Practical report and essay Example | Topics and Well Written Essays - 1500 words

Practical report and - Essay Example This prevents interference of the proteins during analysis. In addition to this, metaphosphoric acid offers stability to ascorbic acid by preventing its decomposition in acidic solution. DCP solution being unstable is stored in dark bottle at 4Â ºC. DCP titrant has to be standardised using known concentration of vitamin C. This helps in accurate determination of the concentration of vitamin C in an unknown solution. Reagents and samples: 2,6-dichlorophenolindophenol (DCP), 2- metaphosphoric acid, glacial acetic acid, standard ascorbic acid, freshly squeezed orange juice, Tropicana pure premium and Growers direct organic Accurately weighed 800 mg of DCP is dissolved in 500ml of previously boiled and cooled distilled water in a 1000 ml volumetric flask. Then the volume is made up to 1000 ml with distilled water. (The solution can last 7 days in fridge, in a dark bottle). Accurately weighed 15 g of Metaphosphoric acid (HPO) was dissolved in 40 ml of glacial acetic acid and 200 ml water. Then the volume was made to 500ml. The resultant solution was filtered. (MPA lasts 7 days in fridge). Accurately weighed 200 mg of L-ascorbic acid was dissolved in 10 ml MPA solution, and then volume was made to 100 ml with distilled water (made up in MPA/glacial acetic solution). 10 ml of resultant solution was diluted to 100 ml with distilled water. (20 mg of ascorbic acid per 100 ml i.e. 0.2mg/ml). 3. Then the solution in the flask was titrated with DCP solution from burette slowly with constant stirring until faint pink colour appeared and persisted. Then burette reading was noted. 3. Then the solution in the flask was titrated with DCP solution from burette slowly with constant stirring until faint pink colour appeared and persisted. Then, burette reading was recorded. Discussion: Most analytical methods exploit ascorbic acid’s ease of oxidation for its estimation. It was seen that the ascorbic acid content of freshly squeezed

Video Reaction paper 3 Essay Example | Topics and Well Written Essays - 750 words

Video Reaction paper 3 - Essay Example It made me think about how far behind our society is in terms of true acceptance and inclusiveness of the people who are born as one gender but have the ability to perform the duties and responsibilities of both genders. Provided they are given the freedom to choose who they truly know their selves to be. The death of Fred Martinez left me with a feeling of shame as I viewed the documentary. While Fred was somebody who was admired in his native American tribe for the uniqueness of his spirit, he was condemned by our society for being gay. But in reality, was his sexual orientation or gender identity really something to kill a person about? The violence that he experienced through bullying is something that our society would never stand for if it were done to a White Man. No, if Fred Martinez had been white, he would have been protected by our bullying laws. He would have had access to a restraining order. He would have been able to stand up for himself because our society protects by law and respects the White gays and lesbians. Instead Martinez was killed because our society refused to understand the uniqueness of his person and lacked respect for Fred's own Native American traditions. The puzzlement for me while watching the documentary was how our own LGBT community can fight for and most the time, gain the rights and respect that they demand for their gender identities but when the native Americans, the original settlers in this country show that they too deserve to be accorded the same respect, they are not only denied the opportunity to live under the same cloak of protection as their U.S, counterparts, but are murdered because of it. We are often told to keep an open mind and broaden our thinking and understanding of the LGBT sector of society. But when push comes to shove, we always seem to fall short of this commitment to understand those who are different from us in terms of national heritage. However, as Fred showed those around him, native Americans have always been more than accepting, loving, caring, and respectful of those who are like Fred. As long as we refuse to accept and respect the culture of those whom we consider to have a different society from us, we will never live in a truly equal world. Fred's death serves to remind us of that disrespect. While our own LGBT community continues to struggle and win their right to fair treatment, our native American brothers and sisters who are also a member of the LGBT sector of society have been shown to live a life full of fear and uncertainty because the rules of the White Man does not apply to them and their cause. It saddens me to learn that we have a long way to go, centuries after Columbus â€Å"discovered† America and massacring the original settlers, long after we segregated them to tribal camps in the outskirts, that we as a society, have still failed to offer them the chance to be assimilated into our society based upon equality and fair treatment regardless of sexual preference or orientation. As a society, we are centuries behind our Native American counterparts who learned early on the value of the uniqueness in a person. We have a lot to learn from them in terms of the ways and means through which a thorough understanding of the two spirits that exist in the LGBT's can actually help our society evolve into a highly intricate and accepting society.

