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Understand The Learning Process
Unit 24
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Contents
Contents...................................................................................................................................... 2
Introduction.................................................................................................................................. 3
1.1Explain how different domains of learning apply to learning in health and social care.........3
Domains of earning ............................................................................................................... 3
1.2Explain different ways in which learning can occur in health and social care wor! places..."
earning style........................................................................................................................... "
1.3#naly$e how theories of learning relate to the de%elopment of understanding and s!ills in
health and social care.............................................................................................................. &
'heories of learning ................................................................................................................. &
2.(nderstand the impact of learning styles on.............................................................................)
2.1Explain different factors that can influence the effecti%eness of learning.............................)
*actors influencing learning...................................................................................................... )
2.2Explain concepts of learning style.......................................................................................+
2.3#ssess own preferred learning style....................................................................................+
earning ,tyle of -ine.......................................................................................................... .
2."#naly$e influences on your own learning in relation to learning theory................................/
3.0e a1le to suggest strategies for deli%ering and assessing learning in a health and social care
wor!place..................................................................................................................................... /
3.1Descri1e factors to 1e considered when planning a wor!place learning programme.........../
3.2Present rele%ant teaching strategies to support the learning of others for a health and
social care wor!place............................................................................................................... /
2ele%ant ,trategies to support the learning of others.............................................................../
3.3,uggest a strategy for deli%ering and assessing learning in a health and social care
wor!place............................................................................................................................... 13
earning strategies for deli%ering and assessing learning in a health and social care
wor!place............................................................................................................................... 13
"(nderstand how to support the indi%idual learning needs of health and social care wor!place11
".1Explain 1arriers to learning that may 1e encountered 1y indi%iduals in the health and social
care wor! place...................................................................................................................... 11
0arriers to learning............................................................................................................. 11
".2Descri1e methods of identifying indi%idual learning needs.................................................12
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-ethods for identifying learning needs...............................................................................12
".3E%aluate different approaches that could 1e adopted to support the indi%idual learning
needs of health and social care wor!ers................................................................................13
Different approaches to support indi%idual learning needs..................................................13
Conclusion............................................................................................................................. 13
2eference.................................................................................................................................. 13
................................................................................................................................................... 1&
Introduction
*rom the delineation of students4 1eing fitted to recogni$e their ascendant denominate of
erudition supply an intelligence of strengths and wea!nesses in affinity to scholarship
opportunities in fieldwor!. Personal !nowingness can augment administration of self5addressed
literature in fieldwor! situations precede in a more energetic scholar place. During a fieldwor!
position a colla1orati%e approach to erudition is necessary. ,etting up the literature en%ironment
1y incise information concerning erudition phraseology is a constituti%e tactics that assists to
clarify expectations. 6hile only dig7s perspecti%es ha%e 1een examine in this stipulation4
therapists may also examine from contemplati%e on their literature denominates to examine how
they impingement on erudition in a fieldwor! en%ironment. # hardy discernment of this 1asic
countenance of erudition has the potentiality to impro%e instructi%e experience.
1.1 Explain how different domains of learning appl to learning in health and
social care.
!omains of Learning
'he domains of learning are shown in the figure 1elow8
Figure: 1: Domains of Learning
Source: Hyland (2010)
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'his dominion is principally supported on the cognition. It has three practical and educational
le%els such as4 su1stitution4 !nowing4 and the recourse. 'he incident le%el su1sists of li!eness
and inclination. 'he !nowing le%el su1sists of three factors9 they are explanation4 procurement
and antithesi$ing together. 'he em1lematic %oca1le restrain expound4 address and
psychoanalysis. 'his dominion will communicate as reprehension4 presentations etc. and the
appraisement will 1e su1:ecti%e and o1:ecti%e. Psychomotor ground is supported on the art of
the indi%idual personality. 'he three practical educational le%els are resem1lance4 usage and
custom. In the initial phase of this dominion restrain the deli%ery of the o1edient4 inferior clear
data or education that will 1e the matter of concentration 1y the teacher4 and the third stage will
1e the scholar who will erect the experience. #ffecti%e turf of learning domain is 1ased up on the
1eha%ioral aspects and may 1e categori$ed as 1eliefs. 'he three le%els in the affectional or1it
are cogni$ance4 discrimination4 and integration ;Dettmar4 233)<. 'he %er1s for this authority are
commonly circumscri1ed to %oca1les resem1ling exhi1its4 displays4 and appro%e and these
appropriations at all the le%els. 'he first two open of the domains actually cogniti%e9 integration
is 1eha%ioral and as! the learner to appraise and synthesi$e. 'he extent of this dominion will
ordinarily entwine discussions. 'he proof in the first two le%els will 1e cogniti%e4 whereas the
third impartial part will 1e to prescri1e an affectional chec!list.
