Career Development Education

Question: Discuss about theCareer Developmentfor Education. Answer: Career and career development relates to an individuals workplace in different ways. These ways include: career development aids the employees in understanding and having positive skills within the organization. In most organizations, there is a problem that is commonly faced by almost all. This problem happens to be employees leaving their current jobs for greener pastures and the organizations find it hard to replace the employees. It is noted that individuals are increasingly being asked to take greater responsibility for their career development because this helps in identifying the needs of an organization. Moreover, it also aids the employees to identify and value their priorities. Professional development consists of observation; education and mentoring that aid the employees in a workplace. As an employee, one must target on setting personal professional goals. On the other hand, employees have different methods that aid personal and professional development. These ways include finding a mentor, someone that can be beneficially important to the organization. Having a mentor one can share the ideas and questions and this will definitely help in professional development. Secondly, attending workshops and conferences this will help in learning about the latest developments in an individuals area of work meet new people and exchange ideas on how to improve their organization (MacDonald, 2012) In conclusion career development, career responsibility should be taken with caution, it can lead to the downfall of an organization (Brown, 2013). For example, waiters that are highly trained and have good skills tend to leave their jobs and look for greater opportunities somewhere else. However, others just voluntarily serve on board and receiving no profits. This is mainly to boost the experience of the field of work. Of course how an individuals style of learning, personal career goals and how to tackle professional development matters. References Brown,D, (2013), Career Development and Counselling :Putting Research and Theory to Work,United Kingdom: John Wiley and sons publishers. MacDonald,K, (2012), Career Development: A Human resource Development Perceptive, NewYork: Kimberly Macdonald publishers.

Modern Jazz free essay sample

This book Is organized In two parts: Background and Basics and Modern Jazz Voicing. If you are a novice arranger, we recommend you work through the fundamental concepts in the first part before tackling the sophisticated techniques in the second. Even experienced arrangers may want a quick review of the basics; or they may choose to Jump right Into part two, but use part one as a reference section, consulting it as needed to check the top of the soprano saxs range, for instance, or to remind themselves of the standard strategies for harmonize approach notes.However you arrive at part twos discussion of contemporary voicing, we suggest you learn the material In several ways: Learn the theory. For each voicing technique, the text defines the theoretical basis as well as a step-by-step recipe for harmonize a given melody. Practice applying the technique by working through the exercises. We have provided partial solutions to start you in the right direction. We will write a custom essay sample on Modern Jazz or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Train your ears.Many of the musical examples presented in the book are demonstrated on the accompanying CD. By cueing up the tracks corresponding to the written examples, o can actually hear the effect of the different intervals in the voicing being illustrated. (Look for the CD symbol 37 marking these recorded demonstrations. ) The written examples also list the instruments used In the recorded track. Knowing the Instrumentation will help you appreciate the timbres and blends of various combinations.Listen to each example at least several times in order to get it in your ears. (Some of the shorter examples are played twice. ) Train your ears further by playing the voicing on the piano and singing them. Check the sound of your employed exercises at the Plano as well. Alma to recognize the distinct musical Impressions created by certain voicing. Listen to the recordings of arrangers and players who use these voicing to create their characteristic sounds. Intervals of a minor ninth. And avoid muddy voicing (keep the bottom note of each voicing at or above d below middle c. Unless It Is the root of the chord. ) If you are using a computer program, play back your mini arrangement to see how it sounds. 1 OF 7 book concentrates on scoring for wind instruments, you can apply the same concepts to orchestrating for voices, strings, guitars, and keyboards. You should also experiment with unusual combinations and non-traditional alignments.A particular five-part voicing played on piano will sound very different when played by five saxes aligned from top to bottom as alto, alto, tenor, tenor, and baritone; or when scored for the same five saxes aligned baritone, alto, alto, tenor, tenor; or when scored for violin, flute, muted trumpet, tenor sax, and acoustic bass; or when sung by a vocal group made up of two sopranos, alto, tenor, and baritone. As you gain confidence, apply these voicing to longer portions of a selected tune. Since variety is important to any successful arrangement, remember to mix in other textures, including solo, linear, and contrapuntal passages.Before long, you will be producing complete and effective arrangements for five or six horns and a rhythm section, arrangements with a mature, contemporary dimension-?a sophisticated sound. Copyright 2001 Berkeley Press. Published by Berkeley Press. All Rights Reserved. No part of this publication may be reproduced in any form or by any means without the prior written permission of the Publisher. PART l: Background and Basics Review these essential concepts before exploring the advanced voicing methods in Part II. CHAPTER 1 Instrumental Information 1-1 TranspositionUse the table below to transpose the concert pitch of an instrument (the pitch that actually sounds and the note that appears on a concert score) to the corresponding note that is written on that instruments part. For example, in order to have a clarinet play a concert b-flat pitch, you must write the note c on the clarinet part a major second higher than the actual concert pitch. For instruments not shown here, consult any reputable text on orchestration or instrumentation. Transposition Table Instrument Concert Pitch Written Note Transposition from Concert Pitch Flute

