澳洲邦德论文代写:看待挑战

Keywords:澳洲邦德论文代写

为了发现我是如何看待挑战，与他们互动，并对他们作出反应，我很重要的一点是概括我的学习风格，因为人们可以用许多不同的方式感知学习经验。完成了对学习风格问卷的结构化研究，表明我在反思性学习风格中占主导地位，并紧跟理论家的观点（见附录2）。作为一个反思型学习者，我倾向于反思自己的经验，在完成任何工作之前认真思考。我认为在活动前有任何暗示，喜欢在做之前先倾听和观察他人（蜂蜜和芒福德，1992），这就是我在实践和日常生活中学习的方式，在某些情况下，尤其是在实践中，这不是理想的学习方式。如上所述，反射镜能更好地学习，当他们可以站在后面观察，允许思考，准备，然后回顾后来发生的事情。一个例子，这不利于反思学习是当技师不得不修改他们的平片检查技术。我不能开始修改一项技术，直到我看到它正在执行；这也是学习如何使用射线照相设备，这将是一个不利条件，当我符合事实，我需要考虑一下技术，然后再做它。在繁忙的部门，反思性学习不可能总是发生，这种类型的学习需要时间，在有时间限制和工作人员非常忙的情况下，这并不总是可能的。另一个问题可能发生的是，员工可能会认为学生不想参与或了解，他们也拒绝但实际上学生要观察的东西之前，他们参加的不是学生的错。在临床实践中，这种学习方式实际上是学生学习的障碍，学习新的经验需要更长的时间。虽然有时在繁忙的环境中，只要能从远处观察，有时对反思型学习者更有帮助。其他障碍的反射在实践中学习是过去的消极经历，在繁忙的环境中时间不足，从技师的支持不足，缺乏明确的意图是学习者应该做的，知识和技术，在一个充满敌意的环境高的期望（2003唐尼和福德，）。这些障碍可以防止反射，这种学习活动将保持负在反思性学习者头脑中（2003唐尼和福德，）。但在临床环境中仍然是学习这种技能作为摄影的最好方式仍对反思学习，实际上所有的学习者尽管存在一些障碍（gopee，2008）。
澳洲邦德论文代写:看待挑战
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).