...If not I will look on a website (for example MINDs organisation) to look for any advice or support. You can also speak to the social worker or G.P. 4.1 Explain the meaning of the term confidentiality. ‘the state of keeping or being kept secret or private.’ https://www.google.co.uk/search?q=confidentiality&source=lnms&sa=X&ved=0ahUKEwii8fj25czVAhUFKVAKHaFhBqsQ_AUICSgA&biw=1093&bih=521&dpr=1.25 confidentiality means keeping personal data private and to only share with people or organisations who have a need to know. When talking to a resident about personal issues do this in a private place, for example in their room or in the office. Keep their personal records in a safe and secure location. Do not discuss resident’s issues with other residents. There will be times where confidential information will need to be shared when the resident hasn’t agreed to it being shared. This could be if there was a safeguarding issue arising. This could cause tension but it should explained to the resident that this person is an agreed...
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...Unit 1 Promote Communication in Health, Social Care or Children’s and Young People’s settings. 1.1 Identify the different reasons people communicate. The different reasons people communicate are to express their concerns or fears about something. People use communication to express needs for care, support, ask or give answers, when socialising with family and friends or developing relationship people communicate with each other. Communication is used to show support and reassure, to share ideas and experience. 1.2 Explain how communication affects relationships in the work setting. Good communication in a work setting is very important as this help to build an effective working relationship between service users, their families, and care service provider. A good communicating...
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...YOUNG PEOPLE’S SETTINGS. Understand why effective communication is important in the work setting. 1.1 Identify the reason people communicate; * To obtain information: in a health settings or any organisation setting, information will be gathered concerning clients, it is therefore important that you can communicate verbally (using appropriate words) and non-verbally (email and care plan). * To establish and maintain relationship with others: we need to communicate with others in other to know more about them, to develop and to maintain relationship with them. * To understand and to be understood: people communicate to understand needs, choices preferences, problems etc. we communicate to be understood also by others. 1.2 Explain how communication affects relationships in the work settings; As a care assistant communication plays a vital role and it is the heart of everything I do therefore effective communication is essential to carry others along. Communication can lead to a good or bad service within a work setting. Good communication encourages participation that promote equality within the work setting. To communicate effectively you have to ensure information is clear, accurate, detailed, non-judgmental etc. all of the above are important for references and legal purposes. It enables everyone to work to the same standard in other to avoid confusion. I.e. if carer A states it down clearly in the handover note that Mr B has had all his medication for the day...
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...and 4 skills) Assessment criteria The learner can… 1.1 K 1.2 K 1.3 K 1.4 K 1.5 K 2 Be able to use the cost recording system to record or extract data 2.1 K 2.2 K 2.3 S Explain the nature of an organisation’s business transactions in relation to its accounting systems Explain the purpose and structure of a costing system within an organisation Identify the relationship between the costing and accounting systems within an organisation Identify sources of income and expenditure information for historic, current and forecast periods Identify types of cost, profit and investment centres Explain how materials, labour and expenses are classified and recorded Explain different methods of coding data Classify and code cost information for materials, labour and expenses Classify different types of inventory as: Raw materials Part-finished goods (work in progress) Finished goods Calculate inventory valuations and issues of inventory using these methods : First in first out (FIFO) Last in first out (LIFO) Weighted average Use these methods to calculate payments for labour: Time rate Piecework rate Bonuses Explain the nature of expenses and distinguish between fixed, variable and semi-variable overheads Calculate the direct cost of a product or service Enter income and expenditure data into a spreadsheet Explain how spreadsheets can be used to present information on income and expenditure and to facilitate internal reporting Enter budgeted and actual data on income and expenditure...
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...and issues in using, designing, and managing heath care information systems will be examined. Students, applying knowledge from assigned readings, will analyze the design and implementation of health care information systems. The course includes email, electronic discussion forums, computer applications, worldwide web, and internet assignments. Course Objectives: 1. Identify key trends and issues in nursing informatics and the impact on health care information systems. 1.1 Describe the historical perspectives of nursing and computers 1.2 Discuss the term nursing informatics. 1.3 Define basic terms related to hardware, software, World Wide Web, and the Internet. 1.4 Identify informatics visions for the profession of nursing. 1.5 Discuss technology applications utilizing speech recognition, genomic informatics, date warehousing, and virtual reality. 2. Explain how theories, such as communication, information, management, systems, and nursing relate to health care information systems. 2.1 Define classic change theories: early group, small group, and field theories. 2.2 Discuss the impact of technology and change in the health care setting. 2.3...
