What Skills Do I Bring to the Program?

<h1>What Skills Do I Bring to the Program?</h1><p>Before starting your exposition composing process, you have to comprehend what aptitudes you bring to the program. You can compose a ton of papers, on the off chance that you carry some one of a kind composing aptitudes to the program.</p><p></p><p>You can achieve a ton by simply concentrating on your classes and perusing for the entire semester. Peruse for three or four hours every day and simply center around class work. That will assist you with composing more expositions in a shorter measure of time.</p><p></p><p>As you start your profession at the program, consider what aptitudes you bring to the program. Allocate yourself undertakings and take seven days off from work. Set aside some effort to consider what aptitudes you might want to have at the school. Consider what you might want to achieve once you're there.</p><p></p><p>Spend some time expounding on your emotions and considerations about composition as you approach your assignments. You'll be shocked how rapidly your article composing capacity will come to you. Take as much time as necessary to consider which composing aptitudes you need to bring to the program. Pick a few of your capacities and expound on them.</p><p></p><p>Try to compose for a while with no weight or desires. That will push you to truly consider what abilities you might want to bring to the program. Sooner or later, you'll have the option to choose a couple of things and work on composing those items.</p><p></p><p>Look at the example articles that are given in the writing. Take a gander at each article and attempt to select the shortcomings and qualities. At that point you can decide how to improve your composing skills.</p><p></p><p>A basic approach to improve your composing is to utilize the beginnings of sentences as gra pples for your passages. Utilize this technique when composing a postulation articulation or an inquiry. This technique is utilized by specialists in the business and will assist you with getting a passing mark on your essays.</p><p></p><p>When you're prepared to compose a paper, it's critical to set aside some effort to ponder what abilities you bring to the program. Recollect what abilities you need to bring to the program and make a move on those thoughts before you start your composing venture. Composing will be simpler and increasingly charming when you find a way to improve your composing skills.</p>

How to Summarize Your Strengths and Weaknesses Essay Writing

How to Summarize Your Strengths and Weaknesses Essay WritingWhether you're a high school student or a college student, your goals are the same when it comes to how to strengths and weaknesses essay writing. In order to have a successful college application and college experience, your strengths and weaknesses must be clear and self-evident to the college admissions officer reviewing your application. Let's discuss how to summarize your strengths and weaknesses in this article.'Strengths' in this context refers to a combination of attributes that can be found in the person as a whole. A strong candidate would be someone who has a great work ethic, self-motivation, ambition, self-control, and the ability to handle adversity, among other characteristics. 'Weaknesses' is another way of saying 'personality traits.' The main difference between strengths and weaknesses is that strengths are external, while weaknesses are internal.When writing about your strengths, keep in mind that these qu alities may not always be obvious. Instead of over-analyzing, ask yourself: 'What was it that attracted me to this position?' Often, the most 'in' position is one that gives you great freedom to make choices.Strengths and weaknesses are usually measured from a psychological perspective. In psychology, personality and cognitive functioning (i.e., behavioral patterns) are related. One who possesses a strong personality with the right cognitive set of skills may end up being an excellent leader. However, someone who has an introverted personality, or low self-esteem, will not be a good team player.In order to provide solid evidence for your strengths and weaknesses, begin by describing what attracted you to this job. If you've been applying for jobs on a regular basis, this is likely going to be the first thing that comes to mind. You'll also want to come up with a list of reasons why your skills are attractive to the company, and what they might mean for the job.Then you'll want to be gin to articulate your reasons for having some of your strengths and weaknesses. For example, if you enjoy working with people, you'll want to list your experiences in your personal life. By 'self-actualizing,' we mean being able to identify that you are a good and effective team player, which is a key to successfully completing the job.Next, you should write about your areas of strengths and weaknesses. If you're self-motivated and tend to be highly motivated at times, list these areas that you have developed skills for. The more time you put into your strengths, the more relevant they become, so focus on what is important to you. Make sure to write down any skills you possess, which will help your resume stand out.Finally, as you were in school, you may have already written about your strengths and weaknesses in class. If so, you should do so again here. Just keep in mind that the basics are the same, so feel free to fill in any gaps and polish your skills as necessary.

Essay Samples - What to Check Out

Essay Samples - What to Check OutChoosing from essay samples online for your university, college essay is a good idea if you want to make sure that your chosen academic essay has its real and original value. However, it is also crucial to consider the type of essay you are writing before actually hiring an essay writer for the job. A good idea would be to check the sites of several writing services to see if there are any new services to make your work much easier. If you already have an outline in mind or a sample you would like to follow, you can use this article to get a list of suggested essay samples to select from.These essay samples are simple because they are usually offered for free or at least cheap. In this way, you don't have to pay for the service, so you can submit your work in the time you have in your schedule. You will need to choose one with several advantages and disadvantages, as it can vary from each different service. It is crucial to check out the samples offer ed so that you can pick the one that is best for you.However, you must keep in mind that these are not the only types of essays that you can write. It is crucial to look for other important factors. Although you have to hire an essay writer for your college essay, there are several other ways to choose an essay. There are essays for particular subjects, you can take home from the library and study for your own, ask friends and relatives to suggest you their ideas and advice, read magazines or newspapers to check for the latest articles and essays that you can read, and even try to learn some language. You might have to spend a bit of time on the choice of essay, but the quality of the effort will definitely pay off, as you can improve your writing skills and also get a lot of practice with it.One disadvantage of these essay samples is that they tend to be too general. Although this is where you can use them to your advantage, you will still need to have some specific ideas in mind b efore choosing one. For example, there is nothing wrong with doing research on the Internet or asking your friend for ideas, but you will have to tailor the essay to fit with the kind of knowledge that you have. Also, you should keep in mind that these samples tend to be general, which is good for beginners who are not familiar with certain areas. They are not like school essays which are intended to present you the best side of you have to present yourself as someone who can handle hard work.It is vital to check the essay samples offered by the companies offering these essays. Your choice should not just depend on the price, because you will have to pay for the services that they provide to you. You have to check the quality of their work and see if the copy is authentic, as this will influence how good you can think it is.The essay samples are not the only things that you need to remember. You also have to check out the style of writing and how well you will be able to express you rself through the essay. This is very important because you will need to make your essay a long and detailed piece so that it will have enough content to make it interesting to read. The plagiarism of one paragraph does not mean that your essay is not unique or worth reading, because you will only need to give the proper description of the quality of your product.Keep in mind that these essay samples are not the only thing that you need to decide. When you get a bit of information from different sources and compare their works, you will be able to find what suits you best and even polish it.

