Citizens YF Helse- og oppvekstfag (LK20) Utdrag

CITIZENS

Engelsk for Helse- og oppvekstfag

VG1

siri mohammad-roe · kaja granum skarpaas · monica opøien stensrud

© CAPPELEN DAMM AS, Oslo 2023 Materialet i denne publikasjonen er omfattet av åndsverklovens bestemmelser. Uten særskilt avtale med CAPPELEN DAMM AS er enhver eksemplarfremstilling og tilgjengeliggjøring bare tillatt i den utstrekning det er hjemlet i lov eller tillatt gjennom avtale med Kopinor, interesseorgan for rettighetshavere til åndsverk. Utnyttelse i strid med lov eller avtale kan medføre erstatningsansvar og inndragning, og kan straffes med bøter eller fengsel.

Design og sats: Welt, Erlend Askhov

Omslagsdesign: Erlend Askhov

Forlagsredaktør/Bilderedaktør:

Birger Nicolaysen

Repro: Narayana Press, Danmark

Trykk: Livonia Print Sia, Latvia 2023

PREFACE

We are happy to present to you an English textbook that has been designed specifically for you as a student of Healthcare, Childhood and Youth Development. As you work through the various topics covered in the book, we hope you will find them interesting, relevant to your vocational studies and useful for reflecting on the world and your place in it. The book is divided into five main chapters:

The vocational focus begins in chapter 1, Connections, where you are introduced to English as a global working language and get to meet people who use English in their professional lives. You also start working with key vocabulary related to occupations, equipment and tools within Healthcare, Childhood and Youth Development. The chapter also looks at how we connect with each other, both in real life and on the internet.

– Chapter 2 is called Careers, and it addresses topics and questions that you will need to consider as you enter the world of work. It provides insight into what it takes to feel proud of the work you do, and highlights what employers look for in employees. The chapter also presents several of the occupations you can choose to pursue as a student of this education programme.

– Chapter 3, Challenges, deals with some of the difficult choices you may face in your career, in your life, or as part of a changing society in a challenging world. The chapter introduces you to people who have had to overcome personal difficulties or challenging situations. In addition, it covers global issues such as migration and the climate crisis.

Utgave 1

Opplag 1

ISBN 978-82-02-78663-2

www.citizens.cdu.no

www.cdu.no

– In chapter 4 – Caution! – you will work with some important areas of professional practice, such as health and safety issues and communication. Other topics include workplace challenges related to ethical behaviour, for example professionals who “cut corners” at work. We also join Andrea, a fifteen-year-old from England, as she learns about different professions and tries to decide which one she would like to choose.

– The final chapter, Citizens, explores how people come together to form societies with rules and laws to ensure that everyone can get along and have a good life. The chapter also covers our duties as citizens, such as taking part in democracy, and how societies deal with difficult issues. It also emphasises the importance of being critical of what we read, especially when it comes to fake news.

Each chapter ends with a course that helps you improve your English writing skills. Throughout the book there is a wealth of tasks designed to reinforce your English skills and your understanding of the topics covered. Additionally, some texts contain an Explore task, which invites you to investigate a topic further on the book’s website at citizens.cdu.no. The website also contains interactive tasks for each text, listening material and a lot more.

Our hope is that this textbook will help you improve your English, and that you will find the learning experience both enjoyable and inspiring. We wish you the best of luck with your studies!

The authors

Chapter 1: CONNECTIONS

3:

4:

1:

2:

Chapter 2: CAREERS

Chapter 3: CHALLENGES

TEXT

Overcoming Obstacles

110Articles

Slam (Nick Hornby)116

Unprotected (Simon Rich)

The Hate U Give ( Angie Thomas)

1: The Last Border (Ben Judah)

LISTENING: novel extractThe novel Slam

119Short story

125Novel extract

130

130Book extract

2: HERE (Sarah Crossan & Brian Conaghan)132Verse novel extract

3: Am I Rootless, or Am I Free? (Ndéla Faye)

The Hate U Give: film and novel

134Personal story New Boy

Does My Head Look Big in This? (Randa Abdel-Fattah) 138

Being a Zero Waster

CHALLENGE: Comparing Opinions

WRITING COURSE 3: Opinion Piece

Chapter 4: CAUTION!

TEXT

140Interview

147Opinion

novel extract

1: I Chose to Look the Other Way (Don Merrel) 161Poem

2: Dumb Ways to Die (Ollie McGill, John Mescall & Patrick Baron) 162Song

Safety in Healthcare, Childhood and Youth Development165Article Watch out!

175

178Short story Communication Skills at Work

Wrong Channel (Roberto G. Fernandez)

181Article

190Text collage Bacteria and Viruses 197Factual text

Workplace Challenges: Andrea’s Choice

Working Like Dogs? Cases from English-Speaking

CHALLENGE: Nurse (Roddy Doyle)207Short story

WRITING COURSE 4: Accident Report

214Writing course

environment laws

Chapter 5: CITIZENS

TEXT

All I Really Need to Know I Learned in Kindergarten (Robert Fulghum)

Fake News: Don’t Be Fooled!

218Essay

222Article

A Beautiful Mosaic

The Hunger Games (Suzanne Collins)

My Story: “Are You British?”

Dog Eat Dog (Niq Mhlongo)

CHALLENGE: Born a Crime (Trevor Noah)

Born Free

WRITING COURSE 5: Five-paragraph Essays

RESOURCES

Note: Challenging tasks are marked like this:

CHALLENGE: Authentic text without “Shortcut”

At citizens.cdu.no you will find:

– interactive comprehension and vocabulary tasks

– Explore: learning paths containing texts, videos, interactive tasks and writing tasks

Revise, Review & Research: tasks for revision and self-evaluation, and suggestions for indepth work

– Grammar: explanations and tasks (see next page)

– Audio: recordings of texts and listening tasks

233Article

lyrics Guns in America and New Zealand 239

243Article

251Novel extract

257Interviews

262Novel extract

271Autobiography extract

278Writing

Texts for quick reference:

– Speaking strategies: page 10

– Discussing: page 33

– Reading strategies: page 37

– Application letter: page 83

– Listening strategies: page 90

– Purpose and target audience: page 146

– The “WHITE” strategy: page 164

– Checking sources: page 221

Grammar and language topics at citizens.cdu.no:

Nouns – A or an? – The – Adjectives and adverbs –Prepositions – There or it? – Pronouns – Some or any?

– Subject-verb agreement – Singular or plural? – -ing form – Irregular verbs – Auxiliary verbs – Questions and negations – Problematic words – Word order – Spelling – Punctuation – Sentences – Paragraphs and texts

Work with the following tasks. If you find them difficult, it is a good idea to work with the grammar topics at citizens.cdu.no.

