Saturday, May 23, 2020
The Museum of Tolerance is a place that not only is a home to a memoriam of the Holocaust but it also tries to break the barriers of racism, prejudices, and discrimination and tries to teach and incorporate in people that even though everyone is different, everyone shares a universal attribute, that each person around the world no matter their race, gender, country of origin, or choice of religion still bleeds red, feels pain and are human beings. As soon as people realize this fact and accept that no one set of people are better than the other, places like The Museum of Tolerance will not be needed but till then we need to remember what hatred, prejudices, discrimination and the inability to accept people for who they are has and can doÃ¢â¬ ¦show more contentÃ¢â¬ ¦Military bound children in some countries are bought or forced into the military by the age of 7 trained to kill and given weapons to serve their country. Often told that they should be proud to die a soldier, if any try to escape the military officers send the same children to hunt and kill the runaways for desertion. Why is it that in the United States actions like these are extremely punishable and prohibited but when other countries practice these methods and import goods to the US we turn our heads? The United States is one of the biggest countries in the world that participates in human trafficking and only recently has been questioned because of recent cases of US Caucasian girls being abducted in foreign countries. Truth is these abductions have been happening for a while now but I ask why it is only now becoming an issue. Also an issue is child porn children are exploited everyday through the internet with child porn sites and in a recent Supreme court case and producer of porn won a case stating that all his children pornography is artificially made with animation from a computer and since no real child is being harmed its his right to express himself as he pleases. Secondly, we were taug ht about the mistreatment of woman around the world. In some countries husbands of wives remove sexual pleasure organs of woman for they will not be tempted to sleep with other men. Sex is only supposed to be enjoyable for the husband. TheseShow MoreRelatedRosalind Krauss - Photographys Discursive Spaces9350 Words Ã |Ã 38 Pagesof JSTORs Terms and Conditions of Use, available at http://www.jstor.org/about/terms.html. JSTORs Terms and Conditions of Use provides, in part, that unless you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in the JSTOR archive only for your personal, non-commercial use. Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at http://www.jstor.org/journals/caaRead MoreEssay on Fall of Asclepius95354 Words Ã |Ã 382 Pagesshould I begin? The apocalypse happened so fast. In less than a month, monsters infe sted every part of this world. People panicked, people died. They clawed at each other just to get out of all the infested areas around the world. There was problem about fleeing from infested areas. Everywhere was infested. There was no where anyone could go without encountering the walking plague. You know that phrase War is Hell? Well... its dead wrong. War at least has some organization to it. What was facedRead MoreGp Essay Mainpoints24643 Words Ã |Ã 99 Pages GP NOTES 2010 (ESSAY) Content Page 1. Media a. New vs. Traditional b. New: narcissistic? c. Government Censorship d. Profit-driven Media e. Advertising f. Private life of public figures g. Celebrity as a role model h. Blame media for our problems i. Power + Responsibility of Media j. Media ethics k. New Media and Democracy 2. Science/Tech a. Science and Ethics b. Government and scientist role in science c. Rely too much on technology? d. Nuclear technologyRead MoreOrganisational Theory230255 Words Ã |Ã 922 Pages. Organization Theory Challenges and Perspectives John McAuley, Joanne Duberley and Phil Johnson . This book is, to my knowledge, the most comprehensive and reliable guide to organisational theory currently available. What is needed is a text that will give a good idea of the breadth and complexity of this important subject, and this is precisely what McAuley, Duberley and Johnson have provided. They have done some sterling service in bringing together the very diverse strands of workRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words Ã |Ã 1573 PagesOrganizational Behavior This page intentionally left blank Organizational Behavior EDITION 15 Stephen P. Robbins Ã¢â¬âSan Diego State University Timothy A. Judge Ã¢â¬âUniversity of Notre Dame i3iEi35Bj! Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo Editorial Director: Sally Yagan Director of Editorial Services:Read MoreOne Significant Change That Has Occurred in the World Between 1900 and 2005. 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Tuesday, May 12, 2020
