College of Administration and FinanceCOOP training program
College of Administration and Finance Sciences
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Contents
College of Administration and Finance COOP training program 1
1. Definition of terms and expressions: 3
2. The Practical Training: 4
2.1 Core Objectives 4
2.2 Academic Requirements: 4
2.3 Student Commitment before Starting the Practical Training 5
2.4 Student Commitments during the Practical Training 6
2.5 Student Commitments after the Practical Training 6
2.6 Training Organization Commitments: 7
2.7 Practical Training Evaluation: 8
a) Student Attendance : 8
b) The Training Organization Evaluation: 8
c) The Training Final Report: 8
d) The Training Final Interview: 9
3. Special cases the student trainee might face: 9
a. In case of Excuse (for not) training: 9
b. In the case of transfer from training organization: 10
c. Students already working in the same major: 10
By the Training Organization Representative: 12
By the Student: 12
1. Definition of terms and expressions:
Key Terms
Definition
College
Any staff member who holds the responsibility for supervising, coordinating, and managing the overall planning and implementation of the field experience-training course at the college level. This may include any of the following: Head of Department, Field Experience Unit or any other staff member in charge of such matters.
Faculty Member
A member of the teaching staff at the college who is assigned authority and responsibility of supervising and evaluating the training of the student.
Student
Any student that is eligible to apply for the field experience-training course.
Training Organization
Any institution that has been approved by the college to provide practical training to students in their field experience-training course.
Field Instructor
A representative working at the training organization who is responsible for supervising, training and evaluating the student throughout the training period.
The Training Unit
Refers to the structure defined by the College responsible for overseeing the training affairs and the implementation of the training plan.
2. The Practical Training:
2.1 Core Objectives
The program of Business Administration majors aims at producing highly skilled managers in all department field capable to fulfill with the needs of the labor market. Graduates are expected to:
a) Familiarization with practical application of learned concepts prior to completion of studies.
b) Comprehensive understanding of concepts, tools and practices in the domain of selected area of specialization.
c) Creating awareness about professional ethics needed to be practices in practical life such as punctuality, innovation, application, honesty etc.
d) Enabling the students to learn and handle the work related stress and pressure.
e) Better and more efficient communication skills to deal with all three levels of professional work i.e. clients, peers and superiors.
f) To provide the students and trai ...
College of Administration and Finance Sciences Page 1.docxaryan532920
College of Administration and Finance Sciences
Page 1 of 14
College of Administration and Finance
COOP training program
College of Administration and Finance Sciences
Page 2 of 14
1. Definition of terms and expressions:
a) Practical Training: Refers to a course in Bachelor's program: All departments with
faculty course code 430 from the approved study plan.
Practical training as a course makes students from the college of Administration and
Finance responsible for having to spend a 280 hour of training (equivalent to minimum
ten working weeks) in their fields of specialization either in private or public
organization. At the completion of training, student will have to show their grasp of
most relevant and state of the professional practices in their relevant specialization.
b) The college: The college of Administration and Finance, Saudi Electronic University.
c) The Training Unit: Refers to the structure defined by the College responsible for
overseeing the training affairs and the implementation of the training plan.
d) Practical training supervisor: Refers to the faculty member at The College made
responsible by the competent authority for supervising the students throughout the
training.
e) The Trainee: Refers to the student (male or female) of The College upon completion
of the defined pre-requisite academic curriculum as specified in this guide thereby
eligible to undergo training.
f) Field of Training: Refers to the student training area during the specified period as
stipulated by The College.
g) Training organization: Refers to any organization recognized by the civil service
system of the Ministry of Labor. These organizations can belong to public sector as well
as private.
h) Student supervisor at the training organization: Refers to the representative
assigned by the competent authority as in charge of the student supervision during
training period.
College of Administration and Finance Sciences
Page 3 of 14
2. The Practical Training:
2.1 Core Objectives
The program of Business Administration majors aims at producing highly skilled managers
in all department field capable to fulfill with the needs of the labor market. Graduates are
expected to:
a) Familiarization with practical application of learned concepts prior to completion of
studies.
b) Comprehensive understanding of concepts, tools and practices in the domain of
selected area of specialization.
c) Creating awareness about professional ethics needed to be practices in practical life
such as punctuality, innovation, application, honesty etc.
d) Enabling the students to learn and handle the work related stress and pressure.
e) Better and more efficient communication skills to deal with all three levels of
professional work i.e. clients, peers and superiors.
f) To provide the students and training organizations an awareness of various
perform ...
College of Administration and Finance Sciences Page 1.docxaryan532920
College of Administration and Finance Sciences
Page 1 of 14
College of Administration and Finance
COOP training program
College of Administration and Finance Sciences
Page 2 of 14
1. Definition of terms and expressions:
a) Practical Training: Refers to a course in Bachelor's program: All departments with
faculty course code 430 from the approved study plan.
Practical training as a course makes students from the college of Administration and
Finance responsible for having to spend a 280 hour of training (equivalent to minimum
ten working weeks) in their fields of specialization either in private or public
organization. At the completion of training, student will have to show their grasp of
most relevant and state of the professional practices in their relevant specialization.
b) The college: The college of Administration and Finance, Saudi Electronic University.
c) The Training Unit: Refers to the structure defined by the College responsible for
overseeing the training affairs and the implementation of the training plan.
d) Practical training supervisor: Refers to the faculty member at The College made
responsible by the competent authority for supervising the students throughout the
training.
e) The Trainee: Refers to the student (male or female) of The College upon completion
of the defined pre-requisite academic curriculum as specified in this guide thereby
eligible to undergo training.
f) Field of Training: Refers to the student training area during the specified period as
stipulated by The College.
g) Training organization: Refers to any organization recognized by the civil service
system of the Ministry of Labor. These organizations can belong to public sector as well
as private.
h) Student supervisor at the training organization: Refers to the representative
assigned by the competent authority as in charge of the student supervision during
training period.
College of Administration and Finance Sciences
Page 3 of 14
2. The Practical Training:
2.1 Core Objectives
The program of Business Administration majors aims at producing highly skilled managers
in all department field capable to fulfill with the needs of the labor market. Graduates are
expected to:
a) Familiarization with practical application of learned concepts prior to completion of
studies.
b) Comprehensive understanding of concepts, tools and practices in the domain of
selected area of specialization.
c) Creating awareness about professional ethics needed to be practices in practical life
such as punctuality, innovation, application, honesty etc.
d) Enabling the students to learn and handle the work related stress and pressure.
e) Better and more efficient communication skills to deal with all three levels of
professional work i.e. clients, peers and superiors.
f) To provide the students and training organizations an awareness of various
perform ...
Total Quality Management (BUSS 20005) – Spring - 2021 – CW2MoseStaton39
Total Quality Management (BUSS 20005) – Spring - 2021 – CW2(Assignment) – Session A – QP
MEC_AMO_TEM_035_02 Page 1 of 12
Instructions to Student
General Instructions/information for the students for completing the assignment
Answer all questions.
Deadline of submission: 03/06/2021 23:59
The marks received on the assignment will be scaled down to the actual weightage
of the assignment which is 50 marks
Word Count 1500 +/- 10%
Formative feedback on the complete assignment draft will be provided if the draft is
submitted at least 10 days before the final submission date.
Feedback after final evaluation will be provided by 19/06/2021
Module Learning Outcomes
The following LOs are achieved by the student by completing the assignment successfully
1. Critically discuss the role of technology, managers, employees, and customers in developing a
quality-based workplace.
2. Appraise and analyse quality management issues in the industry and suggest implementable
solutions.
Assignment Objective
After completing this assignment, You will be able to apply the fundamentals of Total Quality
Management and various quality systems like ISO and its standards. You will also be able to evaluate
various tools and techniques for Total Quality Management.
Assignment Tasks
Total quality management (TQM) describes a management approach to long-term success through
customer satisfaction. In a TQM effort, all members of an organization participate in improving
processes, products, services, and the culture in which they work (ASQ n.d.).
