Learning Tool "Gaining awareness of the national and international legal aspects of equality and discrimination, guidelines, policies, best practice of ageism.".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool "National and international legal aspects of equality and discrimination".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool âPerforming culturally competent assessment of clients/patientsâ needsâ.
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu
Learning Tool âCultural aspect of safeguarding and advocacy of clients/patients and their rightsâ.
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu
Learning Tool "Implementing person centred culturally appropriate and compassionate care".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool âRole modelling in ethical principles of equality, non-discriminatory practice, confidentiality and trustworthinessâ.
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu
Learning Tool âGiving person- centred culturally appropriate and compassionate careâ.
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu
Learning Tool "Learning to perform culturally competent assessment of social care needs of older people".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool "Learning to perform culturally competent assessment of social care needs of older people".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool "National and international legal aspects of equality and discrimination".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool âPerforming culturally competent assessment of clients/patientsâ needsâ.
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu
Learning Tool âCultural aspect of safeguarding and advocacy of clients/patients and their rightsâ.
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu
Learning Tool "Implementing person centred culturally appropriate and compassionate care".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool âRole modelling in ethical principles of equality, non-discriminatory practice, confidentiality and trustworthinessâ.
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu
Learning Tool âGiving person- centred culturally appropriate and compassionate careâ.
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu
Learning Tool "Learning to perform culturally competent assessment of social care needs of older people".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool "Learning to perform culturally competent assessment of social care needs of older people".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
NRSG 259 semester one 2016 -Scenario for assignment one .docxcherishwinsland
Â
NRSG 259 semester one 2016 -Scenario for assignment one
Mrs Amalie Jones
Mrs. Amalie Jones is an 89-year-old woman who migrated to Australia from Germany 40 years ago after meeting and marrying Mr Henry Jones, an Australian sailor. Amalieâs son Dominik from a previous marriage in Germany lives with his family in Germany but has been visiting regularly since Amalie migrated to Australia.
Henryâs daughter Tracy and Henryâs extended family live in other states in Australia but have kept in regular contact. Tracy and her family in particular, have visited very regularly. Two years ago Henry passed away after a long battle with lung cancer leaving Amalie by herself in their single story home.
Amalie retired from primary school teaching twenty four years ago, the same year Henry retired from the Australian Navy. The couple spent their time together traveling around the world and volunteering at the local St Vincent de Paul shop. They participated actively in their local Catholic Church, organising fundraising activities. They were also very active members of the German Association. Amalie is fluent in both written and spoken English and German. She speaks with a strong German accent and sometimes people ask her to repeat herself.
Amalieâs health has been slowly deteriorating over the last two years, forcing her to withdraw from the activities she has been involved in for so many years. Last year, when Dominik and his family visited Amalie, they wanted her to return to Germany so that he and his family could be close to her but Amalie refused to go although she was very grateful to her son and family. Henryâs daughter Tracy has kept in touch with Amalie since Henry died and visits every three months with daily phone calls but has not suggested any living arrangements to Amalie.
Recently, Amalie has developed dry macular degeneration and has had to give up driving. She has difficulty with mobility due to significant problems with rheumatoid and osteoarthritis, rarely leaves the house and has lost physical contact with most of her friends and members of the German association. Amalieâs house is unusually unkempt and her cupboards are pretty bare except for some tins of soup and baked beans. Amalie feels very connected to her community and wants to stay there, but she has realised that in order to do this, she may need help. Amalie does not want to bother Tracy as she feels she is already too much of a burden on Tracy and her family. Amalieâs doctor is getting concerned that she is not eating properly, losing weight and becoming too isolated.
Amalie has a medical history of arthritis, hypothyroidism and macular degeneration.
The referral letter from her GP states the following symptoms:
¡ Joint stiffness.
¡ Swollen feet and enlarged joints.
¡ Painful joints particularly, her knee,hip, fingers and back.
¡ Limited joint movement.
¡ Constipation
¡ Occasional dizziness
¡ Vision deficit
¡ Non-significant r.
(1) Hearing Versus ListeningDescribe how you learned how to .docxpoulterbarbara
Â
(1) Hearing Versus Listening
Describe how you learned how to listen! Please use between 300-400 words to make a complete description of this learned behavior. Did you learn to listen properly? Do you still listen the same way that you were taught as a child? Why or why not?
âDoctor Auntâ
 by Eden, Janine and Jim.Â
CC-BY
.
