Self development and attaining my SMART goals

Self development and attaining my SMART goals I have a dream. I see myself as the chief HR strategist of a world renowned media company or a top HRD consultancy. Sound academic understanding of HR is a priority developmental need, as highlighted in 11 Qualities of Effective Managers Pedler et al. (2006). I am from Pakistan and am staying in the UK for my wifes PhD. Utilising this as an opportunity I have enrolled on the MSc. HRD Consultancy course. Different learning style assessments helped frame my understanding of myself as a learner/manager. My learning style is Tactile/Kinaesthetic according to Jester (2000). I view my career as an opportunity to achieve meaningful objectives in a larger context. Here Scheins (2006) assessment sees strength: SV/Dedicated to Cause. I qualify as Directive on the Rowe (1987) Inventory and on Belbins (1981) I am an Implementer, Team-worker and Monitor/Evaluator. A Reflector on Honey Mumford (1986) assessment, my personality type/signature on Personal Style Inventory Hogan and Champagne (1980) is ESTJ (Extrovert, Sensing, Thinker, Judger Stabilizer), whereas I am the Confronting Owl on the Conflict Questionnaire Thomas Kilmann (2007, 1974). An example linking and defining most of the above findings may be that I want to make a difference by devising and implementing HR strategies which have a durable impact on employee well-being [dedication to cause]. With objectives like this, I like to be at the helm of affairs, preferring full autonomy and control over the situation [directive]. This brings independence to organize and move things at the required yet desired pace and affords me time to think things through, listen to everybody before deciding and carefully consider outcomes before concluding [reflector]. I love to be involved in community activities. Persevering, realistic, practical, loyal, steadfast, logical, are keywords for describing me [ESTJ]. However, my career plans are under threat as I face redundancy at work. My wife is expecting a baby so I may have to e ither defer the degree or roll back completely due to monetary solvency issues. This write-up critically reviews results of various learning styles assessments and derives a Personal Development Plan agreeing with the assertion that individuals are responsible for their career development and not just organizations CIPD (2010, 2003). It suggests possible ways for self-development and attaining my SMART goals. Guidance is provided on overcoming weaknesses to minimise and prevent current and future threats. I cannot and do not rule out the possibility of this being revised as my career evolves in future (maybe 5-10 years). Career history, Life situations, Overall purpose of planIntroduction I started my career as HR/Admin Officer working for an NGO after completing M.A. in English from Pakistan. The experience proved to be the diving deck to the field of HR. After 4 years in the role, I joined as Senior HR Officer at GEO TV Network, one of Pakistans leading news channels. A year later I moved to London when my wife was awarded a scholarship for PhD. At present, I am free-lancing at one of UKs leading courier companies as Training Support Co-ordinator. My wife is expecting a baby and I may face redundancy. My degree in English was my fathers choice and since the very start of my career in HR, I felt the need of complementary formal education. Thus, I had two objectives: first, acquiring a sound understanding on academic level; second, enhancing professional competence, personal/self development. Being in London has helped as I have enrolled for a specialist degree in HR. Developing a personal development plan is an exercise in organizing oneself, identifying development needs, and setting priorities. The very first positive effect of this exercise I noticed was that I learned how not to prioritise and discovered that I could always use the PDP as a tool/meter to keep a check on personal development. I can see that the PDP will serve as my guide towards developing a resilient sense of personal efficacy (Bandura, 1994: 72). Self-description Analysis I want to continue my career in HR. Miles and Snow (1996: 97) following Arthur et al. (1989) see career as the evolving sequence of a persons work experiences over time. At present I am working as Training Support Co-ordinator at a companys Technical department. However, I am looking to switch back to HR as soon as I get a HR related job. Given that I was Senior HR Officer before moving to London, in my new job i.e. in the UK, I expect to be at least on the same position if not an associate manager or manager. If, however, I have to go back to Pakistan, I will join my parent organization GEO TV Network and continue with my plans. Between the next 5-10 years I plan to concentrate on developing expertise in strategic decision-making and policy formulation. I aim to work my way to achieving a top position e.g. Director HR in a leading company like Reuters. It is the sense of fulfilment and effectiveness that I am seeking. Effective careers profit individuals, organizations, and society, notes Wilensky (1961; cited in Miles and Snow, 1996). Garnering sufficient expertise while moving step-wise up the career ladder, I will ensure that I have sound understanding of and experience in roles like partner in strategy execution, administrative expert, employee champion, and change agent Ulrich (1998). Learning/Development Needs Analysis Identifying learning style is pivotal to developing a PDP. Learning Styles can be identified by taking learning styles assessments which highlight learning/development needs, identifying core competencies and strengths and detecting gaps. Table 1 on the next page shows results from various assessments. Learning Style, Keefe (1979:2) is a composite of characteristic cognitive, affective, and physiological factors that serve as relatively stable indicators of how a learner perceives, interacts with, and responds to the learning environment. While with Stewart and Felicetti (1992:1) learning styles are educational conditions under which a student is most likely to learn. Thus, learning style is not about what is learned, rather how it is learned. Table 1: Learning/Development Needs Analysis There is greater consistency in the final results of the analysis than in-consistency. Sound academic understanding of HR is a priority developmental need, as highlighted in 11 Qualities of Effective Managers Pedler et al. (2006). In consonance with my aim of heading the HR department of a renowned company, this questionnaire assesses most of the qualities likely to be needed to achieve my aim. As the title suggests, the questionnaire seems designed for on-job professionals. 11 Qualities of Effective Managers Command of basic facts Relevant professional knowledge Continuing sensitivity to events Analytical, problem solving, decision/ judgement-making skills Social skills and abilities Emotional resistance Pro-activity Creativity Mental agility Balanced learning habits and skills Self knowledge Pedler et. al (2006) Table 2: 11 Qualities of Effective Managers While taking the Honey and Mumford (1992) assessment a noteworthy point was that even after I took the assessment twice, with a gap of almost two weeks I scored the highest for being a Reflector, considered to be more thinking and less practical. Honey and Mumford (1986) proposed the Learning Styles Questionnaire (LSQ) claiming it to be more meaningful than Kolbs (Swailes and Senior 1999). However, this model owes its inception to Kolb (1984: 41), learning is the process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping experience and transforming it. Kolbs (1988) postulate is based on the concept of experiential learning with the learning process involving four distinct learning abilities/styles, based on a four-stage learning cycle. Kolb devised his Learning Styles Inventory (LSI) to measure an individuals relative preference for the four learning styles (Swailes and Senior 1999; Kolb, Rubin and Osland 1995). Fig. 2, Honey Mumford Learning Style Source: http://www.nwlink.com/~donclark/hrd/styles/honey_mumford.html Honey Mumford use different terminology Activist for Concrete Experience Reflector for Reflective Observation Theorist for Abstract Conceptualization Pragmatist for Active Experimentation Fig. 1: Kolbs Learning Style Source: http://www.nwlink.com/~donclark/hrd/styles/kolb.html Kolbs Learning Process Learning from: CE Concrete Experience RO Reflective Observation AO Abstract Conceptualization AE Active Experimentation The result on the LSQ i.e. Reflector is in sharp contrast to the diagnosis on the Personal Style Inventory, Hogan and Champagne (1980) where my personality signature is ESTJ (Extrovert, Senser, Thinker, Judger) the Stabiliser. The Personal Style Inventory, Hogan and Champagne (1980) works with four pairs of personality dimensions: Introversion/Extraversion; Intuition/Sensing; Feeling/Thinking and Perceiving/Judging. These constructs are based on the original work of Carl Jung (1921) and are a variance of Myers-Briggs Type Indicator (in Myers and Mc Caulley, 1985). Learners/managers with ESTJ personalities are thought to be more practical than thinking unlike reflectors. However, there is a streak of similarity as well. The Thinker in ESTJ is analytical, so is a Reflector Honey and Mumford (1992) thought of as. The Senser in ESTJ works with tedious detail Hogan and Champagne (1980) so does the Reflector take every detail into account before decisions. The Thinker in ESTJ has critical ability, the Reflector weighs pros and cons. I view my career as an opportunity to achieve meaningful objectives in a larger context. This scores high as a strength on Scheins (2006) assessment and identifies me as SV/Dedicated to Cause. The same assessment shows my strong GM/General Management competence, liking for AU/Autonomy and Independence, and a desire for SE/Security and Stability. The finding completely correspond to Rowe (1987) Decision Style Inventory where I qualify as Directive. The best organizational fit for Rowes Directive type and Scheins AU/Autonomy type is structured, such as bureaucracies, or where power and authority are important, notes Rowe (1987). My learning style is Tactile/Kinaesthetic according to Jesters (2000) which seems linked to being Reflector, working with detail. On Belbins (1981) I am an Implementer, Team-worker and Monitor/Evaluator. I am the Confronting Owl on the Conflict Questionnaire by Thomas Kilmann (2007, 1974). Consistent with findings on the LSQ Reflector, Implementers dislike unproven solutions or ideas. Team Workers are risk-averse and work well with clearly defined goals like Reflectors. Team worker also matches Owl the Confronter who seeks to resolve differences until all stakeholders agree on a solution. Monitor/Evaluator are slow deciders