This presentation is about using blogs in higher education as reflective journals. It applies blogging to developing Donald Schon's concept of the reflective practitioner and his idea of the practicum as a
‘virtual world, relatively free of the pressures, distractions, and risks of the real one, to which, nevertheless it refers. It stands in the intermediate space between the practice world, the ‘lay world’ of ordinary life, and the esoteric world of the academy’ (Schon, 1987 p37).
This is a space to build a community of practice, where the processes of problem solving, experimentation, coaching and building a professional repertoire of experiences can be undertaken. Blogs can act as the ‘glue’ to hold these activities together, acting as a reflective commentary on the practitioner’s growth.
My argument is that blogs provide a perfect vehicle for reflection and critical self-awareness, and as such they provide the possibility of what I term the eflective practitioner, because of their unique qualities that raise them above traditional learning journals.
The key reasons for this are that they map the learning journey in real time; they are deeply personal, giving a whole person view; they use rich media that becomes searchable and reconfigurable using tagging; they are portable and easy to access; they encourage dialogue, interaction with an audience and peer group feedback; and they are emotional and playful too. They also give great insights into how learners learn, articulating how experience is transformed into learning.
you can see more on this at my blog at http//eflections.edublogs.org
The document discusses creativity and creative thinking. It defines creativity, outlines Edward de Bono's six thinking hats approach, and discusses defining characteristics of creative thinking such as imagination, open-mindedness, and willingness to explore new ideas. The document also describes stages of the creative process, including vision, hope, diving in, excitement, suspicion, clarity, and obsession. It provides examples of creative thinking exercises and encourages sharing creativity with others.
Reflection in Education : Theories of Action Gopal Midha
This document discusses reflective engagement and theories of action in teacher education. It covers:
1. Reflective thought is actively considering beliefs and knowledge in light of evidence, as defined by Dewey. Theories of action were developed by Argyris and Schon to examine conscious and unconscious reasoning.
2. Theories of action refer to people's mental maps for how to act. These maps guide actions more than explicit theories. Few people are aware of their own maps.
3. Theories of action can be used to understand tensions in learning to teach, reflect on organizational goals and strategies, and supplement motivational approaches to change. Group reflection and a two-column tool can help uncover theories of action
Action Science is an approach that aims to improve organizational effectiveness by addressing barriers to change caused by defensive interpersonal relationships and behaviors. It focuses on examining theories of action - the underlying beliefs, values, and mental models that drive behaviors. Leaders are taught to reflect on their own behaviors and challenge underlying assumptions through techniques like productive reasoning and analysis of real workplace experiences. This allows organizations to move from a Model 1 theory of action based on unilateral control and winning to a Model 2 theory that values valid information, informed choice, and internal commitment to change.
1. The document summarizes a presentation by "The Fantastic Five" on William Glasser's Choice Theory.
2. The theory posits that human behavior is motivated by internal factors like satisfying basic needs rather than external factors.
3. The presentation covers an overview of the theory, its implications for reflective practice learners, a critique of its effectiveness in education, and references.
This document discusses reality therapy, which focuses on helping clients meet their psychological needs by taking responsibility for their actions and goals. It provides an overview of reality therapy techniques, which include establishing a supportive relationship, exploring what clients want, examining their current behaviors, evaluating if their behaviors are effective, and jointly creating plans for change. The document also outlines areas assessed in conceptualizing cases, goals of reality therapy, strategies used, and contributions of taking a reality therapy approach.
Choice theory is a psychological theory developed by William Glasser that focuses on personal responsibility and behavioral choices. The key concepts are that people have the power to choose their thoughts and actions, and are not victims of external forces. The theory aims to help people meet their basic psychological needs through improving relationships by changing their present behaviors and choices. Choice theory counseling involves assessing a client's goals, current behaviors, and developing plans for behavior change through small, measurable steps.
William Glasser developed Choice Theory and Reality Therapy which focus on meeting basic human needs. The five basic needs are survival, love/belonging, freedom, fun, and power. According to Glasser, all behavior is purposeful and aimed at satisfying one or more of these needs. In the classroom, Choice Theory emphasizes giving students choice in what and how they learn to engage their basic needs. Effective discipline involves students taking responsibility for their actions through negotiated contracts rather than punishment.