Gothic literature Essay Example for Free

Gothic literature Essay In response to the question â€Å"is gothic literature purely escapist? † considering Austen’s Northanger Abbey and Walpole’s novel The Castle of Ontranto, which is recognized as pretty much establishing the genre, the answer is yes. Castle of Ontranto Brief Plot summary The plot of Castle begins full tilt as Conrad, son of Manfred of house Otranto, is crushed by a giant helmet on his wedding day, also his birthday. Because of the marriages political connections, Manfred decides to divorce his wife, Hippolita, and marry Conrads betrothed, Isabella. Amid speculations about an ancient prophecy claiming That the castle and lordship of Otranto should pass from the present family, whenever the real owner should be grown too large to inhabit it, Manfreds second union is disrupted by a series of supernatural events involving many oversized limbs, ghosts, mysterious blood, and a true prince (Wikipedia). Castle of Ontranto represents the quintessential Gothic story. It created the genre. Key examples of this can be seen as follows: 1 Note: that Gothic literature is escapist through the use of contrasting specific elements to create conflict and draw the attention of the reader. (the main themes most common in these two novels are: horror vs romance, good vs evil, and the element of mystery basically the known vs the unknown. ) The Castle of Ontranto opens with the line â€Å"Manfred, Prince of Otranto, had one son and one daughter: the latter, a most beautiful virgin, aged eighteen, was called Matilda (chp1). † This is a very fantastic scenario from the main character being a Prince to the daughter being a beautiful eighteen year old virgin in an era when many women in prestigious families were married off by the age of 14. The author goes on to point out how the son Conrad three years younger than Matilda is ugly sickly frail and pale. The act of immediately contrasting Conrad’s ugly sickliness with Matilda’s beauty and pure virginity, significantly defines the gothic genre, which is literally defined as â€Å"an important genre of literature that combines elements of both horror and romance. † -Another important contrast other than horror and romance is good and evil. This can be seen in Walpole’s novel through the differences in the characters. The Castle of Otranto revolves around a curse that has been placed upon the family of Manfred, ruler of the principality of Otranto. The curse is slightly ill defined, but apparently threatens the end of Manfreds rule and destruction of his family. Manfred is a greedy man who plots and schemes to outwit this curse. He is clearly the villain of the novel and contrasts strongly with the three leading women, Hippolita his wife, Matilda his daughter and Isabella the intended wife of his son. These women represent the forces of good throughout the novel. NOTE: Heroines in gothic books as well as in contemporary horror is a common theme a major example of this being emphasized in Northanger abbey can be seen when Austen says, â€Å"Chapter 1 But from fifteen to seventeen she was in training for a heroine; she read all such works as heroines must read to supply their memories with those quotations which are so serviceable and so soothing in the vicissitudes of their eventfuly lives. † (page 9) NOTE: examples of Romance as a theme in Northanger Abbey â€Å"Friendship is certainly the finest balm for the pangs of disappointed love. † Jane Austen, Northanger Abbey â€Å"In every power, of which taste is the foundation, excellence is pretty fairly divided between the sexes. â€Å" Jane Austen, Northanger Abbey, 1818

Describe How Communication Skills Were Used In Practice Nursing Essay

Describe How Communication Skills Were Used In Practice Nursing Essay Introduction. Communication involves the exchange of messages and is a process which all individuals participate in. Whether it is through spoken word, written word, non-verbal means or even silence, messages are constantly being exchanged between individuals or groups of people (Bach Grant 2009). All behaviour has a message and communication is a process which individuals cannot avoid being involved with (Ellis et al 1995). In nursing practice, communication is essential, and good communication skills are paramount in the development of a therapeutic nurse/patient relationship. This aim of this essay is to discuss the importance of communication in nursing, demonstrating how effective communication facilitates a therapeutic nurse/patient relationship. This will be achieved by providing a definition of communication, making reference to models of communication and explaining how different types of communication skills can be used in practise. In order to engage in meaningful communication and develop effective communication skills, nurses must engage in the process of reflecting on how communication skills are utilised in practise. Reflection allows the nurse opportunity to gain a deeper insight into personal strengths and weaknesses and to address any areas of concern in order to improve future practise (Taylor 2001). A further aim will be to reflect on how communication skills have been utilised within nursing practise. Various models of reflection will be examined, and a reflective account of a personal experience which occurred during placement will be provided using a model. This reflective account will involve a description the incident, an analysis of thoughts and feelings and an evaluation of what has occurred. Finally, the reflective account will include an action plan for a similar situation, which may arise, in the future. Communication involves information being sent, received and decoded between two or more people (Balzer-Riley 2008) and involves the use of a number of communication skills; which in a nursing context generally focuses on listening and giving information to patients (Weller 2002). This process of sending and receiving messages has been described as both simple and complex (Rosengren 2000 in McCabe 2006, p.4). It is a process which is continually utilised by nurses to convey and receive information from the patient, co-workers, others they come into contact with and the patients family. Models of Communication. The Linear Model is the simplest form of communication and involves messages being sent and received by two or more people (McCabe 2006). Whilst this model demonstrates how communication occurs in its simplest form, it fails to consider other factors impacting on the process. Communication in nursing practice can be complicated, involving the conveyance of large amounts of information, for example, when providing patients with information relating to their care and treatment or when offering health promotion advice. In contrast, the Circular Transactional Model is a two way approach, acknowledging other factors, which influence communication such as feedback