Hhw Kv free essay sample

Explain your anticipation is a diary (150 words). Que. 3: Write the critical appreciation of the poem ‘The frog and the night in gale’. Que. 4: Describe how â€Å"Mrs. Packletide’s tiger† shows the qualities of jealousy, ill-will, black mailing and false social prestige†. Write your answer in about 150 words. Que. 5: Sugandha was returning home after her tuition class. It was late and her friend Avantika who walked home with her had left early. As she walked along the road she saw†¦ complete the story in about 150 words. Que. 6: Pick up five interesting article/news, paste their picture and write your reviews on it. Maths Design 04 crossword puzzles based on:- (i) Number system (ii) Statistics (iii) Triangles and its properties (iv) Lines and Angles Science BIOLOGY HOLIDAY HOMEWORK (CLASS X) 1. Do exercise questions of lesson ‘Life Processes’. Learn all diagrams, definitions and Question-Answers. 2. Make a powerpoint presentation on any one topic :- a) Life Processes b) Control and Co-ordination 3. We will write a custom essay sample on Hhw Kv or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Practical – Write the following practicals in the Practical notebook :- a) Observing stomata b) Light is necessary for photosynthesis c) CO2 is necessary for photosynthesis 4. Do MCQs of the above practicals in homework and learn them. . Scrapbook/File – Do comparative study of brains of different animals :- a) Elephant b) Dog c) Lion d) Ape e) Human Beings 6. Show the process of digestion with the help of diagrams in the following :- a) Cow b) Bear c) Lion S. St. 1 make a file on disaster management write about 10 recent disasters,that the world has faced. 2on an outline map of india mark the following 1 wild life sanctuaries 2national parks 3 10 mountains 4 10 rivers 5 10 dams 3 make a report on I P L 4complete all the exercises that we have done. What effect will this have on the image of an object placed in front of the mirror? Q4. A person standing before a concave mirror cannot see his inverted image unless he stands beyond the centre of curvature. Why? Q5. A ray of light falls on a mirror normally. What are the values of the angle of incidence and the angle of reflection? Q6. How is the focal length of a spherical mirror affected, when the wavelength of the light used is increased? Q7. Give the ratio of velocities of two light waves traveling in vacuum and having wavelengths 4000A0 and 8000A0. Q8. For what angle of incidence, the lateral shift produced by parallel sided glass plate is zero? Q9. What happens to the focal length of convex lens, when it is immersed in water? Q10. Name the type of lenses used for correcting a (i) myopic (ii) hypermetropic and (iii) an astigmatic eye. Q11. Why does the sky appear blue? Q12. An object is placed at (i) 10 cm, (ii) 5 cm in front of a concave mirror of radius of curvature 15 cm. Find the position, nature, and magnification of the image in each case. Q13. What focal length should the reading spectacles have for a person for whom the least distance of distinct vision is 50 cm?

Esophageal Cancer Paper

Esophageal Cancer Paper Esophageal Cancer Paper Esophageal Cancer Esophageal Cancer Angelina Poindexter Phoenix University Esophageal Cancer The esophagus main purpose is to control the passage of food to the stomach, but painful and/or difficulty swallowing makes it hard for food to pass through (dysphagia). Cancer of the esophagus is presented as a malignant tumor arising from the tissue of the esophagus and is known as one of the leading causes of cancer deaths. There are two main types of esophageal cancer and are named according to the area where the cancer starts. Cancer of the esophagus is more than like to happen for males 60 years of age or older, but can happen at any age if tobacco and alcohol use is present. Other risk factors are poor diet (lacking fruits and vegetables), obesity, and have other esophageal diseases such as Barrett’s esophagus or acid reflux disease. Barrett’s, is a serious complication of GERD (Gastroesophageal reflux disease) where normal tissue lining the esophagus changes to that of the intestine. A small percentage of patients with GERD develop Barrett†™s esophagus after having GERD symptoms for a long period of time. In most cases this disease is fatal, due in part to the symptoms from it. As the cancer grows, it narrows the esophageal lumen leading to the symptoms of dysphagia, hoarse voice, vomiting, bad breathe, and sour taste in mouth. Loss of weight normally follows with the vomiting and painful swallowing, causes the person not to eat much. Once diagnosed, many thoughts will go through your mind, but it is best to seek a second opinion about your diagnosis and the method of choice planned to fight the disease. I have not personally had this disease, but have had to go through the many stages that come with fighting it with my dad. My dad was diagnosed with Adenocarcinoma of the esophagus on my birthday (6/12/2007). My step-mother and father had a second opinion done in a matter of days and chose a very aggressive action plan due to the fact his cancer was in stage three. Over the course of four months, he had chemoradiation therapy in large doses, then surgery to remove all of his esophagus and a portion of his stomach. The battle was hard on his body, he quit smoking without any outside help and began the treatments. He lost well over 100 pounds within that time, had several hospitalizations due to breathing and heart problems brought on by the chemo. Towards the end of October, he was to have surgery, but could not due to a clot in his brain that caused a mild stroke. The surgery was done early part of November in 2007. He has been cancer free since

