...UNIT 6 PERSONAL AND PROFESSIONAL DEVELOPMENT IN HEALTH AND SOCIAL CARE Unit abstract The aim of this unit is to act as a focal point for all other units in the programme and embed the vocational nature of the qualification. In addition to the requirement for work experience and the opportunity to relate theory to practice, the unit will enable you to bring together your learning from other units. You will initially explore factors that affect learning, then plan and monitor your own personal and professional development and reflect on it. You will also gain key understanding of the health and social care sectors, including aspects of service delivery, and the fundamentals of research methodology. This unit explores the different ways in which learning can take place and how learning from individual experience can be used to enhance the quality of knowledge, skills and practice. You will initially explore your own knowledge, skills, practice, values and beliefs in relation to working in health and social care. You will then draw up a personal plan for self-development over the duration of the programme. The unit also introduces you to health and social care service provision. A minimum of 100 hours work experience is required for successful completion of this unit. Learning Outcomes On completion of this unit you should: 1. Understand the learning process 2. Be able to plan for, monitor and reflect on own development 3. Understand service...
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...UNIT 6 PERSONAL AND PROFESSIONAL DEVELOPMENT IN HEALTH AND SOCIAL CARE Unit abstract The aim of this unit is to act as a focal point for all other units in the programme and embed the vocational nature of the qualification. In addition to the requirement for work experience and the opportunity to relate theory to practice, the unit will enable you to bring together your learning from other units. You will initially explore factors that affect learning, then plan and monitor your own personal and professional development and reflect on it. You will also gain key understanding of the health and social care sectors, including aspects of service delivery, and the fundamentals of research methodology. This unit explores the different ways in which learning can take place and how learning from individual experience can be used to enhance the quality of knowledge, skills and practice. You will initially explore your own knowledge, skills, practice, values and beliefs in relation to working in health and social care. You will then draw up a personal plan for self-development over the duration of the programme. The unit also introduces you to health and social care service provision. A minimum of 100 hours work experience is required for successful completion of this unit. Learning Outcomes On completion of this unit you should: 1. Understand the learning process 2. Be able to plan for, monitor and reflect on own development 3. Understand service...
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...Unit 6 Personal and professional development in health and social care. P1: Explains the key influences on the personal learning processes of individuals. Kinaesthetic Kinaesthetic learning is a style in which a person learns through doing. It can be things such as sports, experimentation and drama opposed to listening to someone give a lecture or watching someone perform a demonstration. The best way for a kinaesthetic learner to take in information is by activities that involve touching, feeling, holding, doing, and practical experiences. Kinaesthetic learners often fidget, move their legs a lot or tap their feet, which can then lead them to be labelled as hyperactive. Also, they can be good in active jobs such as actors, musician, dancer or athletes and work well with their hands. They may be good at repairing work, sculpting, art, or working with various tools. Auditory Auditory learning is a style in which a person learns by listening. Its mainly listening to someone talk in lectures, speeches, and oral sessions although they must be able to hear exactly what is being said to understand completely. They have difficulty understanding instructions that are written. Because auditory learners have brilliant listening skills, the best career choices for them would be along the lines of a pathologist, disc jockey (DJ), and musician Visual Visual learners work best by seeing things, over hearing someone talk about them or creating something. Someone that is a visual learner...
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...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; * Support for development; * Reflect...
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...ENTREPRENURESHIP SKILLS AND PRACTICES 1.0 Introduction Entrepreneurial skills and practices is one of the General Studies introduced in the curriculum for every undergraduate student in Osun state University regardless of the student’s course of study. The introduction of this course provides opportunity for the University to deliver on its vision and mission to students, national and international community. Specifically, the course help to challenge students to positively utilize the high quality teaching and learning experiences from other courses become entrepreneurial graduates capable of impacting on their environment while being globally competitive. Ideally, entrepreneurship education should be an off shoot of all disciplines. The primary discipline should provide skills capable of generating goods and services that would be demanded and create income. This education will thus help students to utilize learned skills to generate self employment thereby reducing the population of our graduate seeking jobs to the barest minimum. This will also reduce the level of unemployment nationally. The materials in the book are contributed by scholars from different intellectual backgrounds to produce a rich and highly stimulating compilation. The book gives a vivid background of the history of entrepreneurship from the rudimentary to the modern age. It provides ideas on principles and skills involved in sustaining entrepreneurship, potentials of businesses and entrepreneurs...