1 These words are all nouns: table, conversation, app, relief, scarf, coffee shop. You probably know what a noun is, but do you know the difference between the plural forms of table and scarf ?

2 How do you explain the use of a and an in these sentences?

– Millions of children are left out of an increasingly connected world.

– Recently, he took a career aptitude test that determined he’d be well suited as a pharmacist.

3 Each sentence below contains an error involving an adjective or an adverb. Can you find the mistakes and correct them?

– Kevin Keegan was a greatly footballer.

– My father tried to become a professional chef, but in fact he can’t cook very good.

– Personally, I think football and cooking are terrible boring.

4 Can you find the adjectives in these sentences? How do we use adjectives for comparison in English?

– The demand for water is greater than the supply.

– Australia is the driest inhabited continent in the world.

5 In, at and on are some of the prepositions that we use for expressing time. Each of the sentences below contains a preposition error. Can you correct the mistakes?

– I will be there on six o’clock.

– He was always late for work in Thursdays.

– Jim was often tired at the evening.

6 “There is” and “it is” both mean “det er” in Norwegian. Can you explain why there or it is used in these sentences?

– There are many skyscrapers in New York City.

– There was so much to get used to.

– It is much colder in England than in Pakistan.

7 Look at the sentences below. Which possessive pronoun would you use?

– Being American is not about ( your/yours) passport.

– “This country is (my/mine)!” the crazy president shouted at the TV cameras.

8 Look at the following sentences. Can you detect a pattern for when to use some (or someone, somebody, something, somewhere, etc.), and when to use any (or anyone, anybody, anything, anywhere, etc.)?

– We listened to some British people talking about their lives on TV.

– There weren’t any Americans or Australians on the show.

– Have you ever talked to anyone from Britain yourself?

– Once I talked to some girls from Scotland, but they didn’t have anything interesting to say.

9 Sometimes it is difficult to know if a noun is singular (entall/eintal ) or plural ( flertall/fleirtal ). Which verb form do you think is correct in these sentences?

– American politics (is/are) very interesting.

– The news (is/are) not good, I’m afraid.

– Everyone (needs/need ) a friend sometimes.

– The prime minister’s trousers (was/were) far too tight.

1

CONNECTIONS

INTRODUCTION

More than one and a half billion people around the world have one thing in common: they speak English. You are one of those people. As a student of Healthcare, Childhood and Youth Development, you prepare to work in occupations where you must expect to communicate with people for most of your workday. Being able to communicate in English will be a huge advantage for you because English helps you connect with other people and understand more about their backgrounds, feelings and points of view. By learning English, you are also able to share your own thoughts, opinions and feelings with other English speakers.

REFLECT

a When do you use English?

b What do you like the most and the least about using English?

c What are your expectations for your English classes this school year?

d How could English be important in jobs within Healthcare, Childhood and Youth Development?

COMPETENCE AIMS IN FOCUS

The aims of the studies are to enable pupils to

– use appropriate strategies for language learning, text creation and communication

– explain the reasoning of others and use and follow up input during conversations and discussions on vocationally relevant topics

– use knowledge of similarities between English and other languages the pupil knows in language learning

– describe key features of the development of English as a language in working life

Icebreakers

SNOWBALL FIGHT

a Write three facts about yourself on a sticky note or a small piece of paper.

b Crumble up the note so it looks like a small snowball. Have a “snowball fight” with your classmates for about one minute. After the minute has passed, everyone grabs a “snowball” from the floor and tries to find out who has written the facts on that sticky note. Walk around the classroom and ask questions to find out who the snowball belongs to.

Example: If the snowball says: I play football, you will ask: Do you play football? If the person answers “No” to the first question, you find a new person to ask. If the person answers “Yes”, you ask about the next fact on the snowball.

c When you have found your partner, join him or her and help find the person on their snowball. Continue until everyone in the class has been matched with their “snowball”.

GUESS THE CELEBRITY

This game is played in groups of three or four.

a Each player in the group writes the names of two or three famous people on sticky notes without showing what they write to anyone. (If you do not have sticky notes, you can use small pieces of paper and tape.)

b Then, each player gets a sticky note stuck to their forehead with the name of a famous person. The player must guess the name of the person on their own forehead by asking their group members “yes” or “no” questions. It can be questions such as: Am I a female? Am I a historical figure? Am I currently alive? If the answer to your question is “Yes”, you get to ask another question. If the answer is “No”, it is the next person’s turn to ask questions and try to guess the name on their own forehead.

The first player to guess the identity of their mystery person is the winner! Everyone else can keep playing for second and third place, or you can start a whole new round with completely different mystery people.

THREE TRUTHS AND A LIE

In groups of four, you are going to take turns playing detectives and suspects. (For help on speaking strategies, see p. 10.)

a First, each of you must come up with four statements about yourself; they can be experiences, likes/dislikes, skills, interests, wishes, etc. Three must be true statements, and one must be a lie. Do not make your lie too obviously impossible nor your truths too easy to guess.

b In each round, three of you will be detectives and one of you the suspect. The detectives must interrogate the suspect and the suspec t must defend the statements. For example: “You say you are left-handed –can you write a sentence with your left hand to prove it?” or “When did you go on holiday to Timbuktu?”

– “It was at Christmas last year.”

c Each detective then chooses which statement they think is the lie. Those detectives who guess the correct statement get a point. The suspect gets one point for each detective that guesses wrongly. Then change roles.

GET TO KNOW THE WEBSITE

In addition to this book, the website at citizens.cdu.no will be a valuable learning tool for you this school year. In pairs or small groups, see who can be the quickest to find:

vocabulary tasks for the text “Communication Skills at Work”

the audio file for the text “Discussing the Future”

an EXPLORE learning path about small talk

a GRAMMAR lesson on prepositions

three Norwegian translations of the English word waffle

three English translations of the Norwegian word magasin

Football players like Erling Braut Haaland and Julian Alvarez of Manchester City often use English regardless of first language. This is an example of English being used as a lingua franca.

Instructions are often written in English.

Warning signs and texts are often in English.

REFLECT

a Do you have a clear idea of what kind of job you want? If so, what job is it?

b What options are open to you after this year at school?

c Do you think English will be important for you in the future? Why, or why not?

Why Is English the Language of Work?

In fields like education, sport, business, science and technology, English holds an unrivalled position today as a global lingua franca . This means that it is a common language for people who do not speak one another’s native language. An international fashion week, a meeting between Japanese and German businesspeople, a coffee break at a Norwegian building site, a furious argument between a player and the referee at an international football match: these are just some of the many situations in which English is likely to be called into service.