Factors That Influence Learning Free Essays

TASK 18 – Outline the factors that influence learning. Learning is influenced by many factors such as attention, motivation and emotions as well as by learner characteristics like prior knowledge, cognitive and learning styles and intellectual capabilities. The following list shows a number of other factors that may also have a bearing on a pupil’s capability to learn: * Family * Culture * Gender * Impact of peers * Subject content * Teaching style * Learning skills * Recognition of need to learn * Past experiences of learning * Personal learning styles * Range of opportunities Awareness of the learning process * Barriers to learning * Rewards and punishments All these factors have an impact on the quality and quantity of learning for the pupil. We will write a custom essay sample on Factors That Influence Learning or any similar topic only for you Order Now For example: * Where cultural background encourages the experience of different learning opportunities then the pupil will have more opportunities of developing effective learning skills. * Not all pupils acknowledge the value of learning. If a pupil has low-level skills, they may deny the importance of learning as a defence mechanism to prevent exposing themselves or the reason might be a lack of family or peer support for learning. Some pupils might be very much influenced by their peers, either having their own learning experiences enhanced or discouraged by peers. * If a pupil encounters a teaching approach that does not match their own learning style, they may be put at a disadvantage. * A productive and effective learning experience will encourage learning skills, which enables that pupil to successfully learn in other contexts. * Facilitators of learning might not provide effective rewards for learning, such as attention and praise. If the young person relies on rewards such as money or gifts for motivation then they will have difficulty learning in a non-reinforcing environment. Factors that may hinder learning for pupils with special educational needs may be attitudinal, organisational or practical. Natalie Levy Student no: SH34604/DLC Assignment no: 6 Page no: 2 Outline the principles of educational inclusion. Schools and teachers are now required to provide equality of opportunity for all children: * Boys and girls * Children with SEN * Children with disabilities Children from different social and cultural backgrounds * Children from different ethnic groups (including traveller’s, refugees and asylum seekers) * Those from diverse linguistic backgrounds The Government is committed to promoting the inclusion of pupils with special educational needs (SEN) and disabilities into mainstream schools that recognise and celebrate human diversity. Under UK legislation, educational institutions are required to e nsure that no learner is prevented from participating fully in education or disadvantage because of factors such as: * Physical, sensory or cognitive impairment Ethnic or social background * Gender Inclusion of children and young people with special educational needs is a key principle of current educational policy and practice. Inclusion is a process by which local education authorities, schools and others develop their cultures, policies and practices to include pupils in mainstream education. Principles of an inclusive education service: * With the right training, strategies and support nearly all children with special educational needs can be successfully included in mainstream education. Schools, LEAs and others should actively seek to remove barriers to learning and participation. * An inclusive education service offers excellence and choice and incorporates the views of parents and children. * The interests of all pupils must be safeguarded. * All children should have access to an appropriate education that gives them the opportunity to achieve their personal potential. * Mainstream education will not always be right for every child all of the time. Equally just because mainstream education may not be right at a particular stage it does not prevent the child from being included successfully at a later stage. The National Curriculum Handbook for primary teachers and the Handbook for secondary teachers in England incorporates a statutory inclusion statement on providing effective learning opportunities for all pupils. It outlines how teachers can modify the National Curriculum programmes of study to provide all pupils with relevant and appropriately challenging work at each KS. It sets out three principles that are essential to developing a more inclusive curriculum: * Setting suitable learning challenges * Responding to pupils diverse learning needs * Overcoming potential barriers to learning and assessment for individuals and groups of pupils. Natalie Levy Student no: SH34604/DLC Assignment no: 6 Page no: 3 Explain the importance of attitudes, skills and resources in the achievement of successful educational inclusion. Sometimes for children with special educational needs and disabilities, obstacles can stand in the way of them getting/achieving the right education and support. Factors that can affect success: * Special education professionals should work in partnership with parents and take into account views of parents in respect of their child’s particular needs * Special educational provision’s should take into account the wishes of the child concerned, taking into account their age and understanding * The culture, practice, management and deployment of resources in school should be designed to ensure all children’s needs are met * Interventions for each child should be reviewed regularly to assess their impact, the child’s progress and the views of the child, their teachers and their parents * LEAs, schools and settings should work together to ensure that any child’s special educational needs are identified early * LEAs, schools and settings should exploit good and best practice when devising interventions * There should be co-operation between all the agencies and a multi-disciplinary approach to the resolution of is sues Depending on the school setting the teaching assistant may play a vital role in supporting the children with SEN. The tasks that a teaching assistant may help with might include helping pupils with reading difficulties, supporting speech therapy programmes and helping pupils to access the curriculum. Explain the importance of encouraging independent learning when promoting educational inclusion. Independent learning concentrates on the creation of experiences and opportunities that help students to become self-reliant, self-motivated and lifelong learners. Independent learning focuses on the individuals need for independence and active participation in their own learning, both in school and in society. Independent learning is important because it is part of an ongoing, lifelong learning process that stimulates deeper thinking and reflection and promotes the continuing growth of students’ abilities and strengths. Independent learners develop the attitudes, knowledge and skills needed to make responsible decisions and take actions dealing with their own learning. Teaching staff can help students take responsibility for their learning by providing opportunities and strategies for learning independently and by encouraging pupils to initiate and actively participate in their own learning. Learning is an interactive process among pupils and between teachers