...Development through the life stages. UNIT 4 P1 M1 D1 Development through the life stages. UNIT 4 P1 M1 D1 * Introduction In this essay I will be explaining the development throughout the life stages. This is including conception, pregnancy (1st, 2nd and 3rd trimesters), birth and infancy (0-3years), childhood (4-9years), adolescence (10-18years), adulthood (19-65years), older adulthood (65+) and the final stages of life. This will include physical, intellectual, emotional and social development. I will further this by discussing nature versus nurture, and conclude by evaluating how this will affect the physical, intellectual, emotional and social development. * Conception Each month a group of eggs in the ovaries grow in small sacks named follicles. Eventually one of these eggs leaves, this is ovulation. This typically takes places 2 weeks before the next period is due. Once the egg leaves the follicle it develops into the corpus luteum, releasing a hormone to thicken the uterus lining, preparing for the egg. Once released the egg travels to the fallopian tube, where it remains for 24hrs waiting for sperm to fertilize it. This takes around 2 weeks after the period. If there is no sperm to fertilize the egg, it travels through the uterus and falls apart. The hormone levels return to normal, and the uterus sheds the lining, starting the period. If a sperm does make its way into the egg, it fertilizes, no other sperm will be able to access the egg. As soon as fertilization...
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...Subsidiary/Diploma in HEALTH & SOCIAL CARE UNIT 4 DEVELOPMENT THROUGH THE LIFE STAGES Name : …………………….. Target Grade ………………. Current Grade ……………… January – April 2014 |Pass |Merit |Distinction |Attempted |Complete | |P1 – Produce a series of posters that|M1 : Write a report that discusses |D1 : As a conclusion to your report, |P1 | | |describe physical, intellectual, |the nature – nurture debate in |evaluate how nature and nurture may | | | |emotional and social development for |relation to the development of the |affect the physical, intellectual, |M1 | | |each of the life stages of an |individual |emotional and social development of 2| | | |individual | |stages of the development on an |D1 | | | | |individual | | | |P2 – Using examples from someone’s | | |P2 | | |life, explain the potential effects | ...
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...CARE UNIT 4 DEVELOPMENT THROUGH THE LIFE STAGES Unit abstract Knowledge of human growth and development through the life stages is important for learners who are considering careers in the health or social care sectors because it will assist understanding of the needs of individuals at different stages of life, including their potential care needs. It will also help you understand the influence of unexpected events on patients/service users and their families. This unit enables you to gain understanding of different life stages and how people grow and develop. It requires you to reflect on the importance of a variety of factors and major life events on the development of individuals, and to consider the nature-nurture debate. The unit also allows you to gain an insight into the ageing process and to understand both positive and negative perspectives on ageing. Learning Outcomes On completion of this unit you should: 1. Understand human growth and development through the life stages 2. Understand how life factors and events may influence the development of the individual 3. Understand physical changes and psychological perspectives in relation to ageing HOW THIS UNIT WILL BE ASSESSED To reach Pass level, the evidence must show that the learner is able to: P1 describe physical, intellectual, emotional and social development through the life stages P2 describe the potential influence of five (5) life factors on...
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...Assignment: Learner information OCR Level 3 Health and Social Care Unit 4: Development through the life stages Assessor: Important Dates | |Assessment Criteria |Issue Date |Formative Assessment |Summative Assessment | |Task 1 |P1, M1 |17th December 2012 |10th January 2013 |17th January 2013 | |Task 2 |P2, P3, M2, D1 |7th January 2013 |17th January 2013 |28th January 2013 | |Task 3 |P4, P5, M3,D2 |14th January 2013 |28th January 2013 |4th February 2013 | CANDIDATE NAME: General Information for Learners Q Do I have to pass this assignment? A Yes. You must pass this assignment to achieve the full qualification. Q What help will I get? A Your tutor will help you when completing the OCR assignment and will make sure that you know what resources/facilities you need and are allowed to use. Q What if I don’t understand something? A It is your responsibility to read the assignment carefully and make sure you understand what you need to do and what you should hand in. If you are not sure, check with your tutor. Q Can I copy other people’s work? A No. The work that you produce...
