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Arnulfo Catinella
Digital Timer with Memory (remembers last setting used) and an upgraded "EXTRA POWERFUL" magnetic
fastener for hanging all types of artwork, pictures, calendars or notes on your fridge. Designed with special
upgraded heavy duty extra strong magnet. Start/Stop button is the On/Off switch. When not in use, no battery
drain.
Obviously its a digital timer, but it's also great for hanging the little ones masterpieces
on any metal surface. Displaying that new Picasso has never been easier, or more elegant. When buttons are
pushed while stuck on fridge or eventually slide down from door openings/closings like most of the cheaper
models, won't wobble. Takes 2 hands to pull it off fridge. (Ok, just kidding, but it's a very
strong magnet).
Our initial product research of digital timers determined that most digital timers on the
market that offered magnetic attachment have very low strength ratios as well as rear pivot points. Beware of
timers that don't have flat magnet backs. When timer buttons are pushed causing timer to pop off fridge,
they wobble.
We made it a priority to manufacture ours using a flat back surface (no pivot points) and
upgraded magnet designed with a much higher field strength intensity. It won't pop off fridge with the
wobble factor when front buttons are pushed. It stays and sticks stuck. Plus it looks great just hanging
around. Did we mention it's also a great timer?
Digital Timer with Memory (remembers last setting
used) and an upgraded "EXTRA POWERFUL" magnetic fastener for hanging all types of artwork, pictures,
calendars or notes on your fridge. Our initial product research of digital timers determined that most digital
timers on the market that offered magnetic attachment have very low strength ratios as well as rear pivot
points. They wobble when timer buttons are pushed causing timer to pop off fridge.
Rolland Szafraniec
The obvious question which you may ask first is when much the service will cost, but there are additional
important considerations to produce when employing a process server.
Rolland Szafraniec
The obvious question which you might ask first is the place much the service will set you back, but there are
additional important considerations to produce when hiring a process server.
Cecile Ziek
completely new
Myong Norlien
groundbreaking
Cecile Ziek
The completely new safety hard hat style has an built in operational solar power panel and built-in
ventilated fan. The incorporated solar power fan safely operates independently without electricity and is 100%
powered by the sun and environmentally safe to operate for hours of uninterrupted outdoor use while safely
ventilating and cooling concurrently.
Ferdinand Follman
The brand new safety hard hat style includes an in-built operating solar panel and integrated ventilated fan.
The built-in solar power fan safely functions independently without electricity and is 100% powered by the sun
and environmentally safe to operate for hours of regular outdoor use while safely ventilating and cooling
concurrently.
Cecile Ziek
The the future to be has arrived in audio and video virtual reality is here upon us. Your entertainment
experience has produced a shunning transform far beyond anything you could quite possibly ever imagine and
taking the video gaming market by storm. You are actually the virtual game now.
Cecile Ziek
The foreseeable future has arrived on the scene in audio and video virtual reality is here. Your gaming
experience makes a shunning shift to far beyond what you could very well ever imagine and leading the video
games market by storm. You are really the virtual game now.
Ferdinand Follman
Discover the biggest selling imported home furniture assortment and home decor layouts with 100 % free
shipping charges deals.
Ferdinand Follman
Discover the most popular imported home furniture collection and design themes with 100% free shipping and
handling deals.
Ferdinand Follman
Are you looking to get started on an efficient dropshipping business enterprise? We have teamed up with a
number of the worlds biggest dropshipping enterprises and also distributors to supply you with the most
important hints and tips to improve your brand-new or current online company, implementing lowering expenses,
over-head and even wholesale product sourcing.
Ferdinand Follman
Looking to open a successful dropshipping online business? We have paired up with a number of the worlds
major dropshipping business enterprises not to mention vendors to give you the best tips and tricks to
simplify your trusty new or existent web-sites, this includes decreasing costs and fees, over-head as well as
wholesale product or service sourcing.
Leslie Rabenold
Digital Timer with Memory (remembers last setting used) and an upgraded "EXTRA
POWERFUL" magnetic fastener for hanging all types of artwork, pictures, calendars or notes on your
fridge. Start/Stop button is the On/Off switch.
Obviously its a digital timer, but it's also great
for hanging the little ones masterpieces on any metal surface. Displaying that new Picasso has never been
easier, or more elegant. Won't wobble when buttons are pushed while stuck on fridge or eventually slide
down from door openings/closings like most of the cheaper models. Takes 2 hands to pull it off fridge. (Ok,
just kidding, but it's a very strong magnet).
Our initial product research of digital timers
determined that most digital timers on the market that offered magnetic attachment have very low strength
ratios as well as rear pivot points. Beware of timers that don't have flat magnet backs. When timer
buttons are pushed causing timer to pop off fridge, they wobble.
It won't pop off fridge with the
wobble factor when front buttons are pushed. Did we mention it's also a great timer?
Digital Timer
with Memory (remembers last setting used) and an upgraded "EXTRA POWERFUL" magnetic fastener for
hanging all types of artwork, pictures, calendars or notes on your fridge. Our initial product research of
digital timers determined that most digital timers on the market that offered magnetic attachment have very
low strength ratios as well as rear pivot points. They wobble when timer buttons are pushed causing timer to
pop off fridge.
Travis Lufborough
When you've got older home, likelihood is high that the only home will have a asbestos in it.
Manufacturers some adjusting use asbestos to build houses before, but studies found it being a harmful
material.
Eugenie Headland
In case you're vacationing as once again home the odds are you are having an asbestos problem. They used
asbestos days past to insulate the properties they built.
Concetta Chabotte
There is a common mistaken belief in the market that it is a problem of rate of interest for a mold removal
company to execute numerous services such as mold testing and mold remediation. There are companies that offer
mold testing only, while others give mold removal or mold remediation services.
Kendall Larocca
It's very easy to ignore the upkeep of your a/c and heating, that is, up until it quits working. By
chance, this tends to take place just when you require your ac unit one of the most. That is why it's so
vital that you regularly keep your a/c system and also stay clear of any sort of pricey failures even more
down the line.
james marks
UNIT 27: MANAGING QUALITY IN HEALTH AND SOCIAL CARE
January 3, 2016
**
HND Assignment Help
UNIT
27: MANAGING QUALITY IN HEALTH AND SOCIAL CARE
UNIT 27: MANAGING QUALITY IN HEALTH AND SOCIAL CARE
UNIT 27:
MANAGING QUALITY IN HEALTH AND SOCIAL CARE
Unit 27: Managing Quality in Health and
Social Care
Unit
code: K/601/1670
QCF level: 5
Credit value: 15
Get Assignment help for this assignment at
hndassignmenthelp@gmail.com
UNIT 27: MANAGING QUALITY IN HEALTH AND SOCIAL CARE
• Aim
UNIT 27:
MANAGING QUALITY IN HEALTH AND SOCIAL CARE
The aim of this unit is to help learners develop an understanding
of different perspectives on health and social care service quality and how it is evaluated in order to
empower and involve users of services.
Get Assignment help for this assignment at
hndassignmenthelp@gmail.com
UNIT 27: MANAGING QUALITY IN HEALTH AND SOCIAL CARE
• Unit abstract
Quality
is an essential component of health and social care services and a concept with many different interpretations
and perspectives. It is important to both users of health and social care services and external stakeholders.
In this unit learners will gain knowledge of these differing perspectives and consider ways in which health
and care service quality may be improved. Improvement of service quality requires both the empowerment and
involvement of users of services, as well as addressing the requirements of external regulatory bodies.
Learners will explore the requirements of external regulators and contrast them with the expectations of those
who use services. Learners will also gain knowledge of some of the methods that can be used to assess
different quality perspectives, and develop the ability to evaluate these methods against service
objectives.
UNIT 27: MANAGING QUALITY IN HEALTH AND SOCIAL CARE
Health and social care is a high contact
service industry, and learners will be introduced to some of the concepts of managing service quality with an
aim of achieving continuous improvement and exceeding minimum standards.
• Learning outcomes
On successful
completion of this unit a learner will:
1 Understand differing perspectives of quality in relation to
health and social care services
• Understand strategies for achieving quality in health and social care
services
• Be able to evaluate systems, policies and procedures in health and social care
services
• Understand methodologies for evaluating health and social care service quality.
HND Assignment
help is pioneer in the human resource management assignment help services and we offer coursework help with
100% unique content, quality content by adopting required theories & concepts. Our experts have PhD in
various fields so that the students can get their assignment with quality work for attain A++ grades in their
work. We are having 7 years of experience for offering assignment help for marketing assignment
help,management assignment help, economics assignment help, finance assignment help, Accounting assignment
help, operation assignment help and others. For assignment help you can contact us at
hndassignmenthelp@gmail.com
HND Assignment help is leading and most trusted assignment help service providing
range of services for the different subjects but the major area of focus for the organization is HND
Assignments. HND in the higher national diploma being offered by the various universities across the world and
highest number of students pursue their HND from United Kingdom. HND Assignment help is working with the
students in UK since last 7 years for helping them in their HND assignments. We provide help for various HND
subjects like HND in business management, HND in travel & tourism management, HND in hospitality
management, HND in accounting management, HND in human resource management, HND in law and HND in health and
social care etc. Our experts have long experience in writing HND Assignments and they themselves are HND
holder from the top notch Universities in United Kingdom. So, we are the best place to get your HND
assignments. Contact us at hndassignmenthelp@gmail.com.
