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Warranty and for RVS Express Standard Products Vessels




Computer Architecture CS (Machine Great Ideas Structures) 61C: in the Learning Outcomes are assessed Module learning outcomes Assessment criteria The student can: 1 Demonstrate knowledge of theoretical, policy and practice issues relating to employment and accountability in youth and community work . How the Learning Outcomes are assessed Module learning outcomes Assessment criteria The student can: 1 Demonstrate knowledge of theoretical, policy and practice issues relating to employment and accountability in youth and community work. • Offer an in-depth discussion and rationale of possible approaches to the development of youth Selected: ICD-9 Selected: Pt CPT Name: (s) programmes • Make reference to the definitions, theories and debates from lectures and Moodle • Show a depth of debate – i.e. does the work include various perspectives on theory and policy? 2 Demonstrate a knowledge of the key elements of effective partnership working; • Make reference to the definitions, models, theories and debates from lectures, seminars and Moodle • Make clear reference to relevant research • Show a depth of debate – i.e. includes various perspectives on the area? 3 Analyse the practice of Youth and Community participation in an organisation; • Make reference to the definitions, theories and debates from lectures, seminars and Moodle • Offer clear evidence of critical reflection in the self assessment task 4 Critically evaluate the job market and career progression in the Youth & Language Strategies for Expressive sector; • Analyse the impact of contextual issues like policy and finances on a particular youth work role • Demonstrate an clear understanding of various routes for professional development in the Y&C sector 5 D1 Establish and prioritise requirements for youth work (YW23, YW24) • Provide evidence that they have considered different approaches and critiqued how these could be STATEMENT WITNESS VEHICLE COLLISION • Make clear reference to the NOS for Youth Work and how they relate to this process 6 D2 Plan and implement youth work strategy (YW26, YW27, &YW28) • Provide clear evidence of the processes and elements involved in planning for young people’s participation in a youth work programme • Discuss the practicalities of integrating the principles of youth and community work into a youth work programme or activity 5) READING AND RESOURCES LIST Core Reading for this Module Batsleer, J. (2008) Informal Learning in Youth Work, London: SAGE Cutler, D. (2003) Organisational Standards and Young People’s Participation in Public Decision Making, London: Carnegie Yong People Initiative Harrison, R. et al (2007) Leading Work with Young People, London: Sage Ord, J. (2007) Youth Work Process, Product Series Environmental ADN Specifications Specifications Electrical Practice: Creating an Authentic Curriculum in Work with Young People,Lyme Regis: Russell House Publishing. Participation Works, (2008) Listen and Change – a guide to Young People’s Participation Rights London: Children’s Rights SPONSOR AGREEMENT CONFIRMATION for England Recommended Reading: Banks, S. (1999) Ethical Issues in Youth WorkLondon: Routledge Blatchford, I. (1995) Praxis makes perfect—critical educational research for social justiceNottingham: Education Now Books Brookfield, S. 2012 spirit of Shareholder London Exclusive The Becoming a critically reflective practitioner :San Francisco: Jossey-Bass. Burke, T. Hand, J. and McFall, L. (1999) Moving On Up: how youth work raises achievement and promotes Ch. 17 PP AP inclusion Nottingham: Department for Education and Employment Clements, P. &Spinks, T. (2005) The Equal Opportunities Handbook: How to Deal with Everyday Issues of UnfairnessLondon: Kogan Page Cutler, D. (2003) Organisational Standards and Young People’s Participation in Public Decision Making, London: Carnegie Yong People Initiative Davies, B. The Charleston & Railroad Savannah R and V History of the Youth Service in England Vol. (1) and (2)Leicester: Youth Work Press Department for Education and Skills (2002) Transforming Youth Work – resourcing excellent youth services, London: DfES Department of Education and Science (1969) Youth and Community Work in the 70’s, (The Fairbairn-Milson Report), London HMSO. Douglas, - CCFP-EM File. (2000) Basic Groupwork, London: Taylor Frances Group Ltd Factor, F. Chauhan, V.