An issue in the work environment resolved by the presence of a diverse Essay

An issue in the work environment resolved by the presence of a diverse workforce - Essay Example Dimensions of diversity include but are not limited to: age, ethnicity, gender, physical abilities/qualities, race, sexual orientation, educational background, geographic location, income, marital status, military experience, parental status, religious beliefs, work experience, and job classification." International company 7i, Network Services Pvt Ltd a BPO company, based in Bangalore, provides various IT-enabled services such as data processing supply chain management, application software and web development to its various subsidiaries world-wide and acquired a sophisticated global tech support centre in Mumbai to provide voice- the BPO centre declined tremendously in the last quarter. Many employees have resigned the job. The Bangalore centre employs 120 staff in total, and 69% of all partners and staff are married women. More than half of women partners and staff, and nearly a third of men, have poor working patterns that take into account their work-life balance needs. The company is one of country's largest employers of people aged 25 years and above and employs staff from a wide range of backgrounds. Working timing starts from morning 8 till 10 o clock in the night. Menasha Sharma working as call centre executive is one such example. ... Working timing starts from morning 8 till 10 o clock in the night.Menasha Sharma working as call centre executive is one such example. She was filled with depression and not able to give time to her daughter and could not give attention with her parents and husband and struggled to fit as an employer and was mentally disturbed in the midst of a busy competitive life. "I needed to make a choice about the way I lived the rest of my life. I could remain overweight, keep smoking, expend all my energy at work, have nothing left for me or my family and probably live the company or else will die." This was the case with almost all the married persons working there. Lack of flexibility in the work environment and long working hours has deprived the productivity of individual and the company as a whole. Employee burnout is caused by a number of things, including an employee's own abilities, their workload, their responsibilities and how much support they have in the workplace. The employees lacked motivation and Value of Diversity Paper 4 enthusiasm.The productivity has decreased. The organization was rated as low family friendly. The staff members were not able to maintain healthy balance between work and their family life. The extreme nature of the work content has resulted in the differences exist between staff and Poor work environment prevails among the employees. Employees were overworked and overstressed are more likely to get sick and have high absentee rates. A lack of work/life balance affected employee's attitude and thus unhappy workers are typically less efficient and can destroy morale. Physical fitness has gone down and most of the employees were overweight, smoking, and lacking strength and motivation energy at work and

Chemical equations, enthalpy changes and chemical equilibrium, acid, Assignment

Chemical equations, enthalpy changes and chemical equilibrium, acid, base and pH, and chemical reactions, chirality, simple organic functional groups and their reactions - Assignment Example State which functional group(s) on Compound  B  could exhibit each of these interactions and describe the properties of each interaction. In your answer make it clear which complementary functional group would need to be present in the receptor for the interaction to occur. From the description and given function of Compound A., it is easy to tell which compound it is since only amino acids and sugars are natural chiral molecules produced in both animals and plants and beyond that, we can tell that the compound is indeed Amino acid since amino acids not sugars are used to treat Parkinson’s Disease. Ligand binding will mostly be either ionic or hydrogen bonds. However, at times, the intermolecular forces of the van der waals will be used to bind the copound to the target receptor. The carboxylic group will exhibit the hydrogen intermolecular bonds due to presence of the hydrogen molecule while the amino group will exhibit the ionic intermolecular bonds since they form the ions and could also use the van der waals at times. Draw the product of this reaction, name the new functional group produced, state the type of reaction that has occurred, name any other products of the reaction and briefly explain how you arrived at your answer. The presence of the double bond (C=C) in Compound  C  means that the molecule can exist in two different forms, identified by the prefix  cis  or  trans, depending upon the arrangement of the functional groups and hydrogen atoms around the double bond. Draw the two possible forms of Compound  C  showing the positions of the functional group and hydrogen atoms. Assign each the appropriate prefix that would distinguish one from the other and briefly explain what these prefixes indicate. Equal moles of nitric acid (HNO3) and formic acid (HCOOH) were each dissolved in equal volumes of water. State and explain which of the resulting solutions would have the higher pH.