and pupils. Pupils engage in learning activities as individuals who are interdependent with other individuals in the classroom and wider society. Students will move towards independence in varying degrees, depending on factors such as age, skill level and ability in a particular subject. Natalie Levy Student no: SH 34604/DLC Assignment no: 6 Page no: 4 What support can a teaching assistant provide to a pupil with special educational needs? As a teaching assistant there are three aspects in fostering Independent Learning. They are: * The learning environment created by the staff * The relationship established between teacher and learner * The teaching and modelling of skills needed for independent learning A teaching assistant can play an important role in providing a supportive environment that encourages pupil motivation, self-confidence, interest and desire to learn. It is important that the teaching assistant, in order to promote independent learning, knows their students well and should reflect upon their pupils learning processes. In order to help the students succeed as independent learners, the teaching assistant needs to anticipate difficulties and offer support at crucial intervals. The teaching assistant must develop a good understanding of their students’ strengths and weaknesses (socially, emotionally, intellectually and physically) their exceptionalities, their health and their cultural backgrounds. The relationship between the teaching assistant and learner should foster increasing learner responsibility, meaning that as the student grows in maturity and understanding, they are able to take on greater responsibility for their own learning. An important aspect of the teaching assistant’s role is the teaching and modelling of skills needed for independent learning. The attitudes, skills and knowledge of independent learning will be fostered in students through ways in which the teaching assistant organises the classroom and instructs the student. * Teachers should utilise instructional techniques, strategies and approaches based on collaboration between learner and teacher. This will encourage student participation, both in determining goals and in monitoring the learning process. * Teachers should use approaches that foster student self-confidence and empowers students to take responsibility for their own learning. * Students should be taught activities which facilitate the transition to independence through modelling, demonstration and direct instruction of learning skills. These should then be followed by practice opportunities provided by the teaching assistant, who in turn monitors the students’ progress towards their goals of independent decision making. * The teaching assistant should share with students what is being done and why an activity is useful. The goal is that learners will eventually make their own decisions, connect what they already know with what they are learning, make judgements and inferences, apply new ideas and derive pleasure from learning. The teaching assistant’s role is to be a patient facilitator, showing students how to learn independently, encouraging them, providing feedback and supporting their efforts. These are all crucial factors in providing a learning environment which fosters independent learning and which motivates students to pursue independent learning skills. Natalie Levy Student no: SH34604/DLC Assignment no: 6 Page no: 5 List the stages of the statementing process. Children with SEN who attend mainstream schools are placed on the SEN list in line with this guidance: * If they require provision which is different from, and additional to, that made for most pupils (â€Å"schools action†) * If the pupils fail to make adequate progress, further provision is to be made (â€Å"schools action plus†) The special educational needs of the majority of children should be met effectively through School Action and School Action Plus. In a small number of cases, where the child is still a ignificant cause for concern after intervention in School Action Plus, the school will ask the LEA for a Statutory Assessment. This involves the LEA, working co-operatively with parents, the child’s school and other agencies, where appropriate. The LEA will seek evidence from the school that strategies and programmes implemented over a period of time have been unsuccessful. The LEA will need information about the child’s progress over time and clear documentation on the child’s SEN and the action taken to deal with these needs. They will then decide whether a statutory statement of the child’s educational needs is necessary. Statutory assessment does not always lead to a Statement of Special Educational Needs. The LEA then looks at the statement request. It may be that a certain child’s needs are very significant and complex, in which case the LEA will carry out a multi-agency assessment and then, if appropriate, provide a Statement of Special Educational Needs. A Statement of Special Educational Needs is a legal document that sums up all the advice gathered during the Statutory Assessment. It sets out what the child’s special educational needs are and the special educational provision required in order to meet them. It names the school where this provision is to be made and any other non-educational needs and provisions affecting arrangements at school. This will be reviewed at least every year but can be more frequent if professionals working with the child or the parents identify further concerns. A Statement of Special Educational Needs is split into six parts: 1. Identifies the child or young person and those with parental responsibility. 2. Identifies the needs of the child or young person. 3. Identifies the provision required to meet the needs as described in Part 2. 4. Names the school where the child or young person will be placed. 5. Identifies health needs 6. Determines what provisions are needed to meet those health needs. The provision required will normally be quantified in terms of hours of provision and staffing arrangements in order to meet the changing needs of the child. The school must provide: * Appropriate facilities and equipment, staffing arrangements and curriculum * Any modifications to the application of the National Curriculum * Appropriate exclusions from the application of the National Curriculum and changes needed to maintain a broad and balanced curriculum. Natalie Levy Student no: SH34604/DLC Assignment no: 6 Page no: 6 All children with a statement should have short-term targets, set out in an IEP, prepared by the SENCO with the support from the external agencies and the class teacher. Throughout the process, local authority officers work with parents to reach agreement about the content of the statement. Where the LEA declines to provide a statement, the school may request a reassessment after six months. Parents also have the right to appeal against the decision to the SEN tribunal. List and explain the broad content of the SEN code of Practice. The SEN Code of Practice gives practical guidance on the fulfilment of functions under part 4 of the Education Act 1996 to local authorities, the governing bodies of maintained schools, settings in receipt of government funding to provide early education and to those who help them, including the health services and social services. It also provides general practical guidance to such settings about the provision of nursery education to children with special educational needs. The