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Mozart, Wofgang Amadeus (1756-1791) Austrian born, Wolfgang Amadeus Mozart was regarded to be the greatest child prodigy the world has ever known. At age four, he heard his older sister playing a harpsichord minuet. Mozart begged his father to let him try the piece, and by ear, he played the piece perfectly. Throughout his life, tragedy struck. He was one of the most talented composers ever to walk the face of the earth, yet he led a life filled with much unhappiness. Upon traveling to Italy, Mozart fell in love with the Italian opera. One of his most famous peras is The Escape from the Seraglio, in which the heroine was named after his wife Constanze. Although many of the people in Vienna greatly praised this opera, Mozart's patron, Emperor Joseph, was not a fan of the style. Even though Mozart had his streaks of bad luck and his family was often in debt, his marriage to Costanze held many moments of happiness. On Sunday mornings, Haydn and two other musician friends from Vienna would show up at Mozart's residence and would play string quartets. Haydn is quoted as telling Mozart's father, "I declare to you upon my honor that I consider your son the greatest composer that I have ever heard (Kaufmann, 67)." Mozart composed many operas of which his most loved are The Marraige of Figaro, Don Giovanni, and Cosi Fan Tutte. His last opera, The Magic Flute, has charm and intelligence, even though it was written when he was sick and depressed. Ironically, during the sam...

Information Processing Theory Essay

Information processing is a theoretical approach used to analyze human behavior (psychology) and learning processes (education). Information processing, in the pedagogical perspective, may be defined as the process of acquiring knowledge based on memory structures and information in different stages of information or mental processing. (Think Quest Team, 2007) It deals with thinking, storing, remembering and forgetting information. (NSW HSC Online, 2007) Information processing and the cognitive learning theory are closely associated with each another. This is because their propositions are similar in content. Information processing theory emerged at the dawn of the computer age (Hall, 2007). This theory suggests that memory and computers have common features. Moreover, it proposes that perceived information goes through three stages within the memory structure: sensory registers (where information is perceived and processed through the senses), short-term memory (where information is shortly stored and encoded), and long-term memory (where information is stored for easy retrieval). (NSW HSC Online, 2007) There are several principles that support this theory. First, there is an assumption that the capacity of the memory is limited. This means that at times, there may be barriers that affect processing of information. It is advantageous to identify why there is difficulty in information processing. Through this, resolutions may be formulated to address this issue. Second, there is a need for control mechanism. Control mechanism directs the extent of use of memory capacity. For instance, new information may require more processing than the regular day-to-day tasks. Third, information flow is two-way. We acquire information through our senses, process it in our memory in the same way that we create responses in our memory, and carry them out through our senses. Fourth, the genetic make-up of humans is meant for information processing. For instance, infants do not learn to think from other people. Their curiosity allows them to think and develop their senses. (Huitt, 2003) Information processing applied as an approach in the classroom setting, gains broader meaning and undeniable importance. The theory recommends a variety of techniques and methods to make teaching more efficient. Information processing also provides several tools and procedures that teachers may use to enhance thinking skills and extend mental capacity among the students. The learning process through information processing starts with the activation of schema, defined as the state of existing knowledge structures prior to the introduction of new information. Schema is often altered to accommodate new information. Therefore, new information related to the learner’s schema is more meaningful to them. (NSW HSC Online, 2007) Activation of schema is followed by acquisition of new information by the learner. Information processing postulates that in processing and in the retrieval of information, it is necessary to ensure that information is significant to the learner for him to be able to relate previous knowledge or schema to new information. The information is processed to fit schema, or in some instances to complement schema. The information is then stored in the long-term memory for future retrieval. There are also various key concepts to remember in applying information processing theory in the classroom setting. First, it is easier to remember significant information. Learners remember information that is interesting and relevant to their personal lives. Second, words are easily remembered based on their position in the text. For instance, words written in the beginning and in the end are easier to remember than words written in the mid area of the text. Third, repetition is efficient for memory retention. Memory retention is best improved through repetition and