As an integrated primary and acute care system (PACS) vanguard, we’re leading one of the most exciting revolutions in NHS system development: remapping commissioning and provider structures in a way which makes them truly clinically-led and future-proof.
Dismantling organisational boundaries, particularly those between acute and primary care, has led to a shared understanding of clinical and business challenges and enabled us to develop new models of care which accurately reflect current and projected demand.
Rojas-Drummond, S., Albarrab, C.D. and Littleton, K.S. (2008) Thinking Skills and Creativity, vol. 3, no. 3, pp. 17–191. Rojas-Drummond et al. ‘Exploratory talk’ (Mercer (2008) research in Mexican primary schools and other kinds of productive talk in more open-ended and creative tasks.
Pupil talk and discussion are seen as having important social and cognitive outcomes. In science classes, pupils' collaborative talk supports the construction of meaning and helps examine the status of evidence, theory and knowledge. However, pupil interactive talk in groups is rare in science lessons. The research reported is part of a project to increase the amount of pupil-pupil talk in primary schools through a programme of teaching and professional development.
In this article, Jewitt reviews research into multimodality and literacy in the classroom, and asks what these changes mean for being literate in contemporary society, where digital media are embedded in everyday literacy practices. Jewitt argues that the time for associating learning primarily with language and print literacy is over.
The National Literacy Trust is a UK charity that changes lives through literacy. We have a vision of a society in which everyone has the reading, writing, speaking and listening skills that they need to fulfil their own and, ultimately, the nation's potential.
S. Murray, J. Tapson, L. Turnbull, J. McCallum, und A. Little. BMJ: British Medical Journal, 308 (6930):
698(03/12 1994)M3: Article; Accession Number: 4948497; Murray, S.A. Tapson, J. Turnbull, L. McCallum, J. Little, A.; Source Info: 3/12/94, Vol. 308 Issue 6930, p698; Subject Term: PUBLIC health -- Great Britain; Subject Term: PRIMARY health care; Subject Term: GREAT Britain; Number of Pages: 3p; Document Type: Article.
M. Korpela, H. Soriyan, K. Olufokunbi, A. Onayade, A. Davies-Adetugbo, und D. Adesanmi. Computer Supported Cooperative Work: The Journal of Collaborative Computing, 7 (3):
339-358(August 1998)M3: Article; Accession Number: 11357743; Korpela, Mikko 1; Email Address: mikko.korpela@uku.fi Soriyan, H. A. 2; Email Address: hsoriyan@oauife.edu.ng Olufokunbi, K. C. 2; Email Address: kolufoks@oauife.edu.ng Onayade, A. A. 3 Davies-Adetugbo, Anita 4 Adesanmi, Duro 5; Affiliation: 1: University of Kuopio, Computing Centre 2: Obafemi Awolowo University, Dept. of Computer Science and Engineering 3: O.A.U. Teaching Hospitals Complex, Eleyele Comprehensive Health Center 4: Obafemi Awolowo University, Dept. of Community Health 5: Iremo District Health Committee; Source Info: Aug1998, Vol. 7 Issue 3/4, p339; Subject Term: MEDICAL informatics; Subject Term: PRIMARY health care; Subject Term: SYSTEM design; Subject Term: COMMUNITIES; Subject Term: NIGERIA; Author-Supplied Keyword: Africa; Author-Supplied Keyword: communities; Author-Supplied Keyword: health information systems; Author-Supplied Keyword: participation; Number of Pages: 20p; Illustrations: 1 diagram, 4 bw; Document Type: Article.
M. Eccles, N. Rousseau, und N. Freemantle. Journal of health services research & policy, 7 (2):
98-103(April 2002)LR: 20041117; PUBM: Print; JID: 9604936; ppublish.
H. Evens, und J. Houssart. Educational Research, 46 (3):
269-282(2004)This paper utilizes Toulmin's original framework to analyse over 400 answers given by 11-year-olds to a question on a written mathematics test. The question required children to say whether a given statement is true and give a written explanation. Categorizations of answers are developed from the data and examined, suggesting that many children appeared to understand the mathematics but were not able to give adequate explanations. Findings are also compared with other researchers' findings. In contrast to other studies, a large category of non-valid answers appear mathematical, but are largely restatement of the information the children were given. Although only a minority provided explanations deemed worthy of a mark, further analysis demonstrates greater degrees of comprehension than this suggests. Teaching strategies for building children's expressive and specifying skills are identified..