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Exam Code: PCCE Practice exam 2022 by Killexams.com team
PCCE NFPA Paralegal CORE Competency Exam

The format of the PCC exam follows the proven structure of NFPAs Paralegal Advanced Competency exam (PACE).
The exam:
- is two and one-half hours in length;
- consists of 125 multiple choice questions;
- is computer administered with instant preliminary results, followed by official scoring run results provided at least quarterly;
- is widely available at many testing centers with examinations given Monday – Friday, and in some locations, weekends and evenings;
- consists of two domains:
~ Paralegal Practice – 52%
~ Substantive Areas of Law – 48%
- is based on information from coursework in various paralegal programs and basic knowledge all paralegals should possess as well as genuine skills considered essential to basic paralegal competency;
- is also a test of paralegal ethics, legal technology and key terminology
to provide the groundwork for expanding paralegal roles and responsibilities;
- to provide the public and legal community with a mechanism to gauge the core competencies of paralegals;
- to be used in states considering the regulation of paralegals; and
- to be used by paralegal programs as an exit exam or Assurance of Learning tool.
Bachelors degree in any subject, plus a paralegal certificate;
no experience or CLE required; OR
- Bachelors degree in paralegal studies; no experience or CLE required; OR
- Bachelors degree in any subject, no paralegal certificate, 6 months experience and 1 hour of ethics taken in the year preceding the exam application date; OR
- Associates degree in paralegal studies, no experience or CLE required; OR
- Associates degree in any subject, a paralegal certificate, no experience or CLE; OR
- Associates degree in any subject, no paralegal certificate, 1 year experience and 6 hours of CLE, including 1 hour of ethics taken in the year preceding the exam application date; OR
- Paralegal certificate from a program that meets or exceeds the requirements set forth in NFPAs Short Term Paralegal Program Position Statement, 1 year experience and 6 hours of CLE, including 1 hour of ethics, taken in the year preceding the exam application date; OR
- Active, duty, retired or former military personnel qualified in a military operation specialty as a paralegal and 1.0 hour of ethics CLE within the year preceding the exam application; OR
- Candidates who are within two months of graduating and registered for the PCC exam by a Director of a paralegal studies program participating in the PCCE Assurance of Learning (AoL) Program at the Partner level; OR
- High school diploma or GED, 5 years experience and 12 hours of CLE, including 1 hour of ethics, taken within 2 years preceding the exam application date.

NFPA Paralegal CORE Competency Exam
Social-Work-Board Competency test
Killexams : Social-Work-Board Competency test - BingNews https://killexams.com/pass4sure/exam-detail/PCCE Search results Killexams : Social-Work-Board Competency test - BingNews https://killexams.com/pass4sure/exam-detail/PCCE https://killexams.com/exam_list/Social-Work-Board Killexams : 5 important points to remember about the SQE

Speakers from The College of Legal Practice, Acuity Law and Shoosmiths came together to discuss how the Solicitors Qualifying exam (SQE) is offering future lawyers greater flexibility

With the introduction of the SQE on 1 September 2021, aspiring solicitors are no longer obliged to obtain a traditional training contract as a means to qualification. At Legal Cheek’s latest virtual event, ‘Take control of your future legal career through the SQE’, members from Shoosmiths and Acuity Law joined legal education experts from The College of Legal Practice to discuss the changes and opportunities brought by the SQE for those looking to enter the legal profession.

The speakers

Dr Giles Proctor, The College of Legal Practice’s CEO
Kathryn Newton, Programme Leader at The College of Legal Practice
Isabel Parker, non-executive College of Legal Practice board member and former solicitor at magic circle law firm Freshfields
Nicola Wellman, HR Manager at Acuity Law
Natalie Watkiss, who works in leadership and management development, coaching/mentoring and apprenticeships at leading law firm Shoosmiths

1. The flexibility of Qualifying Work Experience (QWE)

Alongside completing SQE1 and SQE2, aspiring lawyers must gain two years of QWE in order to qualify. What counts as QWE is an “incredibly broad brush”, Kathryn Newton, programme leader at The College of Legal Practice, said. Those on the SQE pathway therefore have an enormous amount of flexibility. The panel discussed how QWE can be obtained from up to four different organisations, which don’t necessarily have to be law firms, and can include in-house teams, law clinics and unregulated providers of legal services. Moreover, QWE can be obtained from overseas organisations ― music to the ears of international students and professionals looking to qualify in the UK.

To be ‘qualifying’ work experience, Newton said, individuals must be “exposed to some of the solicitor competencies”, and so aspiring lawyers would do well to ensure that within their QWE they have access to a variety of tasks that will broaden their skillsets. Having said this, Newton also emphasised that students should ensure “the work experience being undertaken is of the type that will enable you to practice in the area of law that you are seeking to practice in”.

Isabel Parker, non-executive College of Legal Practice board member and former solicitor at magic circle law firm Freshfields, noted that some larger corporate law firms may prefer candidates to have “at least some experience in a corporate setting”, which is something to bear in mind for those looking to practice as City lawyers. However, she also emphasised the importance placed on “demonstrating softer skills”, which she suggested can be gained in “many different ways”. As such, she encouraged aspiring lawyers not to dismiss pro bono as part of their QWE portfolio, as many law firms will look favourably upon these transferrable skills.

2. The benefits of studying a virtual course

The ability to study a completely virtual course enables aspiring solicitors to complete their SQE studies while simultaneously banking their QWE. Moreover, virtual studying gives students the option to “earn while they learn”, Dr Giles Proctor, CEO, The College of Legal Practice’s, explained, which is made easier by the “various study modes around the SQE, which tend to be more flexible than those currently available for the LPC”. At The College of Legal Practice, Newton said, students can choose their course depending on how much time they are able to commit each week to their studies, with the options of SQE1 prep courses of 13, 20 or 40 weeks in length, and SQE2 prep courses of 10, 20 and 27 weeks.

Aspiring lawyers are also given an optimal level of supervision and support, Proctor said, with dedicated 1:1 regular meetings with your supervisor to touch base on the progression of your studies, as well as offer advice and support with regards to navigating QWE.

3. Opening access to the legal profession

In recent years, pressure has been building on law firms, both from society and clients, to open access to a more diverse pool of individuals in their recruitment processes. As Parker noted, the ability to study virtually and “earn as you learn” can “enable those from a variety of backgrounds to work towards a legal career, such as those with caring responsibilities… or those who simply cannot afford to study the course without working”.

