APA Style, Plagiarism Free, Abstract is not required, Three re.docx

•Download as DOCX, PDF•

0 likes•4 views

APA Style, Plagiarism Free, Abstract is not required, Three references. Need back on Monday September 14, 2015 at 3pm Central time. Please list each question Complete assignment "It's Not My Job -Case Study DISCUSSION QUESTIONS 1. How should Jamie deal with the information that Catherine provided? 2. What do you think of Jamie’s methods of communicating with her staff? 3. Do you think that she should use a different form of communication with Catherine? 1. Complete assignment "Can We Finally Talk -Case Study. DISCUSSION QUESTIONS 1 1. What should Dan do to address the problem? 2. Should Dan meet with Leah individually or communicate with all staff? 3 . Because Dan works in a different building, who should have communicated this ongoing problem to Dan? See attachments for case study and site for chapter 4 2. .

Education

.
Because Dan works in a different building, who should have
communicated this ongoing problem to Dan?
See attachments for case study and site for chapter 4
2.

This document discusses having difficult conversations in the workplace. It outlines that people dislike difficult conversations because they take time, involve emotions, and can cause conflict. However, having the conversations (action) is better than no action, as problems will escalate without action. The document provides a 3-step process for handling difficult conversations: 1) gain clarity on the issue by separating facts from feelings, 2) overcome the instinct to avoid the conversation, and 3) deliver the message in a direct but sensitive way using "I" statements. The goal is to have productive discussions to improve relationships and work productivity.

English grammar modal verbs rules

EnglishPhobia

7 c's of effect communication

SabaJabbar3

Criteria Level 3 Level 2 Level 1 Core Competency #

CruzIbarra161

Criteria Level 3 Level 2 Level 1 Core Competency #1 2 points Provided a detailed and specific description of a personal learning experience with personal insight and is clearly connected to the stated core competency. 1 point Provided a personal learning experience that is either lacking in some personal insight, detail or specificity, or is not clearly connected to the stated core competency. 0 points The stated learning experience is generic, lacking in any personal insight, detail, or specificity, and/or just repeats content covered in a module/assignment. Core Competency #2 2 points Provided a detailed and specific description of a personal learning experience with personal insight and is clearly connected to the stated core competency. 1 point Provided a personal learning experience that is either lacking in some personal insight, detail or specificity, or is not clearly connected to the stated core competency. 0 points The stated learning experience is generic, lacking in any personal insight, detail, or specificity, and/or just repeats content covered in a module/assignment. Core Competency #3 2 points Provided a detailed and specific description of a personal learning experience with personal insight and is clearly connected to the stated core competency. 1 point Provided a personal learning experience that is either lacking in some personal insight, detail or specificity, or is not clearly connected to the stated core competency. 0 points The stated learning experience is generic, lacking in any personal insight, detail, or specificity, and/or just repeats content covered in a module/assignment. Core Competency #4 2 points Provided a detailed and specific description of a personal learning experience with 1 point Provided a personal learning experience that is either lacking in some personal 0 points The stated learning experience is generic, lacking in any personal insight, detail, or personal insight and is clearly connected to the stated core competency. insight, detail or specificity, or is not clearly connected to the stated core competency. specificity, and/or just repeats content covered in a module/assignment. Core Competency #5 2 points Provided a detailed and specific description of a personal learning experience with personal insight and is clearly connected to the stated core competency. 1 point Provided a personal learning experience that is either lacking in some personal insight, detail or specificity, or is not clearly connected to the stated core competency. 0 points The stated learning experience is generic, lacking in any personal insight, detail, or specifici ...

Collaboration, Communication And Expectations

Dennis Stevenson

The document discusses collaboration, communication, and expectations for an outsourcing project. It emphasizes over-communicating through writing things down, being gracious, focusing on problems rather than personalities, and keeping communications short. It also stresses the expectations of no repeat mistakes, no shortcuts without permission, consistency in code, answering questions the next day, knowing the plan and dates, and escalating issues as early as possible.

