Compose a 1000 words assignment on pu songling’s ghost stories. Needs to be plagiarism free! Anthony C. Yu in his comprehensive study about the elements of ghosts in Chinese fiction notes that the concern for the dead and its treatment and the possibility of an afterlife has been one of the most basic concerns of any human society and that the Chinese expression of the same is embodied in cultural artifacts such as verbal documents. An important and famous document of such kind is the series of short stories written by Pu Songling in Strange Tales from a Chinese Studio.&nbsp.

&nbsp.Adventure-laden, action-packed and supernatural stories of Pu Songling can be summed up to have one feature in common, a preoccupation with experience of the afterlife. In the story Friendship Beyond the Grave, for example, the protagonist Ye succeeds in life and fulfills all of his dreams but ironically only after his death and more interestingly, during the entire phase of his activities that he performs with his dear friend Ding, he remains unaware himself that he is dead until he ultimately reaches his home only to be told by his horrified wife that he had been dead for more than three years. The idea of the afterlife incorporates a vital period of time, at least in Songling’s story which can be used for unfulfilled purposes. Such is the case that attempts to transcend the concept of death as the end of life as against the idea of death as another life of greater purpose, fulfillment, and promise. Anthony C. Yu’s evaluation of the Chinese Ghost’s prose most fits this characteristic:

&nbsp.“Much of this kind of fiction may be didactic, but the intended messages differ just as the plot arrangements serviceable to them differ. The demands of the departed can be quite reasonable, and even ghosts can be outwitted (406)”.&nbsp.&nbsp.

I will pay for the following article According to Ghaye (2001) there is a growing body of knowledge which suggests that reflective practice has the potential to transform who we are and we do. Dis. The work is to be 12 pages with three to five sources, with in-text citations and a reference page. This model purports that the first phase of reflection is awareness. This may be triggered by either disturbing or positive thoughts or feelings about a situation or event – which in this case is the critical incident.

During the second phase of reflection, the person undertakes a critical analysis of what transpired. He draws upon his significant knowledge and experiences, and on the application of novel knowledge. Such realizations, in the form of new knowledge, are the expected output of the analysis. This entails critical thinking and self-assessment – this comes with increasing awareness about the self (Scanlon & Chernomas, 1997).

The last stage is the development of a novel approach in accordance with one’s critical analysis and the implementation of novel knowledge onto the context or situation for which one has undergone the reflection. The new approach that one intends to adopt may be characterized by cognitive, attitudinal and behavioural modifications. A logical expectation would be adaptive when one considers that the person increases in his effectiveness both as a person and as a team member. Apparently, learning has transpired. In effect, this perspective of reflective learning suits a handful of theoretical models. These include that of Schon (1987) which advocates the reflective practitioner and “knowing-in-action” framework.

Reflective learning journals are significant tools in translating theory into viable action, that is, praxis. Reflective learning journals have been utilized for quite some time now, specifically in the nursing and teacher education disciplines, to improve individual learning effectiveness, encompassing critical and creative thinking (Kobert, 1995. McCrindle & Christensen, 1995. Meyers & Jones, 1993). In an early application, Hahnemann (1986) had nursing undergraduates spend 10-15 minutes in class time doing their journal entries over the semester.