As for English in working life, Norwegian companies often operate on the international market, where goods, services and workers cross borders more than ever before. A few years ago, Oslo University Hospital reported that their employees came from 100 different countries, and that their patients came from even more countries than that. There is no reason to believe that these numbers have decreased, since people continue to move across borders.

This movement of people, goods and services is part of a phenomenon called “globalisation”. Globalisation means the way the world is becoming increasingly interconnected through new forms of communication, transportation, technology and trade. To interact, people from different parts of the world frequently use English as their lingua franca. Just think of how people of your generation have been able to connect with each other on social media across national borders.

science (natur)vitenskap/ (natur)vitskap

unrivalled enestående, uten like / eineståande, utan like common felles

native language morsmål goods varer employee ansatt to decrease å minke, å avta interconnected forbundet med hverandre / knytt til kvarandre trade handel to interact å samhandle

Two health workers in a Norwegian nursing home communicating in English because the woman on the left has just moved to Norway from England and does not speak any Norwegian yet.

corporate language bedriftsspråk, konsernspråk to collaborate å samarbeide innovation innovasjon, nyskapning, range utvalg, rekke / utval, rekkje disabled funksjonshemmet/ funksjonshemma kindergarten barnehage prospect utsikt, mulighet / utsikt, moglegheit manual bruksanvisning, manual / bruksrettleiing, manual tool verktøy, (arbeids)redskap / verktøy, (arbeids)reiskap trade yrke, bransje

UNDERSTAND

a What is a lingua franca? Why is English an important lingua franca today?

b What is globalisation?

c How could globalisation impact you as a worker within Healthcare, Childhood and Youth Development?

“We use English as the corporate language because we collaborate with customers and partners in other countries. English is key for sharing documentation and for us to take part in international technological innovation.” -

trond vinje, hr director of evry

You have chosen a professional field – Healthcare, Childhood and Youth Development – that offers a fantastic range of job opportunities. Whether you plan to work with children or young people, old people, disabled people, sick or healthy people, in a doctor’s office, in a pharmacy or in a kindergarten – there should be great job prospects ahead. A good command of English may help you get just the kind of job you want, as care workers have opportunities to work all over the world.

What is more, you might find yourself working in places in Norway where speaking English is necessary, since there is a fair chance you will have English-speaking service users, patients or colleagues. And let us not forget all the information that is out there: magazines, articles, manuals, instructions, tutorials and other videos on YouTube, etc. Only a small amount of all this is translated into Norwegian.

So, you might even say that English is a tool of your trade.

1 | INTERACT

One of your classmates has overslept and has not had time to read the text. You agree to fill her in and send her a message with the three most important points in the text.

a Write the message you would send to your friend.

b Compare your message to that of a partner. Discuss whether you have included the same important information from the text. If not, write a new and improved list together.

2 | PRACTISE: Vocabulary

a Read the text again and find at least three words for each of these categories:

Word list A: I know what these words mean

Example: language = språk

Word list B: I think I know what these words mean

Word list C: I don’t know what these words mean

Example: disabled Example: building site

b Find the meanings of the words you included in list B and list C by checking a dictionary or asking someone (a student or your teacher). For each of these words, write a sentence where you use it. Examples: Everybody in the audience worked with disabled people. My uncle has worked on building sites all over the country.

3 | PRACTISE: Describing

a Look at the pictures on the left. What do you see? Choose one of the pictures and describe it to another student. Use three sentences and let the other student guess which picture you described. Useful phrases: “The picture I am describing has a person/thing that …” “It is on the left/right side of …” “Next to the person/thing there is a …”

b Which occupations within Healthcare, Childhood and Youth Development are the pictures supposed to represent? (See p. 295 for a list of occupations in English.) What in the pictures makes you think so?

4 |CREATE & COMPARE

a Choose an average day and create a log where you list all the various situations in which you encounter English. You could, for example, start like this:

– 07.50: Listening to music (note down artists and titles of songs) on the bus to school

11.30: Watching a video by an American YouTuber (note down the name) at lunch

b Read your log from task 4a aloud to another student. Then listen to them reading their log.

c Answer these questions after listening to your partner’s log:

– How many times did your partner use or encounter English in a day?

– Which things in your logs were similar and which were different?

5 |PRACTISE: Workplace vocabulary

a Below are possible occupations you can choose as a student of Healthcare, Childhood and Youth Development. Match the Norwegian title with the correct English translation.

A. aktivitør 1. chiropodist

B. ambulansearbeider2. health worker

C. apotektekniker3. skin care worker

D. barne- og ungdomsarbeider4. medical orderly

E. fotterapeut5. ambulance worker

F. ortopeditekniker6. dental health secretary

G. helsefagarbeider7. pharmacy technician

H. helsesekretær8. orthopaedic technician

I. hudpleier9. assistant occupational therapist

J. portør10. childcare and youth worker

K. tannhelsesekretær11. medical secretary

Health worker with patient

Medical orderly moving a patient

b Here are short descriptions of some of the jobs in task 5a. Find out which job matches each description:

1) Does clerical work in a doctor’s office or hospital. Can also administer various tests on patients (blood tests, ECG, breath tests, etc.) and help assess the medical condition of patients.

2) Treats and prevents foot problems, as well as providing advice about shoes and soles.

3) Performs lifesaving first aid in addition to transporting patients to and between different institutions within the healthcare system.

4) Collects and delivers patients, equipment, food and medicines between hospital departments and between health institutions.

5) Provides guidance and sells medicines and other products at a pharmacy.

c Write a caption (bildetekst) for each of the photos on the next page where you describe what is happening in the photo, and who is doing it. Write the captions using the present progressive, also known as the ing-form.

Use the name of the occupation you think is correct for each photo and combine each with one of the following verbs: feed – play – apply – manufacture – help

The present progressive

– The student is working with a task on the Citizens website.

This verb form is called the present progressive. We use the present tense of to be + the ing-form of the main verb to form the present progressive. We use the present progressive to state that something is happening right now, and that it is not finished:

– A health worker is assisting a young patient.

See the GRAMMAR section at citizens.cdu.no to learn more about the ing-form and work with tasks.

– EXPLORE –

Q&A: English in the world

– “Why is English so popular everywhere?”

– “Is English the most widely spoken language in the world?”

These are two of the questions young English learners have sent to the podcast “The English Oracle”. Go to citizens.cdu.no to listen to the podcast and work with tasks.

