...However, it promote self-awareness, able to judge the inside weaknesses, help to improve the thinking process and develop better communication skills and patient care. Nevertheless, reflection provides chance to modify our own beliefs, insight and attitudes to serve better nursing care. Moreover, it helps to recognize the education deficits and skills imperfections those needs to work on. It also benefits in demonstrating the respect to nursing ethics and establishing the better team...
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...Personal values are qualities or characteristics that you value. You would rather leave an organization or step down as a leader than violate your values. Your values guide your intentions and they influence how you lead. When your personal values are clear and you are conscious of them, you create a solid foundation for leading. Assumptions are ideas that are assumed or believed to be true. As a leader it is important to understand what assumptions fuel your leadership thinking. Often leaders are not aware of the assumptions because they are operating from certain paradigms that will not allow them to see assumptions. Reflection into one’s leadership is an excellent way to uncover assumptions. Beliefs are ideas that we hold to be true; they shape our realities. If a leader believes that the only individuals in an organization that can make decisions is the management staff, then that belief will influence how the leader treats others. Beliefs can also be unconscious; they are for us a habitual way of thinking and acting that it doesn’t cross our minds that our beliefs may be prohibiting us. The following is an exercise to help you create, find, or define your personal philosophy of leadership. Exercise 1: Identifying Your Leadership Values From the list below, pick five core...
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...Personal values are qualities or characteristics that you value. You would rather leave an organization or step down as a leader than violate your values. Your values guide your intentions and they influence how you lead. When your personal values are clear and you are conscious of them, you create a solid foundation for leading. Assumptions are ideas that are assumed or believed to be true. As a leader it is important to understand what assumptions fuel your leadership thinking. Often leaders are not aware of the assumptions because they are operating from certain paradigms that will not allow them to see assumptions. Reflection into one’s leadership is an excellent way to uncover assumptions. Beliefs are ideas that we hold to be true; they shape our realities. If a leader believes that the only individuals in an organization that can make decisions is the management staff, then that belief will influence how the leader treats others. Beliefs can also be unconscious; they are for us a habitual way of thinking and acting that it doesn’t cross our minds that our beliefs may be prohibiting us. The following is an exercise to help you create, find, or define your personal philosophy of leadership. Exercise 1: Identifying Your Leadership Values From the list below, pick five core...
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...Learning through reflection 2 Reflection is an active process whereby the professional can gain an understanding of how historical, social, cultural and personal experiences have contributed to professional knowledge and practice (Wilkinson, 1996). Duffy (2007) believes that reflective practice is an active deliberate process of critically examining practice where an individual is challenged and enabled to undertake the process of self-enquiry to empower the practitioner to realize desirable and effective practice within a reflexive spiral of personal transformation. Learning is derived from experience but it doesn’t just happen. For it to take place you not only need to engage in reflection you must also record it. By thinking about what you are doing and why you are doing it is what turns your experiences into meaningful learning. If you are to become a reflective practitioner you have to use that learning to increase your professional knowledge and skills to the benefit of not only yourself but also to your patients / clients. Why Reflect Reflection is really a process that begins with looking back on a situation, pondering over it, learning from it and then using the new knowledge to help you in future similar situations. Reflection, which is learning through experience, is not a new concept. As humans, we naturally reflect on our surroundings and experiences. However, the conscious, deliberate and ordered process of using reflection as a learning tool...
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..."There is ample evidence that high quality early education and childcare services can improve children's development, learning and behaviour. We also know that a well qualified professional workforce is by far the most important factor in delivering the best quality of services that give children the best possible start in life" Scottish executive (2006, p1) The national review of the early years and childcare workforce has brought about positive change within the early years sector. Focus was given to develop leadership within the profession. The Scottish executive collaborated with the Scottish social services council to amend the registration requirements for lead practitioners and managers from 2011. This was to ensure a new degree level qualification was attained by staff working in a lead practitioner/management position. "Research has indicated that the best outcomes and experiences for children come from the best qualified and best led services" Scottish government (2007, p12) It was hoped that by creating a genuine career structure for the workforce that this would allow practitioners to develop their professional skills and knowledge needed to progress in their career. Thus increasing qualification and pay within the sector. "These actions will improve the status and recognition of the workforce and support improved recruitment, retention and progression within the sector" Scottish executive (2006, p4) When practitioners work collaboratively with outside agencies...