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...Diploma, Health and Social Care | Assignment title | Life Stages | Unit number and title | Unit 4:Development Through the Life Stages | Assessor | Kelly Ocloo | Learning aims covered | On completion of this unit a learner should:1. Know the stages of growth and development throughout the human lifespan 2. Understand the potential effects of life factors and events on the development of the individual 3. Understand the physical and psychological changes of ageing | Context | The study of lifespan development is about understanding the way we change over time. In this unit you will be able to identify some patterns in the course of human development and a range of factors that will influence how your life turns out. You will also need to make up your own mind about some very deep questions. Will you have a fixed life course where you can predict much of what will happen to you? How far is your life fixed for you by your genetics or by the social and economic environment you grow up in? How far can you choose to control your own life and can you try to ensure a happy old age? | Overall Scenario | As part of your work experience you have been asked to produce a fact file to show your understanding of the different life stages. You have been asked to discover as much information as possible about a family member (Parent, Aunt, Uncle, Grandparents) or a high profile person, to describe the stages of their life so far and what might happen in the future. | ...
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...Unit 1: Developing Effective Communication in Health and Social Care Unit code: R/600/8939 QCF Level 3: BTEC Nationals Credit value: 10 Guided learning hours: 60 Aim and purpose This unit aims to enable learners to understand effective communication, the barriers that may exist and ways to overcome these. The unit will give learners the opportunity to gain the interpersonal skills needed to embark on a career within the health or social care sectors. Unit introduction This is a core unit within the programme, recognising the fact that effective communication is central to all work in the health and social care sectors. Professionals within the sectors require good communication and interpersonal skills to perform their roles effectively, work cooperatively with colleagues and build supportive relationships with people using services. It is, therefore, important for all those embarking on a career in the health or social care sectors to gain knowledge, understanding and the skills associated with communication, so that they are able to develop effective interpersonal skills. Initially, learners will investigate what is meant by effective communication and interpersonal skills and how these may affect the outcomes for people who use services. Learners will consider the factors that influence communication and interactions, analysing theories which may help to explain why there may be difficulties, possible breakdowns in communication and...
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...Unit 19: Developing Teams in Business Unit code: T/502/5450 QCF Level 3: BTEC National Credit value: 10 Guided learning hours: 60 Aim and purpose The aim of this unit is for learners to understand the importance of effective team working to an organisation’s success, and to develop skills and knowledge for working in team situations both as a team leader and a team member. Unit introduction People working together in teams, this can benefit organisations greatly and help them to achieve their goals. A motivated workforce is more likely to be efficient and can contribute to the long-term profitability of the business. If team members cooperate, they can inspire each other. This helps the team to solve problems and identifies the individual skills within the team. The work can be allocated within the team so that the complementary skills of team members can be used to best effect. A team is a group of people working together to achieve common objectives, willing to commit to ensuring that the team objectives are achieved. In this unit learners will explore the benefits of team development and teamworking. They will examine the skills required by different team members and how an effective team leader can motivate and develop individuals within teams. Sometimes when people work in teams, they have their own types of communication, which can affect others...
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...Cambridge TECHNICALS OCR LEVEL 3 CAMBRIDGE TECHNICAL CERTIFICATE/DIPLOMA IN HEALTH AND SOCIAL CARE PSYCHOLOGICAL PERSPECTIVES FOR HEALTH AND SOCIAL CARE A/601/2404 LEVEL 3 UNIT 7 GUIDED LEARNING HOURS: 30 UNIT CREDIT VALUE: 5 PSYCHOLOGICAL PERSPECTIVES FOR HEALTH AND SOCIAL CARE A/601/2404 LEVEL 3 UNIT 7 AIM OF THE UNIT Psychology is the study of the human mind and behaviour. This unit aims to explain the reasons people do the things they do when it comes to health and wellbeing. The mind and the body are interlinked, e.g. stress caused by daily hassles or lifestyle can have a detrimental effect on the body’s immune system and can lead to serious illness. Psychologists have given us many ways to explain human behaviour and this unit is designed to enable learners to apply what they have learnt to their own practice; from helping people overcome emotional problems to dealing with challenging behaviours. The knowledge and understanding gained throughout the unit will benefit all those who work with others, be it people who use services, their friends and family, and other professionals. A wide range of perspectives is covered which can then be applied to many different health and social care settings. The behaviourists and social learning theorists can help to explain how health related behaviours are learnt as well as ways to teach new behaviours to people who use services. The humanists, on the other hand, provide us with a set of guidelines for working with...
