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澳洲邦德論文代寫:看待挑戰

Keywords:澳洲邦德論文代寫

為了發現我是如何看待挑戰,與他們互動,并對他們作出反應,我很重要的一點是概括我的學習風格,因為人們可以用許多不同的方式感知學習經驗。完成了對學習風格問卷的結構化研究,表明我在反思性學習風格中占主導地位,并緊跟理論家的觀點(見附錄2)。作為一個反思型學習者,我傾向于反思自己的經驗,在完成任何工作之前認真思考。我認為在活動前有任何暗示,喜歡在做之前先傾聽和觀察他人(蜂蜜和芒福德,1992),這就是我在實踐和日常生活中學習的方式,在某些情況下,尤其是在實踐中,這不是理想的學習方式。如上所述,反射鏡能更好地學習,當他們可以站在后面觀察,允許思考,準備,然后回顧后來發生的事情。一個例子,這不利于反思學習是當技師不得不修改他們的平片檢查技術。我不能開始修改一項技術,直到我看到它正在執行;這也是學習如何使用射線照相設備,這將是一個不利條件,當我符合事實,我需要考慮一下技術,然后再做它。在繁忙的部門,反思性學習不可能總是發生,這種類型的學習需要時間,在有時間限制和工作人員非常忙的情況下,這并不總是可能的。另一個問題可能發生的是,員工可能會認為學生不想參與或了解,他們也拒絕但實際上學生要觀察的東西之前,他們參加的不是學生的錯。在臨床實踐中,這種學習方式實際上是學生學習的障礙,學習新的經驗需要更長的時間。雖然有時在繁忙的環境中,只要能從遠處觀察,有時對反思型學習者更有幫助。其他障礙的反射在實踐中學習是過去的消極經歷,在繁忙的環境中時間不足,從技師的支持不足,缺乏明確的意圖是學習者應該做的,知識和技術,在一個充滿敵意的環境高的期望(2003唐尼和福德,)。這些障礙可以防止反射,這種學習活動將保持負在反思性學習者頭腦中(2003唐尼和福德,)。但在臨床環境中仍然是學習這種技能作為攝影的最好方式仍對反思學習,實際上所有的學習者盡管存在一些障礙(gopee,2008)。
澳洲邦德論文代寫:看待挑戰
<标题> In order to discover how I perceive challenges, interact with them and respond to them it is important to outline what my learning style is as people can perceive learning experiences in many different ways. Having completed the structured approach to learning styles questionnaire, it shows that I dominate more in the reflective learning style and closely followed by theorist (see appendix 2). As a reflective learner I tend to reflect on my experiences and think hard before finishing any work. I consider any implications before the activity and like to listen to and observe other people before doing it myself (Honey and Mumford, 1992) and this is exactly how I learn in practice and everyday life.This is not the ideal type of learning in some situations especially in practice. As stated above reflectors learn better when they can be allowed to stand back and observe, allowed to think, prepare, then review what has happened afterwards. An example of when this can be detrimental to reflective learners is when radiographers have to modify their technique for plain film examinations. I cannot begin to modify a technique until I have seen it being performed; this is also true of learning how to use radiographic equipment which will be a disadvantage for when I qualify in the fact I would need to consider the technique for a while before doing it. In a busy department reflective learning cannot always happen, this type of learning takes time which is not always possible when there are time constraints and when staff are very busy. Another problem that could occur is that staff may think that the student does not want to participate or learn and that they are shying away but in reality the student wants to observe something before they participate which is not the fault of the student. In clinical practice this learning style can actually be a learning barrier to students and will take longer to learn new experiences. Although sometimes in a busy environment, just being able to observe from afar is sometimes more helpful to the reflective learner. Other barriers to learning for reflectors in practice is past negative experiences, lack of time within a busy environment, lack of support from the radiographers, lack of clear intent of what the learner is supposed to be doing, high expectations of knowledge and technique and being within a hostile environment (Downie and Basford, 2003). These barriers can prevent reflection so this learning activity will remain negatively in the reflective learners mind (Downie and Basford, 2003). But being in a clinical environment is still the best way to learn such a skill as radiography and this will still benefit reflective learners and indeed all learners despite the few barriers that exist (Gopee, 2008).

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