The Universal Applications Guide is a thorough reference guide allowing participants to take the concepts of SOCIAL STYLE® & Versatility to another level.
Introduction to SOCIAL STYLETM is a half-daycourse that covers the key concepts of SOCIAL STYLE & Versatility. This class teaches the basics of understanding one’s own behavior and recognizing and working with the behaviors of others.
HBR Article by Stevart D. Friedman
This article gives an outline to describe the relationship between possessing good leadership style and enjoying a richer life. Here, the richness not only symbolizes the monetary value but tangible richness.
Managing For Results is a one-day course that fully develops the managers’ interpersonal skills beginning with comprehensive lessons on the concepts of SOCIAL STYLE & Versatility and then applies this knowledge using various lessons and exercises.
My Ten Years” ExerciseProject yourself into the future .docxroushhsiu
“My Ten Years”
Exercise
Project yourself into the future ten years from today. When answering, develop the image of what you most hope and dream your life and work will be ten years from today.
In ten years, I am __32__ years old.
If/when I am working, my work is best described as- My work will be described as a leader who will empower other people to succeed in life for their dreams and ambitions while keeping the best interests of the company. I also see myself as a venture capitalist in the future.
In that context, my major work responsibilities are – My main work responsibilities will be business and people development. I want to take care of the people who work in my company and give them independence to show results.
The people I will see or talk to today include – My family, girlfriend and friends from babson college
.
The people whom I live and socialize with are – My family and friends
.
My most important possessions are – My positive attitude towards life
If someone were describing me to a friend today, they would say that - I am very outgoing and friendly.
.
When I have some free time, I spend it – learning a new skill
My leisure or fun activities in a typical week include - Driving and catching up with friends
As I think about my leadership, I take most pride in – I feel I understand people really well and can feel their emotions.
Research Critique Guidelines – Part I
Use this document to organize your essay. Successful completion of this assignment requires that you provide a rationale, include examples, and reference content from the studies in your responses.
Qualitative Studies
Background of Study
1. Summary of studies. Include problem, significance to nursing, purpose, objective, and research question.
How do these two articles support the nurse practice issue you chose?
1. Discuss how these two articles will be used to answer your PICOT question.
2. Describe how the interventions and comparison groups in the articles compare to those identified in your PICOT question.
Method of Study:
1. State the methods of the two articles you are comparing and describe how they are different.
2. Consider the methods you identified in your chosen articles and state one benefit and one limitation of each method.
Results of Study
1. Summarize the key findings of each study in one or two comprehensive paragraphs.
2. What are the implications of the two studies in nursing practice?
Ethical Considerations
1. Discuss two ethical consideration in conducting research.
Describe how the researchers in the two articles you choose took these ethical considerations into account while performing their researc
Write a critical appraisal that demonstrates comprehension of two qualitative research studies. Use the "Research Critique Guidelines – Part 1" document to organize your essay. Successful completion of this assignment requires that you provide rationale, include examples, and reference content from the studies in ...
Introduction to SOCIAL STYLETM is a half-daycourse that covers the key concepts of SOCIAL STYLE & Versatility. This class teaches the basics of understanding one’s own behavior and recognizing and working with the behaviors of others.
HBR Article by Stevart D. Friedman
This article gives an outline to describe the relationship between possessing good leadership style and enjoying a richer life. Here, the richness not only symbolizes the monetary value but tangible richness.
Managing For Results is a one-day course that fully develops the managers’ interpersonal skills beginning with comprehensive lessons on the concepts of SOCIAL STYLE & Versatility and then applies this knowledge using various lessons and exercises.
My Ten Years” ExerciseProject yourself into the future .docxroushhsiu
“My Ten Years”
Exercise
Project yourself into the future ten years from today. When answering, develop the image of what you most hope and dream your life and work will be ten years from today.
In ten years, I am __32__ years old.
If/when I am working, my work is best described as- My work will be described as a leader who will empower other people to succeed in life for their dreams and ambitions while keeping the best interests of the company. I also see myself as a venture capitalist in the future.
In that context, my major work responsibilities are – My main work responsibilities will be business and people development. I want to take care of the people who work in my company and give them independence to show results.
The people I will see or talk to today include – My family, girlfriend and friends from babson college
.
The people whom I live and socialize with are – My family and friends
.
My most important possessions are – My positive attitude towards life
If someone were describing me to a friend today, they would say that - I am very outgoing and friendly.
.