Sample details Pages: 6 Words: 1717 Downloads: 7 Date added: 2018/12/18 Category Religion Essay Type Research paper Level High school Tags: God Essay Theology Essay Did you like this example? 1. QUESTION 1 The Principle of Sacramentality can best be defined if the words encompassing it are first described. The phrase sacramentality originated from a Latin word Sacramentum, which is a direct translation of the Greek word mysterion, which in English means mystery. The Principle of Sacramentality is, therefore, an instrument of reality that signifies the presence of Gods activity in any sacred undertaking of humankind (Sherry, 2008). The Principle of Sacramentality is as God himself gave humans the son who is God, and He was born as a human being. God, became man through his son, was born of the blessed Mary, and was raised up as a man on the earth. The Principle of Sacramentality indicates that God is seen, heard and touched in the human living perspective since He became human through Jesus (Sherry, 2008). The Church conducts different rituals that enable the invisible presence of God to grow tangible in various ways for the believers to have a unique encounter with God in their lives (Cooke, 2004). DonÃ¢â¬â¢t waste time! Our writers will create an original "Principle Of Sacraments" essay for you Create order According to the Catholic Church, the Principle of Sacramentality is the way in which God expresses his invisible grace to Christians using signs and action. For instance, in the sacrament of Baptism, the water is used as a sign of Gods grace of washing away the sins. This washing shows that for the Christians to experience the cleansing of sins, they have to encounter with God through the sign of water, which is poured on them (Beguerie Duchesneau, 1997). 2. QUESTION 2 The Church as a whole has three sacraments of initiation. Baptism is the first of the initiation sacraments the others being The Eucharist and Confirmation. The Baptism is taken to introduce a new member to the church. It all marks the entry of one into the church community. It is a welcome of one into godly life (Cooke, 2004). Baptism Marks the end of sins and thus the beginning of a new life in God. Baptism pardons Christian their sins and gives them the dignity to be called Gods children (John3; 5). Confirmation is the time one is filled with the Holy Spirit. It is time for one to take on Gods image (Luke 24; 49). Eucharist is about a Christian are transformed in the flesh all through to their everlasting life (1 Corinthians 11:23-25). Jesus Christ was the first one to institute sacraments since He gave His disciples some directives to follow in the way of Christianity. Such directives were confined to the establishment of sacraments. He said to His chosen disciples, to travel far and wide making disciples, teaching all those who believe and ultimately baptizing them in the name of the supreme trinity (Matthew 27:19). On the night before He died, He instituted the sacrament of Eucharist, the last supper. He took the bread, he blessed it, broke it and gave to His disciples as He uttered; This is my body, and this is the chalice of my blood, do this in remembrance of me (Mark 14:22-25). This practice gave the priests the power to consecrate the Eucharist, which is practiced today. It is all about confirmation of the ways of Christ and nothing less than doing what Jesus Christ set the disciples to do. It is also giving out to God the best regarding service to others. 3. QUESTION3 Following the New Testament, baptism is an event that was practiced right from the time of John the Baptist to the present day. It is considered as a sacred ritual and one that stands out wholly for the believers as far as a cleansing of ones sins is concerned. The Baptism is also understood as a time for the welcoming of the new church members into the faith. It all marks the entry of one into the church community. Therefore, Baptism cannot be complete without the association of water which is believed to wash away the sins and act as a regenerator to the renewal of the Christian faith by the installation of Holy Spirit into ones soul (Luke 3:21). From the Christian perspective, the Sacrament of Baptism is the basis of the completely Christian life. It is a welcome of one into godly life Baptism Marks the end of sins and thus the beginning of a new life in God (Luke 2:21). The word Baptism originated from a Greek word baptizo in which it means to immerse. Water is seen as a purifier and a source of life and light as it nourishes the life of all living creatures even plants. This pathway directs anyone who seeks to be a true believer. It is through Baptism that all believers are freed from their sins and are born again as true children of God and joined the army of Christ (Mark 1:10). The Church has a firm position on the Sacrament of Baptism as it is from it that new disciples are created just as it was ordered by Christ.