My Artefact...

I really struggled with best representing my inquiry in the artefact form. Getting the balance between a reflective and informational source together with it still being an extension of my inquiry was something I found to be a real challenge. This was because I explored vast areas which came to be of a personal experience to be shared with others for advice. I finally compiled a 'progress portfolio', depicting my journey in emails, applications, showreel and evidence of networking. Unfortunately I am unable to upload the entire project due to copyright and confidentiality reasons via public and internet access, but here is an example of the document:

https://docs.google.com/file/d/0B31PkyUSESe6ckVXOWRsaEZ4T2s/edit

Progress? Progressed? Progression...

While re-reading all that I have managed to fit into my written inquiry as part of my first draft so far, I was able to enjoy an element of accomplishment, feeling proud and astounded at what I have achieved from start to end (well nearly) of this course.
From the start of this course I was unsure of what direction I was heading, I new where I had come from and I new what I was interested in but lacked confidence and knowledge for the journey itself. Learning all we did in module 1 provided me with a base knowledge, allowing me to establish a more tactful and realistic route into the television world I am beginning to enter now. Module 2 saw me through actually planning to find out more, techniques to learn and discover from others and ultimately catapulting me into the position I am in now. At this stage the knowledge I had gained in module 1 combined with the focus module 2 provided allowed me to take control of the inquiry itself, not only producing valuable answers but helping me within my own transition in career. This kind of progress is ongoing, but it has been a really positive aspect to reflect on. I can imagine we are all the same, becoming wrapped up in writing, the task, the deadline that we forgot about the steps forward we have taken on a personal scale. This reflective moment has helped me take a deep breath and re-enter what is left to be refined and completed. This view on progression has also allowed me to begin piecing together my artefact, viewing it more as an element of progress as opposed to a separate objective within the inquiry. I am trying to remember that as educational as it is, it is also a personal growth all interlinked for a number of purposes...

Where to draw the line?

As we all endeavour to accomplish the completion of our inquiry write up, it occurred to me that the never ending experience of learning conveys a conflicted message to what we are trying to establish within the inquiries contextual purposes - an answer (of such). Though I am nearing the end of my 1st draft I am still finding more and more out each day relevant to the development of my inquiry, but when do we stop incorporating? This question is becoming ever more important to me, as the deadline draws nearer I am wondering how many drafts will be needed to produce the polished piece, to portray the best image of my learning experience.
I think that I have decided in setting 'sub-deadlines' for yourself the structure will set back in, and in actual fact will become grateful that you have 'drawn the line'. The challenge I guess now is in restoring the focus of the academic task, without inhibiting creative flair and work based learning as we near the final stretch of the BAPP course.

What a whirlwind of experience...

The past few weeks have been extremely busy for myself, though this is no excuse for my absence from the blogging world, I thought I would share an update of my progress to make up for it.
From the beginning of the year my inquiry has absorbed so many more discoveries and opportunities than I had ever of thought possible. Though this has been extremely fascinating and beneficial I have found at times my mind straying from the focus of my inquiry that I initially proposed in module 2. I found myself in this situation once more over the past weeks, not only setting me back on my final write up but also sending me into a bit of a melt down while I try and log back into the true focus of the written side to this course.
I recently posted about the prospects of a showreel not only for the use and exposure in commencing a career in presenting, but as an idea for my artefact. Following this, through the art of networking, I found myself sending emails back and forth to a producer for CBBC who was providing me advice in all those question I had originally asked about this very alien side of television. The knowledge he has provided me with is invaluable, giving me the confidence in understanding what goes on behind the scenes and what is expected within the showreel, often dependant on the audience you are presenting to.
Despite this newly established information I am struggling to incorporate this within my findings. As I am learning something new from a different person at a more frequent rate than I had ever dreamed, I am finding myself feeling and sounding overwhelmed within my write up. My challenge is combining my knowledge as a runner, of which I have learnt through my experiences on Soccer AM, together with the vast personal experiences I have gathered from others through the inquiry tool of interviewing, and now the advice from yet another angle within the industry, whilst also linking back to the similarities in my affirmed skills as a dancer - you can imagine how many re-drafts I have started over! Trying not to get too carried away or involved within the media side of my investigation is hard as this is where my journey is propelling me. For purpose of this inquiry as well as self evaluation and reflection, I must remember where I have come from and why and how my investigation started, to truly detail the extent of my findings while highlighting the practicality and usefulness of this course in establishing my professional practice...

