Geography’s Impact on Culture and Society Essay -- Geography

Geography’s Impact on Culture and Society When studying ancient civilizations and the beginning societies in the world, the geography has shaped its story significantly. Depending on the location of the civilization society, whether or not water was nearby was crucial for its survival. With trade networks, metals, foods, and languages were spread. Weapons were able to be formed from these metals which led to a stronger military. Mountain ranges formed the boundaries of civilizations. Geography greatly impacted Asia, Africa and Europe. Asia Asia is â€Å"the world's largest and most populous continent, located primarily in the eastern and northern hemispheres†. Its land mass covers almost 9% of the Earth's surface area, 30% of its land area and it holds nearly 60% of the world's current human population . Most of central Asia is covered by cold steppes. Dictionary.com describes a steppe as â€Å"an extensive plain, especially one without trees† , consisting mainly of grasslands and considered to be a land that is â€Å"too dry to support a forest, but not dry enough to be a desert† . The coastal border of Asia was inhabited by some of the world's earliest known civilizations that developed around fertile river valleys. These people â€Å"may well have exchanged technologies and ideas such as mathematics and the wheel with one another†1. The central steppe region had long been inhabited by nomads who could reach all areas of Asia from the steppes on horseback. The northernmost part of Asia, which includes much of Siberia, was largely inaccessible to these steppe nomads, due to the dense forests, climate and tundra. These areas remained very sparsely populated due to the geography of the land that made living conditions difficult.1 The center a... ... other surrounding Mediterranean lands, helping conquer new territories and further developing trade routes. â€Æ' Works Cited http://en.wikipedia.org/wiki/Asia http://dictionary.reference.com/browse/steppe?s=t http://en.wikipedia.org/wiki/Steppes Traditions and Encounters 26 Traditions and Encounters 33 Traditions and Encounters 88 Traditions and Encounters 89 Traditions and Encounters 102,103 http://en.wikipedia.org/wiki/India Traditions and Encounters 310 Traditions and Encounters 310 http://en.wikipedia.org/wiki/Africa Traditions and Encounters 52 http://en.wikipedia.org/wiki/Nile Traditions and Encounters 58 http://en.wikipedia.org/wiki/Europe http://en.wikipedia.org/wiki/Geography_of_Greece http://en.wikipedia.org/wiki/Sparta http://en.wikipedia.org/wiki/Athens Traditions and Encounters 193

Another Canada Essay -- essays research papers

When people think of Canada and then compare it to the United States of America, they always tend to think it is similar. At least I did until I started this project. I always thought that Canada was a clone or mirror of America, but I was wrong. About 99.75% of the Canadian people consider ice as something that they use in a drink or something that is always on the road that needs salt. For the rest of the Canadians, ice is a major barrier of life. The ice can be used as a helpful thing to. It could be crafted into a refrigerator. It could also be used as a racetrack for snowmobiles. Now how many ice refrigerators do you find in America? I don’t think the climate in America and support something like that. Eighty percent of Canada is in a subartic zone. While America sits comfortably in the tropical wet-dry to continental humid climate zone. The main population in Canada is rested in between the January temps. of -2Â °F and 14Â °F. Whereas Americas’ main population is in the 41Â °F to 32Â °F range. For Canada, the climate reaches the extremes during winter. About 95% of Canada is 14Â °F and below. America’s winter is about 23Â °F-41Â °F. The dramatic difference may have affected the difference of population. The average population in Canada is 26 people per mi. Â ², compared to 128 people per mi. Â ² in America. I think that the people are more densely populated in the US because the weather is more tolerable. The weather also affects what is grown and produced in the two countries. Canada g...