(Matthew 13:16). Initially, during the creation, the man had the nature of God, but after falling into sin, man was separated from Gods character. This state left man a sinner. The Sacrament of Baptism was consequently introduced to reconcile the human with God. Jesus instituted this sacrament for every soul after paying for the original sin on the cross. In addition, the disciples were commanded to go all over the world preaching the word, and those who believe and are baptized will be saved (Mark 16; 15-16) Baptism is understood as a fundamental sacrament that any Christian qualifies to take in any stage in life as long as one decides to be the church member, apart from it being the first of all the seven sacraments. This is because no one can receive any of the six sacraments unless one is Baptized (Sherry, 2008). Baptism is equally vital for ones salvation. Scripture confirms that it is only through baptism of water and that of the spirit that one has a place in Gods kingdom (John3; 6). 4. QUESTION 4 Confirmation is also identified a spiritual strengthening sacrament and was instituted to witness the true character of Christ. Jesus told the disciples not to leave Jerusalem until they receive the Holy Spirits power that will help them to be his witness all over the world (Luke 24; 49). Confirmation by Holy oil helps in increasing the sanctifying grace in Christians life as well as enabling them to remain spiritually alive. It is through Confirmation that the Christians can resist sin and become more like Christ (Cooke, 2004). The Sacrament of Confirmation is associated with light just as the Sacrament of Baptism is related to water (History Development of Sacrament of Confirmation, 2017). During the ceremony of Confirmation, some rituals accompany it, which is believed to be the qualification for one to be crowned entirely. Confirmation enables the Christian to be like Christ the king in leadership and directing others. Therefore, the Christians use the Sacrament of Confirmation in spreading their faith as well as defending it (Cooke, 2004). The anointing ritual is the last one during this ceremony where anointing oil is smeared on the forehead of the confirmed. The oil smeared on the forehead of the established, therefore, shows that one has been chosen by God to be His child and he should follow the Gods teachings (1st Samuel 16:13). 5. QUESTION 5 The presence of Christ in the Sacrament of Eucharist is different from the presence of Christ in other sacraments. This is because in other sacrament Christ is present by his power but not in reality as in the body and blood. As a result, while partaking the Eucharist Christians do not only participate in the bread and wine but Christ in a person who is the food of eternal life. During Eucharist, the Catholics worship Christ, whom they supposed to be present in the sacramental bread and blood. This shows that the bread is not a mere symbol of Christ, but Christ is substantially present in it (Billy Keating, 2006). Those who have been initiated participate with others in the whole community in the Lords sacrifice using the Eucharist. It originated from the act of Christ in the Last Supper before his betrayal.Christ established the Eucharist of the sacrifice of His own body and blood. He did it to bring forth an eternal sacrifice that will be a sign of love, unity, resurrection and act as a memory of the journey of salvation that he underwent (Matthew 26:26-28). The Eucharist summarizes our faith because we believe that Christ hang dead on the cross for our redemption. He gave His body for persecution for our sake and shed his blood for the redemption of our lost souls. This body is symbolized by the bread and blood changed from wine when the priest consecrates them when he says; This is my body and the chalice of my blood. (1st Corinthians 11:23). 6. QUESTION 6 The other name of Penance is Confession and Reconciliation. In this Sacrament, Christians are expected to confess their sin and return to God from their astray. The critical element of this sacrament is the act of confessing individuals sins to the priest. The Catholic Church has given the Christians a way to reconcile with their creator (Cooke, 2004). Christ as a sign of love and mercy instituted the Sacrament of Penance. What the signs of the Sacrament symbolize however is a more profound, mysterious, religious and spiritual state or level of being. At a sacred level, the Sacrament of Penance offers the opportunity for Christian to heal their relationship with God by obtaining forgiveness for their sins. It makes Jesus present and can change our lives as we come to know how God loves us. Signs, which accompany the Sacrament of Penance, are not just empty symbols; they convey something else, which draws humans into reality they portray. The priest utters that, your sins are forgiven (Luke 5:20). The signs embraced during this Sacrament of Penance reinforce the density of the forgiveness attained. Therefore, the Penance that we seek is to strengthen our faith. References Beguerie, P., Duchesneau, C. (1997). How to understand the sacraments. New York: Crossroad. Billy, D. J., Keating, J. (2006). The way of mystery: The Eucharist and moral living. New York: Paulist Press. Cooke, B. J. (2004). Sacraments sacramentality. Mystic, CT: Twenty-Third Publications. History Development of Sacrament of Confirmation. (2017). Loyolapress.com. Retrieved 15 July 2017, from https://www.loyolapress.com/our-catholic-faith/sacraments/confirmation/history-and-development-of-sacrament-of-confirmation. Sherry, P. (2008). The Sacramentality of Things. New Black friars, 89(1023), 575-590.
