...Reflective Essay Reflective Essay Guidelines: How to Write reflexiveessay December 23rd, 2010 Reflecting attempt to write is like the reflection somewhat personal experience. Reflecting attempts supply a kind personal analysis of some events. This kind of attempts may use creative approach of sides of the author. For many class participants it can be very interesting to try their abilities if one writes such attempts. But other class participants think that this kind of attempts requires enormous efforts. However with right techniques reflecting attempt letter seems to be a fascinating experience to the hand. Select the topic of a reflecting attempt the most important thing in the reflecting attempt of the letter is decide a correct topic, in order to discuss. Reflecting of attempt the author interesting to form tones one should be interested in the topic. Writing this kind of attempts, a class participant has the opportunity, its/thoughts to unite philosophical or social points divide. Before beginning to write, a class participant should regard some possible topics and select an appealing. Letter of the reflecting attempts the structure of a reflecting attempt is similar to any other kind attempt: Purpose 1. The introductory point is to along-include the reader in narration. Form the first sentence sound intriguing, in the eye falling or the confusion. Here is possible all possible means of exciting attention. 2. Writing a thesis statement, is safe, to include...
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...and Judy Brady’s “I want a wife”, both authors write on personal encounters they experienced. The author chooses two different methods of writing styles. E.B. White utilizes a nostalgic reflective descriptive piece, whereas Brady uses a more sarcastic narrative. Arguably both writers do a great job in their story telling skills. Both stories are respected and pleasing, yet similar but different at the same time. The authors’ choice of writing style is what gives one story more of an advantage to the other. Though descriptive and narrative essay have identical intent – to tell the reader a story- narratives are more effective in capturing the audience because the uses of different voices, they bring ideas into perspective and they are relatable. There are special components that both style of writing possesses. Narrative writing usually does not stress adjectives to give the physical details of characters, setting or events in the story. Nothing like descriptive writing, narrative writings are written in the first person in order to convey the author's attitudes, beliefs and memories. Narratives are conventional, while descriptive writings content often emphases on a single event, object or place. Occasionally, writers utilize narrative writing style to tell about the past or the future in broad terms. A narrative often reflects personal experience, clarifying what happened during some sort of incident. Narrative essay topics include recounting an experience where the learned...
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...Essay Using relevant SSK19 readings, in particular the four dimensions of reflective practice presented in Pavlovich (2007, 283), discuss the fundamental role that critical thinking plays in evaluating arguments at university. Most of us would believe that we make good decisions; but most of us find it uncommon practise to use the tool of critical thinking to enhance our thinking process which enables us to make better decisions. This essay with provide examples of critical thinking when evaluating arguments by using the different dimensional levels of reflective processes. Critical thinking in evaluating arguments is stated as an essential skill for student at university level, but can only be used to its best when it grouped with the tool of reflection. Most do believe, reflection and critical thinking go hand in hand as a process, just like a personal experience cannot be truly acknowledged within if you don’t ask the question, analyse, understand or action. The fundamental role that critical thinking plays in university arguments is that it allows the student to analyse, evaluate and draw conclusion by using their own mind and not be persuaded by other external or biased opinions. Pavlovich’s reading “The development of reflective practise through student journals” (Pavlovich 2007) refers to the four dimensional levels that she believes is the summary of reflective practise. The four dimensions of reflective method are, describing the experience, analysis of the experience...
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...essentially a kind of loose processing of thoughts and feelings about an incident, a meeting, a day – any event or experience at all. Reflection can be a more structured way of processing in order to deal with a problem. This type of reflection may take place when we have had time to stand back from something, or talk it through, as in: ‘On reflection, I think you might be right’, or ‘On second thoughts, I realised he was more upset than me.’ Structured reflection If we consciously reflect, maybe as part of our work or family role, there tends to be a rough process of ‘How did it go? What went well? Why? What didn’t? Why? What next?’ Examples might be of a football coach reflecting after a match, a teacher reflecting on a lesson, or simply a parent thinking about how best to deal with a teenager. In this kind of reflection, the aim is to look carefully at what happened, sort out what is really going on and explore in depth, in order to improve, or change something for next time. This brief guide will look at what is meant by reflection, suggest forms of structured reflection to improve the way you learn, and also outline how to use a model of reflection to structure a reflective assignment 2 Key elements of reflection Reflection is a type of thinking associated with deep thought, aimed at achieving better understanding. It contains a mixture of elements: 1. Making sense of experience We don’t always learn from experiences. Reflection is where we...