When I have some free time, I spend it – learning a new skill
My leisure or fun activities in a typical week include - Driving and catching up with friends
As I think about my leadership, I take most pride in – I feel I understand people really well and can feel their emotions.
Research Critique Guidelines – Part I
Use this document to organize your essay. Successful completion of this assignment requires that you provide a rationale, include examples, and reference content from the studies in your responses.
Qualitative Studies
Background of Study
1. Summary of studies. Include problem, significance to nursing, purpose, objective, and research question.
How do these two articles support the nurse practice issue you chose?
1. Discuss how these two articles will be used to answer your PICOT question.
2. Describe how the interventions and comparison groups in the articles compare to those identified in your PICOT question.
Method of Study:
1. State the methods of the two articles you are comparing and describe how they are different.
2. Consider the methods you identified in your chosen articles and state one benefit and one limitation of each method.
Results of Study
1. Summarize the key findings of each study in one or two comprehensive paragraphs.
2. What are the implications of the two studies in nursing practice?
Ethical Considerations
1. Discuss two ethical consideration in conducting research.
Describe how the researchers in the two articles you choose took these ethical considerations into account while performing their researc
Write a critical appraisal that demonstrates comprehension of two qualitative research studies. Use the "Research Critique Guidelines – Part 1" document to organize your essay. Successful completion of this assignment requires that you provide rationale, include examples, and reference content from the studies in ...
S.M.A.R.TGoalsAfter reading the PDFs on Goal Setting and P.docxagnesdcarey33086
S.M.A.R.TGoals
After reading the PDFs on Goal Setting and Professional Goals and Personalities in this week’s Reading, write your own S.M.A.R.T. academic/professional goal, discuss why goal setting is important, why they will help you, and how you will achieve them.
Whether you are planning long or short-term goals, you want every goal to be a
SMART one:
Specific, Measurable, Action-oriented, Realistic, and Timed
[S] Specific
Each goal should be a detailed statement of your desired result. Exactly what is it you wish to accomplish? It is difficult to determine action steps for vague goals and even harder to recognize when they have been achieved.
[M] Measurable
Identify the means by which you will achieve each goal. How will you know when you have reached it? There are two types of goals - performance goals and outcome goals. Keep in mind that you will always have more control over performance than you will over outcome so set performance goals whenever possible.
[A] Action-oriented
Describe your goals using action verbs. What will you do (step by step) to reach your goal?
[R] Realistic
Choose goals that are possible and achievable. Who do you know who has achieved goals similar to yours? Goals set too high will discourage you while goals set too low won't challenge and motivate you.
[T] Timed
Determine deadlines for each of your goals. Deadlines can be flexible and adjusted as needed but deadlines that specify time limits help keep you focused and moving.
After reading the PDFs on Goal Setting and Professional Goals and Personalities in this week’s Reading, write your own S.M.A.R.T. goals using the template below, why they will help you, and how you will achieve them.
Name:
My SMART Academic/Career Goal:
How this goal is specific:
How this goal is measurable:
How this goal is achievable
How this goal is realistic:
How this goal is timed:
Discuss why goal setting is an important part of planning for success.
1
Kaplan University College of Arts and Sciences
PS115 Unit 3 Program Outcomes
Program Outcomes
General Education Literacy Outcomes
1. Communications: Demonstrate college–level communication through a variety
of media.
2. Mathematics: Apply quantitative reasoning to real–world situations.
3. Science: Analyze how scientific principles are applied in real–world contexts.
4. Social Science: Critically evaluate the social or psychological issues that impact
human behavior.
5. Arts and Humanities: Recognize human potential through a study of human
expressions.
6. Research and Information: Apply methods for finding, evaluating, and using
resources.
7. Ethics: Identify, apply, and evaluate ethical reasoning.
8. Critical Thinking: Apply critical thinking to real–life situations.
9. Technology Literacy: Use information technology to solve real–world problems
and communicate effectively.
Discipline–Specific Outcomes
1. Knowledge Base: Demonstrate knowledge of the major.
MODULE 1COMMUNICATION IS BUSINESSWEEK 1LEADERSHI.docxroushhsiu
MODULE 1COMMUNICATION IS BUSINESS
WEEK 1LEADERSHIP, COMMUNICATION AND MANAGEMENT
Key Topics we will cover this week are:
•Introducing definitions of the elements of leadership, management and communication
•Developing a framework for the interrelationships between leadership communication and organisational communication, and discuss the framing of the role of the communication practitioner within the organisational structure
•By the end of Week 1 you should be able to discuss and identify leadership and management communication styles within your workplace or work experiences in the context of a study of Business Communication.
