INTERPERSONAL COMMUNICATIONS FOR HUMAN SERVICES

COURSE: HSER 120                                       INSTRUCTOR: xxxxxxxxxxxx

SECTION: CRN: 50095                                  OFFICE LOCATION: AB165e

SEMESTER: Summer 2021                                       OFFICE HOURS: By appointment

TIME: Tuesdays 5:30-8:20pm                        OFFICE PHONE: xxxxxxxxxxx  

LOCATION: Online                                        EMAIL: xxxxxxxxxxx                                                       

COURSE DESCRIPTION

This course introduces students to effective interpersonal communications for human services. Topics include active listening, building rapport, conflict resolution, cultural humility, emotional intelligence, empathy, Indigenous cultural safety, personal and professional values, use of self, verbal and non-verbal communications, paraphrasing, questioning, and world view.

Learning Outcomes:

Upon successful completion of this course, students will be able to:

  1. Acknowledge the influence of personal world view on communications
  2. Distinguish between personal values and professional duties and obligations (e.g., confidentiality)
  3. Demonstrate cultural humility when communicating with diverse populations (e.g., Indigenous cultural safety)
  4. Demonstrate active listening skills (physical and psychological attending, minimal encouragers)
  5. Demonstrate Rogers’ Core Conditions (respect, empathy, genuineness/authenticity, and humility)
  6. Engage in the effective use of self (concept, awareness, esteem, disclosure)
  7. Articulate the difference between academic, social, and emotional intelligence
  8. Recognize the importance of nonverbal communications
  9. Distinguish between a variety of interpersonal communication responding styles
  10. Demonstrate engagement skills (rapport building)
  11. Reflect, summarize, and paraphrase to understand and empathize
  12. Ask relevant, appropriate, and timely questions
  13. Identify different conflict styles and demonstrate conflict resolution skills

Required Texts

Harms, L. & Pierce, J. (2019). Working with people: Interviewing and assessment skills for human service and social work practice (Canadian edition). Don Mills, ON: Oxford University Press.

School of Social Work and Human Services. (2019). HSER 120: Interpersonal communications for human services course pack. Abbotsford, BC: University of the Fraser Valley.

Methods of Instruction

The methods of instruction are intended to accommodate various learning styles:

  • Lectures via Collaborate or Zoom
  • Small group discussions
  • Experiential learning activities
  • Skills training
  • Demonstration of skills
  • Feedback on skills development
  • Written assignments
  • Video recordings

Participants accept and value:

  • The uniqueness of everyone
  • The underlying humanity we all share
  • The principle of equal rights and social justice
  • Cultural diversity and a willingness to learn from others
  • Respect for one another
  • The confidentiality of other students

Expectations

What you can expect from the instructor:

  • To model the skills being taught
  • To lecture clearly
  • To train you in, and give feedback on, your skills development
  • To be prepared for class
  • To be open to learning
  • To give you feedback on your written assignments

What I expect from you:

  • To participate in in-class discussions, small group work, and skills practice
  • To practice the skills outside the classroom
  • To be prepared for discussions: complete required readings and assignments before class
  • To submit work in on time
  • To be open to listening to and learning from others
  • To be responsible for any materials missed due to absence
  • To maintain confidentiality
  • To follow the interpersonal communication rule that, unless we are working in pairs or in groups, only one person at a time will speak.

STUDENT EVALUATION:

  1. World View Paper                                                 Due: June 1

Value:          25%

  • Mid-Term Exam:                                                    Due: June 15
  •  

          Value:          20%

  • Video Recording Assignment                               Due: July 13

Part 1:         Demonstration of Skills Video Recording and Transcript

          Value:           15%

          Part 2:         Self-Critique of Skills Video Recording 

          Value:          15%

  • Assignment: Self Care in the Human Services   Due: July 27

Value:          25%

Because of the experiential nature of this course, students are strongly encouraged to attend and participate in the online sessions.

All assignments and video recordings must be completed, and credit will be denied to students who do not complete all assignments.