As a quality professional select any one company or organization of your choice, apply the total
quality management fundamentals and concepts. You can approach towards the solution either by
evaluating the existing total quality management practices in the organization or recommending
`
IN SEMESTER (INDIVIDUAL) ASSIGNMENT
Module Code: BUSS 20005 Module Name: Total Quality Management
Level: 2 Max. Marks: 100
Total Quality Management (BUSS 20005) – Spring - 2021 – CW2(Assignment) – Session A – QP
MEC_AMO_TEM_035_02 Page 2 of 12
a total quality management system or practices for the organizations. In this direction, critically
analyze and solve the following tasks.
Task 1
A brief work proposal discussing the following details must be uploaded on or before
12/05/2021. (Word Limit 150 Words). (10 Marks)
a. Name of the Company / Organization Selected
b. Understanding of Tasks
c. Timeline for completion of the given tasks and a Gantt Chart.
Task 2
Evaluate critically, select and apply any 5 TQM tools on to the selected organization
quality process and discuss the results. Your answer for each TQM tool discussion should
include illustrative diagrams, quantitative analysis and discu ...
Senior Seminar in Business Administration BUS 499Coope.docxWilheminaRossi174
Senior Seminar in Business Administration
BUS 499
Cooperative Strategy
Hitt, M.A., Ireland, R.D., & Hoskisson, R.E. (2009). BUS499: Strategic management: Competitiveness and globalization, concepts and cases: 2009 custom edition (8th ed.). Mason, OH: South-Western Cengage Learning.
Welcome to Senior Seminar in Business Administration.
In this lesson we will discuss Cooperative Strategy.
Please go to the next slide.
ObjectivesUpon completion of this lesson, you will be able to:Identify various levels and types of strategy in a firm
Upon completion of this lesson, you will be able to:
Identify various levels and types of strategy in a firm.
Please go to the next slide.
Supporting TopicsStrategic alliancesCooperative strategiesCompetitive risks
In order to achieve this objective, the following supporting topics will be covered:
Strategic alliances;
Cooperative strategies; and
Competitive risks.
Please go to the next slide.
Strategic AlliancesCooperative strategyStrategic allianceCombination of resources and capabilitiesExchange and sharing of resourcesFirms leverage existing resourcesCornerstone of many firms’ competitive strategy
Recognized as a viable engine of firm growth, cooperative strategy is a strategy in which firms work together to achieve a shared objective. Thus, cooperating with other firms is another strategy firms use to create value for a customer that exceeds the cost of providing that value and to establish a favorable position relative to competition.
A strategic alliance is a cooperative strategy in which firms combine some of their resources and capabilities to create a competitive advantage. Thus, strategic alliances involve firms with some degree of exchange and sharing of resources and capabilities to co-develop, sell, and service goods or services. Strategic alliances allow firms to leverage their existing resources and capabilities while working with partners to develop additional resources and capabilities as the foundation for new competitive advantages. To be certain, the reality today is that strategic alliances have become a cornerstone of many firms’ competitive strategy.
Please go to the next slide.
Strategic Alliances, continuedJoint ventureEquity strategic allianceNonequity strategic alliance
The three major types of strategic alliances include joint venture, equity strategic alliance, and nonequity strategic alliance.
A joint venture is a strategic alliance in which two or more firms create a legally independent company to share some of their resources and capabilities to develop a competitive advantage. Joint ventures, which are often formed to improve firms’ abilities to compete in uncertain competitive environments, are effective in establishing long-term relationships and in transferring tacit knowledge. Because it can’t be codified, tacit, or implied, knowledge is learned through experiences such as those taking place when people from partner firms work together in a join.
Select two countries that have been or currently are in confli.docxWilheminaRossi174
Select two countries that have been or currently are in conflict.
Compare the two countries using the cultural dimensions interactive index.
Briefly describe the two countries that you selected and the conflict in which they are engaged. Explain why you selected them.
Compare the two countries on the following dimensions: collectivism-individualism, masculinity-femininity, power distance, long-term orientation, and uncertainty avoidance.
Explain what insights you had or conclusions that you might now draw about the countries and/or the conflict between them based on your comparison.
Explain the role that culture plays in this conflict and how dimensions of culture might influence the resolution of the conflict.
"Hofstede's Cultural Dimensions: Understanding Workplace Values Around the World." Notice the differences between each dimension of culture.
.
Total Quality Management (BUSS 20005) – Spring - 2021 – CW2MoseStaton39
Total Quality Management (BUSS 20005) – Spring - 2021 – CW2(Assignment) – Session A – QP
MEC_AMO_TEM_035_02 Page 1 of 12
Instructions to Student
General Instructions/information for the students for completing the assignment
Answer all questions.
Deadline of submission: 03/06/2021 23:59
The marks received on the assignment will be scaled down to the actual weightage
of the assignment which is 50 marks
Word Count 1500 +/- 10%
Formative feedback on the complete assignment draft will be provided if the draft is
submitted at least 10 days before the final submission date.
Feedback after final evaluation will be provided by 19/06/2021
Module Learning Outcomes
The following LOs are achieved by the student by completing the assignment successfully
1. Critically discuss the role of technology, managers, employees, and customers in developing a
quality-based workplace.
2. Appraise and analyse quality management issues in the industry and suggest implementable
solutions.
Assignment Objective
After completing this assignment, You will be able to apply the fundamentals of Total Quality
Management and various quality systems like ISO and its standards. You will also be able to evaluate
various tools and techniques for Total Quality Management.
Assignment Tasks
Total quality management (TQM) describes a management approach to long-term success through
customer satisfaction. In a TQM effort, all members of an organization participate in improving
processes, products, services, and the culture in which they work (ASQ n.d.).
As a quality professional select any one company or organization of your choice, apply the total
quality management fundamentals and concepts. You can approach towards the solution either by
evaluating the existing total quality management practices in the organization or recommending
`
IN SEMESTER (INDIVIDUAL) ASSIGNMENT
Module Code: BUSS 20005 Module Name: Total Quality Management
Level: 2 Max. Marks: 100
Total Quality Management (BUSS 20005) – Spring - 2021 – CW2(Assignment) – Session A – QP
MEC_AMO_TEM_035_02 Page 2 of 12
a total quality management system or practices for the organizations. In this direction, critically
analyze and solve the following tasks.
Task 1
A brief work proposal discussing the following details must be uploaded on or before
12/05/2021. (Word Limit 150 Words). (10 Marks)
a. Name of the Company / Organization Selected
b. Understanding of Tasks
c. Timeline for completion of the given tasks and a Gantt Chart.
Task 2
Evaluate critically, select and apply any 5 TQM tools on to the selected organization
quality process and discuss the results. Your answer for each TQM tool discussion should
include illustrative diagrams, quantitative analysis and discu ...
Senior Seminar in Business Administration BUS 499Coope.docxWilheminaRossi174
Senior Seminar in Business Administration
BUS 499
Cooperative Strategy
Hitt, M.A., Ireland, R.D., & Hoskisson, R.E. (2009). BUS499: Strategic management: Competitiveness and globalization, concepts and cases: 2009 custom edition (8th ed.). Mason, OH: South-Western Cengage Learning.
Welcome to Senior Seminar in Business Administration.
In this lesson we will discuss Cooperative Strategy.
Please go to the next slide.
ObjectivesUpon completion of this lesson, you will be able to:Identify various levels and types of strategy in a firm
Upon completion of this lesson, you will be able to:
Identify various levels and types of strategy in a firm.
Please go to the next slide.
Supporting TopicsStrategic alliancesCooperative strategiesCompetitive risks
In order to achieve this objective, the following supporting topics will be covered:
Strategic alliances;
Cooperative strategies; and
Competitive risks.
Please go to the next slide.
Strategic AlliancesCooperative strategyStrategic allianceCombination of resources and capabilitiesExchange and sharing of resourcesFirms leverage existing resourcesCornerstone of many firms’ competitive strategy
Recognized as a viable engine of firm growth, cooperative strategy is a strategy in which firms work together to achieve a shared objective. Thus, cooperating with other firms is another strategy firms use to create value for a customer that exceeds the cost of providing that value and to establish a favorable position relative to competition.