1.2 Explain different was in which learning can occur in health and social
care work places.
Learning stle
'he learning styles that can occur in the health and social care wor! places are illustrated in the
figure 1elow8
Figure: 2: Learning Styles
Source: Pashler et al (2008)
Rohrer and Pashler (2012) identified that; activist will jump in at the profound end eager looks
for latest know-hows like to e centre of concentration! "e suggested that activists must alwa#s
prefer to do untried practices! $he# are candid disposed and tractale! $he# alwa#s take pleasure
in the new situations that resemles censure! Pragmatists are not happ# with hearing to theories
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and ideas! People with a pragmatist erudition felt tip like facts to imagination! %n the instructive
settings& the# enjo# inscription and lection nonfiction or doing writing activities such as
delineation& investigating documents& workmanship register& packing in map and sign the e'pert
delineation! $hese communities are ver# concern full in ever# jos& opinions& thinking& etc! $he#
will go after a methodological appropin(uate !$he reciprocal erudition phraseolog# is a erudition
diction which susist of engrossing& rather than officiating on& fresh enlightenment! ) reciprocal
eginner want opportunit# to e'pect through an consideration and its ramifications& while an
livel# scholar choose to jump in and proof theories immediatel#! $heorists are the *enith
thinkers! $he# are reasonale and sujective! $he will accompan# alwa#s in a punishment
appropin(uate! Prashing (200+) indicated that& the# dearths to in(uire point or the# preference
dispute! $he den#ing of theorist is the# are e'ternal thinkers; the# will in tolerate an#thing& liking
sujective or intuitive!
1." #nal$e how theories of learning relate to the de%elopment of
understanding and s&ills in health and social care
Theories of learning
'he theories o learning that relate to the de%elopment of understanding and s!ills in health and
social care is descri1ed 1elow in the illustration8
Figure: : !heories of Learning
Source: "ehlen#acher (2008)
#ccording to ,wanwic! ;231"< 1eha%ioral theories are hypothesis that encloses the guidance
which does not loo! for innate personality or a1ilities. # 1eha%ioral theorist for all time loo!s loo!
at what the leaders in fact holds the lia1ility for. Principles of 0eha%iorists are they will do short
and compound and progressi%ely conse=uence stint. 'hey will contemplate throughout the
certain and counteract reinforcement. 'hey are %ery congruous in worn the reinforcement during
the doctrine and letters pro:ection. If they 1oo!5learned once then the capricious reinforcement
will forward restraints. 'he cogniti%e hypothesis is principally supported on the li!ing and the
cosecant supported on the mind. It encloses imagination4 artful4 memori$ing4 and
communication4 and the connection 1etween them4 and how they are in operation together. In
this speculation4 the inclination will toil. In this theory it ha%e it7s the %ast design constituents of
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the characteristics. It is seen that the intellect as a set5out edge in the offing to 1e filled4 rather
than one wrought 1y understanding. 'he cogniti%e hypothesis is the only one to o1%iously state
that a person>s deeds is definitely shaped 1y atmospheres4 not only interior dri%es. Gestalt import
that when the ability recognized indivisibly have dissimilar characteristics to the whole e.g. set forth a
timber - it's ability are stock, department, leaves, perhaps blow or the young. But when you seem at a
whole timber, you are not cognizant of the ability, you are cognizant of the everywhere end - only the
wood. Parts are of subordinate weight even though they can be clearly skilled. 'he con%ergence of the
humanistic speculation is supported on the emoti%e feelings of the human 1eings. In this
speculation the 1eginner are familiar to desire their own 1eha%ior4 rather than return to
en%ironmental stimuli and strengthen. Issues placing with identical5pri$e4 hoax5fulfillment4 and
necessarily are. 'he mayor concentrate of this hypothesis4 speculation is to aid corporeal
re%elation.
