GEN 201 Education Organization - snaptutorial.comdonaldzs191
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GEN 201 Week 1 Preparing for Academic Success GEN 201 Week 1 Student Resources Worksheet GEN 201 Week 1 Responsible Borrowing GEN 201 Week 2 Thesis Statement and Informal Outline Worksheet
Gen 201 Exceptional Education / snaptutorial.comBaileya54
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GEN 201 Week 1 Preparing for Academic Success GEN 201 Week 1 Student Resources Worksheet GEN 201 Week 1 Responsible Borrowing GEN 201 Week 2 Thesis Statement and Informal Outline Worksheet GEN 201 Week 3 Using Sources GEN 201 Week 4 Critical Thinking and Ethics Assignment
Gen 201Believe Possibilities / snaptutorial.comStokesCope19
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GEN 201 Week 1 Preparing for Academic Success GEN 201 Week 1 Student Resources Worksheet GEN 201 Week 1 Responsible Borrowing GEN 201 Week 2 Thesis Statement and Informal Outline Worksheet GEN 201 Week 3 Using Sources GEN 201 Week 4 Critical Thinking and Ethics Assignment Options GEN 201 Week 5 Career Interests and Market Research Worksheet GEN 201 Week 5 Continuing Academic
Gen 201 Enhance teaching-snaptutorial.comrobertleew18
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GEN 201 Week 1 Preparing for Academic Success GEN 201 Week 1 Student Resources Worksheet GEN 201 Week 1 Responsible Borrowing GEN 201 Week 2 Thesis Statement and Informal Outline Worksheet GEN 201 Week 3 Using Sources GEN 201 Week 4 Critical Thinking and Ethics Assignment Options GEN 201 Week 5 Career Interests and Market Research Worksheet GEN 201 Week 5 Continuing Academic Success
GEN 201 Education Organization - snaptutorial.comdonaldzs191
For more classes visit
www.snaptutorial.com
GEN 201 Week 1 Preparing for Academic Success GEN 201 Week 1 Student Resources Worksheet GEN 201 Week 1 Responsible Borrowing GEN 201 Week 2 Thesis Statement and Informal Outline Worksheet
Gen 201 Exceptional Education / snaptutorial.comBaileya54
For more classes visit
www.snaptutorial.com
GEN 201 Week 1 Preparing for Academic Success GEN 201 Week 1 Student Resources Worksheet GEN 201 Week 1 Responsible Borrowing GEN 201 Week 2 Thesis Statement and Informal Outline Worksheet GEN 201 Week 3 Using Sources GEN 201 Week 4 Critical Thinking and Ethics Assignment
Gen 201Believe Possibilities / snaptutorial.comStokesCope19
For more classes visit
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GEN 201 Week 1 Preparing for Academic Success GEN 201 Week 1 Student Resources Worksheet GEN 201 Week 1 Responsible Borrowing GEN 201 Week 2 Thesis Statement and Informal Outline Worksheet GEN 201 Week 3 Using Sources GEN 201 Week 4 Critical Thinking and Ethics Assignment Options GEN 201 Week 5 Career Interests and Market Research Worksheet GEN 201 Week 5 Continuing Academic
Gen 201 Enhance teaching-snaptutorial.comrobertleew18
For more classes visit
www.snaptutorial.com
GEN 201 Week 1 Preparing for Academic Success GEN 201 Week 1 Student Resources Worksheet GEN 201 Week 1 Responsible Borrowing GEN 201 Week 2 Thesis Statement and Informal Outline Worksheet GEN 201 Week 3 Using Sources GEN 201 Week 4 Critical Thinking and Ethics Assignment Options GEN 201 Week 5 Career Interests and Market Research Worksheet GEN 201 Week 5 Continuing Academic Success
Proactive Feedback Strategies in Online (and Offline) TeachingDavid Lynn Painter
Are you frustrated or overwhelmed when trying to balance punitive comments, or justifications for point deductions, with constructive criticism, or specific revision suggestions, in your evaluations of student assignments? Is listing the reasons points were deducted from student work the sole function of an effective teacher? How can instructors best manage their time to develop assignments and provide constructive criticism that fosters student learning and growth? If you find any of these questions compelling, please join our discussion on the struggle to balance objective and subjective criteria to develop positive, mentoring roles with your students.
Gen 201 Effective Communication / snaptutorial.comHarrisGeorg20
GEN 201 Week 1 Preparing for Academic Success GEN 201 Week 1 Student Resources Worksheet GEN 201 Week 1 Responsible Borrowing GEN 201 Week 2 Thesis Statement and Informal Outline Worksheet GEN 201 Week 3 Using Sources GEN 201 Week 4 Critical Thinking and Ethics Assignment Options GEN 201 Week 5 Career Interests and Market Research Worksheet GEN 201 Week 5 Continuing Academic Success
GEN 201 Effective Communication/tutorialrank.comjonhson280
For more course tutorials visit
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GEN 201 Week 1 Preparing for Academic Success GEN 201 Week 1 Student Resources Worksheet GEN 201 Week 1 Responsible Borrowing GEN 201 Week 2 Thesis Statement and Informal Outline Worksheet GEN 201
GEN 201 Enhance teaching/tutorialrank.comjonhson298
For more course tutorials visit
www.tutorialrank.com
GEN 201 Week 1 Preparing for Academic Success GEN 201 Week 1 Student Resources Worksheet GEN 201 Week 1 Responsible Borrowing GEN 201 Week 2 Thesis Statement and Informal Outline Worksheet GEN 201 Week 3 Using Sources GEN 201 Week 4 Critical Thinking and Ethics Assignment Options GEN 201 Week 5
To help you explore ways of developing more powerful learnin.docxjuliennehar
To help you explore ways of developing more powerful learning experiences for your students, I suggest some ideas for each of three components of active learning:
Rich Learning Experience, In-Depth Reflective Dialogue, and Information and Ideas. Rich Learning Experiences. As you try to add an experiential component to the learning experience, look for “Rich Learning Experiences.” Certain learning experiences are “rich” because they allow students to acquire several kinds of significant learning simultaneously. What are some ways this can be done? The list below identifies in-class and out-of-class activities that promote multiple kinds of significant learning—all at the same time.
In Class: • Debates • Role playing • Simulations • Dramatizations
Outside of Class: • Service learning • Situational observations • Authentic projects
Action: Identify some learning activities to add to your course that will give students a “Doing” or “Observing” Experience. What “Rich Learning Experiences” are appropriate for your course?
In-Depth Reflective Dialogue. Another important ingredient of active learning is giving students time and encouragement to reflect on the meaning of their learning experience. There are various forms of reflective dialogue (See Table 3, next page). One can reflect with oneself (as in writing in a journal or diary) or with others (as in engaging in discussions with a teacher or others). Another key distinction is between substantive writing, in which one writes about a subject (e.g., a typical term paper), and reflective writing, in which one writes about one’s own learning. In reflective writing, students address a different set of questions, such as: What am I learning? What is the value of what I am learning? How am I learning? What else do I need to learn?
Information and Ideas. In order to free up some class time for the experiential and reflective activities identified above, you will probably need to explore alternative ways of introducing students to the key information and ideas of the course, i.e., the content. This might involve having them do more reading before they come to class. Or it may mean creating a course-specific website where you put content-related material. Or you can direct students to go to selected websites that have good content related to the course.
Action: Other than lectures, what ways can you identify to cause students to get their initial exposure to subject matter and ideas (preferably outside of class)?
