...previous printed version. © OCR 2008 QAN 500/2591/0 QAN 500/2587/9 Contents 1 About these Qualifications 4 1.1 6 The Four-Unit Advanced GCE 6 1.3 Qualification Titles and Levels 6 1.4 Aims 7 1.5 2 The Two-Unit AS 1.2 Prior Learning/Attainment 8 9 2.1 AS Units 9 2.2 3 Summary of Content A2 Units 10 12 3.1 AS Unit G451: An introduction to Physical Education 12 3.2 AS Unit G452: Acquiring, developing and evaluating practical skills in Physical Education 24 3.3 A2 Unit G453: Principles and concepts across different areas of Physical Education 31 3.4 4 Unit Content A2 Unit G454: The improvement of effective performance and the critical evaluation of practical activities in Physical Education 55 62 4.1 AS GCE Scheme of Assessment 62 4.2 Advanced GCE Scheme of Assessment 63 4.3 Unit Order 64 4.4 Unit Options (at AS/A2) 64 4.5 Synoptic Assessment (A Level GCE) 64 4.6 Assessment Availability 64 4.7 Assessment Objectives 65 4.8 5 Schemes of Assessment Quality of Written Communication 66 Technical Information 67 5.1 Making Unit Entries 67 5.2 Making Qualification Entries 67 5.3 Grading 68 5.4 Result Enquiries and Appeals 69 5.5 Shelf-Life of Units 69 5.6 Unit and Qualification Re-sits 69 5.7 Guided Learning Hours ...
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...Senior School Prospectus 2014 Yr 10/VCE/VCAL/VET 2013 College Captains [pic] Madeline Hallett, Jake Thomas, Arnela Dug, Elias Joseph Contents |Contact Details |Page 3 | |Glossary of Terms |Page 4 | |Key Dates |Page 5 | |Year 10 overview |Pages 6 -10 | |Core Unit Descriptions |11 -30 | |Vocational Pathway Course Overview |31 - 32 | |Victorian Certificate of Education (VCE) Overview |33 - 37 | |Victorian Certificate of Education (VCE) Subjects |38 - 66 | |Victorian Certificate of Applied Learning (VCAL) Overview ...
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...INTRODUCTION TO PSYCHOLOGY Definition Psychology is an academic and applied discipline that involves the scientific study of mental functions and behaviors. Psychology has the immediate goal of understanding individuals and groups by both establishing general principles and researching specific cases, and by many accounts it ultimately aims to benefit society. In this field, a professional practitioner or researcher is called a psychologist and can be classified as a social, behavioral, or cognitive scientist. Psychologists attempt to understand the role of mental functions in individual and social behavior, while also exploring the physiological and neurobiological processes that underlie certain cognitive functions and behaviors. Psychologists explore concepts such as perception, cognition, attention, emotion, phenomenology, motivation, brain functioning, personality, behavior, and interpersonal relationships. While psychological knowledge is often applied to the assessment and treatment of mental health problems, it is also directed towards understanding and solving problems in many different spheres of human activity. The majority of psychologists are involved in some kind of therapeutic role, practicing in clinical, counseling, or school settings. Many do scientific research on a wide range of topics related to mental processes and behavior, and typically work in university psychology departments or teach in other academic settings (e.g., medical schools, hospitals)....
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...Competencies based on the Performance Management Catalog Competency descriptions: Competency groups listed in bold letters with individual components of the group following each group. Accountability: Accept personal responsibility for the quality and timeliness of work. Can be relied upon to achieve excellent results with little need for oversight. Productivity: Meet productivity standards, deadlines and work schedules. Goal measurement: Understand, communicate and measure goals accurately. Focus: Stay focused on tasks in spite of distractions and interruptions. Time efficiency: Make the best use of available time and resources. Balance quality & deadlines: Appropriately balance quality of work with ability to meet deadlines. Bottom line: Clearly see the “bottom line” of customer expectations and ensure that work products meet that bottom line. Acknowledge & correct mistakes: Do not make excuses for errors or problems; acknowledge and correct mistakes. Assume responsibility: Do not attempt to diffuse blame for not meeting expectations; face up to problems with people quickly and directly. Adaptability/Flexibility: Adapt easily to changing business needs, conditions and work responsibilities. Adapt approach, goals and methods to achieve successful solutions and results in dynamic situations. Anticipate change need: Anticipate and effectively communicate need for change. Alternatives: Identify and provide different alternatives to reach a given end. Strategies/tactics:...
