Writing Essays For College Credit

Writing Essays For College CreditAn A+ is a good start, but the real test of your essay writing skills lies in an essay that reaches beyond just a Goldwater sample essay and works toward writing a book. You should write a personal essay for college credit and get your own personalized essay in English for college credit.Essay writing should be logical, well-organized, and not to be very technical. You must use this essay as a jumping off point to write a book for college credit. It is a good way to see if you have what it takes to produce a book. The more chapters of a book you can write, the more likely you are to keep your attention on the project and continue working at it.There are many steps you can take to enhance your essay. Remember that an essay is most successful when you follow a pattern. It's easier to follow the plot of a movie or television show than to follow the first two acts of your own book. These can become so repetitive that you might wonder why you even bothered writing them in the first place. The trick is to break up the structure of your chapter into multiple smaller sections and to tie them together by following the logic.It may sound strange, but to write an essay it is important to remember that you are being evaluated by your writing. In your essay you must have the look of a person who is searching for answers. If you don't have the right voice, then you cannot succeed in an essay. You will never convince the reader that you know what you are talking about unless you sound like a person who knows what they are talking about. There are many ways to make your writing sound natural.One of these methods is to adopt a personal style that makes your writing seem to flow naturally. Make certain that you have an idea of what you want to accomplish. Somepeople will stop and reflect about their writing to find out what they have written. This is a good way to spark your interest in the matter you are writing about.You can find hints of your personal style by examining any anecdotes or experiences that relate to your topic. These will usually come to the fore in your essay if you really think about them. Consider whether you want to write a story that is funny or dramatic. Also pay attention to the situations that are included in your narrative.Don't go into an essay with a preconceived notion of what the topic should be. You should write the essay as you would speak in front of a group of strangers. This is a great way to find out what it is you want to say and to feel that you have something to say that no one else has heard before.

Definition Of Tangible Resources Accounting Essay Essay Example

Definition Of Tangible Resources Accounting Essay Paper Tangible and intangible assets indispensable difference lies ; touchable plus value is created by its physical nature ; while the value of intangible assets created by its intangible nature, that is, touchable assets touchable and ocular factors confers its value. The value of the touchable assets from its stuff features, their belongings rights are intangible, but it comes from their stuff features. Value of intangible assets from certain rights, such as permission, mortgage holder, or from some intangible factors, such as competitory advantage, unique, the beginning of the value of intangible assets are intangible. Intangible assets do non hold a physical signifier is a typical characteristic different from touchable assets. Tangible assets should hold a material signifier, have tactile and visibleness, such as works and equipment, stock lists, etc. can touch and see. Documents intangible assets are touchable, seeable, such as the patent certification can touch and see, the franchi se understanding. On the other manus, the value of touchable and intangible assets, basically from its belongings rights, and such belongings rights are intangible. From the formal point of position, the touchable and intangible assets of the differentiation is non obvious, to separate between the touchable and intangible assets should basically look into. We will write a custom essay sample on Definition Of Tangible Resources Accounting Essay specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Definition Of Tangible Resources Accounting Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Definition Of Tangible Resources Accounting Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer When we use engineering as a manner to decrease our overall work load and subsequent emphasis, the fast gait of engineering does non look like that bad of a procedure. Many of us are utilizing engineering as a manner to form our lives and remain in contact with other people. We have personal digital helpers, portable computing machines, digital music participants, and telecastings. All of these let us to interact with others or larn more information than we had in the past. We are a more informed society because of engineering, but there are disadvantages to these progresss. When you look at the Internet as one of the newer signifiers of engineering, you begin to see that while everyone has entree to information, it besides means that anyone has entree to this information. Anyone can compose anything and topographic point it on the Internet for person else to read and utilize to add to their cognition. But non all of the information is true, nor is it nonsubjective in nature. However , when you consider how fast we need to garner information at times, it about seems like it does nt count whether information is accurate merely that we can achieve it. Where does that go forth the fast gait of engineering? On one manus, we are invariably larning about the manner that our universe works and how we can pull strings engineering to assist us in this universe. But on the other manus, we might be get downing to look so closely at what we could make, and less at what we can already make What is the engineering? The technique may be a new thought, may be an experimental design, the technique may be a merchandise line, and may be a solution. The most critical is that the market environment, engineering is an intangible plus. The operators of the assets of the nucleus demands are: to bring forth gross. Whether it is touchable or intangible. For illustration, in existent life, non to science and engineering, such as treated. Companies are more concerned with the engineering, on the evidences that the proficient and net incomes much