Wednesday, May 6, 2020
string(53) " practice in the performance described in this unit\." Elements of competence |HSC420. 1 |Raise awareness of the value of leisure opportunities and activities for individuals | |HSC420. 2 |Negotiate and agree leisure opportunities and activities for individuals | About this Unit For this Unit you will need to promote opportunities for individuals to participate in leisure activities. We will write a custom essay sample on Support Individuals to Maintain Personal Hygiene or any similar topic only for you Order Now Scope The scope is here to give you guidance on possible areas to be covered in this Unit. The terms in this section give you a list of options linked with items in the performance criteria. You need to provide evidence for any option related to your work area. Awareness raising audiences: sports and recreation associations; employersÃ¢â¬â¢ associations; local government planners; community self-help groups; governors; trustees; shareholders; the general public. Communicate using: the individualÃ¢â¬â¢s preferred spoken language; the use of signs; symbols; pictures; writing; objects of reference; communication passports; other non verbal forms of communications; human and technological aids to communication. Leisure activities related to: hobbies; interests; sports (as a spectator or participant); entertainment (e. g. ccess to the theatre or visiting theatre groups), socialising (e. g. eating out, talking to others about the old days). They may take place within or outside the care environment. People and organisations who are suitable and able to provide leisure opportunities and activities include: those who organise or provide recreation and leisure activities in t he care setting (e. g. care workers, entertainers); those who provide leisure activities for the general public (e. g. theatres, swimming pools, sports centres); those who provide leisure activities for specific groups within the community (e. g. WomenÃ¢â¬â¢s Institute, youth workers). Your knowledge and understanding for this Unit will relate to legal requirements and codes of practice applicable to the scope of your work and that of others with whom you work; your role, the level of responsibility you have within your organisation to manage activities to achieve an optimum service; the depth and breadth of understanding that will enable you carry out your job role and support others to perform competently; the need to be able to solve problems and resolve conflicts; the need to be able to evaluate, assess situations and act appropriately; systems and processes within your own and across other organisations and the need for you to be able to work in collaboration with individuals Values underpinning the whole of the Unit The values underpinning this Unit have been derived from the key purpose statement, the statement of expectations from carers and people receiving services, relevant service standards and codes of practice for health and social care in the f our UK countries. If you are working with children and young people they can be found in the principles of Care Unit HSC44. If you are working with adults they can be found in HSC45. To achieve this Unit you must demonstrate that you have applied the principles of care outlined in either Unit HSC44 or HSC45 in your practice and through your knowledge. Evidence Requirements for the Unit It is essential that you adhere to the Evidence Requirements for this Unit Ã¢â¬â please see details overleaf. |SPECIFIC Evidence Requirements for this unit | |Simulation: | |Simulation is NOT permitted for any part of this unit. | |The following forms of evidence ARE mandatory: | Direct Observation: Your assessor or an expert witness must observe you in real work activities which provide a | |significant amount of the performance criteria for most of the elements in this unit. For example how you were able to make | |and develop relationships with individual people for whom you are providing care, which enabled you to advise on and promote| |leisure opportunities and activities. | |Reflective Account/professional discus sion: You should describe your actions in a particular situation and explain why you | |did things. For example you could write about the ways you create opportunities to advise and inform individuals and groups | |of the benefits an active lifestyle holds, explaining what research and reading you used and how you selected appropriate | |information to share with others. |Competence of performance and knowledge could also be demonstrated using a variety of evidence from the following: | |Questioning/professional discussion: May be used to provide evidence of knowledge, legislation, policies and procedures | |which cannot be fully evidenced through direct observation or reflective accounts. In addition the assessor/expert witness | |may also ask questions to clarify aspects of your practice. | |Expert Witness: A designated expert witness may provide direct observation of practice, questioning, professional discussion| |and feedback on reflective accounts. | |Witness Testimony: Can be a confirmation or authentication of the activities described in your evidence which your assessor | |has not seen. This could be provided by a work colleague, individuals or other key people. |Products: These can be any record that you would normally use within your normal role e. g. communication records, reports | |and records; minutes of meetings, policies and procedures, etc. | |You need not put confidential records in your portfolio, they can remain where they are normally stored and be checked by | |your assessor and internal verifier. If you do include them in your portfolio all names and identifying information must be| |removed to ensure confidentiality. | |These may also be assignments/projects: For example from HNC, O. U. courses. You could also use evidence of previous | |in-house training courses/programmes you have completed showing professional development. |GENERAL GUIDANCE | |Prior to commencing this unit you should agree and complete an assessment plan with your a ssessor which details the | |assessment methods you will be using, and the tasks you will be undertaking to demonstrate your competence. | |Evidence must be provided for ALL of the performance criteria ALL of the knowledge and the parts of the