...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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...Building Background Knowledge for Academic Achievement by Robert J. Marzano Table of Contents Chapter 1. The Importance of Background Knowledge According to the National Center for Education Statistics (2003), every day from September to June some 53.5 million students in the United States walk into classes that teach English, mathematics, science, history, and geography and face the sometimes daunting task of learning new content. Indeed, one of the nation's long-term goals as stated in the The National Education Goals Report: Building a Nation of Learners (National Education Goals Panel, 1991) is for U.S. students to master “challenging subject matter” in core subject areas (p. 4). Since that goal was articulated, national and state-level standards documents have identified the challenging subject matter alluded to by the goals panel. For example, in English, high school students are expected to know and be able to use standard conventions for citing various types of primary and secondary sources. In mathematics, they are expected to understand and use sigma notation and factorial representations. In science, they are expected to know how insulators, semiconductors, and superconductors respond to electric forces. In history, they are expected to understand how civilization developed in Mesopotamia and the Indus Valley. In geography, they are expected to understand how the spread of radiation from the Chernobyl nuclear accident has affected the present-day world. Although...
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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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...PART I WHAT IS RESEARCH DESIGN? 1 THE CONTEXT OF DESIGN Before examining types of research designs it is important to be clear about the role and purpose of research design. We need to understand what research design is and what it is not. We need to know where design ®ts into the whole research process from framing a question to ®nally analysing and reporting data. This is the purpose of this chapter. Description and explanation Social researchers ask two fundamental types of research questions: 1 2 What is going on (descriptive research)? Why is it going on (explanatory research)? Descriptive research Although some people dismiss descriptive research as `mere description', good description is fundamental to the research enterprise and it has added immeasurably to our knowledge of the shape and nature of our society. Descriptive research encompasses much government sponsored research including the population census, the collection of a wide range of social indicators and economic information such as household expenditure patterns, time use studies, employment and crime statistics and the like. Descriptions can be concrete or abstract. A relatively concrete description might describe the ethnic mix of a community, the changing age pro®le of a population or the gender mix of a workplace. Alternatively 2 WHAT IS RESEARCH DESIGN? the description might ask more abstract questions such as `Is the level of social inequality increasing or declining?', `How secular is society...
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...Asignment Brief Orgin 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 business consists of manufacturing...
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...Carolina Social Studies Academic Standards Mick Zais, Ph.D. State Superintendent of Education South Carolina Department of Education Columbia, South Carolina State Board Approved Document – August 18, 2011 Contents Acknowledgments.......................................................................................................................... iii Introduction .....................................................................................................................................1 Social Studies Standards Page Format .............................................................................................5 Grade-Level Standards for Social Studies Grades K–3 Kindergarten. Foundations 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 .....
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................................................................................ 3 LESSON 1 – Use and Maintenance of Cleaning Tools and Equipment............ 4 - 25 LESSON 2 - Practice Occupational Health and Safety Procedures ................ 26 - 61 LESSON 3 – Maintain an Effective Relationship with Clients/Customers ..... 62 - 89 Answer Keys ................................................................................................................ 90 - 95 Acknowledgment ............................................................................................................... 96 HOUSEHOLD SERVICES K to 12 – Technology and Livelihood Education 1 What Is This Module About? Welcome to the world of Household Services! This Module is an exploratory and introductory course on Household Services which leads you to Household Services National Certificate Level II ( NC II)1. It cover 3 common competencies in Household Services that a Grade 7/Grade 8 Technology and Livelihood Education (TLE) students like you ought to possess, namely: 1) Use and maintenance of cleaning tools/equipment; 2) Practice occupational health and safety procedures; 3) Maintain an effective relationship with clients/customers; and These 3 common competencies are covered separately in 4 Lessons. As shown below, each Lesson is directed to the attainment of one or two learning outcomes: Lesson 1 – Competency : Use and maintenance of cleaning tools/equipment Learning...
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...reshape the nature of management. It exposes the how, what, why, and when of organizational behavior, as viewed and practiced by managers. It also identifies the skills and competencies that leaders will need to create the ideal 21st century work atmosphere, such as intelligence, passion, a strong work ethic, a team orientation, and a genuine concern for people. Learning Objectives After completing this chapter, students should be able to: 1. Define in applied terms organizational behavior. 2. Describe the disciplines that have contributed to the field of organizational behavior. 3. Discuss the importance of understanding behavior in organizations. 4. Explain the time dimension model of measuring effectiveness. 5. Explain the relationship between quality and organizational effectiveness. Key Terms power of human resources—The ability to get things done in the way one wants them to be done. globalism—The interdependency of transportation, distribution, communication, and economic networks across international borders. cultural diversity—The vast array of differences created by cultural phenomena such as history, economic conditions, personality characteristics, language, norms, and mores. rapidity of change—The speed at which change occurs. Rapid change is found in many areas such as technology, demographics, globalism, and new products and services. psychological contract—An unwritten agreement between an...
