Critical Reflection is a form of personal learning and development that involves thinking about practices and procedures with intent and honesty.
It should be embedded in daily practice. It can be a challenging skill requiring the ability to question and change deep-seated assumptions and practices
MHR 6551, Training and Development 1 Course Learni.docxgertrudebellgrove
MHR 6551, Training and Development 1
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
1. Formulate different developmental approaches to training.
1.1 Create training activities based on a chosen theory.
2. Describe major training-related theories.
2.1 Discuss the primary tenets of a training theory.
2.2 Explain why a theory was chosen for a specific training situation.
Course/Unit
Learning Outcomes
Learning Activity
1.1
Unit Lesson
Article: “Teaching Nontraditional Adult Students: Adult Learning Theories in
Practice”
Article: “We Knew It All Along! Using Cognitive Science to Explain How
Andragogy Works”
Unit II PowerPoint Presentation
2.1
Unit Lesson
Article: “Teaching Nontraditional Adult Students: Adult Learning Theories in
Practice”
Article: “We Knew It All Along! Using Cognitive Science to Explain How
Andragogy Works”
Fact Sheet: TEAL Center Fact Sheet No. 11: Adult Learning Theories
Unit II PowerPoint Presentation
2.2
Unit Lesson
Article: “Teaching Nontraditional Adult Students: Adult Learning Theories in
Practice”
Article: “We Knew It All Along! Using Cognitive Science to Explain How
Andragogy Works”
Fact Sheet: TEAL Center Fact Sheet No. 11: Adult Learning Theories
Unit II PowerPoint Presentation
Required Unit Resources
In order to access the following resources, click the links below.
Chen, J. C. (2014). Teaching nontraditional adult students: Adult learning theories in practice. Teaching in
Higher Education, 19(4), 406–418. Retrieved from
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc
t=true&db=a9h&AN=94773613&site=ehost-live&scope=site
Hagen, M., & Park, S. (2016). We knew it all along! Using cognitive science to explain how andragogy works.
European Journal of Training and Development, 40(3), 171–190. Retrieved from https://search-
proquest-com.libraryresources.columbiasouthern.edu/docview/2085704057?accountid=33337
Teaching Excellence in Adult Literacy Center. (n.d.). TEAL Center fact sheet no. 11: Adult learning theories.
Retrieved from https://lincs.ed.gov/state-resources/federal-initiatives/teal/guide/adultlearning
UNIT II STUDY GUIDE
Major Training Theories
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=94773613&site=ehost-live&scope=site
https://search-proquest-com.libraryresources.columbiasouthern.edu/docview/2085704057?accountid=33337
https://lincs.ed.gov/state-resources/federal-initiatives/teal/guide/adultlearning
MHR 6551, Training and Development 2
UNIT x STUDY GUIDE
Title
Unit Lesson
Major Training Theories
The manner in which adults and children learn is different. Therefore, before embarking upon the design and
development of any training/development program, it is important to consider adult learning principles and
how adults learn bes.
The principles are organized into these areas of psychological functioning:. Cognition and learning; Motivation; Social and emotional dimensions;. Context and learning; .& Assessment.
MHR 6551, Training and Development 1 Course Learni.docxgertrudebellgrove
MHR 6551, Training and Development 1
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
1. Formulate different developmental approaches to training.
1.1 Create training activities based on a chosen theory.
2. Describe major training-related theories.
2.1 Discuss the primary tenets of a training theory.
2.2 Explain why a theory was chosen for a specific training situation.
Course/Unit
Learning Outcomes
Learning Activity
1.1
Unit Lesson
Article: “Teaching Nontraditional Adult Students: Adult Learning Theories in
Practice”
Article: “We Knew It All Along! Using Cognitive Science to Explain How
Andragogy Works”
Unit II PowerPoint Presentation
2.1
Unit Lesson
Article: “Teaching Nontraditional Adult Students: Adult Learning Theories in
Practice”
Article: “We Knew It All Along! Using Cognitive Science to Explain How
Andragogy Works”
Fact Sheet: TEAL Center Fact Sheet No. 11: Adult Learning Theories
Unit II PowerPoint Presentation
2.2
Unit Lesson
Article: “Teaching Nontraditional Adult Students: Adult Learning Theories in
Practice”
Article: “We Knew It All Along! Using Cognitive Science to Explain How
Andragogy Works”
Fact Sheet: TEAL Center Fact Sheet No. 11: Adult Learning Theories
Unit II PowerPoint Presentation
Required Unit Resources
In order to access the following resources, click the links below.
Chen, J. C. (2014). Teaching nontraditional adult students: Adult learning theories in practice. Teaching in
Higher Education, 19(4), 406–418. Retrieved from
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc
t=true&db=a9h&AN=94773613&site=ehost-live&scope=site
Hagen, M., & Park, S. (2016). We knew it all along! Using cognitive science to explain how andragogy works.