Moreover, Parker said, law firms are now “widening their recruitment horizons ― they are actively seeking greater diversity, greater social mobility and greater cognitive diversity”. Parker explained this is largely down to the fact that “clients are pressurising them” as both a result of their individual ESG (environmental, social and governance) obligations, and in order to unlock the wider range of skills and viewpoints that come with a more diverse panel of legal advisors. As such, the opportunity brought by the SQE to Improve access to the legal profession may be looked favourably upon by law firms during this transition period.

Natalie Watkiss, who works in leadership and management development, coaching/mentoring and apprenticeships at leading law firm Shoosmiths, highlighted that the SQE offers an alternative route into law whereby candidates do not require a law degree prior to starting the SQE prep courses. As such, she noted, non-law students who “may have been put off pursuing legal careers in the past due to the expense of the traditional GDL course”, may be more inclined to study the shorter SQE prep courses, particularly if they have the flexibility to work alongside their studies.

4. Law firms are embracing the SQE

Although some law firms remain sceptical of the SQE, preferring to stick with the tried and tested LPC route for now, Parker thinks attitudes are changing in the legal space. She said pressure from clients to demonstrate greater diversity may encourage law firms to consider implementing the SQE route sooner rather than later.

Welsh commercial law firm Acuity law has already implemented the SQE into its recruitment process, with The College of Legal Practice as its chosen provider. Nicola Wellman, human resources manager at Acuity Law, said Acuity’s SQE track will see eight trainees complete their SQE studies alongside their QWE with the firm, over a period of two and a half years “to recognise that trainees will need to take some time out for their SQE studies”. By seat 3 of the training contract, she said, the SQE studies will have been completed, thus enabling trainees to spend the latter half of their training contracts focusing solely on their allocated practice areas and considering their fifth qualification seat.

Shoosmiths are currently in the process of formulating their SQE track, Watkiss said, but are looking to welcome their first SQE cohort by 2023. “The SQE shifts the power between trainees and candidates by removing law firm control on the number of people that they qualify as solicitors, which I think is an absolutely fantastic opportunity for students of today… but also an opportunity for us as a law firm to access that more diverse talent.”

5. Funding options for the SQE prep courses

Unknown to many aspiring lawyers, funding options are available for those looking to study the SQE prep courses. In order to ensure students can access funding, The College of Legal Practice has “wrapped a master’s programme around the SQE1 and SQE2 preparation courses”, Proctor said, which enables students to apply for a student loan that will fully cover both the course fees to the provider, and the separate SQE exam fees to Kaplan.

The master’s programme also equips students with “key transactional skills” that many commercial law firms desire, Proctor said, as well as “core legal business skills” that will enable such individuals to build upon their commercial awareness and understanding of how businesses operate.

About Legal Cheek Careers posts.

Wed, 20 Jul 2022 21:29:00 -0500 en text/html https://www.legalcheek.com/lc-careers-posts/5-important-points-to-remember-about-the-sqe/
Killexams : Master of Social Work: Full Program

The MSW full program is available to students with a bachelor’s degree other than a bachelor’s degree in social work (BSW). The program prepares graduates for advanced ethical and professional social work practice and licensure, emphasizing commitment to service, social justice, integrity, competence, and scientific inquiry.

Online

Online with Intensives

You'll complete coursework online, with 1 week of on-campus intensives each year.

Location: St. Paul

Start Dates: Fall 2022, Summer 2023, and Fall 2023

Total Credits

56

Finish in as Few as

24 months

Courses

  • Human Behavior in the Social Environment (SOWK600)

    Analysis of individuals, families and groups utilizing systems theory, learning theories and psychosocial frameworks as part of the human behavior in the social environment perspective. Appraisal of important lifespan milestones and the influence of social environment on human development. Application of information and theories consistent with social work values and the promotion of social and economic justice.

    3 credits

  • Advanced Social Work Practice I: Individuals and Families (SOWK605)

    Introduction to the generalist social work practice with individuals and families. Understanding of the theoretical framework of the phases of social work practice including engagement, assessment, intervention, evaluation, and termination. Emphasis placed on anti-racist, evidence-based intervention skills in the areas of rapport building, interviewing, critical thinking, and ethical decision-making. Practicing of social work skills related to the use of the professional self in relationships with clients.

    3 credits

    Corequisite Course: SOWK615

  • Social Welfare History and Policy Practice (SOWK610)

    Exploration of how social welfare history informs the development of social workers’ skills in contemporary society. Exploration of the ways the developing American societal culture, structure and values contributed to oppression and marginalization. Identification of the strengths and weaknesses of the American welfare state. Analysis of the major social policies and programs that exist. Development of the skills of policy analysis, formulation and advocacy. Identification of social policy positions of diverse religious traditions.

    3 credits

  • Field Seminar I (SOWK615)

    Introduction to the field experience in community-based practice setting. Integration of beginning knowledge, values, skills, cognitive and affective processes for ethical social work practice with an emphasis on the development of professional identity under supervision of a qualified field instructor.

    2 credits

    Corequisite Course: SOWK605

  • Field Seminar II (SOWK620)

    Continuation of the field experience in a community-based practice setting. Application and integration of developing knowledge, values, skills, cognitive and affective processes for ethical generalist social work practice with an emphasis on diversity, human rights and justice under supervision of a qualified field instructor.

    2 credits

  • Advanced Social Work Practice II: Groups, Communities, and Organizations (SOWK630)

    Explanation of how diversity shapes the human experience in the context of organizations, groups and communities. Analysis of the extent to which sociocultural structures create privilege and power. Application of theoretical models incorporating social justice practices in macro practice. Application of practices reducing oppressive structural barriers. Application of multidisciplinary theoretical frameworks. Investigation of the issues, problems, needs, resources in macro practice. Interpretation of organizational and community data to inform effective evidence informed intervention strategies.

    3 credits

  • Diversity, Human Rights, Social Economic and Environmental Justice (SOWK640)

    Examination of historical and current societal conditions and their impact on individuals and communities. Exploration of culture, power, oppression, exclusion, and the impact of diverse realities in the U.S. Comparative examination through the synthesis of contemporary writings, social theory, and diverse voices. Understanding and critical evaluation of how market economies operate, their broad socioeconomic consequences, and their impact on the lives of socially disadvantaged people.