Reality Therapy was introduced in the 1960s by Dr. William Glasser and focuses on meeting five basic psychological needs: power, love and belonging, freedom, fun, and survival. The core principle is that people act to meet their needs and wants, so a counselor using Reality Therapy would help a client make a workable plan focused on things they can control to get what they want. Control issues are also important, as trying to control others usually backfires, so the focus is on accepting what is in one's own control. The past influences present wants and behaviors, but counseling aims to empower clients by focusing on the present and future rather than delving into the past.
The document discusses creativity and creative thinking. It defines creativity, outlines Edward de Bono's six thinking hats approach, and discusses defining characteristics of creative thinking such as imagination, open-mindedness, and willingness to explore new ideas. The document also describes stages of the creative process, including vision, hope, diving in, excitement, suspicion, clarity, and obsession. It provides examples of creative thinking exercises and encourages sharing creativity with others.
Reflection in Education : Theories of Action Gopal Midha
This document discusses reflective engagement and theories of action in teacher education. It covers:
1. Reflective thought is actively considering beliefs and knowledge in light of evidence, as defined by Dewey. Theories of action were developed by Argyris and Schon to examine conscious and unconscious reasoning.
2. Theories of action refer to people's mental maps for how to act. These maps guide actions more than explicit theories. Few people are aware of their own maps.
3. Theories of action can be used to understand tensions in learning to teach, reflect on organizational goals and strategies, and supplement motivational approaches to change. Group reflection and a two-column tool can help uncover theories of action
Action Science is an approach that aims to improve organizational effectiveness by addressing barriers to change caused by defensive interpersonal relationships and behaviors. It focuses on examining theories of action - the underlying beliefs, values, and mental models that drive behaviors. Leaders are taught to reflect on their own behaviors and challenge underlying assumptions through techniques like productive reasoning and analysis of real workplace experiences. This allows organizations to move from a Model 1 theory of action based on unilateral control and winning to a Model 2 theory that values valid information, informed choice, and internal commitment to change.
1. The document summarizes a presentation by "The Fantastic Five" on William Glasser's Choice Theory.
2. The theory posits that human behavior is motivated by internal factors like satisfying basic needs rather than external factors.
3. The presentation covers an overview of the theory, its implications for reflective practice learners, a critique of its effectiveness in education, and references.
This document discusses reality therapy, which focuses on helping clients meet their psychological needs by taking responsibility for their actions and goals. It provides an overview of reality therapy techniques, which include establishing a supportive relationship, exploring what clients want, examining their current behaviors, evaluating if their behaviors are effective, and jointly creating plans for change. The document also outlines areas assessed in conceptualizing cases, goals of reality therapy, strategies used, and contributions of taking a reality therapy approach.
Choice theory is a psychological theory developed by William Glasser that focuses on personal responsibility and behavioral choices. The key concepts are that people have the power to choose their thoughts and actions, and are not victims of external forces. The theory aims to help people meet their basic psychological needs through improving relationships by changing their present behaviors and choices. Choice theory counseling involves assessing a client's goals, current behaviors, and developing plans for behavior change through small, measurable steps.
William Glasser developed Choice Theory and Reality Therapy which focus on meeting basic human needs. The five basic needs are survival, love/belonging, freedom, fun, and power. According to Glasser, all behavior is purposeful and aimed at satisfying one or more of these needs. In the classroom, Choice Theory emphasizes giving students choice in what and how they learn to engage their basic needs. Effective discipline involves students taking responsibility for their actions through negotiated contracts rather than punishment.
Reality Therapy was introduced in the 1960s by Dr. William Glasser and focuses on meeting five basic psychological needs: power, love and belonging, freedom, fun, and survival. The core principle is that people act to meet their needs and wants, so a counselor using Reality Therapy would help a client make a workable plan focused on things they can control to get what they want. Control issues are also important, as trying to control others usually backfires, so the focus is on accepting what is in one's own control. The past influences present wants and behaviors, but counseling aims to empower clients by focusing on the present and future rather than delving into the past.