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...PMENTeffectiveness CO RDINAT O ASSESSMENT O DEVELO F PMENT RESULTS EVAL UATI ON OF UNDP CONTRI BUTI ON ZAMBIA Evaluation Office, February 2010 United Nations Development Programme REPORtS PUBliSHED UNDER tHE aDR SERiES Afghanistan Argentina Bangladesh Barbados Benin Bhutan Bosnia & Herzegovina Botswana Bulgaria Burkina Faso Cambodia Chile China Colombia Republic of the Congo Ecuador Egypt Ethiopia Georgia Guatemala Guyana Honduras India Jamaica Jordan Lao PDR Libya Maldives Montenegro Mozambique Nicaragua Nigeria Peru Philippines Rwanda Serbia Seychelles Sudan Syrian Arab Republic Tajikistan Turkey Uganda Ukraine Uzbekistan Viet Nam Yemen EvalUatiON tEam team leader team members EO task manager EO Research assistant Erik Lyby Honorine Muyoyeta Jorry Mwenechanya Urs Nagel Zembaba Ayalew aSSESSmENt OF DEvElOPmENt RESUltS: malDivES Copyright © UNDP 2010, all rights reserved. Manufactured in the United States of America. The analysis and recommendations of this report do not necessarily reflect the views of the United Nations Development Programme, its Executive Board or the United Nations Member States. This is an independent publication by UNDP Evaluation Office. Cover photos provided by Urs Nagel and UNDP Zambia. Design: Green Communication Design inc. Production: Consolidated Graphics FOREWORD The current country programme of the United Nations...
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...500 5,000 2,500 0 2007 2008 2009 2010 2011 Sales by geographical Rest of Europe 45% Spain 25% America Asia and the rest of the 12% world 18% Net profit 2,500 1,946 1,741 1,258 1,262 1,322 2,000 1,500 1,000 500 0 2007 2008 2009 2010 2011 Number of employees 0 20,000 40,000 60,000 80,000 100,000 120,000 2011 2010 2009 2008 2007 79,517 109,512 100,138 92,301 89,112 Inditex´s Annual Report addresses its economic, social and environmental performance for the purposes of achieving the maximum transparency in its relationship with all its stakeholders annual report 2011 index 06 54 Letter from the Chairman | 08 Business model | 10 A look back over 2011 Customers Milestones for the year. International presence | 22 Suppliers | 70 Employees | 84 Retail formats. Zara. Pull&Bear. Shareholders. Economic Massimo Dutti. Bershka. Stradivarius. Osyho. Zara Home. Uterqüe. | 42 Community | 100 and financial report....
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...Now the perfect companion for anyone sitting the PMI’s PMBOK exams THE DEFINITIVE 2ND EDITION PROJECT MANAGEMENT THE FAST TRACK TO GETTING THE SEBASTIAN NOKES AND SEAN KELLY GUIDE TO JOB DONE ON TIME AND ON BUDGET the definitive guide to project management In an increasingly competitive world, we believe it’s quality of thinking that gives you the edge – an idea that opens new doors, a technique that solves a problem, or an insight that simply makes sense of it all. The more you know, the smarter and faster you can go. That’s why we work with the best minds in business and finance to bring cutting-edge thinking and best learning practice to a global market. Under a range of leading imprints, including Financial Times Prentice Hall, we create world-class print publications and electronic products bringing our readers knowledge, skills and understanding, which can be applied whether studying or at work. To find out more about Pearson Education publications, or tell us about the books you’d like to find, you can visit us at www.pearsoned.co.uk the definitive guide to project management the fast track to getting the job done on time and on budget Second Edition SEBASTIAN NOKES AND SEAN KELLY PEARSON EDUCATION LIMITED Edinburgh Gate Harlow CM20 2JE United Kingdom Tel: +44(0)1279 623623 Fax: +44(0)1279 431059 Website: www.pearsoned.co.uk First published 2003 Second edition published in Great Britain 2007 © Aldersgate Partners LLP 2003 © Casnus Limited...