practice. Fourth, learning should be systematic. When learners make lists to organize lessons learned, information is easier to remember. Fifth, much effort should be exerted in processing information. Information that is processed in depth is easily stored in the long-term memory. Sixth, information processing is affected by schema. If information does not relate to a person’s schema, then there would difficulty in information processing. Lastly, there is a necessity to provide advance organizers for students. Advance organizers aids and prepares the learner for the next lesson. (Huitt, 2003) In the classroom setting, the teacher must come up with a lesson plan that follows a thorough procedure. Systematic procedures must be followed in information processing because there are limitations to memory capacity and thinking processes. Teachers must make sure that purpose of the previous step is achieved before moving on the next step. For instance, activation of schema comes first before the processing of information. To follow this step, the teacher must first provide stimulus that catches the attention of the students. Consequently, the learner perceives and processes this information in his sensory registers and short-term memory, allowing him to respond to the stimulus. The next step is to ensure that the information you teach is retained in the learner’s long-term memory. This can be achieved by following key concepts previously enumerated. In applying information processing in the classroom setting, keep in mind that its primarily goal is for students to learn by enhancing memory retention and maximizing information processing and capacity. The teacher must be guided with the key concepts and principles governing information processing theory to achieve greater success in meeting educational goals and objectives. References Hall, R. (2007). Information Processing Theory. Retrieved November 22, 2007. http://medialab. umr. edu/rhall/educational_psychology/2001/vl2a/info_new. html Huitt, W. (2003). The Information Processing Approach to Cognition. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved November

Learning Styles Essay

1. What I intend to do In this assignment I will aim to discuss the factors which can affect learning for a student. Incorporated in this I will discuss theories of ‘learning styles’, comparing and contrasting them and try to identify aspects which can impact upon my practice. I will analyse my own teaching style and that of others to see how the theories can be applied and also assess my own success in meeting the needs of the students. 1.1 Why? The information provided in this assignment will allow me a better understanding of the variety of ways a student can learn. This will impact on my future as it will allow me to become a more successful classroom practitioner and allow me to recognise and cater for a variety of styles in my teaching resulting in more enthused, able and satisfied students. 2. Definition of learning Before one can discuss concepts of learning and learning styles, an understanding of the term is necessary. Learning is defined by the Encarta dictionary as: 1. Acquiring of knowledge: the acquisition of knowledge or skill 2. Acquired knowledge: knowledge or skill gained through education 3. Change in knowledge: a relatively permanent change in, or acquisition of, knowledge, understanding, or behaviour Learning occurs throughout life as more and more information is acquired, definition two focuses on knowledge through education, this is obviously the factor which I will focus on during this assignment, however I felt the inclusion of the other definitions was important, the first links well to the second, and the third is important to understand to allow the implementation of the first two. The third definition highlights that not all learning comes in a school based environment and that learning occurs at all times in all different ways, in effect it highlights that learning can occur in many ‘styles’. 3. Factors affecting learning Learning is complex; it can be affected by numerous factors which can reduce the effectiveness of learning. Some of these factors can be controlled, others cannot, it is the job of the teacher to have control of as many aspects of the learning as possible to ensure students achieve. Maslow’s original Hierachy of needs incorporates the perceived basic needs of a learner and their motivation, of which most, if not all need to be met to allow learning to be successful Of the factors mentioned by Maslow, only some can be controlled by the teacher such as safety, stability etc but many are down to the child’s home life. The factors which a teacher can be in control of can be managed by providing a safe, warm teaching environment so that learners are comfortable; the teacher should build positive relationships with the learners to support them and enhance learning and also allow for working in groups within the class. A clear structure and procedure in the lesson will provide stability and rewarding positive acts will give the learner a sense of achievement and help to build a positive reputation, leading to personal growth. The factors which are beyond our control can arguably have a greater effect on the success of learning. Learning style theories The idea of learning styles or different approaches to learning ‘emphasizes the fact that individuals perceive and process information in very different ways’. The idea that students