Invent Your Own Technology Essay :: Writing Essays

Invent Your Own Technology Essay When I was first assigned, the â€Å"invent your own technology† assignment, I had no idea of how I was going to complete this project. I had no understanding of why we had to create a project like this, especially when there are already various writing technologies available to us. I can honestly say, that by the end of this project I had realized how much technologies such as computers, typewriters, pens, pencils, and paper are taken for granted everyday. Dennis Barron said â€Å"writing is first and foremost a technology† (Barron, 37). This statement is something that I agree with! I think that any way someone writes should be considered a technology. The materials used for my project, include: a sweatshirt, twizzlers, and glue. I came up with the idea of gluing the twizzlers to the sweatshirt. When I first began this project, I did not count on being faced with any problems. I thought that I would just glue tiny pieces of cut up twizzler to the sweatshirt and that would be that. The first problem that I faced was: the candy would not stick to the sweatshirt. For whatever reason, the glue was not able to hold the twizzler pieces to the front of the sweatshirt. This definitely prolonged the gluing process. Once this problem had arisen, I went back to try to think of what I would be able to use to glue this candy to. I tried two different things. The first, a sheet. The problems with that was, that the sheet was so flimsy, that when I went to hold it up (like I was going to show it to someone), the candy pieces fell off. The second thing I attempted was a bath towel. The issue with that, was it was too thick. The pieces of ca ndy stayed glued, but the end presentation was not something that I would have been proud to show to the class.

The Therapy Group Health And Social Care Essay

Taking into consideration the peculiar traits of my personality and my ain experiences on a idiosyncratic degree every bit good as on an interpersonal communicating degree, I have concluded that the most representative theoretical psychotherapeutic attack for myself is the 1 of Carl Rogers ‘ . The basic rules of the healer ‘s earnestness, genuineness and â€Å" understanding † , every bit good as credence, empathy and apprehension of the patient constitute some characteristics that comply with my point of position. The Rogerian impression group centered therapy, every bit good as the impression of self-actualisation reflect most accurately the values that I would wish to function. I?I ±I? I?I ±I„ ‘ I µIˆI ­I?I„I ±I?I · the â€Å" group centered † . I respect profoundly the client ‘s authorization to be able to find himself the therapy he needs and to take it at his ain gait ; therefore, run intoing his basic demands fo r acknowledgment, equal intervention and grasp. The topic of the therapy group which I would organize would be the support of people with physical disablements. The grounds of this pick are varied: first of all, it is an issue that intrigues me ; I find it peculiarly interesting, disputing and attractive from a humanistic, but besides from a professional point of position. So, I would wish to specialise in guidance and psychotherapeutics of people with disablements, as a professional option. The topographic point in which meetings will be held is a critical issue for the group, because people in wheel-chairs must hold entree towards their finish. It is really of import for them to experience that they can travel approximately and go around comfortably, without troubles and obstructions such as stepss, narrow lifts, long distances and other similar hindrances. The physical scene of the group must give them a sense of being welcomed, without stressing their distinction. For that ground, it is indispensable that the topographic point of meetings be easy accessible to people with gesture disablements ( for illustration, means of mass transit that can function them ) . The infinite must be on the groundfloor and if it is on a higher degree the lift must be big plenty and rage should be available. Besides, the dimensions of the room must let a comfy moving in it. Furthermore, that topographic point has to supply the members with privateness, freedom from distraction and to let them to sit in a circle, so that they can see, detect and interact straight with one another. The nature of that group involves some specialnesss. The fact that, these people get tired easy and rapidly, every bit good as that they need person else to assist and function them sets some bounds. The continuance of the meetings should non transcend, but respect the members ‘ physical bounds. On the other manus, the clip must be plenty, so that the group will be able to analyse all the issues raised by all members. So, a meeting should last 2 to 2,5 hours with 1 or 2 interruptions. Of class, in instance of any crisis or occasion during a meeting, the session can last more than 2,5 hours. Because of the specialnesss of these people, the fast beat of life and of fiscal grounds, the frequence of the meetings would be one time a hebdomad. The life-span of the group would be brief and would last about six months, in other words 25-30 meetings. The short life-span presupposes that the leader will be required to maintain attending to some affairs. As the healer, I will hold to clear up the ends of the group and to remain focused on them. The choice and the readying of the members must be done with great attention, so that dropouts and misinterpretations are prevented. By and large, the limited life of the group requires a specific mental set and clip direction.Size of the GroupThe ideal size of the group would be 7-8 members. It is a figure of participants that allows effectual interaction among them. The group would be closed ; therefore, given that some members could drop out, it would be functional to get down the group with a spot larger size, that is to state with 8-9 people. The tracts of interaction will be unfastened among all members, including the leader, as shown in the diagram.