Worldwide Micro Electric Vehicles Market Report 2018 Essay Example for Free

Worldwide Micro Electric Vehicles Market Report 2018 Essay Micro electric vehicles are driven by electric battery propulsion with a power rating of 4-10 KWh and are generally two to four-seater vehicles. This class of vehicles was earlier considered to belong to the category of electric vehicles, but as a result of the increased demand for this product and rapid growth of the market, they now form a separate market category. Analysts forecast the Global Micro Electric Vehicles market will grow at a CAGR of 14. 91 percent over the period 2013-2018. The Report recognizes the following companies as the key players in the Global Micro Electric Vehicles Market : Ingersoll Rand plc Polaris Industries Inc. , Textron Inc. , Yamaha Motor Corp. , Canadian Electric Vehicles Ltd. , Chongqing Huansong Industries (Group) Co. Ltd. , Columbia ParCar , E-Ride Industries , Italcar, Pride Mobility Products Corp. , Shenzhen Marshell Green Power Co. Ltd. , Suzhou Eagle Electric Vehicle Manufacturing Co. Ltd. , Tomberlin Automotive Group, Zhejiang Ruifeng (R P) Industry Group The focus of vendors has shifted to finding ways to extend the life of Li-ion batteries. These batteries are now used in a variety of applications such as cell phones, laptops, PCs, power tools, electric bikes, electric scooters, tablets, medical devices, UPS systems, and transit buses. These batteries have completely replaced lead-acid batteries in several applications. The Global Li-Ion Battery market for Hybrid and Electric Vehicles is expected to grow yearly at 20 percent till 2025 Complete Report is Available @ http://www. sandlerresearch. org/global-micro-electric-vehicles-market-2014-2018. html . Covered in this Report. The Global Micro Electric Vehicles market can be divided into three segments: Quadricycles, Golf Carts, and Mobility Vehicles for the Disabled. To calculate the market size, the report considers the revenue generated from the combined sales of all three segments. . In addition, the report discusses the major drivers that influence the growth of the Global Micro Electric Vehicles market. It also outlines the challenges faced by the vendors and the market at large, as well as the key trends that are emerging in the market. Global Micro Electric Vehicles Market 2014-2018, has been prepared based on an in-depth market analysis with inputs from industry experts. The report covers the Americas and the EMEA and APAC regions; it also covers the Global Micro Electric Vehicles market landscape and its growth prospects in the coming years. The report also includes a discussion of the key vendors operating in this market. According to the report, the Global Micro Electric Vehicles market has taken center stage mainly because of the increase in government subsidies for manufacturers and incentives for buyers of such vehicles. Gasoline and diesel-based vehicles are major generators of greenhouse gas emissions. Various governments are taking an active interest in reducing the increasing emission levels of greenhouse gases. They are also actively involved in promoting clean and efficient ways of transportation. Further, the report states that the inadequate infrastructure for charging electric vehicle batteries is a major challenge faced by the Global Micro Electric Vehicles market. Also, the time taken to recharge these batteries is too long. There is a lot of scope to improve the infrastructure for charging batteries. Hence, the present infrastructure is not sufficient to cater to current demand. Inquire Before buying the Report @ http://www. sandlerresearch. org/inquire-before-buying? rname=19637 . Contact [emailprotected] org / Call +1 888 391 5441 for further information on â€Å"Global Micro Electric Vehicles Market 2014-2018† report OR for any other market research and intelligence needs you may have for your business.