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...Develop an educational project that includes a specific outcome while teaching academic skills Make Your Own Project-Based Lesson Plan Gloria J. Edwards Educator and Curriculum Development Specialist Unlimited Learning, Inc. Copyright 2002 Mountain Plains Distance Learning Partnership Integrated Learning http://www.integratelearning.org Special funding provided by the U.S. Department of Education, Star Schools. Instructions based on the five-concept template created by Leecy Wise for Star School teachers, Cortez, CO, 2001-2002 Topic: Make Your Own Project-Based Lesson Plan Develop an educational project that includes a specific outcome while teaching academic skills. Identify Grade level or Group Here An integrated lesson plan covering # sessions of approximately # hours each. Your Name as Lesson Author Here The following passage is included in all Integrated Learning lesson plans: Lesson-Planning Approach Students do not learn from what you do, but from what you have them do. This is a template for creating project-based lessons. Examples and important information are set in text boxes, while the rest of the text can be used as lesson template. Text and headings that are part of the “Integrated Learning” lesson format are printed in color bands or bold text. For other examples of our project-based lesson plans, refer to our website www.integratelearning.org . Some learners perceive their “world” as a whole, where all things are interconnected and dependent...
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...Reflecting on Practice: using learning journals in higher and continuing education Teachers College Reflecting on Practice: using learning journals in higher and continuing education Langer (2002) central focus is plainly stated in the introduction, which is “how the use of journals impacted the learning process of adult non-traditional students and how this impact compared to that of traditional students”. The purpose of this article critique is to analyze the strengths and weaknesses of the Langer (2002) article. The body of the critique will develop the five major elements, which begin with the research question/problem to include the author’s purpose for writing the article. The next element is the conceptual framework, followed by the methodology, results/findings of the study, and lastly the discussion. Even though the research question is stated clearly in the third sentence, the use of the terms former and latter in the introduction was somewhat ambiguous because the two comparatives were used early in the paragraph. The article mentioned traditional students, but it was unclear if they too were adults. The reviewer eventually determined that the traditional students were adults because the article stated that the computer technology certification courses were designed for adult students interested in changing their careers. Langer (2002) gave a clear purpose of his study, which was to understand the immediate and extended effects of journals as learning...
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...What is a clinical practicum placement? In my understanding it is an opportunity of a life time for any student nurse at the early stage of personal and professional growth. This comes through developing practical skills, using theoretical knowledge, understanding the profession, embarking with care for patients, establishing therapeutic relationships and reflecting on experiences in the clinical settings. Gibb’s (1988) Reflective Cycle is one of the models of reflective writing that will be used in self evaluation placement journey. Venus is a student nurse in the second week of the practicum placement on a medical ward with her co-students and their mentor. They have just finished analysing the handover and have been assigned to work for a period of five hours of time with the registered nurses. She was looking after Mrs Smith (pseudonym) who has just moved from another ward and needed assistance with the shower. Venus was excited to assist the patient with the shower and utilise her communication skills she observed earlier as well as...
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...interesting as well she believes that what makes a moral action right or wrong is the intent behind the action, she found Kant's theory to be sometimes a little confusing, but she believes that the end result of Kant's theory is to treat each person with equality and fairness and that people should not be viewed as a means to an end. Overall each discussion topic made Claudette reevaluate her viewpoints on moral behavior and helped her gain a better understanding of why each person may have different moral beliefs. Evette Guzman provided the following insight for week four she enjoyed the discussion on morality. She was a bit confused as to who decided what is morally right or wrong. The discussion posts from her classmates, and her reflecting answered her question. Each of us decides what is morally wrong or right according to our own beliefs. It may not look morally correct to someone else but to...