European Journal of Training and Development, 40(3), 171–190. Retrieved from https://search-
proquest-com.libraryresources.columbiasouthern.edu/docview/2085704057?accountid=33337
Teaching Excellence in Adult Literacy Center. (n.d.). TEAL Center fact sheet no. 11: Adult learning theories.
Retrieved from https://lincs.ed.gov/state-resources/federal-initiatives/teal/guide/adultlearning
UNIT II STUDY GUIDE
Major Training Theories
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=94773613&site=ehost-live&scope=site
https://search-proquest-com.libraryresources.columbiasouthern.edu/docview/2085704057?accountid=33337
https://lincs.ed.gov/state-resources/federal-initiatives/teal/guide/adultlearning
MHR 6551, Training and Development 2
UNIT x STUDY GUIDE
Title
Unit Lesson
Major Training Theories
The manner in which adults and children learn is different. Therefore, before embarking upon the design and
development of any training/development program, it is important to consider adult learning principles and
how adults learn bes.
The principles are organized into these areas of psychological functioning:. Cognition and learning; Motivation; Social and emotional dimensions;. Context and learning; .& Assessment.
This slide set provides an overview of reflective practice, geared towards teachers. It describes what it is, how to undertake it, and how it supports teachers' professional development.
Most people recall their high school and undergraduate education in fragments. Atoms possess a property called valency. Great Britain has no constitution, but is a constitutional monarchy. Many students have trouble using such discrete, disembodied facts.
Source: https://ebookschoice.com/active-learning-as-teaching-strategies/
Incept Education has developed the Education Leadership Dialogue, a model that provides exciting 2 day intensive programs for professional learning and futuring processes. It is built on the understanding that education leadership needs to be visible and purposeful across all school and university contexts and that effective learning leadership necessarily involves personnel from across all education roles within institutions.
This slide set provides an overview of reflective practice, geared towards teachers. It describes what it is, how to undertake it, and how it supports teachers' professional development.
Most people recall their high school and undergraduate education in fragments. Atoms possess a property called valency. Great Britain has no constitution, but is a constitutional monarchy. Many students have trouble using such discrete, disembodied facts.
Source: https://ebookschoice.com/active-learning-as-teaching-strategies/
Incept Education has developed the Education Leadership Dialogue, a model that provides exciting 2 day intensive programs for professional learning and futuring processes. It is built on the understanding that education leadership needs to be visible and purposeful across all school and university contexts and that effective learning leadership necessarily involves personnel from across all education roles within institutions.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2. Acknowledgement to country
We pay respect and
acknowledge the Larrakia
people as the original custodians
of this land. We pay respect and
honor all elders past, present,
and emerging.
2.
3. What is critical reflection?
• It’s a form of personal learning and development that involves
thinking about practices and procedures with intent and honesty.
• It should be embedded in daily practice.
• It can be a challenging skill requiring the ability to question and
change deep-seated assumptions and practices. (279) Critical reflection
– Improving outcomes for children – YouTube (2.06m)
3.
4. Critical reflection is a necessary component of
professionalism in early childhood education.
Evidence of critical reflection within a service draws
attention to the intellectual work of early childhood
educators and highlights professional capacities
beyond the care of young children. Early childhood
curriculum documents place strong emphasis on the
importance of critically reflective practice. For
example, the Early Years Learning Framework lists
“ongoing learning and reflective practice” as one of
five key principles of effective practice.
4.
5. How does it all start?
Application of critical reflection starts:
• By engaging with your own thoughts.
• By understanding your feelings.
• By noticing your experiences on what is
occurring.
• By questioning the assumptions that
underpin your perceptions. (279) A
critical reflection planning meeting –
YouTube (10.59m)
5.
6. Some honest questions we can ask ourselves are:
• Who is disadvantaged when I work in this way?
• Who is benefited from my actions?
• How well do I know each child?
• Are there other theories or knowledge that could help me
to understand better what I have observed or experienced?
6.
7. It is important for us to understand the ways
critical reflection is defined and what it looks like
in practice.
There is a common misconception that critical
reflection is about finding fault or criticising an
event or the actions of those involved.
A useful definition for critical reflection relates
more to a professional attitude that allows us to
look at an event from a range of perspectives
and to ask questions about that event and to
develop new ways of thinking and
understanding. It’s about our attitude and frame
of mind.
7.
8. It is a learned skill. Many of us need direct instruction
on processes involved in critical reflection, along
with practice and perseverance to continue to
develop our skills.
What critical reflection does is that it allows us to
look and think beyond what we already know. Yes,
we may need support to think about and apply
additional layers needed for rich questions and
inquiry. These additional layers come from
enhancing our perspectives when we explore
literature and theories relevant to our daily work and
consider the social and political influences,
expectations, stereotypes, and policy changes.