2. Understand the impact of learning stles on
2.1 Explain different factors that can influence the effecti%eness of learning
'actors influencing learning
'he factors influencing learning is illustrated in the figure 1elow8
Figure: $: Factors %nfluencing Learning
Source: &rom'ho et al (201)
Page | +
,otivation aids the apprentice to e trained more! $he educator should have the capailit# to
stimulate their students! $he ecological issues affects in the education! $he appropriate
environment gives more attention for the erudition! $he announcement etween the apprentice
and the tutor will assist to decrease the aloofness flanked # them! $he announcement the means
of the announcement should e well comprehended # the orator- the professor and the
listener-the apprentice! .everal of the significant forthcoming medias are acoustic illustration&
journals& internets etc! $he administration of the time is ver# significant in the learning! $he talk
should e ac(uainted with how to complete the re(uirements of apprentice within the time
perimeter! %n ever# civili*ation there is diverse sort of educational wisdom method! ,an# of the
nations are increasing and emr#onic once! /hen these nations education st#les are match up to
to the urani*ed nation the instructive level will e in high customar#! .o the education st#les
and techni(ues are differerent from one civili*ation to another! %t ma# e intricate to identif#
with the nonveral messages for the reason that diverse cultures have the diverse viewpoints
aout e#e contact& corporeal touch& cadaver gestures& etc! $he lecture should have a conception
touching each scholar& what the# are& their science and knowledge facult#& which erudition
course is competent for the each scholar! 0ecture should adjust each eginner1s dogma in a
director# contain their erudition indispensal#! $he lecture should have the capailit# to visile
up the learners (uestion! $each them throughout the procedures in the ward! 2heck all the
authori*ed instrument of the scholar in which concludes the instructive stead#& if the emplo#ee is
from outside region interruption the credentials& visa& 2R3& speech level etc!
2.2 Explain concepts of learning stle
'he humanistic ad%ances in the euchres care pro%ince is chiefly application in the psychiatrist
treatments copy guidance. 0ecause this speculation is supported on the sensational feelings of
the mortal 1eings. #ccording to this speculation4 the human 1eings ha%e an confidential
proneness to unra%el some possi1ility. 0ut4 sometimes these potentials will consume our
animation and li%ing circumstances ;Clar!4 233.<. ,ometimes our lo%esome lead will play as a
stranger. 0ecause they are not sensiti%e concerning the interior feelings4 which are alluring
place in the person7s 1elief. 'he endea%or of a decurion or a psychotherapist is that to afford an
en%ironment4 in which the 1uyer will not experience the uncertainty. 'his will sustain the client to
empower more safety and identical estimation throughout themsel%es. 'he psychotherapist or
the ?estor will comprehend the clients7 proposition through the connection with him. 'he actual
instant of this therapeutics is it gi%es more serious for the humanistic esteem and ad%ances.
'his posture helps the customer to 1uild a relationship with the 1uyer and the therapist.
2." #ssess own preferred learning stle
6est et al ;231"< are consistently adapted to study. #lthough there are many theories on
cogitating and erudition4 it is largely appro%e that students study in distinct ways ;2o:us and
Defudge4 233.<. 6hile dis:unction ad%anced to erudition can 1e application satisfactorily4 it is
contemplation that students will study more =uic! and gracefully if they are effecti%e to utili$e
their ad%anced call ;Chamillard and ,ward4 233&<. 'he excellence of de%eloping !nowingness
of learning diction can assist students to recogni$e their strengths4 recogni$e fee1le areas4
em1roidery more effecti%ely when same5addressed and pro:ect operati%e colla1orati%e
relationships with others ;2enwic! and *olt$4 2311<. 'he @#2A =uestionnaire ;Pinter et al4
2313< was predilecti%e for two moti%e4 charge can 1e extension speedily and the forage of
Page | .
pre%ent sail aid students to interest their enlightenment of scholarship call. 'echnically4 @#2A is
not a letters diction =uestionnaire4 as it affords audio feed1ac! only on ad%anced modes of
communication. 'heorists would weigh these modes to 1e only a part of what might 1e enclosed
in an prospect of science fashion ;0asu5Dutt4 231"<. Bowe%er4 the four aspects of letters
preferences manner in @#2A can 1e =uic!ly recogni$ed 1y students4 and are relati%ely strong.