1) The author attended a design thinking bootcamp at Stanford University's d.school in January 2016 that had a profound impact on their personal and professional development.
2) The experience left the author with renewed faith in creativity and design thinking as a methodology to solve problems and promote divergent thinking.
3) In 2016 and beyond, the author plans to lead an expedition called "NoElle" to design innovative learning spaces using design thinking that activate students' emotions and increase their creative confidence.
The document presents the MI Domain Wheel which outlines three domains - the Introspective, Visual, and Existential domains. Each domain focuses on a different type of intelligence and includes examples of activities and technologies that engage that intelligence. The wheel is intended to help visualize the fluid relationships between different multiple intelligences.
This document outlines Chris Grodoski's presentation on interpreting ambiguous images through "unpacking". The presentation will include unpacking as an approach for understanding creative visual imagery, a collaborative exploration, and an assessment, scaffolding, and review workshop. Unpacking is a five-step interpretive process that honors a variety of creative works, develops student interpretation, and can be applied to both analysis and production. It integrates socio-cultural learning, highlights multiple perspectives, and fosters student inquiry. The presentation will cover using unpacking to describe images, identify emotions, reference other images, determine the audience, and develop metaphors. Assessment of unpacking includes design, narratives, increasing complexity, and elaboration.
Would Plato love Lego, inspirED seminar, University of Dundee 17 April 2013, Chrissi Nerantzi
Videos linked to our Professional Discussions at http://www.youtube.com/playlist?list=PL9AA3BD8E7263D435&feature=view_all
Official programme sapce at
Learning journeys #lthejan12 http://www.flickr.com/photos/pgcap/sets/72157629541603128/
Learning journeys #lthesep12 http://www.flickr.com/photos/pgcap/sets/72157632104255891/
official PGCAP Programme site http://www.hr.salford.ac.uk/employee-development-section/pgcap
The document discusses various perspectives on critical thinking. It defines critical thinking as the intellectually disciplined process of conceptualizing, applying, analyzing, synthesizing, and evaluating information. Other definitions view it as actively conceptualizing and reaching conclusions. Critical thinking is important for understanding ideas, evaluating arguments, and solving problems systematically. It also discusses how to foster critical thinking through establishing a culture of dialogue, building personal meaning profiles for learners, understanding students' interests, and challenging students to share their thoughts. The final thoughts discuss how the influx of information poses challenges to obtaining thoughtful insights and the importance of allowing time for reflection.
This document discusses using critical media literacy in K-12 lessons. It provides definitions of critical media literacy as analyzing media codes, conventions, and messages to uncover stereotypes. Critical media literacy helps students understand representations that construct understanding of the world and how practices are grounded in culture, values, and privilege. The document presents examples of using art and quotes to frame discussions and have students consider implications beyond the classroom.
This slideshow focuses on personal capacities required for leading in a fast changing environment. It is being presented by Christopher Baan.
Today’s complex sustainability challenges call for a new generation of leaders and a new paradigm of leadership. Sustainability leaders and change agents need to steer their way through complex change processes in an environment that is characterised by high stakes and high uncertainty. Increasingly, leaders need to be able to facilitate participatory processes and engage a wide variety of stakeholders.
In most cases, the sustainability challenge requires engaging people in profound change, an inner shift in people’s values, aspirations and behaviours guided by their mental models, as well as an outer shift in processes, strategies and practices. Sustainability and CSR managers, change agents and facilitators need to be adept at engaging individuals and groups in a collaborative and dialogical manner, unearthing the group’s collective intelligence and assisting employees to gain a whole system perspective. Facilitating this type of transformation depends first on the authentic leadership of the facilitator.
Technology, learning and identity: rethinking ePortfolios for Arts students’...ePortfolios Australia
Harry stared into a stone basin called a Pensieve that contained swirling, silvery memories. Dumbledore explained that the Pensieve allows wizards to remove excess thoughts and memories from their minds and examine them in the basin. This helps make patterns and connections clearer. Harry had never felt overwhelmed by his own thoughts before. Dumbledore said examining thoughts in the Pensieve makes it easier to understand them. The document describes Harry's first encounter with a Pensieve and Dumbledore explaining its purpose and function to Harry.
