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    health and social

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    Title Understand person centred approaches in adult social care settings Ref 27 Level 2 Credit value 4 Learning outcomes The learner will: Assessment criteria The learner can: 1. Understand person centred approaches for care and support 1.1 Define person-centred values 1.2 Explain why it is important to work in a way that embeds person centred values 2. Understand how to implement a person centred approach in an adult social care setting 2.1 Describe how to find out the history

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    assignment brief unit 1

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    COURSE: BTEC Extended Diploma in Business (QCF) COHORT: 2014 - 2016 UNIT: 1 – The Business Environment (10 Credits) ASSIGNMENT 1 – Two Businesses on our Doorstep Learner Outcomes: 1. Know the range of different businesses and their ownership 2. Understand how businesses are organised to achieve their purposes Scenario: You work as a junior journalist for the local newspaper which is planning to run a feature article on local businesses Task: 1. Learners must describe (P1)

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    Unit 4222 302

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    Unit 4222-302 Engage in personal development in health‚ social care or children’s and young people’s settings (SHC 32) Assessment Criteria Outcome 1 Understand what is required for competence in own work role The learner can: 1. describe the duties and responsibilities of own work role It is the duty of the carer to provide care in the home of the service user whilst adhering to the rules and regulations set out by their company and by general health and safety regulations. 2. explain expectations

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    Unit Title: Unit sector reference: Level: Credit value: Guided learning hours: Unit accreditation number: Promote communication in health‚ social care or children’s and young people’s settings SHC 31 3 3 10 J/601/1434 Unit purpose and 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 introduces the central importance of communication in such settings‚ and ways to overcome barriers to meet individual

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    Down with Capitalism? “The Lottery‚” by Shirley Jackson‚ recounts a ritualistic sacrifice in a rural village. The narrative begins ambiguously with children collecting stones (later used in the stoning of a member of the village)‚ a description of the lottery‚ and the gather of villagers “between the post office and the bank” (Jackson 638). The characters are relatively one-dimensional‚ without personality traits and characterized only by names. The lottery commences at 10 o’clock on June 27. During

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    CACHE Level 2 Supporting Teaching and Learning in Schools (QCF) Theme 3 Stages of Child Development Child Development For this unit you will need to be able to describe the expected pattern of development of children and young people from birth to 19 years. In groups you must complete the attached table to address 2.1: 1.1 and 1.2 2.1: 1.1 Describe the expected pattern of children and young people’s development from birth to 19. Stage/Area of development | Physical

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    LD 210 OU M/601/5316 Introductory awareness of Autistic Spectrum Conditions Title LD 210 Introductory awareness of Autistic Spectrum Conditions Level 2 Credit value 2 Learning outcomes The learner will: Assessment criteria The learner can: 1. Understand the areas in which individuals with an autistic spectrum condition characteristically have difficulties 1.1 Describe the types of difficulty that individuals with an autistic spectrum condition may have with language and other ways of communicating

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    Fdsf

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    HND in Business Marketing Pearson BTEC Higher National Diploma (HND) in Business Marketing Mont Rose College of Management and Sciences offers this course with the approval of BTEC Edexcel. Pearson BTEC Higher National qualifications are designed to prepare learners for the employment in a specific industry. Awarding Body: Mont Rose College Pearson Edexcel was formed in 1996 by the merger of the Business & Technology Education Council (BTEC)‚ the country’s leading provider of vocational qualifications

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    miss

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    Calendar 2014-2015 Mandatory Units (49 credits total) Optional make the qualification up to 65 credits W/Com Tuesday evening 8.9.14 Induction – Diagnostics 15.9.14 Induction - Diagnostics 29.9.14 Discuss optional units 30.9.14 CYP Core 3.4: Support children and young people’s health and safety 6.10.13 CYP Core 3.4: Support children and young people’s health and safety 13.10.13 EYMP 3: Promote children’s welfare and well-being in the early years 20.10.13 EYMP 3:

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    Knowledge or poverty

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    children come to terms with their classed society while visiting a pricey‚ Manhattan toy store. Sylvia states “Then we checked out that we on Fifth Avenue and everybody dressed up in stockings. One lady in fur coat‚ hot as it is. White folks crazy” (643). Sylvia discovers that White people don’t dress like African Americans‚ even if they share the same type of weather condition. She recognizes that they have money and they have a tendency to give you an idea about how wealthy they are. “Must be rich

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