Causes of Sexual Offending: Social Learning Theory1319 Words   |  6 PagesMany etiological theories exist attempting to explain the root causes of sexual offending. Although few provide substantial evidence and no definitive conclusions have been made, the social learning theory has been proposed to account for sex offending behaviors. Specifically, the social learning theory, or victim-to-victimizer theory, suggests sexually abused children learn these behaviors and are much more likely to perpetrate abuse when they’re older (Seto Lalumiere, 2010). The following studiesRead MoreSex Between Children s Toys Of Non Human Primates ( Cereopithecus Aethiops Sabaeus )1473 Words   |  6 PagesSex differences in response to children s toys in non-human primates (cereopithecus aethiops sabaeus) The study of sex difference in toys boys and girls tend to play wit, has always been classified as gender socialization. According to researchers such as, Connor and Serbin, 1977; Liss, 1981, the explained that boys favour construction and transportation toys, while girls favour doll. 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These individual differences affect the adolescent’s potential outcome in STEM. These differences are also supported by two theories which also can explain the results of career choice. First is the theory from Lent, Bro wn, Hacket (1994,2000) called the social cognitive career theory (SCCT) which emphasizes self-efficacy as well as its link to the likely outcome of choosingRead MoreGender, Gender And Mating ( Levay 2011 )1676 Words   |  7 Pageshistorical cultural contexts enforce varying attitudes towards the spectrum of human sexuality, gender and mating (LeVay 2011: 19-24). Homosexuality exists in all cultures, setting it as a fundamental fact of human biological diversity that goes beyond social contexts. 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The idea is that a physical body and genitalia is what mandates the person’s gender. Some researchers have suggested that on top of this biological determinism, genes pass on gender stereotypes like an increased ability for math in people biologically assigned male and maternal instincts in people assigned female at birth. Others have suggested that evolution has cemented men and women’s roles in societyRead MoreSocial Learning Theory And Cognitive Developmental Theory2898 Words   |  12 PagesAbstract Gender roles are the socially characteristic activities that men and women engage in with different constancy. It can be challenging for either a male or female being trapped in a body they are no longer comfortable with. Negative attitudes toward transgender persons may result in transphobia as well as discriminatory treatment of transgender individuals. This gender identity disorder can be due to social influences as well as within one’s household. 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Firstly at this study an attempt to design a questionnaire based on Dr. Roger Sperry’s theory of brain lateralization aiming at identifying the dominant type of thinking for engineering students was made. In this study, 128 respondents at age group 19-37 years old at the fields of Applied Electronics, Computer Science and Environmental Engineering attended so as

Report on cobalt (III) ammine complexes Example For Students