scope that are | |relevant to your job role. | |The evidence must reflect the policies and procedures of your workplace and be linked to current legislation, values and the| |principles of best practice within the Care Sector. This will include the National Service Standards for your areas of work| |and the individuals you care for. | |All evidence must relate to your own work practice. | Knowledge specification for this unit Competent practice is a combination of the application of skills and knowledge informed by values and ethics. This specification details the knowledge and understanding required to carry out competent practice in the performance described in this unit. You read "Support Individuals to Maintain Personal Hygiene" in category "Essay examples" When using this specification it is important to read the knowledge requirements in relation to expectations and requirements of your job role. You need to provide evidence for ALL knowledge points listed below. There are a variety of ways this can be achieved so it is essential that you read the Ã¢â¬Ëknowledge evidenceÃ¢â¬â¢ section of the Assessment Guidance. |You need to show that you know, understand and can apply in practice: |Enter Evidence Numbers | |Values | | |1 The ways in which stereotyping, discrimination and stigmatisation might affect risk assessment and| | |how to guard against this. | | |2 How to apply the principles of equality, diversity and anti-discriminatory practice to your work. | |Legislation and organisational policy and procedures | | |3 The specific legislation, guidelines of good practice, charters and service standards which relate| | |to the work being undertaken, and the impact of this on the work. | | |4 The effect which Health and Safety legislation may have on the leisure opportunities and | | |activities promoted. | | |5 The boundaries and limits of your role in terms of promoting leisure opportunities and activities,| | |particularly in respect of the level of risk involved. | | |6 The role of the agency and its services and how they relate to other agencies and services in the | | |sector. | |7 The agencyÃ¢â¬â¢s policy and procedures regarding confidentiality of information and the disclosure of | | |information to third parties, and the specific circumstances under which disclosure may be made. | | |8 Any particular factors relating to the agencyÃ¢â¬â¢s policies and practices which affect the work | | |undertaken. | | |9 Your own role and responsibilities and from whom assistance and advice should be sought if you are| | |unsure. | | |Theory and practice | | |10 The role which recreation and leisure plays in the health and well-being of individuals. | |11 The effects of the therapeutic value or stimulation provided by leisure activities. | | |12 Evidence based practice in promoting leisure opportunities and activities to meet individual | | |needs and how to apply this evidence to your own work. | | |13 Methods of presenti ng information and encouraging interest in and about the role of leisure, in | | |meeting individualÃ¢â¬â¢s needs and promoting well-being. | | |14 The particular difficulties that individuals may face in seeking leisure opportunities and | | |activities. | | You need to show that you know, understand and can apply in practice: |Enter Evidence Numbers | |15 National and local schemes and agencies (statutory, private and voluntary) which are involved in | | |providing, promoting or creating leisure opportunities and activities, for whom they are designed | | |and how to access them. | | |16 The range of local leisure opportunities and activities, the forms these take, who they are aimed| | |at and how to access them. | | |17 The potential concerns which people and organisations may have about providing leisure | | |opportunities and activities for individuals, why it is important to acknowledge their concerns and | | |how to offer information to help them make informed decisions. | |18 How to gauge the level of interest and ability of people and organisations who may offer leisure | | |opportunities and activities to individuals. | | |19 How to alter communication when working with different individuals and representatives of | | |different agencies. | | |20 The options for promoting leisure opportunities and activities and which are the most appropriate| | |options for the people and organisations concerned. | | |21 Methods for assessing and managing risk. | |22 Methods of evaluating your own competence, determining when further support and expertise are | | |needed, and the measures to take to improve your own competence in this area of work. | | HSC420. 1Raise awareness of the value of leisure opportunities and activities for individuals |Performance criteria | | |DO |RA |EW |Q |P |WT | |1 You identify, contact, meet and communicate appropriately with | | | | | | | |people and organisations to establish their interest in the value | | | | | | | |of leisure activities for individuals. | | | | | | |2 You present clear, accurate and relevant information to awareness| | | | | | | |raising audiences about: | | | | | | | |(a) the relationship between and benefits that appropriate leisure | | | | | | | |activities can bring to individuals | | | | | | | |(b) the impact of discrimination, oppression and social exclusion | | | | | | | |on individuals | | | | | | | |(c) ways of offering leisure opportunities and activities to | | | | | | | |individuals | | | | | | |3 You give people the opportunity to ask questions and confirm | | | | | | | |their understanding of the information provided. | | | | | | | |4 You seek further support and advice in areas that are outside | | | | | | | |your expertise to deal with. | | | | | | | |5 You refer people and organisations who need information and | | | | | | | |advice that is outside your expertise to provide, to other | | | | | | | |appropriate sources. | | | | | | |6 You challenge constructively attit udes and behaviour which are | | | | | | | |ill informed, misguided, abusive or discriminatory. | | | | | | | |7 You identify and encourage people and organisations to become | | | | | | | |champions in the provision of leisure opportunities and activities | | | | | | | |for individuals and support them to raise the awareness of other | | | | | | | |people and organisations. | | | | | | | HSC420. Negotiate and agree