closer distance than scientific discipline. Enterprises interested in scientific discipline is concerned about the extension of the engineering, in order to better attention engineering off interested in scientific discipline. First recession to cut down outgo on basic research, unify the Institute for Basic Research, does non enroll basic research workers. Furthermore, concerns do non even care about the engineering of high and low, new and old, the concern is that engineering can convey benefits. For a specific market, it is frequently the benefits of new engineering to give endeavors. An obvious illustration is in South Korea is really common, really common geothermic warming engineering, do non run into the definition of high-tech in any sense, but for most parts of our state, but it is a new engineering. In northern China, the debut of the engineering companies have a good income. The operation is the basic agencies of corporate net income, assets are the footing of concern objects. Technology unseeable and non-Convention, and touchable assets compared to the realisation of the value, the greater to trust more on the concern. Buy low, sell high runing introductory classs. Cisco CEO John Chambers concern engineering experts, he said, If the client demands, and I did non, why non purchase it? Cisco utilize trading schemes concern engineering, rapid development and high returns. Even the bookmans of operations resea rch techniques that the Acquisition A ; Development theoretical account proposed from the sum-up of Cisco s growing way. A A ; D scheme of the endeavor concern scheme of a 180 grade bend. R A ; D costs are by and large determined by the cost of research equipment and research force costs, and the A A ; D cost is normally determined by the market monetary value. The cost of the factors impacting the market monetary value, but the judgement of the commercial chances of a engineering is a cardinal factor impacting the market monetary value of the engineering. One of the chief differences between a touchable plus and an intangible plus is that a touchable plus can be seen and felt while intangible assets can non. An illustration of a touchable plus is a computing machine. An illustration of an intangible plus is information. These are really of import parts of a company. This is why an comptroller must cognize the difference between the two. There are times that the variableness of an intangible plus is higher than that of the touchable plus. This has a important consequence on the disagreements of the book and market values of a company s assets. In accounting, it is of import to understand how intangible and touchable assets differ. This is really of import because a company s stableness may be based on these assets. Understanding intangible and touchable assets is of import because it can maintain path of the belongingss of a company. Here are the differences between intangible and touchable assets and how both benefit a company otherwise: One type of a touchable plus is the long-run plus. Companies have assets they intend to maintain for a long period of clip. These assets are physical, significance, they can be touched, seen, and felt. These sorts of touchable assets are called long-run assets. Land, edifices, and other equipment are some of the most common illustrations of these assets. After a long period of clip, these assets will be depreciated by the company s comptroller. All of these long-run, touchable assets will be depreciated except for the land. After a long period of clip, these assets will non hold their original value when they were foremost purchased. Bing touchable and being kept for a long clip may impact the value of an plus. Intangibility is another factor that affects the market value of an plus. An intangible plus literally has no physical signifier. Even though it has no physical signifier, the value it has for the company is still really high. Information, Son, contracts, and patents are some of the illustrations of an intangible plus. Because these assets do non hold physical signifier, like land and edifices, it is really hard to neutralize these assetsaa‚Â ¬ doing it difficult to give it a proper value. One of the best ways to give value to an intangible plus is by finding what a certain company would be like without that intangible plus. With this factor, proprietors of these assets can work it for a monetary value so much higher than it should be. This could either profit the company in the long tally or interrupt them in the terminal. One of the grounds intangible assets are so of import is because they can be converted to touchable assets, finally bring forthing gross. Books, package merchandises, equipment, patents, and innovations are premier illustrations. Intangible assets besides are of considerable involvement to investors. In the yesteryear, a company s book value frequently was closely associated with its market value. However, by the early 2000s market values frequently exceeded book values, and the difference was frequently attributable to the value of a company s intangible assets. The dollar value of such assets is considerable. For illustration: In the corporate universe, companies possess many different touchable assets with existent market place value. Real estate, office equipment, office furniture, computing machines, hard currency, and histories receivable are assets that, if necessary, can be exchanged in trade or used to pay off debts. Assetss like these usually carry established market values , which vary depending on different economic and geographic factors. These sorts of assets are comparatively easy to quantify and include on fiscal studies. However, touchable assets are lone portion of the entire image. Companies besides possess huge arrays of intangible assets. Intangible assets have existent valley and are really of import to a company s success, but are much harder to mensurate and quantify than their touchable opposite numbers. These sorts of assets can be client, engineering or market-based. Examples of intangible assets include organisational ability, research and development, trade name equity, client databases, exclusivity within a peculiar market or geographic country, package, drawings, particular expertness, client satisfaction, the velocity at which companies are able to convey new merchandises and services to market, and more. Such assets normally involve information and are knowledge-based, concentrating