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...as a supporting subject for their bachelor degree program. This course is designed to provide you the foundations of organizational behavior whether you intend to work in any field of interest. Organizational behavior offers both challenges and opportunities for managers. It recognizes differences and helps managers to see the value of workforce diversity and practices that may need to be changed when managing in different countries. It can help improve quality and employee productivity by showing managers how to empower their people as well as how to design and implement change programs. It offers specific insights to improve a manager’s people skills. In times of rapid and ongoing change, faced by most managers today, OB can help managers cope in a world of “temporariness” and learn ways to stimulate innovation. Finally, OB can offer managers guidance in creating an ethically healthy work climate. Managers need to develop their interpersonal or people skills if they are going to be effective in their jobs. Organizational behavior (OB) is a field of study that investigates the impact that individuals, groups, and structure have on behavior within an organization, and then applies that knowledge to make organizations work more effectively. Specifically, OB focuses on how to improve productivity, reduce absenteeism and turnover, and increase employee citizenship and job satisfaction. OB studies three determinants of behavior in organizations: individuals, groups, and structure. OB...
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...T3 ORGANIZATIONAL CULTURE, SOCIALIZATION AND MENTORING Organizational Culture: Shared values and beliefs that underlie a company’s identity. Values: - Guide the organization’s thinking and actions. - Dimensions: Prosocial, Market, Financial, Achievement, Artistic - They define: * What metters: where people will spend time and energy * Actions: the way companies operate (decision-making criteria) Layers of Organizational Culture: 1) ESPOUSED VALUES (Core values and guiding principles) - Strategies, plans, philosophies, company regulation, working method, company’s goal - They require everyone to obey ENACTED VALUES Values and norms that are actually exhibited or converted into employee behavior) 2) OBSERVABLE ARTIFACTS Dress, acronyms, awards, myths, stories, ceremonies, ways of communicating 3) BASIC ASSUMPTIONS Actions inconceivable in a certain culture (unsafe behavior, refusal to learn languages,…) Outcomes associated with Culture: * Attitudes and Behaviors * Job Satisfaction * Commitment * Intentions to stay in the company * Quality of communication Four Functions of Organizational Culture: Establish who the company is and what it stands for, to drive energy around that is really important to promote social system stability and to shape behavior by helping members make sense of their surroundings. Understanding Organizational Culture: Sustainability and Values: - Sustainability is not just about conserving...
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... 3 3 4 5 9 Overview of the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Curriculum Expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Strands in the English Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 ASSESSMENT AND EVALUATION OF STUDENT ACHIEVEMENT Basic Considerations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The Achievement Chart for English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Evaluation and Reporting of Student Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ....
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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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...Importance of marketing 1.4 Scope of marketing 1.5 Concepts of marketing 1.6 Role of marketing manager in changing environment 1.7 Summary 1.8 Exercise 1.0 OBJECTIVES After studying this chapter students will be able to: Understand the meaning and definition of marketing. Explain the nature of marketing Discuss the importance of marketing Know the scope of marketing Explain the concepts of marketing 1.1 INTRODUCTION The emergence of ‗marketing‘ as a business discipline is of relatively recent origin. Though it has been practiced from the time of barter through money economy to today‘s modern complex marketing system, exchanges have been taking place. The ideas associated with marketing have undergone a great deal of change over centuries. Even after marketing became a full–fledged business discipline. Marketing, more than any other business function, deals with customer. It revolves around the customer. Building relationship based on customer value and satisfaction is at the very heart of modern marketing. The pricing strategies adopted the promotional tools selected; the design, shape and size of the product and the place of sales etc. are all decided after finding out the lifestyle, culture, buying habits and media consumption habits etc of all customers Marketing links producers and consumers together for mutual benefits production will be meaningless if goods produced are not supplied to consumers through appropriate marketing mechanism. When we saw around...
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...\CONSUMER BEHAVIOUR Basic concepts and definition Objectives: By the end of this lesson you will be able to: Explain why marketing managers should understand consumer behavior Define and explain basic concepts in the study of consumer behavior. Introduction Why is it difficult to market any product to consumers? The reason is simple: Consumers are complex and constantly changing. Not only is it difficult to figure what marketing program will work but also what worked yesterday may not work today. Thus marketers must constantly improve their understanding of customers. Understanding consumer behavior and knowing your customers is never simple. Customers may say one thing but do another. They may not be in touch with their deeper motivation. They may respond to last minute influences. Some companies like Kenya Airways, Equity Bank, Microsoft, Coca-Cola e.t.c have stood to profit from understanding how and why their customers buy. On the other hand not understanding your customer’s motivations, needs and preferences can hurt. In Kenya, companies like Elliott’s and Sang Yong Motors failed. Consider also the case of Kodak when it introduced its Advantage camera and proudly marketed it as a high-tech product but to a generation (usually referred to as middle-aged baby comers) for which the bells and whistles of new technology had lost their appeal. It was a costly bust. Basic definitions and concepts Marketing: Just to remind ourselves we can say 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: 1009-0001-191D-0000191E DEVELOPING LEARNERS JEANNE ELLIS ORMROD Professor Emerita, University of Northern Colorado EIGHTH EDITION ISBN 1-256-96292-9 Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City São Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo Educational Psychology: Developing Learners, Eighth Edition, by Jeanne Ellis Ormrod. Published by Pearson. Copyright © 2014 by Pearson Education, Inc. Vice President and Editorial Director: Jeffery W. Johnston Vice President and Publisher: Kevin Davis Editorial Assistant: Lauren Carlson Development Editor: Christina Robb Vice President, Director of Marketing: Margaret Waples Marketing Manager: Joanna Sabella Senior Managing Editor: Pamela D. Bennett Project Manager: Kerry Rubadue Senior Operations Supervisor: Matthew Ottenweller Senior Art Director: Diane Lorenzo Text Designer: Candace Rowley Cover Designer:...
