...|Assignment brief – QCF BTEC | |Assignment front sheet | |Qualification |Unit number and title | |Level 3 National Health and Social Care |5 Anatomy and Physiology | |Learner name | Assessor name | | |Paula Sutton | |Date issued | Hand in deadline |Submitted on | |14.10.14 | 1.12.14 | | | | | |Assignment title |Body systems | |In this assessment you will have opportunities to provide evidence...
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...|Qualification (QCF) | |BTEC 90 Credit Diploma Health and Social Care Level 3 | | Unit / Title |Assignment Title | |Unit 5: Anatomy and Physiology for Health and Social Care |The role of energy in the body (Assignment 2 of 3) | |Date Issued |Completion Date | |02/11/15 |16/11/15 | |Learner Name |Assessor Name | | |Geraldine Whitehorn | |Task No. |Deadline |Unit Outcome | |1 |16/11/15 ...
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...and title | BTEC 90 Credit/Extended Diploma in Health and Social Care | Unit 5 Anatomy and Physiology for Health and Social Care | Learner name | Assessor name | | Louise Dada,Angela Lewis-Wright Alison Watson | Date issued | Hand in deadline | Submitted on | 10 November 2014 | 8 December 2014 | | | | Assignment title 1 | Know the organisation of the human body | In this assessment you will have opportunities to provide evidence against the following criteria. Indicate the page numbers where the evidence can be found. | 5a Criteria reference | To achieve the criteria the evidence must show that the learner is able to: | | Task no. | | Evidence | P1 | Outline the functions of the main cell components. | | 1 | | Training Pack | P2 | Outline the structure of the main tissues of the body | | 1 | | Training Pack | P3 | Outline the gross structure of all the main body systems. | | 1 | | Training Pack | Learner declaration | I certify that the work submitted for this assignment is my own. I have clearly referenced any sources used in the work. I understand that false declaration is a form of malpractice.Learner signature: Date: | Assignment brief 1 Qualification | BTEC 90 Credit/Extended Diploma in Health and Social Care | Unit number and title | Unit 5 Anatomy and Physiology for Health and Social Care | Assessor name | Louise Dada, Angela Lewis-Wright...
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...Edexcel BTEC Level 2 Certificate, Extended Certificate and Diploma in Health and Social Care (QCF) Unit 7: Anatomy and Physiology for Health and Social Care Assignment 7 Contents Index | | Page No | Learner details* | | 3 | Learner tracker* | | 3 | Learner declaration* | | 3 | Aim and purpose | | 4 | Unit introduction | | 4 | Learning outcomes | | 5 | Unit contents | | 7 | Essential Resources | | 8 | Assessment brief | | 9 | Task 1 | P1 | 10 | Task 2 | P2/M1/D1 | 10 | Task 3 | P3 | 11 | | | | Task 4 | P4/M2 | 11 | Task 5Task 6 | P5P6/M3/D2 | 1112 | | | | | | | * Must be submitted with learner’s evidence. Assignment 7 – Unit 7: Anatomy and Physiology for Health and Social Care Learner Name: Assessor Name: Issue Date: Deadline Date: Submission Date: Learner Tracker Assignment 1 | Assessment Criteria | Completed | Grade | Task 1 | | | | Task 2 | | | | Task 3 | | | | Task 4 | | | | Task 5 | | | | Task 6 | | | | ------------------------------------------------- Learner Declaration ------------------------------------------------- The learner declaration must be attached to the completed portfolio of evidence. ------------------------------------------------- Learner Name: ------------------------------------------------- I declare that the work contained in this portfolio of evidence is all my own work. ------------------------------------------------- ...
