L3 Unit 33: The Impact of Communication Technology on Business Unit code: L/502/5485 QCF Level 3: BTEC National Credit value: 10 Date Set | March 2011 | Hand in date | June 2011 | Guided learning hours: 60 Learning Outcomes: 1. Know how the internet operates and the facilities available 2. Be able to use the internet and related technology for a range of business activities 3. Understand how organisations adapt to trends in the use of e-business 4. Understand the key features of planning
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you will be greeted with a phrase similar to: ‘Good morning/afternoon sir/madam. How can I help you?’ Informal communication is more likely to be the way you would communicate with friends and family. It is important for health care professionals to take care when communicating with service users and to remain professional‚ for example‚ health care professionals working with the elderly will communicate differently to those working with young children/adults. Some communication can also be written
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Reflective Account (Candidate Review) No 1 Children & Young People’s Workforce Diploma Level 3 Candidates Name: Please write a reflective account ensuring that you include the following: |Please tick once you have covered the following areas in your reflective account on how you……. |√ | |2.1 describe potential conflicts or dilemmas that may arise between the duty of care and an individual’s rights (unit 11)
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Guided Reading Questions: Chapters 3 and 4 These questions are meant to serve as guide to help you pick out the most important information. Answer these questions to the best of your ability. Bulleted lists are acceptable as long as they consist of more than a few words. These concepts should be well thought out. Chapter 3 “Introduction” “Global Competition and the Expansion of England’s Empire” “Origins of American Slavery” “Colonies in Crisis”- Choose only one sub-topic “The Growth of
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medication‚ fire safety‚ COSHH‚ moving and handling‚ are all included in Health and Safety legislation. 3. What is the difference between a’smart’ and a’smart’? Analyse the main health and safety responsibilities of: (1.3) a) Self To ensure the health and safety of one’s self and of others in the workplace. Ensure there
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The following four steps can be incorporated into there diversity training or awareness program step 1. Employers must communicate clearly to their employees the expectations about appropriate workplace conduct‚ This should support the policies and values statement of the organization. all employees should be included in the diversity training process. This is so everyone knows‚ what is expected of them and how they act. step 2. Structure your work teams so that they will be ethnically‚ racially
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Person exhibits significant changes in sexual behaviour or outlook. • Person experiences pain‚ itching or bleeding in the genital/anal area. • Person’s underclothing is torn‚ stained or bloody • A woman who lacks the mental capacity to consent to sexual intercourse becomes pregnant. Emotional/psychological abuse includes threats of harm or abandonment‚ deprivation of contact‚ humiliation‚ rejection‚ blaming‚ controlling‚ intimidation‚ coercion‚ indifference‚ harassment‚ verbal abuse
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P1 I am going to identify and explain six potential hazards within a health or social care setting and discuss the health‚ safety and security risks to the service users arising from the hazards I identify. A hazard is something that could cause harm and a risk is the chance‚ high or low that someone could be harmed by that hazard. A health risk is a risk leading to an illness‚ a safety risk is a risk leading to a personal injury or damage to equipment and buildings and a security risk is a risk
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“CONSENT” DEFINED According to Section 13‚ “two or more persons are said to be consented when they agree upon the same thing in the same sense.” (Consensus-ad-idem) “FREE CONSENT” DEFINED Under Section 14‚ Consent is said to be free when it is not caused by 1. coercion‚ as defined in section 15‚ or 2. undue influence‚ as defined in section 16‚ or 3. fraud‚ as defined in section 17‚ or 4. misrepresentation‚ as defined in section 18‚ or 5. mistake‚ subject to the provisions
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representation. I would place a picture of a cube at the front of the class and explain to students that all sides are equal. I would take out a ruler and measure the sides so that students understand that the sides are equal. The picture would be as follows: I would then explain to the students that if the sides are equal‚ the measurements from one side can be applied to the other equal sides. I would then explain that the surface area of a cube is made up of the resulting areas of the 6 faces
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