...themes: Theme 1: Health and well-being Unit 1.1 (L/505/9300) Support healthy lifestyles for children through the provision of food and nutrition The learning outcomes for this unit are: Understand the impact of food and nutrition on children’s health and development. Understand how food choices impact on health and development during pre-pregnancy, pregnancy and breastfeeding. Understand the nutritional needs of children. Understand the impact of poor diet on children’s health and development. Understand individuals’ dietary requirements and preferences. Be able to support healthy eating in own setting. Unit 1.2 WB (A/505/9809) Promote healthy lifestyles for children through exercise The learning outcomes for this unit are: Understand children’s need for exercise. Be able to support children’s exercise in an indoor and outdoor space Unit 1.3 WB (M/505/9810) Support physical care routines for children The learning outcomes for this unit are: Understand the physical care needs of children. Be able to use hygienic practice to minimise the spread of infection. Understand rest and sleep needs of children. Understand childhood immunisation. Be able to support children in personal physical care routines. Unit 1.4 WB (T/505/9811) Promote children’s emotional well-being The learning outcomes for this unit are: Understand children’s needs in relation to emotional well-being. Understand the requirements for promoting emotional well-being...
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...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’ Residential Management)...
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...Family Functioning Factors1 Sections A through F Family Identifying Information: Name 1 DOB Relationship Children’s Bureau of Southern California. (1997). Family Assessment Form. California: Authors. Reprinted with permission from Sandy Sladen, LCSW. Family Assessment Form Family Functioning Factors SECTION A: LIVING CONDITIONS* A1. Cleanliness/Orderliness - Outside Environmental Conditions Refers to environmental health and hygiene factors (e.g. litter, garbage, vermin, clutter, odors around the exterior of the home) that are NOT WITHIN the family's control. Need to consider intervening with owner/landlord, county health department, city code enforcement, and/or other regulatory agencies. Score 1 1.5 2 2.5 3 STRENGTHS: 3.5 4 CONCERNS: 4.5 5 Operational Definition Consistently clean and orderly; property very well maintained by owner/landlord and other tenants if a rental Generally clean and orderly; no health hazards; property well maintained by owner/landlord and other tenants if a rental Some lack of cleanliness; some disorderliness or clutter; other tenants or neighbors create messiness; slow response to problems by owner/landlord; occasional roach problem Inadequately clean or organized; potential health hazards present; a great deal of clutter or litter/garbage; or offensive odors; consistent roach problem; property poorly maintained by owner/landlord and other tenants; very difficult to reach or get response from owner/landlord Health hazards and violations...
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...Orange Instructional Unit Grades 3-6 By: Jennifer Palermiti This unit will look into the many different uses of an orange, combing science, history, language arts, and mathematics with a Florida based theme. This unit can be used to teach students of a wide variety of ages and abilities. Goal and Standard Goal 1 – To understand different information about the history of oranges, where they come from and how they can be used in today’s societies. Goal 2 – To find out where the largest orange groves are located in the world and how many oranges they grow every year. Content Concepts/Skills Changes in nature; how oranges grow; experiments with oranges; Counting oranges in a grove Materials Library books about oranges; five or six different kinds of oranges; PDF downloads & website activities. Vocabulary Round, Sweet, Tart, Juicy, Hard, Seeds, Vitamin, Juice, Navel, ripe, delicious, Orange Instructional Sequence Make a KWL Chart with your students. Ask them to tell you what they know about oranges. Get different responses from your students by asking questions. Write your students responses on the chart paper or a white board so that all students can see. You may also want your students to copy the responses on a smaller chart like a hand out. Read a short story about oranges that is appropriate for your students. The Story of Florida Orange Juice by Chet Townsend Have class review the process in which oranges are grown on trees by using sentence strips. All...