REQUIRED READING
Each week the readings from the set text (Dwyer, J 2016, Communication for Business and the Professions, Strategies and Skills, 6th edition) are listed as ‘textbook’:
Textbook: Chapter 1, Communication Foundations, pp 2-4.
Textbook: Chapter 8, Leadership, pp 185-203.
RECOMMENDED READING
The following reading has been electronically supplied in the Readings on the unit site:
Penrose, J M 1993, Advanced Business Communication, 2nd edition. Belmont, Caliph, Wadsworth Pub Co. Chapter 1, pp 4–15.
Independent Learning Task 1
Complete this sentence: Leadership is ….......................................?
Post your response on the Week 1 Discussion Board. Read other students definitions and respond to them whilst also responding’ to comments made about your own definition. Truly, there is no absolutely right or absolutely wrong answer, but the sharing of ideas in itself brings knowledge.
Remember to include at least one research source in each post and a Reference List. The Discussion Board is available for a three-week period – make sure you post in the Week 1 DB before midnight on Sunday of Week 3.
ABOUT INDEPENDENT LEARNING TASKS
The Independent learning tasks are peer-learning activities and while your Tutor will give weekly feedback, it will be general in its nature and not specific to individual students.
The idea of these tasks is to give students an opportunity to practice some elements of analysis or to delve more deeply into some aspect of theory that will help you develop a deeper understanding of the Unit content. It may also help you respond to your assignment tasks. The more you get involved with your peers, the better your collective and individual understanding is likely to be.
Part of your mark will be based on your own responses and your responses to other students. These Independent learning tasks represent an important part of Assessment 1. To access all the information on Assessment 1, go to your Unit Outline.
INTRODUCTION
Communication is part of all human activity. We all communicate all the time. It is so all-encompassing that it defies definition.
A respected scholar recently observed in the pages of this Journal that “considering that communication is one of the oldest human activities, it is somewhat astonishing that no general ...
MODULE 1COMMUNICATION IS BUSINESSWEEK 1LEADERSHI.docxaudeleypearl
MODULE 1COMMUNICATION IS BUSINESS
WEEK 1LEADERSHIP, COMMUNICATION AND MANAGEMENT
Key Topics we will cover this week are:
•Introducing definitions of the elements of leadership, management and communication
•Developing a framework for the interrelationships between leadership communication and organisational communication, and discuss the framing of the role of the communication practitioner within the organisational structure
•By the end of Week 1 you should be able to discuss and identify leadership and management communication styles within your workplace or work experiences in the context of a study of Business Communication.
REQUIRED READING
Each week the readings from the set text (Dwyer, J 2016, Communication for Business and the Professions, Strategies and Skills, 6th edition) are listed as ‘textbook’:
Textbook: Chapter 1, Communication Foundations, pp 2-4.
Textbook: Chapter 8, Leadership, pp 185-203.
RECOMMENDED READING
The following reading has been electronically supplied in the Readings on the unit site:
Penrose, J M 1993, Advanced Business Communication, 2nd edition. Belmont, Caliph, Wadsworth Pub Co. Chapter 1, pp 4–15.
Independent Learning Task 1
Complete this sentence: Leadership is ….......................................?
Post your response on the Week 1 Discussion Board. Read other students definitions and respond to them whilst also responding’ to comments made about your own definition. Truly, there is no absolutely right or absolutely wrong answer, but the sharing of ideas in itself brings knowledge.
Remember to include at least one research source in each post and a Reference List. The Discussion Board is available for a three-week period – make sure you post in the Week 1 DB before midnight on Sunday of Week 3.
ABOUT INDEPENDENT LEARNING TASKS
The Independent learning tasks are peer-learning activities and while your Tutor will give weekly feedback, it will be general in its nature and not specific to individual students.
The idea of these tasks is to give students an opportunity to practice some elements of analysis or to delve more deeply into some aspect of theory that will help you develop a deeper understanding of the Unit content. It may also help you respond to your assignment tasks. The more you get involved with your peers, the better your collective and individual understanding is likely to be.
Part of your mark will be based on your own responses and your responses to other students. These Independent learning tasks represent an important part of Assessment 1. To access all the information on Assessment 1, go to your Unit Outline.
INTRODUCTION
Communication is part of all human activity. We all communicate all the time. It is so all-encompassing that it defies definition.