and validation (McCabe 2006). Elements of this model are also contained in Hargie and Dickinsons (2004) A Skill Model of Interpersonal Communication which suggests that successful communication is focused, purposeful and identifies the following skills; person centred context, goal, mediating process, response, feedback and perception. It also considers other aspects of the individual and the influence these may have on their approach to the process of communication (McCabe 2006). For communication to be effective it is important for the nurse to recognise key components, and intrinsic and extrinsic factors, which may affect the process (McCabe 2006). They must consider factors such as past personal experiences, personal perceptions, timing and the setting in which communication occurs. Physical, physiological, psychological and semantic noise may also influence the message, resulting in misinterpreted by the receiver (McCabe 2006). Communication skills. Communication consists of verbal and non-verbal. Verbal communication relates to the spoken word and can be conducted face-to-face or over the telephone (Docherty McCallum 2009). Nurses continually communicate with patients; verbal communication allows the nurse opportunity to give information to the patient about their care or treatment, to reassure the patient and to listen and respond to any concerns the patient may have (NMC 2008). Effective communication is beneficial to the patient in terms of their satisfaction and understanding, of care and treatment they have been given (Arnold Boggs 2007), while at the same time optimising the outcomes or care and/or treatment for the patient (Kennedy- Sheldon 2009). Questioning allows the nurse to gather further information and open or closed questions can be used. Closed questions usually require a yes or no response and are used to gather the necessary information, whereas open questions allow the patient, opportunity to play an active role and to discuss and agree options relating to their care as set out in the Healthcare Standards for Wales document (2005). Probing questions can be used to explore the patients problems further thus allowing the nurse to treat the patient as an individual and develop a care plan specific to their individual needs (NMC 2008). It is vital that the nurse communicates effectively, sharing information with the patient about their health in an understandable way to ensure the patient is fully informed about their care and treatment and that consent is gained prior to this occurring (NMC 2008). The nurse should also listen to the patient and respond to their concerns and preferences about their care and well-being (NMC 2008). In nursing, listening is an essential skill and incorporates attending and listening (Burnard Gill 2007). Attending; fully focusing on the other person and being aware of what they are trying to communicate and listening; the process of hearing what is being said by another person are the most important aspects of being a nurse (Burnard 1997). Non-verbal communication is a major factor in communication, involving exchange of messages without words. It relates to emotional states and attitudes and the conveyance of messages through body language; body language has seven elements; gesture, facial expressions, gaze, posture, body space and proximity, touch and dress (Ellis et al 1995). Each of these elements can reinforce the spoken word and add meaning to the message; it isnt about what you say or how you say it but it also relates to what your body is doing while you are speaking (Oberg 2003). Patients often read cues from the nurses non-verbal behaviour, which can indicate interest or disinterest. Attentiveness and attention to the patient can be achieved through SOLER: S sit squarely, O Open posture, L learn towards the patient, E eye contact, R relax (Egan 2002). There must be congruency between verbal and non verbal messages for effective communication to be achieved. Non-verbal communication can contradict the spoken word and the ability to recognise these non-verbal cues is vitally important in nursing practice (McCabe 2006), for example, a patient may verbally communicate that they are not in pain, but their non-verbal communication such as facial expression may indicate otherwise. It is also important for the nurse to be aware of the congruency of their verbal and non-verbal communication. Any discrepancies between the two will have a direct influence on the message they are giving to patients, and may jeopardise the nurse/patient relationship. Other factors may affect communication in a negative way, endangering the process, and nurses must be aware of internal and external barriers (Schubert 2003). Lack of interest, poor listening skills, culture and the personal attitude are internal factors, which may affect the process. External barriers such as the physical environment, temperature, the use of jargon and/or technical words can also negatively influence the process (Schubert 2003). Reflection. To fully assess the development of communication skills the nurse can make use of reflection to gain a better insight and understanding of their skills (Siviter 2008). Reflection can also be used to apply theoretical knowledge to practice, thus bridging the gap between theory and practice (Burns Bulman 2000) and allows us opportunity, to develop a better insight and awareness of our actions both conscious and unconscious in the situation. Reflecting on events that take place in practice, allows opportunity not only to think about what we do, but also to consider why we do things. This helps us to learn from the experience and improve our future nursing practice (Siviter 2008). Reflection can be described as either reflection in action; occurring during the event, or reflection on action; which happens after the event has occurred (Taylor 2001) and is guided by a model, which serves as a framework within, which the nurse is able to work. It is usually a written process, and the use o f a reflective model uses questions to provide a structure and guide for the process (Siviter 2008). Reflective Models. There are numerous reflective models that may be utilised by the nursing professional, for example, Gibbs Reflective Cycle (1988), Johns Model of Structured Reflection (1994) and Driscolls Model of Reflection (2002). Gibbs model (Appendix I) has a cyclical approach, consisting of six stages per cycle that guide the user through a series of questions, providing a structure for reflection on an experience. The first stage of the process is a descriptive account of the situation; what happened? Followed by an analysis of thoughts and feelings in the second stage; what were your thoughts and feelings? The third and fourth stages involve an evaluation of the situation, what was good and/or bad about the experience and an analysis allowing us to make sense of the situation. The