...Reflective Practice – Part A Originally reflective practice was commonly used to deal with well documented problems in professional practice. However the use of reflective practice has made a shift to also be used in main stream educational practice. (Bradury et al. 2009) This then makes it credible to use reflective practice to assess my progress so far at university. I will do this by sing Driscoll model of reflection (by Barton) model of reflection that I undertook in class. Using Driscoll ‘What?’ ‘So what?’ Now what? Reflection model, along with headstart I identified potential weaknesses that could hinder my university study. After completing headstart it was apparent what my ‘what?’ was ‘writing in higher education’ came up as something...
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...Reflective Questions 1. What was your purpose in writing the paper? What do you want the reader to understand after reading? My purpose was to do an argumentative essay in accordance with Rampage Chapter 14. I want the reader to understand the pro and cons of using privatizing Social Security. 2. What was the most challenging part of writing this paper, and why? Explain. For me it was sitting down and gathering my thoughts. I had a trying schedule with work and needed that time to myself to make it happen. I do have an opinion and I find it difficult to put them aside and argue both sides. 3. What do you see as the strengths of the paper, and what would you try to do if you were to revise it some more? The strength of my paper I feel is that it gives legit and strong facts of the pros and cons of the topic. If I could tweak it some more it would be to not personalize it as much. 4. What is not a part of your paper that you think might help a reader understand or appreciate it more? What didn't you put in? Are there certain events or feelings or memories that led you to write on this topic or to take this approach? What kind of feedback or response would you like from your reader? I think this essay will definitely bring to light the future of social security. I think that individuals don’t know that they could lose their money if they do not take the time to learn the benefits of the programs to include privatization. Jabari Williams Professor Houston ...
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...learning processes of individuals. (P2): Assess own knowledge, skills, practice, values, beliefs and career aspirations at start of the programme(P3): Produce an action plan for self-development and achievement of own personal goals(M1): Assess the impact of key influences on the personal learning processes on own learning(D1): Evaluate how personal learning and development may benefit others | Scenario: Must be vocationalYou work for a health and social care service provider and you are developing your personal and professional development portfolio. The portfolio aims to enable you to understand the learning process and to give you the skills needed to plan for, monitor and reflect on your professional development. A minimum of 100 hours of work experience, in addition to the guided learning hours, is required for successful completion of this unit. | Task 1: Complete the electronic chart from Moodle (upload to vital) explaining the key influences on personal learning processes of individuals it should include the following: (P1) * Theories of learning: i.e. Honey and Mumford, Kolb * Influences on learning: e.g. taking into account previous learning and experiences, specific learning needs, formal versus informal learning, time, learning style, learning environment, aspirations. * Skills for learning: study skills, literacy, numeracy, information and communication technology, research skills, research skills e.g. questioning, use of the internet,...
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...Unit 2: Unit code: QCF Level 3: Credit value: Business Resources D/502/5409 BTEC National 10 Guided learning hours: 60 Aim and purpose The aim of this unit is to develop learner knowledge of the range of human, physical, technological and financial resources required in an organisation, and how the management of these resources can impact on business performance. Unit introduction At the core of every organisation are the human, physical, technological and financial resources that enable it to function. This unit will give learners a broad understanding of the importance organisations place on managing their resources efficiently in order to achieve their objectives. It is important that learners are able to relate their understanding of resource management to a real organisation. This will provide an essential link between theory and practice. Understanding how these resources are managed is one of the keys to assessing how well the organisation is performing. The first part of this unit explores the range of human, physical and technological resources for a selected organisation. Learners will investigate the importance of managing these resources efficiently. The contribution that recruiting and retaining suitable staff can make to the organisation’s performance is examined. The importance of managing the organisation’s physical and technological resources efficiently is also explored. For an organisation to survive its finances need to be sound and secure. The...