A respected scholar recently observed in the pages of this Journal that “considering that communication is one of the oldest human activities, it is somewhat astonishing that no general.
Psychology, Philosophy and Language Science students - what do you have to of...University of Edinburgh
Exploring your skills and attributes and their relationship to the workplace.
Identify the variety of skills you’ve developed through your academic and life experience, how to articulate these effectively to employers, and how skills and other factors influence career choice.
Transparent Opportunity Design - May 1, 2018 "Learning Everywhere" ConferenceNortheasternSAIL
As educators, we often expect students to practice a wide range of skills during a given learning opportunity, and we understand those specific skills as fundamental to their development of expertise in a given domain. However, students may not recognize the need to apply some skills we consider necessary for success, may apply those skills without noticing that they have done so, or may fail to appreciate how important they are to expertise in the domain. In the process of being more transparent about which skills we want students to practice, how, and why, we are often able to refine our learning opportunity to make it more effective and meaningful. This session will provide a forum for educators to consider research on the value of transparency for supporting learning, revisit an existing learning opportunity in the context of the SAIL dimensions and skills, and help one another become more transparent about how students should use and understand those skills and dimensions in the context of this opportunity.
ETHICS AND COMMUNITY STANDARDSOffice of Student CoBetseyCalderon89
ETHICS AND
COMMUNITY
STANDARDS
Office of Student Conduct and Conflict Resolution
SEMINAR
OUTLINE
Introduction
Defining Ethics
Values, Morals, and Moral Theory
Ethical Approaches
Ethical Standards
Putting Ethics Into Action
Review and Wrap-Up
SEMINAR EXPECTATIONS
•Seminar attendance and active participation in discussion are expected and essential to student learning.
Attendees are expected to arrive on time and be present for the entire seminar. In addition, completion of pre -
seminar activities is required for participation. Failure to complete or turn-in the activities will result in the
student not being allowed to attend the seminar.
Seminar Attendance
and Participation
•This seminar consists of multiple activities and group discussions. It is expected that all attendees treat each
other with courtesy and respect. Any attendee that fail to adhere to this or creates a disruption that prevents the
seminar from functioning in its intended manner may be asked to leave the seminar and not receive approval of
completion of the seminar.
In-Seminar Conduct
•Respect of statements, ideas, and beliefs is important to successful reflection and learning. Confidentiality is one
of the most important rights, thus the disclosure of information regarding the reason or purpose of an attendees
required participation is not advised or condoned. To promote comfort and exchange of ideas it is expected that
any information disclosed by another attendee be regarded as confidential and specific to the purpose of the
seminar.
Confidentiality
•As a final component of this seminar there will be an assigned reflection paper. This paper must be completed
and received by the Office of Student conduct and Conflict Resolution by the prescribed deadline. This paper
must be reviewed and approved by the seminar facilitator before it is considered complete and credit for the
seminar is granted. Failure to submit the paper by the prescribed deadline or a paper that is not approved may
result in the attendee not receiving credit for the seminar.
Post-Seminar
Assignment
LEARNING
OBJECTIVES
Provide students with information that will promote
an understanding of ethics and the role that ethics has
in everyday life.
Evoke the evaluation of personal morals and values as
they relate to the formation of an ethical foundation.
Learn principles that guide good decision making.
Apply strategies of decision making that reflect your
personal values and ethics.
WHAT IS ETHICS?
“Ethics refers to standards of behavior that tell us
how human beings ought to act in the many
situations in which they find themselves as friends,
parents, children, citizens, businesspeople,
teachers, professionals, and so on.”
Brainstorming Activity
VALUES, MORALS,
AND MORAL
THEORY
KITCHENER’S FIVE ETHICAL
PRINCIPLES
Respect
Autonomy
1
Do No
Harm
2
Benefit
Others
3
Be Just
4
Be Faithful
5
KOHLBERG ...
Historical Perspective, Research in Higher Education
Vincent Carpentier
UCL Institute of Education, University College London, London, UK
Synonyms
The study of the past; the long-term lens; changes and continuities.
Definition
The study of the past of higher education.
Introduction
The engagement with history is an important feature of research in higher education, which has taken various forms and has been driven by various rationales (Lowe 2009). The variety of objectives, methodologies and interpretations is precisely what made the contribution of the historical dimension to the understanding of higher education so valuable although it has not come without its challenges.
Past present and future
Many factors explain why universities alongside other forms of higher education have always been the objects of a strong historical attention. To start with, Hammerstein reminds us that “European universities are the oldest surviving European institutions with the exception of the catholic Church” (1996, p.113).
