...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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...The impact of early education as a strategy in countering socio-economic disadvantage Research paper for Ofsted’s ‘Access and achievement in education 2013 review’ Professor Chris Pascal and Professor Tony Bertram UK Research Team: Sean Delaney, Selma Manjee, Marjory Perkins and Manja Plehn International Research Team: Alice Bennett, Carol Nelson, Sarina Razzak and Maureen Saunders Centre for Research in Early Childhood (CREC) © Centre for Research in Early Childhood (CREC) 2013 The views expressed in this report are the authors’ and do not necessarily reflect those of Ofsted. Any enquiries regarding this publication should be sent to Elizabeth Boulton at publishing@ofsted.gov.uk or Aviation House, 125 Kingsway, London WC2 6SE This publication is available at www.ofsted.gov.uk/accessandachievement. No. 130155-RR-005 In June 2012, Sir Michael Wilshaw, HMCI, stated his determination to address the issue of narrowing the gap of educational achievement between disadvantaged pupils and others. To support this intention, The Centre for Research in Early Childhood has been commissioned by OfSTED to conduct a review looking at the impact of Early Childhood Education (ECE) initiatives to combat social and economic disadvantage, both in the UK and internationally. This paper: Examines the impact of nati...
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... : TABLE OF CONTENTS Introduction …………………………………………………………………………… 03 LO1. Understand the background to organizational strategic change 1.1 Discuss a minimum of three established models of strategic change, highlighting the differences in approach. 1.2 Evaluate the relevance of models of strategic change, and using examples from organizations, Explain why the models for change are appropriate in their selected examples. 1.3 Assess the value of using strategic intervention techniques that are used in organizations. LO2. Understand issues relating to strategic change in an organization 2.1 Examine the need for strategic change in an organization. 2.2 Show an understanding of the forces that are impacting on an organization and driving the need for Change. 2.3 Assess the resource implications of the organization not responding to strategic change. It is Expected that learners will assess the relevant financial, human and physical resources. LO3. Be able to lead stakeholders in developing a strategy for change 3.1 Develop systems to involve stakeholders in the planning of change. The systems need to be Appropriate and workable in the selected organization. 3.2 Show an understanding of the different strategies that are available in the process of change Management. 3.3 Make judgments on the effectiveness of the systems used to involve stakeholders in the Development of a change strategy. 3.4 Create a strategy...
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...Policies require action 1.1.5 Finland as a partner 1.2. Towards a common language • • • 1.2.1 An integrated approach improves learning 1.2.2 Project cycle - the life of a development intervention 1.2.3 Level of participation varies 1. 3. Achieving sustainable development • • • • • • • • 1.3.1 Policies must match 1.3.2 Better value for money 1.3.3 Institutional capacity makes a difference 1.3.4 People-centered development emphasises socio-cultural aspects 1.3.5 Participation enhances ownership 1.3.6 Gender equality and participatory development 1.3.7 Environment - not only ecology 1.3.8 Technology must meet the needs 2. PROJECT DESIGN 2. Situation analysis - the cornerstone of project planning • • • • 2.1.1 Background studies and the analysis of stakeholders 2.1.2 Problem analysis - key to the project’s framework 2.1.3 Objectives reflect an ideal future 2.1.4 Strategic choices begin by fixing the project purpose 2.2. Planning with logic • • • • • • • • 2.2.1 Logical framework is a practical tool 2.2.2 Intervention logic states the strategy 2.2.3 Assumptions must hold 2.2.4 Indicators make the plan concrete 2.2.5 Approach describes how 2.2.6 Organisation determines roles and responsibilities 2.2.7 Budget details financial framework 2.2.8 Various roles of the project document 3. MONITORING • 3.1. How stakeholders monitor • • • • • • 3.2. Integrated approach facilitates monitoring 3.3. What is monitored and how 3.3.1 Progress reports 3.3.2 Annual Monitoring Reports...
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...ENGLISH LANGUAGE LEARNER SPECIAL EDUCATION REFERRAL AND PLACEMENT OUTCOMES IN INSTRUCTIONAL CONSULTATION TEAMS SCHOOLS Arlene E. Silva, Master of Arts, 2005 Thesis Directed by: Professor Sylvia Rosenfield Department of Counseling and Personnel Services University of Maryland, College Park The present study serves as an examination and documentation of referral and placement outcomes of English Language Learner (ELL) cases in Instructional Consultation (IC) Teams schools. Archival data from 838 cases (12% of which were ELL cases) within five mid-Atlantic public school districts implementing IC Teams were analyzed for outcomes using logistic regression. Results included statistically significant differences in ELL versus non-ELL student initial team referral (IC or other prereferral intervention team) and ultimate IEP Team referrals. Initial referral concerns also differed significantly between ELL and non-ELL students. IC Teams were found to be more effective than existing prereferral intervention teams in decreasing the special education referrals of ELL and non-ELL students. The results of the present study serve as a foundation for future research in the areas of at-risk ELL students and their referrals to prereferral intervention teams and special education. ENGLISH LANGUAGE LEARNER SPECIAL EDUCATION REFERRAL AND PLACEMENT OUTCOMES IN INSTRUCTIONAL CONSULTATION TEAMS SCHOOLS by Arlene E. Silva Thesis submitted to the Faculty of the Graduate School of the University of...