Markets Segmentation And Market Mix Of Easyjet Marketing Essay

Markets Segmentation And Market Mix Of Easyjet Marketing Essay Introduction Easyjet is a successful example of a European no-frills airline. Founded by the Cypriot Stelios Haji-Iaonnou in 1995, Eayjet gained a dominant market position over time thanks to its excellent marketing strategies. How Easyjet has segmented its market for its major product and what is the marketing mix? Which parts of the marketing mix are done efficiently and which parts need some improvements Markets segmentation and marketing mix of Easyjet Easyjets market segmentation Low-cost airlines like Easyjet, have picked up some customers from their traditional competitors like BA (British Airways) or Air France, but have specially created a large traffic of induction (creating a new market). Easyjet operates in a different way to Ryan Air its direct competitor in the market, which is targeting the leisure traveller for whom the ticket price is important. Easyjet has the same type of clientele for whom the ticket price was slightly less important and also business customers whose companies seek to save on transportation costs, but care about the travels conditions. So Easyjet has two different kind of customers who are leisure customers and the business customers. 1.2 Easyjets marketing mix Any business that does not have a concerted marketed strategy is setting itself up to fail. So what is the Easyjets marketing mix in term of product, place, price and promotion? Product Product is the most important component in an organization. Without a product there is no place, no price, no promotion, and no business. Product is anything that can be offered to a market to satisfy a want or a need. It is the core ingredient of the marketing mix and is everything favourable and unfavourable, tangible and intangible received in the exchange of an idea, service or good (Kotler 11th edition, 2003). Easyjet is a business offering service products, flights across destinations, in the transportation industry. Easyjet operates over 500 routes and has 182 aircrafts in 28 countries (www.easyjet.com). Easy-Jet positions itself as low-cost airlines or better as cutting costs airlines. Its product strategy stops to the actual product without concern about the augmented product. They dont offer service at all but just the ticket. For example Easy-Jets product strategy ends at the expected level of five-product levels. There is no augmented product. There is no business seat on flights (Easyjet offer a mono class of seat but does not offer last minute deals), no executive lounge at airports, no free food and drinks on flights, no entertainment on flights, and in most cases Easy-Jet flies from major airports. Place Easyjet targets customers looking to minimise their transportation costs, or any type of customer looking for a low price. In general Easyjets customer is a customer who started to prefer the plane to land transportation to browse for short distances between different cities served. So Easyjet is competing as well with the airlines as the land transports price Price is the value placed on what is exchanged during the marketing process. The customer exchanges his/her money or donation in return for a satisfaction or utility (S. Dibb and L. Simkin 2001). Easyjet has always had a one-way ticketing policy. The airline has only one price in the market for any one flight at any one time. The lowest fare is offered into the market first and then prices rise as the departure draws closer and the seats are sold. This ticketing philosophy is transparent to consumers. There is a value for money offering, which is easily understood by consumers. By offering only one price in the market, the consumer is confident that shopping around using other channels or making greater ticketing restrictions will not reap the reward of lower fares. As the airline educates their consumers that the cheapest fares are sold first, consumers checking prices are more likely to purchase straightaway as they will have confidence that lower prices are not likely to appear later. The airline only sells tickets on a one-way basis and therefore if a passenger wants a return ticket they must buy two one-way tickets. The advantage of this for passengers is that they can b ook short stay trips without having to pay flexible return ticket prices. For business travellers the availability of flexible tickets is usually considered important. If a business meeting runs over the traveller needs to be able to change their ticket and take a later flight. This depends on two things. Firstly the ability to change the ticket, and secondly the availability of a later flight to change on to. Easyjet has been targeting business travellers and therefore they have addressed these issues by increasing the number of daily flights to key business destinations and by introducing a method of changing tickets. For a fee of  £10 Easyjet passengers can change their ticket to a different flight as long as there is an available seat on the desired flight To reflect the current market price, the traveller will have to pay the difference between the price they originally paid for the ticket and the current price for a seat on the required flight. The airline can then release t he seat no longer required on the original flight and sell this seat again. promotion The distribution policy of Easyjet shows a high use of direct sales from call centre and internet outside traditional distribution channels. 95% of the seats are sold online (www.easyjet.com). They use electronic ticket, reducing cost of ticketing procedures and remove two Kinds of costs: -commission for travel agencies -transaction related to reservation systems What part of the marketing need to be improved? Easyjet is one of the most successful of the new economy carriers in Europe. So they have a strong marketing strategies and it is going to be a little bite difficult to change this strategy but it can always been improved. Product Easyjet could benefit from randomly offering last-minute deal under its single pricing strategy. By occasionally lowering ticket prices to bump up revenue on some unbooked-flights, Easyjet could create the expectation that such bargains would be available on a predictable basis. Easyjet could create another brand having different mission and different market target and offering an augmented product such a better quality at a low price as Delta Airlines did with Song. Promotion The use of the internet ticketing is dangerous in case of dysfunction of the server because of infection by viruses or any other kind of software problem. It is undeniable that this system reduces cost but it can cause problem if the general is touched by problem. Conclusion If the other marketing strategies enable the company to evaluate everything about the business, only the marketing mix

