Reflective Statement The WritePass Journal

Reflective Statement Introduction Reflective Statement IntroductionIndividual Contribution Working with Others and Resolving Conflicts Individual Improvement for the Future  ReferencesRelated Introduction This project involved creating a strategic report covering all aspects of the operation of the Walt Disney Group. The report entailed drawing on a relatively broad analysis of the workings of the Walt Disney Group, with each member of the team contributing certain parts of the report, before then coming together to undertake an overall analysis. This reflective statement looks at how I personally worked within the team and any areas that I feel I could improve upon, in the future. The reflective statement will also describe the way in which I worked within the team to assist others and how we dealt with any conflicts which occurred, during the length of the project. Individual Contribution I was personally responsible for specific aspects of the actual research and for writing up the project. At the outset, we sat down with the team to allocate certain areas of work, with a view to meeting regularly to combine our findings and to ensure that the report, as a whole, read as if it were one voice. As the project involved some form of strategic analysis, I was particularly concerned that if each individual simply worked on their own section, it would not come together as a sensible whole (Forsyth, 2009). I personally felt that I took the lead, when it came to communicating amongst the team and also when ensuring that we met up regularly to discuss progress. I myself as one of the other team members took the lead in arranging these meetings. Whilst this was successful, initially, we soon found that other members of the team were not responding to the suggestion of meetings and were not sending their own work in good time, thus creating difficulties amongst the team and also making it harder for me as an individual to complete my element of the project (Boud Walker 1993) If I were to undertake the project again, I would ensure that, from the outset, much greater emphasis was placed on setting out the full scope of each individual’s work assignment, as it quickly became apparent that each individual within the team was relying on others to undertake their part of the report. Therefore, when one individual was failing to keep pace with the rest of the team, this created a much greater problem than simply one person not â€Å"pulling their weight†. As a relatively strong individual, I would personally put myself forward as more of a co-ordinator, at the outset, to ensure that this lack of cohesion did not happen in future (Jarboe Witteman, 1996). When we encountered difficulties at the end of the project, with one individual not being available in the few days prior to the deadline, I took on another section of the writing in order to ensure that we were then able to meet the deadline, something which put me under increased personal pressure. Based on the problems that we were having, at that point in time, it was the only reasonable solution available; however, better team management, at an earlier stage when it became apparent that some individuals were not going to make the deadline would have prevented such a high level of personal pressure and this additional workload could then have been spread more evenly. Working with Others and Resolving Conflicts As noted above, it became apparent, as the project progressed, that there were certain key individuals within the team who were becoming increasingly unresponsive to setting up meeting times and were not presenting their work when requested. This could have put the entire project in jeopardy and was exacerbated when one individual was not available at all, in the few days prior to the deadline. The fact that some of the key individuals were not responding to requests for meetings or submitting their work on-time became apparent midway through the project. Yet, action was not positively taken by myself and the other organising team members who were still responding until just a few days before the deadline (Coleman, 2011). Effectively, our approach to dealing with this matter was to ignore it and simply continue with our own activities, something which potentially jeopardised the project in its entirety. With a project of this nature, merely ignoring conflict was not an option. Furthermore, although regular negotiations were attempted by suggesting meeting times, communication between team members had already broken down.   In reality, this conflict could have been resolved, at the outset, before any difficulties emerged, by setting out a team leader who was going to be responsible for keeping everybody on track and ensuring that the meetings took place as arranged. As soon as it became apparent that the timeframe for the project was not being kept, the appointed team leader could then have taken a more aggressive stance to ensure that such failings did not jeopardise the overall project. It was arguably this failure that was instrumental in creating a last-minute panic and rush. Individual Improvement for the Future Bearing all of this in mind, I feel that my own areas for improvement, in the future would be to take a much more active stance, in terms of project management, from the outset (Schon 1996). I would also ensure that all team members complied with the timeframes set out. I became personally aware that there were difficulties with communication and timeframe, at a relatively early stage, yet I largely chose to ignore this in the hope that matters would improve of their own accord. This approach led to me personally being put under considerable pressure, towards the end of the project and, as such, my own individual performance was not as good as it could have been, particularly with the last section of the project being rushed, over a period of 2 to 3 days. I therefore feel that I could have improved my own personal performance by taking a much more active role in project management. This would enable me to ensure that each individual was working within the timeframe and I was not requ ired to rush during the last few days of the project, potentially sacrificing the quality of the work.   References   Boud D Walker D (1993) Barriers to Reflection on Experience. In Boud D,. Cohen R Walker D. Using Experience for Learning. Buckingham: Society for Research into Higher Education Open University Press. Coleman, P (2011).  The Five Percent: Finding Solutions to Seemingly Impossible Conflicts. Public Affairs. New York, p.26 Forsyth, D. R. (2009).  Group dynamics  (5th ed.). Pacific Grove, CA: Brooks/Cole. Jarboe, S. C., Witteman, H. R. (1996). Intragroup conflict management in task-oriented groups: The influence of problem sources and problem analysis.  Small Group Research, 27, 316–338. Schon D. (1996). From Technical Rationality to Reflection in Action, In: Edwards, R., Hanson, A., and P Raggatt (eds) Boundaries of Adult Learning, London, Routledge.