Here are a few examples of occupations within Healthcare, Childhood and Youth Development:

Key tasks

Pharmacy

Elderly

People in need of rehabilitation

Key tasks

Assistant occupational therapist

Works with people with activity challenges

People with mental or physical disabilities

Motivate for and carry out activities

Key tasks

Work with families and collaboration partners

Personal qualities

Assess needs and interests of users

Good communication skills

Playful

Childcare and youth worker

Patient

Personal qualities

Stimulate play and learning

Key tasks

Plan and carry out activities with children and youth

Private sector

Public sector

Teach necessary life skills

Kindergarten

Works in private and public institutions

Health worker

Schools/ After-School Programmes (AKS/SFO)

Youth clubs

Provide health services

Key tasks

Record keeping and documentation

Handling medication

Works in the healthcare sector

Institutions

Registration of fees and diagnosis

Greet patients

Key tasks

Assessing need for emergency assistance

Medical secretary

Doctor’s office

Works in a range of public and private offices

Efficient

Personal qualities

Good communication skills

Willing to cooperate with other professionals

Personal qualities

Flexible and open to change

Interest in helping people

Work well in teams

Hospital Health centres

There are many different jobs within Healthcare, Childhood and Youth Development. Here you can check out some of them. Note: a job can also be called an occupation, a profession, a career, a vocation or a trade.

What Are They Doing?

1 |PRACTISE: Workplace vocabulary

Who does what? Which picture matches each description?

a A health worker is talking to a patient.

b A dental health secretary is taking an X-ray of a patient.

c A health worker is helping a woman in a wheelchair.

d A childcare and youth worker is reading to a couple of children.

e Ambulance workers are loading a patient into an ambulance.

f A chiropodist is checking the custom foot insole of a patient.

g A medical orderly is pushing a patient in a wheelchair.

2 |REFLECT

In which of these occupations would you most and least like to work? Explain why.

3 |CREATE: Quiz and mind map

a On your own, make a quiz with five questions based on the mind map on pp. 64 – 65.

Example: In which occupation is a good knowledge of maths necessary? ( Answer : pharmacy technician)

b Swap quizzes with a partner. See who can answer the most questions correctly.

c The following occupations were not included in the mind map on pp. 64 – 65:

skin care worker – orthopaedic technician – chiropodist –medical orderly – dental health secretary

Choose three of these occupations and create a mind map with the same kind of information as in the mind map you studied earlier.

Read the poem by Michael Rosen written for the 60th anniversary of the National Health Service (NHS). The NHS is the national medical and healthcare system that everyone living in the United Kingdom can use without being asked to pay the full cost of the service.

THESE ARE THE HANDS

By Michael Rosen

These are the hands

That touch us first

Feel our head

Find the pulse

And make your bed.

These are the hands

That tap your back

Test the skin

Hold your arm

Wheel the bin

Change the bulb

Fix the drip

Pour the jug

Replace your hip.

These are the hands

That fill the bath

Mop the floor

Flick the switch

Soothe the sore

Burn the swabs

Give us a jab

Throw out sharps

Design the lab.

And these are the hands

That stop the leaks

Empty the pan

Wipe the pipes

Carry the can

Clamp the veins

Make the cast And touch us last.

REFLECT

a What is the poem about?

b Which occupations is Rosen referring to? Use examples from the poem to explain your choices.

c “These are the hands / That touch us first” are two lines at the start of the poem. Who do these hands belong to? What is happening here?

d “And touch us last.” is the very last line of the poem. Who do these hands belong to? What is happening here?

bin søppelkasse

jug kanne, mugge to soothe å lindre, å døyve swab bomullspinne jab (sprøyte)stikk

sharps skarp gjenstand som blad, kniv, skalpell pan beholder/behaldar to clamp å klemme fast vein vene, blodåre cast gips(bandasje), avstøpning / gips(bandasje), avstøyping

UNDERSTAND & PRESENT

Work in pairs. Each of you chooses three of the people on this or the next two pages.

a Individually, read the three texts and write down 4 –5 keywords about each of the people you have chosen.

b Use the keywords to tell your partner about the people you have read about.

MY STORY: Professional Pride

pro·fes·sion·al·ism

noun

The competence or skill expected of a professional. The key to quality and efficiency is professionalism.

OXFORD ENGLISH DICTIONARY

Having professional pride means being proud of your work. Here, six workers in jobs within Healthcare, Childhood and Youth Development explain what makes them proud of the work they do.

JENNIFER FRENCH:

professional pride yrkesstolthet/ yrkesstoltheit efficiency effektivitet to appreciate å sette pris på / å setje pris på p. 70:

pharmacy technician apotektekniker / apotekteknikar frown rynket panne, misnøye / rynka panne, misnøye at-risk risiko, i faresonen / risiko, i faresona shady skummel, tvilsom / skummel, tvilsam to petition å be om, å søke om / å be om, å søkje om to accomplish å oppnå first responder i førstelinje hesitation tvil, usikkerhet / tvil, uvisse

I work as a health worker at the Santa Clara Retirement Home. My patients are in their eighties and nineties, and I’m only twenty-five. But that’s no problem. I was really moved and a little proud last week, when a patient’s daughter visited. The daughter took me aside and said, “Jennifer, my mom really appreciates you. She says you’re like another daughter to her.” It’s things like that which make me proud.

A procedure is a manner of doing something in the correct, or at least most common, way. The ability to follow procedures is important to people in all kinds of professions. In the text on the next page, Sarah, a young kindergarten assistant, describes a work procedure she has managed to complete.

PRACTISE: Linking words and phrases

Go back to p. 61 to learn about linking words and phrases. While reading the text on the next page, make a note of all the linking words that Sarah uses when she describes the procedure.

Practising Procedures

My name is Sarah Andrews. I have always been fond of spending time with toddlers. Becoming an aunt at a young age and also helping my neighbours babysit, I have known for a long time that I have a talent when it comes to children. So deciding to study Healthcare, Childhood and Youth Development was not difficult.

I was really looking forward to my first day of work placement at a local kindergarten. I was eager to get to know the children and my colleagues and certain that I would impress them with my positive attitude and experience. I was soon to have my first rude awakening: after serving the children breakfast, my supervisor told me to change nappies. It suddenly dawned on me that I had never dealt with a child’s faeces before. I hurriedly made up an excuse and avoided the situation. As soon as I was done for the day, I called my sister and asked her to let me practise how to change nappies on my niece.

First, I had to wash my hands and place a sheet of paper on the changing table (the bathinette). My sister told me that I should always wear gloves when changing nappies at the kindergarten, and that I was certain to find some next to the bathinette. I then removed the child’s nappy and put it in a hands-free lidded bin. The worst part of the job was done!

Secondly, I removed any clothes that had urine and faeces on them. Since I was at my sister’s, I put them straight into the washer. When that was done, the smell was gone and I realized that was what had made the whole nappy thing seem unbearable to me.

The next step was to clean the child’s bottom. Since it was a bit sore, I applied zinc ointment and made sure that it was dry before I fastened the new nappy.