A mother takes her four-year-old to the pediatrician reporting sheâs worried about the girlâs hearing. The doctor runs through a battery of tests, checks in the girlâs ears to be sure everything looks good, and makes notes in the childâs folder. Then, she takes the mother by the arm. They move together to the far end of the room, behind the girl. The doctor whispers in a low voice to the concerned parent: âEverything looks fine. But, sheâs been through a lot of tests today. You might want to take her for ice cream after this as a reward.â The daughter jerks her head around, a huge grin on her face, âOh, please, Mommy! I love ice cream!â The doctor, speaking now at a regular volume, reports, âAs I said, I donât think thereâs any problem with her hearing, but she may not always be choosing to listen.â
Hearing
 is something most everyone does without even trying. It is a physiological response to sound waves moving through the air at up to 760 miles per hour. First, we receive the sound in our ears. The wave of sound causes our eardrums to vibrate, which engages our brain to begin processing. The sound is then transformed into nerve impulses so that we can perceive the sound in our brains. Our auditory cortex recognizes a sound has been heard and begins to process the sound by matching it to previously encountered sounds in a process known asÂ
auditory association
.
[1]
 Hearing has kept our species alive for centuries. When you are asleep but wake in a panic having heard a noise downstairs, an age-old self-preservation response is kicking in. You were asleep. You werenât listening for the noiseâunless perhaps you are a parent of a teenager out past curfewâbut you hear it. Hearing is unintentional, whereasÂ
listening
 (by contrast) requires you to pay conscious attention. Our bodies hear, but we need to employ intentional effort to actually listen.
âHearing Mechanicsâ
 by Zina Deretsky. Public domain.
We regularly engage in several different types of listening. When we are tuning our attention to a song we like, or a poetry reading, or actors in a play, or sitcom antics on television, we are listening for pleasure, also known asÂ
appreciative listening
. When we are listening to a friend or family member, building our relationship with another through offering support and showing empathy for her feelings in the situation she is discussing, we are engaged inÂ
relational listening
. Therapists, counselors, and conflict mediators are trained in another level known asÂ
empathetic or therapeutic listening
. When we are at a political event, attending a debate, or enduring a salesperson touting the benefits of various br.
Learning Tool "Learning to perform culturally competent assessment of social care needs of older people".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool "Cultural aspects of safeguarding and advocacy for older people".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool "Cultural aspects of safeguarding and advocacy for older people".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool "Implementing person centred culturally appropriate and compassionate care".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool "Gaining awareness of the national and international legal aspects of equality and discrimination, guidelines, policies, best practice of ageism.".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool "Gaining awareness of the national and international legal aspects of equality and discrimination, guidelines, policies, best practice of ageism.".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool "Gaining awareness of the national and international legal aspects of equality and discrimination, guidelines, policies, best practice of ageism.".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool "Learning to perform culturally competent assessment of social care needs of older people".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool "Learning to perform culturally competent assessment of social care needs of older people".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
NRSG 259 semester one 2016 -Scenario for assignment one .docxcherishwinsland
Â
NRSG 259 semester one 2016 -Scenario for assignment one
Mrs Amalie Jones
Mrs. Amalie Jones is an 89-year-old woman who migrated to Australia from Germany 40 years ago after meeting and marrying Mr Henry Jones, an Australian sailor. Amalieâs son Dominik from a previous marriage in Germany lives with his family in Germany but has been visiting regularly since Amalie migrated to Australia.
Henryâs daughter Tracy and Henryâs extended family live in other states in Australia but have kept in regular contact. Tracy and her family in particular, have visited very regularly. Two years ago Henry passed away after a long battle with lung cancer leaving Amalie by herself in their single story home.
Amalie retired from primary school teaching twenty four years ago, the same year Henry retired from the Australian Navy. The couple spent their time together traveling around the world and volunteering at the local St Vincent de Paul shop. They participated actively in their local Catholic Church, organising fundraising activities. They were also very active members of the German Association. Amalie is fluent in both written and spoken English and German. She speaks with a strong German accent and sometimes people ask her to repeat herself.
Amalieâs health has been slowly deteriorating over the last two years, forcing her to withdraw from the activities she has been involved in for so many years. Last year, when Dominik and his family visited Amalie, they wanted her to return to Germany so that he and his family could be close to her but Amalie refused to go although she was very grateful to her son and family. Henryâs daughter Tracy has kept in touch with Amalie since Henry died and visits every three months with daily phone calls but has not suggested any living arrangements to Amalie.
Recently, Amalie has developed dry macular degeneration and has had to give up driving. She has difficulty with mobility due to significant problems with rheumatoid and osteoarthritis, rarely leaves the house and has lost physical contact with most of her friends and members of the German association. Amalieâs house is unusually unkempt and her cupboards are pretty bare except for some tins of soup and baked beans. Amalie feels very connected to her community and wants to stay there, but she has realised that in order to do this, she may need help. Amalie does not want to bother Tracy as she feels she is already too much of a burden on Tracy and her family. Amalieâs doctor is getting concerned that she is not eating properly, losing weight and becoming too isolated.
Amalie has a medical history of arthritis, hypothyroidism and macular degeneration.
