This document contains information for a student named Shuntavis Dixson regarding an assessment they will be taking for an online course called SLS1001-Winter 20122, instructed by Leith Mazzochi. It provides guidance on how to interpret assessment results and complete several sections assessing analytical, creative, and practical thinking skills as well as motivation. The student is asked to rate how well certain statements apply to themselves and add up their total scores.
Dassian’s Incurred Cost Reporting (ICR) module provides for the seamless
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Dassian ICR is designed to provide an out of the box solution to the ICS reporting
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GPD productivity and compliance enablers asug 20131010Dassian Inc.
A reporting solution to help SAP GPD customers with MRP reporting, Pegging and Distribution valuation and reporting, and providing a link between MRP-Pegging-Distribution that can explain this complex relationship and integration to both the users and DCAA/DCMA. This solution would provide the following additional benefits: Cost/Labor Hours summarized by cost element for completed material and BOM components, EAC, Forecasting Capability, Remaining Work Valuation, Manufacturing Earned Value.
Dassian’s Incurred Cost Reporting (ICR) module provides for the seamless
creation of the Incurred Cost Submission (ICS) schedules required by government
contractors as part of their annual incurred cost proposal submission.
Dassian ICR is designed to provide an out of the box solution to the ICS reporting
challenges faced by government contractors.
GPD productivity and compliance enablers asug 20131010Dassian Inc.
A reporting solution to help SAP GPD customers with MRP reporting, Pegging and Distribution valuation and reporting, and providing a link between MRP-Pegging-Distribution that can explain this complex relationship and integration to both the users and DCAA/DCMA. This solution would provide the following additional benefits: Cost/Labor Hours summarized by cost element for completed material and BOM components, EAC, Forecasting Capability, Remaining Work Valuation, Manufacturing Earned Value.
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This is a presentation to the Women for Economic Leadership and Development Conference. If you are interested in learning more about innovative leadership, this will give additional details on our thinking as well as a self assessment tool.
Leaders Self-Insight 3.1. T–P Leadership Questionnaire An .docxsmile790243
Leader's Self-Insight 3.1. T–P Leadership Questionnaire: An
Assessment of Style
Instructions: The following items describe aspects of leadership
behavior. Assume you are the appointed leader of a student group and
feel the pressure for performance improvements to succeed. Respond to
each item according to the way you would most likely act in this pressure
situation. Indicate whether each item below is Mostly False or Mostly
True for you as a work-group leader.
Mos
tly
Fals
e
Mos
tly
Tru
e
1 I would hold members personally
accountable for their performance.
2 I would assign members to specific roles
and tasks.
3 I would ask the members to work harder.
4 I would check on people to know how they
are doing.
5 I would focus more on execution than on
being pleasant with members.
6 I would try to make members' work more
pleasant.
Scoring and Interpretation
The T–P Leadership Questionnaire is scored as follows: Your T score
represents task orientation and is the number of Mostly True answers for
questions 1–5. Your P score represents your people or relationship
orientation and is the number of Mostly True answers for questions 6–
10. A score of 4 or 5 would be considered high for either T or P. A score
of 0 or 1 would be considered low. T = _ _ _. P = _ _ _.
Some leaders focus on people needs, leaving task concerns to followers.
Other leaders focus on task details with the expectation that followers
will carry out instructions. Depending on the situation, both approaches
may be effective. The important issue is the ability to identify relevant
dimensions of the situation and behave accordingly. Through this
questionnaire, you can identify your relative emphasis on the two
dimensions of task orientation (T) and people orientation (P). These are
not opposite approaches, and an individual can rate high or low on either
or both.
What is your leadership orientation? Compare your results from this
assignment to your result from the quiz in Leader's Self-Insight 2.2 in
Chapter 2. What would you consider an ideal leader situation for your
style?
7 I would focus on maintaining a pleasant
atmosphere on the team.
8 I would let members do their work the way
they think best.
9 I would be concerned with people's
personal feelings and welfare.
10 I would go out of my way to be helpful to
members.
Source: Based on the T–P Leadership Questionnaire as published in “Toward a
Particularistic Approach to Leadership Style: Some Findings,” by T. J.
Sergiovanni, R. Metzcus, and L. Burden, American Educational Research Journal
6, no. 1 (1969), pp. 62–79.
Leader's Self-Insight 3.2. Are You Ready?
Instructions: A leader's style can be contingent upon the readiness level
of followers. Think of yourself working in your current or former job.
Answer the following questions based on how you are on that job.
Please answer whether each item is Mostly False or Mostly True for you
in that job.
Mos
tly
Fals
e
Mos
tly
Tru
e
...
A sheet that helps students frame a reflection on their learning skills. The activity is based on the 5Rs (resilience, resourcefulness, responsibility, reasoning and reflectiveness).
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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
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The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
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Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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The French Revolution Class 9 Study Material pdf free download
Chapter 2 pre assessment
1. SLS1001-Winter 20122
Instructor: Leith Mazzochi
YOUR NAME: Shuntavis Dixson
Before using an assessment, you should know:
• Assessment results represent preferences, not absolutes.
• There are no “right” or “wrong” answers, one style is not better than another.
• Most people have strength in more than one dimension or preference.
• Results should be used to inspire understanding rather than to lock you into
a particular “label.”
• The environment or circumstances under which you take an assessment
may influence the results.