My Teaching Philosophy Statement Essay -- Philosophy on Education Teac

My Teaching Philosophy Statement There are many teachers, with many different teaching styles. There are teachers who are strict and do not allow for any disruptions in the classroom. Then we have teachers who do not even really care what is going on in the classroom. The way that these teachers, and so many more, teach is a result of their personal philosophies on education. Before you can decide how you want to run your classroom, you need to remember that not all students learn in the same way. Some learn by doing things on their own, while others learn better in groups. Some students learn with rote memorization and others learn from doing. Every classroom has students of every kind. So, when you are thinking about classroom management, you always have to think of what is best for the students and not just for you. Just like you have to think about the students, you have to think about what you are teaching and what the best way to go about teaching it is. If you are an English teacher, you would not want the students to write papers as a group and likewise, if you are a science teacher students should not have to do experiments on their own. Education is very important for a person to succeed in life. The purpose of education is to prepare a student for life and to discover themselves. As a teacher, I hope to help students not only learn what is required but I hope to make them want to discover more on their own. I want them to want to learn. As for the students, I only expect them to put forth their best efforts and try. Not everyone likes everything and I would not expect someone to. As for the way that I want to teach, I want to use a combination of pragmatism and idealism. Students shou... ...t to me, but I feel that the way that I will teach best suits me and best suits the interests of my future students. I want to be the best teacher that I can be and this is the way that I will do this. By being open and democratic. I plan on teaching science and I feel that it is one of the most important subjects that a student will have during his or her high school career. Science is the foundation for everything that we know. Without it, we would live the lifestyles that we do today. As for my future, I hope to become a teacher that is respected and liked. I want to learn from my mistakes and continue to grow and learn. Right now, I do not see myself as going on to receive a masters or anything, but that could always change. The future is hard to decide on but I do know that I want to be a teacher and make a difference in at least one persons life.

