...Learner Name: Latifat Ajose-Adebara Workplace: Kennet Way. L2 Unit 201 – Safeguarding and Protection in Care Settings. 1.1 Explain the term safeguarding. Safeguarding refers to a series of measures and actions aimed at enhancing the well-being of vulnerable individuals such as children, young adults, and those at risk. The objective is to protect them from abuse, neglect, and harm by ensuring a secure environment and taking all essential steps to prevent maltreatment. 1.2 Explain your role and responsibilities in safeguarding individuals. As a diligent care worker, my responsibility in safeguarding entails keenly observing and promptly reporting any indications of mistreatment or disregard, upholding the safeguarding protocols and procedures...
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...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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...[pic] URCO University Research Coordination Office LS Mezz. 154 - 155 * Local 164 ______________________________________________________________________________________________________________________________ RESEARCH PROPOSAL GUIDELINES POINTS TO CONSIDER RESEARCH TITLE 1. Research Title must be reflective of its problem 2. It must answer the following questions: 1. What question will answer THE FOLLOWING 1. What are you trying to investigate? 2. What are you trying to find out, determine or discover? 2. Who question will answer who are the respondents or subjects of the study 3. Where question will indicate the research locale, setting or the place where the research study is conducted. BACKGROUND OF THE STUDY 1. The proponent should describe the existing and prevailing problem situation based on his/her experience. This scope may be global, national, regional and local. 2. The proponent should give strong justification for selecting such research problem in his/her capacity as a researcher. Being a part of the organization or systems and the desire and concern to improve the systems. 3. The researcher should link and relate the background of the study to the proposed research problem. REVIEW OF RELATED LITERATURE 1. Related literature includes research findings, published or...
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...also be viewed as flawed, because “a researcher cannot perform significant research without first understanding the literature in the field” (Boote & Beile, 2005, p. 3). Experienced thesis examiners know this. In a study of the practices of Australian dissertation examiners, Mullins and Kiley (2002) found that, Examiners typically started reviewing a dissertation with the expectation that it would pass; but a poorly conceptualized or written literature review often indicated for them that the rest of the dissertation might have problems. On encountering an inadequate literature review, examiners would proceed to look at the methods of data collection, the analysis, and the conclusions more carefully. (Boote & Beile, 2005, p. 6) Given the importance of...
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...Partial Fulfillment of the Requirements of the Award of the Degree of Bachelor of Commerce 2013 Table of Contents INTRODUCTION 2 1.1 Background of the study 2 1.2 Problem statement 4 1.3 Objectives of the study 6 1.4 Significance of the study 6 LITERATURE REVIEW 7 2.1 Introduction 7 2.2.2 Buffer stock model 10 2.2.3 Institutional theories 10 2.3.1 Income and savings 11 2.3.2 Reasons for savings 12 2.3.3 Precautionary/emergency reasons 12 2.3.4 Household reasons: 13 2.3.6 The need to save 15 2.3.7 The population structure 16 Methodological review 20 2.6 Summary 21 RESEARCH METHODOLOGY 22 3.1 Introduction 22 3.2 Research Design 22 3.3 Research population 22 3.4 Data Collection 23 3.5 Validity test and reliability test 23 3.6 Data analysis and Presentation 24 DATA ANALYSIS & PRESENTATION OF FINDINGS 26 4.1 Introduction 26 SUMMARY, CONCLUSION AND RECOMMENDATIONS 35 5.1 Summary 35 5.2 Conclusion 36 5.3 Policy Recommendations………………………………………………………………………….37 5.4 Limitations of the study ………………………………………………………………………… 38 5.5 Suggestions for further studies …………………………………………………………. 38 REFERENCES …………………………………………………………………………….. 40 APPENDICES ………………………………………………………………………..……. 42 Appendix 1: Introductory Letter …………………………………….………………..……..42 Appendix 2: Questionnaire …………………………………………………………..…….. 45 CHAPTER ONE INTRODUCTION 1.1...