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...FdA Fashion Marketing and Promotion Unit: Individual Major Project UNIT LEADER: Edwin Phiri TEACHING TEAM: Edwin Phiri, Wessie Ling, Nicole Dunlop, Chrissy McKean and Laura Avery CREDIT RATING: 40 STAGE: 2 LEVEL: 5 LOCATION IN COURSE: Term 3 CORE SPIRIT BRIEFING: Monday 16th April HH203 10.00-12.00 Group A 14.30am – 15.30am in JPS 512 (18/4/12 and 25/4/12 only) Movie Maker Group B 15.30am – 16.30am in JPS 512 (18/4/12 and 25/4/12 only) Movie Maker Group A 15.30am -16.30am in JPS 512 (17/4, 24/4, 1/5 and 15/5 only) Excel Group B 13.00am- 14.00pm in JPS 512 (17/4, 24/4, 1/5 and 15/5 only) Excel Group A and B 09.30-11.30 HH 203 Lecture Group A 12.00-14.30 (Seminars with relevant supervisor as scheduled) Group B 15.00-17.30 (Seminars with relevant supervisor as scheduled) Students to attend Individual and small group tutorials with relevant tutors as scheduled. LCF STUDENTS ARE REQUIRED TO USE ONLY THEIR COLLEGE / UNIVERSITY EMAIL ADDRESS. All correspondence to you will be through that medium Unit Handbook 2011 – 2012 INTRODUCTION This unit provides you with the opportunity to undertake a self-directed project that consolidates and extends your knowledge and skills. Your project will include planning, research, ideas development and recommendations and will include both practical and theoretical elements. This unit will allow you to develop entrepreneurship and creativity, whilst undertaking a project with a feasible...
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...This Assignment will focus on demonstrating patient care and to apply my knowledge into the theories and the decision making in caring for an acutely ill patient reflecting on my experience whilst practicing within my role as a health care assistant. I will use a reflective tool to assist in the reflective cycle using Gibbs (1988) ref – university of cumbria www.cumbria .ac.uk/public /liss/document/skills sat cumbria/reflective cycle) I will ensure that I comply with the Nursing and Midwifery council (NMC) in order to achieve this I will write in first person and all names and locations will be changed to protect identity. Ref (NMC 2015). Description My normal day started at 7.30 I was allocated to work in a bay alongside my colleague within my clinical area. An accurate handover of the clinical information was given in relevance to the patient’s continuity and safety of care. (Adams 2012). (Ref- Adams JM, Osbourne-Mckenzie T Advancing the evidence base for a standardized provider handover structure: using staff nurse description of information to deliver competent care. Journal of continuing Education in nursing 2012;43(6):261-6.) My case study is on a 59-year old lady( Appendix 1)who recently had been discharged after surgery on her left neck of femur fracture. This lady had been readmitted to our clinical area following her discharge due to signs of a UTI, fever and the wound site being very red and inflamed. Pam was showing all the signs and symptoms of a severe...
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...BTEC National Certificate in Business Management Unit 18 – Managing a Business Event Assignment 1 (P1 & M1): - Role of an event organiser / Organisational and legal requirements You are part of the ASFC student council. The council wants to organise an event for the students and you have been asked to research how events are run by other organisations. You must present your findings in a report format, which needs to be addressed to the Principle. You should structure your report as outlined below in tasks 1 and 2. This assignment assesses: P1 Describe the role and skills required of an event organiser. M1 Assess the importance of meeting organisational and legal requirements when planning a business event Signed (IV) ___________________________________________ Print name ___________________________________________ |P1 | | | |Based on the visit to JD Williams in Manchester and the presentation by their Event Organiser, you need to describe the| | |role of an Event Organiser. | | | | | |Task 1 - In your report include the following: ...
