The role of the educational psychologist in promoting effective multi-agency collaborations

Paper 1: New directions for the educational psychologist Paper 2: Self-Organised Learning as a development toolService integration is central to current government strategy for promoting positive outcomes for young people with educational and additional needs, yet evidence to support the efficacy of this strategy remains elusive. A review of the literature finds that many of the facilitators of successful multi-agency working are at the intra-group level. These barriers and facilitating factors are organised into an Eco-systemic Model of Multi-Agency Working (EMMA) which addresses leadership processes, group-level interactions and problem-solving processes. The first stage of the study generates data for intervention materials to be used in the second stage. This is achieved by comparing the purposes and practices of each group at different systemic levels. This stage of the study also provides baseline questionnaire data for the second stage of the study. Consideration is given to the sources of conflict within each group, the strategies used to resolve these conflicts and the levels of hierarchical and systemic thinking within the participating multi-agency groups. The resulting analysis is found to fit well within the EMMA model and the distinctiveness of each of the systemic levels as well as their interdependence is discussed. Suggestions are made for improved multi-agency practices and new directions for the educational psychologist in facilitating improved practice are explored. Paper II Abstract In the first phase of this two-stage study, self-organised learning principles were proposed as a useful knowledge base upon which to draw when facilitating change in multi-agency groups. In this second phase, this hypothesis is put to the test. Data from the first phase is used in combination with wider research findings to design feedback materials for participating groups. Evidence gathered from ensuing meeting transcripts, interviews and questionnaire data is compared with baseline data gathered in the first phase to assess the impact of this intervention on group functioning. Evidence is presented of improved clarity of purpose, improved group functioning and early signs of improved outcomes, though results are highly variable between groups. Different levels of group functioning were found to be inter-dependent, lending support to an eco-systemic model of multi-agency working. Trait-based models of leadership and conflict resolution are challenged. It is argued that improving outcomes for young people is dependent upon the healthy functioning of multi-agency groups and that investing resources in reflective learning in multi-agency groups is a worthwhile step towards securing better outcomes for young people

The development and application of inductively coupled plasma mass spectrometry for geochemical analysis

The applicability of the technique of inductively coupled plasma mass spectrometry to the analysis of geological samples was investigated using a variety of sample introduction techniques including: solution nebulisation; slurry nebulisation; flow injection; electrothermal vaporisation; and laser ablation, Solution sample introduction is limited by the amount of time required to prepare the sample, and the relative intolerance of the technique to high concentrations of sample matrix. The maximum level of dissolved solids for a refractory matrix such as a digested igneous rock was found to be 0.2% w/v. Good accuracy and precision are achievable. Acceptable results can be obtained using slurry nebulisation. However, standardisation is a problem due to the difference in response for aqueous and slurried analytes. Calibration against aqueous standards and the use of an internal standard is therefore precluded. In addition, the preparation of stable slurries is a highly skilled and time consuming task. Flow injection analysis offers the most benefit to the geochemical analyst. Flow injection was found to increase sample throughput and, more important, to improve matrix tolerance by a factor of l0x, thus allowing the direct determination of the platinum group elements and gold in geological samples without pretreatment. Small samples, such as fluid inclusion leachates can also be analysed without dilution and the matrix effects experienced when analysing samples containing high salt concentrations can be reduced by careful control of dispersion. The potential for increased detection limits by electrothermal vaporisation was not proved for geological materials due to the same matrix tolerance problems which limit detection limits in solution work. Laser ablation sampling allows direct analysis of the solid but quantitation requires matrix matched standards or independent variable internal standardisation, limiting the applicability of the technique for bulk screening. The use of laser ablation to analyse trace element concentrations in individual mineral grains has been investigated and partition coefficients for trace elements, including the rare earths in a large zoned pyroxene crystal, were determined

Improving Undergraduate Learning For Employability Through International Exposure

The purpose of this study is to identify how undergraduate business programs can incorporate international exposure to increase employability among its graduates. We first examine how international opportunities in corporations have impacted the skills needed by employees to excel in a globalized work environment. From this, we identify desirable employee characteristics. Next, we discuss the research methodology to determine how highly ranked undergraduate business programs are adapting to employer demands. A four-tiered research approach is used to: identify criteria for measurement; select top undergraduate business programs for assessment; research university websites for curriculum requirements; and confirm observations directly with institutions. The findings show how universities have adapted undergraduate learning experiences to incorporate global exposure to help ensure graduates possess the required skills for employability. Finally, we discuss what characteristics many undergraduate business programs may lack in terms of international exposure and offer suggestions on how they could improve. This study should be of interest to university faculty and administrators by providing practical implications to aid undergraduate business programs in adopting initiatives, courses, and opportunities to stress an international focus for students. Introducing global education to a business curriculum could improve graduate job placement and improve a business program’s overall ranking to external constituencies