Past and present
Although the historical perspective often confirms its strong potential to enrich the understanding of higher education, it does not escape from the key debates about the various conceptions of the role of history and its potential uses and misuses. Such debates question whether the use of history to inform the present is desirable or even feasible. The risk of presentism has been debated within most historical fields and the history of higher education is no exception (Hutcheson, 2010). Such controversies had the merits to sound a note of caution for those seeking to conduct or read historical research in higher education. First of all, they remind us of the intrinsic value of historical research in higher education and that “it was perfectly possible for historical explanations to be pursued for its own sake without reference to the claims of social relevance” (Tosh, p. 47). They also incite those seeking to link past and present to be mindful of the danger of a presentist view of history and its consequences in terms of misinterpretations or anachronisms. Those are problematic issues not only in relation to the validity of historical findings but also in relation to the ways findings “travel”, and can sometimes be decontextualized as part of an instrumental and selective use of history by media and policy circles. Acknowledging those limitations does not weaken but strengthens a reasoned approach of history seeking to inform the present. This effort of contextualisation is an integral part of a necessary productive engagement of historians with public policy (Szreter, 2011, p. 222).
2
Periodisations
The difficulty to make sense of such a long history is reflected by the variety of offered historical periodisations of higher education, which mirror the differences in the lens and the thematic chosen. The starting point of such periodization has also always been a recurrent issue. Many researchers like Perkin identified the ri
Learners gain unlimited access to MyEverythingDiSC® , the mobile-friendly, interactive learning portal that provides on-demand insights about DiSC and strategies for applying DiSC to real work situations.
S.M.A.R.TGoalsAfter reading the PDFs on Goal Setting and P.docxagnesdcarey33086
S.M.A.R.TGoals
After reading the PDFs on Goal Setting and Professional Goals and Personalities in this week’s Reading, write your own S.M.A.R.T. academic/professional goal, discuss why goal setting is important, why they will help you, and how you will achieve them.
Whether you are planning long or short-term goals, you want every goal to be a
SMART one:
Specific, Measurable, Action-oriented, Realistic, and Timed
[S] Specific
Each goal should be a detailed statement of your desired result. Exactly what is it you wish to accomplish? It is difficult to determine action steps for vague goals and even harder to recognize when they have been achieved.
[M] Measurable
Identify the means by which you will achieve each goal. How will you know when you have reached it? There are two types of goals - performance goals and outcome goals. Keep in mind that you will always have more control over performance than you will over outcome so set performance goals whenever possible.
[A] Action-oriented
Describe your goals using action verbs. What will you do (step by step) to reach your goal?
[R] Realistic
Choose goals that are possible and achievable. Who do you know who has achieved goals similar to yours? Goals set too high will discourage you while goals set too low won't challenge and motivate you.
[T] Timed
Determine deadlines for each of your goals. Deadlines can be flexible and adjusted as needed but deadlines that specify time limits help keep you focused and moving.
After reading the PDFs on Goal Setting and Professional Goals and Personalities in this week’s Reading, write your own S.M.A.R.T. goals using the template below, why they will help you, and how you will achieve them.
Name:
My SMART Academic/Career Goal:
How this goal is specific:
How this goal is measurable:
How this goal is achievable
How this goal is realistic:
How this goal is timed:
Discuss why goal setting is an important part of planning for success.
1
Kaplan University College of Arts and Sciences
PS115 Unit 3 Program Outcomes
Program Outcomes
General Education Literacy Outcomes
1. Communications: Demonstrate college–level communication through a variety
of media.
2. Mathematics: Apply quantitative reasoning to real–world situations.
3. Science: Analyze how scientific principles are applied in real–world contexts.
4. Social Science: Critically evaluate the social or psychological issues that impact
human behavior.
5. Arts and Humanities: Recognize human potential through a study of human
expressions.
6. Research and Information: Apply methods for finding, evaluating, and using
resources.
7. Ethics: Identify, apply, and evaluate ethical reasoning.
8. Critical Thinking: Apply critical thinking to real–life situations.
9. Technology Literacy: Use information technology to solve real–world problems
and communicate effectively.
