It has often been said that the Jews did not do enough to resist their Nazi oppressors during the Holocaust. Using information from your texts, films, class lectures, the museum visit and Primo Levi's book, Survival in Auschwitz, describe some of the methods employed by the Nazis to discriminate

It has often been said that the Jews did not do enough to resist their Nazi oppressors during the Holocaust. Using information from your texts, films, class lectures, the museum visit and Primo Levi's book, Survival in Auschwitz, describe some of the methods employed by the Nazis to discriminate against and then destroy the Jews and then give examples of the ways used by the Jews, physically and psychologically, to resist (or survive) the horror.. Do you think the Jews did enought? You are going to the museum to see material culture, i.e. artifacts, objects, photos, documents, videos , etc. These should be mentioned in your paper, not the explanatory signs in the museum. Do not use sources other than those assigned for this class. You must cite sources if you are paraphrasing closely, not only for a direct quote. You should have a bibliography/ works cited page at the end. of the paper. The paper should be 6-8 pages long double spaced.

Sources: -Use Primo Levi's book, Survival in Auschwitz, instead of reading you can find the summary here...... https://www.shmoop.com/survival-in-auschwitz/ -This is the museum i was supposed to visit.....go on website on find a few artifacts the museum has that can relate back to the topic .......https://mjhnyc.org/ -

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compare and contrast three current crime prevention programs that target juveniles and evaluate them.

Final Project - Create a Crime Prevention Program: Part 2

In Unit 8, you were to compare and contrast three current crime prevention programs that target juveniles and evaluate them. In Unit 9, you will complete Part 2 of that project. You will create a proposal for a new crime prevention program that targets juveniles and determine how you will evaluate its effectiveness. You may use elements of the three crime prevention programs you researched for your Unit 8 Assignment or come up with completely different components.

In the analysis of how your program will deter juvenile delinquency, you will want to use data from your three comparison programs to support your new program. For example, how many juveniles are enrolled in the program? In order to deliver the best programming possible for juveniles in the K–12 school system, calculate the optimal ratio of staff to the target population, based on the average ratio of the comparison programs.

Your analysis should specifically identify the data source and include a summary of the data.

In addition, you will want to specifically address how the data were used to inform your thinking on the development of your new program (i.e., how you used the data to solve a real-world problem).

Create a 13- to 15-slide PowerPoint presentation incorporating speaker notes to include the following:

Who is your target population, what are your goals, and how will your program be implemented? Explain your program, detailing the elements of it and why it will be effective. Describe how the program's effectiveness will be analyzed and how the objectives will be evaluated. Specify how deterrence will be measured and what will be considered effective deterrence. Include a reference and title slide.

Cite a minimum of three sources in your reference slide, using in-text citations in the presentation where appropriate.

Note: You may consult the Online Library, the Internet, the textbook, other course material, and any other outside resources in supporting your task, using proper citations in APA style.

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Choose another classmate’s post. Change the confidence level to 90% or 99%. What happened to the confidence interval? Did the interval get larger or smaller? Explain the change. See Example. Opinions about stricter gun laws were surveyed nationally during the timeframe of October 1-10, 2018. These survey results can be found at: http://www.pollingreport.com/guns.htm The question posed was “In general, do you feel that the laws covering the sale of firearms should be made “more strict”, “less strict”, or “kept as they are now”??” The sample size, n = 1,019 adults nationwide. The margin of error is ±4 61% were in favor of “more strict” laws covering the sale of firearms 8% were in favor of “less strict” laws covering the sale of firearms 30% were in favor of “laws kept as they are now” covering the sale of firearms The confidence interval for each result is found by adding/subtracting the MoE from the results. More Strict: (61 – 4%, 61 + 4%) = (57% - 65%) 4 & 5. Using the Excel template, I will enter the following variable: Sample Size = 1,019 Proportion of sample = 61% Confidence level = 95% Confidence interval is (0.5801 – 0.6399) or (58.01% - 63.99%) Rounded this is 58% - 64%. 6. Gun laws have been an important topic in our country for some time but have surfaced more in this past year than I can remember in my lifetime. The bias alone will affect the results of these types of questions affecting this survey. The selection bias of candidates to participate in this survey will vary such as if a parent has a child that is in the military compared to a parent with a small child where a school shooting may have happened will bias their answers. If the sampling was from college students, this could be biased toward the history of shootings occurring on university campuses. A sampling error of 4% may also be present representing a margin of error for the survey results. This survey shows it was a Gallup poll, which is an assessment of public opinion; however, another survey question listed on this site also shows that the organization that sponsored that survey could have been a college university (Quinnipac) which is located in Hamden, Connecticut. If the sponsoring organization was a college university, this could present a bias towards the results. These are just considerations to take under advisement when reviewing the results of

