Unit 4222-332 Support individuals at the end of life (HSC 3048) Level: Credit value: UAN: 3 7 T/601/9495 Unit aim This unit is aimed at those working in a wide range of settings. It provides the learner with the knowledge and skills required to support end of life care. Learning outcomes There are ten learning outcomes to this unit. The learner will: 1. Understand the requirements of legislation and agreed ways of working to protect the rights of individuals at the end of life 2. Understand factors
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Guide to qualifications and standards in adult social care 2014/15 This guide details all the current adult social care qualifications recommended by Skills for Care. The qualifications have been developed in partnership with employers‚ people who need care and support‚ carers‚ learning providers‚ sector experts‚ awarding organisations and other key organisations within the adult social care sector. Skills for Care strongly believes that‚ when delivered well‚ these qualifications
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Bibliography: Macquarie Revision Guides – HSC Physics Jacaranda HSC Science Physics 2 Revised Edition http://www.hsc.csu.edu.au/physics/core/implementation/9_4_2/942net.html http://people.deas.harvard.edu/~jones/cscie129/nu_lectures/lecture6/hertz/Hertz_exp.html http://www.sparkmuseum.com/HERTZ.HTM http://encyclopedia
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aware of the context in which Hamlet was first performed. It is helpful to understand how an Elizabethan audience might have understood the play and its ideas. It will also help you assess the textual integrity of the play. Remember‚ that in the HSC you will be required to write about your own understanding of the play. Of the resources mentioned below‚ the “Elsinore” site is the one you should focus on for today’s lesson. Your task this week is to research several key elements of the play
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that it is a big factory where wood chips go in one end‚ and paper comes out the other. You are familiar with paper itself‚ so you can get your head around the idea that it is made in a factory somewhere. Paper Mill Burnie‚ Tasmania Photo by Diana HSC Chemistry Option Topic Sugar Cane Harvesting Photo ©Robert Lincolne 2006 Used with permission You might never have visited a sugar plantation or wheatgrowing farm‚ but you eat bread and sprinkle sugar on your breakfast cereal‚ so producing
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Studies of Religion Stage 6 Syllabus April 2005 Original published version updated: June 2009 – Assessment and Reporting information updated © 2009 Copyright Board of Studies NSW for and on behalf of the Crown in right of the State of New South Wales. This document contains Material prepared by the Board of Studies NSW for and on behalf of the State of New South Wales. The Material is protected by Crown copyright. All rights reserved. No part of the Material may be reproduced in
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Level 3 Diploma in Health and Social Care (Adults) for England (QCF) All Mandatory Units Knowledge and Performance Criteria Unit 1: Promote Communication in Health‚ Social Care or Children’s and Young People’s Settings Unit code: SHC 31 1.1 Identify the different reasons people communicate 1.2 Explain how communication affects relationships in the work setting 2.1 Demonstrate how to establish the communication and language needs‚ wishes and preferences of individuals 2.2 Describe the
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QUALIFICATION HANDBOOK Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (England) (3978-51/52/53/54/55/56) December 2011 Version 2.1 (July 2011) Qualification at a glance Subject area City & Guilds number Age group approved Entry requirements Assessment Fast track Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (England) 3978 19+ There are no entry requirements Portfolio of Evidence‚ Practical
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References: Dwyer‚ J& Hopwood‚ N 2009‚ Management strategies and skills‚ McGraw-Hill‚ Sydney Nickey‚ M‚ Nader‚ T & Williams‚ T 2005 Cambridge HSC business studies‚ CUP‚ Cambridge Horsley‚ M‚ Anderson‚ S‚ Biddle‚ I‚ Harper‚ G & Mulas‚ R 2000‚ Heinemann business studies: HSC Course‚ Heinemann‚ Port Melbourne
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|Title |HSC 2016 Support individuals to manage continence | |Level |2 | |Credit value |3 | |Learning outcomes |Assessment criteria
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