This comprehensive textbook captures best international practice and is focused on the practical needs of leaders in health and social care. The text includes chapters that address evolving and innovative practices in leadership, ethics, leading people and human resource management, cultural safety for First Nations peoples, innovation, digital health, finance and resource management, systems thinking, change, evaluation and safety and quality. As an open educational resource, leaders, managers, students, policymakers and all readers interested in improving healthcare systems can access the book. The choice to publish on an open platform demonstrates our commitment to building a strong, transparent, and connected community of practice for health service leaders across many disciplines and across the world. We hope this pragmatic and contemporary textbook will reach a broad audience with an interest in strengthening the discipline of health service leadership and building fit-for-purpose healthcare systems that meet the needs of the diverse communities we serve. To achieve this we want the text to be free and widely available. To achieve the United Nation’s Sustainable Development Goals, health and quality education are key and this open educational resource (OER) is available for all to use to guide their practice and the strengthening of health and social care systems.

This curriculum on legal guardianship created by the permanency planning process can be used in whole or in part. It offers an overview of legal guardianship, including its history, role in the implementation of permanency planning, and some of the issues surrounding its use. In addition, it shares data collected from a focus group of California child welfare workers that candidly share the ways day-to-day practice differs from stated policy and discuss their views of how and why guardianship operates in the child welfare arena. A survey of county child welfare staff covers transracial placements, emancipation outcomes, and the details of the process in which the decision to recommend guardianship is made. (118 pages)Simmons, B., & Barth, R. P. (1995).

This curriculum addresses legislative, policy, and political analysis for child welfare issues; analysis of the impact of funding sources; content of legislation; policy decision-making processes; development of plans for advocating for legislation that will help people who receive child welfare services; strategies for social action; lobbying; political campaigning; and identifying opportunities for intervention. It includes material on federal and state child welfare policies and funding mechanisms with practice-related content, a list of websites that can be used to gather information on legislation, policy-making, and electoral campaigns, and class discussion topics and assignments. (194 pages)Hardina, D. (1997)

O objetivo é compartilhar materiais sobre os processos cognitivos envolvidos na aquisição da leitura e da escrita. Acredito que os materiais possam auxiliar profissionais da educação, como também as famílias. Em decorrência, penso que muitas crianças podem ser beneficiadas pela disseminação deste conhecimento tão importante para que os processos de leitura e escrita possam se desenvolver com mais tranquilidade. 

The provided resource contains two lesson plans and supplementary materials focused on teaching Restorative Practices to students in grades 4-6 based on the Alberta K to 12 Instruction Supports. The lesson plans and additional materials were created by Erynn Ginther and Reid Contreras Woelfle. 

L'épidémie oubliée

Short Description:
Cet ouvrage collectif présente les analyses et les expériences scientifiques de plusieurs chercheurs et chercheuses sur les traumatismes routiers en Afrique. L’ambition de l’ouvrage est de rassembler en langue française les rares connaissances produites sur ce sujet en Afrique. Les thèmes sont variés et convergent vers trois axes principaux, celui de l’amélioration des données sur les accidents de la route, de l’enjeu de santé publique que constituent les traumatismes routiers et enfin de l’importance du transfert de connaissances pour aider à élaborer des politiques de sécurité routière adaptées aux contextes des pays. Les traumatismes routiers constituent aujourd’hui une épidémie oubliée sur le continent qui devra pourtant être maitrisée si les États veulent atteindre l’une des cibles des objectifs pour le développement durable consacrée à la réduction de moitié des blessé·e·s et des décès sur les routes.

Long Description:
Cet ouvrage collectif présente les analyses et les expériences scientifiques de plusieurs chercheurs et chercheuses sur les traumatismes routiers en Afrique. L’ambition de l’ouvrage est de rassembler en langue française les rares connaissances produites sur ce sujet en Afrique. Les thèmes sont variés et convergent vers trois axes principaux, celui de l’amélioration des données sur les accidents de la route, de l’enjeu de santé publique que constituent les traumatismes routiers et enfin de l’importance du transfert de connaissances pour aider à élaborer des politiques de sécurité routière adaptées aux contextes des pays. Les traumatismes routiers constituent aujourd’hui une épidémie oubliée sur le continent qui devra pourtant être maitrisée si les États veulent atteindre l’une des cibles des objectifs pour le développement durable consacrée à la réduction de moitié des blessé·e·s et des décès sur les routes.