Discipline–Specific Outcomes
1. Knowledge Base: Demonstrate knowledge of the major.
MODULE 1COMMUNICATION IS BUSINESSWEEK 1LEADERSHI.docxroushhsiu
MODULE 1COMMUNICATION IS BUSINESS
WEEK 1LEADERSHIP, COMMUNICATION AND MANAGEMENT
Key Topics we will cover this week are:
•Introducing definitions of the elements of leadership, management and communication
•Developing a framework for the interrelationships between leadership communication and organisational communication, and discuss the framing of the role of the communication practitioner within the organisational structure
•By the end of Week 1 you should be able to discuss and identify leadership and management communication styles within your workplace or work experiences in the context of a study of Business Communication.
REQUIRED READING
Each week the readings from the set text (Dwyer, J 2016, Communication for Business and the Professions, Strategies and Skills, 6th edition) are listed as ‘textbook’:
Textbook: Chapter 1, Communication Foundations, pp 2-4.
Textbook: Chapter 8, Leadership, pp 185-203.
RECOMMENDED READING
The following reading has been electronically supplied in the Readings on the unit site:
Penrose, J M 1993, Advanced Business Communication, 2nd edition. Belmont, Caliph, Wadsworth Pub Co. Chapter 1, pp 4–15.
Independent Learning Task 1
Complete this sentence: Leadership is ….......................................?
Post your response on the Week 1 Discussion Board. Read other students definitions and respond to them whilst also responding’ to comments made about your own definition. Truly, there is no absolutely right or absolutely wrong answer, but the sharing of ideas in itself brings knowledge.
Remember to include at least one research source in each post and a Reference List. The Discussion Board is available for a three-week period – make sure you post in the Week 1 DB before midnight on Sunday of Week 3.
ABOUT INDEPENDENT LEARNING TASKS
The Independent learning tasks are peer-learning activities and while your Tutor will give weekly feedback, it will be general in its nature and not specific to individual students.
The idea of these tasks is to give students an opportunity to practice some elements of analysis or to delve more deeply into some aspect of theory that will help you develop a deeper understanding of the Unit content. It may also help you respond to your assignment tasks. The more you get involved with your peers, the better your collective and individual understanding is likely to be.
Part of your mark will be based on your own responses and your responses to other students. These Independent learning tasks represent an important part of Assessment 1. To access all the information on Assessment 1, go to your Unit Outline.
INTRODUCTION
Communication is part of all human activity. We all communicate all the time. It is so all-encompassing that it defies definition.
A respected scholar recently observed in the pages of this Journal that “considering that communication is one of the oldest human activities, it is somewhat astonishing that no general ...
MODULE 1COMMUNICATION IS BUSINESSWEEK 1LEADERSHI.docxaudeleypearl
MODULE 1COMMUNICATION IS BUSINESS
WEEK 1LEADERSHIP, COMMUNICATION AND MANAGEMENT
Key Topics we will cover this week are:
•Introducing definitions of the elements of leadership, management and communication
•Developing a framework for the interrelationships between leadership communication and organisational communication, and discuss the framing of the role of the communication practitioner within the organisational structure
•By the end of Week 1 you should be able to discuss and identify leadership and management communication styles within your workplace or work experiences in the context of a study of Business Communication.
REQUIRED READING
Each week the readings from the set text (Dwyer, J 2016, Communication for Business and the Professions, Strategies and Skills, 6th edition) are listed as ‘textbook’:
Textbook: Chapter 1, Communication Foundations, pp 2-4.
Textbook: Chapter 8, Leadership, pp 185-203.
RECOMMENDED READING
The following reading has been electronically supplied in the Readings on the unit site:
Penrose, J M 1993, Advanced Business Communication, 2nd edition. Belmont, Caliph, Wadsworth Pub Co. Chapter 1, pp 4–15.
Independent Learning Task 1
Complete this sentence: Leadership is ….......................................?
Post your response on the Week 1 Discussion Board. Read other students definitions and respond to them whilst also responding’ to comments made about your own definition. Truly, there is no absolutely right or absolutely wrong answer, but the sharing of ideas in itself brings knowledge.
Remember to include at least one research source in each post and a Reference List. The Discussion Board is available for a three-week period – make sure you post in the Week 1 DB before midnight on Sunday of Week 3.
ABOUT INDEPENDENT LEARNING TASKS
The Independent learning tasks are peer-learning activities and while your Tutor will give weekly feedback, it will be general in its nature and not specific to individual students.
The idea of these tasks is to give students an opportunity to practice some elements of analysis or to delve more deeply into some aspect of theory that will help you develop a deeper understanding of the Unit content. It may also help you respond to your assignment tasks. The more you get involved with your peers, the better your collective and individual understanding is likely to be.