2. PRE-COURSE: ASSESS YOUR
ANALYTICAL THINKING SKILLS
For each statement, put brackets ( ) around the number that feels right to you, from 1 for “not at all true for me” to 5
for “very true for me.”
Example: 1 2 3 (4) 5. (I selected 4 and put brackets around it).
1 I recognize and define problems effectively. 1 2 3 (4) 5
2 I see myself as a “thinker,” “analytical,” “studious.” 1 2 3 (4) 5
When working on a problem in a group setting, I like to break down the
3 1 2 (3) 4 5
problem into its components and evaluate them.
4 I need to see convincing evidence before accepting information as fact. 1 2 3 4 (5)
5 I weigh the pros and cons of plans and ideas before taking action. 1 2 (3) 4 5
6 I tend to make connections among bits of information by categorizing them. 1 2 (3) 4 5
7 Impulsive, spontaneous decision-making worries me. 1 (2) 3 4 5
8 I like to analyze causes and effects when making a decision. 1 2 3 (4) 5
9 I monitor my progress toward goals. 1 2 3 4 (5)
10 Once I reach a goal, I evaluate the process to see how effective it was. 1 2 3 4 (5)
Type the Total of your answers in the brackets in the BOX: (37)
3. PRE-COURSE: ASSESS YOUR
CREATIVE THINKING SKILLS
For each statement, put brackets ( ) around the number that feels right to you, from 1 for “not at all true for me” to 5
for “very true for me.”
1 I tend to question rules and regulations. 1 (2) 3 4 5
2 I see myself as “unique,” “full of ideas,” “innovative.” 1 2 3 (4) 5
3 When working on a problem in a group setting, I generate a lot of ideas. 1 2 3 4 (5)
4 I am energized when I have a brand-new experience. 1 2 3 (4) 5
5 If you say something is too risky, I’m ready to give it a shot. 1 2 (3) 4 5
6 I often wonder if there is a different way to do or see something. 1 2 3 4 (5)
7 Too much routine in my work or schedule drains my energy. 1 ( 2) 3 4 5
8 I tend to see connections among ideas that others do not. 1 2 (3) 4 5
9 I feel comfortable allowing myself to make mistakes as I test out ideas. 1 2 3 (4) 5
10 I’m willing to champion an idea even when others disagree with me. 1 2 3 (4) 5
Type the Total of your answers in the brackets in the BOX: (34 )
4. PRE-COURSE: ASSESS YOUR
PRACTICAL THINKING SKILLS
For each statement, put brackets ( ) around the number that feels right to you, from 1 for “not at all true for me” to 5
for “very true for me.”
1 I can find a way around any obstacle. 1 2 3 4 (5)
2 I see myself as a “doer,” the “go-to” person, I “make things happen.” 1 2 3 (4) 5
When working on a problem in a group setting, I like to figure out who will do
3 1 2 (3) 4 5
what and when it should be done.
4 I apply what I learn from experience to improve my response to similar situations. 1 2 3 4 (5)
5 I finish what I start and don’t leave loose ends hanging. 1 2 (3) 4 5
I note my emotions in academic and social situations and use what they tell me to
6 1 2 (3) 4 5
move toward a goal.
I can sense how people feel and can use that knowledge to interact with others
7 1 2 3 (4) 5
effectively.
8 I manage my time effectively. 1 2 (3) 4 5
I adjust to the teaching styles of my instructors and the communication styles of
9 1 2 3 (4) 5
my peers.
10 When involved in a problem solving process, I can shift gears as needed. 1 2 3 (4) 5
Type the Total of your answers in the brackets in the BOX: (38)
5. ACTIVATE YOURSELF
Use this self-assessment to think about how well you can get and stay motivated right now.
1 2 3 4 5
Definitely Like Me Somewhat Like Me Not Sure Somewhat Unlike Me Not At All Like Me
For each statement put brackets around the number which best represent your answer:
1 I motivate myself well. (1) 2 3 4 5
2 I can control my impulses. 1 (2) 3 4 5
3 I know when to persevere and when to change gears. (1) 2 3 4 5
4 I make the most of what I do well. (1) 2 3 4 5
5 I can successfully translate my ideas into action. 1 (2) 3 4 5
6 I can focus effectively on my goal. (1) 2 3 4 5
7 I complete tasks and have good follow-through. 1 (2) 3 4 5
8 I initiate action—I move people and projects ahead. 1 2 3 (4) 5
9 I have the courage to risk failure. 1 (2) 3 4 5
10 I avoid procrastination. 1 2 (3) 4 5
11 I accept responsibility when I make a mistake. 1 (2) 3 4 5
12 I don’t waste time feeling sorry for myself. (1) 2 3 4 5
13 I independently take responsibility for tasks. 1 ( 2) 3 4 5
14 I work hard to overcome personal difficulties. 1 ( 2) 3 4 5
15 I create an environment that helps me concentrate on my goals. 1 (2) 3 4 5
16 I don’t take on too much work or too little. 1 ( 2) 3 4 5
17 I can delay gratification to receive the benefits. 1 (2) 3 4 5
18 I can see both the big picture and the details in a situation. 1 (2) 3 4 5
19 I am able to maintain confidence in myself. (1) 2 3 4 5
20 I can balance my analytical, creative, and practical thinking skills. 1 (2) 3 4 5