ASTD AEID Group Assignment #2: Tutorials

Cinda Holsombach-Ebner

Bridge TEFL Course Grades Certification Report of Deepak (Danny) Singh

Danny Singh, M.B.A., MSEd

Bridge TEFL Course Grades Certification Report of Deepak (Danny) Singh

Danny Singh, M.B.A., MSEd

- Deepak Singh received grades for quizzes, discussion forums, and other assignments in an online IDELT course from January 21-February 4, 2020. - The instructor, Terry McLean, provided feedback on Deepak's discussion posts each week, praising his thoughtful responses but occasionally noting he did not fully answer the prompt or needed to add citations. - By the 10th week, the COVID-19 pandemic was causing stress and uncertainty, but the instructor encouraged Deepak to stay focused on controlling his reactions and completing the course.

This document outlines the agenda and expectations for COMM 202 Career Fundamentals tutorial with Grace Jin. It includes an introduction to the TA, course expectations around professionalism and assignments. Students are asked to create a skills matrix identifying their strengths and failures through STAR stories. They will develop drafts for an in-class activity and are given action items including signing up for office hours and booking career coaching. The TA provides her contact details and encourages students to reach out with any questions.

Collaborative Learning in ODL

EADTU

This document discusses collaborative learning for distance students. It begins by asking why distance students should collaborate and what the best ways to help them collaborate are. It then addresses whether students like collaborating or experience problems, and most importantly whether collaboration works. The document covers mentoring as an effective way to help students collaborate that has been shown to increase retention rates cost-effectively. It also discusses peer collaboration online and problems students may face, providing potential solutions like giving students control over collaboration partners or making participation part of assessment. While more evidence is still needed, some research shows mentoring can be an effective and cost-efficient approach to collaborative learning for distance students.

B2 eoi dialogo slides tutorial schools 2021 peek

Ingles Malaga

Group presentation reflection

lisasaidou

This document reflects on a group presentation about the efficient market hypothesis. It discusses the group's preparation process, challenges they faced, and lessons learned. The group had six meetings to prepare. While they created a thorough PowerPoint, some members struggled with the difficult topic. On the day of presentation, they felt nervous and forgot some elements. However, they answered questions together and passed the presentation. The reflection identifies needing more preparation time, improving presentation skills, and gaining confidence as areas for future improvement.

Webinar - How to handle difficult conversations at work

Miodrag Kostic, CMC

The Feedback Effect

Julie Wyman

In this this highly interactive workshop, we hope to reduce anxiety around delivering and receiving feedback. First, we’ll discuss what makes giving feedback such a challenge and then introduce several different frameworks and approaches that you can use to prepare and organize your feedback and your response. Then, we’ll practice together through a series exercises in a fun and safe setting. We’ll be swapping roles as we go along, so that everyone has equal opportunity to practice giving and receiving feedback.

What type of feedback persona are you?

intuo

This document introduces feedback personas as a framework to improve giving and receiving feedback. It describes six common personas: the Mother In Law, Perfectionist, Hothead, Friend, Teacher, and Emo. These personas are plotted based on two axes - how much they help others and avoid conflict. The Mother In Law, Perfectionist, and Hothead personas primarily help themselves, while the Friend, Teacher, and Emo personas aim to improve others. Each persona is defined by its characteristics and an example is given of feedback provided in that style. The document suggests using this framework to identify feedback styles and improve skills.

Report Writing Skills for Teachers

Tiffany Markman

For many teachers, report-writing is the most stressful task with which they are confronted - requiring many hours of input, revisions and consideration. But this does not have to be the case. There are tools, techniques and tricks out there, used by professional report writers (inside and outside of education) to make the job quicker and more satisfying for writer and reader. These include lessons on remaining objective, while coming across as a real live human being; maintaining the appropriate style and tone; writing so that parents can easily read, scan and assimilate content; referring to each child in a fresh way, without copying and pasting; and, of course, aligning with global best practices in educational report writing. These slides form part of a presentation in which Tiffany Markman guides teachers through these issues, to leave them with a greater sense of how to tackle this important part of the educator's job.