last two stages are the conclusion of the situation, what else could have been done and finally an action plan to prepare for similar situations, which may arise in the future (Gibbs 1988). Similarly to Gibbs Reflective Cycle, Johns Model of Structured Reflection (Appendix II) and Driscolls (Appendix III) model of reflection promote learning through reflection. They have similar structures, which guide the user through the reflective process. Johns Model incorporates four stages; description, reflection, alternative actions and learning (Johns 1994) and Discolls model has three stages: a return to the situation, understanding the context and modifying future outcome (Discoll 2002). The three models described all have similarities in that the user is guided through the reflective process by describing the event, analysing their thoughts, feelings and actions and making plans for future practice. Considering the models of reflection described, the next component of this essay will make use of the Gibbs Reflective Cycle (1998) to provide a reflective account of a situation which I experienced during clinical placement in a community setting. Reflective Account. As part of this placement, I assisted my mentor, a health visitor, in the provision of a baby club for parents with babies and pre-school children, which takes place on a weekly basis and involves routine checks, such as baby-weighing, in addition to opportunity, for parents to socialise and opportunity for health visitors to provide information relating to the care and health of babies and children. During the second week of this placement, I was asked to assist in the delivery of a forthcoming health promotion session relating to dental health. I have chosen this event as a basis for my reflective account as I feel that health promotion is an important area to consider. It enables individuals to play a pivotal role in their own health (Webster and Finch 2002 in Scriven 2005) and is a means by which positive health can be promoted and enhanced alongside the prevention of illness (Downie et al 2000). It gives clients the knowledge to make informed decisions about their health and prevention of illness and is an area in which the nurse or healthcare professional plays a key role (WHO 1989). Description of the event. The event occurred during a weekly session at baby club that takes place in a community centre. My mentor (Health Visitor) and I were present along with a group of ten mothers and their babies. As this event took place during a group session, I will maintain confidentiality (NMC 2008) by not referring to any one individual. Consent was gained from all clients prior to the session commencing, in line with the NMC Code of Conduct (2008) and the environment was checked to ensure it was appropriate and safe for the session to take place. The aim of the session was to promote good dental health and oral hygiene amongst children and babies. Standard 1 of the Standards of Care for Health Visitors (RCN 1989) is to promote health, and the session aimed to provide clients with relevant, up-to-date information, thus allowing them to make informed choices about the future care of their childrens teeth. Chairs were set out in a semi-circle with a number of play mats and various baby toys placed in the centre. This allowed parents opportunity to interact in the session, to listen to the information and ask questions while at the same time being in close enough proximity to their children to respond to their needs. The Health Visitor and I sat at the front of the semi circle facing the group. I reintroduced myself to the group and gave a brief explanation of my role and the part I would play in the session. This was important; some of the clients were meeting me for the first time, and it is during this initial contact that jud gements are made about future interactions, and the service being provided. Positive initial interaction can provide a good foundation for a future beneficial relationship (Scriven 2005). The session was broken down into two parts: information giving, focusing on the promotion of dental health and prevention of illness in the form of tooth decay (Robotham and Frost 2005). Secondly, information relating to tooth brushing was given along with a demonstration undertaken by myself that showed the clients good oral hygiene could be achieved through effective tooth brushing. A question and answer session followed which allowed us to clarify any issues raised. Feelings and thoughts. In the week, preceding the session it was important for me to consider a systematic approach to the planning of the session. The first stage was to gather relevant, up-to-date information relating to the subject and plan how it could be incorporated in the session. The NMC Standards of Proficiency (2004a) states that nurses must engage in a continual process of learning and that evidence-based practice should be used (Bach and Grant 2009). The plan was discussed with my mentor and advice was sought about any adjustments which may be necessary. Prior to the session, I was apprehensive about delivering a health promotion session to clients (patients). I as I felt out of my depth as a first year student and my anxiety was exacerbated further as this was my first placement. However, support and encouragement from my mentor and other health visitors in the team helped me to relax. I was given the opportunity to discuss the topic with my mentor and was relieved when I was able to respond to any questions asked in an appropriate manner and that my knowledge had been increased through the research I had undertaken, thus boosting my confidence. Evaluation. Despite my initial reservation about my knowledge of the subject and apprehension at delivering a health promotion session, I feel that my mentors decision to include me in the delivery of the session benefitted me greatly in the development of my knowledge and self confidence. During the session, I feel that I communicated well verbally with clients and that my non-verbal communication was appropriate and corresponded to what I was saying. The clients were focused on the session and seemed genuinely interested, nodding when they understood and showed attentiveness by making regular eye contact. Feedback from clients after the session also allowed me to reflect on my communication; one of the clients stated afterwards that she had gained a lot from the session particularly the demonstration relating to tooth brushing and was now more aware of the importance of early oral hygiene to prevent problems later in the childs life. Analysis. Dental Health is a key Health Promotion target in Wales and is the most prevalent form of disease amongst children in Wales. Many of the participants were unaware of when and how childrens teeth should be cared for and the importance of ensuring good oral hygiene from an early age. The aim of the