    3 credits

  • Social Work Research Methods & Design I (SOWK650)

    Evaluation of the ethical concerns in research. Critique of research methodologies including quantitative, qualitative, and single subject design. Connection of evidence-based practice and program evaluation research to improvements in practice, policy, and social service delivery. Critique of relevant evidence-based scholarly published research as research consumers. Explanation of protections for research subjects, ethical standards found in the NASW Code of Ethics regarding research, and ethical research guidelines and procedures.

    2 credits

  • Advanced Social Work Practice III (SOWK700)

    Assessment of diverse factors when making ethical, justice-informed practice decisions to attend to complex personal and systemic injustice factors which impact well-being. Application of evidenced-based, justice-informed social work theories and modalities in manners that are culturally appropriate and utilize critical thinking to inform and communicate professional judgments. Development of advanced engagement, assessment, intervention, and evaluation skills with individuals, families, groups, communities and organizations with application of justice promoting practices.

    3 credits

    Corequisite Course: SOWK725

  • Mental Health, Diagnosis, and Advanced Social Work Practice (SOWK705)

    Development of knowledge and skills necessary for working with individuals with an SPMI diagnosis (serious mental illness) using recovery-oriented, evidence-based practices. Identification of appropriate treatment outcomes that reflect effective, quality mental health practice with diverse groups. Examination of clinical work through case consultation, review, and presentation.

    3 credits

  • Trauma and Crisis in Social Work Practice (SOWK710)

    Exploration of the nature of trauma/ crises, current practice trends and related theories associated with conceptualizing trauma informed practice.

    3 credits

  • Theology, Justice and Human Rights (Advanced Standing) (SOWK715)

    Discussion of contemporary issues related to theology and praxis around the central biblical concept of justice, integrated into a social work perspective. Reflective exploration of lived human experience and how theology shapes approaches to justice in these contexts.

    3 credits

  • Advanced Social Work Methods and Design II (SOWK720)

    Examination of diverse scholarship and literature with a justice-informed perspective. Development of justice-informed research used to advance human rights by informing policy and empowering vulnerable populations.

    2 credits

  • Advanced Social Work Field Seminar III (SOWK725)

    Continuation of the field experience in a community-based practice setting. Application and integration of advanced justice-informed knowledge, values, skills, cognitive and affective processes for ethical generalist social work practice with an emphasis diversity, human rights, and justice under supervision of a qualified field instructor.

    2 credits

    Corequisite Course: SOWK700

  • Advancing Social Policy, Justice Issues and Human Rights in our Communities (SOWK730)

    Exploration of advanced justice-informed models of policy analysis applied to social welfare issues and challenges from a socio-cultural/political viewpoint. Identification of the significance of policy analysis and advocacy in justice-informed social work. Advanced justice-informed analysis of major US social policies and discussion of how policies impact marginalized communities. Advanced development of justice-informed social policy advocacy skills.

    3 credits

  • Advanced Social Work Field Seminar IV (SOWK735)

    Continuation of the field experience in a community-based practice setting. Application and integration of advanced, justice-informed knowledge, values, skills, cognitive and affective processes for ethical generalist social work practice with an emphasis on diversity, human rights, and justice, under the supervision of a qualified field instructor. Students practice a minimum of 250 hours in field.

    2 credits

  • Advanced Theory and Practice in Community and Global Contexts (SOWK740)

    Analysis of complex ethical issues facing local and global communities. Application of a rights-based discourse analysis to develop community and capacity building strategies in local and global contexts from a social work practice perspective.

    2 credits

  • Advanced Social Work Research Methods and Design III (SOWK745)

    Application of current justice-informed research methods to develop an agency-based research project. Engagement of key stakeholders in the research process to develop community action skills.

    2 credits

  • Advanced Social Work Field Seminar V (SOWK750)

    Culminating field seminar with master case presentation and overview of cutting edge therapies and practices in advanced justice-informed social work micro, macro, and meso practice.

    2 credits

  • Justice-Informed Clinical Practice with Children and Families (SOWK765)

    This course is designed to equip clinical social work students with the knowledge base and skills to work with BIPOC, LGBTQIA+, and other historically marginalized populations in clinical settings.

    2 credits

  • Environmental Justice, Health Disparities and Community Health (SOWK770)

    Evaluation of a critical, decolonizing, anti-oppressive and ecological framework in social work practice. Engagement in professional practice which incorporates critical theory to investigate the impact of colonialism from a systems perspective. Identification of key issues about health, social determinants for health, and disparities in health across marginalized communities. Analysis of connections among social disparities, faith perspectives, power, health and ethics related to assumptions and actions in social work practice.

    2 credits

  • Diversity, Oppression and Decolonization in Social Work (SOWK780)

    Examination of assumptions underlying theory and research methodologies from which basic constructs of human behavior are drawn to understand how power and other dynamics manage and sustain oppression at the individual and institutional levels. An interest in how oppression affects service delivery at the micro and macro levels, particularly social policies and strategic planning. Examination through the synthesis of contemporary writings, social theory, and diverse voices with an eye to continued decolonization of social work practice.

    2 credits

  • Capstone Integrative Seminar (SOWK790)

    Integrative seminar to demonstrate readiness to practice social work at an advanced level in the student's area of specialization.

    2 credits

Professional Licensure

The MSW at Bethel prepares students to sit for the Association of Social Work Boards (ASWB) professional licensure exam.

