...QUALIFICATION HANDBOOK Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (England) (3978-51/52/53/54/55/56) December 2011 Version 3.1 (February 2012) Qualification at a glance Subject area City & Guilds number Age group approved Entry requirements Assessment Fast track Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (England) 3978 19+ There are no entry requirements Portfolio of Evidence, Practical Demonstration/Assignment. Automatic approval is available for centres offering the 3172 Level 4 NVQ in Health and Social Care – Adults 100/4794/3 and the 3078 Level 4 NVQ in Leadership and Management for Care Services 500/4105/8 Learner logbook and Smartscreen Consult the Walled Garden/Online Catalogue for last dates City & Guilds number 3978-51 Accreditation number 600/0573/7 Support materials Registration and certification Title and level Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Children and Young People’s Residential Management) Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Children and Young People’s Management) Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Children and Young People’s Advanced Practice) Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Adults’...
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...Quality assurance as a valuable tool to improve teaching and training in the South Africa Police Services (SAPS) in the Northern Cape John M. Modise Cecelia A. Jansen Provincial Section Head Training (SAPS): Colonel Associate Professor Division Human Resource Management Department of Teacher Education Provincial Head Office: Kimberley University of South Africa (UNISA) Tel+2712 0797335236 Tel+2712 429-4070 johnmodise@gmail.co.za janseca@unisa.ac.za Key words: Quality, quality assurance, quality management system, standards, total management Quality assurance as a valuable tool to improve teaching and training in the South Africa Police Services (SAPS) in the Northern Cape ABSTRACT Orientation: It is imperative to have quality assurance processes in place in division training to provide quality training to enable members of the South African Police Service (SAPS) to provide quality services to communities within their area of jurisdiction. The aim of the research under review was to determine the presence of and possible need for the implementation of effective quality assurance processes in education and training in the South African Police Service (SAPS). Research purpose: The aim of this article under review is to discover whether and to what extent effective quality assurance processes are being implemented in in-service and specialized education and...
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...Business School School of Management MGMT3101 INTERNATIONAL BUSINESS STRATEGY Course Outline Semester 2, 2015 Part A: Course-Specific Information Part B: Key Policies, Student Responsibilities and Support business.unsw.edu.au CRICOS Code 00098G Table of Contents PART A: COURSE-SPECIFIC INFORMATION 3 1 STAFF CONTACT DETAILS 3 2 COURSE DETAILS 3 2.1 2.2 2.3 2.4 2.5 Teaching Times and Locations Units of Credit Summary of Course Course Aims and Relationship to Other Courses Student Learning Outcomes 3 LEARNING AND TEACHING ACTIVITIES 3 3 3 4 4 6 3.1 Approach to Learning and Teaching in the Course 3.2 Learning Activities and Teaching Strategies 6 6 4 7 ASSESSMENT 4.1 Formal Requirements 4.2 Assessment Details INDIVIDUAL ASSESSMENTS 7 7 8 4.2.1 Individual Written Assignment (25%) 8 4.2.2. Quiz (total 20%) 9 4.2.3. Individual Participation (10%) 9 4.2.4. Peer Evaluation and Team Reflective Journal 10 4.2.4.1. Peer Evaluation (weighting marks on group assessments) 10 4.2.4.2. Team Reflective Journal (5%) 10 4.2.5. Team Case Analysis (15%) 11 4.2.6. Team Simulation Performance (25%) 12 4.3. Late Submission 14 14 5 COURSE RESOURCES 14 6 COURSE EVALUATION AND DEVELOPMENT 15 7 COURSE SCHEDULE 16 PART B: KEY POLICIES, STUDENT RESPONSIBILITIES AND SUPPORT 17 8 PROGRAM LEARNING...