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...TEXAS COLLEGE 2404 N GRAND AVENUE TYLER, TEXAS 75702 DIVISION OF NATURAL & COMPUTATIONAL SCIENCES MATHEMATICS DEPARTMENT RESEARCH SEMINAR IN MATHEMATICS MATH 4460 01 THE NUMBER LINE BY George L Williams III Contents * THE NUMBER LINE * Extended real number line * Drawing the number line * Line segmentation * Comparing numbers * Arithmetic Operations * Arithmetic Operations (cont.) * Algebraic properties * Cartesian Plane/Cartesian Coordinate System * An Overview * My words * Applications of the number line * Resources * THE NUMBER LINE Mathematics is one of the most useful and fascinating divisions of human knowledge. In mathematics, a real number is a value that represents a quantity along a continuous line. The real numbers include all the rational numbers, such as the integer – 5 and the fraction 4/3, and all the irrational numbers such as positive square root of 2,√2. Real numbers can be thought of as points on an infinitely long number line. In basic mathematics, a number line is a picture of a straight line on which every point is assumed to correspond to a real number and every real number to a point. Often the integers are shown as specially-marked points evenly spaced on the line. Although this image only shows the integers from −9 to 9, the line includes all real numbers, continuing forever in each direction, as shown by the arrows and also numbers not...
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...In Kenya this right was be recently livened through the launch of free primary education program by the National Rainbow Coalition government (NARC) when it took power in 2002. Compulsory free primary school education for Kenyan children was one of the key pre election promises that made the government of President Mwai Kibaki to ascend to power in December 2002. Since then an estimated 1.5 million children who were previously out of school have turned up to attend classes. Though education is normally considered the responsibility of the state, the community should also realize their role in development of education (sifuna 1999).This section of the chapter aims to introduce the topic under study in an explicit manner. To achieve this, it has been divided into the following sections: background of the study, statement of the problem, objectives of the study, research questions, significance of the study, limitations of the study and finally scope of the study. 1.2 Background of the Study Primary education in Kenya begins at the age of 6 or 7 years after completion of kindergarten commonly known as pre-unit. The first class or year of primary school is known as standard one and the final class or year as standard eight. Primary school children are known as pupils. The schooling year for both secondary and primary school begins at January and ends in November. Students and pupils are entitled to three holiday vacations in a year i.e. In April, August and December. At the...
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...education for young children that serves as a transition from home to the commencement of more formal schooling. Another definition, which overlaps with early childhood education and preschool, is education for pre- and emergent-literate children before the age of six or seven. Children are taught to develop basic skills and knowledge through creative play and social interaction, as well as sometimes formal lessons. In most countries kindergarten is part of the preschool system of early childhood education. Children usually attend kindergarten any time between the ages of two and seven years, depending on the local custom. Purpose Children attend kindergarten to learn to communicate, play, and interact with others appropriately. A teacher provides various materials and activities to motivate these children to learn the language and vocabulary of reading, mathematics, and science, as well as that of music, art, and social behaviours. For children who previously have spent most of their time at home, kindergarten may serve the purpose of helping them adjust to being apart from their parents without anxiety. It may be their first opportunity to play and interact with a consistent group of children on a regular basis. Kindergarten may also allow mothers, fathers, or other caregivers to go back to part-time or full-time employment. Kindergarten strategy impact the way a child perspective about schooling. At this young age, it is not all about academic success- i.e. how well they can...
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...Chapter 7 Activity-Based Costing and Management LEARNING OBJECTIVES Chapter 7 addresses the following questions: Q1 How is activity-based costing (ABC) different from traditional costing? Q2 What are activities, and how are they identified? Q3 What process is used to assign costs in an ABC system? Q4 How are cost drivers selected for activities? Q5 What is activity-based management (ABM)? Q6 What are the benefits, costs, and limitations of ABC and ABM? These learning questions (Q1 through Q6) are cross-referenced in the textbook to individual exercises and problems. COMPLEXITY SYMBOLS The textbook uses a coding system to identify the complexity of individual requirements in the exercises and problems. Questions Having a Single Correct Answer: No Symbol This question requires students to recall or apply knowledge as shown in the textbook. e This question requires students to extend knowledge beyond the applications shown in the textbook. Open-ended questions are coded according to the skills described in Steps for Better Thinking (Exhibit 1.10): Step 1 skills (Identifying) ...
