This document discusses the development of a house style guide for the National Court Reporters Association (NCRA). It began with using the AP Stylebook and Chicago Manual of Style as primary references, along with Merriam-Webster for spelling. An in-house style sheet listed some terms. The house guide was created to clarify industry terms, address questions not covered elsewhere, note deviations, and include extra materials like guidelines and checklists. Sample style guides from other organizations were also reviewed. The document outlines various sections that could be included and emphasizes making the guide accessible and keeping it up-to-date.
The document discusses research for a graphic design project involving a DVD box set. It examines existing box set designs, noting common features like using graphics to span the disk holder and depict different story arcs. Research findings on audience preferences are analyzed to determine how the design can appeal to target viewers, such as those interested in World War 2 themes based on the example graphic. Interviews and surveys were conducted to understand the audience and inform the box set design.
The document provides an agenda for an AS Media class that includes reviewing sales rankings of UK music magazines from 2014 with Mojo ranked first and NME ranked last, recapping terms used in media like kicker and byline, and plans for the class which are analyzing critical thinking, setting up a blogger, creating mood boards, and homework on analyzing a TV drama and music magazine.
Survey Research (SOC2029). Seminar 6: questionnaire design (II) David Rozas
This document outlines the agenda for a seminar on survey research. It includes an introduction and time for common questions, a discussion section where students can analyze response formats or develop research topics, and time for midterm feedback. Students are reminded of the deadline for their assignment and told they do not need to analyze exactly 10 questions but should aim to discuss at least 5 in depth. Guidelines are provided for discussions around response format analysis and topic development.
Hacking Conversions - 10 Essential Tips for Making More Money With Your Landi...Heidi Pun
Slides from my talk at Ljubljana Webcamp 2014. The problem with our visitors is that they are lazy, distracted, and skeptical. These 10 tips with actual examples of saas landing pages will help make our users feel more focused, comfortable, and, well, much more likely to buy.
Want to watch the recording of this talk? Then sign up for my newsletter at http://www.designforfounders.com/ and I'll send it your way immediately.
This document contains feedback from two students regarding a course on American politics taught by Professor J. Schaefer in the fall of 2006. Both students found the lectures interesting and felt the assignments, including papers and debates, added value. One student enjoyed the guest speakers. While finding the textbook dry, both felt the professor did not show bias. One suggested adding pop quizzes to ensure students do the readings. Overall, both thought it was a good course that made the material engaging.
DAMA, Oregon Chapter, 2012 presentation - an introduction to Data Vault modeling. I will be covering parts of the methodology, comparison and contrast of issues in general for the EDW space. Followed by a brief technical introduction of the Data Vault modeling method.
After the presentation i I will be providing a demonstration of the ETL loading layers, LIVE!
You can find more on-line training at: http://LearnDataVault.com/training
This style guide provides guidelines for [Company's] content including messaging strategy, voice, tone, formatting rules, and AP style. The guide outlines the company's positive and negative voice attributes and defines tone pillars. It provides examples of formatting rules for titles, emphasis, and lists. The guide also explains why AP style is used and includes an appendix summarizing common AP style rules around dates, times, cities, names, prefixes, numerals, and fractions.
A Trainers' Guide to Successful Conflict Styles WorkshopsRiverhouse ePress
Thirty page trainers guide by Dr. Ron Kraybill, a peacebuilding trainer with many years' experience, provides detailed, step-by-step guidance for leading workshops on conflict styles. Keyed to the Style Matters conflict style inventory, the guide works with any five-styles-of-conflict inventory that is based on the Mouton Blake Axis, including the Thomas Kilmann Conflict Mode Instrument.
The 2017 revision includes detailed guidance for use both in the classroom as well as online
Includes links to extended resources on the web.
The document discusses research for a graphic design project involving a DVD box set. It examines existing box set designs, noting common features like using graphics to span the disk holder and depict different story arcs. Research findings on audience preferences are analyzed to determine how the design can appeal to target viewers, such as those interested in World War 2 themes based on the example graphic. Interviews and surveys were conducted to understand the audience and inform the box set design.
The document provides an agenda for an AS Media class that includes reviewing sales rankings of UK music magazines from 2014 with Mojo ranked first and NME ranked last, recapping terms used in media like kicker and byline, and plans for the class which are analyzing critical thinking, setting up a blogger, creating mood boards, and homework on analyzing a TV drama and music magazine.
Survey Research (SOC2029). Seminar 6: questionnaire design (II) David Rozas
This document outlines the agenda for a seminar on survey research. It includes an introduction and time for common questions, a discussion section where students can analyze response formats or develop research topics, and time for midterm feedback. Students are reminded of the deadline for their assignment and told they do not need to analyze exactly 10 questions but should aim to discuss at least 5 in depth. Guidelines are provided for discussions around response format analysis and topic development.
Hacking Conversions - 10 Essential Tips for Making More Money With Your Landi...Heidi Pun
Slides from my talk at Ljubljana Webcamp 2014. The problem with our visitors is that they are lazy, distracted, and skeptical. These 10 tips with actual examples of saas landing pages will help make our users feel more focused, comfortable, and, well, much more likely to buy.
Want to watch the recording of this talk? Then sign up for my newsletter at http://www.designforfounders.com/ and I'll send it your way immediately.
This document contains feedback from two students regarding a course on American politics taught by Professor J. Schaefer in the fall of 2006. Both students found the lectures interesting and felt the assignments, including papers and debates, added value. One student enjoyed the guest speakers. While finding the textbook dry, both felt the professor did not show bias. One suggested adding pop quizzes to ensure students do the readings. Overall, both thought it was a good course that made the material engaging.
DAMA, Oregon Chapter, 2012 presentation - an introduction to Data Vault modeling. I will be covering parts of the methodology, comparison and contrast of issues in general for the EDW space. Followed by a brief technical introduction of the Data Vault modeling method.