8.
9. (279) EYLF TAPS NQS PLP - Reflecting on practice Part 1 of 4 - YouTube
9.
10. By adding to our perspective take a more
comprehensive look at an event and get a deeper
understanding of what is happening and why.
If we focus solely on our own perspectives and
biases and interpretations of practice, then any
evaluations of events we make and interactions we
have may be surface-level.
Just having one perspective may result in us limiting
our knowledge, rather than accessing a range of
perspectives and resources to generate the
reflective process. (279) EYLF TAPS NQS PLP - Reflecting
on practice Part 1 of 4 - YouTube
10.
11. Let’s think about the following
scenario related to a child’s capacities
with self-help skills.
Instead of having a personal reaction
or response, think about different
ways of thinking about what’s
happening by adding layers of
reflection. I’ve provided some
examples to broaden your thinking.
11.
12. SCENARIO:
A male child aged 3.5 yrs comes in wearing a nappy.
His father takes him to the toilet to change into underwear due
to your center’s expectations.
During the day, the child is taken to the toilet and placed on the
seat in the presence of other children.
He feels shy amongst other children and prefers to soil his
clothes 2-3 times a day.
When Dad arrives to collect the child in the afternoon, the child
is again placed in a nappy.
Family preferences and cultural reasons do not expect the child
to be autonomous in self-care routines at home.
12.
13. Layers of reflection - Guiding questions:
1. What are my own experiences and knowledge in this
matter?
2. How do I feel about children’s independence and
interdependence?
3. How do my values influence my responses to this event?
4. In what ways are my choices influenced by the expectations
of the service and fellow educators?
13.
14. Experiences and knowledge of others:
1. Have I considered the perspectives
of the parents and the child?
2. How do I show it in my response
and my interactions?
3. How are my colleagues impacted
by this event?
14.
15. Literature and theories:
1. What do the developmental milestones and theories show me by the
age of three regarding autonomy and self-care routines?
2. Are these child development theories relevant to all children?
3. What other literature or theories will provide me with different
viewpoints about child development?
4. What does literature on inclusivity say about responding to family
preferences in the childcare program?
15.
16. Broader social/political circumstances:
1. In Australia, most rooms for 3-5year olds do
not have nappy changing facilities. What does
this tell me about what is valued in early
childhood education in Australia?
2. What does this imply about children’s
capacities at certain ages? Does this place an
emphasis on ‘readiness’ (eg. for school) rather
than what is suitable for a child at any given
time?
16.
17. What’s next?
The next step:
• Try to draw in different viewpoints to
learn and evaluate how you may change
your approach or perspective on an
event.
• This can lead to new conclusions,
possible changes, and new ideas to
inform future planning and actions.
17.
18. What’s the main idea
here?
• That you not only explore your own reaction to an
event or experience
• That you are also examining them from alternative
viewpoints.
Examples
• Through the eyes of a colleague or
• By reviewing relevant literature and theories
• consider if change is required in your approach or
perspective.
18.
19. When considering how to move
from reacting to an event to
thinking more critically about what
took place, it is useful to think
about different levels of reflection.
Adapted from Bain (1999), the
following three levels of reflection
show how an educator can move
from ‘reaction’ to ‘critical reflection’
19.
This Photo by Unknown Author is licensed under CC BY-NC
20. Level 1:
• Reacting
• Commenting on one’s feelings related to
an event.
• Providing a straight description with no
added observations or insights.
• Making an observation or judgment
without detailing reasons for the
judgment.
• Developing a shallow understanding of
what occurred and why.
20.
21. Level 2:
Elaborating:
• Comparing one’s reaction to other
people’s responses and perspectives
• Analysing an event by asking questions
and considering alternatives
• Seeking a deeper understanding of an
event by relating it to current literature and
theories.
21.
22. Level 3:
• Reconstructing
• Drawing revised and new conclusions about your
practices and the practices of others
• Ongoing exploration of relationships between practice,
literature, and theory
• Planning further learning based on your reflections
As seen in Level 3, effective critical reflection should lead
to findings about what occurred and why, as well as the
development of plans for change. Ongoing questioning of
changes to practice and one’s thinking is essential to the
reflective process.
22.
23. What does critical reflection
involve?
Critical reflection involves:
• Reflecting on your own personal biases.
• Examining and rethinking your perspectives
• Questioning whether your perspectives
generalise.
• Considering all aspects of experiences.
• Engaging in professional conversations with
colleagues, families, professionals, and
community members.
• Using the reflective questions in the learning
frameworks to prompt your thinking.
23.
24. Because……
• Working with children compels constant
reflection on how an educator’s practice
is influenced by their worldview.
