...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 each detail in it. On the one hand it should be short and argumentative...
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...These researchers studied at the University of Cincinnati Winkle College of Pharmacy, Wilkes University's Nesbitt School of Pharmacy, Unviersity of Wisconsin School of Pharmacy, and University of California San Francisco School of Pharmacy respectively. They all studied pharmacy at their respective universities. The article focuses on implementing critical reflection into pharmacy courses, classroom settings, and in the workplace in various pharmaceutical settings. The article also delves into faculty preparation, reflective activities within courses/curricula, didactic, IPPE, APPE, key concepts related to assessment and feedback, future implications for faculty and curriculum development. The main audience are pharmacy instructors and administrations of universities striving to improve their teaching material and to better prepare their students for the pharmacy world. To cater to these people, the article also specifies certain reflective learning activities, such as one word journal, what?/ so what?/ now what? Reflection, group reflections, individual reflection on teamwork visit or project, and continuing professional development reflective writing exercise. These all aim to make pharmacy students lifelong students who are adaptable to various situations. The article is sectioned into various topics and the overall writing is very straightforward, with very little commentary. It gives a lot of examples of each of the concepts discussed and is very informative...
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...Week Two Team Reflection Louis Blackshear, LaQthia Cooks, Jennifer DeWitt, Lisa Mariella, Tharthur Myers Economics ECO/561 Version 7 Ron Merchant September 10, 2012 Week Two Team Reflection Simplicity is achieved and true knowledge of business practices are obtained through the rigors of understanding terms and concepts such as: production levels, cost maximization, fixed and variable costs, opportunity costs, revenue and total costs curves, etc. These terms not only provide a basis for business operation, they also provide a competitive edge for the determined entrepreneur who seeks to understand the anatomy of business and its language. In hindsight, week two discussed many of the terms above and allowed team members to expand on experiences in both their personal and professional lives. Identify production level to maximize profits. Maximum profit is achieved when the greatest level of economic profit is obtained given the existing conditions of the market. This process involves the adjustment of the level of production in reaction to current market prices (Encyconoic, 2012). Explain how to balance fixed and variable costs. This objective is one that all of team “B” struggled with as the text doesn’t see to give a clear indication of exactly how to balance fixed and variable costs. All that could be extracted from the text as well as from online was that in the short run one should try and turn fixed cost into variable cost in order to create...
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...They can be cited as follows: 1. Self-learning methodology that is available in the nature of the development files depends on the maturity and motivation of the student. For this reason it may not be convenient for the all types of learning styles. 2. If the teachers do not direct the students enough about reflection and not support them, students cannot be sure about how to make reflections and this can cause shyness. 3. Development files consist of both process and product. If necessary time is not spent on the process of development files, the resulting product (outcome) will be poor. In this respect, development files are time consuming. 4. If the necessary software, hardware and devices are easily obtained to create electronic development files, it can be costly for a person to obtain them by himself/herself. 5. Creating electronic development files requires technological knowledge and skills. Some pupils might not have the technical know-how and consequently feel overchallenged. 6. Preparation process of electronic development files can sometimes be and annoying...
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...Rosenberg, Executive Director Saskatchewan Association for Multicultural Education Project #58 July 2001 This research was partially funded through a grant from the McDowell Foundation. However, the points of view and opinions expressed in project documents are those of the authors and do not necessarily reflect the views of the Foundation. The purpose of the Dr. Stirling McDowell Foundation for Research into Teaching is to fund research, inquiry and dissemination of information focusing on instruction (both teaching and learning) in the context of the public elementary and secondary education system. Specifically, it will: 1) contribute to knowledge about teaching and learning; 2) encourage educational inquiry through a wide range of methodologies; 3) support the involvement of practising teachers in active research projects; 4) encourage organizations as well as individuals to determine and act in areas of research and inquiry; and 5) encourage experimentation with innovative ideas and methodologies related to teaching and learning. The Foundation is an independent charitable organization formed by the Saskatchewan Teachers’ Federation in 1991. It is governed by a Board of Directors with the assistance of an Advisory Committee of representatives from the educational and business communities. The selection and evaluation of projects funded by the Foundation is carried out by a teacher-led Project Review Committee. Inquiries concerning research supported by the McDowell Foundation...