Research Paper Essay Example | Topics and Well Written Essays - 1500 words - 4

Research Paper - Essay Example On the same note, there had been fuel crisis when the country was hit by floods. The fuel crisis grew up to the level that people had to stand for hours in cues to get the fuel. Long lines of vehicles were seen on the fuel sources and there were also some instances of insecurity and lawlessness at some places in USA. The fuel i.e. oil and gas is one of the essential needs of the public of USA and the shortage of the fuel made people restless and agitated. On the other hand, USA had been under the drought and almost half of the country was left with no water. The reason told by the authorities concerned were that in USA there had been hot and dry summer which resulted in the drought in half of the country. Another reason which has been given is the increase in the population and estimates have shown that population of the USA has increased 99% and the use of water has increased up to 127% which has given a blow to the use of water resulting in water shortage in USA (Parry 67). 2.0 Ana lysis of the Global Food Crisis Food crisis in the country leads to chaos and ultimately the political government has to face the music. The global food crisis has hit almost every country of the world and it has hit the most to USA. USA has been under the pin of the food crisis since last year and the hot summer and dry weathers have not let the crops grow with the same ratio as they had been growing earlier and a decrease in food production is calculate to be 6.5%. The United Nations has warned of the perceived threats which might grow up after the food shortage (Citrin 27). The UN is of the view that the food crisis particularly in USA is of dire importance as the UN funded projects in the developing countries can be halted in response of this crisis. According to Gurgel, UN estimates show that the supplies throughout the world are very tight and the consumption of the food and related products is much more than the storage (34).This situation is fast consuming the stocks of the food and products. In USA, the according to UN the situation has been worsening and had there been no solutions to this crisis this issue can erupt like a menace in the country where people will find difficult to eat (Smith n.pag). 3.0 Analysis of the Global Fuel Crisis According to Hurd , there has been fuel crisis in the world in the recent times and this fuel crisis spread all over the world with in no time. The fuel like petrol and gas are among the most used objects of the economy of the world. In USA, apparently there had not been any fuel crisis but the floods in the country let the country deprive of the oil supplies and people were left on their own in driving their vehicles. Other than that, there had been the history of fuel crisis in USA back in 1970 (48). According to Christensen, the oil crisis at that time was of political nature as the Middle Eastern and the oil producing countries had imposed an embargo on the supply of the fuel to USA due to the policies of USA whi ch were not acceptable to the Middle Eastern countries (34). According to David, the fuel crisis in such a big country can wreak havoc among the nation as majority of the public is direct under the usage of the fuel in USA (n.pag). 4.0 Analysis of the Global Water Crisis According to California Department of Water Resources, water is one of the basic necessities of the population of the world and if there is the chances of the drought, then the world should look into this matter with an open eye.