BH023333 – Edexcel BTEC Levels 4 and 5 Higher
Nationals specification in Health and Social Care – 127
Issue 1 – May 2010 © Edexcel Limited
2010
UNIT 27: MANAGING QUALITY IN HEALTH AND SOCIAL CARE
Unit content
• Understand differing
perspectives of quality in relation to health and social care services
Quality perspectives: perspectives
of external bodies eg conformance; perspectives of staff; perspectives of those who use services eg Servqual
– Zeithaml, Parasuraman and Berry; technical quality; functional quality; quality assurance; quality
control; quality audit; quality management
Stakeholders: external agencies eg Care Quality Commission;
Supporting People; National Institute for Clinical Excellence; Health Service Commissioners; local
authorities; users of services eg direct users of services, families, carers; professionals; managers; support
workers
• Understand strategies for achieving quality in health and social care services
Standards:
minimum standards; best practice; benchmarks; performance indicators; charters; codes of practice; legislation
eg local, national, European
HND Assignment Help
Implementing quality: planning, policies and procedures;
target setting; audit; monitoring; review; resources (financial, equipment, personnel, accommodation);
communication; information; adapting to change
Barriers: external (inter-agency interactions, legislation,
social policy); internal (risks, resources, organisational structures, interactions between people)
• Be
able to evaluate systems, policies and procedures in health and social care services
Evaluating quality:
different quality methods and systems eg Total Quality Management, Continuous Quality Improvement; concepts;
preventing problems; management leadership, control of processes, involvement of people; quality
circles
Health and care organisation: services eg an NHS trust, a local authority social care service, a
private health or social care service, a not-for-profit health and care service
Improving quality: methods eg
customer service, empowering users of services, functional quality, putting people first, valuing front-line
staff, internally generated standards that exceed minimum requirements
• Understand methodologies for
evaluating health and social care service quality
Methods for assessing service quality: methods eg
questionnaires, focus groups, structured and semi-structured interviews, panels, complaints procedures, road
shows
Perspectives: external eg requirements of inspection agencies (minimum standards); internal eg
organisational standards; continuous improvement
Involving users of services: mechanisms eg consultation,
panels, empowerment, user managed services
128 BH023333 – Edexcel BTEC Levels 4 and 5 Higher Nationals
specification in Health and Social Care
– Issue 1 – May 2010 © Edexcel Limited 2010
UNIT 27:
MANAGING QUALITY IN HEALTH AND SOCIAL CARE
Learning outcomes and assessment criteria
Learning
outcomes Assessment criteria for pass
On successful completion of The learner can:
this unit a learner
will:
LO1 Understand differing 1.1 explain perspectives that stakeholders in health
and
perspectives of quality in social care have regarding quality
relation to health and
social 1.2 analyse the role of external agencies in setting
care
services
standards
1.3 assess the impact of poor service quality on health
and
social care stakeholders
LO2 Understand strategies for 2.1 explain the standards that
exist in health and social care
achieving quality in health for measuring quality
and social care
services 2.2 evaluate different approaches to implementing quality
systems
2.3 analyse
potential barriers to delivery of quality health
and social care services
LO3 Be able to
evaluate systems, 3.1 evaluate the effectiveness of systems, policies and
policies and procedures
in procedures used in a health and social care setting in
health and social care achieving quality in
the service(s) offered
services 3.2 analyse other factors that influence the achievement
of
quality in the health and social care service
3.3 suggest ways in which the health and
social care service
could improve its quality
LO4 Understand methodologies 4.1 evaluate
methods for evaluating health and social care
for evaluating health and service quality with regard to
external and internal
social care service quality. perspectives
4.2 discuss the impact that
involving users of services in the
evaluation process has on service quality.
BH023333 –
Edexcel BTEC Levels 4 and 5 Higher Nationals specification in Health and Social Care – 129
Issue 1 – May
2010 © Edexcel Limited 2010
UNIT 27: MANAGING QUALITY IN HEALTH AND SOCIAL CARE
Guidance
Links
This unit has links with, for example:
• Unit 1: Communicating in Health and Social Care
Organisations
• Unit 2: Principles of Health and Social Care Practice
• Unit 3: Health and Safety
in the Health and Social Care Workplace.
This unit also has links with the National Occupational Standards
in Health and Social Care. See Annexe B for mapping.
This unit also has links with the National
Occupational Standards in Leadership and Management for Care Services. See Annexe C for mapping.
Essential
requirements
Learners will need access to information about local standards and targets for health and social
care services.
It is strongly recommended that learners have the use of an authentic health or social care
setting for the assessment of learning outcome 3. However, if this is not appropriate for the learner's
role and responsibilities or if there are concerns about access to a particular setting, a simulated scenario
with appropriate supporting documents (policies etc) may be used. Learners must consult with their tutor about
the aspect of service chosen to ensure that there will be sufficient evidence to meet the assessment criteria
fully.
Employer engagement and vocational contexts
Engagement with health and social care employers would
be beneficial for both learners who are employees and those on work placement in settings, especially if the
setting can be used as a case study for assessment purposes. The broad assessment requirements of the unit
should be shared with the employer.
Get Assignment help for this assignment at hndassignmenthelp@gmail.com
hndassignmenthelp@gmail.com
+44-7464884564 (Call and what's app)
james marks
UNIT 27: MANAGING QUALITY IN HEALTH AND SOCIAL CARE
January 3, 2016
**
HND Assignment Help
UNIT
27: MANAGING QUALITY IN HEALTH AND SOCIAL CARE
UNIT 27: MANAGING QUALITY IN HEALTH AND SOCIAL CARE
UNIT 27:
MANAGING QUALITY IN HEALTH AND SOCIAL CARE
Unit 27: Managing Quality in Health and
Social Care
Unit
code: K/601/1670
QCF level: 5
Credit value: 15
Get Assignment help for this assignment at
hndassignmenthelp@gmail.com
UNIT 27: MANAGING QUALITY IN HEALTH AND SOCIAL CARE
• Aim
UNIT 27:
MANAGING QUALITY IN HEALTH AND SOCIAL CARE
The aim of this unit is to help learners develop an understanding
of different perspectives on health and social care service quality and how it is evaluated in order to
empower and involve users of services.
Get Assignment help for this assignment at
hndassignmenthelp@gmail.com
UNIT 27: MANAGING QUALITY IN HEALTH AND SOCIAL CARE
• Unit abstract
Quality
is an essential component of health and social care services and a concept with many different interpretations
and perspectives. It is important to both users of health and social care services and external stakeholders.
In this unit learners will gain knowledge of these differing perspectives and consider ways in which health
and care service quality may be improved. Improvement of service quality requires both the empowerment and
involvement of users of services, as well as addressing the requirements of external regulatory bodies.
Learners will explore the requirements of external regulators and contrast them with the expectations of those
who use services. Learners will also gain knowledge of some of the methods that can be used to assess
different quality perspectives, and develop the ability to evaluate these methods against service
objectives.
UNIT 27: MANAGING QUALITY IN HEALTH AND SOCIAL CARE
Health and social care is a high contact
service industry, and learners will be introduced to some of the concepts of managing service quality with an
aim of achieving continuous improvement and exceeding minimum standards.
• Learning outcomes
On successful
completion of this unit a learner will:
1 Understand differing perspectives of quality in relation to
health and social care services
• Understand strategies for achieving quality in health and social care
services
• Be able to evaluate systems, policies and procedures in health and social care
services
• Understand methodologies for evaluating health and social care service quality.
HND Assignment
help is pioneer in the human resource management assignment help services and we offer coursework help with
100% unique content, quality content by adopting required theories & concepts. Our experts have PhD in
various fields so that the students can get their assignment with quality work for attain A++ grades in their
work. We are having 7 years of experience for offering assignment help for marketing assignment
help,management assignment help, economics assignment help, finance assignment help, Accounting assignment
help, operation assignment help and others. For assignment help you can contact us at
hndassignmenthelp@gmail.com
HND Assignment help is leading and most trusted assignment help service providing
range of services for the different subjects but the major area of focus for the organization is HND
Assignments. HND in the higher national diploma being offered by the various universities across the world and
highest number of students pursue their HND from United Kingdom. HND Assignment help is working with the
students in UK since last 7 years for helping them in their HND assignments. We provide help for various HND
subjects like HND in business management, HND in travel & tourism management, HND in hospitality
management, HND in accounting management, HND in human resource management, HND in law and HND in health and
social care etc. Our experts have long experience in writing HND Assignments and they themselves are HND
holder from the top notch Universities in United Kingdom. So, we are the best place to get your HND
assignments. Contact us at hndassignmenthelp@gmail.com.
BH023333 – Edexcel BTEC Levels 4 and 5 Higher
Nationals specification in Health and Social Care – 127
Issue 1 – May 2010 © Edexcel Limited
2010
UNIT 27: MANAGING QUALITY IN HEALTH AND SOCIAL CARE
Unit content
• Understand differing
perspectives of quality in relation to health and social care services
Quality perspectives: perspectives
of external bodies eg conformance; perspectives of staff; perspectives of those who use services eg Servqual
– Zeithaml, Parasuraman and Berry; technical quality; functional quality; quality assurance; quality
control; quality audit; quality management
Stakeholders: external agencies eg Care Quality Commission;
Supporting People; National Institute for Clinical Excellence; Health Service Commissioners; local
authorities; users of services eg direct users of services, families, carers; professionals; managers; support
workers
• Understand strategies for achieving quality in health and social care services
Standards:
minimum standards; best practice; benchmarks; performance indicators; charters; codes of practice; legislation
eg local, national, European
HND Assignment Help
Implementing quality: planning, policies and procedures;
target setting; audit; monitoring; review; resources (financial, equipment, personnel, accommodation);
communication; information; adapting to change
Barriers: external (inter-agency interactions, legislation,
social policy); internal (risks, resources, organisational structures, interactions between people)
• Be
able to evaluate systems, policies and procedures in health and social care services
Evaluating quality:
different quality methods and systems eg Total Quality Management, Continuous Quality Improvement; concepts;
preventing problems; management leadership, control of processes, involvement of people; quality
circles
Health and care organisation: services eg an NHS trust, a local authority social care service, a
private health or social care service, a not-for-profit health and care service
Improving quality: methods eg
customer service, empowering users of services, functional quality, putting people first, valuing front-line
staff, internally generated standards that exceed minimum requirements
• Understand methodologies for
evaluating health and social care service quality
Methods for assessing service quality: methods eg
questionnaires, focus groups, structured and semi-structured interviews, panels, complaints procedures, road
shows
Perspectives: external eg requirements of inspection agencies (minimum standards); internal eg
organisational standards; continuous improvement
Involving users of services: mechanisms eg consultation,
panels, empowerment, user managed services
128 BH023333 – Edexcel BTEC Levels 4 and 5 Higher Nationals
specification in Health and Social Care
– Issue 1 – May 2010 © Edexcel Limited 2010
UNIT 27:
MANAGING QUALITY IN HEALTH AND SOCIAL CARE
Learning outcomes and assessment criteria
Learning
outcomes Assessment criteria for pass
On successful completion of The learner can:
this unit a learner
will:
LO1 Understand differing 1.1 explain perspectives that stakeholders in health
and
perspectives of quality in social care have regarding quality
relation to health and
social 1.2 analyse the role of external agencies in setting
care
services
standards
1.3 assess the impact of poor service quality on health
and
social care stakeholders
LO2 Understand strategies for 2.1 explain the standards that
exist in health and social care
achieving quality in health for measuring quality
and social care
services 2.2 evaluate different approaches to implementing quality
systems
2.3 analyse
potential barriers to delivery of quality health
and social care services
LO3 Be able to
evaluate systems, 3.1 evaluate the effectiveness of systems, policies and
policies and procedures
in procedures used in a health and social care setting in
health and social care achieving quality in
the service(s) offered
services 3.2 analyse other factors that influence the achievement
of
quality in the health and social care service
3.3 suggest ways in which the health and
social care service
could improve its quality
LO4 Understand methodologies 4.1 evaluate
methods for evaluating health and social care
for evaluating health and service quality with regard to
external and internal
social care service quality. perspectives
4.2 discuss the impact that
involving users of services in the
evaluation process has on service quality.