Report on cobalt (III) ammine complexes Outline1 Introduction2 Experimental3 Consequences and treatment4 Equations5 Preparation of Chloropentaamminecobalt ( III ) chloride6 Calculation of Concentration of Chloropentaamminecobalt ( III ) chloride in 100cm3 volumetric flask7 Preparation of iodopentaaminecobalt ( III ) chloride8 Preparation of hexaaminecobalt ( III ) chloride Introduction Cobalt was discovered by Georg Brandt in 1735 interestingly the name Cobalt originates form the German word Kobald which means hob or evil spirit. The original usage of Co was value to early civilization of Egypt for coloring glass blue. Alfred Werner was a innovator in coordination Chemistry determined the isomer Co ( III ) hexamine chloride. Experimental Ammonium chloride ( 1.306g ) was dissolved in dressed ore ammonium hydroxide solution ( 10.5cm3 ) organizing a colorless solution. Colablt ( II ) chloride hexahydrate ( 2.494g ) was added in little parts with t stirring bring forthing a boggy liquid with a dark precipitate. 27 % Hydrogen peroxide ( 2.25cm3 ) was added utilizing a dropping pipette with changeless stirring. A little sum of heat and effervescence ( bubbling ) was seeable. Once the reaction has stopped and a dark ruddy solution was formed to which Concentrate Hydrochloric acid ( 10cm3 ) was added really easy with changeless stirring. A big sum of heat was released and a white gas was given off organizing a dark pink solution. This solution was heated for 18mins before being cooled in ice organizing dark pink precipitate. The solution was filtered and washed with dilute hydrochloric acid ( 5cm3 ) ethyl alcohol ( 5cm3 ) and propanone ( 5.5cm3 ) . Once dry the crystals ( 1.447g? ? % ) were transferred to an unfastened sampl e phial and dried in a desiccator for a hebdomad. A part of this merchandise ( ? ? ? g ) was dissolved in Dilute ammonium hydroxide ( 10cm3 ) , H2O ( 40cm3 ) was added. The solution was heated ( 15 mins ) organizing a clear ruddy solution. Concentrate Hydrochloric acid ( 10cm3 ) was added followed by Ammonium chloride ( 1.00g ) organizing a orange solution. The ensuing solution was heated for a farther 25mins. Color? ? . Solution was cooled in ice and the merchandise filtered away and washed with hydrochloric acid ( 5cm3 ) ethyl alcohol ( 5cm3 ) and propanone ( 5.5cm3 ) . Forming 0. ? ? g? ? % ) Ammonium chloride ( 5.02g ) , Cobalt ( II ) chloride hexahydrate ( 1.396g ) and Sodium Iodide ( 0.192g ) were dissolved Water ( 10cm3 ) bring forthing a deep pink violet coloring material. Powdered I ( 0.718g ) was added organizing a? ? ? ? ? ? coloring material. Concentrate Ammonia ( 5.2cm3 ) was added with stirring organizing a light muddy brown Grey so turned greyer on after a farther 30mins of stirring. The ensuing solution was left to stand for 1 min and so the liquid was decanted off, H2O ( 20cm3 ) was added and decanted away and so Ethanol ( 20cm3 ) . The ensuing precipitate was dried under suction with farther Ethanol lavations ( 15cm3 ) bring forthing ( 1.404g? ? % ) Ammonium Chloride ( 1.0g ) was dissolved in Boling H2O ( 3.5cm3 ) . Cobalt ( II ) chloride hexahydrate ( 1.548g ) was added bring forthing a deep royal bluish solution. Charcoal ( ? 0.75g ) was added turning the solution Grey black. The solution was cooled in an ice bath to 5oC and Concentrate Ammonia ( 4.5cm3 ) was added in little parts over 3 mins. Hydrogen peroxide ( 23 % vol ) ( 4cm3 ) was added in parts over 5 mins. The solution was so heated to 60oC for 1 min. The solution was re cooled to 3oC in an ice bath. The black oily precipitate was filtered under suction before being added to Boiling H2O ( 12cm3 ) . Concentrate Hydrochloric acid ( 0.5cm3 ) was added and so the solution filtered. Concentrate Hydrochloric acid ( 2cm3 ) was added to the filtrate ( liquid ) and the solution cooled in ice. The ensuing orange precipitate was filtered and washed with propanone ( 10cm3 ) bring forthing ( 0.444g? ? % ) Consequences and treatment Equations A ; Delta ; M= Molar Conductivity ( S m2 mol L-1 ) = Measured conduction ( units S Garand rifle ) degree Celsiuss = Concentration ( units mol M3 ) A mol L-1 = A x100 mol M3 A Â µS cm-1= ( A /10000 ) S Garand rifle n=M/Mr n= Gram molecules .u07e26d92ae1f02ce7f9cf59ebc475df4 , .u07e26d92ae1f02ce7f9cf59ebc475df4 .postImageUrl , .u07e26d92ae1f02ce7f9cf59ebc475df4 .centered-text-area { min-height: 80px; position: relative; } .u07e26d92ae1f02ce7f9cf59ebc475df4 , .u07e26d92ae1f02ce7f9cf59ebc475df4:hover , .u07e26d92ae1f02ce7f9cf59ebc475df4:visited , .u07e26d92ae1f02ce7f9cf59ebc475df4:active { border:0!important; } .u07e26d92ae1f02ce7f9cf59ebc475df4 .clearfix:after { content: ""; display: table; clear: both; } .u07e26d92ae1f02ce7f9cf59ebc475df4 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u07e26d92ae1f02ce7f9cf59ebc475df4:active , .u07e26d92ae1f02ce7f9cf59ebc475df4:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u07e26d92ae1f02ce7f9cf59ebc475df4 .centered-text-area { width: 100%; position: relative ; } .u07e26d92ae1f02ce7f9cf59ebc475df4 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u07e26d92ae1f02ce7f9cf59ebc475df4 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u07e26d92ae1f02ce7f9cf59ebc475df4 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u07e26d92ae1f02ce7f9cf59ebc475df4:hover .ctaButton { background-color: #34495E!important; } .u07e26d92ae1f02ce7f9cf59ebc475df4 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u07e26d92ae1f02ce7f9cf59ebc475df4 .u07e26d92ae1f02ce7f9cf59ebc475df4-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u07e26d92ae1f02ce7f9cf59ebc475df4:after { content: ""; display: block; clear: both; } READ: The 1930s: The Good Times And The Bad Times EssayM= Mass ( units gms ) Mr = Molecular weight n= C x V n = moles C = Concentration ( units mol L-1 ) V= Volume ( L ) 100cm3= 0.1L Preparation of Chloropentaamminecobalt ( III ) chloride Ammonium chloride +Ammonia+ Cobalt ( II ) chloride hexahydrate A ; agrave ; Chloropentaamminecobalt ( III ) chloride NH4Cl + CoCl2.6H2O + NH3 A ; agrave ; Cl2 Calculation of Concentration of Chloropentaamminecobalt ( III ) chloride in 100cm3 volumetric flask n=M/Mr M= 0.1100g Mr Chloropentaaminecobalt ( III ) chloride = 267.4762 n = 0.1100/267.4762 n= 4.112543110-4 n=CV 4.1125431 x10-4= C x 0.1 C= 4.1125 x10-3mol L-1 A ; agrave ; 0.41125 mol M3 Conductivity = 1286Â µS A ; agrave ; 0.1286 S Garand rifle S m2 mol L-1 Preparation of iodopentaaminecobalt ( III ) chloride Iodine + Cobalt ( II ) Chloride hexahydrate + Ammonia+ Ammonium chloride A ; agrave ; Iodopenaaminecobalt ( III ) chloride I2 + CoCl2.6H2O + NH4Cl + NH3 A ; agrave ; Cl2 n=M/Mr M= 0.0934g Mr iodopentaaminecobalt ( III ) chloride = 341.90 n = 0.0934/341.90 n= 2.73179 x10-4 n=CV 2.7317910-4= C x 0.1 C= 2.7317929 x10-3mol L-1 A ; agrave ; 0.27317929 mol M3 Conductivity = 1137Â µS A ; agrave ; 0.1137 S Garand rifle S m2 mol L-1 Preparation of hexaaminecobalt ( III ) chloride Ammonium chloride + Cobalt ( II ) chloride hexahydrate +Ammonia A ; agrave ; Hexaamminecobalt ( III ) chloride. NH4Cl + CoCl2.6H2O+ NH3 A ; agrave ; Co ( NH3 ) 6 ] Cl3 n=M/Mr M= 0.1010g Mr Hexaamminecobalt ( III ) chloride =267.4762 n = 0.1010/267.4762 n= 3.776036896 x10-4 n=CV 3.776036896 x10-4= C x 0.1 C= 3.776036896 x10-3mol L-1 A ; agrave ; 0.3776036896 mol M3 Conductivity = 1720Â µS A ; agrave ; 0.1720 S Garand rifle S m2 mol L-1