zAssignment front sheet | Learner name | ------------------------------------------------- Assessor name | | Matt Hopton | Date issued | Completion date | Submitted on | 17th October 2012 | 26th January 2013 | | Qualification | Unit number and title | BTEC Nationals In Health & Care | Unit 5 –Anatomy and Physiology for Health and Social Care | | | Assignment title | | In this assessment you will have opportunities to provide evidence against the following criteria. Indicate the page numbers where the evidence can be found. | Criteria reference | To achieve the criteria the evidence must show that the student is able to: | | Task no. | | Evidence | Pass 3 | P3 outline the gross structure of all the main body systems[CT1; RL6; SM2; SM5] | | 3 | | | Learner declaration | I certify that the work submitted for this assignment is my own and research sources are fully acknowledged. Learner signature: Date: | BTEC Assignment Brief | Qualification | BTEC Nationals Level 3 Health & Care | Unit number and title | Unit 5 –Anatomy and Physiology for Health and Social Care | Start date | 17-10-2012 | Deadline | 26-01-2013 | Assessor name | Matt Hopton | | Assignment title | Tissues | The purpose of this assignment is to: 1 Know the organisation of the human bodyOrganisation: cells; tissues; organs; systemsSystems: gross structure of cardiovascular, respiratory, digestive, renal, nervous, endocrine, reproductive, lymphatic, musculo-skeletal, immuneMain functions of systems: overall function of each system, eg digestion of food materials, maintenance of oxygen supply, transport and supply of materials to cells, receptors of information from the environment, co-ordination, eliminating waste products, reproduction; overview of interactions of the different structures within each system | Task 3Label
A1/form Assignment Brief | Awarding Body: EDEXCEL | Course: BTEC Level 3 Extended/Diploma | Group: A/B | Issue Date: | Completion Date: | Assessment Date: | Candidate: | Assessor: | Personal Tutor: | IV Name: | IV Signature: | IV Date:This assignment brief passes the VM2B | Unit: (23) Organising Sports Events | Assignment: 23.1 | Assignment Title: Planning of Sports Event | Scenario: For this unit you will be required to organise a cluster school sports event alongside the school event coordinators and Redbridge’s Sports Development Officer (Events), Your first requirement would be to lead a meeting and offer 3 different types of events within the Redbridge borough to our cluster schools.Tasks 1: Produce a document to take to the first project team meeting of 3 different events that could be delivered by you. Suggestions could include an event at Fairlop, an event at Redbridge sports centre and an event at the college. (P1)Task 2: For each of the events list and define the roles that are required for the planning and delivery of each event. (P2)Task 3: Giving examples, state why these roles & responsibilities are important for the effective planning and delivery of the events. (M1) | You MUST cover the following:Sports events: type eg competitions, tournaments, training camps, coaching courses, sponsored events, field trips, expeditions, outdoor education; purpose eg educational, environmental awareness, development (physical, social, personal), social-inclusion, fundraising; participantsRoles: eg coordinator, chairperson, secretary, finance officer, publicity officer, marketing officer, steward, specialist coach or trainerResponsibilities: eg logistics, equipment, health and safety, liaison, marketing, publicity,
ID # ___________________________ Name __________________________ SAP 11/12 Satisfactory Academic Progress Suspension Appeal Form Daytime Phone # ____________________________________________ LU Email _________________________________________________ Major _________________________________________________________ Expected Graduation Date _____________________________ Appeal Reason: Medical Personal Emergency Other ____________________________________________________________ By signing this form, I am requesting that my aid be reinstated for my next term of enrollment if the appeal is granted. Directions: In addition to this appeal form, you must submit documentation from an objective third party professional to support your appeal
Running head: PRENATAL PERINEAL MASSAGE: PREVENTING Prenatal Perineal Massage: Preventing Lacerations During Delivery Article Review Judith Smith Student #806-027-512 Humber College Prenatal Perineal Massage: Prevention of Lacerations During Delivery Davidson,Kate, MSN, CNM, JACOBY, Susan, RN, MSN, CNM, Scott Brown, Marie, RN, PNP, CNM, PhD This paper is a review of an article which appeared in the Journal of Obstetric , Gynecologic, & Neonatal Nursing 29(5) 474-479, September/October 2000, reporting the results of a retrospective, descriptive study whose purpose was to determine the association between perineal lacerations and 13 different variables. Of these 13 variables, prenatal perineal preparation was considered to be of particular interest. The article outlines an overview of the history of clinical discussions, professional interchange and research regarding perineal lacerations during childbirth with the dialogue culminating in a consensus, as described by Pomeroy (1918) and Delee (1920), that the use of routine episiotomies was the recommended solution. The authors further note that, in spite of research results in the 1970s and 1980s which made it clear that episiotomies not only failed to prevent lacerations but were actually associated with an increase in the number and severity of them, routine episiotomies are still practiced in many parts of the United States. By 1979, more than 62% of all women and 50-90% of primiparous women received an episiotomy during delivery, (Thacker &Banta, 1983).
5. Have I concluded my essay effectively? 6. Have I proofread thoroughly? Nathan Licht Professor Burke English 101 20 June 2012 Massage Therapy: How does it make you feel?