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...PR Rules 1.0 TERMINOLOGY (a) Belief actually supposed the fact in question to be true; may be inferred (b) Confirmed in writing informed consent given in writing (c) Firm/law firm 1.1COMPETENCE • Legal knowledge, skill, preparation reasonably necessary for representation • Relevant factors: o Compelexity and specialized nature of the matter o General experience of lawyere o Lawyer’s training and expeience in the field in question o Preparation and stude o Consult with lawyer of established competence • No special training needed o Newly admitted atty can be competent • Emergency situation o Assistance should be limited if atty does not have the skill ordinarily required o Limit to that reasonably necessary • Reasonable preparation • Inquiry into the analysis of the factual and legal components of the problem required • Attention and preparation determined by what is at stake o See 1.2(c) to limit scope of representation • If reaching out to other atty’s for assistance o Obtain informed consent of client- must reasonably believe the other atty’s skills will contribute to the competent/ethical representation o See 1.2, 1.4, 1.5(e), 1.6, 5.5 o Consult with client about scope of representation and allocation of responsibility • Keep aware of changes in the law and its practice 1.2 SCOPE OF REPRESNETATION AND ALLOCATION OF AUTHORITY BETWEEN CLIENT AND LAWYER • Abide by clients decisions concerning objectives o Client has ultimate authority • Consult...
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...Computer Security Assignment 2 Solutions ECE568, Winter 2011 Introduction Answer the following questions. When a word count restriction is given for a question, exceeding it will result in marks being deducted. If your answer is more than twice the maximum length, you will get zero for the question. Please include a word count for all your answers. We recommend that you use a utility like wc on ECF to count the number of words in your answer. Your answers should be written in proper English, with full sentences. We reserve the right to deduct marks for poor English, unintelligible answers or illegible handwriting. All answers should be written in your own words - no copy-pasting! The completed assignments should be submitted in hardcopy during class on April 4, 2011. Note that all written assignments should be done individually. 1 DES and differential cryptanalysis Read http://securespeech.cs.cmu.edu/reports/coppersmith.pdf and answer the following questions: 1. Out of the 3 types of attacks an adversary can mount on a cryptographic algorithm, which ones does differential cryptanalysis utilize? [1 mark] 2. When was differential cryptanalysis first discovered? Which organization had knowledge of it at the time? [2 marks] 3. When did differential cryptanalysis first appear in public literature? List the title and the authors of the paper. [2 marks] 4. What is an active S-box as described in the article? Why is it important to maximize the number of active S-boxes? What property,...
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...description of the activities and expected results of the project, emphasising on the intellectual merit of the proposed research and the broader impacts resulting from the proposed. To help evaluate the proposal, LPI should state its goal(s) and explain its place within the LPI's work and the general field of research. In addition to explaining the importance of the idea, the LPI needs to provide data or information that demonstrates the potential for the success of the project. Finally, the LPI needs to explain how the plan will be implemented. Background (max. three pages) Outline the background of the proposed research, knowledge, or information that has led to the current project proposal, by assessing existing data or providing qualitative analysis. Discuss how the proposed research would address gaps in current knowledge in the relevant field. Questions and Objectives (Max. three pages) * Describes the project’s goal and how it advances knowledge and understanding within its disciplines and the impact of new state-of-the-art ideas. * Give a detailed justification of the objectives of the project within the context of the state-of-the art of the scientific area related to the project * For proposals of basic research, explain the intellectual challenge, and for applied research proposals, practical applications need to be emphasized. * If...
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...Advanced Corporate Finance [FN2] Examination Blueprint 2013/2014 Purpose The Advanced Corporate Finance [FN2] examination has been constructed using an examination blueprint. The blueprint, also referred to as the test specifications, outlines the content areas covered on the examination and the weighting allotted to each content area. This document also lists the topics, the level of competence for each topic, and the related learning objectives and competencies. The learning objectives have been designed to ensure that the competencies are met. In addition, information is provided on the proportion of each question type presented in the examination (that is, multiple choice, quantitative problems, and so on). Use Candidates should use the examination blueprint to prepare for the course examination. The blueprint may not include all the topics listed in the course materials; however, candidates are still responsible for acquiring a broad-based knowledge of all topics not listed in the blueprint since these topics will be tested in assignment and review questions. The topics not listed in the blueprint will also provide candidates with a greater depth of understanding of finance concepts. Examination Objectives The objective of the 4-hour comprehensive examination is to test CGA candidates on the prerequisite knowledge required for advancement into PA1 and PA2, so as to ensure that the candidates have the broad-based knowledge in finance needed to function properly in the association’s...
