1.1 Marlowe: the man
What does Christopher Marlowe's Doctor Faustus tell us about the author and the time at which the play was written? This unit will help you to discover the intricacies of the play and recognise how a knowledge of the historical and political background of the time can lead to a very different understanding of the author's intended meaning.
Introduction
What does Christopher Marlowe's Doctor Faustus tell us about the author and the time at which the play was written? This unit will help you to discover the intricacies of the play and recognise how a knowledge of the historical and political background of the time can lead to a very different understanding of the author's intended meaning.
Alexander the Great
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1960s Protest: From Reform to Revolution
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2 Skills and challenges
The focus of this unit is to explore the role of a support worker. It helps to identify what is expected within a working environment, and the skills and qualities they need in order to perform their roles effectively.
You will be encouraged to think about the skills and qualities that you consider important in your own role, in order to identify any potential for professional development.
1 The job
The focus of this unit is to explore the role of a support worker. It helps to identify what is expected within a working environment, and the skills and qualities they need in order to perform their roles effectively.
You will be encouraged to think about the skills and qualities that you consider important in your own role, in order to identify any potential for professional development.
Introduction
The focus of this unit is to explore the role of a support worker. It helps to identify what is expected within a working environment, and the skills and qualities they need in order to perform their roles effectively.
You will be encouraged to think about the skills and qualities that you consider important in your own role, in order to identify any potential for professional development.
Activity 5
Article 12 of the UN Convention on the Rights of the Child introduced the right of children to have a say in issues affecting them. Although historic accounts demonstrate some children’s willingness and ability to express an opinion pre dating the UNCRC, a more visible emphasis on children’s involvement and participation, particularly in the design and delivery of children’s services, has been identified in its wake. Theory, practice guidelines and practitioner accounts are used to help th
Activity 4
Article 12 of the UN Convention on the Rights of the Child introduced the right of children to have a say in issues affecting them. Although historic accounts demonstrate some children’s willingness and ability to express an opinion pre dating the UNCRC, a more visible emphasis on children’s involvement and participation, particularly in the design and delivery of children’s services, has been identified in its wake. Theory, practice guidelines and practitioner accounts are used to help th
Activity 3
Article 12 of the UN Convention on the Rights of the Child introduced the right of children to have a say in issues affecting them. Although historic accounts demonstrate some children’s willingness and ability to express an opinion pre dating the UNCRC, a more visible emphasis on children’s involvement and participation, particularly in the design and delivery of children’s services, has been identified in its wake. Theory, practice guidelines and practitioner accounts are used to help th
Activity 2
Article 12 of the UN Convention on the Rights of the Child introduced the right of children to have a say in issues affecting them. Although historic accounts demonstrate some children’s willingness and ability to express an opinion pre dating the UNCRC, a more visible emphasis on children’s involvement and participation, particularly in the design and delivery of children’s services, has been identified in its wake. Theory, practice guidelines and practitioner accounts are used to help th
Activity 1
Article 12 of the UN Convention on the Rights of the Child introduced the right of children to have a say in issues affecting them. Although historic accounts demonstrate some children’s willingness and ability to express an opinion pre dating the UNCRC, a more visible emphasis on children’s involvement and participation, particularly in the design and delivery of children’s services, has been identified in its wake. Theory, practice guidelines and practitioner accounts are used to help th
Introduction
Article 12 of the UN Convention on the Rights of the Child introduced the right of children to have a say in issues affecting them. Although historic accounts demonstrate some children’s willingness and ability to express an opinion pre dating the UNCRC, a more visible emphasis on children’s involvement and participation, particularly in the design and delivery of children’s services, has been identified in its wake. Theory, practice guidelines and practitioner accounts are used to help th
Lecture 7: Engineers at War
Lieutenant Colonel (Retd) Christopher Pugsley on "Engineers at War". Many of the most prominent man-made historical features in the landscape are the work of military engineers. Hadrian's Wall, Windsor Castle, the coastal fortifications, even the Albert Hall, all testify to the skills of the military engineer. Military engineers throughout history have always had to marry theory and genius to the practical skills of making the concept work in crisis on the ground; no small accomplishment.
3 Next steps
This unit focuses provides you with a further opportunity to practise the learning from audio visual material skills you learned in DD208_1. You should have completed DD208_1 before commencing with this unit.
2 Additional learning resources
This unit focuses provides you with a further opportunity to practise the learning from audio visual material skills you learned in DD208_1. You should have completed DD208_1 before commencing with this unit.
1 Migrants and borders
This unit focuses provides you with a further opportunity to practise the learning from audio visual material skills you learned in DD208_1. You should have completed DD208_1 before commencing with this unit.
1.5 Looking back and moving on This unit has introduced you to the main learning components of the unit and also outlined some academic skills. However, the key question is: what have you learned that you did not know when you started the question? When you reach the end of a section it is a good idea to review the work you have completed. Although most people feel fairly confident reading steadily through a section from start to finish, there will be situations where it is more important to read through quickly to i
4.3 Your communication skills
This unit is for people who are thinking about making changes in their lives, such as returning to study or taking a different direction at work. It will help you build on what you already know; consider the choices open to you; use your skills and qualities to achieve change; and make plans for the future.
4.2 Reflecting on communication skills
This unit is for people who are thinking about making changes in their lives, such as returning to study or taking a different direction at work. It will help you build on what you already know; consider the choices open to you; use your skills and qualities to achieve change; and make plans for the future.