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...Business School School of Management MGMT3101 INTERNATIONAL BUSINESS STRATEGY Course Outline Semester 2, 2015 Part A: Course-Specific Information Part B: Key Policies, Student Responsibilities and Support business.unsw.edu.au CRICOS Code 00098G Table of Contents PART A: COURSE-SPECIFIC INFORMATION 3 1 STAFF CONTACT DETAILS 3 2 COURSE DETAILS 3 2.1 2.2 2.3 2.4 2.5 Teaching Times and Locations Units of Credit Summary of Course Course Aims and Relationship to Other Courses Student Learning Outcomes 3 LEARNING AND TEACHING ACTIVITIES 3 3 3 4 4 6 3.1 Approach to Learning and Teaching in the Course 3.2 Learning Activities and Teaching Strategies 6 6 4 7 ASSESSMENT 4.1 Formal Requirements 4.2 Assessment Details INDIVIDUAL ASSESSMENTS 7 7 8 4.2.1 Individual Written Assignment (25%) 8 4.2.2. Quiz (total 20%) 9 4.2.3. Individual Participation (10%) 9 4.2.4. Peer Evaluation and Team Reflective Journal 10 4.2.4.1. Peer Evaluation (weighting marks on group assessments) 10 4.2.4.2. Team Reflective Journal (5%) 10 4.2.5. Team Case Analysis (15%) 11 4.2.6. Team Simulation Performance (25%) 12 4.3. Late Submission 14 14 5 COURSE RESOURCES 14 6 COURSE EVALUATION AND DEVELOPMENT 15 7 COURSE SCHEDULE 16 PART B: KEY POLICIES, STUDENT RESPONSIBILITIES AND SUPPORT 17 8 PROGRAM LEARNING...
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...School of Marketing Curtin Business School Consumer Acceptance and Response to SMS Advertising Kyle Jamieson This thesis is presented for the degree of the Master’s of Philosophy of Curtin University 1 March 2012 DECLARATION To the best of my knowledge and belief this thesis contains no material previously published by any other person except where due acknowledgement has been made. This thesis contains no material which has been accepted for the award of any other degree or diploma in any university. Signed 25/03/2011 2 ABSTRACT The rising market penetration of the mobile phone and rapid increase in wireless technology represent significant opportunities for advertisers to reach consumers. Mobile phone advertising has emerged as one of the fastest growing advertising mediums in recent times, and this rise is being led by Short Message Service (SMS) advertising. Despite the growing number of worldwide companies adopting SMS advertising, very little is understood about consumer reactions to this medium. In particular, little academic research has been conducted on consumers’ acceptance of this medium and their behavioural responses to advertising messages. In addition, researchers have thus far been unable to identify the impact of culture on acceptance and response to SMS advertising. This research aims to bridge the gap between academic knowledge and advertising practice by testing...
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...TOURISM – PRINCIPLES AND PRACTICE Unit I: Introduction to Travel and Tourism 2. 2. The word Travel derived from the French word ‘Travail’ All Tourism involves Travel; but not all Travel involves Tourism 3. 3. • Tourism is part of LEISURE. • In modern times Tourism is only a recreational activity is a MISCONCEPTION because participating in meetings, seminars conferences, trade fairs, etc are also a tourism activity. 4. 4. Tourists • The tourist market is divided into: 1. The leisure tourist 2. The business tourist 5. 5. Visitors • A visitor is any person visiting a country other than that in which he/she has his/her usual place of residence, for any other reason than following an occupation from within the country visited – Visitors may be further categorised as excursionist and tourists 6. 6. Excursionist • A day visitor who stays for less than 24 hours at a place. There is no overnight stay 7. 7. Tourist • A tourist is a temporary visitor to a place. They stay at least for 24 hours 8. 8. TOURISM • One of the first attempts at defining tourism was that of Professors Hunziker and Krapf of Berne University in 1942. They held that tourism should be defined s – ‘the sum of the phenomena and relationships arising from the travel and stay of non-residents, in so far as they do not lead to permanent residence and are not connected to any earning activity’. 9. 9. UNWTO definition • Tourism comprises the activities of persons travelling to and staying in...