Step 5. Integration In this INITIAL DESIGN PHASE (Steps 1-4),
you have created strong primary components for the design of your course. In order to complete this initial phase, you need to check how well these four components are aligned. Step 5 Worksheet gives a detailed explanation of how these four components can be integrated with each other.
Step 5: Integrating Steps 1-4 1. Situational Factors • Assuming you have done a careful, thorough job of reviewing the situational factors, how wel ...
Assignment 2: Fink Step 3
Due Week 7 and worth 200 points
For this assignment, you will look at the technology you have integrated into your unit/training and develop ways to assess student performance when they use those technologies.
Often, educators find a great new technology or app to use with their students but then have no idea how to evaluate if it is actually helping students learn. Or, educators find that grading student performance using the new technology is cumbersome and doesn’t actually save any time or provide any value.
For example, if students have an assignment to create a PowerPoint presentation, how will they submit it to you? How will you check to make sure they didn’t just copy it from someplace on the Internet? If students are working on a group project, how can you assess student contributions? These are some issues you will need to think about when you apply technology to your lessons.
First, provide a brief (1-2 pages) description of the specific education technology you intend to incorporate into your unit/training. Include links to the product or app and describe how the students will use it. You do not need to provide specific lesson plans, but need to demonstrate that you have a clear idea of what you want the students to use and how they will use it.
For example, if you were to start using MS Office in the classroom, you could describe how you would allow students to type their papers using MS Word and create presentations using MS PowerPoint instead of hand-writing papers and doing traditional poster projects.
Next, complete the questions for Step 3 of page 15 of Fink’s guide. Include the following information when you answer each question in the worksheet. You will have to copy each question to a new Word document in order to answer it.
1. Forward-looking Assessment: The key is that you have students work on real-world problems. Think about how they will apply the knowledge you are teaching as well as how they will use the technology in the future. How can you create assessments such as a class project, portfolio assignment, a case-study, or other activity where they apply their knowledge?
2. Criteria & Standards: Think about what qualifies as poor work that does not meet your standards, satisfactory work that does meet your standards, and excellent work that exceeds your standards. Be specific. Look at your assignment rubrics for examples of this.
3. Self-Assessment: Students should have some idea of how they are doing without having to ask the teacher or instructor. How will you help them evaluate their own work and learning as they work on their assignments?
4. “FIDeLity” Feedback: This will be the formal feedback that you will give to students as well as informal feedback you will give them as they work on their assignments and assessments.
It would be a good idea to use the information that you provided for the discussion questions in the following weeks. (Note: you are not expected to use all of it if ...
1 PA 315 SPRING 2020 GOVERNMENT-BUSINESS .docxShiraPrater50
1
PA 315: SPRING 2020
GOVERNMENT-BUSINESS RELATIONS
CLASS: FULLY ONLINE
CALIFORNIA STATE UNIVERSITY SAN BERNARDINO
PROFESSOR SHARON VELARDE PIERCE
PHONE: 909-537-5758
EMAIL: [email protected]
ADDRESS: Department of Public Administration, 5500 University Parkway,
San Bernardino, CA 92407-2397
OFFICE HOURS: Tuesdays 2:00-6:00 PM via Zoom or by appointment (No face-to-face meetings)
COURSE DESCRIPTION:
The course examines government policies affecting business development at local, state and
national levels. It discusses major international trade treaties, trading blocs, and international
financial institutions and the impact of globalization on government's involvement with business.
Issues regarding governance, planning and economic development will be addressed. Topics also
covered include the ethical implications of government-business interactions and roles; and its
applications to the government-business relations. One of the most important parts of the course
represents the detailed discussion of the ethical implications of government-business interactions.
Course Learning Objectives:
This course targets several important objectives.
1. Students will develop a knowledge base regarding the foundation, concepts, principles and facts
regarding government-business interactions. Evaluated through discussions, quizzes, writing
assignments and ethics research paper.
2. Students will develop clear understandings of the value and significance of ethics and corporate
social responsibility within the context of government-business interactions. Evaluated through
discussions, quizzes, exams, writing assignments and ethics research paper.
3. Students will be able to identify and argue the rationale behind the most important models and
theories of government-business relations. Evaluated through discussions and writing
assignments.
4. Students will be able to analyze local and regional macroeconomic ramifications of government
and business interactions, with a specific focus on sustainable, strategic and economic
development. Evaluated through discussions, writing assignments and presentation.
5. Students will develop the ability to adapt and apply theoretical reasoning to understanding the
historical evolution of government-business interactions in particular on such matters as delivery
of public goods, business support, partnerships, outsourcing, contracting out as well as
collaboration in terms of regulation design and compliance. Evaluated through discussions,
writing assignments and ethics research paper.
6. Student will develop a practical understanding of the global ramifications of government business
relations within the context of international institutions and such dynamics as globalization.
2
Evaluated through in discussions, writing assignment and globalization reflective essa ...
1 PA 315 SPRING 2020 GOVERNMENT-BUSINESS .docxadkinspaige22
1
PA 315: SPRING 2020
GOVERNMENT-BUSINESS RELATIONS
CLASS: FULLY ONLINE
CALIFORNIA STATE UNIVERSITY SAN BERNARDINO
PROFESSOR SHARON VELARDE PIERCE
PHONE: 909-537-5758
EMAIL: [email protected]
ADDRESS: Department of Public Administration, 5500 University Parkway,
San Bernardino, CA 92407-2397
OFFICE HOURS: Tuesdays 2:00-6:00 PM via Zoom or by appointment (No face-to-face meetings)
COURSE DESCRIPTION:
The course examines government policies affecting business development at local, state and
national levels. It discusses major international trade treaties, trading blocs, and international
financial institutions and the impact of globalization on government's involvement with business.
Issues regarding governance, planning and economic development will be addressed. Topics also
covered include the ethical implications of government-business interactions and roles; and its
applications to the government-business relations. One of the most important parts of the course
represents the detailed discussion of the ethical implications of government-business interactions.
Course Learning Objectives:
This course targets several important objectives.
1. Students will develop a knowledge base regarding the foundation, concepts, principles and facts
regarding government-business interactions. Evaluated through discussions, quizzes, writing
assignments and ethics research paper.
2. Students will develop clear understandings of the value and significance of ethics and corporate
social responsibility within the context of government-business interactions. Evaluated through
discussions, quizzes, exams, writing assignments and ethics research paper.
3. Students will be able to identify and argue the rationale behind the most important models and
theories of government-business relations. Evaluated through discussions and writing
assignments.
4. Students will be able to analyze local and regional macroeconomic ramifications of government
and business interactions, with a specific focus on sustainable, strategic and economic
development. Evaluated through discussions, writing assignments and presentation.
5. Students will develop the ability to adapt and apply theoretical reasoning to understanding the
historical evolution of government-business interactions in particular on such matters as delivery
of public goods, business support, partnerships, outsourcing, contracting out as well as
collaboration in terms of regulation design and compliance. Evaluated through discussions,
writing assignments and ethics research paper.
6. Student will develop a practical understanding of the global ramifications of government business
relations within the context of international institutions and such dynamics as globalization.
2
Evaluated through in discussions, writing assignment and globalization reflective essa.
