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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Administration Positions Systems Administration – Systems Administrator • UNIX Systems Administrator • 2000 Systems Administrator – Database Administrator • Oracle Administrator • DB2 Administrator • Informix Administrator – Mail Administrator • Exchange Administrator • Sendmail Administrator – Storage Administrator Network Administration – – – – – Network Administrator Network Engineer LAN/WAN Administrator Optical Network Engineer Network Accreditation Engineer – Security Specialists Application Administration – Netbackup Administrator – WebSphere Administrator
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Important Legal Information for Adolescents and Parents According to Iowa law, a minor (an individual younger than 18 years) may seek medical care for the following without the permission or knowledge of his parents: • Substance abuse treatment; • Sexually Transmitted Infection(STI) testing and treatment; • HIV testing – if test is positive, Iowa law requires parent notification; • Contraceptive care and counseling, including emergency contraception; and Even though teenagers young • Blood donation if 17and years of age or adults can receive these treatments older. without their parent’s knowledge, it is important to remember parents are a key part of all aspects of your life. We encourage parents and teens to be open and honest with each other when it comes to health care decisions. It is important for teens to know that if they are covered by their parents’ medical insurance and want it to cover their treatment, they will need to consent to their medical records being shared – possibly even with parents. A minor may also consent for evaluation and treatment in a medical emergency or following a sexual assault. However, treatment information can not be kept confidential from parents. Bill of Rights for Teens and Young Adults • The things you tell us in confidence will be kept private. • We will speak and write respectfully about your teen and family. • We will honor your privacy. YOU HAVE THE RIGHT TO: Emotional Support • Care that respects your teen’s growth and development. • We will consider all of your teen’s interests and needs, not just those related to illness or disability. Respect and Personal Dignity • You are important. We want to get to know you. • We will tell you who we are, and we will call you by your name. We will take time to listen to you. • We will honor your privacy. Care that Supports You and Your Family • All teens are different. We want to learn what is important to you and your family. Information You Can Understand • We will explain things to you. We will speak in ways you can understand. You can ask about what is happening to you and why. Care that Respects Your Need to Grow and Learn • We will consider all your interests and needs, not just those related to your illness or disability. Make Choices and Decisions • Your ideas and feelings about how you want to be cared for are important. • You can tell us how we can help you feel more comfortable. • You can tell us how you want to take part in your care. • You can make choices whenever possible like when and where you YOU HAVE THE RIGHT TO: receive your treatments. Bill of Rights for Parents Respect and Personal Dignity • You and your teen will be treated with courtesy and respect. Make Decisions About Your Teen’s Care • We will work in partnership with you and your teen to make decisions about his care. • You can ask for a second opinion from another healthcare provider. Family Responsibilities YOU HAVE THE RESPONSIBILITY TO: Provide Information • You have important information about your teen’s health. We need to know about symptoms, treatments, medicines, and other illnesses. • You should tell us what you want for your child. It is important for you to tell us how you want to take part in your teen’s care. • You should tell us if you don’t understand something about your teen’s care. • If you are not satisfied with your teen’s care, please tell us. Provide Appropriate Care • You and the other members of the health care team work together to plan your teen’s care. • You are responsible for doing the things you agreed to do in this plan
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Enter result Enter result Enter result Enter result Enter result Enter result Enter result Enter result Enter result Enter result Passed 6 Failed 4 (1 (1 (1 (1 (1 (1 (1 (1 (1 (1 = = = = = = = = = = pass, pass, pass, pass, pass, pass, pass, pass, pass, pass, 2 2 2 2 2 2 2 2 2 2 = = = = = = = = = = fail): fail): fail): fail): fail): fail): fail): fail): fail): fail): 1 2 2 1 1 1 2 1 1 2 Enter result (1 Enter result (1 Enter result (1 Enter result (1 Enter result (1 Enter result (1 Enter result (1 Enter result (1 Enter result (1 Enter result (1 Passed 9 Failed 1 Raise tuition = = = = = = = = = = pass, pass, pass, pass, pass, pass, pass, pass, pass, pass, 2 2 2 2 2 2 2 2 2 2 = = = = = = = = = = fail): fail): fail): fail): fail): fail): fail): fail): fail): fail): 1 1 1 1 2 1 1 1 1 1 Outline fig02_11.cpp output (1 of 1)  2003 Prentice Hall, Inc. All rights reserved. 37
