SHC 31: Promote communication in health‚ social care or children’s and young people’s settings Unit reference J/601/1434 Level 3 Credit value 3 GLH 10 Unit aim This unit is aimed at those who work in health or social care settings or with children or young people in a wide range of settings. The unit explores the central importance of communication in such settings‚ and ways to meet individual needs and preferences in communication. It also considers issues of confidentiality. Learner
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VALLABHBHAI PATEL: Vallabhbhai Patel was born on October 31‚ 1875‚ in a farmer’s family in Nadiad‚ Gujarat. His father‚ Zaverbhai‚ had served in the army of Jhansi ki Rani‚ and his mother‚ Ladbai‚ was a deeply religious woman. Vallabhbhai’s initial schooling was in Gujarati. His brother Vithalbhai‚ after completing middle school‚ had enrolled himself in English tutorial classes in a nearby town. Vallabhbhai followed suit. Vallabhbhai’s superior organizational skills became evident while he was
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Unit 1 Promote Positive Behaviour 1.1 Legislation is a set of laws that have been created by the government to make sure all childcare settings are run correctly. To promote positive behaviour‚ legislation’s such as the Children Act 1989‚ Human Rights Act 1998‚ Every Child Matters 2004‚ Equality Act 2010 and the Health and Safety at Work Act 1974 are followed by the setting. These Act’s include rules and regulations that a setting is required to follow in order to promote positive behaviour. All
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Level 3 Diploma for the Children and Young People’s Workforce (QCF) Unit 53: Promote Positive Behaviour. Learning outcome 1: Understand how legislation‚ frameworks‚ codes of practice and policies relate to positive behaviour support. 1.1 Explain how legislation‚ frameworks‚ codes of practice and policies relating to positive behaviour support are applied to own working practice. Children Act 1989 The Children’s Act 1989 was brought into force in order to ensure that the welfare of every
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goals and aspirations * Disability; unable to access certain services or activities * Poverty; poor health and hygiene‚ lack of activities and experiences being accessed * Housing; poor health‚ unable to develop fully. * Offending behaviour; convictions‚ effecting social ties and job opportunities * Health status; effect social ties‚ education‚ job opportunities * Personal choice; effect social ties‚ education‚ job opportunities‚ crime * Family expectations; effect social
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~ - GROUP II - PAPER6 IPCC GROUP.II PAPER-7 INfORMATIONTECtiNOlOGY & STRA TEG’CMANAGEMENT Roll r No............................... Total MA 2010 Y M AltO STRATEGIC ANAGEMEIT No. of Questions-lO] Time Allowed-3 INFORMATION TECHNOLOGY [Total Hours No: of Printed Maximum Pages-IO Marks""‚lOO FRG Answers to questions are to be given only in English except in the case of candidates who have opted for Hindi medium. If a candidate who has not
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Establishing Ground Rules and Promoting Appropriate Behaviour When it comes to dealing with a new group of students‚ the first thing that one needs to keep in mind is that every student‚ as an independent individual‚ is unique and prone to acting upon and analysing certain situations in diverse ways. In order to come to a mutual understanding‚ certain arrangements on anticipated conduct within the classroom have to be made and maintained. According to Atherton (2011)‚ these arrangements or
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ASSESSMENT 1 a. Explain what your actual or perceived role‚ responsibilities and boundaries are as a teacher in terms of the teaching cycle. Why are these necessary? b. Identify the legislative requirements and codes of practice that directly impact on your teaching. c. Identify the legislative requirements and codes of practice that directly impact on your learning environment. ANSWERS 1.1. • Explain what your actual or perceived role‚ responsibilities
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Sardar Vallabhbhai Patel is a historical figure who moves you to tears. Mostly these are tears of joy‚ for he achieved a thrilling Indian unity. Yet some are tears of pity‚ for the Sardar suffered and sacrificed much. This man of steel learnt early to be tough‚ for he was born as a middle child in a family of impoverished peasant proprietors. As Vallabhbhai would himself recall‚ his parents’ hopes seemed centered on the eldest two sons‚ Soma and Narsi‚ and their affection on the youngest two
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EYMP Unit 1 Context and Principles for Early Years Provision Title Level Credit value EYMP Unit 1 Context and Principles for Early Years Provision 3 4 Learning outcomes The learner will Assessment criteria The learner can: 1. Understand the purposes and principles of early years frameworks 1.1 Explain the legal status and principles of the relevant early years framework/s‚ and how national and local guidance materials are used in settings. Example 1: The framework is
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