Field Work

Five field seminars throughout the program provide practical experience and the opportunity to integrate knowledge, skills, values, and ethics for social work practice. Students in the full program will complete 900 hours of field work. Field work offers a progression of learning, including:

  • Experience in a multi-service community-based agency serving diverse populations
  • Emphasis on diversity, human rights, and justice
  • Development of a professional identity
  • Social work experience in a professional setting under the supervision of a qualified field instructor

Program Objectives

Graduates of the Master of Social Work at Bethel University will:

  • Address complex social issues such as poverty, systemic violence, human neglect, trafficking, child welfare, trauma, mental health, health disparities, environmental racism, and social systems reform
  • Explore concepts of theology, race, and equity to address social, economic, and environmental injustice
  • Apply critical concepts related to trauma and mental health to social work practice
  • Apply learning in all contexts, micro to macro
  • Seek justice in innovative ways—in wide-based, diverse, professional field settings
  • Apply research and evidence-based practice to social work contexts and diverse community settings to impact sustainable change
  • Integrate inclusive and bias-free language into scholarly work and professional practice
Sun, 06 Feb 2022 06:01:00 -0600 text/html https://www.bethel.edu/graduate/academics/msw/program-details/social-work
Killexams : Assessing 21st-Century Skills and Competencies Around the World

How do teachers assess things like creativity and collaboration, or cross-cultural skills? Our new report, Measuring 21st Century Competencies, focuses on just that question. The report grew out of the Global Cities Education Network, which is comprised of urban school systems working together on overcoming common education challenges. The participating cities are Denver, Hong Kong, Houston, Lexington, Melbourne, Seattle, Seoul, Shanghai, Singapore, and Toronto.

By Vivien Stewart

The world is changing at seemingly breakneck speed. Around the globe, a wide-ranging debate is taking place about what knowledge and skills are most important for the increasingly diverse, interconnected, and innovation-oriented societies of the 21st century.

The cities in Asia Society's Global Cities Education Network all agree that the goals of education can no longer simply be to provide basic literacy skills for the majority of students and higher order skills only for a small elite. The skills that are easiest to teach and easiest to test are now also the skills that are easiest to automate, digitize, and outsource. Instead, cities are directing their attention to developing so-called 21st century skills and competencies for all students. Cities differ in exactly how they define and prioritize these skills and competencies, but they generally include:

  • Cognitive skills: critical thinking, problem-solving and knowledge application, creativity  
  • Interpersonal skills: communication and collaboration, leadership, global and cross-cultural awareness
  • Intrapersonal skills: self-direction, motivation, learning how to learn

To address these new imperatives, education systems around the world are exploring ways to integrate 21st century skills into different curriculum areas and also to help teachers develop different pedagogies and learning environments that will help to inculcate these skills. However, there is an enormous gap between these more complex goals for education and how students are currently measured on large-scale educational assessments. The Global Cities Education Network tackled this subject at its meeting in Singapore in October 2013. As background for discussion at that meeting, a new report, Measuring 21st Century Skills: Guidance for Educators, prepared by RAND researchers, gives an in-depth review of twenty measurement approaches and tools.

Cities in the network are experimenting with different ways of measuring 21st century skills. For example, Hong Kong is one of a number of cities that are introducing project-based assessments, which require students to apply their knowledge to new problems.

In Australia, a new national curriculum, designed jointly by states and the federal government, includes disciplinary and cross-disciplinary areas and general capabilities.  To implement this curriculum, Melbourne educators are helping to develop an online assessment platform that will include indices of creativity and critical thinking skills and are experimenting with self- assessment and peer assessment tools as part of their approach.

Shanghai does not have an overarching framework for measuring 21st century skills but is using PISA-type tests of problem-solving as a way to shift schools in the direction of modern skills and pedagogy.

Toronto's curriculum standards are explicit about the need to assess learning skills and work habits as well as content knowledge. Both Toronto and Seattle are interested in ways to assess student's global competence—whether they can apply 21st century skills in a global context. And, in Houston a laptop initiative is designed to engage students in more self-directed learning.

The host city, Singapore, is an excellent case study of a highly successful knowledge transmission education system that is now trying to balance knowledge transmission with more explicit attention to 21st century competencies. They are being integrated throughout the school curriculum as well as teacher preparation and professional development. Different pedagogies are being encouraged, including greater use of inquiry-based learning, information and communications technology, cooperative group learning, and problem-solving routines, among others. The national examination system is being revised to incorporate higher level thinking skills through different modes of assessment including open-ended and source-based questions as well as Singapore's traditional essay format. Some skills are being assessed primarily at the school level, such as students' skills in planning and performing experiments in science and in carrying out projects and design work in other curriculum areas. In primary schools, assessment and reports to parents are more holistic, going beyond academic achievement to other areas of student development. And the competencies expected of graduating teachers are being changed to match these outcome goals for students.

The new report, prepared by RAND Education and RAND Corporation, as well as the discussion among the cities underscored the challenges in developing and using assessments of 21st century skills and competencies. Right now education systems collectively have much more experience in measuring academic content and thinking skills than in measuring interpersonal or intrapersonal dispositions. Clearer definitions of some of these competencies will be needed before they can be measured effectively and learning progressions will need to be developed so that assessments can help to Improve instruction not just audit it. Some of the measures will need to raise their technical quality before they can be used for high-stakes decisions and some of the more interactive assessments are quite costly and require considerable computing power.

Some cities raised the larger questions of whether soft skills should be measured in large-scale assessments or just left to teachers and whether measures of 21st century skills will be used to help students grow or be used to track them? Clearly, there are a host of issues to resolve but cities around the world are seeking meaningful assessments.

Sun, 22 May 2022 09:47:00 -0500 en text/html https://asiasociety.org/global-cities-education-network/assessing-21st-century-skills-and-competencies-around-world
Killexams : A competence centre for social innovation in Finland

Demos Helsinki is supporting the Finnish Ministry of Employment and Economic Affairs to build the conditions for the launch of Finland’s competence centre for social innovation in 2023.

EU increases commitment to social innovation initiatives

Social innovation is increasingly attracting the attention of the European Social Fund Plus (ESF+). With meaningful investment, countries are seeking ways to expand their social innovation expertise and practices to solve collective problems. Competence centres for social innovation are set up around the EU to strengthen the impact of social innovation. Finland’s project is coordinated by the Ministry of Employment and Economic Affairs with the support of Demos Helsinki.

The project is driven by the European Commission’s aim to further invest in social innovation. EU member states are pursuing social innovation from structures that are fragmented and with little resources for promotion. As a result, the impact of social innovations generated with EU funding has been low. Finland has a history of valuable and progressive work in the field, but the ecosystem is facing similar challenges as other countries.

Social innovation in Finland

“In Finland, we are not starting from scratch when preparing the competence centre for social innovations. One of the challenges is bringing together existing structures and processes”, says Tapani Kojonsaari, Ministerial Adviser, Minister of Economic Affairs and Employment. “Increasing the impact of social innovation requires raising the profile of social innovation. This has also been recognised by the European Commission, where a lot is happening in the field of social innovation.”

