Distribution Strategy Assignment Example | Topics and Well Written Essays - 250 words

Dissemination Strategy - Assignment Example The dissemination methodology will be restrictive to the well off oil and gas field proprietors (Chand, p2). In a video by Netjet Dubbed the guarantee, it vows to continue maintaining its qualities and being the best personal jet assistance offer. To accomplish this and have the option to convey to the customer in Brunei, the organization expects to expand its system of planes. This is in accordance with the idea that the Netjet client is the clever, wealthy ruler, which is ordinarily the situation in Brunei. Netjet likewise plans to oblige its clients through contribution a guarantee of convenience paying little mind to the pickup area or goal or the date (McCarthy, p1). Netjet is attempted structure particular of the lodge insides of the planes and is keen on offering an exceptionally customized item. Along with wellbeing improvement, it will give it a lead to its rivals. Regarding getting to the client in Brunei offering of wellbeing, comfort and customized experience will go far in accomplishing this (Alcock,

The United States Consumption of Nonrenewable Resources Essay Example for Free

The United States Consumption of Nonrenewable Resources Essay The United States devours 85% of nonrenewable vitality sources to give vitality all through the states: 40% originates from oil, 23% from flammable gas, and 22% from coal. These nonrenewable vitality sources are likewise called non-renewable energy sources, which take around 300 million years really taking shape. Petroleum products are named nonrenewable on the grounds that they are not effortlessly repeated. The U. S. can deliver a lot of oil. Be that as it may, the expanded vitality utilization prompts the progressive exhaustion of its oil saves. Along these lines, U. S. has been bringing in oil since 1939. U. S. likewise relies upon petroleum gas, which is a side-effect of oil creation. Since oil stores of U. S. is exhausting, creation of flammable gas is additionally influenced. U. S. imports gaseous petrol from Canada. About 27% of coal holds is found in U. S. Since 1950, U. S. has been creating more coal than it can expend. U. S. sends out the excess to Canada, Brazil, and Italy among others. Be that as it may, U. S. coal holds are likewise confronting consumption. So coal exportation has diminished since 1991. Expanded vitality utilization can be ascribed to expanding populace, quick industrialization, and nonstop monetary extension. The expanded vitality utilization prompts the use of a greater amount of the now restricted common assets. As indicated by the Energy Information Administration (EIA), the United States’ absolute vitality utilization is evaluated to ascend from 97. 7 to 136. 5 quadrillion Btu somewhere in the range of 2002 and 2025. What will befall U. S. ’s vitality circumstance? One, proceeded with utilization of petroleum products will build discharge of carbon dioxide and will increase today’s issue on a worldwide temperature alteration and corrosive downpour. Two, since there is shortage of nonrenewable vitality sources, U. S. , later on might debilitate these. Importation could be the subsequent stage, however spending plan ought to be thought of. Last, U. S. might deplete other countries’ sources on nonrenewable vitality, as well. At the point when this occurs, the world may encounter the best vitality emergency ever. Think shrewdly! Act carefully! Moderate vitality now! References An Energy Overview  ­Ã¢â‚¬ Energy Imports and Exports. (2008). libraryindex.com. Recovered May 22, 2008, from http://www.libraryindex.com/pages/1486/An-Energy-Overview-ENERGY-IMPORTS-EXPORTS.html Preservation. (2008). Elective Energy. Recovered May 22, 2008, from http://www.altenergy.org/progress/conservation.html Vitality Conservation. (2008). libraryindex.com. Recovered May 22, 2008, from http://www.libraryindex.com/pages/1559/Energy-Conservation-FUTURE-TRENDS-IN-CONSERVATION.html Non-Renewable Energy. (2008). Elective Energy. Recovered May 22, 2008, from http://www.altenergy.org/change/conservation.html Shepard, K. (2005â€2006). Non-sustainable power Sources. Top to Prairie Home Inspection Service. Recovered May 22, 2008, from http://www.peaktoprairie.com/?D=188