Crna Admissions Essay Sample

Crna Admissions Essay SampleIn this Crna admission essay sample, you will learn how to effectively write an essay using a variety of different writing strategies. You will discover which subject matter is the most important to focus on during your essay and you will discover how to find the right tools that will allow you to take a strong position while communicating what you are looking for in your essay. Crna is a much-respected writing institute and this essay sample is based on their College Composition curriculum, which is designed to prepare students for college entrance exams.Crna has been using this type of writing assistance for many years, so they have a lot of experience and know-how when it comes to writing on paper. This Crna admission essay sample is based on their fourth and fifth year College Composition course. Students are required to write a very informative essay on each topic that is taught throughout the College Composition course. This Crna admission essay samp le has two parts, the first part of which is used to explain why students would be pleased to read their writing samples, the second part which is used to express one's opinion on an issue.The Crna admission essay sample starts off with the students being asked to describe the issues in their own words. The students are then asked to explain the relevance of each issue to their admission requirements. It is important to make sure that the students are able to express their opinion on each topic and that it is related to what they really need to include in their Crna admissions essay sample. When a student writes an essay on a topic, it is best to work backwards from the point of view of the person who is looking at the essay.The Crna admission essay sample has several different topics that are covered in the College Composition course. Some of the topics that the students can write about include Politics, History, Religion, Philosophy, etc. The essay sample covers a wide range of to pics and therefore it is important to make sure that the students have enough knowledge about each topic so that they are confident in their responses.The Crna admission essay sample also covers many different concepts that are useful to take into consideration when looking for your academic career. These include: Racism, Politics, Sexism, Gender, and more. Students should be able to define these terms properly and put them into their essay on a topic so that it is relevant to their college admissions requirements.Writing an essay is not the only way to express your opinion in the admissions process. A student can write a separate letter to the school or district board of education. They can also write a personal essay. The College Composition essay sample that is used is an easy way to learn all of the different types of essays that can be written by the student.The Crna admission essay sample is a good teaching tool for all students. The Crna admission essay sample provides studen ts with an idea about how they should write an essay. It is possible to become fluent at writing essays on a topic by taking Crna's College Composition course.

Anthropology Lab, a scientific project about White Handed Gibbions, (Apes) and explores their grooming habbits.

Anthropology Lab, a scientific project about White Handed Gibbions, (Apes) and explores their grooming habbits. Anthropology LabMay 14, 2000IntroductionWhite Handed Gibbons are in the Primate Order of the Hylobatidae Family of the lesser apes, in the Genus Hylobates (which includes all 11 species of gibbons) from the H. lar Species. (Rumbaugh, 1973) H. lar is found in the middle and upper stories of deciduous monsoon and evergreen rain forests of southern Burma, Thailand, the Malay Peninsula, Sunderland, and North Sumatra. (Rumbaugh, 1974) Gibbons are though to be magnamous although recent studies have documented individuals in the wild who mate with multiple partners. (Fuentes, 2000) This species has a co dominance where both the male and the female are dominant. (Gittins and Raemaekers, 1980) there is little to no sexual dimorphism and males and females are both socially and physically equal. Their family structure in made up of the "pair bonded" couple and their immature offspring. When the offspring reach sexual maturity they are driven out of the group by the parent of the same sex.A moth er white-handed gibbon and her young.Zoo d'A...Although Gibbons are very territorial aggression and violence is very rare among H. lar. Their diets consist mainly of fruit (75%) and also include leaves, flowers, birds, and insects. (Richard, 1985) Although Gibbons have been documented to live in captivity p to 45 years wild population have a greatly reduced lifespan. (Rumbaugh, 1973) In this study I will attempt to show that captive White Handed Gibbons are more often groomed by other individuals rather than by themselves. This study will support the widely accepted notion that social grooming is used to reinforce the bonds between individuals (Ellefson, 1974) and is not for practiced for hygiene purposes. I observed two captive H. lar for this study: one male, one female. Both Gibbons where similar in body size: weighing about 15 pounds and roughly 3 feet tall. They each...