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...SDLANG style CONTENTS FOREWORD xii STUDY UNIT 1 _______________________________________________________________________ OUTCOMES-BASED EDUCATION AND LANGUAGE TEACHING 1 1.1 INTRODUCTION 2 1.2 WHY DID SOUTH AFRICA'S EDUCATION SYSTEM NEED TO CHANGE? 3 1.3 WHAT IS OUTCOMES-BASED EDUCATION? 3 1.3.1 What are the characteristics of outcomes-based education? 3 1.3.2 The difference between the old and the new approach 4 1.4 OUTCOMES-BASED EDUCATION PRINCIPLES AND TERMINOLOGY 6 1.4.1 Learning area 6 1.4.2 Critical outcomes 7 1.4.3 Learning outcomes 8 1.4.4 Assessment standards 9 1.4.5 Assessment 9 1.4.6 Themes 9 1.5 PLANNING AN OUTCOMES-BASED EDUCATION LEARNING UNIT 11 1.6 OVERVIEW OF THE STUDY UNIT 11 1.7 CONCLUSION 12 STUDY UNIT 2 _______________________________________________________________________ TEACHING LANGUAGE IN A MULTICULTURAL CONTEXT 13 2.1 INTRODUCTION 14 2.2 MULTILINGUALISM 14 2.3 HOME LANGUAGE, FIRST AND SECOND ADDITIONAL LANGUAGES 15 2.4 SWITCHING AND MIXING CODES 16 2.5 LANGUAGE TEACHING IN A MULTICULTURAL CONTEXT 18 2.6 CULTURE AND LANGUAGE TEACHING 19 iii 2.7 LANGUAGES WITH HIGH AND LOW STATUS IN SOUTH AFRICA 21 2.8 OVERVIEW OF THE STUDY UNIT 23 2.9 CONCLUSION 24 STUDY UNIT 3 _______________________________________________________________________ ...
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...An Introduction to Organisational Behaviour for Managers and Engineers This page intentionally left blank An Introduction to Organisational Behaviour for Managers and Engineers A Group and Multicultural Approach First Edition Duncan Kitchin AMSTERDAM BOSTON HEIDELBERG LONDON NEW YORK OXFORD PARIS SAN DIEGO SAN FRANCISCO SINGAPORE SYDNEY TOKYO Butterworth-Heinemann is an imprint of Elsevier Butterworth-Heinemann is an imprint of Elsevier 30 Corporate Drive, Suite 400, Burlington, MA 01803, USA Linacre House, Jordan Hill, Oxford OX2 8DP, UK First edition 2010 Copyright Ó 2010 Duncan Kitchin. Published by Elsevier Ltd. All rights reserved. The right of Duncan Kitchin to be identified as the author of this work has been asserted in accordance with the Copyright, Designs and Patents Act 1988. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. Permissions may be sought directly from Elsevier’s Science & Technology Rights Department in Oxford, UK: phone: (þ44) 1865 843830, fax: (þ44) 1865 853333, E-mail: permissions@elsevier. com. You may also complete your request online via the Elsevier homepage (http://elsevier.com), by selecting ‘‘Support & Contact’’ then ‘‘Copyright and Permission’’ and then ‘‘Obtaining Permissions.’’ British Library Cataloguing in Publication...