BH023333 –
Edexcel BTEC Levels 4 and 5 Higher Nationals specification in Health and Social Care – 129
Issue 1 – May
2010 © Edexcel Limited 2010
UNIT 27: MANAGING QUALITY IN HEALTH AND SOCIAL CARE
Guidance
Links
This unit has links with, for example:
• Unit 1: Communicating in Health and Social Care
Organisations
• Unit 2: Principles of Health and Social Care Practice
• Unit 3: Health and Safety
in the Health and Social Care Workplace.
This unit also has links with the National Occupational Standards
in Health and Social Care. See Annexe B for mapping.
This unit also has links with the National
Occupational Standards in Leadership and Management for Care Services. See Annexe C for mapping.
Essential
requirements
Learners will need access to information about local standards and targets for health and social
care services.
It is strongly recommended that learners have the use of an authentic health or social care
setting for the assessment of learning outcome 3. However, if this is not appropriate for the learner's
role and responsibilities or if there are concerns about access to a particular setting, a simulated scenario
with appropriate supporting documents (policies etc) may be used. Learners must consult with their tutor about
the aspect of service chosen to ensure that there will be sufficient evidence to meet the assessment criteria
fully.
Employer engagement and vocational contexts
Engagement with health and social care employers would
be beneficial for both learners who are employees and those on work placement in settings, especially if the
setting can be used as a case study for assessment purposes. The broad assessment requirements of the unit
should be shared with the employer.
Get Assignment help for this assignment at hndassignmenthelp@gmail.com
hndassignmenthelp@gmail.com
+44-7464884564 (Call and what's app)
james marks
UNIT 27: MANAGING QUALITY IN HEALTH AND SOCIAL CARE
January 3, 2016
**
HND Assignment Help
UNIT
27: MANAGING QUALITY IN HEALTH AND SOCIAL CARE
UNIT 27: MANAGING QUALITY IN HEALTH AND SOCIAL CARE
UNIT 27:
MANAGING QUALITY IN HEALTH AND SOCIAL CARE
Unit 27: Managing Quality in Health and
Social Care
Unit
code: K/601/1670
QCF level: 5
Credit value: 15
Get Assignment help for this assignment at
hndassignmenthelp@gmail.com
UNIT 27: MANAGING QUALITY IN HEALTH AND SOCIAL CARE
• Aim
UNIT 27:
MANAGING QUALITY IN HEALTH AND SOCIAL CARE
The aim of this unit is to help learners develop an understanding
of different perspectives on health and social care service quality and how it is evaluated in order to
empower and involve users of services.
Get Assignment help for this assignment at
hndassignmenthelp@gmail.com
UNIT 27: MANAGING QUALITY IN HEALTH AND SOCIAL CARE
• Unit abstract
Quality
is an essential component of health and social care services and a concept with many different interpretations
and perspectives. It is important to both users of health and social care services and external stakeholders.
In this unit learners will gain knowledge of these differing perspectives and consider ways in which health
and care service quality may be improved. Improvement of service quality requires both the empowerment and
involvement of users of services, as well as addressing the requirements of external regulatory bodies.
Learners will explore the requirements of external regulators and contrast them with the expectations of those
who use services. Learners will also gain knowledge of some of the methods that can be used to assess
different quality perspectives, and develop the ability to evaluate these methods against service
objectives.
UNIT 27: MANAGING QUALITY IN HEALTH AND SOCIAL CARE
Health and social care is a high contact
service industry, and learners will be introduced to some of the concepts of managing service quality with an
aim of achieving continuous improvement and exceeding minimum standards.
• Learning outcomes
On successful
completion of this unit a learner will:
1 Understand differing perspectives of quality in relation to
health and social care services
• Understand strategies for achieving quality in health and social care
services
• Be able to evaluate systems, policies and procedures in health and social care
services
• Understand methodologies for evaluating health and social care service quality.
HND Assignment
help is pioneer in the human resource management assignment help services and we offer coursework help with
100% unique content, quality content by adopting required theories & concepts. Our experts have PhD in
various fields so that the students can get their assignment with quality work for attain A++ grades in their
work. We are having 7 years of experience for offering assignment help for marketing assignment
help,management assignment help, economics assignment help, finance assignment help, Accounting assignment
help, operation assignment help and others. For assignment help you can contact us at
hndassignmenthelp@gmail.com
HND Assignment help is leading and most trusted assignment help service providing
range of services for the different subjects but the major area of focus for the organization is HND
Assignments. HND in the higher national diploma being offered by the various universities across the world and
highest number of students pursue their HND from United Kingdom. HND Assignment help is working with the
students in UK since last 7 years for helping them in their HND assignments. We provide help for various HND
subjects like HND in business management, HND in travel & tourism management, HND in hospitality
management, HND in accounting management, HND in human resource management, HND in law and HND in health and
social care etc. Our experts have long experience in writing HND Assignments and they themselves are HND
holder from the top notch Universities in United Kingdom. So, we are the best place to get your HND
assignments. Contact us at hndassignmenthelp@gmail.com.
BH023333 – Edexcel BTEC Levels 4 and 5 Higher
Nationals specification in Health and Social Care – 127
Issue 1 – May 2010 © Edexcel Limited
2010
UNIT 27: MANAGING QUALITY IN HEALTH AND SOCIAL CARE
Unit content
• Understand differing
perspectives of quality in relation to health and social care services
Quality perspectives: perspectives
of external bodies eg conformance; perspectives of staff; perspectives of those who use services eg Servqual
– Zeithaml, Parasuraman and Berry; technical quality; functional quality; quality assurance; quality
control; quality audit; quality management
Stakeholders: external agencies eg Care Quality Commission;
Supporting People; National Institute for Clinical Excellence; Health Service Commissioners; local
authorities; users of services eg direct users of services, families, carers; professionals; managers; support
workers
• Understand strategies for achieving quality in health and social care services
Standards:
minimum standards; best practice; benchmarks; performance indicators; charters; codes of practice; legislation
eg local, national, European
HND Assignment Help
Implementing quality: planning, policies and procedures;
target setting; audit; monitoring; review; resources (financial, equipment, personnel, accommodation);
communication; information; adapting to change
Barriers: external (inter-agency interactions, legislation,
social policy); internal (risks, resources, organisational structures, interactions between people)
• Be
able to evaluate systems, policies and procedures in health and social care services
Evaluating quality:
different quality methods and systems eg Total Quality Management, Continuous Quality Improvement; concepts;
preventing problems; management leadership, control of processes, involvement of people; quality
circles
Health and care organisation: services eg an NHS trust, a local authority social care service, a
private health or social care service, a not-for-profit health and care service
Improving quality: methods eg
customer service, empowering users of services, functional quality, putting people first, valuing front-line
staff, internally generated standards that exceed minimum requirements
• Understand methodologies for
evaluating health and social care service quality
Methods for assessing service quality: methods eg
questionnaires, focus groups, structured and semi-structured interviews, panels, complaints procedures, road
shows
Perspectives: external eg requirements of inspection agencies (minimum standards); internal eg
organisational standards; continuous improvement
Involving users of services: mechanisms eg consultation,
panels, empowerment, user managed services
128 BH023333 – Edexcel BTEC Levels 4 and 5 Higher Nationals
specification in Health and Social Care
– Issue 1 – May 2010 © Edexcel Limited 2010
UNIT 27:
MANAGING QUALITY IN HEALTH AND SOCIAL CARE
Learning outcomes and assessment criteria
Learning
outcomes Assessment criteria for pass
On successful completion of The learner can:
this unit a learner
will:
LO1 Understand differing 1.1 explain perspectives that stakeholders in health
and
perspectives of quality in social care have regarding quality
relation to health and
social 1.2 analyse the role of external agencies in setting
care
services
standards
1.3 assess the impact of poor service quality on health
and
social care stakeholders
LO2 Understand strategies for 2.1 explain the standards that
exist in health and social care
achieving quality in health for measuring quality
and social care
services 2.2 evaluate different approaches to implementing quality
systems
2.3 analyse
potential barriers to delivery of quality health
and social care services
LO3 Be able to
evaluate systems, 3.1 evaluate the effectiveness of systems, policies and
policies and procedures
in procedures used in a health and social care setting in
health and social care achieving quality in
the service(s) offered
services 3.2 analyse other factors that influence the achievement
of
quality in the health and social care service
3.3 suggest ways in which the health and
social care service
could improve its quality
LO4 Understand methodologies 4.1 evaluate
methods for evaluating health and social care
for evaluating health and service quality with regard to
external and internal
social care service quality. perspectives
4.2 discuss the impact that
involving users of services in the
evaluation process has on service quality.
