...Cambridge TECHNICALS OCR LEVEL 3 CAMBRIDGE TECHNICAL CERTIFICATE/DIPLOMA IN HEALTH AND SOCIAL CARE PSYCHOLOGICAL PERSPECTIVES FOR HEALTH AND SOCIAL CARE A/601/2404 LEVEL 3 UNIT 7 GUIDED LEARNING HOURS: 30 UNIT CREDIT VALUE: 5 PSYCHOLOGICAL PERSPECTIVES FOR HEALTH AND SOCIAL CARE A/601/2404 LEVEL 3 UNIT 7 AIM OF THE UNIT Psychology is the study of the human mind and behaviour. This unit aims to explain the reasons people do the things they do when it comes to health and wellbeing. The mind and the body are interlinked, e.g. stress caused by daily hassles or lifestyle can have a detrimental effect on the body’s immune system and can lead to serious illness. Psychologists have given us many ways to explain human behaviour and this unit is designed to enable learners to apply what they have learnt to their own practice; from helping people overcome emotional problems to dealing with challenging behaviours. The knowledge and understanding gained throughout the unit will benefit all those who work with others, be it people who use services, their friends and family, and other professionals. A wide range of perspectives is covered which can then be applied to many different health and social care settings. The behaviourists and social learning theorists can help to explain how health related behaviours are learnt as well as ways to teach new behaviours to people who use services. The humanists, on the other hand, provide us with a set of guidelines for working with...
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...Assignment brief – QCF BTEC (Level 3)Assignment front sheet | Qualification | Unit number 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...
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...Name: | | Joseph Lundie | Date Issued: 30 January 2015 | Deadline: 13 February 2015 | Returned On: 27 February 2015 | Qualification: | BTEC Level 3 - Extended Diploma in Health & Social Care | Unit Number and Name:No. of credits available. | Unit 2 Equality, Diversity and Rights in Health & Social Care | Assignment Number | Title: Promoting anti-discriminatory practice in health and social care settings | 1 | 2 | 3 | 4 | 5 | 6 | | Scenario: | You have investigated in detail one recent national initiative promoting anti-discriminatory practice. You are now about to go on placement and you are aware of the difficulties which could arise when implementing anti-discriminatory practice in health and social care settings. You therefore decide to prepare a presentation for the staff at the placement to highlight some potential difficulties. | In this assessment you will have opportunities to provide evidence against the following criteria. Criteria reference | To achieve the criteria the evidence must show that the student is able to: | Achievement date & result | Achievement date & result | Evidence | P5 | Describe how anti-discriminatory practice is promoted in health and social care settings | 1st date: | 2nd date: | PPTPresentation | | | | | | M3 | Discuss difficulties that may arise when implementing anti-discriminatory practice in health and social care settings | 1st date: | 2nd date: | PPTPresentation | ...
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...Unit 1 Government Policies and the Public Services [pic] Assessment Book (Credits 10) | |Eddie Maylor | |Student Name | | |Start of Unit Date |24 September 2012 | |Completion of Unit Date | | | |Unit Tutor: James McQueen | |Group / Course |Diploma in public services | Learning Outcomes • Know the different levels of government I the UK • Understand the democratic election process for each level of government in the UK • Understand the impact of UK government policies on the public services • Be able to demonstrate how government policies are developed Unit Criteria Passed |Pass |1 |2 |3 | | | | ...
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...Unit 7- sociological perspectives for health and social care P1 – Explain the principal sociological perspectives Sociological Perspectives | Main Points | Criticisms | Functionalism | Functionalist believe that just as the body functions through the efficient interrelationship of major organs and has disease, so the different institutions in society each have particular contributions to make. They work together and use methods of social control to deal with deviant members or groups, to ensure that society functions smoothly. Parsons (1902-1979) saw society as a system made up of interrelated institutions, which contributed to its smooth running and continuity. He thought that the main role of an institution is to socialise individuals and ensure that they understood the underlying values of their society and behave in acceptable ways. Murdock(1897-1985) did a study of the family, examined over 250 societies and concluded that in all societies the family performed 4 functions: * Sexual function which was allowed for the expression of sexuality in an approved context * Reproductive function which provided stability for the rearing children * Socialisation included the responsibility of teaching children the acceptable ways of behaving in society * Economic function meant that food, shelter, and financial security had to be provided for the family membersParsons(1951) argued that the family had only two basic functions which were: * The primary socialisation of children...