like Reflectors and prefer to think things through and see pros and cons of opinions and decisions. While Learning Styles are the composite of characteristic cognitive, affective, and physiological factors that serve as relatively stable indicators of how a learner perceives, interacts with, and responds to the learning environment. Keefe (1979: 2), what such an analysis may fail to consider is the context in which a learner/manager behaves in one or the other way. An agreeable assertion in this regard would be by Sadler-Smith (2001: 295) warning against the application of learning style in an indiscriminate fashion. A necessary element of any argument that seeks to generalize is some comparison of the domains which one seeks to generalize from and to. Personally, I find 11 Qualities of Effective Manager Pedlar et al (2006) and the Hogan and Champagne (1980) Personal Style Inventory others as both clearly indicate aspects which are developed or are otherwise. SMART Goals Get a career job (HR related) Get a job which facilitates personal development on strategic and decision-making and policy formulation skills Work towards aim: to be Director HR at a leading company like Reuters Keep in mind: Learning and Development needs and improve upon Toolkit: Detailed PDP Table 3: SMART Goals 3.1 Learning and Development Needs Different learning style assessments helped frame my understanding of myself as a learner/manager. These exercises have been thoroughly helpful in highlighting my learning and development needs. REQUISITE LEARNING DEVELOPMENT DESCRIPTION PRIORITY Acquire relevant professional knowledge High Immediate Proactive Attitude High Mental Agility High Time Management Medium Table 4: Learning and Development Needs Theoretical background/academic understanding, which will augment my professional competence, is what I am keen to work on and thus have enrolled myself on the course at Birkbeck. Successful managers must exhibit career resilience and should participate in the management of their careers by taking greater responsibility for their learning Thomson et al., 2001 Waterman et al., 1994, as quoted in Martin and Butler, 2000. Absence of professional courses induces a sense of under-confidence and sometimes professional insecurity. The immediate negative effect is that it makes my job very demanding and requires use of creativity. On the other hand however, I have thorough knowledge regarding my company and its areas of specialisation. I have been actively involved in various projects, drawing up policies and procedures, organizing job fairs, employer branding, dealing with ER issues, disciplinary, exit interviews, etc. The sense of under-confidence may well be a source of lack of pro-active attitude and mental agility. Given the fact that on my job there are other colleagues with more qualifications and trainings under their belt, this may be holding me back from being active and agile. I am fairly good with Time Management. However, I do see the need to be more effective at this. Green and Skinner (2005) believe that managing time has positive impact on career and life. Proposed Learning Learning is perceived as a result from four main sources/activities namely experience (from everyday life and on-the-job), training, modelling others in the workplace and coaching (i.e. apprenticeship and being looked after) Antonacopoulou, (1999). There is an observable inter-dependence between the learning and development needs. This translates into a reliable PDP. As mentioned earlier, I will use the PDP to keep a check on my progress. This means that the PDP will be revised from time-to-time. Table 5: Personal Development Plan Conclusion This write-up critically reviewed results of various learning styles assessments and derived a Personal Development Plan agreeing with the assertion that individuals are responsible for their career development, not just organizations CIPD (2010, 2003). Under the following two sub-headings, I will carry out a learning review as well as give a self-reflective account. Learning Review Various assessments have given me a clear picture of what my learning priorities should be and that in order for this to be a learning exercise and experience that delivers, it is essential that my goals be interdependent as well as SMART. At present, figuratively speaking, I am miles away from where I should be working i.e. my current job in a technical department of a courier company is no help to my career plans. However, I am now redundant and this might be a blessing in disguise. I want to be in a HR job. This will help me continue my journey towards my goals all the way developing strategic decision-making skills. Also it will alleviate the sense of professional in-security as I am seeking complimentary formal education. I see that this fear has done me damage in terms of reduced mental agility and low level of proactive attitude. I will keep a check on my progress through the PDP. All of the above is time dependant. Green and Skinner (2005) put it as having positive impact and I will work towards achieving excellence in time management. Self-reflection Under learning review above, I have tried to review my goals as set above to and prove that they are inter-dependant. Further immediate improvement is direly needed in terms of theoretical concepts and formal specialist knowledge-base which will help me gain more professional competence and boost confidence.

