Understand How to Support Positive Outcomes for Children and Young People-Task A My report on how social‚ economic and cultural environments can affect children/young people’s lives and outcomes. Each factor can affect a child/young person’s life; some factors can be linked together‚ which means the child/young person could have a social and economic environment to deal with. Social factors and the impacts they could have that could affect a child/young person’s life and outcomes:- Poor housing:
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Do you have moments on the court‚ when your mind is bombarded with all things that need to be done‚ and you miss that easy shot? How about when the coach is explaining the mechanics of your easy miss and you tune him out‚ his words sounding like the adults on Charlie Brown cartoons “Whaa‚ whaa‚ whaa‚ whaa!” He may be frustrated thinking‚ “Why can’t you just do what we practiced a million times?” while you may be thinking‚ “I know what I’m supposed to do‚ but I just can’t focus on it. Can’t you understand
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The emotional environment that you create for children is as important as the physical environment. It is vital that all children – especially those with speech‚ language and communication needs – feel Review evidence about in your key factors that provide a comfortable‚ confident‚ secure and welcome the setting and that they have a sense of belonging and well-being. They need the support of adults who are sensitive to their needs and understand how supportive speech‚ language and communication important
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Carl Sandberg said “time is the coin of your life. It is the only coin you have‚ and only you can determine how it will be spent. Be careful lest you let other people spend it for you.” Therefore‚ how to control your use of time? First and foremost‚ look cautious at your priorities and Identify your goals . According to Oxford Brookes University (2012)‚ you have to identify what is important to you and to be realistic and definite about them. People in all walks of life will have different thoughts
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Assessment Task 3 BSBRSK501B Manage risk Evaluation of risk management plan Plan should include: a. Banking risk –theft of cash left on premises –initially rated as moderate. i. Insurance on ‘cash on premises’. ii.Open an account with closest bank. iii.Policy and procedure requirement to bank daily. b. Manager’s travel risk –physical injury –initially rated as extreme. i.Management meetings to finish 3:00pm. ii.Install teleconferencing. iii.Management training shift to morning half day sessions
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How to Manage your Stress Wisely Stress is defined as a physiological response that occur when an organism fails to respond appropriately to emotional or physical threats (Selye‚ 1956‚ p.1). It can also be defined as something that puts a strain on your health and overall well-being. Stress is considered “The Unseen Killer” according to Charles Stangor. I‚ personally‚ define stress as the number one killer. I think stress is the behind the scenes killer to many different illnesses like high blood
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TDA 2.16 – Supporting children & young people’s play & leisure Describe the importance of play & leisure for children & young people. Children learn through play. Every moment that the child is playing they are learning new skills‚ words and meanings. Play gives children the opportunity to explore‚ take risks‚ challenge themselves and have fun whilst learning. It is a natural way for children to learn because it uses all of their senses‚ they are able to take in information and sort this
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How to Hire and Manage the Relationship with an Attorney Submitted by Group 6 Chloe Dorsey Lakiesha Henderson Melissa Brown Shantae Isabell Stephon Tynes October 31‚ 2012 Disclaimer: This information used in this document is to be used as a guide. Please obtain legal or accounting advice where appropriate. Table of Contents I. Introduction...pg3 II. History...pg3 III. Information concerning the relationship (Who it affects and when to start looking)…pg4 IV. Dynamics
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Title: Support children’s speech‚ language and communication OCR Unit No: 19 Sector Unit No: HSC 2015 Level: 3 Credit value: 4 Guided learning hours: 30 Unit expiry date: 31 January 2015 Unit accreditation number: T/600/9789 Unit purpose and aim The unit aims to provide a basis for understanding the importance of speech‚ language and communication for a child’s overall development and explores the ways in which those working with children can support
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GUIDELINES TO INTERPRETING A STORY 1. Introduce the author and the title of the story. What is the story about? Try to answer in one sentence. 2. What is the genre of the story? (epistolary‚ a fragment from a novel‚ a play‚ a poem‚ a newspaper article‚ a short story‚ etc.) From whose point of view are the events presented? What type of narration is it? ( the text is wholly narrative‚ is a first person /a third person narration‚ the story is told from the point of view of.../perceived
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