Chipotle Satire

In the mid 2010’s cheap food, with wellbeing turns was famous. The populace was getting progressively stressed and inner voice over what they took care of themselves and their families, and this, joined with the consistently occupied, cutting edge society needing brisk dinners, gives an opening for drive-thru eateries like Taco Time, Chipotle, and Taco Del Mar to spot light their oily without burger, and now and again natural, menus.In 2010 Chipotle discharged a business called â€Å"Scarecrow† indicating an energized scarecrow seeing the savagery and extortion and of large food organizations, and afterward beginning his own natural eatery, which the crowd accepts that is Chipotle; all to the tune of â€Å"Pure Imagination† secured by Fiona Apple. Clever or Die, a notable parody site, made a parody of Chipotle’s â€Å"Scarecrow†, called â€Å"Honest Scarecrow†, which changed the verses and included different words, pictures, and sounds so as to ridicule Chipotle’s, and other restaurants’, passionate and overstated method of advertising.â€Å"Honest Scarecrow† by Funny or Die, discharged in 2013, persuades cheap food shoppers, to not let advertisements figure out where we eat, in light of the fact that promotions can be deluding and can play on feelings. Clever or Die utilizes scorn to call attention to how hyperbolic and tricking the movement is in the Chipotle business. For instance, in the first business, the enlivened scarecrow cheerfully hacks up certain peppers, and makes a Chipotle bowl for a client. The crowd discovers this charming, and starts to consider Chipotle to be a more pleasant and more advantageous institution.Anyone that is aware of Chipotle realizes they use meat, yet vegetables have a more beneficial picture to the shopper. The crowd will snicker, yet where it counts they’ll feel Chipotle, and other drive-through eateries have endeavored to mislead them. This will cause th em to feel a sort of question towards food advertisements, achieving Funny or Dies objective of making the crowd not pick their food in view of promotions. Amusing or Die likewise utilizes sounds and symbolism that are related with indoctrinating with dismay movies to convince inexpensive food shoppers who have seen the first â€Å"Scarecrow† promotion to base their choice of where to eat not just on ads.In the first business Chipotle shows the scarecrow snatching a pepper, to interface the start of the scarecrow’s solid café to their logo, additionally a pepper, in the audience’s subliminal. Entertaining or bite the dust alters the advertisement by including shrieking guitar commotions, and has the Chipotle logo streak on screen at times. The sounds and symbolism consolidate causes this to appear as though something straight out of a blood and gore film, from a scene where the TV scarily goes haywire. This makes a relatable amusingness, yet it likewise truly c alls attention to what Chipotle is really doing.Another strategy utilized by Funny or Die to convince cheap food buyers who have seen the first business to not let ad’s control where you eat, is exaggeration of the (as of now hyperbolized) enthusiastic pictures in â€Å"Scarecrow† with words and verses. In the first business, the scarecrow looks behind an advertisement for the malevolence â€Å"Crow Foods† organization, and sees a lovable and blameless little bovine, tied up to a savage draining machine, gazing toward him with un faltering doggy hound eyes. Clever or bite the dust takes this and misrepresents Chipotle’s endeavor to get compassion and trouble from the audience.The crowd, again feels like the survivor of a monster organization attempting to trick them, or even program them, and certainly wont let promotions choose where they eat. In 2013, Funny or Die discharged a video called â€Å"Honest scarecrow† ( a parody of â€Å"Scarecrowâ⠂¬  by Chipotle) to influence cheap food buyers, who have seen the first business to not let promotions figure out where we eat, in light of the fact that advertisements can be misdirecting and can play on feelings, with criticize, metaphor, sounds, words, and verses.