Reflective Practice And The Effect Education Essay

Reflective Practice And The Effect Education Essay This essay aims to examine the extent that secondary school teachers understand and involve themselves in reflective practice and the effect of this for their professional development. I will discuss the term Professional Development in order to demonstrate that a change in practice is an important part of development. In the Literature Review I propose to explore a) teachers understanding of professional development, b) how they partake of reflective practice, c) the changes that can be brought about in their reflective practice and d) the issues that are associated with these changes. I believe that the knowledge that secondary teachers acquire is not sufficient in itself and that they should continually strive for professional development so that they can also encourage effective learning by their pupils. I then propose to look at the methods and questions that teachers should ask themselves so that they can identify any discrepancies between espoused theories and theories in use. This ensures that change and development can be addressed, as this identification plays an important element for professional development in which teachers can monitor any changes in practice. Espoused theories have restrictions in not being able to assess the thinking processes that teachers use to revise and change practice. This is due to the processes which are reinforced in the unconscious (theories in use). A teacher may not be aware of these processes (theories in use), and what we espouse when investigating practice, may not be similar with any actions. Espoused theories provide a structure to engage in professional exchange in order to identify discrepancies between espoused beliefs and theories in use. This applies to a large extent on the expertise in which the teacher can reflect on his or her own abilities and also helps another to reflect, question, understand and analyse classroom behaviour which concerns teaching. Beauchamp and Thomas (2009:178) have found the following statement a useful starting point in the overall perception of teacher development: Developing an identity as a teacher is an important part of securing teachers commitment to their work and adherence to professional normsà ¢Ã¢â€š ¬Ã‚ ¦ the identities teachers develop shape their dispositions, where they place their effort, whether and how they seek out professional development opportunities, and what obligations they see as intrinsic to their role. (Hammerness, Darling-Hammond, Bransford, 2005, pp. 383-384) Professional Development has been defined by Evans (2002:132) as the process whereby teachers professionality and/or professionalism may be considered to be enhanced. She defines professionality as an ideological based stance on the part of an individual in relation to the practice to which she/he belongs, and which influences her/his professional practice(2002:131). Professional Development is about becoming more expert. Stenberg(2010:331) refers to the process as extending self- knowledge. It is about questioning and changing habits that were developed in order to cope in certain situations. Mason (2002:1)notes it is a form of personal enquiry in order to broaden and deepen professional sensitivities to notice and to act. We need to understand, therefore, what constitutes the developmental process what must happen in order for teachers to develop. Evans (2002) further identifies within the term professionality, two elements which can be identified, namely Attitudinal Development and Functional Development. Attitudinal Development is the process where teachers attitudes to their work are modified ( p.132). This features an ability for the professional teacher to be reflective/analytical , and also to show elements of motivation e.g. towards a variety of aspects of their work. Clearly, reflection is at the heart of what it means to be a professional(Goodson, 2007:129) and at its best, I believe, that any outcome of reflection is always at the heart of valid self-reflection. Pollard (2005:15) states that reflective teaching implies an active concern with aims and consequences as well as means and technical competence. It is therefore clear that there are particular skills and dispositions associated with being a reflective practitioner. Reflection is widely regarded as a meaningful way for teachers to achieve a deeper sense of self (Beauchamp Thomas, 2009) Functional Development is where teachers professional performance may be improved (p132). This combines changes in the methods that teachers apply to their teaching and also the changes that teachers make in the process of improving their professional performance and as a result a change in their practice. I would argue that these two developmental features are interconnected with teachers not being able to develop one component in relation to one and not the other. Evans'(2002)definition, nonetheless, refers to both of the processes outlined above for promoting professional development( intellectual features) and to the outcomes which come out of this development (changes in processes and productivity). Days (1999)definition of professional development has considerable breadth and depth and: is the process by which, alone and others, teachers review, renew and extend their commitment as change agents to the moral purposes of teaching; and by which they acquire and develop critically the knowledge, skills and emotional intelligence essential to good professional thinking planning and practice with children young people and colleagues through each phase of their teaching lives.