Reading strategy Term Paper Example | Topics and Well Written Essays - 1000 words

Reading strategy - Term Paper Example A learner needs to survey the book or the article before reading it. A learner need to carry a quick over view of the article in an attempt to get the general overview and idea the author intends to communicate (Van Blerkom, 2009). This will help the reader to have some knowledge on all what the article or the book is all about even before embarking on serious reading of the article. Second step applied in this system of reading is the formulation of a question. A learner needs to formulate a key question he or she will be addressing before he engages herself in reading the article or section. For example, a heading like â€Å"sensory adaptation† can be changed to a question like â€Å"what is sensory adaptation†. Formulating questions force a reader to think about what they are reading about (Allen, 2008). It makes a reader to try to predict what the author main point will be. This gives the reader an ample time during the entire reading process as he or she is in a position to easily note down the key point from the article or the book she is reading. The learner after formulating the question, then he or she need to carefully go through the content of the article. This will help him, or her to get the crucial information that will help her in answering the question he or she had formulated in the second stage (Van Blerkom, 2009). As the learner tries to read the article in search of answers to the questions he had formulated before, he or she become actively involved in the text material. After going through the article, the learners need to recite the answer to the question they had formulated at the early stage. The learners need to record the answers using their different words. The learner should not necessarily look at the text they are reading as they recite the answers. If the learner finds it difficult to recall part or all the answers, then they need to glance over the section they were reading again (Allen,

Animal Testing for Immunocompetence Essay Example | Topics and Well Written Essays - 250 words

Animal Testing for Immunocompetence - Essay Example In my thinking, these tests and others are somewhat effective but applying them to humans first in order to get a first-hand feedback can help in implementation of the tests since animals can not explain about the side effects which are not observable (Smits, Bortolotti& Tella,1999).Tests for the ability of animal’s body to detect foreign bodies and fight against them need not only be carried out in laboratories. Observing nutrition is a key element in the attempt of maintaining an organism’s Immunocompetence. It is my view that nutrient limitation or extension such as lack of enough protein can really bring down the Immunocompetence of an animal. Lack of the required diets can be used as a test of defining some diseases attacking the animals and the reasons behind it (MÃ ¸ller, Milinski& Slater, 1998). Another option for testing the Immunocompetence for animals is also through observing external circumstances which confront the animals’ immune system. This can be through testing the food they eat and water they drink. Contact with other infected animals can also be put as a crucial consideration in such tests which do not necessarily, involve the animal (Fox, 2002) From the above tests, a crucial message is gained in that animals do not necessarily have to go through clinical tests to assess their immunity competence, but it can also be done indirectly by observing their diet, ensuring uncontaminated feed is given to them and also through checking the health of the other associative animals.