Code of Practice provides a framework for developing strong partnerships between parents, schools, LEAs and health and social services. It promotes a consistent approach to meeting children’s special educational needs and places the rights of children at the heart of the process, allowing them to be heard and to take part in the decision making process wherever possible. The focus is on ensuring that SEN are identified as quickly as possible. The code sets out five principles: * That children with SEN should have their needs met * That their needs will normally be met in mainstream schools * That the views of children should be sought and taken into account * That arents have a vital role to play in supporting their children’s education * Those children with SEN should be offered full access to a broad, balanced and relevant curriculum in the foundation stage and later years. The Code sets out guidance on policies and procedures aimed at enabling pupils with SEN to reach their full potential, to be included fully in their school communities and make a successful transition to adulthood. It recommends that schools adopt a graduated approach to match provision to children’s SEN so that, where necessary, increasingly available specialist expertise can respond to a child’s individual needs if they do not make adequate progress. The Code also provides advice on carrying out statutory assessment of a child’s SEN and of making and maintaining a statement of SEN for children with severe and complex needs, this would include carrying out annual reviews of statements and planning for young people with SEN when they make the transition to college, training and employment. The Code emphasises the importance of involving children and parents in decision-making and of effective multi-agency, to combine services around the needs of the children and their families. List and explain the broad content of the LEA and school SEN policies. The responsibility of the LEA in respect of SEN is to: Natalie Levy Student no: SH34604/DLC Assignment no: 6 Page no: 7 * Plan its overall special educational provision and review it periodically * Assess those pupils whose special needs may require a Statement of SEN * Ensure that the provision specified in the Statement of SEN has been made available * Initiate annual reviews of every Statement of SEN * Monitor the performance of its maintained schools and Support Services * Identify, assess and make provision for all pre-school children who may have special educational needs The LEA also has a duty to consult with schools, Health and Social Services and voluntary organisations over its SEN Policy, which it must publish and keep under review. Regulations require that the LEA must publish information on the arrangements they make for children with SEN in general. The policy covers all pupils and young people between the ages of 0 – 19 who may/will experience some form of difficulty in their learning which may arise from a variety of factors, including those relating to the pupil or young person themselves, their learning environment and their social environment. The policy model has three key elements: * Philosophy – Relevant basic details. * Principles – Broad guidelines. General statements derived from the beliefs which can be interpreted by policy users to guide. * Procedures – Practical details. Operating routines and actions derived from the principles which cover the most common areas of policy application or critical events. Updating of the policy and evaluation of its implementation will be undertaken through annual review by the LEA’s SEN Management group, with due reference to SEN initiatives contained within the Education Development Plan and associated planning documents. The school SEN policy is a document that gathers together, in one place, all LEA guidance and information on all aspects of special needs and inclusion. This includes Special Educational Needs and also many other issues to do with the management of inclusion in schools. It is intended as a management tool for senior managers in schools as well as SENCOs. The framework for the Special Educational Needs policy is provided by: * The United Nations convention on the Rights of the Children (Salamanca Statement) * The Children Act 1989 * The 1994 Special Educational Needs Code of Practice (revised 2002) * The Disability Discrimination Act 1995 * The Education Act 1996 * Key DfEE regulations and circulars on the organisation of special educational needs * The Green Paper â€Å"Excellence for All† 1997 and the DfEE Programme of Action 1998 * The Schools Standards and Framework Act 1998 * The Human Rights Act 1998 * The SEN Code of Practice (Draft) 2000 * The â€Å"Quality Protects† Management Action Plan * The SEN and Disability Act 2001 Natalie Levy Student no: SH34604/DLC Assignment no:6 Page no: 8 TASK 19 – Research the responsibilities of all teaching and support staff for learners with special educational needs in a local school to you. Responsibilities and roles of staff/agencies from the school in which I am based. Class teacher: * Should always be aware of any children who are already on the SEN register. * Make sure time is made available for Termly and Annual Reviews. * Attend INSERVICE training. * Attend regular meetings with the SENCO. * Take account of different needs when planning. * Take into account the feelings of, wishes and knowledge of parents. * Maintain a class SEN file which is to be stored securely. Maintains confidentiality at all times. * Seek advice from the SENCO on strategies which might be used to help the pupil. Teaching Assistants/Learning Support Assistants: * Work on a one-to-one basis where necessary. * Allocated time to work with children at School Action and School Action Plus. * Attend INSERVICE training. * A ttend regular meetings with the SENCO. * Have a minimum of 20 hours per week to support children with SEN. SENCO: * Provide professional guidance to staff with the aim of providing high quality teaching. * Has an overview of provisions made for pupils with SEN. * Liaises with teachers, TA’s and multi-agencies when necessary. Ascertains which stage each child is operating at and reviews when appropriate. * Keeps an updated confidential register. * Arranges review meetings with parents/teachers. * Updates teachers on SEN children and explores/discusses current initiatives. * Responds to specific requests from teachers and other multi-agencies * Visit nursery, pre-schools and secondary schools to help with integration when moving in or on from our school. * Store SEN information securely and in an orderly fashion ensuring easy access. * Share information with the Head Teacher/teachers/TA’s where appropriate. Educational Psychologists: * Performs formal psychological testi ng. Assess results and determine whether a child has special educational needs. * Give advice to teachers/TA’s in relation to particular pupils (requested through the SENCO) * Runs INSERVICE training on particular needs. * Carries out intervention work such as counselling, behaviour management and student study skills. Natalie Levy Student no: SH34604/DLC Assignment no: 6 Page no: 9 Speech and Language Therapist: * Assesses the extent of the problem. * Makes a diagnosis of the problem. * Liaises with the SENCO/teacher/parent on the best programme of care for the child. School Nurse: * Carries out various hearing/sight tests. * Inform staff in the school setting of any particular health requirements. Trains