...and Cyril. I will likewise evaluate the effect ageing has on the well-being and social care provision. P4: The two theories I am going to talk about in relation to ageing for Connie and Cyril are: Social disengagement theory and activity theory. Social disengagement theory: this hypothesis expresses that as individuals age, they have a tendency to pull back from society and society pulls back from them. As individuals age, they have a tendency to develop more delicate and their social circles shrink as they start to pull away and are less effectively included in many exercises. Many individuals...
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...Qualification suite covered | Edexcel BTEC Level 3 Diploma/Extended Diploma, Health and Social Care | Assignment title | Life Stages | Unit number and title | Unit 4:Development Through the Life Stages | Assessor | Kelly Ocloo | Learning aims covered | On completion of this unit a learner should:1. Know the stages of growth and development throughout the human lifespan 2. Understand the potential effects of life factors and events on the development of the individual 3. Understand the physical and psychological changes of ageing | Context | The study of lifespan development is about understanding the way we change over time. In this unit you will be able to identify some patterns in the course of human development and a range of factors that will influence how your life turns out. You will also need to make up your own mind about some very deep questions. Will you have a fixed life course where you can predict much of what will happen to you? How far is your life fixed for you by your genetics or by the social and economic environment you grow up in? How far can you choose to control your own life and can you try to ensure a happy old age? | Overall Scenario | As part of your work experience you have been asked to produce a fact file to show your understanding of the different life stages. You have been asked to discover as much information as possible about a family member (Parent, Aunt, Uncle, Grandparents) or a high profile person, to describe the...
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...Unit 21: Nutrition for Health and Social Care Unit code: L/601/2407 QCF Level 3: BTEC Nationals Credit value: 10 Guided learning hours: 60 Aim and purpose This unit aims to give learners an understanding of current thinking on nutritional health particularly relating to users of health and social care services. Learners will then be able to apply this understanding and make recommendations to improve the nutritional health of an individual. Unit introduction This unit builds on learner understanding of the principles introduced in Unit 5: Fundamentals of Anatomy and Physiology for Health and Social Care. Improvements in the diet of individuals are increasingly being recognised as a significant factor in maintaining, or effecting improvements, in overall health. It is therefore important that people working in the health and social care sectors, or those who are responsible for the wellbeing of others, have a good understanding of nutrition and diet. This unit gives learners an understanding of nutrition from a science-based perspective and of the role that food plays in social contexts. The unit may also provide useful underpinning knowledge for the study of food hygiene and practical culinary skills. Learners will explore concepts of nutrition using the language of nutritional science. Different aspects of nutritional health will be defined and routine ways of measuring this explored. Other aspects of nutritional data will involve describing...
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...Makati Building, 106 Amorsolo Street, Legaspi Village, Makati City, Philippines Tel Nos: 8924059 and 8935705; Fax No: 8939589; E-mail: publications@pidsnet.pids.gov.ph Or visit our website at http://www.pids.gov.ph A STUDY OF PHILIPPINE HOSPITAL MANAGEMENT AND ADMINISTRATIVE SYSTEMS PIDS Project No. DOH / 91-92 / 05 (Final Report) October 30, 1994 Fred S. Avestruz, MBA, Ph.D. Asian Institute of Management TABLE OF CONTENTS Chapter 1 Page INTRODUCTION ........................................................ 1 1.1 Objectives of the Study .................................................. 1 1.2 Conceptual Framework of Hospital Management ................ 2 1.3 The Hospital in the Philippine Health Care System ................. 3 1.3.1 The Philippine Health Care System ..................... 5 '_1.3.2 Role of Hospitals .............................................. 7 1.3.3 Hospitals Industry Structure ................................. 15 1.4 Operational Characteristics of Philippine Hospitals ................ 18 1.5 Hospitals in the...