BH023333 –
Edexcel BTEC Levels 4 and 5 Higher Nationals specification in Health and Social Care – 129
Issue 1 – May
2010 © Edexcel Limited 2010
UNIT 27: MANAGING QUALITY IN HEALTH AND SOCIAL CARE
Guidance
Links
This unit has links with, for example:
• Unit 1: Communicating in Health and Social Care
Organisations
• Unit 2: Principles of Health and Social Care Practice
• Unit 3: Health and Safety
in the Health and Social Care Workplace.
This unit also has links with the National Occupational Standards
in Health and Social Care. See Annexe B for mapping.
This unit also has links with the National
Occupational Standards in Leadership and Management for Care Services. See Annexe C for mapping.
Essential
requirements
Learners will need access to information about local standards and targets for health and social
care services.
It is strongly recommended that learners have the use of an authentic health or social care
setting for the assessment of learning outcome 3. However, if this is not appropriate for the learner's
role and responsibilities or if there are concerns about access to a particular setting, a simulated scenario
with appropriate supporting documents (policies etc) may be used. Learners must consult with their tutor about
the aspect of service chosen to ensure that there will be sufficient evidence to meet the assessment criteria
fully.
Employer engagement and vocational contexts
Engagement with health and social care employers would
be beneficial for both learners who are employees and those on work placement in settings, especially if the
setting can be used as a case study for assessment purposes. The broad assessment requirements of the unit
should be shared with the employer.
Get Assignment help for this assignment at hndassignmenthelp@gmail.com
hndassignmenthelp@gmail.com
+44-7464884564 (Call and what's app)
james marks
UNIT 27: MANAGING QUALITY IN HEALTH AND SOCIAL CARE
January 3, 2016
**
HND Assignment Help
UNIT
27: MANAGING QUALITY IN HEALTH AND SOCIAL CARE
UNIT 27: MANAGING QUALITY IN HEALTH AND SOCIAL CARE
UNIT 27:
MANAGING QUALITY IN HEALTH AND SOCIAL CARE
Unit 27: Managing Quality in Health and
Social Care
Unit
code: K/601/1670
QCF level: 5
Credit value: 15
Get Assignment help for this assignment at
hndassignmenthelp@gmail.com
UNIT 27: MANAGING QUALITY IN HEALTH AND SOCIAL CARE
• Aim
UNIT 27:
MANAGING QUALITY IN HEALTH AND SOCIAL CARE
The aim of this unit is to help learners develop an understanding
of different perspectives on health and social care service quality and how it is evaluated in order to
empower and involve users of services.
Get Assignment help for this assignment at
hndassignmenthelp@gmail.com
UNIT 27: MANAGING QUALITY IN HEALTH AND SOCIAL CARE
• Unit abstract
Quality
is an essential component of health and social care services and a concept with many different interpretations
and perspectives. It is important to both users of health and social care services and external stakeholders.
In this unit learners will gain knowledge of these differing perspectives and consider ways in which health
and care service quality may be improved. Improvement of service quality requires both the empowerment and
involvement of users of services, as well as addressing the requirements of external regulatory bodies.
Learners will explore the requirements of external regulators and contrast them with the expectations of those
who use services. Learners will also gain knowledge of some of the methods that can be used to assess
different quality perspectives, and develop the ability to evaluate these methods against service
objectives.
UNIT 27: MANAGING QUALITY IN HEALTH AND SOCIAL CARE
Health and social care is a high contact
service industry, and learners will be introduced to some of the concepts of managing service quality with an
aim of achieving continuous improvement and exceeding minimum standards.
• Learning outcomes
On successful
completion of this unit a learner will:
1 Understand differing perspectives of quality in relation to
health and social care services
• Understand strategies for achieving quality in health and social care
services
• Be able to evaluate systems, policies and procedures in health and social care
services
• Understand methodologies for evaluating health and social care service quality.
HND Assignment
help is pioneer in the human resource management assignment help services and we offer coursework help with
100% unique content, quality content by adopting required theories & concepts. Our experts have PhD in
various fields so that the students can get their assignment with quality work for attain A++ grades in their
work. We are having 7 years of experience for offering assignment help for marketing assignment
help,management assignment help, economics assignment help, finance assignment help, Accounting assignment
help, operation assignment help and others. For assignment help you can contact us at
hndassignmenthelp@gmail.com
HND Assignment help is leading and most trusted assignment help service providing
range of services for the different subjects but the major area of focus for the organization is HND
Assignments. HND in the higher national diploma being offered by the various universities across the world and
highest number of students pursue their HND from United Kingdom. HND Assignment help is working with the
students in UK since last 7 years for helping them in their HND assignments. We provide help for various HND
subjects like HND in business management, HND in travel & tourism management, HND in hospitality
management, HND in accounting management, HND in human resource management, HND in law and HND in health and
social care etc. Our experts have long experience in writing HND Assignments and they themselves are HND
holder from the top notch Universities in United Kingdom. So, we are the best place to get your HND
assignments. Contact us at hndassignmenthelp@gmail.com.
BH023333 – Edexcel BTEC Levels 4 and 5 Higher
Nationals specification in Health and Social Care – 127
Issue 1 – May 2010 © Edexcel Limited
2010
UNIT 27: MANAGING QUALITY IN HEALTH AND SOCIAL CARE
Unit content
• Understand differing
perspectives of quality in relation to health and social care services
Quality perspectives: perspectives
of external bodies eg conformance; perspectives of staff; perspectives of those who use services eg Servqual
– Zeithaml, Parasuraman and Berry; technical quality; functional quality; quality assurance; quality
control; quality audit; quality management
Stakeholders: external agencies eg Care Quality Commission;
Supporting People; National Institute for Clinical Excellence; Health Service Commissioners; local
authorities; users of services eg direct users of services, families, carers; professionals; managers; support
workers
• Understand strategies for achieving quality in health and social care services
Standards:
minimum standards; best practice; benchmarks; performance indicators; charters; codes of practice; legislation
eg local, national, European
HND Assignment Help
Implementing quality: planning, policies and procedures;
target setting; audit; monitoring; review; resources (financial, equipment, personnel, accommodation);
communication; information; adapting to change
Barriers: external (inter-agency interactions, legislation,
social policy); internal (risks, resources, organisational structures, interactions between people)
• Be
able to evaluate systems, policies and procedures in health and social care services
Evaluating quality:
different quality methods and systems eg Total Quality Management, Continuous Quality Improvement; concepts;
preventing problems; management leadership, control of processes, involvement of people; quality
circles
Health and care organisation: services eg an NHS trust, a local authority social care service, a
private health or social care service, a not-for-profit health and care service
Improving quality: methods eg
customer service, empowering users of services, functional quality, putting people first, valuing front-line
staff, internally generated standards that exceed minimum requirements
• Understand methodologies for
evaluating health and social care service quality
Methods for assessing service quality: methods eg
questionnaires, focus groups, structured and semi-structured interviews, panels, complaints procedures, road
shows
Perspectives: external eg requirements of inspection agencies (minimum standards); internal eg
organisational standards; continuous improvement
Involving users of services: mechanisms eg consultation,
panels, empowerment, user managed services
128 BH023333 – Edexcel BTEC Levels 4 and 5 Higher Nationals
specification in Health and Social Care
– Issue 1 – May 2010 © Edexcel Limited 2010
UNIT 27:
MANAGING QUALITY IN HEALTH AND SOCIAL CARE
Learning outcomes and assessment criteria
Learning
outcomes Assessment criteria for pass
On successful completion of The learner can:
this unit a learner
will:
LO1 Understand differing 1.1 explain perspectives that stakeholders in health
and
perspectives of quality in social care have regarding quality
relation to health and
social 1.2 analyse the role of external agencies in setting
care
services
standards
1.3 assess the impact of poor service quality on health
and
social care stakeholders
LO2 Understand strategies for 2.1 explain the standards that
exist in health and social care
achieving quality in health for measuring quality
and social care
services 2.2 evaluate different approaches to implementing quality
systems
2.3 analyse
potential barriers to delivery of quality health
and social care services
LO3 Be able to
evaluate systems, 3.1 evaluate the effectiveness of systems, policies and
policies and procedures
in procedures used in a health and social care setting in
health and social care achieving quality in
the service(s) offered
services 3.2 analyse other factors that influence the achievement
of
quality in the health and social care service
3.3 suggest ways in which the health and
social care service
could improve its quality
LO4 Understand methodologies 4.1 evaluate
methods for evaluating health and social care
for evaluating health and service quality with regard to
external and internal
social care service quality. perspectives
4.2 discuss the impact that
involving users of services in the
evaluation process has on service quality.
BH023333 –
Edexcel BTEC Levels 4 and 5 Higher Nationals specification in Health and Social Care – 129
Issue 1 – May
2010 © Edexcel Limited 2010
UNIT 27: MANAGING QUALITY IN HEALTH AND SOCIAL CARE
Guidance
Links
This unit has links with, for example:
• Unit 1: Communicating in Health and Social Care
Organisations
• Unit 2: Principles of Health and Social Care Practice
• Unit 3: Health and Safety
in the Health and Social Care Workplace.
This unit also has links with the National Occupational Standards
in Health and Social Care. See Annexe B for mapping.
This unit also has links with the National
Occupational Standards in Leadership and Management for Care Services. See Annexe C for mapping.
Essential
requirements
Learners will need access to information about local standards and targets for health and social
care services.
It is strongly recommended that learners have the use of an authentic health or social care
setting for the assessment of learning outcome 3. However, if this is not appropriate for the learner's
role and responsibilities or if there are concerns about access to a particular setting, a simulated scenario
with appropriate supporting documents (policies etc) may be used. Learners must consult with their tutor about
the aspect of service chosen to ensure that there will be sufficient evidence to meet the assessment criteria
fully.
Employer engagement and vocational contexts
Engagement with health and social care employers would
be beneficial for both learners who are employees and those on work placement in settings, especially if the
setting can be used as a case study for assessment purposes. The broad assessment requirements of the unit
should be shared with the employer.