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...the properties of the 4 levels of measurement (nominal, ordinal, interval, ratio) Know the properties of discrete and continuous variables Know and understand the properties that distinguish experimental methods from correlational methods DISPLAYING DATA (CHAPTER 2 – MUNRO E-BOOK) Know what a distribution is and why examining a distribution can be helpful/useful Know how to interpret information from: Simple frequency distributions (grouped & ungrouped*) Relative frequency distributions (proportions* & percents*) Cumulative frequency distributions* Histograms Bar graphs* Stem-and-leaf displays You also should know how to construct those with an * beside them Know the definition of percentile rank Be able to identify and/or describe different shapes of distributions: Normal, symmetrical, skewed, unimodal, & bimodal distributions CENTRAL TENDENCY (CHAPTER 2 – MUNRO E-BOOK) Understand conceptually each of the 3 measures of central tendency: Mode, Median & Mean Know how to compute the mean, median, & mode Be sure to know how to find the median when: N is odd N is even Know how to determine the shape of a distribution based on info about central tendency (& vice versa) What is the fundamental difference between the mean & the median? What are the strengths & weaknesses of the Mode, Median, & Mean? Understand the definition of outlier & how outliers can...
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...I. Current Situation A. Current Performance: Unilever is a world renowned company, which was created in 1930 through the merger of margarine Unie, a Dutch margarine company and British-based Lever Bothers, soap and detergent company. Unilever had 1600 brands and sales & marketing efforts in 88 countries all over the world. The main target were to get top-line sales growth of 5-6 percent annually and to increase operating profit margin from 11 percent to over 16 percent both to be accomplished by the end of the year 2004.They cutting down their portfolio from 1600 to 400 core brand. Increasing profit margin to 11 to 16 percent by year end 2004. Unilever had extended its brand portfolio 500 to 600 brands in 2003 and reported 2002 sales of about €48.8 billion. A number of Unilever brands had either highest or second highest share in their respective markets. Since 1995 Unilever one of the world five largest good and house hold products companies ranked among the top 60 of fortune global 500 largest companies. Interms of Return on Investment: Based on 1999 1. [pic] Here, Unilever’s Current Ratio shows 0.93:1 for 1997. It means their position is not good. It indicates their Liability is more than their Assets. [pic] Their Quick Ratio shows 0.60:1 for 1997, which is not good, because it shows their liability is more than their assets. 2. [pic] Organization’s current mission: Unilever's mission...
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...Unit 1 Fitness for Sport and Exercise Unit 1, Fitness for Sport and Exercise, is an externally assessed, compulsory unit with three learning aims: ●● ●● ●● Learning aim A: Know about the components of fitness and the principles of training Learning aim B: Explore different fitness training methods Learning aim C: Investigate fitness testing to determine fitness levels. Unit 1 is a core unit and its content underpins the other BTEC sport units. Learning aim A looks at the components of physical and skill-related fitness and principles of training. Learning aim B covers the various training methods that can be used to develop the different components of fitness and learning aim C focuses on fitness tests. The second section contains two sample external assessments. You will be given 1 hour to complete the external assessment for this unit and the marks are out of 50. Your assessment will take place by an online, computer-based test and our two sample external assessments are designed to show you the types of questions, and question formats, you might face. Answers for the two sample external assessments can be found at the end of the book. Unit 1 Fitness for Sport and Exercise The unit is divided in to two sections. The first section contains the content of the learning aim, broken down in to bite-sized chunks. Each topic is covered and you can tick them off as you study them. 1 BTEC Sport Level 2 Assessment Guide Units 1 and 2 uncorrected first proofs issued by marketing...
