5. Mean projections and mean student scores are calculated. Student Projection1 Student Score 1 Student Projection 2 Student Score 2 Student Projection 3 Student Score 3 Student Projection 4 Student Score 4 Student Projection 5 Your School Student Score 5 Student Projection 6 Student Score 6 Student Projection 7 Student Score 7 Student Projection 8 Student Score 8 Student Projection 9 Student Score 9 Student Projection 10 Student Score 10 Student Projection 11 Student Score 11 Student Projection 12 Student Score 12 Student Projection 13 Student Score 13 Student Projection 14 Student Score 14 Student Projection 15 Student Score 15 Student Projection 16 Student Score 16 Student Projection 17 Student Score 17 Student Projection 18 Student Score 18 Student Projection 19 Student Score 19 Student Projection 20 Student Score 20 Mean Projected Score Mean Student Score Copyright © 2003. Battelle for Kids
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Graphic overview: scheme vs. structure • You have a mass of content that you want your users to be able to find Fact 8 Fact 2 Fact 19 Fact 1 Fact 15 Fact 11 Fact 16 Fact 7 Fact 5 Fact 18 3 Fact 17 Fact 4 Fact 13 Fact 12 Fact 9 Fact 6 Fact 10 Fact 3 Fact 14 Fact 20
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Graphic overview: scheme and structure You have a mass of content that you want your users to be able to find Fact 19 Fact 15 Fact 8 Fact 1 Fact 11 Fact 17 Fact 4 Fact 16 Fact 7 Fact 5 Fact 13 Fact 12 Fact 3 Copyright © 2004 by Prentice Hall Fact 9 Fact 6 Fact 10 Fact 18 Chapter 4: Content Organization Fact 2 Fact 14 Fact 20
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This is an organizational scheme • Now give names to the groups, or have the users Group D Group Ado that Group E Fact Fact 19 15 Fact 13 Fact Fact 8 14 Fact 4 Fact 12 Fact 3 Group B Fact 17 Fact Fact 2 10 5 Fact 5 Group C Fact 1 Fact 11 Fact 9 Fact 6 Fact 20 Fact 16 Fact 7 Fact 18
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This is an organizational scheme Now give names to the groups, or have the users do that Group A Group E Fact Fact 19 15 Fact 13 Fact Fact 8 14 Fact 4 Fact 12 Fact 3 Group B Fact 17 Fact Fact 2 10 Chapter 4: Content Organization Fact 5 Group C Fact 1 Fact 11 Copyright © 2004 by Prentice Hall Group D Fact 9 Fact 6 Fact 20 Fact 16 Fact 7 Fact 18
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How to Organize so Users Can Find Things? • First, group related things, forming the groups in terms of the way users think. (How? Keep reading.) Fact Fact 19 15 Fact 13 Fact Fact 8 14 Fact 4 Fact 12 Fact 3 Fact 5 Fact 17 Fact Fact 2 10 4 Fact 1 Fact 11 Fact 9 Fact 6 Fact 20 Fact 16 Fact 7 Fact 18
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How to Organize so Users Can Find Things? First, group related things, forming the groups in terms of the way users think. (How? Keep reading.) Fact Fact 19 15 Fact 13 Fact Fact 8 14 Fact 4 Fact 12 Fact 3 Fact 5 Fact 17 Fact Fact 2 10 Chapter 4: Content Organization Fact 1 Fact 11 Copyright © 2004 by Prentice Hall Fact 9 Fact 6 Fact 20 Fact 16 Fact 7 Fact 18
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Level II Placements 1st Rotation 2nd Rotation FW Site 1 1 Student 1- 1st Choice 1 Student 2- 1st Choice FW Site 1 1 Student 1- 1st 0 Student 2- 1st FW Site 2 1 Student 2- 1st Choice Student 3- 2nd Choice Student 4- 3rd Choice 1 Student A- 1st Student B- 2nd choice Student C- 3rd Choice FW Site 3 1 Student 4- 1st Choice Student 5- 1st Choice Student 6- 1st Choice Student 7-2nd Choice Student 8- 2nd Choice Student 9- 3rd Choice 1 Student 2- 1st Student 3- 1st Student 4- 1st Student 5- 1st Student 6- 1st Student 7- 1st FW Site 4 0 Student 10- 1st 0 Student 11- 1st Choice FW Site 5 1 No Student 1 No Student FW Site 6 1 No Student 1 Student 11- 1st Student 12- 1st Lake Charles MC with free housing