Demos Helsinki is thus building an operating model for the Finnish competence centre and creating a knowledge base on how to strengthen and nurture the national social innovation ecosystem.

As part of the project, we recently completed a report on the state, opportunities and challenges of the Finnish social innovation ecosystem (currently only in Finnish). A final report will be published in September 2022. Moreover, we have organised participatory stakeholder events for spring 2022, aiming to convene actors throughout the ecosystem.

Social innovations can provide us with the key solutions for great societal challenges. Βut, as with most innovations, they require commitment and effort. There is thus an urgent need to promote receptivity to social innovation in decision-making and construct a joint path for the actors of the social innovation ecosystem.

Want to know more?

Vera Djakonoff
Transformative Governance Expert
vera.djakonoff@demoshelsinki.fi

Finland is a member of the consortium Pan-European Social Innovation Lab (PEnCIL) which is building up national competence centres for social innovation in Belgium, the Czech Republic, Finland and Lithuania. The consortium identifies the visions, needs, opportunities, and priorities of social innovation stakeholders and advocates to build a strategy and action plan specific to each country.


Feature Image: marchmeena29/iStock

Wed, 27 Jul 2022 19:27:00 -0500 en-US text/html https://demoshelsinki.fi/referenssit/a-competence-centre-for-social-innovation-in-finland/
Killexams : Master of Social Work: Advanced Standing

The MSW advanced standing program is available to students who hold a bachelor’s degree in social work (BSW) from a Council of Social Work Education (CSWE) accredited institution. The program prepares graduates for advanced ethical and professional social work practice and licensure, emphasizing commitment to service, social justice, integrity, competence, and scientific inquiry.

Online

Online with Intensives

You'll complete coursework online, with 1 week of on-campus intensives each year.

Location: St. Paul

Start Dates: Summer 2023, and Spring 2024

Total Credits

35

Finish in as Few as

15 months

Courses

  • Advanced Social Work Practice III (SOWK700)

    Assessment of diverse factors when making ethical, justice-informed practice decisions to attend to complex personal and systemic injustice factors which impact well-being. Application of evidenced-based, justice-informed social work theories and modalities in manners that are culturally appropriate and utilize critical thinking to inform and communicate professional judgments. Development of advanced engagement, assessment, intervention, and evaluation skills with individuals, families, groups, communities and organizations with application of justice promoting practices.

    3 credits

    Corequisite Course: SOWK725

  • Mental Health, Diagnosis, and Advanced Social Work Practice (SOWK705)

    Development of knowledge and skills necessary for working with individuals with an SPMI diagnosis (serious mental illness) using recovery-oriented, evidence-based practices. Identification of appropriate treatment outcomes that reflect effective, quality mental health practice with diverse groups. Examination of clinical work through case consultation, review, and presentation.

    3 credits

  • Trauma and Crisis in Social Work Practice (SOWK710)

    Exploration of the nature of trauma/ crises, current practice trends and related theories associated with conceptualizing trauma informed practice.

    3 credits

  • Theology, Justice and Human Rights (Advanced Standing) (SOWK715)

    Discussion of contemporary issues related to theology and praxis around the central biblical concept of justice, integrated into a social work perspective. Reflective exploration of lived human experience and how theology shapes approaches to justice in these contexts.

    3 credits

  • Advanced Social Work Methods and Design II (SOWK720)

    Examination of diverse scholarship and literature with a justice-informed perspective. Development of justice-informed research used to advance human rights by informing policy and empowering vulnerable populations.

    2 credits

  • Advanced Social Work Field Seminar III (SOWK725)

    Continuation of the field experience in a community-based practice setting. Application and integration of advanced justice-informed knowledge, values, skills, cognitive and affective processes for ethical generalist social work practice with an emphasis diversity, human rights, and justice under supervision of a qualified field instructor.

    2 credits

    Corequisite Course: SOWK700

  • Advancing Social Policy, Justice Issues and Human Rights in our Communities (SOWK730)

    Exploration of advanced justice-informed models of policy analysis applied to social welfare issues and challenges from a socio-cultural/political viewpoint. Identification of the significance of policy analysis and advocacy in justice-informed social work. Advanced justice-informed analysis of major US social policies and discussion of how policies impact marginalized communities. Advanced development of justice-informed social policy advocacy skills.

    3 credits

  • Advanced Social Work Field Seminar IV (SOWK735)

    Continuation of the field experience in a community-based practice setting. Application and integration of advanced, justice-informed knowledge, values, skills, cognitive and affective processes for ethical generalist social work practice with an emphasis on diversity, human rights, and justice, under the supervision of a qualified field instructor. Students practice a minimum of 250 hours in field.

    2 credits

  • Advanced Theory and Practice in Community and Global Contexts (SOWK740)

    Analysis of complex ethical issues facing local and global communities. Application of a rights-based discourse analysis to develop community and capacity building strategies in local and global contexts from a social work practice perspective.

    2 credits

  • Advanced Social Work Research Methods and Design III (SOWK745)

    Application of current justice-informed research methods to develop an agency-based research project. Engagement of key stakeholders in the research process to develop community action skills.

    2 credits

  • Advanced Social Work Field Seminar V (SOWK750)

    Culminating field seminar with master case presentation and overview of cutting edge therapies and practices in advanced justice-informed social work micro, macro, and meso practice.

    2 credits

  • Justice-Informed Clinical Practice with Children and Families (SOWK765)

    This course is designed to equip clinical social work students with the knowledge base and skills to work with BIPOC, LGBTQIA+, and other historically marginalized populations in clinical settings.

    2 credits

  • Environmental Justice, Health Disparities and Community Health (SOWK770)

    Evaluation of a critical, decolonizing, anti-oppressive and ecological framework in social work practice. Engagement in professional practice which incorporates critical theory to investigate the impact of colonialism from a systems perspective. Identification of key issues about health, social determinants for health, and disparities in health across marginalized communities. Analysis of connections among social disparities, faith perspectives, power, health and ethics related to assumptions and actions in social work practice.