learn in different ways implies that how much an individual learns can be affected by teaching method, therefore intelligence needs to be recognised in a different way, instead of is this student intelligent, the question an educator should ask is how is this student intelligent. The concept of learning styles is ‘rooted in the classification of psychological types’ Basically, through research, it has been demonstrated that individuals learn in different ways due to upbringing, heredity and the environment, it has also been demonstrated that ‘different individuals have a tendency to both perceive and process information differently’ The different ways of doing so are generally  classified as: 1.Concrete and abstract perceivers–Concrete perceivers absorb information through direct experience, by doing, acting, sensing, and feeling. Abstract perceivers, however, take in information through analysis, observation, and thinking. 2.Active and reflective processors–Active processors make sense of an experience by immediately using the new information. Reflective processors make sense of an experience by reflecting on and thinking about it. Schooling generally focuses on active and reflective processors however concrete and abstract perceivers are becoming more and more catered for. Learning styles theories impact education through the curriculum, instruction and assessment. The curriculum must place emphasis on intuition, feeling, sensing, and imagination, in addition to the traditional skills of analysis, reason, and sequential problem solving. In the instruction, teachers should design their instruction methods to connect with all four learning styles, using various combinations of experience, reflection, conceptualization, and experimentation. Finally, in assessment teachers should employ a variety of assessment techniques, focusing on the development of â€Å"whole brain† capacity and each of the different learning styles (http://www.funderstanding.com/content/learning-styles) Learning theories have been grouped into five clusters: 4.1 Behaviourism learning theory Behaviourism is a view that operates on a principle of â€Å"stimulus-response.†, in other words all behaviour is in some way caused by an external stimulus and it is the association between the stimulus and response which leads to a change in behaviour. This theory can be explained without reference to consciousness or ones internal mental state. I have seen this theory in action through lesson observations, for example the Head of Science. The teacher has clear routines in the lesson, along with positive reinforcement, rewards system, praise and a firm but fair view on behaviour. The method works very well for the teacher in question as the classes are engaged, enthused and make progress in lesson. (http://www.learning-theories.com) 4.2 Cognitivism learning theory Cognitivism involves recall or recognition of key facts, it effectively views the mind as an information processor. It places emphasis of the role of prior knowledge and being able to convert information from short term memory to long term memory. This theory counteracts that of behaviourism by saying that the human mind is not pre-programmed to respond only to external stimuli and that it requires ‘active participation in order to learn’ The cognitivism theory views the brains learning as such: Information→Processing→Outcome I have observed this style in a humanities lesson on the Olympics, key ideas were constantly referred to and displayed on handouts, students were encouraged to link the information they were given to experiences they had had and link into different scenarios to allow the students to recognise and understand the key ideas of the lesson. This is probably the theory I use most, I try to engage students by getting them to use their own experiences and thoughts when discussing topics in science to allow better understanding and application. 4.3 Constructivism learning theory Constructivism uses the idea that all learners need to construct their knowledge from their previous knowledge and the new information presented to them. The learning also incorporates problem solving as the new information can conflict what they already knew, leading to a ‘solution’ being sought and found. Constructivism is subjective i.e. based on the learners opinion. Constructivism is a key area to focus on in the development of starter activities, if a learner uses previous knowledge then a starter must incorporate what they already know to allow them to build upon this and acquire new knowledge. In science, misconceptions are often found in a students prior knowledge, evidence provided in lesson, often in the form of experimental results can conflict previous knowledge, necessitating the need for the problem solving aspect of constructivism to allow the knowledge to be acquired. I have observed this theory in practice through the use of self assessment and peer assessment within the Science department. This allows students to give and receive feedback on their opinions allowing them to develop their individual knowledge. 4.4 Social learning theory This theory suggests that learning is most successful when dealt with in a social setting. The theory works on the principle that people can learn solely from observations. I have observed this in science lessons through the teacher demonstrating a practical to the students before they attempted the practical themselves, I have also seen it in group work where one student models an idea and others observe then copy to advance learning. 