( The points stand for the membe rs and the healer of the group, while the lines represent the synergistic tracts of communicating. )Intake procedures – a ) The Selection of MembersThe manner that the choice of members is accomplished is irregular. The healer, on a general footing, must be concerned with which patient will be excluded from the group and so, more specifically, with who will be included. It is easier to find the people who do non run into the demands of engagement, than the 1s who do. This process will take topographic point during the pregroup consumption interview. The basic standard for the exclusion of some individuals from the group is his likeliness for dropout. Therefore, during the consumption interview all the features and the factors which may ensue in dropout must be clarified. Peoples with terrible abnormal psychology, lower IQ, less psychological mindedness and likeability, lower socioeconomic category, high denial to alter and high somatization are really likely to dropout. External factors like scheduling jobs, traveling of the town and declaration of some instant crisis could take to premature expiration of the therapy. Group deviancy, jobs of familiarity, fright of emotional contagious disease, coincident person and group therapy constitute some of the factors for dropout and must be screened out and examined with cautiousness and duty. Peoples with features and attitudes as the above would be excluded. Without dissing, I would propose them to get down an single therapy, or I would mention them to another group suited with their demands and ends. On the other manus, there are some human traits that could take to a successful engagement in the group. Peoples with grate motive and willingness are the best campaigners for the group. Besides, the credence of duty for intervention and the desire to alter are positive characteristics and standards for inclusion in the group. Therefore, the group will able to work functionally and to ensue in, the positive result of alteration.B ) The Intake InterviewAll the above are portion of the consumption interview. The intent of the interview is, on one manus, the definition of the standards for exclusion or inclusion in the group and on the other manus, the anticipation of the interpersonal behaviour of the members. Therefore, during the prescreening interview, the object of the enquiry is non merely the patient as a topic of psychological scrutiny and diagnosing, but besides his interpersonal attitudes, accomplishments and interaction with the healer. I think it is necessary for the individual who is traveling to take part in the therapy group to undergo a series of diagnostic procedures, such as a recording of his single background, an IQ trial and a projective trial. For that intent, as a healer I have in my disposal the Weschler IQ trial and the I ¤.I‘.I ¤ . personality trial ( Thematic Apperception Test ) . The interpersonal consumption interview is every bit of import as the â€Å" diagnosing † . This procedure aims at analyzing the abilities and qualities of the patient, so that he can run into the demands for interpersonal communicating with the healer. The conditions of the interview have to be every bit similar as possible to those that will be shaped in the group. This is necessary, because the more similar they are, the more accurate and distinct the anticipation of interpersonal behaviour will be. Thus, the healer ‘s duty is to make an ambiance and norms resembling to those of the meetings ( such as freedom of address, regard of others, honestness, active engagement, interaction, self-contemplation, self-disclosure, giving-taking feedback, etc ) . Furthermore, it is of import that the interview will mention to â€Å" here and now † , so that the observation may take to the most utile information. Finally, the prospective member will be submitted to inquiries related to his/her past interpersonal relationships in the household, work, school, nines etc. To finish the consumption interview, I think two or three meetings at least are required. The clip before the beginning of the group therapy is important for the illation extraction about the hereafter members, every bit good as for their psychological readying.degree Celsius ) Preparation of the MembersThe members ‘ readying for the therapy aims at making the fortunes which are important for their best and most effectual engagement into the group. Therefore, during the initial process, I consider elucidation of certain misinterpretations refering group therapy, really of import. Of equal importance are: informing the prospective member about some issues that he/she might disregard, beef uping his/her positive elements sing therapy and cut downing the negative 1s. It is particularly of import that group therapy is considered every bit valuable as the single 1. Furthermore, for the