on merchandises, services, and organisational s ystems. Knowledge-based, intangible assets are sometimes referred to as rational capital. Although they may non be seeable to the bare oculus the same manner touchable assets are, it is of import for companies to take stock of the intangible assets they have and find ways to gaining control and continue them. In the early 2000s, there were different ways of making this. One attack was to maintain employees with particular cognition, accomplishments, and abilities happy so that they did non go forth and seek employment with viing organisations. The touchable in their functions in another industry I have some illustration, touchable belongings rights in the pharmaceutical industry that touchable belongings rights refer to rational belongings rights which incorporates patent protection. Modern states, like the United States, issue patents for innovations such as new pharmaceutical merchandises supplying exclusivity rights for a 20 twelvemonth term. Typically, an organisation such as a for net income company seeks the patent. To measure up, the merchandise or procedure under consideration must suit the description of something non antecedently disclosed anyplace in the universe. The other illustration is service industry, Service industries include everything else: banking, communications, sweeping and retail trade, all professional services such as technology, computing machine package development, and medical specialty, non-profit-making economic activity, all consumer services, and all authorities services, including defenc e and disposal of justness. In the United States, the service sector accounted for more than the half the gross domestic merchandise. In 1929, two-thirds in 1978 and more than three-fourthss in 1993, in the early twenty-first century, service industries accounted for more than three-fifths of the planetary GDP and employed more than tierce of the labour force worldwide. In intangible industry the one characteristic of service I would wish to discourse is intangibleness so allow me acquire right to it. Service is an act that occurs in the existence. You can non touch it, experience it, nor physically change it. For those grounds it can be a challenge to command. Unlike seting ingredients in an entrant to do it savor better, or doing suites bigger to suit invitees, service can non be fixed with a cock or with some excess salt and Piper nigrum. Service is psychological ; it s the interaction between the client and the supplier. So if you want to better the service that you give, the first topographic point you need to look is inside the heads of your service suppliers. Employees that are focused and good trained will evidently set out better service. However, this is indefinite, irrespective of how good you train or authorise your staff members. Worlds are unpredictable and finally do non ever execute how you would wish them to. Paul Bialek says, former CFO of RealNetworks, who now works as a adviser for the company that delivers audio and video online. But we do nt hold a corporate organic structure right now stating what those Numberss mean, much less how to cipher them. Almost everyone from CFOs to regulators to academics believes that fiscal describing under Generally Accepted Accounting Principles entirely is unequal to reflect value, particularly in an Internet age. The wild overestimate of dot com companies based about entirely on intangibles, such as expected demand for their merchandises and services, has merely accelerated the push for some kind of criterion to assist companies and investors calculate measuring of nonfinancial assets. Multiples and More The market, of class, has ever given value to such nonfinancial necessities as quality of direction, invention, stigmatization, velocity to market and human capital. Between 70 % and 80 % of many companies market rating reflects intangible assets , investing experts say. But they add that excessively many puting determinations are still keyed to short-run mentalities based strictly on fiscal informations. About the touchable, for illustration, the experts said about touchable 2012 Olympic economic, Max Nathan, research chap with the Spatial Economics Research Centre, London School of Economics, writes that anticipated impacts from occupation creative activity, conveyance betterment and incentives to healthier populating normally turn out to be little. He besides warns that it will take old ages for any permanent benefits to go clear. The conditions of knowledge-based economic system have led to increasing attending to intangible assets. And a particular country that attracts involvement of faculty members and practicians is the function of intangible assets in making the value of a company and the manner it can be measured. Using the balance-sheet methodological analysis, house value can be viewed as the amount of values of touchable and intangible assets. More exactly, rating of a company s touchable assets to entree the just market value needs to be adjusted by the value of intangible assets. These idiosyncratic assets are now of greater importance than those already in topographic point in footings of a company s value creative activity. Due to the strategic relevancy of intangible assets direction for a company s fight, understanding the manner these assets are converted into value is critical. In peculiar this apprehension should assist directors to be able to do better informed determinations with respect t o intangible assets allotment and their direction. This study talk about the intangible is of import than touchable, One of the grounds intangible assets are so of import is because they can be converted to touchable assets, finally bring forthing gross. Books, package merchandises, equipment, patents, and innovations are premier illustrations. Intangible assets besides are of considerable involvement to investors. In the yesteryear, a company s book value frequently was closely associated with its market value. However, by the early 2000s market values frequently exceeded book values, and the difference was frequently attributable to the value of a company s intangible assets. In today s altering economic system directors of the taking companies understand that the cardinal beginnings for value creative activity are Intangible Assets. The latest studies confirm the fact that nowadays these assets are the value drivers and non traditional assets holding touchable signifier. The sa me studies confirm the fact, that one tierce of all the accomplished investing solutions is based on the bing Intangible Assets, and that the determinations made on the footing of IA let them to do a more accurate anticipation of income and profitableness of a company in the hereafter, and therefore, the company s value for the stockholders. ( Volkov 2012 )

