MGMT438 Unit 1DB Research Paper Example | Topics and Well Written Essays - 250 words

MGMT438 Unit 1DB - Research Paper Example Communication is a performance-based issue in a group activity. Communication influences the coordination of work within a group that intends to undertake a project. Communication is among the factors that elaborate the mission and objectives of a given group. Lack of effective communication strategies would limit the levels of bond and cohesiveness within a group (Lee, Kim, & Shin, 2012). Actions of the groups in relation to performance always rely on the levels of information available within the group activities. Communication limits the levels of performance and group cohesiveness since the members if the group cannot contribute to the issues of concern in relation to the activities of a particular project being solved (Lee, Kim, & Shin, 2012). As a human resource specialist involved, I would identify the barriers to communication that exist within the groups. Identifying the barriers would imply that there would be a starting point for the scrutiny of different factors that hamper communication within the system. This analysis would also identify the points of communication breakdown as reflected within the group activities. After such identifications, researching on central methods of enhancing communication would be an additional step towards solving the problem. This would entail finding communication methods that would be consistent within the group. This involves continuity of effective communication. In order to achieve this strategy, incorporating technology is another factor that would enhance the improvements in communication. Introducing diversified communication platforms such as computer for mails and other fax machines would enhance faster spread of information within the group. This fact implies that the tec hnological innovations would increase concerns towards effective information spread. Computer based systems would enhance smooth flow of exchange of ideas. Lee, J.-S., Kim, T.-H., & Shin, Y.-J. (2012).

Discourse on Tamil Tigers Ideology Essay Example for Free

Discourse on Tamil Tigers Ideology Essay â€Å"I would prefer to die in honour rather than being caught alive by the enemy† (Towards Liberation 83). V. Prabakaran, leader and founder of the LTTE (Liberation Tigers of Tamil Eelam), said this during an exclusive interview with the magazine the â€Å"Sunday. † This statement represents how most Tamil Tigers feel about their fight for freedom. Tamil Tigers are dedicated to dying in battle rather than being caught by the enemy (Sri Lanka military). The Tamil Tigers were founded in May 1979 and they were defeated on May 18, 2009. They are still active, but they are no longer officially recognized as a terrorist organization because they don’t have a base and their leader is dead. They are a national separatist group in Sri Lanka whose ideology can be traced to Marxism, Leninism, and nationalism. The Tamil Tigers are a terrorist group that has been fighting the Sri Lanka government for independence. They are also known as the Liberation Tigers of Tamil Eelam or LTTE. The armed conflict between the LTTE and the Sri Lankan government is one of the longest ones in Asia. The LTTE’s first attack was on a military troop transport that killed thirteen soldiers. This sparked riots against the Tamil people, which in turn, caused many youths to join insurgent groups against the Sri Lankan government. The LTTE at one point had a navy and an air force. They also had a special unit called the Black Tigers, which was a suicide unit based solely on suicide attacks. The navy has sunk 30 Sri Lankan ships, including 29 small inshore vessels and one freighter. The air force tigers had at least four aircraft, but all of them are destroyed either from suicide missions or being shot down. The Black Tigers have carried out between 100 to 200 missions with over 330 members being killed. The Tamil Tigers believe in Marxism. They want a socialist and classless society with equality for â€Å"everyone†, but Muslims and Sinhalese people. In fact, the LTTE has committed several massacres against Muslims and Sinhalese people. Their most notable attack on Muslims is the Kattankudy mosque massacre which occurred on August 4 1990. LTTE soldiers raided four mosques during prayer and killed 147 Muslim men and boys. It appears the Tamil Tigers want a Marxist society, but only for the Tamil people. Several times in the LTTE’s history they have evicted Muslims and Sinhalese from their land and either killed them or forced