specific people, group therapy is likely to be a more efficient and immediate intervention, every bit far as the peculiar ends are concerned and this has to be clear ; it is necessary that the belief in and the outlook from the therapy is instilled. During the readying phase, the healer must be certain that every member ‘s personal ends from the therapy suit the group ‘s ends. Furthermore, the leader has to do a description and a full presentation of the procedures which will be followed and of the curative environment, stressing the of import elements of safety and trust. I would depict the group as a school of self-exploration and find, every bit good as an chance for societal look and engagement. I would propose to the members to be simple, honest and direct, in order to take part in the group the best manner they can ; besides, I would advert the uncomfortable feelings and the possible letdowns they might see, indicating out that the â€Å" alteration † might necessitate some hurting and, decidedly, some clip. In add-on to that, I would advert the basic regulations of confidentiality, every bit good as the necessity of avoiding subgrouping. The readying stage helps the prospective members to go familiar with the thought and the future work of the group. Therefore, their motivations to fall in the group will be stimulated, while any possible anxiousness or emphasis will be decreased.The Group CompositionHarmonizing to the description and the particular characteristics of the group, it could be considered as a homogenous therapy group. The fact that the members will hold a similar organic structure image and symptoms, leads to that decision. However, this homogeneousness will non mention to the personalities of the people. In order to be functional, the group should integrate different personalities and behaviours, so that the members can work on an synergistic footing. As a healer, I do non mean to make a hapless group, which will merely supply a short alleviation of psychological symptoms and a support for a limited clip. On the contrary, the coexistence of many different and heterogenous sorts of behaviour and of assorted psychological ways of confronting the job -physical disability- will ensue in a more synergistic and disputing group. Furthermore, the members will change in age, but they will belong to the same age class ( grownups, 20-50 old ages old ) . A great age difference could do troubles in communicating and common apprehension among them, or it could convey a sense of isolation. The symptom homogeneousness is likely to trip a series of curative factors, in a really short period of clip. The fact that the members will portion common and similar experiences in relation to their physical specialness, will ensue in coherence and catholicity even from the first meetings. The support they will offer one another and the exchange of suggestions and advice on specific issues, will convey into action selflessness and interpersonal acquisition. On the other manus, the already activated curative factors will assist with the more mature confrontation of any struggles or dissensions during the therapy, raised from the members ‘ heterogeneousness. Therefore, the coexistence of those two elements, homogeneousness and heterogeneousness, is of critical importance for the positive result of the therapy.Announcement of the GroupThe proclamation of the therapy group can be done in many different ways. First, it can be advertised in certain specialised magazines, which addr ess to people with disablements, such as â€Å" ORIZONTAS TON PARAPLIGIKON † , â€Å" ISOTIMIA † and â€Å" ANAPIRIA TORA † . It can besides be published in the specialised web site www.disabled.gr. Furthermore, there can be postings hanged in the cardinal offices of the organisations for the handicapped people, every bit good as in private offices of physicians and physical therapists. Finally, a all right manner to advance the group is a personal contact with people who are likely to be interested or could inform some others about it. The response might non be so immediate, so the procedure of the proclamation has to get down rather early before the beginning day of the month of the group meetings.In conclusionaˆÂ ¦All the above describe a possible creative activity of a therapy group and of its initial processs on a theoretical footing. However, the practical execution might differ significantly from the image presented in this assignment. The leading of such a group requires exceeding professional makings and a magnetic personality in order to cover with people with physical disablements. The differentiation between the human inclinations of empathy, emotional presence, protection and support from commiseration is rather hard some times and it demands experience and particular accomplishments from the healer. The nature of the group requires a great trade of duty, which might arouse inordinate emphasis to the healer, particularly during the first meetings. However, the sense of satisfaction and fulfilment that rises from the working with such a group of people, can be really intense. Giving and assisting people who have a more obvious demand for alleviation, credence, support and love than the able-bodied, constitutes a gift of psyche, which is to be returned to the 1 who offered it. The balance lies someplace in between. The aureate mean that separates the professional healer from the emotional homo being, but which unites them at the same clip.

