...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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...For a dyslexic person, the best choices can go far in guaranteeing learning success. The points of the following choices outlined below go towards covering the best of the teaching developments. They are positive essentials for children and dyslexia, particularly when learning a foreign language that will challenge at a considerable pace to learn a brand new language system in hearing, sight and structure of thoughts (Schneider, Crombie, 2003). It is quite often that badly performing foreign language students with dyslexia should not be blamed for a lack of determination. The problems concerned with dyslexia can factor in to many of the frustrations and emotional distress that disadvantage dyslexic learners. Mental disabilities like limited phonological processing, poor short term functioning memory, word searching problems, general reduced mental processing, problems with hearing perception and related auditory factors, automatic functioning problems, and also grammar and such like can cause many problems. These are frequently exaggerated by self-esteem and motivational issues. All of these combined paint a major challenge to dyslexic learners and their teachers. It is true that dyslexic students show patterns of such difficulties, but they do not necessarily show all of them at once (Miles...
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...new74598_ch01_001-024.indd Page 1 24/09/12 1:18 PM user-f502 /202/MH01799/new74598_disk1of1/0073374598/new74598_pagefiles FROM PATIENT TO PAYMENT: UNDERSTANDING MEDICAL INSURANCE KEY TERMS Step 1 S te St ep 10 Follow up payments and collections Preregister patients p2 Establish financial responsibility St ep 3 S te p 9 Generate patient statements Check in patients Monitor payer adjudication Review coding compliance St ep 8 S te Check out patients Review billing compliance p7 St ep 5 S tep 6 Learning Outcomes After studying this chapter, you should be able to: 1.1 Explain how healthy practice finances depend on correctly accomplishing administrative tasks in the medical office. 1.2 Compare coinsurance and copayment requirements for health Copyright © 2014 The McGraw-Hill Companies plan benefits. 1.3 Identify the key steps in the medical billing cycle. 1.4 Discuss the impact of electronic health records on clinical and billing workflow. 1.5 Evaluate the importance of professional certification and of medical liability insurance for career advancement. S te p4 Medical Billing Cycle Prepare and transmit claims 1 accounts payable (AP) accounts receivable (AR) benefits cash flow certification coding coinsurance copayment covered services deductible diagnosis documentation electronic claim (e-claim) electronic health record (EHR) ...
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...CHAPTER 1 7 INTRODUCTION 7 1.1. Background of the Study 7 1.2. Rationale for the Study 9 1.3. Problem Statement 10 1.4. Research Objectives 10 1.5. Summary 10 CHAPTER TWO 11 LITERATURE REVIEW 11 2.1. Introduction 11 2.2. How Motivation can Enhance Performance 12 2.3. Factors Affecting Employee Motivation 12 2.4. Motivating Employees at the Workplace 13 2.5. Theories of Motivation 14 2.5.1. Maslow’s Hierarchy of Needs Theory 14 2.5.2. Herzberg’s Two Factor Theory 15 2.5.3. PERMA model 17 2.5.4. Financial 18 2.5.5. Non-financial 19 CHAPTER 3 21 METHODOLOGY 21 3.1. Introduction 21 3.2. Research Design 21 3.3. Population of the Study 21 3.4. Sample Frame 22 3.4.1. Questionnaire Instrument 22 3.4.2. Data Collection 24 3.5. Validity and Reliability 25 3.7. Data Analysis 25 CHAPTER FOUR 26 DATA PRESENTATION AND ANALYSIS 26 4.1. Introduction 26 3.2. Report on Findings of Specific Objectives 27 3.3. Report on Findings of General Objectives 29 CHAPTER 5 31 CONCLUSION 31 REFERENCES 33 CHAPTER 1 INTRODUCTION 1.1. Background of the Study Several studies have explored the link between work motivation and job satisfaction; however, different papers continue to confirm conflicting results between the two items. Certain research results have confirmed that job satisfaction and work motivation have a direct and positive correlation, while other research results points out that the two have negative correlation....
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...the Study Several studies have explored the link between work motivation and job satisfaction; however, different papers continue to confirm conflicting results between the two items. Certain research results have confirmed that job satisfaction and work motivation have a direct and positive correlation, while other research results points out that the two have negative correlation. The present changing international business milieu has unmistakably improved the need to make HR an essential and an important business partner. The changes derive from the rapid speed of globalization, individual organizational changes, competition for the increasing intellectual resource and advances in technology are continuing to present novel and intricate challenges for HR functions and organizations in general. Work motivation and job satisfaction, two key elements that defines today is HRM and have gained more value in deployment and redeployment of talent as the shifts have had serious results to the roles and directions of HR leadership. Non-conventional resource management has in general, played important roles in business performance of business but this is slowly changing as HR takes center stage, this new ways that organizations have attempted to employ employee motivation to tap into job satisfaction, which in turn translates to higher employee output. Certain papers examined the challenges for businesses in creating and promoting the best HRM practices that are aimed at enhancing...