Reminiscencia de la infancia: el caso de un escritor de los siglos XX y :: Foreign Language Spanish Essays

Reminiscencia de la infancia: el caso de un escritor de los siglos XX y La primera primera ficcià ³n narrativa de Medardo Fraile, uno de los maestros de la Edad de Oro del cuento espaà ±ol contemporà ¡neo, surgià ³ a la edad de cinco aà ±os. La temprana edad de su escritura nos lleva a investigar sobre los hechos que acompaà ±aron su infancia y que pudieron despertar en à ©l esa necesidad de crear. La lectura de su obra narrativa, vinculada a su biografà ­a, asà ­ como alguno de sus numerosos artà ­culos, nos confirman el efecto que produjo en Medardo Fraile nià ±o la ausencia de su madre, fallecida meses antes del surgimiento de ese primer cuento. En el artà ­culo â€Å"Crà ³nica de mà ­ mismo y alrededores† el escritor nos dice: â€Å"Hasta los cinco aà ±os, mi vida estuvo condicionada por la enfermedad de mi madre, que murià ³ a los treinta y tres aà ±os de una cardiopatà ­a de tipo reumà ¡tico cuando yo tenà ­a cinco† (70). En su novela Autobiografà ­a encontramos este mismo hecho transformado en ficcià ³n: Al llegar al portal se soltà ³ y subià ³ la escalera a saltos. La puerta estaba entornada. La empujà ³ y se lanzà ³ a la alcoba a besar a su madre. Abrià ³ la puerta y vio el cuarto vacà ­o y el balcà ³n de par en par y, en un rincà ³n un montà ³n de lana. Alguien le llevà ³ al comedor, mientras el beso que le corrà ­a prisa dar, ahorrado tantos dà ­as, se le anudaba incrà ©dulo en el cuerpo, en el vacà ­o, en el aire. (236-37) Los sentimientos de ausencia y soledad producidos en el jovencà ­simo Medardo Fraile por la muerte de su madre, influyen decisivamente en el desarrollo de su oficio, primero en Espaà ±a, y posteriormente, a partir de 1964 en el Reino Unido, donde vive en la actualidad. En â€Å"El interà ©s del Psicoanà ¡lisis para la Està ©tica† (1913) Freud nos recuerda que hay conexià ³n entre las impresiones infantiles y los destinos del artista y sus obras, como reacciones a tales impulsos. La muerte de la madre de Medardo Fraile constituye un momento crucial aunque todavà ­a temprano del desarrollo de su escritura, en ese despertar de su mente creadora. En â€Å"Mà ¡s de cien cuentos en busca de su autor† el escritor nos describe ese momento inicial de ficcià ³n narrativa: El primer cuento que recuerdo –y si lo recuerdo serà ¡ por algo–, lo hilvanà © en Madrid, oralmente, a los cinco aà ±os, en un banco de la calle Princesa. Mi madre habà ­a muerto meses antes y yo vivà ­a en nuestra casa con mi padre, casi siempre ausente, y mi madrina. Aquel dà ­a salà ­ de mi colegio necesitando un paà ±uelo, no sà © por quà ©.