School of Social Work and Human Services GRADING POLICIES

UFV PointsLetter Grade% RangeGeneral Grading Criteria
4.33A+90 – 100Represents work of exceptional quality. Content, organization, and style all at a high level.
4.00  A85 – 89Demonstrates excellent research and use of literature where appropriate.
3.67A-80 – 84Reveals sound, critical, and innovative thinking/ideas on a subject. Shows personal engagement with the topic.
3.33B+77 – 79Represents work of good quality with no major weaknesses. Writing is clear, explicit.
3.00  B73 – 76Coverage, comprehension of topic is more than adequate.
2.67B-70 – 72Some degree of critical thinking, personal engagement with the work. Good use of existing knowledge on the subject.
2.33C+67 – 69Adequate, average work. Shows fair comprehension of the subject.
2.00  C63 – 66Some weakness in content, style, and/or organization of the work.
1.67C-60 – 62Minimal critical awareness, personal involvement in the work. Minimal use of literature.
1.00  D50 – 59Minimally adequate work, just at a passing level. Serious flaws in content, organization, and/or style. Poor to minimal understanding of the subject. Minimal involvement in the subject. Poor use of research and literature.
0.00F<50 (fail)Below a passing level. Completely inadequate work.

Grades for Pre-requisites

A grade of “C” or better is required for all courses for which the grade in question is a pre-requisite. In other words, to take HSER 200, you must obtain a “C” or better in HSER 120.

Regarding Assignments and Student Evaluation

All written assignments are to be presented in suitable form and must meet the UFV minimum standard for proficiency in writing. If you are unable to submit a required assignment because you are ill or unable to be in class for a serious reason, you must notify me before the due date and negotiate an alternate date to submit your assignment. The following are rules that apply to all assignments required for a final grade in this course:

  1. Assignments are due on the dates indicated.
  2. Failure to submit the assignment on the date indicated will result in a half letter grade being deducted per day late.
  3. All assignments must be completed and submitted to receive a final passing grade.
  4. There will be no extensions without permission prior to the due date.
  5. Assignments submitted past the agreed upon date of an extension will result in a half letter grade being deducted per day late.
  6. Extensions that are approved for valid reasons will not exceed seven days.
  7. A late submission for every assignment is not acceptable.
  8. Papers will be graded on how skillfully you address the components of the assignment. Presentation—including grammar, spelling, and the proper use of secondary sources—is evaluated.
  9. A photocopied or illegible paper will be returned unmarked.
  10. The instructor may allow a student to resubmit an assignment under certain circumstances.However, any supplementary or resubmitted assignments will receive a grade not higher than a C.
  11. Students will use the current edition of the APA manual (Publication Manual of the American Psychological Association) as a guide to essay mechanics (i.e., style of documentation, use of headings, etc.).  This is available from both the UFV library and bookstore.  There is also an APA style handout available through the UFV library.
  12. Lectures may be used as a basis for written assignments but they are not generally sufficient sources in and of themselves.
  13. Assignments must be typewritten using double-spaced in 12-point font, with one-inch margins all around. This should yield approximately 250 words per page.
  1. You may be asked to submit notes and/or drafts as part of the grading of your assignments. Please note that UFV Policy 70 on Academic Misconduct states:

         In investigating suspected academic misconduct, instructors, department or program heads, and UFV administrators may use any reasonable legal methods, including but not limited to discussion of the case details with the Office for Academic Integrity and Appeals, electronic services, online searches, circulation to other instructors in related courses, interviews with the Student, and asking the Student to submit rough notes or other proof of composition.

A Reminder about Plagiarism and Cheating

Please remember that plagiarism and cheating are serious academic offenses and mean more than just intentionally copying someone else’s work: they also include using ideas that are not your own without acknowledging their source.  Even if you paraphrase a statement, it must still be credited to the originator.  If the question of plagiarism or cheating arises, students must be able to demonstrate that the assignment is their own work by producing notes and/or a

draft.  Please familiarize yourself with information about academic integrity and misconduct at:http://www.ufv.ca/ai/academic-misconduct/

Attendance and Participation

All students are encouraged to attend online classes, complete all assigned readings before online classes, participate in online discussions and exercises to the best of their ability, respect class agreements, and are expected to complete all course assignments. Active involvement on the part of all students is desirable and helps to create an engaging and collaborative learning environment for all.

As you are ultimately responsible for your own learning, you are still responsible for any material covered in class if you are absent.  Zoom or Collaborate sessions will be recorded and will be made available on Blackboard. Please follow the course outline and stay on top of your assignments.  If you are unclear about any of the ideas raised in class or about the requirements of any of the assignments, please ask the instructor.

Confidentiality

Students are reminded that disclosures in the classroom are to be kept confidential. Please apprise yourself of the rules of confidentiality contained in the BC College of Social Workers’ Code of Ethics and Standards of Practice. You are expected to conduct yourself accordingly.