Euthanasia Essay -- essays research papers fc

Imagine yourself lying on a hospital bed totally unaware of the happenings around you. Doctors and family members come and go, mostly out of habit now, because they know there’s nothing more they can do. Many of their visits are a blur to you, with their voices and movements becoming unrecognizable. The pain you experience is nothing short of excruciating, but the hospital has exhausted all of their resources in their attempt to help you. After months of medication and efforts to assist your recovery, you’re left with nothing to show for it other than the dreadful bills. Your family is just patiently waiting for your final days.   Ã‚  Ã‚  Ã‚  Ã‚  Luckily, you are not in a situation like this, and hopefully you never will be. However one must wonder what they would want to be done if they ever were. Would you want the hospital to keep searching for answers and cures? Or would you rather be brought to the comfort of your home to die peacefully? Or would you, like many others seem to, prefer ending your personal suffering and inconvenience to family through euthanasia? In the article titled â€Å"Euthanasia Definitions†, euthanasia.com defines euthanasia as â€Å"the intentional killing by act or omission of a dependent human being for his or her alleged benefit.† An action similar to euthanasia, defined in the same article is known as physician assisted suicide. While sometimes the two terms are used interchangeably, physician assisted suicide is when a doctor provides a patient with education and or instruments useful to ending their own life without truly partaking in the death. â€Å"Euthanasia Definitions† also passionately stresses the fact that there is no such thing as passive euthanasia, which is thought of as death resulting from ending treatment that was ineffective, or providing too much medication without the intention of ending life. Euthanasia is fully an intentional act resulting in death. With a growing public awareness and its abundant levels of controversy, the currently illegal act of euthanasia has come of widespread interest. Derek Humphry is a significant advocate for the legalization of euthanasia for the terminally ill. He wrote the book Final Exit: The Practicalities of Self-Deliverance and Assisted Suicide for the Dying that became a #1 Bestseller for the New York Times. In this book Derek Humphry provides information to the terminall... ...a growing concern of most Americans.† Works Cited â€Å"Arguments Against Euthanasia.† Euthanasia.com. 2004. 22 December 2004 Baskin-Jones, Michelle. â€Å"Biographical Profile of Dr. Jack Kevorkian.† Death and Dying. 2004. About, Inc. 29 December 2004. Cundiff, David. Euthanasia is Not The Answer: A Hospice Physician’s View. Totowa, New Jersey: Humana Press, 1992. â€Å"Euthanasia Definitions.† Euthanasia.com. 2004. 22 December 2004   Ã‚  Ã‚  Ã‚  Ã‚   Humphry, Derek. Final Exit: The Practicalities of Self-Deliverance and Assisted Suicide for the Dying. New York, New York: Dell Publishing, 2002. Kirkland, Michael. â€Å"Analysis: Life, death in the Schiavo case.† United Press International. 2004. The Washington Times. 29 December 2004.   Ã‚  Ã‚  Ã‚  Ã‚   â€Å"Live Suicide Show and Related News.† Hell On Earth. 2004. 2 January 2005 MacQueen, Ken. â€Å"Choosing Suicide.† Maclean’s 5 Aug. 2002: 40. MAS Ultra – School Edition. EBSCO. CLS High School Lib., Crystal Lake, IL. 9 December 2004. â€Å"Reasons for Euthanasia.† Euthanasia.com. 2004. 22 December 2004   Ã‚  Ã‚  Ã‚  Ã‚   â€Å"The Thanatron.† The Kevorkian Verdict. 1998. PBS. 29 December 2004.   Ã‚  Ã‚  Ã‚  Ã‚  

John Steinbeck’s Of Mice and Men Essay -- Literary Criticism

Abstract: When Of Mice and Men is read between the lines, it is easy to discover Steinbeck’s objective. Men are destined to be alone, despite their hardships, despite their connections. In order to establish these ideas Steinbeck develops his characters, the relationships they share, and their interactions. Of Mice and Men is considered a classic novel for a reason. Steinbeck does an excellent job of establishing powerful themes while using unparalleled writing techniques. Steinbeck was able to take his upbringing as the common man and turn it into inspiration for novels. At the mention of the name, â€Å"John Steinbeck,† many associations can be made to the classic works produced by the man. However, he did not begin his life as a successful writer. Growing up in Salinas, California, Steinbeck lived the life of a common man, working to survive in the Land of Promise. He began to develop a taste for writing; however, he studied marine biology while he attended Stanford University. Without graduating with a degree, Steinbeck began working as a laborer and reporter for the American in New York City. After realizing that he was not meeting his goals, or at least coming close to them, Steinbeck moved back to California where he continued to work in various odd jobs while he pursuing his career as a professional writer. In the early 1930’s Steinbeck met Edwards Ricketts, a marine biologist who later became a major influence on his works. Steinbeck enjoyed listening to Ricketts’s views on the interdependence of life. Steinbeck became i ntrigued by these concepts and began applying these themes to all of his developing works. His first two publications were undeveloped and deemed failures, but with the production of Of Mice and Men, Steinbeck was introduced to the world of literary acceptance.   Ã‚  Ã‚  Ã‚  Ã‚  Of Mice and Men is considered an American classic that is taught by almost every high school and featured on most â€Å"must read† booklists. The reason for such appraise can be found in the themes lying within the book. Steinbeck establishes the concepts of man’s destiny by developing his characters, the relationships they share, and their interactions and using them to reinforce underlying themes. The relationship between Lennie and George opens many types of interpretation for critics of the novel. Some wonder whether George cares for Lennie and a person, or maybe Geo... ...e alone, despite their hardships, despite their connections. In order to establish these ideas Steinbeck develops his characters, the relationships they share, and their interactions. Of Mice and Men is considered a classic novel for a reason. Steinbeck does an excellent job of establishing powerful themes while using unparalleled writing techniques. Steinbeck was able to take his upbringing as the common man and turn it into inspiration for novels. WORKS CITED Attell, Kevin. Novels for Students: Man and Animal. Stanford University Press: Stanford California, 2004. Folsom, James K.. Critical Survey of Short Fiction. Salem Press: Englewood Cliffs, NJ, 1981. French, Warren. Reference Guide to American Literature. Harmony Books: New York, 1987 Goldhurst, William. Of Mice and Men: John Steinbeck’s Parable of the Curse of Cain. Western American Literature: New York, 1971. Levant, Howard. The Novels of John Steinbeck: A Critical Study. Columbia, Mo.: University of Missouri Press, 1974. Lisca, Peter. John Steinbeck, Nature and Myth. New York: Thomas Y. Crowell, 1978. Paul, Louis. Contemporary Literary Criticism. William Beneton: Detroit, Michigan, 1982.

