Understand how to handle information in social care settings- Unit 37 Outcome 1 1.1 Identify legislation and codes of practice that relate to handling information in social care settings? Date protection Act 1998 – gives rights to individuals in respect of personal date held about them. It also seeks to protect individuals with regards to the processing personal date. Employee’s policies and procedures – to make sure that all records that are kept in the office are put away in a locked secure cabinet
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Competency Three-CMA110 In the era that we live in‚ computers hold our very existence by having all of our information saved to them. From pictures of our families‚ to person documents like tax forms or medical records‚ almost all of these things are stored in some electronic form. This information is typically stored on computers with only one copy of the information‚ but what would happen if that computer or multiple computers failed? What would happen to all that important information and memories
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Any public wireless hotspots‚ such as at restaurants‚ hotels‚ parks are not a good place to use any website that requires personal or financial information. When using an unsecure network‚ a hacker can easily get access to any webpage you access. They can access documents‚ pictures‚ bank information‚ your phone number‚ address‚ credit card information and passwords. Once the hacker has your username and password for one website they can try to log in as you on multiple other websites. This is why
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1. Complete the review questions: a) True: Fiber-optic cable is the most expensive transmission medium. b) True: Coaxial cable has a high resistance to noise. c) An analog and digital signal is used to reduce the effects of attenuation for a digital transmission signal. d) A nonbroadcast point-to-multipoint transmission issues signals to multiple‚ defined recipients. e) True: Broadband technology encodes information as digital pulses. Please see page 2 for Network Proposal
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Course BTEC Level 3 Extended Diploma in Business Unit Unit 3: Introduction to Marketing Wk No Topic and Content Link to Specification (or appropriate) Notes (including specific resources) Evaluation 1 (8/9/14) Role of marketing (P1‚M1‚D1) Objectives – public/private Marketing Techniques – Ansoffs matrix P1‚ M1‚ D1 Group task on setting SMART objectives/different types of objectives Input on Ansoff’s matrix Group activity on application of Ansoff. Case study on Ansoff – comparing the use of
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Foxall/ Alannah Gibbs Date issued 16th October 2014 Hand in deadline 23rd October 2014 Duration (approx) 8 hours Qualification covered BTEC Subsidiary/90 Credit Diploma in Public Services Units covered Unit 3; Citizenship‚ Diversity and the Public Services Learning aims covered Learning outcome 1: Understand the meaning and benefits of citizenship and diversity Scenario You are a trainer for your chosen public service and have been asked by your superiors to put together a report on
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of incoming and outgoing traffic‚ while enabling other types is called a Firewall 2. The ________ tool provides a central access point for all of the network controls and connections on a computer running Windows 7. Network and Sharing Center 3. A device that connects one network to another is called a Router 4. The most common method for illustrating the operations of a network stack is the ________ ‚ which consists of ________ layers. Open Systems Interconnection (OSI) Reference model
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Establishing‚ Presenting and Using Outcome Measures ∗ Outcome measures are important to accreditation and other forms of evaluation. Outcome measures are quantifiable indicators that gauge productivity‚ in this case productivity of a school or graduate program of public health. Although this paper refers to schools‚ the information and advice herein are also applicable to graduate programs outside schools of public health. These quantifiable indicators may represent a school in its entirety‚ or
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PRIENT Units | Very short answer1 | Short answer I&II(3‚4) | Long answer I&II(5‚6) | Total | Unit—1 (7) | 1(2) | -- | 5(1) | 7(3) | Unit—2 (7) | 1(2) | -- | 5(1) | 7(3) | Unit—3 (5) | 1(2) | 3(1) | -- | 5(3) | Unit—4 (7) | -- | 3(1)‚4(1) | -- | 7(2) | Unit—5 (10) | -- | 4(1) | 6(1) | 10(2) | Unit—6 (8) | -- | 3(1) | 5(1) | 8(2) | Unit—7 (10) | 1(1) | 3(1) |
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Outcome 1 1.1) Explain the sequence and rate of each aspect of development from birth to 19 years. Child and Young Person’s development Area of development | 0 – 1 year | 2 – 4 years | Physical | Reflexes –Sucking‚ Grasping‚ Drinking‚ Eating.Lifting head unaided.Latterly‚ crawling‚ rolling over and possibly standing or cruising. | Walking‚ pointing with arms‚ starting to dress themselves‚ holding light objects.Interacting with balls‚ climbing stairs or furniture‚ using crayons etc with
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