them to leave. Since 1985, the LTTE has forcibly occupied 35,000 acres of Muslim-owned land. This is what the Tamil Tigers believe Marxism is; equality for one group and not the others. Just as the LTTE believe in Marxism they also believe in a similar ideology called Leninism. The main concept the LTTE believe in from Leninism is that a nation has a right to secession and statehood (Towards Liberation 64). Lenin once said, From their daily experience the masses know perfectly well the value of geographical and economic ties and the advantages of a big market and a big state. They will, therefore, resort to secession only when national oppression and national friction make joint life absolutely intolerable and hinder any and all economic intercourse. In that case, the interests of capitalist development and of the freedom of the class struggle will be best served by secession (Towards Liberation 70). Lenin said this in his essay The Right of Nations of Self-Determination and the Tamil Tigers included it in one of their press releases. The Tamils believe that they should be able to secede from Sri Lanka and make their own independent state. They feel that their population is large enough to have their own state. They also believe that they will have the economic stability to function as a nation. The Tamils wish to create a state in north and east Sri Lanka, but the Sri Lanka government won’t allow them to. One reason they won’t allow them to create a state is that region is to rich in resources to give up. In addition to Marxism and Leninism, the LTTE also believe in nationalism. This is probably their strongest belief, where most of their roots as a terrorist organization come from, and what they are fighting for. To be specific, the LTTE believes in a specific type of nationalism called Tamil nationalism. Tamil nationalism is the concept that the Tamil people have a right to create an independent and self-governing state, specifically in North and East Sri Lanka. (See map on last page) As you can see from this map, the majority of the people living in the area the Tamil people want to make a state are Tamil. There is one district where ninety-five percent of people living there are Tamil. That means ninety-five percent of people living in that district want to break away from Sri Lanka. The area shown on blue in the map is roughly the area that the LTTE controls. The majority of the people in those districts, excluding the thirty-four percent and eighteen percent districts, support the LTTE. The concept of Tamil nationalism began in the 18th century under British control when Tamil Hindus tried to counter Protestant missionary activity. Later in the 20th century, the Tamils realized they were a minority ethnic group and began to believe they should have their own country. At first, the Tamils tried to get equal representation in the government along with other minorities, but it never happened. Since this did not work, Tamil terrorist groups, like the LTTE, formed. The insurgent groups formed to fight for Tamil nationalism. All in all, the Liberation Tigers of Tamil Eelam are a national separatist group based in Sri Lanka. Their ideology has roots in Marxism, Leninism, and nationalism. The Tamil Tigers have been recognized by 32 countries as a terrorist organization. They believe in the Marxist idea of a classless society, the Leninist idea of a nation’s right to secede, and nationalism.

Bulk and Nanomaterials Synthesis Experiment

Bulk and Nanomaterials Synthesis Experiment Introduction In recent years, bulk and nano materials in several areas of pure and applied sciences have captivated a great interest amongst the researchers. Because of their fascinating and tremendous properties with great potential in many applications such as solid state lasers, lamp industry, colour displays, etc (Senthil et al, 2001; Tamrakar et al, 2013â€Å"a†; Tamrakar et al, 2013â€Å"b†; Tamrakar et al, 2014â€Å"a†; Tamrakar et al, 2014â€Å"b†) these bulk and nano materials having great interests of research. Experimental Section 2.1. Materials and Synthesis Samarium oxide (Sm2O3) and samarium nitrate (Sm(NO3)3.6H2O) were used as the rare earth sources of K3Gd(PO4)2:Sm3+ in the following synthesis methods. Urea (NH2CONH2) and citric acid monohydrate (C6H8O7.H2O) were used as fuels in combustion and citrate gel combustion methods. The raw materials in carbonate form were used in solid state method whereas in case of combustion and citrate gel method it could be used in nitrate form. 2.1.1. Synthesis of undoped K3Gd(PO4)2 and Sm3+ doped K3Gd(PO4)2 by