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... |Care | |Unit Title: Physiological Principles|Unit : 12 |Date Issued: | |for Health and Social Care | |5 May 2014 | |Student Name |St Patrick Student ID No.: |Date of final | | | |Submission: | | | |2 August 2014 | | |Edexcel Registration No.: | | |Unit Leader: Physiology teaching |Internal Verifier Name: | |team. |Mr Hasa Ram | Rules and regulations: |Plagiarism is presenting somebody else’s work as your own. It includes: copying information directly from the Web or books without | |referencing the material; submitting joint coursework as an individual effort; copying another student’s coursework; stealing | |coursework from another student and submitting it as your own work. Suspected plagiarism will be investigated and if found to have | |occurred will be dealt with according to the procedures set down by the College. Please see your student...
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...Course Title | BTEC National Health & Social Care | Unit Title | Anatomy and Physiology for health & social care | Level | 3 | Unit Number | 5 | Unit Credit | 10 | Assignment Title | Anatomy and Physiology for health & social care | Part Unit | | Whole Unit | Yes | Assessor | Shanroy Dehaney | Start Date | 20/05/15 | Submission Date | 10/06/15 | Feedback Date | 17/05/15 | Vocational Context | Task 1 - 3 (P1,P2,P3)You are working in a health clinic and have been asked to produce a poster to explain the functions of the main cell, tissue and body components to display in the clinic. Task 4 (P4,M1,D1)You are an advisor in your local sports centre and you have been asked to design and produce an information booklet to explain to clients how the body requires and utilises energy. This should include:Produce a written report on the body’s response to exercise. The report will be based on primary and secondary research. The report will include:Task 5 (P5,M2,D2) 1. An explanation of the concept of homeostasis and its role in exercise and healthy functioning of the body. 2. Measurements collected from practical work involving physical activity and your interpretation of them together with comments on the validity of the data collected.Task 6 (P6)Complete exercise programme and complete data form and graphs sheets | The Brief | Task 1 (P1)Using a large piece of paper, produce an annotated poster of a cell as it is seen under the microscope. You...
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...Unit 5- Anatomy and physiology Unit 5.4 P4 M1 D1 P4- Explain the Physiology of Two Named Body Systems in Relation to Energy Metabolism in the Body M1-Discuss the Roles of Energy in the Body In this assignment I will be explaining the physiology of the cardiovascular system and the respiratory system. Whilst explaining the two body systems I will be explaining energy production, process of cellular respiration, the role of enzymes within these body systems, the way that these systems absorb food and the products of digestion. The Cardiovascular System The heart pumps the blood around the body through the blood vessels which is made of mostly veins and capillaries. The blood carries the dissolved oxygen around the bodily cells, whilst carrying the dissolved oxygen the blood removes the waste and the other products from respiration. The body’s blood pressure has to be maintained. The blood distributes heat around the body along with hormones, nutrients, salts, enzymes and urea. The cardiovascular system transports simple molecules and materials to the liver and the body cells via the blood stream. This happens through the hearts pumping actions. The Respiratory System The respiratory system always refreshes oxygen within the lungs, it gets rid of the waste products like carbon dioxide and water, and this is done throughout actions like breathing. The dissolved oxygen passes through the alveolar walls into the bloodstream; this is then transported into the...
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...Unit 21: Nutrition for Health and Social Care Unit code: L/601/2407 QCF Level 3: BTEC Nationals Credit value: 10 Guided learning hours: 60 Aim and purpose This unit aims to give learners an understanding of current thinking on nutritional health particularly relating to users of health and social care services. Learners will then be able to apply this understanding and make recommendations to improve the nutritional health of an individual. Unit introduction This unit builds on learner understanding of the principles introduced in Unit 5: Fundamentals of Anatomy and Physiology for Health and Social Care. Improvements in the diet of individuals are increasingly being recognised as a significant factor in maintaining, or effecting improvements, in overall health. It is therefore important that people working in the health and social care sectors, or those who are responsible for the wellbeing of others, have a good understanding of nutrition and diet. This unit gives learners an understanding of nutrition from a science-based perspective and of the role that food plays in social contexts. The unit may also provide useful underpinning knowledge for the study of food hygiene and practical culinary skills. Learners will explore concepts of nutrition using the language of nutritional science. Different aspects of nutritional health will be defined and routine ways of measuring this explored. Other aspects of nutritional data will involve describing...