Get Assignment help for this assignment at hndassignmenthelp@gmail.com
hndassignmenthelp@gmail.com
+44-7464884564 (Call and what's app)
Anastasia Turnbull
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UNIT 26: FACILITATING CHANGE IN HEALTH AND SOCIAL CARE
January 3, 2016
**
HND Assignment
Help
UNIT 26: FACILITATING CHANGE IN HEALTH AND SOCIAL CARE
UNIT 26: FACILITATING CHANGE IN HEALTH AND
SOCIAL CARE
UNIT 26: FACILITATING CHANGE IN HEALTH AND SOCIAL CARE
UNIT 26: FACILITATING CHANGE IN HEALTH
AND SOCIAL CARE
Unit 26: Facilitating Change in Health and
Social Care
Unit code: D/601/1665
QCF
level: 5
Credit value: 15
Get Assignment help for this assignment at
hndassignmenthelp@gmail.com
UNIT 26: FACILITATING CHANGE IN HEALTH AND SOCIAL CARE
• Aim
This aim of this
unit is for learners to gain understanding of the factors of change in health and social care services, and
the practice of evaluating and facilitating change.
UNIT 26: FACILITATING CHANGE IN HEALTH AND SOCIAL
CARE
• Unit abstract
Health and social care services are continually subjected to many types of change:
political, legal, organisational, demographic, cultural and technological. New ideas about the best ways to
provide care for individuals such as partnership and collaborative working, constraints on public spending,
and advances in technology all impact on organisations, staff and those who use services. Poorly managed
change never works well, as it creates stress and resistance, so learning how to manage change effectively and
help others in this continual process is crucial to effective service delivery. This unit introduces learners
to the range of factors that can influence change; the effects of change on organisations, staff and users of
services and the key principles of successful change management. Learners are also encouraged to evaluate the
benefits of continuing change in health and care services.
UNIT 26: FACILITATING CHANGE IN HEALTH AND SOCIAL
CARE
HND Assignment Help
• Learning outcomes
On successful completion of this unit a learner will:
1
Understand the factors that drive change in health and social care services
2 Be able to evaluate
recent changes in health and social care services
• Understand the principles of change management.
HND
Assignment help is pioneer in the human resource management assignment help services and we offer coursework
help with 100% unique content, quality content by adopting required theories & concepts. Our experts have
PhD in various fields so that the students can get their assignment with quality work for attain A++ grades in
their work. We are having 7 years of experience for offering assignment help for marketing assignment
help,management assignment help, economics assignment help, finance assignment help, Accounting assignment
help, operation assignment help and others. For assignment help you can contact us at
hndassignmenthelp@gmail.com
HND Assignment help is leading and most trusted assignment help service providing
range of services for the different subjects but the major area of focus for the organization is HND
Assignments. HND in the higher national diploma being offered by the various universities across the world and
highest number of students pursue their HND from United Kingdom. HND Assignment help is working with the
students in UK since last 7 years for helping them in their HND assignments. We provide help for various HND
subjects like HND in business management, HND in travel & tourism management, HND in hospitality
management, HND in accounting management, HND in human resource management, HND in law and HND in health and
social care etc. Our experts have long experience in writing HND Assignments and they themselves are HND
holder from the top notch Universities in United Kingdom. So, we are the best place to get your HND
assignments. Contact us at hndassignmenthelp@gmail.com.
BH023333 – Edexcel BTEC Levels 4 and 5 Higher
Nationals specification in Health and Social Care – 123
Issue 1 – May 2010 © Edexcel Limited
2010
UNIT 26: FACILITATING CHANGE IN HEALTH AND SOCIAL CARE
Unit content
• Understand the
factors that drive change in health and social care services
Political and legal: factors eg modernisation
agenda; current legislation eg Health Act 1999, NHS and Community Care Act 1990, Health and Social Care Act
2001; changes of government; funding issues
Demographic and cultural: factors eg ageing population,
minority ethnic community needs, lifestyle factors, public awareness (perceptions) and news media, human
factors
Technological: factors eg electronic record keeping; electronic communication; assistive
technology
• Be able to evaluate recent changes in health and social care services
Impact of recent
changes on organisations and staff: how services are organised; effect on front-line staff; effect on service
delivery
Impact of recent changes on users of services: direct users; families of those who use services
Benefits of recent changes: for the government; for workers in services; for those who use services
• Understand the principles of change management
Key principles of change management: Kotter's
eight steps to successful change; Leavitt's model of change; people's reactions to change; dealing
with people's fears and anxieties; understanding people's needs; reducing resistance to change;
leading change; creating ownership
How change is planned: methods eg consultation; communication; top-down
or bottom-up; management style; use of informal social systems; reconditioning; managing anxiety; staff
development needs
How change is monitored: measuring and monitoring eg evaluative research surveys;
customer/staff satisfaction; measures of efficiency (cost-benefit, referral rates, case completion, waiting
and response time
124 BH023333 – Edexcel BTEC Levels 4 and 5 Higher Nationals specification in Health and
Social Care
– Issue 1 – May 2010 © Edexcel Limited 2010
UNIT 26: FACILITATING CHANGE IN
HEALTH AND SOCIAL CAR
Learning outcomes and assessment criteria
Learning outcomes Assessment criteria for
pass
On successful completion of The learner can:
this unit a learner will:
LO1 Understand the
factors that 1.1 explain the key factors that drive change in health and
drive change in health and social
care services
social care services 1.2 assess the challenges that key factors of change brings
to
health and social care services
LO2 Be able to evaluate recent 2.1 devise a strategy and criteria for
measuring recent
changes in health and social changes in health and social care
care services 2.2 measure
the impact of recent changes on health and
social care services against set criteria
2.3 evaluate
the overall impact of recent changes in health
and social care
2.4 propose appropriate service
responses to recent
changes in health and social care services
LO3 Understand the principles
of 3.1 explain the key principles of change management
change management. 3.2 explain how changes in health
and social care are
planned
3.3 assess how to monitor recent changes in health and
social care
services.
BH023333 – Edexcel BTEC Levels 4 and 5 Higher Nationals specification in Health and Social
Care – 125
Issue 1 – May 2010 © Edexcel Limited 2010
UNIT 26: FACILITATING CHANGE IN HEALTH
AND SOCIAL CARE
Guidance
Links
This unit has links with, for example:
• Unit 8: The Sociological
Context of Health and Social Care
• Unit 13: Managing Human Resources in Health and Social Care
• Unit 28: Work-based Experience.
This unit also has links with the National Occupational Standards in
Health and Social Care. See Annexe B for mapping.
This unit also has links with the National Occupational
Standards in Leadership and Management for Care Services. See Annexe C for mapping.
Essential
requirements
Tutors will need to be able to guide learners through a variety of data sources as well as
provide support for rapid appraisal strategies for facilitating change in health and social care.
Learners
will need access to service design and delivery documents as well as demographic and social profiles of local
communities.
Employer engagement and vocational contexts
Learners should have the opportunity to base
their studies on the health and social care setting in which they work or have access.
hndassignmenthelp@gmail.com
+44-7464884564 (Call and what's app)
james marks
UNIT 26: FACILITATING CHANGE IN HEALTH AND SOCIAL CARE
January 3, 2016
**
HND Assignment
Help
UNIT 26: FACILITATING CHANGE IN HEALTH AND SOCIAL CARE
UNIT 26: FACILITATING CHANGE IN HEALTH AND
SOCIAL CARE
UNIT 26: FACILITATING CHANGE IN HEALTH AND SOCIAL CARE
UNIT 26: FACILITATING CHANGE IN HEALTH
AND SOCIAL CARE
Unit 26: Facilitating Change in Health and
Social Care
Unit code: D/601/1665
QCF
level: 5
Credit value: 15
Get Assignment help for this assignment at
hndassignmenthelp@gmail.com
UNIT 26: FACILITATING CHANGE IN HEALTH AND SOCIAL CARE
• Aim
This aim of this
unit is for learners to gain understanding of the factors of change in health and social care services, and
the practice of evaluating and facilitating change.
UNIT 26: FACILITATING CHANGE IN HEALTH AND SOCIAL
CARE
• Unit abstract
Health and social care services are continually subjected to many types of change:
political, legal, organisational, demographic, cultural and technological. New ideas about the best ways to
provide care for individuals such as partnership and collaborative working, constraints on public spending,
and advances in technology all impact on organisations, staff and those who use services. Poorly managed
change never works well, as it creates stress and resistance, so learning how to manage change effectively and
help others in this continual process is crucial to effective service delivery. This unit introduces learners
to the range of factors that can influence change; the effects of change on organisations, staff and users of
services and the key principles of successful change management. Learners are also encouraged to evaluate the
benefits of continuing change in health and care services.
UNIT 26: FACILITATING CHANGE IN HEALTH AND SOCIAL
CARE
HND Assignment Help
• Learning outcomes
On successful completion of this unit a learner will:
1
Understand the factors that drive change in health and social care services
2 Be able to evaluate
recent changes in health and social care services
• Understand the principles of change management.
HND
Assignment help is pioneer in the human resource management assignment help services and we offer coursework
help with 100% unique content, quality content by adopting required theories & concepts. Our experts have
PhD in various fields so that the students can get their assignment with quality work for attain A++ grades in
their work. We are having 7 years of experience for offering assignment help for marketing assignment
help,management assignment help, economics assignment help, finance assignment help, Accounting assignment
help, operation assignment help and others. For assignment help you can contact us at
hndassignmenthelp@gmail.com
HND Assignment help is leading and most trusted assignment help service providing
range of services for the different subjects but the major area of focus for the organization is HND
Assignments. HND in the higher national diploma being offered by the various universities across the world and
highest number of students pursue their HND from United Kingdom. HND Assignment help is working with the
students in UK since last 7 years for helping them in their HND assignments. We provide help for various HND
subjects like HND in business management, HND in travel & tourism management, HND in hospitality
management, HND in accounting management, HND in human resource management, HND in law and HND in health and
social care etc. Our experts have long experience in writing HND Assignments and they themselves are HND
holder from the top notch Universities in United Kingdom. So, we are the best place to get your HND
assignments. Contact us at hndassignmenthelp@gmail.com.