After the presentation i I will be providing a demonstration of the ETL loading layers, LIVE!
You can find more on-line training at: http://LearnDataVault.com/training
This style guide provides guidelines for [Company's] content including messaging strategy, voice, tone, formatting rules, and AP style. The guide outlines the company's positive and negative voice attributes and defines tone pillars. It provides examples of formatting rules for titles, emphasis, and lists. The guide also explains why AP style is used and includes an appendix summarizing common AP style rules around dates, times, cities, names, prefixes, numerals, and fractions.
A Trainers' Guide to Successful Conflict Styles WorkshopsRiverhouse ePress
Thirty page trainers guide by Dr. Ron Kraybill, a peacebuilding trainer with many years' experience, provides detailed, step-by-step guidance for leading workshops on conflict styles. Keyed to the Style Matters conflict style inventory, the guide works with any five-styles-of-conflict inventory that is based on the Mouton Blake Axis, including the Thomas Kilmann Conflict Mode Instrument.
The 2017 revision includes detailed guidance for use both in the classroom as well as online
Includes links to extended resources on the web.
BLENDEDOLCU 400 Leadership Theory and Practice Lead.docxjasoninnes20
BLENDED
OLCU 400 Leadership Theory and Practice
Leadership Theories: Week Six Assessment Assignment and Rubric
Due Date: Submit within Week Six Assignments folder by Sunday (midnight)
Points Possible: 110
Directions:
Prepare and submit, through Turnitin, answers to three (3) of the four prompts listed below; extra credit will not be given for answering a fourth prompt.
Each prompt should be answered in a two-page double-spaced response (approximately 700 words). After answering three prompts, your final paper will be six double-spaced pages of appropriately 2100 words (excluding the Title page and References).
Guidelines:
In responding to each prompt, be certain to identify the prompt you are answering; comprehensively discuss and analyze the topic by responding to the posed prompts; include expert citations (such as from your textbook) to support your analysis and conclusions; use specific examples as evidence; submit two (2) double-spaced pages (approximately 700 words) for each prompt; and use complete sentences, correct spelling and grammar; adhere to APA standards.
Select and address three of the following prompts:
1. Select and analyze one of the following theories: Trait Approach, The Leadership Grid, Leader Member Exchange or Servant Leadership. In preparing your response, consider:
· Which leadership theory did you select and why?
· What are the key components of this leadership theory?
· What is the impact of this theory on the practice of leadership, followers and organizational results?
2. Select and analyze one of the following theories:Fiedler’s Model, Hersey and Blanchard’s Situational Leadership, Path-Goal Theory or Vroom-Jago Model. In preparing your response, consider:
· Which leadership theory did you select and why?
· What are the key components of this leadership theory?
· What is the impact of this theory on the practice of leadership, followers and organizational results?
3. Analyze the issue. What are the distinguishable differences between the two - Leadership and Management? (Consult your course texts)
· What is leadership?
· What is management and how does it differ from leadership?
· Why do organizations need leaders and/or managers?
4. Analyze the issue. What are the distinguishable differences between the two – Leaders and followers? (Consult your course texts)
· What is an effective follower?
· What similarities and differences exist between leadership and followership?
· How does the situation influence leader and follower effectiveness?
Paper
Credit earned for responding to 3 of the four prompts
Exemplary
Proficient
Developing
Emerging
No credit
Prompt 1: Discuss each leadership theory and its impact on leadership practice, followers and organizational results.
Trait Approach, The Leadership Grid, Leader-Member Exchange or Servant Leadership
30
Comprehensively discusses a leadership theory ...
BLENDEDOLCU 400 Leadership Theory and Practice Lead.docxrichardnorman90310
BLENDED
OLCU 400 Leadership Theory and Practice
Leadership Theories: Week Six Assessment Assignment and Rubric
Due Date: Submit within Week Six Assignments folder by Sunday (midnight)
Points Possible: 110
Directions:
Prepare and submit, through Turnitin, answers to three (3) of the four prompts listed below; extra credit will not be given for answering a fourth prompt.
Each prompt should be answered in a two-page double-spaced response (approximately 700 words). After answering three prompts, your final paper will be six double-spaced pages of appropriately 2100 words (excluding the Title page and References).
Guidelines:
In responding to each prompt, be certain to identify the prompt you are answering; comprehensively discuss and analyze the topic by responding to the posed prompts; include expert citations (such as from your textbook) to support your analysis and conclusions; use specific examples as evidence; submit two (2) double-spaced pages (approximately 700 words) for each prompt; and use complete sentences, correct spelling and grammar; adhere to APA standards.
Select and address three of the following prompts:
1. Select and analyze one of the following theories: Trait Approach, The Leadership Grid, Leader Member Exchange or Servant Leadership. In preparing your response, consider:
· Which leadership theory did you select and why?
· What are the key components of this leadership theory?
· What is the impact of this theory on the practice of leadership, followers and organizational results?
2. Select and analyze one of the following theories:Fiedler’s Model, Hersey and Blanchard’s Situational Leadership, Path-Goal Theory or Vroom-Jago Model. In preparing your response, consider:
· Which leadership theory did you select and why?
· What are the key components of this leadership theory?
· What is the impact of this theory on the practice of leadership, followers and organizational results?
3. Analyze the issue. What are the distinguishable differences between the two - Leadership and Management? (Consult your course texts)
· What is leadership?
· What is management and how does it differ from leadership?
· Why do organizations need leaders and/or managers?
4. Analyze the issue. What are the distinguishable differences between the two – Leaders and followers? (Consult your course texts)
· What is an effective follower?
· What similarities and differences exist between leadership and followership?
· How does the situation influence leader and follower effectiveness?
Paper
Credit earned for responding to 3 of the four prompts
Exemplary
Proficient
Developing
Emerging
No credit
Prompt 1: Discuss each leadership theory and its impact on leadership practice, followers and organizational results.