Facing Racism Essay Example For Students

Confronting Racism Essay High school WastelandParent/Child connections are extremely difficult to build up among people. This specific relationship is significant for the youngster from birth since it encourages the kid to have the option to get good and estimations of life that ought to be instructed by the parent(s). In the short story Teenage Wasteland, Daisy (mother) neglects to give the correct love and care that ought to be given to her youngsters. Daisy is an unfit parent that permits herself to controlled by lacking fearlessness, correspondence, and tolerance. Daisy needs fearlessness which made it harder to raise her multi year-old child Donny. There were numerous occasions where Daisy contemplated on what she can improve to help Donny in school, however as she set forth an exertion, she generally stood up to. She recalled when Amanda was conceived. Donny had acted lost and puzzled. Daisy had been aware of that obviously, yet, another infant keeps you occupied of course.(570) When Daisy saw this incident, she never halted to promise Donny that despite the fact that he had a sister, it was not going to change their relationship. Daisy ought to have consoled her child by revising the issue when it surfaced, at that point Donny ought to have comprehended. When Donny began to have issues in school, Daisy surrendered easily, and let a mentor direct her children exercises particularly when the educator examines Daisy concerning Donnys activities, Daisy answered, Oh Im sorry, Miss Evans, yet Donnys guide handles these things now (572) In school Donnys conduct changed soo definitely that he began to remain out late and Daisy just kicked back and let this occur. The mentor had plunked down such a significant number of rules!She were not permitted any inquiries whatsoever about school, nor were to talk with his teachers,Only one educator disobeyed(572) Because Daisy didnt have faith in herself or her statement, she let others control and in this way his conduct exacerbated. Correspondence is the main part of connections since it is the thing that permits the parent/youngster to turn out to be progressively acquainted with every one considerations and sentiments. However, he discloses to us he doesnt have any schoolwork or he did it all in study corridor. How are we expected to realize what to believe?(569) This model shows that Donny and Daisy are far off. Daisy ought to have investigated his schoolwork to show thought as a parent to address and ensure his work is finished, however rather she put an excess of trust in him tha t he exploited her. Tolerance is expected to help fabricate a positive relationship with each other so as to improve results. Despite the fact that Daisy is bringing up more than one kid, them two require a similar measure of consideration. Youll never think about what occurred at., Amanda would start, a Daisy would need to advise her, Not currently honey.(569) Daisy appeared just as she set exclusive standards for her kids and surrendered effectively as she endeavored to assist him with his schoolwork. She sat close to him as he worked, attempting to be empowering, listing deep down as she saw the low quality of all that he did-the messy slip-ups in math, the strange jumps in English(569) If Donny saw that his mom had persistence with him while he accomplished his school work, at that point perhaps Donny would not spare a moment or feel scared to look for help from his mom. Parent/Child connections are significant for the youngster to have in their life. In this story, the creator depicts numerous models on what sort of a parent Daisy is. A considerable lot of these models can be identified with connections today to show that many parent need something that isolates them from their friends and family that breaks the correspondence procedure. These connections ought to be comprise and positive all together for the youngster to develop with esteems that help them later on so they can assume a significant job in their life.

QA The Secret to Giving Your Salary Requirements

QA The Secret to Giving Your Salary Requirements You’ve worked really hard to look for a job that is in line with your skills and interest and when you finally get a call for an interview, you get all giddy and excited.So you take all of your graduating papers, scholarships and other educational certifications with you and prepare for some of the most common questions you could get asked like “tell us about yourself,” “how many years of experience do you have?” and “why should our company hire you?”It’s all going well until you finally get asked one question that never crossed your mind or doesn’t get thrown around often:“WHAT ARE YOUR SALARY REQUIREMENTS?” At this point, the interviewers would like to inquire about both your current and expected salary. The way to answer this depends on your level of experience and the wage rate is or was from your present or previous company respectively.You may be a tad nervous about responding especially because if you answer incorrectly or in a way that puts off your inte rviewer(s), you may lose the opportunity of getting this position.WHAT IF THE INTERVIEWERS INSIST?Sometimes companies will postpone this question for later after you’re on board and after your probation is done, but others may insist you answer before moving on with the rest of the interview process.You may get the salary question at the beginning of an interview depending on the type of company you’re going for which is what makes it a sneaky question. What you may not know is that it is a salary negotiation tactic that only looks like a gatekeeper-type interview question.If you want to know how to properly answer these questions, we’ll show you how, but first, let’s have a closer look at each of those questions and what they mean.