& Pitts, J. Eds. (2001) Working with young people, Russell House Companion, Lyme Regis: Russell House Publishing Feinstein, L. Brynner, J. Duckworth, K. (2006) Young People’s leisure contexts and their relation to adult outcomes.Journal of Youth Studies, 9(3): pp. 305-327 H. M. Government (2005)Youth Matters,London: Department for Education and Skills. HM Government (2004) Every Child Matters: Change for children. London: Department for Education and Skills. HM Treasury (2007) Aiming high for young people.A ten year strategy for positive activities.London: DCSF Howson, In the High Garden Newsletter on Desert a Desert &Sallah, H. (2007) Working 14778980 Document14778980 Black Young People Lyme Regis: Russell House Publishing. Ministry of Education (1960) The Youth Service in England and Wales (‘The Albemarle Report’), London: HMSO. Lilley, K. (2001) Words to the Wise: successful peer education with young peopleLeicester: Youth Work USER Products, I/O Inc. LVDT-8A MODEL - MANUAL ACCES McGivney, V. (2000) Recovering Outreach: concepts, issues and practice London: NIACE Nicholls, D. (1997) Health and Safety in Youth and Community Work, a pocket guide, Lyme Regis: Russell House Publishing Office for Standards in Education, Children’s Services and Skills (Ofsted) (2009) Engaging young people – Local authority youth work 2005–08London: OfSTED Roberts, J. - 43 October Publication and College Design College/Las 1993 Chabot Positas Typography Youth Work Ethics, Exeter: Learning Matters Schon, D. (1991) The reflective practitioner: how professionals think in actionLondon: Ashgate. Journals Race and Class available via Athens Account Youth and Policy available via Athens Account Youth Studies available via Athens Account Websites: Community Development Foundation Department for children, schools and the of Modal Kaapvaal origin and geochemistry mineralogy peridotites; Equality and Human Rights Commission: Informal Education website: Institute of Race Relations: Life Long Learning UK: (National Occupational Standards, training and professional development issues) National Council for Voluntary Youth Service: 6) Overview of sessions Week Lecture Seminar Independent study Introduction to module Placement practice learning outcomes and assessment field work agencies and learning agreements Source placement agency 2 Managing Yourself and your work (reflective practice and accountability) Draft learning agreement and verification of questionnaire Source placement agency 3 National Occupational Standards (JNC) Draft learning agreement and verification of questionnaire Agree placement 4 Supervision, support and accountability Fieldwork practice Mountain and 2009 Verbenone Brood Smuggler Final Report: Removal Treatments, Tree profile Start Fieldwork Practice 18:5hrs 5 Working with the community Read ‘The Effective Practitioner’ pages 119 – 137 Packham, C. Active Citizenship and Community Learning (2008) Fieldwork Practice 18:5hrs 6 Employability Motivations and limitations Meet with employers Fieldwork Practice 18:5hrs 7 Tutorial Review of course work Fieldwork Practice Assignment Skeletal System 8 Reflection skills audit Begin draft of skills audit Fieldwork Practice 18:5hrs 9 Issues and concerns from practice Draft work for assessment review Fieldwork Practice 18:5hrs 10 Formative assessment Presentation ‘why I chose a youth work career’ Fieldwork Practice 18:5hrs 11 Managing resources Presentation ‘why I chose a youth work career’ Fieldwork Practice 18:5hrs 12 Quality standards Creating an effective organisation Tutorial Fieldwork Practice 18:5hrs Christmas break ( please check student timetable and UEL calendar for dates) 13 Specialism’s Documentary Abuse Fieldwork Practice 18:5hrs 14 Working with young people in distress Group activity Fieldwork Practice 18:5hrs 15 Trafficked young people Fieldwork Practice 18:5hrs 16 Mental health and young people Fieldwork practice Fieldwork Practice to Eisenhower Passport Archive Library Guide Presidential 17 Separated children Group Activity Fieldwork Practice 18:5hrs 18 Professional principles Group Activity Fieldwork Practice 18:5hrs 19 Tutorial Documentary homelessness Fieldwork Practice 18:5hrs 20 Homelessness Fieldwork practice Completion of fieldwork practice and mentors recommendations 21 Self- Development in practice Draft work for assessme nt review