Communication

Aami Kakakhel

Communication skills are essential for workplace success. Effective communication involves giving and receiving information clearly. It is important to understand different communication styles and how to adapt one's communication to the audience and situation. For example, communicating informally with friends is different than communicating professionally with an employer during a job interview. Learning to communicate appropriately in different contexts is a key soft skill.

Business English, Materials and Methodology

Macmillan Russia

The document discusses task-based teaching in business English classrooms and how to incorporate tasks into coursebook activities. It defines key terms related to task-based teaching like task, focus on form, and interaction hypothesis. Principles are provided for converting coursebook activities into tasks, including adding clearer outcomes and roles to make activities more authentic and engaging for students.

ECH 331 Lecture Final – Fall 2015This final is worth 100 point.docx

jack60216

ECH 331 Lecture Final – Fall 2015 This final is worth 100 points to you. The 5 questions are scenario based or reflection. These questions are asking you to recall and comprehend, analyze, apply, synthesize and evaluate your thoughts and feelings about issues explored in this ECH 331 class (both Lecture and Practicum). The responses should be VERY individualized and involve your own PERSONAL CONNECTIONS. Originality Reports will be run on each document to ensure that each candidate is utilizing his/her own thoughts and ideas. Use your text, notes, and the learning modules to help you remember important information. However, each response should be in your own words, not the direct wording from the resource. I am looking for concise but thorough synthesis of what you have learned. Check out the HINTS found with each question. Remember these questions are worth 20 points each, so there should be some depth in the response. However, avoid rambling… · Add your answers directly in this word document below. Or copy and paste the questions into a new word document. You must include the complete question and response in your submission. · Use 12 point black font. · BOLD the parts in your answers you REALLY think are the most important aspects of the response. · Use theorists highlighted in this course and 328 to support your thoughts. They should only support your ideas. The theorists should NOT be the bulk of your answer. · BOLD the names of the theorists that drive your thinking, and justify the connections that you have made. · Points will be deducted for many spelling and/or grammar errors. PROOF your work! · DO NOT SHARE NOTES or work on this assignment in groups. It should be very individualized! It will be checked for plagiarism. THIS IS TO BE ASSIGNMENT SHOULD BE DONE INDIVIDUALLY! I want to hear YOUR thinking. Are you a person of integrity? I hope so!!! · Your name should be at the top left corner of the paper. · Submit in D2L dropbox – 1 word a document by the due date and time. NO LATE FINALS ACCEPTED. Name: _____ Section: ECH 331. ____ Fall 2015 # 1 Learning Center Activities (LCAs)(20 points) HINT: DAP/ Program Goals/ LCAs/Types of LCAs/Assessment /Whole Child/Curriculum/Blooms Think about it: Why should the administration of your school support the use of learning center activities in your classroom of young children? Scenario # 1: You were hired in June to teach first grade. It is now August and the principal that hired you has now been moved to another campus. It is 5 days before school begins and the new principal is standing at your classroom door. He/she wants you to explain your lesson plan that includes learning centers. What will you say to explain and justify LCA? How to LCAs fit into the overall curriculum of your classroom. (Be sure to include at least one theorist to help support your views.) #2 Math for Young Children (20 points) HINT: Math ALL day and ALL Kinds of Math / Whole Group / Math Act ...