BTEC Nationals Edexcel level 3 BTEC National Certificate/Diploma Applied Science (Laboratory and Industrial Science) Applied Science (Medical Science) Integrated Vocational Assignment CASE STUDY 2- Johnson Matthey (Catalysts and Chemicals) Unit 3: Workplace practices This case study has been prepared by Mr. M. Hooper & Ms P. Hooper with the co-operation of Johnson Matthey (Catalysts and Chemicals) for the use of learners completing the IVA for the NQF Level 3 BTEC Nationals in Applied Science. Prepared by M. Hooper & P. Hooper. March 2005 The following materials have been authorised for use by students in this context, by Johnson Matthey. Some data is not current, and some is adapted to give a working document to allow completion of the assignment, To complete the assignment students must have access to detailed information about a company. This is often difficult to obtain, and the following information will provide exemplar material for the completion of the IVA.
HSC 2028 - Move and position individuals in accordance with their plan of care by Gaël Romanet Move and position individuals in accordance with their plan of care Page 1 of 21 Source: gaelromanet.com/HSC2028.pdf HSC 2028 - Move and position individuals in accordance with their plan of care by Gaël Romanet Level 2 Diploma in Health and Social Care Unit HSC 2028 Tutor Name: Akua Quao Thursday 12th September 2013 Release Date: 29/08/2013 18:53 Assignment task – HSC 2028 Move and position individuals in accordance with their plan of care Unit purpose and aim This unit is aimed at those working in a wide range of settings. It provides the learner with the knowledge and skills required to move and position individuals as part of their plan of care according to their specific needs. Page 2 of 21 Source: gaelromanet.com/HSC2028.pdf HSC 2028 - Move and position individuals in accordance with their plan of care by Gaël Romanet Task ① Understand anatomy and physiology in relation to moving and positioning individuals Outline the anatomy and physiology of the human body in relation to the importance of correct moving and positioning of individuals Describe the impact of specific conditions on the correct movement and positioning of an individual Task ② Understand legislation and agreed ways of working when moving and positioning individuals Information: Agreed ways of working will include policies and procedures and guidelines where these exist Describe how legislation and agreed ways of working affect working practices related to moving and positioning individuals Describe what health and safety factors need to be taken into account when moving and positioning individuals and any equipment used to do this Task ③ Be able to minimise risk before moving and positioning individuals Access up-to-date
Faculty of Education, Science, Technology and Mathematics Assignment Coversheet Student ID number | U3068075 | Unit name | Responding to Individual Needs in Education | Unit number | 8826 | Name of lecturer/tutor | Rosemary Butt | Assignment name | Assignment 1: Essay | Due date | 14th September | You must keep a photocopy or electronic copy of your assignment. Student declaration I certify that the attached assignment is my own work. Material drawn from other sources has been appropriately and fully acknowledged as to author/creator, source and other bibliographic details. Such referencing may need to meet unit-specific requirements as to format and style. Signature of student: AMBER DONOGHUE Date: 14th September 2014 Date of submission: 14th September 2014 The Struggles with Reading, Comprehending and Inclusive Practices When looking at the classroom dynamic there will always be obstacles for teachers to overcome; rowdy students, difficult texts, classroom management, and dealing with each students’ different capabilities.
NORTHERN CARIBBEAN UNIVERSITY COLLEGE OF HUMANIES, SOCIAL AND BEHAVIOURAL SCIENCES DEPARMENT OF GRADUATE COUNSELLING PSYCHOLOGY Assignment: Test Manual for the Salmon Perceived Academic Support Questionnaire (SPASQ) Presented in Partial Fulfillment of the Course: PSYC605: PSYCHOLOGICAL ASSESSMENT: PSYCHOMETRICS By: Ackeem Salmon – 32062701 To: Kenneth Morgan, Ph.D. April 23, 2012 Table of Contents Chapter I: Introduction 1 Theoretical Underpinnings 2 Chapter II: Overview of the SPASQ and its Development 3 Development of the SPASQ 3 The SPASQ 4 Normative Procedures 6 Normative Scores 8 Chapter III: Validity and Reliability of the SPASQ 9 Reliability 9 Validity 11 Chapter IV: Administration and Scoring 13 Chapter V: Interpretation of Results 14 Raw Scores 14 Standard Scores/Z-scores 15 Chapter VI: Limitations and Caution 15 References 17 Appendix 19 Chapter 1: Introduction The Salmon Perceived Academic Support Questionnaire (SPASQ) is an assessment instrument composed of items taken from the research literature. The items represent adolescence perception of academic support received from three sources (i.e., parent/guardians, teachers and peer/friends). To perceive themselves as competent individuals in the academic domain and to be satisfied with school in general, students probably would benefit from academic support provided in and out of the school environment (Danielson, 2009). Sources of academic support include parents, teachers, and classmates, who are in daily interaction with students and who may provide different influences on students. Theoretical Underpinnings I focused on adolescent perceptions guided by the theoretical
Understanding fitness, includes knowledge of: • energy systems- aerobic and anaerobic; and • fitness training principles and methods. In Unit 3 there are two outcomes, students must draw on key knowledge related to either/both bullet points to demonstrate Outcomes 1 and 2. VCE PHYSICAL EDUCATION FEBRUARY 2001 1 BOARD OF STUDIES Energy Systems Re-evaluating high intensity energy contributions By Paul Gastin, Sports Science Coordinator VIS And Peter Le Rossignol, Exercise Physiologist, Deakin University Training for all sports and athletic endeavors focuses predominantly on developing physical