The referral letter from her GP states the following symptoms:
¡ Joint stiffness.
¡ Swollen feet and enlarged joints.
¡ Painful joints particularly, her knee,hip, fingers and back.
¡ Limited joint movement.
¡ Constipation
¡ Occasional dizziness
¡ Vision deficit
¡ Non-significant r.
(1) Hearing Versus ListeningDescribe how you learned how to .docxpoulterbarbara
Â
(1) Hearing Versus Listening
Describe how you learned how to listen! Please use between 300-400 words to make a complete description of this learned behavior. Did you learn to listen properly? Do you still listen the same way that you were taught as a child? Why or why not?
âDoctor Auntâ
 by Eden, Janine and Jim.Â
CC-BY
.
A mother takes her four-year-old to the pediatrician reporting sheâs worried about the girlâs hearing. The doctor runs through a battery of tests, checks in the girlâs ears to be sure everything looks good, and makes notes in the childâs folder. Then, she takes the mother by the arm. They move together to the far end of the room, behind the girl. The doctor whispers in a low voice to the concerned parent: âEverything looks fine. But, sheâs been through a lot of tests today. You might want to take her for ice cream after this as a reward.â The daughter jerks her head around, a huge grin on her face, âOh, please, Mommy! I love ice cream!â The doctor, speaking now at a regular volume, reports, âAs I said, I donât think thereâs any problem with her hearing, but she may not always be choosing to listen.â
Hearing
 is something most everyone does without even trying. It is a physiological response to sound waves moving through the air at up to 760 miles per hour. First, we receive the sound in our ears. The wave of sound causes our eardrums to vibrate, which engages our brain to begin processing. The sound is then transformed into nerve impulses so that we can perceive the sound in our brains. Our auditory cortex recognizes a sound has been heard and begins to process the sound by matching it to previously encountered sounds in a process known asÂ
auditory association
.
[1]
 Hearing has kept our species alive for centuries. When you are asleep but wake in a panic having heard a noise downstairs, an age-old self-preservation response is kicking in. You were asleep. You werenât listening for the noiseâunless perhaps you are a parent of a teenager out past curfewâbut you hear it. Hearing is unintentional, whereasÂ
listening
 (by contrast) requires you to pay conscious attention. Our bodies hear, but we need to employ intentional effort to actually listen.
âHearing Mechanicsâ
 by Zina Deretsky. Public domain.
We regularly engage in several different types of listening. When we are tuning our attention to a song we like, or a poetry reading, or actors in a play, or sitcom antics on television, we are listening for pleasure, also known asÂ
appreciative listening
. When we are listening to a friend or family member, building our relationship with another through offering support and showing empathy for her feelings in the situation she is discussing, we are engaged inÂ
relational listening
. Therapists, counselors, and conflict mediators are trained in another level known asÂ
empathetic or therapeutic listening
. When we are at a political event, attending a debate, or enduring a salesperson touting the benefits of various br.
Learning Tool "Learning to perform culturally competent assessment of social care needs of older people".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool "Cultural aspects of safeguarding and advocacy for older people".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool "Cultural aspects of safeguarding and advocacy for older people".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool "Implementing person centred culturally appropriate and compassionate care".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool "Gaining awareness of the national and international legal aspects of equality and discrimination, guidelines, policies, best practice of ageism.".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool "Gaining awareness of the national and international legal aspects of equality and discrimination, guidelines, policies, best practice of ageism.".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool "Gaining awareness of the national and international legal aspects of equality and discrimination, guidelines, policies, best practice of ageism.".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool "Learning to perform culturally competent assessment of social care needs of older people".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool "Learning to perform culturally competent assessment of social care needs of older people".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool "Learning to perform culturally competent assessment of social care needs of older people".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool "Implementing person centred culturally appropriate and compassionate care".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool "Implementing person centred culturally appropriate and compassionate care".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool "Implementing person centred culturally appropriate and compassionate care".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool "Learning to perform culturally competent assessment of social care needs of older people".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool "Learning to perform culturally competent assessment of social care needs of older people".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool "National and international legal aspects of equality and discrimination".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool "National and international legal aspects of equality and discrimination".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool "National and international legal aspects of equality and discrimination".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool "Culturally sensitive compassion, respect and acceptance".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Learning Tool "Culturally sensitive compassion, respect and acceptance".
Made in the framework of the IENE7 project funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Please, visit www.iene7.eu.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Â
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Embracing GenAI - A Strategic ImperativePeter Windle
Â
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
Â
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasnât one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Â
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
Â
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Operation âBlue Starâ is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Model Attribute Check Company Auto PropertyCeline George
Â
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
Â
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Â
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
2. 1. Gaining awareness of the national
and international legal aspects of
equality and discrimination,
guidelines, policies, best practice of
ageism.