staff if injections or other medical procedures are required. * Consult/refer to a doctor if they think other professional may be required in the care of the child. Peripatetic Teacher/Support Worker: * Assess and test the child. * Offer advice and guidance to teachers/TAâ €™s. * Advises on specialist equipment when/if needed. In the school setting where I am the school will also contact other settings who offer OUTREACH services if there is a need. Outline the purpose and use of at least two different resources and two pieces of specialist equipment for learners with special educational needs that might be available in schools. Pupils with poor vision may have difficulty in using a normal computer. However there are a number of techniques that can be applied to assist pupils. Touch typing skills often make it possible to use a computer more effectively. They are particularly valuable for partially sighted and blind computer users as they remove the need to constantly look between the keyboard and the screen. Drills are used to practice each key and sequence of keys until the whole alphabet is covered. Large print keyboard stickers will help a pupil identify where the keys are, they are a learning tool rather than something to be relied upon. These are available in different colours and styles. Many people with no usable vision, may find it useful to operate their computer by voice (known as voice in-voice out). The users speak and the software recognises what was said and types it into the computer. This means that: * Words are correctly spelled. * The user’s flow is not interrupted by having to stop and worry about spelling. * The need to type or hand write is removed – this is also helpful if the user is also dyspraxic. Speech output is also used. This means the user does not need to be able to see the screen to use a computer. Software called a screen-reader can intelligently send all information to a voice synthesiser such as what is being typed, what has been typed and menu options. Natalie Levy Student no: SH34604/DLC Assignment no: 6 Page no: 10 Pupils with very poor motor skills will often struggle with normal computers as well. They may find it hard to relate the movement of their hand on the mouse to the movement of the cursor on screen. In these instances it may be that a trackball or joystick is easier to use. A normal keyboard has over 100 keys and can sometimes be very confusing to the user; again key stop stickers could be used. Lowercase keyboards can be used (a standard keyboard but in lower case only) and also overlay keyboards (touch sensitive membranes which slide over the top of a normal keyboard and determine the functions of the keyboard). All of the above are available in the setting where I am and make it easier for the user. They feel confident using computers and can also join in mainstream ICT lessons. Explain the contents and purpose of an individual education plan and explain how a teaching assistant could contribute towards achieving its aim. The Individual Education Plan (IEP) is a planning, teaching and reviewing tool. It should support the process of planning intervention for an individual pupil with SEN. IEPs should be teaching and learning plans setting out â€Å"what, â€Å"how† and â€Å"how often† particular knowledge, understanding and skills should be taught through additional or different activities from those provided for all pupils through the differentiated curriculum. Wherever possible pupils should be involved in setting their own targets for the IEP, in agreeing and implementing appropriate strategies and evaluating the outcomes. IEPs should: * Raise achievement for pupils with SEN * Be seen as working documents * Use a simple format * Detail provision additional to or different from those generally available for all pupils * Detail targets which are extra or different from those for most pupils * Be jargon free * Be comprehensible to all staff and parents * Be distributed to all staff as necessary * Promote effective planning * Help pupils monitor their own progress * Result in good planning and intervention by staff * Result in the achievement of specified learning goals for pupils with SEN IEPs should focus on: Up to three or four key individual targets set to help meet the individual pupil’s needs and particular priorities * Targets should relate to key areas in communication, literacy, mathematics and aspects of behaviour or physical skills * The pupil’s strengths and successes should underpin targets set and the strategies used Though not included in the IEP teachers should always refer back to the pupil’s Individual Pupil Record to get information on their baseline or entry level assessment as well as information about the pupil’s particular needs and current strengths. This profile should also include information regarding the pupils needs in relation to general strategies such as: Natalie Levy Student no: SH34604/DLC Assignment no: 6 Page no: 11 * The short-term targets set for or by the pupil * The teaching strategies to be used * The provision to be put in place * When the plan is to be reviewed * Success and/or exit criteria * Outcomes (to be recorded when IEP is reviewed) Success criteria in an IEP means that targets have been achieved and new targets need to be set, whilst exit criteria means that not only have targets been achieved but that an IEP may no longer be required. Teachers should always aim to talk to pupils about their IEPs in a quiet place away from the rest of the class. A teaching assistant can contribute towards achieving the IEP aims by: * Providing a positive caring and learning environment that promotes improved self esteem and confidence * Supporting the child on a one-to-one basis in the area of disability e. g. reading, writing * Providing a quiet place to work * Keeping instructions direct and simple, one at a time. Repeating and rephrasing instructions where necessary * Providing visual cues and peer mentoring * Providing consistent and ongoing clarification * Teaching the child â€Å"strategies† not just facts Reducing working time and expectations initially to ensure the child is successful * Trying to ensure that there is a good partnership between home and the school setting and keeping parents informed as to how they can support their child at home. Describe how you might carry out a case study for a learner with speci al educational needs and what information it should contain. To carry out a case study for a learner with special educational needs the objective is to portray: * How the learner’s needs are identified * The learning experiences and provisions in place for them * The levels of satisfaction, appropriateness and challenge for the learner * The learning impacts and outcomes for them In a case study I would need to conduct a range of interviews with: * The individual learner (except in the case of a very young person) * Relatives or friends who might have a perspective on the learners experience and development * Those directly providing the learning opportunities at an operational level (tutors, teachers etc) this would usually include local authority representatives. Questions I may need to ask are: * How are the learner’s needs identified and what learning experiences are in place for them? * Are the learner’s satisfied and challenged? * What are the learning impacts and outcomes for them? Natalie Levy Student no: SH 34604/DLC Assignment no: 6 Page no: 12 Where a pupils’ learning