Educational psychology Essay Example for Free

Educational psychology Essay 1. Understand the principles and requirements of assessment. 1. 1. Explain the function of assessment in learning and development. Lambert and Lines (2000) define assessment as â€Å"the process of gathering, interpreting, recording, and using information about pupils’ responses to educational tasks. † While this is an acceptable definition of assessment (as regards an educational definition), Graham Butt (Into Teaching: Part 2) expands on this definition by proposing that assessment has four main roles within teaching and learning. Firstly, it provides feedback to teachers and students about each child’s progress in order to shape their future learning (a formative role). This is very similar to the diagnostic role of assessment in pin-pointing the precise cause of a child’s difficulty. The second role of assessment is that it provides information about the level of students’ achievements at a particular point, for example at the end of a school year or at the end of a Key Stage (a summative role). The third role of assessment is as a tool by which selection by qualification can be achieved (a certification role). Finally, assessment helps people to judge the effectiveness of the education system as a while (an evaluation role). Prior to the work of Black and Wiliam (1998) very little was known about the formative role of assessment within teaching and learning, and it was clear that by 1997 the assessment emphasis within England and Wales was clearly focused on the function of assessment in learning and development is primarily to provide a measurable barometer for the students’ progress. see more:explain the importance of gaining consent when providing care or support The key to effective practice is to be able to work out what a child’s specific needs are at one time, and to find ways of creating opportunities for them to succeed (Moyles and Robinson, 2002:281). Assessment is carried out through formative (checks throughout the course), impassive (to test against previous marks), and/ or summative (at end of course) activities to help the learner see their development whilst allowing the Assessor to give valuable feedback when appropriate. Its purpose is to measure the learners understanding of the subject against the anticipated outcomes set by the criteria. For example, assessment provides clear measurement and recording of achievement during a course that provides identification of individual achievement or learners’ needs. I have found that by creating quizzes on socrative. com and/ or google forms that I can capture formative evidence of learners understanding of a task prior to the assessment deadline so I can intervene to give extra help. It is widely recognized that the form and content of student assessment strongly influence students’ attitudes to study and quality of learning (Ramsden, 1997; Shepard, 2000). The learner’s development is typically measured using formative or summative assessment that meets criteria in a fit-for-purpose Assignment and consequently reflects the required standards and performance/ assessment criteria in any given course. The purpose is to monitor development via evidence that can be quantified and used as performance review/ targets/ benchmarking throughout a course. From an Assessors point of view it is essential to ensure that assessment decisions are consistently reviewed and internally/externally verified where possible so as to contribute to the awarding institutions quality assurance and on-going development of best practice. 1. 2. Define the key concepts and principles of assessment. Principles are rules and functions of assessment which are based upon the concepts. (Gravells A. 2011, Principles and practice of assessment in Life Long Learning Sector). The key concepts and principles of assessments include: Continuing professional development At all times maintaining currency of knowledge and competency to ensure assessment practice is up to date. Equality and Diversity- all assessment activities embrace equality, inclusivity, and diversity and respect all aspects of society. Ethics: ensuring the assessment process is honest and moral, and takes into account confidentiality and integrity. Fairness –activities should be fit for purpose, and planning, decisions and feedback justifiable. Health Safety- ensuring these are taken into account throughout the full assessment process, carrying out risk assessments as necessary. Assessment methods must be suitable for the candidate’s needs. For example, a learner must have an option for an alternative whereby a mental or physical threat to their well-being could be presented by the assessment. Motivation- encouraging and supporting my learners to reach their full potential at an appropriate level. Quality assurance- this is an integrated process ensuring assessment decisions meet the qualification standards, and assessors are carrying out their role correctly. Record Keeping- ensures accurate records are maintained throughout the learning and assessment process, communicating with others for example and awarding organisation. SMART- ensuring all assessment activities are specific, measurable, achievable, time bound and realistic Standardisation- ensuring the assessment requirements are interpreted accurately and that all assessors are making comparable and consistent decisions. Reliability – The assessment decisions must be by an assessor with competence in the discipline the work relates to so as to ensure a judgment that is informed by a professional perspective. Risk assessments of locations my media student’s film in serve both to extend the learners understanding of health and safety whilst helping them help me make our learning space everyone’s responsibility. VACSR- is another important principle ensuring all assessed work is Valid: all the work is relevant to the assessment criteria. Decisions must be justified with clear referencing of assessment criteria stated by the examining body. Another Lecturer should be able to award the same grade for the piece of work as the same standardisation method is the barometer NOT the opinion of the assessor. Authentic: the work has been produced solely by the learner. Current: the work is still relevant at the time of assessment. Sufficient: the work covers all the assessment criteria. Reliable: the work is consistent across all learners, over time and at the required level. (Gravells A. 2011, Principles and practice of assessment in Life Long Learning Sector). All the subjects (theory or practical) the assessment is carried on the basis of assessment cycle. http://www. gillpayne. com/2014/01/guide-understanding-the-training-cycle/ Purpose. The aim, reason, and purpose of assessment is to help the learner track their progress, provide feedback, and inspire them to achieve. The trainer gains evidence of learning from assessment which can in turn be measured clearly against a criteria. This continuous assessment learning/ training cycle is designed to recognise prior learning and improve it with each assessment. The assessor grades the work so the trainer (if someone different