    2 credits

  • Diversity, Oppression and Decolonization in Social Work (SOWK780)

    Examination of assumptions underlying theory and research methodologies from which basic constructs of human behavior are drawn to understand how power and other dynamics manage and sustain oppression at the individual and institutional levels. An interest in how oppression affects service delivery at the micro and macro levels, particularly social policies and strategic planning. Examination through the synthesis of contemporary writings, social theory, and diverse voices with an eye to continued decolonization of social work practice.

    2 credits

  • Capstone Integrative Seminar (SOWK790)

    Integrative seminar to demonstrate readiness to practice social work at an advanced level in the student's area of specialization.

    2 credits

 

Professional Licensure

The MSW at Bethel prepares students to sit for the Association of Social Work Boards (ASWB) professional licensure exam.

Field Work

Three field seminars throughout the program provide practical experience and the opportunity to integrate knowledge, skills, values, and ethics for social work practice. Students in the advanced standing program will complete 500 field work hours. Field work offers a progression of learning, including:

  • Experience in a multi-service community-based agency serving diverse populations
  • Emphasis on diversity, human rights, and justice
  • Development of a professional identity
  • Social work experience in a professional setting under the supervision of a qualified field instructor

Program Objectives

Graduates of the Master of Social Work at Bethel University will:

  • Address complex social issues such as poverty, systemic violence, human neglect, trafficking, child welfare, trauma, mental health, health disparities, environmental racism, and social systems reform
  • Explore concepts of theology, race, and equity to address social, economic, and environmental injustice
  • Apply critical concepts related to trauma and mental health to social work practice
  • Apply learning in all contexts, micro to macro
  • Seek justice in innovative ways—in wide-based, diverse, professional field settings
  • Apply research and evidence-based practice to social work contexts and diverse community settings to impact sustainable change
  • Integrate inclusive and bias-free language into scholarly work and professional practice
Sun, 02 May 2021 19:56:00 -0500 text/html https://www.bethel.edu/graduate/academics/msw/program-details/advanced-standing
Killexams : Real-life examples based on latest syllabus for CBSE Class 10 and 9 exam preparation

New Delhi [India], August 4 (ANI/Mediawire): Students' biggest concern when doing classroom learning is conceptual clarity and connectivity with the topics.

Today, as part of the goal to make education more competency driven, daily life examples have been introduced Chapter-wise for main subjects of CBSE Class 9 and 10.

Such an initiative (in collaboration with Educart) will help students understand 'why' they are learning the Topics using real-life applications and connect with the Topics better.

Moreover, CBSE recently announced (as per circular ACAD-57/2022) that this year's exam pattern will have 30 per cent competency-based questions and applying concepts in real-life situations will be part of this year's question paper. Pan-India training is aggressively ongoing to prepare teachers for the same.

Link to the material having these Real-life examples (chapter-wise)

You can learn from the screenshot above how Quadratic Equations can be used in cricket DRS technology to decide if the LBW appeal was correct or not. The study material provided covers similar concepts along with lots of competency-based questions.

"Great initiative by Educart to work with CBSE experts and provide such a useful question bank. Students always look for a fundamental understanding of Topics to avoid rote learning and such real-life examples for every subject will help answer the 'why I am studying this' and grasp Topics better. More importantly, it will prepare students for the upcoming new pattern of competency-based questions"

As quoted by Priya Gupta, CBSE Co-ordinator (DPSV School)

Another example below shows how the concept of Ohm's Law from the Science chapter 'Electric Circuits' is used when a smartphone is connected to a charger.

Looking at these examples:

We noticed that these real-life examples are given in Science and Mathematics (Standard and Basic) subjects of CBSE Class 9 and Class 10 material (question banks 2022-23) of Educart.

Social Science material covers contextual pictorial examples along with some competency/ source-based solutions to help students with better understanding of NCERT text.

In English Language and Literature, reference to context examples and inference-based questions to test various levels of competencies (NCERT based) are provided in the examcollection of Educart for each CBSE Class 9/10 prose/poetry Chapter.

Experts say this is something we rarely see in any material provided for CBSE students and is a commendable new step by Educart. Overall, CBSE has always maintained that fundamental understanding of the Topics is important to answer the new pattern of questions that are introduced in the recent year.

This new material provided in examcollection of Educart for CBSE Class 9 and 10 for 2022-23 academic year will immensely help students better understand the classroom taught Topics and be exam-ready.

It is also expected that with the upward trend of move towards offline learning is here to stay and such books providing a variety of contextual content will be a great reference material for all stakeholders involved.

This story is provided by Mediawire. ANI will not be responsible in any way for the content of this article. (ANI/Mediawire)

Wed, 03 Aug 2022 18:35:00 -0500 en text/html https://www.bignewsnetwork.com/news/272642691/real-life-examples-based-on-latest-syllabus-for-cbse-class-10-and-9-exam-preparation
Killexams : Unlicensed healthcare workers face criminal cases after ABC15 reports

PHOENIX — A pair of recent criminal prosecutions continue to highlight how important it is for the public to verify health professionals’ licenses before seeking treatment.

In recent months, an impostor nurse pleaded guilty and an unlicensed psychologist was charged with multiple felonies.

Both defendants were the focus of separate ABC15 investigative reports.

IMPOSTORS: ABC15 investigates the underground world of unlicensed healthcare 

Unlicensed Psychologist

Marilyn Wiley was arrested on two counts of Taking Identity of Another Person or Entity in May.

In advance of a news report, Wiley’s accused of creating multiple online personas to harass and threaten a victim who interviewed with ABC15 and filed an official complaint with the state psychology board, according to a Chandler police investigation.

“I'm not fixed. I'm not better,” said the victim, Reginal Jackson, in a previous interview. “There is constant suffering. And, she should not be practicing.”

In an ABC15 report in 2020, Jackson claimed he was duped into believing Wiley was licensed and legitimate. He provided bills showing he had dozens of appointments with Wiley from late 2017 through mid-2019.

Wiley has applied for licensure with the state board multiple times. But she failed to pass the competency exam at least twice, according to board officials and records.

On LinkedIn.com, Wiley claimed to have a Ph.D. from Walden University, an online for-profit college, and says she belonged to both the Arizona and American Psychological Associations. Both organizations told ABC15 she was not a member.

Wiley was hired by Vibrant Health Care as a “psychology associate,” a position designed for an unlicensed person to obtain practice hours under the supervision of a psychologist.