BH023333 – Edexcel BTEC Levels 4 and 5 Higher
Nationals specification in Health and Social Care – 123
Issue 1 – May 2010 © Edexcel Limited
2010
UNIT 26: FACILITATING CHANGE IN HEALTH AND SOCIAL CARE
Unit content
• Understand the
factors that drive change in health and social care services
Political and legal: factors eg modernisation
agenda; current legislation eg Health Act 1999, NHS and Community Care Act 1990, Health and Social Care Act
2001; changes of government; funding issues
Demographic and cultural: factors eg ageing population,
minority ethnic community needs, lifestyle factors, public awareness (perceptions) and news media, human
factors
Technological: factors eg electronic record keeping; electronic communication; assistive
technology
• Be able to evaluate recent changes in health and social care services
Impact of recent
changes on organisations and staff: how services are organised; effect on front-line staff; effect on service
delivery
Impact of recent changes on users of services: direct users; families of those who use services
Benefits of recent changes: for the government; for workers in services; for those who use services
• Understand the principles of change management
Key principles of change management: Kotter's
eight steps to successful change; Leavitt's model of change; people's reactions to change; dealing
with people's fears and anxieties; understanding people's needs; reducing resistance to change;
leading change; creating ownership
How change is planned: methods eg consultation; communication; top-down
or bottom-up; management style; use of informal social systems; reconditioning; managing anxiety; staff
development needs
How change is monitored: measuring and monitoring eg evaluative research surveys;
customer/staff satisfaction; measures of efficiency (cost-benefit, referral rates, case completion, waiting
and response time
124 BH023333 – Edexcel BTEC Levels 4 and 5 Higher Nationals specification in Health and
Social Care
– Issue 1 – May 2010 © Edexcel Limited 2010
UNIT 26: FACILITATING CHANGE IN
HEALTH AND SOCIAL CAR
Learning outcomes and assessment criteria
Learning outcomes Assessment criteria for
pass
On successful completion of The learner can:
this unit a learner will:
LO1 Understand the
factors that 1.1 explain the key factors that drive change in health and
drive change in health and social
care services
social care services 1.2 assess the challenges that key factors of change brings
to
health and social care services
LO2 Be able to evaluate recent 2.1 devise a strategy and criteria for
measuring recent
changes in health and social changes in health and social care
care services 2.2 measure
the impact of recent changes on health and
social care services against set criteria
2.3 evaluate
the overall impact of recent changes in health
and social care
2.4 propose appropriate service
responses to recent
changes in health and social care services
LO3 Understand the principles
of 3.1 explain the key principles of change management
change management. 3.2 explain how changes in health
and social care are
planned
3.3 assess how to monitor recent changes in health and
social care
services.
BH023333 – Edexcel BTEC Levels 4 and 5 Higher Nationals specification in Health and Social
Care – 125
Issue 1 – May 2010 © Edexcel Limited 2010
UNIT 26: FACILITATING CHANGE IN HEALTH
AND SOCIAL CARE
Guidance
Links
This unit has links with, for example:
• Unit 8: The Sociological
Context of Health and Social Care
• Unit 13: Managing Human Resources in Health and Social Care
• Unit 28: Work-based Experience.
This unit also has links with the National Occupational Standards in
Health and Social Care. See Annexe B for mapping.
This unit also has links with the National Occupational
Standards in Leadership and Management for Care Services. See Annexe C for mapping.
Essential
requirements
Tutors will need to be able to guide learners through a variety of data sources as well as
provide support for rapid appraisal strategies for facilitating change in health and social care.
Learners
will need access to service design and delivery documents as well as demographic and social profiles of local
communities.
Employer engagement and vocational contexts
Learners should have the opportunity to base
their studies on the health and social care setting in which they work or have access.
hndassignmenthelp@gmail.com
+44-7464884564 (Call and what's app)
David Thomas22112
CUC107 Safe space Assignment help
October 15, 2016 Uncategorized
CUC107 Safe Space Assignment Help
It
has been argued that safe spaces are fundamental to operating effectively in the workplace, community and the
university. Cultural self-awareness, cultural intelligence and cultural capability are all required for
creating safe spaces. So successfully completing this task will require that you draw together all of the
learning from the unit to show how it is possible to create safe spaces for people? This assessment requires
that you use the template provided to write a report on creating safe spaces.
CUC107 Safe Space Assignment
Help
Due date: Monday Week 13
Length: 1500 – 1700 words
Value: 45
%
CUC107 Safe Space Assignment
Help
Get Assignment help for this assignment at hndassignmenthelp@gmail.com for only 80 AUD
Using an
excerpt from a media clip of people interacting within a ‘space', analyse the various aspects of the
scenario including the physical location and interactions between actors to highlight your understanding of
safe and unsafe spaces.
CUC107 Safe Space Assignment Help
Your analysis should be written in report
format using formal academic language to:
CUC107 Safe Space Assignment Help
analyse the chosen filmed
scenario for safe or unsafe spaces;
demonstrate your understanding of the characteristics of culturally safe
or unsafe spaces by discussing those spaces identified in the clip;
based on the scenario shown in your clip,
provide recommendations for creating or sustaining culturally safe spaces; and
support discussion and
recommendations with research literature
Please note: Your research literature should be drawn from the
readings we have provided during the semester, as well as at least two other readings you have found through
your own research. In total you need at least six references including reference details for the
film.
CUC107 Safe Space Assignment Help
CUC107 Assignment Help
Use the report template (see link on
right)
You should use the report template that we have provided (see the link on the right). (You can
either fill the template in (recommended) or you can design your own. If you choose to design your own, you
should still organise your report under the following sections and use numbered headings for each section in
the body of your report.)
Suggestions about what you should include and suggested word counts under each
heading are also provided in the template. Try to keep to the word count for each section. Remember, word
count guidelines are an indication only for each section (as maximum). Review the assessment criteria as well
to ensure you understand that referencing, research and critical analysis are highly valued in the marking of
your work.
***Please note: If you provide a great, long description of the scenario, this will not give you
an excellent grade. Apply the literature that you have included in the literature review to your discussion
and recommendations to show that you understand the links between cultural self-awareness, cultural
intelligence and the development of culturally safe spaces.
Title of Report
This should be on a separate
page and include the title, your name, student number, and the date. Think of a catchy title.
Table of
Contents
This should be on a separate page – remember to include page numbers. (See template for details
on how to set this out.)
Introduction (approx. 150 words) Includes:
1 Background(An orientation to the
topic of cultural safety and safe spaces).
1.2 Scope (Explain what the report will focus on including what
media clip, what particular scenes and if the example depicts a safe or unsafe space).
1.3 Aim (Tell the
reader what the report aims to do – i.e. provide a summary and description and analysis of an example of a
safe or unsafe, and recommend ways to improve the safety of the space where appropriate).
Summary of media
clip (approx. 150 words)
Summarise your chosen TV or Video excerpt. This is where you briefly explain the
storyline and key events related to the context of the safe or unsafe space depicted in the clip. Your summary
needs to include the following details:
the name of TV show or movie,
the season and episode if it is a TV
show or year released for movie,
the setting (social, academic or workplace),
a general overview of what the
scene is about,
identify who the key characters are.
Summary of literature (approx. 400 words and at least
four sources including 2 from your own independent research)
This is where, by using relevant literature, you
demonstrate your understanding of the key concepts covered in the unit. So, you should include definitions of
safe spaces, cultural intelligence, cultural capabilities and cultural self-awareness. Show how these are all
linked to increasing our ability to create safe spaces. (For information on referencing, see the link to the
CDU library on the right. Then, scroll down and click on the referencing link on the library
home-site).
Observations/description of Video (approx. 250 words)
In this section you should identify the
behaviours and scenarios in the media clip that are evidence of the cultural safety issues displayed. These
observations should confirm your statement in the introduction about whether the space is safe or unsafe.
Some of the things to look for and describe are: physical factors (size and layout of space, position of
people in the space), communication factors (body language, voice, words), signs of inclusion or exclusion
(see the Holley & Steiner reading for a description of what these are), and displays of, or lack of,
cultural intelligence. You could use the table below as guide and as a way of briefly describing in key words
what you observe. Alternatively you might prefer to describe this in couple of paragraphs.
If you use the
table, make sure that you give it a number and a title(see template).
Discussion (approximately 400 words and
at least four sources– remember to include independent researched sources as well as core readings from the
unit. You can refer to some of the sources that you covered in the literature review).
Use key elements
within the film excerpt and the theory you have outlined in the literature review section to discuss your
observations of the media clip and to support your view about whether each scene is a safe or unsafe space.
For example you might write something like:'In the early part of the film, Jane displayed a high level of
cultural intelligence by adjusting her behaviour as soon as she became aware that her patient had never been
in a hospital before. This had an instant effect on the patient who visibly relaxed and began to talk. This is
an excellent example of what Brislin, Worthley and McNab (2006, p.40) define as cultural intelligence or the
ability to adjust to another culture. Jane showed she was reading the other person's uncomfortable body
language and adjusted her approach appropriately to make the patient feel safe in that new
place.'
Recommendations (approx. 200 words supported by academic sources)
Your recommendations for how
the scenario film clip you describe should be changed to make the space safer should be based on your
discussion. So it will be a summary of the things that need to change to enable a safer space in the scenario
depicted. Your recommendations will need to be supported with literature sources.
Conclusion (approx. 150
words)
This is where you sum briefly everything covered in your report. So it would include: what the film
clip covered, what it was about, what it showed regarding safe spaces, what needed to be changed if anything.
(Don't introduce new material or references into this section).
References (last section of report on
separate page and not numbered)
For this report we expect you to use core readings, some of which you may
have provided and utilised in your previous assignment. In addition, you will need to use at least two
additional references you might source that relate to the particular context of the scenario depicted in your
film. For example, if your media clip depicts bullying at the workplace you may find articles on workplace
bullying. This will be helpful for your discussion and recommendations. Altogether, you should use at least 6
sources, including the source that you used to reference your film.
NB Check how to reference correctly for
multimedia. The references, title and content pages are not counted in your final word count.
You should use
the APA 6th referencing style for in-text citations, and for the reference list at the end.
CDU referencing
link **
At this stage of your study, aim for perfection in
referencing.
Remember, you can take your assignment to the library staff, who will check over your references
with you.
The readings and learning materials for each week are relevant in developing the background
knowledge and skills necessary for this assessment task. What follows is a suggested time-table which links
each week's learning materials to your on-going work on Assessment 3.