Centre for Accessibility Services

The Centre for Accessibility Services operates as the central contact point for students with disabilities. Services for students focus upon providing accommodations, assistive technology, and services to help meet academic demands, while promoting student responsibility and self-advocacy.

Students with disabilities who request accommodation must register with Accessibility Services at UFV. The Centre will provide the instructor with the accommodations required by the student (the nature of the student’s disability is not disclosed to the instructor). It is the student’s responsibility to register with the Centre and have any requested accommodations authorized. Students who do not register with Accessibility Services or who do not receive authorization for accommodation from Accessibility Services will not receive accommodation. Requests for accommodation should be submitted prior to the start of the semester or at the beginning of the semester in which the student is enrolled. Requests for accommodation received after the semester has ended will not be considered. If you think that these services could be of support to you, please visit: https://www.ufv.ca/accessibility/

Withdrawal from Courses

Please check the UFV calendar for information about withdrawal dates.

ASSIGNMENTS:

Mid Term Exam:

Value: 20%

World View Paper                                                                                                   
Value: 25%         

Leaning Outcome

The objective of HSER 120 is for students to apply interpersonal communications concepts to their work and personal lives. The world view paper encourages you to situate yourself within HSER 120 learning, providing you with the opportunity to critically examine the contexts, influences, and assumptions that shape your beliefs about the way you communicate to others. The assignment requires you to articulate concepts covered in the course with reflections on your developing world view and interpersonal communication style.

Description

The paper’s format and content should be guided by and include a discussion of the following topics:

  1. What have been the strongest influences on your developing world view? (2 points) How have these influences contributed to your self-concept, self-esteem, and patterns of interpersonal communications?
  1. How have race, ethnicity, culture, gender, social class, and other diverse aspects of your identity influenced your world view? (2 points) How do these aspects of your identity shape your beliefs, styles, and patterns of communication in ways that are both helpful and harmful?
  1. How do your personal values, beliefs, and convictions influence your communications? (2 points) In what ways have you judged others based on your personal values? In what ways have you been judged by others based on your identity, values, or life experiences?
  1. Describe your common responding styles by referring to the Initial Record of Responding Styles assignment. Quote your own responses to the assignment as evidence of your style. What have you learned about the impact of your style?
  1. What are your strengths and limitations as an effective communicator? What kinds of attitudes and behaviours might you want to shift to improve your communications?
  1. The quality of your written submission, including format, spelling, grammar, style, correct use of and citation of references.

It is expected that you will write more than a descriptive and purely subjective paper. The paper will be a personal and academic reflection on your thoughts, exploration, and analysis of your communications. You are expected to refer to and cite the textbook and course pack, although it is not expected or required that you research sources not covered in class. The paper must be between 1,500 and 2,000 words in length (7 to 8 double-spaced pages). Marks will be deducted from papers that do not meet the minimum word requirement. Please ensure that you include your final word count at the end of your paper, a title page, and reference page.

Grading Criteria

80%  Knowledge and Comprehension of Topic: This criterion assesses your knowledge of the topic and is demonstrated by your ability to demonstrate self-understanding by drawing connections between your world view, your communications patterns, and key concepts covered in the course. This criterion also assesses your level of personal engagement with the material, the degree to which your thinking is creative and critical, and your ability to articulate and reflect upon your learning (i.e., what has been learned? What remains to be learned? How will I apply my learning?) It also assesses how you present your ideas. Does your understanding of the topic and the ideas you present make sense? I am also assessing your ability to use your knowledge of the subject to construct a strong, well-argued, and coherent point of view about the topic. How well do you use knowledge of the subject and your own ideas to construct a thoughtful, well-argued paper?

20%  Writing Ability, Organization, and Proper Referencing of Text and Course Pack: This criterion assesses your written skills. I look for good use of grammar and punctuation as well as an absence of spelling errors and a developing academic style. Keep in mind that you are writing for someone other than me. Do not assume I know what you are talking about or that I hold your point of view. Use the principles of Plain Language in your writing. See https://www.btb.termiumplus.gc.ca/tcdnstyl-chap?lang=eng&lettr=chapsect13&info0=13 for guidance.

This criterion also assesses your ability to incorporate textbook, classroom, and course pack learning in your paper and your correct use and referencing of these ideas and sources. Please refer to the APA Style Sheet to guide you in preparing this assignment.