A strategic alliance is a cooperative strategy in which firms combine some of their resources and capabilities to create a competitive advantage. Thus, strategic alliances involve firms with some degree of exchange and sharing of resources and capabilities to co-develop, sell, and service goods or services. Strategic alliances allow firms to leverage their existing resources and capabilities while working with partners to develop additional resources and capabilities as the foundation for new competitive advantages. To be certain, the reality today is that strategic alliances have become a cornerstone of many firms’ competitive strategy.
Please go to the next slide.
Strategic Alliances, continuedJoint ventureEquity strategic allianceNonequity strategic alliance
The three major types of strategic alliances include joint venture, equity strategic alliance, and nonequity strategic alliance.
A joint venture is a strategic alliance in which two or more firms create a legally independent company to share some of their resources and capabilities to develop a competitive advantage. Joint ventures, which are often formed to improve firms’ abilities to compete in uncertain competitive environments, are effective in establishing long-term relationships and in transferring tacit knowledge. Because it can’t be codified, tacit, or implied, knowledge is learned through experiences such as those taking place when people from partner firms work together in a join.
Select two countries that have been or currently are in confli.docxWilheminaRossi174
Select two countries that have been or currently are in conflict.
Compare the two countries using the cultural dimensions interactive index.
Briefly describe the two countries that you selected and the conflict in which they are engaged. Explain why you selected them.
Compare the two countries on the following dimensions: collectivism-individualism, masculinity-femininity, power distance, long-term orientation, and uncertainty avoidance.
Explain what insights you had or conclusions that you might now draw about the countries and/or the conflict between them based on your comparison.
Explain the role that culture plays in this conflict and how dimensions of culture might influence the resolution of the conflict.
"Hofstede's Cultural Dimensions: Understanding Workplace Values Around the World." Notice the differences between each dimension of culture.
.
Serial KillersFor this assignment you will review a serial kille.docxWilheminaRossi174
Serial Killers
For this assignment you will review a serial killer's case in depth. The killer you choose to review will also be the subject of your Week 5 final assignment, so keep your research material handy.
First, choose
one
of the following serial killers:
David Berkowitz ("Son of Sam") taunted police over a year and shot 15 people (6 died) in New York City. The movie "Summer of Sam" was about this time.
Gary Ridgway (the "Green River Killer") holds the American record for most victims. He confessed to killing 48 over a 16-year period but is suspected of having killed many more!
Wayne B. Williams is believed to be the killer of 24 children and young men in Atlanta, though there is still some doubt.
John Allen Muhammad and Lee Boyd Malvo were the "DC snipers" who shot 13 people (ten died) over three weeks in the Washington DC area in 2002.
Ted Bundy: Confessed to almost 30 murders (there may have been more). He was known for being smart and good-looking, and acted as his own lawyer.
Jeffrey Dahmer: His case captured worldwide attention after his capture, mostly due to his habit of keeping parts of his victims long after their deaths, as well as cannibalism and necrophilia.
Kristen Gilbert: An example of a female serial killer, she was a nurse who killed hospital patients in her care.
For this assignment, create a report in Microsoft Word that covers the following points:
Summarize the case: time period, location, number of victims, etc.
Describe the killer's background, methods, and area of operation.
How did the killer select his or her victims? Was there anything that the victims did to provoke the killer?
By analyzing all of the above information, you should now be able to propose a
three-part typology
and explain your analysis. Your typology should describe the killer's
motivation, location, and organized or disorganized factors. For instance, John Wayne Gacy might be described as a
Power/Control, local, organized killer.
.
SESSION 1Michael Delarosa, Department ManagerWhat sugg.docxWilheminaRossi174
SESSION 1
Michael Delarosa, Department Manager
What suggestions do you have for improvement in regards to training new supervisors?
Make sure there are opportunities for hands on problem solving. Too much of our training is theory
and supervisors need to be focused on the real-world problems that come up.
What challenges do supervisors in our plants encounter that training would help them resolve?
I'd say that a lot of the challenges we see relate to the diversity on the line. There are a lot of different
types of people working at CapraTek and they don't always play well together.
What are the most important abilities for supervisors in our plants?
Well… the first thing that comes to mind is the ability to find information. Whether it's technical
information or answers for the people who report to you. Another key ability though is the ability to
acquire technical expertise. No one comes in knowing it all, but the ability to gain necessary
knowledge is very important.
What knowledge does a new supervisor need?
A solid understanding of the job itself. Supervisors provide a lot of training to new employees, so they
need to know our systems and processes inside and out.
Should training be conducted face to face, online, or a combination of both?
I'd say a combination. There are some topics that don't really need a classroom experience, but
others where the face-to-face interaction provides as much as the actual training materials. If it had to
be one or the other, I'd definitely say face to face.
Leland Butler, Shift Supervisor
What suggestions do you have for improvement in regards to training new supervisors?
Don't think you can cover this stuff once and be done with it. I went through supervisor training when I
was promoted, but I've gotta admit, I don't remember much of it. That kind of stuff doesn't always
stick unless you're doing it. Having an opportunity to be in the job and then get training on what you're
actually dealing with is better than sitting in a training room listening to someone talk about theories
and policies.
What challenges do supervisors in our plants encounter that training would help them resolve?
Well… like I said, being able to apply the leadership and supervisory ideas in realistic situations. I'm a
hands-on kind of person and it's always better if I can do something, so maybe like getting training on
performance reviews or some of the paperwork we're all dealing with. That would be helpful.
What are the most important abilities for supervisors in our plants?
Communication and flexibility. Hands down. You need to be able to shift gears decisively and
communicate with your team.
What knowledge does a new supervisor need?
He or she needs to know what the role of their team is to the division. How it all fits together. A good
supervisor needs to be able to communicate to the people who report to him what's going on and why
things are the way they are. So, he's got to be in .
Selecting & Implementing Interventions – Assignment #4
image1.png
image2.png
image3.png
Behavioral Interventions
Behav. Intervent. 19: 205–228 (2004)
Published online in Wiley InterScience (www.interscience.wiley.com). DOI: 10.1002/bin.161
MODIFICATIONS TOBASIC FUNCTIONAL
ANALYSIS PROCEDURES IN SCHOOL
SETTINGS: A SELECTIVE REVIEW
Janet Ellis* and Sandy Magee
University of North Texas, Denton, TX, USA
This review describes applied behavioral research involving functional analyses conducted in public
school settings. Functional analyses in public school settings often require added conditions. The
modified conditions described herein include changes to experimental designs, antecedent changes that
include task variation, tasks included, idiosyncratic variables, physiological conditions, and modified
escape conditions. Finally, consequent modifications cover peer attention, tangibles, varied attention,
and altered escape. Copyright # 2004 John Wiley & Sons, Ltd.
INTRODUCTION
The primary body of functional analysis (FA) literature has historically focused on
persons with developmental disabilities in institutional/residential settings who
engaged in severe self-injurious behavior (SIB). Mace and Lalli (1991) noted that
interventions based on FAs conducted in experimental settings under highly
controlled analog conditions may be effective only to the extent that those analog
conditions match the subject’s natural environment. Johnston (1993) recommended
that, once a procedure has been experimentally developed, its value and applicability
should be assessed under practical/natural conditions. Further, passage of Public Law
105-17, Individuals with Disabilities Education Act (IDEA), in 1997 mandated that a
‘functional behavioral assessment’ be conducted on students who exhibit significant
behavior and adjustment problems. For at least these reasons, FA research has moved
beyond the tightly controlled laboratory setting and into more natural environments
involving more diverse populations. Development of behavioral assessments of
problem behavior in school settings had empirical roots—for example, 36 years ago
Thomas, Becker, and Armstrong (1968) noted that classroom teacher’s disapproval
increased rates of student’s disruptive behavior. These assessments allowed effective
Copyright # 2004 John Wiley & Sons, Ltd.
*Correspondence to: Janet Ellis, Department of Behavior Analysis, University of North Texas, P.O. Box 310919,
Denton, TX 76203-0919, USA. E-mail: [email protected]
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behavior change procedures to be implemented in t.
