Assessing the inquiry
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Students will present their inquiry projects at a science fair. Before the fair, students must name their inquiry and be assigned two other projects to assess. At the fair, students will set up their project and have time to prepare any physical or digital components. They will then assess the two projects assigned by the teacher, providing feedback on how well the projects communicate their content and ideas, the accuracy of the information, creativity, and strengths and areas for improvement. After assessing other projects, students will evaluate their own inquiry based on peer feedback.
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I attached another student post powerpoint.Response GuidelinesRe.docx
I attached another student post powerpoint.
Response Guidelines
Review the posts of your peers and respond to one of them. Address the items they would like you to focus on, but make sure your feedback considers both the content of the material and its presentation. Tell them what you liked about the presentation. Make a suggestion or two for improvement. The thoughtful feedback you give your peers will not only help them improve their work but will also provide you with insights about your own work.
This is the information:
THE ETHICAL DILEMMA SPYING ON UNILEVER INTRODUCTION In Business Ethics as a Rational Choice, John Hooker cited a case study to analyze rational choice based on an issue with espionage. In 2001, John Pepper, Chairman of the Board at
Procter
and Gamble, found out that some of his contractors were spying on
Unilever
, one of his competitors. Information they found was also in the business media a day before, he discovered. Was this ethical, based on generalizable, utilitarian, and virtue ethics? Was it GENERALIZABLE? Generalizable means there must be a reason behind an action, and the action is justified for everyone (p.7). Was it utilitarian? Utilitarian analysis states that the rational choice must maximize utility (p. 6). The marketing professionals did not have to search in the trash for information since the day before they did it, similar information was already in the media. Therefore their actions were unjustifiable. no: it was not generalizable Was it virtue ethics? Virtue ethics must be consistent with broad cultural acceptable behaviors Conclusion P &G's espionage activity did not pass the code of ethics test, since it needed to pass all three to be considered rationally ethical. Therefore, John Pepper's reactions to the issue was valid and justified. Their actions failed in the generalization, utilitarian, and virtue ethics tests. The net usage of the information they found in the trash did not surpass the information found in the news, because it was the same exact information. Therefore it was useless of them to go into the trash in search of secrets. no: it was not utilitarian It is unacceptable in our culture to have our professionals diving into dumpsters to spy on other firms in order to get ahead. Especially after the information was aired in the media, why was this company conducting this espionage. no: it was not virtue ethical References Hooker, J. (2011). Business ethics as rational choice. Upper Saddle River, NJ: Pearson Education.
OK
Study Information:
·
Program Skill Assessments
Activity Context
This study helps you develop the skills to master the following course competency:
Communicate in a manner that is professional and consistent with expectations for members of the business professions.
Activity Instructions
Two key competencies that will help you throughout your academic program and business career are the abilities to communicate effectively in writing and to work accurately an.
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Assignment 2 Fink Step 3Due Week 7 and worth 200 pointsFor .docx
Assignment 2: Fink Step 3
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For this assignment, you will look at the technology you have integrated into your unit/training and develop ways to assess student performance when they use those technologies.
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For example, if you were to start using MS Office in the classroom, you could describe how you would allow students to type their papers using MS Word and create presentations using MS PowerPoint instead of hand-writing papers and doing traditional poster projects.
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Making The Link No Sound
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I attached another student post powerpoint.Response GuidelinesRe.docx
I attached another student post powerpoint.
Response Guidelines
Review the posts of your peers and respond to one of them. Address the items they would like you to focus on, but make sure your feedback considers both the content of the material and its presentation. Tell them what you liked about the presentation. Make a suggestion or two for improvement. The thoughtful feedback you give your peers will not only help them improve their work but will also provide you with insights about your own work.
This is the information:
THE ETHICAL DILEMMA SPYING ON UNILEVER INTRODUCTION In Business Ethics as a Rational Choice, John Hooker cited a case study to analyze rational choice based on an issue with espionage. In 2001, John Pepper, Chairman of the Board at
Procter
and Gamble, found out that some of his contractors were spying on
Unilever
, one of his competitors. Information they found was also in the business media a day before, he discovered. Was this ethical, based on generalizable, utilitarian, and virtue ethics? Was it GENERALIZABLE? Generalizable means there must be a reason behind an action, and the action is justified for everyone (p.7). Was it utilitarian? Utilitarian analysis states that the rational choice must maximize utility (p. 6). The marketing professionals did not have to search in the trash for information since the day before they did it, similar information was already in the media. Therefore their actions were unjustifiable. no: it was not generalizable Was it virtue ethics? Virtue ethics must be consistent with broad cultural acceptable behaviors Conclusion P &G's espionage activity did not pass the code of ethics test, since it needed to pass all three to be considered rationally ethical. Therefore, John Pepper's reactions to the issue was valid and justified. Their actions failed in the generalization, utilitarian, and virtue ethics tests. The net usage of the information they found in the trash did not surpass the information found in the news, because it was the same exact information. Therefore it was useless of them to go into the trash in search of secrets. no: it was not utilitarian It is unacceptable in our culture to have our professionals diving into dumpsters to spy on other firms in order to get ahead. Especially after the information was aired in the media, why was this company conducting this espionage. no: it was not virtue ethical References Hooker, J. (2011). Business ethics as rational choice. Upper Saddle River, NJ: Pearson Education.
OK
Study Information:
·
Program Skill Assessments
Activity Context
This study helps you develop the skills to master the following course competency:
Communicate in a manner that is professional and consistent with expectations for members of the business professions.
