...http://www.activitymode.com/product/ece-332-week-3-journal-piaget-and-you/ Contact us at: SUPPORT@ACTIVITYMODE.COM ECE 332 WEEK 3 JOURNAL PIAGET AND YOU Consider what age group you hope to work with and reflect on which aspects of Piaget’s theory will be the most useful to you in your future career. How will this information be useful in your everyday work with children? Will it change your expectations for children? For yourself? Journal Options: 1. Written reflection journal. 2. Jing reflection with visuals, and paste the link into your discussion post. 3. Peer dialogue reflection (where you discuss the questions above with a peer or colleague and write a reflection that compares their peak experience with your own.) 4. Create a short video to relate your answer. Activity mode aims to provide quality study notes and tutorials to the students of ECE 332 WEEK 3 JOURNAL PIAGET AND YOU in order to ace their studies. ECE 332 WEEK 3 JOURNAL PIAGET AND YOU To purchase this visit here: http://www.activitymode.com/product/ece-332-week-3-journal-piaget-and-you/ Contact us at: SUPPORT@ACTIVITYMODE.COM ECE 332 WEEK 3 JOURNAL PIAGET AND YOU Consider what age group you hope to work with and reflect on which aspects of Piaget’s theory will be the most useful to you in your future career. How will this information be useful in your everyday work with children? Will it change your expectations for children? For yourself? Journal Options: 1. Written reflection journal...
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...Love.Experience.Learn.Laugh.Cry.Smile.Hope.Live.Love.Experience.Learn.Laugh.Cry “Not Everything That Is Learned Is Contained In Books” By: Reem HachacheENG202 Fall 2013-2014Term Paper | “Learning is defined as a human adaptation process. It is a process whereby knowledge is created through the transformation of experience. The learning cycle theory begins with...
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...independence within role and responsibilities a. Supervision Received b. Judgment c. Work Review Required 4. Leadership – responsibility for a direct team or population a. Team Leadership b. Employee Leadership 5. Impact – level of criticality and visibility associated to employees role a. Impact of Decisions b. Scope of Impact 6. Interaction – employees reach within the organization a. Level of Interaction b. Nature of Interaction 7. Experience – technical skills, certifications, prior experience a. Experience Scale of Factors Degree 1 Degree 2 Degree 3 Degree 4 Degree 5 Depth of Knowledge Basic level of knowledge within area of specialty, is required. Limited use and/or application of basic principles, theories, and concepts. Demonstrates competence and working knowledge within area of specialty is required. Has mastered the basic job functions. May still be acquiring higher skill level. In-depth knowledge of area of specialty is required. Understanding and wide application of standards, principles, theories, concepts, and techniques. Strong and...
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...The culmination of the shadowing experience is a ‘Inclusive Activity Shadowing and Experiential Learning Report’, using APA format and citations/references, that: (a) Your ‘Introduction’ provides a purpose statement for the report, and provides a brief overview of the organization/agency and its broader program goals; (b) In the ‘Main Body’ of your report, you will: * Create a ‘Inclusive Activity recipe’ that (1) describes the role(s) and background of the individual leader whom you shadowed , and (2) gives the leader's responses to the questions ‘What model or framework of inclusion do you use?’, ‘What are the most important factors to consider when creating an inclusive activity?’, ‘What advice do you have for students who aspire to create inclusive activities in recreation, tourism and sport programs and services?’ * The ‘Theory and Practice’ section is very important and will be addressed more fully in class. This section should describe and relate your experiences to a variety of the key concepts, models, and issues that we cover in the course (refer to the D2L outline regarding foundational terms and concepts, frameworks and models, and person-centered inclusion strategies).Interview to find out if the organization has in inclusion framework or model they use. Is it a process or content model? Do they use person-centered inclusion strategies? Can you describe the process they use? Is it similar to what we studies? Is so, how is it similar or how does...
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...The Dreyfus Model Introduction: Dreyfus brothers have stated a theory which depicts the stages of an individual's progression in achieving professional expertise. They have been broken down into a series of five stages: novice, advanced beginner, competent, proficient, and expert. The phenomenological model states that an expertise in any skill and medical skill, in particular, cannot be captured by the rule-based expert system. It argues that the expertise is said to be an unconscious and automatic performance which cannot be programmed. Thus, the progression is explained to be a gradual transition from a strict rule adherence to an intuitive mode of judgement. The authur assumes that intuition arises though expertise. Thus an expert system would not be able to rise over the level of competence. Dreyfus emphasises on experience (non-analytical) over rules(analytical). The main theme revolves around the following five stages: The Novice: Dreyfus Model explains that a novice should follow memorise and follow rules without feeling any responsibility of judgement or perception. He would need to be monitored either by self-observation or through instructional feedback. This would help the novice concentrate and internalise the rules and procedures. Dreyfus believes that the task environment is decomposed into context-free features so that a beginner can easily follow the instructions without actually knowing the desired skill. In this stage the beginner is merely following rules...
