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Ppt chccom504 b workplace communication module 4 v 22.3.13
Ppt chccom504 b workplace communication module 4 v 22.3.13
Ppt chccom504 b workplace communication module 4 v 22.3.13
Ppt chccom504 b workplace communication module 4 v 22.3.13
Ppt chccom504 b workplace communication module 4 v 22.3.13
Ppt chccom504 b workplace communication module 4 v 22.3.13
Ppt chccom504 b workplace communication module 4 v 22.3.13
Ppt chccom504 b workplace communication module 4 v 22.3.13
Ppt chccom504 b workplace communication module 4 v 22.3.13
Ppt chccom504 b workplace communication module 4 v 22.3.13
Ppt chccom504 b workplace communication module 4 v 22.3.13
Ppt chccom504 b workplace communication module 4 v 22.3.13
Ppt chccom504 b workplace communication module 4 v 22.3.13
Ppt chccom504 b workplace communication module 4 v 22.3.13
Ppt chccom504 b workplace communication module 4 v 22.3.13
Ppt chccom504 b workplace communication module 4 v 22.3.13
Ppt chccom504 b workplace communication module 4 v 22.3.13
Ppt chccom504 b workplace communication module 4 v 22.3.13
Ppt chccom504 b workplace communication module 4 v 22.3.13
Ppt chccom504 b workplace communication module 4 v 22.3.13
Ppt chccom504 b workplace communication module 4 v 22.3.13
Ppt chccom504 b workplace communication module 4 v 22.3.13
Ppt chccom504 b workplace communication module 4 v 22.3.13
Ppt chccom504 b workplace communication module 4 v 22.3.13
Ppt chccom504 b workplace communication module 4 v 22.3.13
Ppt chccom504 b workplace communication module 4 v 22.3.13
Ppt chccom504 b workplace communication module 4 v 22.3.13
Ppt chccom504 b workplace communication module 4 v 22.3.13
Ppt chccom504 b workplace communication module 4 v 22.3.13
Ppt chccom504 b workplace communication module 4 v 22.3.13
Ppt chccom504 b workplace communication module 4 v 22.3.13
Ppt chccom504 b workplace communication module 4 v 22.3.13
Ppt chccom504 b workplace communication module 4 v 22.3.13
Ppt chccom504 b workplace communication module 4 v 22.3.13
Ppt chccom504 b workplace communication module 4 v 22.3.13
Ppt chccom504 b workplace communication module 4 v 22.3.13
Ppt chccom504 b workplace communication module 4 v 22.3.13
Ppt chccom504 b workplace communication module 4 v 22.3.13
Ppt chccom504 b workplace communication module 4 v 22.3.13
Ppt chccom504 b workplace communication module 4 v 22.3.13
Ppt chccom504 b workplace communication module 4 v 22.3.13
Ppt chccom504 b workplace communication module 4 v 22.3.13
Ppt chccom504 b workplace communication module 4 v 22.3.13
Ppt chccom504 b workplace communication module 4 v 22.3.13
Ppt chccom504 b workplace communication module 4 v 22.3.13
Ppt chccom504 b workplace communication module 4 v 22.3.13
Ppt chccom504 b workplace communication module 4 v 22.3.13
Ppt chccom504 b workplace communication module 4 v 22.3.13
Ppt chccom504 b workplace communication module 4 v 22.3.13
Ppt chccom504 b workplace communication module 4 v 22.3.13
Ppt chccom504 b workplace communication module 4 v 22.3.13
Ppt chccom504 b workplace communication module 4 v 22.3.13
Ppt chccom504 b workplace communication module 4 v 22.3.13
Ppt chccom504 b workplace communication module 4 v 22.3.13
Ppt chccom504 b workplace communication module 4 v 22.3.13
Ppt chccom504 b workplace communication module 4 v 22.3.13
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Ppt chccom504 b workplace communication module 4 v 22.3.13

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  • 1. Module 4:Managing the youth WorkEnvironmentCHCCOM504B: Develop, Implement and PromoteEffective Workplace Communication1 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  • 2. Communication Communication is the word we use to describethe transmission of information and intentbetween people What is the difference between communicatinginformation and communicating intention.Discuss2 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  • 3. Information and Intent Information – issues, details, facts, thoughts Intent – feelings, attitudes, ‘hidden requests’3 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  • 4. Information Flows Between Us• Intent is what stops information from beingreceived• If we have an intent of putting someone down withour information, the information may not bereceived Invisible walls of protection will stop theinformation• If the person receiving the information has an‘intent’ of self protection, they may not listen toanything because they perceive information as a‘threat’ even if it is not• Intention of the giver and receiver is the invisiblepart of communication. Intent is the mostimportant part of communication.4 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  • 5. Communication BarriersThere are some barriers to communicationthat are not intentional• The language or accent that we speak withi.e. Greek, English, Indigenous language etc.