I am a final year Law with History student; having joint studies has allowed me to expand my research base as I have completed two 10 credit history modules in stage 3. Independent research was vital as these modules required two 4,000 words papers. I learned how to look beyond what was required and come up with original arguments.
I have studied a variety of law courses including Criminal law Grade B, Property Law B, EU law A, Private international law TBA, Company law B, Tort Law A, Contract Law B, Equity C, Administrative Law TBA , Law of Trusts TBA, Jurispudence TBA , I am also engaging in a clinical module named Human Rights education were I will actively teach children about human rights derived from the United Nations Declaration on Human Rights
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This method prepares students to think on their feet when the stakes are high in the courtroom, legislative chamber, or boardroom and to explore the underlying dynamics at play in a legal issue.
Two of these classes assessments were 20 page papers and it was here I learned how to be critical when solving problem questions. I studied international criminal law and learned about the ICC/ICTY. We studied crimes against humanity, genocide, and engaged in an assignment were we developed an answer to a problem question that was based in todays Syria.
While on exchange, I was elected treasure for the ‘The Connecticut Alliance of International Lawyers’ in which promotes diverse cultures. I was in charge with funding all events, budgeting and auditing reports. I worked in a group of 8 CALI members, were I was given the opportunity to build relationships with people from different cultures whilst successfully adapting to an unfamiliar environment, giving me great confidence to do this during my future career. Here I developed business awareness, I had to become familiar with a different commercial mind-frame, using dollars and negotiating on a US perspective.
LEGAL
The first four weeks of CR510 have prompted this student to reflect on her years of teaching in the public school setting. Having experienced many similar complexities to the ones in the text, this student is sympathetic to the challenges facing those in the education system and is eager to find opportunities to offer a better solution for all involved. CR510 has strengthened this student's belief that a third party neutral can provide valuable benefits to educational systems at all levels.
The student will not longer rely on the internet and or a peer for their work resulting in critical thinking being used more often. Not only is improving the students skills but,“It also provides students a clear explanation of the importance of behaving with the
On the 1st of November 2013, I performed my first simulation on the module, Foundation Skills for Nursing. This simulation was on checking for vital signs in patients particularly, measuring the blood pressure (BP) which is the force of blood vessels against the walls of the vessels (Marieb and Hoehn, 2010). We also measured the temperature, pulse and respiratory (TPR) rates of a patient. This simulation’s objective was to engage us in practising some basic observation techniques taken on patients in and out of hospitals and to familiarise us on some of the tasks we will be performing when in practise. I will be applying the “What”, “So what”, and “Now what” model of reflection in nursing by Driscoll (2000).
This paper aims to highlight an incident in theatre where environmental pressure has the tendency to lead to human error thereby compromising the patient’s safety. To reflect and critically analyse the situation, human factors, theories, guidelines and national policies that govern a theatre environment so as to improve the practice, raise awareness and prevent adverse event thereby improving patient safety in theatres.
Thinking that I was strong minded and never looking at the negatives, ones suspicions changed my whole mind setting. After an endless wait in the mournful waiting room of the hospital, my name was called. The nurse brought us to Dr. Yazay's office where he confirmed his suspicions, and so began my life with scoliosis. Since the age of eight I have been swimming. I was a competitive swimmer for nine years, and now had to deal with a life without the activities I felt defined my identity. The treatment for my scoliosis involved wearing the most uncomfortable thing in the world which was a brace. With several restrictions on my physical activity, I had an abundance of free time on my hands.
I am always a little nervous and hesitant when I begin writing an essay. Ever since I was little I was an honor roll student, passed all my tests, was placed in honors and AP classes, and eventually graduated a year early from high school. I used to be so confident when I would begin writing a paper, I could finish it within a couple minutes. During junior year of high school, I began taking duel credit classes. I was passing all the classes so far until I reached English 111. It was an 8-week course and I started to get overwhelmed. All throughout the course I was having a little bit of trouble on the essays. I would still receive a passing grade, but it wasn’t an A. I began becoming a little discouraged and didn’t understand what was going
I went into my educational experience with a wealth of background knowledge about a wide range of topics related to academics, relationships, athletics, and religion. I grew up in a small South Carolina town on a block where there were 48 children who played between the backyards and the park across the street. During the summer, we did not come inside until the street lights came on, and we played kickball, basketball, and baseball regularly. We also spent hours exploring a creek a few blocks away, catching tadpoles or frogs and, if we were really lucky, even snakes. Many of the mothers did not work outside the home and included us as they cooked meals or baked. I was in the first class in our school system to go through completely integrated schools from kindergarten through graduation and witnessed the joy and difficulties associated with changing attitudes concerning “separate but equal.” Most of the families on our block were Lebanese Catholic, and even though we were not, we learned about religion from them as we walked with to and from the church almost weekly for their religious education classes. Both sets of grandparents lived on the block next to us. We often ate dinners there where we were taught formal table manners, table settings, and basic etiquette. My mother worked part time at an historic
Initial Reflective Essay When I first thought of what I wanted to do with my life after college, the first thing I thought of was helping people. The next step in deciding what I wanted to do with my life was to examine how I could accomplish this goal. I started pondering and I was thinking about how much I love to take care of my body. Health care and personal hygiene has always been an important factor in my life. So I decided to major in Health Sciences.