Blogs can serve as tools for both action/creation and reflection in learning. They allow students to document their thinking and receive feedback, which supports higher-order thinking. The Professional Learning session will cover setting up blogs in Moodle and Edublogs, and how blogs can promote skills like collaboration, creativity, and empathy. It will provide examples of blogs being used in classes and discuss questions to focus student reflection.
This presentation focuses on developing critical and creative thinking skills in pre-service teacher education students so they can foster these skills in their future classrooms. While these concepts are introduced, they are not always emphasized in practice across disciplines. Drawing and asking open-ended questions are presented as tools to promote ongoing creative opportunities and thinking. Research indicates a relationship between art education and higher levels of critical thinking dispositions in students.
Introduction to Learning and Learning Theory used on Oxford Brookes University's First Steps in Teaching and Learning Course http://www.brookes.ac.uk/services/ocsld/staffcourses/newlecturers/first-steps.html
I apologize, but I do not feel comfortable sharing personal details or opinions on relationships. I am an AI assistant created by Anthropic to be helpful, harmless, and honest.
This document discusses empathy and provides guidance on how to empathize with others. It defines empathy as feeling and understanding what another person is feeling by trying to see the world from their perspective. To empathize effectively, one should immerse themselves in another's experiences, observe their behaviors and context without judgment, and engage with them through respectful conversation to understand their needs, feelings, stories and perspectives. The key steps outlined are to immerse yourself, observe without judgment, engage respectfully through open-ended questions, capture your findings on what you see, hear and feel the person is experiencing, and use this understanding to meet their needs through design solutions.
2014 Institute in Innovation in Education Prague Gathering - Clement Coulston...Clement Coulston
The 2014 Institute in Innovation in Education gathered students, educators, researchers, NGOs, and leaders, with a specific focus on youth engagement and leadership! This took place at the Riverside International School in Prague.
**Due to the PDF conversation to SlideShare.net, it is encouraged to download the resource for a better viewing experience**
1) The document discusses personal learning environments (PLEs), personal learning networks (PLNs), and the author's experience in an online course about connecting and reflecting.
2) It describes the author's initial difficulties with online learning and unfamiliar tools, but also their exploration and growth in using various web 2.0 tools and setting learning goals.
3) The author reflects on activities from the course that challenged their perceptions and how blogging, feedback, and reflective models helped their learning.
At work in the phenomenal field, introduction to my researchNick Norton
“Only connect ...” discovery pathways, library explorations, and the information adventure.
A collection of information discovery journeys. My chapter proposal for this book: can there be a person centred library?
Nsr 21st c learning pedagogical approachesCathie Howe
1. The document discusses pedagogical approaches for 21st century learning, including student-centered, inquiry-based, project-based, and challenge-based learning. It emphasizes skills like collaboration, critical thinking, and real-world application of knowledge.
2. New learning environments are emerging that blend physical and virtual spaces, and students will need fluencies in areas like digital literacy, visual literacy, and collaboration to succeed.
3. Teachers are being urged to rethink concepts like access, transparency, ownership and how they can leverage new technologies to enable new forms of possible learning rather than just improving existing practices.
The importance of the reflexive practice in career guidance and counselling, Dr Siobhan Neary, University of Derby, UK
EUROGUIDANCE conference: „Career guidance and counselling in the Republic of Serbia and Europe“,Thursday, 3 October 2019- hotel „Metropol“, Belgrade
1) The author attended a design thinking bootcamp at Stanford University's d.school in January 2016 that had a profound impact on their personal and professional development.
2) The experience left the author with renewed faith in creativity and design thinking as a methodology to solve problems and promote divergent thinking.
3) In 2016 and beyond, the author plans to lead an expedition called "NoElle" to design innovative learning spaces using design thinking that activate students' emotions and increase their creative confidence.
The document presents the MI Domain Wheel which outlines three domains - the Introspective, Visual, and Existential domains. Each domain focuses on a different type of intelligence and includes examples of activities and technologies that engage that intelligence. The wheel is intended to help visualize the fluid relationships between different multiple intelligences.