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...How do I . . . Write a Reflection? Why reflective writing? Reflection offers you the opportunity to consider how your personal experiences and observations shape your thinking and your acceptance of new ideas. Professors often ask students to write reading reflections. They do this to encourage you to explore your own ideas about a text, to express your opinion rather than summarise the opinions of others. Reflective writing can help you to improve your analytical skills because it requires you to express what you think, and more significantly, how and why you think that way. In addition, reflective analysis asks you to acknowledge that your thoughts are shaped by your assumptions and preconceived ideas; in doing so, you can appreciate the ideas of others, notice how their assumptions and preconceived ideas may have shaped their thoughts, and perhaps recognize how your ideas support or oppose what you read. Types of Reflection Experiential Reflection: Popular in professional programs, like business, nursing, forensics and education, reflection is an important part of making connections between theory and practice. When you are asked to reflect upon experience in a placement, you do not only describe your experience, but you evaluate it based on ideas from class. You can assess a theory or approach based on your observations and practice and evaluate your own knowledge and skills within your professional field. This opportunity to take the time to think ...
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... But think about this. Now that you’re an adult, when is the last time you can remember being young and dumb? What is the oldest you can remember being, when you were a categorically different person? I remember turning 18, and I’m talking to this girl online for a couple months, and fast forward a year and I’ve eloped with her. That was dumb. I’m 21, I’m spending a lot of my week as an officer in this “business fraternity” at my third tier business school because I have this vague idea that it’s a “great networking opportunity,” whatever the fuck that means. That was pretty dumb. It gets fuzzier at that point. As an adult you have fewer growth experiences than you do as a child, so it takes longer. The gap between now and when you were young and dumb gets longer and longer. That’s a bad thing. I have a theory that you should strive to keep that gap as short as possible. Every year you should look back and think about what a dumbass you were a year ago. That way, you know you’re growing. To phrase it another way, if you look back and don’t see how much of a dumbass you were a year ago, then you’re still the same dumbass from a year ago. 2. The perception of time passing is controlled by how many “salient events” take place during that time. For our purposes, salient events are events that we consciously notice. They might be novel in some way, either by being different and new, or by being...
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...professional culture. · To develop the students’ awareness of professional culture and role, and an increasing awareness of their own cultural identity. As a way of enabling you to achieve this, you are expected to keep a reflective diary. If you are unsure about your ability or motivation to do this, the above quote by Oscar Wilde may inspire you to write. You may not feel that you have anything sensational to write but you will be surprised how interesting you will find what you have written when you look back. The diary is a vehicle for collecting information and responses to major elements of the exchange and to enable students to log and reflect on their experiences. Reflection according to Johns (1993) is: - “...... the reflexive method of gaining access to an understanding of experience which enables practitioners to develop and increase the effectiveness of personal action within the context of their work”. It is intended that the document is student...
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...requires active exploration. As I researched the filed of Andragogy to gain more insight of how and what motivates adults to learn; I became very intrigued at some of the learning characteristics, styles, and theories in Adult Learning. Adult Learners are more self-guided in their learning. Adult Learners bring more to a learning situation because of their wide range of experiences. Adult Learners requires learning to make sense. Adults have years of experience along with a good bit of knowledge. Adults have established values, beliefs, and opinions. Young learners don’t usually have the necessary experiential component to enrich a self-directed learning environment. For most youths, learning may be their primary and/or only life experiencing activity. As an Adult Learner; I feel as though I relate more toward Reflective Thinking style and Kinesthetic Learning style. Reflective Thinkers view new information subjectively, relate new information to past experiences, and examine their feelings about what they are learning. Kinesthetic Learners process new information best when it can be touched or hands-on process. This brings me to assumption #2 of the “Way Adults Learn”. I think this theory relates to me most of all. This theory impacts my learning the most. Life experiences have imperative roles in how I process and relate new information. As a Liberty University Online Student, I discover that it’s necessary to interact with others, listen openly, and reflect on different...
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...rewarded. Expectancy Theory predicts employees will exert a high level of effort if they perceive a strong relationship between effort and performance, performance and rewards, and rewards and satisfaction of personal goals. Also, to add - the defiance of those employees to maintain their responsibilities even after reward is taken from them leads to Hertzberg’s Two-Factor Theory. As this can definitely play a role in an unhealthy work environment. “A theory that relates intrinsic factors to job satisfaction and associates extrinsic factors with dissatisfaction” (p....