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...Imagination - “Girl Before the Mirror” Kaiulani Frink Eng/340 May 21, 2012 University of Phoenix Imagination - “Girl Before the Mirror” The painting by Pablo Picasso “Girl Before the Mirror” was the painting that caught my attention because at first glance I notice a woman adjusting the mirror as she is looking at her reflection; this is something I do every day. I gazed longer at the painting and the woman’s appearance seems to be younger in the mirror, perhaps she is reflecting on her past (youth). The dialogue taking place in this story is with herself as she is reflecting on the many years that have passed and how her appearance has changed. Her pregnancy has captured her attention to the changes in her life. The painting reflects the past, present, and future. The different colors, lines, and shapes tell a story about her development. The colors in the mirror are deep dark in color representing a faint memory of what once was. Looking at herself in the mirror gives her a sense of relief yet pain. She can still see a little of her youth in the mirror, which easies some of her distress as she is aging knowing one day that the memories of her youth will soon fade. The long strokes of lines and curves in the mirror by her face and around her head display a covering a sense of innocence; before she has known a man intimately. The lines in the lower area of her body in the mirror shows it is still in development as the lines are arched up and not down in a drooping...
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...Week 5 Essay 1: REFLECTING ON OURSELVES Reflecting on Ourselves My dominant intelligence is Visual/Spatial from the eight different sections. After completing the questionnaire, this was the section I received the highest score in. I would also have to fully agree on these findings as well. For this section does describe how I think about problems and tasks that I work on. I always tend to try to visualize items when asked where I last put or saw something. An example is at work when asked what settings I used during a test. I tend to stop and think and try to visualize the screen and picture what value it was. From my experiences at home and mainly experiences at work, I do agree, I’m strong in visual/spatial intelligence. I have a great ability to remember numbers and where things are when I stored them away. I also find when repeating a part number for an item in my head a few times and also maybe writing it down, I normally don’t forget that number or I am able to recall it from my mind one or two weeks later. In the next assessment on Personality, I scored highest in the Extroversion, Sensing, Feeling, and Judging sections. I do not find these results surprising. However, the Feeling and Thinking scores were very close and it was hard to decide on the stronger one. I do take in consideration others' feelings a lot when I handle a situation. Additionally, I need facts to see and back up a decision. I do feel that Feeling and Thinking are my strong suits, which is why...
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...something gradually ‘surface’. We might choose to do something differently, or not, as a result of reflecting, but reflection is 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...
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...gradually ‘surface’. We might choose to do something differently, or not, as a result of reflecting, but reflection is 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...
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...building connections with everything we see and do. For this assignment, I want to focus on my encounter with Starbucks staff. I probably am one of the biggest Starbucks fanatic anyone will every encounter. I love the thrill of going to Starbucks, and anticipating and thinking about what my new Starbucks concoction will be. Reflecting upon my Starbucks experiences, I have come to a conclusion of whether we know it or not, our unintended communications turn into a relationships that we fail to see. To test my thinking and prove it valid, I went to the Starbucks that I have been going to for years now. Here goes my thoughts, “What do I order? What am I feeling today? What is the new drink that came out?”. As I walked in, I examined the same feeling of thrill and excitement that rushes upon me. As I wait in the long, almost endless lines at Starbucks, I especially examine other people’s orders and get inspired for my order. As the line lessens, I am finally able to reach upon my decision of my order. Instantly, the woman taking my order my order found me quit familiar and said, “hello, how’s your day today? Would you like chai latte or caramel macchiato?” and I found it surprising on how she knew exactly what I want. Reflecting upon the situation, I realize how going to Starbucks often, I run into the same people, the same staff and essentially built a relationship that we don’t realize. Saying good morning to the staff, gestures as good by, hello, and etc. come naturally to us, but serve...
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...callidryas, L. infrafrenata, P. dacnicolor, P. sauvagii and R. malabaricus) in each case exhibited a low reflectance over the visible wavelengths (400- 700nm) with a small increase at the green wave lengths, but then a pronounced increase in reflectance over the near infrared wavelengths (700- 1000nm) (Figs. 1 and 2). In contrast, the non-near infrared reflecting frogs (H. cinerea, 0. septentri onalis and P. leucomystax) had overall greater reflectances in the visible wavelengths but did not exhibit a pronounced increase in reflectance at the visible near infrared boundary. In all cases, the non-near infrared reflecting frogs had lower reflectances in the 700-1000 nm waveband. The flatness of the reflectance response in the non-near infrared reflecting frogs contrasted greatly to that of the near infrared reflecting frogs. In all cases, there was greater similarity in the reflectance spectra of distantly or unrelated near infrared reflecting frog species than there was in the reflectance spectra of those frogs and con-familial non-near infrared reflecting frogs (Fig....
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