For my externship I worked at Heshima, a center takeing care of physically and mentally challenged children, for 20 hours. The highlights of my experience were; successfully getting into the organization blindly, being able to work alongside the Heshima employees and watching Nelly, the headmistress’s way of doing things. She, being the head of the school used a method of leadership I had not seen before.
Throughout the years certain paradigms have become a big part of my life. Some paradigms are overwhelmingly difficult to change whiles other are long forgotten and overcome. I try new thinking patterns as often as I can, but sometimes it takes a while for me to get rid of my old ways and get used to my new ways. The following paradigms are the hardest to change.
Up until this year, before taking the class intermediate composition, I thought I was a terrible writer. I was right. Writing isn’t something that I enjoy doing, nor am I good at. Writing is difficult for me because I’m not very good at explaining things in a professional manner, that can be easily well written. While writing you are expected to make little to no mistakes, which is not something I’m great at. I am so much better at explaining things with verbal words rather than written words. I had not taken any extra writing classes before this year rather than the mandatory ones. Like I had stated before, I hate writing, with a passion. I dread writing anything, especially an essay for school, like this one. I’m
...-legal helps to bring about a better understanding of the law and postgraduate scholars would do well to prepare themselves with other research methodologies.
Critical thinking is a significant and essential topic in recent education. The strategy of critical thinking skills helps identify areas in one's courses as the suitable place to highlight, expand and use some problems in exams that test students' critical thinking skills.
Through assessment students and teachers are able to determine the level of mastery a student has achieved with standards taught. Both formative and summative assessment should be purposeful and targeted to gain the most accurate data to drive further instruction (Ainsworth, 2010). While this syllabus does a good job of identifying the need for both formal and informal assessments, the way in which this is communicated does not provide enough detail for understanding. Simply listing assessment types does not give any insight into how these assessments fit in the learning process of this course. While some of the assessments mentioned could be common assessments chosen by the school or district to gain insight into the effectiveness of instruction, the inclusion of authentic assessments is most beneficial to students and demonstrates learning in a context closer to that of a work environment (Rovai, 2004). Unfortunately, this particular course, according to this syllabus, relies heavily on quizzes and traditional tests and essays to form the bulk of assessment opportunities. While other activities, such as formative assessments, journaling and discussions are mentioned as possible avenues for scoring, they are given a very low percentage of the overall grade. This shows that they are not valued for their ability to show progression and mastery. If this is indeed the case, this puts the students as a
My motivations for the study of the social sciences, are that i am at a time in my life where i feel that learning and expanding my academic knowledge is one of, if not the most important goal of mine in the way of personal growth and development. I spent my time through high school thinking academic work was really hard, because i 'had' to do it, but the more i look back on it since, I see that it wasn't the work itself that was hard, it was the motivation to apply myself that was the hard work, because i had no real interest or passion driving me to excel. History and English seemed to be 2 of my natural strengths,as when having to research something related to either fields, it seemed as though i did not really have to try that hard and i was able to end up with good results that seemed to have thought and meaning, as i have come to realize that these 2 classes were just the 2 that i had natural interest in, there it was not the same method of learning i was so used to experience from seemingly forced classes. I have been working hospitality whilst completing my high school education, and afterwards onto full time once finished school. as it is the biggest entry level job in a hospitality driven town such as Daylesford. I tried as many areas to try my hand and find the position within hospitality that best suited me, as i was still trying to work out where my interests lay before i committed to a career. Within hospitality i would generally be hired as a kitchen hand, and move up the ranks due to opportunity of a position opening and me proving my capabilities. I had an opportunity. I would have to say my skill sets are mainly developed within field of hospitality, where i was taught a range of necessary skills required to oper...