5. Stages of learning Learning is not an immediate process; learners typically will not immediately go from no knowledge to full understanding, usually a learner will advance through a series of learning stages. One theory is that there are four stages: 1.Unconscious Incompetence â€Å"I don’t know that I don’t know how to do this.† This is the stage of blissful ignorance before learning begins. 2. Conscious Incompetence â€Å"I know that I don’t know how to do this, yet.† This is the most difficult stage, where learning begins, and where the most judgments against self are formed. 3. Conscious Competence â€Å"I know that I know how to do this.† This stage of learning is easier than the second stage, but it is still uncomfortable and self-conscious. 4. Unconscious Competence â€Å"What, you say I did something well?† The final stage of learning a skill is when it has become a natural part of us; we don’t have to think about it. This is a simple model for learning, however it doesn’t always fit with how a student will learn in a classroom environment as other skills are asked of students such as application of knowledge. Another theory which does incorporate this is the learning hierarchy (Haring, Lovitt, Eaton, & Hansen,  1978) has four stages, these are: acquisition, fluency, generalization, and adaptation: 1.Acquisition: The student has begun to learn how to complete the target skill correctly but is not yet accurate or fluent in the skill. The goal in this phase is to improve accuracy 2.Fluency: The student is able to complete the target skill accurately but works slowly. The goal of this phase is to increase the student’s speed of responding (fluency). 3.Generalisation: The student is accurate and fluent in using the skill but cannot apply it to other suitable situations, the focus of this stage is to encourage the use of the skill in the widest possible range of settings and situations. 4.Adaptation: The student is accurate and fluent in using the skill and can use it in many situations or settings. The student still cannot adapt the skills to fit novel tasks-demands or situations. The focus of this stage is for the student to identify previously learned skills and adapt them to new situations. If a teacher can accurately identify which stage the learner is at then that teacher can select ideas that are more likely to be successful in meeting the students learning needs (Differentiation). The stages are also important to consider when introducing a new topic, especially one which is unlikely to be familiar to the learner. The lesson plan needs to be chunked to allow each learning stage to be met, a learner cannot be asked to apply knowledge before they have acquired it in the first place 6. What are learning styles? The learning styles movement in the UK began in 1982 with the launch of the Honey and Mumford questionnaire (to be discussed later).The basic idea of learning styles is that students learn in different ways. It is said that everyone has a preffered style to learn in and that this style can be tested for to give the teacher information on how best to support a students learning and accommodate them in the learning environment. (http://www.tes.co.uk/article.aspx?storycode=2153773) 6.1 David Kolb’s learning styles model and experiential learning theory (ELT) In 1984, Kolb published his learning styles model, it focussed on four distinct learning styles, however, Kolb’s model allows a learner to touch on all four categories in a cycle rather than sit in just one, however the  learner will have a preferred style of learning.. The four Kolb’s learning styles are as follows: 1.Diverging (feeling and watching – CE/RO) – These learners prefer to watch a scenario rather than be involved in it, gathering information and using imagination to solve problems. They are interested in people, tend to be imaginative and emotional, and tend to be strong in the arts. This type of learner prefers to work in groups and listen with an open mind; they also enjoy receiving personal feedback. 2.Converging (doing and thinking – AC/AE) – This type of learner is a problem solver; they use their learning to find solutions to practical problems. Convergers are more interested in a task where there is a single answer and respond well in this situation. Convergers like to experiment with new ideas and find practical uses for ideas and theories. Convergers tend to be relatively unemotional and would rather deal with things than people, in this sense they are opposite to Divergers. 3.Assimilating (watching and thinking – AC/RO) – This type of learner requires a clear explanation rather than an opportunity to practice it themselves. An assimilating learner seeks a concise and logical approach, favouring ideas and concepts over people. An assimilator likes to structure information into a logical format, as such they excel in information and scientific careers. An assimilator likes a formal learning situation, with readings, lectures, an opportunity to explore analytical models, and the time to think things through. 