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A Case Study of Global Leadership Development
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https://www.researchgate.net/profile/Sebastian_Salicru2?enrichId=rgreq-605d143faf7dd6b0822af2ad7df3fbfc-XXX&enrichSource=Y292ZXJQYWdlOzI5OTgzMTQ0NjtBUzozNDgxMzIzODc5MDE0NDFAMTQ2MDAxMjYzNzU4Nw%3D%3D&el=1_x_7&_esc=publicationCoverPdf
https://www.researchgate.net/profile/Sebastian_Salicru2?enrichId=rgreq-605d143faf7dd6b0822af2ad7df3fbfc-XXX&enrichSource=Y292ZXJQYWdlOzI5OTgzMTQ0NjtBUzozNDgxMzIzODc5MDE0NDFAMTQ2MDAxMjYzNzU4Nw%3D%3D&el=1_x_10&_esc=publicationCoverPdf
A Case Study of Global
Leadership Development
Best Practice
“GLD is a challenging task that has become more imp.
Shared Reading FrameworkFollow this framework when viewing the v.docxWilheminaRossi174
Shared Reading Framework
Follow this framework when viewing the video lessons for Days 1,2, & 3 from Ms. Chan’s class. Compare and contrast Ms. Chan’s teaching to what is listed on this page.
(Whole)
Read aloud a shared or big book to the students. Label each step and clearly state how you will accomplish this.
·
Introduce the book: Explain what you will say to the students to introduce the book to them, if you choose to point out concepts of book, concepts of print, predicting, etc.
·
Picture Walk: Explain what you will do to provide a Picture Walk for the students, telling all that you will say to the students.
·
Read the book aloud: Explain how you will read the book aloud to the students, will you stop, on what pages, what will you say.
·
Students’ Responses: Develop a set of both literal and higher-order thinking questions to elicit student responses, use Bloom’s or Webb’s as a guide to questions.
(PART)
Direct Instruction (Name the reading skill and explain what it means)
· Explain:
(I do) Explain to the students what they will be learning and why they should learn it. Explain the skill they will be learning and explain “how it works” Summarize the skill in your own words. Teacher tells students everything you want them to learn
(objectives).
· Demonstrate
: (I do) Show the students what you would like them to do. Demonstrate to them what they will be doing to help them learn the skill. You must explain what you will do to demonstrate the skill you will be teaching. PROVIDE EXAMPLES and link to your explain step.
· Guide:
(We do, more teacher responsibility, some student responsibility) Guide the students to discuss and/or attempt the skill you just demonstrated. Explain how you will guide the students to allow them opportunities to try to apply the skill. Give support and feedback. Teacher brings students into discussion about objective and gives guidance and feedback
. (Feedback must be accurate, positive and encouraging, but also firm.)
· Practice:
(We do, more student responsibility) Explain specifically how you will guide the students to practice applying the skill by allowing them to work together with less teacher support but still feedback.
(WHOLE)
· Application:
(You do) (Read the book again and this time ask the students to apply what they learned about the reading skill to the book you are rereading.) Explain what you will have the students do to apply the skill to the text. The students should demonstrate that they can meet objective in this step.
· Students Reflect:
(You do) Develop a set of 6 – 8 questions you would ask the students to reflect on what they learned about the reading skill and what they learned from the book you read to them. This is a good time to ask questions that would meet.
Self-disclosureDepth of reflectionResponse demonstrates an in.docxWilheminaRossi174
Self-disclosure/Depth of reflection
Response demonstrates an in-depth reflection on, and personalization of, the theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are insightful and well supported. Clear, detailed examples are provided, as applicable. Demonstrates an open, non-defensive ability to self-appraise, discussing both growth and frustrations as they related to learning in class, as well as implications for future learning.
Analysis/Connection to reading and outside experiences
In-depth synthesis of thoughtfully selected aspects of experiences related to the course topics. Makes clear connections between what is learned from readings, outside experiences and the topics. The reflection is an in-depth analysis of the learning experience, the value of the derived learning to self or others, and the enhancement of the student’s appreciation for the discipline. Demonstrate further analysis and insight resulting from what you have learned from readings, includes reference to at least two readings other than those assigned for class.
Connection to course objectives and BSN outcomes
Synthesize, analyze and evaluate thoughtfully selected aspects of ideas or issues from the class discussion as they relate to the course learning outcomes and the BSN program outcome. (Review your syllabus and students handbook to help make connections)
Structure, organization and grammar
Writing is clear, concise, and well organized with excellent sentence/paragraph construction. Thoughts are expressed in a coherent and logical manner. There are no more than three spelling, grammar, or syntax errors per page of writing.
APA format, page limitations and spelling
Follows APA professional writing style of using 12 point Times New Roman
font, 1inch margins all around, correct
APA headings, and correct format of title page.
.
Seemingly riding on the coattails of SARS-CoV-2, the alarming sp.docxWilheminaRossi174
Seemingly riding on the coattails of SARS-CoV-2, the alarming spread of monkeypox across western Europe and the United States has filled the news cycle through the summer of 2022. Monkeypox is an orthopoxvirus, similar in presentation to smallpox and chickenpox (Varicella zoster). In contrast to the related poxviruses, monkeypox has been reported to spread by sexual contact and direct skin-to-skin contact, as well as through the traditional respiratory droplet route. While there is currently no effective treatment for infected individuals, two vaccines with good efficacy are available to help stem the spread of the disease. Likewise, individuals that have been vaccinated against smallpox with vaccinia virus have some protection against contracting monkeypox. While changes in sexual behavior among vulnerable populations has so far limited the outbreak, the disease is still spreading throughout the country and has caused a handful of deaths.
What is the life cycle of monkeypox, and how exactly is it spread? What does the fact that vaccination against smallpox provides some protection against monkeypox indicate about this virus? Also, what does the spread of monkeypox reveal about the susceptibility of the population to smallpox, a disease that has been considered eradicated worldwide since the late 1980s?
In addition to your original response, you will need to respond to at least two other students’ original posts. Responses should be substantive in nature instead of just reiterating what the original poster stated, or a “good job explaining” or “me too” type of post.
Please note that in your response, plagiarism is not allowed. Please do NOT simply cut and paste information from books, journals, websites, or other sources. In addition, direct quotation of sources, regardless of whether or not the source is cited, is not allowed. Please summarize the material and what you have learned in your own words.
.
See the attachment of 1 Article belowPlease answer all the que.docxWilheminaRossi174
See the attachment of 1 Article below
Please answer all the questions below in 1-2 pages (in MLA)
1) the important concepts and terms of the readings
2) the most important arguments of the readings
3) the parts of the readings they found confusing or unclear
4) how this reading relates to previous class readings, lectures, and discussions
You do not need to have a work cited page unless you have outside materials. Please let me know if you have questions.
.
SHAPING SCHOOL CULTURE BY LIVING THE VISION AND MISSIONNameI.docxWilheminaRossi174
SHAPING SCHOOL CULTURE BY LIVING THE VISION AND MISSION
Name
Institution
Date
School
Hello everyone and welcome to today’s presentation. The school in focus is Highland High School which has 9 to 12th grade.
2
Name
Highland High School
Grade levels
9 to 12
Mission
The mssion of the school is to “Empower students to use knowledge, skills, and strategies to become productive members of society who use higher level thinking”. The vision of the school is Students will “Own Their learning”
3
Mission statement
“Empower students to use knowledge, skills, and strategies to become productive members of society who use higher level thinking”
Vision statement
Students will “Own Their learning”
Strategies that embed the mission and vision
It is possible for a school to convey its ethos, mission, goals, and values to its students, staff, and parents in a variety of different methods. A school's prospectus or handbook should present information in a way that is clear and easy to comprehend, taking into account the diverse ethnic group in the area and maybe translating the text into many languages. The website of the school is the spot that makes the most sense to transmit any sort of information regarding the institution as a whole, including its ethos and so on. The internet is the first place that people search for information in this day and age since it can be accessed from anywhere in the world and every school now has its own personal website. Again, in order to experience the true environment of the school, it is necessary to combine this mode of communication with a trip to the location itself.
4
Strategy 1
Communication
Repetitive communication of the mission and vision ensures it is embedded (Jensen et al., 2018)
Communications will target all stakeholders
Technology tools will be used to facilitate communication to all stakeholders
Strategies that embed the mission and vision cont…
A well-defined statement that provides an explanation of the line of work that an individual plans to pursue over the entirety of his career is an example of a career objective. It is essential for each and every student to articulate their aspirations for their future careers. They are able to devise more efficient action plans as a result of this.