The Male Characters View Women As Property That Belongs

The male characters view women as property that belongs to them. Desdemona’s father sees her as a piece of property long before Othello does. When Brabantio approaches Othello for fleeing with Desdemona with his consent, he alleges that Othello is a â€Å"foul thief.† Brabantio’s accuses Othello of stealing his daughter as if she is a piece of property that has been illegally taken away from him: â€Å"O, thou foul thief, where hast thou stowed my/ daughter† (1.2.63-64). These same sentiments are spewed earlier in the play when Iago awakens Brabantio that his daughter has run away with Othello: â€Å"Awake! what, ho, Brabantio! thieves! thieves! thieves! / Look to your house, your daughter and your bags! / Thieves! thieves! (1.1.77-79). It is ironic†¦show more content†¦Although Emilia pleads Desdemona’s innocence, he refuses to listen because he regards a word of a man over a woman’s. He views Desdemona as his possession and he fee ls like he can do whatever he wants to her. Through Emilia’s character, Shakespeare points out the double standards that exist between men and women. Emilia recognizes there s a double standard when it comes to gender and fidelity and she emphatically objects: Why, we have galls, and though we have some grace, /Yet have we some revenge. Let husbands know/Their wives have sense like them. They see, and smell, /And have their palates both for sweet and sour, /As husbands have. What is it that they do/When they change us for others? Is it sport? /I think it is. And doth affection breed it? /I think it doth. Is t frailty that thus errs?/It is so too. And have not we affections, /Desires for sport, and frailty, as men have? /Then let them use us well. Else let them know, /The ills we do, their ills instruct us so. (4.3.87-98). According to Emilia, husbands cheat on their wives and often physically abuse them, provoking women to wander. 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Informal and Formal German Greetings

The Core Activities And Relationship That Make Up...

The book commences by studying the core activities and relationship that make up capitalism (Stanford, 2015). Stanford than pursues to discuss how the capitalist economy functions as an overall system. He advances on other important players in modern capitalism such as the monetary and the financial system and concludes with ways in which capitalism could be reformed to more effectively meet human needs and protect the natural environment (Stanford, 2015). Despite the informative information Stanford presented, the topic globalization emerged with insights about NAFTA or in other words North American Free Trade Agreement and its provisions aimed at opening and protecting investments flows, granting special legal protections to foreign investors, and generally limiting government intrusion into the public sector (Stanford, 2015). In alliance to the text, is Stephen Lendman who wrote an article NAFTA Deplorable Legacy. He states NAFTA damaged millions of lives (Lendman, 2014). NAFTA is one of the many forms of globalization that portrays negative outlooks in trading services as well as exporting and importing products between countries. Free- trade advocates claim that globalization is an unequivocally positive force, however, theories like Ricardo’s model and the creation of investor-state dispute settlements allow international businesses special legal powers to challenge unfavorable government policies (Stanford, 2015). If neoclassical economics, conventional economists,Show MoreRelatedA Book On Economics Was Not Something That Was Pre Planned Essay1630 Words   |  7 PagesOf all the challenges and opportunities were the information technology revolution and the emerging internet boom. The economic factors adjusting with a new kind of economy with ample use of information some called knowledge economy. It was at the core for larger business enterprises during the pre-dot-com surge. 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Review of Taming Of the Shrew Essay Example For Students

Review of Taming Of the Shrew Essay I watched an abridged version of this play on Monday, 13 October 2008 in the drama hall of my school Kidbrooke School. It was written by William Shakespeare, directed by Miss Hagan and performed by the Drama Club.  The play was about a father, who has two daughters Katherine, the elder one and Bianca. Many men fancy Bianca, however she cannot be wed as the father Baptista Minola decides that Katherine the eldest should marry first, if she has not been taken as a wife no one could marry Bianca. Many men in the city of Padua disagree with the decision as the all are in love with Bianca and in fear of Katherine and therefore try to make deals with Baptista, who stays firm to his conditions. A member of the community has a not very noble friend outside the city that he calls in order to marry Katherine, the shrew. As he introduces his companion to Baptista and explains their reason for being at his house; Petruchio is then given the permission to marry Katherine, who does not agree with this as her father tells her the good news. Thereafter the wedding followed an Katherine moved to her new husband who immediately starts taming her as he sees her bad