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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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...completed by the learner where appropriate and included with the work submitted for assessment. Unit 3: Health, Safety and Security in Health and Social Care Course: BTEC Level 3 National Extended Diploma, Health Science Diploma & Subsidiary Diploma in health and social care |Learner Name |Charlotte Welham | |Assessor Name: |Internal Verifier: | |Lead IV Sampled? (Y/N) |Pre-Issue IV Date: | |Assignment Title: |Assignment Ref: 3a | |Hazards in settings | | |Issue Date |End Date: |Actual Hand-in Date: | | |Week beginning 01/12/2014 |Week beginning 26/01/2015 | | | |Unit/ AC |Assessment Criteria |Achieved |Evidence Location|Comments/feedback...
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...May 2007 Accreditation Statement University of Phoenix is accredited by The Higher Learning Commission and is a member of the North Central Association of Colleges and Schools: 30 North LaSalle Street, Suite 2400 Chicago, IL 60602 (312) 263-0456 www.ncahigherlearningcommission.org ©2007 University of Phoenix. ALL RIGHTS RESERVED The text of this publication, or any part thereof, may not be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, storage in an information retrieval system, or otherwise, without prior permission of University of Phoenix. Edited in accordance with The Apollo Group editorial standards and practices Revised: May 2007 2 Table of Contents INTRODUCTION .......................................................................................................................... 5 CHAPTER 1: FORM AND APPEARANCE ................................................................................. 6 Font Styles ................................................................................................................................. 6 Margins. ...................................................................................................................................... 6 Spacing........................................................................................................................................ 6 Page Numbers and Headers ......................................
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...Writing Style Handbook May 2007 Accreditation Statement University of Phoenix is accredited by The Higher Learning Commission and is a member of the North Central Association of Colleges and Schools: 30 North LaSalle Street, Suite 2400 Chicago, IL 60602 (312) 263-0456 www.ncahigherlearningcommission.org ©2007 University of Phoenix. ALL RIGHTS RESERVED The text of this publication, or any part thereof, may not be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, storage in an information retrieval system, or otherwise, without prior permission of University of Phoenix. Edited in accordance with The Apollo Group editorial standards and practices Revised: May 2007 2 Table of Contents INTRODUCTION .......................................................................................................................... 5 CHAPTER 1: FORM AND APPEARANCE ................................................................................. 6 Font Styles ................................................................................................................................. 6 Margins. ...................................................................................................................................... 6 Spacing........................................................................................................................................ 6 Page Numbers and Headers ..........................
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...This article was downloaded by: [University of Southampton Highfield] On: 15 March 2013, At: 09:07 Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UK Post-Communist Economies Publication details, including instructions for authors and subscription information: http://www.tandfonline.com/loi/cpce20 Debt sustainability in the EU New Member States: empirical evidence from a panel of eight Central and East European countries Matthieu Llorca & Srdjan Redzepagic a b a b LEG/FARGO, University of Dijon, France CEMAFI, University of Nice-Sophia Antipolis, Nice, France Version of record first published: 16 May 2008. To cite this article: Matthieu Llorca & Srdjan Redzepagic (2008): Debt sustainability in the EU New Member States: empirical evidence from a panel of eight Central and East European countries, Post-Communist Economies, 20:2, 159-172 To link to this article: http://dx.doi.org/10.1080/14631370802018882 PLEASE SCROLL DOWN FOR ARTICLE Full terms and conditions of use: http://www.tandfonline.com/page/terms-and-conditions This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation...
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...MICRO-ECONOMICS BY DARLINGTON MZIE 2014-15 Mosi-oh-tunya high DARLINGTON PHIRIM M ECONOMICS DEF: a dynamic subject that studies e changes in e economy -it is a scientific inquiry where economic agents seek to allocate scarce resources efficiently. This goes about in answering fundamental economic questions, how, what and 4 whom. (P. Samuelson) -it’s a human science which studies e relationship between e use of scarce resources and their uses that strive for them. BASIC ECONOMIC PROBLEM SCARCITY –human needs and wants tend to be infinity. This leads to what can be refered as the economic problem. ...