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...INTRODUCTION PROJECT CONTEXT Everyone in the business world is looking for a way to increase the efficiency of their business. Today, most of the schools are using manual processing of their transaction that causes many problems. In using manual system, they will need a lot of papers, spend more time and effort in writing the data on the log book. To minimize these problems, scholarship profiling system to be developed will improve the processing of papers for the scholar students and lessen the workload of the personnel. The usage of existing manual system is indeed a time consuming way of filing of applicant into a logbook and record by the personnel. In that way, it takes a long time and thread for the employee as well as the students before they can fully accomplish it. Developing a system will make a better result and give reliable source for the fastest and easiest way of processing. Automating the ISU-R scholarship profiling system is a new way of modernizing the present manual system used by the school for managing and processing of paperwork. The system that is responsible for letting the user view the list for scholars both old, new and renewal. It will also increase the security of the properties within the company. The system has an ability to sort files to distinguish the different scholarship proposal granted for every student. The Isabela State University, Roxas campus is currently using a manual system, in time processing paperwork for scholars are written...
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...Finance Small Business; Entrepreneurship title author publisher isbn10 | asin print isbn13 ebook isbn13 language subject publication date lcc ddc subject : : : : : : : Entrepreneurship and Small Business Burns, Paul. 0333914732 9780333914731 9781403917102 : : : : cover next page > file:///Z|/_==%CF%CE%C8%D1%CA==/Entrepreneurship%.../0333914732__gigle.ws/0333914732/files/cover.html [06.10.2009 1:01:58] page_i < previous page page_i next page > page_i next page > Page i Entrepreneurship and Small Business < previous page file:///Z|/_==%CF%CE%C8%D1%CA==/Entrepreneurship%...0333914732__gigle.ws/0333914732/files/page_i.html [06.10.2009 1:02:00] page_ii < previous page page_ii next page > page_ii next page > Page ii < previous page file:///Z|/_==%CF%CE%C8%D1%CA==/Entrepreneurship%2...0333914732__gigle.ws/0333914732/files/page_ii.html [06.10.2009 1:02:00] page_iii < previous page page_iii next page > page_iii next page > Page iii Entrepreneurship and Small Business Paul Burns < previous page file:///Z|/_==%CF%CE%C8%D1%CA==/Entrepreneurship%2...333914732__gigle.ws/0333914732/files/page_iii.html [06.10.2009 1:02:00] page_iv < previous page page_iv next page > Page iv © Paul Burns 2001 All rights reserved. No reproduction, copy or transmission of this publication may be made without written permission. No paragraph of this publication may...
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...Unit 21: Nutrition for Health and Social Care Unit code: L/601/2407 QCF Level 3: BTEC Nationals Credit value: 10 Guided learning hours: 60 Aim and purpose This unit aims to give learners an understanding of current thinking on nutritional health particularly relating to users of health and social care services. Learners will then be able to apply this understanding and make recommendations to improve the nutritional health of an individual. Unit introduction This unit builds on learner understanding of the principles introduced in Unit 5: Fundamentals of Anatomy and Physiology for Health and Social Care. Improvements in the diet of individuals are increasingly being recognised as a significant factor in maintaining, or effecting improvements, in overall health. It is therefore important that people working in the health and social care sectors, or those who are responsible for the wellbeing of others, have a good understanding of nutrition and diet. This unit gives learners an understanding of nutrition from a science-based perspective and of the role that food plays in social contexts. The unit may also provide useful underpinning knowledge for the study of food hygiene and practical culinary skills. Learners will explore concepts of nutrition using the language of nutritional science. Different aspects of nutritional health will be defined and routine ways of measuring this explored. Other aspects of nutritional data will involve describing...