(p.4). All learning experiences, according to Day (1999), contribute to educational quality in the classroom and are part of the professional development of teachers. They are critically reflective professionals in their on-going development throughout their teaching careers. According to Bolam (2002), former Professor of Education at Cardiff Universitys School of Social Sciences, professional development is an on-going process in education, training and support activities which is aimed mainly at promoting learning and development of teachers professional knowledge, skills and values and also to help decide and implement valued changes in their teaching and learning behaviour so that they can educate their students more effectively (p.4). For Bolam, professional development is a process that is on-going whose aim is to encourage professional knowledge, values and skills. Professional development will, therefore, result in valued changes in teaching and pupils being educated more effectively. Clearly, reflection is at the heart of what it means to be a professional, (Goodson, 2007:129) and at its best, I believe, that any outcome of reflection is always at the heart of valid self-reflection. Pollard (2005:15) states that reflective teaching implies an active concern with aims and consequences as well as means and technical competence. It is therefore clear that there are particular skills and dispositions associated with being a reflective practitioner. Reflection is widely regarded as a meaningful way for teachers to achieve a deeper sense of self (Beauchamp Thomas, 2009) Reflective practice is fundamental to teacher professional development as it is a core activity within the profession. Teachers who engage in reflective practice need not only to have competencies but also attitudes. When Dewey defined reflective action as behaviour which involves active, persistent and careful consideration of any belief or practice in light of the grounds that support it and the further consequences to which it leads (1910:9), he believed that the attitudes of a) open-mindedness, b) responsibility and c) wholeheartedness were necessary for suitable reflective action (1910:29,34). These then were adapted by Pollard (2003:17), and accepted as a major component of professional commitment. Wholeheartedness. Aspiring to develop professional development thereby enabling engaging in reflection and aspiration towards reflection in order to progress in our professional capacity. Open-mindedness. This attitude makes us consider different ways of reflective teaching by investigating other practices rather than relying on their own. I would suggest that, however open-minded we are, we should examine critically whether another practice would suit our own educational goal in our teaching. Responsibility. Professionals who accept responsibility of their action also accept accountability for their enhanced performance which produces better outcomes. Together, these three attitudes need to be demonstrated by teachers whose objectives are to be reflective teachers. In the work of Zeichner and Liston(1996:6)this responsibility for professional commitment is clearly linked to reflective practice: When embracing the concepts of reflective teaching, there is often a commitment by teachersà ¢Ã¢â€š ¬Ã‚ ¦.to take responsibility for their own professional development. This assumption of responsibility is a central feature of the idea of the reflective teacher. Day (1999) constitutes change as part of planning and professional thinking which contribute to changes in practice because teachers planning and thinking will certainly lead to reflection in what they will do in their classrooms. For Calderhead(2012:11) , planning is not a rational or linear process but a much more creative, interactive, problem finding and problem solving process where a teacher might start with an idea and through various multi-faceted strategies of reflexivity, eventually come to form a classroom activity or activities. Consequently, the major outcome of professional developmental planning is change in practice and, I believe, is a direct function of the adeptness of teachers. Any change is founded upon personal ethical values. We are what we do rather than what we say we are (Bolton 2005.) It is difficult to gain clarification regarding ethical issues expressed in practice, its much easier to say what we believe. Argyris and Schà ¶n(1974:6-7) developed theories of action which demonstrate how changes in behaviour could be achieved. They note that there are two types of theories of action, namely espoused theories and theories in use. Espoused theories represent what we say we believe, we mean to do or actually do. In contrast, theories in use describe what we actually do and the beliefs and theories which have determined what we do. Another contribution by Argyris and Schà ¶n(1974:19) is the difference between single loop learning and double loop learning. Single-loop learning involves enabling people to develop knowledge and skills appropriate to and defined by present circumstances while, in contrast double- loop learning involves redefining the nature of problems faced by an individual and learning how to cope with the new understanding. In single loop learning, the teacher will strive to learn more skills to further increase class control but will not address the fundamental problem that his theory in use is not working. He may consider that maintaining such strict control is disadvantageous to his own effectiveness as a teacher. If he does so, he may now strive to acquire skills that allow for the development for more inclusive teaching styles, greater pupil involvement and a deepening of the learning experience. Such a response can be seen as double loop