Relating The Odyssey to our Lives :: Homer

Getting somewhere is not just the destination, but even more so the journey. The goals are our destination and obstacle and temptations litter the voyage. Like Odysseus, achieving these goals is not a cinch. Obstacles must be faced or avoided, and temptations should be resisted. Our entire lives we all try to accomplish our own personal goals. Like Odysseus, we all have long-term and short-term goals to realize. In life, we all want something we long for and will work relentlessly until we reach that objective, like Odysseus’ ambition to reach his wife and son in Ithaca. Of course we all have minor, transitory goals such as building a house or finishing an essay. Some instances of Odysseus’ secondary goals are him escaping the Cyclopes and keeping his men from eating the lotuses. Personal goals, however, will manage to be interrupted in one way or another. On our journeys we all must resist, or give into, temptations that may hinder our ascent to our goal. All people give into temptation at least once in their lives. One time that Odysseus gave into temptation was when he listened to the Sirens’ songs. We don’t always collapse into temptation, like when Odysseus wanted so badly to kill the suitors but forced himself to wait for the right time. Another time Odysseus defied temptation was when he refused to reveal himself to the people but ceased expose himself until he felt it was the right time. Temptation is not the only thing to obstruct our expedition. We all face obstacles in our life like Odysseus did. A common obstacle in life is a person that you clash and don’t get along with. A good analogy for this in Odysseus’ quest was when he had to evade the Cyclops. Also, people don’t always evade the people and problems that get in their way, but face them. One case of this is when Odysseus had to confront Antinous. Relating The Odyssey to our Lives :: Homer Getting somewhere is not just the destination, but even more so the journey. The goals are our destination and obstacle and temptations litter the voyage. Like Odysseus, achieving these goals is not a cinch. Obstacles must be faced or avoided, and temptations should be resisted. Our entire lives we all try to accomplish our own personal goals. Like Odysseus, we all have long-term and short-term goals to realize. In life, we all want something we long for and will work relentlessly until we reach that objective, like Odysseus’ ambition to reach his wife and son in Ithaca. Of course we all have minor, transitory goals such as building a house or finishing an essay. Some instances of Odysseus’ secondary goals are him escaping the Cyclopes and keeping his men from eating the lotuses. Personal goals, however, will manage to be interrupted in one way or another. On our journeys we all must resist, or give into, temptations that may hinder our ascent to our goal. All people give into temptation at least once in their lives. One time that Odysseus gave into temptation was when he listened to the Sirens’ songs. We don’t always collapse into temptation, like when Odysseus wanted so badly to kill the suitors but forced himself to wait for the right time. Another time Odysseus defied temptation was when he refused to reveal himself to the people but ceased expose himself until he felt it was the right time. Temptation is not the only thing to obstruct our expedition. We all face obstacles in our life like Odysseus did. A common obstacle in life is a person that you clash and don’t get along with. A good analogy for this in Odysseus’ quest was when he had to evade the Cyclops. Also, people don’t always evade the people and problems that get in their way, but face them. One case of this is when Odysseus had to confront Antinous.

Demographics Diversity and Education in Texas

Demographic displacement has a great bearing on several facets of community development, regional development taking to the province and state development. Texas is one of the provinces where it will be pertinent to analyze these facets as it borders Mexico. Switching demographics over the old ages in Texas with regard to population of migrators, graduation from schools, employment rates tell a batch to us with respect to the hereafter development and related planning procedure.The Demographic Shift in TexasThe biggest demographic displacement seen in Texas is towards growing of population of Hispanics, which was found to hold increased by 33 % between 2000 and 2008. At the same clip, not Latino population excessively has gone up by similar per centum ( 33.7 % ) during the same period. However, populations of Whites and inkinesss have gone up by 5.4 and 16.2 % severally. Every county in the province of Texas did non hold similar growing. For illustration in the Dallas County the popu lation of Whites has gone down by 13.7 % in contrast to the Hispanic growing of population of 41.6 % . ( Former Census DirectoraˆÂ ¦ ) As per 2005 US nose count, individuals of Hispanic beginning accounted for 35.31 % that belonged to any race. Mexicans are considered to be largest lineage group in Texas accounting 25.3 % with African American and Germans accounting to 10.5 % each. English and Scots-Irish are at 7.2 % each. It will be interesting to see how this population displacement has affected the school graduation over these old ages. In one of the survey done by IDRA ( Intercultural Development Research Association ) during the twelvemonth 2006-07 across Texas populace schools it was found to hold abrasion rate of around 34 % . To farther elaborate, around 34 % fresh pupils who enrolled in 2003-04 left school before graduating from a Texas public high school