Final Reflection Research Paper

Along a murky riverbed, long devoid of life; a lone roach scuttles along. It is often said that their kind are the only thing that can survive an apocalypse, apart from the ever changing shell of this rock hurdling through space and time. This creature, as resilient as it is fowl, may ever toil in peace; for it has no sentience or desires, and merely seeks to fulfill the simplest tasks, passed down and hard-coded into it’s DNA. Without want, pride, or a sense of being, it simply locates and consumes sustenance; in an ongoing cycle intermingled with periods of compulsive reproduction. A duty which has been the sole, simple undertaking of every member of it’s species for countless millenia. All around this creature, the land expands outward

Abstract Eugene Flegm has a long history in the field of accounting. He has seen a lot over the years and has come up with four paradoxes which accountants deal with. Of the four paradoxes, two of them have a direct correlation with leadership and management. The paradox of balancing “soft” skills and technical skills is the first paradox. The paradox of the education of accountants is the second paradox that deals with leadership and management. This essay will consist of defending Flegm's paradoxes while bringing in other sources to help the argument.

When I stop to think about the memory’s that I have made during my first semester of college; there are both good and bad pieces or times that present themselves. Often with many things there are gray areas, and writing would fall in there for me. I fortunately understand now that I have times where I can over look many of my writing flaws. Such as sentence structure! This by far was my biggest problem in this class, and I fully understand why. Personally I have times that will type up a paragraph and never notice the mistake. That is until someone points it out to me. It’s almost like my brain knows that something is wrong with it, but for some unknown reason it won’t register when I’m revising my paper. So as a writer I have realized that I need to take advantage of people around me and get their feedback on my essay’s; because

What is an important tool at the planning stage? ANSWER- (a) a thorough needs assessment.

As I am entering into the final semester of my MLS studies I have the desire to gain more working knowledge of various library types and their practices. I would like to secure a practicum that will enable me the opportunity to gain practical hands on experience in a special library. Though this experience is not required for completion of my MLS degree I feel that the knowledge gained from this practicum placement will be invaluable. It will help create a more well-rounded and versatile professional base to draw from as I continue in the library profession.

Processing the crime scene will be essential to bringing forth criminal charges against any assailant of the crime of rape. In the case of a rape the prime crime scene is the rape victim. Biological evidence is inevitably left behind. There could in this instance be evidence left behind on sheets. In this scenario the bed of the ‘No Tell Motel’ will likely have some physical evidence such as hairs, bodily secretions, possibly condoms left behind in the trash or flushed down the toilet, clothing of the victim or the assailant. The crime scene has been contaminated by sightseers from the motel (management), and visiting

When you pour oil into the water the oil separates from the water as bubbles and floats to the top and looks like a film on top of the water.

I was never able to step out of my comfort zone and develop different writing skills. Wanting to challenge myself and write different types of essays, I was very excited when my professor gave us our first major writing assignment of the semester. We were instructed to describe a personal experience that you have gone through and that has made a formative effect on you as an individual. At first I was nervous because the prompt was so open ended, but after digesting the guidelines of the essay, I grew excited and ambitious about tackling the task at hand. With out much thought, I knew what I was going to write, the only issue I realized was the process I was going to go through to develop the essay. No longer instructed to write a five-paragraph essay, I knew that I would have to write more elaborately and have a higher degree of complexity. Normally I would have written a paper in one or two sittings, briefly look it over for basic grammatical errors, and then turn it in hoping that I accomplished what was asked. However, our class required students to turn in one or two drafts to peer edit before the final draft was due. This was not only essential to my development as a peer reviewer but also my development as a writer. The writing process allowed me to gain helpful insight on errors that I commonly would glance

The process I used when writing previously changed during the first few weeks of this class. Already I have altered the way I write my drafts, and the way I read other people’s work. Lamott’s “Shitty First Draft” made me come to the realization that one draft isn’t always the best approach. Therefore, I took multiple steps in examining my draft and critiquing it accordingly. Additionally, I started brainstorming topics, and this led me to create a roadmap for the list of destinations and topics I wanted to touch on and the message I wanted the reader to take away. This is just the beginning of the year and I already have a sense that as I progress through the semester my work will be continually get better.

This past two week were most dedicated to the final project, but we also had a guest speaker from the biomedical engineering. We get feedback for our design decision matrix and for our second project report.

“Yes! One goal down four more to go!” It was the fall of 2013 at the soccer fields behind my middle school. I had just scored my first goal in the first soccer game of the year. My goal was to score five goals in a single soccer game, but I had not achieved that yet.

For four long years I felt as if my high school was in a different world in of itself. I had spent that time interacting with an extensive amount of groups, or “cliques”, and getting to know what they do. Through my experiences, I had begun to realize what made this “subculture” high school of sorts run like it did. High school is an incredibly dynamic time for people, and I had changed as a person dramatically from my freshman to senior year. Like many, my freshman year was quite awkward, as remnants of my middle school self remained with me. As time went on, how, I talked to more people and grew out of my passive and shy personality. This did not just randomly happen without reason though. I began to learn and realize who I was and whom I enjoyed talking to in school, which explained why I spent so much time socializing with multiple kinds and groups of people. Everyone’s concept of “normal” was different, and high school was where I learned that lesson and will never forget.

The final role play assessment was used to test the knowledge and skills that were learnt and attained throughout the curriculum which was followed by personal critical reflection on the interview. According to Payne (1998), critical reflection is the core of social work, as it enhances one’s development and improves practice which ultimately lead to improved outcomes for clients (Askeland & Fook, 2009).

During week one, my initial definition of learning was listening to an instruction, studying and then rehearsing that information in my mind, or categorizing it in a way so I could remember most of what was taught in the course. The class has opened a new dimension for me in the learning process; from understanding how I process information to deciphering which learning processes I use in intentional learning or metacognition. Understanding my learning patterns form dynamic learning relationship is a key element to my view of how and why I process the learning experience, even relating it to every day life.

Every fourth-year teacher trainees will have to conduct practicum and will work under the guideline of their associate teachers and supervisors. The purpose of doing the practicum are to put training into practice, to become accustomed to teaching in the tertiary school settings, and to develop and expand each trainee’s teaching expertise and confidence. In the following paragraph, I will express what I have learnt from doing practicum to reflect on my past teaching strengths and weaknesses from the teaching practicum.