I continued by removing the sheet of paper and put it in the same hands-free lidded bin. I also removed my gloves by peeling them back from my wrists, turning them inside out.

Furthermore, I dressed my niece, in addition to washing and drying her hands.

Having removed the child, I cleaned the bathinette thoroughly with detergent and warm water. This is especially important to remember in a kindergarten, as there are many children in need of a change of nappies during a day and germs spread easily!

Finally, it is just as important to clean your own hands with warm water and detergent, so that you don’t catch any germs.

After having practised at my sister’s, I felt more confident at work the next day. In fact, I volunteered when the first child was in need of a nappy change. My colleagues seemed relieved, probably because they had been slightly worried that I was not up for the task or that I would not cope with it. I was tremendously proud of myself; I had taken control of the situation and I had overcome a challenge I had dreaded. Moreover, if I can boast a little, today I change at least 20 nappies every day, and I do not even think about it!

toddler lite barn work placement utplassering rude awakening ubehagelig overraskelse / ubehageleg overrasking supervisor veileder/rettleiar faeces ekskrementer/ekskrement unbearable uutholdelig, utålelig / uuthaldeleg, utoleleg ointment salve detergent vaskemiddel germ bakterie to volunteer å melde seg frivillig, å tilby to boast å skryte

UNDERSTAND

a Where does Sarah have her work placement?

b Why does Sarah call her sister?

c What did Sarah’s sister tell her to wear when changing nappies at work?

d Why was Sarah proud of herself on the second day of her work placement?

1 |PRACTISE: Linking words and phrases

In pairs, go through the text and discuss the linking words and phrases that Sarah uses. What is the function of each of them? (See p. 61 for a list of functions.)

Example: First, I had to wash my hands (…). First = Used to indicate sequence

2 |INTERACT: Procedure

In pairs, take turns telling each other about the different stages in the procedure Sarah describes. You may use the sentence starters below as clues:

– First, she had to …

– Second, she …

– The next step was to …

– She continued to …

– She then …

– Next, she …

– Finally, she had to …

3 |REFLECT & INTERACT

Example: spring rider = vippedyr swing / sandbox / slide / teeter-totter / seesaw / climbing frame / merry-go-round / playground climber / sandbox toy / skipping rope / hula hoop / ride-on cars

b Above is an illustration of everyday activities in a kindergarten. Explain what is going on. Remember to include verbs and the name of the equipment and/or toy being used.

Example: A child is bouncing on a spring rider.

employe

Below are some of the guidelines given to employees in a kindergarten. Work in small groups or pairs and go through them. Rank the bullet points from least to most important and discuss what might happen if the guidelines are not followed.

– Listen carefully when children or co-workers are speaking with you.

– Maintain a calm, courteous manner.

– Do not gossip about children, their parents/ caregivers or your co-workers.

– Do not use offensive language.

– Keep a close watch on the children in order to ensure their safety.

– Perform tasks efficiently and carefully.

– Watch out for hazardous situations and correct any hazards that you see.

– Follow all required safety procedures.

4 |PRACTISE: Workplace vocabulary

a On the right is a list of equipment from a kindergarten playground. What are these pieces of equipment called in Norwegian? Use an online dictionary or do Google image searches if you need help.

5 |PRACTISE: Reading for information

Child development experts have identified some “milestones of development”. These milestones show the ages at which most children have reached a certain stage of development. Many children may reach this stage much earlier, but what matters is whether or not a child has reached it by the milestone age.

a In pairs, find the answers to these questions in the chart on the next page:

1. When does a child sit alone without support?

2. At what age can children play alone?

3. Would it be a good idea to give a four-year-old a board game?

4. At what age do most children have tantrums when they are upset?

5. What are new-born babies able to do?

6. At what age do we start to be concerned about being disliked?

7. When do children include legs and arms when drawing a person?

SOME IMPORTANT MILESTONES FOR CHILD DEVELOPMENT

Age Physical development

Birth to 4 weeks Lies on back with head to one side. Head lags when pulled up to sit.

1 month Head control unsteady. Hands in tight fists.

Head and eyes move together.

Social/Emotional development

Imitates facial expressions. Stares at bright, shiny objects.

Gazes intently at people and faces.

4 months

Uses arms for support when lying on stomach. Turns from back to side.

Holds onto and shakes small items.

9 months Sits alone without support.

Uses index and middle fingers with thumb to pick up small items.

Will take and hold a small brick in each hand.

1 year Stands alone.

Enjoys self-feeding.

18 months

Can walk alone.

Can walk up stairs holding someone’s hands.

Tries to kick a ball.

Squats to pick up objects from floor. Builds tower of six bricks.

Helps with dressing and undressing.

Can use spoon.

3 years Stands and walks on tiptoe.

Can kick a ball confidently.

Builds tower of nine bricks and builds bridge with bricks. Threads large beads.

Can undo buttons.

4 years Builds large tower. Draws a person with head, body and legs.

Can draw a house.

Cuts round an object with scissors and copies a square.

Can catch a large ball. Walks backwards.

Can brush own teeth (with assistance).

7 years Builds intricate models. Controls pencil in small area. Enjoys board games. Enjoys hopping, bike riding, roller boots, skating.

Smiles, makes babbling noises, communicates with carer.

Very interested in what is going on around them. Recognises familiar and unfamiliar people. Shows fear of strangers.

Shows definite emotions and is aware of emotions of others. Will play alone.

Shows shyness with strangers. Dislikes changes in routine.

Starts toilet training. Starts tantrums when upset. Has separate sense of self.

Little idea of sharing and strong sense of “mine”.

Strong sense of gender identity (being a boy or girl). Less anxious about separation. Plays alongside others.

Enjoys co-operative and dramatic play. Understands co-operation and competition. Responds to reasoning.

Can take turns.

Enjoys independence but still needs comfort and reassurance.

Becomes very involved in activities. Develops fears of ghosts, things under the bed. Concerned about being disliked.

PRACTISE: Scanning a text

Scanning is a useful technique for finding details in a text quickly. When you scan, you work like a “human search engine”. First, find out what keywords you should look for in the text. Next, let your eyes move rapidly down the page until you find the keyword you are looking for. Then read the surrounding text carefully to see if the information is relevant. If it is not, continue scanning the text until you find what you are looking for.

a Scan the text on the next page to find the answers to these questions:

– Who was William T.G. Morton?

– What did Louis Pasteur prove?

– What was the world’s first known antibiotic?

– What is used to treat leukaemia?

– What does “AI” mean?

b Discuss with a partner: Which answer was the easiest to find? Which was the most difficult? Do you think this had something to do with the keywords you chose to look for?