Cognitive Skills in Baseball

Cognitive Skills in Baseball By Garrett Pape Lamar Community College The skills that people use on a daily basis are extraordinary, the way we use these skills can be extraordinary or disastrous. There are so many things that a human accomplishes with physical activity, yet these physical activities are started with a set of skills that most human beings have. These skills involve the brain and are called cognitive skills. The brain is where all activity starts; before a person does anything their brain tells them how to do it.For example, if a person wants to pick up a cup of water off of the table, their brain will order their hand to the right placement for you to be able to accomplish the task at hand. Cognitive skills, also known as cognition, are known to influence peoples lives daily. These influences will affect a person’s life in ways that are not understood by most. A person’s thoughts can be described as a use of cognition. This cognitive skill is very broad, but when one looks at their thoughts they will understand why things happen the way they do.Now we’re talking about something known as, â€Å"The Self-fulfilling Prophecy†. This prophecy is looked at in particular to negative thoughts, but the same consequences hold true for positive thoughts. Kenrick describes the Self-fulfilling Prophecy in his online book, Social Psychology: Goals in Interaction, (2011) 5th Edition, as when an initially inaccurate expectation leads to actions that cause the expectation to come true (Kenrick, Neuberg, and Cialdini pg. 79).When a person has thoughts about something they can easily change the outcome of the thought by changing their attitude about it. For example, in baseball cognitive skills are taught exclusively at times, allowing players to repeat simple tasks that can easily go wrong. In baseball, there are many aspects of the game that differ physically but have little difference mentally. During practice a pitcher on a baseball team practices his physical skills by throwing what is known as a â€Å"bullpen†. A bullpen is when the pitcher practices throwing all of his pitches for strikes.This consists of a pitcher and a catcher. It is easy for a pitcher to go into his bullpen and throw strikes because he does not have a high risk of failure, there is not a hitter there competing against him. So, he can easily succeed by throwing strikes. When a hitter steps into the batters box facing the pitcher there is physically only one difference in a game to the bullpen, the hitter. The pitcher must still throw the exact same strike as he did in the bullpen, now the use of cognition really affects the pitcher.With the hitter putting for risk for failure into play, the pitcher can either use his cognitive skills to help or hurt him. If the pitcher throws the exact same pitches that he practiced, the hitter would not have a very high chance of hitting the pitch. The way a pitcher can help himself through cognit ive skills are simple but affective. â€Å"When evaluations are positive, thoughts are completed rapidly, and you get right on with your thinking about the next pitch. When the evaluations are negative you have a difficult time forgetting the event.Many times you’re still thinking about what went wrong on the previous pitch or play, as you’re beginning to throw the next pitch†(Dorfman and Kuehl pg. 301). This can directly result in a repeat of the outcome, positive or negative. If something has gone wrong and a person is still thinking about it while trying to perform the next task, they are mentally preparing themselves to repeat the failure. Same holds true for positive outcomes, and the repetition of success. The key to using this set of skills is to master a positive outlook on whatever it is one is trying to accomplish.This sounds very easy, but if you have ever failed in your life, it is very easy to quit or say, â€Å"I can’t do it†. Childre n learning new things in school will tell themselves that they cannot do something after failing at it once, they will get frustrated and quit. Good teachers will pick them up and show them that they can do this, and they can do it on their own. With baseball the term â€Å"don’t† is used quite often. This term is actually frowned upon in baseball because of its meaning, or lack there of.There is really no definition for the word, â€Å"don’t†. An example of this term for a pitcher could be, â€Å"don’t give up a homerun†, if there is no definition for the word don’t, then what is really being said? If a person asked 100 pitchers, â€Å"what happened after you told yourself don’t give up a homerun? †, 100 pitchers would say they gave up a homerun. Keeping the positive outlook and picturing oneself succeed will result in success. One way to keeping the positive outlook is to picture the event taking place in your head, pi cture success.After picturing yourself succeed, you have already seen yourself accomplish the task. This makes it much easier and proves in your own head that you can do it. Seeing yourself in your head fail will also prove that you cannot do it and are incapable with that outlook. Gary Mack, the author of, Mind Gym, quoted Ty Cobb saying, â€Å" The most important part of a players game is above his shoulders. † Mind Gym is an athletes guide to inner excellence. This promotes positive thoughts and picturing yourself succeed before ever physically performing the task.Referring to baseball, Yogi Berra a famous catcher