learning learning that the original theory in use was ineffective and then acquiring skills to modify the theory in use to bring it more in line with the espoused theory with a focus that is deeper and broader than they had previously attempted. Tomlinson(1995:72), nonetheless, recommends us to be alert to the possibility of deskilling ourselves when we try to perform consciously and deliberately actions and skill that are intuitive through experience. For Er aut(2004: 51)its reflecting critically upon that evidence, without necessarily having to explain tacit knowledge that is functioning well. However, if that knowledge is ineffective, the situation has to be reviewed and tacit knowledge subjected to scrutiny. Differentiating between the two theories is central to the work of Argyris and Schà ¶n. One of the main factors which moves the individual from single-loop to double-loop is feedback. The teacher who continues to increase classroom control is unlikely to seek feedback but the teacher who changes his theory-in-use is far more likely to seek feedback from colleagues and pupils when he runs into problems. Tomlinson (1995:26) notes that Schà ¶n and Dreyfus and Dreyfus assume that the acquisition of systematic capabilities like teaching must be seen as requiring assistance from others. One outcome of theory in use is that practitioners are not aware of what their experience has taught them about their practice. They may perform their practice with great expertise but not be able to explicitly describe their actions. The reason being is that actions are supported by theories which are in-built in the unconscious and that cannot be expressed. Teachers may not be aware of all that has taken place while in action or the knowledge about how to perform their practice. According to Osterman and Kottkamp(1993:7) a professional colleague can identify behavioural regularities and also the assumptions that lie beneath them. These behavioural regularities refer to our patterns of behaviour which become second nature to us despite perhaps being ineffective. This, I would argue, are the inconsitencies between espoused theories and theories-in-use that we, as reflective educators, are unaware of. Schà ¶n(1987) uses the term knowing in action in order to show that people know what to do while in action and stresses that knowing in action is implicit. The knowing is in the action (1987:25). However, what this model neglects, according to Thompson and Pascal (2012), is what they refer to as reflection-for-action. This is an aspect of reflective practice that Schà ¶n did not discuss. It refers to the process of planning, thinking ahead about what is to come, so that one can draw on experience (and the professional knowledge base implicit within it) in order to make the best use of the time resources available. While discussing reflective practice in Higher Education, Brockbank and McGill (1998:72) have also noted that even if they are clear as regards the process they follow in order to enable students to learn, there may be an entire range of unintended actions on their part as well as their students. Its only when this application of their practice is brought to their attention, that they are aware of it. One outcome of the unconscious existence of theories in use is inconsistencies between theories in use and espoused theories or between actions and outcomes. Many educators have theories in their head (espoused theories) and yet they behave in ways which are quite dissimilar (theories in use). Is this because they are unaware of the theories- in- use in our unconscious? Teachers may have an idea in their conscious about their actions which may differ from their theories-in-use and even though the outcomes of their actions are inadequate, they may keep applying the same approach with the hope that this approach will, at some time in the future, produce desirable outcomes. These theories-in-use are so deep-rooted within peoples unconscious, that they take them for granted and therefore cannot measure them and cannot see the relationship between their actions and the unacceptable outcomes. Awareness of theories-in-use can be realized when people describe their own actions. Osterman and Kottkamp (1993) define reflective practice as a means by which practitioners can develop à ¢Ã¢â€š ¬Ã‚ ¦a greater level of self-awareness about the nature and impact of their performance, an awareness that creates opportunities for professional growth and development (1993:19). Personal reflection may not lead to any significant change and as a result theories-in-use run the risk of remaining implicit. Dadds(1993:287) perceives that we are more likely to remain open to further learning and professional development if we have the support of acquaintances that can help us through the potentially dangerous processes of self-evaluation. However, Eraut(2004:49) notes that the purpose of a reflection episode is not always clear, and may differ among the participants. Sometimes an individual can reflect rather vaguely or if other members of the group have very different agendas. Any positive outcome will depend on having sufficient time, the quality of the relationships within the group and the expertise of any facilitators. Educators can also espouse a broad range of beliefs. Teachers beliefs or conceptions about teaching and learning influence strongly how they teach and what pupils achieve. Belief must be inferred and because it can be problematic to uncover teachers beliefs, most of the research in this area has been case studies as quantitative methods would not be able to compare without difficulty. Pajares ( 1992) proposed that beliefs can be defined as : An individuals judgement of