4,610 research outputs found
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Escaping the frameworks: Arguments for CPD as a practice-led break-out from normative occupational standards in health and social care
The newly introduced CPD structures of post-registration training and learning requirements for registered social workers are already under review to examine whether they are ‘fit for purpose’. Quite what ‘fit’ might mean is no clearer than what the ‘purpose’ of CPD should be in the fast changing world of health and social care services. The theoretical arguments that I will advance in this paper set out to problematise some of the current conceptions of social work CPD. I will maintain that the continuing professional development and education of social workers requires a more fundamental analysis in order that ‘people and practices’ can be prioritised. This paper will draw upon social theory and psychological constructivist perspectives with arguments being illustrated through reference to policy documents in this field as well as a small empirical study of post-qualification CPD students carried out by the author
What Makes a Computation Unconventional?
A coherent mathematical overview of computation and its generalisations is
described. This conceptual framework is sufficient to comfortably host a wide
range of contemporary thinking on embodied computation and its models.Comment: Based on an invited lecture for the 'Symposium on
Natural/Unconventional Computing and Its Philosophical Significance' at the
AISB/IACAP World Congress 2012, University of Birmingham, July 2-6, 201
Applying Ragin's Crisp and Fuzzy Set QCA to Large Datasets: Social Class and Educational Achievement in the National Child Development Study
The paper explores the use of Charles Ragin's Qualitative Comparative Analysis (QCA) in both its crisp and fuzzy set versions in the study of the relations between social class origin, sex, 'ability' and subsequent educational achievement. The work reported is part of a larger ongoing project which is employing QCA to compare these relations within two birth cohorts. Here data are used from the British National Child Development Study, i.e. from children born in 1958. The paper has a methodological focus, bringing out the strengths but also the difficulties that arise when employing QCA with a large dataset of this type. In particular, the problem of calibrating membership in fuzzy sets in a context where detailed case knowledge is not available is illustrated. It is also shown how the use of gradually increasing thresholds with Ragin's fs/QCA software can bring out the relative importance of various factors in accounting for achievement. The QCA-based analysis suggests that the processes of educational attainment can, at best, only be seen as partly falling under a 'meritocratic' description. It is also hoped that this paper will serve as a useful introduction to the potential of QCA for readers not yet familiar with it.QCA, Social Class, Educational Attainment, Gender, Fuzzy Sets, Meritocracy.
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PIVOT Stage 1: Personal Constructs of Practice
PIVOT Stage 1 is the foundation activity and provides an introduction to personal constructs. It is important to start here as the experience of enhanced reflection and the generation of your own personal construct grid will form the basis of further exploration of your values and learning aims
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PIVOT Learning Aims Scale - Template for use in PIVOT Stage 3
This Learning Aims scale template is for use with the PIVOT stage 3 Generating Learning Aims for Practice activity
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PIVOT Learning Aims Scale - Completed Sample
This completed template of the PIVOT Learning Aims Scale provides an example to guide completion of the PIVOT Stage 3 Generating Learning Aims for Practice activity
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PIVOT Stage 3: Generating Learning Aims for Practice
PIVOT Stage 3 draws upon the first two stages of personal constructs and values and enables you to generate your own concrete learning aims to work with in your practice setting. Therefore they will be unique and (most) meaningful only to you. You will be prioritising and scaling up to three constructs to develop personal goals and learning objectives and you will be identifying significant steps in reaching these
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