Seven Steps to a Better Logo

Seven Steps to a Better Logo Whether youre a novice designer or a branding veteran, logo design remains a deceptively difficult practice. What looks like a simple icon to the general public took a designer or team hours of concepting and revising to execute. The most effective logos take the heart and soul of an organization and summarize that essence in a distinct, easily-recognizable visual. Its easier said than done, and it takes a lot of practice to successfully develop great logos, even under tight deadlines or limited budgets.In my experiences as a freelance designer, Ive discovered that the best tool for developing logos, whether for a huge corporation or a small local business, is devising your own process. This process can be used as a guideline to help steer you in the right direction for the logo youre designing. However, dont be too worried about rigidly sticking to the process as flexibility can allow for more creative concepts to arise.Below is my own personal process for logo design which Ive deve loped through my freelance practice along with some agency experience. Ive discovered that utilizing this process as a guideline has been extremely helpful no matter what kind of organization Im working with or what deadline I have. Spending time on each step has helped me to focus on creating a logo that my client will be thrilled to use.My basic process for designing a logo.Step 1 â€" Do your homeworkBefore you start picking typefaces, sketching, or looking for inspiration, you need to know for whom youre designing. This first step seems obvious, but its a crucial step that many designers forget. To make a logo truly represent an organization, you need to understand what the organization does and who it does it for.For example, lets say youre designing a logo for a restaurant. When did the restaurant first open? What type of food do they serve? How many people do they employ? What kind of people generally eat there? What are the restaurant owners goals for the business? Directly a sk clients these types of questions if you can, and scour their website or promotional materials to get to know their current brand. You just may learn something during your research that will completely change the visual choices you make. If you find out that the restaurant is popular among young people but the owner wants to start appealing to families, then youll want to design a logo that is more appropriate for a family-friendly place rather than for a hip new cafe. This will not only help you create a more effective logo, but it will also make clients happier because you took their goals and needs into consideration.Step 2 â€" Complete a wide visual auditAfter researching the organization, look at the competition. Start with a narrow focus and widen as you go â€" this will help you have context for what already exists. In our restaurant scenario, first look at the branding of restaurants in the neighborhood, the city, and surrounding areas. If the restaurant serves Japanese fo od, what do other nearby Japanese restaurant logos look like? What local restaurants are the most popular â€" and what does their branding look like?After you look locally, explore relevant branding on a wider scale â€" this is the ideal time to look for restaurant branding or logos in general that inspire you. By collecting these logo ideas, youll not only have a visual bank of inspiration, but youll also avoid designing anything too similar to what already exists. You may notice that many logos you find in your audit are very similar or employ the same overused clichés â€" a quick Google search for Japanese restaurant logo reveals pages of logos with red circles, chopsticks, and brushed calligraphy. Being aware of common visual tropes can help you develop a logo that stands out among the competition while still feeling appropriate for its context.A Google search is a quick way to reveal what designs have been overdone.Step 3 â€" Mood boardsAfter youve researched the company and t he competition, its important to sum up everything youve learned into something you can build on visually. I like to do this by choosing a handful of specific words or phrases that describe the brand to create a foundation for the rest of the process. If your client has given you any style requests for the logo, be sure to include those words here too. If youre a literal thinker, then doing an image search can help you find pictures of things that connect with your words â€" these can be abstract or literal. For example, if you find that one key aspect of the restaurant is fresh, then searching this word results in numerous pictures of water, organic forms, and the color green. You may not use these images in a literal sense for your logo, but theyll give you a starting point to start sketching from.A snapshot of an example mood board which uses words and images that describe the brand.Step 4 â€" Turn off your computerWhen youre on a tight timeline, it can be tempting to open Illust rator and start working digitally right away. Taking