Trait Approach, The Leadership Grid, Leader-Member Exchange or Servant Leadership
30
Comprehensively discusses a leadership theory.
This document describes editorial services provided by AccuEdit to researchers for ensuring quality in research documents. It discusses how AccuEdit's team of over 40 editors with domain expertise can help meet deadlines and standards for global research. Key services include assistance with dissertation structure, APA/MLA formatting, and publication. Pricing starts at $10 and increases based on customization needs. Clients are provided a verification service to review edits.
The document discusses concept organizers, which are diagrams that show relationships between concepts. It explains that concept organizers can effectively communicate student understanding and be used for assessment. They help build conceptual understanding, which requires inquiry, discourse, and symbols/tools. The document provides instructions for making a concept organizer, including introducing a topic, sorting related words, ordering the words, arranging them in the organizer, linking concepts, and writing a summary paragraph.
This document provides a 10-step guide to effectively researching and summarizing academic research outputs (ROs) such as journal articles and conference papers. It outlines key aspects to examine for each RO such as the title, authors, abstract, keywords, important sections, references, study methods, results and claims, discussion, and how to identify related works to research next. The guide emphasizes learning to understand an RO's content and contributions based on these sections in order to efficiently filter and summarize large numbers of documents.
Creating effective style sheets outlines the purpose and importance of style sheets. A style sheet is a list created by copy editors that records style decisions made during editing that are not covered by the general house style guide. This ensures consistency and provides guidance for proofreaders. Style sheets are needed by everyone involved in the publishing process, and should be referred to as early as possible. An effective style sheet includes guidelines on spelling, punctuation, numbers, abbreviations, formatting and any other style elements particular to the document. It helps maintain adherence to house style and ensures all editors, proofreaders and authors are following the same style conventions.
This document provides guidance on planning audience research by discussing several models of audience including reception theory, uses and gratifications theory, the 4Cs cross-cultural consumer categories, and Maslow's hierarchy of needs. It instructs the reader to design survey questions that uncover the preferred, oppositional, and negotiated meanings audiences may derive from media based on reception theory. Questions should also establish how audiences use media for diversion, relationships, identity, and information based on uses and gratifications theory. The document advises targeting survey questions to identify which consumer categories and needs audiences relate to based on the 4Cs and Maslow's hierarchy. It provides examples of how to apply these audience theories in survey design and sets a deadline for completing the audience
A style guide is a set of standards used for editing and formatting documents. There are different types of style guides for branding, design, writing, coding, and more. Major style guides include the Associated Press (AP) style guide, the Chicago Manual of Style (CMS), the Modern Language Association (MLA) style guide, and the American Psychological Association (APA) style guide. When creating an editorial style guide, decisions need to be made about spelling, abbreviations, citations, dates, page layout, lists, images, fonts, tables, titles, footnotes, numbers, names, bibliographies, and graphic elements like color palettes, logos, and photos.
The document provides guidance for writing a final recommendation report for a technical communication course. It instructs students to combine information from course materials to write a report for novices in their career field. The report should describe technical communication concepts, explain how writing meets technical communication characteristics in their field, and recommend changes novices should make to thinking and practice. Students are advised to consider their novice audience and choose content, structure, style, and genres appropriately to make the report useful for that audience.
Effective note-taking is an essential skill for university study. It allows students to have a permanent record for revision and helps distinguish personal ideas from source information to reduce plagiarism risk. Good note-taking requires recognizing main ideas, relevant information, and developing a systematic format. Notes should be selective, identify the text purpose and organization, include thoughts and diagrams when possible. Listening notes also benefit from preparation, identifying cues, and using abbreviations and symbols to capture information during lectures.
Scholarly, Peer Reviewed, and Other Credible Sources Sou.docxanhlodge
Scholarly, Peer Reviewed, and Other Credible Sources
Source type What is it? Examples Best used for
Scholarly
A source written by scholars or academics in a
field. The purpose of many scholarly sources is
to report on original research or
experimentation in order to make such
information available to the rest of the
scholarly community. The audience for
scholarly sources is other scholars or experts
in a field. Scholarly sources include references
and usually use language that is technical or at
a high reading level.
*Note: Different databases may define
“scholarly” in slightly different ways, and thus
a source that is considered “scholarly” in one
database may not be considered “scholarly” in
another database. The final decision about
the appropriateness of a given source for a
particular assignment is left to the instructor.
Scholarly Journals
• Journal of Management Information
Systems
• American Journal of Public Health
• Early Childhood Research Quarterly
Scholarly Books (published by a university
press or other high-quality publisher)
• Shari’a Politics: Islamic Law and
Society in the Modern World
• The Grand Design: Strategy and the
U.S. Civil War
• The Hidden Mechanics of Exercise:
Molecules That Move Us
Journal articles:
• Recent research on a topic
• Very specific topics or narrow
fields of research
• NOT good for an introduction to
or broad overview of a topic
Books:
• In-depth information and research
on a topic
• Putting a topic into context
• Historical information on a topic
Peer Reviewed
A publication that has gone through an official
editorial process that involves review and
approval by the author’s peers (experts in the
same subject area). Many (but not all)
scholarly publications are peer reviewed.
*Note: even though a journal is peer reviewed,
some types of articles within that journal may
not be peer reviewed. These might include
editorials or book reviews.
**Note: some publications (such as some
trade journals) can be peer reviewed but not
scholarly. This is not common.
See “Scholarly Journals” above
Books go through a different editorial process
and are not usually considered to be “peer
reviewed”. However, they can still be
excellent scholarly sources.
See above
Credible
A source that can be trusted to contain
accurate information that is backed up by
evidence or can be verified in other trusted
sources. Many types of sources can fall into
this category.
*Note: The final decision about the
appropriateness of a given source for a
particular assignment is left to the instructor.
See above. Also:
• Newspapers
• Magazines
• Books
• Trade journals or publications
• Government websites
• Websites from educational
institutions (like universities)
• Websites or other publications from
reputable organizations (like the Mayo
Clinic)
• Encyclopedias (general or subject)
Many websites.