Choose your media clip this
week!
As you think about which media clip to choose for Assessment 3, observe the way that various cultural
groups are represented in fictional (or non-fictional) scenes.
The media clip in this week's web-site
learning materials [Section: Effective strategies] about ‘active listening' clearly shows a male
businessperson first ignoring advice from his female adviser. But then he goes on to listen actively. Not only
is active listening illustrated, but there are also cultural norms being shown about male and female roles in
this clip.
When you are looking at narrative films or documentaries, look for and try to comment on the
hidden cultural communication that is also being shown. Start to view some of the recommended media clips
below and choose one that you wish to analyse and write about in the report. This will prepare you for writing
a summary of the chosen clip next week.
Choose a scene
Choose a scene to analyse (about 3-10 minutes in
length) from a television program, media clip or movie, that focuses on a conflict situation in a community,
university/school or workplace. Although fictional, the scene should depict a ‘real life' situation. In
other words avoid action films or over the top movies/shows. Also avoid media clips that are documentaries. Do
not spend too much time looking for the ‘perfect scenes' as the analytic report is the main focus. You
are encouraged to choose from films/segments provided below.
As you view them, remember you will need to
focus on writing a report answering: How do cultural self-awareness and cultural intelligence help to create
effective safe spaces?
Also Remember: You need to correctly use APA reference so your tutor can find and
view the media clip if they wish to.
**
**
Cleese, J.and Booth, C. (Writers). (2009). Fawlty Towers –
Basil Gives Manuel a Language Lesson(BBC Television program)
**
**
/>https://**
**
What is a report?
In this assessment, you need to produce a report that demonstrates your understanding
of safe spaces. Report writing is an important skill which you will need to learn for university studies and
possibly your future employment.
We have provided a template to help you see how an academic report is
structured.
The question that you are answering in this report is:
How can cultural self-awareness and
cultural intelligence help create effective safe spaces?
Tools
This specific report requires an
analytical response in the third person (no personal language such as ‘I', or ‘my', and so on).
Use these resources to familiarise yourself with what an analytical report is and how to write one:
The
CUC100 handbook – Communicating at University pp.189-253.
Reference: Rolls, N. & Wignell, P. (2015).
Communicating at University. Darwin, NT: Charles Darwin University.
This book is available for loan from
the CDU Library (** or for sale (recommended) from the CDU Book Shop
(**
The Academic Language and Learning Success Program (ALLSP) runs regular
free workshops and drop-in consultations. (See the ALLSP link on the right.
Getting started on your
report
Summarise your media clip
In the final report, you are required to provide a 150 word summary
(approximately) of the scene you have chosen, so the reader is able to understand what you are
analysing.
Your summary needs to include the following details:
the name of the TV show or movie;
the
season and episode if it is a TV show or year released for movie;
the setting (social, academic or
workplace);
a general overview of what the scene is about;
identify who the key characters are.
Brainstorm
connections between cultural intelligence, cultural self-awareness and cultural judgements
In assessment 2,
you made connections between cultural self-awareness and cultural intelligence. Assessment 3 requires you to
articulate your understanding of these concepts in a formal written report form.
One way to
begin…
write down the connections you identified in assessment 2 about cultural intelligence, and
cultural self-awareness.
think about what you have just learned about cultural judgments: how do effective
cultural judgments create productive spaces?
jot down some key points (with references).
Summarise some main
ideas from relevant readings to include in your literature review
Readings
Along with the readings we have
provided during the semester, you will need to conduct your own research by including at least two references
apart from the film and set readings. In total you need at least six references.
Holley and Steiner (2005)
– creating safe spaces
Bruhn (2005) – culture brain interactions
Brislin, Worthley and McNab (2006) –
cultural intelligence
Quappe and Cantatore (2005) – cultural awareness
Russell (2011) – Third culture
kid
Flanja (2009) – culture shock & intercultural communication
Spencer-Oatey (2012) – culture
See
CDU Library Summon for additional journal articles and books.
Avoid referencing websites. You are expected to
use academic texts. See the media clip link at right.
Writing an effective analysis
In the last two weeks
chose your media clip scene and thought about how cultural self-awareness and cultural intelligence can help
to create safe spaces
This week you will
Review what an analysis is and apply this technique to your
media clip.
Identify the links between cultural empathy and effective social, academic and work
settings.
Consider how the literature can help to explain and analyse your chosen film scene.
What is an
analysis?
In this assessment you are asked to write a report which includes analysis.
What is an
analysis? Check the handbook – Communicating at University (Rolls and Wignell, 2014 pp. 17-22).
Analyse
your media clip
Use the following framework to help analyse the media clip. Remember to refer back to what
you have learned throughout the Semester to think about the following questions.
Do any of the characters
display cultural self-awareness? How do they do this?
What sort of insight into the character's culture
do you get?
What sorts of behaviours indicate their awareness or lack thereof?
How do the behaviours of the
characters reflect their culture?
Cultural Intelligence:
Do the characters display characteristics of
cultural intelligence? How do you know?
How is cross-cultural communication being conveyed?
Is cultural
difference a source of conflict? What happens when conflict is present, how do the characters
respond?
Cultural Capabilities:
Are there any cultural judgements present in this scene? Which characters
make cultural judgements and if so how do they do this?
What do the characters do to display cultural
empathy? Why is this important for creating and sustaining safe spaces
How do the characters create safe or
unsafe spaces?
Visual cues to look for:
Safe atmosphere
Body language – eye contact, hand placement,
stance, proximity
Verbal communication (what and how)
What type of ‘safeness': Are the characters
safe from:
Physical harm?
Emotional Harm?
Psychological harm?
How does cultural empathy relate to safe
spaces?
Think about:
How is cultural empathy related to creating effective work, social, or academic
setting?
How would you recognise that cultural empathy is occurring (or not) in any setting above?
What
aspects of the communications would signal effective use of cultural empathy in a specific setting?
Tying it
all together
Last week you reviewed what an analysis is, and worked out the links between cultural empathy
and effective social, academic and work settings.
This week you will link the ideas and concepts about
cultural judgments, and cultural empathy to build an understanding of safe spaces.
Thinking question
Why
are cultural judgments and cultural empathy so vital in developing cultural capabilities and creating safe
spaces?
To help you answer this question you could:
Think about the answers to the followingquestions in
relation to the media clip you have chosen:
What is the relationship between cultural judgments and cultural
empathy?
How do we negotiate and create safe spaces?
Whose responsibility is it to create and sustain these
spaces?
Who could take an action to improve the situation being represented?
Work through the sections of
the report and ensure that you integrate the literature to explain your ideas,especially in the discussion and
the recommendations. There is an example of how to integrate literature into the discussion in the
template.
Get Assignment help for this assignment at hndassignmenthelp@gmail.com for only 80 AUD
David Thomas22112
CUC107 Safe space Assignment help
October 15, 2016 Uncategorized
CUC107 Safe Space Assignment Help
It
has been argued that safe spaces are fundamental to operating effectively in the workplace, community and the
university. Cultural self-awareness, cultural intelligence and cultural capability are all required for
creating safe spaces. So successfully completing this task will require that you draw together all of the
learning from the unit to show how it is possible to create safe spaces for people? This assessment requires
that you use the template provided to write a report on creating safe spaces.
CUC107 Safe Space Assignment
Help
Due date: Monday Week 13
Length: 1500 – 1700 words
Value: 45
%
CUC107 Safe Space Assignment
Help
Get Assignment help for this assignment at hndassignmenthelp@gmail.com for only 80 AUD
Using an
excerpt from a media clip of people interacting within a ‘space', analyse the various aspects of the
scenario including the physical location and interactions between actors to highlight your understanding of
safe and unsafe spaces.
CUC107 Safe Space Assignment Help
Your analysis should be written in report
format using formal academic language to:
CUC107 Safe Space Assignment Help
analyse the chosen filmed
scenario for safe or unsafe spaces;
demonstrate your understanding of the characteristics of culturally safe
or unsafe spaces by discussing those spaces identified in the clip;
based on the scenario shown in your clip,
provide recommendations for creating or sustaining culturally safe spaces; and
support discussion and
recommendations with research literature
Please note: Your research literature should be drawn from the
readings we have provided during the semester, as well as at least two other readings you have found through
your own research. In total you need at least six references including reference details for the
film.
CUC107 Safe Space Assignment Help
CUC107 Assignment Help
Use the report template (see link on
right)
You should use the report template that we have provided (see the link on the right). (You can
either fill the template in (recommended) or you can design your own. If you choose to design your own, you
should still organise your report under the following sections and use numbered headings for each section in
the body of your report.)
Suggestions about what you should include and suggested word counts under each
heading are also provided in the template. Try to keep to the word count for each section. Remember, word
count guidelines are an indication only for each section (as maximum). Review the assessment criteria as well
to ensure you understand that referencing, research and critical analysis are highly valued in the marking of
your work.
***Please note: If you provide a great, long description of the scenario, this will not give you
an excellent grade. Apply the literature that you have included in the literature review to your discussion
and recommendations to show that you understand the links between cultural self-awareness, cultural
intelligence and the development of culturally safe spaces.
Title of Report
This should be on a separate
page and include the title, your name, student number, and the date. Think of a catchy title.
Table of
Contents
This should be on a separate page – remember to include page numbers. (See template for details
on how to set this out.)
Introduction (approx. 150 words) Includes:
1 Background(An orientation to the
topic of cultural safety and safe spaces).
1.2 Scope (Explain what the report will focus on including what
media clip, what particular scenes and if the example depicts a safe or unsafe space).
1.3 Aim (Tell the
reader what the report aims to do – i.e. provide a summary and description and analysis of an example of a
safe or unsafe, and recommend ways to improve the safety of the space where appropriate).
Summary of media
clip (approx. 150 words)
Summarise your chosen TV or Video excerpt. This is where you briefly explain the
storyline and key events related to the context of the safe or unsafe space depicted in the clip. Your summary
needs to include the following details:
the name of TV show or movie,
the season and episode if it is a TV
show or year released for movie,
the setting (social, academic or workplace),
a general overview of what the
scene is about,
identify who the key characters are.