Timeline of Medical Discoveries and Innovations

Since the dawn of time, people have become ill, and other people have tried to cure these illnesses. This timeline provides insight into some of the most important medical discoveries and innovations which have helped shape healthcare as we know it today.

Vaccines

Beginning with an attempt by Edward Jenner in 1796 to treat smallpox, the popularity of vaccines grew quickly. Throughout the 1800s and 1900s, many vaccines were created to combat some of the world’s deadliest diseases.

Anaesthetics

Prior to general anaesthetic, surgery was only undertaken as a last resort. That changed in 1846, when William T.G. Morton successfully used ether as an anaesthetic during surgery. Safer anaesthetics have since been developed, allowing millions of life-saving operations to take place.

Hypodermic syringe

Scottish doctor Alexander Wood wanted to treat pain in just one area of the body. The hypodermic syringe made it possible to inject pain relief medicine into the area which was causing pain.

Stethoscope

The French doctor René Laënnec created the first version of the stethoscope by rolling up a paper tube and using it as a funnel. He did this to avoid putting his ear on a female patient’s chest in order to hear her heartbeat.

Germ theory

Before germ theory scientists thought disease could appear through “spontaneous generation”. That was until Louis Pasteur proved that infectious disease was a result of an invasion of pathogens into living hosts. This discovery marked a significant turning point in how diseases were treated and prevented.

X-rays (Medical imaging)

X-rays were first observed by German physicist Wilhelm Conrad Röntgen. His discovery was viewed as a medical miracle and X-rays soon became an important diagnostic tool in medicine, allowing doctors to see inside the human body without surgery for the first time.

Antibiotics

British scientist Alexander Fleming accidentally discovered penicillin which was the world’s first known antibiotic.

Kidney transplant

In 1954, the first successful kidney transplant was carried out. This was the first time a recipient had survived the operation. More successful transplants soon followed, such as lung (1963), pancreas (1966) and heart transplant (1967).

Antiviral drugs

The development of antiviral (effective against viruses) drugs has been significant in treating and controlling the spread of deadly viruses.

Stem cell therapy

The potential of stem cells was discovered in t he late 1970s, when they were found inside human cord blood (blood found inside umbilical cords). Stem cell therapy is used to treat leukaemia and other blood disorders, as well as a number of neurological conditions such as Parkinson’s disease.

Artificial Intelligence (AI)

Several life science organisations and research institutions have teamed up with technology companies to invent smarter ways to deal with diseases. The potential of AI in detecting, diagnosing and treating disease is becoming increasingly evident and will most likely transform the future of healthcare.

Cholera

By Jean-Noël Fabiani (author) and Philippe Bercovici (illustrator)

Cholera, caused by a bacterially produced toxin, can lead to death in a matter of days as a result of dehydration due to diarrhoea and vomiting.

IT’S COMING OUT BOTH ENDS!!

The disease’s breeding ground was Asia and the Middle East.

The first European to describe the disease was an officer of Vasco da Gama’s, in 1503. In India, he witnessed an epidemic of calamitous diarrhoea that swiftly proved fatal.

I MUST SAY, THAT RIVER THOSE PEOPLE ARE BATHING IN IS MORE LIKE A SEWER.

In the 19th century, six major cholera pandemics shook the world, all spread by new forms of transport.

The 1832 epidemic in Paris claimed around 100,000 lives.

FLEE! THE VERY AIR IS POISON!

A PUNISHMENT FROM GOD!

IT’S COMING OUT BOTH ENDS!!

That same year, in Edinburgh, surgeon Thomas Latta had an idea: rehydrating patients with saline injected into the colon.

I ATTEMPTED TO RESTORE THE BLOOD TO ITS NATURAL STATE, BY INJECTING WARM WATER COPIOUSLY INTO THE LARGER INTESTINES, TRUSTING IN THEIR POWER OF ABSORPTION.

THAT LOOKS QUITE A LOT, DOCTOR!

Faced with this initial setback, he tried gradually injecting six pints of (non-sterilized) saline into the arm via a goosefeather quill.

I FANCY I CAN FEEL HER PULSE AGAIN!

BUT BY THESE MEANS I PRODUCED, IN NO CASE, ANY PERMANENT BENEFIT.

intravenous catheter.

Thomas Latta had just invented the

In the 19th century, everyone thought cholera was spread through noxious fumes (miasma).

Someone needed to “discover” cholera. That man was John Snow.

He became famous after administering chloroform to Queen Victoria during Prince Leopold’s birth in 1853.

YOUR MAJESTY, THIS WILL BE THE FIRST DELIVERY UNDER ANAESTHESIA.

SWEET JESUS!

Snow was festooned with degrees. The founder of a temperance movement, he first entered the budding field of anaesthesia with an ether inhaler of his own invention, then grew interested in chloroform.

He then opened a general practice at 54 Frith Street, attending to the paupers of Soho.

FUNNY, FOR THE QUEEN’S PHYSICIAN!

OH, I FEEL SO GOOD!

In 1854, a cholera epidemic was raging in London, in Snow’s own neighbourhood.

I JUST CAN’T CREDIT THE MIASMA THEORY.

IF YOU ASK ME, I THINK THEY’RE INGESTING SOME KIND OF POISON from THE WATER… AND I’LL PROVE IT!

QUEEN OR PAUPER, I DO MY BEST FOR BOTH!

His revolutionary idea was to compile a statistical analysis, charting the 578 addresses of the victims on a map of the city.

I WAS RIGHT! ALL THOSE PEOPLE GOT THEIR WATER FROM THE BROAD STREET PUMP!

PRACTISE: Listening

The text you are about to listen to is an excerpt from the novel Slam. Listen to the text twice at citizens.cdu.no

a The first time you listen, focus on understanding the big picture. Do not note down details but concentrate on the events that you believe are important. Ask yourself: Where are we? What is happening here? Then work with task 1 on page 117.

b Before listening for the second time, look at the questions in task 2 on page 117. Note down answers to the questions while listening.

Slam

By Nick Hornby

Sam Jones lives with his mother in London. He has never had a serious girlfriend, but one day he meets Alicia and they fall madly in love. For a few weeks, they spend all their spare time together, and they start having sex. Being without Alicia “is like not breathing”, Sam thinks. However, Sam soon loses interest in Alicia and goes back to spending his time skating and gaming. He tells his mother that he wants to break up with Alicia, but he does not actually go through with it. He just stops seeing her or talking to her.