1 PA 315 SPRING 2020 GOVERNMENT-BUSINESS hirstcruz
1
PA 315: SPRING 2020
GOVERNMENT-BUSINESS RELATIONS
CLASS: FULLY ONLINE
CALIFORNIA STATE UNIVERSITY SAN BERNARDINO
PROFESSOR SHARON VELARDE PIERCE
PHONE: 909-537-5758
EMAIL: [email protected]
ADDRESS: Department of Public Administration, 5500 University Parkway,
San Bernardino, CA 92407-2397
OFFICE HOURS: Tuesdays 2:00-6:00 PM via Zoom or by appointment (No face-to-face meetings)
COURSE DESCRIPTION:
The course examines government policies affecting business development at local, state and
national levels. It discusses major international trade treaties, trading blocs, and international
financial institutions and the impact of globalization on government's involvement with business.
Issues regarding governance, planning and economic development will be addressed. Topics also
covered include the ethical implications of government-business interactions and roles; and its
applications to the government-business relations. One of the most important parts of the course
represents the detailed discussion of the ethical implications of government-business interactions.
Course Learning Objectives:
This course targets several important objectives.
1. Students will develop a knowledge base regarding the foundation, concepts, principles and facts
regarding government-business interactions. Evaluated through discussions, quizzes, writing
assignments and ethics research paper.
2. Students will develop clear understandings of the value and significance of ethics and corporate
social responsibility within the context of government-business interactions. Evaluated through
discussions, quizzes, exams, writing assignments and ethics research paper.
3. Students will be able to identify and argue the rationale behind the most important models and
theories of government-business relations. Evaluated through discussions and writing
assignments.
4. Students will be able to analyze local and regional macroeconomic ramifications of government
and business interactions, with a specific focus on sustainable, strategic and economic
development. Evaluated through discussions, writing assignments and presentation.
5. Students will develop the ability to adapt and apply theoretical reasoning to understanding the
historical evolution of government-business interactions in particular on such matters as delivery
of public goods, business support, partnerships, outsourcing, contracting out as well as
collaboration in terms of regulation design and compliance. Evaluated through discussions,
writing assignments and ethics research paper.
6. Student will develop a practical understanding of the global ramifications of government business
relations within the context of international institutions and such dynamics as globalization.
2
Evaluated through in discussions, writing assignment and globalization reflective essa ...
BUS 340 Week 5BUS 340 Business CommunicationsWee.docxjasoninnes20
BUS 340
Week 5
BUS 340
Business Communications
Week 5
It is imperative that we make this last week of class a priority. You’ve made it this far – you are almost to the finish line!
Take advantage of your peers knowledge and experience in the discussion forums
Ask questions if you have them. I am here to help you succeed
BUS 340: Business Communications
Introduction to Week 5
In our last week together, we will examine practices for creating and delivering oral presentations. Since ours is a virtual classroom, this means that what we are unable to convey verbally will be that much more critical to demonstrate via the written word.
As such, this topic will expand to evaluate the component of effective online presentations.
Overview & Requirements
Read: Chapters 13-176 in our text book
Two Discussion Questions: Original Post due by Thursday, 11:59pm
Respond to at least two classmates (or your instructor) for each discussion question: Due by Monday 11:59 pm
Week 3 Assignment: Business Proposal Due by Monday 11:59 pm
Review: Coughlin and Mishra’s article (located under Required Resources)
Week 5
Bovee, C. L. & Thill, J. V. (2016). Business communication today. (13th ed.).
Chapter 13: Finding, Evaluating, and Processing Information
Chapter 14: Planning Reports and Proposals
Chapter 15: Writing and Completing Reports and Proposals
Chapter 16: Developing Presentations in a Social Media Environment
Chapter 17: Enhancing Presentations with Slides and Other Visuals
Coughlin, D. (2014). Focusing on the fundamentals of effective communication within an organization. Effective Executive, 17(1).
Mishra, S. (2015). Effective communication for corporate sector: A need for a paradigm shift. Indian Journal of Health and Wellbeing, 6(7).
Week 5
Required Reading
London, M., & Mone, E. (2012). Leadership for today and the future. (1st. ed.). San Diego, CA: Bridgepoint Education, Inc.
5
This week we will:
Craft an effective message for electronic media
Assess practices for creating and delivering oral presentations
Evaluate the components of effective online presentations
Create a business proposal that identifies the benefits of change
Week 5
Objectives for Week 5
ActivityDue DateFormat Grading Percent Read Chapters 13-17Forecast PresentationsDay 3
(1st post) Discussion 4Respond to at least two classmates’ (or your instructor’s) postsDay 7DiscussionIncluded as part of 2 pts Enhancing Presentations Day 3
(1st post) Discussion 4Respond to at least two classmates’ (or your instructor’s) postsDay 7DiscussionIncluded as part of 4 pts Business ProposalDay 7 Assignment 25
Week 5
7
In our contemporary organizations, business communication is far more detailed and complex than most people in the workplace realize.
Without acute attention to detail, many people in the workplace miss details that prove critical to successful business communication
Week 5
8
Tips for Creating & Delivering effective
oral present ...
BUS 340 Week 5BUS 340 Business CommunicationsWee.docxcurwenmichaela
BUS 340
Week 5
BUS 340
Business Communications
Week 5
It is imperative that we make this last week of class a priority. You’ve made it this far – you are almost to the finish line!
Take advantage of your peers knowledge and experience in the discussion forums
Ask questions if you have them. I am here to help you succeed
BUS 340: Business Communications
Introduction to Week 5
In our last week together, we will examine practices for creating and delivering oral presentations. Since ours is a virtual classroom, this means that what we are unable to convey verbally will be that much more critical to demonstrate via the written word.
As such, this topic will expand to evaluate the component of effective online presentations.
Overview & Requirements
Read: Chapters 13-176 in our text book
Two Discussion Questions: Original Post due by Thursday, 11:59pm
Respond to at least two classmates (or your instructor) for each discussion question: Due by Monday 11:59 pm
Week 3 Assignment: Business Proposal Due by Monday 11:59 pm
Review: Coughlin and Mishra’s article (located under Required Resources)
Week 5
Bovee, C. L. & Thill, J. V. (2016). Business communication today. (13th ed.).
Chapter 13: Finding, Evaluating, and Processing Information
Chapter 14: Planning Reports and Proposals
Chapter 15: Writing and Completing Reports and Proposals
Chapter 16: Developing Presentations in a Social Media Environment
Chapter 17: Enhancing Presentations with Slides and Other Visuals
Coughlin, D. (2014). Focusing on the fundamentals of effective communication within an organization. Effective Executive, 17(1).
Mishra, S. (2015). Effective communication for corporate sector: A need for a paradigm shift. Indian Journal of Health and Wellbeing, 6(7).
Week 5
Required Reading
London, M., & Mone, E. (2012). Leadership for today and the future. (1st. ed.). San Diego, CA: Bridgepoint Education, Inc.
5
This week we will:
Craft an effective message for electronic media
Assess practices for creating and delivering oral presentations
Evaluate the components of effective online presentations
Create a business proposal that identifies the benefits of change
Week 5
Objectives for Week 5
ActivityDue DateFormat Grading Percent Read Chapters 13-17Forecast PresentationsDay 3
(1st post) Discussion 4Respond to at least two classmates’ (or your instructor’s) postsDay 7DiscussionIncluded as part of 2 pts Enhancing Presentations Day 3
(1st post) Discussion 4Respond to at least two classmates’ (or your instructor’s) postsDay 7DiscussionIncluded as part of 4 pts Business ProposalDay 7 Assignment 25
Week 5
7
In our contemporary organizations, business communication is far more detailed and complex than most people in the workplace realize.