solid state method The raw materials potassium carbonate (K2CO3), gadolinium oxide (Gd2O3), ammonium dihydrogen orthophosphate (NH4H2PO4) and samarium oxide (Sm2O3) of high purity were mixed and grounded together with the smallest possible amount of ethanol in an agate mortar for an hour to obtain a homogeneous mixture. The stoichometric amount of starting materials was weighed according to the balanced chemical reactions for the undoped K3Gd(PO4)2 (equation (1)) and Sm3+ doped K3Gd(PO4)2 (equation (2)) and are given as follows: The mixed powder was transferred to the alumina crucible and placed into the muffle furnace at 850  °C for 7 hours. The prepared phosphors were cooled to room temperature and grounded to obtain fine powder. 2.1.2. Synthesis of undoped K3Gd(PO4)2 and Sm3+ doped K3Gd(PO4)2 by combustion method with urea (NH2CONH2) Urea (NH2CONH2) as a fuel used for the preparation of the undoped K3Gd(PO4)2 and Sm3+ doped K3Gd(PO4)2 by combustion method. The reagents used were potassium nitrate (KNO3), gadolinium oxide (Gd2O3), ammonium dihydrogen orthophosphate (NH4H2 PO4), urea (NH2CONH2) and samarium nitrate (Sm(NO3)3.6H2O) of high purity. The materials were weighed according to the balanced chemical reactions (equations (3 4)) given below: The stoichometric ratio of reagents was kept at unity, so that the heat liberated during combustion be maximized for complete combustion. The weighed reagents were dissolved in a small amount of distilled water and thoroughly mixed in an agate mortar to obtain a paste. The obtained paste was transferred to the alumina crucible and inserted into the pre-heated muffle furnace sustained at 600. The combustion process occurs with the evolution of the large amount of gasses. The whole reaction takes 3-5 minutes to complete. The final white foamy product was cooled to room temperature and ground to obtain fine powder. The fine powder then further annealed at 850 for 3 h to get complete crystallanity. 2.1.3. Synthesis of undoped K3Gd(PO4)2 and Sm3+ doped K3Gd(PO4)2 by citrate-gel combustion method with citric acid (C6H8O7.H2O) Potassium nitrate (KNO3), gadolinium oxide (Gd2O3), ammonium dihydrogen orthophosphate (NH4H2 PO4), samarium nitrate (Sm (NO3)3.6H2O), citric acid monohydrate (C6H8O7.H2O) of high purity was used as the starting materials for the preparation of the undoped K3Gd(PO4)2 and Sm3+ doped K3Gd(PO4)2. The citrate gel was prepared according to the following chemical reactions: The reactants in stoichometric amounts were weighed according to equations (5 6) and dissolved together in 10 ml distilled water. The mixed solution was heated to 85 °C on a hot plate with continuous stirring for 2 hours to obtain a viscous gel. The obtained gel was placed into the pre-heated muffle furnace maintained at 600. After several minutes, the gel boiled followed by evolution of huge amounts of gases. Eventually, spontaneous ignition occurred and the gel underwent combustion. The whole process ended within a few minutes. The final products were cooled to room temperature and grounded to obtain fine powder. The fine powder, then further annealed at 850 for 3 h to ensure that all the unwanted impurities were evaporated and only the higher temperature pure monoclinic phase of K3Gd(PO4)2 remains as the final product. 2.2. Characterization The X-ray powder diffraction patterns of the synthesized powders were recorded by using Philips X’pert MPD system with Cu KÃŽ ± radiation (1.5406 Ã…) operated at 40 kV and 30 mA. The 2ÃŽ ¸ was varied in the range of 10 ° ≠¤ 2ÃŽ ¸ ≠¤ 60 ° with step size of 0.01 ° (2ÃŽ ¸) and count time of 18s /step. The lattice parameters were calculated using unit cell program [ †¦]. The diffuse reflectance spectra were recorded using a Shimadzu UV-VIS-2600 double beam spectrophotometer coupled with an ISR (integrating sphere assembly). The photoluminescence (PL) (excitation and emission spectra) and the lifetime measurements of the synthesized phosphors were recorded using a Cary-Eclipse Spectrofluorometer equipped with a 150W Xenon lamp as an excitation source with slit width 5 nm and 2.5 nm for excitation and emission monochromator. All the measurements were performed at room temperature. 