4.Accommodating (doing and feeling – CE/AE) – This type of learner enjoys practical learning which relies on intuition rather than logic. An accommodator tends not to do their own analysis but will rely on information from others. Accommodators are risk takers and work on a trial and error basis, they excel in team work and like to set targets and actively work to achieve them. These models, as stated before, are not necessarily distinct, i.e. it is still possible for an accommodator to work in a converger’s environment, but learning is likely to be less successful. Kolb also said that it is possible to change a learning style but it takes a great effort to do so. 6.2 Honey & Mumford In 1982, Honey and Mumford developed a model of learning styles using Kolb’s work as a basis. The model is a variation of Kolb’s using the terms  Activist, Reflector, Theorist and Pragmatist to represent each stage rather than Kolb’s terms. Below is a table defining the stages. Learning StyleCorresponding Kolb Learning StylePreferred Mode Of Learning Activist (Do)AccommodatingDoing things, carrying out activities, ‘act first before considering consequences’ Reflector (Review)DivergingCollect and analyse data, ‘stand back and observe’ Theorist (Conclude)AssimilatingThink in logical steps, create theories from information, ‘disciplined, aim to fit things into a rational order’ Pragmatist (Plan)ConvergingApplication of knowledge to a specific problem, ‘Keen to put theories and techniques into practice’ http://www.mftrou.com/honey-mumford.html http://www.businessballs.com/kolblearningstyles.htm Below is a brief description of the learner and a table displaying in which situation that learner will learn well and which situations the learner may not thrive in. 1. Activists- These learners are open minded and enthusiastic about new ideas, they enjoy doing an activity, especially in a new situation. Activists enjoy working in groups but like being in limelight Activists learn best when:Activists learn less when: Involved in new experiences, problems and opportunitiesListening to lectures or long explanations Working with others e.g. team work, role playReading, writing or thinking on their own Being thrown in the deep end with a difficult taskAbsorbing and understanding data Leading/chairing discussionsFollowing precise instruction to the letter http://www.excellencegateway.org.uk/media/ferl_and_aclearn/ferl/pages/news_events/events/2004/november/workshop_presentations/B10.doc 2. Reflectors- Reflectors like to stand back from a situation and view it from different perspectives. A reflector will gather data and analyse it before coming to a conclusion. Reflectors enjoy observing and listening to others. Reflectors learn best whenReflectors learn less when Observing individuals or groups at workActing as a leader or role playing in front of others Given opportunity to review what has happened and think about what they have learntDoing things with no time to prepare Produce analysis and reports without tight deadlinesBeing thrown in at the deep end Being rushed or worried by deadlines http://www.excellencegateway.org.uk/media/ferl_and_aclearn/ferl/pages/news_events/events/2004/november/workshop_presentations/B10.doc 3. Theorists- Integrate observations into theories, problems are worked through on a step by step basis, tend to be detached and analytical rather than emotive and subjective. Theorists learn best whenTheorists learn less when Given structured situations with clear purposeActivity is unstructured or poorly briefed Put in complex situations where they have to use their skills and knowledgeHave to partake in activities which involve emotion or feelings Given the chance to question or probe ideas behind thingsHave top do things without knowing the principles or concepts involved Offered ideas or concepts not necessarily immediately relevantFeel they are ‘out of tune’ with other participants http://www.excellencegateway.org.uk/media/ferl_and_aclearn/ferl/pages/news_events/events/2004/november/workshop_presentations/B10.doc 4. Pragmatists- These are keen to try things out, they enjoy working with concepts which can be applied to situations they encounter. Pragmatists tend to be impatient with long discussion and prefer to be practical. Pragmatists learn best whenPragmatists learn less when There is an obvious link between the topic and the jobThere is no obvious or immediate benefit that they can recognise Have the chance to try out techniques with feedback There is no practice or guidelines on how to do it They are shown techniques with obvious advantages e.g. saving timeThere is no apparent ‘payback’ or reward They are shown a model they can copy e.g. a film or a respected bossThe learning is all theory http://www.excellencegateway.org.uk/media/ferl_and_aclearn/ferl/pages/news_events/events/2004/november/workshop_presentations/B10.doc 6.3 VAK VAK is a multi-sensory approach to teaching and learning. It is split into three distinct groups: Learning styleDescription VisualSeeing and reading AuditoryListening and speaking KinaestheticTouching and doing Visual- This can be incorporated into a lesson using pictures, observation, handouts, demonstration, videos, flip-charts etc. Auditory- This can be incorporated into a lesson by the use of spoken word, sounds, noises etc. Kinaesthetic- This can be incorporated into lessons by the use of practical, hands on activities-touching, feeling, holding, doing, role play etc. According to VAK, most people will have a dominant style of learning; however it is possible for some people to have a relatively balanced mixture of the three styles. A person’s learning style is a reflection of their mix of intelligences. It is also a reflection of their brain type and dominance.