before 2006. The current statewide abrasion rate in Texas is seen to be higher than that found during 1985-86 as per survey done by IDRA. Higher abrasion rates indicate schools ‘ failure to maintain pupils in school. ( Texas Public School )AnalysisSome of the main findings can be listed as under: One of every three pupils left school prior to graduating with high school sheepskin. Overall abrasion rate has gone up by 3 % from 1985-86 to 2006-07 The abrasion rates of black pupils have gone up from 7 to 18 per centum points. Attrition rates of Latino pupils have remained the same at 45 % ( Attrition and Dropout ratesaˆÂ ¦ ) In position of the diverse cultural groups and race in Texas, political economic system has a important importance for the growing and development of province. These groups do hold diverse spiritual religions excessively. It becomes indispensable that they work cohesively for the overall aim of growing and development. Besides public school, the State of Texas promotes charter school so that under privileged and deprived excessively acquire equal chance for the development and growing. Charter schools are attractive because advanced pedagogues have a freedom to develop new and refined attacks to formal instruction. The province of Texas is one of the taking provinces in advancing the charter schools and that is declarative from the fact that the province has excused charter schools from certain revenue enhancements. State Board of Education ( SBOE ) of Texas is a facilitating organic structure for set uping charter schools. Government has to guarantee that everybody gets an chance without any racial, gender or category prejudice. It becomes necessary that these diverse groups have a religion in each other. The manner European feudal society examined political economic system, the political orientation and schooling clip to clip in a societal context so is the demand to absorb and convey homogeneousness across these diverse ethnic groups and race. Native Americans were most conformable to assimilation through instruction as mentioned by Jefferson and the same is the demand of an hr for holding all unit of ammunition growing with full engagement of all diverse groups of any race and ethnicity. Steven Tozer states â€Å" schools are complex establishments with varied and intricate relationships to their surrounding communities † . While the survey of learning methods and direction is important to proper teacher instruction, instructors must understand the complex nature and the broader societal context of instruction in order to do determinations about educational ends and methods for themselves. In other words, in add-on to larning how to learn, instructors should develop an apprehension of the dealingss between their schools and the larger society in which schools are embedded. Thus school preparation is based on premiss that understanding the context of American schooling in general and Texas in peculiar can take to an apprehension of what it means to fix pupils to come in and populate in a democratic society.Determining and Bettering the Education SystemIn position of the above demographic displacement in Texas, it becomes imperative to develop and implement nece ssary alterations in instruction system and course of study, which eventually brings equal chance for all, riddance of poorness for the category who are deprived and therefore opening the door for inclusive growing. At this occasion, it will be pertinent to take note of the positions of some of the celebrated educationalists who have played a cardinal function in determining the American schools over the old ages. Horace Mann has possibly instilled most profound impact as an educationalist to carry through the above ends. He felt the demand to promote the moral orientation of the pupils and he was right in indicating out that it can better be achieved through public schools. He strongly believed that a set of values can be devised for citizens in the proper operation of democracy and that should be nurtured during the school yearss of a kid. These set of values are non identified with any spiritual religions and will ever be compatible to all spiritual beliefs and followerss. Mann emphasized on practical cognition. He believed that ownership of cognition means one is in charge of his/her fate. He believed that human existences are separate from all other species in their pursuit of cognition, intent and intelligence and if these are non decently harnessed so life is so full of waste. Mann strongly opposed rote acquisition as it is non effectual and does non convey coveted consequences. He viewed larning as a agency to an terminal which separates us from the animate being. ( Giants of American Education, pg 7 ) His positions on instruction in his Twelfth Annual Report as Secretary of Massachusetts State Board of Education clearly advocated about cosmopolitan instruction which will emancipate the domination of capital and obsequiousness of labour to a big extent.Educationist James ConantJames Conant put frontward particular plans for gifted pupils and screening them as per their ability and proposed academically less gifted pupils for work. Conant besides proposed scholarships to academically qualified pupils. He was concerned about â€Å" fringy † pupils and of the sentiment that excessively many pupils are likely to lend to societal instability through over-education. Conant steadfastly relied on experts as a means to make ideal democratic values and believed in equality of all type of labours. His survey of high schools conducted in 1957-58 along with run for the book ‘The American High School Today ‘ all greatly contributed to