3. Results and discussion 3.1. Phase formation The powder XRD patterns of the Sm3+ doped K3Gd(PO4)2 samples synthesized by solid state, combustion and citrate gel combustion methods were measured. The patterns are shown in figure 1 and compared with that of the JCPDS card 049-1085 (K3Gd(PO4)2). The XRD patterns of Sm3+ doped K3Gd(PO4)2 phosphor indicates a pure phase of the standard K3Gd(PO4)2 and all the peaks were in good agreement which belongs to the monoclinic phase with space group P21/m [20]. Also the XRD shows that the formed materials are in crystalline and homogeneous forms. The particle size of the prepared samples have been calculated from the full width half maximum (FWHM) of the intense peaks using Debye Scherer formula. Here, D is particle size, k is the Scherrer’s constant (0.89), ÃŽ ² is FWHM (full width half maximum), ÃŽ » = 1.54 A ° is the wavelength of X-ray source (Cu (KÃŽ ±) radiation), ÃŽ ¸ is Bragg angle of the X-ray diffraction peak. The average particle size of the Sm3+ doped K3Gd(PO4)2 phosphor prepared by solid state method was found approximately 39 nm, while those prepared by combustion and citrate gel methods were found to be 23 nm and 27 nm. The decrease in the particle size is due to increase in the FWHM of the XRD peaks for the phosphor synthesized by combustion method and citrate gel combustion method. The variation of particle size with FWHM is also tabulated in table {}. References

Psychology As Storytelling Essay -- essays research papers

<a href="http://www.geocities.com/vaksam/">Sam Vaknin's Psychology, Philosophy, Economics and Foreign Affairs Web Sites Storytelling has been with us since the days of campfire and besieging wild animals. It served a number of important functions: amelioration of fears, communication of vital information (regarding survival tactics and the characteristics of animals, for instance), the satisfaction of a sense of order (justice), the development of the ability to hypothesize, predict and introduce theories and so on. We are all endowed with a sense of wonder. The world around us in inexplicable, baffling in its diversity and myriad forms. We experience an urge to organize it, to "explain the wonder away", to order it in order to know what to expect next (predict). These are the essentials of survival. But while we have been successful at imposing our mind's structures on the outside world - we have been much less successful when we tried to cope with our internal universe. The relationship between the structure and functioning of our (ephemeral) mind, the structure and modes of operation of our (physical) brain and the structure and conduct of the outside world have been the matter of heated debate for millennia. Broadly speaking, there were (and still are) two ways of treating it: There were those who, for all practical purposes, identified the origin (brain) with its product (mind). Some of them postulated the existence of a lattice of preconceived, born categorical knowledge about the universe - the vessels into which we pour our experience and which mold it. Others have regarded the mind as a black box. While it was possible in principle to know its input and output, it was impossible, again in principle, to understand its internal functioning and management of information. Pavlov coined the word "conditioning", Watson adopted it and invented "behaviorism", Skinner came up with "reinforcement". But all ignored the psychophysical question: what IS the mind and HOW is it linked to the brain? The other camp was more "scientific" and "positivist". It speculated that the mind (whether a physical entity, an epiphenomenon, a non-physical principle of organization, or the result of introspection) - had a structure and a limited set of functions. They argued that a "user's manua... ... inaccessible, recesses of his mind. He feels that he is being reintegrated, that "things fall into place". In psychodynamic terms, the energy is released to do productive and positive work, rather than to induce distorted and destructive forces. c. The Purgatory Principle - In most cases, the client feels sinful, debased, inhuman, decrepit, corrupting, guilty, punishable, hateful, alienated, strange, mocked and so on. The plot offers him absolution. Like the highly symbolic figure of the Saviour before him - the client's sufferings expurgate, cleanse, absolve, and atone for his sins and handicaps. A feeling of hard won achievement accompanies a successful plot. The client sheds layers of functional, adaptive clothing. This is inordinately painful. The client feels dangerously naked, precariously exposed. He then assimilates the plot offered to him, thus enjoying the benefits emanating from the previous two principles and only then does he develop new mechanisms of coping. Therapy is a mental crucifixion and resurrection and atonement for the sins. It is highly religious with the plot in the role of the scriptures from which solace and consolation can be always gleaned.