5
Strategy 2
Helping students establish career goals
Students will be encouraged to work hard to actualize the goals
Successful careers enable students to become productive members of the society (Şenol & Lesinger, 2018)
Strategies that embed the mission and vision cont…
Finding and employing the appropriate faculty members is possibly the single most significant factor that will determine the institution's long-term success. Even though conducting interviews and making hires is seen by many as an art form, there are tried-and-true strategies that the school may employ to boost its chances of finding the proper people to work there. These approaches are suppo.
Select a healthcare legislature of interest. Discuss the historica.docxWilheminaRossi174
Select a healthcare legislature of interest. Discuss the historical background of the legislation. For example, the person(s) who presented the bill. The committees the bill went through, and revision of the bill until it was passed into law. For example, health insurance is a problem within the USA. The ACA bill was created and pass into law.
.
See discussions, stats, and author profiles for this publicati.docxWilheminaRossi174
See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/13998136
Self-management within a token economy for students with
learning disabilities
Article in Research in Developmental Disabilities · May 1997
DOI: 10.1016/S0891-4222(96)00045-5 · Source: PubMed
CITATIONS
17
READS
1,084
3 authors, including:
Some of the authors of this publication are also working on these related projects:
Self-regulation View project
Animal Assisted Physical Activity View project
Al Cavalier
University of Delaware
29 PUBLICATIONS 491 CITATIONS
SEE PROFILE
Ralph P Ferretti
University of Delaware
46 PUBLICATIONS 1,276 CITATIONS
SEE PROFILE
All content following this page was uploaded by Al Cavalier on 30 June 2018.
The user has requested enhancement of the downloaded file.
https://www.researchgate.net/publication/13998136_Self-management_within_a_token_economy_for_students_with_learning_disabilities?enrichId=rgreq-db53aece611d16c3ef6017901d8bec29-XXX&enrichSource=Y292ZXJQYWdlOzEzOTk4MTM2O0FTOjY0MzI5NDUxNDEyNjg0OEAxNTMwMzg0NzcyNTky&el=1_x_2&_esc=publicationCoverPdf
https://www.researchgate.net/publication/13998136_Self-management_within_a_token_economy_for_students_with_learning_disabilities?enrichId=rgreq-db53aece611d16c3ef6017901d8bec29-XXX&enrichSource=Y292ZXJQYWdlOzEzOTk4MTM2O0FTOjY0MzI5NDUxNDEyNjg0OEAxNTMwMzg0NzcyNTky&el=1_x_3&_esc=publicationCoverPdf
https://www.researchgate.net/project/Self-regulation-5?enrichId=rgreq-db53aece611d16c3ef6017901d8bec29-XXX&enrichSource=Y292ZXJQYWdlOzEzOTk4MTM2O0FTOjY0MzI5NDUxNDEyNjg0OEAxNTMwMzg0NzcyNTky&el=1_x_9&_esc=publicationCoverPdf
https://www.researchgate.net/project/Animal-Assisted-Physical-Activity?enrichId=rgreq-db53aece611d16c3ef6017901d8bec29-XXX&enrichSource=Y292ZXJQYWdlOzEzOTk4MTM2O0FTOjY0MzI5NDUxNDEyNjg0OEAxNTMwMzg0NzcyNTky&el=1_x_9&_esc=publicationCoverPdf
https://www.researchgate.net/?enrichId=rgreq-db53aece611d16c3ef6017901d8bec29-XXX&enrichSource=Y292ZXJQYWdlOzEzOTk4MTM2O0FTOjY0MzI5NDUxNDEyNjg0OEAxNTMwMzg0NzcyNTky&el=1_x_1&_esc=publicationCoverPdf
https://www.researchgate.net/profile/Al_Cavalier?enrichId=rgreq-db53aece611d16c3ef6017901d8bec29-XXX&enrichSource=Y292ZXJQYWdlOzEzOTk4MTM2O0FTOjY0MzI5NDUxNDEyNjg0OEAxNTMwMzg0NzcyNTky&el=1_x_4&_esc=publicationCoverPdf
https://www.researchgate.net/profile/Al_Cavalier?enrichId=rgreq-db53aece611d16c3ef6017901d8bec29-XXX&enrichSource=Y292ZXJQYWdlOzEzOTk4MTM2O0FTOjY0MzI5NDUxNDEyNjg0OEAxNTMwMzg0NzcyNTky&el=1_x_5&_esc=publicationCoverPdf
https://www.researchgate.net/institution/University_of_Delaware?enrichId=rgreq-db53aece611d16c3ef6017901d8bec29-XXX&enrichSource=Y292ZXJQYWdlOzEzOTk4MTM2O0FTOjY0MzI5NDUxNDEyNjg0OEAxNTMwMzg0NzcyNTky&el=1_x_6&_esc=publicationCoverPdf
https://www.researchgate.net/profile/Al_Cavalier?enrichId=rgreq-db53aece611d16c3ef6017901d8bec29-XXX&enrichSource=Y292ZXJQYWdlOzEzOTk4MTM2O0FTOjY0MzI5NDUxNDEyNjg0OEAxNTMwMzg0NzcyNTky&el=1_x_7&_esc=publicationCoverPdf
https://ww.
Segmented Assimilation Theory and theLife Model An Integrat.docxWilheminaRossi174
Segmented Assimilation Theory and the
Life Model: An Integrated Approach to
Understanding Immigrants and Their Children
Lissette M. Piedra and David W Engstrom
The life model offers social workers a promising framework to use in assisting immigrant
families. However, the complexities of adaptation to a new country may make it difficult
for social workers to operate from a purely ecological approach. The authors use segmented
assimilation theory to better account for the specificities of the immigrant experience. They
argue that by adding concepts from segmented assimilation theory to the life model, social
workers can better understand the environmental Stressors that increase the vulnerabilities
of immigrants to the potentially harsh experience of adapting to a new country. With these
concepts, social workers who work with immigrant families will be better positioned to
achieve their central goal: enhancing person and environment fit.
KEY WORDS: acculturation; assimilation; immigrants; life model; second generation
Nearly a century ago,Jane Addams (1910)
observed that immigrants needed help
integrating their European and American
experiences to give them meaning and a sense of
relation:
Power to see life as a whole is more needed in
the immigrant quarter of the city than anywhere
else Why should the chasm between fathers
and sons, yawning at the feet of each generation,
be made so unnecessarily cruel and impassable
to these bewildered immigrants? (p. 172)
The inability of some immigrant families to
integrate the cultural capital from the world left
behind with the demands of the new society creates
a gulf of experience between immigrants and their
children that can undermine the parental relation-
ship. Today, the issue of family cohesion in the face
of acculturative Stressors remains central to the im-
migrant experience and creates a sense of urgency
because it is so linked with the success of the second
generation. The size of the immigrant population
and the role their children \vill play in future labor
markets (Morales & Bonilla, 1993; Sullivan, 2006)
moves the problem from the realm of the person
to the status of a larger public concern.
Immigrant families are rapidly becoming the
"typical" American family. More than one in seven
families in the United States is headed by a foreign-
born adult. Children of immigrant parents are the
fastest growing segment of the nation's child popula-
tion (Capps, Fix, Ost, Reardon-Anderson, & Passel,
2004).The U.S. Census Bureau (2003) reported that
slightly more than 14 million children (approxi-
mately one in five) live in immigrant families; the
percentage is even higher (22 percent) for children
under the age of six (U.S. Census Bureau, 2001).
At a structural level, these changing demographics
create large-scale and long-range effects that bear
on many social services and many issues of social
pohcy (Sullivan, 2006). Specifically, the population
growth of native-born children in nonwhite.
Select a local, state, or national public policy that is relev.docxWilheminaRossi174
Select a local, state, or national public policy that is relevant today in the local, regional, or national news
Examples:
Local: community or urban growth (examples: results of rezoning, reuse of public structures, closed down school/public buildings that will convert to private business enterprise).
State: Private land converted to public spaces (examples: airports, road, or highway usage).
Federal: Gun policy, drug policy, immigration (examples: effects on jobs, background checks, cultural changes in communities).