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...Assessment Brief Distribution date: w/c 20/05/2013 Submission deadline: 29/07/2013 Result and feedback date: 4 weeks from the deadline Assessment Brief Unit Details: Unit Code: Organisations and Behaviour (Unit 3) Programme Name: BTEC Higher National Diploma (HND) in Business Awarding body: Edexcel Unit Level (QCF): QCF-4 Academic term: May - July 2013 Course Details | Course Name | BTEC Higher National Diploma (HND) in Business | Unit number | 3 | Unit Name | Organisations and Behaviour | Credit Value | 15 | Lecturer | Antonios/Hillary/Ousman/Raazia/Sunday/Victor | Hand Out/Issue Date | w/c 20.05.2013 | Submission Deadline | 29 July 2013 | Introduction Students are expected to write a report covering the points listed under each of the learning outcomes. To achieve a pass in this unit, you must successfully address all of the assessment criteria listed (P1-P12). We expect all students to achieve their potentials and would encourage you to address all pass criteria, merit and distinction descriptors. For certain tasks students are encouraged to use real life examples and/or the scenario provided below. There is not set format for this report. However, like all business report you should have an introduction and a conclusion. Scenarios A Coca-Cola Great Britain People often assume that The Coca-Cola Company bottles and distributes its own beverages. For the most part, it does not. The Company's primary...
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...WHAT CSR MEAN AT AVIVA Aviva’s CSR policy governs performance in eight related elements. These are management of their relations with customers, workforce, suppliers and the community; of our performance in respect of the environment, human rights and health and safety and of adherence to rigorous standards of business conduct. The CSR policy sets out how they approach business and how they deal with people in pursuing our business. WHY AVIVA PRACTICE CSR Aviva practice CSR because they believe that it is the right way to go about business. In their opinion, you do not put a price or a cost on good ethics. You practice it simply because it is the right thing to do programme. They regard it as an investment in building organizational strength for today and durability for tomorrow. In all senses, it builds value. In their view, the practice of CSR enhances the business performance both in the short and the long term. It also increasingly engages our employees, our investors and our customers. AVIVA BOARD The Aviva board reviews the policy, programme, progress and plans annually. The Aviva board has given local CEOs to review CSR progress annually. The group chief executive is the executive sponsor of the CSR reports to him via the company group secretary. The chairman takes regular reports on CSR during the year. The group chief executive has further required the director of CSR to challenge, when necessary, any group matter from a CSR perspective. Each CSR policy...
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...Unit II: Genetics Brief Overview Reading: Chapters 3, 4, 9-12, 14 (Note: you have reviewed much of this already) The earth is teeming with living things. We can easily see some of the larger organisms—trees, grass, flowers, weeds, cats, fish, squirrels, dogs, insects, spiders, snails, mushrooms, lichens. Other organisms are everywhere, in the air, in water, soil and on our skin, but are too small to see with the naked eye—bacteria, viruses, protists (single celled eukaryotes such as amoebae), and tiny plants and animals. Life is remarkable in its complexity and diversity, and yet it all boils down to a very simple idea—the instructions for making all this life are written in nucleic acids, usually DNA. Most organisms have a set of DNA that contains the instructions for making that creature. This DNA contains four “letters” in which these instructions are written—A, T, G, and C. The only difference between the code for a dog and the code for a geranium is in the order of those letters in the code. If you took the DNA from a human and rearranged the letters in the right way, you could produce an oak tree—arrange them slightly differently and you would have a bumble bee—arrange them again and you would have the instructions for making a bacterium. Acting through more than two billion years, the process of evolution has taken one basic idea—a molecular code that uses four letters—and used it over and over, in millions of combinations to produce a dazzling array of life forms...
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...EXECUTIVE SUMMARY The Division of Family and Children Services “DFCS,” where I was employed for 1.5 years in Child Protective Services “CPS,” is under the Georgia Department of Human Resources “GA DHR” that investigates child abuse and neglect, provides placement for foster children, provides assistance to low-income families in the form of childcare assistance, on-the-job training, and other support services. In an effort automate case management procedures, DFCS participated in a federally funded program that offers states the opportunity to create SACWIS (State Automated Child Welfare Information System). The plan to implement this system was divided into phases as follows: Planning Phase, Work Phase and Active Implementation Phase. These plans entail implementing new technologies through SACWIS and partnering with community groups that may serve the same clients and work process redesign where the actual case management duties are automated through the system. Using Kotter’s Change Model, I analyzed the strategic change initiatives DFCS initiated and gathered very interesting results. Additionally, I analyzed this organization to be in the growth phase in the life cycle of development, entering maturity. The change was driven by the state of the economy and the need of the department to manage the volume of applicants, child abuse and neglect cases on the rise, and the need for technology advances within this government division. I evaluate the efforts to...
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