Shades of instructional design (11October2022).pptxCammy Bean
This document provides an overview of different approaches to instructional design. It begins by listing common job responsibilities for instructional designers. It then discusses how the role can involve a variety of skills related to learning, creativity, technology and business. The document suggests instructional designers should focus on rounding out their expertise in these areas. It proceeds to examine different models for designing learning experiences based on objectives like informing, building skills or solving complex problems. For each model, it provides examples and suggestions for effective implementation. Throughout, the document emphasizes the importance of making learning engaging, relevant and focused on the learning journey rather than individual events. It concludes by offering tips for instructional designers to avoid superficial elements and ensure interactions promote meaningful thinking.
This document provides guidance for a magazine design assignment. It defines common magazine cover terminology like coverlines, masthead, and house style. It instructs students to research magazine genres, analyze cover design techniques, and create mock magazine covers with consistent house styles. Students are advised to plan thoroughly with mood boards and layout sketches before designing their magazine productions. Peer and self-review are also emphasized to refine the final works.
The document provides an agenda for a design workshop covering principles of good design, layout, typography, and cover design examples. It includes discussions on creativity, structure, simplicity, use of color, typeface contrast and spacing. Layout principles cover justifying columns, rule of thirds, visual weight and balance, and contrast. Typography principles cover serif vs. sans-serif typefaces and using different styles and weights to convey mood and improve readability. Examples are given of cover designs and typefaces to consider.
The document provides guidance for students on planning their magazine covers for an assessment. It discusses including elements like the masthead, cover lines, date and price. Students are advised to consider the genre, target audience through demographic, socio-economic and psychographic profiling, and codes and conventions of the genre. They should also plan the layout, fonts, graphic elements, main cover line, additional contents, number of sections and specific contents. The proposal will outline all these planning details for the student's individual magazine cover.
This document provides instructions for students to create an e-portfolio to reflect on their learning throughout a semester. It explains that the e-portfolio will include reflective entries for graded assignments and a description of the student's academic journey. Students will upload their e-portfolio to a blog. It will be assessed based on their understanding of the task, the quality of writing, use of references, and grammar. Suggested references for e-portfolios are also provided.
This document provides instructions for students to create an e-portfolio to reflect on their learning throughout a semester. It explains that the e-portfolio will include reflective entries for graded assignments and a description of the student's academic journey. Students will upload their e-portfolio to a blog. It will be assessed based on their understanding of the task, the content and organization of their writing, use of references, and grammar. A rubric is also provided to evaluate the e-portfolios.
This document provides guidance for students on creating an e-portfolio assignment. It outlines the objectives, learning outcomes, tasks and methodology, submission requirements, assessment criteria, and a marking rubric. Students are asked to reflect on their work and academic journey for the semester in an online portfolio. They must include reflective entries for graded assignments, addressing aims and accomplishments, reflections on strengths/weaknesses, and describing their academic journey. The portfolio will be assessed based on demonstration of understanding, content and organization, use of references, and mechanics.
This document provides guidance for students on creating an e-portfolio assignment. It outlines the objectives, learning outcomes, tasks and methodology, submission requirements, assessment criteria, and a marking rubric. Students are asked to reflect on their work and academic journey for the semester in an online portfolio. They must include reflective entries for graded assignments, addressing aims and accomplishments, reflections on strengths/weaknesses, and describing their academic journey. The portfolio will be assessed based on demonstration of understanding, content and organization, use of references, and grammar.
This document provides instructions for students to create an e-portfolio to reflect on their learning throughout a semester. It explains that the e-portfolio will include reflective entries for graded assignments and a description of the student's academic journey. Students will upload their e-portfolio to a blog. It will be assessed based on their understanding of the task, the content and organization of their writing, use of references, and grammar. A rubric is also provided to evaluate the e-portfolios.
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BLENDEDOLCU 400 Leadership Theory and Practice Lead.docxjasoninnes20
BLENDED
OLCU 400 Leadership Theory and Practice
Leadership Theories: Week Six Assessment Assignment and Rubric
Due Date: Submit within Week Six Assignments folder by Sunday (midnight)
Points Possible: 110
Directions:
Prepare and submit, through Turnitin, answers to three (3) of the four prompts listed below; extra credit will not be given for answering a fourth prompt.
Each prompt should be answered in a two-page double-spaced response (approximately 700 words). After answering three prompts, your final paper will be six double-spaced pages of appropriately 2100 words (excluding the Title page and References).
Guidelines:
In responding to each prompt, be certain to identify the prompt you are answering; comprehensively discuss and analyze the topic by responding to the posed prompts; include expert citations (such as from your textbook) to support your analysis and conclusions; use specific examples as evidence; submit two (2) double-spaced pages (approximately 700 words) for each prompt; and use complete sentences, correct spelling and grammar; adhere to APA standards.
Select and address three of the following prompts:
1. Select and analyze one of the following theories: Trait Approach, The Leadership Grid, Leader Member Exchange or Servant Leadership. In preparing your response, consider:
· Which leadership theory did you select and why?
· What are the key components of this leadership theory?
· What is the impact of this theory on the practice of leadership, followers and organizational results?
2. Select and analyze one of the following theories:Fiedler’s Model, Hersey and Blanchard’s Situational Leadership, Path-Goal Theory or Vroom-Jago Model. In preparing your response, consider:
· Which leadership theory did you select and why?
· What are the key components of this leadership theory?
· What is the impact of this theory on the practice of leadership, followers and organizational results?
3. Analyze the issue. What are the distinguishable differences between the two - Leadership and Management? (Consult your course texts)
· What is leadership?
· What is management and how does it differ from leadership?
· Why do organizations need leaders and/or managers?
4. Analyze the issue. What are the distinguishable differences between the two – Leaders and followers? (Consult your course texts)
· What is an effective follower?