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...Diploma in H&SC | |Unit T2itle |Developing Effective Communication in Health and Social Care | |Level |3 | |Part Unit | |Whole Unit |Yes | |Assessor | | |Start Date | |Task Introduction | |You are a researcher within the Health and Social Care Department, they are currently reviewing the way that they communicate, both within the department, | |with other professionals, other agencies, clients and each other. They have asked you to conduct further research on the role of effective communication in | |health and social care. The research is based on number of practical and theoretical aspects, which combines essay type questions...
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...ACCA P3 – PROFESSIONAL LEVEL Business Analysis SMART Notes Prepared by Darren Sparkes Email: darrensparkesnotes@sky.com ACCA P3 - Business analysis These notes are not intended to cover the whole of the ACCA P3 syllabus ©Darren Sparkes, 2010 1 Contents Page no. Paper 3 Examiners Approach…………….….... 3 Extracts from the Examiners report ……….…...4 Examination Technique……………….…..……..7 Background and examination format..…............9 Syllabus Overview………………………...........10 Strategic Planning………………………...….....11 Mission and Objectives…………………………12 Business & Professional Ethics..………….…...13 Internal Analysis……………….……………..…14 External Analysis……………..………………....15 Strategic Options……………………….……….17 Method of Growth………………………............18 Portfolio Analysis…………………………….….19 Strategic Choice & Change Management…....20 Marketing………………………………………...21 Organisational Structure…………………….….22 International Market Place.…………….……....23 Business Process Change…….…..…………..24 Information Technology……..…….……..........25 Quality………………………………….……......26 Project Management………………………...…27 Role of Finance………………………………...28 Review and Control………………………..…..29 Strategy and People……………………………30 ACCA P3 – Business Analysis These notes are not intended to cover the whole of the ACCA P3 syllabus © Darren Sparkes, 2010 2 Approach Required ‘Differentiation is important to individuals seeking to pass a management and strategy examination. It is the ability to link strategic and financial...
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...Unit 1 Government Policies and the Public Services [pic] Assessment Book (Credits 10) | |Eddie Maylor | |Student Name | | |Start of Unit Date |24 September 2012 | |Completion of Unit Date | | | |Unit Tutor: James McQueen | |Group / Course |Diploma in public services | Learning Outcomes • Know the different levels of government I the UK • Understand the democratic election process for each level of government in the UK • Understand the impact of UK government policies on the public services • Be able to demonstrate how government policies are developed Unit Criteria Passed |Pass |1 |2 |3 | | | | ...
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...Unit 7: Sociological perspectives for health and social care Contents No. | Title | Page no. | 1 | P1: Explain the principal sociological perspectives | 3 | 2 | P2: Explain different sociological approaches to health and ill health | 4 | 3 | P3: Explain patterns and trends in health and illness among different social groupings | 5-7 | | Bibliography | 8 | P1: Explain the principal sociological perspectives Functionalism- The functionalism perspective is the main rule in society and sees society in different ways. Functionalism sees society as a system of highly interrelated parts that work together harmoniously. The main role of an intuition was to socialise with individuals and to ensure that they understood the underlying values of their society and behaved in acceptable ways. This ensured that was order in society. An example of the functionalist approach is that they view society as a body and each part has a function for society to work harmoniously. Marxism- Marxism perspective is a structuralism model. This approach was produced by Karl Marx. He also thought that individual behaviour was shaped by society, but then he realised the economic system was the definition of society and people’s place within it. He then identified that in the industrial society of his time there were two social classes. The bourgeoisies/capitalists– the small powerful group who owned factories and the employments and the proletariat– a much larger poorer group of “worker”...