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Using the “Class Profile,” identify a group of 3-4 students who would benefit from an oral language development lesson.

Using the “Class Profile,” identify a group of 3-4 students who would benefit from an oral language development lesson. Then, select a corresponding grade level and text from Appendix B of the Common Core English Language Arts Standards appropriate for use in a lesson plan for the determined group.
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You are a member of the twenty-first century society.

Answer three of the following six questions, Be specific and detail-oriented. Use proper anthropological terminology. Limit your essays to 500 words each (1500 for the exam).

1. You are a member of the twenty-first century society. What culture changes do you expect to see in your lifetime? What cultural patterns will dominate your life? Explain, use examples.

2. Is gender equality attainable? Why or why not? Explain using examples.

3. Why do people marry? Explain how marriage may function as a social and economic contract not only between spouses, but also between kin groups. Discuss why, while there is a great variation in the forms and function of marriage, it exists in all societies. 4. Imagine yourself a member of nonindustrial (foraging, pastoral, or farming) society. How would your day look like? What would you do and how? With whom would you socialize? How big your family might be? How will your group be organized? What will you do for a leaving? etc.

5. Imagine yourself an anthropologist conducting fieldwork. Where would you locate your research? What would you notice during the first few weeks of your research? Briefly describe your (imaginary) research, make up a hypothesis, and suggest how it could be tested and potentially falsified. How does your hypotheses relate to a theory?

6. What is the most interesting, intriguing, puzzling aspect of anthropology you have learned about this semester? Explain, use examples.

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State one preventable disease your adult participant is at risk for developing (obesity, Type 2 Diabetes, etc.), based on the information you have gathered during this course

Content Guidelines Using the information gathered in your Genetic Family History and Milestone 1 assignments, you will identify and research one modifiable risk factor. You will develop an evidence-based teaching plan that promotes health, with the aim of improving patient outcomes related to this modifiable risk factor. Introduction (1 paragraph): The introduction should be interesting and capture the reader's attention. State one preventable disease your adult participant is at risk for developing (obesity, Type 2 Diabetes, etc.), based on the information you have gathered during this course. Introduce one modifiable risk factor (diet, smoking, sedentary lifestyle, etc.) associated with the preventable disease you described. Clearly state the purpose of your paper. The purpose statement should relate to developing a patient teaching plan. Preventable Disease Overview (1-2 paragraphs): Please use course materials and scholarly sources to complete this section. Be sure to paraphrase and include citations as needed! Describe briefly the preventable disease you identified in the introduction. What are the signs and symptoms associated with this disease? How is it diagnosed? Notable information from Health History and General Survey? Signs and symptoms? Risk assessments? Lab values? What physical assessment findings would be associated with this disease? How did you identify your adult participant's risk for this disease? Specific information gathered in the Genetic Family History? Specific information gathered in the Milestone 1 assignment? Evidence Based Intervention (1-2 paragraphs): Choose and describe one evidence based intervention related to the modifiable risk factor you have chosen. (One that has been shown to be effective at reducing an individual's risk for developing the preventable disease.) Describe this intervention in detail, and provide rationale for your intervention utilizing: At least one scholarly peer-reviewed journal article. Go to the Chamberlain library at http:/library.chamberlain.edu. Search peer reviewed journals to find a scholarly article that discusses interventions associated with the modifiable risk factor you have chosen as the focus of your paper. Summarize what you learned from this article and cite the source in the text and reference page (Author, year). The article must be less than 10 years old. You may include and cite your textbook or other scholarly sources as well, but they do not count as the scholarly journal article. You must summarize and analyze the information from your sources in your own words. Avoid direct quotations. If you do include a short quotation, be sure to cite it properly. List short and long term goals you have for your participant related to this intervention. Implementation: Teaching Plan (1-2 paragraphs): Discuss in this section what methods you will use to teach your participant how to implement the intervention. What is it that you are asking them to do? (For example, if your intervention is "quit smoking", what specific steps will you recommend your participant take to achieve this goal?) Describe any resources you would provide to the participant to help them understand and be successful (websites, community services, handouts, etc.). Evaluation (1 paragraph): Describe at least one method (weight, lab values, etc.) you would use to evaluate whether your intervention was effective. How would you revise you plan if it proved to be unsuccessful? Summary (1 paragraph): Summarize the main points of your paper. Reiterate what you hope to accomplish by implementing this intervention. End with a concluding statement. Reference Page: The Reference Page should start on a new page (insert a page break). All references should be cited within the body of the paper as (Author, year) and the full reference should be included in APA format on the reference page. A URL link alone is not an adequate reference. See the Chamberlain Guidelines for Writing Professional Papers in Course Resources for examples of properly formatted references.