the time to sketch with a real pen and paper, however, helps you to produce ideas quicker and gives you more immediate freedom to explore. When sketching, think about the visuals you found in Step 3 and use them to generate ideas. At this stage, dont worry too much about making the most perfect mark or finding the solution right awayâ€"the point is to make various marks that you can refine later.Step 5 â€" The fun partNow that you have a few pages of sketches, pick a couple of your favorite ideas to build digitally. Some designers find it helpful to scan in their sketches, but I prefer to eyeball them and tweak as I go. Just like sketching on paper, dont be afraid to make lots of digital iterations. You may end up with something completely different than your original sketch, but thats okay! Stay open to the process, and try doing something new. If you get stuck, print out your digital logos and view them on paper. Cut them out, d raw on them, or fold them. Refer back to your mood board. At this point in the process, theres no right or wrong way to develop ideas.As you start to refine your logomarks, here are a few tips to keep in mind:Remember that your logo needs to look good at all sizes and dimensions, so try enlarging and shrinking the marks to see what happens to their visibility.Avoid using very thin strokes or fine details, as these might get lost if the logo is printed from low-quality printers.Your client will most likely be using the logo both printed and on-screen, so make sure it plays nicely in both realms.Generally, the simpler the logo, the better â€" if you can draw the mark from memory, youre on the right track.Step 6 â€" Add color and typeOnce you have developed a few marks, move on to type and color. These two aspects are their own disciplines, but a few rules of thumb can help you find what works best for your logo and the brand it represents. For color, keep it simple â€" use as few colo rs as possible in the logo. You might be tempted to use a plethora of bright hues, but this can result in a logo thats hard to use across different applications. Lots of color can also distract from the effective mark youve already developed, and since the logo has to work in a single color, dont make color the backbone of your concept.For type, Ive found that picking typefaces that contrast with your mark can create a nice balance. For example, if your mark is built with organic shapes, try a sharper, more rigid typeface. If the mark is intricate and complicated, choose a simple sans serif. Make sure that the type and logo look harmonious together, and give each enough breathing room by sizing each element so neither feels too overwhelming. Choose colors and typefaces that feel relevant to current design trends without being too trendy â€" think about how your logo might look in five or ten years. A good logo is an investment for an organization, and if a logo is timeless enough to stick around, its going to create a lot of equity for the brand it represents. This process will take a bit of trial and error, so give yourself enough time to refine each concept before you present it to the client.Step 7 â€" Be boldDeciding on how many concepts to present to a client can be difficult. Ive found that this depends on the client, the timeframe, and the budget. Presenting too many options can overwhelm a client, while presenting only one or two may result in many revisions if the client doesnt see what he or she wants. However many concepts you choose, make sure that each one looks distinct and independent. Presenting a diverse array of concepts can help you to get a better feel for what a client likes and doesnt like, and in this situation its usually easier for a client to have strong feelings towards a single concept. And, dont be afraid to present an option thats a little bit more out there â€" while a safe, expected logo may initially satisfy a client, presentin g a bolder approach can inspire the client to envision something bigger and better for his or her organization, and it can foster a more comprehensive understanding of the importance of good branding.Finally, letting clients see a little bit of your process and explaining the thoughts behind each concept can create more meaningful interaction with them and spark real interest in the work. Speak to how each concept relates to the goals of the organization and how it fits into the context of the research you conducted in the first two steps. And, be enthusiastic! Show the client that you care enough about your work to put some thought behind it. Regardless of what concept they choose, carefully considered work goes a long way in an industry where careless design is all too common.Its easy to get overwhelmed by the mere idea of creating a brand-new logo from scratch, but following a few guidelines can be a huge help in designing a great idea. And lastly, dont put too much pressure on y ourself to create the best, most clever logo the world has ever seen. After all, as the legendary Paul Rand once said, Dont try to be original. Just try to be good.