Part of your mark will be based on your own responses and your responses to other students. These Independent learning tasks represent an important part of Assessment 1. To access all the information on Assessment 1, go to your Unit Outline.
INTRODUCTION
Communication is part of all human activity. We all communicate all the time. It is so all-encompassing that it defies definition.
A respected scholar recently observed in the pages of this Journal that “considering that communication is one of the oldest human activities, it is somewhat astonishing that no general.
Psychology, Philosophy and Language Science students - what do you have to of...University of Edinburgh
Exploring your skills and attributes and their relationship to the workplace.
Identify the variety of skills you’ve developed through your academic and life experience, how to articulate these effectively to employers, and how skills and other factors influence career choice.
Transparent Opportunity Design - May 1, 2018 "Learning Everywhere" ConferenceNortheasternSAIL
As educators, we often expect students to practice a wide range of skills during a given learning opportunity, and we understand those specific skills as fundamental to their development of expertise in a given domain. However, students may not recognize the need to apply some skills we consider necessary for success, may apply those skills without noticing that they have done so, or may fail to appreciate how important they are to expertise in the domain. In the process of being more transparent about which skills we want students to practice, how, and why, we are often able to refine our learning opportunity to make it more effective and meaningful. This session will provide a forum for educators to consider research on the value of transparency for supporting learning, revisit an existing learning opportunity in the context of the SAIL dimensions and skills, and help one another become more transparent about how students should use and understand those skills and dimensions in the context of this opportunity.
ETHICS AND COMMUNITY STANDARDSOffice of Student CoBetseyCalderon89
ETHICS AND
COMMUNITY
STANDARDS
Office of Student Conduct and Conflict Resolution
SEMINAR
OUTLINE
Introduction
Defining Ethics
Values, Morals, and Moral Theory
Ethical Approaches
Ethical Standards
Putting Ethics Into Action
Review and Wrap-Up
SEMINAR EXPECTATIONS
•Seminar attendance and active participation in discussion are expected and essential to student learning.
Attendees are expected to arrive on time and be present for the entire seminar. In addition, completion of pre -
seminar activities is required for participation. Failure to complete or turn-in the activities will result in the
student not being allowed to attend the seminar.
Seminar Attendance
and Participation
•This seminar consists of multiple activities and group discussions. It is expected that all attendees treat each
other with courtesy and respect. Any attendee that fail to adhere to this or creates a disruption that prevents the
seminar from functioning in its intended manner may be asked to leave the seminar and not receive approval of
completion of the seminar.
In-Seminar Conduct
•Respect of statements, ideas, and beliefs is important to successful reflection and learning. Confidentiality is one
of the most important rights, thus the disclosure of information regarding the reason or purpose of an attendees
required participation is not advised or condoned. To promote comfort and exchange of ideas it is expected that
any information disclosed by another attendee be regarded as confidential and specific to the purpose of the
seminar.
Confidentiality
•As a final component of this seminar there will be an assigned reflection paper. This paper must be completed
and received by the Office of Student conduct and Conflict Resolution by the prescribed deadline. This paper
must be reviewed and approved by the seminar facilitator before it is considered complete and credit for the
seminar is granted. Failure to submit the paper by the prescribed deadline or a paper that is not approved may
result in the attendee not receiving credit for the seminar.
Post-Seminar
Assignment
LEARNING
OBJECTIVES
Provide students with information that will promote
an understanding of ethics and the role that ethics has
in everyday life.
Evoke the evaluation of personal morals and values as
they relate to the formation of an ethical foundation.
Learn principles that guide good decision making.
Apply strategies of decision making that reflect your
personal values and ethics.
WHAT IS ETHICS?
“Ethics refers to standards of behavior that tell us
how human beings ought to act in the many
situations in which they find themselves as friends,
parents, children, citizens, businesspeople,
teachers, professionals, and so on.”
Brainstorming Activity
VALUES, MORALS,
AND MORAL
THEORY
KITCHENER’S FIVE ETHICAL
PRINCIPLES
Respect
Autonomy
1
Do No
Harm
2
Benefit
Others
3
Be Just
4
Be Faithful
5
KOHLBERG ...
Historical Perspective, Research in Higher Education
Vincent Carpentier
UCL Institute of Education, University College London, London, UK
Synonyms
The study of the past; the long-term lens; changes and continuities.
Definition
The study of the past of higher education.
