3.1 Explain how people from different backgrounds may use/or interpret communication methods in different ways The people you care for have the right to communicate in the way that they prefer. For example: Someone whose first language is not your own might want to communicate through an interpreter Someone who has impaired hearing and can only speak with difficulty may prefer to sign (use sign language) An individual who uses a wheelchair may like you to sir down next to them when
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Management Unit 1. Use and Develop Systems that Promote Communication 1. Be able to address the range of communication requirements in own role. 1.1 Review the range of groups and individuals whose communication needs must be addressed in own role. 1.2 Explain how to support effective communication within own job role. 1.3 Analyse the barriers and challenges to communication in own role. 1.4 Implement a strategy to overcome communication barriers. 1.5 Use different means of communication to meet different
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| | | | | |After chatting with my client about what type of bars he would like to work in‚ I could see from his body | | |language that he wasn’t really interested. He was monotone‚ avoided eye contact‚ had his arms crossed | | |defensively
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com System 37 (2009) 652–663 www.elsevier.com/locate/system Gains to L2 listeners from reading while listening vs. listening only in comprehending short stories Anna C.-S. Chang Applied English Department‚ Hsing-Wu College‚ Taipei‚ Taiwan Received 13 August 2008; received in revised form 30 November 2008; accepted 6 May 2009 Abstract This study builds on the concept that aural–written verification helps L2 learners develop auditory discrimination skills‚ refine word recognition and
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HSC31 Promote effective communication with‚ for and about individuals Elements of Competence HSC31a HSC31b HSC31c HSC31d Identify ways to communicate effectively Communicate effectively on difficult‚ complex and sensitive issues Support individuals to communicate Update and maintain records and reports About this unit 1 For this unit you need to identify ways of communicating on difficult‚ complex and sensitive issues; support others to communicate and update and maintain records and reports
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DEFINING DIVERSITY: THE EVOLUTION OF DIVERSITY by Camille Kapoor 1. INTRODUCTION: WHAT IS DIVERSITY? The concept of diversity encompasses acceptance and respect. It means understanding that each individual is unique‚ and recognizing our individual differences. These can be along the dimensions of race‚ ethnicity‚ gender‚ sexual orientation‚ socio-economic status‚ age‚ physical ability‚ religious beliefs‚ political beliefs‚ or other ideologies. It is the exploration of these differences
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517‚ LEAD PERSON CENTRED PRACTICE 1.1‚ EXPLAIN PERSON-CENTRED PRACTICE. Person centred practice are ways of commissioning‚ providing and organising services rooted in listening to what people want‚ to help them live in their communities as they choose. These approaches work to use resource flexibly designed around what is important to an individual from their own perspective and work to remove any cultural and organisational barriers. People are not simply placed in pre-existing services and
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NCFE Level 2 Certificate in Equality and Diversity Unit 1: Exploring Equality and Diversity Assessment You should use this file to complete your Assessment. • The first thing you need to do is save a copy of this document‚ either onto your computer or a disk • Then work through your Assessment‚ remembering to save your work regularly • When you’ve finished‚ print out a copy to keep for reference • Then‚ go to www.vision2learn.com and send your completed Assessment to your tutor via your
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NCFE Level 2 Certificate in Equality and Diversity Unit 1: Exploring Equality and Diversity Assessment You should use this file to complete your Assessment. • The first thing you need to do is save a copy of this document‚ either onto your computer or a disk • Then work through your Assessment‚ remembering to save your work regularly • When you’ve finished‚ print out a copy to keep for reference • Then‚ go to www.vision2learnforschools.com and send your completed Assessment to your teacher
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control; to explain employer and employee responsibilities in this area; to understand how procedures and risk assessment can help minimise the risk of an outbreak of infection. Learners will also gain an understanding of how to use PPE correctly and gain an understanding of the importance of good personal hygiene. Credit Level 3 2 Assessment criteria The learner can: 1.1 Explain employees’ roles and responsibilities in relation to the prevention and control of infection 1.2 Explain employers’ responsibilities
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