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...A fuzzy logic approach to urban land-use mapping Henning Sten Hansen National Environmental Research Institute, Ministry of Environment & Energy Frederiksborgvej 399, DK-4000, Roskilde, Denmark Phone : +45 46 30 18 07 Fax : +45 46 30 12 12 HSH@DMU.DK Abstract. The growth of cities represents huge problems for modern societies. Monitoring, analysing and modelling the urban dynamic call for detailed mapping of urban land-use. Traditionally, urban land-use mapping is based on orthophotos and satellite images, but deriving land-use from remote-sensing alone is not satisfactory. The Danish Building & Dwelling Register is a database containing detailed information like year of construction, use, area etc. Therefore, this database provides a useful foundation for urban land-use mapping. To be able to track urban land-use changes over time, we have chosen square cells (100m x 100m) as basic mapping units. Generally, land cover and land-use mapping are based on crisp classification, but in the current project we have applied a fuzzy modeling approach to land-use mapping. Fuzzy classification offers a better choice in urban land-use mapping, because it can indicate the primary, secondary etc. land-use simultaneously. This will offer more meaningful information for planners and a more detailed understanding of the land-use patterns. Based on these principles, a nation wide urban land-use database for the year 1997 is established. 1 Introduction Metropolitan areas all over the...
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...BTEC National Diploma in Health and Social Care Unit 6 Personal and Professional Development in Health and Social Care LO1 Understand the learning process * Theories of learning * Influences on learning * Skills for learning * Support for learning * Learning opportunities LO2 Be able to plan for and monitor own professional development * Review at start of programme * Knowledge * Skills * Practice * Values and Beliefs * Career aspirations * Action plan for own development * Consider personal goals LO3 Be able to reflect on own development over time * Monitor and evaluate plan * Changes * Contexts * Professional development portfolio * Relevant experience * Support for development * Reflect on own development LO4 Know service provision in the health or social care sectors * Provision of services * Local health or social care * Health and social care workers What you will be taught 1. Understand the learning process * Theories of learning: theorists, * Skills for learning; * Support for learning; * Learning opportunities; 2. Be able to reflect on own professional development over time * Review at start of programme; * Knowledge; * Skills; * Practice; * Values and beliefs; * Career aspirations; 3. Be able to reflect on own development over time * Monitor and evaluate plan in terms of own development; * Professional development portfolio; * Relevant evidence;...
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...BTEC Level 3 National Health and Social Care Unit 1 Developing effective communication in health and social care This mandatory unit enables learners to understand effective communication within health or social care settings, some of the many barriers to effective communication and ways to overcome them. Learners will gain the necessary interpersonal skills to communicate with a range of people within the sector and will have the opportunity to identify and analyse the effectiveness of their own communication skills. This is a 10-credit unit and can be taught in 60 guided learning hours, with learners also expected to complete non-supervised individual study time. This is a mandatory unit for all qualifications. On completion of this unit, learners should: LO1 Understand effective communication and interpersonal interaction in health and social care LO2 Understand factors that influence communication and interpersonal interaction in health and social care environments LO3 Understand ways to overcome barriers in a health and social care environment LO4 Be able to communicate and interact effectively in a health or social care environment Unit contents The scheme of work for this unit (page 13) links to the following resources to help you deliver Unit 1. LO1 Lesson plan LO2 LO3 LO4 AS10, AS11, AS12 LP Activity sheet AS1, AS2, AS3, AS4 AS5, AS6, AS7, AS8, AS9 Stretch and support AS1, AS2, AS3, AS4 AS6, AS8, AS9 ...
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...is equal to average total cost minus average fixed cost, AVC = $8 - $2 = $6. d. Since average total cost is less than marginal cost, average total cost must be rising. Therefore, the efficient scale must occur at an output level less than 100. Q5. a. Figure 5 shows the typical firm in the industry, with average total cost ATC1, marginal cost MC1, and price P1. b. The new process reduces Hi-Tech’s marginal cost to MC2 and its average total cost to ATC2, but the price remains at P1 because other firms cannot use the new process. Thus Hi-Tech earns positive profits. c. When the patent expires and other firms are free to use the technology, all firms’ average-total-cost curves decline to ATC2, so the market price falls to P3 and firms earn zero profit. Figure 5 Q8. a. The rise in the price of crude oil increases production costs for individual firms and thus shifts the industry supply curve up, as shown in Figure 3. The typical firm's initial marginal-cost curve is MC1 and its average-total-cost curve is ATC1. In the initial equilibrium, the industry supply curve, S1, intersects the demand curve at price P1, which is equal to the minimum average total cost of the typical firm. Thus, the typical firm earns no economic profit. Figure 3 b. The increase in the price of oil shifts the...
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