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...Tolstoy Authors: Adeel Asghar Shahid Kalim Khan Malardalen University, Vasteras, Sweden Date: 2009-03-17 Table of Contents 1. 2. 3. 4. Introduction .......................................................................................................................................... 3 Objective and Purpose .......................................................................................................................... 4 Literature Review .................................................................................................................................. 4 Research Design .................................................................................................................................... 5 4.1. 4.2. 4.3. 4.4. 4.5. 4.5.1. 4.5.2. 6. 7. 8. 9. Population: ................................................................................................................................ 5 Sample Size: .............................................................................................................................. 5 Sampling Technique: ................................................................................................................. 5 Research Approach: .................................................................................................................. 5 Data ..............................................................................................................................................
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...Satisfactory completion of the four units within this syllabus results in the award of 21 credits at Level 3 of the Access to HE Diploma. Although each unit may be undertaken, and must be assessed independently, it is recommended that the full set of four units attached to the syllabus should be completed. The award of an Ascentis Access to HE Diploma is subject to satisfactory completion of all the requirements set out in the rules of combination for the named Access to HE Diploma. AIMS 1 To provide opportunities to develop academic skills in Social Issues in Health Care appropriate for a range of related progression options. 2 To develop an advanced knowledge and understanding of the subject area. 3 To encourage the learner to apply terms and concepts appropriately. 4 To enable the learner to apply a range of transferable skills to subject related topics and issues. 5 To facilitate the development of a range of presentation skills appropriate to the...
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...Selecting a media agency In association with: Selecting a media agency INTRODUCTION Whatever their size and experience, advertisers strive for quality, performance and productivity in all disciplines; and media strategy/media buying are no exception. In any discipline, questioning its process may occur at certain times in the lifecycle of an organisation, and this may lead to a media pitch. Over the past years, media planning and buying have come through many changes. Communication groups have turned their media departments into specialised companies and independent media buying shops have strengthened their skills and strategic capabilities. The companies are no longer mere buying points but real media agencies: their competencies have broadened to better meet advertisers’ needs. Today, advertisers face a highly concentrated and sophisticated media agency market, whose players have a high degree of professionalism. Selecting a business partner in this area is therefore a critical step for both the advertiser and the agency, and from both a strategic and financial perspective. In this context, this guide aims at helping advertisers and agencies to work together in an informed manner, focusing on quality and performance in their relationships. We propose methods, from defining the objectives to fine-tuning the contractual arrangements, which will allow the advertiser and its media agency to build a new relationship on solid grounds. Rather than identifying the “best”...
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... Section 1: Using the telephone This section will help you to evidence Learning Outcome 1: Understand how to make and receive telephone calls. |Learning objective |Place in Assessment | |1.1 Describe the different features of telephone systems and how to use them |Question 1 Page 1 | |1.2 Describe how to follow organisational procedures when making and receiving telephone |Question 2 Page 2 | |calls | | |1.3 Explain the purpose of giving a positive image of self and own organisation |Question 2 Page 2 | 1. Complete the table below with descriptions of at least two different features of a telephone system and how / when they would be used. [1.1] |Feature |How / when used | |1. Call Transfer...
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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 3.1 (February 2012) 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 Demonstration/Assignment. Automatic approval is available for centres offering the 3172 Level 4 NVQ in Health and Social Care – Adults 100/4794/3 and the 3078 Level 4 NVQ in Leadership and Management for Care Services 500/4105/8 Learner logbook and Smartscreen Consult the Walled Garden/Online Catalogue for last dates City & Guilds number 3978-51 Accreditation number 600/0573/7 Support materials Registration and certification Title and level Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Children and Young People’s Residential Management) Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Children and Young People’s Management) Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Children and Young People’s Advanced Practice) Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Adults’...
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...|Unit title |Developing professional practice | |Level |5[1] | |Credit value |4 | |Unit code |5DPP | |Unit review date |Sept. 2011 | Purpose and aim of unit This unit is designed to enable the learner to develop a sound understanding of the knowledge, skills and behaviours required by human resources (HR) professionals, whether in a generalist or specialist role, and as described in the CIPD HR Profession Map (HRPM). The unit embraces the ‘thinking performer’ perspective and covers the competencies needed by the HR professional in a personal capacity, when collaborating and working with others, and when functioning efficiently and effectively in an organisational context. It will enable learners to assess their own strengths and identify a continuing professional development (CPD) plan, based on the capabilities required for ethical, business-focused and interpersonal professional conduct. This unit is suitable for...
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