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...ESSEX INTERNATIONAL COLLEGE Programme: Unit Number: Unit Title: Unit Code: Credit Value: QCF Level: BTEC Higher National Diploma (HND) in Business 22 Managing Human Resources F/601/1268 15 4 Writer of the brief: Internal Verifier name: Dr K Hoodless Dr M Rahman Learning outcomes and criteria covered by this assignment: All pass criteria All merit descriptors All distinction descriptors Key dates: Assignment distribution date to learners: Assignment submission date for TASK 1 & 2: Assignment submission date for TASK 3 & 4: Assignment returns date to learners (if applicable): 14 May 2013 21 June 2013 02 August 2013 10 September 2013 Page 1 of 12 BTEC HND in Business/ Managing Human Resources/May 2013 -BLANK PAGE- Page 2 of 12 BTEC HND in Business/ Managing Human Resources/May 2013 Introduction The aims of this assignment are to measure the outcome of students’ learning in terms of knowledge acquired, understanding developed and skills or abilities gained in relation to achieve the learning outcomes. The aim of this unit is to develop an understanding of the theory and practice of human resource management focussing on current human resources practice and the impact of topical issues and legislation. Edexcel Grading Criteria The assignment/portfolio will be assessed according to the following grading criteria: PASS Criteria: LO 1 Understand the different perspectives of human resource management 1.1 Explain Guest’s model of HRM (P1) 1.2 Compare...
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...BTEC National Diploma in Health and Social Care Unit 6 Personal and Professional Development in Health and Social Care LO1 Understand the learning process * Theories of learning * Influences on learning * Skills for learning * Support for learning * Learning opportunities LO2 Be able to plan for and monitor own professional development * Review at start of programme * Knowledge * Skills * Practice * Values and Beliefs * Career aspirations * Action plan for own development * Consider personal goals LO3 Be able to reflect on own development over time * Monitor and evaluate plan * Changes * Contexts * Professional development portfolio * Relevant experience * Support for development * Reflect on own development LO4 Know service provision in the health or social care sectors * Provision of services * Local health or social care * Health and social care workers What you will be taught 1. Understand the learning process * Theories of learning: theorists, * Skills for learning; * Support for learning; * Learning opportunities; 2. Be able to reflect on own professional development over time * Review at start of programme; * Knowledge; * Skills; * Practice; * Values and beliefs; * Career aspirations; 3. Be able to reflect on own development over time * Monitor and evaluate plan in terms of own development; * Professional development portfolio; * Relevant evidence;...
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...BTEC Level 3 National Health and Social Care Unit 1 Developing effective communication in health and social care This mandatory unit enables learners to understand effective communication within health or social care settings, some of the many barriers to effective communication and ways to overcome them. Learners will gain the necessary interpersonal skills to communicate with a range of people within the sector and will have the opportunity to identify and analyse the effectiveness of their own communication skills. This is a 10-credit unit and can be taught in 60 guided learning hours, with learners also expected to complete non-supervised individual study time. This is a mandatory unit for all qualifications. On completion of this unit, learners should: LO1 Understand effective communication and interpersonal interaction in health and social care LO2 Understand factors that influence communication and interpersonal interaction in health and social care environments LO3 Understand ways to overcome barriers in a health and social care environment LO4 Be able to communicate and interact effectively in a health or social care environment Unit contents The scheme of work for this unit (page 13) links to the following resources to help you deliver Unit 1. LO1 Lesson plan LO2 LO3 LO4 AS10, AS11, AS12 LP Activity sheet AS1, AS2, AS3, AS4 AS5, AS6, AS7, AS8, AS9 Stretch and support AS1, AS2, AS3, AS4 AS6, AS8, AS9 ...
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...BTEC Level 3 National Health and Social Care uncorrected first proofs issued by marketing 2010. This material is © Hodder Education 2013 and should not be redistributed. Contents Walkthrough About the authors and Photo credits Core units vii ix Unit 1 Developing Effective Communication in Health and Social Care Understand effective communication and interpersonal interaction in health and social care Understand factors that influence communication and interpersonal interaction in health and social care environments Understand ways to overcome barriers in a health and social care environment Be able to communicate and interact effectively in a health and social care environment 1 2 13 15 18 Unit 2 Equality, Diversity and Rights in Health and Social Care Understand concepts of equality, diversity and rights in relation to health and social care Know discriminatory practices in health and social care Understand how national initiatives promote anti-discriminatory practice Know how anti-discriminatory practice is promoted in health and social care settings 21 21 30 34 39 Unit 3 Health, Safety and Security in Health and Social Care Understand potential hazards in health and social care Know how legislation, policies and procedures promote health, safety and security in health and social care settings Be able to implement a risk assessment Understand priorities and responses in dealing with incidents and emergencies 44 45...