Entendiendo la Forma Superlativa en Ingls

Entendiendo la Forma Superlativa en Ingls A continuacià ³n se muestra cà ³mo construir la forma superlativa en inglà ©s: Adjetivos de una Slaba Ponga un the antes del adjetivo y agregue -est al final deà ± adjetivo (Nota: duplique la consonante final si es precedida por una vocal) Ejemplos: cheap - the cheapest / hot - the hottest / high - the highest Ejemplos: Today is the hottest day of the summer.This book is the cheapest I can find. Adjetivos de Dos, Tres o Ms Slabas Ponga the most antes del adjetivo Ejemplos: interesting - the most interesting / difficult - the most difficult Ejemplos: London is the most expensive city in England.That is the most beautiful painting here. Adjetivos de Dos Slabas que Terminan en -y Ponga the antes del adjetivo, quite la y del adjetivo y aà ±ada iest. Ejemplos: happy - the happiest / funny - the funniest Ejemplos: New York is the noisiest city in the USA.He is the most important person I know. EXCEPCIONES IMPORTANTES Existen algunas excepciones importantes a estas reglas. A continuacià ³n hay dos de las excepciones ms importantes: Good good - adjectivethe best - superlative Ejemplos: Peter is the best golf player in the school.This is the best school in the city. Bad bad - adjectivethe worst - superlative Ejemplos: Jane is the worst student in the class.This is the worst day of my life. Pruebe su conocimiento con esta breve prueba.

British Petroleum Plc IT Analysis Assignment Example | Topics and Well Written Essays - 1000 words

British Petroleum Plc IT Analysis - Assignment Example The adaptation of cost leadership and differentiation strategies will help the company reach the next level through increased business efficiency, improved data processing and storage among other benefits. The two options go hand-in-hand during their implementation but, BP should consider implementing the cost leadership strategy first then implement differentiation strategy later. Cost leadership strategy enables a firm gain competitive advantage through reduction of economic costs below the competitors’ cost. On the other hand, differentiation strategy enables an organization to shift product development on the bases of cost of marketing of goods and services (Conklin & Sorrell 2010). By first implementing the differentiation strategy, BP will sand a better chance of implementing differentiation strategy. BP’s main objective is to become the leading oil and gas producing industry globally by adaptation of them modern I.T. services that assists in improving business en vironment. The BP I.T processes will be achieved through various strategies set aside by the company management that include value added preposition, target markets, cost factors, revenue drivers and revenue streams. All these strategies focus on the company becoming the cost leader in the market, which requires an implementation of the cost leadership strategic option. ... BP is a large industry with an extremely high volume of production of oil and gas. In addition, the company has specialized machines and proficient workforce that enable provide high quality products and services. The high volume of production places BP in a better position of lowering costs per unit production the implementation of cost leadership strategy easier and fast. In addition, the company can reduce its overhead costs through spreading different costs to other areas like advertisement. Moreover, by implementing this strategy BP will hold the strongest position in the industry and will be able to set floor prices for other companies to follow. The second strategy should follow cost leadership is differentiation option. After ensuring the company’s cost security, BP can come up with differentiation strategy that will increase the value of her products and services relative to the perceived value of other companies. BP will implement differentiation strategy by using fe atures that will make customers prefer the company products and services to those offered by competitors. The focus on high revenue and cost margins places BP in a better position to achieve and perfect economic performance. With I.T in place and low cost of products and services, customers will be more attracted to BP products and services because they are more valuable and have differentiation advantage. Question4 Write a proposal to BP on I.T integration to reducing cost Summary BP is the leading oil and gas production company and serves many customers globally. BP wishes to integrate I.T. systems in her operations in order to improve the overall efficiency in terms of customers’ services and products production. By establishing the

Journal entry Essay Example | Topics and Well Written Essays - 250 words - 8

Journal entry - Essay Example News reporting needs to be as objective as possible because otherwise it could be construed as propaganda. People tend to only hear what they want to hear, so if they only are presented with one political or social opinion then they will likely widely believe anything because it fits their predetermined point of view. News reporting is a vital service necessary to keep the population informed of important national and world events. If news reporting is not objective then the lines between truth and fiction will become blurred. This is a serious concern to everyone no matter his or her political persuasion. Without another point of view to balance a news story, there will be two contrasting views of the news, neither of which will be centered or based on fact. In terms of politics, this will result in a broken down system where neither side is able to trust the other because "their version" of the news will be very different. Once politics has reached that stage, the citizens will no longer trust the government because they will have their own conspiracy theories about the real intentions of politicians. The only way to prevent such a situation is to make sure that news reporting is kept as objective as possible by sticking to the facts and having very little opinion or emotional appeals included.