session was to provide information to parents as a means of promoting good oral hygiene and prevention of tooth decay in babies and young children. In order for the aim to be achieved, communication was a key element. Effective communication in a group can only be achieved if there is trust, participation, co-operation and collaboration among its members and the belief that they as a group are able to perform effectively as a group (Balzer-Riley 2008). The information was provided in a way that was easily understandable, a demonstration of how teeth should be brushed was given, and time was allowed for the clients time to ask questions. Communication and listening skills allowed us to discov er what knowledge the clients already had, and enabled us to adjust the information to meet the needs of the clients. Throughout the session, I was aware of my non-verbal communication and attempted to show attentiveness to individuals in the group, using the principles of SOLER I made the necessary adjustments. At times, this proved difficult as trying to lean towards the clients and maintain eye contact with each individual was not possible in a group situation. My anxiety about delivering the session was also an area which I had some concerns with. Nervousness can have an influence on how a message is delivered, and I was constantly aware of my verbal communication, particularly my paralanguage. I have a tendency to speak at an accelerated rate when I am nervous, and was aware that this may influence the way in which the message was being received. It is important to be aware of paralanguage in which the meaning of a word or phrase can change depending on tone, pitch or the rate at which the word(s) is spoken. Paralanguage may also include vocal sounds which may accompany speech and which can add meaning to the words being spoken (Hartley 1999). Throughout the session, I was aware of my verbal and non-verbal communication, and I tried to ensure that it corresponded to the information being given; I was also aware of non-verbal communication of the participants and made appropriate adjustments to my delivery when needed Conclusion. After the session had finished, I was given an opportunity to discuss it with my mentor. I was able to articulate what I felt had gone well, what hadnt gone quite as well and what could be improved. I noted that I was very nervous about delivering the session despite having the knowledge and understanding of the subject and felt that this may have been noticed by the participants. However, feedback from my mentor allowed me to realise that my nervousness was not apparent in my delivery. By undertaking this reflection, I have been able to question the experience and analyse my actions and behaviour, as a means of developing my knowledge for future practice Action plan. This session has helped with my learning and personal development and I now feel more confident in my ability to deliver health promotion activities in a group setting. I am, however, aware that speaking in a group setting is not an area I am very comfortable with but further practice will help alleviate this. I am confident that I will be able to use the knowledge gained on the subject of dental health in my future placements. In the future, I will repeat the process of thorough research, as it is best practice to keep knowledge up-to-date in order to provide care based on evidence (NMC 2008). Summary. In summary, communication is a complex process and an essential skill which the nurse must be aware of in every aspect, of care and treatment they give to patients. A full awareness of not only the spoken word, but also the influence non-verbal communication has on the messages being communicated, is essential in the development of a therapeutic relationship between nurse and patient. The process of reflecting upon practice is also an essential element of knowledge development. After consideration of a number of reflective frameworks, the use of Gibbs Reflective Cycle as a structure for creating a reflective account has proven to be beneficial in the exploration of personal thoughts and feelings in relation to a specified event and I recognise the importance of reflection as a learning tool that can enhance knowledge and practice.

Comparison of Madness and Sanity in Hamlet and Death of a Salesman Essa

Comparison of Madness and Sanity in Hamlet and Death of a Salesman Could anyone really determine whether or not a person is mad or sane? In William Shakespeare’s Hamlet and Arthur Miller’s Death of a Salesman each of their two main characters, Hamlet and Wily Loman, are put up to this question, but in each situation their so-called madness differs in the cause of them. The ways in which their madness affects their lives is proven by three actions. These actions are neglecting their responsibilities, negatively influencing others, and finally distracting themselves. It is really never determined whether or not Hamlet and Willy are really mad, but there is some good details that reflect it. Both characters were once respectable, yet now they are neglecting responsibilities that they have. Hamlet, we first learn, is an intelligent student. Now by the end of the play he neglects to do what he is supposed to. The first thing he should have done is avenge his father’s death by killing Claudius. He has many chances in which he could, but doesn’t do it. Is he maybe questioning the the validity of the ghost or is his conscious getting to him. Then he starts losing track of what he should do and when he does do things he doesn’t care whether or not it is right. For example, the killing of Polonius. He killed him without a flinch. Finally when he does realize who he killed, he shows no remorse. Shouldn’t he have? He killed his love’s father. Maybe he doesn’t have a conscious or maybe from the trauma of his father’s death he’s not thinking right anymore. Now, Willy Loman in the beginning of Death of a Salesman is shown to be â€Å"not quite there† to the readers. He cannot keep his mind on the present, he ... ...struggle was long and finally tragic. Linda says, "A small man can be just as exhausted as a great man." Miller writes, "...this man is actually a very brave spirit who cannot settle for half but must pursue his dream of himself to the end.† Willy was so absorbed with being number one, so that’s all that mattered. And when he finally realizes that his son loves him and in a way holds him as number one, then he is content and can be at rest. By examining both Hamlet in William Shakespeare’s Hamlet and Willy Loman in Arthur Miller’s Death of a Salesman, you see that they are not completely mad but maybe disillusioned. There are times when they can be fine and times when the madness overtakes them. So in determining whether or not they are mad would be a difficult task. Although the causes of their madness differs, the end of both are the same.