said, â€Å"90 percent of the game is half mental†. Yogi is known for saying bizarre things that somehow makes sense. This quote is hard to understand but is viewed as the majority of the game has to do with your mental approach. Thinking positive thoughts is easy, but how easy is it when somehow failure seems to take over. Athletes get into what is known as, â€Å"slumps†. Slumps are a period of time when the athlete is performing poorly, or below their ability.How can a person stay focused on thinking positive thoughts when they are in a slump? It is a hard thing to do, but Getting Focused, Staying Focused takes on an approach to keeping a positive head on your shoulders. â€Å"By studying the highly developed minds of the Yogis, Martial Artists, and Zen Masters of China, Japan, and India, the Soviets devised and instituted mental training techniques that enabled their athletes to perform under the most pressure-filled conditions with a clear, calm and controlled mind†(Jaeger pg. i). Further in the book explains that once competition starts, the game is purely mental. Practice and preparation will get you ready and prove you are able to physically perform the event, being confident and picturing success will let you use your physical skills to their full capability and the game becomes easy. Practice is meant for the game to become second nature, it is when we are not confident with ourselves that the game becomes a foreign language. Most mental flaws come from what is known as â€Å"dead time†.Dead time is a gap in performance that interrupts our performance. Athletes can get in the zone and success becomes effortless. Its when failures or dead time occur that athletes lose focus. This dead time can cause an athletes thought’s to wonder, this is not good for mental approaches. When minds wonder, thoughts creep in and take over. Most athletes can remember a time when they said, â€Å"what if? † or â€Å"I should have†, this is bringing up the past and thinking of things they did wrong, this is only bringing failure and negative thoughts to mind.A coach will say take out of the game the positives and dwell on those, not the bad things that may have happened. Shawn Green, a retired baseball player said, â€Å"There, I’d learned to separate my awareness from my m ind and move it into my body and ultimately into the present moment. There, I first began to understand what it means to chop wood and carry water†(McAlpine pg. 156). In, Introduction to Psychology, Plotnik and Kouyoumdjian describe something known as a cognitive map, a mental presentation in the brain of the layout of an environment and its features (Plotnik and Kouyoumdjian pg. 23). This was first shown by rats learning to move through a maze with a reward at the end. Once the task has been accomplished, it is known that it can be done again, the mind barrier is a powerful thing. So powerful that once a mile was ran in under 4 minutes people realized it could be done, and now it is done daily by people everywhere. In baseball the reward is success, and the cognitive map is known as practice, and for pitchers, bullpens. References Dorgman, H. A. (2002). The mental game of baseball. 3rd ed. ). New York, NY: Rowman & Littlefield. Jaeger , A. Getting focused, staying focused. Al an Jaeger. Mack, G. (2001). Mind gym. New York, NY: Stone/Robert Daly. McAlpine, G. (2011). The way of baseball. New York, NY: Simon and Schuster. Plotnik, R. (2008). Introduction to psychology. (9th ed. ). Canada: Wadsworth Cengage Learning. Santrock, J. (2010). Children. (12th ed. ). McGraw Hill: Social Psychology: Goals in Interaction, (2011)5th  edition Kenrick, Nueberg, and Cialdin

Field study Essays

Field study Essays Field study Essay Field study Essay Episode 7 MY E-WORLD Name of Site Author: Larry Page A ; Sergey Brin. Ph. D Name of Site: Google Posting or Revision Date: March 1997 Organization Represented: GOOGLE. ORG Date of Access: September 16. 2011 Uniform resource locator: hypertext transfer protocol: //www. acronymfinder. com/Music. -Arts. -Physical. -Education-and-Health- ( MAPEH ) . hypertext markup language Brief Description of the Materials in the Website: This web site tells about our class MAPEH ( Music. Humanistic disciplines. Physical Education. A ; Health ) . Therefore this site helps us to do the different acitivities or episodes in this peculiar topic which is FS 3. Evaluation of the Website: Strength Weakness Updated by informationtakes clip for you to happen a specific undertaking because to wide Lots of informationno interaction between the research worker A ; the site Very big informationdoesn’t gives direct information : MY E-WORLD Name of Site Author: Jimmy Wales A ; Larry Sanger Name of Site: WIKIPEDIA Posting or Revision Date: 15 January 2001 Organization Represented: Wikipedia. com Date of Access: September 16. 