Lewis Dot Structure Example - Octet Rule Exception

Lewis dot structures are useful to predict the geometry of a molecule. Sometimes, one of the atoms in the molecule does not follow the octet rule for arranging electron pairs around an atom. This example uses the steps outlined in How to Draw A Lewis Structure to draw a Lewis structure of a molecule where one atom is an exception to the octet rule. Review of Electron Counting The total number of electrons shown in a Lewis structure is the sum of the valence electrons of each atom. Remember: non-valence electrons are not shown. Once the number of valence electrons has been determined, here is the list of steps normally followed to place the dots around the atoms: Connect the atoms by single chemical bonds.The number of electrons to be placed is t-2n, where t is the total number of electrons and n is the number of single bonds. Place these electrons as lone pairs, starting with outer electrons (besides hydrogen) until every outer electrons has 8 electrons. Place lone pairs on most electronegative atoms first.After lone pairs are placed, central atoms may lack an octet. These atoms form a double bond. Move a lone pair to form the second bond.Question:Draw the Lewis structure of the molecule with molecular formula ICl3.Solution:Step 1: Find the total number of valence electrons.Iodine has 7 valence electronsChlorine has 7 valence electronsTotal valence electrons 1 iodine (7) 3 chlorine (3 x 7)Total valence electrons 7 21Total valence electrons 28Step 2: Find the number of electrons needed to make the atoms happyIodine needs 8 valence electronsChlorine needs 8 valence electronsTotal valence electrons to be happy 1 iodine (8) 3 chlorine (3 x 8)Total valence electrons to be happy 8 24Total valence electrons to be happy 32Step 3: Determine the number of bonds in the molecule.number of bonds (Step 2 - Step 1)/2number of bonds (32 - 28)/2number of bonds 4/2number of bonds 2This is how to identify an exception to the octet rule. There are not enough bonds for the number of atoms in molecule. ICl3 should have three bonds to bond the four atoms together. Step 4: Choose a central atom.Halogens are often the outer atoms of a molecule. In this case, all the atoms are halogens. Iodine is the least electronegative of the the two elements. Use iodine as the center atom.Step 5: Draw a skeletal structure.Since we do not have enough bonds to connect all four atoms together, connect the central atom to the other three with three single bonds.Step 6: Place electrons around outside atoms.Complete the octets around the chlorine atoms. Each chlorine should get six electrons to complete their octets.Step 7: Place remaining electrons around the central atom.Place the remaining four electrons around the iodine atom to complete the structure. The completed structure appears at the beginning of the example. Limitations of Lewis Structures Lewis structures first came into use early in the twentieth century when chemical bonding was poorly understood. Electron dot diagrams help illustrate electronic structure of molecules and chemical reactivity. Their use remains popular with chemistry educators introducing the valence-bond model of chemical bonds and they are often used in organic chemistry, where the valence-bond model is largely appropriate. However, in the fields of inorganic chemistry and organometallic chemistry, delocalized molecular orbitals are common and Lewis structures dont accurately predict behavior. While its possible to draw a Lewis structure for a molecule known empirically to contain unpaired electrons, use of such structures leads to errors in estimating bond length, magnetic properties, and aromaticity. Examples of these molecules include molecular oxygen (O2), nitric oxide (NO), and chlorine dioxide (ClO2). While Lewis structures have some value, the reader is advised valence bond theory and molecular orbital theory do a better job describing the behavior of valence shell electrons. Sources Lever, A. B. P. (1972). Lewis Structures and the Octet Rule. An automatic procedure for writing canonical forms. J. Chem. Educ. 49 (12): 819.  doi:10.1021/ed049p819Lewis, G. N. (1916). The Atom and the Molecule. J. Am. Chem. Soc. 38 (4): 762–85. doi:10.1021/ja02261a002Miessler, G.L.; Tarr, D.A. (2003). Inorganic Chemistry (2nd ed.). Pearson Prentice–Hall. ISBN 0-13-035471-6.Zumdahl, S. (2005). Chemical Principles. Houghton-Mifflin. ISBN 0-618-37206-7.

Unit10 1.1 Understand the Expected Pattern of Development...