· What similarities and differences exist between leadership and followership?
· How does the situation influence leader and follower effectiveness?
Paper
Credit earned for responding to 3 of the four prompts
Exemplary
Proficient
Developing
Emerging
No credit
Prompt 1: Discuss each leadership theory and its impact on leadership practice, followers and organizational results.
Trait Approach, The Leadership Grid, Leader-Member Exchange or Servant Leadership
30
Comprehensively discusses a leadership theory ...
BLENDEDOLCU 400 Leadership Theory and Practice Lead.docxrichardnorman90310
BLENDED
OLCU 400 Leadership Theory and Practice
Leadership Theories: Week Six Assessment Assignment and Rubric
Due Date: Submit within Week Six Assignments folder by Sunday (midnight)
Points Possible: 110
Directions:
Prepare and submit, through Turnitin, answers to three (3) of the four prompts listed below; extra credit will not be given for answering a fourth prompt.
Each prompt should be answered in a two-page double-spaced response (approximately 700 words). After answering three prompts, your final paper will be six double-spaced pages of appropriately 2100 words (excluding the Title page and References).
Guidelines:
In responding to each prompt, be certain to identify the prompt you are answering; comprehensively discuss and analyze the topic by responding to the posed prompts; include expert citations (such as from your textbook) to support your analysis and conclusions; use specific examples as evidence; submit two (2) double-spaced pages (approximately 700 words) for each prompt; and use complete sentences, correct spelling and grammar; adhere to APA standards.
Select and address three of the following prompts:
1. Select and analyze one of the following theories: Trait Approach, The Leadership Grid, Leader Member Exchange or Servant Leadership. In preparing your response, consider:
· Which leadership theory did you select and why?
· What are the key components of this leadership theory?
· What is the impact of this theory on the practice of leadership, followers and organizational results?
2. Select and analyze one of the following theories:Fiedler’s Model, Hersey and Blanchard’s Situational Leadership, Path-Goal Theory or Vroom-Jago Model. In preparing your response, consider:
· Which leadership theory did you select and why?
· What are the key components of this leadership theory?
· What is the impact of this theory on the practice of leadership, followers and organizational results?
3. Analyze the issue. What are the distinguishable differences between the two - Leadership and Management? (Consult your course texts)
· What is leadership?
· What is management and how does it differ from leadership?
· Why do organizations need leaders and/or managers?
4. Analyze the issue. What are the distinguishable differences between the two – Leaders and followers? (Consult your course texts)
· What is an effective follower?
· What similarities and differences exist between leadership and followership?
· How does the situation influence leader and follower effectiveness?
Paper
Credit earned for responding to 3 of the four prompts
Exemplary
Proficient
Developing
Emerging
No credit
Prompt 1: Discuss each leadership theory and its impact on leadership practice, followers and organizational results.
Trait Approach, The Leadership Grid, Leader-Member Exchange or Servant Leadership
30
Comprehensively discusses a leadership theory.
This document describes editorial services provided by AccuEdit to researchers for ensuring quality in research documents. It discusses how AccuEdit's team of over 40 editors with domain expertise can help meet deadlines and standards for global research. Key services include assistance with dissertation structure, APA/MLA formatting, and publication. Pricing starts at $10 and increases based on customization needs. Clients are provided a verification service to review edits.
The document discusses concept organizers, which are diagrams that show relationships between concepts. It explains that concept organizers can effectively communicate student understanding and be used for assessment. They help build conceptual understanding, which requires inquiry, discourse, and symbols/tools. The document provides instructions for making a concept organizer, including introducing a topic, sorting related words, ordering the words, arranging them in the organizer, linking concepts, and writing a summary paragraph.
This document provides a 10-step guide to effectively researching and summarizing academic research outputs (ROs) such as journal articles and conference papers. It outlines key aspects to examine for each RO such as the title, authors, abstract, keywords, important sections, references, study methods, results and claims, discussion, and how to identify related works to research next. The guide emphasizes learning to understand an RO's content and contributions based on these sections in order to efficiently filter and summarize large numbers of documents.
Creating effective style sheets outlines the purpose and importance of style sheets. A style sheet is a list created by copy editors that records style decisions made during editing that are not covered by the general house style guide. This ensures consistency and provides guidance for proofreaders. Style sheets are needed by everyone involved in the publishing process, and should be referred to as early as possible. An effective style sheet includes guidelines on spelling, punctuation, numbers, abbreviations, formatting and any other style elements particular to the document. It helps maintain adherence to house style and ensures all editors, proofreaders and authors are following the same style conventions.
This document provides guidance on planning audience research by discussing several models of audience including reception theory, uses and gratifications theory, the 4Cs cross-cultural consumer categories, and Maslow's hierarchy of needs. It instructs the reader to design survey questions that uncover the preferred, oppositional, and negotiated meanings audiences may derive from media based on reception theory. Questions should also establish how audiences use media for diversion, relationships, identity, and information based on uses and gratifications theory. The document advises targeting survey questions to identify which consumer categories and needs audiences relate to based on the 4Cs and Maslow's hierarchy. It provides examples of how to apply these audience theories in survey design and sets a deadline for completing the audience
A style guide is a set of standards used for editing and formatting documents. There are different types of style guides for branding, design, writing, coding, and more. Major style guides include the Associated Press (AP) style guide, the Chicago Manual of Style (CMS), the Modern Language Association (MLA) style guide, and the American Psychological Association (APA) style guide. When creating an editorial style guide, decisions need to be made about spelling, abbreviations, citations, dates, page layout, lists, images, fonts, tables, titles, footnotes, numbers, names, bibliographies, and graphic elements like color palettes, logos, and photos.
The document provides guidance for writing a final recommendation report for a technical communication course. It instructs students to combine information from course materials to write a report for novices in their career field. The report should describe technical communication concepts, explain how writing meets technical communication characteristics in their field, and recommend changes novices should make to thinking and practice. Students are advised to consider their novice audience and choose content, structure, style, and genres appropriately to make the report useful for that audience.