the public sentiment that comprehensive high schools were carry throughing its mission. He concluded that vocational instruction was suited for schools holding low economic strength. John Dewey stressed that the pedagogue must take into consideration that each pupil is different. Each individual has a different yesteryear experiences and different familial scenes. For him, instruction has a broader societal intent and purposes at giving freedom along with construction and order to the pupils and non based on merely caprices of the instructor or the pupils. So harmonizing to him it is based on the theory of experience, which is derived from continuity and interaction. Each state of affairs can be experienced otherwise by different individuals because of the singularity of each person. One pupil may hold a liking for one school while another one may detest it and for pedagogue it is indispensable to understand these state of affairss while showing the educational state of affairss to them. Therefore, the instructor with good apprehension of these varied state of affairss probably to assist pupils and supply quality instruction to the pupils, which is besides releva nt to the pupils. ( Experience and instruction ) In present extremely competitory sphere, any employer would wish to see following from his/her employees. Comprehension and reading accomplishments Communication skills – written and unwritten Computational accomplishments Problem resolution and decision-making capacity In order to foster above accomplishments, it is required to hold activity-centered instruction. Students should be trained for rational and moral growing with maximal flexibleness and freedom in their operations. Having seen assorted cardinal issues involved in the reform procedure, it can be said that the followers should be the most cardinal portion of the educational reforms procedure. Educational disadvantage linked with ethnicity, race, and low household income should non come in between while tackling the endowment of pupils. Ninety per centum of school instructors in U.S public schools are white so pedagogues of all race and cultural orientation demand to develop new teaching methods to run into the demands of altering demographics with extreme earnestness. Highly trained and effectual instructors are the demand of an hr and most critical ingredient for pupil ‘s inclusive growing and their public presentation. Teachers need to develop cultural competences – should be able to organize and develop effectual relationships across all race and ethnicity. Proper monitoring and timely disciplinary action with appropriate feedback to the pupils will assist accomplish higher public presentation from the pupils. There has to be changeless and echt interaction between instructor and pupils so that timely disciplinary actions keep the diverse race of pupils in one common watercourse. All support directed for the proper cause and used most efficaciously towards the attainment of aims laid down clearly and exactly in a given clip frame.DecisionFinally, any public school should come out with an effectual mission statement for instructors and school leading that ‘my school is committed to leave an just and indifferent educational experience for every pupil of the school regardless of their gender, race, ability, socioeconomic association, faith, beginning, age, or linguistic communication. ‘

Operation Management †Honda Atlas Motors Essay

COMPANY Profile Atlas Honda Limited (AHL) is a joint venture of two companies the Atlas Group and Honda Motor Co. Ltd., Japan. This company was created in 1988. The company is currently manufacturing motorcycles and auto parts. Honda motorcycles are the largest selling motorcycles in the country with matchless reputation for impressive quality, reliability and its customer service. Atlas has the country’s largest in-house manufacturing capability at its Karachi and Sheikhupura plants. AHL management is striving to modernize company operations by adapting applicable aspects of research and theory and more specifically, Honda’s unique philosophy of hard/soft technologies to the realities of Pakistani conditions. Company management structure, systems and processes are changed according to the demands of the customer, growth and new technology. Efforts are being made to develop participation at all levels of personnel in decision-making and a substantial and effective delegation has been established at levels where applicable. Various participation programs such as ‘Ala Mayar’ Quality Circles movement, launched in 1985, are strongly encouraged to allow constructive self-expression and teamwork. Atlas Honda is playing a pioneering role in creating conditions for easy and confident use of motorcycles all over the country. A vast and growing network of over 1600 motorcycles sales service and spare parts dealers has been established. In order to back up this system, Atlas has set up Technical Training Centers in Karachi and Lahore, which provide several courses of varying duration and complexity for motorcycle mechanics and users each year. Mobile training facilities take the latest know-how, technology and maintenance of motorcycles to major rural and urban centers around the country. STRATEGIC GOALS Customers * Our customers are the reason and the source of our business. It is our joint aim with our dealers to ensure that our customers enjoy the highest level of satisfaction from use of Honda Motorcycles . Quality * To ensure that our products and services meet the set standards of excellence. Local Manufacturing * To be the industry leader in indigenization of motorcycles parts. Technology * To develop and