Week 1 CCC Part 1 Template1A. I Can’t” ListChallenge 1 .docx

jessiehampson

Week 1 CCC: Part 1 Template 1A. “I Can’t” List Challenge 1: I can’t… Description 1: Challenge 2: I can’t… Description 2: Challenge 3: I can’t… Description 3: Challenge 4: I can’t… Description 4: (Add more as needed.) 1B. “I Won’t” List Challenge 1: I won’t… Explanation 1: Narrative 1: (Add more as needed.) 1C. “Don’t Know” List Challenge 1: I don’t know… Narrative 1: (Add more as needed.) 1D. Issue Selection 1E. Project Statement Week 1 Assignment: Communication Behavior Analysis Due Monday by 1:59am Points 30 Submitting a file upload Submit Assignment Required Resources Read/review the following resources for this activity: Instructions Prove for yourself that communication is both frequent and important by observing your interactions for a one-day period. Record every occasion in which you are involved in some sort of human communication. Based on your findings, answer the following questions: Writing Requirements (APA format) Grading This activity will be graded based on the W1 Self-Evaluation Grading Rubric. Course Outcomes (CO): 1, 2, 4, 5, 6 Textbook: Chapter 1, 5 Lesson 1. What percentage of your working day is involved in communication? 2. What percentage of time do you spend communicating in the following contexts: intrapersonal, dyadic, small group, and public? 3. What percentage of your communication is devoted to satisfying each of the following types of needs: physical, identity, social, and practical? (Note: you might try to satisfy more than one type at a time.) 4. Based on your analysis, describe at least 5 ways you would like to communicate more effectively. For each item on your list, describe the following: Who is involved (e.g., my boss, my co-workers, my friends, etc.)? How you would like to communicate differently (e.g., act less defensive, speak up more, etc.)? Length: 1.5-2 pages 1-inch margins Double spaced 12-point Times New Roman font ! 11/3/19, 2:55 AM Page 1 of 3 W1 Self-Evaluation Grading Rubric - 30 pts Criteria Ratings Pts 5.0 pts 10.0 pts 5.0 pts 5.0 pts Due Date: By 11:59 p.m. MT on Sunday Length 5.0 pts Meets length requirement 0.0 pts Does not meet length requirement Analysis 10.0 pts Paper provides a detailed analysis of communication behavior. 8.5 pts Paper provides an adequate analysis of communication behavior. 7.5 pts Paper provides a brief analysis of communication behavior that is missing some details. 6.0 pts Paper provides an incomplete analysis of communciation behavior that is missing several details. 0.0 pts No effort Evaluation 5.0 pts Paper describes at least 5 ways to communicate more effectively. 4.25 pts Paper describes at least 4 ways to communicate more effectively. 3.75 pts Paper describes at least 3 ways to communicate more effectively. 3.0 pts Paper describes at least 2 ways to communicate more effectively. 0.0 pts Paper describes 1 or 2 ways to communicate more effectively. Writing: Mechanics & Usage 5.0 pts Th ...

ECH 331 Lecture Final – Fall 2015 This final is worth 100 points.docx

elishaoatway

ECH 331 Lecture Final – Fall 2015 This final is worth 100 points to you. The 5 questions are scenario based or reflection. These questions are asking you to recall and comprehend, analyze, apply, synthesize and evaluate your thoughts and feelings about issues explored in this ECH 331 class (both Lecture and Practicum). The responses should be VERY individualized and involve your own PERSONAL CONNECTIONS. Originality Reports will be run on each document to ensure that each candidate is utilizing his/her own thoughts and ideas. Use your text, notes, and the learning modules to help you remember important information. However, each response should be in your own words, not the direct wording from the resource. I am looking for concise but thorough synthesis of what you have learned. Check out the HINTS found with each question. Remember these questions are worth 20 points each, so there should be some depth in the response. However, avoid rambling… · Add your answers directly in this word document below. Or copy and paste the questions into a new word document. You must include the complete question and response in your submission. · Use 12 point black font. · BOLD the parts in your answers you REALLY think are the most important aspects of the response. · Use theorists highlighted in this course and 328 to support your thoughts. They should only support your ideas. The theorists should NOT be the bulk of your answer. · BOLD the names of the theorists that drive your thinking, and justify the connections that you have made. · Points will be deducted for many spelling and/or grammar errors. PROOF your work! · DO NOT SHARE NOTES or work on this assignment in groups. It should be very individualized! It will be checked for plagiarism. THIS IS TO BE ASSIGNMENT SHOULD BE DONE INDIVIDUALLY! I want to hear YOUR thinking. Are you a person of integrity? I hope so!!! · Your name should be at the top left corner of the paper. · Submit in D2L dropbox – 1 word a document by the due date and time. NO LATE FINALS ACCEPTED. Name: _____ Section: ECH 331. ____ Fall 2015 # 1 Learning Center Activities (LCAs) (20 points) HINT: DAP/ Program Goals/ LCAs/Types of LCAs/Assessment /Whole Child/Curriculum/Blooms Think about it: Why should the administration of your school support the use of learning center activities in your classroom of young children? Scenario # 1: You were hired in June to teach first grade. It is now August and the principal that hired you has now been moved to another campus. It is 5 days before school begins and the new principal is standing at your classroom door. He/she wants you to explain your lesson plan that includes learning centers. What will you say to explain and justify LCA? How to LCAs fit into the overall curriculum of your classroom. (Be sure to include at least one theorist to help support your views.) #2 Math for Young Children (20 points) HINT: Math ALL day a.