Effective note-taking is an essential skill for university study. It allows students to have a permanent record for revision and helps distinguish personal ideas from source information to reduce plagiarism risk. Good note-taking requires recognizing main ideas, relevant information, and developing a systematic format. Notes should be selective, identify the text purpose and organization, include thoughts and diagrams when possible. Listening notes also benefit from preparation, identifying cues, and using abbreviations and symbols to capture information during lectures.
Scholarly, Peer Reviewed, and Other Credible Sources Sou.docxanhlodge
Scholarly, Peer Reviewed, and Other Credible Sources
Source type What is it? Examples Best used for
Scholarly
A source written by scholars or academics in a
field. The purpose of many scholarly sources is
to report on original research or
experimentation in order to make such
information available to the rest of the
scholarly community. The audience for
scholarly sources is other scholars or experts
in a field. Scholarly sources include references
and usually use language that is technical or at
a high reading level.
*Note: Different databases may define
“scholarly” in slightly different ways, and thus
a source that is considered “scholarly” in one
database may not be considered “scholarly” in
another database. The final decision about
the appropriateness of a given source for a
particular assignment is left to the instructor.
Scholarly Journals
• Journal of Management Information
Systems
• American Journal of Public Health
• Early Childhood Research Quarterly
Scholarly Books (published by a university
press or other high-quality publisher)
• Shari’a Politics: Islamic Law and
Society in the Modern World
• The Grand Design: Strategy and the
U.S. Civil War
• The Hidden Mechanics of Exercise:
Molecules That Move Us
Journal articles:
• Recent research on a topic
• Very specific topics or narrow
fields of research
• NOT good for an introduction to
or broad overview of a topic
Books:
• In-depth information and research
on a topic
• Putting a topic into context
• Historical information on a topic
Peer Reviewed
A publication that has gone through an official
editorial process that involves review and
approval by the author’s peers (experts in the
same subject area). Many (but not all)
scholarly publications are peer reviewed.
*Note: even though a journal is peer reviewed,
some types of articles within that journal may
not be peer reviewed. These might include
editorials or book reviews.
**Note: some publications (such as some
trade journals) can be peer reviewed but not
scholarly. This is not common.
See “Scholarly Journals” above
Books go through a different editorial process
and are not usually considered to be “peer
reviewed”. However, they can still be
excellent scholarly sources.
See above
Credible
A source that can be trusted to contain
accurate information that is backed up by
evidence or can be verified in other trusted
sources. Many types of sources can fall into
this category.
*Note: The final decision about the
appropriateness of a given source for a
particular assignment is left to the instructor.
See above. Also:
• Newspapers
• Magazines
• Books
• Trade journals or publications
• Government websites
• Websites from educational
institutions (like universities)
• Websites or other publications from
reputable organizations (like the Mayo
Clinic)
• Encyclopedias (general or subject)
Many websites.
Shades of instructional design (11October2022).pptxCammy Bean
This document provides an overview of different approaches to instructional design. It begins by listing common job responsibilities for instructional designers. It then discusses how the role can involve a variety of skills related to learning, creativity, technology and business. The document suggests instructional designers should focus on rounding out their expertise in these areas. It proceeds to examine different models for designing learning experiences based on objectives like informing, building skills or solving complex problems. For each model, it provides examples and suggestions for effective implementation. Throughout, the document emphasizes the importance of making learning engaging, relevant and focused on the learning journey rather than individual events. It concludes by offering tips for instructional designers to avoid superficial elements and ensure interactions promote meaningful thinking.
This document provides guidance for a magazine design assignment. It defines common magazine cover terminology like coverlines, masthead, and house style. It instructs students to research magazine genres, analyze cover design techniques, and create mock magazine covers with consistent house styles. Students are advised to plan thoroughly with mood boards and layout sketches before designing their magazine productions. Peer and self-review are also emphasized to refine the final works.
The document provides an agenda for a design workshop covering principles of good design, layout, typography, and cover design examples. It includes discussions on creativity, structure, simplicity, use of color, typeface contrast and spacing. Layout principles cover justifying columns, rule of thirds, visual weight and balance, and contrast. Typography principles cover serif vs. sans-serif typefaces and using different styles and weights to convey mood and improve readability. Examples are given of cover designs and typefaces to consider.
The document provides guidance for students on planning their magazine covers for an assessment. It discusses including elements like the masthead, cover lines, date and price. Students are advised to consider the genre, target audience through demographic, socio-economic and psychographic profiling, and codes and conventions of the genre. They should also plan the layout, fonts, graphic elements, main cover line, additional contents, number of sections and specific contents. The proposal will outline all these planning details for the student's individual magazine cover.
This document provides instructions for students to create an e-portfolio to reflect on their learning throughout a semester. It explains that the e-portfolio will include reflective entries for graded assignments and a description of the student's academic journey. Students will upload their e-portfolio to a blog. It will be assessed based on their understanding of the task, the quality of writing, use of references, and grammar. Suggested references for e-portfolios are also provided.
This document provides instructions for students to create an e-portfolio to reflect on their learning throughout a semester. It explains that the e-portfolio will include reflective entries for graded assignments and a description of the student's academic journey. Students will upload their e-portfolio to a blog. It will be assessed based on their understanding of the task, the content and organization of their writing, use of references, and grammar. A rubric is also provided to evaluate the e-portfolios.
This document provides guidance for students on creating an e-portfolio assignment. It outlines the objectives, learning outcomes, tasks and methodology, submission requirements, assessment criteria, and a marking rubric. Students are asked to reflect on their work and academic journey for the semester in an online portfolio. They must include reflective entries for graded assignments, addressing aims and accomplishments, reflections on strengths/weaknesses, and describing their academic journey. The portfolio will be assessed based on demonstration of understanding, content and organization, use of references, and mechanics.