Unit 10 Understand child and young person development Understand the expected pattern of development for children and young people from birth to 19 years 1.1 Explain the sequence of rate of each aspect of development from birth – 19 years. 0.3 months They take interest and turn their head towards bright coloured lights They recognize bottle or breast Respond when they hear there mothers voice Wriggle and kick with there arms and legs. Social and Emotional Development Begins to develop a social smile Enjoys playing with other people and might get upset when the person stops intereacting with them Expressive and tries to communicate using there face and body†¦show more content†¦ld Social and Emotional Development Enjoys playing with other children for a few minutes or have a couple of close friends they play with They join in with games that involve taking turns Understand that an item or toy belongs to somebody else and that we share Expresses affection by holding hands or hugging Can separate abit more easier from parents Physical Development Throws a ball overhand They understand the concept of riding bikes and can put it into motion Can walk up and down stairs knowing to put one foot per stair step Enjoys climbing such as climbing frames or trees Cognitive Development They can complete puzzles with 3 or 4 pieces They become very imaginative and make up stories Make mechanical toys work without being shown Language Development They can say there name there age and if there a boy or girl Understand the concept of â€Å"on† â€Å"in† and â€Å"under† e.g the chair is under the table 4 Years old Social and Emotional Development Plays role play games where they are the parents Enjoys role play games where they can dress up and play the role of a character or person they are dressed up as Alot more independent and able to do things for themselves Imagines that things they cant see like in dark cupboards or unfamiliar objects might be a monster They cant always make the difference between reality and fantasy like something they see on t.v thats in a cartoon they

How Sports Affect Academics Free Essays

Narator: This Reflective Piece consists of three persons who are John, Rodney and Paul. Narrator: Week before Cape results are out John: So fellas, cape results coming out? Feel allyuh do good? Rodney: I hope so, I put in enough time and study because I was behind and I wanted to prove that I could do what nobody expected of me and excel. Paul: Hahaha, Rodney why you studied? You are still going to fail? Rodney: No, I stopped basketball to study and I made some good sacrifices. We will write a custom essay sample on How Sports Affect Academics or any similar topic only for you Order Now Paul: Stopped basketball? Make me stop football na? I’m going to do excellent in Cape and get a scholarship just for football. John: Well like you, Paul, I continue to play cricket but I was also focusing on my studies and putting in meh extra work. I balanced my academics with my extra-curricular activities. Rodney: Well, we will see which one of the three techniques worked the best. John: Yes we will see, but I pray to God I succeed. Paul: Ok den, we will see how good I’ve done. Narrator: Walking in school to collect their results John: Ok fellas, now today is the big day. Rodney: Yes it is, we will find out what our future is and what our next step in life is. Paul: Who wanna pray? Rodney: Pray na Paul. Paul: Please Lord, let us get the required grades needed to further our education in what we will like to do and be proud in