Continuing Personal and Professional Development Essay Example for Free

Continuing Personal and Professional Development Essay In this paper I shall endeavour to critically reflect on my own approach to professional and personal development by commenting and / or exemplifying each of the highlighted criteria below. 1. Complete own individual learning plan including: a) C.V please see appendix 1 . b) Skills and knowledge audits please see appendix 2,3,4. c) Analysis of observation report – please see appendix 5. 1. 3.1. Evaluate own approaches, strengths and development needs, including literacy, language and numeracy skills. In order to evaluate ones own strengths and weaknesses in teaching and tutoring one must carry a reasonable understanding of the fundamental requirements. Following a process of study and extensive analysis of appendixes 6,7,8,9, my own development needs are most clearly in the areas of stress management, updating of Literacy and numeracy skills. Review of my reflections ( see appendix 10) demonstrates the need for more effective stress management strategies to be put into place as the notes show clearly defined moments of stress due to the previous lack of organisation and staff rotation, as well as the fact that I am the only teacher in the Child development department and therefore Head of department, position which brings with it extra responsibilities such as budgeting and administrative duties that teachers would not ordinarily have to take responsibility for. Although my Job description does not mention these extra responsibilities I have undertaken the duties and intend to enter into discussions with the Personnel Manager regarding an increment in remuneration and more importantly further training relating to budget management and SLT training as my role requires. My literacy skills have not been updated for three years therefore there is a requirement that this updating should be undertaken; the same applies to mathematics and ICT as shown in the review of standards of adult literacy, mathematics and ICT, according to LLUK (online) â€Å"The three levels of the standards correspond to the levels of demand of qualifications in the national qualifications framework.† For example, the standards at level 1 are equivalent in demand to the key skills at level 1 and broadly equivalent to levels 4 and 5 of the national curriculum for schools. The regular updating of these skills is of paramount importance for the teacher as shortfalls in these functional skills areas will without a doubt adversely affect the students and their relationship with the tutor(due to the students seeing the teacher as a role model); much apart from this being a requirement within the LLUK standards. The opportunity for such study must be prioritized and time made to train; in my areas of specialism (hairdressing and child development), regular training is especially important as the subjects are ever evolving and changing both technically and in terms of legislation; a minimum of thirty hours technical training and thirty hours other CPD are required for hairdressing and nineteen hours in child development; as mentioned in the review by LLUK , â€Å"Teachers and trainers need opportunities to undertake CPD targeted at keeping up to date or increasing the breadth of their experience in subject specialism’s and related fields. Work‑shadowing and subject specialist communities of practice are increasingly important; time to undertake professional formation and gain QTLS or ATLS also important.† 1. 3.2. Use reflection and feedback to develop knowledge, practice and skills including literacy, language, numeracy and ICT skills. Continuing Professional Development has existed in many guises for twenty years or more with the aim of providing the professional with a platform on which to think about and plan their own development; in this way it may be considered a process of evidencing reflective practices, a way to improve general and area specific skills for career management. As mentioned above there is a need as well as a legal requirement for my Literacy and numeracy skills to be updated and retested as these have not been revisited for more than three years. Please see reflections in appendix 10. There are extensive guidelines and examples for recording reflections for CPD on the LSIS website that I have used as a basis for my reflective practices and due to the fact that they are to a recognised standard and could be used with ease for registering CPD. 1. 3.3. Plan appropriate opportunities to address identified learning needs. In planning opportunities to address shortfalls in professional practice one must take into consideration several influencing factors: a) Urgency – The need for immediate updating of a certain skill when affecting efficiency of teaching therefore affecting students’ ability to learn. In this case the teacher must update the skills as soon as possible. b) Time availability (not affecting contact time) c) Funding – will the course of training be free (through mentoring, shadowing or observation of a senior teacher); will the workplace fund the course or will this be funded by the teacher in both cases a suitably priced course is to be found. d) Changes in legislation and techniques – The need would be immediate as information passed to students regarding legislation may be erroneous and antiquated techniques will impair the ability of the student obtaining employment. Changes in legislation can occur several times in a short period of time; therefore it is advisable to keep up-to-date with these changes through the media, published government papers, subject specific publications and the internet. These forms of updating knowledge are easy to access and training can be undertaken at leisure. Advancements in techniques however are more difficult to learn and will require a course or demonstration, thus requiring a dedicated amount of time and funding, but usually less than a full review of a certain skill. e) Skills updating to maintain QTS/QTLS – a review of literacy, numeracy and ICT skills is a requirement as is regular updating, all of the above must be taken into consideration. My ILP (see appendix 11) outlines planned opportunities for learning opportunities. 