2011 Uniform resource locator: hypertext transfer protocol: //en. wikipedia. org/wiki/Sports Brief Description of the Materials in the Website: This web site tells about the different athleticss: their history. regulations. ordinances. equipment. punishments A ; etc. Helps pupils to cognize the different athleticss and the information about each athletics. Evaluation of the Website: Strength Weakness Updated by informationtakes clip for you to happen a specific undertaking because to wide Lots of informationno interaction between the research worker A ; the site Very big informationdoesn’t gives direct information Contemplation Charlene Atig I learned a batch of things in this topic. I am lucky to hold the chance to detect a school because through this. I learn how to set student’s attitude and behaviour to manage a peculiar category. Thus. I learn how to actuate each of the pupils harmonizing to their IQ capacity and how to esteem each faith. civilization and beliefs. As a instructor someday. we should be just plenty to our pupils because I know how of import is the function of a instructor to an person every bit good as their instruction. Indeed. I learn a batch in FS3 topic. Ellvine Pia Bonocan In this FS3 Subject. I learned a batch of things sing our field which is MAPEH and how to use it in the hereafter. Through holding an observation. I am now become more and more exposed in my profession as a instructor. I am really grateful because without this. I wouldn’t be able to research and detect the life of being a instructor. Besides. I learned different schemes in learning and how to do the schoolroom go lively instead than to be bored. Through this exposure. I developed the accomplishments in learning and how to manage or pull off a category. This Field survey helped me a batch to cognize more about instruction and to rouse me up that learning is non an easy profession but we are the 1 who are modeling the way of the pupils to go more equipt and be a better citizen in our state. My group mates and I enjoyed so much in detecting a category in a peculiar school and devising and replying the different type of episodes. Those were a really great and helpful tool and experienced for me. Annie Rose Calumpang In this capable Field survey give the pupils a opportunity to see the universe ( its civilizations. diverseness and worlds ) for themselves. As we work as a group. we shared what we are sing with the others. It reinforces old schoolroom lessons and brings a higher degree of realism and believing . In this topic we learn to populate and work with others. back uping each other during group larning activities and besides Interactions from which we can detect your strengths. restrictions. abilities and accomplishments. This topic has gratifying larning experiences. And clip to appreciate the beauty of the universe in which we are involved. Through this topic. I can detect different devices. tools. equipment. activities and instructional stuffs that can back up and ease student’s accomplishments in the acquisition procedure. In this topic I learned a batch of things because I will be exposed to an exciting experiences by detecting different instructional stuffs and larn about their nature and used in the schoolroom but besides for the acquisition about the physical qualities of such stuffs. I can be exposed to different types of pupils but I learned how to adjusts and actuate them. As a whole. it is of import that the acquisition environment is contributing to the acquisition of the pupils because it can promote them to de active during schoolroom activities. Besides when the acquisition environment is contributing pupils feel that they are respected and accepted. Roxanne Dela Cruz Field survey for me is an existent acquisition in which developing instructors can reflect. buttockss. observe. describe. the basicss in the field of learning. It is an of import tool to be familiarize about the usage of the stuffs and would utilize it with creativeness and techniques that can accomplish the involvement of the pupils.

Capital Punishment Vs. Life Inprisonment essays

Capital Punishment Vs. Life Inprisonment essays What is more effective: capital punishment or life imprisonment? I chose the topic because from my list of options it appeared to be the most interesting and challenging. I also felt that it related well to current topics and controversies in todays society. It was very easy to find information on capital punishment, while it was a small challenge to find thorough information on life imprisonment. It seems as though, most critics are willing to express their views on capital punishment, but not on its alternatives. Before researching the backgrounds and uses of capital punishment and life imprisonment, I did not have a very strong opinion or viewpoint on the topic. I have never truly been for or against the use of capital punishment. Up to this point in time I have been unable to form a good opinion because I have never obtained enough knowledge of the subject. Recently, after my large study of both options, I have formed an opinion, I believe that capital punishment is more effective than life imprisonment as a permanent punishment for a criminal who has committed serious crimes. Capital punishment has a long history. The use of capital punishment dates all the way back to 2000 BC. People were put to death for crimes ranging all the way from murder down to petty theft. Today our society is said to have the most humane way of executing prisoners, lethal injection. Our countries past use of electrocution and gas chambers were even humane when compared to the methods of execution of the past. Which included being hanged, beheaded, stoned, stretched on racks, pressed to death with weights, cut into pieces, disemboweled, torn to pieces by horses, consumed by lions, burned alive, drowned, crucified and shot (Horwitz 13). In early civilizations punishment by death was used evenly at almost all times, therefore making it a good deterrent. Today however, the use of capital punishment is not meted out as evenly. Some...