leisure opportunities and activities for individuals |Performance criteria | | |DO |RA |EW |Q |P |WT | |1 You encourage people and organisations to consider their capacity| | | | | | | |and any reasonable adjustments that they could make, to enable them| | | | | | | |to offer individuals leisure opportunities and activities. | | | | | | | DO = Direct ObservationRA = Reflective AccountQ = Questions EW = Expert Witness P = Product (Work)WT = Witness Testimony HSC420. Negotiate and agree leisure opportunities and activities for individuals (cont) |Performance criteria | | | DO |RA |EW |Q |P |WT | |2 You evaluate the willingness and ability of people and | | | | | | | |organisations to provide leisure opportunities and activities for | | | | | | | |individuals. | | | | | | | |3 You identify people and organisations who are suitable and able | | | | | | | |to provide leisure opportunities and activities. | | | | | | |4 You examine with people and organisations who are suitable and | | | | | | | |able to provide leisure opportunities and activities: | | | | | | | |(a) the potential challenges and rewards | | | | | | | |(b) any resources which will be required | | | | | | | |5 You clearly explain your role and responsibilities to people and | | | | | | | |organisations who can provide leisure opportunities and activities. | | | | | | |6 You discuss and agree with people and organisations that have | | | | | | | |agreed to offer leisure opportunities and activities: | | | | | | | |(a) the number of individuals they are able to cater for | | | | | | | |(b) t he type of leisure opportunities and activities they are able | | | | | | | |to offer | | | | | | | |(c) any reasonable restrictions on those o whom the opportunities | | | | | | | |would be made available | | | | | | | |(d) any reasonable adjustments (beyond those that are legally | | | | | | | |required), they will need to make and who will resource and make | | | | | | | |the adjustments | | | | | | | |7 You confirm agreements in writing and take appropriate actions to| | | | | | | |enable the leisure opportunities and activities to be accessed. | | | | | | | |8 You record and report processes and outcomes within | | | | | | | |confidentiality agreements and according to legal and | | | | | | | |organisational requirements. | | | | | | | DO = Direct ObservationRA = Reflective AccountQ = Questions EW = Expert Witness P = Product (Work)WT = Witness Testimony To be completed by the Candidate | |I SUBMIT THIS AS A COMPLETE UNIT | | | |CandidateÃ¢â¬â¢s name: Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã ¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦ | | | |CandidateÃ¢â¬â¢s signature: Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦.. | | | |Date: Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦.. | |To be completed by the Assessor | |It is a shared esponsibility of both the candidate and assessor to claim evidence, however, it is the responsibility of the | |assessor to ensure the accuracy/validity of each evidence claim and make the final decision. | | | |I certify that sufficient evidence has been produced to meet all the elements, pcS AND KNOWLEDGE OF THIS UNIT. | | | | | |AssessorÃ¢â¬â¢s name: Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦. | | | |AssessorÃ¢â¬â¢s signature: Ã¢â¬ ¦Ã¢â¬ ¦ Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦. | | | |Date: Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦.. | | |Assessor/Internal Verifier Feedback | | | | | | | | | | | | | | | To be completed by the Internal Verifier if applicable | |This section only needs to be completed if the Unit is sampled by the Internal Verifier | | | |Internal VerifierÃ¢â¬â¢s name: Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦ | | | |Internal VerifierÃ¢â¬â¢s signature: Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦.. | | | |Date: Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦.. Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦.. | Ã¢â¬â Ã¢â¬âÃ¢â¬âÃ¢â¬âÃ¢â¬âÃ¢â¬âÃ¢â¬âÃ¢â¬â  If you are working with children and young people the term Ã¢â¬Å"individualsÃ¢â¬ covers children and young people and Ã¢â¬Å"key peopleÃ¢â¬ covers parents, families, carers, friends and others with whom the child/young person has a supportive relationship  The key purpose identified for those working in health and social care settings is Ã¢â¬Å"to provide an integrated, ethical and inclusive service, which meets agreed needs and outcomes of people requiring health and/or social careÃ¢â¬ How to cite Support Individuals to Maintain Personal Hygiene, Essay examples
Saturday, May 2, 2020
Pursuit of a degree as a medical assistant will require dedication, research, and passion, for successful completion of the combination of course work, clinical, and externship experience necessary to work in this role within the medical field. Entering into the medical assistant program will depend on what suites your needs. Do your research on the school of your choice, keeping in mind, their accreditation(s). Before perusing a diploma or degree in medical assisting, you must be dedicated, and have a passion to work in the medical field. If, you are working, get as much information as you can about the program, so that you can let your employer know your ambitions to further your education. You might explore online courses, part-time or night classes. Whatever path you choose, think in long terms; what is this degree going to do for me? Is it a stepping-stone to pursue a higher education; or is it a change in career paths. Medical Assistants continue to grow with the shortage of Registered Nurses on the frontline. Some students have obtained the diploma program and others have completed the program with an associateÃ¢â¬â¢s degree. Each state will be specific as to what educational/training is need for the medical assistant to work in a specific state, and the scope in which you can practice. When obtaining a diploma or degree in medical assisting you will be required to do course work, clinical and externship programs. Courses that you will have to; complete are anatomy physiology, pathophysiology, medical terminology, medical front office procedures, x-ray, electrocardiograph, electronic health records, pharmacology and laboratory procedures, math courses, and science to name a few (Allied Health Institute, 2014). During your