Identify how the policy was formulated from a historical standpoint and identify which stakeholders were involved in the process.
Appraise the position whether the policy creates a benefit for one group (or stakeholder) while other groups experience disadvantages or negative challenges because of public policy implementation.
.
School of Community and Environmental HealthMPH Program .docxWilheminaRossi174
School of Community and Environmental Health
MPH Program
Epidemiology: MPH 746
(
Second
Assignment
)
(
Type in you name here as
First Name , Last Name
)
Read the Paper below and answer the following questions. Your answer should be typed in below; and the submitted document should be in Microsoft Word document. The answer for any question should not exceed one paragraph (5-6 lines). The deadline for submission is 11:59 pm EST Nov. 9th, 2022.
(
Ellison LF, Morrison HI:
Low serum cholesterol concentration and risk of suicide
.
Epidemiology
2001,
12
(2):168-172.
)
Question1 (Max. 0.5 point)
What is the purpose of the study?
Question2 (Max. 0.5 point)
What is the study design? What is the exposure? What is the outcome?
Question3 (Max. 2 points)
How the exposure was measured? How the outcome was measured?
Question4 (Max. 1.5 points)
From Table II, calculate the Crude Rate Ratio for serum total cholesterol <4.27 mmol/l compared to >5.77 mmol/l. (must show the details of calculation)
Question5 (Max. 1.5 points)
What is the meaning of this crude Rate Ratio?
Question6 (Max. 1.5 points)
In Table 3, what is the meaning of age and sex adjusted RR of serum total cholesterol <4.27 mmol/l compared to serum total cholesterol >5.77 mmol/l. Was there confounding by age and sex, why or why not? Is the RR statistically significant? What is the meaning of the 95%CI for the RR?
Question7 (Max. 0.5 points)
Was the ascertainment of the outcome as complete as possible? Was there a follow chart?
Question8 (Max. 0.5 points)
The authors stated in the discussion “The possibility of under-ascertainment of suicide deaths is always a concern, although it is probably unlikely that ascertainment varied by serum total cholesterol level”
Explain what the authors meant by their statement.
Question9 (Max. 0.5 points)
Were those who measured the outcome blinded from the exposure status?
Question10 (Max. 0.5 points)
Have the exposures been well measured, or is there any random or systematic misclassification?
Question11 (Max. 5 points)
Do the “exposed” differ from the “unexposed” with respect to other factors? Have these differences taken into account in the design or analysis? i.e. How the authors dealt with confounding?
1
image1.png
Students will synthesize the information they have gathered during the course to formulate a presentation advocating for a practice change in relation to an area of interest to NP practice.
Creating a Professional PowerPoint PresentationDownload Creating a Professional PowerPoint Presentation
In a PowerPoint Presentation, address the following.
1.
Title Slide
2.
Introduction (1 slide): Slide should identify concepts to be addressed and sections of the presentation. Include speaker’s notes that explain, in more detail, what will be covered.
.
School Effects on Psychological Outcomes During Adolescence.docxWilheminaRossi174
School Effects on Psychological Outcomes During Adolescence
Eric M. Anderman
University of Kentucky
Data from the National Longitudinal Study of Adolescent Health were used to examine school-level
differences in the relations between school belonging and various outcomes. In Study 1, predictors of
belonging were examined. Results indicated that belonging was lower in urban schools than in suburban
schools, and lower in schools that used busing practices than those that did not. In Study 2, the relations
between belonging and psychological outcomes were examined. The relations varied depending on the
unit of analysis (individual vs. aggregated measures of belonging). Whereas individual students’
perceptions of belonging were inversely related to depression, social rejection, and school problems,
aggregated belonging was related to greater reports of social rejection and school problems and to higher
grade point average.
Research on school-level differences during adolescence often
has focused on nonpsychological outcomes, such as academic
achievement and behavioral issues, instead of on psychological
outcomes (Roeser, 1998). Indeed, research on school-level differ-
ences in nonacademic variables is quite rare. The purpose of the
present research was to examine school-level differences in a
variety of psychological outcomes, using a large nationally repre-
sentative sample of adolescents.
School Effects on Student Outcomes
Although there is an abundant literature on effective schools,
most of the research in this literature has focused on academic
variables, such as achievement, dropping out, and grade point
average (GPA; e.g., Edmonds, 1979; Miller, 1985; Murphy, Weil,
Hallinger, & Mitman, 1985). This literature generally indicates
that schools that are academically effective have certain recogniz-
able characteristics.
Some of these studies have examined differences between pub-
lic schools and other types of schools. For example, some research
indicates that students who attend public schools achieve more
academically than do students who attend other types of schools
(e.g., Coleman & Hoffer, 1987). Other research suggests that there
may be a benefit in terms of academic achievement for students
who attend Catholic schools compared with non-Catholic schools
(Bryk, Lee, & Holland, 1993). Lee and her colleagues (Lee,
Chow-Hoy, Burkam, Geverdt, & Smerdon, 1998) found that stu-
dents who attended private schools took more advanced math
courses than did students who attended public schools. However,
they also found specific benefits for Catholic schools: Specifically,
in Catholic schools, there was greater school influence on the
courses that students took, and the social distribution of course
enrollment was found to be particularly equitable.
In recent years, psychologists have started to become interested
in the effects of schooling on mental health outcomes (e.g., Boe-
kaerts, 1993; Cowen, 1991; Roeser, Eccles, & Strobel, 1998;
Rutter,.
Search the gene belonging to the accession id you selected in week 2.docxWilheminaRossi174
Search the gene belonging to the accession id you selected in week 2. Use both Ensembl
https://useast.ensembl.org/index.html
and UCSC
https://genome.ucsc.edu/cgi-bin/hgGateway
genomic browsers to get these genomic/sequence features.
For transcript information including UTRs. provide:
Chromosome
Gene location
Coordinates (exons and introns) these are positions in the sequence
Total exon count -> state if this was the same as what you retrieved from NCBI. Note it could be different because it is a different organism.
ORF Strand: some tools present with signs such as -/+, others will state positive/negative or forward/reverse
promoter region
Coding Region
Coordinates (start and end sequence positions)
coding exon count (this may differ from the total count).
positions for coding exons
Compare and contrast the level of information provided by the two genomic browsers against each other and against the information you were able to get from NCBI resources
.
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!
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Embracing GenAI - A Strategic ImperativePeter Windle
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.
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1. College of Administration and FinanceCOOP training program
College of Administration and Finance Sciences
(
Page
14
of
14
)
2. Contents
College of Administration and Finance COOP training program
1
1. Definition of terms and expressions: 3
2. The Practical Training: 4
2.1 Core Objectives 4
2.2 Academic Requirements: 4
2.3 Student Commitment before Starting the Practical Training
5
2.4 Student Commitments during the Practical Training 6
2.5 Student Commitments after the Practical Training 6
2.6 Training Organization Commitments: 7
2.7 Practical Training Evaluation: 8
a) Student Attendance : 8
b) The Training Organization Evaluation: 8
c) The Training Final Report: 8
d) The Training Final Interview: 9
3. Special cases the student trainee might face: 9
a. In case of Excuse (for not) training: 9
b. In the case of transfer from training organization: 10
c. Students already working in the same major: 10
By the Training Organization Representative: 12
By the Student: 12
1. Definition of terms and expressions:
Key Terms
Definition
College
Any staff member who holds the responsibility for supervising,
3. coordinating, and managing the overall planning and
implementation of the field experience-training course at the
college level. This may include any of the following: Head of
Department, Field Experience Unit or any other staff member in
charge of such matters.
Faculty Member
A member of the teaching staff at the college who is assigned
authority and responsibility of supervising and evaluating the
training of the student.
Student
Any student that is eligible to apply for the field experience-
training course.
Training Organization
Any institution that has been approved by the college to provide
practical training to students in their field experience-training
course.
Field Instructor
A representative working at the training organization who is
responsible for supervising, training and evaluating the student
throughout the training period.
The Training Unit
Refers to the structure defined by the College responsible for
overseeing the training affairs and the implementation of the
training plan.