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...Health and Safety Management Systems - An Analysis of System Types and Effectiveness EXECUTIVE SUMMARY 1. INTRODUCTION 2. HEALTH AND SAFETY MANAGEMENT SYSTEMS 3. TYPES OF HEALTH AND SAFETY MANAGEMENT SYSTEMS PART ONE: LITERATURE AND FRAMEWORK FOR ASSESSMENT 3.1 INTRODUCTION 3.2 LITERATURE ON TYPES OF HEALTH AND SAFETY MANAGEMENT SYSTEMS PART TWO: CASE EVIDENCE 3.3 SYSTEM TYPES - CASE STUDY FINDINGS 3.4 SUMMARY 4. ASSESSING HEALTH AND SAFETY MANAGEMENT SYSTEM EFFECTIVENESS PART ONE: LITERATURE AND FRAMEWORK FOR ASSESSMENT 4.1 INTRODUCTION 4.2 LITERATURE ON EFFECTIVENESS OF HEALTH AND SAFETY MANAGEMENT SYSTEMS PART TWO: CASE EVIDENCE 4.3 THE TWENTY CASES: CONTENT AND LEVEL OF DEVELOPMENT OF HEALTH AND SAFETY MANAGEMENT SYSTEMS 4.4 THE TWENTY CASES: OUTCOME DATA 4.5 SUMMARY 5. FACTORS SHAPING PERFORMANCE AND THE ROLE OF SYSTEM TYPE 5.1 INTRODUCTION 5.2 BASICS AND EXTRAS 5.3 SYSTEM-RELATED CHARACTERISTICS 5.4 THE ROLES OF THE KEY WORKPLACE PLAYERS 5.5 THE LINKAGES BETWEEN HEALTH AND SAFETY PERFORMANCE AND SYSTEM TYPE 5.6 SUMMARY 6. CONCLUSIONS REFERENCES APPENDIX ONE: CASE STUDY PROTOCOL APPENDIX TWO: ASSESSMENT CRITERIA APPENDIX THREE: CASE SUMMARIES AND SYSTEM TYPES Executive Summary This report examines planned approaches to health and safety management in the workplace. It is the result of a two-year study of enterprise-level health and safety management systems, funded by Worksafe Australia, and conducted from late 1994 to late 1996. The need...
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...retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning or otherwise, except under the terms of the Copyright, Designs and Patents Act 1988 or under the terms of a licence issued by the Copyright Licensing Agency Ltd, 90 Tottenham Court Road, London W1T 4LP, UK, without the permission in writing of the Publisher. Requests to the Publisher should be addressed to the Permissions Department, John Wiley & Sons Ltd, The Atrium, Southern Gate, Chichester, West Sussex PO19 8SQ, England, or emailed to permreq@wiley.co.uk, or faxed to (þ44) 1243 770620. This publication is designed to provide accurate and authoritative information in regard to the subject matter covered. It is sold on the understanding that the Publisher is not engaged in rendering professional services. If professional advice or other expert assistance is required, the services of a competent professional should be sought. Other Wiley Editorial Offices John Wiley & Sons Inc., 111 River Street, Hoboken, NJ 07030, USA Jossey-Bass, 989 Market Street, San Francisco, CA 94103-1741, USA Wiley-VCH Verlag GmbH, Boschstr. 12, D-69469 Weinheim, Germany John Wiley & Sons Australia Ltd, 33 Park...
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...and illustrate how people relate to, misunderstand and still ‘appropriate’ this logic and start “talking accounting”. This paper shows that the ABC system implemented in this organisation did indeed provide information for decision-making and did to some extent support the logic of ABC. The paper also shows how this knowledge was emergent, the logic was articulated, but not fully understood and it was only when the system was implemented that many attributes of the system were recognised and, in some cases misunderstood. The paper argues that the ‘success’ of this particular ABC system was dependent on the organisational context, and the changing context as well as the logic. This is reflected in the change in attitudes, awareness and understanding of costs in the department where it was implemented. Key words: Activity Based Costing, financial services, and organisational change. 2 Introduction This paper examines the introduction of an Activity Based Costing (ABC) system in a UK Clearing Bank. The development and implementation of the ABC system is traced...
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...How do new technologies impact on workforce organisation? Rapid review of international evidence Report developed by The Evidence Centre for Skills for Health Contents Key Themes ............................................................................................................................................ 3 Scope .................................................................................................................................................................... 3 How are teams being organised?.......................................................................................................... 7 Substituting grades and roles ............................................................................................................................... 7 Reducing staff or team size .................................................................................................................................. 8 Empowering patients............................................................................................................................................. 9 Changing the place of care ................................................................................................................................. 10 Working across organisations ............................................................................................................................. 10 Working across regional areas .........................