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...Article Review Jose C Romero July 2, 2015 MGT/426 Elyse Polokoff Article Review: “Is Yours a Learning Organization?” In their article, "Is Yours a Learning Organization?" Garvin, Edmondson and Gino develop a list of standards that companies can use to measure the efficacy of their learning organization (2008). They emphasize the importance of a company being an innovative learning organization to handle competition, technological advancements, and unpredictable changes in their markets. The authors make the process of creating a learning organization clear by naming three building blocks of an effective learning organization. These include creating a supportive work environment, creating concrete learning processes and practices, and maintaining leadership that reinforces learning. This article defines what a learning organization is, explains how organizations can put this definition into practice, and gives organizations a tool to identify any areas in need of improvement. The article begins with a concise definition of a learning organization. According to the authors, this is an organization in which "employees continually create, acquire, and transfer knowledge" (Garvin, Edmondson, & Gino, 2008). It is not enough to simply tell employees the company's vision or give them a lot of training; they must also be encouraged to be tolerant, open to discussion, and to think holistically. Employees exposed to such practices have the ability to adapt more quickly to changes...
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... 3 The Need for Values Education 3 The Living Values Education Approach 4 LVE Resource Materials 8 Purpose and Aims 9 The Living Values Series 9 For Children and Youth At-Risk 11 History of Living Values Education 12 Acknowledgement 13 Results 16 Introduction – Exploring and Developing Values 21 Teaching Values 21 The Developing Values Schematic – The LVEP Method 22 Bringing In the Values of Your Culture 35 Making Values Education a Practical Reality 36 Incorporating Values Into the Existing Curriculum 40 One: Peace Unit 43 Reflection Points 43 Objectives 43 PEACE LESSONS 44 Lesson 1 Imagining a Peaceful World 44...
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...|Assignment | |STUDENTENOMMER: | | |STUDENT NUMBER : | | |VAN : |VOORLETTERS: | |SURNAME: STEPHANS |INITIALS : M | |TELEFOONNOMMER : | |TELEPHONE NUMBER: | |VAK : |Managing Knowledge for Strategic Effectiveness | |SUBJECT: | | |AANTAL BLADSYE | 11 pages including this one | |DOSENT : ...
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...03:07:43 One point in time On is used with days: * I will see you on Monday. * The week begins on Sunday. At is used with noon, night, midnight, and with the time of day: * My plane leaves at noon. * The movie starts at 6 p.m. In is used with other parts of the day, with months, with years, with seasons: * He likes to read in the afternoon. * The days are long in August. * The book was published in 1999. * The flowers will bloom in spring. Extended time To express extended time, English uses the following prepositions: since, for, by, from—to, from-until, during,(with)in * She has been gone since yesterday. (She left yesterday and has not returned.) * I'm going to Paris for two weeks. (I will spend two weeks there.) * The movie showed from August to October. (Beginning in August and ending in October.) * The decorations were up from spring until fall. (Beginning in spring and ending in fall.) * I watch TV during the evening. (For some period of time in the evening.) * We must finish the project within a year. (No longer than a year.) Place To express notions of place, English uses the following prepositions: to talk about the point itself: in, to express something contained: inside, to talk about the surface: on, to talk about a general vicinity, at. * There is a wasp in the room. * Put the present inside the box. * I left your keys on the table. * She was waiting at the corner. Higher than a point To express...
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...Leadership development plan and reflective learning Be able to use action learning for leadership development Responsibilities of an individual within an action learning set are explained How group dynamics in action learning can enhance leadership development is explained Action learning as a leadership development technique and its role in own leadership development is evaluated Be able to plan and undertake activities to develop own leadership performance Appropriate activities and sources of help and support to develop own leadership capacity are identified and selected Activities to develop own leadership capacity are planned Planned activities to improve own leadership performance are undertaken and judgments made about their effectiveness Be able to use action learning for leadership development Responsibilities of an individual within an action learning set are explained Committing regular time Learning to listen Learning to ask helpful questions Not giving advice Giving individual airtime Following the Action Learning Cycle taking action between meetings and learning from the action Action learning in its simplest form is understood to be an experience-based approach to learning that utilises Revans' view that managers learn most effectively with, and from other managers, whilst dealing with the real world complexity of organisational life. The process of action learning revolves around the group or ‘set’ of six to eight people working together...