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...13A – Cells and Movement of Materials P1: Describe the microstructure of a typical animal cell and the main function of the cells components The microstructure of a typical animal cell is made up of various components, all of which play a vital role within the body. Each component has its own specific role that it performs in order for the cell to function and maintains the cell membrane. The main components of the cell include the cell membrane, cytoplasm, the nucleus, nucleolus, nuclear membrane, endoplasmic reticulum (smooth ER and rough ER), mitochondria, Golgi apparatus, lysosomes, ribosomes and vacuoles. The cell membrane – The cell membrane otherwise known as the plasma membrane is located on the surface of a typical animal cell. The cell membrane is made up of a phospholipid bilayer and is a selectively permeable membrane that allows substances to pass in and out of the cell. This selectively permeable membrane means that only water, gases and other nutrients are able to pass through whilst keeping toxins out. The lipid bilayer of the cell membrane aids in the protection of the cell, as it helps to control the movement of particles that pass in and out of the cell. The structure of the phospholipid is made up of hydrophilic heads and hydrophobic tails. Cytoplasm – The cytoplasm is a gel-like substance that is clear in colour made up of 80% water and also contains enzymes, salts, organelles and other organic molecules. It consists of all the contents...
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...P1: Explain key influence on the personal learning process of individuals For an individual there are positive and negative influences that can effect there learning. On a professional approach, many psychologists believe that learning takes place via different processes in which recall has to take place in order to remember. Recall can be affected by different influences; these can weaken memory or strength the memory trace of information. There are different theories that can show the different types of learners; David kolb and Honey and Mumford. David kolb’s theory (1984) is an explanation in how adults learn. The many ways in which people learn are called the cognitive ability. During adolescence and adulthood we develop a performance for instinctive preferences. This is the way in which we make sense of our experiences. He proposed that learning takes place in four stages: concrete experience, reflective observation, abstract conceptualisation and active experimentation. The first stage is concrete experience, this is the doing stage. The individual has to physically carry out actions in order to remember. The second stage is reflective stage this is where they concentrate and review the information. This involves mental thought about what they have completed and the actions that took place in the concrete stage. The third stage is the concluding stage, in which you begin to make sense of the actions in your head. The last stage is the active experimentation, is the planning...
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...Professional Presence and Influence Western Governors University Professional Presence and Influence A1. Models of Health and Healing- The candidate provides a logical discussion, with substantial detail, of the differences between 2 models of health and healing as they relate to what it means to be human. Since the mid-19th century, there have been three distinct models of health and healing. The first era began in the mid-1960s and dealt primarily with the physical body. It is known as the mechanical model and focused solely on the anatomy and physiology of the body. It was physical in nature, and gave no consideration to the mind or spiritual side of the human being. In this section we will compare the differences between Era II, the Body/Mind model, which emerged around the 1950s, and Era III, the Body/Mind/Spirit or Bio/Psycho/Social model which emerged in the 1990s. During the mid-20th century, Health care providers began to understand that human consciousness played an important role in overall wellness. They recognized that patients with a positive mental attitude about their condition and care generally healed faster than those who did not. Doctors and nurses started to value and encourage input from the patients in their care. Health care professionals began to notice that emotional well-being, personal belief system and attitude all had a definite impact on health and for the first time became important in treating disease. This new phenomenon was considered...