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...List of Illustration CHAPTER 1 Fig 1.1 frank Lloyd wright on the middle , retrieved on 03/08/2013 http://2.bp.blogspot.com/-dUUknQ3NZBM/UaoiDwNBRwI/AAAAAAAAApg/wgAlqLtEj9U/s400/Marvin+Koner+Frank+Lloyd+Wright+1958-1.jpg Fig 1.2 Imperial hotel japan , retrieved on 03/08/2013 http://www.historybyzim.com/wp-content/uploads/2011/07/Imperial-Hotel.png Fig 1.3 waterfall house by Frank , retrieved on 03/08/2013 http://www.wright-house.com/frank-lloyd-wright/fallingwater-pictures/F1SW-fallingwater-in-fall.html Fig 1.4 Island House by Frank , retrieved on 03/08/2013 http://www.privateislandsmag.com/2010/10/frank-lloyd-wrights-island-design-inquire-for-price/ CHAPTER 2 Fig 2.1. Front view of the complex, retrieved on 03/08/2013 http://bunniesgarden.files.wordpress.com/2010/10/img_7655.jpg Fig 2.2. Overall view of the complex, retrieved on 03/08/2013 http://www.darwinmartinhouse.org/ Fig 2.3. Back view of the complex, retrieved on 03/08/2013 http://www.darwinmartinhouse.org/ Fig 2.4. Martin house, dining room, retrieved on 03/08/2013 https://en.wikipedia.org/wiki/File:Darwin_D._Martin_House_Dining_Room.jpg Fig 2.5. Martin house, living room, retrieved on 03/08/2013 https://en.wikipedia.org/wiki/File:Darwin_D._Martin_House_Living_Room_N.jpg Fig 2.6. Martin house, library, retrieved on 06/08/2013 http://buffaloah.com/a/jewett/125/marint/source/25.html Fig 2.7. Martin house, dining room furniture, retrieved on 06/08/2013 http://buffaloah.com/a/jewett/125/12dr/12dr...
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...Project management by KARAN DHAWAN HND Plan a tree campaign 1.1 Describe the background and principles of project management. Project management: Project management is the application of knowledge, skills, tools and techniques to project in order to satisfy stakeholder’s demands and expectations from the project. Meeting or exceeding stakeholder needs and expectations invariably involves balancing competing demands among: • Scope, time, cost, and quality. • Stakeholders with differing needs and expectations. • Identified requirements (needs) and unidentified requirements (expectations). The term project management is sometimes used to describe an organizational approach to the management of ongoing operations. This approach, more properly Called management by projects, treats many aspects of ongoing operations as projects in order to apply project management to them. (A GUIDE TO THE PROJECT MANAGEMENT BODY OF KNOWLEDGE). Principles of project management: Projects are temporary: A project cannot be carried for a whole life time. In every project there is a timeframe scheduled which have certain milestones. Those milestones have to be completed on time. Most of the projects are endeavoured for their lasting results. Decide whether or not the project should happen: Project cannot be started without knowing about it. Project when taken should be determined first. What is the purpose...
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...[pic][pic] 本科生毕业论文 浅析中西方文化中思维模式的差异 院 系 外国语学院 专 业 英语(教育方向) 班 级 09英教本3班 学 号 0401090339 学 生 姓 名 陈少杰 联 系 方 式 13782379865 指 导 教 师 汪海燕 职称: 讲师 2013 年 5 月 独 创 性 声 明 本人郑重声明:所呈交的毕业论文是本人在指导老师指导下取得的研究成果。除了文中特别加以注释和致谢的地方外,论文中不包含其他人已经发表或撰写的研究成果。与本研究成果相关的所有人所做出的任何贡献均已在论文中作了明确的说明并表示了谢意。 签名: 年 月 日 授权声明 本人完全了解许昌学院有关保留、使用本科生毕业论文的规定,即:有权保留并向国家有关部门或机构送交毕业论文的复印件和磁盘,允许毕业论文被查阅和借阅。本人授权许昌学院可以将毕业论文的全部或部分内容编入有关数据库进行检索,可以采用影印、缩印或扫描等复制手段保存、汇编论文。 本人论文中有原创性数据需要保密的部分为(如没有,请填写“无”): 签名: 年 月 日 指导教师签名: 年 月 日 | | | | Study on the Differences in Thinking Modes between Chinese and Western Culture | | | | |A Thesis Submitted ...