has been supported, helped or promoted by local authorities already, my report should identify the nature of the learning experiences, the outcome derived by the individual learner, the factors contributing to the effectiveness of the learning opportunity and key factors that contributed to the success. Alternatively, where a pupil has not been supported, helped or promoted I should include in the report the key factors and barriers affecting achievement. My report should draw out key messages for local authority staff, schools and other organisations and individuals concerned with successful learning. In short a case study should include: * The relevant characteristics of the learner * How his/her learning needs were identified, or the learning opportunities were accessed * Standard of achievement * Quality of access to curriculum * Support available Quality and effectiveness of support * How well providers work in partnership * Barriers that prevent the learner accessing appropriate curriculum and support * Key factors and barriers affecting the achievement in these outcomes * Progress made * Examine and illustrate the distinct role and contribution of the local authority leadership in promoting and ensuring learning * Key issues for action * The next steps or future developments both for the learner and local authority and other providers who may be involved. Design a brief that could be used to advise school staff of the guidelines in confidentiality in an imaginary school. See attached document. How to cite Factors That Influence Learning, Essay examples

Cross-Cultural Management for Communication Reader- myassignmenthelp

Question: Discuss about theCross-Cultural Management for Communication Reader. Answer: Introduction Precision of communication is important, more important than ever, in our era of hair trigger balances, when a false or misunderstood word may create as much disaster as a sudden thoughtless act. The above quoted line of James Thurber clearly indicates the importance of the concept of communication in the process of the conduct of business. The path of globalization followed by most of the business organizations in the present times and the recent advancements in the field of innovations as well as technology has given rise to the concept of cross cultural communication (Kinloch and Metge 2014). It is often seen that in the present times the various business organizations in the course of the business dealings often come across individuals or business organizations from different cultural as well as social backgrounds (Carbaugh 2013). It is precisely here that the concept of cross cultural communication becomes very significant. It is a reflection of this that the term cross cultural management has gained much significance in the present times. In the opinion of authors Bird and Mendenhall (2016), Cross-cultural management has generally referred to accommodating differences i n cultural practices when managing outside of ones home country and it often takes a comparative perspective. However, it is also significant to note that in the opinion of many scholars the terms cross cultural management and global leadership are coterminous with each other and are related in a much intricate manner (Carbaugh 2013). The term global leadership, on the other hand, can be defined as the interdisciplinary study of the key elements that future leadersin all realms of the personal experience should acquire to effectively familiarize themselves with the psychological, physiological, geographical, geopolitical, anthropological and sociological effects of globalization (Asante, Miike and Yin 2013). This particular paper intends to provide an overview of these two terms in the light of the article From cross-cultural management to global leadership: Evolution and adaptation by the authors Allan Bird and Mark E. Mendenhall. Cross cultural communication and management The term communication can be defined as the process by means of which relevant information or data is transferred from one individual to another. The process of communication requires the presence of three entities, namely, the sender, medium and the receiver (Asante, Miike and Yin 2013). The term cross cultural communication generally applies to the kind of communication which the various business organizations or the individuals resort to when they are trying to communicate with the business organizations or the individuals belonging to different cultural or social backgrounds (Kinloch and Metge 2014). In other words, the term cross cultural communication can be defined as the process whose field of study looks at how people from differing cultural backgrounds communicate, in similar and different ways among themselves, and how they endeavour to communicate across cultures (Bird and Mendenhall 2016). It is generally seen that the various business organizations often employ effecti ve strategies as well as management policies for the effective management of these cross cultural communications with the business organizations or the individuals belonging to other cultural as well as social backgrounds (Hurn and Tomalin 2013). Therefore, the term cross cultural management can be defined as the field of management which deals with the effective study of the influence of societal culture on managers and management practice as well as the study of the cultural orientations of individual managers and organization members (Mendenhall et al. 2017). Furthermore, in the opinion of other scholars the concept of cross cultural management can be defined as the process which involves managing work teams in ways that considers the differences in cultures, practices and preferences of consumers in a global or international business context (Hurn and Tomalin 2013). Thus, it becomes apparent that the concepts of cross cultural communication as well as cross cultural management a re very important in the present day business world. Global Leadership Leadership can be defined as the ability or the capability of the individuals to lead individuals or business organizations towards the achievement of the goals or the objectives set by the individuals or the business organizations concerned (Mobley, Wang and Li 2012). It is significant to note that the concept of leadership in the genre of business has undergone much transformation in the last few decades with the advent of globalization and the advancements in the field of technology and recent innovations (Mobley, Wang and Li 2012). In the opinion of the author Mark E. Mendenhall, In the late 1980s and throughout the 1990s the rapid emergence of technologies that allowed businesses to conduct business globally with more ease, speed, and accuracy spawned the era of globalization(Mendenhall et al. 2017). Furthermore, the authors Allan Bird and Mark E. Mendenhall say that it was at this particular point of time the various leaders related to the diverse business organizations found t hat they were unable to cope up with the changing goals as well as the needs and the requirements of the business organizations they served. This particular change has generally being ascribed to the change in the status quo of the world after the advent of globalization and the advancements in the field of technology and recent innovations. Therefore, the various business leaders related to the diverse business organizations felt the need to develop the skills which they traditionally have used for the purpose of