Employee Motivation †A Short Case Study Essay

Rohit Narang joined Apex Computers (Apex) in November after a successful stint at Zen Computers (Zen), where he had worked as an assistant programmer. Rohit felt that Apex offered better career prospects, as it was growing much faster than Zen, which was a relatively small company. Although Rohit had enjoyed working there, he realized that to grow further in his field, he would have to join a bigger company, and preferable one that handled international projects. He was sure he would excel in his position at Apex, just as he had done in his old job at Zen. Rohit joined as a Senior Programmer at Apex, with a handsome pay hike. Apex had international operations and there was more than a slim chance that he would be sent to USA or the UK on a project. Knowing that this would give him a lot of exposure, besides looking good on his resume, Rohit was quite excited about his new job. Rohit joined Aparna Mehta’s five-member team at Apex. He had met Aparna during the orientation sessions, and was looking forward to working under her. His team members seemed warm and friendly, and comfortable with their work. He introduced himself to the team members and got to know more about each of them. Wanting to know more about his boss, he casually asked Dipti, one of the team members, about Aparna. Dipti said, â€Å"Aparna does not interfere with our work. In fact, you could even say that she tries to ignore us as much as she can.† Rohit was surprised by the comment but decided that Aparna was probably leaving them alone to do their work without any guidance, in order to allow them to realize their full potential. At Zen, Rohit had worked under Suresh Reddy and had looked up to him as a guide and mentor – always guiding, but never interfering. Suresh had let Rohit make his own mistakes and learn from them. He had always encouraged individual ideas, and let the team dicover the flaws, if any, through discussion and experience. He rarely held an individual member of his team responsible if the team as a whole failed to deliver – for him the responsibility for any failure was collective. Rohit remembered telling his colleagues at Zen that the ideal boss would be someone who did not interfere with his/her subordinate’s work. Rohit wanted to believe that Aparna too was the non-interfering type. It that was the case, surely her non-interference would only help him t grow. In his first week at work, Rohit found the atmosphere at the office a bit dull. However, he was quite excited. His team had been assigned a new project and was facing a few glitches with the new software. He had thought about the problem till late in the night and had come up with several possible solutions. He could not wait to discuss them with his team and Aparna. He smiled to himself when he thought of how Aparna would react when he told her that he had come up with several possible solutions to the problem. He was sure she would be happy with his having put in so much effort into the project, right from day one. He was daydreaming about all the praise that he was going to get when Aparna walked into the office. Rohit waited for her to go into her cabin, and after five minutes, called her up, asking to see her. She asked him to come in after tem minutes. When he went in, she looked at him blankly and asked, â€Å"Yes?† Not sure whether she had recognized him, Rohit introduced himself. She said, â€Å"Ok, but why did you want to meet me?† Rohit started to tell her about the problems they were having with the software. But before he could even finish, she told him that she was busy with other things, and that she would send an email with the solution to all the members of the team by the end of the day, and that they could then implement it immediately. Rohit was somewhat taken aback. However, ever the optimist, he thought that she had perhaps already discussed the matter with the team. Rohit came out of Aparna’s cabin and went straight to where his team members sat. he thought it would still be nice to bounce ideas off them and also to see what solutions others might come up with. He told them of all the solutions he  had in mind. He waited for the others to come up with their suggestions but not one of them spoke up. He was surprised, and asked them point-blank why they were so disinterested.  Sanjay, one of the team members, said, â€Å"What is the point in our discussing these things? Aparna is not going to have time to listen to us on discuss anything. She will just give us the solution she thinks is best, and we will just do what she tells us to do; why waste everyone’s time?† Rohit felt his heart sink. Was this the way things worked over here? However, he refused to lose heart and thought that maybe, he could change things a little.  But as the days went by, Rohit realized that Aparna was the complete opposite of his old boss. While she was efficient at what she did and extremely intelligent, she had neither the time nor the inclination to groom her subordinates. Her solutions to problem were always correct, but she was not willing to discuss or debate the merits of any other ideas that her team might have. She did not hold the team down to their deadlines not did she ever interfere. In fact, she rarely said anything at all! If work did not get finished on time, she would just blame her team, and totally disassociate herself from them. Time and again, Rohit found himself thinking of Sureshm his old boss, and of how he had been such a positive influence. Aparan, on the other hand, even without actively doing anything, had managed to significantly lower his motivation levels. Rohit gradually began to lose interest in his work – it had become too mechanical for his taste. He didn’t really need to think; his boss had all the answers.  He was learning nothing new, and he felt his career was going nowhere. As he became more and more discouraged, his performance suffered. From being someone with immense promise and potential Rohit was now in danger of becoming just another mediocre techie. Questions for Discussion 1.  What, according to you, were the reasons for Rohit’s  disillusionment? Answer the question using Maslow’s Hierarchy of Needs. 2.  What should Rohit do to resolve his situation? What can a team leader do to ensure high levels of motivation among his/her team members?