Exploring media, I need your help!

In brainstorming my artefact, I have thought it to be very apt that it is presented or at least includes evidence of different media forms, for example; video and audio files. In this thinking I wanted to pilot creating my own 'showreel' as such, which I could use as a product to inform possible employers about myself for varying roles in media, but particularly presenting. This also comes at a time where I am finding opportunities arising for me to use this particular part of the project for employment purposes. After researching various established presenters I realise that for someone with little experience the compilation of a showreel will detail very differently in situations, knowledge and skills. It is this query that seems to be throwing a spanner in the works for me and, as it is my first time in creating a product like this I wanted to gain the opinions, experiences and advice from my SIG! I look forward to hearing from you all...

Campus session 2 - Progression...

Paula lead our second session on campus beginning with discussing where we were in terms of the challenge we face in this final module. I find these face-to-face discussions so helpful, as actually being able to say aloud brings a greater sense of reality to the BAPP course, as well as being incredibly interesting to listen to others discoveries. We then continued to tackle the sub-headings within the critical review, heres how they were best explained:

CRITICAL REVIEW

Introduction

• Context of inquiry
• Whats the question/questions
• Relevant to workplace
• Purpose - why?
• Background

Evaluation

• The process
• What you've done?
• Why you've done it?
• What changed? 
• Why did it change?
• Reference proposal

Analysis

• 'Quotes'
• Anonymous participants represented as - participant A (2013)
• Data explanation 

Critical Review

• YOUR review of learning
• Relevant to practice

We continued to further discuss the artefact establishing it as an extension of your own inquiry, representative of your journey. To provide us with some new thoughts on this part of the project Paula encouraged us to go out into the foyer to have a look at all the wonderful paintings for further inspiration. She asked us which picture best represented how we felt about our artefact, this was the image I choose:

I choose this picture because it detailed controversiality working to create a beautiful image. It combined two differing aspects to bring them as one within each image. This is how I feel about my artefact, by combining two different worlds of television and dance, I can create something beneficial truly depicting my learning throughout this inquiry. 

I was also able to share some information Adesola had provided me about the the term artefact, which has helped me greatly when affirming my thoughts throughout this experience. Heres what she said:

'You don't need to make a new thing up, you need to present your inquiry experience, you have to have most of the experience first to know what it is all about. You would be looking at the artefact being explaining what you did and what your interests are and what you question and found in a format that people at the television station would understand or people in the dance world would expect and understand. Just as the written paper is the format that university people understand. Each place has a slightly different language and different forms of presentation. The artefact shows us you know what these are in your field as well as how to write for the university setting (which is what the paper shows)...' Adesola (2013)

Yet again it was another completely invaluable session, filled with enlightening discussion and just a good catchup between us BAPP'ers!! 

Observing is learning...

After criticising the usefulness of the inquiry tool and technique of observation within my proposal, I can now see how effective and crucial it has actually become in implementing data gathering within my inquiry. When learning of this tool I was merely able to use it to analyse videos, rather than being involved in the actual situation, therefore evaluating it as unbeneficial to my inquiry process. However, due to a positive change in circumstance of which I can continue exploring my inquiry, I have been 'learning on the job', essentially observing, at every given opportunity. I have therefore been using this tool in two different situations to gain depth in knowledge and understanding between the similarities and differences between the two professions - dance and media (particularly television). Here is what I have observed and found so far:

Researcher Participant Observation -What I have learnt?
During my work experience week I was exposed to the 'office' and ideas side of what goes into a television show. Here I found my learnings to be more about the 'technicalities' and specialised skills. A lot of it was relative to thinking on your feet and adapting, a quality I am familiar with, however when it can to the skill of film making and editing I realised this was definitely something to be learned over time. Though irrelevant to dance, in terms of personal strengths audio editing is something I have previously been taught (still for purpose of dance), so could show a greater understanding to what I was being exposed to. Though interesting it did not fully prepare me for the fast paced atmosphere show day can provide. This feeling of anticipation and essentially nerves is very much what we as dancers experience before we step on stage either in a performance or audition situation, therefore being a feeling I was use to and could control. Since completing my work experience week I have worked on the live show every Saturday picking up what can essentially be entitled 'runners skills'. More than retrieving drinks and food orders I have gained the confidence to look after special guests, something I never envisioned having a problem with. Learning the 'ropes' in terms of how a studio is run - the hierarchy as such. What floor managers require, keeping out the way of cameras, ensuring accurate timings and always being on hand if a prop is missing. In reflecting upon these skills I can now see how apt in experience one of the article I previously reviewed revealed - 'The 'runner' behind the industry...'  The journey in myself is very evident in the way I can now operate with confidence and a great sense of direction. This observation takes place every week and is proving to be a key building block within my discoveries.