Jesus name, Amen! Rodney: When you serious, you serious boy Paul but why you couldn’t be serious like that for your school work as you were for football or for this prayer? Paul: I was! Allyuh was just getting fooled. John: Let us just go quickly and get our grades please! Narrator: After receiving the Cape Results Rodney: Yesss! Da wa we talkin bout! John: Dun kno, I do rel good dan. Paul: Hmmm, I did ok, could have done better. Rodney: John and Paul how allyuh do? John: I did great, I got four distinctions and there’s even a bigger surprise. Guess? Paul: Wa is da boy? John: Ok, I also geh an open science schol. Rodney: Weyzz, you did beast, I geh four ones and got an additional mathematics schol. Narrator: A moment of silence grew upon the three friends John: Well, Paul wa you geh? Paul: Orr ok uhmm I got three fours and a five. Five is a pass in Cape so at least I pass all my subjects. Narrator: John and Rodney laughed loudly Rodney: I thought you were going to get a scholarship because of football Paul? What causing that? Paul: Well honestly, I think it is because I did not rely focus a whole lot on my school work and did not manage my time the way I should have done. John: Although I did not quit or take a pause in my extra-curricular activity, I worked harder in pursuing my education and striving for excellence and cricket maybe one ah d reason why I geh an Open Schol too. Rodney: I put my sport on a hold for a while until my Cape Exam pass because I was not one of the brightest students so I could not of balance both basketball and academics. In making my decision I studied hard and made quality sacrifices to geh my Maths Schol. Narrator: Making decisions in further education John: So what allyuh going to do to now? Paul: I think I going to S. A. M and settle down because I realize this life thing rel serious. I wa be an accountant. Rodney: I am going UWI and further my studies in maths. I am going to do a Major in Maths and a Minor in Actuarial Science. I wa be an Actuarial Scientist. John: Well, I am going Harvard and further my studies in sciences, mostly Chemistry. I wa be a Chemist. Rodney: We set our life goals deh eno, so we making up we mind to achieve eh and doe slack off. We wuh stay in touch. John: Yes of course and I hope allyuh excel in allyuh education and Paul, focus this time because I know you could do it. Paul: First, I am praying I get into SAM, but if I do, I will take a different approach in my school work and be serious cuz I wa my life run smoothly after and be proud of myself. John: Yea, later deh. I gone. Rodney: Yea I bussin deh too. Paul: Word, we wuh catch up in d long run. Narrator: The three persons excelled at their different goals and be what they wanted to be. One can surely realize that sports has a good and a bad effect on education but it is in yourself to take it serious and prove you can do it in whatever aspect of sports you are doing and career. In concluding this piece I think one should always â€Å"Strive for Excellence†. .mce-content-body .mce-resizehandle.wildfire-hover { background: rgb(0, 0, 0); }; .mce-content-body [contenteditable="false"] [contenteditable="true"].wildfire-hover { outline: rgb(122, 202, 255) solid 2px; }; .mce-content-body img.wp-media.wildfire-hover { background-color: rgb(237, 237, 237); border-color: rgb(114, 119, 124); };a[data-wplink-url-error], a[data-wplink-url-error].wildfire-hover, a[data-wplink-url-error]:focus { outline: rgb(220, 50, 50) dotted 2px; position: relative; }; How to cite How Sports Affect Academics, Papers