• Discuss difficulties in communication thatcan occur due to language differences5 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  • 6. Other Communication Barriers… Speech impediments, mouth won’t work well Some people may have problems in speakingthe production of sounds and words may bemuffled due to the shape and function of theirmouth When people have a stroke this can effecttheir speech for example6 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  • 7. Other barriers Cont… Style of communication, auditory, visual oracted out (We all have our styles) We learn in different ways and wecommunicate in different ways Many indigenous people use subtle bodygestures to indicate what they mean, ratherthan depending on words7 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  • 8. Other Barriers Cont…• Ability level – some people may take longer tounderstand information than others• Some people find complex ideas or wordsvery difficult to understand - their gifts maynot be in verbal areas• Some people are intellectually disabled orhave hearing loss8 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  • 9. Other Barriers Cont…Experiences: If someone is good with computers and knowsall about them, they may describe things verywell, but if you have no knowledge of it thenyou won’t understand Our experiences in life can separate us, wesimply don’t know what the other person istalking about… we have no experience with it9 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  • 10. Communication Barriers Some barriers to communication that are due to‘intent’ Culture is the way we have experienced the worldand there is emotion which is attached. This canget in the way of communication Inferiority attitude Power and superiority attitude Past ‘baggage’ which stops us from experiencing‘reality’ and stops us from communicating withoutan ‘angle’10 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  • 11. Our Angle In our communication with others we canhave an angle Our angle may be to show the other personwe are important Our angle may be to flatter the other personso that they will like us Our angle has to do with hidden emotionalneeds11 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  • 12. Our Angle cont.Think of some people in your life…• What is your ‘angle’ in communicating withthem• Is it good communication (satisfying)?• What do you really want to communicate?• How can you let your ‘angle’ go?12 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  • 13. Aggressive people• What’s their ‘baggage’, or ‘angle’ incommunication?• How can we communicate effectively with anangry or aggressive client? Discuss13 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  • 14. Shy or Withdrawn People What’s their baggage, or angle incommunication? How can we communicate effectively with ashy or withdrawn client? Discuss14 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  • 15. Passive / Aggressive / Assertive Sometimes communication is described in this way When under threat in a communication situation,often people react either passively (won’t stick upfor themselves) or aggressively (angry or forceful) To be calm and hold your ground is the mosteffective way of communicating when underthreat… its called being assertive15 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  • 16. Communication Styles• Provide examples from your own life whenyou have noticed these 3 forms ofcommunication when in a threateningsituationDiscuss in the group16 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  • 17. Communication Styles Imagine the results when bringing up children: Passive parent… Aggressive parent… Assertive parent… What effects would these communicationstyles have on children and teenagers?17 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  • 18. Communication Models There are lots of ways of looking atcommunication styles Another one which is good to show kids istaken from animals Its not a bad way for adults either, as it is lessthreatening to identify with an animal, yet wecan still learn from the examples!18 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  • 19. Dominant Conflict Reaction Styles• Avoiding• Smoothing• Compromising• Forcing• Problem solving19 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  • 20. Conflict Reaction Style The ideal response is ‘problem-solving’ in thismodel, although there is obviously a place foreach of the other styles It is assumed that understanding ourselveswill help us to modify our usual behaviour Find your predominant style and attemptto move to another form of conflictresolution for a week. See what happens…20 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  • 21. Conflict Conflict is a natural part of life... Why do you think conflict occurs between people? Discuss positive and negative ways people deal withconflict Dominant Conflict Reaction Styles have beendescribed. After thinking about this: How you have used each of these styles in yourcommunication with other people? Which of these styles do you feel you most often use?Why do you think you use these particular styles? Think about why it may work for you. What reactionsare you trying to get from other people?21 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  • 22. Communication BreakdownChoose one disability and describe how thecommunication may break down because ofthis disability...