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...Online Brand Communities Used As Part of Relationship Marketing: A Case Study of Blizzard BA-Thesis - Morten Hedegaard Nielsen 2010 Abstract Purpose During the last few decades competition in consumer markets has increase dramatically and fragmented the markets. Consequently, the discipline of marketing has changed radically from transactional marketing into relational marketing. Today, the entertainment industry is one of the most rapidly growing industries, where competition intensifies year by year and hence the focus on building relationships with customers has become a central element for survival. The thesis has its focus on one of the most successful companies in this industry, Blizzard Entertainment®. More specifically it will explore how they utilise their online brand community „Battle.net®‟ in order to build relationships with its customers. Based on a theoretical discussion of relationship marketing and online brand communities, together with an investigation of Blizzard Entertainment‟s online brand community „Battle.net‟, this thesis will explore: How and to what degree does Blizzard Entertainment’s online brand community ‘Battle.net’ contribute to build successful relationships with its customers in a fragmented market? In order to answer the problem statement the thesis is divided into three parts; a contextual description, a theoretical discussion, and a case study of Blizzard‟s online brand community Battle.net. The contextual description...
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...Executive Summary Kay’s Fashion Block is a clothing store that was started in 2001 with two locations namely half way tree and downtown Kingston which targets females in society, ladies, teens and children ages 6 to 12, offering formal and casual wear, footwear, handbags and accessories. Forum Consulting Group that was founded 1978, which offer different services, after analyzing Kay’s Fashion Block the consulting group helped the organization to develop effective plans for meeting their goals. Kay’s Fashion Block used Situation Analysis, marketing mix decision, marketing strategy, implementation and control in its marketing process. Kay’s Fashion Block was able to respond to the needs of its consumers and better market its products to build customers and sales, however the extensive and expensive research and constant change affected the marketing orientation of the business. The Marketing environment in which Kay’s Fashion Block operates was based on Micro-Environment that influenced the business directly and Macro-Environment that the business had no control of. Using Geographic, demographic, psychological and behavioral segmentation Kay’s Fashion Block was able to choose its consumer groups to sell its product. The company’s target market is women and kids which they took a differentiated approach strategy. Buyer behavior affected the marketing activities of Kay’s Fashion Block based on social, psychological and personal factors. After conducting a survey it was seen that...
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...Educational Psychology: Developing Learners This is a protected document. Please enter your ANGEL username and password. Username: Password: Login Need assistance logging in? Click here! If you experience any technical difficulty or have any technical questions, please contact technical support during the following hours: M-F, 6am-12am MST or Sat-Sun, 7am-12am MST by phone at (800) 800-9776 ext. 7200 or submit a ticket online by visiting http://help.gcu.edu. Doc ID: 1009-0001-158C-0000158D Jeanne Ellis Ormrod Professor Emerita, University of Northern Colorado University of New Hampshire ISBN 0-558-65860-1 Boston ● Columbus ● Indianapolis ● New York ● San Francisco ● Upper Saddle River Amsterdam ● Cape Town ● Dubai ● London ● Madrid ● Milan ● Munich ● Paris ● Montreal ● Toronto Delhi ● Mexico City ● Sao Paula ● Sydney ● Hong Kong ● Seoul ● Singapore ● Taipei ● Tokyo Educational Psychology: Developing Learners, Seventh Edition, by Jeanne Ellis Ormrod. Published by Allyn & Bacon. Copyright © 2011 by Pearson Education, Inc. Editor-in-Chief: Paul A. Smith Development Editor: Christina Robb Editorial Assistant: Matthew Buchholz Vice President, Director of Marketing: Quinn Perkson Marketing Manager: Jared Brueckner Production Editor: Annette Joseph Editorial Production Service: Marty Tenney, Modern Graphics, Inc. Manufacturing Buyer: Megan Cochran Electronic Composition: Modern Graphics, Inc. Interior Design: Denise Hoffman, Glenview Studios Photo...
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...poverty line families but same goes to middle and higher class families. Parents chose to live separately regardless how their children feel and its impact to their lives, however, there are still parents in spite of the situation still supports and care of their children in their studies, and others. It is worthy to note that majority of high school students in the country who got poor or failing grades in their academic subjects came from broken homes. Some of them as we saw were not just having poor academic performance but instead they let themselves be retained at their year level after dropping-out their respective subjects. It is timely to identify or to determine if students in high school who came from broken homes are greatly affected in their academic classes. To find out the answers of this query, the researcher aims to study “The Academic Performance of Students Coming from Broken Homes”. THE PROBLEM Statement of the Problem: This research study aimed to explore and determine the academic performance of high school students coming from broken homes. Likewise, it would found out whether students coming from broken homes affect their academic performance during the academic year 2010-2011. Specifically, this research sought to answer the following sub-problems: 1.) What is the profile of the respondents in terms of: 1.1. gender; and 1.2. age? 2. What is the level of academic performance of the high school students coming from broken homes? 3...
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