Learning (tle of )ine
'he learning styles that I prefer to adapt are illustrated 1elow in the graph88
Figure (: Learning styles of self

Source: )aite and &ennan (201$)
@#2A =uestionnaire ;'illey4 2312< was predilecti%e for two moti%e4 charge can 1e extension
speedily and the forage of pre%ent sail aid students to interest their enlightenment of scholarship
call. 'echnically4 @#2A is not a letters diction =uestionnaire4 as it affords audio feed1ac! only
on ad%anced modes of communication. 'heorists would weigh these modes to 1e only a part of
what might 1e enclosed in a prospect of science fashion ;Phillips et al 2311. Bowe%er4 the four
aspects of letters preferences manner in @#2A can 1e =uic!ly recogni$ed 1y students4 and are
relati%ely strong. I ha%e a preference for using %isi1le funds such as delineations4
representations and %ideos. 'hey also li!e to see companions in operation. Preference for
second5hand %isi1le resort such as graph4 imaginations and %ideos. i!e to see companions in
actions4 destitution to con%ersation concerning situations and ideas with a stroll of nation9 en:oy
hearing statement from others. Prolific 1illet5ta!er9 text1oo!s are important9 far5reaching
application of diurnal to imprint down the facts and stories. I also ha%e the preference for hands
on encounter within a C!ingly7 planting and for across5the51oard letters.
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2.4 #nal$e influences on our own learning in relation to learning theor
Education policies are action ta!en 1y students to impro%e their own literature. ,trategies are
chiefly influential for style lore as! they are 1owl for energetic4 hoax5addressed in%ol%ement4
which is constitutional for underde%eloped transiti%e sa%oir5faire. #ppropriate con%ersation
scholarship strategies spring in amended s!ill and more %ery5self5reliance. 'hroughout past4 the
worst diction students ha%e necessity strategies roam from realistic diction #rt techni=ues to
analytic4 law5supported strategies. earning generalship wor!shops are draft 1ul!y multitude at
con%ersation teachers> con%entions. 2esearchers are distincti%e4 distri1ute4 and appraise style
science strategies4 and these efforts are inference in an unremitted tide of matter on the topical.
". *e a+le to suggest strategies for deli%ering and assessing learning in a
health and social care wor&place
".1 !escri+e factors to +e considered when planning a wor&place learning
programme
-anley et al ;233/< possession that for distinguishing an agent>s school and de%elopments
necessarily reconsiders trade o1:ecti%es4 distincti%e accurate acti%ities4 meansurati%e
performance peculiarity4 distincti%e proposition areas4 measurati%e and analy$ing the infirmity
and pro1lems etc should 1e cur1ed. # mem1er of staff as well may crisis discipline when some
no%el staffs are ta!en. #lso4 in the era of inland aid4 alter of course4 for coordinate with untried
procedures4 legislations4 standards or construction4 they indigence training. 0ecause when they
are encourage4 commonly they po%erty to effrontery the unspent censure. 6ithout pro%iding
management guidelines4 if they are alienated they may ha%e to effrontery a share of difficulties.
#fter distinguishing these o1:ecti%es4 they strait to choose the personnel those are most credi1le
to 1e attached. 'he next action is to thin! the expertness which will 1e indispensa1le to deal
with the new circumstances. 'hen a fortune le%el is necessary to 1e decided on the 1ase of
prere=uisite. 'he last and ultimate pace is to assess and study a hiatus 1etween incidental le%el
and claim le%el in the untried plight of the employees. -oreo%er4 for distincti%e someone>s
school and re%elation indispensa1ly it is also essential to assess the appraisement instruction4
1reeding and exploration plans4 decisi%e %aluation recite4 ad%ertence for fresh staffs4 examiner>s
descri1e4 arsen effect Etc. Doing through these prosecute4 an employee>s educati%e and
unra%eling necessarily can 1e identified.
".2 Present rele%ant teaching strategies to support the learning of others for a
health and social care wor&place
,ele%ant (trategies to support the learning of others
'he propitious erudition or educational strategies ser%e to o1tain erudition goals. It contains the
educational acti%ities4 1eginner acti%ities4 cupellation4 and syn5through to decide the ad%ance for
executing the literature goals. 'he strategies are supported on the interest of the students and
teachers. 0ecause the instructor will shape which style of literature tactics is applica1le in each
learner letters. 'he rele%ant strategies to support the learning of others for a health and social
care wor!place are gi%en 1elow in the figure 1elow8
Page | 13
Figure: *: +ele,ant Strategies to su''ort the learning of others
Source: -len and Par.er (200)
4iscussions there are man# methods using in discussion strategies! Reading comprehension
.trateg#& the reading comprehension strateg# helps to understand the aspect aout the material!