Without acute attention to detail, many people in the workplace miss details that prove critical to successful business communication
Week 5
8
Tips for Creating & Delivering effective
oral present.
GEN 201 Become Exceptional/newtonhelp.combellflower145
www.newtonhelp.com
GEN 201 Week 1 Preparing for Academic Success GEN 201 Week 1 Student Resources Worksheet GEN 201 Week 1 Responsible Borrowing GEN 201 Week 2 Thesis Statement and Informal Outline Worksheet GEN 201 Week 3 Using Sources GEN 201 Week 4 Critical Thinking and Ethics Assignment Options GEN 201 Week 5 Career Interests and Market Research Worksheet GEN 201 Week 5 Continuing Academic
For more course tutorials visit
www.newtonhelp.com
GEN 201 Week 1 Preparing for Academic Success GEN 201 Week 1 Student Resources Worksheet GEN 201 Week 1 Responsible Borrowing GEN 201 Week 2 Thesis Statement and Informal Outline Worksheet GEN 201 Week 3 Using Sources GEN 201 Week 4 Critical Thinking and Ethics Assignment Options GEN 201
Gen 201 Future Our Mission/newtonhelp.comamaranthbeg6
For more course tutorials visit
www.newtonhelp.com
GEN 201 Week 1 Preparing for Academic Success GEN 201 Week 1 Student Resources Worksheet GEN 201 Week 1 Responsible Borrowing GEN 201 Week 2 Thesis Statement and Informal Outline Worksheet GEN 201
GEN 201 Perfect Education/newtonhelp.combellflower166
For more course tutorials visit
www.newtonhelp.com
GEN 201 Week 1 Preparing for Academic Success GEN 201 Week 1 Student Resources Worksheet GEN 201 Week 1 Responsible Borrowing GEN 201 Week 2 Thesis Statement and Informal Outline Worksheet GEN 201 Week 3 Using Sources GEN 201 Week 4 Critical Thinking and Ethics Assignment Options GEN 201 Week 5 Career Interests and Market Research Worksheet GEN 201 Week 5 Continuing Academic
Proactive Feedback Strategies in Online (and Offline) TeachingDavid Lynn Painter
Are you frustrated or overwhelmed when trying to balance punitive comments, or justifications for point deductions, with constructive criticism, or specific revision suggestions, in your evaluations of student assignments? Is listing the reasons points were deducted from student work the sole function of an effective teacher? How can instructors best manage their time to develop assignments and provide constructive criticism that fosters student learning and growth? If you find any of these questions compelling, please join our discussion on the struggle to balance objective and subjective criteria to develop positive, mentoring roles with your students.
Gen 201 Effective Communication / snaptutorial.comHarrisGeorg20
GEN 201 Week 1 Preparing for Academic Success GEN 201 Week 1 Student Resources Worksheet GEN 201 Week 1 Responsible Borrowing GEN 201 Week 2 Thesis Statement and Informal Outline Worksheet GEN 201 Week 3 Using Sources GEN 201 Week 4 Critical Thinking and Ethics Assignment Options GEN 201 Week 5 Career Interests and Market Research Worksheet GEN 201 Week 5 Continuing Academic Success
GEN 201 Effective Communication/tutorialrank.comjonhson280
For more course tutorials visit
www.tutorialrank.com
GEN 201 Week 1 Preparing for Academic Success GEN 201 Week 1 Student Resources Worksheet GEN 201 Week 1 Responsible Borrowing GEN 201 Week 2 Thesis Statement and Informal Outline Worksheet GEN 201
GEN 201 Enhance teaching/tutorialrank.comjonhson298
For more course tutorials visit
www.tutorialrank.com
GEN 201 Week 1 Preparing for Academic Success GEN 201 Week 1 Student Resources Worksheet GEN 201 Week 1 Responsible Borrowing GEN 201 Week 2 Thesis Statement and Informal Outline Worksheet GEN 201 Week 3 Using Sources GEN 201 Week 4 Critical Thinking and Ethics Assignment Options GEN 201 Week 5
To help you explore ways of developing more powerful learnin.docxjuliennehar
To help you explore ways of developing more powerful learning experiences for your students, I suggest some ideas for each of three components of active learning:
Rich Learning Experience, In-Depth Reflective Dialogue, and Information and Ideas. Rich Learning Experiences. As you try to add an experiential component to the learning experience, look for “Rich Learning Experiences.” Certain learning experiences are “rich” because they allow students to acquire several kinds of significant learning simultaneously. What are some ways this can be done? The list below identifies in-class and out-of-class activities that promote multiple kinds of significant learning—all at the same time.
In Class: • Debates • Role playing • Simulations • Dramatizations
Outside of Class: • Service learning • Situational observations • Authentic projects
Action: Identify some learning activities to add to your course that will give students a “Doing” or “Observing” Experience. What “Rich Learning Experiences” are appropriate for your course?
In-Depth Reflective Dialogue. Another important ingredient of active learning is giving students time and encouragement to reflect on the meaning of their learning experience. There are various forms of reflective dialogue (See Table 3, next page). One can reflect with oneself (as in writing in a journal or diary) or with others (as in engaging in discussions with a teacher or others). Another key distinction is between substantive writing, in which one writes about a subject (e.g., a typical term paper), and reflective writing, in which one writes about one’s own learning. In reflective writing, students address a different set of questions, such as: What am I learning? What is the value of what I am learning? How am I learning? What else do I need to learn?
Information and Ideas. In order to free up some class time for the experiential and reflective activities identified above, you will probably need to explore alternative ways of introducing students to the key information and ideas of the course, i.e., the content. This might involve having them do more reading before they come to class. Or it may mean creating a course-specific website where you put content-related material. Or you can direct students to go to selected websites that have good content related to the course.
Action: Other than lectures, what ways can you identify to cause students to get their initial exposure to subject matter and ideas (preferably outside of class)?
Step 5. Integration In this INITIAL DESIGN PHASE (Steps 1-4),
you have created strong primary components for the design of your course. In order to complete this initial phase, you need to check how well these four components are aligned. Step 5 Worksheet gives a detailed explanation of how these four components can be integrated with each other.
Step 5: Integrating Steps 1-4 1. Situational Factors • Assuming you have done a careful, thorough job of reviewing the situational factors, how wel ...
Assignment 2: Fink Step 3
Due Week 7 and worth 200 points
For this assignment, you will look at the technology you have integrated into your unit/training and develop ways to assess student performance when they use those technologies.
Often, educators find a great new technology or app to use with their students but then have no idea how to evaluate if it is actually helping students learn. Or, educators find that grading student performance using the new technology is cumbersome and doesn’t actually save any time or provide any value.
For example, if students have an assignment to create a PowerPoint presentation, how will they submit it to you? How will you check to make sure they didn’t just copy it from someplace on the Internet? If students are working on a group project, how can you assess student contributions? These are some issues you will need to think about when you apply technology to your lessons.
First, provide a brief (1-2 pages) description of the specific education technology you intend to incorporate into your unit/training. Include links to the product or app and describe how the students will use it. You do not need to provide specific lesson plans, but need to demonstrate that you have a clear idea of what you want the students to use and how they will use it.
For example, if you were to start using MS Office in the classroom, you could describe how you would allow students to type their papers using MS Word and create presentations using MS PowerPoint instead of hand-writing papers and doing traditional poster projects.