Japan’s Occupation: An American Operation

The occupation of Japan was, from start to finish, an American operation. General Douglans MacArthur, sole supreme commander of the Allied Power was in charge. The Americans had insufficient men to make a military government of Japan possible; so they decided to act through the existing Japanese gobernment. General MacArthur became, except in name, dictator of Japan. He imposed his will on Japan. Demilitarization was speedily carried out, demobilization of the former imperial forces was completed by early 1946. Japan was extensively fire bomded during the second world war. The stench of sewer gas, rotting garbage, and the acrid smell of ashes and scorched debris pervaded the air. The Japanese people had to live in the damp, and cold of the concrete buildings, because they were the only ones left. Little remained of the vulnerable wooden frame, tile roof dwelling lived in by most Japanese. When the first signs of winter set in, the occupation forces immediately took over all the steam-heated buildings. The Japanese were out in the cold in the first post war winter fuel was very hard to find, a family was considered lucky if they had a small barely glowing charcoal brazier to huddle round. That next summer in random spots new ho uses were built, each house was standardized at 216 square feet, and required 2400 board feet of material in order to be built. A master plan for a modernistic city had been drafted, but it was cast aside because of the lack of time before the next winter. The thousands of people who lived in railroad stations and public parks needed housing. All the Japanese heard was democracy from the Americans. All they cared about was food. General MacArthur asked the government to send food, when they refus ed he sent another telegram that said, Send me food, or send me bullets. † American troops were forbidden to eat local food, as to keep from cutting from cutting into the sparse No food was was brought in expressly for the Japanese durning the first six months after the American presence there. Herbert Hoover, serving as chairman of a special presidential advisory committee, recommended minimum imports to Japan of 870,000 tons of food to be distributed in different urban areas. Fish, the source of so much of the protein in the Japanese diet, were no longer available in adequate quantities because the fishing fleet, particularly the arge vessels, had been badly decimated by the war and because the U. S. S. R. closed off the fishing grounds in the north. The most important aspect of the democratization policy was the adoption of a new constitution and its supporting legislation. When the Japanese government proved too confused or too reluctant to come up with a constitutional reform that satisfied MacArthur, he had his own staff draft a new constitution in February 1946. This, with only minor changes, was then adopted by the Japanese government in the form of an imperial amendment to the 1889 constitution and went into effect n May 3, 1947. The new Constitution was a perfection of the British parliamentary form of government that the Japanese had been moving toward in the 1920s. Supreme political power was assigned to the Diet. Cabinets were made responsible to the Diet by having the prime minister elected by the lower house. The House of Peers was replaced by an elected House of Councillors. The judicial system was made as independent of executive interference as possible, and a newly created supreme court was given the power to review the constitutionality of laws. Local governments were given greatly increased powers. The Emperor was reduced to being a symbol of the unity of the nation. Japanese began to see him in person. He went to hospitals, schools, mines, industrial plants; he broke ground for public buildings and snipped tape at the opening of gates and highways. He was steered here and there, shown things, and kept muttering, â€Å"Ah so, ah so. † People started to call him â€Å"Ah-so-san. Suddenly the puyblic began to take this shy, ill-at-ease man to their hearts. They saw in him something of their own conqured selves, force to do what was alien to them. In 1948, in a newspaper poll, Emperior Hirohito was voted the Civil liberties were emphasized, women were given full equality with men. Article 13 and 19 in the new Constitution, prohibits discrimination in political, economic, and social relations because of race, creed, sex, social status, or family origen. This is one of the most explicitly progressive statements on human rights anywhere in law. Gerneral Douglas MacArthur emerged as a radical feminist because he was â€Å"convinced that the place of women in Japan must be brought to a level consistent with that of women in the western