Reflective Practice In Teaching

Question: Examine about a Report on Reflective Practice In Teaching? Answer: Intelligent Practice in Teaching Intelligent practice merits exceptional notice with regards to educating fundamentally in light of the fact that this training upgrades the educators instructing and relational abilities. Through intelligent practice, an educator can fundamentally look at her training every day, and this basic self-study approach contributes a great deal in developing the instructors information (Bernstein, 2013). Through such basic assessment, (as accentuated by intelligent practice) instructors can extend their collection of abilities, and consolidate new discoveries into their training (Bernstein, 2013). Also, considering every single such viewpoint it must be said that intelligent practice shapes the foundation of good instructing, and instructors enjoying such act of self-assessment are progressing nicely of expert turn of events. Foundation of expert guidelines is basic to improve the nature of work performed by experts in each circle of their expert life. These gauges are imbued with moral standards and explicit targets which fill in as rules to help experts in their occupations. In the circle of educating as well, the foundation of expert principles is fundamental. In the field of educating, proficient gauges help proficient educators in arranging and building up their showing rehearses, and in satisfying their expert jobs and duties (California Standards for the Teaching Profession, 2009). These principles are rules implied for refining and upgrading the showing styles of various instructors (California Standards for the Teaching Profession, 2009). Proficient principles are objective in nature, and in the event that I can hold fast to those guidelines, I will have the option to improve my showing capacities and my relational abilities (which are fundamental to appropriately convey and interface with my und erstudies). Keeping the showing norms, I can demonstrate a superior educating strategy. My model will remember methodologies to help myself for starting self-assessment through intelligent practice, and the model is additionally going to incorporate procedures through which I will have the option to improve encouraging practice on the side of understudy learning (California Standards for the Teaching Profession, 2009). In addition, my model will likewise incorporate procedures that would help me in surveying my understudies progress and my own proficient advancement. It is basic to build up the base center in my showing procedure since it explicitly gives a base on which I can build up my own aptitudes alongside my capacity to decide the stage in which I will have the option to work cooperatively with subject authorities (Addressing proficiency, language, numeracy and ICT needs in instruction and preparing: Defining the base center of instructors' information, understanding and individual abilities, 2013). The incorporation of least center is fundamental likewise to guarantee that I am forming into a decent speaker, a decent communicator, and an attentive person who can beat social obstructions which regularly are placed in the method of encouraging a study hall imbued with assorted variety. In addition, to upgrade my numeracy aptitudes, I should remember the base center for my showing procedure fittingly (Addressing proficiency, language, numeracy and ICT needs in instruction and preparing: Defining the base center of instructors' information, u nderstanding and individual abilities, 2013). Besides, it is imperative to consolidate the standards of proceeding with self-improvement (CPD) during the time spent building up my own abilities in proficiency, numeracy, and ICT in light of the fact that, CPD, as an idea and as a training, will help me in creating effective showing procedures through the reconciliation of useful aptitudes that are applicable to the subject of my specialization (OCT Teaching in the Lifelong Learning, 2008). References Tending to proficiency, language, numeracy and ICT needs in instruction and preparing: Defining the base center of educators' information, understanding and individual aptitudes. (2013). LSIS, [online] pp.1-58. Accessible at: https://repository.excellencegateway.org.uk/fedora/objects/import-pdf:93/datastreams/PDF/content [Accessed 18 Jan. 2016]. Bernstein, K. (2013). The Reflective Practice of Teaching. [Blog] THE WHOLE CHILD. Accessible at: https://www.wholechildeducation.org/blog/the-intelligent act of-educating [Accessed 18 Jan. 2016]. California Standards for the Teaching Profession. (2009). Commission on Teacher Credentialing, [online] pp.1-16. Accessible at: https://www.ctc.ca.gov/instructor prep/principles/CSTP-2009.pdf [Accessed 18 Jan. 2016]. OCR Teaching in the Lifelong Learning. (2008). [online] Available at: https://www.ocr.org.uk/Images/75548-level-5-unit-30-proceeding individual and-expert development.pdf [Accessed 18 Jan. 2016].