Critical Reflection Essay

Planning to facilitate learning in a clinical setting can be very challenging, having to cope with your busy workload and facilitating at the same time. Throughout this essay I will apply Gibbs (1988) to reflect, on the learning I have had undertaking this module (U44124), my teaching session planned and observed, to comment on the feedback I received from my learners and observer, also how this module has helped me overall. I had undertaken the introduction to mentoring, by attending unit 1 mentor preparation programme in 2006. After attending that one day course, I expressed an interest in doing this module, because, I realised that this form of mentoring of students here in the UK is quite different from what I was accustom to back in my country (Guyana) . The learning style here is also very different, for instance in my country students are allocated to the clinical areas with objectives to practice specific skills, after practicing them first in the classroom. Here in the UK, what I observed, are students do not only come with specific objectives, but with a verity of competencies to achieved, as such, have to have a mentor allocated to them. Before commencing this module, I was unsure how to write a reflective essay. I had no idea of what my learning style was, I never gave much thought to reflection in practice, plus I had never written a teaching plan before. After attending the first two session of this module, I realised I was lacking the skill of reflection in my practice. According to Bulman & Schutz (2004) for one to reflect on past experiences , one has to develop the skill of self awareness, description, critical analysis, syntheses, judgement, and evaluation. I was not certain I understood what critical analysis meant, however during our session of group work, listening to my colleagues ideas and experiences, also our lecturer, I began to get a clear picture of what the term meant. When I returned to work, I began the  experimentation of applying critical analysis to my daily practice. For instance, I observed my learners with keen interest of identifying his or her flaws, give constructive feedback which provide for improvement. For example , saying to my learner we need to work on the accepted way of doing systematic documentation. As well as, identifying my flaws in practice and working toward improvement, such as asking myself what I should have done and what I could do better next time. During my professional nurse training commencing in 1996, I was a student who generally liked to read up on thing first, and found it tricky to do things I did not understood. Doing this module made me realized my learning preference was that of read/write as described by Fleming (2007). The learning style questionnaire given to me by our lecturer, highlighted that I am a reflector. In retrospect to my student days, I remember always taking a back seat and listening to my colleagues before I make a point or answer questions, and constantly giving past and present examples of situation, to emphasize what I meant. With the help of this module, I recognized my reason for being that way, I was lacking the experience of expressing my thoughts verbally. Although, I do reflect on my personal life, I never give much thought to reflecting on my practice. According to Taylor (2000) pg2 â€Å" knowing how to reflect is a process for making sense out of life experiences†. This module taught me how to reflect on my professional practice, for example, at the end of my shift I reviewed what I had undertaken on that day, asked myself was my practice done according to my professional guidelines? NMC code of professional conduct (2002), did I use my judgement in giving care to my patients? Do I need to improve on aspect of my practice? Was I able to identify my flaws? In answering these questions I utilised the SMART criteria, setting myself goals and objectives, and plan interventions for my future professional development. After attending the third session of this module, I was able to compare different models of reflection. I found Gibbs (1988) very straightforward, it assisted me with organising my thoughts in a coherent manner, hence, helping me to plan my learning development as well as my learners. I also  found utilising Gibbs (1988) made it easier for me to encourage my learners to reflect on their past placements. The Atkins & Murphy (1994) in my opinion emphasized a more detailed and complex cycle. I found it to be very time consuming and because of my heavy workload in daily practice it difficult for me to adopt. According to Bulman & Schutz (2000) for me to offer a balanced of support and challenge to my learner I must have experience in reflective practice. While I am developing this skill aided by Gibbs cycle, I am at the same time offering my learners the opportunity to reflect on their practice using this cycle. After qualifying I had the opportunity to mentor students and junior colleagues, because as a qualified nurse in my country I was expected to undertaken this role. It was not the usual practice to write a lesion plan, I had to mentor student according to their objectives. To illustrate this, a final year nurse student would be assigned to the recovery room, and her objectives would be to manage a shift under supervision. As her mentor I ensured she undertook this skill with my guidance. Attending this module has taught me how to write a lesion plan with the guidance of the SMART criteria according to Mentoring (2005). These criteria