“WHAT IS YOUR CURRENT SALARY?”This is the type of question usually asked of employees who are currently working elsewhere. It may come to you like this:What’s the least salary target we can offer you to switch companies?To some, this may b e the second time your new potential employer brought up this question and when they asked about your current salary then, they offered to pay you more.This most definitely is no coincidence and it’s not them wanting to pay you more than what you’re really worth. Let’s say that you told them your current salary was $45,000 and they offered to pay you $47,000. It does technically look like they’re “paying you more” but it’s not as you pictured it in your head.But we’re here to tell you that this is normal because the new company offered to pay you more than enough to entice you to leave your present job in order to work for them.The only upside to this deal is that you’re getting more than what you did from your current or last job, but the downside to it is that you could’ve gotten more if you hadn’t shared your current salary. You’ve got to be more strategic when it comes to salary negotiations.What is your expected salary?This is a bit tricky because it sou nds as though the interviewers wish to give you a chance to set the target for a new salary. It also sounds as if they’d like you to contribute to the job offer’s terms in hopes that you’ll consider.But let’s have a look at this question in another way just to unravel what they’re really asking you:“Can you guess the likely salary rate that we may pay someone with your skills and experience to do the job you’re applying for?”The best thing you can do is just guess because, in the end, you have no idea how much a company is willing to pay someone. That’s because the decision is dependent on a number of factors and most of which have nothing to do with your set of qualifications to perform this job.Some of those factors include:their hiring budgetthe number of positions they require in order to fill this jobHow badly they need to fill those positionsHow the company is doing in terms of profits, revenue, and growthSo when you think about it, answering the ‘salary ex pectations’ question involves just having you guess the number of factors that you can’t accurately fathom.But it might take an even worse turn from that point on.What are the chances that you’ll actually guess what they’re willing to pay someone of your skill set and experience for the position that they’re offering? It’s more of a rhetorical question because you can’t. You’d probably going to go over- or under-estimate the budget that they’re willing to offer.WHEN ANSWERING “WHAT ARE YOUR SALARY REQUIREMENTS?”It seems like a harmless enough question and it also makes sense that your employers would want to know a rough estimate of your expectations, right?Not exactly!You should be cautious when frankly stating your salary expectations way too early in the interview as it could lead to a set of problems.Problem 1: For starters, the organization isn’t exactly convinced that you’re even the right person for the job. They’re still just trying to get a good feel of the pool of prospects that are lined up for the same position. You can touch upon salary negotiations for later in the second part of your interview, but for now, it’s best to avoid naming a specific number right off the bat.Problem 2: You may be risking a move that sells you short and prevents going ahead with the rest of the interview. There may be some businesses who will offer the lowest price from the get-go, whereas others who understand the marketplace, will look to distance themselves from candidates who are too to lower their standards. It may also make them worry that you’ll lower your standards somewhere else.Also, ask yourself this, do you really want to work for a company that will offer the lowest deal possible? Or do you want to work for an organization that’s after the most qualified prospect for the job?Problem 3: If your price is too high, then it could put you out of the job seeking process before you can even get a chance to make a good impression. In fact, if you name a price that is out of their expectations, whether it is low or high, then you could lose your chance to vie for the position.Problem 4: If you give a price that’s too low, it could put you in a position where you can’t afford a job, yet at the same time, can’t turn it down either. This is true for candidates who offer low-end figures in hopes of getting a job or out of depression. This hardly ever leads to anything good.That’s why before you can even think about answering the question, we recommend that you do some research about the ideal price range for the jobs in your field and the job market. You can use the following websites to your advantage:payscale.comglassdoor.com/index.htmsalary.comThese sites will help you not only understand the market salary range for your potential position, but also the size of the company that’s interviewing you, the location as well as your experience level.Be advised that you may come across some sources with confl icting information, but least you’ll have a general sense of it as you go on.The goal is to come to an ideal salary range that is fair based on your current or recent salary and the market value. This way, you can name your price based on actual data and position it as the market range instead of going with your guts.Here are some of the price ranges for the architectural industry for instance:Source: RIBA AppointmentsHOW TO ANSWER THE “WHATS YOUR EXPECTED SALARY?” INTERVIEW QUESTION When the interviewers come to the “what are you looking for” part of the salary expectation question, consider this response:“I want to give myself an opportunity to move up in terms of both salary and compensation.”With this answer, you will show that you are willing to take up additional responsibilities so that you can be compensated as such for those contributions.HOW TO ANSWER THE “WHATS YOUR CURRENT AND EXPECTED SALARY?” INTERVIEW QUESTIONHere’s the best robust response to this kind of question:“I do not feel comfortable in sharing my current salary. I am more in favor of the amount of value that I would bring for this company, instead of how much my current company is paying me. At the moment, I do not have a target rate in mind and you already know what kind of value my skill set and experience can bring for your company. I want this to be a big leap for me in terms of both responsibility and compensation.”WHAT IF THEY ASK ME FOR MY SALARY AGAIN?The part where you avoided mentioning your salary expectation is just the first phase and that’s good.Many recruiters usually won’t bother asking such questions as it slows down the recruitment process because they wish to have this position filled just as badly as you want it.But others feel the need to ask you about your salary expectations so there’s no shaking that when it happens.But once you decline to share, some interviewers can check that off the list and move on with the rest of the interview .However, sometimes interviewers insist by saying something like:“We can’t move along without this relevant piece of information”Or“I need something to share with HR”The first thing to do is to repeat that you’re not comfortable at all in sharing that information:“As I said, I’m just not comfortable in sharing information about my current or expected salary. I would much rather focus on providing value