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...Assessment Brief Distribution date: w/c 20/05/2013 Submission deadline: 29/07/2013 Result and feedback date: 4 weeks from the deadline Assessment Brief Unit Details: Unit Code: Organisations and Behaviour (Unit 3) Programme Name: BTEC Higher National Diploma (HND) in Business Awarding body: Edexcel Unit Level (QCF): QCF-4 Academic term: May - July 2013 Course Details | Course Name | BTEC Higher National Diploma (HND) in Business | Unit number | 3 | Unit Name | Organisations and Behaviour | Credit Value | 15 | Lecturer | Antonios/Hillary/Ousman/Raazia/Sunday/Victor | Hand Out/Issue Date | w/c 20.05.2013 | Submission Deadline | 29 July 2013 | Introduction Students are expected to write a report covering the points listed under each of the learning outcomes. To achieve a pass in this unit, you must successfully address all of the assessment criteria listed (P1-P12). We expect all students to achieve their potentials and would encourage you to address all pass criteria, merit and distinction descriptors. For certain tasks students are encouraged to use real life examples and/or the scenario provided below. There is not set format for this report. However, like all business report you should have an introduction and a conclusion. Scenarios A Coca-Cola Great Britain People often assume that The Coca-Cola Company bottles and distributes its own beverages. For the most part, it does not. The Company's primary...
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...ESSEX INTERNATIONAL COLLEGE Programme: Unit Number: Unit Title: Unit Code: Credit Value: QCF Level: BTEC Higher National Diploma (HND) in Business 22 Managing Human Resources F/601/1268 15 4 Writer of the brief: Internal Verifier name: Dr K Hoodless Dr M Rahman Learning outcomes and criteria covered by this assignment: All pass criteria All merit descriptors All distinction descriptors Key dates: Assignment distribution date to learners: Assignment submission date for TASK 1 & 2: Assignment submission date for TASK 3 & 4: Assignment returns date to learners (if applicable): 14 May 2013 21 June 2013 02 August 2013 10 September 2013 Page 1 of 12 BTEC HND in Business/ Managing Human Resources/May 2013 -BLANK PAGE- Page 2 of 12 BTEC HND in Business/ Managing Human Resources/May 2013 Introduction The aims of this assignment are to measure the outcome of students’ learning in terms of knowledge acquired, understanding developed and skills or abilities gained in relation to achieve the learning outcomes. The aim of this unit is to develop an understanding of the theory and practice of human resource management focussing on current human resources practice and the impact of topical issues and legislation. Edexcel Grading Criteria The assignment/portfolio will be assessed according to the following grading criteria: PASS Criteria: LO 1 Understand the different perspectives of human resource management 1.1 Explain Guest’s model of HRM (P1) 1.2 Compare...
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...Unit 2Assignment – The developing child D1: The expected stage of social development of children aged 4 years? They enjoy playing with other children and they take turns and shares toys (most of the time). They Understands and obeys simple rules. The Children like to Change the rules of the games as they go along. They like to talk and carry on elaborate conversations some of the children feel jealous from anther children. They persistently ask why. The children enjoy showing off and bragging about possessions. They are fearful of the dark and monsters ,begins to understand danger - at times can become quite fearful, has difficulty separating make-believe from reality ,lies sometimes to protect self and friends, but doesn't truly, understand the concept of lying - imagination often gets in the way, may name call, tattle freely ,likes to shock others by using "forbidden" words, expresses anger verbally rather than physically (most of the time), still throws tantrums over minor frustrations ,imitates parent of the same sex, particularly in play, enjoy pretending, often with imaginary playmates. They pretend goes far beyond "playing house" to more elaborate settings like fire station, school and shoe store and also ice cream shop. They love to tell jokes that may not make any sense at all to adults. The children can feel intense anger and frustrated. They have vivid imagination and sometimes imaginary playmates and also enjoy dramatic play and role playing. D2: The expected...
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...Aswath Damodaran Stern School of Business 44 West Fourth Street New York, NY 10012 Abstract In recent years, practitioners and academics have made the argument that traditional discounted cash flow models do a poor job of capturing the value of the options embedded in many corporate actions. They have noted that these options need to be not only considered explicitly and valued, but also that the value of these options can be substantial. In fact, many investments and acquisitions that would not be justifiable otherwise will be value enhancing, if the options embedded in them are considered. In this paper, we examine the merits of this argument. While it is certainly true that there are options embedded in many actions, we consider the conditions that have to be met for these options to have value. We also develop a series of applied examples, where we attempt to value these options and consider the effect on investment, financing and valuation decisions.3 In finance, the discounted cash flow model operates as the basic framework for most analysis. In investment analysis, for instance, the conventional view is that the net present value of a project is the measure of the value that it will add to the firm taking it. Thus, investing in a positive (negative) net present value project will increase (decrease) value. In capital structure decisions, a financing mix that minimizes the cost of capital, without impairing operating cash flows, increases firm value...
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