Word Count: 83974

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Facilitator’s Guide for Use with Faculty and Staff

Short Description:
"Let’s Talk About Suicide: Raising Awareness and Supporting Students" includes a facilitator’s guide with handouts and a PowerPoint presentation. This adaptable resource offers a sensitive, respectful, and detailed training on suicide awareness and response. It can be used for two-hour synchronous training or for self-study.

Long Description:
Let’s Talk About Suicide: Raising Awareness and Supporting Students includes a facilitator’s guide with handouts and a PowerPoint presentation. This adaptable resource offers a sensitive, respectful, and detailed training on suicide awareness and response. It can be used for two-hour synchronous training or for self-study. It was developed to reduce the stigma around suicide and to help faculty and staff acquire the skills and confidence to ask if a student is considering suicide, listen to that student in a non-judgmental way, and refer the student to appropriate resources. This resource was created to be accessible, adaptable, culturally located, evidence-informed, inclusive, and trauma-informed.

Word Count: 25059

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Série de trois capsules vidéos sur l’intervention individuelle en travail social en milieu scolaire. Elles démontrent le processus et les méthodes d’intervention par le biais de simulations. La première capsule porte sur la collecte de l’histoire de la personne (étape 2) et la planification de l’intervention (étape 3). La deuxième porte sur le début de l’intervention (étape 4) et l’exécution de l’intervention (étape 5). Enfin, la troisième capsule porte sur la termination de l’intervention (étape 6).

This curriculum was designed to improve the quality of care provided to children in out-of-home care. It highlights the importance of providing child welfare services that are more responsive to the voices of children in kin and non-kin foster care. Components include an overview of the child welfare system in California, a literature review of children's experiences in out-of-home care, children's experiences with kin and non-kin foster care in California, adolescents' perspectives of out-of-home care in California, practice tips for child welfare workers, case vignettes, and a bibliography of relevant child welfare texts and articles cited in the curriculum. (348 pages)Fox, A., Frasch, K., & Berrick, J. D. (2000).

Lucy in the sky returnsMight you want to find out about Lucy overhead Merchandise exchange? On the off chance that that is the situation, you've arrived perfectly located.Lucy overhead Items and As often as possible Posed Inquiries on Lucy overhead Merchandise exchange are examined in this article.Lucy overhead is popular for all styles of ladies' dresses, from graduation, celebration, summer, swim, shorts and some more. It sells all the assesories like earings, bracellets, rings, etc.Lucy overhead doesn't have a store nor does it offer internet based help. It isn't offering to different wholesalers since it's styles and assesories are planned only.

This is the current revision of the CalSWEC MSW Curriculum Competencies (10 pages).

Hearts of Men have been running community-based mentoring programmes, bringing older and younger men together in support circles in the Western Cape from 2001 to 2021. The approach and the materials included in this manual have been tried and tested in many different communities, working with diverse groups of men/young men, aged between 15 and 70 years. SIx experiential training courses for men and young men are covered in Parts One and Two of this manual. For more background information on Hearts of Men, and a detailed description of our work, please refer to our book In the Hearts of Men (published in 2015). Details are given at the end of this manual.

Hearts of Men have been running community-based mentoring programmes, bringing older and younger men together in support circles in the Western Cape from 2001 to 2021. The approach and the materials included in this manual have been tried and tested in many different communities, working with diverse groups of men/young men, aged between 15 and 70 years. SIx experiential training courses for men and young men are covered in Parts One and Two of this manual. For more background information on Hearts of Men, and a detailed description of our work, please refer to our book In the Hearts of Men (published in 2015). Details are given at the end of this manual.

The aim of this manual is to train the participants to become intercultural coaches in their own territory by having acquired the necessary basics. An intercultural guide is a person, who has a personal sensitivity to the theme of migration, most of the time based on his or her own experience and who proposes to third parties, tourists, citizens, to discover a district, a city through his or her own eyes and his or her own history. The content of this manual aims, in the form of evening classes, to offer, in all the territories of the large European urban cities and even elsewhere, the acquisition of the essential notions allowing the conception of such intercultural urban itineraries. Four training modules, each consisting of three units, are proposed and presented in the form of a slide show. The training units are structured around Key Concepts, definitions and explanations, examples and elements of conclusions.The training modules consist of:● Module 1 - Know your territory and identify tourism stakeholders● Module 2 - Design intercultural tourist routes● Module 3 - Conduct intercultural tourist routes● Module 4 - Present your project All modules are also available in 6 languages on : https://citiesbyheart.aeva.eu/index.php/portfolios/io2/

A call to action and self-paced online resource with videos, readings, and reflection questions for B.C. post-secondary institutions wanting to build support for First Nations, Métis, and Inuit students and survivors of sexualized violence.