to this company and look forward to hearing whatever you think is appropriate.”This works sometimes because employers are willing to try one last time in having you share your salary expectations. But other times, it just won’t fly because they insist on getting that information anyways.It may seem uncomfortable, but it’s all worth it.It’s good that you made it past two rounds with your employer from sharing your salary expectations. But if they didn’t give up, this can only mean that there may be a good chance that they’ll choose a candidate that is more a greeable for the job.Your current and expected salary expectations are two of three pieces of the following unique pieces of information that you have:Current salaryExpected salaryHow much you want the jobNow let’s compare this to your employer’s unique pieces of information:The salary range for the positionThe overall compensation budget they haveThe number of positions they’re trying to fill inHow long they’ve been trying to get this position filledHow much do they want to fill this positionHow much they prefer you over the other possible candidatesSo if you give them two pieces of information, you’re just down to one. Whereas the interviewers have more of other pieces of information than simply one.WHAT IF THEY STOP ASKING ME?They wontThe employer’s primary objective is to interview you because they’re in need of a qualified candidate. They also want to get a good deal from a candidate, after finding the right person for the job.If they’re pressing on with the sam e questions, it means they’re really interested in working with you, so they’re curious about getting a good deal from you.But what if they do?If they hold off the interview because you won’t share two of the three unique pieces of information with them, that means that your employers are very much looking forward to getting a bargain on your experience and skill set and are not, in fact, trying to find the right candidate for the job.That’s unfortunate for you, even if you do get the job. Because if that’s what they’re looking for instead of someone who fits the job requirements for the role, then you might as well say ‘no’.HOW TO NEGOTIATE WHAT YOURE WORTH  Congratulations! You’re getting hired! Only to be let down by the low-ball offer. But one thing to keep in mind is that it is what it is an offer. Which means that you have a chance to negotiate your way to a better deal and your interviewers are trying to test you.Your future with your potential new employer lies with how you respond to the offer. Here’s what you should do:Try to remain positive: This also applies to when the offer you’re getting is not one to be enthusiastic about. Always display a positive demeanor towards the offer and enthusiasm about being given the chance to opt for the position before you start negotiating.Make the offer you have in mind, one that is fair, backed by actual research and well-reasoned: You could provide a salary range as CBS Money suggests for a counter offer, which seems to imply that companies avoid offering the lowest range to escape from looking impolite.And when you do provide a range, please ensure that the bottom range is the one that you can work and live with. Salary ranges also give employers the indication that you’re flexible which is a trait they often want in their employees.Walk away if the offer isn’t right: This may be a hard one to do, especially in a competitive job market. But if you’re that persistent in earning you r livelihood, you may as well just hold back and wait until the right offer comes around, instead of opting for the next opportunity that comes knocking at your door.Other sources of compensation: While some companies have a limit on how much salary they can offer you for the job you seek, there are other ways to be compensated. Like if you cannot get the salary that you’re looking for, then try contributing in other ways to be rewarded, such as:Signing bonusesPerformance bonusesCompany stockAdditional vacation daysFuture pay raisesRetirement contributionsCompany stockFlexible work hoursHealth benefitsSome people can even bring in gym memberships for negotiations if you can believe that. But in the end, only you can determine your list of priorities. Don’t shy away from bringing it into talks, especially if they’re reasonable with your requests.If your interviewers are being deliberate about reiterating questions about your salary expectations, then it’s only fair that you b ecome just as deliberate about negotiating your desired price range as well.After all, those who don’t negotiate are the ones who are the most unhappiest as the chart below indicates:Source: Earnest SurveyBOTTOM LINEYou can’t be certain about the kind of “salary expectation” questions that interviewers will throw at you.And what’s important is that you shouldn’t have to live in fear about the kinds of questions that are on the low side of what you’re expecting.That’s why our strategies and suggestions are the best fail-safe chance of you making not only a killer impression on your interview, but also get a fair and reasonable price range.

The Importance Of Modern Day Policing And Quality Of...

Introduction When it comes to any effective entity, a standard is set in place. Whether it is putting the customer first, ensuring a quality of service is provided, or even if it involves making sure the person on the other end has everything resolved before leaving the store every company or profession has a hierarchy of what needs to be done to get the job to completion. The Operations of Police is no different. In this body of work, two types of changes with the police force will be examined, the various lines of communication that is present within any local law enforcement agency, the importance of modern day policing, two quality of life issues, as well as a comparison and a contrast of police reactions as they relate to school, home, and the workplace. Keywords: Police, community, people, issues, communications Standards Community Involvement and Technology When it comes to making important changes anywhere, it is important to note what works and most importantly, what does not work. In the 21st Century, many police departments have implemented changes that would benefit not just the department but also the community it serves. An example of this can be found in the Metropolitan Nashville Police Department (MNPD). According to Sergeant Vance, the department has a weekly meeting that the residents of the community can come and participate in where it is discussed the current problems in the community, what the officers are doing to combat crime and mostShow MoreRelatedFice Of Community Policing Essay1609 Words   |  7 PagesOriented Policing Services of the U.S. Department of Justice describes community policing as, community policing focuses on crime and social disorder through the delivery of police services that includes aspects of traditional law enforcement, as well as prevention, pro blem-solving, community engagement, and partnerships. The community policing model balances reactive responses to calls for service with proactive problem-solving centered on the causes of crime and disorder. Community policing requiresRead MoreThe Criminal Justice System1597 Words   |  7 Pagesdrastically from the times of kinship systems to today’s system of laws. 