maintain distinct business advantages through continuous induction of improved hard and soft technologies. Shareholders * To ensure health and viability of business and thus safeguarding shareholders interest by maximizing profit. Payments of regular satisfactory dividends and adding value to the shares. Employees * To enhance and continuously up-date each member’s capabilities and education and to provide an environment which encourages practical expression of the individuals potential in goal directed team efforts and compensate them attractively according to their abilities and performance. Corporate Citizens * To comply with all government laws and regulation, to maintain high standard of ethics in all operations and to act as a responsible members of the community. BUSINESS ISSUES IMPACT High Price of Products Difficult to maintain high quality production at high market demand Complexity in coordination and communication among facilities, vendors and two geographical locations i.e. Karachi and Sheikhupura plants Slow response or long lead-time from the vendors

A Comparison of Vietnamese and American Writing-Pedagogy Essay

A Comparison of Vietnamese and American Writing-Pedagogy As an international student and educator from Vietnam, I see a lot of differences in the educational systems of the United States and my own country. In order to illuminate the differences between teaching writing in Vietnam and teaching writing in America, I would like to give a brief introduction to teaching writing in Vietnam and what I have learned from a writing class here at Eastern Illinois University. In my discussion of pedagogy in Vietnam, I would like to highlight two things: how Vietnamese people study Vietnamese, and how Vietnamese study English. Though I need to read more about American writing pedagogy, I see some basic similarities between the two countries. As in the United States, mathematics and language arts are important subjects in Vietnam. In Vietnam, however, writing isn’t a subject per se, and students develop their writing skills through the study of literature. In primary school, the teacher begins by asking the student to write simple and short para graphs about what happens in his/her daily life. Popular writing topics include â€Å"the person you love best,† â€Å"pets,† and so on. When grading, the teacher pays attention to spelling, clarity, and the way students use words. In secondary school, a student begins to write longer and more difficult essays, including plot summaries, movie reviews, character- and other kinds of literary analysis. Students continue to study writing up to graduation, when they are required to demonstrate their mastery of writing skills in an exam. Students who want to go on to university must pass an additional exam. The different is, however, university students do not take courses devoted to writing. They devote their time to their majors. Form is an important element of essay-writing in both countries. As in English, an essay in Vietnam includes three parts: the introduction, the body and the conclusion. There is a major difference, however: In America, the college essay derives from classical rhetoric. Ultimately, Aristotle and the syllogism provide the basis of a linear and logical structure. Milton’s â€Å"Of Education† and his political writings would be examples here. In Vietnam, the classical model derives from the Chinese/Confucian tradition. That tradition emphasizes the elaboration of or commentary upon a classical text or phrase. The Western essay is very linear and à ¢â‚¬Å"thesis-driven,† and compared to it the Vietnamese essay can seem circular. To Vietnamese, it is organic. Models for this form can be found in Zhuang Tzu’s, Meng Tzu’s â€Å"Doctrine of the Mean† or Literati prose. Even though these two classical models have been changed and developed considerably in modern writing, their original ideas have great influence on writing customs between the two countries. Western essay strictly follows the thesis statement and topic sentence. All sentences are coherent and support to topics sentences. Vietnamese essay, however, is circular. Students don’t go directly to their topic but approach to indirectly. The reader knows what the student is doing and tries to enjoy the essay. The approach isn’t as analytical. In Vietnam, academic essays can be of different types: description (van ta), commentary (binh luan), proof-and-explanation (chung minh va giai thich), analysis (phan tich), and critique (binh giang). In the introduction to an essay describing a landscape, a student gives general information about the place, time and setting, and the reason he/she is writing. An analysis or a proof essay is a little different. Most importantly, here a student has to give information about the author, setting and social background of the story. In the body, he/she takes up the selected text and discusses its general characteristics, outstanding f eatures, details and logic. Connections between commentary and text should be clear. The conclusion, in general, offers a brief summary of the main idea and a personal or â€Å"felt† response to the subject. The most important differences between English and Vietnamese writing are linguistic and cultural. English grammar is demanding and prescriptive with regard to such matters as tense, agreement, singular and plural forms, etc. In Vietnamese, however, word-building is very complex, and students devote their attention to morphology rather than syntax. Vietnamese (again like Chinese) has classifiers, a linguistic item unknown to English. Lexical items are variously â€Å"classified† in countless ways, including â€Å"animate† (con), inanimate (cai), â€Å"book-like† (quyen), â€Å"picture† (buc), â€Å"photographic† (tam), â€Å"food or medicine† (thuc). The classifiers can be baffling to non-native speakers of Vietnamese. Student-writers have to know how to use classifiers correctly, however, so they have to master word building skills that English students don’t. Finally, there are pronouns. â€Å"He,† to give only one example, ca n variously be any of the following in Vietnamese: no, anh, anh ay, anh ta, ga, y, ong ay, and ong ta. Knowing  these dedicated differences and using them correctly in each context is very important in writing. These linguistic features perhaps help to account for the Vietnamese love of word- play and elegant variation in many contexts where they would be unusual in English. The beautiful is important. This notion of elegance even carries over into the technology of Vietnamese writing. Computers haven’t reached most VN classrooms, and the technology of penmanship still matters. Because enthusiasm in writing comes from the beauty of nature and internal sensation, sitting with teacher and friends in a writing class is believed to be better than with technology devices. Third, I would like to introduce what a good essay is. A good essay is the combination of good grammar, language and knowledge. When grading, the instructor usually pays attention to the content: accord with the topic, clear form and organization, proportionality between introduction, body and conclusion, cohesive transition, logical phrases and sentences, correct spelling, clarity, neat presentation†¦ The instructo r often would underline obscure sentences or redundancies, cross out sentences that may be incohesive, contradictory and write his/her comments at the beginning of these sentences. Now we come to another question: how is a writing class organized? Because a writing class is in fact a literature class, the teacher lectures most of the time. Sometimes, he/she stops to ask students some questions related to his/her lecture or ask them to give their own opinion about some things. The class is not divided into groups for students to discuss or write collaboratively. Students listen to their teacher and write on their own. After students submit their tests, the teacher grades and comments. Normally, the teacher chooses interesting and good essays to read aloud and points out how they are interesting, what is good about them. Then teacher mentions those essays that are not very good, points out the common errors and teaches students how to avoid these errors in later tests. Since writing an essay in Vietnamese usually means writing about literature, the reader may wonder how a student writes essays on other subjects, such as history or geography. Invention is not stressed as much in Vietnam as here. Students listen to the teacher’s lecture and takes note carefully. Sometimes, professors simply dictate their notes to students. Before exams, teachers often give students a list of questions to prepare at home. Students find the answers in the teacher’ s textbooks or  notes, and then try to get them down by heart. The teacher chooses one or two topics for student to write at the exams. There are no take home exams. Students do their research the same way as here. The teacher gives student topics to write about, and the student then chooses a topic and writes a proposal. The teacher will offer suggestions or advice. After that, the student collects material from books, newspapers and the Internet and starts to write. Thesis topics are often very broad. Therefore, the student needs to convince his/her readers using reasonable and logical arguments. The way Vietnamese learn how to write in their own language is of course different from the way they learn to write in English, which is a foreign language. In the following paragraph, I’m going to point out what the differences are. In theory, a student is supposed to learn every step as a native speaker does. The purpose is to learn how to write good essays. However, a writing class in Vietnam is usually more like an ESL class than an American writing class. Freshman and sophomore students learn to write sentences and short paragraphs. The topics are often very simple, for example: write abo ut the first day at school, an unforgettable memory. The teacher focuses on grammar, and the way of using words. Juniors and seniors learn to write essays, but what they learn is basically the theory; they don’t practice writing essays very often. A student is only required to write essays in final tests or graduate exams. The essay is usually about 1-2 pages in length. A 4-page essay is the longest. The topics are about what happens in daily life. In these essays, a student writes his/her own opinion, what he/she sees and thinks. Because their English is limited, students rarely do research in the language or make many quotations. Students aren’t usually acquainted with MLA/APA styles, and teachers focus mostly on grammar errors. In order for students to practice writing, the teacher gives writing assignments for them to write at home. Then the teacher will ask a student to write the assigned essay on the chalkboard. The whole class discusses the ideas and grammar in this essay and participates in the writing process. We have seen that writing customs vary from one country to another, especially between the cultures of East and West. Differences in writing pedagogy reflect cultural and linguistic differences. Being aware of those differences would be of importance to anyone teaching in a diverse classroom. Appreciating those differences can lead to a richer sense of the possibilities of language for all peoples.