– Describe the client’s difficulty– Describe the worker’s difficulty– Describe the family’s difficulty dealing with theperson with this problem– Describe the community’s response to theperson with this disability22 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  • 23. Personality Differences inCommunication We all have different personalities Some people are shy, some are reallyoutgoing Some people are thinkers and logical,some are feelers and care deeply aboutpeople Some people love details and othersenjoy looking at the overall picture Some people love to do lots of things atonce and others like to finish one thingat a time23 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  • 24. Personality Types Understanding each other can really help usin communicating effectively There have been different theorists whohave put together ideas of how people aredifferent in their personalities24 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  • 25. Love Languages One of the nicest personalitytheories is represented with theidea that we all have differentways that we give and receive love Love Languages by Gary Chapmanis a very positive way to view thesedifferences and to find ways tohelp us communicate with peoplewho are different to us25 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  • 26. The Five Languages of Love Physical touch – hugs, cuddlesetc. Saying nice things to people Giving gifts Spending special time withsomeone Doing special things for people toserve them or help them26 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  • 27. What is your love language?• Discuss27 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  • 28. Effective Communicate with Clientsand StaffNow we have looked at some of the dynamics ofcommunication… we need to consider the importanceof communication according to usual procedures inthe workplace28 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  • 29. Communication in the Workplace Do we talk about work issues on a casual basis? Do we send an email, a text message, a formal memoor skype message? Do we have group calendars? etc. If the ‘ways’ that have developed over time in theworkplace to communicate with colleagues are noteffective… bring this up in a staff meeting or with theboss/senior and look to trouble shoot on ways ofovercoming difficulties29 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  • 30. Communication in the Workplace More fights, misunderstandings and hurts occurdue to poor communication in the workplacebetween colleagues than problems between staffand clients… We NEED to work on creative communicationpatterns in the workplace FIRST… if we do thisright our ways of communicating with clients willbe a piece of cake!30 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  • 31. Communicating with Clients They say never let a phone ring more than 3 times ifyou want to provide a sense to your clients that theyare important! Phone manner is obviously an important point as well Systems of getting back to phone clients is asimportant as taking the first phone call Keeping our note taking and our systems clear incommunication with our clients… data bases,message pads etc. are all part of the necessarycommunication systems that can let us down!31 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  • 32. Contribute to the Implementation ofEffective Communication Strategies Reviewing communication both with staff and withclients should be at the top of the list of every staffmeeting… Implementing better strategies should also be ourfollow through! Assist new staff members or those out of the loopto know what the office processes are… be helpful32 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  • 33. Use Specific CommunicationTechniques to Maintain ConstructiveInteraction Trust and listening to others is basic tocommunication If things get out of control, bring in aMEDIATOR!33 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  • 34. Facilitate Discussions Encourage everyone to have their say… if somepeople need time to digest issues then allow this toensure those who talk before they think don’t hog allthe airtime while those who think before they talk getfrustrated… Follow agenda points in discussions, so that all pointsare actually covered and discussions don’t becomefruitless free for alls...missing important points34 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  • 35. Identify Communication Strategies toBuild Relationships with Clients You may at times have people within anorganisation who are involuntary or presentcommunication challenges You may have mandated clients in a mediation…who don’t want to be there Humour, down to earth attitudes and behaviour,gentle friendliness can all help to put the person atease Treat people like they are neighbours… as if youwould have a relationship with them for the next20 years… this will keep you on track in providingquality communication35 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  • 36. Contribute to the Development ofEffective Communication Strategies In addition to basic communication skills - at aDiploma level - Youth workers are expected tomanage other staff and the organisation and