helped me plan my teaching session to meet my learners learning needs at her specific level (1st year ODP student). Undertaking this module made me give some serious thoughts to my professional body requirements of the role of a facilitator of learning. According to the NMC standard (2006) after successfully completing an NMC approved mentor preparation programme, or a comparable programme (accredited by an AEI as meeting the NMC requirement). I understand I would be responsible and accountable for â€Å"organising and coordinating student learning activities in practice, assessing total performance including skills, attitude and behaviour†, pg17. With the acquired knowledge from this course, I am preparing to meet this challenge. Another method I adopted is Swanwick (1994) non-participant observation method cited in the module reader(2007/2008) where he explained that observing your learner caring for a patient, while you are performing another activity such as attending to another patient. This method of assessment give me the opportunity to  indentified good and not so good practice of my learner enabling me to offer critical as well as constructive feedback. Reflecting on my planned teaching session, I adopted the Peyton (1998) four stage model, because this model best suited my learner’s level, which we both agreed upon. In my initial assessment of my learners we established a professional relationship, whereby, we discussed timing of her placement ( not being late for practice), dress code (jewellery not recommended), breaks (timing), and explaining to her all of this would contribute to her developing professionally. Following that, I established a baseline of her knowledge and skills level, which was she possessed basic knowledge and skills at her level (1st year ODP student), this we both agreed upon. I also give her a copy of the learning style questionnaire by Honey & Mumford (1986) to complete. On completion of the questionnaire we both realized that she was a theorist, which was different from my learning style (read/write). If I had not done this module I may have found it difficult to adjust to her learning style, however, because I read about the different theories I understood how to adjust to her learning style to meet her learning needs. There are some similarities with Study et al (1994) and Peyton (1998) models of teaching. Both involve demonstration which I found suited my learners needs, these models allowed for demonstration of skills by teacher and learner, added to that, they provide for visual observations. For my teaching session, I choose a topic relevant to my place of work, as well as for my learner, it was included in her objectives. I did a short lecture with direct questioning , since this method give my learner and the group ( senior nurses from my department), the opportunity to listen, participate with discussion and ask questions. I applied demonstration as an activity to make the lesion interesting, as well as giving the every one present the opportunity to see and practice the skill correctly. According to Quinn (1995) â€Å"demonstration is a visualised explanation of facts, concepts, and procedure designed to show the learner why things happen†. I discussed and  demonstrated slowly and clearly to my learner/group, how to safely and accurately applied oxygen delivery devices (face mask, nasal canola, tracheotomy mask, mask with reservoir bag, non re-breather mask) to patients admitted to recovery room. For this demonstration I outlined patient scenarios and involved my learner/group. Quinn (2000) explained that skills should be taught slowly in correct sequence and there should be no variation in techniques. Referring to the hospital policy for the application of oxygen delivery devices, I employed direct questioning as a learning method for my learner/group as they participated in the demonstration of the skill taught. AS I observed my learner/group performing the skill ,I assessed for confidence for example, Skill being done without displaying nervousness, correctness such as, the nasal canula applied in the right way, knowledge for example, explanation as the skill is being practice, judgement such as, the amount of oxyg en that can be administered, and professionalism such as, perfection in doing the skill. At the end of the session, I revisited the learning outcomes to evaluate the teaching session, ensuring my learner/group was able to: 1. Discuss the local hospital policy about the use of oxygen delivery devices on patients in the recovery room. 2. Identified the six types of oxygen delivery devices used in the recovery room. 3. Demonstrate how to safely and accurately apply the six types of oxygen delivery devices on patient in the recovery room. 4. State the amount of oxygen that can be administered through each type of delivery devices to patients admitted to the recovery room with various oxygen therapy needs. Additionally, I encourage my learner/group to give me verbal feedback by asking questions, such as, name the six types of oxygen delivery devices, and what is the hospital policy for the application of oxygen delivery devices used in the recovery room? The feedback I received from my observer in my opinion was honest feedback. I agreed with her as she highlighted that I work best with one on one or small groups. I found large group intimidating. After completing the three days session of this module, I began to develop the courage to teach larger groups, for example I would prepare a lesion and gather a few of my  colleagues