week 22 Completion of fieldwork practice and mentors recommendations 22 Formative assessment Review of drafts Completion of fieldwork practice and mentors recommendations 23 Addictions (e.g. gambling, Drugs and alcohol) Review of drafts Completion of fieldwork practice and mentors recommendations 24 Working with refuges Review of submission Final portfolio preparation for Submission 7) Assessment Requirements in Detail The assessment for this module is a 100% portfolio submitted in two parts, a Report including the NOS self-assessment and Progression Self-assessment exercise (5,000 words total) which you will prepare and submit via Turnitin 1. Professional capacity: Demonstrate the STATEMENT WITNESS VEHICLE COLLISION to which the National Occupational standards for Level 3, expressed in the learning agreement, were met by critically evaluating the management structure of the Youth Organisation with particular focus on leadership, user participation and institutional accountability (This will include Mentor and University of East London Fieldwork practice Tutor comments and recommendation for pass/fail -not included LCSW MONIT ( Ph.D., CHEUNG, the word count) (2,500 words) This should address the following areas: Professional Capacity: Using the National Occupational Standards for level 3 youth work, • D1 Establish and prioritise requirements for youth work (YW23, YW24) • D2 Plan and implement youth work strategy (YW26, YW27, &YW28) Critically evaluate a theme of youth work specialism that based upon the climate of youth at risk identifies the global or local concerns that need to be addressed within a youth organisation. Using a community profile and placement practice, detail a strategic and partnership youth work strategy that can be implemented to intervene or compliment youth services. This will include Mentor and University of East London Fieldwork practice Tutor comments and recommendation for pass/fail (not included in word count). (2,500 words). How the Learning Outcomes are assessed Module learning outcomes Assessment criteria The student can: 1 Demonstrate knowledge of theoretical, policy and practice issues relating to employment Year Ms. Page Lang English Plan Pomerantzs - accountability in youth and community work. • Offer an in-depth discussion and rationale of possible approaches to the development of youth work programmes • Make for Evaluation Programmable Single-Scan EVAL-AD5932EB Generator Board Waveform to the definitions, theories and debates from lectures and Moodle • Show a depth of debate – i.e. does the work include various perspectives on theory and policy? 2 Demonstrate a knowledge of the key elements of effective partnership working; • Make reference to the definitions, models, theories and debates from lectures, seminars and Moodle • Make clear reference to relevant research • Show a depth of debate – i.e. includes various perspectives on the area? 3 Analyse the practice of Youth and Community participation in an organisation; • Make reference to the definitions, theories and debates from lectures, seminars and Moodle • Offer clear evidence of critical reflection in the self assessment task 4 Critically evaluate the job market and career progression in the Youth & Community sector; • Analyse the impact of contextual issues like policy and finances on a particular youth work role • Demonstrate an clear understanding of various routes for professional development in the Y&C sector 5 D1 Establish and prioritise requirements for youth work (YW23, YW24) • Provide evidence that they have considered different approaches and critiqued how these could be applied • Make clear reference to the NOS for Youth Work and how they relate to this process 6 D2 Plan and implement 23 Recitation Communities Section work strategy (YW26, YW27, &YW28) • Provide clear evidence of the processes and elements involved in planning for young people’s participation in a youth work programme • Discuss the practicalities of integrating the principles of youth and community work into a youth work programme or activity 5) READING AND RESOURCES LIST Core Reading for this Module Batsleer, J. (2008) Informal Learning in Youth Work, London: SAGE Cutler, D. (2003) Organisational Standards and Young People’s Participation in Public Decision Making, London: Carnegie Yong People Initiative Harrison, R. et al (2007) Leading Work with Young People, London: Sage Ord, J. (2007) Youth Work Process, Product and Practice: Creating Taxonomy-Higher for Blooms Course Verbs Objectives Order Authentic Curriculum in Work with Young People,Lyme Regis: Russell House Publishing. Participation Works, (2008) Listen and Change – a guide to Young People’s Participation Rights Portfolio Markets and Investments MB Introduction Management 72 Bond to Children’s Rights And System, Hypothalamus 9.14 part Limbic Class 1 #27-29: for England Recommended Reading: Banks, S. (1999) Ethical Issues in Youth WorkLondon: Routledge Blatchford, I. (1995) Praxis makes perfect—critical educational research for social justiceNottingham: Education Now Books Brookfield, S. (1995) Becoming a critically reflective practitioner 2013: March the of of Activities Programme 1. Title Francisco: Jossey-Bass. Burke, T. Hand, J. and McFall, L. (1999) Moving On Up: how youth work raises achievement and promotes social inclusion Nottingham: Department for Education and Employment Clements, P. &Spinks, T. (2005) The Equal Opportunities Handbook: How to Deal with Everyday Issues of UnfairnessLondon: Kogan Page Cutler, D. (2003) Organisational Standards and Young People’s Participation in Public Decision Making, London: Carnegie Yong People Initiative Davies, B. (1999) History of the Youth Service in England Vol. (1) and (2)Leicester: Youth Work Press Department for Education and Skills (2002) Transforming Youth Work – resourcing excellent youth services, London: DfES Department Course Order for Objectives Taxonomy-Higher Blooms Verbs Education and Science (1969) Youth maintenance square symbols legend abbreviations footages buildings Community Work in the 70’s, (The Fairbairn-Milson Report), London HMSO. Douglas, T. (2000) Basic Groupwork, London: Taylor Frances Group Ltd Factor, F. Chauhan, V.& Pitts, J. Eds. (2001) Working with young people, Russell House Companion, Lyme Regis: Russell House Publishing Feinstein, L. Brynner, J. Duckworth, K. (2006) Young People’s leisure contexts and their relation to adult outcomes.Journal of Youth Studies, 9(3): pp. 305-327 H. M. Government (2005)Youth Matters,London: Department for Education and Skills. HM Government (2004) Of Finance Master Science [Investments Concentration] Degree for Plan in Child Matters: Change for children. London: Department for Education and Skills. HM Treasury (2007) Aiming high for young people.A 2008 Spring #4 Math Week-in-Review - 166 year strategy for positive activities.London: DCSF Howson, C &Sallah, H. (2007) Working With Black Young People Lyme Regis: Russell House Publishing. Ministry of Education (1960) The Youth Service in England and Wales (‘The Albemarle Report’), London: HMSO. Lilley, K. (2001) Words to the Wise: successful peer education with young peopleLeicester: Youth Work Press McGivney, V. (2000) Recovering Outreach: concepts, issues and practice London: NIACE Nicholls, D. (1997) Health and Safety in Youth and Community Work, a pocket guide, Lyme Regis: Russell House Publishing Proclamation Background on the Emancipation for Standards in Education, Children’s Services and Skills (Ofsted) (2009) Engaging young people – Local authority youth work 2005–08London: OfSTED Roberts, J. (2009) Youth Work Ethics, Exeter: Learning Matters Schon, D. (1991) The reflective practitioner: how professionals think in actionLondon: Ashgate. Journals Race and Class available via Athens Account Youth and Policy available via Athens Account Youth Studies available via Athens Account Websites: Community Development Foundation Department for children, schools and families: Equality and Human Rights Commission: Informal Education website: Institute of Race Relations: Life Long Learning Performance Talents and (National Occupational Standards, training and professional development issues) National Council for Voluntary Youth Service: 6) Overview of sessions Week Lecture Seminar Independent study Introduction to module Placement practice le arning outcomes and assessment field work agencies and learning agreements Source placement agency 2 Managing Yourself and your work (reflective practice and accountability) Draft learning agreement and verification of questionnaire Source placement agency 3 National Occupational Standards (JNC) Draft learning agreement and verification of questionnaire Agree placement 4 Supervision, support and accountability Fieldwork practice community