todemonstrate advanced communication skills such asthe following: 1.1 Develop, promote, implement and reviewstrategies for internal and external dissemination ofinformation, as required, to maximise individual andorganisation effectiveness 1.2 In developing and implementing strategies,address special communication needs to avoiddiscrimination in the workplace36 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  • 37. Contribute to the Development ofEffective Communication Strategies 1.3 Establish channels of communication andreview regularly to ensure staff are informed ofrelevant information in a timely way 1.4 Provide coaching in effective communicationto staff as required 1.5 Use negotiation and conflict resolutionstrategies where required to promote effectiveoperation of the organisation37 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  • 38. Contribute to the Development ofEffective Communication Strategies 1.6 Negotiate issues with key stakeholders,clients and staff to facilitate mutuallyacceptable outcomes 1.7 Maintain relevant work-related networksand relationships to meet client needs andorganisation objectives 1.8 Ensure all communication with clients andcolleagues is appropriate to individual needsand the situation and promotes achievementof organisation objectives38 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  • 39. Represent the Organisation to aRange of Groups 2.1 Present relevant, appropriately researchedmaterial in internal and external forums, in a mannerthat promotes the organisation and is adjusted asrequired to meet audience needs 2.2 Ensure presentations are clear and sequentialand delivered within a predetermined time, andutilise appropriate media to enhance the presentationand address audience needs 2.3 Respond to questions from the audience in amanner consistent with organisation standards 2.4 Respect and consider differences in views in away that values and encourages contributions ofothers39 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  • 40. Facilitate Group Discussions 3.1 Define and implement mechanisms that enhanceeffective group interactions 3.2 Routinely use strategies that encourage all groupmembers to participate, including seeking andacknowledging contributions from all members 3.3 Routinely set and follow objectives and agendas formeetings and discussions 3.4 Provide relevant information to groups asappropriate to facilitate outcomes 3.5 Evaluate group communication strategies topromote ongoing participation of all parties 3.6 Identify and address the specific communicationneeds of individuals40 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  • 41. Facilitate Work Group Interaction 4.1 When conducting meetings, clarify purpose, agreeprocedures, negotiate roles and responsibilities,adhere to agreed timeframes and maintain equality ofparticipation and input by group members 4.2 Seek feedback on operation of group processes,encourage suggestions for change and implementappropriate action 4.3 Provide feedback in a supportive mannerappropriate to individuals and the group41 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  • 42. Use Specific CommunicationTechniques to assist in ResolvingConflict 5.1 Use strategies to facilitate conflict resolution 5.2 Use communication skills and processes to identifyand address barriers to communication and exploreissues and background to the conflict 5.3 Use effective skills in listening, reframing, providingfeedback and negotiating to support exploration andclarification of issues 5.4 Seek agreement on processes to be followed toresolve conflict within scope of own abilities, skills andwork role 5.5 Make referral for conflict resolution and mediationas appropriate42 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  • 43. Produce Quality Written Materials 6.1 Ensure writing is succinct and clear andpresented in a logical and sequential way to matchaudience needs and the purpose of the document 6.2 Ensure all written documentation producedaddresses organisation guidelines and currentaccepted standards of writing in line with purpose 6.3 Prepare and provide appropriate and timelyadvice to management and clients as required 6.4 Where individual skill levels do not matchworkplace requirements, take appropriate remedialaction, including seeking assistance and additionaltraining43 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  • 44. Conduct Interviews 7.1 In conducting interviews and formaldiscussions, make an effort to ensure thatappropriate structures, timeframes and protocolsare mutually agreed and adhered to 7.2 Use effective questioning, speaking, listeningand non-verbal communication techniquesduring discussions and interviews, to ensure therequired information is accessed or messagecommunicated44 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  • 45. Conduct Interviews 7.3 Give feedback and advice in a way whichreflects current identified good practice 7.4 Conduct interviews and formal discussionswith due regard to individual differences,needs and rights 7.5 Use appropriate complaints management,grievance and counselling procedures to dealwith serious problems45 