Next, complete the questions for Step 3 of page 15 of Fink’s guide. Include the following information when you answer each question in the worksheet. You will have to copy each question to a new Word document in order to answer it.
1. Forward-looking Assessment: The key is that you have students work on real-world problems. Think about how they will apply the knowledge you are teaching as well as how they will use the technology in the future. How can you create assessments such as a class project, portfolio assignment, a case-study, or other activity where they apply their knowledge?
2. Criteria & Standards: Think about what qualifies as poor work that does not meet your standards, satisfactory work that does meet your standards, and excellent work that exceeds your standards. Be specific. Look at your assignment rubrics for examples of this.
3. Self-Assessment: Students should have some idea of how they are doing without having to ask the teacher or instructor. How will you help them evaluate their own work and learning as they work on their assignments?
4. “FIDeLity” Feedback: This will be the formal feedback that you will give to students as well as informal feedback you will give them as they work on their assignments and assessments.
It would be a good idea to use the information that you provided for the discussion questions in the following weeks. (Note: you are not expected to use all of it if ...
1 PA 315 SPRING 2020 GOVERNMENT-BUSINESS .docxShiraPrater50
1
PA 315: SPRING 2020
GOVERNMENT-BUSINESS RELATIONS
CLASS: FULLY ONLINE
CALIFORNIA STATE UNIVERSITY SAN BERNARDINO
PROFESSOR SHARON VELARDE PIERCE
PHONE: 909-537-5758
EMAIL: [email protected]
ADDRESS: Department of Public Administration, 5500 University Parkway,
San Bernardino, CA 92407-2397
OFFICE HOURS: Tuesdays 2:00-6:00 PM via Zoom or by appointment (No face-to-face meetings)
COURSE DESCRIPTION:
The course examines government policies affecting business development at local, state and
national levels. It discusses major international trade treaties, trading blocs, and international
financial institutions and the impact of globalization on government's involvement with business.
Issues regarding governance, planning and economic development will be addressed. Topics also
covered include the ethical implications of government-business interactions and roles; and its
applications to the government-business relations. One of the most important parts of the course
represents the detailed discussion of the ethical implications of government-business interactions.
Course Learning Objectives:
This course targets several important objectives.
1. Students will develop a knowledge base regarding the foundation, concepts, principles and facts
regarding government-business interactions. Evaluated through discussions, quizzes, writing
assignments and ethics research paper.
2. Students will develop clear understandings of the value and significance of ethics and corporate
social responsibility within the context of government-business interactions. Evaluated through
discussions, quizzes, exams, writing assignments and ethics research paper.
3. Students will be able to identify and argue the rationale behind the most important models and
theories of government-business relations. Evaluated through discussions and writing
assignments.
4. Students will be able to analyze local and regional macroeconomic ramifications of government
and business interactions, with a specific focus on sustainable, strategic and economic
development. Evaluated through discussions, writing assignments and presentation.
5. Students will develop the ability to adapt and apply theoretical reasoning to understanding the
historical evolution of government-business interactions in particular on such matters as delivery
of public goods, business support, partnerships, outsourcing, contracting out as well as
collaboration in terms of regulation design and compliance. Evaluated through discussions,
writing assignments and ethics research paper.
6. Student will develop a practical understanding of the global ramifications of government business
relations within the context of international institutions and such dynamics as globalization.
2
Evaluated through in discussions, writing assignment and globalization reflective essa ...
1 PA 315 SPRING 2020 GOVERNMENT-BUSINESS .docxadkinspaige22
1
PA 315: SPRING 2020
GOVERNMENT-BUSINESS RELATIONS
CLASS: FULLY ONLINE
CALIFORNIA STATE UNIVERSITY SAN BERNARDINO
PROFESSOR SHARON VELARDE PIERCE
PHONE: 909-537-5758
EMAIL: [email protected]
ADDRESS: Department of Public Administration, 5500 University Parkway,
San Bernardino, CA 92407-2397
OFFICE HOURS: Tuesdays 2:00-6:00 PM via Zoom or by appointment (No face-to-face meetings)
COURSE DESCRIPTION:
The course examines government policies affecting business development at local, state and
national levels. It discusses major international trade treaties, trading blocs, and international
financial institutions and the impact of globalization on government's involvement with business.
Issues regarding governance, planning and economic development will be addressed. Topics also
covered include the ethical implications of government-business interactions and roles; and its
applications to the government-business relations. One of the most important parts of the course
represents the detailed discussion of the ethical implications of government-business interactions.
Course Learning Objectives:
This course targets several important objectives.
1. Students will develop a knowledge base regarding the foundation, concepts, principles and facts
regarding government-business interactions. Evaluated through discussions, quizzes, writing
assignments and ethics research paper.
2. Students will develop clear understandings of the value and significance of ethics and corporate
social responsibility within the context of government-business interactions. Evaluated through
discussions, quizzes, exams, writing assignments and ethics research paper.
3. Students will be able to identify and argue the rationale behind the most important models and
theories of government-business relations. Evaluated through discussions and writing
assignments.
4. Students will be able to analyze local and regional macroeconomic ramifications of government
and business interactions, with a specific focus on sustainable, strategic and economic
development. Evaluated through discussions, writing assignments and presentation.
5. Students will develop the ability to adapt and apply theoretical reasoning to understanding the
historical evolution of government-business interactions in particular on such matters as delivery
of public goods, business support, partnerships, outsourcing, contracting out as well as
collaboration in terms of regulation design and compliance. Evaluated through discussions,
writing assignments and ethics research paper.
6. Student will develop a practical understanding of the global ramifications of government business
relations within the context of international institutions and such dynamics as globalization.
2
Evaluated through in discussions, writing assignment and globalization reflective essa.
1 PA 315 SPRING 2020 GOVERNMENT-BUSINESS hirstcruz
1
PA 315: SPRING 2020
GOVERNMENT-BUSINESS RELATIONS
CLASS: FULLY ONLINE
CALIFORNIA STATE UNIVERSITY SAN BERNARDINO
PROFESSOR SHARON VELARDE PIERCE
PHONE: 909-537-5758
EMAIL: [email protected]
ADDRESS: Department of Public Administration, 5500 University Parkway,
San Bernardino, CA 92407-2397
OFFICE HOURS: Tuesdays 2:00-6:00 PM via Zoom or by appointment (No face-to-face meetings)
COURSE DESCRIPTION:
The course examines government policies affecting business development at local, state and
national levels. It discusses major international trade treaties, trading blocs, and international
financial institutions and the impact of globalization on government's involvement with business.
Issues regarding governance, planning and economic development will be addressed. Topics also
covered include the ethical implications of government-business interactions and roles; and its
applications to the government-business relations. One of the most important parts of the course
represents the detailed discussion of the ethical implications of government-business interactions.
Course Learning Objectives:
This course targets several important objectives.
1. Students will develop a knowledge base regarding the foundation, concepts, principles and facts
regarding government-business interactions. Evaluated through discussions, quizzes, writing
assignments and ethics research paper.
2. Students will develop clear understandings of the value and significance of ethics and corporate
social responsibility within the context of government-business interactions. Evaluated through
discussions, quizzes, exams, writing assignments and ethics research paper.
3. Students will be able to identify and argue the rationale behind the most important models and
theories of government-business relations. Evaluated through discussions and writing
assignments.