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Community oriented policing has become a mantra for police chiefs and mayors in cities big and small across the country, and has rapidly become entrenched. Community policing is a philosophy that guides police management style and operational strategies. It emphasizes establishment of police-community partnerships and a problem-solving approach that is responsive to the needs of the community. â€Å"Community Policing† represents a fundamental change in the basic role

The Misrepresentation of Hip-Hop Essay - 1584 Words

Jay-Z is known for being one for not only being one of the best rappers in hip-hop but also having a successful career in and outside of hip-hop. Recently he has been protesting some of the newer hip-hop. His songs â€Å"D.O.A† (Death Of Auto-Tune) â€Å"Run This Town† he takes a rebel approach to all of the recent fads in hip-hop. Even though, the fads were embraced by pop culture, Jay-Z saw them as stale and unprogressive. In â€Å"D.O.A.† he talks about hip-hop becoming ringtone rap and has lost its edge. â€Å"This is anti autotune/ death of the ringtone/ this ain’t for I-Tunes/ This ain’t for sing-a-longs/†¦This is practically assault with a deadly weapon/ I made this just for flexin’/ Basically I want people to feel threatened. (Blueprint 3) † Jay-Z†¦show more content†¦For the most part, rock-and-roll musicians had never particularly embraced consumerism, but many hip-hop artists weren’t afraid to make a buck any way they could—and after their poverty-stricken childhoods, material goods delighted them. Run-D.M.C., for example, just loved Adidas, and they had no problem telling the world they did in their music.(32) The percentage of rappers that softened their lyrics compared to the one who chose not to conform was the complete opposite of what it is now, because the obsession of making money grew over time. Early rap artist was more than greedy; they were trying to make money in order to move out of the ghetto. 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Poetry Analysis Jabberwocky Free Essays

Give some ex. males. Very realistic and descriptive imagery. We will write a custom essay sample on Poetry Analysis Jabberwocky or any similar topic only for you Order Now ‘The furious Bandleader’s† 9. Does the poem have meter? If so, what is it? NO. 10. Does your poem have a rhyme scheme? Ifs, what sit? The lilting rhythm Of â€Å"Jawbreakers† helps the narrator’s cause. It makes the p memo easy to remember, and it keeps the story moving forward at a regular clip. 1 1 . What other sound devices(alliteration, assonance, onomatopoeia) have be en included byte poet? Give examples of each. All the exclamation points in the middle are what give our storyteller his cues to gesticulate wildly at us while relaying the epic battle, and so even though the rhythm stay s constant, we have some good changes in volume. † Beware the Jawbreaker my son! † â€Å"A d burbled as it came! † 12. What figures of speech are included ( metaphor,simile, personification, why parole, metonymy, apostrophe, etc. )? Include examples and explain the effect each o en has on your understanding and appreciation of the poem. Speaking of volume, and wonderful uses onomatopoeia. Snickering! † â€Å"who piffling† â€Å"galumphing† and â€Å"chortled† 13. What is the mood Of this poem? Explain your answer. Violence, Perseverance, Men and Masculinity, Good v. Evil, and Men and the N trial World. 14. Identify words which have a connotative meaning which help to clarify the author’s tone. Explain each example. Beware the Jujube bird, and shun the furious Bandleader’s! † â€Å"He left it dead d, and with its head he went galumphing back. † 15. What is the author’s tone (his or her attitude toward the subject? He is warning and than triumphant. 16. Explain the significance of the poem’s title. To hence the fact that the poem is pure nonsense . 17. Write a paragraph in which you briefly summarize the poem. The poem begins with a description of the setting and continues into an after noon, with strange, monounsaturated milling around and making noises. Then, we have some dialogue. A father tells his son to beware of something called a â€Å"Jackbooted† hat lurks in the woods and has horrible claws and teeth. There’s also some other nasty stuff out there – the â€Å"Jujube bird† and the â€Å"Bandleader’s†. The son takes his sword and goes out looking for these creatures, and finally finds and kills the Jawbreakers. Upon r turning with the creature’s head, the father is overjoyed and they celebrate. The first s Tanta repeats, and things appear to return back to normal. 18. Based on your analysis, what do you think is the authors purpose in writing g this poem? That is, what universal truth does he/she want to share with his/ her readers (theme)? Over coming your fears. How to cite Poetry Analysis Jabberwocky, Papers

Essential Encouraging a Systematic Thinkingâ€Myassignmenthelp.Com

Question: How Essential Encouraging A Systematic Thinking? Answer: Introduction Rational of the report In the process of completing our course, we were encouraged to do our evaluations on the progress of our learning, an assignment that required as having a group discussion. The objective of the group discussion was to give us a clear understanding on the impact information literacy practice has on our professional development. We decided on the use of Johari Window Model of understanding the self as the framework of choice. This paper hence demonstrates the need for a reflective practice and the value it added on our learning process within the group. This report is thus identifying a number of benefits the reflective practice had as well as the implications if the discussion to the individual learning process, an aspects that supports active reflection often lead to positive changes in the attitude of the learners as well as their behavior according to Harrison (2010, p.638). The report hence