Multi-agency working

This chapter, therefore, examines the case for a strategic approach to joined-up services by reviewing the development and operation of multi-agency working in Scottish education, and considers the professional imperatives for collaboration between agencies, and the barriers which present significant challenges to action. The chapter begins by outlining the policy context in relation to making Scotland a fairer society through improving educational experience generally, and then discusses more particularly the emerging practice issues for multi-agency working by considering the case study of one significantly disadvantaged group: children and young people who are 'looked after' by local authorities

Combining Globally Rigid Frameworks

Here it is shown how to combine two generically globally rigid bar frameworks in $d$-space to get another generically globally rigid framework. The construction is to identify $d+1$ vertices from each of the frameworks and erase one of the edges that they have in common.Comment: 14 page

Fibonacci and the golden section

It is clear that a number of things need to happen if educational experience, and therefore attainment, are to improve and the Scottish Government report Looked After Children: We Can and Must Do Better4 has established a clear agenda for eight working groups with a very simple message: 'The problems are deep rooted and difficult but not impossible to deal with.

Curriculum development in further education

This chapter outlines the development of the further education curriculum post-1945 in Scotland and examines somes issues, specifically: modes of learning; staff development and curriculum development; and support for students

Supporting looked after children in education

This chapter, aimed principally at teachers and managers in education services, outlines the context and practice issues in relation to looked after children in education in Scotland. The chapter is structured around these headings: the context; looked after children in education; readiness to learn; support at school; joint working

A study to compare the frequency and type of physical complaints verbalized by emotionally disturbed children when they are serving an isolatory restriction at bedtime with the frequency and type of physical complaints verbalized by the same children when they are not serving an isolatory restriction at bedtime

Thesis (M.S.)--Boston Universit

Think Happy Thoughts : Peter Pan as a Tragic Hero

Using Aristotle\u27s definition of the tragic hero, this work will explore J.M. Barrie\u27s novel, Peter and Wendy, and how Peter is a tragic figure. In this paper I argue that Peter Pan is not only a tragic hero whose human frailty— in Peter’s case, his fear of growing old— causes him to make the terrible mistake of rejecting his own development of humanity and the opportunity for redemption through maternal love, but that Barrie uses Peter to emphasize that, contrary to the Romantic conception of childhood, children need the guidance of parents in order to live a fulfilling life

Early Childhood Education in Buffalo, New York

The National Association for the Education of Young Children (NAEYC) defines early childhood education as the learning experience of a child from birth to age eight. It is generally agreed that the human brain undergoes great growth and change in the years before age five. High-quality early childhood education will include development of a child’s cognition, language, motor, adaptive, social, and emotional skills