A slam is a hard fall in skateboarding, but nothing compares to the slam that Sam experiences when he receives a text from Alicia on his sixteenth birthday …

1 | PRACTISE: Listening for overview

Place the events below in the correct order according to what happens when in the text:

∙ Sam wants to sit on his mum’s lap

∙ Sam eats breakfast

∙ Sam is given cards, presents and doughnuts

∙ Sam turns off his mobile

∙ Alicia goes home to get more money

∙ Sam receives a text from Alicia

∙ Sam meets Alicia at Starbucks

∙ Sam and Alicia go to the chemists to check how much a pregnancy test costs

2 | PRACTISE: Listening for details

Answer the following questions:

a Why is this a special day for Sam?

b How does Sam react when he reads the text from Alicia?

c Where does Sam go, and what is he thinking about on the way there?

d What does Alicia tell Sam?

e Why can’t Sam ask her all the questions he has on his mind?

f What do they decide to do first?

g What does Sam do when Alicia goes to fetch the money?

3 | REFLECT: Talking

Discuss in pairs or small groups. Remember to explain your opinion.

a What do you think of the way Sam acts? Do you have any sympathy for him?

b How should Sam and Alicia deal with this new situation, do you think?

c Do you think children and teenagers learn enough about important adult matters such as sex and responsibility? If not, what should be done to educate them better?

d Teenagers are often called lazy and uncaring, but is this a true description of today’s youth? Read the quote below and explain why you agree or disagree with it.

“This generation of teens is not particularly rebellious – they drink less, they do fewer drugs, they start having sex at an older age. They’re far more engaged; they’re highly preoccupied by their academic performance and their future job prospects – 70% of teenagers say it really matters to them what grades they get and making their parents proud.”

natasha kizzie, executive director of the national citizen service uk

Background

THE “WHITE” STRATEGY

When skimming, we search for clues to what a text is about, without focusing on details. One way of skimming a text is to look for WHITE:

You look for: You ask yourself:

Whole text impression

Headings

What text type is this? Does it look like a textbook text, poem, article or something else? What makes you think this?

What do the heading and subheadings tell you about the text? What keywords can you discover there?

Illustrations What information can you find in the pictures, graphs or other types of illustrations? What do the captions say?

Topic sentences What do the topic sentences (see p. 58) tell you about the topic? Extract some key information from these.

Ending What do the final sentences tell you about the content of the text?

Below is what a student noted down after using the WHITE strategy on the text “Fake News: Don’t Be Fooled!” (p. 222):

Whole text impression

Looks like a factual text about the topic “fake news” (length, pictures, tasks, sub-headings, etc.).

Headings “Fake News: Don’t Be Fooled!” The title gives us the topic “fake news” and includes a direct appeal to the reader. This suggests that the text will give advice on how to avoid being fooled by fake news.

Subheadings:

Going viral / Fake news = big business / Social media and fake news / Fake news in a complicated world / Challenge to democracy / The consequences of fake news

Illustrations and their captions

Topic sentences:

Key information

extracted from the first five paragraphs

- the photos in the text and their captions are typical photos you see in news articles, with captions that give more information

- there is a cartoon as well as statistics – a quick look reveals that both concern fake news

- “fake news” = false news that looks or sounds true

- some fake news stories are partly true, others completely false

- not always bad intentions behind fake news

- stories going viral: spreading like a virus

- people spread fake news without knowing that they are doing it

- Facebook: accused of not working hard enough to remove fake news stories

These sentences reveal that the text will cover the topic of fake news from different angles, starting with a definition of the term itself.

Ending Fake news is here to stay. It is our responsibility to check whether information is true and reliable before passing it on.

This conclusion places a personal responsibility on each of us to make good use of the information and advice the text has given us.

PRACTISE: Using a reading strategy

a Individually, skim the text on pp. 166 –170 and fill in a WHITE table (see p. 164).

b In pairs or small groups, compare what you have found out about the text. Then agree on answers to the following questions:

– What do you think this text is about? Why do you think so?

– What do you think you will learn from reading this text?

Safety in Healthcare, Childhood and Youth Development

REFLECT

a Think back: why did you choose to study Healthcare, Childhood and Youth Development?

b Is there anything you know now that you wish you had known before choosing this education programme?

c What are some potential challenges you think you will meet in your future profession?

d What advice would you give students who are thinking about applying for Healthcare, Childhood and Youth Development?

WORKPLACE CHALLENGES: Andrea’s

Choice

Andrea is a fifteen-year-old student from England. Like most people her age, she is unsure of what to be when she grows up. Her cousin, Kevin, chose Healthcare, Childhood and Youth Development and is now a health worker. Andrea is leaning toward choosing this education programme, but she wants to know more about some of the possible professions she can choose.

The texts you are about to read are:

– a transcript of a conversation Andrea had with Kevin

– an opinion piece written by Kevin’s friend, Peter, who works in a kindergarten

– a Messenger dialogue between Andrea and Kevin’s girlfriend Melissa, who is an assistant occupational therapist

a job description for the profession of medical orderly

While reading the texts, consider what they say about the positive and negative aspects of these professions.

ANDREA: What exactly is your job, Kev?

KEVIN: I’m a health worker at a retirement home. I’ve been there for almost three years now.

ANDREA: Do you like it? What is it you do?

KEVIN: Honestly, I love it! I help elderly people with their daily routines, but it’s very different what they need help with. Some people need help taking a shower or brushing their teeth, while others need help during meals. So I have a real influence on their quality of life.

ANDREA: What you do is important then?

KEVIN: Yes, I think so! It’s no secret that many old people feel lonely. They aren’t able to move around as freely as before, and many have lost their life partners. The time they spend with us, their caregivers, is very important to make them less lonely.

ANDREA: Isn’t it a little boring to talk to old people all day?

KEVIN: No, that’s actually what many of us say is the best thing about the job. Most elderly people have lived full and fascinating lives. They have so much knowledge and lots of interesting stories to share. Unfortunately, one of the major drawbacks of the job is that we haven’t got time to listen to everything they want or need to share with us. There are many residents to take care of and long “to do” lists that we need to complete. Still, I try to make sure they understand that I enjoy listening to their stories.

ANDREA: Do you ever not like your job?

KEVIN: Not really, but some days are very hectic, and I don’t have time to do everything as thoroughly as I would have wanted. On the bright side, this makes no two days exactly the same. I really like this variation because I’m never bored.

ANDREA: You have to be around many people all day – does that lead to any challenges?

KEVIN: Well, some people can be difficult, but my job is to build relationships with the residents. I’ve found that there’s always a reason why someone is acting the way they are, so I make sure to try to really get to know the people I work with. I think working closely with elderly people has given me valuable insight into the ageing process and what’s to come. It has given me the opportunity to think about what really matters in life.

ANDREA: What do you mean?

KEVIN: Well, I used to focus on everything I wanted to buy, like a fancy house and an expensive car, but now I am more concerned with building relationships with people and having interesting experiences to look back on.

retirement home aldershjem/ aldersheim caregiver pleier/pleiar drawback ulempe, mangel thorough nøye ageing aldring

UNDERSTAND

a What does Kevin like about being a health worker?

b According to Kevin, what can be challenging about being a health worker?