adopts the use of Gibbs Cycle model in evaluation. The importance of the reflection Personal reflection through individual or group discussion is a common learning process for education professionals as pointed out by Dye (2011 p. 222). It is a vital step when it comes to the need of understanding ourselves in all facets of the learning process. In a systematic review, Dye (2011) denotes that every learner in any professional development course is often encouraged to reflect on the impact and process of individual reflection on their professional development. On the other hand, Potter (2015) also denotes that understanding reflection through either personal or group reflection is essential for three primary reasons. It helps in re-defining our professional knowledge and understanding, essential for developing personal knowledge and self-awareness, as well as in evaluating the appropriateness of our actions in the process of learning. In other words, McGinn (2015) having a group discussion to understand our selves is essential in enhancing the quality of our professional actions while increasing our accountability, aspects that were very beneficial for us in developing professional wisdom. In his study, Granby (2016) points out that teachers are often trapped in unexamined interpretations, judgments, expectations, and assumptions when they do not engage in a critical self or group reflection in understanding self and their professional discovery. Potter (2015, p. 238) also denotes that any candidate that applies for a professional accreditation needs to be in a position to evaluate their individual and service performance. The same study denotes that having a group discussion to understand self is a recommended practice for effective professional development as an evaluative and meaningful way of professional gain. The group discussion scenario I had been in a nursing practice session in a middle grade clinic in Western Sydney and as a routine; we are often required to give a report on our experience during the practice. Every student is always expected to present a written report on their experience while maturity to effectively handle patients and ensure effective healthcare would be assessed through a group discussion and presentation before the fellow course mates as well as few chosen nursing tutors from the relevant professional department. In the group, everyone is expected to present a topic, an aspect that aimed not only to test the maturity if handing students but testing self-understanding of we the learners as well. Lucky enough, my group members were always known to be active in our class sessions and all colleagues expected we would have the best presentation. Gibbs Cycle Background information of the model According to Harrison (2010), Gibbs reflective cycle is a popular model often adopted in the professional learning process for both individual and group reflection purposes. The model is essential in encouraging a systematic thinking on the phrases of an activity or experience (Patel 2016, p. 89). The model adopts the use of questions and helps an individual think though all the phases of the activity as each question forms the step that determines the next idea as pointed out by Harrison (2010, p.638). The main aim of adopting Gibbs reflective cycle in understanding self is to help an individual to challenge their assumptions and explore different ideas or new approaches towards thinking or doing things. By identifying weaknesses and strengths and taking actions to address the challenges, Dye (2011) denotes that Gibbs reflective cycle helps in promoting self-improvement. The same study asserts that the model is essential in linking theory and practice as it combines observing or doi ng while thinking or applying knowledge. The model involves six main stages as shown in figure 1 with each stage having individual reflective questions for examination of an activity in the reflection process. These include the description, feelings, evaluation, analysis, conclusion, and the action plan. Figure 1: Gibbs reflective cycle (Adopted from Dye 2010, p. 218) Application of the model in the analysis Description: The description section requires a learner to explain what the process of reflection is all about. Dye (2017) denotes that the description involves the background information that is relevant to the reflection. It hence describes who was involved in the activity and their contribution in the process. After the instructions from our tutor to have group discussions to evaluate one the topic we would present effectively for the assessment, every group member was given a responsibility to do research in preparation of the occasion as the evaluation was allocated 20% of the total grade in practical assessment course. Timid, small in size and fearful as I was, many of my fellow learners often had the mentality that i was too fearful to talk bravely in front of them, as aspect that was even reflected by my group members during the group discussion. As we began our group discussion, I realized there was biasness when it comes to contribution of the discussion. Everyone would be given a chance to share on the concepts and report their research results on areas that we felt were of importance for the discussion in the understanding of self. Realizing the mood of discussion was not favorable and fair for me, I decided to ask our group leader why he would pass me every time it was my turn to participate. I became so nervous that when I was finally given the chance, I could not speak well and clearly put out my ideas. To my group members, it was a confirmation to them that I was not dimmed fit to be among the group. They only had this idea that at least it was a group work so they would do most of the work as well as the presentation in the fear that I would let them down due to poor presentation, an aspect that they only judged out of my calm nature without knowing my potential. Feelings: Here, the reflection examines the feelings and thoughts concerning the experience (Rossiter et al. 2015, p. 814). In this section I will explore the feelings I had towards that incident at the time, still it entails the thoughts that were going through my mind at the time. Well, quite a number of feelings developed in me. To begin with I feared that my worst doubts had been confirmed. I always knew that my group members did not believe in my ability to make contributions in our discussions and presentations. So with the happening of this, I had for sure confirmed it was true. I had a feeling of embarrassment too because I knew that from then on, the perception of my group members