2. The Practical Training:
2.1 Core Objectives
The program of Business Administration majors aims at
producing highly skilled managers in all department field
capable to fulfill with the needs of the labor market. Graduates
are expected to:
a) Familiarization with practical application of learned concepts
prior to completion of studies.
b) Comprehensive understanding of concepts, tools and
4. practices in the domain of selected area of specialization.
c) Creating awareness about professional ethics needed to be
practices in practical life such as punctuality, innovation,
application, honesty etc.
d) Enabling the students to learn and handle the work related
stress and pressure.
e) Better and more efficient communication skills to deal with
all three levels of professional work i.e. clients, peers and
superiors.
f) To provide the students and training organizations an
awareness of various performanc e assessment metrics being
applied in professional world.
g) Expose the student to future employment opportunities.
h) Prepare graduates to exercise the administrative, leadership
and specialized skills in the different fields of work.
i) Obtain feedback to develop the educational plans and courses
that suit with local reality. (Refer to 5 in Appendix 2, the
academic report guideline)
2.2 Academic Requirements:
To register for practical training, the student should fulfill the
following requirements:
a) The student must have successfully completed 90 Credit
Hours of their academic program prior to practical training (at
the time of application the student applying for practical
training must be an active registered student of the degree
program.
b) With the approval of their department, the student can
register two academic courses along with practical training.
c)
5. 2.3 Student Commitment before Starting the Practical Training
Below steps should be completed within first two weeks of the
semester:
a) Before the commencement of practical training semester, the
student has to find and contact the practical training
organization, which is related to the academic program, and
seek appropriate training opportunity.
b) The student shall download the registration form from
college website and fill it with required details involving his
academic details as well as organization details. After getting
approval from the organization on registration form, the student
will submit the form in the college. The student should follow-
up the college announcements regarding registration-starting
period.
c) Once the college is officially informed by the training
organization expressing their decision to accept the student for
practical training, college will contact the concerned
organization personnel and keep in touch with them regarding
student performance in the training program.
d) A list of the students will be submitted by the training unit to
complete their registration for the practical training course.
e) The students must regularly visit the Online Learning System
Black Board to ensure that:
· Their practical training course registration is active
· Contact and update the supervisor for better mutual
communication.
· The student, whose training course registration has not been
completed, should immediately inform the training unit in their
department within two weeks from the starting date of the
practical training.
· In case of negligence, the student will bear consequences of
denial of his practical training.
6. 2.4 Student Commitments during the Practical Training
a) Once a student has joined a particular training organization,
the student will ensure completion of training time (280 hours
of work for at least 10 working weeks), and not transfer to any
other organization. In the case of non-compliance with the
minimum hours of training, the student trainee will not succeed
in the course and will not be accepted again.
b) The student is responsible for abiding by and complying with
all the rules and regulations of training organization.
c) During the training period, it is the responsibility of student
to promptly notify any change to the training unit as well as
supervisor, refill all the needed information and regularly track
that change has been properly documented. All such changes
should also be properly documented in the student files.
d) Make sure that training organization sends the trainee
assessment (stamped in sealed envelope) in a maximum period
of 5 days after the end of the training period both by the student
trainee as well as via e-mail to the training unit. The student
should ensure receipt of this assessment to supervisor.
e) The student trainee should comply with the training
commitments stated in the training instructions, otherwise; the
student grade will be affected.
f) Documenting and collecting information required to write the
final practical training report. (Refer to Appendix 2 the
academic report guideline)
2.5 Student Commitments after the Practical Training
The Student shall be required to compile a final report in
English language in accordance with the report template
provided. The report must include an overview of the training
organization, the training procedures, which things that the
7. student has learnt in theory or
has encountered in practice. Also, the report must include a part
discussing the scientific information that the students make use
of it in his training. The report should clearly outline the
responsibilities assigned to students, tools, methods worked
with, and summary of experience gained. The report should be
sent to the training supervisor according to schedule defined by
the college. Failure to submit the report in due time may entail
student failure in the course. (Refer to Appendix 2 the academic
report guideline)
The student will be called to appear for an interview concerning
final assessment. The student has to show the grasp of technical
aspects in the chosen field of specialization. Failure to appear
for the interview or clear it may entail student failure in the
course. Deadline of submission of final report will be at end of
week 14 of each semester.
2.6 Training Organization Commitments:
a) Make sure that student performs responsibilities assigned in
the approval document strictly in accordance with the area of
specialization which directly relates with the knowledge area
such as Auditing, or Receivables. The organization should take
care to see that student is not assigned such tasks which do not
play any role in their knowledge domain such as organization
Data entry, Call Center Operator, files administrator, translator,
or other.
b) Return the training registration form provided by the college
at the beginning of practical training.
c) Provide the college with an Assessment report on the
student's performance according to the training assessment form
provided by college. The report must reflect the student‘s
performance throughout training.
d) Training organization should ensure communication between
8. the college and the student trainee, and facilitate visits for
responsible in charge.
e) To make some personnel responsible for seeing internal
assessment on student’s learning, professionalism and provide
qualitative assessment based on internal findings.
2.7 Practical Training Evaluation:
At the end of training, the student trainee will be subjected to
evaluation by the training supervisor. The evaluation will be
based on assessment provided by training organization, final
report, and final interview.
The Student will be considered successful in the training
graded: “NP (No grade–Pass) " if all of the following are
fulfilled:
a) Student Attendance :
Refers to the student’s attendance at the training organization
throughout the specified training period. To fulfils these
requirements, the student must attend the minimum number of
hours required (280 hours of training or minimum ten working
weeks) at the training organization.
There are three or more virtual classes to be scheduled meeting,
will recording attendance/absence of the students.
b) The Training Organization Evaluation:
Refers to the evaluation report compiled by the training
organization, which must measure the following:
· Skills acquired during the training.
· Self-reliance.
· Mastering job requirements assigned to the Trainee.
· Professionalism, work ethics and work attitude.
9. The student is considered successful if he/she achieves 60% of
the maximum points possible in the evaluation.
c) The Training Final Report:
The Practical Training Instructor evaluates the final report
delivered by student at the end of training (end of week 14 of
each semester). This evaluation is based on specific criteria that
measures the student's achievements throughout the training
period. The student is considered successful if the student
scores minimum 60% of the possible marks.
d) The Training Final Interview:
The student on completion of his/her training must appear for
final presentation before the supervisor appointed for this task.
The supervisor will determine the overall performance of the
student and recommend for No Grade-Pass or No Grade-Fail
grade.
If the student fails to fulfill any one of the requirement
mentioned above, he/she will fail the course and will be graded
(NF: No grade – Fail). The student may fall in one of the
following categories:
· If the student does not fulfill the attendance rate required,
he/she should repeat the training course.
· If the student does not score the minimum score in
organization evaluation, he/she should repeat the training
course.
· If the student does not score the minimum score in the final
report, he/she should resubmit another report within a time line
not exceeding two working weeks from the announcement of
results for the practical training course.
· If the student fails to appear for the final interview or is
unable to pass the interview.
10. 3. Special cases the student trainee might face:
a. In case of Excuse (for not) training:
The student should fill in and submit an excuse form to their
department and supervisor no later than three days before
informing the training organization of his/ her excuse to attend.
Excuse application should fall within the university calendar
dates for excuses. Failure to comply with the deadlines may
cause the student to fail the training course.
b. In the case of transfer from training organization:
Students are eligible to transfer from the training organization
no later than one week from the starting date of training. The
student should fill in and submit a transfer form to the training
unit no later than three days before he leaves the training
organization. The transfer form is subject to approval
conditioned by the provision of alternative training organization
by the student himself, willing to train him during the semester
he/she has applied for the training. The student will be held
responsible for his/her negligence, which will entail failure in
the course.
c. Students already working in the same major:
The students who are already working with any professional
organization in same major related fields as mentioned above
can apply for their current job to be considered as their training.
In this case, such students will get enrolled in the training
program after filling in registration form from their current
employees clearly highlighting the their specific field they
would be working in. If the current job is non-related, students
11. will have to get transferred to a division where they can work as
interns for the period of training. If such students can not prove
they are working in related division, they will have to find an
appropriate internship,
On the completion of training program, all such students will
also be required to make sure that their reports have been
submitted properly in the college and will have to later appear
for the interview.