Reinsurance Business Essays - Types Of Insurance, Reinsurance

Reinsurance Business Amount SHARE REINSURANCE AGREEMENT DWVD NO. 900804 for Fundamental COLLEGE ACCIDENT AND SICKNESS Clinical EXPENSE INSURANCE (hereinafter alluded to as the Agreement) made and gone into by GERBER LIFE INSURANCE COMPANY White Plains, NY (hereinafter alluded to as the Company) what's more, PHOENIX HOME LIFE MUTUAL INSURANCE COMPANY Enfield, CT (hereinafter alluded to as the Reinsurer) Compelling: January 1, 1999 - December 31, 1999 Chapter by chapter list ARTICLE I ? Gatherings TO AGREEMENT 1 ARTICLE II ? Premise OF REINSURANCE 2 ARTICLE III ? Maintenance AND LIMIT 3 ARTICLE IV ? INURING REINSURANCE 4 ARTICLE V ? FACULTATIVE REINSURANCE 5 ARTICLE VI - EXCLUSIONS 6 ARTICLE VII ? Compelling DATE AND DURATION OF AGREEMENT 7 ARTICLE VIII ? REINSURANCE PREMIUMS 8 ARTICLE IX ? PREMIUM REPORTS 9 ARTICLE X ? Surrendering ALLOWANCE/EXPENSES 10 ARTICLE XI ? Cash 11 ARTICLE XII ? Cases NOTIFICATION 12 ARTICLE XIII ? Cases SETTLEMENT AND AUDIT 14 ARTICLE XIV ? EXTRA CONTRACTUAL OBLIGATIONS 15 ARTICLE XV ? SUBROGATION 16 ARTICLE XVI ? Replacement 17 ARTICLE XVII ? Cases FUND 18 ARTICLE XVIII ? Balance 19 ARTICLE XIX ? Domain 20 ARTICLE XX ? OVERSIGHTS 21 ARTICLE XXI ? ACCESS TO RECORDS 22 ARTICLE XXII ? Bankruptcy 23 ARTICLE XXIII ? Mediation 24 ARTICLE XXIV - CONTROLLING LAW 25 ARTICLE XXV ? SEVERABILITY 26 ARTICLE XXVI ? Unapproved REINSURERS 27 ARTICLE XXVII ? Assessments 29 ARTICLE XXVIII ? Government EXCISE TAX 30 ARTICLE XXIX ? Secrecy 31 ARTICLE XXX ? Whole AGREEMENT 32 ARTICLE XXXI ? Delegate 33 ARTICLE XXXII ? EXECUTION 34 ARTICLE I ? Gatherings TO AGREEMENT This Agreement is exclusively between the Company and the Reinsurer and the presentation of commitments of each gathering under this Agreement will be rendered exclusively to the next gathering. In no occurrences will anybody other than the Company or the Reinsurer have any rights under this Agreement with the exception of perceiving the Company has the sole obligation regarding the assessment and arrangement of the Underwriting Manager, Managed Care Concepts of Delaware, Inc. (MCCI). Further, it is concurred that Associated Accident and Health Reinsurance Underwriters (AAHRU), a taking part Reinsurer, is considered to be the Lead Reinsurer. In that limit, any activities of the Lead Reinsurer will be made to the greatest advantage of this Agreement and authoritative upon the different reinsurers. Should the Company name another Underwriting Manager, the Reinsurer must favor any adjustment in the Underwriting Manager, in any case the Reinsurer has the option to drop at the hour of pro gress. This Agreement will be official upon the gatherings, their beneficiaries, and replacements, assuming any. ARTICLE II ? Premise OF REINSURANCE On and after the powerful date of this Agreement, the Company will surrender and the Reinsurer will acknowledge as reinsurance, a Quota Share partition, as appeared inside ARTICLE XXXII ? EXECUTION, of the obligation on strategies, folios, agreements or understandings of protection, hereinafter alluded to as approaches, gave or reestablished by the Company on or after the viable date of this Agreement and endorsed for and for the benefit of the Company by the Underwriting Manager and named Basic College Accident and Sickness Medical Expense Insurance, as portrayed beneath: Fundamental College Accident and Sickness Medical Expense Insurance: Overabundance of all other substantial and collectible protection gave to the qualified understudies (different classes including, household undergrad, residential alumni and remote understudies) and their qualified wards. On the off chance that the qualified understudy doesn't have essential protection, this arrangement will be essential. A few plans might be composed on an essential reason for which advantages will at that point be facilitated with some other arrangement where the understudy is secured as a ward. Premiums must be paid before protection is in power and legitimate. The greatest advantage per individual secured guaranteed is $500,000. ARTICLE III ? Maintenance AND LIMIT The Reinsurer consents to acknowledge a fixed extent of 85% of the first $500,000 per individual per hazard