2. 2.1. Analyse and compare relevant theories, principles and models of reflective practice. 2. 2.2. Explain how theories, principles and models of reflective practice can be applied to development of the autonomous learner. Reflecting allows the teacher to mentally process, analyse and utilize an experience to change or replicate an outcome. Using reflection enables the teacher to evolve in their teaching. David Berliner (2001) notes that the teacher develops in stages going from novice to expert. See figure 1.1 below: The first to introduce ideas of reflective practice was Donald Schon in his book –The Reflective Practice (1983) in which he uses John Dewys concepts of learning through experience, in tern loosely based on other theories of learning and development such as those of Jean Piaget, Kurt Lewin, William James ans Carl Jung, D.Schon also Reflection as defined by Donald Schon is the ability of professionals to ‘think what they are doing while they are doing it’. He states that the only way to manage the indeterminate zones of professional practice is through the ability to think† on the run†, and apply past experience to new situations. This is essential and requires the ability reflect-in-action. His words make sense to me, as I strive to be student-centred, compassionate, evidence-based, and cost effective all at the same time! Schon also offers insight into how the reflective professional is ‘produced’. He describes the main concepts as: Reflective Practicum. â€Å"A practicum is a setting designed for the task of learning a practice†. D.Schon (1983). This relates to students learning by doing, with the help of the teacher. He tells us the practicum is ‘reflective’ in two senses: â€Å"it is intended to help students become proficient in a kind of reflection-in-action; and, when it works well, it involves a dialogue of teacher and student that takes the form of reciprocal reflection-in-action.† Argyris and Schon.(1978) Tacit knowledge This comes from the work of Michael Polanyi. He describes the ability we have to pick out a familiar face in a crowd, not requiring any thought, or a systematic analysis of features. We can’t say how this is done; therefore the knowledge is ‘unspoken’ or ‘tacit’. Knowing-in-action This is another of Schà ¶n’s concepts, and it derives from the idea of tacit knowledge. It refers to the kinds of knowledge we can only reveal in the way we carry out tasks and approach problems. â€Å"The knowing is in the action. It is revealed by the skilful execution of the performance – we are characteristically unable to make it verbally explicit.† This tacit knowledge is derived from research, and also from the practitioner’s own reflections and experience. Reflection-in-action This kind of reflection occurs whilst a problem is being addressed, in what Schon calls the ‘action-present’. It is a response to a surprise – where the expected outcome is outside of our control. This reflective process is conscious, but may not be verbalised. Reflection-in-action is about challenging our assumptions (because knowing-in-action is the basis of assumption). It is about thinking again, in a new way, about a problem we have already encountered. Reflection-on-action This is reflection after the event. Consciously undertaken, and documented. Willing suspension of disbelief This phrase was originally used by Samuel Taylor Coleridge to describe the process of entering into an experience, without judgment, in order to learn from it. Schà ¶n uses the term in relation to the idea of learning by doing. â€Å"One cannot will oneself to ‘believe’ until one understands. But understanding often will only arise from experience† D.Schon (1983).Therefore there is a necessity for the experience to happen. Operative attention This relates to the readiness to apply new information. This idea is partly derived from Wittgenstein’s5 contention that the meaning of an operation can only be learned through its performance. It prepares the learner for feedback on that activity, and develops understanding. The ladder of reflection Argyris and Schà ¶n describe a vertical dimension of analysis happening in the dialogue between learner and teacher. In order to climb the ‘ladder’ you must reflect on an activity. In order to move down the ‘ladder’ you move from reflection to experimentation. This being a’ ladder’ you can also reflect on the process of reflection. My view is that this process truly helps with modifying‘stuck’ situations. Moving up or down the ladder is not important as long as it assists Teacher and student to achieve together ‘convergence of meaning’. Kolb Kolbs’ theory and model is based on the concept that the teacher and student learn by experience and then transform information gathered into knowledge. Kolb was influenced by both Dewy and Piaget in the 1970’s as were many other theories. Concrete Experience (doing / having an experience) The Concrete Experience is the doing component which comes from the content and process of the teaching programme, experienced through reading of teaching materials together with actual experience of teaching in the classroom in addition to other teaching duties and practices. Concrete experience also derives from ones own experience of being a student. Reflective Observation (reviewing / reflecting on the experience) Reflective Observation relates to analysis and judgements of events and the discussion