4. Students will be able to analyze local and regional macroeconomic ramifications of government
and business interactions, with a specific focus on sustainable, strategic and economic
development. Evaluated through discussions, writing assignments and presentation.
5. Students will develop the ability to adapt and apply theoretical reasoning to understanding the
historical evolution of government-business interactions in particular on such matters as delivery
of public goods, business support, partnerships, outsourcing, contracting out as well as
collaboration in terms of regulation design and compliance. Evaluated through discussions,
writing assignments and ethics research paper.
6. Student will develop a practical understanding of the global ramifications of government business
relations within the context of international institutions and such dynamics as globalization.
2
Evaluated through in discussions, writing assignment and globalization reflective essa ...
BUS 340 Week 5BUS 340 Business CommunicationsWee.docxjasoninnes20
BUS 340
Week 5
BUS 340
Business Communications
Week 5
It is imperative that we make this last week of class a priority. You’ve made it this far – you are almost to the finish line!
Take advantage of your peers knowledge and experience in the discussion forums
Ask questions if you have them. I am here to help you succeed
BUS 340: Business Communications
Introduction to Week 5
In our last week together, we will examine practices for creating and delivering oral presentations. Since ours is a virtual classroom, this means that what we are unable to convey verbally will be that much more critical to demonstrate via the written word.
As such, this topic will expand to evaluate the component of effective online presentations.
Overview & Requirements
Read: Chapters 13-176 in our text book
Two Discussion Questions: Original Post due by Thursday, 11:59pm
Respond to at least two classmates (or your instructor) for each discussion question: Due by Monday 11:59 pm
Week 3 Assignment: Business Proposal Due by Monday 11:59 pm
Review: Coughlin and Mishra’s article (located under Required Resources)
Week 5
Bovee, C. L. & Thill, J. V. (2016). Business communication today. (13th ed.).
Chapter 13: Finding, Evaluating, and Processing Information
Chapter 14: Planning Reports and Proposals
Chapter 15: Writing and Completing Reports and Proposals
Chapter 16: Developing Presentations in a Social Media Environment
Chapter 17: Enhancing Presentations with Slides and Other Visuals
Coughlin, D. (2014). Focusing on the fundamentals of effective communication within an organization. Effective Executive, 17(1).
Mishra, S. (2015). Effective communication for corporate sector: A need for a paradigm shift. Indian Journal of Health and Wellbeing, 6(7).
Week 5
Required Reading
London, M., & Mone, E. (2012). Leadership for today and the future. (1st. ed.). San Diego, CA: Bridgepoint Education, Inc.
5
This week we will:
Craft an effective message for electronic media
Assess practices for creating and delivering oral presentations
Evaluate the components of effective online presentations
Create a business proposal that identifies the benefits of change
Week 5
Objectives for Week 5
ActivityDue DateFormat Grading Percent Read Chapters 13-17Forecast PresentationsDay 3
(1st post) Discussion 4Respond to at least two classmates’ (or your instructor’s) postsDay 7DiscussionIncluded as part of 2 pts Enhancing Presentations Day 3
(1st post) Discussion 4Respond to at least two classmates’ (or your instructor’s) postsDay 7DiscussionIncluded as part of 4 pts Business ProposalDay 7 Assignment 25
Week 5
7
In our contemporary organizations, business communication is far more detailed and complex than most people in the workplace realize.
Without acute attention to detail, many people in the workplace miss details that prove critical to successful business communication
Week 5
8
Tips for Creating & Delivering effective
oral present ...
BUS 340 Week 5BUS 340 Business CommunicationsWee.docxcurwenmichaela
BUS 340
Week 5
BUS 340
Business Communications
Week 5
It is imperative that we make this last week of class a priority. You’ve made it this far – you are almost to the finish line!
Take advantage of your peers knowledge and experience in the discussion forums
Ask questions if you have them. I am here to help you succeed
BUS 340: Business Communications
Introduction to Week 5
In our last week together, we will examine practices for creating and delivering oral presentations. Since ours is a virtual classroom, this means that what we are unable to convey verbally will be that much more critical to demonstrate via the written word.
As such, this topic will expand to evaluate the component of effective online presentations.
Overview & Requirements
Read: Chapters 13-176 in our text book
Two Discussion Questions: Original Post due by Thursday, 11:59pm
Respond to at least two classmates (or your instructor) for each discussion question: Due by Monday 11:59 pm
Week 3 Assignment: Business Proposal Due by Monday 11:59 pm
Review: Coughlin and Mishra’s article (located under Required Resources)
Week 5
Bovee, C. L. & Thill, J. V. (2016). Business communication today. (13th ed.).
Chapter 13: Finding, Evaluating, and Processing Information
Chapter 14: Planning Reports and Proposals
Chapter 15: Writing and Completing Reports and Proposals
Chapter 16: Developing Presentations in a Social Media Environment
Chapter 17: Enhancing Presentations with Slides and Other Visuals
Coughlin, D. (2014). Focusing on the fundamentals of effective communication within an organization. Effective Executive, 17(1).
Mishra, S. (2015). Effective communication for corporate sector: A need for a paradigm shift. Indian Journal of Health and Wellbeing, 6(7).
Week 5
Required Reading
London, M., & Mone, E. (2012). Leadership for today and the future. (1st. ed.). San Diego, CA: Bridgepoint Education, Inc.
5
This week we will:
Craft an effective message for electronic media
Assess practices for creating and delivering oral presentations
Evaluate the components of effective online presentations
Create a business proposal that identifies the benefits of change
Week 5
Objectives for Week 5
ActivityDue DateFormat Grading Percent Read Chapters 13-17Forecast PresentationsDay 3
(1st post) Discussion 4Respond to at least two classmates’ (or your instructor’s) postsDay 7DiscussionIncluded as part of 2 pts Enhancing Presentations Day 3
(1st post) Discussion 4Respond to at least two classmates’ (or your instructor’s) postsDay 7DiscussionIncluded as part of 4 pts Business ProposalDay 7 Assignment 25
Week 5
7
In our contemporary organizations, business communication is far more detailed and complex than most people in the workplace realize.
Without acute attention to detail, many people in the workplace miss details that prove critical to successful business communication
Week 5
8
Tips for Creating & Delivering effective
oral present.