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...essentially a kind of loose processing of thoughts and feelings about an incident, a meeting, a day – any event or experience at all. Reflection can be a more structured way of processing in order to deal with a problem. This type of reflection may take place when we have had time to stand back from something, or talk it through, as in: ‘On reflection, I think you might be right’, or ‘On second thoughts, I realised he was more upset than me.’ Structured reflection If we consciously reflect, maybe as part of our work or family role, there tends to be a rough process of ‘How did it go? What went well? Why? What didn’t? Why? What next?’ Examples might be of a football coach reflecting after a match, a teacher reflecting on a lesson, or simply a parent thinking about how best to deal with a teenager. In this kind of reflection, the aim is to look carefully at what happened, sort out what is really going on and explore in depth, in order to improve, or change something for next time. This brief guide will look at what is meant by reflection, suggest forms of structured reflection to improve the way you learn, and also outline how to use a model of reflection to structure a reflective assignment 2 Key elements of reflection Reflection is a type of thinking associated with deep thought, aimed at achieving better understanding. It contains a mixture of elements: 1. Making sense of experience We don’t always learn from...
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...An individual's loss of a marriage/spouse is one of the most serious threats to one's health and wellbeing, this type of loss is prominently the most people encounter during their lives. This essay is a personal reflective journey of the loss of my marriage and the processes in which I personally (mentally and physically) experienced this loss. This essay will include models and theories attached to grief and loss in counselling. Its will also outline my ability to find strength, and meaning with strategies that enabled my children and myself to cope with the loss. This essay will also explore the type of loss process (first and secondary factors) I endured, relevant social support, my personal religious views, and the nature in which defines...
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...Essays are generally scholarly pieces of writing written from an author's personal point of view, but the definition is vague, overlapping with those of an article, a pamphlet and a short story. Essays can consist of a number of elements, including: literary criticism, political manifestos, learned arguments, observations of daily life, recollections, and reflections of the author. Almost all modern essays are written in prose, but works in verse have been dubbed essays (e.g. Alexander Pope's An Essay on Criticism and An Essay on Man). While brevity usually defines an essay, voluminous works like John Locke's An Essay Concerning Human Understanding and Thomas Malthus's An Essay on the Principle of Population are counterexamples. In some countries (e.g., the United States and Canada), essays have become a major part of formal education. Secondary students are taught structured essay formats to improve their writing skills, and admission essays are often used by universities in selecting applicants and, in the humanities and social sciences, as a way of assessing the performance of students during final exams. The concept of an "essay" has been extended to other mediums beyond writing. A film essay is a movie that often incorporates documentary film making styles and which focuses more on the evolution of a theme or an idea. A photographic essay is an attempt to cover a topic with a linked series of photographs; it may or may not have an accompanying text or captions. Contents...
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...For other uses, see Essay (disambiguation). Essays of Michel de Montaigne Essays are generally short pieces of writing written from an author's personal point of view, but the definition is vague, overlapping with those of an article, a pamphlet and a short story. Essays can consist of a number of elements, including: literary criticism, political manifestos, learned arguments, observations of daily life, recollections, and reflections of the author. Almost all modern essays are written in prose, but works in verse have been dubbed essays (e.g. Alexander Pope's An Essay on Criticism and An Essay on Man). While brevity usually defines an essay, voluminous works like John Locke's An Essay Concerning Human Understanding and Thomas Malthus's An Essay on the Principle of Population are counterexamples. In some countries (e.g., the United States and Canada), essays have become a major part of formal education. Secondary students are taught structured essay formats to improve their writing skills, and admission essays are often used by universities in selecting applicants and, in the humanities and social sciences, as a way of assessing the performance of students during final exams. The concept of an "essay" has been extended to other mediums beyond writing. A film essay is a movie that often incorporates documentary film making styles and which focuses more on the evolution of a theme or an idea. A photographic essay is an attempt to cover a topic with a linked series of photographs;...