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NO PLAGIARISM

Prior to commencing the assessments, your trainer/assessor will explain each assessment task and the terms and conditions relating to the submission of your assessment task.

Instructions to Learner
Assessment instructions
Overview
Prior to commencing the assessments, your trainer/assessor will explain each assessment task and the terms and conditions relating to the submission of your assessment task. Please consult with your trainer/assessor if you are unsure of any questions. It is important that you understand and adhere to the terms and conditions, and address fully each assessment task. If any assessment task is not fully addressed, then your assessment task will be returned to you for resubmission. Your trainer/assessor will remain available to support you throughout the assessment process.
Written work
Assessment tasks are used to measure your understanding and underpinning skills and knowledge of the overall unit of competency. When undertaking any written assessment tasks, please ensure that you address the following criteria:
? Address each question including any sub-points
? Demonstrate that you have researched the topic thoroughly
? Cover the topic in a logical, structured manner
? Your assessment tasks are well presented, well referenced and word processed
? Your assessment tasks include your full legal name on each and every page.
Active participation
It is a condition of enrolment that you actively participate in your studies. Active participation is completing all the assessment tasks on time.
Plagiarism
Plagiarism is taking and using someone else's thoughts, writings or inventions and representing them as your own. Plagiarism is a serious act and may result in a learner’s exclusion from a course. When you have any doubts about including the work of other authors in your assessment, please consult your trainer/assessor. The following list outlines some of the activities for which a learner can be accused of plagiarism:
? Presenting any work by another individual as one's own unintentionally
? Handing in assessments markedly similar to or copied from another learner
? Presenting the work of another individual or group as their own work
? Handing in assessments without the adequate acknowledgement of sources used, including assessments taken totally or in part from the internet.
If it is identified that you have plagiarised within your assessment, then a meeting will be organised to discuss this with you, and further action may be taken accordingly.
Collusion
Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in whole or in part of unauthorised collaboration with another person or persons. Collusion involves the cooperation of two or more learners in plagiarism or other forms of academic misconduct and, as such, both parties are subject to disciplinary action. Collusion or copying from other learners is not permitted and will result in a “0” grade and NYC.
Assessments must be typed using document software such as (or similar to) MS Office. Handwritten assessments will not be accepted (unless, prior written confirmation is provided by the trainer/assessor to confirm).
Competency outcome
There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more training and experience).
Once the learner has satisfactorily completed all the tasks for this module the learner will be awarded “Competent” (C) or “Not yet Competent” (NYC) for the relevant unit of competency.
If you are deemed “Not Yet Competent” you will be provided with feedback from your assessor and will be given another chance to resubmit your assessment task(s). If you are still deemed as “Not Yet Competent” you will be required to re-enrol in the unit of competency.
Additional evidence
If we, at our sole discretion, determine that we require additional or alternative information/evidence in order to determine competency, you must provide us with such information/evidence, subject to privacy and confidentiality issues. We retain this right at any time, including after submission of your assessments.
Confidentiality
We will treat anything, including information about your job, workplace, employer, with strict confidence, in accordance with the law. However, you are responsible for ensuring that you do not provide us with anything regarding any third party including your employer, colleagues and others, that they do not consent to the disclosure of. While we may ask you to provide information or details about aspects of your employer and workplace, you are responsible for obtaining necessary consents and ensuring that privacy rights and confidentiality obligations are not breached by you in supplying us with such information.