Top interview mistakes to avoid

jeetendra mandal

Not explaining your thought process is one of the most frustrating things for an interviewer. Interviewers want to understand how applicants approach and solve problems to evaluate their problem solving skills and determine if they will be successful in different roles. Applicants should think out loud as they work through problems and explain their thought process, even if they get the right answer, so interviewers can understand their approach. Asking clarifying questions, explaining assumptions, and saying "I don't know" when unsure are important parts of demonstrating problem solving skills to interviewers.

Selecting a Communication GoalPrep.docx

edgar6wallace88877

Selecting a Communication Goal Prepared By: Submitted To: Date: College: Week 1 CCC: Part 1 1A. “I Can’t” List 1. I can't ask my friends for favors when I need their help. 2. I can't discipline my daughter without becoming angry. 3. I can't say "no" when my boss asks me to work overtime. 4. I can’t say no to my family when they ask for help. Description 1 I have a lot of friends and they are all very helping. They helped me out in every difficult situation but now I can’t ask my friends for favors because they have already done a lot for me. They still offer me favors but now I’m trying to solve my problems individually and focusing on helping my friends. Last year, I have to pay my college fees and my friends helped me out by arranging the fees now the situation is I can't ask my friends for favors and I have decided to solve my problems own. Description 2 I have a sister who is younger than me. I loved him the most and also, she is the only one I am closely attached to my home. But sometimes I can’t discipline my daughter without being angry because sometimes being furious is the requirement of the situation and I have noticed that children cannot learn to eliminate mistakes unless they are handled with some anger. Last week, my sister tried to beat the cat. She was playing with a cat but the way she was playing does not look good to me. She was slapping the cat just to make fun then I told him with a serious tone that this is not the right way to play. Description 3 I am working as the assistant manager in a company. My boss is very kind to me but sometimes he put his work on my shoulders which I don’t like but I can’t say no to my boss because he has helped me a lot throughout my career. Yesterday, I got free from work then I decided to go home suddenly my boss came and asked for help because he had to go to a party. So, I agreed and can't say him no. Description 4 I have a beautiful family and I love my family with all my heart. Sometimes they order for many tasks but I can't refuse them because it is my duty to do all home tasks. Today, in the morning I dropped my mom and sister to school then at break time I went to school again to give my sister lunch. 1B. “I Won’t” List 1. I won’t ask my siblings for financial assistance. 2. I won’t work without my friend in the group presentation. 3. I won’t start a conversation with the stranger. Description 1 I have a loving family who helped me a lot in any situation but now I won’t ask for financial assistance from them because I believe in hard work and I will manage my finances by doing part-time jobs. Description 2 I and my friend has been in one group. I have a presentation in class but my friend is absent for three days so I requested the teacher to delay the presentation because I always have been working with a friend which makes our work go well. Description 3 I am a loving and friendly person but being friendly does not mean you can talk to every stranger. I have a differe.

Personal development

junaid asad

This document discusses various self-management skills that the author has worked to improve, including time management, stress management, trust-building, procrastination, listening skills, and motivation. For each skill, the author outlines a problem they faced, the skill they worked to strengthen to address the problem, and the outcome of applying that skill. Overall, the document appears to be a self-reflection by the author on developing various inter- and intrapersonal skills to improve their work and performance.