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...prepared and the apparently well prepared seemed to be that, for cultural reasons we may not yet fully under stand, all these students had difficulty adapting to the traditional or "normal" conventions of the college classroom. One symptom of the difficulty was that many of these students refuSed .help when it was offered. Mainly, colleges offered ancillary programs staffed by professionals. Students avoided them in droves. Many solutions to this problem were suggested and tried, from mandated programs to sink-or-swim. One idea that seemed at the time among the most exotic and unlikely (that is, in the jargon of the Sixties, among the most "radical") turned out to work rather well. Some of us had guessed that students were refusing the help we were providing because it seemed to them merely an extension of the work, the expectations, and above all the social structure of traditional classroom learning. And it was traditional classroom learning that seemed to have left these students unprepared in the first place. What they needed, we had guessed, was help of a sort that was not an extension but an alternative to the , traditional classroom. To provide that alternative, we turned to· peer tutoring. Through peer tutoring, we reasoned, teachers could reach students by organizing them to teach each...
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...(1988) noted that in recent years reflective practice has been embraced by professionals such as nurses, social workers and teachers. He said the process of reflection provides a systematic way of describing how a learner’s performance grows in complexity when mastering academic tasks. This work will employ a reflective model to analyze the therapeutic engagement with one of the patient that I was involved with. The central theme of this assignment is to explain the condition of a client who was admitted to the ward via accident and emergency department. For the purpose of this essay the patient will be referred to as Mrs. X. The pseudo name is given in accordance with the confidentiality and privacy code NMC (2004). Mrs. X has a condition of schizophrenia (a condition of mental health) because she had not complied with her prescribed medication. I selected this patient for my reflective essay because of the insight that my interaction with her gave me. In my encounter with Mrs. X, I had to administer medication on her by intramuscular depot (Injection). I decided to reflect upon this patient and the nursing procedure carried out on her because it was my first time to administer an injection on a patient. To assist me in the process of reflection, I will be comparing different theories of reflection and I will choose the one that is suitable and applicable to the level of my learning. Reflective practice can be traced back to the work of Dewey (1933). Dewey (1933) was...
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...Reflective Essay #1 1. My subordinates would describe me as a “down to earth” type of leader. When it comes to being supportive, they know I will do what it takes to ensure they have everything they need to complete the job. They also know i care about not overwhelming them. If they need time off work for personal issues, I provide that. If they do good work, I reward them by giving them time off of work. Also, if they have any questions or need training, they know I will do my best to accommodate whatever they need. 2. My supervisor would describe my follower-ship by saying that I do what is required to complete the task at hand. They would mention my willingness to switch shifts with no complaints and my devotion to stay at work on my own time to ensure turnover is smooth. 3. My leadership style is the True Leader style. We have other leaders in our section that are more Authoritarian and I hear the complaints from the subordinates. I also personally see the difference on how my style and their style affects the workplace. I feel my style is highly effective because people are more willing to work and show initiative working on my shift, whereas on the other leader’s shift, they get frustrated and feel overworked. 4. To describe myself as a NCO, I think the best word to use would be fair. I’m open to input from subordinates, give them opportunities to make their own decisions so they feel involved, and try my best to make sure everyone has their fair-share...