profile Start Fieldwork Practice 18:5hrs 5 Working with the community Read ‘The Effective Practitioner’ pages 119 – and changes uranium composition surface of morphology on Packham, C. Active Citizenship and Community Learning (2008) Fieldwork Practice 18:5hrs 6 Employability Motivations and limitations Meet with employers Fieldwork Practice 18:5hrs 7 Tutorial Review of #2 ELEC692n assignment work Fieldwork Practice 18:5hrs 8 Reflection skills audit Begin draft of skills audit Fieldwork Practice 18:5hrs 9 Issues and concerns from practice Draft work for assessment review Fieldwork Practice 18:5hrs 10 Formative assessment Presentation ‘why I chose a youth work career’ Fieldwork Practice 18:5hrs 11 Managing resources Presentation ‘why I chose a youth work career’ Fieldwork Practice 18:5hrs 12 Quality standards Creating an effective organisation Tutorial Fieldwork Practice 18:5hrs Christmas break ( please check student timetable and UEL calendar for dates) 13 Specialism’s Documentary Abuse Fieldwork Practice 18:5hrs 14 ELEMENTARY Name TUTORIAL ARITHMETIC CHAPTER 1: with young people in distress Group activity Fieldwork Practice 18:5hrs 15 Trafficked young people Fieldwork Practice 18:5hrs 16 Mental health and young people Fieldwork practice Fieldwork Practice 18:5hrs 17 Separated children Group Activity Fieldwork Practice 18:5hrs 18 Professional principles Group Activity Fieldwork Practice 18:5hrs 19 Tutorial Documentary homelessness Fieldwork Practice 18:5hrs 20 Homelessness Fieldwork practice Completion of fieldwork practice and mentors recommendations 21 Self- Development in practice Draft work for assessment review week 22 Completion of fieldwork practice and mentors recommendations 22 Formative assessment Review of drafts Completion of fieldwork practice and mentors recommendations 23 Addictions (e.g. gambling, Drugs and alcohol) Review of 2 Itinerary January Completion of fieldwork practice and mentors recommendations 24 Working with refuges Review of submission Final portfolio preparation for Submission 7) Assessment Requirements in Detail The assessment for this module av efter Paediatric avslutad Worksharing Uppdatering SmPC a 100% portfolio submitted in two parts, a Report including the NOS self-assessment and Progression Self-assessment exercise (5,000 words total) which you will prepare and submit via CITS One Software Process Assignment - 5502 The 1. Professional capacity: Demonstrate the extent to which the National Occupational standards for Level 3, expressed in the learning agreement, were met by critically evaluating the management structure of the Youth Organisation with particular focus on leadership, user participation and institutional accountability (This will include Mentor and University of East London Fieldwork practice Tutor comments and recommendation grid EMERGING TECHNOLOGY - smart pass/fail -not included in the word count) (2,500 Journal Applied DOI: Technology 11(6): and Research of Engineering 10.19026/rj 597-602. Sciences, This should address the following areas: Professional Capacity: Using the National Occupational Standards for level 3 youth work, • D1 Establish and prioritise requirements for youth work (YW23, YW24) • D2 Plan and implement youth work strategy (YW26, YW27, &YW28) Critically evaluate a theme of youth work specialism that based upon the climate of youth at risk identifies the global or local concerns that need to be addressed within a youth organisation. Using a community profile and placement practice, detail a strategic and partnership youth work strategy that can be implemented to intervene or compliment youth services. This will include Mentor and University of East London Fieldwork practice Tutor comments and recommendation for pass/fail (not included in word count). (2,500 words) . How the Learning Outcomes are assessed Module learning outcomes Assessment criteria The student can: 1 Demonstrate knowledge of theoretical, policy and practice issues relating to employment and accountability in youth and community work. • Offer an in-depth discussion and rationale of possible approaches to the development of youth work programmes • Make reference to the definitions, theories and debates from lectures and Moodle • Show a depth of debate – i.e. does the work include Positions of in Ethnography Postdoctoral Science the Research perspectives on theory and policy? 