Summary of literature (approx. 400 words and at least
four sources including 2 from your own independent research)
This is where, by using relevant literature, you
demonstrate your understanding of the key concepts covered in the unit. So, you should include definitions of
safe spaces, cultural intelligence, cultural capabilities and cultural self-awareness. Show how these are all
linked to increasing our ability to create safe spaces. (For information on referencing, see the link to the
CDU library on the right. Then, scroll down and click on the referencing link on the library
home-site).
Observations/description of Video (approx. 250 words)
In this section you should identify the
behaviours and scenarios in the media clip that are evidence of the cultural safety issues displayed. These
observations should confirm your statement in the introduction about whether the space is safe or unsafe.
Some of the things to look for and describe are: physical factors (size and layout of space, position of
people in the space), communication factors (body language, voice, words), signs of inclusion or exclusion
(see the Holley & Steiner reading for a description of what these are), and displays of, or lack of,
cultural intelligence. You could use the table below as guide and as a way of briefly describing in key words
what you observe. Alternatively you might prefer to describe this in couple of paragraphs.
If you use the
table, make sure that you give it a number and a title(see template).
Discussion (approximately 400 words and
at least four sources– remember to include independent researched sources as well as core readings from the
unit. You can refer to some of the sources that you covered in the literature review).
Use key elements
within the film excerpt and the theory you have outlined in the literature review section to discuss your
observations of the media clip and to support your view about whether each scene is a safe or unsafe space.
For example you might write something like:'In the early part of the film, Jane displayed a high level of
cultural intelligence by adjusting her behaviour as soon as she became aware that her patient had never been
in a hospital before. This had an instant effect on the patient who visibly relaxed and began to talk. This is
an excellent example of what Brislin, Worthley and McNab (2006, p.40) define as cultural intelligence or the
ability to adjust to another culture. Jane showed she was reading the other person's uncomfortable body
language and adjusted her approach appropriately to make the patient feel safe in that new
place.'
Recommendations (approx. 200 words supported by academic sources)
Your recommendations for how
the scenario film clip you describe should be changed to make the space safer should be based on your
discussion. So it will be a summary of the things that need to change to enable a safer space in the scenario
depicted. Your recommendations will need to be supported with literature sources.
Conclusion (approx. 150
words)
This is where you sum briefly everything covered in your report. So it would include: what the film
clip covered, what it was about, what it showed regarding safe spaces, what needed to be changed if anything.
(Don't introduce new material or references into this section).
References (last section of report on
separate page and not numbered)
For this report we expect you to use core readings, some of which you may
have provided and utilised in your previous assignment. In addition, you will need to use at least two
additional references you might source that relate to the particular context of the scenario depicted in your
film. For example, if your media clip depicts bullying at the workplace you may find articles on workplace
bullying. This will be helpful for your discussion and recommendations. Altogether, you should use at least 6
sources, including the source that you used to reference your film.
NB Check how to reference correctly for
multimedia. The references, title and content pages are not counted in your final word count.
You should use
the APA 6th referencing style for in-text citations, and for the reference list at the end.
CDU referencing
link **
At this stage of your study, aim for perfection in
referencing.
Remember, you can take your assignment to the library staff, who will check over your references
with you.
The readings and learning materials for each week are relevant in developing the background
knowledge and skills necessary for this assessment task. What follows is a suggested time-table which links
each week's learning materials to your on-going work on Assessment 3.
Choose your media clip this
week!
As you think about which media clip to choose for Assessment 3, observe the way that various cultural
groups are represented in fictional (or non-fictional) scenes.
The media clip in this week's web-site
learning materials [Section: Effective strategies] about ‘active listening' clearly shows a male
businessperson first ignoring advice from his female adviser. But then he goes on to listen actively. Not only
is active listening illustrated, but there are also cultural norms being shown about male and female roles in
this clip.
When you are looking at narrative films or documentaries, look for and try to comment on the
hidden cultural communication that is also being shown. Start to view some of the recommended media clips
below and choose one that you wish to analyse and write about in the report. This will prepare you for writing
a summary of the chosen clip next week.
Choose a scene
Choose a scene to analyse (about 3-10 minutes in
length) from a television program, media clip or movie, that focuses on a conflict situation in a community,
university/school or workplace. Although fictional, the scene should depict a ‘real life' situation. In
other words avoid action films or over the top movies/shows. Also avoid media clips that are documentaries. Do
not spend too much time looking for the ‘perfect scenes' as the analytic report is the main focus. You
are encouraged to choose from films/segments provided below.
As you view them, remember you will need to
focus on writing a report answering: How do cultural self-awareness and cultural intelligence help to create
effective safe spaces?
Also Remember: You need to correctly use APA reference so your tutor can find and
view the media clip if they wish to.
**
**
Cleese, J.and Booth, C. (Writers). (2009). Fawlty Towers –
Basil Gives Manuel a Language Lesson(BBC Television program)
**
**
/>https://**
**
What is a report?
In this assessment, you need to produce a report that demonstrates your understanding
of safe spaces. Report writing is an important skill which you will need to learn for university studies and
possibly your future employment.
We have provided a template to help you see how an academic report is
structured.
The question that you are answering in this report is:
How can cultural self-awareness and
cultural intelligence help create effective safe spaces?
Tools
This specific report requires an
analytical response in the third person (no personal language such as ‘I', or ‘my', and so on).
Use these resources to familiarise yourself with what an analytical report is and how to write one:
The
CUC100 handbook – Communicating at University pp.189-253.
Reference: Rolls, N. & Wignell, P. (2015).
Communicating at University. Darwin, NT: Charles Darwin University.
This book is available for loan from
the CDU Library (** or for sale (recommended) from the CDU Book Shop
(**
The Academic Language and Learning Success Program (ALLSP) runs regular
free workshops and drop-in consultations. (See the ALLSP link on the right.
Getting started on your
report
Summarise your media clip
In the final report, you are required to provide a 150 word summary
(approximately) of the scene you have chosen, so the reader is able to understand what you are
analysing.
Your summary needs to include the following details:
the name of the TV show or movie;
the
season and episode if it is a TV show or year released for movie;
the setting (social, academic or
workplace);
a general overview of what the scene is about;
identify who the key characters are.
Brainstorm
connections between cultural intelligence, cultural self-awareness and cultural judgements
In assessment 2,
you made connections between cultural self-awareness and cultural intelligence. Assessment 3 requires you to
articulate your understanding of these concepts in a formal written report form.
One way to
begin…
write down the connections you identified in assessment 2 about cultural intelligence, and
cultural self-awareness.
think about what you have just learned about cultural judgments: how do effective
cultural judgments create productive spaces?
jot down some key points (with references).
Summarise some main
ideas from relevant readings to include in your literature review
Readings
Along with the readings we have
provided during the semester, you will need to conduct your own research by including at least two references
apart from the film and set readings. In total you need at least six references.
Holley and Steiner (2005)
– creating safe spaces
Bruhn (2005) – culture brain interactions
Brislin, Worthley and McNab (2006) –
cultural intelligence
Quappe and Cantatore (2005) – cultural awareness
Russell (2011) – Third culture
kid
Flanja (2009) – culture shock & intercultural communication
Spencer-Oatey (2012) – culture
See
CDU Library Summon for additional journal articles and books.
Avoid referencing websites. You are expected to
use academic texts. See the media clip link at right.
Writing an effective analysis
In the last two weeks
chose your media clip scene and thought about how cultural self-awareness and cultural intelligence can help
to create safe spaces
This week you will
Review what an analysis is and apply this technique to your
media clip.
Identify the links between cultural empathy and effective social, academic and work
settings.
Consider how the literature can help to explain and analyse your chosen film scene.
What is an
analysis?
In this assessment you are asked to write a report which includes analysis.
What is an
analysis? Check the handbook – Communicating at University (Rolls and Wignell, 2014 pp. 17-22).
Analyse
your media clip
Use the following framework to help analyse the media clip. Remember to refer back to what
you have learned throughout the Semester to think about the following questions.
Do any of the characters
display cultural self-awareness? How do they do this?
What sort of insight into the character's culture
do you get?
What sorts of behaviours indicate their awareness or lack thereof?
How do the behaviours of the
characters reflect their culture?
Cultural Intelligence:
Do the characters display characteristics of
cultural intelligence? How do you know?
How is cross-cultural communication being conveyed?
Is cultural
difference a source of conflict? What happens when conflict is present, how do the characters
respond?
Cultural Capabilities:
Are there any cultural judgements present in this scene? Which characters
make cultural judgements and if so how do they do this?
What do the characters do to display cultural
empathy? Why is this important for creating and sustaining safe spaces
How do the characters create safe or
unsafe spaces?
Visual cues to look for:
Safe atmosphere
Body language – eye contact, hand placement,
stance, proximity
Verbal communication (what and how)
What type of ‘safeness': Are the characters
safe from:
Physical harm?
Emotional Harm?
Psychological harm?
How does cultural empathy relate to safe
spaces?
Think about:
How is cultural empathy related to creating effective work, social, or academic
setting?
How would you recognise that cultural empathy is occurring (or not) in any setting above?
What
aspects of the communications would signal effective use of cultural empathy in a specific setting?
Tying it
all together
Last week you reviewed what an analysis is, and worked out the links between cultural empathy
and effective social, academic and work settings.
This week you will link the ideas and concepts about
cultural judgments, and cultural empathy to build an understanding of safe spaces.
Thinking question
Why
are cultural judgments and cultural empathy so vital in developing cultural capabilities and creating safe
spaces?
To help you answer this question you could:
Think about the answers to the followingquestions in
relation to the media clip you have chosen:
What is the relationship between cultural judgments and cultural
empathy?
How do we negotiate and create safe spaces?
Whose responsibility is it to create and sustain these
spaces?
Who could take an action to improve the situation being represented?
Work through the sections of
the report and ensure that you integrate the literature to explain your ideas,especially in the discussion and
the recommendations. There is an example of how to integrate literature into the discussion in the
template.
Get Assignment help for this assignment at hndassignmenthelp@gmail.com for only 80 AUD
Rodney Waymire
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