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...Business Environment TEST PLANNING TABLE FOR CHAPTER 1 |Learning Goal | | | | | |LL:1 |LL:2 |LL:3 | | |Knows Basic Terms and Facts |Understands Concepts and |Applies Principles | | | |Principles | | |Describe the relationship between profit |1,2,3,4,5,6,7,8,9,10, |25,26,27,28,29,30,31, |34,35,36,37,38,39, | |and risk and show how businesses and |11,12,13,14,15,16,17 |32,33, |40,41,42,43, | |nonprofit organizations can raise the |18,19,20,21,22,23,24, |188,189,190,191,192,193,194,19|198,199,200,201, | |standard of living for all. |176,177,178,179,180,181,182,1|5,196,197 |202,203,204, | | |83,184,185,186,187 | |221, 326, 330 | |Compare and contrast being an entrepreneur|44,45,46,47,48,49,50,51,52,53|57,58,59, |60,61,62, | |and working for others. |,54,55, |213,214,215,216,217, ...
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...1) The Sarbanes-Oxley Act applies to which of the following companies? A) All companies. B) Privately held companies. C) Public companies. D) All public companies and privately held companies with assets greater than $500 million. Answer Terms: Sarbanes-Oxley Act Diff: Easy Objective: LO 1-1 AACSB: Reflective thinking skills Topic: SOX 2) Which of the following is considered audit evidence? A) Oral statements Written Auditor made by management Communications Observation Y N N B) Oral statements made by management N C) Oral statements made by management Y Written Communications Y Auditor Observation Y Written Communications Y Auditor Observation Y D) Oral statements made by management N Answer Terms: Audit evidence Diff: Moderate Objective: LO 1-1 AACSB: Reflective thinking skills Written Communications N Auditor Observation Y 3) Evidence is paramount to audit and attestation engagements. List the four basic types of audit evidence. 4) The criteria by which an auditor evaluates the information under audit may vary with the information being audited. A) True B) False Terms: Criteria which an auditor evaluates information Diff: Easy Objective: LO 1-1 AACSB: Reflective thinking skills 5) The criteria used by an external auditor to evaluate published financial statements are known as generally accepted auditing standards. A) True B) False Answer Terms: Criteria used by external auditor to evaluate...
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... | |Base: |Newton Abbott | |Responsible To: |Local Team Clinical Lead | Job Purpose The principal purpose of the job is to improve the psychological health & wellbeing of people within an identified Devon locality. The post holder will be part of an Improving Access to Psychological Therapies (IAPT) service and will provide high intensity interventions - initially cognitive behavioural therapy (CBT). The post holder will work with clients who have a range of complex Anxiety and Depression related problems for which CBT is demonstrated to be clinically effective. The post holder will work with people with different cultural backgrounds and ages, using interpreters when necessary and should be committed to equal opportunities The post holder will act as a lead specialist for IAPT, providing professional clinical supervision to less experienced staff, trainees & students. As a senior clinician the post holder will be expected to contribute to the leadership of the local service providing support and undertake delegated responsibilities under the...
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...BTEC National Diploma in Health and Social Care Unit 6 Personal and Professional Development in Health and Social Care LO1 Understand the learning process * Theories of learning * Influences on learning * Skills for learning * Support for learning * Learning opportunities LO2 Be able to plan for and monitor own professional development * Review at start of programme * Knowledge * Skills * Practice * Values and Beliefs * Career aspirations * Action plan for own development * Consider personal goals LO3 Be able to reflect on own development over time * Monitor and evaluate plan * Changes * Contexts * Professional development portfolio * Relevant experience * Support for development * Reflect on own development LO4 Know service provision in the health or social care sectors * Provision of services * Local health or social care * Health and social care workers What you will be taught 1. Understand the learning process * Theories of learning: theorists, * Skills for learning; * Support for learning; * Learning opportunities; 2. Be able to reflect on own professional development over time * Review at start of programme; * Knowledge; * Skills; * Practice; * Values and beliefs; * Career aspirations; 3. Be able to reflect on own development over time * Monitor and evaluate plan in terms of own development; * Professional development portfolio; * Relevant evidence;...