4. Cultural aspects of safeguarding
and advocacy for older people
2. Learning to perform culturally
competent assessment of social care
needs of older people
3. Implementing person centred
culturally appropriate and
compassionate care
Module topics
Module 4:
CULTURAL
COMPETENCE
Summary
This module synthesizes and applies your learning from the previous three modules.
In particular this module aims to:
⢠Enhance your knowledge of principles of equality, non-discriminatory practice,
confidentiality and trustworthiness
⢠Discuss how to perform cultural competent assessment of patientâ needs
⢠Explain the importance of person centred culturally appropriate and
compassionate care
⢠Advocate for the patientâs human rights of older people including that of
safeguarding
There are four topics in this module:
Aims
Module topics
3. The aim of this topic is to enhance your knowledge about the
principles of equality, non-discriminatory practice,
confidentiality and trustworthiness.
European law, national legislation, policies and guidelines and
best practice
Older people are assuming a greater importance in the European Union as
both their numbers and their proportion of the population increase due to
the ageing of the population. The European Union (EU) and its Member
States have adopted a number of policies and programmes that affect
older people directly or support them in various ways.
Module 4: CULTURAL
COMPETENCE
Topic 1
National and European
legislation, policies,
guidelines & best
practice
Day 1: Aim
European and National
Legislations
Policies, guidelines and best
practice
Learning activity
Resources
4. Learning activity
a) Access the document below by clicking on the link. Make a list of
the key points in the document and post this and your reflection
about the key points on the discussion board for this module.
b) Read at least 5 entries from other participants and provide feedback
to them.
Read the full document
https://epthinktank.eu/2014/05/22/older-people-in-europe-eu-policies-and-
programmes/
Module 4: CULTURAL
COMPETENCE
Topic 1
National and European
legislation, policies,
guidelines & best
practice
Day 1: Aim
European and National
Legislations
Policies, guidelines and best
practice
Learning activity
Resources
5. Case study:
Mrs Thomson is a 85 year old White English lady who is a retired school mistress. She moved to a large and busy care
home following a stroke. Her speech was not affected by the stroke, but she has some memory issues. Mrs Thomson
has a slight weakness on one side of her body and she uses a walking frame which provides stability when she is
moving.
Despite the use of a walking frame, yesterday evening she had a fall whilst on her own in her bedroom but she managed to
get up. However she did not make any of the health workers aware of this. In the past she always took pride in the fact
that she had been very independent and in control of her life. She now feels embarrassed about losing control and fears
her dignity will be compromised if she admits to this. The next day Mrs Thompson wakes up with some back and hip
pain which she hopes it will subsides once she is out of bed. However, due to the persistence of the pain, she has
reluctantly informed her care worker that she has pain in her hip and back and would like to see the doctor.
Mrs Agnieszka Safarova, the care worker assigned to Mrs Thompson, is a qualified nurse in her country, who has recently
moved to the UK. Agnieszka likes working with older people and as a qualified nurse in her own country, she feels well
able to conduct an assessment of Mrs Thompson after which she may or may not call the doctor. Agnieszka believes
that the aim of care for older people should be to keep them safe, clean and fed. She believes that âexpensiveâ
interventions for old people should not be provided since they have lived a long life and most probably will not live much
longer even with the latest treatments.
Agnieszka begins her assessment without much explanation as to what she is doing, or explicit consent by Mrs Thompson
who shares a room with another lady. Mrs Thompson shows signs of discomfort when Agnieszka undresses her without
due concern of her privacy, but the signs are ignored by Agnieszka who also fails to answer any of Mrs Thomsonâs
questions.
When she finishes her assessment Agnieszka concludes that apart from a small bruise, there is nothing wrong with Mrs
Thompson who, in her opinion, is merely asking for attention. She gives Mrs Thompson a pain killing tablet and
reassures her there is nothing to worry about. She reports her actions to the care home manager and enters a brief note
in Mrs Thompsonâs records.
Later in the afternoon, Mrs Thompson reports that her pain is getting worse and she requests again to see a doctor.
Agnieszka, informs the manager who calls the locum doctor, who arrives 20 minutes later.
Mrs Thompson tries to explain how she feels to the doctor but Agnieszka takes over, indicating to Mrs Thompson to be silent
as the doctor âknows what he is doingâ. The doctor decides that Mrs Thompson needs an X-Ray to exclude any
fractures. Arrangements are made and Mrs Thompson is accompanied to the hospital by another care worker as
Agnieszka goes off duty. This care worker, is aware that Agnieszka often ignores the residents but she believes this is
because she is always very busy and has no time to listen to them. In this instance, although she was aware and a little
concerned about what was going on with Mrs Thompson, she chose not to intervene or say anything to her colleague or
the manager.
Following the X-Ray, it is discovered that Mrs Thompson has a hip fracture and is kept in hospital for treatment.