democracies. † So the Japanese women got their equal rights amendment long before a oncerted effort was made to obtain one in America. Compulsory education was extened to nine years, efforts were made to make education more a traning in thinking than in rote memory, and the school system above the six elementary grades was revised to conform to the American pattern. This last mechanical change produced great confusion and dissatisfaction but became so entrenched that it could not be revised even after the Americans departed. Japan's agriculture was the quickest of national activities to recover because of land reform. The Australians came up with the best plan. It was basis was this: There were to be no absentee landlards. A person who actually worked the land could own up to 7. 5 arcers. Anyone living in a village near by could keep 2. 5 acres. Larger plots of land, exceeding these limits, were bought up by the government and sold on easy terms to former tenants. Within two years 2 million tenants became landowners. The American occupation immediately gained not only a large constituency, for the new owners had a vested interest in preserving the change, but also a psychological momentum for other changes they wanted to initiate. The American labor policy in Japan had a double goal: to encourage the growth of democratic unions while keeping them free of communists. Union organization was used as a balance to the power of management. To the surprise of the American authorties, this movement took a decidedly more radical turn. In the desperate economic conditions of early postwar Japan, there was little room for successful bargaining over wages, and many labor unions instead made a bid to take over industry and operate it in their own behalf. Moreover large numbers of workers in Japan were government employees, such as ailroad workers and teachers, whose wages were set not by management but by the government. Direct political action therefore seemed more meani ngful to these people than wage bargaining. The Japanese unions called for a general strike on February 1, 1947. MacArthur warned the union leadership that he would not countenace a nationwide strike. The strike leaders yieled to MacArthur's will. The reafter the political appeal of radical labor action appeared to wane. The Americans wanted to disband the great Zaibatsu trust as a means of reducing Japan's war-making potential. There were about 15 Zaibatsu families such as – Mitsui, Mitsubishi, Yasuda, and Sumitomo. The Zaibatsu controled the industry of Japan. MacArthur's liaison men pressured the Diet into passing the Deconcentration Law in December 1947. In the eyes of most Japanese this law was designed to cripple Japanese business and industry forever. The first step in breaking up the Zaibatsu was to spread their ownership out among the people and to prevent the old owners from ever again exercising control. The stocks of all the key holding companies were to be sold to the public. Friends of the old Zaibatsu bought the stock. In the long run the Zaibatsu were not exactly destroyed, but a few were weakened and others underwent a considerable shuffle. The initial period of the occupation from 1945 to 1948 was marked by reform, the second phase was one of stabilization. Greater attention was given to improvement of the economy. Japan was a heavy expense to the United States. The ordered breakup of the Zaibatsu was slowed down. The union movement continued to grow, to the ult imate benefit of the worker. Unremitting pressure on employers brought swelling wages, which meant the steady expansion of Japan domestic onsumer market. This market was a major reason for Japan's subsequent economic boom. Another boom to the economy was the Korean War which proved to be a blessing in disguise. Japan became the main staging area for military action in Korea and went on a war boom economy with out having to fight in or pay for a war. The treaty of peace with Japan was signed at San Francisco in September 1951 by Japan, the United States, and forty-seven other nations. The Soviet Union refused to sign it. The treaty went into effect in April 1952, officially terminating the United States ilitary occupation and restoring full independence. What is extraordinary in the Occupation and its aftermath was the insignificance of the unpleasant. For the Japanese, the nobility of American ideals and the essential benignity of the American presence assuaged much of the bitterness and anguish of defeat. For the Americans, the joys of promoting peace and democracy triumphed over the attendant fustrations and grievances. Consequently, the Occupation served to lay down a substantial capital of good will on which both America and Japan would draw in the years ahead.