WRITING COURSE 4: ACCIDENT REPORT

A report is a text that explains something we have seen or done. At school, you may be asked to write a report on a visit to a company or to reflect on your work and the skills you have gained. You may also be asked to write a report to explain the work process that led to a finished product.

At work, we may have to write a report when a project is finished, or when an accident happens. Sometimes, for example in the healthcare sector or if you have been involved in a car accident, the reports will be specific forms that you have to use, such as a non-conformance report (“avviksrapport”) or an injury report (“skademeldingsskjema”).

The person who reads the report expects useful and correct information about a topic or an event. It is therefore important that the report is written using

formal and objective language (see p. 284), that it contains relevant information and that it is not too long. A report is written using the first person: I or we. This course is about accident reports, but you will find other types of report at citizens.cdu.no.

Accident report

If there has been an accident at your workplace, you need to write a report to your boss, so he or she will know what happened, and why it happened. A report may be used to place responsibility for an accident, to change routines or to decide whether a person should get some compensation for an injury. When you sign your name at the bottom of the report, it means that you approve of the content of the report.

An accident report might look like this:

To: (name / job title)

To: Charlotte Donner, manager of Martha’s Kindergarten

From: (name / job title) From: Stacy Lewis, kindergarten employee

Date: 20 September 2023

Subject: (Write what the report is about)

Background: Why are you writing this report?

Brief description of the incident: What happened? Who? When? Where? Facts, not opinion.

Sprained wrist and concussion due to wet floor

On September 18 2023 at 6:30 AM, I slipped on the floor in the hall and sprained my wrist and got a concussion.

I was going to greet one of the children I was in charge of in the hall. I saw him and his mother coming up the driveway and I hurried to reach the door before them. Unfortunately, I did not know that just a few minutes before another child had thrown up in the hall and this had been quickly cleaned up my co-worker, Camilla Peterson. I slipped on the wet floor and hurt my wrist and hit the back of my head.

Peter Carlson came to my rescue and help me up. He also reassured the child I was hurrying to meet that I would be fine as he helped me to my feet. My hand hurt badly, and I was feeling very dizzy, so it was decided that Peter would drive me to the emergency room.

After a few hours of waiting to see a doctor, I was diagnosed with a sprained wrist and a concussion.

Suggested measures:

The accident was my fault because I was hurrying to the front door, so from now on I will try to walk more slowly and be more aware of my surroundings. It would also be a good idea to instruct everyone to mop up water and spills completely and maybe purchase one of those yellow caution-signs to put up when the floor has recently been washed.

Conclusion / Next steps: I will be on sick leave for five days ending on 23 September and will back at work on 26 September but might require slight changes in my tasks at work because of my sprained wrist.

Signature: Stacy Lewis

VOCATIONAL GLOSSARY: HEAL THCARE, CHILDHOOD AND YOUTH DEVELOPMENT

1. At the nursing home (p. 292)

2. At the kindergarten (p. 294)

3. At the pharmacy (p. 295)

4. Occupations (p. 295)

5. HSE (p. 296)

6. Useful words (p. 297)

7. On the job (p. 299)

1. AT THE NURSING HOME

A nursing home is a facility for patients in need of care and nursing by health professionals.

Norwegian English Explanation alarm alarm

An alarm is an audible signal that indicates that the patient needs help.

avdeling sectionA section is an area where a group of residents in a nursing home live.

bekken bedpanA bedpan is a container the patients can urinate or defecate in.

bind sanitary towelA sanitary towel absorbs urine and other kinds of discharge (substances released from the body).

bleie adult diaper, sanitary padAn adult diaper or sanitary pad is a paper sanitary towel that absorbs urine and retains faeces (excrement).

blodtrykksapparat blood pressure deviceA blood pressure device is a machine that measures the patient’s blood pressure.

dosett pill dispenserA pill dispenser is a container we can use to sort tablets by amount and time.

dostol commodeA commode is a chair which is placed over the toilet, or with a bedpan underneath.

febertermometer fever thermometerA fever thermometer is an instrument that measures the body temperature of the patient.

gebiss, tannprotese dentureA denture is a set of artificial teeth that can be removed from the mouth.

heisslynge/heisslyngje slingA sling is used with a lift to raise a patient up.

høreapparat/høyreapparat hearing aidA hearing aid is a small device worn in the ear for better hearing.

journal patient recordA patient record is a collection of information about the patient.

legemiddel drugA drug is a medicine.

løftebøyle sling barA sling bar is a brace over the bed that the patient can grasp to get up.

løftekladd lift sheetA lift sheet is a piece of cloth used to lift and move the patient.

mating feedingFeeding is giving the patient food with a spoon or fork.

medisinbeger medicine cupA medicine cup is a small plastic container that we put the correct dosage of medicine into.

medisinrom medication roomA medication room is a room where we store medicines and equipment.

medisintralle medicine trolleyA medicine trolley is a cart that we use for storage and distribution of medicines.

mosing mashingMashing is to crush the food to make it easier to chew and swallow.

oksygenapparat oxygen breathing apparatusAn oxygen breathing apparatus is a machine that delivers oxygen to the patient.

personalrom staff roomA staff room is a place where employees get reports and have meetings and breaks.

personheis patient hoist A patient hoist is a machine that can lift and move the patient.

prekestol/preikestol walkerA walker is a pedestal with wheels and support under the arms.

pussbekken kidney dishWe use a kidney dish to collect saliva or vomit.

ren sone / rein sone clean zoneA clean zone is part of the washing room where we place clean and disinfected equipment.

rullator rollatorA rollator is a walking frame with wheels and a handle.

rullestol wheelchairA wheelchair is a manually operated or power-driven chair used by people who have trouble walking.

sengehest bed railA bed rail is a kind of fencing used to prevent someone from falling out of bed.

sengepost wardA ward is a section at a hospital.

servering servingServing is giving food to the patient.

skjermbrett partition screenA partition screen is a removable “wall” made of cloth or plastic that protects the patient from view.

stell cleaning and changingCleaning and changing is when we take care of the personal hygiene of the patient.

stetoskop stethoscopeA stethoscope is an instrument for listening to the heartbeat and respiration of the patient.

trygghetsalarm/ tryggleiksalarm

uren sone / urein sone

patient alarm buttonA patient alarm button is a wireless alarm that the patient wears around his or her neck or wrist.

unclean zoneAn unclean zone is part of the washing room where we place dirty equipment.

urinflaske urine bottleA urine bottle is a bottle the male patient can urinate in.