This curriculum focuses on issues related to mental health service utilization and outcomes among children in the child welfare system. In spite of the documented need for mental health services for these children, there is a lack of information on children involved with both the child welfare and mental health systems. In order to improve our understanding of the issues and needs of this population, this curriculum focuses on five areas: (a) demographic and system-related characteristics of children involved in both the child welfare and mental health systems; (b) clinical need for services, service utilization patterns, and association between mental health service utilization and child welfare outcomes; (c) policies affecting mental health service utilization by children in the child welfare system; (d) collaboration between child welfare and mental health systems; and (e) resources for collaboration and service provision for children and youth in both the child welfare and mental health systems. The curriculum will provide research highlights, conceptual frameworks, tools, and experiential opportunities to strengthen understanding of a wide range of issues related to mental health service utilization among children in the public child welfare system. (165 pages)Hines, A. M., Lee, P. A., Osterling, K. L., Tweed, M. (2007).

This handout was created for a Write Night when the student health center couldn't make it and we wanted some mindfulness resources. It includes three different techniques I learned in group therapy as a grad student.

Short Description:
This manual will provide straightforward “how to” instruction on how to be an advocate for change in public health policy. By providing actual steps that students can take to make a difference, it will be a beginner’s guide to individual and grassroots activism. Additionally, it will include how to professionally employ modern tools, such as social media platforms, in their advocacy endeavors.

Long Description:
This manual will provide straightforward “how to” instruction on how to be an advocate for change in public health policy. By providing actual steps that students can take to make a difference, it will be a beginner’s guide to individual and grassroots activism. Additionally, it will include how to professionally employ modern tools, such as social media platforms, in their advocacy endeavors.

This modern approach to activism is crucial: most advocacy manuals focus on traditional forms of outreach, such as in-person lobbying, letter-writing campaigns, public group demonstrations, and phone banking. Thus, most manuals fall short of the tools that literally lie at the new generation’s fingertips: social media. In light of movements such as Black Lives Matter, which took place largely online amidst a pandemic, this manual informs students how to educate themselves and others of a cause as well as take direct action—all from the comfort and safety of home/wherever they charge their phone. By using accessible language for novice public health activists, the manual also intends to break down the barriers of intimidation students may face when they are not yet fully immersed in public health/political jargon.

Other publications/textbooks are costly and/or not available through Amazon and mainstream bookstores and are therefore, inaccessible. Furthermore, these textbooks are dense and lengthy, intimidating students who are just yet beginning their journey in public health activism. While most manuals available currently focus on in-person lobbying scripts and formal letters-to-the-editor, this manual adapts to students’ pandemic lifestyle in an age where Twitter and TikTok are viewed more regularly than a newspaper–all while referencing traditional sources.

While the manual intends to reach a broad audience of diverse backgrounds, it will still draw from formidable sources and leaders in the field of advocacy work and public health, such as Martin Luther King Jr. , Paulo Freire, and Eugene Bardarch. Incorporating their pedagogies in simple digestible form will hopefully encourage students to further explore the larger works available from this historical groundbreaking leaders and minds.

Finally, while this manual is aimed towards students in the field of public health, it is relevant to a broad and diverse audience. The logic and tactics presented in this manual are applicable to a wide range of fields and purposes.

Word Count: 5879

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 The course seeks to familiarize the learners with the possibilities involved in the management of diabetes and hypertension. This course is to make medical knowledge simpler and accessible for common people. This will help reduce anxiety about the diseases. Reduction in the incidence of threatening complications like cerebral stroke, heart attack, kidney failure, blindness,  diabetic foot and amputations is the goal we need to achieve. The health-aware person, a learner of this course, can be a patient itself, a relative, a neighbor, or anyone from society. Some basic education and a will to help the patient is all that is required.