Covert Observation -What I can see/learn around me?
Being an onlooker throughout my time with the team has been incredible to learn from. It has enabled me to see all the specialised skills that, though learnable, are far more relevant and applicable to television. Taking one live show in isolation, I can watch the presenters identify their professionalism in camera techniques and dealing with a live audience, together with the thousands watching on the other side of 'the box'. Watching how it is all pieced together in the gallery is also truly fascinating. It is a process of which involves the producer, script writer and a few other technically minded 'job titled' others. I have learnt that the auto-cue is key in joining all these feature together. Without the accurate running of this, the programme timing falls to pieces, and the live show would not run. Another feature I can see is how the whole team interact and feature upon the show - however this is a skill I can very much relate to through performance work of my own. The bond between the team ensures the smooth and comedic value to the show, yet can prove to be very hard work.

I am lucky enough that I can continue these observations out each week, and by keeping a reflective record in my own journal, when my data comes to be fully analysed I have an invaluable journey to review. Though I know interpreting the method of observation in this way is not applicable to all situations, I am finding that my topic involving 'career transitions' is all about the process and learning over time. Therefore I feel if I can shed light on my own growth and research development, I will be able to provide a more informed response to what I am inquiring about, for both personal and shared beneficial advice.

Looking at interviews - is my style right?

Upon reflection of the question and answers I have attained throughout the method of interview, I thought 'is this meeting my inquiry requirements?' I have managed to establish vast sources and a depth in information, but on looking at analysing the documentation I thought it key to once again refresh and understand the technique that I applied.
I began by looking back at what I had originally researched and defined in module 2, through the work of piloting. Here I discovered the intense qualitative information it provided, provoked by the question asked, of which I fully analysed in a post entitled 'Analysing my tools of professional inquiry...'. The relaxed situation allowed for side tracking and elaboration, a positive quality when contained within the session. I took onboard these criticisms and improved upon how I tackled interviews throughout the next section of my inquiry, but is this enough?
Before submitting and fully analysing the data I have sourced I found an article online detailing interview techniques, except this time from the perspective of a someone in the media, for example; a journalist or presenter. It highlighted the goals each interview situation aims to achieve:

1. 'Obtain the interviewee's knowledge about the topic'
2. 'Obtain the interviewee's opinion and/or feelings about the topic'
3. 'Feature the interviewee as the subject'

The first two bullet points is common practice within this technique as we have already established this knowledge in module 2, however it was the third that really got me thinking about how the media approach an interview situation. The article continued to highlight the importance of doing your 'homework', which in this case would be knowing the background to the person you are interviewing, as opposed to knowing the backgrounds of our own theories and inquiry purpose. With an interest in entering the media this was a fairly thought provoking point to me and left me thinking if I now conducted an interview with the same people knowing a little more about their background and them as people would my questions be different? Would the information I source be less or more valuable? However this 'people' technique is very much for the intent of a specialised interview when addressing a particular person in a particular situation to source particular information.

The article continued to offer advice on open ended questions which I also found of interest:

Closed-Ended Question                        Open-Ended Question

Do you get on well with your boss?  Tell me about your relationship with your boss.

Who will you vote for this election?         What do you think about the two candidates in this  

                                                                         election?

What colour shirt are you wearing?  That's an interesting coloured shirt you're wearing. 

I feel that the examples above clearly show the difference in how the approach to the question will influence the answers. Another situation where this can occur is in the ability to ask leading questions, however the result in asking these ineffectively can be more detrimental then just stopping the flow of the conversation:

How fast was the red car going when it smashed into the blue car? - This question implies that the red car was at fault, and the word "smashed" implies a high speed.

How fast was each car going when the accident happened? - This question does not assign any blame or pre-judgment.

These two examples show how the way in which a question is worded can create bias within the interview situation, an act of which we do not want intertwined within our data.