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...go to contents page > School of Health and Social Care www.brookes.ac.uk/schools/shsc mentoring a resource for those who facilitate placement learning Developed by The Practice Education Group (PEG) students and mentors School of Health & Social Care Oxford Brookes University Specific contributions by Pam Sharp, Tim Ainslie, Anna Hemphill, Stephanie Hobson Clair Merriman, Paul Ong, Judy Roche go to contents page > Definitions Placement learning “is a planned period of learning, normally outside the institution at which the student is enrolled, where the learning outcomes are an intended part of a programme of study. It includes those circumstances where students have arranged their own learning opportunity with a placement provider, with the approval of the institution…” (Quality Assurance Agency QAA (2001), Section 9 pg 4, Code of Practice for the assurance of academic quality standards in Higher Education Institutions) Accessed on 24.6.05 www.qaa.ac.uk/academicinfrastructure/codeOfPractice/section9/PlacementLearning.pdf Facilitation roles Those who facilitate placement learning undertake a variety of roles which may include support, assessment and facilitation of learning. There is a wide range of role titles that describe these roles including: Assessor, Mentor, Practice Educator, Preceptor, Clinical Teacher, Associate Mentor, Clinical Educator or Practice Teacher. 2 Version 1 September 2005 © School of Health and Social Care, Oxford Brookes...
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...Workshop on Global Health Workforce Strategy Annecy, France, 9-12 December 2000 ASSESSING QUALITY, OUTCOME AND PERFORMANCE MANAGEMENT Dr Javier Martinez The Institute for Health Sector Development London World Health Organization Department of Organization of Health Services Delivery Geneva Switzerland 2001 © World Health Organization, 2001 This document is not a formal publication of the World Health Organization (WHO), and all rights are reserved by the Organization. The document may, however, be freely reviewed, abstracted, reproduced and translated, in part or in whole, but not for sale nor for use in conjunction with commercial purposes. Assessing quality, outcome and performance management Dr Javier Martinez The Institute for Health Sector Development London Contents Introduction ..................................................................................................................... 1 1. Background, objectives and methods ................................................................... 1 2. Mapping out the topic and this review .................................................................. 1 Chapter 1 1.1 1.2 1.2.1 1.2.2 1.2.3 1.2.4 1.2.5 1.2.6 1.2.7 1.2.8 What is performance management? How have the concept and practice of performance management evolved over time? ............................ 3 Definition .............................................................................................................. 3 How have...
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...AN EVALUATION OF COMMUNICATION INTEGRATION WITHIN A STATE-OWNED ORGANISATION by MOALUSI JONAS MAENETJA Submitted in partial fulfilment of the requirements for the degree of MASTER OF ARTS WITH SPECIALISATION IN ORGANISATIONAL COMMUNICATION RESEARCH AND PRACTICE at the UNIVERSITY OF SOUTH AFRICA SUPERVISOR: PROF TC DU PLESSIS JOINT SUPERVISOR: PROF DF DU PLESSIS APRIL 2009 Student number: 697-616-6 DECLARATION I declare that THE EVALUATION OF THE CURRENT POSITION OF COMMUNICATION INTEGRATION WITHIN A STATE - OWNED ORGANISATION is my own work and that all the sources I have used or quoted have been indicated and acknowledged by means of complete references. …………………………………….. SIGNATURE (MR MJ MAENETJA) ………………… DATE 2 ACKNOWLEDGEMENTS Throughout the composition of this Masters Dissertation I was blessed to have the support and encouragement of some very special people. I hereby wish to acknowledge the contribution of the following persons: • To my family, friends and Eskom colleagues for supporting me through all my years of study. Thank you for believing in me, even when I did not believe in myself. Thank you for all of the unconditional love and support you gave me. What I have done, I have done to make you proud. • Large amounts of gratitude to professor TC Du Plessis and professor DF Du Plessis from the Department of Communication at the University of South Africa for...
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