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  • 46. Youth Workers need to Demonstratea Knowledge of: Effective communication strategies and techniquesto address barriers and build and maintainrelationships Recognition of communication styles of individuals Basic group dynamics and facilitation of groupdiscussion Cross cultural communication protocols Non-verbal communication strategies Communication techniques to maintainconstructive interactions Barriers to communication46 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  • 47. Essential Knowledge for Youth Workers Knowledge of different communication stylesand techniques Different interview techniques Effective interpersonal, written andoral communication Negotiation techniques Group development processes Conflict resolution strategies and techniques Research techniques, including social research47 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  • 48. Youth Workers need the FollowingEssential Skills: Provide evidence that all communication withclients and colleagues is appropriate to individualneeds and the situation and promotesachievement of organisation objectives Use strategies to meet particular communicationneeds/difficulties Address individual issues in a timely way and in amanner which maintains the integrity of theindividual Know when to provide referrals to conflictresolution and mediation48 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  • 49. Youth Workers need the FollowingEssential Skills: Establish and maintain appropriate network ofclients Incorporate the requirements of specific groups inall client service work Communicate professionally with otherprofessionals Work effectively with clients and service providers Assess cultural communication protocols49 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  • 50. Youth Workers need the FollowingEssential Skills:• Demonstrate application of skills in:– self-reflection– principles and practices of client service delivery– effective workplace writing– effective presentation techniques– effective communication techniques effective interviewing– effective group management processes– conflict resolution and negotiation• Use relevant information technology effectively in linewith workplace health and safety (WHS) guidelines50 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  • 51. Other Complex Skills Include: Reflective and active listening, respectful responding,empathy, feedback and rapport Addressing communication barriers through applicationof a range of strategies Recognition of non-verbal triggers Clarification of boundaries of work role Apply oral communication skills required to fulfil jobroles as specified by the organisation/service Skills in asking questions, providing clear information,listening to and understanding workplace instructions,and clarifying workplace instructions when necessary Service/organisation may require competence inEnglish or community language, depending on clientgroup51 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  • 52. Communicate Effectively Includes:• Effective use of questioning, speaking, andlistening and non-verbal communicationtechniques• Identifying and evaluating what is occurringwithin an interaction in a non-judgemental way• Making decisions about appropriate words,behaviour, posture• Using clarifying, summarising questions• Putting together a response that is culturallyappropriate• Expressing an individual perspective52 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  • 53. Communicate Effectively Means: Expressing own philosophy, ideology andbackground and exploring the impact of this on thecommunication Exploring and unpacking problems Using active and reflective listening appropriately Providing sufficient time to enable stories to be told Providing summarising and reflective responses inconflict situations Confirming that required information is accessed ormessage communicated53 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  • 54. DefinitionsNon-verbal communication includes: Gestures Posture Facial expressionInterviews may include: Discussion of staffing issues Routine information collection Maintaining confidentiality Evidential-based Non disclosure Disclosure54 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  • 55. DefinitionsEstablished procedures may refer to: Commonwealth and State legislation International conventions relating to the rights ofindividuals Organisation policy and procedures Relevant program standards Duty of care and ethical practicePresentation of information includes: Clarity Appropriate sequencing Delivery within an appropriate time Utilising media to enhance presentation, if appropriate Addressing audience needs55 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013
  • 56. DefinitionsOpportunities will include:• Allowing sufficient time to hear individual stories• Encouraging a full exploration of issues• Encouraging validation of individual issuesAdditional parties may include:• Trusted friends• Case workers• Family members• Nominated adults56 (c) Copyright CTA CHCCOM504B, MODULE 4 Version 1 Date: 22/3/2013

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