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Sentinel Loops Enter Enter Enter Enter Enter Enter Enter a a a a a a a number number number number number number number ( ( ( ( ( ( ( to to to to to to to quit) quit) quit) quit) quit) quit) quit) >> >> >> >> >> >> >> 34 23 0 -25 -34.4 22.7 The average of the numbers is 3.38333333333 Python Programming, 2/e 34
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Different Learning Cultures - Different Study Models Different Learning Cultures British American Central Europe Benelux British Different Study Models Non Program Oriented Admission Course Registration Program Type Oriented Alumni A De-registration A c A c a R p a d ul p d e eli m s Graduation c E m ic Student& Teachin R a v ic administra g St e R ti e C Degree tion ru p e o nt a Auditing ct ol g n Change Pl ur rt ul e a e of at ni ni n io Program d n g n a g Examinationr & Re-registration Progression Grading Equivalency Determination Registration S t u Recruitment d e n Student t Account ing M a s t Academic e History r of -the d Study E a vt e a n t Program Oriented Admission Equivalency Determination Registration Course Registration Campus Management, Buster Hale and Kathy Gates 12 S t u Recruitment d e n Student t Account ing M a s Academic t e History r of -the d Study E a vt e a n t Alumni A c a R d ul e m s E ic & v St R e ru e nt ct g Pl ur ul a e at ni io n n g De-registration A A c p a p d eli Graduation c m StudentTeachin R a ic administra g e ti C Degree tion p o a Auditing ol n Change rt e of ni n Program d g a Examinationr & Re-registration Progression Grading Admission Course Registration Alumni A De-registration A c A c a R p a d ul p d e li e m s Graduation c m E ic Student& Teachin R a v ic administra g St e R ti e C Degree tion ru p e o nt a Auditing ct ol g n Change Pl ur rt ul e a e in of at ni n io Program d n g n a g Examinationr & Re-registration Progression Grading Equivalency Determination Registration S t u Recruitment d e n Student t Account ing M a s Academic t e History r of -the d Study E a vt e a n t
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FIGURE 7–3 Suggested Supplementary Questions for Interviewing Applicants 1. 2. 7–15 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. How did you choose this line of work? What did you enjoy most about your last job? What did you like least about your last job? What has been your greatest frustration or disappointment in your present job? Why? What are some of the pluses and minuses of your last job? What were the circumstances surrounding your leaving your last job? Did you give notice? Why should we be hiring you? What do you expect from this employer? What are three things you will not do in your next job? What would your last supervisor say your three weaknesses are? What are your major strengths? How can your supervisor best help you obtain your goals? How did your supervisor rate your job performance? In what ways would you change your last supervisor? What are your career goals during the next 1–3 years? 5–10 years? How will working for this company help you reach those goals? What did you do the last time you received instructions with which you disagreed? What are some things about which you and your supervisor disagreed? What did you do? Which do you prefer, working alone or working with groups? What motivated you to do better at your last job? Do you consider your progress in that job representative of your ability? Why? Do you have any questions about the duties of the job for which you have applied? Can you perform the essential functions of the job for which you have applied? © 2008 Prentice Hall, Inc. All rights reserved. Source: Reprinted from www.HR.BLR.com with permission of the publisher Business and Legal Reports, Inc. 141 Mill Rock Road East, Old Saybrook, CT © 2004.
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REFERENCES Bartlett, Dr, (2010, June) 7 Things You should Know About Open Educational Resources, Retrieved on March 9, 2016 from http://edtech.vccs.edu/z-x-23-project/ Florida Department of Education, (2011, June). Memorandum to Public School Superintendents, Retrieved on February 28, 2016 from http://www.fldoe.org/fcs/OSAS/Correspondence/pdf/06-11HB1255PostsecondaryPrep.pdf Lumen, (2016) Open Couseware from Lumen Learning, Retrieved on March 9, 2016 from http://lumenlearning.com Rice University, (2016) Open Stax College, Retrieved on March 9, 2016 from https://openstaxcollege.org Sapling Learning HigherEd Platform, (2016) Retrieved on March 9, 2016 from http://www2.saplinglearning.com Sebastian, R, (2016, February) Report: Textbook Costs and Student Financial Aid, Retrieved on March 8, 2016 from http://edtech.vccs.edu/report-textbook-costs-and-student-financial-aid/ VCCS Graduation Rates, (2013, July). Fall 2009 Cohort, Retrieved on February 28, 2016 from http://old.vccs.edu/Research/GraduationRatesbyCollege2012.html What are Open Educational Resources (OERS)? (2016) Retrieved on March 9, 2016 from http://www.unesco.org/new/en/communication-and-information/access-to-knowledge/openeducational-resources/what-are-open-educational-resources-oers/ Zx23 Project, (2016) Z-Degrees project, Retrieved on March 9, 2016 from http://edtech.vccs.edu/z-x23-project/ Observations, Challenges, and Successes OER 10
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