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...First City Providential College System Analysis and Design Guidelines IT 204 System Analysis and Design Guidelines IT 204 RESEARCH PROPOSAL GUIDELINES POINTS TO CONSIDER RESEARCH TITLE 1. Research Title must be reflective of its problem 2. It must answer the following questions: 3.1 What question will answer THE FOLLOWING 3.2.1 What are you trying to investigate? 3.2.2 What are you trying to find out, determine or discover? 3.2 Who question will answer who are the respondents or subjects of the study 3.3 Where question will indicate the research locale, setting or the place where the research study is conducted. EXECUTIVE SUMMARY OR ABSTRACT 1. An abstract is often also referred to as an executive summary or summary. 2. Its job is to give the reader a succinct overview of the whole report. 3. The abstract gives a reader a good idea of what is in a report without them having to read the whole document to find out what it’s about. 4. Abstracts and executive summaries save you time. 5. Is usually written after the rest of the report to make sure that it gives the reader an overview of the complete report 6. Is generally placed on a separate page at the beginning of the report before the Table of Contents Key Features: * the aim/purpose of the report * the procedure/methodology/analytical process * main results/findings * conclusion/s (based on the results & discussion) * any recommendations...
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...Combined Supporting Notes and Technical Specifications including Units for ------------------------------------------------- ILM Level 5 NVQ Diploma in Management (8331) Version 4 20/08/2010 © The Institute of Leadership and Management (ILM) 2012 © The Institute of Leadership and Management (ILM) 2012 Supporting Notes for ILM QCF NVQs | This document is intended for current ILM centres and contains supporting notes for ILM National Vocational Qualifications (NVQs) in the QCF. The main purpose of this document is to act as a refresher to help reacquaint our centres with some of the key sections covered in the ILM Centre Manual and provide guidance to assist a centre in preparing to deliver an ILM NVQ. This a generic document and should always be read in conjunction with the ILM QCF NVQ Qualification Specifications Part 2 Technical Info document and the ILM Centre Manual (www.i-l-m.com/centres). IMPORTANT NOTES: * This document replaces the previous ILM NVQ Level 2, 3, 5, and 7 General Qualification Information for QCF NVQs. * 2011 SCQF SVQs are now standalone products and are no longer S/NVQs. They have separate specifications to meet SQA and SCQF requirements. Please refer to our SVQ webpage’s for detail and SVQ resources section online * Centres should be aware that the specifications for NQF Team Leading and Management NVQs at Levels 2, 3, 4, 5 should continue to be followed for learners who have been registered on this version of the...
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...INTRODUCTION 2 1.1. What is Diversity? 2 1.2. Characteristics of Diversity 4 1.3. Aspects of Diversity 6 i. Aspects of Diversity (Visible): 8 ii. Aspects of Diversity (Invisible): 9 2.0 MANAGING DIVERSITY 13 2.1. Diversity Management 13 2.2 Diversity & Inclusion at Google 13 3.0 BENEFITS AND CHALLENGES OF MANAGING DIVERSITY 17 3.1 Benefits of Managing Diversity 17 3.2.Challenges of Managing Diversity 19 3.3 How to promote and support Diverse Workforce 21 3.4 Cultural Diversity in Malaysia 22 4.0 CASE STUDY 24 A. INTRODUCTION 24 B. BACKGROUND OF THE COMPANY 25 C. SYMPTOMS OF THE OB ISSUES 29 D. CAUSES OF THE OB ISSUE 33 E. RECOMMENDATIONS 34 F. CONCLUSIONS 48 G. REFERENCES 50 APPENDIX 51 Diversity and inclusion questionnaires 51 Q1- ORGANISATIONAL BEHAVIOUR ISSUE- DIVERSITY “Strength lies in differences, not in similarities” ― Stephen R. Covey 1.0 INTRODUCTION 1.1. What is Diversity? Diversity is generally defined as acknowledging, understanding, accepting, valuing & celebrating differences among people with respect to age, class, ethnicity, gender, physical & mental ability. (Gupta, June, 2013). In other way, diversity also means the fact or quality of being diverse or difference. In my own understanding, diversity means accepting variety; a point or respect in which things differ. The ways we are different; the condition of having unique characteristics. The condition of being diverse: Variety; especially: the inclusion of diverse...