behaviour; his ways of taming included starving and psychological conversations, that enforce her to believe whatever he says. Meanwhile at home the younger sister Bianca is an affair with a man who disguised himself as a tutor and is in love with Bianca. Lutencio then weds Bianca secretly but Baptista catches them red-handed; therefore it was time for Lutencio to explain to him who he was and what he feels for his new wife. Later on a feast is arranged and the whole family is invited, and so are their friends. As the men introduce themselves and talk about present day issues their wives go out to have some time with each other away from their husbands. During their conversation the men wonder how it was possible to tame Katherine and want to find out whose wife is most obedient; each man called his wife to come to him but only Katherine replied and came to her husband. This amazes everyone and Petruchio asks her to bring in the before called wives to their husbands and to explain how a woman should treat her husband. In the play the issue of a role of a woman is explored and how her attitude towards her husband should be. It shows what was expected what women should be like, meaning that they did not have their own opinion but had to agree with whatever is wanted by their husbands. In the end speech of Katherine ways of behaviour towards a husband are even more highlighted, because she narrates values he herself did not believe in; such as treating your husband like a king and being lucky to have him to take care of you. This play is performed using Shakespearean language, which seems not very understandable at the beginning but as the audience follows the actions the language can be comprehended. Moreover does the play include various explorative strategies which make the easier to understand for the spectators; marking the moment, still images and many more where used.  The set was kept simple as the stage was of medium small size and props such as tables were used to let the audience imagine what exactly was happening on stage. Through the fact that the set was kept simple the audience has to use its creativity to image what the place could look like; therefore everyone is able to interpret the play in his or her personal way. .u3980b156bde9df4f555cdd98564314c8 , .u3980b156bde9df4f555cdd98564314c8 .postImageUrl , .u3980b156bde9df4f555cdd98564314c8 .centered-text-area { min-height: 80px; position: relative; } .u3980b156bde9df4f555cdd98564314c8 , .u3980b156bde9df4f555cdd98564314c8:hover , .u3980b156bde9df4f555cdd98564314c8:visited , .u3980b156bde9df4f555cdd98564314c8:active { border:0!important; } .u3980b156bde9df4f555cdd98564314c8 .clearfix:after { content: ""; display: table; clear: both; } .u3980b156bde9df4f555cdd98564314c8 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u3980b156bde9df4f555cdd98564314c8:active , .u3980b156bde9df4f555cdd98564314c8:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u3980b156bde9df4f555cdd98564314c8 .centered-text-area { width: 100%; position: relative ; } .u3980b156bde9df4f555cdd98564314c8 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u3980b156bde9df4f555cdd98564314c8 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u3980b156bde9df4f555cdd98564314c8 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u3980b156bde9df4f555cdd98564314c8:hover .ctaButton { background-color: #34495E!important; } .u3980b156bde9df4f555cdd98564314c8 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u3980b156bde9df4f555cdd98564314c8 .u3980b156bde9df4f555cdd98564314c8-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u3980b156bde9df4f555cdd98564314c8:after { content: ""; display: block; clear: both; } READ: Short Story - A Devastating Afternoon EssayDuring the performance lights where used to highlight the mood the characters where in, this means different light, different mood. The lights had a great impact on the audience as they make the performance look more alive. Especially different coloured lights (red light was used as Katherine and Petruchio have an argument) and spot lights as they make it easier for the audience to comprehend what is happening on stage. Sound was used to help the audience image in what time period the story happens; Greek music was introduced the play showing what a lively place the city Padua was. Also as Katherine and Petruchio had an argument, music was played in the background to give the audience a feeling of what is happening; the music has tremendous impact because the audience therefore feels that this is not just a play but real, it makes them feel part of the happenings on the stage. All actors wore black tops and trousers; this shows the audience that they all are part of the same. However, costumes were also used o enhance the audiences imagination of what time the play is set. Only some of the characters had to put on additional costumes over their black so that the audience is able to visualise the importance of some characters.  In my opinion I can say that this play is worth watching because of the message is gives out. Also because it is short so everyone including people who are newcomers to the theatre can watch it. I like this version of the play, for the reason that even though Shakespearean language is used I am able to understand it.

