Theory versus practice
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Theory and practice are interdependent. Sailing without a charted course leads to uncertainty, while remaining on shore provides no experience. Theories help challenge underlying assumptions and common sense, which are often just prejudices acquired during childhood. Evidence-based practice using research studies is preferable to decisions based on intuition or habit alone. Theories can aid practitioners by providing a framework to systematically gather and apply knowledge.
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Realism is a philosophy of education that believes the world is made up of real, substantial material entities. It emphasizes practical and scientific education based on real-world experiences over theoretical ideas. The key aspects of realism discussed in the document are:
1. It believes education should be grounded in the real world through observation, experimentation, and developing useful skills.
2. There are several types of realism discussed, including social realism, humanistic realism, sense realism, and scientific realism.
3. The objectives of education according to realism are to develop practical and vocational skills to enable students to adjust to life and fulfill their duties as citizens.
4. The educ
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This presentation is about a lecture I gave within the "Software systems and services" immigration course at the Gran Sasso Science Institute, L'Aquila (Italy): http://cs.gssi.infn.it/.
http://www.ivanomalavolta.com
CAA NLFL 2015 - Semantics in the documentation of architectural heritage: BIM...
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More information: http://www.caanlfl.nl/
Role and responsibility of principal investigator
The document discusses the roles and responsibilities of investigators in clinical trials. It states that an investigator is responsible for proper conduct of a trial at their site and must be qualified by education and experience. Investigators must obtain approval from an ethics committee for the trial protocol and consent forms. They must ensure accurate reporting of trial data and documentation. Key responsibilities include proper storage and use of investigational products, training staff, protecting subjects, and record keeping.
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- Learning is a natural process that occurs across individuals, organizations, and communities.
- Both discovery learning and mastery learning are important, and effective learning requires balancing these approaches.
- Emotions and social connections play a strong role in learning.
- There are multiple forms of intelligence and ways of knowing.
Organizational learning and communities of practice are important for sharing knowledge across groups. New digital technologies also offer opportunities to transform learning.
Cyclical models of curriculum development
This document discusses cyclical models of curriculum development. Cyclical models view elements of curriculum as interrelated and incorporate aspects of both rational and dynamic models. They provide a logical and sequential approach. One example is D.K. Wheeler's model, which suggests five interrelated phases in the curriculum process. Another example is the cyclical approach of Audrey and Howard Nicholls, which briefly but succinctly covers curriculum elements. Strengths of cyclical models include their logical structure, use of situational analysis, and flexibility. A potential weakness is the time required for effective situational analysis.
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2285 (2021) week 2 self awareness (hand out)
- The document discusses the concept of self-awareness according to theory. It aims to define self-awareness, explore how personality influences self-awareness, analyze the components of self-awareness, and reflect on how theory can be applied.
- Key components of self-awareness discussed include listening skills, awareness of barriers, assertiveness, anger management, communication skills, and awareness of how others affect us through transference, triggers, and blind spots.
- Students are asked to identify a critical incident, write 500 words on it in their reflective log with theoretical support, and link it to emotional intelligence in preparation for next week's session on emotional intelligence.
2285 (2021) week 1 introduction to the module online
This module aims to develop skills for facilitating principled change when working with children and families. It will focus on communication, relationship building, and counseling. Students will learn to demonstrate skills in managing change, conflict and crisis. They will apply theories when problem solving with families. The module involves reflective writing assignments: a 2000 word reflective log on developing responses to change and conflict, and a 3000 word case study report demonstrating how to affect positive change with a family in crisis. The document provides guidance on completing the assignments and engaging with weekly materials.
Planning
Planning involves setting goals and defining actions to achieve those goals. It provides benefits like guiding actions, improving resource use, motivating employees, and allowing flexibility. However, planning can also harm organizations if it prevents action, leads to complacency, inhibits flexibility and creativity, or if managers feel bound to plans rather than goals. Effective planning requires continually adjusting plans as the environment changes.
Vision, mission and values statements
The document discusses vision, mission, and values statements for organizations. A vision statement describes an organization's aspirations and goals for the future, while a mission statement defines how the organization will operate and compete. A values statement establishes ethical principles that guide an organization's culture and decision-making. Together, these statements provide strategic direction and alignment for an organization's members and activities.
Lllc1080 module review
The document reviews the components of the LLLC1080 module over 9 weeks, with components 1 through 7 covering material from weekly classes and components 8 and 9 covering missed classes to be completed independently. It concludes by outlining the requirements for a 2500-word report due at the end of the module, including sections on family/environmental factors, child development needs, parenting capacity and change, strengths assessment, and recommendations with a reference list in Leeds Harvard format.
Motivation
The document discusses motivational theories and aims to help learners understand what motivates them. The session aims to provide knowledge of motivational theories and help learners understand what motivates themselves. The objectives are for all learners to identify a theory, recognize pros and cons, and analyze their own motivation. Some learners will apply a theory to their experiences.
TT2018
This document discusses families with complex needs, known as the "Toxic Trio" of domestic abuse, substance misuse, and mental health issues. It examines the cumulative negative impact of these issues on families and children. Specifically, it explores how the presence of two or more factors, like domestic abuse combined with parental substance abuse, poses greater risks to children than any one issue alone. The document also outlines strategies for family support workers to take a strength-based approach to help families with multiple needs.
Toxic Trio
The document discusses the "toxic trio" of domestic abuse, parental substance misuse, and parental mental health issues and their impact on parenting and child outcomes. It provides prevalence rates for these issues among child protection and family services cohorts. The document also examines barriers to supporting families dealing with the toxic trio and discusses emerging models like Hampshire's Family Intervention Teams that aim to address toxic trio issues swiftly with integrated specialist support.
