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What is mentoring?
This chapter by Sue Callan from "Mentoring in the Early Years" (Robins (ed), 2006), published by Sage, outlines the role of the mentor in the specific context of early years settings. The chapter aims to identify a framework for mentoring in the context of current early years practice and policy, and to enable mentors in this context to reflect on the nature of their role.
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Using coaching for new teachers
This chapter is taken from "The Coaching Toolkit: A Practical Guide for Your School" (Allison & Harbour, 2009), published by Sage. It takes the form of an extended case study of coaching practice within a single secondary school, and considers the value of collaborative or 'co-coaching' (in this case, peer to peer coaching) with NQTs. It also considers the use of more general coaching approaches to support teachers in their second year of teaching, once the NQT induction process has been compl
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4th Place: Tyler Brown and Alexis Irizarry, Brigham Young University
The Eller College of Management held the Ninth Annual Collegiate Ethics Case Competition from October 25-27, 2012 at the University of Arizona. The competition exposes students to a thought provoking business ethics case that they could face in their professional careers. Student teams will collaboratively analyze, present, and respond to questions posed by a panel of judges. Students will compete with teams from various business colleges from around the world. The experience promises to chal
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Getting started on Classical Greek
The aim of this unit is to enable you to get started in Classical Greek. It has been developed in response to requests from students who had had no contact with Greek before and who felt they would like to spend a little time preparing for the kind of learning that takes place on a classical language course. The unit will give you a taster of what is involved in the very early stages of learning Greek and will offer you the opportunity to put in some early practice.
Author(s): The Open University

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5 Conclusion
Although society's attitude toward mental illness has improved, discrimination and misconceptions surrounding those affected are still prevalent. This unit explores a number of issues relating to mental health practice, including the difference between mental health and mental illness, and the discrimination that can arise when people experience some form of mental distress.
Author(s): The Open University

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4.2 Essential shared capabilities for mental health
Although society's attitude toward mental illness has improved, discrimination and misconceptions surrounding those affected are still prevalent. This unit explores a number of issues relating to mental health practice, including the difference between mental health and mental illness, and the discrimination that can arise when people experience some form of mental distress.
Author(s): The Open University

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4.1 Mental health specialists
Although society's attitude toward mental illness has improved, discrimination and misconceptions surrounding those affected are still prevalent. This unit explores a number of issues relating to mental health practice, including the difference between mental health and mental illness, and the discrimination that can arise when people experience some form of mental distress.
Author(s): The Open University

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3.1 Understanding stigma
Although society's attitude toward mental illness has improved, discrimination and misconceptions surrounding those affected are still prevalent. This unit explores a number of issues relating to mental health practice, including the difference between mental health and mental illness, and the discrimination that can arise when people experience some form of mental distress.
Author(s): The Open University

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1.4 A community resource centre in action
Although society's attitude toward mental illness has improved, discrimination and misconceptions surrounding those affected are still prevalent. This unit explores a number of issues relating to mental health practice, including the difference between mental health and mental illness, and the discrimination that can arise when people experience some form of mental distress.
Author(s): The Open University

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1.3 Models of understanding in mental health
Although society's attitude toward mental illness has improved, discrimination and misconceptions surrounding those affected are still prevalent. This unit explores a number of issues relating to mental health practice, including the difference between mental health and mental illness, and the discrimination that can arise when people experience some form of mental distress.
Author(s): The Open University

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1.2 Boundaries between mental health and illness
Although society's attitude toward mental illness has improved, discrimination and misconceptions surrounding those affected are still prevalent. This unit explores a number of issues relating to mental health practice, including the difference between mental health and mental illness, and the discrimination that can arise when people experience some form of mental distress.
Author(s): The Open University

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1.1 Introduction
Although society's attitude toward mental illness has improved, discrimination and misconceptions surrounding those affected are still prevalent. This unit explores a number of issues relating to mental health practice, including the difference between mental health and mental illness, and the discrimination that can arise when people experience some form of mental distress.
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Introduction

In this unit, we will consider the nature of businesses and the principal forms of business organisation. The themes covered in Part A are company, business and capital; and in Part B, business mediums, sole traders, partnerships or firms, and assets and liabilities.

This unit is an adapted extract from the Open University course Company law and practice (W223)

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Darwin and the OU
This unit brings together a collection of units from the OpenLearn site that would be of interest to anyone wishing to study Darwin’s theory of evolution and natural selection and how his work has gone on to influence other work around this theory.
Author(s): The Open University

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How Darwin has influenced others
This unit brings together a collection of units from the OpenLearn site that would be of interest to anyone wishing to study Darwin’s theory of evolution and natural selection and how his work has gone on to influence other work around this theory.
Author(s): The Open University

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1 Evolution and natural and artificial selection
This unit brings together a collection of units from the OpenLearn site that would be of interest to anyone wishing to study Darwin’s theory of evolution and natural selection and how his work has gone on to influence other work around this theory.
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Activity 5
Article 12 of the UN Convention on the Rights of the Child introduced the right of children to have a say in issues affecting them. Although historic accounts demonstrate some children’s willingness and ability to express an opinion pre dating the UNCRC, a more visible emphasis on children’s involvement and participation, particularly in the design and delivery of children’s services, has been identified in its wake. Theory, practice guidelines and practitioner accounts are used to help th
Author(s): The Open University

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Activity 4
Article 12 of the UN Convention on the Rights of the Child introduced the right of children to have a say in issues affecting them. Although historic accounts demonstrate some children’s willingness and ability to express an opinion pre dating the UNCRC, a more visible emphasis on children’s involvement and participation, particularly in the design and delivery of children’s services, has been identified in its wake. Theory, practice guidelines and practitioner accounts are used to help th
Author(s): The Open University

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Activity 3
Article 12 of the UN Convention on the Rights of the Child introduced the right of children to have a say in issues affecting them. Although historic accounts demonstrate some children’s willingness and ability to express an opinion pre dating the UNCRC, a more visible emphasis on children’s involvement and participation, particularly in the design and delivery of children’s services, has been identified in its wake. Theory, practice guidelines and practitioner accounts are used to help th
Author(s): The Open University

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Activity 2
Article 12 of the UN Convention on the Rights of the Child introduced the right of children to have a say in issues affecting them. Although historic accounts demonstrate some children’s willingness and ability to express an opinion pre dating the UNCRC, a more visible emphasis on children’s involvement and participation, particularly in the design and delivery of children’s services, has been identified in its wake. Theory, practice guidelines and practitioner accounts are used to help th
Author(s): The Open University

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