GEN 201 Become Exceptional/newtonhelp.combellflower145
www.newtonhelp.com
GEN 201 Week 1 Preparing for Academic Success GEN 201 Week 1 Student Resources Worksheet GEN 201 Week 1 Responsible Borrowing GEN 201 Week 2 Thesis Statement and Informal Outline Worksheet GEN 201 Week 3 Using Sources GEN 201 Week 4 Critical Thinking and Ethics Assignment Options GEN 201 Week 5 Career Interests and Market Research Worksheet GEN 201 Week 5 Continuing Academic
For more course tutorials visit
www.newtonhelp.com
GEN 201 Week 1 Preparing for Academic Success GEN 201 Week 1 Student Resources Worksheet GEN 201 Week 1 Responsible Borrowing GEN 201 Week 2 Thesis Statement and Informal Outline Worksheet GEN 201 Week 3 Using Sources GEN 201 Week 4 Critical Thinking and Ethics Assignment Options GEN 201
Gen 201 Future Our Mission/newtonhelp.comamaranthbeg6
For more course tutorials visit
www.newtonhelp.com
GEN 201 Week 1 Preparing for Academic Success GEN 201 Week 1 Student Resources Worksheet GEN 201 Week 1 Responsible Borrowing GEN 201 Week 2 Thesis Statement and Informal Outline Worksheet GEN 201
GEN 201 Perfect Education/newtonhelp.combellflower166
For more course tutorials visit
www.newtonhelp.com
GEN 201 Week 1 Preparing for Academic Success GEN 201 Week 1 Student Resources Worksheet GEN 201 Week 1 Responsible Borrowing GEN 201 Week 2 Thesis Statement and Informal Outline Worksheet GEN 201 Week 3 Using Sources GEN 201 Week 4 Critical Thinking and Ethics Assignment Options GEN 201 Week 5 Career Interests and Market Research Worksheet GEN 201 Week 5 Continuing Academic
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.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
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.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
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.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Introduction to AI for Nonprofits with Tapp Network
GEN 195 Entire Course NEW
1. UOP GEN 195 All Assignments NEW
Check this A+ tutorial guideline at
http://www.uopassignments.com/gen-195-
uop/gen-195-all-assignments-recent
For more classes visit
http://www.uopassignments.com
GEN 195 All Assignments NEW
GEN 195 Week1 Communication Styles NEW
GEN 195 Week 2 Ethical Actions NEW
GEN 195 Week 2 Smart Goals NEW
GEN 195 Week 2 Collaboration NEW
GEN 195 Week 3 Reading Strategies NEW
GEN 195 Week 3 Personal Plan Outline and
Introductory Paragraph NEW
GEN 195 Week 4 Personal Ethics Statement NEW
GEN 195 Week 4 Critical Thinking NEW
GEN 195 Week 5 Personal Plan NEW
GEN 195 Week 5 Resources Presentation NEW
GEN 195 Week 5 Reliable Sources NEW
2. UOP GEN 195 Week 1 Communication Styles
NEW
Check this A+ tutorial guideline at
http://www.uopassignments.com/gen-195-
uop/gen-195-week1-communication-styles-
recent
For more classes visit
http://www.uopassignments.com
GEN 195 Week1 Communication Styles NEW
Communication Styles Worksheet
You spent the past few days exploring the
resources available to students at University of
Phoenix, and you want to share what you learned
with a friend who is interested in enrolling.
Write a 150- to 200-word e-mail to your friend
summarizing the resources available to students.
You asked your facilitator to review your e-mail
draft. She liked what you wrote and asked you to
write a summary to post in the class forum for
the other students to read.
3. Write a 150- to 200-word summary for your
class of the resources available to students.
Remember to write using an academic tone.
4. UOP GEN 195 Week 2 Collaboration NEW
Check this A+ tutorial guideline at
http://www.uopassignments.com/gen-195-
uop/gen-195-week-2-collaboration-recent
For more classes visit
http://www.uopassignments.com
GEN 195 Week 2 Collaboration NEW
Collaboration WorksheetWrite a 100- to 150-
word response to each of the following
questions:
What are the advantages of having diversity in a
collaborative learning environment?
How might factors such as diversity, attitude,
learning, and work styles affect collaboration?
How does personal responsibility influence the
work and success of a group?
5. UOP GEN 195 Week 2 Ethical Actions NEW
Check this A+ tutorial guideline at
http://www.uopassignments.com/gen-195-
uop/gen-195-week-2-ethical-actions-recent
For more classes visit
http://www.uopassignments.com
GEN 195 Week 2 Ethical Actions NEW
Ethical Actions Worksheet
Write a 100- to 150-word response to each of the
following questions:
Was there anything in either the University of
Phoenix Student Code of Conduct or the Student
Code of Academic Integrity that surprised you? If
so, what was it? Why were you surprised? If not,
why not?
What did you learn about the behaviors
considered important for an ethical learner or
student in the University of Phoenix learning
community?
6. Why are the Student Code of Conduct and
Student Code of Academic Integrity important to
you and the University of Phoenix learning
community?
7. UOP GEN 195 WEEK 2 SMART GOALS NEW
SMART Goals
Check this A+ tutorial guideline at
www.uopassignments.com/gen-195-
uop/gen-195-week-2-smart-goals-recent
For more classes visit
http://www.uopassignments.com
GEN 195 Week 2 Smart Goals NEW
SMART Goals
Part A: Reflect on your results from the Career
Interest Profiler Activity and the Career Plan
Building Activity: Competencies. Building on
your strengths and weaknesses, create five
SMART goals to help you with your personal
academic and career journey.
Resource: University of Phoenix Material: Goal
Setting
Example: Take a writing workshop in the next 2
to 3 weeks to help me improve my writing skills
in order to successfully communicate with
others.
8. Part B: Evaluate your SMART goals according to
the SMART criteria. Provide support for your
evaluation.
Goal SIs the goal specific? MIs the goal
measurable? AIs the goal attainable? RIs the goal
realistic? TIs the goal timely?
Example: Take a writing workshop in the next 2
to 3 weeks to help me improve my writing skills
in order to successfully communicate with
others.
Yes
I will take a workshop to improve my writing
skills.
Yes
I will measure my goal by whether I complete the
workshop.
Yes
Writing workshops are offered on a weekly basis
by University of Phoenix.
Yes
I would have extra time to take the workshop.
Yes
9. Two to three weeks is enough time to complete a
writing workshop.
Goal 1:
Goal 2:
Goal 3:
Goal 4:
Goal 5:
Part C: Answer the following questions in
complete sentences.
How is understanding your career interests and
competencies helpful in creating SMART goals?
How can understanding the value of SMART
goals help in achieving your personal academic
and career goals?
10. UOP GEN 195 Week 3 Personal Plan Outline and
Introductory Paragraph NEW
Check this A+ tutorial guideline at
http://www.uopassignments.com/gen-195-
uop/gen-195-week-3-personal-plan-outline-
and-introductory-paragraph-recent
For more classes visit
http://www.uopassignments.com
GEN 195 Week 3 Personal Plan Outline and
Introductory Paragraph NEW
GEN 195 Week 3 Personal Plan Outline and
Introductory Paragraph
Outline and Introductory Paragraph Worksheet
Create an outline and introductory paragraph in
preparation for writing a complete Personal Plan
due in Week Five.
Use the following information to assist you with
the content of your outline and introductory
paragraph:
Ethical Lens Inventory results
Career Interests Profiler results
11. Career Plan Building Activity: Competencies
results
Your SMART goals, including those identified in
the University of Phoenix Material: Goal Setting
Use the following to assist you with the writing of
your outline:
Sample Outline in the CWE
MyFoundationsLab: The Writing Process
MyFoundationsLab: Prewriting
Outline:
Introduction
Topic
Subtopic
Subtopic
Topic
Subtopic
Subtopic
Use the following to assist you with the writing of
your introductory paragraph:
MyFoundationsLab: Developing and Organizing a
Paragraph
MyFoundationsLab: The Topic Sentence
MyFoundationsLab: Recognizing a Paragraph
12. UOP GEN 195 Week 3 Reading Strategies NEW
Check this A+ tutorial guideline at
http://www.uopassignments.com/gen-195-
uop/gen-195-week-3-reading-strategies-
recent
For more classes visit
http://www.uopassignments.com
GEN 195 Week 3 Reading Strategies NEW
Reading Strategies Worksheet
Identify two reading goals, one short-term and
one long-term.
Long-term reading goal:
Short-term reading goal:
Write a 100- to 150-word response to each of the
following questions:
13. How do you currently approach the weekly
readings in the course?