The impact that a piece of literature has on me Essay

The impact that a piece of literature has on me - Essay Example The story for To Kill a Mockingbird is set in 1930s Alabama, during the Great Depression and is told by six-year old Scout. She and her brother, Jem, deal with the issue of racism in their little town of Maycomb and it is with this backdrop that Scout learns a lot about herself and dealing with others. She is taught by her father to treat everyone equally and fairly but witnesses the unfair treatment of blacks in her town. Her father decides to take a case defending a black man accused of raping and beating a white lower class or "white trash" girl. When the town opposes Atticus for taking the case, Scout and Jem react negatively to the taunts from neighbors and family. As could be predicted, Atticus loses the case despite the evidence in the defendant's favor, but succeeded in challenging the jury to face their preconceived ideas. It takes courage to resist societal or peer pressure. Atticus goes against the grain and chooses to defend a black man. He also risks his health and maybe his life by standing out in front of the jail to protect the accused from being lynched. Facing danger squarely and yet standing your It is hard enough to be courageous in life and it isn't always easy to put emotions aside to look at the world from another's point of view. Atticus taught Scout that by learning this one trick, she would learn how to deal with others.

The Element Nitrogen Research Paper Example | Topics and Well Written Essays - 1250 words

The Element Nitrogen - Research Paper Example Nitrogen is the most abundant gaseous component of earth’s atmosphere constituting 78% by volume.It is colorless, odorless and commonly inert gas.Nitrogen is a gas at room temperature with density of 0.001165 grams /cc. Solid nitrogen lets at 63.35 K and has a boiling point of 77.35 K. It has a relatively low heat of fusion and heat of vaporization of 51.48 J /g and 2.7928 J /mole respectively. Solid nitrogen has specific heat close to water at 1.040 J / g 0 C. Nitrogen has two stable naturally occurring isotopes, 14N and 15N. The predominant isotope being 14N has 99.636% natural abundance. Other isotopes are also noted but are short lived and decay rapidly. Triple bonding in diatomic nitrogen N2 is one of the strongest. Nitrogen has electronegativity of 3.04 and has 5 valence electrons in its outer shell; therefore, nitrogen is commonly trivalent in most compounds. Nitrogen is also non-flammable, therefore, is not combustible. It also has considerably high first ionization an d second ionization energy. Compounds of Nitrogen Nitrogen is non-metallic element. It commonly forms oxide in its different oxidation state. Nitrous oxide (N2O), nitric oxide (NO), and nitrogen dioxide (NO2) are the most common oxides formed by nitrogen. It also forms dinitrogen tetroxide (N2O4), and dinitrogen pentoxide (N2O5) using its higher oxidation state.Nitrogen also forms hydride as ammonia (NH3). Nitrogen combines with Fluorine to form various fluorides like Nitrogen trifluoride (NF3), Dinitrogen tetrafluoride (N2F4), cis-difluorodiazine (N2F2) and trans-difluorodiazine (N2F2). Nitrogen chloride and Nitrogen iodide can also be formed; NCl3and NI3. Ammonia (NH3) Ammonia is a colorless gas with characteristic pungent odor. It has density of 0.86  kg/m3. It is soluble in water to form basic hydroxide NH4OH. Solubility is increased at lower temperatures. Ammonia has trace concentration in the atmosphere as result of decaying matter. Ammonia and ammonium salts are present in rainwater and some areas where volcanic activity is noted. Ammonia is also present in soil and seawater. It is also found in Pluto, Jupiter and Uranium. The ancient Greek, European alchemists and the romans have historical writings about nitrogen. In 1774,Joseph Priestley successfully isolated gaseous ammonia and he called it alkaline air. Nitric acid (HNO3) Nitric acid is a strong acid commonly called aqua fortis and spirit of nitre. It is also a common oxidizing agent in organic and inorganic chemistry. Anhydrous nitric acid has density of 1.512 g/cm3, melting point of -420C and boils at 830C. Nitric acid partially decomposes to nitrogen dioxide (N2O) at room temperature. Nitric acid has been known since antiquity and is commonly used in alchemy. Nitrogen dioxide (NO2) Nitrogen dioxide is a reddish gas at room temperature. It is primarily an intermediate in the synthesis of nitric acid and a major air pollutant. It has density of 2.62 g cm-3and boils at 21  Ã‚ °C. Nitric oxide ( NO) Also called nitorgen monoxide. It is a free radical and is unstable in normal conditions. It is a a byproduct of combustion of fuel oils and automobile engines. Nitric oxide is colorless and has denisty of 1.3402 g dm?3, melts at ?164  Ã‚ °C, and boils at ?152  Ã‚ °C. Solubility in water is 74 cm3 dm?3. Dinitrogen tetroxide (N2O4) Also called nitrogen peroxide. It is commonly found in equlibrium with NO2. It is known for its oxidizing power and corrosive properies. It is colorless gas with