Assessment appeals process
If you feel that you have been unfairly treated during your assessment, and you are not happy with your assessment and/or the outcome as a result of that treatment, you have the right to lodge an appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed further with the request after discussions with your trainer/assessor, you need to lodge your appeal to the course coordinator, in writing, outlining the reason(s) for the appeal.
Recognised prior learning
Candidates will be able to have their previous experience or expertise recognised on request.
Special needs
Candidates with special needs should notify their trainer/assessor to request any required adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs immediately.

Assessment requirements
Assessment can either be:
? Direct observation
? Product-based methods e.g. reports, role plays, work samples
? Portfolios – annotated and validated
? Questioning
? Third party evidence.
If submitting third party evidence, the Third Party Observation/Demonstration document must be completed by the agreed third party.
Third parties can be:
? Supervisors
? Trainers
? Team members
? Clients
? Consumers.
The third party observation must be submitted to your trainer/assessor, as directed.
The third party observation is to be used by the assessor to assist them in determining competency.
The assessment activities in this workbook assess aspects of all the elements, performance criteria, skills and knowledge and performance requirements of the unit of competency.
To demonstrate competence in this unit you must undertake all activities in this workbook and have them deemed satisfactory by the assessor. If you do not answer some questions or perform certain tasks, and therefore you are deemed to be Not Yet Competent, your trainer/assessor may ask you supplementary questions to determine your competence. Once you have demonstrated the required level of performance, you will be deemed competent in this unit.
Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit your assessments or appeal the result.
As part of the assessment process, all learners must abide by any relevant assessment policies as provided during induction.
If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your assessor to discuss your options. You have the right to formally appeal any outcome and, if you wish to do so, discuss this with your trainer/assessor.
Candidate Details
Assessment – CHCAGE005: Provide support to people living with dementia
Please complete the following activities and hand in to your trainer/assessor for marking. This forms part of your assessment for CHCAGE005: Provide support to people living with dementia.
Name: _____________________________________________________________
Address: _____________________________________________________________
_____________________________________________________________
Email: _____________________________________________________________
Employer: _____________________________________________________________
Declaration
I declare that no part of this assessment has been copied from another person’s work with the exception of where I have listed or referenced documents or work and that no part of this assessment has been written for me by another person. I also understand the assessment instructions and requirements and consent to being assessed.
Signed: ____________________________________________________________
Date: ____________________________________________________________
If activities have been completed as part of a small group or in pairs, details of the learners involved should be provided below:
This activity workbook has been completed by the following persons and we acknowledge that it was a fair team effort where everyone contributed equally to the work completed. We declare that no part of this assessment has been copied from another person’s work with the exception of where we have listed or referenced documents or work and that no part of this assessment has been written for us by another person.
Learner 1: ____________________________________________________________
Signed: ____________________________________________________________
Learner 2: ____________________________________________________________
Signed: ____________________________________________________________
Learner 3: ____________________________________________________________
Signed: ____________________________________________________________

Observation/Demonstration
Throughout this unit, you will be expected to show your competency of the elements through observations or demonstrations. Your trainer/assessor will have a list of demonstrations you must complete or tasks to be observed. The observations and demonstrations will be completed as well as the activities found in this workbook.
An explanation of observations and demonstrations:
Observation is on-the-job
The observation will usually require:
? Performing a work based skill or task
? Interaction with colleagues and/or customers.
Demonstration is off-the-job
A demonstration will require:
? Performing a skill or task that is asked of you
? Undertaking a simulation exercise.
Your trainer/assessor will inform you of which one of the above they would like you to do. The observation/demonstration will cover one of the unit’s elements.
The observation/demonstration will take place either in the workplace or the training environment, depending on the task to be undertaken and whether it is an observation or demonstration. Your trainer/assessor will ensure you are provided with the correct equipment and/or materials to complete the task. They will also inform you of how long you have to complete the task.
You should be able to demonstrate the skills, knowledge and performance criteria required for competency in this unit, as seen in the Learner Guide.