• Engaging in critical reflective practice
allows you to examine your practice and
gain insights from various viewpoints to
inform future decision-making.
24.
25. When Do Educators Reflect?
Educators reflect in action (rapidly and thoughtfully during
an action) and on action (briefly and systematically after
an action).
What is reflected in a day and over time should be
meaningful to educators, children, and families. It is not
practical to reflect critically on everything that occurs
within classroom practice and service delivery.
Critical reflection can be focused on a long-term issue, or
more spontaneous events and interactions that have
meaning for key stakeholders.
Reflections can occur verbally between educators and also
in thought.
Educators may include written reflections as part of their
documentation or in a communal journal.
Where appropriate, reflections should be shared with
children and families to draw attention to the intellectual
and evolving nature of educators’ work.
25.
26. Why is critical reflection
important?
• The practice of critical reflection in early
childhood education is to ensure the best
possible outcomes for children.
• Critical reflection offers many benefits for an
educator, as the process is part of an active
learning experience to promote professional
development.
26.
27. What are the benefits of
critical reflection?
Some of the benefits of engaging in critical reflection
include:
•Strengthening professional practice
•Generating learning
•Engaging higher-order thinking and creative practice
•Helping educators make sense of experience
•A vehicle for problem-solving
•Allowing the development of deeper understandings
•Building valuable insights to inform decision-making and
manage issues more effectively
27.
28. Because…….
• Critical reflection provides a framework to think
differently about working through various issues
and obstacles
• Helps educators make purposeful changes to
practice to improve children’s outcomes.
28.
29. Getting started!
To get started,
• Break the process into manageable
chunks.
• Begin with just two of the questions and
be patient – it takes time to explore
multiple perspectives.
31.
30. How can I be successful?
To be successful the process of critical reflection requires:
• A participatory culture and leadership support, engagement is
more likely to happen when there is a culture of openness and
trust where everyone has a voice and is listened to.
• Educators need to feel they can openly question, offer ideas and
raise concerns about their own and the service’s practice.
• Recognising there is no single or ‘right’ way to approach
complex issues is also an important element in supporting
reflective practice.
32.
31. How can I apply critical
reflection in my practice?
Use the EYLF set of overarching questions to guide
reflection, and ask yourself:
•What are my understandings of each child?
•What theories, philosophies, and understandings shape
and assist my work?
•Who is advantaged when I work in this way? Who is
disadvantaged?
•What questions do I have about my work? What am I
challenged by? What am I curious about? What am I
confronted by
•What aspects of my work are not helped by the theories
and guidance that I usually draw on to make sense of what
I do?
•Are there other theories or knowledge that could help me
to understand better what I have observed or
experienced? What are they? How might those theories
and that knowledge affect my practice?
30.
32. Building a Reflective Culture will
support all educators, regardless
of their qualifications and
experience, to engage in
critically reflective practices.
29.
33. How can we build a reflective culture in our center?
The following key elements are required to build a reflective culture:
•Direct teaching - Some educators require explicit support when learning about
and applying processes of critical reflection.
•Modelling - Educators with experience in critically reflective practice are well-
positioned to model processes of reflection to colleagues. Examples from
everyday practice can provide a basis for discussion, modeling, and teaching.
•Collaboration - A collaborative approach to critical reflection is valuable
because multiple voices and perspectives are included in discussions.
Collaboration can occur between educators, other professionals, children, and
families.
•Physical spaces and resources - Create an environment that is conducive to
reflective practice. Educators require access to current literature (professional
magazines, journal articles, texts) to extend their knowledge base. Prompts such
as a highlighted section of an article or a question written on a noticeboard can
be used to support critically reflective practice.
•Time - Effective critical reflection takes time and practice. Opportunities for
individual and collaborative reflection are necessary to build educators’ skill
levels.
33.
34. Expectation:
• curriculum documents highlight
expectations around critically reflective
practice, but this should also be a priority
for educators in leadership positions.
• When time, physical spaces and resources
are provided, then expectation can be
built into the culture of reflective practice
at the service.
34.
35. •What else can we do?
•Establishing routines to allow reflection to occur
regularly. Allocating time during a regularly
scheduled meeting to reflect on practice across the
service as well as personal ‘reflection’ time in a
prescribed time slot during the day.
•Networking with other services. Regularly meeting
with people in the wider community can provide
insights into the way the service is perceived by
others. This provides opportunities to explore ways
the service can become more responsive to the
interests and needs of families and children in the
local community.
35.
36. Developing critical reflection takes time and
courage. A key component of courage is
the willingness and ability to ‘step outside’
one’s own interpretations and experiences
to explore new ways of thinking about
events, interactions and issues that occur in
daily practice. When this occurs, educators,
children and families will benefit greatly
from deep reflections about professional
practice
36.