at work and practice different teaching methods. One such is the Studdy et al (1994) where I identified a problem in a patient case scenario and have group discussions, involving a skill and practice sessions. Giving verbal feedback in the end , I found this very helpful because I am beginning to feel comfortable with more persons present at my teaching sessions. One positive feedback from observer, was I worked well with learners. The reason for this, I applied my theoretical knowledge gained undertaking this module, more with my learners during facilitating and also in my daily practice. I reassured and encourage my learners to approach me at any time on matters of concern she may have. Jarvis & Gibson(1997 said â€Å" for a new entrant to progress through their experiences they required a considerable amount of personal support†. This is one of my action plans for my learners. The feedback I received from my learner/group has given me the opportunity to identified my flaws in teaching, such as, one evaluation highlighted that I should prepare more handouts for my teaching sessions plus I could start my teaching with a small quiz. Another suggested, if I do not know the answer to a question, encourage my learner to do research or both of us incorporate this together. I thought the feedback were constructive feedback, because it help me to think of action plans to improve in those areas. Overall this module of facilitating and assessing workplace/placement learning has increased my theoretical knowledge of reflection on practice and has definitely prepared to teach, mentor student and junior colleagues. To illustrate this, I constantly observed my learners in practice, evaluating and offering constructive feedback. As I make my observations, I recognized how helpful this module has been to me, because I am slowly developing the skill of critical analysis. When my learner performed a skill, and I spot a flaw in her performance, I am now able to examined my teaching methods, noting perhaps where I shortfall and come up with action plan for improvement. When she performed well I give on the spot feedback such as, saying to her well done and I observed that those statement encourage her enthusiasm and increased her confidence. When I did give  critical feedback, I did it tactfully for example, making statement like you are doing good documentation, but we need to work on this some more to ensure you are doing it to the recommended standard. Working through the module workbook(2007/2008) I was ready to applied different styles of teaching, such as demonstration, incorporated researched involving my learner and I. Applying different method of assessment such as non-participant, visual observation, questioning and listening. As a new practice facilitator there is still room for improvement in my facilitating ability as well as, my reflection skill. I endeavour to give support and practical help to my learners and junior colleagues. I was always ready to give advice, but this module has encouraged me to also give constructive feedback. Applying Hinchliff (1999) when I am assessing a learner for the first time I also find out what the learner knows, then incorporate this knowledge to form the basis of a learning contract. On Conclusion, Gibbs (1988) reflective cycle has helped me tremendously, it is so systematic I applied it to every situation in my daily practice. I am managing to think about my feelings in a situation, evaluate what was good and bad, what I should or could have done better, make action plan using the SMART criteria. I employed it with all my learners, encouraging them to develop the skill of reflection on practice. Personally, I am still working on developing the analysis aspect of the cycle which I know is achievable with constant practice. Knowing my learning style has helped me to understand why I work and learn the way I do, also assisted me to work effectively with my learners. The evidence of this, everyone has a different learning style and as a new practice facilitator after attending this module, I have a clear understanding of adopting different style of teaching and learning, For example, applying Peyton (1998), Studdy et al (1994), utilising the general strategies and framework for teaching skills, all of which I incorporated to help me developed professionally. Examining the NMC standard of facilitating and assessing placement learning, I am aware of the fact that I would be responsible for assistance of signing off student competencies, as such, I endeavour to keep my knowledge and skills updated. Developing the skill of facilitating workplace learning with the help of attending this course has given me a great deal of satisfaction in helping students and junior colleagues achieved their competencies, thus , making them safe and  confident to practice. I hope to become a practice teacher in the future and planning to undertake the module to achie ve this. I would be happy to be able to help young intelligent minds achieve their gold and career aspirations. Finally, critical reflection needs to be practice on a daily basis for one to master it. Its not just reflection, one must be able to identify the good, the bad, and the indifference of past experiences and compare plus improve in every aspect. This module has contributed to my professional developments a practitioner. I am no longer unsure about what reflection on practice mean and as such, I am prepared to facilitate and assess placement learning to students, ,junior colleagues and new staff.