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...ESSEX INTERNATIONAL COLLEGE Programme: Unit Number: Unit Title: Unit Code: Credit Value: QCF Level: BTEC Higher National Diploma (HND) in Business 21 Human Resource Management K/601/1264 15 4 Writer of the brief: Internal Verifier name: Mr Alfred Dr Rahman Learning outcomes and criteria covered by this assignment: All pass criteria All merit descriptors All distinction descriptors Key dates: Assignment distribution date to learners: Assignment/Portfolio submission date for TASK 1 & 2: Assignment/Portfolio submission date for TASK 3 & 4: Assignment/Portfolio returns date to learners (if applicable): 14 May 2013 20 June 2013 01 August 2013 10 September 2013 Page 1 of 11 BTEC HND in Business/ Human Resource Management/May 2013 -BLANK PAGE- Page 2 of 11 BTEC HND in Business/ Human Resource Management/May 2013 Introduction Recruiting and retaining staff of the right caliber contributes to the achievement of organisational purposes. Staff must make a valued contribution to the work of the organisation. Eventually they will leave, more often than not because they find alternative employment or retire. Occasionally, however, employment has to be terminated. This unit considers how human resource management deals with these aspects of working. However, the focus of human resource management has moved beyond personnel management towards a more proactive approach that, in addition to the traditional roles associated with staff management, also considers...
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...CORPORATE SOCIAL RESPONSIBILITY SUMMARY REPORT 2010 1 2 UMW HOLDINGS BERHAD CORPORATE SOCIAL RESPONSIBILITY SUMMARY REPORT 2010 3 CONTENT 02 04 - 05 06 - 07 08 09 - 11 12 - 14 15 - 18 19 - 21 22 - 23 24 - 26 27 - 31 32 RATIONALE PRESIDENT'S STATEMENT UMW STRUCTURE OUR ECONOMIC FOOTPRINT AWARDS RECEIVED WORKPLACE MARKETPLACE ENVIRONMENT COMMUNITY PERFORMANCE DATA PROFILE DISCLOSURE FEEDBACK AND COMMENTS ABOUT THIS REPORT UMW’s Corporate Social Responsibility Report supplements our other publications, including the Group Annual Report, our internal staff magazine “U”, regular media releases and investor updates, as well as our Group and divisional websites. This report is also a follow-up to the Group’s maiden CSR report, launched in 2008. The report brings together the Group’s economic, social and environmental performance from 2007 to 2009. We have also included some information for 2010 which was available before the collection deadline. The report covers the entire UMW Group, and those subsidiaries that are included in Group consolidated financial statements. In the Environment section of this report, we have particularly concentrated on our Automotive Division, as it is the Group’s largest profit contributor and accounts for around 60% of our physical assets and 70% of our workforce. We have also included relevant environmental data from our other divisions, to provide a more complete picture of the Group’s environmental initiatives and performance. "Corporate Responsibility...
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...Credit value: 5 1 Communication in health and social care Health and social care professionals need good communication skills to develop positive relationships and share information with people using services. They also need to be able to communicate well with people’s families and/or carers and their own colleagues and other professionals. It is important therefore, if you are considering a career in health and social care, to gain the knowledge, understanding and practical skills needed to develop effective interpersonal skills. There are several different forms of communication used in a health and social care environment. This unit looks at verbal and non-verbal communication methods. You will gain an understanding of the communication cycle, looking at how to make sure that communication is effective and messages understood at each stage. You will also learn to recognise a range of factors which may create barriers to communication. You will then consider ways in which these barriers may be overcome, including the use of alternative forms of communication. You will be given the opportunity to observe and discuss communication methods used by professionals – skills which you will practise and refine. You will then demonstrate your communication skills in both one-to-one and group situations. This unit has links with Unit 2 (Individual needs in health and social care), Unit 5 (Vocational experience) and Unit 6 (Cultural diversity) as it will develop...
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