clinical program, you will be required to complete one hundred and twenty hours of shadowing with another medical assistant, LPN or RN at a clinical site; then during your externship program, you will be required to complete one hundred and sixty hours, with hands on at a clinical site (Allied Health Institute, 2014). As you finish your clinical and externship program, you will have a great respect for the medical field. Upon successful completion of the program, you can then take the national exam. Employment for medical assistants will increase 29 percent from 2012 to 2022, faster than the average for all occupations (Bureau of Labor Statistics, 2013). During extensive research, what I discovered is that the medical assistant with an associateÃ¢â¬â¢s degree and national certification is more employable (Donald A. Balasa, JD, MBA, 2009). Depending upon what field of interest you will be entering in, will determine the level of pay; the more complexity of the practice, the better the pay. Once you have sought employment in the field, you will be working in various areas, in which multi-tasking is vital. As a medical assistant, you will be required to know the front and back office. Front office responsibilities will be, but not limited to answer phone calls, make/cancel appointments, greet the patients as they arrive, checking patientÃ¢â¬â¢s in, using electronic health records, (some doctors have not transitioned over to electronic health records) receiving co-pays if necessary, update insurance information, address, assisting new patients with the appropriate paperwork and checking patients out. Back end responsibilities will be to triage patients, order supplies, stock supplies, maintain medication log, obtaining vitals, clean exam rooms after each patient, ensuring that all items used during an exam are disposed of accordingly or sterilized, history, reason for office visit, assisting the doctor with a physical exam. Additional duties could be to remove stitches or sutures, collection of specimens, giving injections pursuant to your scope of practice, venipuncture, calling in prescriptions, making sure the doctor has current test results, dealing with patientÃ¢â¬â¢s concerns and questions, and to communicate effectively and accurately with the doctor, staff and patients. In the field of medicine, you can continue your education. You can transfer credits into a LPN/RN program, or you can use the associateÃ¢â¬â¢s degree in your current position giving you, the opportunity to apply for better positions or because you completed the degree program, you might be eligible for an increase in pay. In the field of dialysis, you can actually apply for contract work; completing a thirteen-week employment assignment and having the fun of meeting new people in field, gaining knowledge from their perspective and visa-versa. Travel assignments in the medical field are in great demand; they range from techs to doctors. Medical recruiters offer travel opportunities in the United States and International. With obtaining an associateÃ¢â¬â¢s degree and working in the field of dialysis, and the year(s) of experience, the starting salary would be of a significantly higher pay. According to the Bureau of Labor and Statistics, the median pay range for a medical assistant without a degree was, from $29,370 per year to $14. 12 per hour (Bureau of Labor Statistics, 2013). Certified medical assistants (CMA) American Association of Medical Assistants (AAMA) is a professional organization for CMAÃ¢â¬â¢s (American Association of Medical Assistants, 2013). In 1956, the CMA/AAMA was organized; it is a dynamic leader and a voice for medical assistants (American Association of Medical Assistants, 2013). Once, you have graduated on or after January 1, 2010, you have 60-months from the date of graduation to take the national exam and pass it (American Association of Medical Assistants, 2013). The medical assistant has three attempts; if the medical assistant does not pass the exam within the 60-month period, the medical assistant will not be eligible to have the credentials of CMA (AAMA) (American Association of Medical Assistants, 2013).
Monday, March 23, 2020
What advice would you give to management concerning the best way to implement strategic choices in an organization? There are four types of tactics that management can use to Implement strategic plans in an organization: Intervention, persuasion, participation, and edict. Intervention tactics begins when a manager decides to make strategic changes. The manager creates the need for change In minds of the group (leaders, peers) by reforming the systems (Nutt, 1998). This Is done by showing a comparison between the present system and a reform system and showing performance gap. Then, the manager is ready to create steps to implement intervention tactics. Before using these steps, it is essential for a manager to be educated on possibilities, redirected threats, managed anger, built confidence, and reinforced the plans (Huse, 1975). It demands high level skills to create new norms to show the need for change for the organization. 2. How would your advice change based on whether the organizations environment was dynamic versus stable? A dynamic organizations environment has is one that is full of possible opportunities and possible treats. We will write a custom essay sample on Strategic Choice or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Therefore, managers, specifically planners and policy makers annot analyze future environment? s condition with an assumption that It will stay In a predictable state. Managers are challenged to make environmental declslons to improve performance. According to Carlsson and El Sawy (2008), Decision making in turbulent environments is challenging because managers must decide and act rapidly. Consequently, decision-makers must plan for the uncertainties of the environment. One of the main factors that contribute to the sense of uncertainties is lack of communication. The lack of communication that prevents managers from making organization environment decisions such as: lack of information and lack of nowledge. In contrast, in a stable and predictable environment, managers who are the decision-makers can adhere to a long-term plan whereas the uncertain or dynamic environment plans are short-term.