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...MARKETING RESEARCH PROJECT REPORT ON THE IMPACT OF GENDER DIFFRENCES ON JOB SATISFACTION, MENTAL HEALTH AND OCCUPATIONAL STRESS AMONG BANKING EMPLOYEES (Submitted In Partial Fulfillment of the course Marketing Research) Submitted To: | Submitted By: | Dr Shalini Trivedi, Assistant Professor, Department of Economics, Amity Business School, Amity University. | Disha Arora B-39Harpreet Kaur B-34Mansi Nigam B-30Payal Saxena B 28Shobhna Swati B-32 | | | Amity Business School, Amity University Declaration I hereby declare that the project work entitled “THE IMPACT OF GENDER DIFFRENCES ON JOB SATISFACTION, MENTAL HEALTH AND OCCUPATIONAL STRESS AMONG BANKING EMPLOYEES” submitted to the Amity University, NOIDA, is a record of an original work done by me under the guidance of Ms. SHALINI TRIVEDI, Assistant Professor, Department of Economics, Amity Business School, Amity University, and this project work is submitted in the partial fulfillment of the requirements for the award of the degree of Master of Business Administration. The results embodied in this thesis have not...
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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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...ASSESSMENTS Introduction This chapter will address three issues: (a) the institutional assessment needs of workforce development organizations, (b) the assessment needs of individual youth to help make informed choices about their careers, and (c) the practical needs of practitioners for information about how to select and use different assessment tools. At the end of this chapter, Exhibit 3.1 contains information that can be used to help with the selection and use of assessments, including a directory of commonly used published tests. Meeting Institutional Assessment Needs Agencies and organizations in the workforce system use assessments to meet institutional needs in two ways-to determine a youth's eligibility for services and to document achievement of program goals by assessing the progress of program participants. The number of participants served and achievement of program goals can impact the amount of funding an organization receives. Funding for the youth programs considered in this guide may come from the Department of Education, the Department of Labor, other federal agencies, states, local governmental agencies, or a combination of these. Table 1.2 in Chapter 1 summarizes the eligibility and assessment requirements of IDEA, WIA Title I, and the Rehabilitation Act. More specific information on assessments mandated or permitted by several federal funding sources may be found in Appendix A. (Mandated assessments are those required for all applicants or participants...
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...Characteristics Understand Characteristics of Students with Disabilities Some students with disabilities pass through typical developmental milestones and express skills within an average range for their age group. Others show delayed growth at certain developmental milestones, and many students with disabilities experience challenges as they navigate through the school curriculum. It is critical that special education teachers know how to differentiate between typical individual differences among children without disabilities and differences that may indicate a disability that requires interventions and/or specialized designed instruction. In addition, special education teachers need to know the most common types of disabilities that students may experience and how those disabilities affect their ability to learn and their behavior in the classroom. Competency 1 thus focuses on the characteristics of typical and atypical human growth and development and the characteristics of students with various disabilities that special education teachers are likely to encounter. The test includes a wide range of multiple-choice questions that address Competency 1. * Questions on typical and atypical behaviors and abilities for children and adolescents at particular ages. * Questions on the types and characteristics of various disabilities. * Questions on the similarities and differences among students with and without disabilities. This competency encompasses the following content: ...
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...BTEC Business Strategy Unit : 7 Task : 1 LO : 1 1.1 Strategic context and terminology Strategic planning is important for any organization. A clear understanding of the process of strategic planning is crucial for successful implementation of the same. This chapter focuses on mission, vision, objectives, goals and core competencies of TNT, issues involved in strategic planning and also different planning techniques. Mission statement: A mission statement is a role, or purpose, by which an organization intends to serve its stakeholders. It describes what the organization does (current capabilities), who it to serve (stakeholders), and what makes the organization unique (justification for existence). Mission statements always exist at the top level of an organization, but may also be set for different organizational levels or components. A mission statement is simply an organization's reason for existing. Vision Statement: Vision statement identifies where the organization intends to be in the future or where it should be to best meet the needs of stakeholders. Incorporates a shared understanding of the nature and purpose of the organization and uses this understanding to move the organization toward a greater purpose. Objectives: After developing mission statement, objectives are required to define. Objectives are much specific than mission statement For example- I want to finish my assignment by 10 o’clock this morning. This indicates to perform a number of tasks...