When engaging this information with the data I have already gathered I can see how I have ensured no bias influenced my results. The research I have captured is very much relevant to learning about the backgrounds of these people first hand, rather than researching their history first. Of course I had an understanding of who they were, but the idea of the information gathered from these interviews was to learn 'how to break into the industry?' which is exactly what I have learnt about these peoples journeys. The stories I have gathered range vastly, from working their way up to knowing someone within the company, however all wish to remain anonymous through protection of their jobs and to an extent mine. It is how I now analyse this data, with relevance to my hypothesis and my supportive literature reviews relating to already established theories and experiences.

Finally the the article finished by detailing 'interview tips' of which I also found very useful. I have posted the link below for you to take a look...

http://www.mediacollege.com/journalism/interviews/tips.html

Ethics at Sky...

After being able to establish a far more defined focus for this next part of my inquiry, I am able to further provide a more detailed insight into the ethics of one of the largest broadcasting company. Upon entrance to this establishment during my week of work experience, I had to complete a short presentation and assessment relevant to health and safety and working regulations at Sky before the week could commence. Now working with the company on a regular basis I can really put their teachings and their way to work into practice. I have posted a link detailing their policies below:

http://corporate.sky.com/documents/pdf/bigger_picture_publications/skys_ways_of_working

It's not what you know, but who you know? - Revisiting Networks!

After exploring some evidence gathered within my pilots throughout my initial inquiry proposal, I started to discover this re-occuring thought - 'It's not what you know, but who you know'. The idea that building upon your own professional and social networks really can be that next stepping stone within your career. To further understand this idea I took a look back at my own previous research and reflection of Reader 3 entitled 'Critical Reflection on Reader 3: The Networked Professional'. Here I see how I am first introduced to this mechanism and the subheadings that define it stating:

'I found the idea of ‘affiliation’ most enthralling. It is a concept of which we can all relate to in the fact that we socialize and essentially ‘network’ with someone who we either have, or an affiliation has derived from.' (Simone Grandjean 2012)

This form of 'connecting' and 'networking' is still a prospect I very firmly believe to be imperative to our survival and success, and ultimately relevant to our progression within career transitions. To further this idea I discovered an article entitled 'Networking your way to career success' written by Liz Hughes. Here she builds upon the bas knowledge I have already gained when it comes to understanding the importance of networking and maintaining contacts throughout your professional and social intents. 

'The purpose of networking is to develop relationships that our mutually beneficial' (Liz Hughes 2003)

I feel that this is a very important prospect to take into consideration when developing your networks, as not only is it an advantage to yourself, but you must have some relevance to their circle also. Very much a 'give and take' relationship, it stands you in good stead and provides a good impression when your name is eventually passed on throughout that new circle.

She continues to describe an effective development of the networking strategy:

'An effective 'ice-breaker' with new connections is to find out how they became involved with the group hosting the event or how they met the individual who introduced you' (Liz Hughes 2003)

This is a technique I can very much relate to, particularly starting out in my current situation when being introduced to the Soccer AM team. I found that asking question, and having an enthusiasm and interest in what they were saying lead me to meeting more people, establishing a greater group of contacts to this networking group.

The final section provides advice on how to manage these networks, as once they are established it is the ability to maintain them that provides you with growth:

'By making networking an ongoing priority, you''l ensure your getting the most out of this valuable practice. Take advantage of new opportunities to establish connections and devote time to maintaining those relationships' (Liz Hughes 2003)

This truly is exceptional support for the arising theory with regards to the relevance of people - 'It's not what you know, but who you know.' In maintaing a good sense of contact and professionalism between the people you meet on a day to day basis really can influence that transition and put it into practice.

Hughes, L., (2003) Networking your way to career success. Women in business, 1, 25. 

Taylor and Ogilvie (1994) - Transition within the elite...

When looking at gaining a more substantial background for my inquiry and its field of research, I was interested in looking at the coping mechanisms involved within career transitions, as it is not always by choice. The article I found, 'Repercussions of transitions out of elite sport on subjective wellbeing, a one year study', shows how 10 french elite (olympic level) athletes deal with that next step, their career transition after completing the sydney olympics, and ultimately retiring. The concept of retirement was not something I had initially thought of when starting my inquiry into career transitions - this move is not always by choice, but by need. This articles exploration into the study of the dynamics of subjective well-being within these athletes is also transferable to the eliteness of a dancer. I had already studied and been drawn to the transition model Taylor and Ogilvie had detailed, which is as follows:

This model shows the ever enduring 'circle' of professionalism, the ability to convert at the discretion of the person in question. This article encompasses this model when stating:

