Early recognition is fundamental to managing conflict. Successful leaders rely upon their ability to recognize conflict before it escalates into crisis. This article reviews the signs and sources of conflict along with related management theories.
Getting the fundamentals right at an early age, in particular teaching children to read through systematic synthetic phonics, will help to ensure that children leave school with a lifelong love of reading and the necessary skills to succeed in life. All state-funded schools in England with Key Stage 1 pupils, including Academies and Free Schools are eligible for this funding.
This catalogue provides a list of new resources which have been approved by the Department for Education. How to order information is provided on pages IV and V. Although component elements of the programmes are available separately, schools might wish to purchase these only to supplement existing materials from the same programme.
Supplementary resources A range of supplementary resources is also listed, for schools who feel their main programme would benefit from additional resources. Supplementary resources do not, in themselves, constitute a programme, whether purchased individually or in packs, but can be used to support systematic synthetic phonics if used appropriately alongside a main programme.
Please note that although they could support any of the programmes, none of them is a programme in its own right. Key Stage 1 catch-up resources The two catch-up programmes listed are specific programmes for systematic synthetic phonics catch-up at Key Stage 1.
Supplementary resources for catch-up These are resources that suppliers suggest are particularly appropriate for catch-up. They will support systematic synthetic phonics if used appropriately. Please note that they do not constitute catch-up programmes in themselves.
Training Organisations and individuals who offer training in the delivery of main programmes are also listed, together with those providing general training that could support delivery of any systematic synthetic phonics programme, and those providing catch-up training.
All suppliers of training have made a commitment to provide training that meets the DfE criteria. A matrix outlining the associated programmes and materials supported or used by training providers can be found on page 46 to help schools in selecting training appropriate to their needs.
It is important that you only use the codes in this catalogue as they are unique to the match-funding scheme.
If you do not already have an account with your preferred organisation, this should be quick and easy to set up by contacting them directly. All orders and invoices for products will come from the Pro5 organisation that you have placed your order with. All catalogue spend will be monitored which includes any requests for match-funding for Training.
You will need to make a note of the course code. The Training Provider will also need to know the Local Authority and Establishment number for your school. They will include details of the venue and course code so that the DfE have the opportunity to send a representative along if they wish to confirm that the content of the course is compliantand the Local Authority and Establishment number for the school s attending.
You are responsible for paying this invoice in full within 30 days. You must provide a copy of the invoice together with a completed copy of the Match-Funding Claim and Feedback Form.
The reason for doing this is to ensure that your match-funding limit is not exceeded. You may still book training if you have exceeded your limit, but you will not receive any match-funding. Each school will book independently and therefore claim match-funding allowance as per guidance notes.
B On site at your school Training will be either exclusively for your staff or include staff from various schools in the area. In both cases, the host school will be responsible for the organisation, booking and paying for the Training.
The host school will also make the necessary financial and accounting arrangements for other schools attending the Training, taking into consideration the match-funding allowance.
Pro5 is a collaboration of professional buying organisations:TA – SYSTEMS’ THINKING THEORY & PRACTICE / SEMESTER I – Fall T A -TMA- Semester I - – _____ Introduction Question 1 (% marks) You are strongly advised to use the AOU e-library to locate additional relevant resources .
System One Thinking Everyday that we wake up we use system 1 and system 2 thinking just to get our day started. There are clear differences between the two types of thinking and when we are dealing with system 1 by itself we tend to be dealing with situations where we need to be fast and quick on our feet to come up the answers or reactions.
When Applying systems thinking the situation has to go through a process 1- understanding the problem, 2- analyzing and identifying alternatives, 3-evaluate effectiveness of solution.
Explain each step and how they help result in improving and enlightening understanding of the situation. Here, we show that in culture insulin-like growth factor 1 (IGF-1) reduces AR aggregation and increases AR clearance via the ubiquitin-proteasome system through phosphorylation of AR by Akt.
(b) Based on what you learned in TA (T/Diagramming), and on the content of the article, draw a System Map diagram to show all the challenges of both the application of systems thinking to the design of programs and the teaching of system thinking to support understanding of sustainability.
3- Assess the validity of applying each of the three ways of thinking (causal, logical, and reductionist) for understanding the linkage between teaching systems thinking and sustainability as discussed in the case. (Word Count ; 15 Marks).