Third Party Guide
You should supply details of the third party to the assessor before you commence the activities (see below), unless the assessor has already selected a third party themselves. The assessor can then contact the third party in instances where they require more evidence to determine competency, or they cannot observe certain tasks themselves.
The reasons to use a third party may include:
? Assessment is required in the workplace
? Where there are health and safety issues related to observation
? Patient confidentiality and privacy issues are involved.
If you are not employed, or able to complete demonstrative tasks in the workplace, you will need to inform the assessor. They will be able to provide you with a simulated environment in which to complete these tasks.
We would prefer that, wherever possible, these be “live” issues for your industry and require application of the principles that you are learning as part of your training. Where this is not possible, you and your third party should simulate the activity tasks and demonstrations that you believe would be likely to arise in your organisation or job role.
Third party evidence can also be used to provide “everyday evidence” of tasks included in your work role that relate to the unit of competency but are not a part of the formal assessment process.
The third party is not to be used as a co-assessor – the assessor must make the final decision on competency themselves.
Documents relevant to collection of third party evidence are included in the Third Party section in the Observations/Demonstrations document.
Third party details (required information from the learner)
A third party may be required for observations or demonstrations; please provide details below of your nominated third party and obtain their signature to confirm their agreement to participate. This information will be required by your trainer/assessor in advance of arranging any future observations or demonstrations.
Third party name: ______________________________________________________________
Position of third party: ______________________________________________________________
Telephone number: ______________________________________________________________
Email address: ______________________________________________________________
Declaration for nominated third party
I declare my intention to act as third party for (learner’s name here) __________________________
Third party signature: _____________________________________ Date: ___________________
Activities
Complete the following activities individually or in a group (as applicable to the specific activity and the assessment environment).
Where applicable, a signed observation by either an approved third party or the assessor will need to be included in these activities as proof of completion.
Activity 1A
Estimated Time 15 Minutes
Objective To provide you with an opportunity to apply person-centred care approaches to all interactions with the person living with dementia.
Activity Describe the person-centred approach including what Brooker’s (2007) acronym VIPS stands for.

Activity 1B
Estimated Time 20 Minutes
Objective To provide you with an opportunity to interpret individualised plan and familiarise self with the specific needs and wants of the person living with dementia.
Activity 1. What can you find out from an individualised plan or care plan? (Give examples of the kind of information available).
2. Give some examples of how you could help someone with dementia maintain a good quality of life.

Activity 1C
Estimated Time 15 Minutes
Objective To provide you with an opportunity to identify and address person’s needs for a stable and familiar environment.
Activity 1. Why is it important to maintain a stable environment for people with dementia?
2. How can you address this in a residential environment?

Activity 1D
Estimated Time 30 Minutes
Objective To provide you with an opportunity to recognise signs consistent with financial, physical or emotional abuse or neglect of the person and report to an appropriate person.
Activity 1. How would you respond if you witnessed or knew an older person's rights were being violated?
2. Define elderly abuse. How can it be identified? What are your organisation's guidelines for responding to elderly abuse cases?
Activity 2A
Estimated Time 15 Minutes
Objective To provide you with an opportunity to use verbal and non verbal communication strategies to maximise engagement of the person with dementia.
Activity What is active/empathic listening and how can it be used to help care for people with dementia?

Activity 2B
Estimated Time 20 Minutes
Objective To provide you with an opportunity to gain cooperation and provide reassurance as appropriate by using reality orientation.
Activity Create a plan for reality orientation session. Detail what skills it aims to develop and who needs to be involved, as well as materials required.