for all business subject to this Agreement. The Company consents to hold for its own record 15% of the first $500,000 per individual per hazard for business subject to this Agreement. ARTICLE IV ? INURING REINSURANCE Inuring Reinsurance ? The Company and the Reinsurer consent to buy overabundance of misfortune reinsurance that safeguards to the advantage of all essential portion share members of this bargain for all per individual dangers that surpass $500,000. The price tag and reinsurance security to be endorsed by the Company and Lead Reinsurer. Should worthy reinsurance not be accessible, the Company and Lead Reinsurer will amend this Agreement as needs be. ARTICLE V ? FACULTATIVE REINSURANCE For business that doesn't meet

Theories of Intelligence in Psychology

Theories of Intelligence in Psychology Theories Cognitive Psychology Print Theories of Intelligence in Psychology By Kendra Cherry facebook twitter Kendra Cherry, MS, is an author, educational consultant, and speaker focused on helping students learn about psychology. Learn about our editorial policy Kendra Cherry Reviewed by Reviewed by Amy Morin, LCSW on October 01, 2019 facebook twitter instagram Amy Morin, LCSW, is a psychotherapist, author of the bestselling book 13 Things Mentally Strong People Dont Do, and a highly sought-after speaker. Learn about our Wellness Board Amy Morin, LCSW Updated on October 08, 2019 More in Theories Cognitive Psychology Behavioral Psychology Developmental Psychology Personality Psychology Social Psychology Biological Psychology Psychosocial Psychology In This Article Table of Contents Expand Defining Intelligence Concept of Intelligence Theories of Intelligence Intelligence Testing View All Back To Top What exactly is intelligence? While intelligence is one of the most talked about subjects in psychology, there is no standard definition of what exactly constitutes intelligence. Some researchers have suggested that intelligence is a single, general ability, while others believe that intelligence encompasses a range of aptitudes, skills, and talents. Verywell / JR Bee   How Psychologists Define Intelligence Intelligence has been an important and controversial topic throughout psychologys history. Despite the substantial interest in the subject, there is still considerable disagreement about what components make up intelligence. In addition to questions of exactly how to define intelligence, the debate continues today about whether accurate measurements are even possible. At various points throughout recent history, researchers have proposed some different definitions of intelligence. While these definitions can vary considerably from one theorist to the next, current conceptualizations tend to suggest that intelligence involves the level of ability to do the following: Learn:  The acquisition, retention, and use of knowledge is an important component of intelligence.Recognize problems:  To put knowledge to use, people must be able to identify possible problems in the environment that need to be addressed.Solve problems:  People must then be able to take what they have learned to come up with a useful solution to a problem they have noticed in the world around them.?? Intelligence involves some different mental abilities including logic, reasoning, problem-solving, and planning. While the subject of intelligence is one of the largest and most heavily researched, it is also one of the topics that generate the greatest controversy. While psychologists often disagree about the definition and causes of intelligence, research on intelligence plays a significant role in many areas. These areas include decisions regarding how much funding should be given to educational programs, the use of testing to screen job applicants, and the use of testing to identify children who need additional academic help. How the Concept of Intelligence Developed The term intelligence quotient, or IQ, was first coined in the early 20th century by a German psychologist named William Stern. Psychologist Alfred Binet developed the very first intelligence tests to help the French government identify schoolchildren who needed extra academic assistance. Binet was the first to introduce the concept of mental age or a set of