about the learning and teaching between teacher, mentor and colleagues.. Teachers naturally reflect on their experiences of teaching particularly when they are inexperienced and have experienced a lesson that did not progress well. This might be termed common-sense reflection. However how can this be analysed? It is necessary to articulate our reflections in some systematic way in order to remember thoughts and build on that experience for further reference. This may be done through self-reflections or evaluations after the event through keeping a log or journal. It may also include student feedback, peer observation of teaching. Reflection in itself is insufficient to promote learning and professional development. Unless acted upon, reflections alone with no action equal no development. Abstract Conceptualisation (concluding / learning from the experience) In order to plan what could be done differently next time, one must be informed by educational theory and advancement e.g. through CPD. Reflection is therefore a middle ground that brings together theories and the analysis of past experiences. It allows a conclusion referring to practice Abstract Conceptualism. Active Experimentation (planning / trying out what you have learned) The conclusions formed at the Abstract Conceptualisation stage then form the basis for planned changes Active Experimentation. Active Experimentation then starts the cycle again; in implementing changes in teaching practice one generates further concrete experience which in turn elicits reflection and review to form conclusions referent to the effectiveness of those changes. In scrutinising Kolbs’ theory, model I note that it is largely dependent on ‘try and re-try’ of the whole rather than the ‘step-by step’ approach preferred by Argyris and Schon, the pitfalls are in the detection of small errors that lead to the whole inefficiency that could become overwhelming causing smaller detail may be overlooked. The effect of the above mentioned theories, models and principles amongst others is obvious in the reflective teacher and in my own practice; reflection is a fundamental part of my practice and Schons’ Ladder of reflection is a simple way to quantify and analyse the advances and shortcomings of my practice, allowing for assessment and re-assessment of small parts of teaching to analysed and modified without drastically altering the majority of the content and delivery. 3. 4.1. Identify and engage in appropriate CPPD opportunities to keep up to date and develop teaching in specialist area. Continuous training in my specialist area is imperative as mentioned in 1. 3.1, 3.2, 3.3., also please see ILP appendix 11. 3. 4.2. Evaluate the impact of CPPD activities on professional practice, identifying further learning and development needs. The impact of CPPD on my own practice has been ‘astronomical’; the relevance of staff meetings and discussions has shown itself in every aspect of teaching, from the use of objective boards to clarify expectations for the achievement in the lesson, the benefits of clear behaviour expectations and the presence of a ‘behaviour ladder graph’ in the classroom has improved behaviour incrementally, the understanding of tracking procedures and other administrative tasks has been aided and supported during discussions with mentors and my professional development need for further training in certain asp ects of my skills in Beauty therapy in order to maintain an up-to-date knowledge of techniques has been highlighted. 3. 1.1. Analyse and compare different teaching roles and context in the Lifelong Learning Sector. Thanks to the shift in control of FE colleges from local authority control in 1992 there was a move towards market based education and therefore an increase in roles for teachers in the LLS In thinking about Lifelong teaching the varied roles of the teacher become clear; in this area the teacher workforce is diverse and includes: * Further education (FE) – Teaching in colleges – Lecturers in this setting tend to teach learners over the age of 16: unless teaching travel to learn students. * Adult and community education – teaching in community settings such as teaching ESOL at a community centre. * 6th forms – fundamentally continuing skills based education for learners who studied at GCSE level. * Offender learning – teaching skills to inmates to aid rehabilitation, work-based learning – teaching in house required skills. In comparing all of the above one can note that there seem to be recurrent similarities no matter in which setting the LLS teacher works such as : * Good communicators. * Good organisers. * Varied specialisms and often more than one. * A willingness to continue learning. Much apart from â€Å"just† teaching/lecturing the role of the LLS teacher is extremely varied. A LLS teacher may be an assessor, an instructor, an apprentice supervisor, a prison education officer, learning manager or a community co-ordinator, as well as councillor and confidant; requiring a set of skills that may not be found in other areas of education. Furthermore teachers in LLS demonstrate the unique skills associated with their specialism as they often come to teaching as a second or third career. The diverse experience of the LLS teacher will contribute to efficacy when relating to other disciplines and in meeting the needs of the learners, using all of the communication skills learned in past careers. According to McGraw-Hill (online) â€Å" As a teacher you will work across faculties and disciplines to meet the diverse needs of your learners. In order to do this effectively, communicating effectively is essential; this will include asking questions, seeking advice, and sharing your experiences with other practitioners.