1.3.6 Journals Journals and articles written by academics or experts are an excellent source of information. Journals are usually published monthly or quarterly, and contain a selection of articles providing details of recent research. Often they will also contain reviews of relevant books. They are usually published more quickly than books, and so are often more up to date. To access content of journals, most publishers require a subscription. There are, however, some journals which you can freely ac
1.2.3 Basic principles Whatever resource you choose to use to find information on the internet, many of the same principles apply. Each source that you use will probably look quite different from the one you tried before, but you'll notice that there are always features that are similar – a box to type your search terms in, for instance, or a clickable help button. Different resources refer to the same functions using different terminology, but the principles behind them are exactly the same. The trick is to chec
1.2.2 Choosing keywords Keywords are significant words which define the subject you are looking for. The importance of keywords is illustrated by the fact that there is a whole industry around providing advice to companies on how to select keywords for their websites that are likely to make it to the top of results lists generated by search engines. We often choose keywords as part of an iterative process; usually if we don't hit on the right search terms straight off, most of us tweak them as we go along based on t
1.1.6 Keeping up-to-date How familiar are you with the following different ways of keeping up to date with information; alerts, mailing lists, newsgroups, blogs, RSS, professional bodies and societies? 5 – Very familiar 4 – Familiar 3 – Fairly familiar 2 – Not very familiar 1 – Not familiar at all
1.1.5 Organising information How confident are you that you know when it is appropriate to cite references (refer to the work of other people) in your written work? 5 – Very confident 4 – Confident 3 – Fairly confident 2 – Not very confident 1 – Not confident at all How confident do you feel about producing bibliographies (lists of references) in an appropriate format to accompany you
1.1.1 Assessing your current level of knowledge
If you explore all the resources and activities in this unit, you might need to allow between two and nine hours to complete it.
Before you read this guide, why not use the self-assessment questions on the next screen to rate your current level of knowledge? Print or save these questions and for each question, mark the most appropriate number on the scale. When you have finished, you can review your answers. A score of three or less might indicate a gap in your knowledge
2.12 Faites le bilan: Sessions 6 – 10 Now that you have finished the last five sessions of this unit, you should be able to: 2.8.2 Purchasing goods and services Here are some phrases used in photography. Match the French and English equivalents
Cherchez les équivalents. 2.5.1 La révision In this session you will revise asking for directions, saying how to get about, asking about accommodation, using quel and quelle, using il y a, numbers and dates and talking about yourself. Comp 2.3.3 Bonne fête! On French calendars, most days commemorate a particular saint. When the saint's name is the same as yours, some people like to say Bonne fête! Children might receive a small present or you might be expected to buy a round of drinks for your friends. On some television channels, the weather forecaster concludes with the statement Bonne fête à tous les…! (for example for 6 September s/he would say Bonne fête à tous les Bertrand!)
Birthdays are celebrated, ofte Introducing public health 6. Conclusion This unit explored at length some of the difficult issues around the topic of communication, difference and diversity. The analysis of three specific dimensions of ‘difference’ – ethnicity, gender and disability – showed some of the complexities involved in any discussion of these issues. As you reach the end of this unit, you may feel overwhelmed by the range of perspectives and approaches described. The Introduction claimed that good or effective communication involves taking accoun 1.3 People involved in parenting Another interesting question remains: can only a parent or parents provide these necessities? (We are leaving on one side for the moment the issue of which parent.) Clearly the answer has to be no. There are many examples of people involved in parenting who are not a child's parents. For example: step-parents grandparents aunts and uncles brothers and sisters friends 3 Welfare Earlier, in Activity 1, some contrasting associations with the word ‘welfare’ emerged. Just to remind you, they were: Positive: concern, happiness, prosperity, wellbeing, success, profit, support, safety-net, sharing, goodwill, concern, benefit, provision. Negative: needy, failing, controlling, labelling, deserving, denying, official, not managing, stigma, shame, poverty, idleness, fecklessness, scrounging, hand-outs, charity, demeaning, benefits. From one Learning outcomes After studying this unit you should be able to: demonstrate an understanding of the difficult decisions that need to be taken to improve the quality of interpersonal relationships in health and social care contexts; appreciate key moral dilemmas in the provision, delivery and management of health and social care services; identify ways in which boundaries can be respected in situations where intimate care is being given. 2.4 The body's different components Looking at the body this way means thinking about things as small as atoms and molecules, and as large as whole body parts. This allows us to think about how everything works at an appropriate level. If we want to understand breathing, for example, we need to think about tiny things such as the oxygen molecules that are absorbed in the body. Similarly, if we want to understand eating, we have to think of complicated internal structures such as the stomach. If we want to understand how the bod Acknowledgements The content acknowledged below is Proprietary (see terms and conditions). This content is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Grateful acknowledgement is made to the following sources for permission to reproduce material in this unit: 2.1 Design and organisation of the care environment The way a care environment is designed and organised can have a profound impact on the residents' lives, and careful consideration of factors such as the physical environment and the care home's values can have positive effects on their quality of life. For example, Philpot (2005) reported on the design of a building that illustrates the kinds of things that make life easier for people with dementia. Acknowledgements The content acknowledged below is Proprietary (see terms and conditions) and is used under licence. Grateful acknowledgement is made to the following sources for permission to reproduce material in this unit: The content acknowledged below is Proprietary and is used under licence. 2.3 Video activity: Discussion A key aspect of this work is ‘partnership’. Service users are called ‘members’ at Redcar & Cleveland Mind and Jane spoke about their involvement as being integral to the service. Members may also be volunteers and have roles on the executive committee. For example, the co-chairs of the executive committee are also members of Redcar & Cleveland Mind. The service has evolved as a response to members and Jane likes to hear their views directly, as well as through colleagues. Jane conside
Tell the time
Ask and pay for goods and services
Understand and give directions in a building
Understand what is and is not allowed
Identify and use dates
Use expressions of time
Activité 41
Activité 25
This unit introduces some key elements of public health and health promotion, using a video case study of Coventry. It focuses on the major determinants of health and ill health and the scope of public health work. First published on Tue, 04 Dec 2012 as Author(s):
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