'...a transition during which athletes are face with dramatic changes in their social, personal and occupational lives.' (Taylor and Ogilvie 1994)

It further reveals the possible traumas that athletes may face as, much like dancers, they indicate very little control during their sport career and note that in fact the coach or sport association had been in control of their lives. They had become dependant, conformed in their eliteness to process of competing and training:

'Their performance-orientated lifestyle is facilitated by the sporting environment...Many decisions were made for them, ranging from how where and when to train, to arrangements for plane fares and accommodations.' (Werthner and Orlick 1986) (Kerr and Dacyshyn 2000)

The article continues to detail not the inevitable shift the athletes now face with regards to their priorities and interest. The intensity of the 'normal' regime has been lifted, allowing entrance as what can only be described as an ordinary citizen. This classification is where emotional difficulties lie, the ability to morph and change, being 'at one' with their transition.

'The adjustment process involves a shift in identity, from the identity and orientation of an athlete, to a state of disorientation and loss of identity, and finally to a re-orientation and definition of self.' (Kerr and Dacyshyn 2000)

This quote really captured me as I had never viewed the idea of a transition in this way. It thoroughly reflects the stages involved within the process, much like the model produced by Taylor and Ogilvie, moving from job to job, career to career, or simply event to event, emulates a change in yourself.
The article in whole really revealed to me the darker side that can be faced within career transitions, showing how the process itself requires confidence and endurance, particularly for the elite. Sometimes the process isn't discovered by choice but can be forced upon us by circumstance, it is at this point that self evaluation is necessary. In applying these theories to my inquiry I can see how the combination of building upon what is known and the learning of new technique is imperative to our own 'self security', proving yet again the power of the mind in our active movements.

Journal of applied sport psychology - Transition out of elite sport

Kerr, G., & Dacyshyn, A. (2000) The retirement experiences of female elite gymnasts. Journal of applied sport psychology, 12, 115-133.

Taylor, J., & Ogilvie, B. C. (1994) A conceptual model of adaptation to retirement among athletes. Journal of applied sport psychology, 6, 1-20.

Werthner, P., & Orlick, T. (1986) Retirement experiences of successful olympic athletes. International journal or sport psychology, 17. 337-363.

Campus session 1 - Hitting the 'REFRESH' button...

From entering to leaving the first campus session of this new module, I felt like a completely different person. Paula lead the session, giving us all a heightened enthusiasm and sense of direction that we may have lost over the christmas festivities.
Firstly reminding us of the definition of a professional inquiry, we jotted down key words and discussed its personal meaning. My paper read:

• Profession
• Experience
• Further expanding knowledge
• New ideas
• Questions
• Learning
• Exploration
• Beneficial
• Tools/Methods of inquiry

Which Paula further summarised as 'A process of preparation/scheduling/doing for the purpose of learning.'

We then continued to discuss the project as a whole and where we each individually considered ourselves to be within the process. This was particularly helpful for me as I am finding some of my initial planning's are beginning to change, due to a greater opportunity that has arisen, further opening me up to using different methods of inquiry ultimately affecting the analysis process. In review of my notes, when asked about my plan my first response is very broad, trying to capture as much information as possible, but as the session grew Paula was able to help me once again find a focus with greater relevance to my inquiry topic being 'career transitions'. I was able to identify the methods of observation and interview, while also creating sub-headings beneath each of these techniques for greater clarity in data capturing.

Paula also explained how to plan and present a solid literature review, vital in the structure and evidence throughout our written critical review. She explained that 10/20 relevant sources would make up this background research, while advising us on how to go about establishing these sources. Reflecting on this, I feel a great place to start is looking at the techniques and abilities in research itself, in essence 'how to research', and there after further comparing ideas/theories and their relativity be it positive or negative, with reference to its level of expertise.

Remembering the types of analysis we studied in module 2 was also another key aspect I was grateful to be familiarised with again. We discussed the qualitative and quantitative nature methods can provide, and provided me with a real enthusiasm to take a look back at my previous work.

All in all the session was a great 'refresh' for the system. Once again communicating face to face, building upon ideas, and sharing our trials and successes has provided fuel for thought!

Formative Feedback...the next platform!

I thought I would share with you all the next stage of my inquiry....Responding to feedback! I'm sure like many of you, I still feel a little hesitant about where I am going next, but shying away from the project definitely isn't helping. I look forward to conversing with you all, and trading stories with regards to our findings and that ever re-occuring 'next step' scenario...