Activity 2C
Estimated Time 15 Minutes
Objective To provide you with an opportunity to use a range of validation strategies to relieve distress and agitation in the person.
Activity Write a role play for validation therapy between a dementia patient and a carer (different to the one outlined in the unit).

Activity 3A
Estimated Time 15 Minutes
Objective To provide you with an opportunity to organise activities which aim to maintain independence, using familiar routines and existing skills.
Activity 1. Create a list of ten suitable activities for someone who has limited mobility, dementia and lives in a residential care home.
2. List at least two activities that can be used to bring back pleasurable memories to a client.

Activity 3B
Estimated Time 15 Minutes
Objective To provide you with an opportunity to ensure the safety and comfort of the person balanced with autonomy and risk taking.
Activity What are some of the common risks associated with dementia patients?
Activity 3C
Estimated Time 15 Minutes
Objective To provide you with an opportunity to access information about the person’s reminiscences and routines with family and carers.
Activity What information can you gather from family carers and significant others to help meet the care needs of dementia patients?

Activity 3D
Estimated Time 20 Minutes
Objective To provide you with an opportunity to provide support and guidance to family, carers and/or significant others where appropriate.
Activity 1. What kinds of problems can affect carers, family or significant others?
2. How can you help to address these?
Activity 1A to 3D checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the activity? Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Activity 4A
Estimated Time 30 Minutes
Objective To provide you with an opportunity to implement strategies which minimise the impact of behaviours of concern.
Activity 1. What behaviours are of a concern for those with dementia?
2. What situations can be responsible for behaviours of concern?
3. How should you not react to behaviour of concern?
Activity 4B
Estimated Time 30 Minutes
Objective To provide you with an opportunity to contribute to team discussions on support planning and review.
Activity What types of matters might you discuss at a team discussion for someone with dementia? Create a draft agenda for such a meeting.
Activity 4C
Estimated Time 15 Minutes
Objective To provide you with an opportunity to take action to minimise the likelihood of and reduce the impact of behaviours on the person and others.
Activity Outline five psychosocial strategies and their methodology.
Activity 4D
Estimated Time 15 Minutes
Objective To provide you with an opportunity to evaluate implemented strategies with support planning team to ensure effectiveness in minimising behaviours.
Activity 1. In an event sample observation, what information should you record?
2. What is the ABC method for analysing behaviour?
Activity 5A
Estimated Time 15 Minutes
Objective To provide you with an opportunity to comply with the organisation’s reporting requirements, including reporting observations to supervisor.
Activity What are your organisation’s reporting requirements for both written and verbal reports?

Activity 5B
Estimated Time 15 Minutes
Objective To provide you with an opportunity to complete, maintain and store documentation according to organisation policy and protocols.
Activity 1. How can you complete and maintain documentation?
2. How can you make records identifiable?
Activity 6A
Estimated Time 30 Minutes
Objective To provide you with an opportunity to monitor own stress level in relation to working with people with dementia.
Activity What are the ten signs of stress in caregivers and how can you manage them?

Activity 6B
Estimated Time 15 Minutes
Objective To provide you with an opportunity to use appropriate self care strategies and seek support if required.
Activity What self-care strategies could you employ to minimise the development of stress and manage any that surfaces?
Activity 3A to 6B checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the activity? Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Summative Assessments
The summative assessments are the major activities designed to assess your skills, knowledge and performance, as required to show competency in this unit. These activities should be completed after finishing the Learner Guide. You should complete these as stated below and as instructed by your trainer/assessor.
Skills, knowledge and performance may be termed as:
? Skills – skill requirements, required skills, essential skills, foundation skills
? Knowledge – knowledge requirements, required knowledge, essential knowledge, knowledge evidence
? Performance – evidence requirements, critical aspects of assessment, performance evidence.
Section A: Skills Activity
The Skills Activity is designed to be a series of demonstrative tasks that should be assessed by observation (by the assessor or third party, depending on the circumstances).
It will demonstrate all of the skills required for this unit of competency – your assessor will provide further instructions to you, if necessary.
Section B: Knowledge Activity (Q & A)
The Knowledge Activity is designed to be a verbal questionnaire where the assessor asks you a series of questions to confirm your competency for all of the required knowledge in the unit of competency.
Section C: Performance Activity
The Performance Activity is designed to be a practical activity performed either in the workplace or a simulated environment. You should demonstrate the required practical tasks for the unit of competency and be observed by the assessor and/or third party, as applicable to the situation. If the third party is required to observe you, you will need to make the required arrangements with them.
If necessary for the activities, you should attached completed written answers, portfolios or any evidence of competency to this workbook.