Planning a 12 week scheme of work Essay -- essays research papers

PGCE Assignment 2: Planning a 12 week scheme of work. Introduction This assignment has been designed to plan and produce a twelve week scheme of work in association with Unit 1: BTEC ND e-Media Production course. The course is designed to develop learners’ skills and knowledge in reading, analysing and deconstructing of e-media. Reece and Walker (2000) discuss, there are several building blocks to be considered when planning for effective learning. I will discuss the sections of the planning process that need to be considered planning for a lesson. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Lesson content and building blocks of lesson planning. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The methodology of Teaching and learning. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The theories of learning and what influences planning. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Assessment through the use of a self-evaluation pro-forma. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Motivational and Equal Opportunities issues. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Self –Evaluation. Lesson content and building blocks of lesson planning Benjamin Bloom developed an analysis of academic learning behaviours in the field of education, known as Bloom’s Taxonomy. These behaviours were categorized into three interrelated and overlapping learning domains; Cognitive, Affective, and Psychomotor domains. In this section I will describes in point each of these three learning domains. The Cognitive Domain The Cognitive Domain is a person’s intellectual ability. Cognitive learning behaviours are characterized by observable and unobservable skills such as comprehending information, organizing ideas, and evaluating information and actions. There are six levels of intellectual behaviour important in learning within the cognitive domain; 1.  Ã‚  Ã‚  Ã‚  Ã‚  Knowledge is a starting point that includes both the acquisition of information and the ability to recall information when needed. 2.  Ã‚  Ã‚  Ã‚  Ã‚  Comprehension is the basic level of understanding. It involves the ability to know what is being communicated in order to make use of the information. 3.  Ã‚  Ã‚  Ã‚  Ã‚  Application is the ability to use a learned skill in a new situation. 4.  Ã‚  Ã‚  Ã‚  Ã‚  Analysis separates information into part for better understanding. 5.  Ã‚  Ã‚  Ã‚  Ã‚  Synthesis is the ability to combine existing ele... ...es: Recommended Reading [http://www.ac.wwu.edu/~assess/slo.htm] Other Sites: o  Ã‚  Ã‚  Ã‚  Ã‚  Explorations in Learning & Instruction: The Theory Into Practice Database (Taxonomy) o  Ã‚  Ã‚  Ã‚  Ã‚  Bloom's Taxonomy [The Teaching and Educational Development Institute] o  Ã‚  Ã‚  Ã‚  Ã‚  Bloom Resources o  Ã‚  Ã‚  Ã‚  Ã‚  http://www.reach.ucf.edu/~acg4401/Handouts/blooms.htm o  Ã‚  Ã‚  Ã‚  Ã‚  http://www.stedwards.edu/cte/bloomtax.htm o  Ã‚  Ã‚  Ã‚  Ã‚  http://www.aphs.sa.edu.au/soc_env/skills/bloom.html o  Ã‚  Ã‚  Ã‚  Ã‚  http://its.foxvalley.tec.wi.us/iss/curric-assessment/COLUMN.html o  Ã‚  Ã‚  Ã‚  Ã‚  http://www-ee.eng.hawaii.edu/~tep/EE367/Coop/bloom.html o  Ã‚  Ã‚  Ã‚  Ã‚  http://www.utexas.edu/student/lsc/handouts/1414.html o  Ã‚  Ã‚  Ã‚  Ã‚  http://www.cityu.edu/facultystaff/teachingtips.asp [Teaching Tips, City University (Bellevue, WA)] o  Ã‚  Ã‚  Ã‚  Ã‚  Guide to Theories of Learning o  Ã‚  Ã‚  Ã‚  Ã‚  Internet Resources for Higher Education Outcomes Assessment [http://www2.acs.ncsu.edu/UPA/assmt/resource.htm] Planning a 12 