This document provides guidance for students on creating an e-portfolio assignment. It outlines the objectives, learning outcomes, tasks and methodology, submission requirements, assessment criteria, and a marking rubric. Students are asked to reflect on their work and academic journey for the semester in an online portfolio. They must include reflective entries for graded assignments, addressing aims and accomplishments, reflections on strengths/weaknesses, and describing their academic journey. The portfolio will be assessed based on demonstration of understanding, content and organization, use of references, and grammar.
This document provides instructions for students to create an e-portfolio to reflect on their learning throughout a semester. It explains that the e-portfolio will include reflective entries for graded assignments and a description of the student's academic journey. Students will upload their e-portfolio to a blog. It will be assessed based on their understanding of the task, the content and organization of their writing, use of references, and grammar. A rubric is also provided to evaluate the e-portfolios.
Similar to Developing a House Style Guide_storyline (20)
1. M E G A N R O G E R S
N A T I O N A L C O U R T R E P O R T E R S A S S O C I A T I O N
C O M M U N I C A T I O N S A S S U R A N C E S P E C I A L I S T
A C E S 2 0 1 6
Developing a House Style Guide
2. What we started with
We had a set style
AP Stylebook (primary) and Chicago Manual of Style
(secondary)
Why two?
Merriam-Webster Collegiate or online
In-house style sheet
Listed our references and had glossary of terms
4. What our house guide covers
Industry and association–specific terms
Questions not addressed by our style references
Deviations from our style references
Unusual or hard-to-remember rules
Extra material (guidelines, checklists)
18. It’s only helpful if it’s accessible.
Image from: The Cruise of the Make Believes (1918)
19. The guide should be a living document.
Image from: Young Frankenstein (1974)
20. Recap
Determine what you’re starting with
House guide covers: unique specifics, deviations or
missing pieces from primary guides, hard-to-
remember rules
Figure out who’s in charge
Involve the people who are involved in writing and
editing
Find samples as a guide
Easily available and regularly reevaluated
21. &
K E E P T H E C O N V E R S A T I O N G O I N G :
M R O G E R S @ N C R A . O R G
@ M E G A N _ S T O L Z
Questions and comments?
Editor's Notes
Why AP? As an association, our primary audience is our membership (court reporters, captioners, CR students and teachers, etc.)
Our audience is professional but not academic. AP fits because the linguistic level of journalistic pieces tends to match our level as well.
More about our audience: Grammar and mechanics matter in their job (captions and legal transcripts), and they’re tested on this in their credential exams – they have high expectations for both themselves and their national association.
Technical/vocational skill – can get into the field with an associates rather than a bachelors
We have other member types, but these are our bread and butter
Secondary audiences include nonmembers in the field, prospective students, people in the legal field (i.e., paralegals), members of the deaf and hard-of-hearing community
Why Chicago? For books or other considerations not addressed by AP, we use CMOS.
Incidentally, this is different from the style guide our members use (Gregg Reference Manual) but that manual doesn’t match the type of writing we produce (it matches legal transcripts well).
Why Merriam-Webster? Well respected by our members (a lot of them use it) and it’s the basis for our testing.
I was hired to check for grammatical correctness across the association and bring a consistent voice
Typos really bother our members/audience
Initially, the idea was I’d copyedit everything – but this wasn’t consistently applied and, as my role expanded, became impractical
How does the rest of the association handle copy?
The monthly magazine creates or rules a large amount of our content – so much of our content will end up in the magazine at some point
Articles that may appear first in the newsletter (although sometimes vice versa)
The magazine also covers the entire association – stories about events, testing, industry news, etc.
Other than the magazine, a lot of the copy comes out of the communications and marketing department, but not all
Includes articles (newsletter and magazine), email campaigns, ads, social media, and anything that goes through design (mailing materials, event materials)
Some copy originates with the professional development department but will eventually make its way to communications when it goes into design.
Traditionally, each department (and sub-department) has been in charge of their own page on the website, which leads to inconsistencies as different people do different things over the course of many years
This is a whole ‘nother can of worms, but was part of the reason why we needed a house guide
Industry and association specific terms
We’re a niche industry – MW isn’t likely to cover words like misstroke, realtime (the technology), speedbuilding, or voicewriting.
Association terms include all our proper names: certifications, events, programs, publications, etc. This includes how to spell our organization name (acronym vs. full term, the Association, etc.).
Many of the industry and association terms came from our style sheet
Internal nicknames -- Sometimes, we used a different term internally rather than the official term. Make sure the official term makes it into the style guide, and clarify for staff that internal nicknames shouldn’t be used in text for public consumption.
Questions not addressed by our primary references
Some of these had been adopted before I came on but some came from my mental guidelines or conversations with coworkers – getting them into a style guide codified them. Examples:
How does our writing differ if it’s in the magazine vs. an on-site event brochure vs. an email campaign?
What is our stance on you or using contractions?
Specific questions like: What order do our certifications go in?
Deviations from our primary references
Biggest example: AP says “no” to the serial comma; we know the vast majority of our members prefer it, so we keep it in.
However, our members’ preferences don’t get to guide all of our deviations. Court reporters use a fixed-width (monospaced) font in legal transcripts, so they use two spaces after the period. WE follow modern typography best practices and don’t.
Unusual or hard-to-remember rules
These are from our primary guides. Examples:
AP-style headlines – cap only first word and proper nouns
Time: how to spell/punctuate am and pm, when to include minutes
Extra material
Guidelines on different types of writing and checklists (more on this later).
There’s no need to reinvent the wheel – others have created house guides before, so I went looking for models. It’s also worth noting that it’s a good idea to mine your own copy for ideas on what to cover.
I liked the way MailChimp organized their style guide (on left) – this was the inspiration for our overall organization. This will become more apparently when we go over the different sections of NCRA’s guide.