Session 10. final course summary[ 2016
This document summarizes John Clark's final course on violent and sexually offending young people over several weeks. It covers topics like the youth justice system, prevalence of youth crime, the murder of Jamie Bulger, media portrayals of youth crime, weapons and gangs, truth and rehabilitation versus punishment, and cycles of abuse in adolescent sex offenders. The summary emphasizes that most youth offending is non-violent and non-sexual in nature, but the most serious cases require assessment and intervention, with consideration given to other countries' approaches.
Session 9. violence retribution & restoration.2016
This document discusses gangs, violence, and different approaches to justice. It addresses what constitutes a gang and weapons. While some youth groups are mislabeled as gangs, evidence shows most youth offending is group-related. Regarding gangs, carrying weapons is often for protection and violence is rarely pre-meditated. The document also outlines the retributive justice system and restorative justice approaches, with the latter seeking to include all affected parties and find mutually agreeable outcomes.
Session 8. knives gangs guns.2016
This document summarizes the results of a knife crime survey of over 5,000 students in West Yorkshire. Key findings include:
- Slightly over 50% of students believed media coverage of knife crime is inaccurate.
- Over 50% felt media coverage does not affect them personally.
- Students saw a strong connection between knife crime and TV/films but not music.
- Around 25% had carried a knife at some point, usually for legitimate reasons like cooking.
- Around 1 in 50 students reported regularly carrying a knife, usually citing protection as the reason.
- 1 in 4 students knew someone who carries a knife.
- 1 in 3 students reported worrying about local knife crime and the
Session 7 restoration ppt.2016
This document provides an overview of restorative justice and restorative practices. It discusses:
1. The differences between restorative practice, which aims to build relationships proactively, and restorative justice, which repairs relationships reactively following harm.
2. A range of restorative practices like circles, questions, and conferences that can be used proactively or reactively.
3. The development of restorative justice as an alternative to punitive criminal justice systems that view crimes as offenses against society rather than individuals. Restorative approaches seek to involve victims and negotiate restitution.
Session 6 the cycle of abuse.2016
The document discusses adolescent sex offenders and the cycle of abuse. It defines Schedule One offenses under the Children and Young Persons Act 1933, which include various acts of violence, cruelty, neglect against those under 18. It also lists sexual offenses from the Sexual Offences Act 1956. The document then outlines the cycle of abuse, including phases like fantasy, inappropriate sexual behavior, transient guilt, and reframing. It stresses the need for sex education, challenging denial, and relapse prevention to address adolescent sex offending and break the cycle of abuse.
Session 5 youth crime the media.2016
The document discusses how the media influences perceptions of youth crime through stereotypes and moral panics. It provides examples of how individual youth offenders were portrayed in sensationalized news headlines that distorted the realities of their situations. The document also examines how official crime statistics can be socially constructed depending on which details the media chooses to emphasize. Finally, it analyzes how moral panics over groups like punks and mods have historically contributed to more authoritarian approaches to controlling youth.
Session 4 the murer of james bulger.2016
Two 10-year-old boys, Robert Thompson and Jon Venables, led 2-year-old James Bulger from a shopping center in Liverpool in 1993. They beat James with stones and left his body on a railway track, where he was killed. The boys were tried and convicted of murder in an adult court. Their sentencing sparked significant public outrage and political debate around violent youth offenders, criminal responsibility, and appropriate treatment of child offenders. The case led to reforms in UK youth justice policy and law.
Session 3 1 lllc 2222 official statistics.2016
This document provides statistics and explanations about measuring and understanding crime. It discusses four main ways of knowing how much crime exists: crimes known to police, victim surveys, self-report studies, and other agency data. It also examines definitions of crime, challenges in interpreting data, and strengths and weaknesses of different data sources. Key findings include that victimization studies are thought to provide the most accurate estimates, with the British Crime Survey estimating that 77% of crime goes unrecorded.
Session 2 1 lllc 2222 defining social construction 2016
This document discusses social construction theory and human development. It provides definitions of social construction and examines how social interactions and institutions shape reality and human nature. Several topics are explored, including the nature vs nurture debate, the social construction of childhood and crime, and how social policy and media influence perceptions. Examples are given of how views of childhood, crime, and morality are socially constructed and have varied over time and between societies rather than being fixed or biologically determined.
Session 1 lllc 2222 2016
This document provides an overview of youth crime and the youth justice system. It discusses key concepts like the age of criminal responsibility, the welfare vs. justice models, and landmark moments that have shaped youth justice policy. It also examines how youth crime has been portrayed in media from romanticization to moral panics. The youth justice process is outlined from community resolutions to court orders and potential custody for serious or repeat offenses.
Parenting capacity to change
Parental capacity to care for a child is assessed based on factors like basic care, safety, emotional warmth, stimulation, guidance and boundaries, and stability. Risk factors include a history of abuse, unwanted pregnancy, parental abuse or mental health issues, isolation, unrealistic expectations, and substance abuse. Assessing capacity looks at a parent's ability to meet a child's needs over the long-term, not just during supervised visits. It employs a "good enough" standard of adequate care that protects a child's welfare given family risks and protections. Regular reassessment may be needed as circumstances change.
Significant harm
This presentation was designed to consolidate student's understanding of 'significant harm' following group work and a reading of Harwin and Madge's journal article, "The concept of significant harm in law and practice".
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Theory versus practice
- 1. Theory Versus Practice (… or Theory And Practice?)
- 2. (Susser 1968) • “... to practice without theory is to sail an uncharted sea; theory without practice is not to set sail at all”.
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