VIDEO RECORDING ASSIGNMENT – PART 1 and PART 2

Value: 30%

PART 1: DEMONSTRATION OF SKILLS VIDEO RECORDING                      Value: 15%

This assignment requires you to demonstrate the following interpersonal communications skills: (1) demonstrate engagement skills by opening a conversation, (2) paraphrase to understand, (3) ask an appropriate open-ended question, (4) paraphrase to empathize, and (5) close a conversation by demonstrating summarizing skills.

Students are required to work with a partner to conduct an unrehearsed conversation. Videos must be a minimum of three minutes to a maximum of five minutes in length.

Please do not try to role play a counsellor-client interaction.

Each student will submit his or her own video and its written transcript using the assignment drop box on Blackboard. I would appreciate it very much if you would put the video recording and transcript into the same drop box and the self critique into the other drop box.

DEMONSTRATE ENGAGEMENT SKILLS: Open the conversation by demonstrating appropriate engagement skills. It’s a good idea to address the issue of confidentiality with your speaker as part of the beginning of your conversation.

PARAPHRASE ONCE TO UNDERSTAND: Paraphrase at least once to demonstrate your understanding of the content and meaning the speaker is conveying. Reflect the speaker’s main meaning, using your own words, and be brief.

PARAPHRASE ONCE TO EMPATHIZE: Paraphrase at least once to demonstrate your understanding of the emotions and reasons for the emotions the speaker is conveying. Reflect the speaker’s feelings, using your own words, and provide reasons for the speaker’s feelings.

ASK AN APPROPRIATE OPEN-ENDED QUESTION: Ask an open-ended question to clarify your understanding of meaning or feelings or to elicit additional information about the topic under discussion. Closed questions and questions unrelated to what the speaker is discussing do not reflect effective listening.

DEMONSTRATE SUMMARY SKILLS: Close the conversation by demonstrating effective summary skills.

Guidelines for Video Recording Assignment

Topics:

When your partner plays the “speaker” role in the recording, ask them to choose a real situation or issue. The topic should be personal but not too private. The topic should be current and does not have to be profound, earth shattering, or entertaining. It should not consist of a news, weather, sports report, or book review. It is not an oral presentation, a lecture, or a “how to” lesson. Topics such as family, friends, partners, finances, school, health, etc., are appropriate.

Note: The speaker should discuss one or at most two topics during the session. The “speaker” is not being evaluated. It is the “listener” who is being evaluated.

Confidentiality:

Because of the personal nature of the video recording, a sense of safety and trust is essential. Therefore, all students are expected to contribute to building trust by keeping the contents of the taping session confidential. Written consent is required by all parties (see page 12).

Technical Quality of the Video Recordings:

For the instructor to evaluate the video, the recording must be of very good quality. Both the speaker and listener must be clearly visible in the picture and the sound must be clear. The instructor must be able to hear EVERY word on the video recording.

Transcript:

Submit to Blackboard a written transcript of ALL your unedited responses. Do NOT delete any words, pauses, or other audible sounds you make. If you edit your transcript, your video will receive a lower grade and will be graded according to what you said. A handout outlining the grading criteria for this assignment appears at the end of this course outline.

PART 2: VIDEO RECORDING SELF-CRITIQUE                         Value: 15%

Purpose and Description

The first part of this assignment (the video recording) provided you with the opportunity to demonstrate the communication skills learned in class. In the second part of this assignment, you are required to reflect on the video recording that you submit. The purpose of this assignment is to encourage you to critically assess your communication patterns and to further build upon effective communication skills.

Structure of the Assignment

Please remember that this is a critique of your part or role within the video recording and not a critique of your partner’s communication style. In other words, you are asked to reflect upon your communication and responding styles within a given situation only.

Your three-page, double-spaced critique (750 words) should include a discussion of the following topics:

  1. Discuss the strengths and limitations of your opening statement.
  2. Discuss the strengths and limitations of your paraphrase to understand.
  3. Discuss the strengths and limitations of your paraphrase to empathize.
  4. Discuss the strengths and limitations of your open-ended question.
  5. Discuss the strengths and limitations of your summary statement.
  6. Provide alternative phrases that you could have used to improve some of your responses. Be specific.

Note: The quality of your written submission, including format, spelling, grammar, style, correct use of and citation of references is important.