.emantic ,apping .trateg#& $his strateg# helps to understand or it is using as a techni(ue to
motivativate the students and makes them to involve in the full learning process! %ntegrating
$echnolog#& in these da#s the educational sector reali*ed that the application of modern
technologies will give more values in the learning! Corporate learning is a manner in which a
assem1lage of community are operation together or erudition together for to win a same goal.
'he expression >Colla1orati%e earning> is commonly used as a heteronym for cooperate
erudition when4 indeed4 it stand as a disunite strategy that hem in a 1roader stroll of cluster
interactions such as de%eloping letters communities4 and stimulating wor! forceEendowment
discussions4 and inspiriting electronic interchange.
"." (uggest a strateg for deli%ering and assessing learning in a health and social
care wor&place
Learning strategies for deli%ering and assessing learning in a health and social care
wor&place.
0earning strategies are the methods which are using # the students to complete the learning
task! ,an# of the teaching management and teachers are using these learning strategies to
improve the learning and teaching skills!
$he most commonl# used learning strategies are given elow5
Figure: 7: Learning Strategies
Page | 11
Source: Phillips et al (2011)
$he lectures use different t#pes of strategies like visual aids& audio methods& demonstrations&
group discussions etc! 0earning approaches& however& the# are the tools that scholar themselves
can occupation independentl# to consummate a idiom lesson! 6or a token& a scholar who
necessaril# to stud# an inclination of wordook vocale might draw a delineate to reminisce each
term!
4 Understand how to support the indi%idual learning needs of health and
social care wor&place
4.1 Explain +arriers to learning that ma +e encountered + indi%iduals in the
health and social care wor& place
*arriers to learning
F1structions of erudition are the su1stitute which is touching in the erudition of the one. It may
1e healing agent4 neurologic constituent4 and intellectual agent. 'he %arious o1stacles that
could come in the way of learning in the health and social care wor!place are shown in the
figure 1elow8
Figure: 8: Obstacles to Learning
Page | 12
Source: Clark (2008)
In the erudition procedure the speech is an essential agent. anguage aids the learners to learn
the lore su1stance. 'he ocular aids aid in literature 1y inno%ates of con%erge. 'he mental press
and tension will act on the erudition narrati%e.
4.2 !escri+e methods of identifing indi%idual learning needs.
)ethods for identifing learning needs
'he methods for identifying learning needs are shown in the figure 1elow8
Figure: / methods for identifying learning needs
Source: 0asu1Dutt (201$)
Page | 13
'here are many methods for distinguishing erudition necessarily. It is not unusual to utility more
than one order at any one period. *or indi%iduals4 a commencing hoax5assessment against
authentic and to 1e posture documentation would recogni$e especial science needs.
4." E%aluate different approaches that could +e adopted to support the
indi%idual learning needs of health and social care wor&ers
!ifferent approaches to support indi%idual learning needs
It is one of the most considera1le criteria for impro%ing an person>s achie%ement for why if any
feed1ac! is not granted how can he or she comprehend concerning the achie%ement that is
doneG It is %ery disagreea1le for the employees. If a person is not gi%en concerning it4 so how
he or she can correct his or her careerG 0y accomplishment feed1ac! they can resol%e this
proposition forasmuch as it shapeless them touching their misconception. 6ithout this4 most of
the period feed1ac! is significant4 precise4 pro1a1le4 full and seasona1ly. #lso4 it is not stopped
only after deformed them what to do next. 'hey are also ad%ice or entice if necessary.
Conclusion
*or the esteem I will insinuate that e%ery staffs operation in healthcare a%ail must 1e moti%ated
to upgrade propriety4 cognition and impro%ed personification chieftaincy and mo%e from unpliant
hierarchic construction and role4 as well as inno%ate in passa1le ha1it due to impro%e in
technology and correspondence. 'he conductor must mar! to the su1 on how to reali$e
property of care and condition haleness concern to long5suffering through one seamless s to go
heedfulness that continuum of concern. Effecti%e intelligence 1etween leaders4 su1altern and
sap4 will transport succession to association in the ga$e of eucrasy concern surrender systems.