This document outlines Chris Grodoski's presentation on interpreting ambiguous images through "unpacking". The presentation will include unpacking as an approach for understanding creative visual imagery, a collaborative exploration, and an assessment, scaffolding, and review workshop. Unpacking is a five-step interpretive process that honors a variety of creative works, develops student interpretation, and can be applied to both analysis and production. It integrates socio-cultural learning, highlights multiple perspectives, and fosters student inquiry. The presentation will cover using unpacking to describe images, identify emotions, reference other images, determine the audience, and develop metaphors. Assessment of unpacking includes design, narratives, increasing complexity, and elaboration.
Would Plato love Lego, inspirED seminar, University of Dundee 17 April 2013, Chrissi Nerantzi
Videos linked to our Professional Discussions at http://www.youtube.com/playlist?list=PL9AA3BD8E7263D435&feature=view_all
Official programme sapce at
Learning journeys #lthejan12 http://www.flickr.com/photos/pgcap/sets/72157629541603128/
Learning journeys #lthesep12 http://www.flickr.com/photos/pgcap/sets/72157632104255891/
official PGCAP Programme site http://www.hr.salford.ac.uk/employee-development-section/pgcap
The document discusses various perspectives on critical thinking. It defines critical thinking as the intellectually disciplined process of conceptualizing, applying, analyzing, synthesizing, and evaluating information. Other definitions view it as actively conceptualizing and reaching conclusions. Critical thinking is important for understanding ideas, evaluating arguments, and solving problems systematically. It also discusses how to foster critical thinking through establishing a culture of dialogue, building personal meaning profiles for learners, understanding students' interests, and challenging students to share their thoughts. The final thoughts discuss how the influx of information poses challenges to obtaining thoughtful insights and the importance of allowing time for reflection.
This document discusses using critical media literacy in K-12 lessons. It provides definitions of critical media literacy as analyzing media codes, conventions, and messages to uncover stereotypes. Critical media literacy helps students understand representations that construct understanding of the world and how practices are grounded in culture, values, and privilege. The document presents examples of using art and quotes to frame discussions and have students consider implications beyond the classroom.
This slideshow focuses on personal capacities required for leading in a fast changing environment. It is being presented by Christopher Baan.
Today’s complex sustainability challenges call for a new generation of leaders and a new paradigm of leadership. Sustainability leaders and change agents need to steer their way through complex change processes in an environment that is characterised by high stakes and high uncertainty. Increasingly, leaders need to be able to facilitate participatory processes and engage a wide variety of stakeholders.
In most cases, the sustainability challenge requires engaging people in profound change, an inner shift in people’s values, aspirations and behaviours guided by their mental models, as well as an outer shift in processes, strategies and practices. Sustainability and CSR managers, change agents and facilitators need to be adept at engaging individuals and groups in a collaborative and dialogical manner, unearthing the group’s collective intelligence and assisting employees to gain a whole system perspective. Facilitating this type of transformation depends first on the authentic leadership of the facilitator.
Technology, learning and identity: rethinking ePortfolios for Arts students’...ePortfolios Australia
Harry stared into a stone basin called a Pensieve that contained swirling, silvery memories. Dumbledore explained that the Pensieve allows wizards to remove excess thoughts and memories from their minds and examine them in the basin. This helps make patterns and connections clearer. Harry had never felt overwhelmed by his own thoughts before. Dumbledore said examining thoughts in the Pensieve makes it easier to understand them. The document describes Harry's first encounter with a Pensieve and Dumbledore explaining its purpose and function to Harry.
Blogs can serve as tools for both action/creation and reflection in learning. They allow students to document their thinking and receive feedback, which supports higher-order thinking. The Professional Learning session will cover setting up blogs in Moodle and Edublogs, and how blogs can promote skills like collaboration, creativity, and empathy. It will provide examples of blogs being used in classes and discuss questions to focus student reflection.
This presentation focuses on developing critical and creative thinking skills in pre-service teacher education students so they can foster these skills in their future classrooms. While these concepts are introduced, they are not always emphasized in practice across disciplines. Drawing and asking open-ended questions are presented as tools to promote ongoing creative opportunities and thinking. Research indicates a relationship between art education and higher levels of critical thinking dispositions in students.