Section B: Knowledge Activity (Q & A)
Objective: To provide you with an opportunity to show you have the required knowledge for this unit.
o
Answer each question in as much detail as possible, considering your organisational requirements for each one.
All answers will vary depending on the learner and the organisation they work for but the learner should be able to answer each question competently.
1. Write a short essay on the latest major findings of dementia research.
2. List all of the different manifestations of dementia.
3. Describe dementia as a progressive neurological condition and the pathological features of amyloid plaques, neurofibrillary tangles and the loss of connection between cells and cell death.
4. What are the common indicators and symptoms of dementia?
5. Explain the different behaviours of concern.
6. What kind of impact can the disease have on the patient and their family?
7. What are the principles of person-centred support?
8. What are some activities that enhance a person’s self-esteem and help to bring pleasure to a patient’s life?
9. Explain the need for and list the different types of verbal and non-verbal communications strategies.

Summative Assessments: Section B checklist
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the summative assessment. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the activity? Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Section C: Performance Activity
Objective: To provide you with an opportunity to demonstrate the required performance elements for this unit.
Where applicable, a signed observation by either an approved third party or the assessor will need to be included in these activities as proof of completion.
This activity will enable you to demonstrate the following performance evidence:
? Provided support to 2 different people living with dementia:
o using a person-centred approach to support
o using appropriate communication strategies
o assisting in implementing a range of suitable activities that meet the person’s needs
Answer the activity in as much detail as possible, considering your organisational requirements.
All activity answers will vary depending on the learner and the organisation they work for but the learner should be able to demonstrate their competency in the unit requirements.
1. Explain in 2 scenarios how will you provide support for TWO different people living with dementia in a residential home setting.
? The learner must implement a person-centred approach to support throughout both sessions with each person.
? The learner needs to use appropriate communication strategies for each patient. As each person is different, a tailored communication approach will be required.
? The learner should also assist the care team in implementing a range of suitable activities for each patient. All activities will meet the person’s unique needs.

Summative Assessments: Section C checklist
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the summative assessment. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner for the activity? Yes No
(Please circle)
Comments
Provide your comments here:
The learner’s performance was: Not yet satisfactory Satisfactory
If not yet satisfactory, date for reassessment:
Feedback to learner:
Learner’s signature
Assessor’s signature
Supplementary Oral Questions (optional) – for assessor
The below table is for you to document any supplementary verbal questions you have asked the learner to determine their competency. For example, if you are unsure of their answer to a question in the Learner Workbook, you may choose to ask them a supplementary question to clarify their understanding of the relevant criteria.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date of assessment
Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory
Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory

Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory
Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory
Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory

Feedback for the learner
I have read, understood, and am satisfied with the feedback provided by the assessor.
Learner’s name
Learner’s signature
Assessor’s name
Assessor’s signature

Competency record to be completed by assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the overall unit. Indicate in the table below if the learner is deemed competent or not yet competent for the unit or if reassessment is required.
Learner’s name
Assessor’s name
Unit of Competence
(Code and Title)
Date(s) of assessment
Has the learner completed all required assessments to a satisfactory standard? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner to prove their competency across the entire unit? Yes No
(Please circle)
The learner has been assessed as competent in the elements and performance criteria and the evidence has been presented as:
Authentic Yes No
(Please circle)
Valid Yes No
(Please circle)
Reliable Yes No
(Please circle)
Current Yes No
(Please circle)
Sufficient Yes No
(Please circle)

Learner is deemed: Not yet competent Competent
If not yet competent, date for re-assessment:
Comments from trainer/assessor:
Learner’s signature
Assessor’s signature

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