towards me would change for the worst. In the midst of all these it was still impossible to stop blaming myself. I had a strong feeling of self-attribution. I blamed myself for the fact that I had allowed myself to succumb to the fear that was within me. According to Schacter et al. (2015), self-attribution is an emotion where one feels like something is their fault and blames themselves for it. I felt like it was my fault and there was nothing I could do to change it. That caused me a lot of emotional pain. I thought to myself that it was important for me to try harder at it. According to Cooley et al. (2017), people in a group have more mind than a group of people. This emphasizes the need for every group member to participate actively by contributing their ideas and thoughts as this is vital in the learning process. At this point I felt like I had made the session turn into the latter- a group of people rather than individuals with independent minds working in a group. Still I felt bad that almost not a single member of the group had believed in me. I thought maybe that would have changed things. Maybe it would have given me the courage to speak up. Evaluation: This section of the cycle seeks to identify two things; what was good about the experience? What was bad about the experience? Well several things emerged from this incident. As an optimist I saw several positives about it. Firstly, an opportunity had just presented itself for me to learn about myself. That was a good thing. It made me become more aware of the fact that I had a serious confidence issue to deal with. Self-efficacy and self-awareness is an important tool for empowerment of individuals. According to Caldwell et al. (2016) when an individual comes to the point where they appreciate self-efficacy and awareness, they are empowered and can also empower those with whom they work (Schacter Juvonen 2015, p. 841). The feeling of self-attribution may have caused some emotional pain but it helped me to come to a point where I appreciated the bigger picture. According to Sharma et al. (2016), of self-attribution is painful but essential in mediating and moderating self-therapy. The incident made me question myself about the few times when I had been able to make some contribution in the task group albeit small. According to Schroeder et al. (2016), individuals tend to credit themselves as having more responsibility than other group members when working together in performing group tasks. This is one feature of group dynamics that is often observed in several task groups as observed by Schroeder, Caruso, and Epley (2016, p. 89). It made me realize that all the while in our group assignments I had been crediting myself for much more than I really was able to do. That was a positive thing to discover about myself. This incident also brought to the fore another vital aspect. I learnt that most trainee teachers felt inadequate in their first class presentations or lessons. So it helped me appreciate the fact that it was okay to be nervous. Gr eene et al. 2006, points out, saying that nine in every ten trainee teachers find their first teaching experience inadequate and unsatisfying. That was a positive thing that gave me a positive feeling. After talking to a colleague about my experience, I learned that most teachers find themselves tongue tied during their first lessons. There were also a number of things that were negative about the incident. None of my colleagues had believed in me. That was daunting for me. According to Sharma et al. (2016), what most students need is someone who offers to meet them at their point of need to help them improve their engagement in class work and maximize learning effects. I knew that given an opportunity, I could do better and demonstrate to my colleagues that I was just as talented as them if not better. Analysis: In this section, the paper seeks to explore this question; what sense can be made from the incident? Here I will also seek to relate the incident to theory. One thing that came out strongly in this incident is the fact that individuals are all different according to Sharma-Patel and Brown (2016). This means that even within the group membership, individuals retain their various personalities and character and it would be irrational to expect everyone to act in a similar way in the face of every circumstance. I would want to understand my group members reaction towards my perceived failure in this light. This is an understanding that should also guide the group members in their deliberations as opposed to causing a hindrance to the task completion as was the case in our group. People including researchers tend to visualize groups as having minds. Far from it Jenkins et al. (2014) posits that one only needs to employ mind-appealing perceivers to be able to study the mind of one individual minus the group members. This would be helpful in improving the level of interaction among group members. What would I have done in order to prevent the incidence from happening in the first place? How did I end up in this situation I think one of the reasons could be the group itself. What if I was not in the right group to begin with? Aggarwal et al. (2008) posits that by merely allocating students to various groups and assigning them tasks and instructing them to have interactive engagements with their colleagues, it is not guaranteed that they will their full potential will be realized. It does not promise to yield optimal learning outcomes. From this maybe we as a group needed to reconsider the group composition to from the onset. This is also a serious issue to be co nsidered by the academic instructors so they consider as they allocate students to task groups. Action Plan: According to Venkatesh (2013), the action plan section is the segment of the reflection cycle where one is supposed to answer the following questions; what can be done in order to prevent occurrence of a similar incident in the future? Which areas can be improved? What are the priority areas that need to be developed? Well for me this takes two approaches; what I can do as an individual to enhance my participatory skills and what we can do as a task group to become better group members. I think in future taking a great deal of time to study relevant information on the topic area will go a long way in boosting my confidence. Information is power, they say. According to Cornelius-White (2007) learning depends on prior knowledge. Knowledge builds upon knowledge. As such I am undertaking to conduct a thorough study of the subject content prior to discussion time so that as I contribute, I would be emboldened by