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Explain the value and function of appropriate communication in professional contexts. explore communication with four different audiences: the caller, the male subject, the press, and your department.
What types of information can and should be communicated to the caller? How should this information be communicated? Why is it important to communicate with the caller in a particular way? How should your communication with the caller align with the mission and brand of the organization? Audience: The Male Subject In 100â150 words, answer the following: What types of information can and should be communicated to the male subject? How should this information be communicated? Why is it important to communicate with the male subject in a particular way? How should your communication with the male subject align with the mission and brand of the organization? Audience: The Press In 100â150 words, answer the following: What types of information can and should be communicated to the press? How should this information be communicated? Why is it important to communicate with the press in a particular way? How should your communication with the press align with the mission and brand of the organization?
Sample Solution
ensure that the governmentâs proposals would comply with the requirements of the Equality Act 2010 and the Human Rights Act 1998. They also assessed the Bill to ensure it complied with the UN Convention on the Rights of Persons with Disabilities (UNCRPD), and in particular, Article 24 requirement that the education system is directed to the development by persons with disabilities âof their personality, talents and creativity, as well as their mental and physical abilities, to their fullest potential. The Commissionâs analysis was that the aims of the Bill were in accordance with the requirements of the Equality Act 2010, the Human Rights Act 1998 and UNCRPD. These aims are; To reform SEN provision. To place children, young people and families at the centre of decision making, enable them to participate in a fully informed way, and with a focus on achieving the best possible outcomes. The EHRC (2012) also emphasised the fact that the Bill provides an opportunity to strengthen compliance with the Equality Act 2010 in relation to duties on education providers to make reasonable adjustments for children with disabilities, and to set out how the new SEN arrangements and the Equality Act requirements can work together to make educational provision for disabled children fit for purpose, and in line with the requirements of the UNCPRD. Statements of SEN are to be replaced by new Education, Health and Care (EHC) Plans. However, some would argue that more clarity is needed with regards to the Bill and in the Code about how the support needs of disabled pupils without an EHC plan, who currently receive support under School Action or School Action Plus, are to be met. The EHRC (2102) stated that they were aware that government is introducing these changes to address concerns from Ofsted (2010) that pupils are being given SA and SA+ support when actually what they need is better teaching. Ofsted stated in its report of (2010) that as many as half of all pupils identified for School Action would not be identified as having SEN if schools focused on improving teaching >
ensure that the governmentâs proposals would comply with the requirements of the Equality Act 2010 and the Human Rights Act 1998. They also assessed the Bill to ensure it complied with the UN Convention on the Rights of Persons with Disabilities (UNCRPD), and in particular, Article 24 requirement that the education system is directed to the development by persons with disabilities âof their personality, talents and creativity, as well as their mental and physical abilities, to their fullest potential. The Commissionâs analysis was that the aims of the Bill were in accordance with the requirements of the Equality Act 2010, the Human Rights Act 1998 and UNCRPD. These aims are; To reform SEN provision. To place children, young people and families at the centre of decision making, enable them to participate in a fully informed way, and with a focus on achieving the best possible outcomes. The EHRC (2012) also emphasised the fact that the Bill provides an opportunity to strengthen compliance with the Equality Act 2010 in relation to duties on education providers to make reasonable adjustments for children with disabilities, and to set out how the new SEN arrangements and the Equality Act requirements can work together to make educational provision for disabled children fit for purpose, and in line with the requirements of the UNCPRD. Statements of SEN are to be replaced by new Education, Health and Care (EHC) Plans. However, some would argue that more clarity is needed with regards to the Bill and in the Code about how the support needs of disabled pupils without an EHC plan, who currently receive support under School Action or School Action Plus, are to be met. The EHRC (2102) stated that they were aware that government is introducing these changes to address concerns from Ofsted (2010) that pupils are being given SA and SA+ support when actually what they need is better teaching. Ofsted stated in its report of (2010) that as many as half of all pupils identified for School Action would not be identified as having SEN if schools focused on improving teaching >
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