Japanese words for business

KaizenAdopted from Nipponese word, intending uninterrupted betterment, typically for fabrication and concern activities, and the use of kaizen besides depend on how it been interpreted. By utilizing kaizen at the position of concern and workplace, it normally refers to go on betterment to all maps of concern, high from the executives or direction degree, down to the assembly line operators. Kaizen aims to minimise the outgo of resources by bettering standardize activities and procedures.KanbanAdopted from Nipponese word, intending signboard or hoarding. It serves as a signaling system, and is usage to trip action at the assembly line or store floor. In early old ages, kanban utilizations cards, plastic markers and golf balls to signal the demand of points or floor location stock list is running low, this trigger supply, motions, production of a unit in mill. Kanban finally become a really effectual manner to back up the whole production system for running smooth. It besides good in a dvancing betterments by cut downing measure of kanban in circulation highlighted job countries.Six SigmaSix Sigma is a smarter manner to pull off a concern or a section. Six Sigma puts the client foremost and uses facts and informations to drive better solutions. Six Sigma attempts mark three chief countries: I ) Bettering client satisfaction two ) Reducing rhythm clip three ) Reducing defects Improvements in these countries normally represent dramatic cost salvaging to concerns, every bit good as chances to retain clients, capture new markets, and construct a repute for top-performing merchandise and services. Although it involves mensurating and analysing an organisation ‘s concern procedure, Six Sigma is non simply a quality enterprise ; it is a concern enterprise. Achieving the end of Six Sigma require more than little, incremental betterments ; it require discovery in every country of an operation. In statistical footings, making Six Sigma means that the procedure or merchandise will execute with about no defects.Just-In-Time ( JIT )An stock list scheme for better the net income return on the concern investing by diminishing in-process stock list and associated carrying costs. JIT relies on Kanban to function as an indicant signal to state production when to do the following portion. If it is implemented right, JIT can significantly better return of fabrication investing, quality, effectivity and efficiency. In JIT doctrine, stock list is waste and incurring cost, so the just-in-time stock list system focal point is holding the right stuff, at the right clip, at the right topographic point, and in the exact sum, without the safety cyberspace of stock list, this encourages concerns to extinguish stock list that does non counterbalance for fabricating procedure issues, and more emphasize to invariably better those procedures that require less stock list.Entire Quality Management ( TQM )Entire Quality Management is an sweetening to the traditional manner to making concern. It is proved technique to vouch endurance in universe category competition. Merely by altering the actions of direction will the civilization and actions of an full organisation be transformed. TQM is for the most portion common sense. By analysing the three words, Entire – Made up the whole. Quality – Degree of excellence a merchandise or service provides. Management – Act, art, or mode of handling, commanding, directing, etc. Therefore, TQM is the art of pull offing the whole to accomplish excellence. TQM is defined as both a doctrine and a set of steering rules that represent the foundation of a continuously bettering organisation. It is the application of quantitative methods and human resources to better all the procedures within an organisation and transcend client demands now and in the hereafter. TQM six basic constructs: 1. A committed and involved direction to supply long-run top-to-bottom organisation support. 2. An firm focal points on the client, both internally and externally. 3. Effective engagement and use of the full work force. 4. Continuous betterment of the concern and production procedure. 5. Treating provider as spouses. 6. Establish public presentation steps for the procedures. Computer Aided Process Planning Process planning of a portion or merchandise in fabrication, with the aided of computing machine engineering. It is closely link to CAD and CAM which provides informations and information for the planning of the procedure to be used to manufacture a designed portion. Procedure planning is finding the sequence flow of each fabricating operations that needed to bring forth a merchandise or portion. It is documented in a signifier of route sheet consist of listing of production operations and assigned or related machine tools for an assembly or work portion. CAPP is defines as the systematic finding of fabricating methods and operation inside informations by which parts can be produced economically and expeditiously from natural stuffs to complete merchandise. Two common types of system are -Variant/Retrieval System -Generative System A variant system retrieves a standard procedure program from a CAPP database and allows the contriver or applied scientist to modify it for the new portion. The database is organized by group engineering ( GT ) into households of parts with similar processing demands. A productive system uses a cognition base of regulations gathered from experts mechanics to make a single procedure program from abrasion. Initial Graphic Exchange Specification ( IGES )

Choose your own Coursework Example | Topics and Well Written Essays - 1000 words