abilities that children of a certain age possess.?? Since that time, intelligence testing has emerged as a widely used tool that has led to developing many other tests of skill and aptitude. However, it  continues to spur debate and controversy over the use of such testing, cultural biases that may be involved, influences on intelligence, and even the very way we define intelligence. Theories of Intelligence Different researchers have proposed a variety of theories to explain the nature of intelligence. Here are some of the major theories of intelligence that have emerged during the last 100 years: Charles Spearman: General Intelligence British psychologist Charles Spearman (1863â€"1945) described a concept he referred to as general intelligence or the g factor. After using a technique known as factor analysis to examine some mental aptitude tests, Spearman concluded that scores on these tests were remarkably similar. People who performed well on one cognitive test tended to perform well on other tests, while those who scored badly on one test tended to score badly on others. He concluded that intelligence is a  general cognitive ability that can be measured and numerically expressed.?? Louis L. Thurstone: Primary Mental Abilities Psychologist Louis L.Thurstone (1887â€"1955) offered a differing theory of intelligence. Instead of viewing intelligence as a single, general ability, Thurstones theory focused on seven different primary mental abilities. The abilities that he described include: Verbal comprehensionReasoningPerceptual speedNumerical abilityWord fluencyAssociative memorySpatial visualization?? Howard Gardner: Multiple Intelligences One of the more recent ideas to emerge is Howard Gardners theory of multiple intelligences. Instead of focusing on the analysis of test scores, Gardner proposed that numerical expressions of human intelligence, such as in the IQ test, are not a full and accurate depiction of peoples abilities. His theory describes eight distinct types of intelligence based on skills and abilities that are valued in different cultures.?? The eight kinds of intelligence Gardner described are: Visual-spatial intelligenceVerbal-linguistic intelligenceBodily-kinesthetic intelligenceLogical-mathematical intelligenceInterpersonal intelligenceMusical intelligenceIntrapersonal intelligenceNaturalistic intelligence?? Gardners Theory of Multiple Intelligences Robert Sternberg: Triarchic Theory of Intelligence Psychologist Robert Sternberg defined intelligence as mental activity directed toward purposive adaptation to, selection, and shaping of real-world environments relevant to ones life. While he agreed with Gardner that intelligence is much broader than a single, general ability, he instead suggested that some of Gardners types of intelligence are better viewed as individual talents. Sternberg proposed what he referred to as successful intelligence, which involves three different factors: Analytical intelligence: Your problem-solving abilities.Creative intelligence:  Your capacity to deal with new situations using past experiences and current skills.Practical intelligence: Your ability to adapt to a changing environment.?? Questions About Intelligence Testing In order to gain a deeper understanding of intelligence and the tests that have been developed in an attempt to measure this concept, its important to understand the history of intelligence testing, the scientific research that has been conducted, and the findings that have emerged. Major questions about intelligence and IQ testing  still include: Is intelligence a single ability, or does it involve an assortment of multiple skills and abilities?Is intelligence inherited, or does the environment play a larger role?Are intelligence tests biased?What do intelligence scores predict, if anything? To explore these questions, psychologists have conducted a considerable amount of research on the nature, influences, and effects of intelligence.?? A Word From Verywell While there has been considerable debate over the exact nature of intelligence, no definitive conceptualization has emerged. Today, psychologists often account for the many theoretical viewpoints when discussing intelligence and acknowledge that this debate is ongoing.