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...INDUSTRIAL PLACEMENT HANDBOOK –PART 2 (PA003-5-3) CONTENTS Introduction 3 Internship Mechanism and Process Flow 7 Visiting Academic Supervisor/ Industrial Placement Handbook 12 Part 2-During Internship Appendix 1 – Logbook Template 18 Appendix 2– Logbook Cover Page 19 Post-Internship Appendix 3 – Content Guidelines for Industrial Placement Essay 20 Appendix 4 – Industrial Placement Report Cover Page 27 Appendix 5– Essay Clearance Form 28 Appendix 6 – Student Feedback Form 29 Assessment and Grading Appendix 7 – Industrial Placement Essay Assessment 31 Appendix 8 – Industrial Placement Visit Report Form 34 Appendix 9 – Industrial Placement Assessment Forms 36 Introduction 1. Industrial Experience Rationale The aim of the Industrial Experience programme is to enable students to gain industrial or professional learning experiences to develop transferable skills for employability and thereby to enhance their future value to employers. Familiarity with all common processes is essential and exposure at a practical level to a wide variety of processes is required at a level appropriate for young professional. Whilst it is clearly desirable for students to get a feel for the skills involved, the central aim is to achieve appreciation of business processes. Industrial training is a key component of learning...
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...Service-Learning Cooperative ServeAmerica K-12 Clearinghouse Pennsylvania Institute for Environmental and Community Service Learning Northeast Regional Technical Assistance Center Compiled by Lorraine Parrillo Cooperative/Clearinghouse Coordinator Northeast Regional Technical Assistance Center December 5, 1994 Used with their permission INTRODUCTION This module includes a summary of materials currently used to support reflection in the service learning movement. Crucial information presented includes: 1. Introductory materials on Reflection by Diane Hedin and Dan Conrad 2. Reflective teaching techniques using eleven different forms of reflection rather than just using journals and asking how participants feel about service 3. Basic critical thinking skills that may be used in reflection sessions 4. Bibliography Reflection Reflective learning techniques are not the lone providence of service activities. All thinking and dialogue requires some form of reflection if learning is to take place. Individuals need time and reconsideration of events to put facts and ideas into sequence and eventually into a better understanding as to what happened during a specific event. Everyone in their life-time will be required to repeat this process endlessly. Nevertheless, schools do little to prepare their students for reflection. Reflection activities allow students a sense of intellectual ownership and a better understanding of oneself and...
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...MANAGEMENT Module: Core Business Skills Code: UGB 103 Assessment Element 1: Skills Audit and PDP Plan (Total 15 module marks) (This assignment covers the following skills learning outcomes, taken from the Module Guide: Skills:- 8 - Manage own time, including setting own goals and targets for Progress Files) Date of Submission: 12th October 2012 TASK: Draw up an initial skills assessment to rate your skills level. Your assessment should include an analysis of your current strengths and weaknesses, personal development goals, and action plan. To complete this task you are required to: 1. Complete Form A “Self Assessment of my Present University Skills”, Form B “Areas for Discussion with your tutor”, and Form C “PDP Plan”. You may proceed with this activity after personally meeting and discussing with your tutor. 2. For further information please to refer to “Guide to Finding Study Skills Support & Starting Out on your Personal Development”, available on Sunspace in the UGB103 site. FORM A (3 Marks) SELF ASSESSMENT OF MY PRESENT UNIVERSITY SKILLS |Name: | |Date: | |Rate your Skills and Abilities |Poor |OK |Good ...
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...be used to clarify that the candidate has shown knowledge and performance skills throughout the work place. The assessor only has a limited amount of time to spend with each candidate so using this assessment method allows others to contribute in the assessment process. Witness Testimonies can provide useful information to the assessor but only when the source is valid and reliable. Evidence provided by the witness should be fair, reliable, valid and appropriate to standards and criteria of the specific qualification. The evidence should be signed and dated by the witness and if felt appropriate the assessor should communicate with the witness to confirm authenticity. A copy of the witness testimony should be placed into each candidate’s profile. This is to ensure that if an internal verifier was to check then all the information and evidence will be present. The information provided by the witness testimony should never be used upon solely to make an assessment decision. The assessor should use the information gathered as a guide to help inform them in making the correct assessment decision. A witness testimony can be conducted by a colleague to the client who does a similar role or who has experience or perhaps more appropriately a supervisor or manager could do this for the assessor. Whoever does it, they need to witness the learner doing their job. The assessor will have to work out who is the most suitable & willing witness as well as ensuring that they are available to do...
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