National Health and Social Care Essay

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. P1 Explain key influences on the personal learning processes of individuals Task 1 At the beginning of this unit you need to think about what the key influences on learning are. There are various theories of learning, which you need to explain eg Honey and Mumford, Kolb. Write a short explanation of 2 theories about how we learn (not more than 300 words) Task 2: Consider the wide range of influences that may affect an individuals learning. Write an explanation of how the following different influences can affect the ability to learn successfully : – previous learning and experiences – specific learning needs – formal versus informal learning – learning style – time – learning environment – access to resources – attitude and self discipline – aspirations and motivation – priorities in life – health – responsibilities – relationships – others as appropriate (space for study, funding for study) M1 Assess the impact of key influences on the personal learning processes on own learning Task 3: Sketch a timeline to help you collect your thoughts about the factors that have influenced your learning from childhood, school, work and other life experiences. Place significant events and experiences such as starting school, moving house etc on the top of the line. Write the effects on the bottom of the line. Use the timeline to write a personal statement/ analysis of how your own learning has been influenced by the factors listed in task 2 D1 Evaluate how personal learning and development may benefit others Task 4: Carry out some research on PPD and its benefits in health and social acre. Use your placement for information by talking to staff about their learning experiences and career backgrounds. How have these helped them in their work. Consider how your learning has helped others so far. P2 Assess own knowledge, skills, practice, values, beliefs and career aspirations at start of the programme Task 5: This task looks at your own knowledge, skills, practice, values, beliefs and career aspirations at the beginning of the course – consider your strengths and areas for development. The report could help you develop a suitable action plan for pass 3. Skills for learning: These fall into 2 types – study skills and research skills. In the 2 boxes below describe what skills you think you already have in this area. Study skills: Describe what skills you have in the 3 areas of – Literacy – Numeracy – Information and Communication technology Research Skills: Describe what skills you have in the following areas: – Observation – Questioning – Use of the internet – Using feedback – Reflection Support for learning: Describe what kinds of support for learning you could get if you needed it. Eg from tutors, peers, supervisors, mentors, meetings, increased self-awareness, how and where to access information and support on knowledge and best practice Learning opportunities: Describe a variety of opportunities you think you will have to learn during this course eg: Formal learning Informal learning Knowledge gained from classroom activities, placement experiences, independent studies, life experience, employment and voluntary activities. UNIT 6: Personal and Professional Development in Health and Social Care Assignment 2: Be able to plan for and monitor own professional development This assignment will be aimed at the following grading criteria for this unit: P1 P2 P3 P4 P5 P6 P7 M1 M2 M3 D1 D2 Grading criteria will be indicated for specific tasks. Students are reminded of the importance of the correct use of grammar and punctuation. Delivery date: __________________ Assignment due in: __________________ P3 Produce an action plan for self-development and achievement of own goals Task 1: Write an action plan which needs to contain at least 10 short term (up to 6 months) and at least 5 long-term goals (minimum of 18 months). Your action plan must be specific, measureable, actionable, relevant and timely. You will monitor throughout the course for your own self-development and achievement of your goals. You need to include: current knowledge and skills, practice, values, beliefs, career aspirations; self-awareness. Knowledge: review, plan and monitor eg relevant formal and informal learning to date, current contemporary issues, understanding of theories, principles and concepts, understanding of potential careers; gained from a variety of learning opportunities Skills: Communicating: language – verbal, non-verbal; Working with others: eg service users, professionals, peers; Technical: eg IT, use of equipment, creative/craft skills; Research: eg primary, secondary, data handling; Personal eg organisation skills, personal presentation Practice: review, plan and monitor, eg respect for the value base of care, professional interactions with others, co-operative working with others, team work, influence of personal values and beliefs, awareness of need to develop personal value base to support and promote good practice, awareness of the impact of legislation, codes of practice and policies on own practice, responsibilities and limitations Values and beliefs: eg personal values and beliefs, value base of care Career aspirations: career options, preferred choice P4 Produce evidence of own progress against action plan over the duration of the programme Task 2: These goals, in pass 3, need to be monitored at throughout the course – this will usually be after work experience and will involve