IMPORTANT NOTE—PLEASE REFER TO FINAL PAGES OF THE COURSE OUTLINE FOR THE FOLLOWING:

  • Video Recording Evaluation Sheet (this is for you to assess your own video’s strengths)
  • Consent for Video Recording Assignment

Final Assignment: Self Care in the Human Services

Value: 25 %

Using the ideas and concepts in Chapter 5 of the text and the Power Point Slides on this topic, talk about the ideas and information about self-care and stress management that stand out for you. Reflect on your approach to self-care in your personal life as well as in your work life. Which of the issues discussed might apply to you as a human services worker and what strategies do you feel would be most useful to you to stay well in the helping field (or in any helping endeavor or situation)? How does self-care fit into your worldview? Comment specifically on the aspects of your worldview that are supportive of self-care; are there any aspects of your worldview that might get in the way of self-care? What changes in your worldview might be helpful in terms of encouraging/allowing more effective stress management?

This paper should be no less than 1500 words in length.

Value: 25 %

HSER 120: Interpersonal Communications for Human Services

Consent Form for Video Recording Assignment

I, ____________________________________, (first and last name) voluntarily agree to participate in the Skills Video Recording assignment for HSER 120.

                                                                      AND

I, ____________________________________, (first and last name) voluntarily agree to participate in the Skills Video Recording assignment for HSER 120.

Our voluntary participation is based on the following understanding:

1.       In compliance with the Freedom of Information and Protection of Privacy Act, we give permission for this recording to be used ONLY for the purpose of completing the assignment to demonstrate interpersonal communications skills learned in the course.

2.       The only people authorized to view the video recording are the instructor, for the purpose of grading, and the two students, who will review the video recording to complete the assignment.

  • The confidentiality of all parties will be maintained by the students who make the video recording and by the instructor who views the recording. No disclosure of the video or its contents will be made without prior consent unless authorized or required by law.
  • NO ADDITIONAL COPIES of the video recording will be made by either student or by the Instructor. Electronic copies of the video recordings will be deleted by all parties upon completion of the course.

Name of “Speaker”:           ______________________________________

Speaker’s Signature:           ______________________________________

Name of “Listener”:           ______________________________________

Listener’s Signature:           ______________________________________

Date Signed:                  ______________________________________

HSER 120: VIDEO RECORDING ASSIGNMENT GRADING CRITERIA

1.       DEMONSTRATE THE FOLLOWING SKILLS (1 point each for 5 points):

a) PHYSICAL ATTENDING (1)                    S—Comfortable Sitting Position

                                                                      O—Open Stance

                                                                      L—Recline and/or Incline Towards the Speaker

                                                                      E—Maintain Culturally Appropriate Eye Contact

                                                                      R—Relax

b) PSYCHOLOGICAL ATTENDING (1)        Remain in the here and now and focused on what the other person is saying. Listen actively.

c) RESPECT & EMPATHY (1)                       Demonstrate respect and empathy

d) GENUINENESS & HUMILITY (1)           Demonstrate genuineness and humility

e) INFLUENCE OF WORLD VIEW (1)         Do not offer advice, opinions, or judgments

Comments:

2.       OPENING A CONVERSATION (2 points)

Open the conversation by demonstrating appropriate engagement skills while determining the topic that the speaker would like to discuss. 

3.       PARAPHRASE TO UNDERSTAND (2 points)

Paraphrase once to demonstrate your understanding of the content and meaning the speaker is conveying. Reflect the speaker’s main meaning, using your own words, and be brief.

4.       ASK AN APPROPRIATE OPEN-ENDED QUESTION (2 points)

Ask the speaker an appropriate, open-ended question that either helps to clarify understanding or emotion or to elicit additional information about the topic already under discussion. Do not ask a closed question or one that changes the topic.

5.       PARAPHRASE TO EMPATHIZE (2 points)

Paraphrase once to demonstrate your understanding of the emotions and reasons for the emotions the speaker is conveying. Reflect the speaker’s feelings, using your own words, and provide reasons for the speaker’s feelings.

6.       SUMMARIZING AND CLOSING THE CONVERSATION (2 points)

Demonstrate appropriate summarizing skills by confirming that the speaker has communicated all they needed to and close the conversation by determining whether the speaker wishes to meet again in the future.