the truth or falsity of a proposition, a judgement that can only be inferred from a collective understanding of what human beings, say, intend and do (1992: 316) According to Calderhead (1996:719) there are five main areas in which teachers have significant beliefs. These are : i) Learners and learning. This belief looks at how pupils learn and how likely they are to influence how teachers approach teaching tasks and their interaction with their pupils. ii) Teaching. This belief refers to the learning environment and the purpose of teaching. iii) Subjects or curriculum. This belief refers at the content of the curriculum, the effect of knowledge within these subjects and the aptitude by teachers in carrying out tasks within their subject. iv) Learning to teach. This belief refers to professional development and how educators learn to teach. v) About the self and the nature of teaching. These are the beliefs that teachers have about themselves and their roles in teaching. Calderhead implied,also, that : à ¢Ã¢â€š ¬Ã‚ ¦such areas, however, could well be interconnected, so that beliefs about teaching, for instance, may be closely related to beliefs about learning and the subject(1996:719). There seems to be a recurring theme that what teachers believe in one area of instruction impacts on practices and conceptions in the other domains. My belief of assessment, for example, is shaped by my conceptualisation of learning and teaching and therefore, affect the way that I teach and assess. In order to produce as many espoused beliefs as possible, questions must be asked about beliefs in all of Calderheads five domains. As educators we need to ask questions of a more extensive nature which refer to our beliefs, goals and values. By reflecting on these questions, espoused theories can be elicited. Our responsibilities, therefore, as teachers, is to make the tacit explicit. Shulman (1988:22) also points out that teachers will become better educators when they begin to have explicit answers to certain questions. Osterman and Kottkamp (2004) suggest: Why did events take place as they did? What ideas and feelings prompted my actions? Did my actions correspond with my intentions? Did my actions lead to the outcomes I intended? (2004:49) Shulman(1993:34) says that answering such questions not only makes a teacher become skilled but it also requires a combination of reflection on practical experience as well as theoretical understanding. Ghaye (2011) suggest the use of value statements where information is collected about espoused beliefs and which can begin with the words I believeà ¢Ã¢â€š ¬Ã‚ ¦ followed by the word becauseà ¢Ã¢â€š ¬Ã‚ ¦ The first half of the statement is concerned with the what, while the second half focuses on why, or the rationale for the what . (2011:102) Convery (2001:139) maintains that reflection can only be developed in social and emotional circumstances. This is in contrast with Schà ¶ns lack of attention to the role of dialogue in teachers learning as reflection is also a social process requiring, what I would emphasise as collaborative discussion, to allow the development of a critical perspective and also that cognitive skills are developed as a means of improving practice. Cognitive skills refer to espoused theories and beliefs, values, actions and attitudes. Emotional aspects denote feelings. Osterman and Kottkamp (1993:20) note that feelings are essential because actions are influenced by feelings as well as actions. Teachers could be asked to describe feelings that encouraged certain action, in order to further explore the theories-in-use where people can become aware of how unconsciously expectations reinforce their actions when they are forced to reflect on their feelings and deliberate how certain feelings make them think and behave. Osterman and Kottkamp (1993) note that only by understanding the personal reaction of ourselves and others can we come to a full understanding of the problem and develop appropriate solutions. (1993:24). This is also endorsed by Brockbank and McGill (1998:85) who maintain that part of the skill in facilitating reflective learning though reflective dialogue is to grapple with that tendency for inter-personal collusion. Any self-reflection needs to be supported and supplemented by dialogue by a professional colleague which will add to the potentiality for reflecting over and above that which one would undertake on his own. Brockbank and McGill suggest that this form of questioning can encourage teachers to look at traits of behaviour that they might be oblivious to. Indeed, asking professionals to explore aspects of their teaching processes, which could have been easily overlooked, can be helpful in their professional development. This is because teachers would be required to express areas of their practice which they would never have reflected on without inspiration from their co-workers or critical friendships'(Day, 1995:123), which increases the possibilities of moving though stages of reflection to confrontation of thinking and practice within professional development to reinforce a sense of responsibility by affirming confidence in teachers professionalism ( Day, 1995: 124) As a result, discrepancies are easily identified between actions and outcomes. Another way of noticing discrepancies between espoused theories and theories-in-use is to question or compare expectations and perceptions held by the person who is describing the practice and those who listen. Loughran (2006:57) notes that working with colleaguesà ¢Ã¢â€š ¬Ã‚ ¦provides the opportunity of gaining advice and feedbackà ¢Ã¢â€š ¬Ã‚ ¦and of continuing to push to make the tacit explicit. Livingston and Schiach (2010:85-86) note that a