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...Chapter One: Introduction 1.0 Background of Study Most of us grew up believing in dream big about the future ahead. We believed we could do anything or become anything we wanted with dedication and hard work, but for many in this country the big dream about the future is fading as the gap between rich and poor continues to grow. Children were told that if they studied hard they could “make something of themselves.” 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...
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...MODULE ONE THEORY AND CONCEPT OF ENTREPRENEURSHIP STUDIES Learning Objectives At the end of this module students should be able to; Discuss the origin of Entrepreneurship Define the concept “Entrepreneur” List the roles and characteristics of an Entrepreneur State the motivational factors of Entrepreneurship. UNIT ONE: ORIGIN AND CONCEPTS OF ENTREPRENEUR AND ENTREPRENEURSHIP Objectives: At the end of this unit students should be able to; Compare and contrast the various definitions of Entrepreneur and Entrepreneurship. 1.2. Differentiate between Entrepreneur and Entrepreneurship. List five contributions to the study of Entrepreneurship. Introduction Businesses are any undertaking created for the purpose of creating utility. Utility is simply the satisfaction derived from consuming certain goods and services. Businesses are created by a special kind of labour which is also referred to as the entrepreneur. Entrepreneur is regarded as a special kind of labour because not all labour possesses entrepreneurial abilities which enable them to start a business from the scratch. Thus, entrepreneurship is simply the establishment of a new business or business enterprise or venture. This Unit looks at the development of the concept of entrepreneurship and the various ways in which this concept can be defined. Quick Review questions I. Businesses are not any undertaking created for the purpose of creating utility...
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...Nursing 122 Fundamentals of Neuro-Sensory nursing --- --- --- --- --- --- --- --- --- --- --- --- --- --- --- --- --- --- --- --- --- --- --- --- --- --- --- Review major structures and functions of both central and peripheral nervous system. (Carolyn Jarvis, Physical Examination and Health Assessment, 3rd ed., pages 688-692 Structure and function of the CNS and PNS --- --- --- --- --- --- --- --- --- --- --- --- --- --- --- --- --- --- --- --- --- --- --- --- --- --- --- Potter and Perry, Fundamentals of nursing (8th), Chapter 16 p. 210-211 Types of Data --There are two primary sources of data: subjective and objective. Subjective data are your patients’ verbal descriptions of their health problems. Only patients provide subjective data. For example, Mr. Jacobs's report of incision pain and his expression of concern about whether the pain means that he will not be able to go home as soon as he hoped are subjective findings. Subjective data usually include feelings, perceptions, and self-report of symptoms. Only patients provide subjective data relevant to their health condition. The data sometimes reflect physiological changes, which you further explore through objective data collection. --Objective data are observations or measurements...
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...Managerial process by which individuals and groups obtain what they need and want through creating, offering and exchanging products of value with others. Then the core concepts of marketing are - Needs , wants and demands - Products - Value, cost and satisfaction - Exchange and translations - Relationships and networks - Markets - Marketers and prospects Needs, wants and demands A need is a state of deprivation of some basic satisfaction. A need is not created by the marketer, but is a biological concept, for example hunger, thirst, safety, shelter, esteems. Wants are desires for specific satisfiers of needs and may be considered a higher level need. For example when an individual may have a need for food, his / her want will be a specific prepared meal such as chicken or fish, Demands are wants for specific products that are backed by an ability and willingness to buy them, wants become demands when supported by purchasing power. Effective demand is comprised of people who are willing and are able to buy a product. Product – Comprises of goods, services and ideas that satisfy human needs and wants. A product is anything that can be offered to satisfy a need or want. Value, cost satisfaction - a value is the consumer’s estimates of the products overall capacity to satisfy another need. To get the value. There must be something he/ she can give up the opportunity cost. Depending on the perceived value and level of satisfaction, different...
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