week scheme of work Essay -- essays research papers PGCE Assignment 2: Planning a 12 week scheme of work. Introduction This assignment has been designed to plan and produce a twelve week scheme of work in association with Unit 1: BTEC ND e-Media Production course. The course is designed to develop learners’ skills and knowledge in reading, analysing and deconstructing of e-media. Reece and Walker (2000) discuss, there are several building blocks to be considered when planning for effective learning. I will discuss the sections of the planning process that need to be considered planning for a lesson. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Lesson content and building blocks of lesson planning. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The methodology of Teaching and learning. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The theories of learning and what influences planning. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Assessment through the use of a self-evaluation pro-forma. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Motivational and Equal Opportunities issues. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Self –Evaluation. Lesson content and building blocks of lesson planning Benjamin Bloom developed an analysis of academic learning behaviours in the field of education, known as Bloom’s Taxonomy. These behaviours were categorized into three interrelated and overlapping learning domains; Cognitive, Affective, and Psychomotor domains. In this section I will describes in point each of these three learning domains. The Cognitive Domain The Cognitive Domain is a person’s intellectual ability. Cognitive learning behaviours are characterized by observable and unobservable skills such as comprehending information, organizing ideas, and evaluating information and actions. There are six levels of intellectual behaviour important in learning within the cognitive domain; 1.  Ã‚  Ã‚  Ã‚  Ã‚  Knowledge is a starting point that includes both the acquisition of information and the ability to recall information when needed. 2.  Ã‚  Ã‚  Ã‚  Ã‚  Comprehension is the basic level of understanding. It involves the ability to know what is being communicated in order to make use of the information. 3.  Ã‚  Ã‚  Ã‚  Ã‚  Application is the ability to use a learned skill in a new situation. 4.  Ã‚  Ã‚  Ã‚  Ã‚  Analysis separates information into part for better understanding. 5.  Ã‚  Ã‚  Ã‚  Ã‚  Synthesis is the ability to combine existing ele... ...es: Recommended Reading [http://www.ac.wwu.edu/~assess/slo.htm] Other Sites: o  Ã‚  Ã‚  Ã‚  Ã‚  Explorations in Learning & Instruction: The Theory Into Practice Database (Taxonomy) o  Ã‚  Ã‚  Ã‚  Ã‚  Bloom's Taxonomy [The Teaching and Educational Development Institute] o  Ã‚  Ã‚  Ã‚  Ã‚  Bloom Resources o  Ã‚  Ã‚  Ã‚  Ã‚  http://www.reach.ucf.edu/~acg4401/Handouts/blooms.htm o  Ã‚  Ã‚  Ã‚  Ã‚  http://www.stedwards.edu/cte/bloomtax.htm o  Ã‚  Ã‚  Ã‚  Ã‚  http://www.aphs.sa.edu.au/soc_env/skills/bloom.html o  Ã‚  Ã‚  Ã‚  Ã‚  http://its.foxvalley.tec.wi.us/iss/curric-assessment/COLUMN.html o  Ã‚  Ã‚  Ã‚  Ã‚  http://www-ee.eng.hawaii.edu/~tep/EE367/Coop/bloom.html o  Ã‚  Ã‚  Ã‚  Ã‚  http://www.utexas.edu/student/lsc/handouts/1414.html o  Ã‚  Ã‚  Ã‚  Ã‚  http://www.cityu.edu/facultystaff/teachingtips.asp [Teaching Tips, City University (Bellevue, WA)] o  Ã‚  Ã‚  Ã‚  Ã‚  Guide to Theories of Learning o  Ã‚  Ã‚  Ã‚  Ã‚  Internet Resources for Higher Education Outcomes Assessment [http://www2.acs.ncsu.edu/UPA/assmt/resource.htm]

Job-hopping †Is It Good or Bad?