you describing the progress you have made so far in achieving these short and long-term goals. When you make a change to the plan, enter the date on which you made the change. Write a statement summarising the challenges and circumstances that have affected your progress against your personal goals. Include reasons for any changes you have made to the goals. M2 Assess how the action plan has helped support own development over the duration of the programme Task 3: At the end of the course you need to write an explanation of how your action plan has helped support you personal and professional development over the 2 years of the course. D2 Evaluate own development over the duration of the programme Task 4: Write an evaluation of your own development over the duration of the course. UNIT 6: Personal and Professional Development in Health and Social Care Assignment 3: be able to reflect on own development over time This assignment will be aimed at the following grading criteria for this unit: P1 P2 P3 P4 P5 P6 P7 M1 M2 M3 D1 D2 Grading criteria will be indicated for specific tasks. Students are reminded of the importance of the correct use of grammar and punctuation. Delivery date: __________________ Assignment due in: __________________ P5 Reflect on own personal and professional development Task 1: On work experience you will keep a professional practice portfolio of your development, which will form part of your personal and professional development portfolio. The Professional development portfolio will contain: professional practice log book, structured appropriately for assessment of unit and nature of evidence, indexed, authenticated records to demonstrate personal progression in developing own knowledge, skills, practice and career aspirations over time, variety of contexts for learning and development Task 2: using relevant evidence from the list below write an account of your personal and professional development. Relevant evidence: formal, eg assessment, observations, witness testimony from direct observation, placement reports, feedback from tutors and supervisors, tutorial/career records, certificates, personal statements, application forms or CVs; informal eg diary, peer reviews, reflective accounts, records of events, Support for development: from tutors, peers, supervisors, mentors; meetings; increased self-awareness; how and where to access information and support on knowledge and best practice Reflect on own development: linking theory to practice; linking practice to theory; achievement of personal goals in terms of knowledge, skills, practice, values, beliefs, and career aspirations; influence of personal values and beliefs; impact of others on evoking development of self M3 Use three examples to examine links between theory and practice Task 3:you need to write about three examples from your work experience that explain how what you have practiced in the workplace is influenced/linked to a theory. The theory could be from psychology eg Bowlby’s theory of  attachment and the importance of settling-in policies in nurseries or from other units studied UNIT 6: Personal and Professional Development in Health and Social Care Assignment 4: know service provision in the health and social care sectors This assignment will be aimed at the following grading criteria for this unit: P1 P2 P3 P4 P5 P6 P7 M1 M2 M3 D1 D2 Grading criteria will be indicated for specific tasks. Students are reminded of the importance of the correct use of grammar and punctuation. Delivery date: __________________ Assignment due in: __________________ P6 Describe one local health or social care service provider identifying its place in national provision Task 1: Write a description of one of your placements and identify how it fits in with national provision. You could use a diagram or chart to show this. You will need to describe the following: Type of provision (what service does it provide, what are its aims and objectives) Who funds it Who can go there (access the service) Any barriers there are to accessing the service The organisation’s Policies and Procedures How the service fit in with national provision Task 2: write an introduction to a plamflett for the above named placement on Provision of services within the UK: national framework relevant to home country; primary, secondary, tertiary; regulators Local health or social care service provider: eg type of provision, funding, access, potential barriers to access, organisational policies and procedures; how the service fits within national framework P7 Describe the role, responsibilities and career pathways of three health or social care workers Task 1: Write a brief description of the following roles, responsibilities and career pathways. Health and social care workers: health and social care professions, eg nursing staff, social workers, professions allied to medicine; technical support professionals, eg medical and non-medical laboratory staff; other support professionals, eg managers, administrators; role of professional bodies; career pathways, training and qualifications, workforce development; codes of conduct, roles and responsibilities; multi-disciplinary teams Task 2: You then need to find out about the roles, responsibilities and career pathways of three people who work there. You may like to interview them about their jobs, responsibilities and careers. To do this you will need to prepare a questionnaire beforehand. The questionnaire/notes taken must be submitted as evidence for this task.