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...Reflection Paragraph Ender’s Shadow : 1 In the novel Ender’s Shadow, by Orson Scott Card I can reflect in the beginning that Bean is a tough kid that has learned quite quickly. He picked things up from the streets and learned how to not get bullied a lot and to stay away from certain people. He learned the essentials of living on the streets in a cruel world where nothing is nice and everyone is competitive. In the start he was about to die of starvation. He had mentally strengthened himself to survive. He chose to help Poke, because she looked stupid enough to believe whatever he said. But Poke came out to be even dumber than that and chose Achilles as the bully. This was her biggest mistake. Bean warned her, “"Kill him," said Bean. "If you don't kill him now, he's going to kill you." (10). Bean knew he was trouble because he looked smart, even with his gimp leg. Achilles was a cruel killer from heart and would do anything to win. Achilles was a thinker and knew what steps he should take to take control of Poke’s crew. He slowly persuaded everyone...
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...exchange and sentiment, and how it has shaped the identities of not only the neighborhoods themselves, but the people inhabiting those very neighborhoods. I will go into depth about how imperative these two processes affect the way people psychologically feel about themselves and their neighborhoods. A person is a reflection and a product of his own environment and I will look to support that claim. This paper will analyze the meaning of exchange and importance of a prosperous local economy within a community and sentiment, the psychological aspects of neighborhoods. The emotional attachment to your home and neighborhood, how you feel about your neighbors, and the feelings of general day to day life within the community. Neighborhoods are shaped...
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...managers believe that relentless execution—the efficient, timely production and delivery of offerings—is vital to corporate performance. Execution-as-efficiency is important. But focusing too narrowly on it can prevent your company from adapting effectively to change. Consider General Motors: Managers’ confidence in GM’s famously efficient control systems blinded them to big shifts in the market, including customers’ preferences for fuel-efficient cars. GM posted a $38.7 billion loss in 2007. Edmondson recommends widening your lens to include execution-as-learning. Companies that use this approach focus not just on carrying out key processes more efficiently than rivals—but also on learning faster. To foster execution-as-learning, make it safe for employees to ask questions and fail. Then: • Provide process guidelines, using the best available knowledge. COPYRIGHT © 2008 HARVARD BUSINESS SCHOOL PUBLISHING CORPORATION. ALL RIGHTS RESERVED. The Idea in Practice Edmondson provides these ideas for cultivating...
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...Introduction Numerous research projects from (Eschenmann, 1991) and other scholars suggest that if teachers take the time to build relationships, they can motivate their students to learn. Further research (Whitaker, 2004) also suggests that teachers need to have a strong belief that building relationships are important to the motivation process. For that reason, there is a need to capitalize on these beliefs for the benefit of students. It is important that educators recognize the impact they have on their students (Eschenmann, 1991). Teachers have to ensure that they are meeting students’ needs, both academically and emotionally. Creating classroom environments that promote positive interactions can motivate students to channel their...
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...Classroom management is the foundation of a student’s ability to have a successful year in school. No matter what academic level each student who walks into my classroom is at, learning cannot take place unless I first establish a positive learning environment. I have learned from my own children that they are happiest when boundaries are established, expectations are clear, and there is no confusion with how our household is going to run or the consequences they will face if they choose not to follow the rules. The same is true for the students within our classrooms. The boundaries I establish at the beginning of the year sets the tone for the duration of the time my students will spend with me. When there is a well thought out plan and students are aware of what is expected, no matter the activity, students will experience effective learning. Centers are an effective teaching strategy that allows self-directed learning amongst students. During a 90 minute reading block, I plan to use literacy centers while I am reading in small groups. This activity will be used every day for the entire year so it will be extremely important for my students to understand the appropriate procedures and my expectations for center time. My first expectation of my students at all center time activities is to use only a 12 inch voice, my second expectation is for my students to respect their peers and materials at each station, my third expectation is to stay on task, and my final expectation...
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