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...Discuss the factors influencing the emergence of the curriculum, models of curriculum design and the implication of curriculum evaluation. 1.1 Concept of curriculum There is no single definition of the curriculum .The most common definition of curriculum that most teachers give is that it is a syllabus or a program of study but this is an erroneous definition. For Taba (1962), it is a ‘plan for learning’, while Lawton describes the curriculum as “a selection from the culture of a society” (Lawton, 1975, p6). It has also been described as “a social and political construct that changes over time in response to a range of factors and influences” (Mc Cullock, 1992, p9). Hence, the term curriculum means different things for different people. While it is obvious that the curriculum is not neutral, its content and how it is transmitted depends on the kinds of interaction between curriculum developers, teachers and students. Stated differently, curricula emerges depending on the various ways curriculum developers, teachers and students interact with each other. In this essay, I will outline the internal and external factors that shape the interaction between the official curriculum, what is taught in secondary schools and learning that takes place in classrooms. Internal factors include the influences of philosophy, psychology and sociology, whereas external factors include the social, economic and political aspects that shape curriculum design. Two curriculum models, namely the rational...
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...OBJECTIVES To be able to Explain the importance of educational research. List at least five areas of educational research. Explain the difference between basic and applied research. Describe evaluation research, action research, and critical theory research. Discuss the different sources of knowledge. Visit the study site for an interactive concept map. Explain the scientific approach to knowledge generation. Explain how to determine the quality of a theory or explanation. List the five objectives of educational research and provide an example of each. 2 RESEARCH IN REAL LIFE Research Aids Decision Making In June 2002, New York Governor George Pataki signed a state law giving Mayor Michael Bloomberg control of New York City’s public school system. Most observers agree that this is a school system desperately in need of reform. The 1,100 schools within this system educate 1.1 million kids. However, using the word educate would seem to be somewhat of a misnomer because only about half of the city’s public school students finish high school in 4 years. Only 40 percent of third- through eighth-grade students score at an acceptable level in reading, and only 34 percent do so in math. About 100 of the 1,100 schools are classified by the state as failing, and another 300 are almost as bad. Clearly, something needs to be done. While campaigning for mayor, Michael Bloomberg had many ideas, one of which was to establish an unpaid Board of Education that functioned...
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...Education on Wound Care for Diabetic Patients Education on Wound Care for Diabetic Patients Abstract Non-compliance of wound care management has increased the risk of infection and amputations. Diabetes wound care management is an important and fundamental aspect when it comes to diabetes teaching and education. Assessment of the feet daily and at a primary care office will provide information such as noncompliance, risks for neuropathy, peripheral vascular disease, macro-vascular disease, and possible amputation. Education provided by health care practitioners to the diabetic population will promote decrease in risk for further complications and the patient to be involved in their own care. Assessment, treatment, and education on wound care management with the involvement of the patient will increase the patient’s quality of life and be very beneficial to both the practitioner and the patient. Keywords: diabetic wound care management, diabetic ulcer care, outpatient diabetes management, diabetic care management Introduction Working in a primary care setting will involve a multitude of disease processes- diabetes mellitus being one of them. Diabetes is a disease that is characterized by high levels of blood glucose with a defect in insulin secretion and cell resistance. Without proper management, diabetes may lead to other issues in health. Examples of such, would be, delay in wound healing, leading to foot ulcerations, which thus increases the risk for amputations...