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...Staff Attitudes and Beliefs Regarding Family Visitation After Implementation of a Formal Visitation Policy in the PACU Maria Walls, BSN, RN A quality improvement project was created to examine staff attitudes and beliefs regarding visitation after implementation of a formal visitation policy in the PACU. A 10-item questionnaire was distributed and collected from each staff member in the PACU after implementation of the formal policy. Results showed that although 83.7% of staff would want the option to visit their family member in the PACU, only 47% of staff believe that families should have the option to visit in their own PACU. The perceived barriers reported by staff were staffing issues, the possibility of exposure to infection, privacy issues, staff anxiety, the possibility of visitors witnessing resuscitation, and lack of education of families. The survey results show that more existing education is needed. Consequently, the current policy is posted in all waiting areas for families, and a mandatory in-service was created and presented to staff on how to communicate effectively with family members. Keywords: family visitation, staff attitudes, perceived barriers, PACU. Ó 2009 by American Society of PeriAnesthesia Nurses ALTHOUGH MANY EMERGENCY DEPARTMENTS around the country are allowing family members at the bedside during resuscitations, there is resistance to family visitation in the postanesthesia care unit (PACU). Family visitation benefits both families and patients...
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...Process Evaluation DRAFT Report School Community Liaison and Security Programme Prepared for the National Committee for Families and Children (NPA M&E Sub-Committee);and Ministry of Education, Youth & Sports John D. Flowers Table of Contents Executive Summary ......................................................................................................................... Error! Bookmark not defined. 1.0 1.2 1.2.1 1.2.2 1.1.3 2.0 2.1 2.2 2.1 2.2 3.0 3.1 3.2 3.2.1 3.2.2 3.2.3 3.2.4 3.2.5 3.3 3.5 3.5.1 3.5.2 3.5.3 3.5.4 3.6 Background ................................................................................................................................................................................ 2 Project Description and Scope .......................................................................................................................................... 3 Purpose of the Consultancy ..................................................................................................................................... 4 Scope ............................................................................................................................................................................ 4 Key Activities and Main Deliverables .................................................................................................................... 4 Evaluation Design and Framework .....................................................................
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...Introduction Reading problems stem from several sources. First, the student may not be able to read the words themselves. Indeed, word decoding development and discrepancies are the concern of many researchers and educators, predominantly for younger children and children with learning deficits. However, this concern has sometimes led to the abandon of the corresponding item of word decoding: sentence comprehension. It is clear that many readers be deficient in adequate reading abilities and knowledge to appreciate the sort of texts that encompass their classroom lives. World knowledge is mostly cooperative to considerate text genres such as narratives or novels. But students need domain-specific knowledge to understand their textbook material. Here in this assignment it is going to be discussed about the reading strategies and how it helps in communication in the businesses 1.1 All information about the natural or social world is based on the text data surrounded. School, work and the success of our social order depends on the capability to realize the material. Many children and adults are still under pressure to understand the text data. Following are some techniques to make them understood: Reading strategies Before reading Preview text type and text features: students should be thinking about what's going to read it before reading. Also, graphics, hyperlinks, and the information will be aware of what kind of writing. (www.ft.co.uk) Four corners and staying guide:...
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...purpose of developing a national approach to nursing and midwifery regulation. The ANMC works in conjunction with the state and territory nursing and midwifery regulatory authorities (NMRAs) to produce national standards which are an integral component of the regulatory framework to assist nurses and midwives to deliver safe and competent care. The standards include the national competency standards for enrolled nurses which were first adopted by the ANMC in the early 1990s. These have been reviewed and revised regularly since then. Other standards developed by the ANMC for implementation by the NMRAs include the competency standards for registered nurses, midwives and nurse practitioners, codes of professional conduct and ethics, and a range of position statements and guidelines. The full list of standards, position papers and guidelines produced by the ANMC can be viewed on the website. The national competency standards for the enrolled nurse are scheduled for review in 2007. This review will be undertaken by a team of expert nursing consultants and will include extensive consultation with nurses around Australia. The purpose underpinning the review will be to contemporise the standards to reflect the changing role of the enrolled nurse within the health environment of today. Whilst ANMC anticipates the resulting standards will be different in some areas from the existing competency standards, they will remain broad and principle based so that they are sufficiently dynamic for...
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...The Leadership Quarterly 14 (2003) 769 – 806 Leadership theory and practice: Fostering an effective symbiosis Stephen J. Zaccaro*, Zachary N.J. Horn Department of Psychology, Center for Behavioral and Cognitive Study, George Mason University, David J. King Hall, 4400 University Drive, 3064 Fairfax, VA 22030-444, USA Accepted 12 September 2003 Abstract Leadership theory has not lived up to its promise of helping practitioners resolve the challenges and problematics that occur in organizational leadership. Many current theories and models are not contextualized, nor do the dynamic and critical issues facing leaders drive their construction. Alternatively, practitioners too often approach leadership problems using trial and error tactics derived more from anecdotes and popular fads than validated scientific data and models. Yet, while this gap between theory and research has bedeviled the leadership community for much of its history, there have been few if any systematic examinations of its causes. In this review, we have sought to highlight the particular barriers on the leadership practice and theory-building/testing constituencies, respectively, that constrain efforts to integrate them. We also offer a number of propositions and guidelines that we hope can break through these barriers and help stakeholders create a more effective leadership theory and practice symbiosis (LTPS). Finally, we have offered two cases of effective LTPS as examples and models for such integrative...