WEEKWEEKLY CLASSROOM TOPICS HSER 120 COURSE PACK EXERCISESREQUIRED READINGS ASSIGNMENT DUE DATES
  Week 1      Introduction to the course, assignments, textbook, course pack, introductions of instructor and students World views and paradigms      Course Outline       Course Pack (CP): pp. 1-4  
  Week 2      Understanding communication as a process Verbal & non-verbal communication processes The Use of silence Communication beyond the five senses Communication as power     CP: Physical Attending (SOLER)    Text Chapter 1   Initial Record of Natural Responding Style       CP: pp. 4-5
  Week 3      The Skillful and Mindful Use of Self Our Worldview and how we communicate Empathy      Chapter 4     CP: pp 1-3, 5
  Week 4      Nonverbal Communication The cultural influences on our communication Cultural Safety and Humility Collective Communication    CP: World View  Chapter 2 and 3         CP: pp. 2 – 3    
  Week 5        Listening for Understanding: Paraphrasing and summarizing Online practice session   CP: Engagement, Active Listening, Psychological Attending, Accurately Observing, Paraphrasing to Understand and to Empathize, Summarizing    Chapter 8   Revisiting our Initial Record of Responding   Course Pack: pp. 9-13   Worldview Paper Due: June 1  
  Week 6        Getting Off to a Good Start: Engagement, Confidentiality, Using Silence, Self-Disclosure Anti-oppressive practice    Chapter 6 CP: p. 4  
  Week 7      MID-TERM EXAM   Chapters 1-6, 8 & Course Pack pp. 1-13    June 15th    
  Week 8    Establishing the story: Minimal encouragers, using probes and prompts. What questions will I ask: open or closed, succinct, relevant, and/or specific?   CP: Using questions as a skill    Chapter 7   CP: pp. 14-15  
  Week 9      Working with Conflict Risk and confidentiality Giving and receiving feedback   CP: The ‘I’ statement, giving feedback using ‘I’ statements, responding to criticism, Assertiveness Skills    Chapter 10         Course Pack: pp. 17-20
  Week 10      Self-Care and Compassion Fatigue: What it Looks Like and How to Prevent It Supervision and other supports Debriefing  Chapter 5  
  Week 11      Self-care and professional development Part 2 Healthy boundaries Saying “No” Building resilience      Chapter 5   Video Assignment due: July 13  
  Week 12      Finishing the Work: tasks of termination, the importance of a strengths-based approach and being optimistic.    Chapter 15    
  Week 13          Review of Course: Any Last Questions, Thoughts, Reflections? Discussion of Self Care Assignment?   Self Care Paper Due: July 27
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Imagine you are an IT professional and your manager asked you to give a presentation about various financial tools used to help with decisions for investing in IT and/or security

Part 1, scenario: Imagine you are an IT professional and your manager asked you to give a presentation about various financial tools used to help with decisions for investing in IT and/or security. The presentation will be given to entry-level IT and security employees to understand financial investing. To simulate

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Solution: Scenario 1, Mirror therapy in patients post stroke

Title: Scenario 1, Mirror therapy in patients post stroke Part 1 : Summary Ramachandran and colleagues developed mirror therapy to treat amputees’ agony from phantom limbs. Patients were able to feel their amputated limb without experiencing any pain by presenting them a mirror image of their healthy arm. Since then,

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Solution: Exploring the Dominance of Silence

Slide 1: Title – Exploring the Dominance of Silence The title, “Exploring the Dominance of Silence,” sets the stage for a deep dive into the portrayal of silence in Philip K. Dick’s “Do Androids Dream of Electric Sheep?” Our presentation will dissect the literary techniques used by the author to

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Solution: Assessment: Critical Reflection S2 2023

The policies that hampered the cultural survival of Indigenous groups have a major effect on their health (Coffin, 2007). Cultural isolation can cause an identity crisis and a sense of loss, which can exacerbate mental health problems. Indigenous people have greater rates of chronic illness and impairment due to historical

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Solution: The Market – Product and Competition Analysis

Section 1: The Market – Product and Competition Analysis Industry and Competition Analysis: The baking mix market is very competitive, but My Better Batch is entering it anyhow. The prepackaged baking mixes sold in this market allow busy people to have bakery-quality products on the table quickly without sacrificing quality

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Student Name: Student ID: University Name: Date: Learning Outcome 1: Engage actively in recognizing a new product/service for Riot and detect the vital tasks required for its effective growth. In this comprehensive learning outcome, Riot’s progress towards innovation superiority is characterized by a deliberate scheme that draws on components from

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Part 1: Reflections on the Register Variables Use the questions in Column 1 and analyse the sample oral interactions provided under the assessment tile. The transcript for Viv’s conversation is provided on pages 4-5. Probe Questions  Link to readings and theory Interaction 1 Interaction 2 PART 1 – ANALYSING THE

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