the fact that I am well informed. I realized that this bit was lacking in me before. McGinn et al. (2015) also posits and emphasizes on the importance of having students carry out a thorough reading of the topic before classes. According McDougall et al. (2006) for maximum learning outcome to be realized most college professor prefer to give prior reading assignments to help build the learners capacity to follow through and understand during class time. Moving forward, group members should have a governing policy like this one. This would ensure that as we meet for our group discussions we would all be ready to share our ideas. This would be the way to go for me to become a better group participant. On the part of all of us as group members, it is important that we appreciate that collaborative learning is one of the most effective ways for learners to achieve the optimal learning outcomes especially in task groups. According to Xiaoqing et al. (2017), collaborative learning provides a platform for learners to help each other identify and work towards overcoming their weaknesses while maximizing their strengths. The differences in personality and cultural diversity should converge rather than converge on the area of focus-achieving maximum learning outcomes. This should be the driving force for group members even as we proceed with discussions. Therefore, members of the group should realize that active participation and contribution from every group member is paramount. Alden (2011) submits that in order to achieve successful performance of group tasks, the task group should employ the intellectual resources of the members collectively. Conclusion From the above analysis, it is evident that reflective practice is a common and is increasingly becoming recognized as a primary professional skill mainly for practitioners who need to analyze and evaluate their service as well as individual performance. The discussion was essential in introducing us to effective professional practice through both reflective writing and the application of Gibbs reflective model. As a learner, I came to the understanding that critical group reflection is essential when it comes to learning/understanding self. It is an essential process that should not only be adopted as a learning practice in professionalism but a way of life so that one can critically evaluate his strengths and weaknesses, an aspect that is essential for improvement in certain areas of life. Through the analysis and application of various reflection models, I also understood that both personal and group reflections are essential in evaluating and understanding why some people behave in a certain way, an aspect that is often displayed in their reactions and feelings. The reflection enabled me to evaluate and understand my strengths and weaknesses. I was hence able to justify the need of the discussion as well and have a self-evaluation of what I could do differently to ensure effectiveness in my professional performance. References Aggarwal, P., OBrien, C. L 2012, Social loafing on group projects: Structural antecedents and effect on student satisfaction. Journal of Marketing Education, 30, 255264. , Business Source Premier, EBSCOhost, viewed 11 May 2017. Alden, J. 2011, Assessment of individual student performance in online team projects. Journal of Asynchronous Learning Networks, 15, 520, , Business Source Premier, EBSCOhost, viewed 11 May 2017. Caldwell, C, Hayes, L 2016, 'Self-efficacy and self-awareness: moral insights to increased leader effectiveness', Journal Of Management Development, 35, 9, pp. 1163-1173, Business Source Premier, EBSCOhost, viewed 11 May 2017. Cooley, E, Payne, B, Cipolli, W, Cameron, C, Berger, A, Gray, K 2017, 'The paradox of group mind: 'People in a group' have more mind than 'a group of people'', Journal Of Experimental Psychology: General, 146, 5, pp. 691-699, PsycARTICLES, EBSCOhost, viewed 11 May 2017. 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Rossiter, C, Power, T, Fowler, C, Jackson, D, Roche, M, Dawson, A 2017, ''Learning to become a better man': Insights from a fathering programme for incarcerated Indigenous men', Australian Journal Of Social Issues (Australian Social Policy Association), 52, 1, pp. 13-31, Academic Search Premier, EBSCOhost, viewed 12 May 2017. Schacter, H, Juvonen, J 2015, 'The effects of school-level victimization on self-blame: Evidence for contextualized social cognitions', Developmental Psychology, 51, 6, pp. 841-847, PsycARTICLES, EBSCOhost, viewed 11 May 2017. Schacter, H, Juvonen, J 2015, 'The effects of school-level victimization on self-blame: Evidence for contextualized social cognitions', Developmental Psychology, 51, 6, pp. 841-847, PsycARTICLES, EBSCOhost, viewed 11 May 2017. Schroeder, J, Caruso, E, Epley, N 2016, 'Many hands make overlooked work: Over-claiming of responsibility increases with group size', Journal Of Experimental Psychology: Applied, 22, 2, pp. 238-246, PsycARTICLES, EBSCOhost, viewed 11 May 2017. Schroeder, J, Caruso, E, Epley, N 2016, 'Many hands make overlooked work: Over-claiming of responsibility increases with group size', Journal Of Experimental Psychology: Applied, 22, 2, pp. 238-246, PsycARTICLES, EBSCOhost, viewed 11 May 2017 Sharma-Patel, K, Brown, E 2016, 'Emotion regulation and self blame as mediators and moderators of trauma-specific treatment', Psychology Of Violence, 6, 3, pp. 400-409, PsycARTICLES, EBSCOhost, viewed 11 May 2017. Sharma-Patel, K, Brown, E 2016, 'Emotion regulation and self blame as mediators and moderators of trauma-specific treatment', Psychology Of Violence, 6, 3, pp. 400-409, PsycARTICLES, EBSCOhost, viewed 11 May 2017. Sharma-Patel, K, Brown, E 2016, 'Emotion regulation and self blame as mediators and moderators of trauma-specific treatment', Psychology Of Violence, 6, 3, pp. 400-409, PsycARTICLES, EBSCOhost, viewed 11 May 2017 Venkatesh, A 2013, 'A Study on the Revelations of Design Students' Thinking Styles in Reflective Journals', Visible Language, 47, 2, pp. 1-36, Art Full Text (H.W. Wilson), EBSCOhost, viewed 12 May 2017. Williams, S, Greene, L, Satinsky, S, Neuberger, J 2016, 'Content Analysis of Conceptually Based Physical Education in Southeastern United States Universities and Colleges', Physical Educator, 73, 4, pp. 671-688, Academic Search Premier, EBSCOhost, viewed 12 May 2017 Xiaoqing, G, Huawen, W, Mason, J 2017, 'Are They Thinking Differently: A Cross-Cultural Study on the Relationship of Thinking Styles and Emerging Roles in Computer-Supported Collaborative Learning', Journal Of Educational Technology Society, 20, 1, pp. 13-24, Academic Search Premier, EBSCOhost, viewed 11 May