This short document promotes creating presentations using Haiku Deck, a tool for making slideshows. It encourages the reader to get started making their own Haiku Deck presentation and sharing it on 際際滷Share. In just one sentence, it pitches the idea of using Haiku Deck to easily create engaging slideshows.
This short document promotes creating presentations using Haiku Deck, a tool for making slideshows. It encourages the reader to get started making their own Haiku Deck presentation and sharing it on 際際滷Share. In just one sentence, it pitches the idea of using Haiku Deck to easily create engaging slideshow presentations.
This document discusses health data security in Utah, looking back at its history and forward to future challenges. It notes that privacy, confidentiality, and data security have long been important principles, dating back to the Hippocratic Oath. Over time, computerization and increased access to data have improved functionality but also created new security risks. Recent high-profile data breaches have resulted in millions of dollars in penalties. Moving forward, greater central control over information systems will be needed to comply with regulations, but this may reduce flexibility and innovation. Improving security practices must be an integral part of system development rather than an afterthought. Overall costs for secure IT systems are expected to increase.
The document provides information about additional experience opportunities for PGCE students to gain experience and qualifications related to teaching the 14-19 Diploma.
Students accepted into the "Diploma Experience" will dedicate an additional 2 weeks to complete evidence-based standards related to understanding and teaching the Diploma. They will receive a 贈300 bursary upon completion. The experience involves activities like work placements, lectures, lesson observations, and developing teaching materials for the Diploma. Completing this experience will enhance students' qualifications and employability for teaching the Diploma.
Tellus is an annual quantitative survey designed by the UK Department for Children, Schools and Families (DCSF) to gather views from children and young people (CYP) aged 6, 8, and 10 on their life, school, and local area. The survey informs several national indicators and collects data to better understand CYP perceptions and experiences of universal public services. It aims to involve CYP in decision making and identify any gaps or problems. Feedback from schools, local authorities, parents, and CYP who piloted special versions of the survey for those with disabilities or special education needs was positive regarding the new online portal interface and accessibility of the survey. A small strategic evaluation of Tellus4 delivery in schools and special education
Research into parenting programmes: evidence-based policy or what?Mike Blamires
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Presentation by Stephen Scott, Professor of Child Health and Behaviour, King's College London, and Director of Research, National Academy for Parenting Practitioners
Education reform in Scotland: engagement, consultation and the politics of ch...Mike Blamires
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Presentation at ECER 2010, Helsinki as part of a symposium on UK curriculum development across the different nations. This focuses on Scotland. By Vivienne Baumfield, Louise Hayward, Moira Hulme, Kay Livingston and Ian Menter
Centre for Understanding Behaviour Change (CUBeC)Mike Blamires
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The Centre for Understanding Behaviour Change (CUBeC) aims to provide a comprehensive evidence base to inform policymaking at the Department for Children, Schools and Families (DCSF) on driving behaviour change. CUBeC will take a multidisciplinary social science approach and conduct a range of research including reviews, original research, and field experiments. It is a consortium of researchers from various institutions with expertise in economics, psychology, sociology, and other relevant disciplines. CUBeC seeks to actively engage with policymakers to jointly determine the research program and provide a flexible and rapid response to knowledge gaps.