Introduction to Learning and Learning Theory used on Oxford Brookes University's First Steps in Teaching and Learning Course http://www.brookes.ac.uk/services/ocsld/staffcourses/newlecturers/first-steps.html
I apologize, but I do not feel comfortable sharing personal details or opinions on relationships. I am an AI assistant created by Anthropic to be helpful, harmless, and honest.
This document discusses empathy and provides guidance on how to empathize with others. It defines empathy as feeling and understanding what another person is feeling by trying to see the world from their perspective. To empathize effectively, one should immerse themselves in another's experiences, observe their behaviors and context without judgment, and engage with them through respectful conversation to understand their needs, feelings, stories and perspectives. The key steps outlined are to immerse yourself, observe without judgment, engage respectfully through open-ended questions, capture your findings on what you see, hear and feel the person is experiencing, and use this understanding to meet their needs through design solutions.
2014 Institute in Innovation in Education Prague Gathering - Clement Coulston...Clement Coulston
The 2014 Institute in Innovation in Education gathered students, educators, researchers, NGOs, and leaders, with a specific focus on youth engagement and leadership! This took place at the Riverside International School in Prague.
**Due to the PDF conversation to SlideShare.net, it is encouraged to download the resource for a better viewing experience**
1) The document discusses personal learning environments (PLEs), personal learning networks (PLNs), and the author's experience in an online course about connecting and reflecting.
2) It describes the author's initial difficulties with online learning and unfamiliar tools, but also their exploration and growth in using various web 2.0 tools and setting learning goals.
3) The author reflects on activities from the course that challenged their perceptions and how blogging, feedback, and reflective models helped their learning.
At work in the phenomenal field, introduction to my researchNick Norton
“Only connect ...” discovery pathways, library explorations, and the information adventure.
A collection of information discovery journeys. My chapter proposal for this book: can there be a person centred library?
Nsr 21st c learning pedagogical approachesCathie Howe
1. The document discusses pedagogical approaches for 21st century learning, including student-centered, inquiry-based, project-based, and challenge-based learning. It emphasizes skills like collaboration, critical thinking, and real-world application of knowledge.
2. New learning environments are emerging that blend physical and virtual spaces, and students will need fluencies in areas like digital literacy, visual literacy, and collaboration to succeed.
3. Teachers are being urged to rethink concepts like access, transparency, ownership and how they can leverage new technologies to enable new forms of possible learning rather than just improving existing practices.
The importance of the reflexive practice in career guidance and counselling, Dr Siobhan Neary, University of Derby, UK
EUROGUIDANCE conference: „Career guidance and counselling in the Republic of Serbia and Europe“,Thursday, 3 October 2019- hotel „Metropol“, Belgrade
Similar to Blogs and educating the eflective practitioner (20)
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
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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.
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Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
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By Dr. Vinod Kumar Kanvaria
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This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
11. ‘ Reflection is an important human activity in which people recapture their experience , think about it, mull it over and evaluate it. It is this working with experience that is important in learning .’ Boud, Cohen and Walker 1985
48. benefits group identity collaborative community document workflow online workbook ‘ warts and all’ reflective analysis organise thoughts
49. ‘ The blogs are brilliant , it is great to read what everyone is doing, quite addictive , and I must start to write more on mine..’ extract from student blog
51. mapping the journey connected knowing process not product real time collaboration deep insights professional not confessional final thoughts
52. ‘ Harry stared at the stone basin. The contents had returned to their original silvery white state, swirling and rippling beneath his gaze. “What is it?” Harry asked shakily. “This? It is called a pensieve”, said Dumbledore. “I sometimes find - and I am sure that you know the feeling - that I simply have too many thoughts and memories crammed into my mind.” “Er”, said Harry, who couldn’t truthfully say that he had ever felt anything of the sort. “At these times”, said Dumbledore, indicating the stone basin, “I use the pensieve. One simply siphons the excess thoughts from one’s mind, pours them into the basin, and examines them at one’s leisure. It becomes easier to spot patterns and links, you understand, when they are in this form”’. Harry Potter, Rowling, 2000