Choose your own - Coursework Example People moving up and down and deliveries taking place, that would later work against us. The assignment given to us humiliated my comrade, Benson, and he questioned the mission as we boarded the cargo ship. I was very attentive and picked every step since I could be cannon-folder in no time. It was difficult making my way out into the yard using the walls for cover. I had lost all hope and my dignity was at an all-time low. Benson had talked, complained and was tired; it was time for him to see things develop without commenting or uttering any word. It was time to move out and carry our heavy guns on our shoulders. This is an experience that I could not believe to be going through in real life. The gun-strap was heavy, but I was optimistic about getting relieved once I started using it eventually. From my standpoint, I could see two guards standing at ease under a swathe of lamplight, and they were very tired calling for a reprieve on deaf ears. Sadly, these soldiers dropped down and cried as they hit the floor. I developed sympathetic feelings towards them and concluded they did so because of humanity. I was traumatized by the activities going on at the port and knew that one day, I would be dead, and my family back home will never hear any more from me. My ears were filled with the noise and sounds of the port; I become paranoid forcing me to hide behind a huge iron door for my security. I started feeling lonely since I could no longer see Benson, the only person I banked on for my strength and survival. The death of our people and opponents was rising and the developments thrilled me. The initiation of weapons of mass destruction was a loss to humanity since people were claiming their fellow human beings. â€Å"What a terrible day,† I cast the day because I never expected to see the entire taking place. It was frightening, and I was in solidarity with my fellow men. Although I had my gun with me, a gun given without my consent, it was impossible using it

Managing Professional Development Essay Example | Topics and Well Written Essays - 2500 words

Managing Professional Development - Essay Example When my applications work out in my favor, then I become grateful for my learning and am encouraged to learn some more. With learning should come reflection. According to Osterman (1990), â€Å"reflection is the essential part of the learning process because it results in making sense of or extracting meaning from the experience†. One should not just go through life as if everything comes as second nature. We need to think critically if what we are doing is truly meaningful and relevant or if we are just wasting our time on something insignificant. I constantly seek knowledge through work activities, workshops, lectures, various experiences, mentoring and training. Making sense of problems and searching for patterns to figure out solutions are completed by reviewing feedback I gather not only from research but from people around me. When I am deep in thought, I reflect on the tools I have – my ideas, opinions, experiences – everything from my own perspective, and try to identify the thinking processes I engaged in. If I allow myself to be analytical, I would put my personal perspectives on an objective frame of mind and critique it, rotate the ideas in my head inside-out to see if there are strong possibilities for solutions. I might even find new information there, when some old ideas are merged. I try to also become an instrument of learning for others when I share my experiences with them. I cannot see myself teaching them, as I know I have still a lot to learn, however when I share my experiences, I know they learn from me too. Now that I had to live independently away from the accessible guidance and support of my parents, I learned to... The purpose of this essay was to provide the reader with the opinions of the researcher on the topic of self-management and professional development. Undergoing the assignments for this course have been very enlightening for the researcher. The researcher can conclude that the exercises that were done have been essential in his journey in personal and professional development. The four-stage cycle of self- assessment, planning, doing and reviewing that was discussed in the essay is an effective way to truly stop and reflect on where one is at, where he is going and what he should do to get there. The researcher also states that he has learned many things about himself while doing several assignments of the course. Some of which the researcher had already knew, but needed to hear it from an objective source. It was summed up that the researcher knows how to extent his self-awareness now and states that the most amazing isue is that there is still more to discover about himself. The re searcher then mentiones that after completeing the course of self-development, he is going to continue growing and learning. To conclude, the essay expresses the opinion that the experiences and people that the researcher encounter all contribute to his journey and it is really up to him to see them as opportunities or threats. The researcher chooses to be more positive and embrace new learning that he can derive from such people and experiences as well as his own efforts to improve himself in all areas of his development.

Specialist community public health nursing Essay

Specialist community public health nursing - Essay Example There is the need to confront numerous barriers and other potential risks in order to attain the best and most appropriate results in each scenario (Campbell, 2008). Thus, in this essay, there will be a critical examination of the two concepts: leadership and change management in order to identify how they intersect in the healthcare sector in a practical manner. Statement of Purpose.This essay gives an account of the theoretical and practical processes a Specialist Community Public Health Nurse (SCPHN) in the development leadership potentials and competencies as a Health Visitor (HV) relating to a specific issue or case. This report will draw into experiences and activities that were encountered during service implementation relating to male-victim domestic violence. This will involve a discussion and analysis of the problem of domestic violence and how an SCPHN can assist in dealing with it through HV and other practical affairs and matters.The report will critique the leadership a nd management roles that exist in SCPHN and how they intersect with various concepts of leadership and change management in dealing with this practical problem or situation.In order to examine an important and significant element, the research will focus on an actual change that occurred in the health visit and this will provide the impetus for important analysis and evaluations of the theories of change management.