from the assessor) can see the distance travelled on the course when compared to grades throughout the programme. The organisation can use this quantitative data to track a class, department, and/ or, entire organisations performance in relation to peer organisations so employers can often assess their own staff’s performance. COGNITIVE The cognitive domain relates to the more traditionalist assumptions of academic/ intellectual learning. In this domain Bandler and Grinder counted ‘knowledge, comprehension/ understanding’ as well as ‘application, analysis, synthesis and evaluation’. Cognitive assessment should focus on the application, analysis, synthesis, and evaluation rather than towards only the acquisition of knowledge and understanding. To this end any theory in lectures must be made applicable in a video/ practical task that puts in to practice the idea/ terminology/ argument we have discussed – which in turn serves to consolidate and validate the learning. This domain relates to objectives concerned with knowledge and intellectual skills and there are six categories which can be used in lecturers: Knowledge: Asking learners to recall specific and general items of information (e. g. media terminology) and also information about methods (‘how do you add this effect? ’), processes and patterns (using software such as Photoshop). Comprehension: Encouraging recognition of items of information settings similar to but different from those in which they were first encountered e. g. relating theories and debates to contemporary issues such as Laura Mulvey’s Feminist theory of female objectification in mainstream cinema. Application: I actively build my learners understanding of our culture so they can explain previously unseen data or events by applying knowledge from other situations e. g. using simile, analogy, and metaphor in my verbal explanation/ articulation of concepts during lectures so they will do the same in their work. Analysis: Learners are presented with problems to break down the blocks of information into elements for the purpose of clarification. This can be in the form of a provocative discussion, essay question that asks them to show comprehension of ideas in a structured essay with a clear conclusion. Synthesis: Learners are constantly asked to combine elements to form coherent units of information in their responses whether it be a Vlog, Podcast, or Written piece for Assessment. Evaluation: Throughout Assessments the learners are asked to make judgements about the value of information, materials, or methods for given purposes. This is a common feature of each Edexcel Units as it demands reflection and growth on the part of the learner. AFFECTIVE The affective domain for Bandler and Grinder includes objectives which describe changes in interest, attitudes and values, and the development of appreciations. There are different levels of understanding: According to the theory the lowest level is where the learner is merely aware of the fact that other people have particular attitudes and values. As a learner progresses on our courses it is essential to develop this through their personal experience so they slowly develop affective ideas which are uniquely their own. While some values are indoctrinated – respect for others’ rights, honesty, media law, understanding of morals/ ethics, the key is to enable the learner to come to this plane of understanding through a process of development and clarification in lectures. The Affective domain for Bandler and Grinder relates to objectives concerned with interest, attitudes, and values. The five levels of the affective domain from the simplest to the most complex are as follows: Receiving: Sensitivity to certain stimuli and a willingness to receive or attend to them e. g.students receiving information from Lecturers about Media issues. Responding: Involvement in a subject or activity or event to the extent of seeking it out, working with it or engaging in it eg Twitter debates about contemporary issues such as engaging in discussion about the Woolwich attacks in 2013 using the hashtag #bcotterror Valuing: Commitment to or conviction in certain goals, ideas, or beliefs e. g. constructing and arguing a point in an Assignment such as an essay in which the learner shows the pros and cons of existing theorists’ approaches to their Assignment subject. Organisation: Organisation of values into a system, awareness of relevance of and relations between appropriate values and the establishment of dominant personal values e. g. constructing an essay that demonstrates structure and engaging with complex levels of conjecture, statement, and fact with objective, rigorous, scholarly approaches to balance in their argument beyond opinion. Characterisation by a Value Complex: Integration of beliefs, ideas, and attitudes into a total philosophy of world view e. g.  a learner composing a project based on their own interests/ perspective informed by values acquired on course. PSYCHOMOTOR This is largely defined as Physical and Motor skills. We work to develop key social and employability skills through what Bandler and Grinder categorise in to define as 6 categories: ‘Reflex Movements’ are developed with the use of equipment such as cameras and complex editing software to develop the involuntary motor responses to stimuli which in turn form the basis for all behaviour involving any movement. ‘Basic Fundamental Movements’ are developed by doing this as movements of using lighting, microphones, cameras etc. involve movement patterns which help the learner become more ambulatory. ‘Perceptual Abilities’ are tied in to this as they help learners to interpret stimuli so that they can develop their perception of visual and auditory risks, hazards, logistics to adjust to their environment and demonstrate coordinated abilities of eye and hand, eye and foot. Similarly the ‘Physical abilities’ of the learner are utilised and developed in our practical tasks as they are essential to efficient motor activity. Due to the nature of a Creative Media professional the vigour of the person is tested by activities designed to measure the individual and how they meet the demands placed upon him or her in and by the environment. ‘Skilled Movements’ are a necessity in terms of storyboarding, engaging with complex editing software, and other tasks which ask the learner to efficiently perform complex movements. The learning targets are negotiated after gathering diagnostic information from the learner to gauge the potential/ possibility e. g.  all skilled movement activities are based upon some adaptation of the inherent patterns of movement described in the ‘Physical Abilities’ demonstrated by the learner. ‘Non-Discursive Communication’ manifests itself relatively organically in our subject through interviews, debates, video-logs, discussions, podcasts, and any other form of media that captures a range of evidence of the developing communication skills from facial expressions to highly sophisticated choreography/ directing/ blocking of entire sets. [Source: Planning for Pre-Service Primary Teachers Prof Experience Unit, face of Education, QUT, Qld, 1998 (pp11-13)].