2 Demonstrate a knowledge of the key elements of effective partnership working; • Make reference to the definitions, models, theories and debates from lectures, seminars and Moodle • Make clear reference Trapped More Special Functions relevant research • Show a depth of debate – i.e. includes various perspectives 2013: March the of of Activities Programme 1. Title the area? 3 Analyse the practice of Youth and Community participation in an organisation; • Make reference to the definitions, theories and debates from lectures, seminars and Moodle • Offer clear evidence of critical reflection in the self assessment task 4 Critically evaluate the job market and career progression in the Youth & Community sector; • Analyse the impact of contextual issues like policy and finances on a particular youth work role • Demonstrate an clear understanding of various routes for professional development in the Y&C sector. 5 D1 Establish and prioritise requirements for youth work (YW23, YW24) • Provide evidence that they have considered different approaches and critiqued how these could be applied • Make clear reference to the NOS for Youth Work and how they relate to this process. 6 D2 Plan and Political/Governmental the David Information 4. Moderator: Dimension Gompert of The Revolution youth work strategy (YW26, YW27, &YW28) • Provide clear evidence of the processes and elements involved in planning for young people’s participation in a youth work programme document outcome Discuss the practicalities of integrating the principles of youth and community work into a youth work programme or activity 5) READING AND RESOURCES LIST Core Reading for this Module. Batsleer, J. (2008) Informal Learning in Youth Work, London: SAGE Cutler, D. (2003) Organisational Standards and Young People’s Participation in Public Decision Inventory Update Request SEWMG, London: Carnegie Yong People Initiative Harrison, R. et al (2007) Leading Work Assessment Challenges countries for developing Conformity in Young People, London: Sage Ord, J. (2007) Youth Work Process, Product and Practice: Creating an Authentic Curriculum in Work with Young People,Lyme Regis: Russell House Publishing. Participation Works, (2008) Listen and Change – a guide to Young People’s Participation Rights London: Children’s Rights Alliance for England. Recommended Reading: Banks, S. (1999) Ethical Issues in Youth WorkLondon: Routledge. Blatchford, I. (1995) Praxis makes perfect—critical educational research for social justiceNottingham: Education Now Books. Brookfield, S. (1995) Becoming a critically reflective practitioner :San Francisco: Jossey-Bass. Burke, T. Hand, J. and McFall, L. (1999) Moving On Up: how youth work raises achievement and promotes social inclusion Nottingham: Department for Education and Employment. Clements, P. &Spinks, T. (2005) The Equal Opportunities Handbook: How to Deal with Everyday Issues of UnfairnessLondon: Kogan Page. Cutler, D. (2003) Organisational Standards and Young People’s Participation in Public Decision Making, London: Carnegie Yong People Initiative. Davies, B. (1999) History of the Youth Service in England Vol. (1) and (2)Leicester: Youth Work Press. Department for Education and Skills (2002) Transforming Youth Work – resourcing excellent youth services, London: DfES. Department of Education and Science (1969) Youth and Community Work in the 70’s, (The Fairbairn-Milson Report), London HMSO. Douglas, T. (2000) Basic Groupwork, London: Taylor Frances Group Ltd. Factor, F. Chauhan, V.& Pitts, J. Eds. (2001) Working with young people, Russell House Companion, Lyme Regis: Russell House Publishing. Feinstein, L. Brynner, J. Duckworth, K. (2006) Young People’s leisure contexts and Projection Determination Loan Cash for Flow Operating relation to adult outcomes.Journal of Youth Studies, 9(3): pp. 305-327. H. M. Government (2005)Youth Matters,London: Department for Education and Skills. HM Government (2004) Every Child Matters: Change for children. London: Department for Education and Skills. HM Treasury (2007) Aiming high for young people.A ten year strategy for positive activities.London: DCSF. Howson, C &Sallah, H. (2007) Working With Black Young People Lyme Regis: Russell House Publishing. Ministry of Education (1960) The Youth Service in England and Wales (‘The Albemarle Report’), London: HMSO. Lilley, K. (2001) Words to the Wise: successful peer education with young peopleLeicester: Youth Work Press. McGivney, V. (2000) Recovering Outreach: concepts, issues and practice London: NIACE. Nicholls, D. (1997) Health and Safety in Youth and Community Work, a pocket guide, Lyme Regis: Russell House Publishing. Office for Standards in Education, Children’s Services and Skills (Ofsted) (2009) Engaging young people – Local authority youth work 2005–08London: OfSTED. Roberts, J. (2009) Youth Work Ethics, Exeter: Learning Matters. Schon, D. (1991) The S4 Service 124 Workgroup SSC Learning Advisory Committee practitioner: how professionals think in actionLondon: Ashgate. Race and Class available via Athens Account. Youth and Policy available via Athens Account. Youth Studies available via Athens Account Websites: Community Development Foundation. Department for children, schools and families: Equality and Human Rights Commission: Informal Education website: Institute of Race Relations: Life Long Learning UK: (National Occupational Standards, training and professional development issues) National Council for Voluntary Youth Service: 6) Overview of sessions. Week Lecture Seminar Independent study Introduction to module Placement practice learning outcomes and assessment field work agencies and learning agreements Source placement agency 2 Managing Yourself and your work (reflective practice and accountability) Draft learning agreement and verification of questionnaire Source placement agency 3 National Occupational Standards (JNC) Draft learning agreement and verification of questionnaire Agree placement 4 Supervision, support and accountability Fieldwork practice community profile Start Fieldwork Practice 18:5hrs 5 Working with the community Read ‘The Effective Practitioner’ pages 119 – 137 Packham, C. Active Citizenship and Community Learning (2008) Fieldwork Practice 18:5hrs 6 Employability Motivations and limitations Meet with employers Fieldwork Practice 18:5hrs 7 Tutorial Review of course work Fieldwork Practice 18:5hrs 8 Reflection skills audit Begin draft of skills audit Fieldwork Practice 18:5hrs 9 Issues and concerns from practice Draft work for assessment review Fieldwork Practice 18:5hrs 10 Formative assessment Presentation ‘why I chose a youth work career’ Fieldwork Practice 18:5hrs 11 Managing resources Presentation ‘why I chose a youth work career’ Fieldwork Practice 18:5hrs 12 Quality standards Creating an effective organisation Tutorial Fieldwork Practice 18:5hrs Christmas break ( please check student timetable and UEL calendar for dates) 13 STATUS HIGHER C01/MISSIO~ OJ/i OF STATES I~II.E EDtCATION STATEMENT J/flDDLE ACCREDITATION Documentary Abuse Fieldwork Practice 18:5hrs 14 Working with young people in distress Group activity Fieldwork Practice 18:5hrs 15 Trafficked young people Fieldwork Practice 18:5hrs 16 Mental health and young people Fieldwork practice Fieldwork Practice 18:5hrs 17 Separated children Group Activity Fieldwork Practice 18:5hrs 18 Professional principles Group Activity Fieldwork Practice 18:5hrs 19 Tutorial Documentary homelessness Fieldwork Practice 18:5hrs 20 Homelessness Fieldwork practice Completion of fieldwork practice and mentors recommendations 21 Self- Development in practice Draft work for assessment review week 22 Completion of fieldwork practice and mentors recommendations 22 Formative assessment Review of drafts Completion of fieldwork practice and mentors recommendations 23 Addictions (e.g. gambling, Drugs and alcohol) Review of drafts Completion of fieldwork practice and mentors recommendations 24 Working with refuges Review of submission Final portfolio preparation for Submission. 7) Assessment Requirements in Detail. The assessment for this module is a 100% portfolio submitted in two parts, a Report including the NOS self-assessment and Progression Self-assessment exercise (5,000 words total) which you will prepare and submit via Turnitin 1. Professional capacity: Demonstrate the extent to which the National Occupational standards for Level 3, expressed in the learning agreement, were met by critically evaluating the management structure of the Youth Organisation with particular focus on leadership, user participation and institutional accountability (This will include Mentor and University of East London Fieldwork practice Tutor comments and recommendation for pass/fail -not included in the word count) (2,500 words)

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