Experience Students Learning Institutions †Myassignmenthelp.Com

Question: Discuss About The Experience Students Learning Institutions? Answer: Introducation The learning experience is a composition of different activities. It is a combination of how learners interact with their environment. Teachers who control and manage the learning experience for students while is learning institutions, possess very sophisticated skills. This is because they are required to orchestrate various instructions over time (Fink 2003). They also need to assess how well the students are absorbing knowledge and use this information to adjust the tactics they are employing. Components of the Learning Experience To be able to direct the different students efficiently, the teacher needs an excellent comprehension of every cognitive element of the process of learning. Six components that must be observed are; graphomotor, processing, language, higher order thinking, memory, and attention. Graphomotor refers to the skill of writing. It is a process that requires muscular, visual, and neural coordination. Due to the presence of computers presently, this skill has almost been replaced by typing (Saskatchewan education ministry 2008). However, the two go hand in hand and a student facing difficulty in writing may have difficulty typing as well. Human beings have two ways in which they process and organize information. These include; the spatial and sequential manners. The spatial or simultaneous manner is the process in which people use order in the organization of information. For instance, humans use simultaneous manner to solve puzzles or know direction (Donovan et al. n.d.). Sequential organization, on the other hand, is used to help humans comprehend the concept of time. Students whose sequential organizational skills are excellent time managers. Higher order thinking, the third learning skill, calls for the ability of people to have an understanding of information first, then manipulate that information to draw more conclusions. It is not merely relating information or memorizing it, but being able to do something more with that information. This is a skill that brings about; problem-solving, creative and critical thinking, questioning information, analytical thinking, and metacognition. Metacognition refers to the ability of one to understand and be aware of what they know, how they think, and learn (Cross 1999). As a learning experience, higher order thinking should be promoted among students to help them reflect about themselves and understand their behavior. This skill also enables students to manage themselves mentally. It also allows them to be aware of their weaknesses and strengths as well as know how to capitalize their strengths and manage their weaknesses (Harrison n.d.). Additionally, it helps them believe in themselves and work to make a difference in society. In school and elsewhere, the primary means used for communication is language. Two systems process language. These are the receptive and expressive systems. Expressive language is used in speech as well as in writing. Receptive language, on the other hand, is used during listening and reading. Students who are good at language are good performers (Schwartz 2010). However, students who have language difficulties are unable to communicate properly, may not comprehend or store information either in written or verbal form and may be unable maintain relationships and friendships with other students. Majority of students with weak written language are assisted by a procedure of creative and expository writing. This enables the students to generate ideas first then organize them and look at how the sentences are structured (Dashe Thompson 2014). They then check on the grammatical and mechanical rules and correct any errors they may have made. In the end, their language skills improve considerably. Another learning skill is memory. Memory allows people to receive information, make use of it, store, and retrieve it when needed. There are three different memory systems. These are; short term memory, working memory, and long term memory. In school, students are required to remember lots of different information. This is in different subjects such as science, social studies, math among others. To assist students to remember different information, teachers should remind the students of prior information about the topic in question (Cross 1999). This helps jog their memory and connects the past studies to present studies. Finally, for a student to learn anything, they need to pay attention. Students pay attention easily to exciting things and get distracted when things are not so interesting. The teacher, therefore, constructs lessons that have connectivity to the students in a bid to keep their attention (Harrison n.d.). Approaches to the Process of Learning The learning process involves different approaches. For students to learn efficiently, they need to tailor their study habits to their own needs (Saskatchewan education ministry 2008). To do this, they should choose techniques that they feel work for them then evaluate these techniques to see how well they are working. For instance, some students are better at group discussions while others learn better by studying alone. Importance of the Learning Process Based on my personal opinion, the learning experience is a significant part of any persons life. The six elements that have been mentioned are vital for students. They make people into who they are as they grow up. They enable people to think, communicate with other people, gain the ability to concentrate, be able to remember information, and aid in improving ones writing skills (Fink 2003). Therefore, this is a very valuable process that should be maintained and well executed by the teachers. The learning process is what has enabled me to be in a position to further my studies in preparation for the future. In my course work, it will be of use to me because I need to think harder to gain deeper insights into some of my units that are quite challenging (Hansen 2000). Moreover, it is a requirement for students to conduct research in different areas, and this will be possible since I have the necessary communication as well as writing skills to carry out various tasks. In the future, I would like to be a business owner. This process will be vital to me in relating to clients as well as thinking of ways to carry out various activities such as scaling the business and marketing among others (Cross 1999). The skills I have gained will help me fit into society and provide for my family as well as remember important things such as my friends birthdays or in time keeping. Personal Learning Process The learning process that I went through involved different activities. The teacher required us to concentrate to understand what was being taught. We were also expected to ask questions whenever we did not understand various concepts. Experiments were also standard in the process followed by a reflection of why we got certain results. Additionally, we were required to carry out research on different issues and discuss the findings with fellow students. The business research that I conducted was an important activity that contributed to my learning experience. In undertaking the activity, I was able to get out of my comfort zone because I am quite introverted. This involved talking to strangers and requesting them to aid in answering my questionnaire. Some people were rude and chose not to participate while others were happy to be of assistance. This helped me to learn about people and how they behave which is a skill that I will work on till I get better at it. My learning process now mainly involves experimentation. I find that carrying out practical activities is my best way of learning also called experiential learning. This helps me to think as I complete the process and ensures that I remember everything that happened throughout the activity (Schwartz 2010). The task of researching enabled me to collect data, analyze it, and draw actionable insights. Application of the Learning Process In the future, this learning will apply in a myriad of ways. Due to the learning skills that I have acquired over the years, I was able to perfect different skills such as data analysis. Therefore, I can use Ms. Excel as well as SPSS together with my critical thinking skills to analyze data for better comprehension of the research findings. In the future, I will apply these skills in my business to analyze the markets and to assess the demand for different products. The interpersonal skills on the other hand will be useful for networking activities and interacting with clients to provide exceptional customer services. Conclusion Indeed, the learning process is crucial for every persons growth and development. It enables one to carry out various activities that are vital to life. These include; writing, language comprehension, concentrating, higher order thinking, memory, and organization. With these skills, one can better prepare for the future and enjoy the present. Conclusively, it nurtures ones physical, emotional, intellectual, and spiritual growth. References Cross, P., 1999. Learning is About Making Connections. Dashe Thompson, 2014. 11 Ways To Create Learning Experiences That Work. Available at: https://www.dashe.com/blog/learning/principles-effective-learning. Donovan, M.S., Bransford, J.D. Pellegrino, J.W., How People Learn. Fink, D., 2003. Creating Significant Learning Experiences. Hansen, R.E., 2000. The Role of Experience in Learning: Giving Meaning and Authenticity to the Learning Process in Schools. Journal of Technology Education, 11(2). Harrison, F., Using Learning Resources to Enhance Teaching and Learning ILTM Senior Lecturer in Educational Development Centre for Educational Development Imperial College London. Saskatchewan education ministry, 2008. Essential Learning Experiences, Schwartz, M., 2010. Best Practices in Experiential Learning.