But in social media photos, Wiley had photos of herself holding a stethoscope and wearing a white coat with “clinical psychologist” stitched on the front. In Arizona, it’s illegal to call yourself a “psychologist” without a license or advertise yourself with the term “psychology.”

Wiley also used the fake identities to try to contact ABC15, records show.

An account linked to one of Wiley’s relatives also sent ABC15 Chief Investigative Reporter Dave Biscobing a threatening message on Facebook.

The message dated July 30, 2021 stated: Ayy cracka …idk what yo problem is but you gone find yo self in A Hearst I’m pretty sho you don’t wanna go thur f****t a** boy. Your wife is beautiful by tha way.

Wiley has a preliminary hearing scheduled for August 5, 2022.

Impostor Nurse

Ondranqiue Walls pleaded guilty to multiple felony charges after she opened a medspa and performed injections on women using a real nurse’s identity.

As part of a plea deal, Walls was sentenced in March and avoided jail and prison time, court records show.

A judge placed her on supervised probation for three years.

In 2018, ABC15 caught the impostor nurse during an undercover appointment and interviewed multiple victims, including the nurse whose identity was stolen.

After the station’s reporting, Scottsdale Police Department opened an investigation and the Arizona State Board of Nursing officially designated Walls as an impostor on its website.

Walls was indicted by a grand jury a year later in March 2019, records show.

Scottsdale police arrested Walls on December 12th, 2019 after assigning officers to locate and surveil her. Walls was taken into custody following a traffic stop near her home.

In November 2019, ABC15 aired a follow-up report about Walls that revealed how she had opened another medspa and had not been arrested after more than a year and a half.

It’s not clear if Ondranique Walls was again treating patients herself in the new Phoenix business. But multiple nurses who unsuspectingly applied to work at Walls's medspa contacted ABC15 thinking that she will steal their identities and again treat patients.

At the time, Walls sent ABC15 an email that stated, “You need to leave me alone with this bullsh**!” and to “F*** OFF! WITH ALL YOUR FAKE NEWS! TRY SOMEONE ELSE CUZ I’M NOT HER!”

Contact ABC15 Chief Investigator Dave Biscobing at dave@abc15.com.

Copyright 2022 Scripps Media, Inc. All rights reserved. This material may not be published, broadcast, rewritten, or redistributed.

Fri, 22 Jul 2022 09:42:00 -0500 en text/html https://www.abc15.com/news/local-news/investigations/unlicensed-healthcare-workers-face-criminal-cases-after-abc15-reports
Killexams : Real-life Examples Provided On Each subject of CBSE Class 10 and 9 Syllabus For The First Time

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Wed, 03 Aug 2022 22:01:00 -0500 text/html https://timesofindia.indiatimes.com/home/education/news/real-life-examples-provided-on-each-topic-of-cbse-class-10-and-9-syllabus-for-the-first-time/articleshow/93326360.cms
Killexams : SEPLAT STEP: Enhancing Teachers’ Competence for Effective Impact

Uchechukwu Nnaike reports that the three-month training programme for 200 teachers and six chief inspectors of education in Edo and Delta by Seplat Energy Plc. and the Nigerian Petroleum Development Company is to promote teachers’ creative thinking and higher student engagement

Among the challenges confronting the Nigerian education system is poor teacher welfare. This has over the years affected their attitude to work, resulting in poor performance of students across the board. The poor condition of teachers has made the profession the least desired, often the last resort for those seeking employment in other, more lucrative fields.

As such, admission into colleges of education and faculty of education in universities was less competitive, unlike other specialised fields and programmes. Teachers’ unions have gone on strike to demand improved welfare from successive governments.

The Universal Basic Education Commission (UBEC) audit revealed a significant deficit in the number of qualified teachers at the basic level in both public and private schools.

A statement credited to the Executive Secretary of UBEC, Dr. Hamid Bobboyi, noted that the National Personnel Audit (NPA) outcome indicated that about 277,537 qualified teachers are required to fill existing gaps at the basic education level.

The audit specifically revealed that while 73 per cent of teachers in public basic schools are qualified, only 53 per cent of the teachers in the private schools are eligible to teach at the basic level.

However, there is a gradual improvement, as the federal and state governments have realised that improving teachers’ skills will enhance students’ performance. The private sector has also keyed in, with investment in infrastructures, technology and teacher training, as well as other initiatives to reward exceptional teachers, thereby inspiring others to work hard.

One of such private sector initiatives is the SEPLAT JV Teachers Empowerment Programme (STEP), set up by an indigenous energy company, Seplat Energy Plc. and the Nigerian Petroleum Development Company (NPDC), to promote teachers’ creative thinking skills, enabling higher student engagement, to Improve the standard of education in Delta and Edo.

The second edition of the programme, which commenced recently, involves 200 teachers and six chief inspectors of education (CIEs) from both states. They would be trained on modern learning techniques, critical thinking skills, problem-solving skills, and lesson notes for three months.

Speaking at the formal inauguration of the programme in Benin, the Director, External Affairs and Sustainability, SEPLAT, Dr. Chioma Nwachukwu, said the process for the selection of the benefiting teachers commenced with an online test for 874 teachers that registered from all schools in Edo and Delta.

Nwachukwu, represented by the Manager, Corporate Social Responsibility, Seplat, Esther Icha, added that the beneficiaries were drawn from 28 schools each from both states; five teachers each, representing every public school and two from private schools. The training commenced with a three-day workshop in Benin, designed to empower teachers to access the Seplat Science, Technology, Engineering, and Mathematics (STEM) app.

“They are now going to apply learning and demonstration, and that is why the STEM training is very critical in nation-building,” Nwachukwu said.

She added that the training would end with the award of certificates to successful teachers in February 2022. Beneficiaries are expected to set up a STEM club in their various schools.

“STEM club will usher in an exhibition where the use of STEM to proffer solutions to world problems will be showcased,” she added.

Through Science, Technology, Engineering, Arts and Mathematics (STEAM) education, students are engaged in several activities that establish communication skills like critiquing art, presenting research, collaborating with peers for group projects, and communicating results in research papers.

Along with creative thinking, STEAM education creates an environment where students can learn to express themselves in a supportive and accepting climate in the classroom, giving them the chance to explore more of themselves.