How might you incorporate three of the
suggestions covered this week into your study
time?
How might this plan help you accomplish your
reading goals?
14. UOP GEN 195 Week 4 Critical Thinking NEW
Check this A+ tutorial guideline at
http://www.uopassignments.com/gen-195-
uop/gen-195-week-4-critical-thinking-
recent
For more classes visit
http://www.uopassignments.com
GEN 195 Week 4 Critical Thinking NEW
GEN 195 Week 4 Critical Thinking
Critical Thinking Worksheet
Chose one of the following scenarios:
You are a member of a group working on a class
project. The group members are enthusiastic
about the project and arrange a meeting time to
begin planning. You forget to mark your
calendar and miss the meeting. The group posts
a summary of the meeting with assignments and
deadlines for the project.
You apologize to the group and agree to
complete the topic research for the project. You
realize you have a paper due in another course
15. on the same day that your research is due, and
you concentrate most of your time on your
individual assignment. The paper takes longer
than you thought, and you are unable to conduct
research for the group project by the deadline.
You feel bad about this and do not respond to
inquiries from group members. You post a
message to the group explaining you are having
computer problems. The group expresses their
empathy and proceeds without you, completing
and submitting the project with your name
included.
A position opens in your department at work.
You recommend to a coworker and friend in
another department that she should apply. You
previously consulted with this person on small
projects, and she appears knowledgeable and
responsible. In fact, you became friends through
these work contacts.
Your friend appreciates your recommendation
and arranges a meeting to ask you more details
about the work done by your department. The
meeting is productive, and your friend takes
notes to help with the application process.
Your friend stops by your desk a few days later
to thank you for your help, because the
16. application was long and detailed. She confides
that some of the information she included on the
application is not entirely accurate. Some of her
work experience did not match the job
requirements and needed to be reworded for a
better fit. Your friend thanks you again and says,
“I hope we’ll be working together soon!”
Part A: Write five questions you need to ask
yourself to help you think through the situation
and determine a course of action.
1.
2.
3.
4.
5.
Part B: Questioning yourself, as you did in the
exercise above, is a form of critical thinking. This
can, in turn, help you understand more about
how you work. Write a 100- to 150-word
response to each of the following questions:
What were your aptitude results?
17. Describe your capacity to resolve complex
situations and solve problems based on your
results.
What are you strengths and weaknesses in the
area of reasoning and critical thinking?
How will understanding this help you in both
your academic life and workplace?
18. UOP GEN 195 Week 4 Personal Ethics Statement
NEW
Check this A+ tutorial guideline at
http://www.uopassignments.com/gen-195-
uop/gen-195-week-4-personal-ethics-
statement-recent
For more classes visit
http://www.uopassignments.com
GEN 195 Week 4 Personal Ethics Statement NEW
Access My Career Plan in Phoenix Career
Services by clicking the Careers tab in the
classroom header.
Complete the Career Plan Building Activity:
Work Culture Preferences.(Note. This activity is
only available after you have completed the
Career Interest Profiler and the Competencies
activity.)
Reflect on your Ethical Lens Inventory results
(ELI) from Week One.
Write a 150- to 450-word summary in which you
address the following:
19. Do you agree with the results of your Work
Culture Preferences activity? Does it match with
what you considered your ideal work culture?
Do you think there is a relationship between
effective study habits and techniques and being
successful in those work cultures? Explain your
answers.
What was your ethical perspective as identified
by the ELI, including your blind spot, strengths,
weaknesses, and values?
How do personal ethics play a role in academics?
How might they play a role in the workplace?
What connection is there to your ethical
perspective and your ideal work culture?
Submit your written response as an MSWord
document to your facilitator by clicking on the
Grading tab. In addition, submit as a separate
Plagiarism Checked document: (Library>CWE:
Submit and Review a Paper for Plagiarism )
download and save as html
Once you have submitted the Microsoft® Word
document as an attachment to the Assignments
link, copy/paste the response in the body of a
new message (do not submit as an attachment).
Read and comment on others’ posts.
20. UOP GEN 195 Week 5 Personal Plan NEW
Check this A+ tutorial guideline at
http://www.uopassignments.com/gen-195-
uop/gen-195-week-5-personal-plan-recent
For more classes visit
http://www.uopassignments.com
GEN 195 Week 5 Personal Plan NEW
Resources:
Ethical Lens Inventory results
Career Interests Profiler results
Career Plan Building Activities
Your SMART goals, including those identified on
the University of Phoenix Material: Goal Setting
Personal Plan: Outline and Introductory
Paragraph
Facilitator feedback on previous assignment
submissions
Tools:
Sample Outline in the CWE
WritePoint® in the CWE
MyFoundationsLab: The Writing Process
MyFoundationsLab: Prewriting
21. MyFoundationsLab: Developing and Organizing a
Paragraph MyFoundationsLab: The Topic
Sentence
MyFoundationsLab: Recognizing a Paragraph
Write a 350- to 700-word personal statement
about your educational and career goals. Use the
outline and introductory paragraph you already
created in Week Three as a starting point from
which to create a complete statement.
Include the following:
Your personal educational and career goals
How should your career interests and
competencies help guide you in your personal
academic journey?
Does pursuing a degree help you build on the
competencies you need for your future career? Is
the academic work you do for your course
assignments related to those competencies?
How might you use your personal ethics, your My
Career Plan competencies and reasoning
aptitude results to guide your academic journey
as you work through your program?
Submit your plan as an MSWord document to
your facilitator by clicking on the Grading tab. In
addition, submit as a separate Plagiarism
Checked document: (Library>CWE: Submit and
Review a Paper for Plagiarism ) download and
save as html
22. UOP GEN 195 Week 5 Reliable Sources NEW
Check this A+ tutorial guideline at
http://www.uopassignments.com/gen-195-
uop/gen-195-week-5-reliable-sources-
recent
For more classes visit
http://www.uopassignments.com
GEN 195 Week 5 Reliable Sources NEW
Reliable Sources Worksheet
Locate two sources in the University Library on a
topic of your choice. Provide the required
information for both sources.
Source 1
Author:
Date:
Title:
Publication:
Write a 100- to 150-word response to each of the
following questions:
23. Is the source reliable? How do you know?
Is the information relevant to the topic?
Does the information reflect a bias on the
author’s part? If so, what is the bias?
Source 2
Author:
Date:
Title:
Publication:
Write a 100- to 150-word response to each of the
following questions:
Is the source reliable? How do you know?
Is the information relevant to the topic?
Does the information reflect a bias on the
author’s part? If so, what is the bias?
24. UOP GEN 195 Week 5 Resources Presentation
NEW
Check this A+ tutorial guideline at
http://www.uopassignments.com/gen-195-
uop/gen-195-week-5-resources-
presentation-recent
For more classes visit
http://www.uopassignments.com
GEN 195 Week 5 Resources Presentation NEW
Resources: Microsoft® PowerPoint® tutorial;
Toolwire® Learnscape: Making a Successful
Presentation
Create a 5-slide Microsoft® PowerPoint®
presentation with speaker notes on your
experience in this course.
Include the following:
The importance of personal responsibility
Upholding academic honesty
Improving reading and study skills
Developing writing skills
Five tips for new students
Note. Speaker’s notes should contain additional
25. details about each slide as if you would use the
notes during an oral presentation.
Submit the PowerPoint presentation document
by clicking on the Grading tab.