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...Chancellor IGNOU, Maidan Garhi, Delhi MEMBERS Prof. A.R. Verma Former Director, National Physical Laboratory, Delhi, 160, Deepali Enclave Pitampura, Delhi-34 Dr. Naresh Kumar Reader (Rtd.) Deptt. of Physics Hindu College, D.U. Dr. Oum Prakash Sharma Asstt. Director (Academic) NIOS, Delhi Prof. L.S. Kothari Prof. of Physics (Retd.) Delhi University 71, Vaishali, Delhi-11008 Dr. Vajayshree Prof. of Physics IGNOU, Maidan Garhi Delhi Sh. R.S. Dass Vice Principal (Rtd.) BRMVB, Sr. Sec. School Lajpat Nagar, New Delhi-110024 Dr. G.S. Singh Prof. of Physics IIT Roorkee Sh. K.S. Upadhyaya Principal Jawahar Navodaya Vidyalaya Rohilla Mohammadabad (U.P.) Dr. V.B. Bhatia Prof. of Physics (Retd.) Delhi University 215, Sector-21, Faridabad COURSE DEVELOPMENT TEAM CHAIRMAN Prof. S.C. Garg Former Pro-Vice Chancellor IGNOU, Delhi MEMBERS Prof. V.B. Bhatia 215, Sector-21, Faridabad Prof. B.B. Tripathi Prof. of Physics (Retd.), IIT Delhi 9-A, Awadhpuri, Sarvodaya Nagar Lucknow-226016 Sh. K.S. Upadhyaya Principal Navodaya Vidyalaya Rohilla Mohammadabad, (U.P.) Dr. V.P. Shrivastava Reader (Physics) D.E.S.M., NCERT, Delhi EDITORS TEAM CHAIRMAN Prof. S.C. Garg Former Pro-Vice Chancellor IGNOU, Delhi MEMBERS Prof. B.B. Tripathi Prof. of Physics (Retd.) IIT Delhi Sh. Anil Kumar Principal Pratibha Vikas Vidyalaya Shalimar Bagh, Delhi Sh. D.C. Pandey Asstt. Director (Rtd.) Directorate of Education Delhi Sh. Sher Singh Lecturer (Physics) Navyug Public School Lodhi Road, Delhi Sh. R.S. Dass Vice-Principal...
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...Technology and Innovation Management WORKING PAPER Influence of Government Policies on Industry Development: The Case of India’s Automotive Industry Mahipat Ranawat Rajnish Tiwari March 2009 Working Paper No. 57 Hamburg University of Technology Schwarzenbergstr. 95, D-21073 Hamburg, Germany Tel.: +49 (0)40 42878-3777; Fax: +49 (0)40 42878-2867 www.tu-harburg.de/tim www.global-innovation.net Influence of Government Policies on Industry Development: The Case of India’s Automotive Industry By Mahipat Ranawat and Rajnish Tiwari Hamburg University of Technology Institute of Technology and Innovation Management Schwarzenbergstr. 95, 21073 Hamburg (Germany) Tel. +49 – (0)40 – 428 78 – 3776, Fax: +49 – (0)40 – 428 78 – 2867 mahipat.ranawat@tuhh.de; rajnish.tiwari@tuhh.de www.tuhh.de/tim; www.global-innovation.net Abstract The automotive industry in India has come a long way from its nascent state at the time of India’s independence in 1947 to its present day dynamic form. As compared to the production of mere 4,000 vehicles in 1950, the production of the industry crossed the historic landmark of 10 million vehicles in 2006. Today, the industry produces a wide range of automobiles and auto-components catering to both the domestic as well as foreign markets. The development of the industry has been shaped by the demand on the one hand and the government interventions on the other; the influence of the latter being considerable. The evolution of India’s automotive industry is identified...
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...�� ����� ����� ����� UBINIG Unnayan Bikalper Nitinirdharoni Gobeshona In English it means Policy Research for Development Alternatives. It is essentially a policy advocacy and research organization that implement the ideas which come out of research works in the form of various programmes and projects. The implementations are elements of living interaction with the community. Contact: 5/3 Barabo Mahanpur, Ring Road, Shaymoli Dhaka - 1207, Bangladesh Phone: 811-1465, 329-620 e-mail: ubinig@citecho.net CWEARC The Cordillera Women’s Education Action Research Center It is a non-governmental organization engaged in organizing, education and services among indigenous women in the Cordillera Region, Philippines since 1987. CWEARC is presently working together with Innabuyog in empowering the indigenous women of the Cordillera through organizing, capacity building and advocacy on indigenous women’s issues. At the same time, CWEARC assists community-level women’s organizations address their socio-economic needs and problems. Contact: #16 Loro Street,Dizon Subdivision, Baguio City Email: cwerc@mozcom.com PEAC Pesticide Eco-Alternatives Center The mission of PEAC is to reduce the use of harmful pesticides in China and to promote alternative ecological forms of pest control, and eventually protect the human health and ecological health for sustainable development. PEAC seeks to reduce the use of harmful chemical pesticides in China through a consumer-driven and farmer-centered...