There are also indicators that teachers who are well-equipped to teach STEAM play an important role in guiding children, resulting in superior performance than less experienced teachers. This, among others, has spurred SEPLAT to continue to make notable strides with its drive to Improve the standard of education in the country, particularly in its host states.

The Edo State Ministry of Education and Science and Technology officials and Delta State Ministry of Basic and Secondary Education, respectively, expressed delight about the collaboration with SEPLAT. They pledged to ensure the success of the initiative.

The Permanent Secretary, Edo education ministry, Stellamaris Imasuen, explained that the Seplat mandate was in line with the state government’s vision for education.

Represented by the Executive Director, Science Vocational and Technical Education, Odegua Kushe, she stated: “The impact of the training, which Seplat started last year, is evident in the increase of students participating in science and technology competitions at both local and international levels.”

Also, the Delta State Commissioner for Basic and Secondary Education, Rose Ezewu, commended the company for collaborating with the government to equip teachers with modern techniques for improved classroom experiences.
Ezewu, represented by the Director of School Services, Ufuoma Oduma, said over the years, teaching and learning in the country had suffered huge setbacks in the face of modern technology.

“But with intervention from a company like Seplat in collaboration with government, a new era of nourishing classroom experiences has been ushered in,” said Ezewu.

On his part, the Managing Director, NPDC, Alli Zahra, represented by Bassey Etim Bassey, highlighted the purpose and impact of teachers in nation-building, hence the need for such training.

One hundred teachers and 43 CIEs benefited from the first edition of the programme, which started in November 2020 and beneficiaries certified in March 2021.

An education roundtable complemented the certificate presentation ceremony to emphasise the company’s stand on providing quality education as a national priority.

Some of the beneficiaries said the training would be an opportunity to change the narrative in their daily activities.

Ejoma Emiliana, a CIE and a beneficiary from Oshimili South Local Government Area, Delta State, said the programme was an opportunity for her at the supervisory end.

She said the programme “has increased and enhanced my knowledge, and I thank Seplat for coming to better my ideas in different ways.”

Godfrey Edobholo, a teacher representing Federal Science and Technical College, Uromi, said: “We have seen how our minds have been refined because a mind refined is a life transformed. We have seen how important it is because, as a teacher, you are a leader.

“We have seen the bridge and the link between a teacher and a leader because leadership itself is programming to securing the present which is the now; and also capturing the future.”

Edobholo added, “So generally, the Seplat empowerment programme is for us to secure the future of our children and also capture the future because if you train a child, you have educated a nation.”

The company also organises the Seplat PEARLs Quiz for schools in Edo and Delta States. The competition aims to promote and reward academic excellence among secondary school students.

The educational intervention is said to be at the heart of the SEPLAT Chairman, Dr. A.B.C Orjiako, whose drive for excellence is unparalleled.

While commending the company for the initiatives, stakeholders called on other corporate organisations to replicate the gesture in other areas to move the country forward.

Tue, 19 Jul 2022 12:00:00 -0500 en-US text/html https://www.thisdaylive.com/index.php/2021/09/22/seplat-step-enhancing-teachers-competence-for-effective-impact/
Killexams : Changes to the Architects Act: RIBA survey findings

What does the profession think about the proposed changes to the Architects Act? To help shape the RIBA’s response to the government consultation, we ran a survey that received over 500 responses.

Out of 502 respondents, 84% were architects registered with the Architects Registration Board; 75% were RIBA, RSUA, RIAS or RSAW members; 7% were working towards qualification; 3% were not registered architects but provided similar services; 3% were retired members of the profession; and the remaining participants listed themselves as ‘other’ – such as academics or construction sector professionals.

Read more about the results of our survey below.

When asked how important mandatory competency requirements are for promoting the best standards and confidence within the profession:

  • 85% said that mandatory competency requirements were "very important" or "somewhat important", compared to only 6% who said they were "somewhat unimportant" or "very unimportant"
  • Commentary was largely supportive; many understood the need to support public trust and maintain high standards

Respondents also raised caveats. Many called for assurance that any new requirements would be balanced with those across the whole construction sector to ensure public confidence, especially regarding the regulation of title, where people can provide the same services as an architect without being registered with the ARB. Others also wanted to see government recognition of the real value that architects bring to construction and planning.

When asked how frequently architects should be monitored for competency as part of a regulated system overseen by the government:

Most respondents said mandatory competence testing is important, but flagged this must be done without creating serious burdens on day to day practice.

  • 34% suggested it should take place every 4 to 5 years
  • 17% stated it should occur every 2 to 3 years
  • 14% said it should take place every 6+ years
  • 5% said that architects should not be regulated

Not all respondents supported ongoing testing or monitoring. 25% said architects should only be checked at the point of application.

RIBA members already undertake mandatory CPD and training, but when asked which Topics should be included as part of a regulatory regime controlled by the ARB:

  • 70% selected fire safety
  • 68% selected health, safety and wellbeing
  • 67% selected legal, regulatory and statutory compliance
  • 50% selected sustainable architecture
  • 46% selected design, construction and technology

When asked which elements of an architect’s function should be regulated, either in addition to or instead of the current regulation of title:

  • 49% stated they wanted to see regulated elements of function for building and planning control
  • One third said that only title should be regulated
  • 10% said only building control or planning control should be regulated
  • 7% said they either did not know or were against regulation of title and function

These findings have helped to shape our own response to the consultation.

The RIBA is going to lobby the government to ensure that any changes work to promote the value of the profession. Architects are central to driving the highest standards in the built environment and resolving many of the significant national and global challenges we face today, from sustainability to public safety.

Alongside launching our own first mandatory competence test on Health and Life Safety, the RIBA will work closely with the MHCLG and ARB as they gather responses from the sector and begin to outline new requirements.

As part of broader concerns relating to the consultation, several respondents also stated that they wanted the government to move forward with initiating international agreements for recognition of professional qualifications with EU countries and those further afield – and we agree. We will continue to urge the government to provide the ARB with necessary power to negotiate international agreements that will enable UK architecture to thrive globally.

If you are an RIBA member with questions about these changes, please email info@riba.org.

You can also sign up to the RIBA’s Political Update by emailing public.affairs@riba.org to keep an eye on developments.

Sun, 24 Jan 2021 18:51:00 -0600 en text/html https://www.architecture.com/knowledge-and-resources/knowledge-landing-page/architects-act-survey-findings
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