leading the various business organizations (Osland 2013). Furthermore, the opinion of Mark E. Mendenhall is significant to note here when he says that Leaders found that the skills they had developed were inadequate to meet the demands of globalization, and organizations began to confront and try to solve the challenge of finding and developing leaders who could operate successfully in the global context (Mendenhall et al. 2017). It is a reflection of this the concept of g lobal leadership emerged at this particular point of time. Therefore, in the present times it is generally seen that the leaders related to the various business organizations take the help of various innovative strategies as well as policies to lead the business organizations concerned towards the achievement of their desired goals and objectives (Osland 2013). Moreover, the various global leaders in the present times are also required to familiarize themselves with the psychological, physiological, geographical, geopolitical, anthropological and sociological effects of globalization (Mendenhall et al. 2017). Therefore, it would be apt to say that the genre of leadership in the present times has become much more diversified than it was before the advent of globalization and the recent developments in the field of technology and innovations (Warren 2017). Cross cultural management and global leadership The article From cross-cultural management to global leadership: Evolution and adaptation by the authors Allan Bird and Mark E. Mendenhall intends to study the concept of global leadership in the light of the concept of cross cultural management. This particular article traces the changes in the concept of leadership since the advent of the globalization in the 1960s to the present times (Bird and Mendenhall 2016). In the opinion of the authors the main focus of their in this particular article was to conceptually map an overall trajectory of the field of global leadership, discussing the nature of its origins in the field of cross-cultural management (Bird and Mendenhall 2016). Thus, the authors are of the viewpoint that the recent changes in the field of cross cultural management has been one of the major reasons for the recent changes in the field of leadership (Bird and Mendenhall 2016). It is a reflection of this that the present day leaders in the various business organizations need to take into consideration the impact of culture as well as the social background on the overall prospects of the business organization (Merkin, Taras and Steel 2014). Furthermore, the expansion of the businesses of the business organizations in the various unchartered territories has the concept of communication one of prominent significance. It is a reflection of this that the concept of effective communication has gained popularity in the recent times and thus the various business organizations emphasis that the various leaders related to their business organization should have effective communication skills (Bochner 2013). The opinion of James Humes becomes very significant to note in particular context when he says that The art of communication is the language of leadership. Furthermore, it is significant to note that in the present times the various workplaces of the business organizations have become much more diversified with the influx of the people from the various d iverse cultural as well as social backgrounds and therefore an effective leader needs to communicate his or her messages clearly to these diverse entities of the workplace (Bochner 2013). It is here that the concept of cross cultural communication gains its special prominence. Therefore, in the opinion of L. B. Belker, Leaders who make it a practice to draw out the thoughts and ideas of their subordinates and who are receptive even to bad news will be properly informed. Communicate downward to subordinates with at least the same care and attention as you communicate upward to superiors. Furthermore, it is significant to note that in the present times, the leaders belonging to a particular business organization not only needs to deliver the aims as well as the objectives of the business organizations to the individual employees so that the goals and the objectives of the individual employees are in synchronization with the goals and the objectives of the individual employees but also to communicate in an effective manner with the various shareholders and the stakeholders of the business organization (Piller 2013). In addition to this, the leader is also required to communicate with the various customers or the end users of the services provided by the concerned business organization in the most effective manner. It is often seen that the various customers of a particular business organization are from diverse cultural as well as social backgrounds and therefore an effective leader needs to take into consideration the cultural parameter in his or her communication with these customers. Therefore, it would be apt to say that the concept of leadership has undergone much transformation in the present times in the backdrop of the concept of cross cultural management. Conclusion To conclude, it becomes apparent that the concept of leadership has undergone much transformation in the present times. This is generally seen as a reflection of the advent of the process of globalization and the recent changes in the field of technology as well as innovation. Furthermore, the various leaders in the present times also need to take into consideration the various precepts of the concept of cross cultural communication for the process of effective communication with the various shareholders, stakeholders, customers and also the individual employees of the concerned business organization. Therefore, it would be apt to say that the concept of leadership has undergone much changes in the recent times in the present times in a bid to accommodate the changing needs as well as the requirements of the business world. References Asante, M.K., Miike, Y. and Yin, J. eds., 2013.The global intercultural communication reader. Routledge. Bird, A. and Mendenhall, M.E., 2016. From cross-cultural management to global leadership: Evolution and adaptation.Journal of World Business,51(1), pp.115-126. Bochner, S. ed., 2013.Cultures in contact: Studies in cross-cultural interaction(Vol. 1). Elsevier. Carbaugh, D. ed., 2013.Cultural communication and intercultural contact. Routledge. Hurn, B. and Tomalin, B., 2013.Cross-cultural communication: Theory and practice. Springer. Kinloch, P. and Metge, J., 2014.Talking past each other: problems of cross cultural communication. Victoria University Press. Mendenhall, M.E., Osland, J., Bird, A., Oddou, G.R., Stevens, M.J., Maznevski, M.L. and Stahl, G.K. eds., 2017.Global leadership: Research, practice, and development. Routledge. Merkin, R., Taras, V. and Steel, P., 2014. State of the art themes in cross-cultural communication research: A systematic and meta-analytic review.International Journal of Intercultural Relations,38, pp.1-23. Mobley, W.H., Wang, Y. and Li, M. eds., 2012.Advances in global leadership. Emerald Group Publishing Limited. Osland, J.S., 2013. An overview of the global leadership literature. InGlobal leadership(pp. 48-77). Routledge. Piller, I., 2013. Language choice in bilingual, cross-cultural interpersonal communication.Linguistik online,5(1). Warren, T.L., 2017.Cross-cultural Communication: Perspectives in theory and practice. Routledge.