The Field Study free essay sample

While I observe three different classes, I will be able to identify applications of the principles of learning in the teaching – learning process. My Performance (How I Will Be Rated) Field Study 2, Episode 1 – Principles of Learning Focused on: Application of the principles of learning in the teaching – learning process Tasks Exemplary 4 Superior 3 Satisfactory 2 Unsatisfactory 1 Observation/ Documentation All tasks were done with outstanding quality; work exceeds expectations All or nearly all tasks were done with high quality. Nearly all tasks were done with acceptable quality Fewer than half of tasks were done; or most objectives met but with poor quality My Analysis Analysis questions were answered completely; in depth answers; thoroughly grounded on theories Exemplary grammar and spelling Analysis questions were answered completely Clear connection with theories Grammar and spelling are superior Analysis questions were not answered completely Vaguely related to the theories Grammar and spelling acceptable Analysis questions were not answered Grammar and spelling unsatisfactory Task Exemplary Superior Satisfactory Unsatisfactory My Reflection Reflection statements are profound and clear, supported by experiences from the episode Reflection statements are clear, but not clearly supported by experiences from the episode Reflection statements are shallow, supported by experiences from the episode Reflection statements are unclear and shallow and are not supported by experiences from the episode My Portfolio Portfolio is complete, clear, well – organized and all supporting documentation are located in sections clearly designated Portfolio is complete, clear, well – organized and most supporting documentation are available and/or in logical and clearly marked locations Portfolio is incomplete; supporting documentation is organized but is lacking Portfolio has many lacking components; is unorganized and unclear Submission Before deadline On the deadline A day after the deadline Two days or more after the deadline Sub Totals Over – all Totals Rating: (Based on Transmutation) _____________ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­________________________ _______________________ Signature of FS Teacher above printed name Date Transmutation of score to grade/rating Score Grade Score Grade 20 1. We will write a custom essay sample on The Field Study or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page 0 – 99 12 – 13 2. 50 81 18-19 1. 25 – 96 11 2. 75 78 17 1. 50 – 93 10 3. 00 75 16 1. 75 – 90 8 – 9 3. 50 – 72 and 15 2. 00 – 87 7 5. 00 – below 14 2. 25 – 84 My Map I will observe at least 3 different classes. Pay close attention to what the Resource Teacher does to teach and what the learners do to learn. To gut my Target, I will work my way through these steps: My Tool As I observe a class, I will use the Observation Sheet for a more focused observation. OBSERVATION SHEET Name of the Resource Teachers Observed: __________________________________ School Address: P. Bernardo Street, P. Tuazon, Quezon City Date: ______________ Grade/Year Level: ___________________________ Subject Area: _______________ Principles of Learning Teaching Of the Teacher/Learning Behavior of the Learner as Proof of the Application of the Principle of Learning 1. Leaning is an experience which occurs inside the learner and is activated by the learner. Sample: 1. The teacher will ask questions regarding the topic through a recitation and sometimes the teacher will give follow up questions. 2. Learning is the discovery of the personal meaning and relevance of ideas. 2. The students will give importance to the things they learned. 3. Learning is a consequence of experience. 3. The teacher lets her students to experience the actual setting of the lesson. Most cases in skills subjects. 4. Learning is a cooperative and collaborative process. 4. The teacher will group the class and give them group activity. This will be given for them to work as a group. 5. Learning is an evolutionary process. 5. After the teacher taught the lesson to the students, in the near future by the help of some exercise and repetition. The learning will become natural to them. 6. Learning is sometimes a painful process. 6. Sometimes there will be a time when the teacher will accidentally humiliate you inside the class because of a wrong answer, or a bad attitude. 7. One of the richest resources for the learning is the learner himself. 7. The teacher will sometimes ask the students to do reporting in class. And with that the student will master at least one lesson in the opening class. 8. The process of learning is emotional as well as intellectual. 8. When the student has some personal problems, it will sometimes be a hindrance in the learning process. 9. The process of problem solving and learning are highly unique and individual. 9. The teacher will give some critical thinking questions in a way that the students will answer them differently. My Analysis 1. What is the impact of the Resource Teacher’s observance of these principles on the teaching – learning process and on the learners? _______The teacher will become more aware of the amount of learning the students acquire and will become more cautious in the things they teach. ___________________________________________________________ 2. Which learning principle was applied most? ________For me the most applied principle is â€Å"Learning is consequence of experience†. All of the students will learn will be used in real life situations. __ 3. What learning principle was applied least or not at all applied? ________For me the least principle is not applied â€Å"Learning is a consequence of experience. The learner will automatically experience what he will learn in class. 4. Do you agree with these principles of learning? Or have you discovered that they are not always correct? ________I agree with these principles of learning, because they all match the learning process that a child undergo. ________________________________________________________________ My Reflections My reflections on my observations of my Resource Teacher’s observance of these principles. Did my Resource Teachers adhere to these principles? ________The teachers should give importance to these principles to nourish the learning of the child to the fullest. They have to be always fully aware of the things they do their students whether they affect them unintentionally or intentionally. They have to give the students the learning they deserve in tproper way. Lesson I have learned from my observations on the classroom application of the principles of learning. ________The teachers should encourage and guide students for them to achieve and aim higher. The students, on the other hand, has to be motivated for them to excel in their own respective fields. ________________________________________________________________ My Portfolio Principles of Learning in My Own Words 1. Learning can be achieved by the students alone. 2. Learning must be pleasurable to students. 3. The best experience will be the best lesson. 4. Learning must be practical 5. Learning must also be experience 6. Learning in a hard way may not be useful 7. A student needs a friend to learn more 8. Experience is the best way to relate to students 9. They should experience good times always