I reviewed VICE for things I may have forgotten that they addressed. They had a more informal tone than I was looking for, but it was also written for a publication, and so much of our style revolves around our magazine (at least foundationally).
Because a segment of our members are connected to the deaf and hard-of-hearing community and we have relationships with deaf and hard-of-hearing organizations/associations, it was important to make sure our writing was respectful to other members of that community.
I took the initiative on getting the project started, and I also managed the process. This included:
putting together a beginning draft
setting up meetings with different people and/or departments
we have good writers on staff who are responsible for their own copy and are familiar with best practices in their own fields
Ex. Marketer who writers email campaigns is trying to make sure she’s following best practices in that type of writing so people open the emails, read them, and do the appropriate call to action
A lot of our copy comes from multiple departments, style guide should complement their goals, not fight them -- Our style guide vs. an imposed guide
To make it a true association-wide style guide, it should reflect an overall consensus, not just one department who decides “this is how it should be”
If you use freelancers, especially anyone regularly, this is a good opportunity to get them involved in the copy that they’re writing or copyediting. They may bring valuable outside knowledge to the process.
incorporating revisions
Sometimes revision meant coming to a consensus on conflicting suggestions – I either used my judgment or went to the senior director of marketing, membership & communications for the final word if there was a conflict.
For example, one member of professional development pointed out that many technological terms are moving to a one word spelling, and we had some inconsistency on when things were one word, two words, hyphenated (i.e. online vs. off-line) – this conflicted with what she saw as modern best practices. Confirming with the senior director, we kept things as they were because that matched Merriam-Webster; knowing our members, we wanted to have a recognizable authority (to them) to point to on spelling.
The references section lists our primary and secondary style guides (to go to first) and our primary dictionary.
Explains the purpose of the house style guide
Gives guidance on who to go to for specific questions
Describing NCRA’s voice inspired by MailChimps’ “What we are and what we aren’t”
Addresses:
Level of formality
How to use contractions
How we handle pronouns (I/we/it – you/you – who/that)
References
Voice and tone
Genres
Using images
Grammar and mechanics
Writing about people
Glossary (alphabetical)
Editing checklists
This is where we laid out specific guidelines for different types of writing
Writing for the Web
Hyperlinks
List of NCRA vanity links
Writing for a print publication
Writing for marketing
Guidelines for email campaigns
Using you
Writing for social media
We have a separate social media policy, so this section also cross-references
Headlines (guidelines for crafting rather than how they should be laid out)
Codify it! This section states that we need to have the right to use a certain images and how to accredit outside images
Our members don’t always realize you can’t just use an image you find off Google.
Opportunity for cross-referencing: If your organization has a brand style guide, images may be covered there instead.
I made sure to state the importance of using alt text as well – if part of our members’ livelihood involves accessibility (captioning), we should practice what we preach.
This is where we got into the nitty-gritty of things like acronyms, capitalization, italics, numbers, punctuation (commas, dashes, exclamation points) – there’s too many sections to list.
This is also where we addressed technology issues like how we write out Web addresses and email addresses, how we treat hyperlinks, and highlighted spelling of technological terms like email, website, WiFi, etc.
This screenshot exemplifies a few things:
Questions not addressed by our primary references and Industry and association–specific terms: Refers to a primary resource for acronyms, but explains what to do if the acronym is part of an association proper name
Also explains when we use acronyms with our name and the name of our Foundation
Highlights unusual or hard-to-remember rules: We follow AP for states, but most people are familiar with the postal codes – this lists them out
Deviations from our primary references: At the same time, we sometimes use postal codes, so the house guide clarifies when that would be appropriate. This section is also where we listed that we use the serial comma.
This is where I made sure to mention thinks like “don’t include age, nationality, religion, (dis)ability, etc. unless relevant to the story.”
Full name, then last only (but what if we’re talking about family members?)
Certifications – order
Accessibility – emphasized importance of using respectful terminology and person-first language
Politics – we’re nonpartisan, so we don’t include political parties, only states and titles
List of terms for spelling, capitalization, and format (i.e. italics), organized in alphabetical order, including info for terms that could go by an acronym on second reference.
Mine your copy for examples of what to include.
I was inspired by Samantha Enslen’s (from Dragonfly Editorial) session on checklists last year, so that’s what I used as a basis.
It made sense to me to include editing checklists as a resource in a house style guide.
One overall (housekeeping, copyediting – main points, and finishing up); one more specific to copyediting, one for fact-checking.
We’re still working on these points, so if people in the room have ideas, please share.
Three-pronged approach:
1) Figure out what works for your organization in terms of how staff should be able to access the style guide
That might mean print copies (probably for a smaller organization or having a few copies to share)
Pros and cons: It’s always better to find a green solution, and it may be impractical to have a copy for every individual person, but there’s value in having a physical, tangible reference guide that people can flip through – also, you can’t change it easily!
Might mean electronic – figure out best place for your organization on where to store it, whether that’s a network drive or Dropbox or whatever
Pros and cons: Green option, everyone can theoretically access it whenever they want, “jump to a page” option to quickly get to the appropriate section from the table of contents
PDF might be better to share so people can’t simply make changes as they see fit.
2) Introduce it to staff
This could mean a brown bag or lunch and learn
Use a game with prizes to get people into the style guide and using it – it’s less scary if they’ve already opened it and looked through it once.
3) Get senior staff behind it – Convince senior staff of the value (hopefully it doesn’t take too much convincing!) and have them go to bat for you. This isn’t an issue if the order for the house guide has come from higher up the ladder but might be helpful if you’re taking initiative on your own to create and implement one.
Combo of introducing it to staff and getting senior-level buy-in will hopefully implement the style guide from both a top-down and bottom-up approach.
A style guide needs to be flexible – determine how often to reevaluate it, and keep track of issues that pop up in between reevaluations
Make sure to include the same people who were involved in the original process – if there’s a question about copy that comes out of a specific department, for example, that department should be involved in revision.