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...Unit 5: Anatomy and Physiology for Health and Social Care. Name: Fatimah Al_Asadi Teacher name: Miss Bull Name: Fatimah Al_Asadi Teacher name: Miss Bull Aim and purpose This unit aims to enable learners to understand aspects of the anatomy and physiology of human body systems. Learners will be able to gain an overview of the organisation of the human body before looking at how body systems work together to provide energy for the body. Learners will have the opportunity to investigate how homeostatic mechanisms operate in the body. Unit introduction This unit introduces core knowledge of cellular structure and function, and the organisation of the body as a whole, and then builds on this to develop a more detailed knowledge of the fine anatomy and physiology of the systems involved in energy metabolism. Learners will examine the homeostatic mechanisms involved in regulating these systems to maintain health. Learners will be given the opportunity to undertake practical activities which will require them to take measurements of the cardio-vascular system, the respiratory system and of body temperature, using noninvasive techniques to investigate normal responses to routine variations in body functioning. This unit provides the core understanding of human physiology that underpins the study of the specialist physiology units within this programme. The unit also provides an overview of body functioning that is valuable for anyone working or intending to work in a...
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...Introduction Professional presence is an analysis of our past, present and future. It is a construct of our knowledge, our influences, our self-awareness and practices. It comes down to how each of us understands what it means to be human and how to care for one another. This is always evolving based on new experiences and knowledge. Through looking over time at the view point of humans, to personality tests, to personal development and lastly looking at optimal healing environments this paper will construct my professional presence and look at ways to improve my ability to care for others. A1. Models of health and healing: A comparison of 2 Eras In Dr. Dossey’s “A Conversation About the Future of Medicine” he discusses his theory of the progress of health and healing. He looks at how medicine changed from the 1860s the 21st century based on how the individual was viewed. He shows how the individual progressed from being looked at as solely a physical being with physical ailments to more modern views where we treat the person has a whole including their emotions and “spirit” or “soul”. He broke this progression down into 3 parts which were called “Eras”. An overview of the Era’s will show how medicine has progressed to look at the patient as whole not just a body with symptoms. Era I, also called “mechanical medicine”, began in the 1860s. In this era Dossey shows how patients were treated in a purely physical nature. He states that the, “prevailing view that health and...
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...BTEC Level 3 National Health and Social Care uncorrected first proofs issued by marketing 2010. This material is © Hodder Education 2013 and should not be redistributed. Contents Walkthrough About the authors and Photo credits Core units vii ix Unit 1 Developing Effective Communication in Health and Social Care Understand effective communication and interpersonal interaction in health and social care Understand factors that influence communication and interpersonal interaction in health and social care environments Understand ways to overcome barriers in a health and social care environment Be able to communicate and interact effectively in a health and social care environment 1 2 13 15 18 Unit 2 Equality, Diversity and Rights in Health and Social Care Understand concepts of equality, diversity and rights in relation to health and social care Know discriminatory practices in health and social care Understand how national initiatives promote anti-discriminatory practice Know how anti-discriminatory practice is promoted in health and social care settings 21 21 30 34 39 Unit 3 Health, Safety and Security in Health and Social Care Understand potential hazards in health and social care Know how legislation, policies and procedures promote health, safety and security in health and social care settings Be able to implement a risk assessment Understand priorities and responses in dealing with incidents and emergencies 44 45...
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...BTEC Edexcel Level 2 BTEC First Certificate and Edexcel Level 2 BTEC First Diplomas in Sport For first teaching from September 2006 Issue 2 March 2007 Specification Edexcel Level 2 BTEC First Certificate and Edexcel Level 2 BTEC First Diplomas in Sport Edexcel, a Pearson company, is the UK’s largest awarding body offering academic and vocational qualifications and testing to more than 25,000 schools, colleges, employers and other places of learning here and in over 100 countries worldwide. We deliver 9.4 million exam scripts each year, with 3 million marked onscreen in 2005. Our qualifications include GCSE, AS and A Level, GNVQ, NVQ and the BTEC suite of vocational qualifications from entry level to BTEC Higher National Diplomas and Foundation Degrees. We also manage the data collection, marking and distribution of the National Curriculum Tests at Key Stages 2 and 3, and the Year 7 Progress Tests. References to third party material made in this specification are made in good faith. Edexcel does not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.) Authorised by Jim Dobson Prepared by Dominic Sutton Publications Code BF017349 All the material in this publication is copyright © Edexcel Limited 2007 Essential principles for delivering a BTEC This specification contains the rules...
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