Friday, March 6, 2020
Educational psychology Essays Educational psychology Essay Educational psychology Essay Appraisal is the procedure of roll uping. interpretation. and synthesizing information in order to do determinations about pupils ; supply scholars feedback about their advancement and their strengths and failings ; justice instructional effectivity and inform educational policy ( American Federation of Teachers. et Al. . 1990 as cited in Gage and Berliner. 1998 ) . On the other manus. motive is merely what moves scholars from ennui to involvement so that they continue larning. It arouses and directs learnerÃ¢â¬â¢s activities towards larning over clip. Appraisals can actuate scholars if instructors and pupils functions are efficaciously performed. For case. the function of a instructor can be planing undertakings in a manner that scholars can finish with sensible sum of attempt. Difficult trials should be divided into subgroups that are accomplishable without inordinate attempt. The function of the instructor even includes ability to inform scholars in progress about the nature of the appraisals. In this manner. appraisals are able to actuate studentÃ¢â¬â¢s attempt to larn. Furthermore. Nicholls ( 1999 ) as cited in Stepleton ( 2001 ) states appraisals will actuate scholars if they are non seen as a signifier of anguish to the pupils. The instructor should guarantee that pupils understand that appraisals are merely meant to help scholars towards accomplishment of effectual acquisition and attainment of educational ends. If pupils understand this. they will value appraisals and organize a positive attitude towards appraisals at that place by acquiring motivated to larn. Appraisals. if used judicially as in rating T trials and marking of Markss. can actuate scholars to larn ( Gage and Berliner. 1998 ) . Similarly. it is pointed out that given that scholars are labelled on the footing of appraisals and that these labels create outlooks about learnerÃ¢â¬â¢s ability. features and educational competency. Teachers have to be careful in labelling pupils. Stepleton ( 2001 ) states that harmonizing to self-fulfilment prognostication theory. pupils learn to act in line with the label or feature that has been applied to them. Hence. if appraisals are to actuate pupils. instructors must avoid labelling scholars as hapless. dull. incompetent or failures on the footing of quantitative consequences of appraisals in the category. If a pupil feels the instructor knows him or her as an underachiever. the scholar may cleave to that outlook. On the other manus. good labels such as first-class. good and fantastic should be encouraged and used suitably to increase motive on the pupils larning attempts.
Tuesday, February 18, 2020
American soldiers' harbored bitterness toward their hometown and ordinary average citizen in America - Essay Example ?other.Ã¢â¬â¢ They are compelled to respond in such a manner because they are confronted by what seems to them, and is, an overwhelming apprehension of injustice. But, while going inward and seeing others as the source of their anxiety, they are paradoxically fleeing themselves. If they feel divorced from civilians, sometimes reflect bitterly about them, but feel strong impulses to still communicate with them, it is because these young men are consumed with the dread of othersÃ¢â¬â¢ opinions of their behavior, the choices they have made or which have been thrust upon them and resent being in this position. Risking death and pain in a war they know to be questionable, if not unjustified, they flee to isolate themselves from what they most fear: disapproval. everyone uncomfortable. It is this moral dilemma that Tim OÃ¢â¬â¢Brien addresses in Ã¢â¬ËOn the Rainy River.Ã¢â¬â¢ It is also his reason for fleeing, and for seeing in others the cause of his crushing anxiety. In the first paragraph, OÃ¢â¬â¢Brien admits his reticence to tell this story about himself, certain it will cause embarrassment Ã¢â¬â Ã¢â¬Å"a sudden need to be elsewhere.Ã¢â¬ (39) The mere suggestion that he would refuse service in Vietnam upon receiving his draft notice, would play the coward rather than the hero, instills in him shame. But his dilemma is real: he has no choice but to agree to Ã¢â¬Å"fight a war [he] hated,Ã¢â¬ in which Ã¢â¬Å"[c]certain blood was being shed for uncertain reasons.Ã¢â¬ (40) That summer became for him one of Ã¢â¬Å"moral confusion.Ã¢â¬ (40) One feels in every word on the page OÃ¢â¬â¢BrienÃ¢â¬â¢s suffocation, his Ã¢â¬Å"moral split.Ã¢â¬ (44) One also understands his outrage and how he expresses it. This war is not a war he chose. He considers it unjustified. But in his conservative prairie town of southern Minnesota he can find no one who shares his thoughts Ã¢â¬â though it must be admitted that he makes no attempt to find and speak to anyone about his angst. Patrons of the Gobbler CafÃ © on Main Street represent to him the