† 4.1.2. Evaluate own role and responsibilities with reference to area of specialism and as part of a team. Practices and in my two main areas of specialism differ vastly from each other. The hair and beauty area has assessments based mainly around observation and examination of end product, with little written assignment work. Within this department I work with another teacher in the same classroom with equal responsibility for lesson planning , delivery and assessment; our roles differ in that the other teacher has most of the responsibility for SOW and curriculum design with input form me. Within the Child Development, I have the headship and this carries responsibilities such as curriculum design and implementation as well as coordinating the work carried out by the TAs and the ‘nurture’ department who deal with student with severe SEN (special educational needs), PD (physical disabilities) and BED(behavioural and emotional difficulties)- in our case an unusually high number of students display these barriers to learning , it is my responsibility to adapt our SOW and resources to enable these students to enjoy the same opportunities as our mainstream students. Also the responsibility for budgeting and allocation of ICT access is also within my remit. The ‘usual’ teaching duties are included such as actual delivery, observation and marking, covering detentions and isolation dealing with further behavioural issues amongst other duties. 4.1.3 Analyse the impact of own beliefs, assumptions and behaviours on learners and others. The impact of my own beliefs is most obvious with my lack of compliance when asked if I could further facilitate the progression of a student, I felt that this would compromise my professional integrity and that basically any further intervention would constitute ‘spoon feeding’ answers to this student, representing a disadvantage to other students that did not receive the same treatment. As for fundamental assumptions and beliefs; I have never liked to stereotype and assume therefore I do not demonstrate any bias and the students are affected very little if at all by these. My behaviour must be exemplary at all times, as a Teacher I represent a role model and as such I must conduct myself in an acceptable manner. Although I do not like confrontation and therefore an quick to notice any issues and aim to resolve them quickly. 4.1.4 Analyse the impact of own professional, personal, interpersonal skills, including literacy, numeracy and ICT skills, on learners and others. I am able to communicate with people at all levels well using appropriate language according to the situation and setting, I tend to portray a positive outlook and this affects both students and colleagues positively. My dyslexia does affect others as I require proof reading when issuing letters, reports and other documents but, there is a strategy in place for this. My students all know that I am dyslexic and are happy to point out any errors although these are very few, in some ways tis problem helps with connecting with some students as I teach in caring areas and students should have the ability to empathise with others as well as the obvious ease of connection with students with the same difficulty. Bibliography / References Boud, D., Keogh, R. and Walker, D. (1985) â€Å"Reflection: Turning Experience in to Learning†, London: Kogan Brockbank, A. and McGill,I. (1998) â€Å"Facilitating Reflective Learning in Higher Education†, Buckingham: SHRE/Open University Press Cowan,J. (1998) â€Å"On Becoming an Innovative University Teacher Reflection in Action†, Buckingham SRHE/ Open university Press. Dewy,J.(1993)†How we think. A restatement of the relation of reflective thinking to the educative process†.(revised edition), Boston:D.C.Heath. Kolb,D.A. (1984) Experiential Learning experience as a source of learning and development, New Jersey: Prentice Hall Moon,J. (1999) Reflection in Learning and Professional Development Theory and Practice, London: Kogan Schon,D. (1991) The Reflective Practitioner How Professionals Think in Action, London: Avebury IfL-Review-of-CPD-. Available: http://www.ifl.ac.uk/__data/assets/pdf_file/0020/26741/2010-11-IfL-Review-of-CPD-lr_06022012.pdf.. Last accessed 28/12/12. Mc Graw-Hill.- Mc Graw-Hill-Available: http://www.mcgraw-hill.co.uk/openup/chapters/9780335241125.pdf. Last accessed 29/12/12

To Kill a Mockingbird by Harper Lee Essay -- To Kill a Mockingbird Essa

Harper Lee has incorporated the representation of her most meaningful statement in the title of her novel, To Kill A Mockingbird. The many points of discussion which surface in Lee's book would certainly have partially submerged the parallel she created between Tom Robinson and the mockingbird. In any classic novel such as To Kill A Mockingbird, the myriad differences in thinking between readers allow for many different interpretations. The author of such a work, however, must constantly make decisions concerning the best ways to fulfill his or her purpose in writing; Harper Lee decided that the symbol of the mockingbird was not displayed prominently enough, and so made it the crux of her novel rather than one of its neglectable elements. With its seemingly unsuited title, Lee's book keeps readers waiting for the moment when a mockingbird pops up--and shows what the author truly wanted her audiences to find. When Jem and Scout Finch receive their first, longed-for air rifles, their instinctive desire to shoot birds is taken for granted. Their father refuses to teach them to shoot, but warns them that it is a sin to kill a mockingbird--the only time his children heard him call something a sin, reflecting how strongly he, and Lee, feel about this. After this order that they avoid their natural inclination towards shooting the colorless, brown mockingbird, Atticus tells his children that they may shoot as many blue jays as they like. These orders were certainly in opposition to...