The Multiple Intelligence Theory in Differentiated Classroom

The Multiple Intelligence Theory in Differentiated Classroom Introduction This paper discusses how a multiple intelligence profile can help a teacher in developing or creating a differentiated classroom taking into consideration the intelligences of the different students. Similarly, it addresses how multiple intelligences can be developed using classroom experiences as venues (Fogarty Pete, 2011).Advertising We will write a custom essay sample on The Multiple Intelligence Theory in Differentiated Classroom specifically for you for only $16.05 $11/page Learn More Multiple Intelligence profiles The multiple intelligence theory is a theory that was developed to provide analysis for a person’s abilities based on their intelligences. It was initially developed as an illustration of the function of a person’s brain. The research found out that if one had a number of different intelligences, they are not limited to anything and can accomplish a lot of things (Gardner, 2006). In developing a differentiated int elligence class, the best method is giving personal attention to each of the students while at the same time encouraging group work in order to enhance these intelligences and encourage learning from each other. Multiple intelligences have in a huge way influenced the education system today with one of its biggest achievements being the profile of intelligences. Every student is found to have different intelligences and different strengths in each of them. Research has shown that there are 9 major intelligences in humans which may be: logical-mathematical, musical, spatial, interpersonal, intrapersonal, bodily-kinesthetic, linguistic, existential and naturalistic. In dealing with students struggling in some areas, multiple intelligences provide solution that will help those students. It is important to understand which intelligence they lack and what is causing the problem and then see whether these intelligences compensate for each other. Rich classroom experiences serving as venue s for developing and accessing multiple intelligences There are two main programs that explain in the best way how rich experiences can serve as avenues for developing and accessing multiple intelligences. They are: Project Spectrum. Explorama at Danfoss Universe. Project Spectrum This is an open and interactive process of assessment.This process project spectrum is one way that explains how rich experiences serve as venues for developing multiple intelligences in students. Unlike giving the information on the usual paper-pencil test, this process uses direct evaluation of each of the intelligences. Spatial orientation is used to evaluate both spatial and manipulation intelligences while interpersonal intelligence is evaluated using group tasks among the students. Explorama at Danfoss Universe This process is based on multiple intelligences theory. It is applicable for any set of people. It uses avenues like games and showcasing challenges to identify abilities. The experience may ask the participant to perform or show bodily-Kinaesthetic or body balancing as an individual and also as a group i.e. interpersonal.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Teaching based on a student’s strengths Teaching based on the student strengths goes a long way in motivating and encouraging the students and the teachers. This does not, however, mean that their weaknesses are not considered but it rather implies one can teach in a way that brings and stimulates interest among the students and takes advantage of their strong points (Fogarty Pete, 2011). Recognizing the students’ strong abilities helps instill confidence; it becomes easier for the teacher to conduct a lesson by realizing the students capabilities. This, consequently, results in the student success and the teacher’s satisfaction (Kornhaber, M. et al 2004). References Fogarty, R., Pete, B. (2011) Supporting Differentiated Instruction:Professional Learning Communities Approach. Bloomington, IN:Â   Solution Tree Press. Gardner, H. (2006). Multiple intelligences: New horizons. New York: BasicBooks. Kornhaber, M.et al. (2004). Multiple intelligences: Best ideas from research and practice. Boston: Pearson.

The highs and lows of Richard Nixon in American Political Culture Term Paper

The highs and lows of Richard Nixon in American Political Culture - Term Paper Example That as the Americans repeatedly strive for abundance in material possession, they have inadvertently ignored the gnawing abyss of their spirit. That as the Americans pursue policy of democratization, they have inevitably enforced socialistic and even nihilistic measures to their often defenseless prey. That as the Americans clamor for a much needed change in the nation, they have listlessly stood in the sidelines in hopes of having someone initiate such changes. To this lethargy, Nixon fervently hoped for ethical consciousness to spread amongst the people as he believed that the key to societal revolution can only be found in the hands of someone brave enough to forge it on his own (Nixon’s Inaugural Speech, par. 19). But while Nixon has been adamant in calling for the inherent patriotism embedded in every citizen of the United States, he seemed to have shamefully engineered what has come to be known as the single greatest political scandal of all time. The same person that marched into the southeastern edge of the world to preach about social justice and human rights was the same person who appeared to have ordered for the termination of some government officials deemed as loose ends in the so-called â€Å"operation.† The same head of state who took it upon himself to span the ideological differences of nations to reach the Soviets became the main antagonist in the brewing saga of political warlordism and modern tyranny. However, many are still of the belief that such atrociousness could not have been ordered by a man that the Americans have come to trust and respect. Many people remain adamant in proclaiming that such act could not have been a conscious decision made by a morally upright and virtuous man who spent his entire professional career serving the American people first through the navy, then the House of Representatives, Senate, office f the Vice President and finally, the office of the President. What then could have forced such upright gentleman to condone and even precipitate such malevolent deeds? Could such have been spawned by resentful political advisors out to take the seat away from a political personality that has evolved into a name that became too hot to handle? Or was it caused by nothing more than power begetting power? In Context Richard Milhous Nixon was born to Francis A. Nixon and Hannah Milhous Nixon on January 9, 1913 in Yorba Linda, California. Richard was second in a b rood of five: Harold (1903 - 1933); Richard (1913 - 1994); Donald (1914 - 1987); Arthur (1918 - 1925); and, Edward (1930) (nps.gov). By typical standards, the Nixon family is poor and the family only managed to scrape by through life with the meager income generated by their farm. However, in 1922, the family struggled to make ends meet as the farm that was used to support the family with five sons, was fraught with hardships that soon forced it to close down (nixonlibrary.gov). Francis and Hannah Nixon then decided to move their family to Whittier, California where they envisioned re-building their lost business (nps.gov). Upon arriving at Whittier, the Nixon couple opened a grocery store and a gas station