Inquiry Title
I feel that I need to simplify and condense my introductory paragraph in order for me to create a suitable title, best describing the inquiry itself. I am looking to involve the idea of ‘career transitions’ and the similarities between the two differing disciplines in question. Therefore my initial thoughts are:

‘Exploring the similarities and differences between dance and media, for successful career transitions’

‘Discovering the emotional and theoretical advantages and dis-advantage when comparing the industries of media and dance’

‘Comparing a dancers world and the media industry, in a bid to achieve a successful career transition’

Tools
Though I previously criticised the method of observation, I feel that this will now become an integral part of my inquiry, as I have been given the opportunity to shadow and become an ‘on-looker’ in the production of a live television program.
I will still be using the technique of interviewing, though in a much more colloquial sense than I initially thought, while also asking an increasing number of people than I initially proposed. The questions I ask will be very much relevant to the person and their role within the production of the show, ultimately finding out about their own personal journey and how they ‘broke into the industry’.
I will still no longer use the method of survey, and have decided that due to time and convenience constraints it may no longer be feasible to execute a focus group. However the information I have attained from my pilot will be useful in terms of media as well of content and therefore will be brought forward when citing my final project.

Literature
I still wish to pursue the final three theories I stated in my previous proposal, and will be looking at literature to both support and contrast – as well as introducing a new side to the theoretical argument for dancers, and a generalised sense of career transitions. Though I have not discovered the particular articles or documentation yet they will detail and resemble the following theories:
‘Transitions within the elite (psychological) model’ Taylor and Ogilvie (1994)
‘Importance of education within the creative industry’ Clements (2011)

Ethics
As my ideas for ethics was very much generalised, I am looking forward to fully exploring this. I would like to look into ‘media law’, as well as Sky’s own company policies to show more depth to my research and exploration.

Artefact
This is the one subtitle I am struggling to elaborate upon. I would be really grateful for any suggestions as to how best produce this item with relevance to my inquiry, or any examples of other BAPP’s artefacts with regards to their own personal inquirys, to aid me in deciding upon and creating my own.

Putting a plan into action...

Following the submission and approval of my professional inquiry proposal it was time to explore my thoughts and theories in more practical terms. I was lucky enough to gain a weeks work experience working alongside the Soccer AM team, broadcast over the massive television station that is Sky. My role was to assist in the 'making' of the live show to be aired on Sky Sports2 on the Saturday. Throughout the duration of the week I was able to sit in on VT's, sound and visual editing, and also help with the organisation of props. The week was an absolute whirl wind of opportunity, adventure and experience and by the time the live show came around I couldn't put into words where the time had gone. I was trusted with looking after the guests back stage, taking drinks and food orders, and being on call if the team themselves had any missing props, or just needed a hand.
Throughout the week I became completely engulfed by this fast pace world television had to offer. Rather than forcing my initial methods of collecting data for my inquiry, I found that I was constantly asking questions (very informal interview) and inadvertently observing my surroundings, a technique I had previously criticised.
I recorded each day, hour, minute and second in my own journal, not only for the purpose of this inquiry, but because I was nearly fit to burst with all I had to say about my experience. This will come of great use to my inquiry when exploring the similarities and differences between the two industries (dance and media), as well as being able to share the different journeys others have taken to break into the world of television.
In addition, I have also been asked to come back and help out with each live show, broadcast every saturday. This massive opportunity will not only be integral to my own career transition, but will give me time to really master and establish a depth in data relevant to my professional inquiry, while exploring and building upon my techniques as methods of inquiry.
The video link posted below is a clip of the show last week, whereby they created a spoof of the latest craze 'The Harlem Shake'. Here I was able to put my professional dance training to great use (joke), see if you can spot me...

http://bcove.me/ce7ydd7e

That 'in-between' time...

As we are now looking at the final stretch on our BAPP journey, it seems an ever more daunting prospect. Rather than feeling like I am on a break, I am in complete anticipation of what the next and final module is to entail. Taking a look at the module handbook and readers without guidance sent me into a bit of a melt down...What? How? When? Where? So many questions I cannot wait to bombard my peers and tutors with. However, after reflecting back over my progression between modules (and a lot of deep breathing), I realised how much I have learnt and my enthusiasm to continue learning while applying this invaluable knowledge to my professional persona.
We must all remember to keep immersing ourselves within the experience, rather than worrying about the boundaries that can influence or inhibit our journey...