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...better understanding of yourself, your skills, competencies, knowledge and professional practice. Although most of us engage in thinking about experiences either before, during or after an event, we need to document our understanding in order to clearly identify and demonstrate the components of our learning. Identifying what we have learnt requires us to think about our experiences, and consider the outcomes, in order to evaluate the experience, and identify our thoughts, feelings and understanding of the relevant issues. The objective is to identify what we have learnt in order to construct new or different approaches to our future practice, or to recognise and validate effective practice to utilise in the future. Learning comes from many different incidents and experiences that we have in life. We can learn much about ourselves, others, our job, our organisation, and professional practice, as well as our abilities and skills, if we consciously take the time to reflect on our learning. As a starting point, a pro-forma sheet for reflective practice, incorporating some ideas around the type of experiences we can utilise for learning, is provided. N.B. When reflecting on clinical incidents or professional practice involving patient care, patient confidentiality must never be breached Further guidance on different theories and methodologies for reflective practice is available on the Trust’s website: www.northbristol.nhs.uk - Nursing Zone - Reflective Practice Guidelines...
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...when an experience on a plane with severe turbulence made me think about the irrational fear I was experiencing. The Science of Psychology helped me realise, that my fear of flying was not abnormal but simply a learned emotional response to a situation that provoked intense and terrifying thoughts. Being able to understand my phobia and how I can control it is why psychology has changed a part of my life. The diversity of the A Level syllabus has reinforced my commitment. The course has enabled me to work independently and manage my time effectively. These skills were demonstrated in my A Level coursework project which involved extensively researching a topic of my choice. I thoroughly enjoyed this project as I was able to gain an insight into many relevant theories of my chosen subject on figure attractiveness. To support my studies I attended a crime conference in Leicester which was a fascinating experience, from hearing crime investigators talk about their daily challenges to psychopath profilers engaging in the nature vs. nurture debate. I also heard American Nick Yarris' poignant story of spending 20 years on death row after being framed for murder. Attending the conference strengthened my note taking and listening skills. Working in a primary school for a week as a teacher's assistant with children aged 4-5, has furthered my interest in the educational aspects of psychology and I believe that this experience has been useful for a career in psychology. The experience enhanced...
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...Experiences of Students in UK and China In recent years, as Chinese students in Britain population rise, the issues about differences and similarities between experiences of students in the two countries have been receiving increasing attention. Owing to the cultural differences between China and UK, the students in both have multitude of distinctions in experiences. Specifically, there are two main parts to analyze this topic, which is study experience and activity experience. From some researches about international students’ differences, the two groups regard to two particular education systems. Chinese students are constantly labeled “obedient” by students from other countries when they cooperate with each other in some programs. However, it cannot be denied that some similarities indeed existing when they study a new method like foreign language. When it comes to study experience, most students in UK are curious about why Chinese students always prepare exams and tests by rote. In particular, the most direct way of learning in China is listening and memorizing to teachers’ instructions. The common reason is most Chinese teachers do not like to be interrupted by questions during their speech. Moreover, some teachers even encourage students to be extremely quiet and few discussions in the class. Therefore, Chinese teachers get honorable respects from students and teachers believe that keep quite is essential to get a high score. In contrast, students in UK present more...
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...of whose absence would have made another person, not the one I am. I always say I’m different. Never quite what people expect on a first impression. Friends have categorized me as a pessimist, a naturalistic thinker, a boring, little, nerdy person until we became friends and they realized I had a few screws loose in my head and then found themselves laughing at my jokes and mostly moronic and offending ideas. I believe our experiences in life whether good or bad are what help define who we are. We cannot experience what we are until we encounter what we are not. It is through what we are not that we can be defined. The theory of relativity sustains my beliefs as to know ourselves is not to overcome all earthly passions but to understand them and understand what defines who we are. My experiences and beliefs arise from the relationships I have experienced in both Brazil and Australia, the relationships with my family, friends and people I have met. I learnt that relationships are constantly challenging, calling for us to express ourselves and experience with these people the different aspects that we reveal of ourselves. We can never...
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...contributions to the overall project and report. We are grateful to Status of Women Canada for funding this project and for the continued sponsorship of the Ontario Coalition of Rape Crisis Centres. We also thank the members of our Advisory Committee for pushing and challenging us throughout this project. We thank the women who facilitated focus groups and helped us contact the women in this study. Finally, this report would not be possible without the contributions of the women who told us about their experiences. © 2004 Centre for Research on Violence Against Women and Children ISBN# 0-9688655-3-4 1 “To understand violence, we have to examine both the personal experience and the terrain of that experience.” Dr. Yasmin Jiawani This report is built on the personal experiences of women who have experienced workplace harassment, but their stories are also about the “terrain” or the context of those experiences. In drawing out the commonalities of their experiences, we have begun to shed light on the terrain. We must transform the terrain if women are to have equality and safety in their workplaces. 2 We dedicate this report to Theresa Vince whose death in 1996 changed the views of many people in Ontario about sexual and workplace harassment. Her tragic and untimely death showed us that workplace harassment can no longer be easily dismissed as a trivial problem. Fundamentally, the goal of this report is to prevent any other woman from losing her ...
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