Activity Instructions
Two key competencies that will help you throughout your academic program and business career are the abilities to communicate effectively in writing and to work accurately an.
Digital learning: an overview
This document provides an overview of digital learning and how to create effective online learning resources. It discusses using digital tools to support face-to-face learning and how learner-created projects can promote ownership of learning. Key elements of online resources are described, including images, activities, and videos. The importance of user testing is emphasized through frameworks like the W6, which considers who the resource is for, what it offers, how it will be used, when, where, and why. An iterative process of testing, revising, and retesting content and design is recommended to create useful digital learning resources.
Week four review amcs on line ug course
This document is a newsletter from a course tutor providing updates on an online university course. [1] It introduces the assignment which asks students to analyze the HSBC money laundering case and consider whether Kaplan's Balanced Scorecard would have helped. [2] It provides details on the format of the assignment which includes a 2000 word written piece and a 10 minute video presentation with 4 slides. [3] It encourages students to research the HSBC case using various resources and to familiarize themselves with the university's academic databases and library guides.
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The document provides an overview of a campus session for a professional inquiry module. It discusses defining a professional inquiry, stages of the inquiry process like planning and analysis, and requirements for the module assessment including a critical review, professional artefact, and oral presentation. The session focused on understanding expectations, checking progress, discussing findings from research and literature, and getting feedback to move forward with analysis and writing up different parts of the assessment.
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6_2019_10_31!10_52_47_PM.PPT
This document discusses defining and justifying a research problem. It begins by defining what constitutes a research problem and provides examples of problems that are and are not suitable for research. It outlines criteria for selecting a good research problem, such as having interest in the problem area and the problem enhancing knowledge. The document provides guidance on justifying a research problem through literature review and discussing it with experts. It also discusses formulating the problem statement, identifying subproblems, and proposing hypotheses as potential solutions to guide the research.
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Student needs
The document is a chapter from a book about assessment tools for inclusion in middle and high school classrooms. It contains tips and strategies for students to prepare for academic assessments. The chapter discusses developing an effective study space, identifying individual strengths and weaknesses, following rules for academic success, assessing communication skills, and utilizing study skills tips. The goal is to help students take responsibility for their own learning and growth in order to succeed academically.
Edu 337 Week 1 Guidance Collaboration in the Virtual Classroom
This document contains the syllabus and instructions for an online course on child-driven education and collaborative learning environments. It outlines the following topics: an introduction to child-driven education; required readings on building virtual teams and leadership; a discussion on MITWorld; and a final assignment to evaluate online collaboration sites and design a virtual study group. The document provides guidance on discussion expectations, grading rubrics, and recommends sites like Ning and PBWorks for hosting student projects. It emphasizes creating a collaborative environment and offers support to students.
W6 Assignment 2 Reflection Journal· Reflection JournalThis w.docx
W6 Assignment 2 "Reflection Journal"
· Reflection Journal
This week, through our readings and discussion, we explored how we can make the most of failure, how we can expand our horizons, and the notion of ethical awareness. Additionally, we have begun to explore the following course outcomes:
· read and extract information and ideas from a variety of texts;
· ask valid and logical questions that promote a deeper understanding of the issues being examined;
· identify the internal and external factors that affect the process of decision-making;
· express a well-informed, personal viewpoint and show an understanding of his or her own biases; and
· articulate how learning extends beyond the classroom.
In your journal, in approximately 150 words, reflect back on what you have learned so far through the course readings, assignments, and discussions (you are encouraged to reflect back on previous weeks as well). Consider the following questions to guide your reflection:
· What, if anything, did you find surprising, particularly challenging, interesting, or just beautiful?
· From what you know about this course so far, what connections can you make to previous learning experiences, and how do you think this course will help you as you move forward in your college and professional life?
· How do the course outcomes for this week apply to your experience so far?
· What questions do you still need answered?
W6 Assignment 2 "Reflection Journal"
·
Reflection
Journal
This week, through our readings and discussion, we explored how we can make the most of failure, how
we can expand our horizons, and the notion of ethical awareness. Additionally, we have begun to
explore the following course outcomes:
·
read and extract inf
ormation and ideas from a variety of texts;
·
ask valid and logical questions that promote a deeper understanding of the issues being
examined;
·
identify the internal and external factors that affect the process of decision
-
making;
·
express a well
-
informed, pe
rsonal viewpoint and show an understanding of his or her
own biases; and
·
articulate how learning extends beyond the classroom.
In your journal, in approximately 150 words, reflect back on what you have learned so far through the
course readings, assignment
s, and discussions (you are encouraged to reflect back on previous weeks as
well).
Consider the following questions to guide your reflection:
·
What, if anything, did you find surprising, particularly challenging, interesting, or just
beautiful?
·
From what
you know about this course so far, what connections can you make to
previous learning experiences, and how do you think this course will help you as you
move forward in your college and professional life?
·
How do the course outcomes for this week apply to y
our experience so far?
·
What questions do you still need answered?
W6 Assignment 2 "Reflection Journal"
Reflection Journal
This week, through our readings and discussion.
10.10.14 campus session 1 module 3 wbs3760
This document outlines the key points from a campus session on the Module 3 professional inquiry for the BAPP Arts program. It discusses defining a professional inquiry, the three parts of the final assessment, stages of the inquiry process, conducting a literature review, and next steps. The main takeaways are understanding what a professional inquiry entails, developing an action plan, reviewing the literature, and beginning the drafting process with guidance from an advisor. Key deliverables are submitting the critical review and artifact by January 8th, with oral presentations scheduled for January 20-21st.
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