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...Unit 4: Unit code: QCF Level 3: Credit value: Business Communication H/502/5413 BTEC National 10 Guided learning hours: 60 Aim and purpose The aim of this unit is to show learners that the collection and management of business information, and the successful communication of that information throughout a business, is critical for the future prosperity of the organisation. Unit introduction A business needs accurate and relevant information from internal and external sources in order to operate profitably. Proper collection of data creates an environment where informed decisions can be taken for the benefit of the business. In order to manage information effectively, there must be good communication systems within the organisation. Staff must possess good verbal and written skills in order to communicate and share information Business information can be used to obtain competitive advantage and promote efficiency. Organisations generate information internally, recording details of products manufactured, purchased and sold, and their associated costs. Businesses use information to manage not only what is currently happening in the organisation but also to plan for the future and ensure their survival. Information is collected, stored, manipulated, analysed and reported to those who need to use it. People need to become skilled manipulators and users of information to ensure organisations become more efficient and succeed in achieving their stated purposes. Since the...
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...encouraged the use of ICT / e-learning in various different context and locations. In reviewing this programme in 2007, we decided to adopt a different approach for 2007/8 which would encourage and support local integration of e-learning into literacies learning. We engaging the services of Sheerface Ltd. to work with individual literacies partnerships across Scotland. Project Aims The contractor appointed worked with Learning Connections to develop and support local initiatives for integrating ICT / e-learning into adult literacies learning in their particular area. Funding was available to support local initiatives to try out ideas for using ICT which were new to their literacies partnership. The aims were • to raise awareness of the lessons learned from the ICT Innovations projects undertaken 2004 to 2007, and other work undertakes by Learning Connections during that period • to promote and encourage the use of e-learning in literacies provision. We were particularly keen to see if we could engage with areas and organisations in Scotland who had not previously had grant during the previous 3 years of innovations funding. We also wanted to see how far the ICT developments Learning Connections had promoted over that period, including the ICT workshops programme, had been...
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...ITT TECHNICAL INSTITUTE NT1310 Physical Networking GRADED ASSIGNMENTS ------------------------------------------------- Student Professional Experience Project NSA SPE Project 1 (to be completed by the end of NT1310): Install, Configure, Test, Maintain and/or Document the Worksite Local Area Network and Its Components Purpose The purpose of the Student Professional Experience (SPE) project is to provide you an opportunity for work experience in your field or in a related field to add to your résumé. You may have an opportunity to serve your community or work for a local employer for a project that will take between 20 and 30 hours. Project Logistics Career Services will identify an employer with needs in the following areas: Network related tasks (mostly confined to the LAN and Microsoft Windows Server 2008 environments) Students are expected to practice various skills discussed in all the technical courses in Quarters 1 through 3 of the NSA program at an employer’s site on network related tasks (more confined to the LAN and Microsoft Windows Networking with Server 2008 environments) that would involve installation, configuration, testing, maintenance and documentation of the worksite network and its components, and to properly document the technical information in all involved activities. Such documentation will be used as the source material for Items 2 and 3 defined in the Deliverables section of this document. Possible example projects could...
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...‘A Personalised induction will always be more effective’. Discuss In the essay that follows we will be discussing whether a personalised induction will always be more effective. We will be doing this through looking how every client is different and whether or not we need to be generic in our delivery of inductions or tailor them to every individual and their needs. In tailoring the induction we will be looking at different modalities that a client may have as well looking at the history of authoritive and permissive inductions and how these could help our clients. I will then conclude whether or not a personalised induction will always be effective. Everyone is different We all know that everyone is different, we all look different, have different ethnicity, different upbringings. We are different down to our DNA. When seeing clients, hypnotherapists need to take this into account in order to obtain the best result for the client. In order to do this the hypnotherapist, when meeting a client for the first time needs to build up a good rapport. This can be done through casually speaking to the clients and observing them while doing so. The hypnotherapist needs to constantly assessing the client looking at appearance (clothing, body language, speech pattern and speech style), personality (decisiveness, degree of worry, implication of logic – gut feeling or thought driven, expression of emotions), and behaviour (internally or externally...
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