It is barely get to hear of a person who started their career with an organization many years back, dedicated his entire career with the organization and finally retired from the same organization. As it is said, nothing last forever; same is in the case with job these days. Jobs today do not last unlike previous generations. In the past few years, job-hopping has become so widespread across the industries that even a four years stint in the same organization is considered to be a stable job. Three jobs in less than a year, no longer raised eyebrows and gaps mouths. Job-hopping, in fact, has become a new mantra for success. People no longer believe in sticking to one job and waiting for that golden leap to come. So, what’s the job-hopping is? In simple terms it is the practice of changing jobs frequently, especially as a means of quick financial gain or career advancement. Basically, there are two kinds of job-hopping – random job-hopping which is moving every time you get a better job offer (the typical quick financial gain job-hopping) and strategic job-hopping which is taking a new job because it enhances and helps build your career. Key reasons for job-hopping Welcome to the world of job-hoppers. It’s an employee-driven economy. With more opportunities and avenues round the corner organization are really at the mercy of the employees. Some of the common reasons for hoping jobs as quoted by job-hoppers include dissatisfaction with the job, lack of challenging work, stagnation or less pay, Poor Human resource policy of the corporate, miss handling of the employees, corporate vision and mission not colliding with the employee's persona, too much control applied on the employees, privileges are being delivered on the basis longevity of the employees with the corporate, the eye-popping fat salaries and many more. These appear to be the main reasons for their resignations. Job-hopping also acts as a shortcut to success. Employees make their way to higher levels in the management hierarchy as each job change brings with it a hike in pay and position. Moreover, sticking to the same organization from which you started off your career is passe now. It is believed that those who hang on to the same job are taken for granted and declared not competent enough to move ahead in their career. Job-hopping: How It Effect Your Career Success Is job-hopping and career success related to each other? What is the effect of one on the other? Job-hopping affects career success in a negative way. By hopping jobs frequently, you are sending negative signals to your potential employer. Too often, job-hopping employees learn nothing substantial. Companies like to invest on those job seekers who align their career goals with the corporate goals. The reason is simple. They are able to contribute better in the company and if they are constantly moving from one job to another, they send a signal of non commitment. It gives a pessimistic image in the mind of the employer. Grass is not always green on the other side No doubt job-hopping has become the latest trend today, or a shortcut to success; one cannot jump from one job to another as and when it strikes one’s imagination. Moreover, though two or more jobs on a resume no longer are an employment risk, too many jobs in less than two years time portray one as a chronic job-hopper. A series of rapid, random and pointless moves will show up as annoyances on the resume. Employers view such contenders as dysfunctional – lacking in loyalty, trust and self-motivation. Quick moves from one job to other raise big questions for prospective employers as to one's staying power and ability to withstand challenges, as well as accept accountability. Employer may feel that you are not committed to a particular organization. The future employers, who are probably looking for a long term employee, might not be impressed with the job-hopping tendencies. They might perceive that one has become a job-hopper may be because of inability to get along with colleagues or employers. It does not even leave substantial time to acquire sufficient experience and hands-on skills. What’s more is that after innumerable hops, one may find himself at the same place where he first started. The downside of job-hopping Many job-hoppers think that jumping from one job to another in rapid succession is a sure way to reach the top. However, they have to encounter the hidden consequences. In unstable industries like hi- tech, advertising and television, job-hopping is the norm. In these industries, workers find out later that a resume with short period is a turn-off to employers. They may suspect a job-hopper of being unable to get along with the co-workers. Moreover, the job-hopper is also taking on a new boss who may turn out to be a tough leader. Studies indicate that employees often wrongly believe that they will get promotions if they switch organizations. However, the job-hoppers have to overcome obstacles like a clearly hostile boss, demotion or a significant decrease in pay etc. HR experts suggest that not to run out the first chance you get. A little patience can go a long way. Though job-hopping is a negative signal to prospective employers, but depending on the reasons it can also be a positive. Mick Hager, a leading HR expert explains the reasons why job-hopping is a bad thing as quoted in the website – www. greenbaypressgazette. com. These include:- * You’ll never have the chance to lay down roots, establish a strong reputation and be viewed as an asset to the company. Job-hoppers miss the opportunities given to the solid, loyal, staying- put performers. * Job-hoppers are huge expenses for employers. It takes an employee at least six months to go from being a liability to contributing to the bottom line. That is why employers hate dealing with job-hoppers, they cost too much. Job-hopping sends the message that you are not dependable, suggesting that you lack loyalty and commitment. Please don’t tell me the woeful tale of how companies aren’t loyal to employees these days – companies are loyal to the dependable, productive ones. * Job-hopping suggests incompetence, if you’re so good- why you leave? * Job-hopping takes a mental toll. At some point you need stability in your life to maintain balance. * Your next boss could be worse! * It suggests you are irresponsible or cannot maintain relationships * It indicates that you lack resolve and the ability to stick-to-it. Employees promote those they trust; trust is earned over time. * It is just plain stupid! In today’s new environment, how short is too small to stay at a job? The answer varies among industries and professions. Earlier two to three years used to raise a red flag. Today, depending on the industry, it is 1 to1. 15 years. But what employers are really looking at, did the person complete the project or commitment that he made? B Lynn Ware, an employee retention expert with the Integral Ta lent Systems suggest the job-hoppers â€Å"You’re really looking at a very limited window of productivity. Let’s say someone stays with an organization for 2. 5 years. It takes them the first year and a half to really get up to speed. Then they spend their last three t six months looking for the next thing. That leaves about a half year of real productivity†. Look beyond the fat pay offer to avoid another hop in a short time and perhaps less pleasant circumstances. Learning Relevant Skills and Knowledge Matters People who are in the new workforce and have been job-hopping quite a bit, it is advisable to find out what you want. If you able to recognize it, then find a organization that is willing to train or how they are willing to commit to their employees career in the long term. Instead of job-hopping frequently for career growth, make learning the relevant skills and knowledge in that industry one’s key objective for a successful career. The skills and knowledge that one learns in the process will contribute to career success in the long term. If job-hoppers realize the benefit of committing to a company who is willing to train them for more than two years, hopefully they won’t be job-hopping often anymore. Are job-hoppers are listening!