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...1 EDUCATIONAL RESEARCH Unit Structure 1.0 Objectives 1.1 Introduction 1.2 Sources Acquiring Knowledge 1.3 Meaning, Steps and Scope of Educational Research 1.4 Scientific Method, aims and characteristics of research as a scientific activity 1.5 Ethical considerations in Educational Research 1.6 Paradigms of Educational research 1.7 Types of Research 1.7.a Fundamental 1.7.b Applied Research 1.7.c. Action Research 1.0 OBJECTIVES : After reading this unit, you will be able to: 1 To explain the concept of Educational Research 2 To describe the scope of Educational Research 3 To state the purpose of Educational Research 4 To explain what is scientific enquiry. 5 To explain importance of theory development. 6 To explain relationship among science, education and educational research. 7 To Identity fundamental research 8 To Identity applied research 9 To Identify action research 10 To Differentiate between fundamental, applied, and action research 11 To Identify different paradigms of research 2 1.1 INTRODUCTION : Research purifies human life. It improves its quality. It is search for knowledge. If shows how to Solve any problem scientifically. It is a careful enquiry through search for any kind of Knowledge. It is a journey from known to unknown. It is a systematic effort to gain new knowledge in any kind of discipline. When it Seeks a solution of any educational problem it leads to educational...
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...Objectives At the end of this module students should be able to; Discuss the origin of Entrepreneurship Define the concept “Entrepreneur” List the roles and characteristics of an Entrepreneur State the motivational factors of Entrepreneurship. UNIT ONE: ORIGIN AND CONCEPTS OF ENTREPRENEUR AND ENTREPRENEURSHIP Objectives: At the end of this unit students should be able to; Compare and contrast the various definitions of Entrepreneur and Entrepreneurship. 1.2. Differentiate between Entrepreneur and Entrepreneurship. List five contributions to the study of Entrepreneurship. Introduction Businesses are any undertaking created for the purpose of creating utility. Utility is simply the satisfaction derived from consuming certain goods and services. Businesses are created by a special kind of labour which is also referred to as the entrepreneur. Entrepreneur is regarded as a special kind of labour because not all labour possesses entrepreneurial abilities which enable them to start a business from the scratch. Thus, entrepreneurship is simply the establishment of a new business or business enterprise or venture. This Unit looks at the development of the concept of entrepreneurship and the various ways in which this concept can be defined. Quick Review questions I. Businesses are not any undertaking created for the purpose of creating utility. True or False II. 1.3. Entrepreneur is regarded as a special...
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...Robert Johnston Stuart Chambers Christine Harland Alan Harrison Nigel Slack Cases in Operations Management third edition Cases in Operations Management We work with leading authors to develop the strongest educational materials in operations management, bringing cutting-edge thinking and best learning practice to a global market. Under a range of well-known imprints, including Financial Times Prentice Hall, we craft high quality print and electronic publications which help readers to understand and apply their content, whether studying or at work. To find out more about the complete range of our publishing, please visit us on the World Wide Web at: www.pearsoneduc.com THIRD EDITION Cases in Operations Management Robert Johnston Warwick Business School, University of Warwick Stuart Chambers Warwick Business School, University of Warwick Christine Harland School of Management, University of Bath Alan Harrison Cranfield School of Management, Cranfield University Nigel Slack Warwick Business School, University of Warwick Pearson Education Limited Edinburgh Gate Harlow Essex CM20 2JE United Kingdom and Associated Companies throughout the world Visit us on the World Wide Web at: www.pearsoned.co.uk First published 1993 Second published 1997 Third Edition 2003 © Robert Johnston, Stuart Chambers, Christine Harland, Alan Harrison and Nigel Slack 1993, 2003 The rights of Robert Johnston, Stuart Chambers, Christine Harland, Alan Harrison...
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...Contents 02 08 10 12 16 20 24 30 54 02 10 Milestones Group Financial Highlights At a Glance Chairman’s Message Board of Directors Senior Management Organisational Structure Group Structure Corporate Information Corporate Directory Corporate Governance Key Dynamics & Risk Management Corporate Social Responsibility Highlights 25 1.0% Grassroots 26 27 30 47 54 64 0.3% Education 56.1% Corporate Giving in FY2012 86 76 Social Services Operating & Financial Review Fare Revenue ($m) 68 72 CEO's Message Company Overview & Background Group Performance Value Added & Economic Value Added Analysis SMRT and Our Shareholders SMRT Trains & SMRT Light Rail SMRT Buses SMRT Automotive Services SMRT Taxis SMRT Investments (Properties & Media) SMRT International & SMRT Engineering 749.6 9.4 213.1 800.5 10.1 76 220.4 82 84 527.1 569.9 86 92 96 FY2011 Train Bus FY2012 LRT 98 100 102 Financial Report 105 190 191 193 203 Financial Contents Group Properties & Interested Person Transactions Shareholding Statistics Notice of Annual General Meeting Proxy Form SMRT Corporation Ltd Annual Report 2012 1 Milestones 1987 Singapore’s first Mass Rapid Transit system (MRT) opens for service Train service from Yio Chu Kang to Toa Payoh commences Train service from Novena to Outram Park commences 1988 Train service from Tiong Bahru to Clementi commences Train service from Jurong East to Lakeside commences Train service from...
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