APPENDIX 1
Practical Training Registration
Student Name
Student ID
Major
Training Organization
Name:
Address:
Training Supervisor Contact Details
Name:
12. Designation:
Department:
Email:
Telephone #:
Trainee Responsibilities
1.
2.
3.
4.
5.
Work Hours
Per Week:
Total Work Hours:
Joining date
By the Training Organization Representative:
By signing this registration form, I understand that:
· The student is required to undergo rigorous formal training in
the responsibilities mentioned above for the agreed hours.
· Any update about student, his performance, behavior would be
promptly communicated to college via assigned email address
and will be kept confidential from the student.
· The organization understands that student responsibilities in
the organization are purely voluntary and no monetary exchange
is mandated by the college.
· In case of any information furnished by the student proving
wrong, both parties have right to terminate the training program
after intimation.
13. Trainee Supervisor Name:
Trainee Supervisor Designation:
Trainee Supervisor Signature:
By the Student:
I hereby state that all information provided above is correct and
the responsibility of its authenticity solely lies on me. In case of
any fallacious information, college hold the right to cancel the
training registration.
Student Name
Student ID
Student Signature
Comments:
Job Vacant Trainee Availability?
� Yes, we can accept _________ trainees
� No
Submission Instruction:
The student-training supervisor, after getting the details filled
in, is required to sign and stamp the document and get it signed
from the student as well. After completing, the training
supervisor is requested to send the scanned form on following
email address and the course supervisor: [email protected] Field
14. Experience Training Guide (from the quality department).pdf
Note: Without receiving of filled registration form, the college
will assume the training not to have initiated.
APPENDIX 2
Form No five - Evaluation of the Field Visit
Student’s Name:
Student’s ID Number:
Training Organization:
Trainee department:
Trainee Supervisor Name:
Faculty Member:
Course:
CRN:
Visit Date:
Visit Time:
Semester:
Academic Year:
For Instructor’s Use only
Criteria
5
4
3
2
1
0
Mark
Evaluation of the Field Visit
15. The student:
· Attended the scheduled field visit on time.
· Showed excellent ability to verbally describe tasks assigned.
The student:
· Attended the scheduled field visit.
· Showed high ability to verbally describe tasks assigned.
The student:
· Attended the scheduled field visit.
· Showed good ability to verbally describe tasks assigned.
The student:
· Attended the scheduled field visit late.
· Showed low ability to verbally describe tasks assigned.
The student:
· Attended the scheduled field visit verylate.
· Poorly described tasks assigned.
The student did not attend the scheduled field visit.
Out of 10
Trainee Supervisor name and Signature:
Faculty Member Signature:
APPENDIX 3
Form Number (6)
16. Internship Student Weekly Report | Month # ?
Start Date: ___/___/___ End Date:
___/___/___
Student’s Name:
Student’s ID Number:
Training Organization:
Trainee department:
Trainee Supervisor Name:
Faculty Member:
Course:
CRN:
Semester:
Academic Year/Semester:
(Instructions)
· This report must be submitted on Blackboard (WORD format
only) via the allocated folder.
· Email submission will not be accepted.
· Your work should be clearly and completely presented; marks
may be reduced for poor presentation. This includes filling your
information on the cover page.
· Assignment will be evaluated through BB Safe Assign tool.
· Late submission will result in ZERO marks being awarded.
· This work should be your own, copying from students or other
resources will result in ZERO marks.
· Use Times New Roman font 12 for all your answers.
(Report Components)
Task(s)
What are the activities and tasks given to you during this
month?
17. New skill(s)
What skills did you learn through the month?
Meeting(s)
How many meetings did you attend?
Difficulty/ Challenge(s)
What are the difficulties you had this month?
How did you overcome these difficulties?
Learning
What did you learn from completing the tasks
What did you want to learn more?
*Note:
1. This report is a summary of the training activities performed.
2. You may attach additional pages if needed. And student can
attach any extra note to this form.
Name: ____________________________ Signature:
___________________________
18. APPENDIX 4
Academic Report Guideline (Co-op)
The purpose of the Internship Report is offer students to
describe their accomplishments and demonstrate what they
learned through participation at Saudi Electronic University.
The report should be submitted within two weeks after you
finish your Co-op training Program. In addition, the report
should be approximately 3000 – 4000, single –spaced and
consider taking the following format
1. First Page
First page should display student’s full name, internship start
and finish dates, working hours per week, company/institution
name.
This page should be signed by the work and university
supervisor off the intern student.
Cover pager form
Internship Report
Student`s name :
Student`s ID # :
Training Organization:
Trainee Department:
19. Field Instructor Name:
Faculty Member:
Field Instructor Signature:
Faculty Member Signature:
Internship Start Date:
Internship End Date:
Course:
CRN:
Academic Year/Semester:
2. A Brief Executive Summary of the Internship
A one-page summary of the company/institution and a short
account of the major activities carried out during the internship
period.
3. Table of Contents
Contents of the report with page numbers, list of tables, and list
of figures.
4. Description of the company
This section should answer the following questions:
· What is the full title of the company/institution? Give a brief
history of the company, full mailing address and relevant web
links
· What is the type of ownership of the company/institution?
State the main shareholders and their shares.
· What is the sector that the company/institution operates in?
Specify the products and services produced and offered to its
20. customers/clients.
· Who are regarded as the customers/clients of your internship
company (consider the end users, retailers, other manufacturers,
employees, etc.)?
· Provide an organization chart of the company, along with
information on the number of employees.
· Provide a list of functions performed by different
departments/divisions in the internship organization.
5. Internship activities
This is the main body of your report. During the internship
period, an intern may focus on the following types of analysis
and questions. You do not have to answer all the questions in
the list:
· Describe your working conditions and functions, such as: Who
is your supervisor (include his/her name and his/her position);
other team members or co-workers and what their functions are
to complement yours.
· Provide an organization chart of the internship organization.
· Provide the department or division layout of the internship
organization.
· Provide an overview off the production system or service
procedure (what are the resources, inputs, outcomes, and
constraints?)
· Provide a process chart of a major product and/or service.
21. · What kind of accounting/finance/IT//quality/marketing
standards and principles are used in the organization?
· Discuss telecommunication technologies (Database, Instant
Messenger, Networking, Ecommerce tools) used in the
company.
· Describe the quality planning and control activities in the
internship organization.
· Describe the quality control activities throughout the life
cycle of the product/service groups.
· What kind of financial analysis and decision-making methods
are used by corporate treasurers and financial managers in the
internship organization?
· What kinds of incentives are used in order to create more
effective and efficient organizatio n?
· What types of marketing, selling, and human resources
analysis are performed (cost system, evaluation of consumers,
needs, product strategy, distribution strategy, promotional
strategy)?
· Describe what kind of working documents and analysis you
did there and what experiences you have gained throughout your
training.
•A comparison between theory (things you have learned in the
classroom) and practice (things you did or observed at the
company) must be made and highlighted.
· Show some work samples that you have
encountered/conducted at the company through graphs, pictures,
data, drawings, or design calculations and include them in your
22. report.
6. An assessment of the internship
in this section you should answer the following questions:
· What skills and qualifications you think that you have gained
from the internship?
· What kind of responsibilities you have undertaken during the
internship period?
· How do you think the internship will influence your future
career plans?
· How do you think the internship activities that you carried out
are correlated with your Classroom knowledge?
7. Conclusions of the report
This section should include:
· A summary of key conclusions derived from the internship
experience.
· General observations about the sector in which your internship
company/institution operates
8. Appendices and supplementary material (charts, graphs,
pictures, etc.)
9. References
Rules for writing the internship report:
23. · You do not have to provide a day-to-day diary of the
internship activities.
· Do not write theoretical excerpts from textbooks! Describe
what you exactly did there and what experiences you have
gained throughout your training.
· The internship report should be between 3000 – 4000 words.
· The internship report should be original. Plagiarism will result
in failure in the course and disciplinary action.
· You can include graphs, pictures, data, drawings, or design
calculations in your report; however, they should not cover
more than 1/3 of the page. Larger graphs, pictures, data,
drawings, or design calculations should be given as an
Appendix.