Коммуникация и эффективные письма

Provectus

Effective communication is essential for getting work done, building respect among colleagues, and creating a positive work environment. The document provides tips for crafting clear email communications, including using descriptive subject lines, limiting each email to a single topic, specifying the desired response, and responding to emails in a timely manner. Good communication skills can positively influence work performance and career advancement.

Tutorial 1 - Tessa Yin - T27 & T32

Comm202

The TA provides an overview of the Career Fundamentals course. She introduces herself and shares her background, interests, and past failures. The TA outlines course expectations around professionalism, assignments, and tutorials. Students are instructed to create a skills matrix by drafting positive examples using the STAR method and failures stories. The TA discusses setting up one-on-one meetings and office hours. Students are given action items for the next tutorial including submitting initial skills matrix drafts.

Question 1 1.A key aspect of using networking as a car.docx

teofilapeerless

Question 1 1. A key aspect of using networking as a career tactic is that a person should: Answer save networking for weekends. do most networking by e mail to save time. network with people mostly outside of the company. develop contacts with influential people. 4 points Question 2 1. A defining characteristic of the yes people type of difficult person is that he or she: Answer avoids promising to meet deadlines. says yes to the boss, but no to coworkers. says no to the boss, but yes to coworkers. rarely delivers on promises. 4 points Question 3 1. You can tell that Janis has good social intelligence because she: Answer understands that good relationships give her energy. people can be manipulated when they are needy. is only hostile toward people she perceives to be stupid. being arrogant toward others helps them think more clearly. 4 points Question 4 1. Which one of the following is the least effective mentoring behavior? Answer counseling with the protégé being a role model for the protégé helping the protégé "learn the ropes" solving problems for the protégé 4 points Question 5 1. A study showed that impression management was the most likely to be effective when the person managing his or her impression: Answer had good political skill. had poor political skill. was highly introverted. was emotionally unstable. 4 points Question 6 1. Max and inventory control specialist, has most likely broken through an unwritten boundary when he: Answer attends the company picnic in jeans and a tank top. invites the CEO to visit his cubicle and discuss company goals. invites another inventory control specialist to dinner. sends the tech center a request for help. 4 points Question 7 1. A key characteristic of positive gossip for relationship building is that it: Answer does not identify the people involved in the gossip scenario. does not involve company personnel. focuses on the social life of key personnel. does not attack others. 4 points Question 8 1. As a trainer, you explain to Pamela that if she learns how to find relevant information on the Internet well, she will be eligible for promotion. You are making use of the learning principle called: Answer motivated interest. concentration. meaningfulness of material. deal with trainee defensiveness. 4 points Question 9 1. The position taken in the human relations text is that organizational politics refers to gaining advantage by: Answer dirty tricks. any means other than merit or luck. the formal use of power. hard work and good performance. 4 points Question 10 A point of etiquette to keep in mind when sending e-mail is that: Answer rules of etiquette do not apply to e mail. the way in which you send a message tells something about you. using line justification is a heavy insult. salutations such as "Dear _.

COMM 202 Tutorial 1 - Stella

Stella Cho

This tutorial covered introductions, course expectations, and an assignment for students to create a skills matrix. The TA introduced herself, sharing about her educational and work experiences. She outlined her strengths from StrengthsQuest and interests. Course expectations were explained, including the importance of professionalism. Assignments were introduced, with the skills matrix being the focus. Students were instructed to create positive stories using the STAR method and failure stories to demonstrate strengths and lessons learned. The tutorial concluded with students answering questions to reflect on their career goals and vision for success. Office hours and assignment deadlines were also reviewed.

you will post on a current political issue that interests you and be.docx

APA Style, Plagiarism Free, Abstract is not required, Three re.docx

Recommended

Recommended

More Related Content

Similar to APA Style, Plagiarism Free, Abstract is not required, Three re.docx

Similar to APA Style, Plagiarism Free, Abstract is not required, Three re.docx (20)

More from emelyvalg9

More from emelyvalg9 (20)

Recently uploaded

Recently uploaded (20)

APA Style, Plagiarism Free, Abstract is not required, Three re.docx