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...Standard 1: A school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community. The effective administrator: 1.1 Uses research about best professional practice. Cooperative Learning "Cooperative learning is the instructional use of small groups so that students work together to maximize their own and each other's learning." WHAT IS IT? Cooperative learning is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement. WHY USE IT? Documented results include improved academic achievement, improved behavior and attendance, increased self-confidence and motivation, and increased liking of school and classmates. Cooperative learning is also relatively easy to implement and is inexpensive. HOW DOES IT WORK? Here are some typical strategies that can be used with any subject, in almost any grade, and without a special curriculum: Group Investigations are structured to emphasize higher-order thinking skills such as analysis and evaluation. Students work to produce a group project, which they may have a hand...
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...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 Maryland, College Park in partial fulfillment of the requirements for the degree of Master of Arts 2005 Advisory Committee: Professor Sylvia Rosenfield, Chair Assistant Professor Millicent I. Kushner Associate Professor William Strein ©Copyright by Arlene E. Silva 2005 ii TABLE OF CONTENTS LIST OF TABLES...
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...Human Development Report 2014 Sustaining Human Progress: Reducing Vulnerabilities and Building Resilience Empowered lives. Resilient nations. The 2014 Human Development Report is the latest in the series of global Human Development Reports published by UNDP since 1990 as independent, empirically grounded analyses of major development issues, trends and policies. Additional resources related to the 2014 Human Development Report can be found online at http://hdr.undp.org, including complete editions or summaries of the Report in more than 20 languages, a collection of papers commissioned for the 2014 Report, interactive maps and databases of national human development indicators, full explanations of the sources and methodologies employed in the Report’s human development indices, country profiles and other background materials as well as previous global, regional and national Human Development Reports. Human Development Report 2014 Sustaining Human Progress: Reducing Vulnerabilities and Building Resilience Empowered lives. Resilient nations. Published for the United Nations Development Programme (UNDP) Human Development Reports 1990–2014 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007/2008 2009 2010 2011 2013 2014 Concept and Measurement of Human Development Financing Human Development Global Dimensions of Human Development People’s Participation New Dimensions of Human Security Gender and Human Development Economic...
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...easy-to-use learning techniques that could help students achieve their learning goals. In this monograph, we discuss 10 learning techniques in detail and offer recommendations about their relative utility. We selected techniques that were expected to be relatively easy to use and hence could be adopted by many students. Also, some techniques (e.g., highlighting and rereading) were selected because students report relying heavily on them, which makes it especially important to examine how well they work. The techniques include elaborative interrogation, self-explanation, summarization, highlighting (or underlining), the keyword mnemonic, imagery use for text learning, rereading, practice testing, distributed practice, and interleaved practice. To offer recommendations about the relative utility of these techniques, we evaluated whether their benefits generalize across four categories of variables: learning conditions, student characteristics, materials, and criterion tasks. Learning conditions include aspects of the learning environment in which the technique is implemented, such as whether a student studies alone or with a group. Student characteristics include variables such as age, ability, and level of prior knowledge. Materials vary from simple concepts to mathematical problems to...
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...Aotearoa/The Nursing Council of New Zealand (‘the Council’) under the Health Practitioners Competence Assurance Act 2003 (‘the Act’) is the responsible authority that governs the practice of nurses. The principle purpose of the Act is to protect the health and safety of members of the public by providing mechanisms to ensure health practitioners are competent and fit to practise their professions. The Council sets and monitors standards in the interests of the public and the profession. The Council’s primary concern is public safety. This Code outlines the standards of ethical conduct set by the Council under section 118(i) of the Act. This Code complements the legal obligations that nurses have under the Act, the Health and Disability Commissioner (Code of Health and Disability Services Nursing Council of New Zealand, PO Box 9644, Wellington 6011 www.nursingcouncil.org.nz Published June 2012 The Code of Conduct for nurses has been revised and rewritten. This document replaces the previous Code of Conduct for nurses published by the Nursing Council of New Zealand between 1995 and 2011. © Consumers’ Rights) Regulations 1996 and the Health Information Privacy Code 1994. The Act and Code of Rights can be found at http://www.legislation.govt.nz The Code of Conduct for nurses is a set of standards defined by the Council describing the behaviour or conduct that nurses are expected to uphold. The Code of Conduct provides guidance on appropriate behaviour for all nurses and can be used by health...
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