'herefore pupil and personnel must energetically entwine in continual medicinal culture for
a1ility4 discrimination and learning. 'he last and not least the conductor must em1olden his
sta%e to go for extended unfolding prospectus and engraft lifelong erudition educate.
,eference
0asuHDutt4 ,.9 ;231"<9 ICreating a 2ele%ant4 earnerHCentered Classroom for #llied Bealth
ChemistryJ in Kohn 6iley L ,ons4 Inc4 Bo1o!en4 ?K4 (,#4 pp. 12+51"".
Chamillard4 #.'. L ,ward4 2.E. ;233&<4 Jearning styles across the curriculumJ9 pp. 2"152"&.
Clar!4 '. ;233.<4 Jearning ,tyles in PracticeJ in 4 pp. .35/..
Dettmer4 P. ;233)<4 J?ew 0looms in Esta1lished *ields8 *our Domains of earning and DoingJ4
2oeper 2e%iew4 %ol. 2.4 no. 24 pp. +35+..
Dlen L Par!er9 ;2333<4 J,upporting earning in ?ursing PracticeJ in -yii1rary td.
Byland4 '. ;2313<4 J-indfulness4 adult learning and therapeutic education8 integrating the
cogniti%e and affecti%e domains of learningJ4 International Kournal of ifelong Education4 %ol. 2/4
no. &4 pp. &1+5&32.
Page | 1"
Arompho4 ,.4 ,manchat4 ,.4 Porrawatpreya!orn4 ?. L 2attanasiriwongwut4 -. ;2313<4 J*actors
influencing hy1rid self5regulated and colla1orati%e learning for end5user training8 # systematic
literature re%iewJ in 4 pp. 1./51/3.
-anley4 A.4 -cCormac!4 0. L 6ilson4 @9 ;233/<9 J0ecoming and 0eing #cti%e earners and
Creating #cti%e earning 6or!places8 'he @alue of #cti%e earning in Practice De%elopmentJ in
0lac!well Pu1lishing td4 Fxford4 (A4 pp. 2+352/".
-ehlen1acher4 0. ;233.<4 JCommunication design and theories of learningJ in 4 pp. 13/51").
Pashler4 B.4 -cDaniel4 -.4 2ohrer4 D. L 0:or!4 2. ;233.<4 Jearning ,tyles8 Concepts and
E%idenceJ4 Psychological ,cience in the Pu1lic Interest4 %ol. /4 no. 34 pp. 13&.
Phillips4 ,.4 Collins4 -. L Dougherty9 ;2311<9 F0E4 . J'he earning ExperienceJ in 6ileyH
0lac!well4 Fxford4 (A4 pp. 1)5"3.
Pinter4 2.4 2adosa%4 D. L Misar4 ,.-. ;2313<4 Jearning styles and reading on screenJ 9 pp. 1&/5
1)1.
Prashnig4 0. ;233)<4 earning styles in action4 ?etwor! Continuum Educational4 ,tafford.
2enwic!4 K.,. L *olt$4 C.0. ;2311<4 Jearning styles of information technology studentsJ9 pp.
313531".
2ohrer4 D. L Pashler4 B. ;2312<4 Jearning styles8 where>s the e%idenceGJ4 -edical education4
%ol. ")4 no. +4 pp. )3"5)3&.
2o:as4 K. L Defude4 0. ;233.<4 JImpro%ing learning o1:ects =uality with learning stylesJ pp. "/)5
"/+.
,wanwic!4 '. ;231"<9 JeHearningJ in 6ileyH0lac!well4 Fxford4 (A4 pp. 1&151)3.
'illey4 ,.9 ;2312<9 JIn%ol%ing Indi%iduals in -ental Bealth ?ursing EducationJ in 0lac!well
,cience td4 Fxford4 (A4 pp. 11"512..
6aite4 -. L Aeenan4 K.9 ;231"<9 J#ction earning and earning ,etsJ in Kohn 6iley L ,ons4 td4
Chichester4 (A4 pp. .35/".
6est4 ,.4 Clar!4 '. L Kasper4 -. 9 ;231"<9 Jearning ,tyles in PracticeJ in Kohn 6iley L ,ons td4
Chichester4 (A4 pp. .35/..
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