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...indicated by black vertical lines either side of the text. Cambridge International Examinations retains the copyright on all its publications. Registered Centres are permitted to copy material from this booklet for their own internal use. However, we cannot give permission to Centres to photocopy any material that is acknowledged to a third party even for internal use within a Centre. ® IGCSE is the registered trademark of Cambridge International Examinations © Cambridge International Examinations 2014 Contents 1. Introduction .................................................................................................................... 2 1.1 1.2 1.3 1.4 1.5 Why choose Cambridge? Why choose Cambridge IGCSE? Why choose Cambridge IGCSE Economics? Cambridge ICE (International Certificate of Education) How can I find out more? 2. Teacher support.............................................................................................................. 5 2.1 Support materials 2.2 Resource lists 2.3 Training 3. Syllabus content at a glance ........................................................................................... 6 4. Assessment at a glance ................................................................................................. 8 5. Syllabus aims and assessment objectives ..................................................................... 9 5.1 Syllabus aims 5.2 Assessment objectives and their weightings 6. Syllabus...
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...Research Report DCSF-RR051 Independent Learning Literature Review Bill Meyer, Naomi Haywood, Darshan Sachdev and Sally Faraday Learning and Skills Network Research Report No DCSF-RR051 Independent Learning Literature Review Bill Meyer, Naomi Haywood, Darshan Sachdev and Sally Faraday Learning and Skills Network The views expressed in this report are the authors’ and do not necessarily reflect those of the Department for Children, Schools and Families. © Learning and Skills Network 2008 ISBN 978 1 84775 239 0 Contents 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 Executive summary...............................................................................2 Introduction .........................................................................................10 Policy context ......................................................................................12 Methodology........................................................................................14 Defining independent learning.............................................................15 Key elements of independent learning ................................................21 Models of independent learning ..........................................................25 Skills required for independent learning ..............................................28 How teachers can promote independent learning ...............................32 How schools can promote independent learning.............
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...While this is still true, the rules have changed and the stakes are higher. Governments have decreased aid for public education and set spending caps. Students today are being faced with “high stakes” testing. We used to worry about scoring high enough on examinations to get into college, but now students take examinations to get out of high school. Some policy makers, during sometime, have suggested a school’s funding will be determined by how well their students perform on the tests. In theory it is wonderful, the schools that do well will be rewarded for their excellence. In practice it will most likely become another opportunity for the rich school districts to succeed and the poor school districts to fail. Revenue caps and high stakes testing appear to be an inevitable part of our future so we must find affordable, effective means for inspiring students and their families to improve student outcome. One way may be parental involvement. Another way might be to teach effective parenting skills which could in turn increase parental involvement in education particularly home economics. Numerous studies have been done to confirm the assumption that students do better when their parents are involved in their education especially in their course of study (Bronfenbrenner, Karnes & Lee, Florin & Doke are cited by the State of Iowa Department of Education, 1998 p. 1). “Henderson and Berla’s study (as cited in Bowen,1999 p. 1), stated, “According...
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...a happy, empowered and sustainable life for everyone Bharti Airtel Ltd. India Sustainability Report 2011- ‘12 mob ile m oney know ledge mobile health mobile education l TV digita mobil e agri cultur e internet the backdrop The Indian economy has seen a significant development in the last two decades. Several hundred million people are benefiting from the country’s progress. Concurrently, India’s population too has risen to more than 1.2 billion, placing an increasing burden on existing resources. Access to basic services like education, health, financial services, banking etc. are often beyond the means of the common person. Airtel’s sustainability journey endeavours to contribute further to our society and to our environment. It is our firm belief that not a single man, woman or child should be denied access to education, health and prosperity. We believe in social inclusion of people everywhere, and have made this the cornerstone of our sustainability programme. We leverage our network presence, reach and accessibility, through mobile telephony, direct-to-home television and broadband services, to contribute towards a sustainable future, not just for people everywhere but also for our planet and economy. We are confident that we can be a force of good, positive change, in society and also augment the efforts of the government, public-private groups, Bharti Foundation and NGOs in the area of sustainability. In 2011, we made a commitment...
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