collaborative approach will result in better outcomes by bringing together different perspectives and having the opportunity to develop mutual understanding to create new knowledge and meaning. Listening to assumptions of other teachers about what strengthens a particular teachers practice can improve the identification of discrepancies of behaviour. As a result, the teacher can reflect whether what he espouses about practice is similar with others thinking of what is happening in action. As a result of this, any discrepancies between actions and outcomes are revealed and one can ask whether these assumptions are appropriate for what we aim to achieve in our practice or whether we should discuss other alternative interpretations for a different outcome and improvements. Once these improvements in our practice are put in place , once can reflect further on the nature of these improvements(Ghaye and Ghaye, 1998). One can examine whether the method to achieve these improvements has taken place as espoused where there is a discrepancy between beliefs and action, or whether the level of these improvements is the expected where there is a discrepancy between actions and outcome s. Consequently, personal growth and development is possible when an awareness of the nature and influence of an action is developed. As a result, does a teachers action lead to preferred outcomes, or are those actions associated with espoused theories? These discrepancies can be identified either between espoused theories and theories-in use or between actions and outcomes. Academics agree that engaging in reflective practice is neither a direct process nor a process with a predetermined conclusion. It is a process that is recurring (Argyris and Shà ¶n, 1974; Day, 1999; Osterman and Kottkamp, 1993; Pollard, 2002). When educators involve themselves in reflective practice they aim to bring about substantial changes in practice in which they will achieve their long-term goals and their aim of developing professionally. This can only be achieved if they become aware of their underlying theories-in-use and being able to recognize the discrepancies between espoused theories and theories-in-use. This process gives them the opportunity to move between different stages of reflection. They may have taken on board a colleagues recommendations, for example and begun to identify discrepancies of behaviour. This would make them aware of other aspects of their practice before reflection on new ways of action. As a result, the cycle of reflection begins again. To conclude, this essay has attempted to take an overview of professional development through reflective practice in terms of the literature, what is meant by reflection, the key Theorists associated with Reflection, and its practical use in professional practice. Change in practice plays an important part in professional development and, while I believe that self-reflection is important, it can only be achieved by reflecting with other colleagues where espoused theories and theories in use can be identified and developed to further professional development where the objective is to identify discrepancies between espoused theories and theories in use.

Neonates and Birth :: Pregnancy Health Neonatal Essays

Neonates and Birth Neonates have no psychology. If operated upon, for instance, they are not supposed to show signs of trauma later on in life. Birth, according to this school of thought is of no psychological consequence to the newborn baby. It is immeasurably more important to his "primary caregiver" (mother) and to her supporters (read: father and other members of the family). It is through them that the baby is, supposedly, effected. This effect is evident in his (I will use the male form only for convenience's sake) ability to bond. The late Karl Sagan professed to possess the diametrically opposed view when he compared the process of death to that of being born. He was commenting upon the numerous testimonies of people brought back to life following their confirmed, clinical death. Most of them shared an experience of traversing a dark tunnel. A combination of soft light and soothing voices and the figures of their deceased nearest and dearest awaited them at the end of this tunnel. All those who experienced it described the light as the manifestation of an omnipotent, benevolent being. The tunnel - suggested Sagan - is a rendition of the mother's tract. The process of birth involves gradual exposure to light and to the figures of humans. Clinical death experiences only recreate birth experiences. The womb is a self-contained though open (not self-sufficient) ecosystem. The Baby's Planet is spatially confined, almost devoid of light and homeostatic. The fetus breathes liquid oxygen, rather than the gaseous variant. He is subjected to an unending barrage of noises, most of them rhythmical. Otherwise, there are very few stimuli to elicit any of his fixed action responses. There, dependent and protected, his world lacks the most evident features of ours. There are no dimensions where there is no light. There is no "inside" and "outside", "self" and "others", "extension" and "main body", "here" and "there". Our Planet is exactly converse. There could be no greater disparity. In this sense - and it is not a restricted sense at all - the baby is an alien. He has to train himself and to learn to become human. Kittens, whose eyes were tied immediately after birth - could not "see" straight lines and kept tumbling over tightly strung cords. Even sense data involve some modicum and mode s of conceptualization (see: "Appendix 5 - The Manifold of Sense"). Even lower animals (worms) avoid unpleasant corners in mazes in the wake of nasty experiences.