Safety and Health

|Title |HSC 027 Contribute to health and safety in health and social care | |Level |2 | |Credit value |4 | |Learning outcomes |Assessment criteria | |The learner will: |The learner can: | |1. Understand own responsibilities, and the |1. 1 Identify legislation relating to general health and safety in a health or social | |responsibilities of others, relating to health and |care work setting | |safety in the work setting |1. 2 Describe the main points of the health and safety policies and procedures agreed | | |with the employer | | |1. Outline the main health and safety responsibilities of: | | |self | | |the employer or manager | | |others in the work setting | | |1. 4 Identify tasks relating to health and safety that should not be carried out | | |without special training | | |1. Explain how to access additional support and information relating to health and | | |safety | |2. Understand the use of risk assessments in |2. 1 Explain why it is important to assess health and safety hazards posed by the work | |relation to health and safety |setting or by particular activities | | |2. 2 Explain how and when to report potential health and safety risks that have been | | |identified | | |2. Explain how risk assessment can help address | | |dilemmas between rights and health and safety | | |concerns | |3. Understand procedures for responding to |3. 1 Describe different types of accidents and | |accidents and sudden illness |sudden illness that may occur in own work setting | | |3. 2 Outline the procedures to be followed if an | | |accident or sudden illness should occur | |4.Be able to reduce the spread of infection |Demonstrate the recommended method for hand washing | | |Demonstrate ways to ensure that own health and hygiene do not pose a risk to others at| | |work | |5. Be able to move and handle equipment and other|Identify legislation that relates to moving and handling | |objects safely |Explain principles for moving and handling equip ment and other objects safely | | |Move and handle equipment or other objects safely | |6.Know how to handle hazardous substances and |Identify hazardous substances and materials that may be found in the work setting | |materials |Describe safe practices for: | | |Storing hazardous substances | | |Using hazardous substances | | |Disposing of hazardous substances and | | |materials | |7.Understand how to promote fire safety in the |Describe practices that prevent fires from: | |work setting |starting | | |spreading | | |Outline emergency procedures to be followed in the event of a fire in the work setting| | |Explain the importance of maintaining clear evacuation routes at all times | |8. Be able to implement security measures in the |Use agreed ways of working for checking the identity of anyone requesting access to: | |work setting |Premises | | |Information | | |8. Implement measures to protect own security and the security of others in the | | |work setting | | |8. 3 Explain the importance of ensuring that others are aware of own whereabouts | |9. Know how to manage own stress |Identify common signs and indicators of stress | | |Identify circumstances that tend to trigger own stress | | |Describe ways to manage own stress | Additional information about the unit | |NOS ref |HSC 22 HSC 221 HSC 223 | | |Content recurs throughout HSC NOS knowledge requirements | |Unit purpose and aims |This unit is aimed at those working in a wide range of settings. It provides the learner | | |with the knowledge and skills required to carry out their work safely. | |Assessment requirements or guidance |This unit must be assessed in accordance with Skills for Care and Development QCF | | |Assessment Principles. | | | | |LO 4, 5, and 8 must be assessed in a real work environment | |Additional Information |Others may include: | | |Team members | | |Other colleagues | | |Those who use or commission their own health or social care services | | |Famil ies, carers and advocates | | | | | |Work setting may include one specific location or a range of locations, depending on the | | |context of a particular work role | | | | | |Policies and procedures may include other agreed ways of working as well as formal | | |policies and procedures | | | | |Tasks that the learner should not carry out without special training may include those | | |relating to: | | |Use of equipment | | |First aid | | |Medication | | |Health care procedures | | |Food handling and preparation | | | | | |Stress can have positive as well as negative effects, but in this unit the word is used | | |to refer to negative stress |