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REFLECTIVE JOURNALING TOOLS Reflective J ournalingTools LEARNING: • How is practice different from theory? Did this exercise help you to understand your theory and the application of theory better? How? Why? • Did you learn anything that helped you to better understand a theory, the use of a test that you were taught in lectures/labs? • What did you learn that were not taught in lectures (e.g. communication with patients), and how did you cope or learn more about this to improve your performance? Or how can this be incorporated into lectures? • Did this exercise help you to remember or recall later other aspects of previous experiences that you have forgotten? • Did this exercise help you identify areas that need to be changed, improved etc. in yourself/peers/staff/clinical training etc. Why and how? • What actions did you take you take and what are the results (what did you learn)? SELF ASSESSMENT: • Did you identify areas/issues that you were unclear of, or disagreed with your supervisors/peers, or different from what you have learned in your past lectures? Justify the actions taken. Did this help you in your learning? How? • Have you been open to share with others and to listen what others have to say? • Have you paid attention to both your strong and weak points? Can you identify them? What are you going to do about them? • How did faculty supervision/RW help you in your clinical experiences in relation to your professional growth? (eg. did it encourage you to be more independent, to become more confident in professional activities and behaviors etc) • What have you noted about yourself, your learning altitude, your relationship with peers/supervisors etc. that has changed from doing this exercise? COMMUNICATION: • What have you learned from interacting with others (peers/supervisors/staff etc)? • Did your peers gain anything from YOUR involvement in this exercise and vice versa? • Did this exercise encourage and facilitate communication? • Did you clarify with your supervisors/peers about problematic issues identified? Why (not)? What are the results? • How could you/your peers/staff help you overcome negative emotions arising from your work? Did your show empathy for your peers? PROFESSIONALISM: • Did you learn that different situations call for different strategies in management? • What are the good and bad practices that you have identified? How would you suggest to handle the bad/poor practices identified (if any)? • Did you learn to accept and use constructive criticism? • Did you accept responsibility for your own actions? • Did you try to maintain high standard of performance? • Did you display a generally positive altitude and demonstrate self-confidence? • Did you demonstrate knowledge of the legal boundaries and ethics of contact lens practice? EMOTION & PERSONAL GROWTH: • Did you reflect on your feelings when dealing with the case/peers/supervisor (eg. frustration, embarrassment, fear) for this exercise? If not, why not? If yes, who should be responsible — you, your patient or your supervisor? Why? • Did you find reflection (as required for this exercise) helpful, challenging, and enjoyable, change the way you learn? How? Why (not)? • How and what did you do to handle negative emotions arising from doing this subject? How could these feelings be minimized? • Did you try to find out if your feelings were different from your peers? Why? What did you do to help your peers? • Did you reflect on your learning altitude? How was it? Is there room for improvement? How? Why (not)? • What did you learn about your relationship with your peers/supervisors? What did you learn about working with others? Ideas for Reflective Journaling Writing Contributor(s): Dr. Michael Ying and Dr. Pauline Cho
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// Demonstrates the use of a while loop for input validation. //******************************************************************** import java.text.NumberFormat; import java.util.Scanner; public class WinPercentage {// Computes the percentage of games won by a team. public static void main (String[] args) { final int NUM_GAMES = 12; int won; double ratio; Scanner scan = new Scanner (System.in); System.out.print ("Enter the number of games won (0 to " + NUM_GAMES + "): "); won = scan.nextInt(); while (won < 0 || won > NUM_GAMES) { System.out.print ("Invalid input. Please reenter: "); won = scan.nextInt(); } ratio = (double)won / NUM_GAMES; NumberFormat fmt = NumberFormat.getPercentInstance(); System.out.println (); System.out.println ("Winning percentage: " + fmt.format(ratio)); }}
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