International Marketing Management free essay sample

According to Alexandrides Bowers 1988 have identified two strategic policies categories among counter-trading firms: Company advantage policy; where the objective is to achieve short-term sales. Mutual advantage policy; where the primary focus is on the needs of customers and, in particular, and the developmental goals of the host country.? Within the categories identified, four variants describe the approach of firms to counter-trade: Defensive Companies with a defensive counter-trade strategy do not counter-trade at all instead they make many counter-trade type arrangements with buyer countries. These companies will avoid any contractual counter-trade requirements, but they make it clear to the country that they will respond in some way for the sale. Passive Companies with passive counter-trade strategies regard counter-trade as a necessary evil. They participate in counter-trade at ad hoc basis, on minimal level. Some companies operate this way because they have product influence, while others follow the passive strategy because of disinterest in counter-trade. We will write a custom essay sample on International Marketing Management or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Reactive Companies with proactive strategies have made a commitment to counter-trade. They use counter-trade aggressively as a marketing tool, and are interested in making trading an active and profitable part of their business. They regard offset and counter-purchase as an opportunity to make money through trading. Proactive companies participate in all kinds of counter-trade, including global sourcing, releasing of blocked funds, trade development, and trade financing. They often have in-house world trading companies, and will sometimes liquidate counter-trade obligations for other companies. As suggested by the specialist, companies should have a proactive well defined strategy instead of a reactive one. Examples of companies with proactive counter-trade strategies include Caterpillar, Monsanto, General Foods, Goodyear, Rockwell, General Electric, FMC, 3M, General Motors, Ford, Coca-Cola, United Technologies, and Pepsi-Cola. APPROACHES TO PRICING Pricing is a very complex topic to be discussed, few theorist try to attempt a common sense when coming into price however there is not a particular way that we can look at in order to decide on price. Factors such as accounting approach, marketing approach as well as economist approaches are a combination of different points of view deciding on pricing. Price on the other hand can also be considered as a communication tool, where organisations decide on how much to charge for a particular product they then build an image of the brand and the company itself, and this will also decide on the target market as well as the customers they acquire. e. g. : luxury brands. Firms that have a price quality relationship, when small firms must not concentrate on price. Although pricing is an important factor and also influences the behaviour of customers and buyer behaviour, it appears to be an irrelevant tool for some organisations; for Shipley 1981 as a competitive marketing strategy price is an extremely important factor for companies to succeed. Is important to stress that cultural differences have an impact on the way people do business and negotiate; Different cultures may have different expectations as to what should occur during the middle phase of negotiations, and how much time this phase should take. Low context cultures such as the U. S. expect that the middle phase will be a period of bargaining, a process of trade-offs and concessions in which the parties gradually converge on a shared position. Many high context cultures see such a process of haggling as appropriate to price negotiations, but inappropriate to matters of principle. High status individuals do not lower themselves to haggle over small points. Poly-chronic cultures are usually willing to draw out the middle phase. Mono-chronic cultures are usually in more of a hurry to reach an agreement. In order to have a proper training development at International level is evident that staff should be aware of overseas transactions as well as the inside of the organisation, or in other words the International mentality where concepts of exporting, importing and establishing cultural awareness as an overall strategy for the company. As part of the training we can first consider that staff must have the three main key elements within itself: Supervision, discipline and self-determination. Using expatriation and repatriation is also important and relevant for employees to be aware.

Free Essays on Mills Vs. Hospers

Mill’s utilitarian moral theory and Hospers libertarian moral theory disagree with each other about what is morally correct to do under certain circumstances. In many ways Mill’s utilitarian moral theory would be considered the right way or the only way. In contrast, Hospers libertarian moral theory would also be the right way or the only way. If one could combine the two theories together, then I believe, an almost perfect moral theory would be established. The only problem is that Mill’s and Hospers theories tend to disagree with the basic structures of each other’s theories. It would be almost impossible to combine the two together. I just feel that both theories have their strong points to bring the â€Å"greater good† to society and individuals, unfortunately, because of their differences; it would be too impossible to combine them together. â€Å"Actions are right in proportion as they tend to promote happiness, wrong as they tend to produce the reverse of happiness.†(Mill). When Mill speaks of happiness, he doesn’t just mean the happiness of the person acting, but instead everyone that is affected by the action. This requires us to maximize the total amount of happiness and to minimize the happiness of the individual. A big building is on fire and you have the choice to either run out the door as fast as you can or to spray the fire with an extinguisher so that many others could make it out alive. If you choose to save your own life then you are not looking out for the greatest happiness principle. If you choose to sacrifice your life so that great amounts of people can have their life spared, then you are following the principle of the greatest happiness. Mill’s utilitarianism when faced with the moral dilemma identifies appropriate ideas but offers no way to gather necessary information to make the right decision. The lack of information is a big problem in evaluating what the right moral choice should b... Free Essays on Mills Vs. Hospers Free Essays on Mills Vs. Hospers Mill’s utilitarian moral theory and Hospers libertarian moral theory disagree with each other about what is morally correct to do under certain circumstances. In many ways Mill’s utilitarian moral theory would be considered the right way or the only way. In contrast, Hospers libertarian moral theory would also be the right way or the only way. If one could combine the two theories together, then I believe, an almost perfect moral theory would be established. The only problem is that Mill’s and Hospers theories tend to disagree with the basic structures of each other’s theories. It would be almost impossible to combine the two together. I just feel that both theories have their strong points to bring the â€Å"greater good† to society and individuals, unfortunately, because of their differences; it would be too impossible to combine them together. â€Å"Actions are right in proportion as they tend to promote happiness, wrong as they tend to produce the reverse of happiness.†(Mill). When Mill speaks of happiness, he doesn’t just mean the happiness of the person acting, but instead everyone that is affected by the action. This requires us to maximize the total amount of happiness and to minimize the happiness of the individual. A big building is on fire and you have the choice to either run out the door as fast as you can or to spray the fire with an extinguisher so that many others could make it out alive. If you choose to save your own life then you are not looking out for the greatest happiness principle. If you choose to sacrifice your life so that great amounts of people can have their life spared, then you are following the principle of the greatest happiness. Mill’s utilitarianism when faced with the moral dilemma identifies appropriate ideas but offers no way to gather necessary information to make the right decision. The lack of information is a big problem in evaluating what the right moral choice should b...