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...Framework 11 5.3 Student Wellbeing in State and Territory Curriculum and Policy Documents 11 Section 6: Whole School Approaches to Student Wellbeing: Issues of School Leadership, Implementation and Sustainability of Student Wellbeing Initiatives 12 Section 1: Project Overview 13 1.1 Introduction 13 1.2 Project Objectives 13 1.3 Methodology 14 Section 2: Student Wellbeing and its Pathways 16 2.1 What is Student Wellbeing? 16 The Definition of Student Wellbeing Used in this Report 21 Explanations of Key Terms in this Definition 21 The Assumptions Underpinning this Definition 22 2.2 The Pathways to Student Wellbeing 22 The seven pathways identified from the research 23 Section 3: The Outcomes of Student Wellbeing and its Pathways 31 3.1 Introduction 31 Productivity 31 Social Inclusion 32 Social...
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...of Social Studies: Children as Citizens ...............................................7 Grade 1. Foundations of Social Studies: Families........................................................................12 Grade 2. Foundations of Social Studies: Communities ................................................................17 Grade 3. South Carolina Studies ..................................................................................................22 Grades 4–5 Grade 4. United States Studies to 1865 ........................................................................................29 Grade 5. United States Studies: 1865 to the Present ....................................................................36 Grades 6–8 Grade 6. Early Cultures to 1600 ...................................................................................................45 Grade 7. Contemporary Cultures: 1600 to the Present .................................................................53 Grade 8. South Carolina: One of the United States .....................................................................61 High School Course Standards for Social Studies...
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...protected by copyright. No part of this document may be modified without a legal license agreement from IBM Corporation. Any references in this information to non-IBM Web sites are provided for convenience only and do not in any manner serve as an endorsement of those Web sites. The materials at those Web sites are not part of the materials for this IBM product and use of those Web sites is at your own risk. 2 IBM Global Center for Smarter Analytics Case Analysis 1: Cincinnati Zoo Business Objectives • • • IBM Global Center for Smarter Analytics Company Company Background The Cincinnati Zoo & Botanical Garden is one of the most popular attractions and a Top Zoo for Children according to Parent’s Magazine. Each year, more than 1.3 million people visit its 71-acre site, which is home to more than 500 animal and 3,000 plant species. Although the Zoo is a non-profit organization and is partially subsidized by Hamilton County, more than two thirds of its $26 million annual budget is generated through its own fundraising efforts. Cincinnati Zoo takes pride in the fact that it has the lowest public subsidy of any zoo in Ohio and generates more than two thirds of its $26 million annual budget through its own fundraising efforts. In challenging economic...
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...Pattern Nutritional – Metabolic Pattern Elimination Pattern Activity / Exercise Pattern Cognitive / Perceptual Pattern Rest / Sleep Pattern Self – perception Pattern Role Relationship Pattern Sexuality – Reproductive Pattern Coping – Stress Tolerance Pattern Value – Belief System D. Pathophysiology and Rationale………………………………………. 22 Normal Anatomy and Physiology of Affected Organ Schematic Drawing of the Pathophysiology of the Disease The Disease Process and its Effects on Other Organs Classical and Clinical Symptoms of Disease with Rationale IV. Nursing Intervention………………………………………………… …...
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...Campbell Systematic Reviews 2011:8 First published: 14 November, 2011 Last updated: 14 November, 2011 Search date: April, 2011 Dropout prevention and intervention programs: Effects on school completion and dropout among schoolaged children and youth Sandra Jo Wilson, Emily E. Tanner-Smith, Mark W. Lipsey, Katarzyna Steinka-Fry, & Jan Morrison Colophon Title Institution Authors Dropout prevention and intervention programs: Effects on school completion and dropout among school-aged children and youth The Campbell Collaboration Wilson, Sandra Jo Tanner-Smith, Emily E. Lipsey, Mark W. Steinka-Fry, Katarzyna Morrison, Jan 10.4073/csr.2011.8 62 24 August, 2011 Wilson SJ, Tanner-Smith EE, Lipsey, MW, Steinka-Fry, K, Morrison, J. Dropout prevention and intervention programs: Effects on school completion and dropout among school aged children and youth. Campbell Systematic Reviews 2011:8 DOI: 10.4073/csr.2011.8 © Wilson et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. School dropout, school attendance, early school leaving, school failure Wilson, Tanner-Smith, and Lipsey contributed to the writing and revising of this review and protocol. Wilson, Tanner-Smith, Steinka-Fry and Morrison contributed to information retrieval and data collection. Work on this review was supported by the Campbell Collaboration...
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