Introduction
The engagement with history is an important feature of research in higher education, which has taken various forms and has been driven by various rationales (Lowe 2009). The variety of objectives, methodologies and interpretations is precisely what made the contribution of the historical dimension to the understanding of higher education so valuable although it has not come without its challenges.
Past present and future
Many factors explain why universities alongside other forms of higher education have always been the objects of a strong historical attention. To start with, Hammerstein reminds us that “European universities are the oldest surviving European institutions with the exception of the catholic Church” (1996, p.113).
Past and present
Although the historical perspective often confirms its strong potential to enrich the understanding of higher education, it does not escape from the key debates about the various conceptions of the role of history and its potential uses and misuses. Such debates question whether the use of history to inform the present is desirable or even feasible. The risk of presentism has been debated within most historical fields and the history of higher education is no exception (Hutcheson, 2010). Such controversies had the merits to sound a note of caution for those seeking to conduct or read historical research in higher education. First of all, they remind us of the intrinsic value of historical research in higher education and that “it was perfectly possible for historical explanations to be pursued for its own sake without reference to the claims of social relevance” (Tosh, p. 47). They also incite those seeking to link past and present to be mindful of the danger of a presentist view of history and its consequences in terms of misinterpretations or anachronisms. Those are problematic issues not only in relation to the validity of historical findings but also in relation to the ways findings “travel”, and can sometimes be decontextualized as part of an instrumental and selective use of history by media and policy circles. Acknowledging those limitations does not weaken but strengthens a reasoned approach of history seeking to inform the present. This effort of contextualisation is an integral part of a necessary productive engagement of historians with public policy (Szreter, 2011, p. 222).
2
Periodisations
The difficulty to make sense of such a long history is reflected by the variety of offered historical periodisations of higher education, which mirror the differences in the lens and the thematic chosen. The starting point of such periodization has also always been a recurrent issue. Many researchers like Perkin identified the ri
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The Five Behaviors of a Cohesive Team is an assessment-based learning experience designed especially for intact teams and work groups to discover the value of cohesiveness.
The Five Behaviors of a Cohesive Team is an assessment-based learning experience designed especially for intact teams and work groups to discover the value of cohesiveness.
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Note how the dot and circle imagery promotes the understanding that this isn’t a tool to judge or pigeon-hole someone. We all have the ability to use the behavior styles as needed. Some just take more effort for us than others.
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Business Valuation Principles for EntrepreneursBen Wann
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Sustainability has become an increasingly critical topic as the world recognizes the need to protect our planet and its resources for future generations. Sustainability means meeting our current needs without compromising the ability of future generations to meet theirs. It involves long-term planning and consideration of the consequences of our actions. The goal is to create strategies that ensure the long-term viability of People, Planet, and Profit.
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2. Improving Personal Effectiveness
with Versatility™
Contents
INTRODUCTION
• A Guide for You
• Why Learn to Become Highly Versatile?
SOCIAL STYLE®
REVIEW
• Dimensions of Behavior
• SOCIAL STYLE Model™
• Style Need, Orientation, and Growth Action
• Tension and Backup Behavior
• Improving your Personal Effectiveness
• Versatility
SOCIAL STYLE AT WORK
• ABC Model for each Style
FOUR STEPS TO IMPROVE PERSONAL EFFECTIVENESS
• Know Yourself
• Control Yourself
• Know Others
• Do Something for Others
APPLYING VERSATILITY TECHNIQUES WITH OTHER STYLES
• When a Style Meets a Style
USING SOCIAL STYLE AND VERSATILITY AT WORK
Work Situations and Style
• Communicating Effectively
• Using Email and Voicemail Effectively
• Giving Positive Feedback
• Conducting Effective Discussions
• Making Your Case, Getting Commitment
• Getting What You Need From a Co-worker
• Dealing with Conflict in the Workplace
• Dealing Effectively with Your Boss
303-470-4900 • 1-800-221-2321
www.tracomcorp.com
BENEFITS
Participants will learn to:
• Continually apply the concepts
of SOCIAL STYLE®
throughout
their workday.
• Understand their SOCIAL
STYLE and its effect on
interactions with others.
• Determine the SOCIAL STYLEs
of others.
• Support the Style needs of
clients, customers, managers,
direct reports, and other
co-workers, creating more
productive relationships.
• Increase their Versatility, which
will help them to perform at a
higher level of social intelligence,
increasing performance at work.
• Gain more cooperation, support,
and respect from others.
• More effectively listen to and
communicate with others,
influence decisions, and present
and gain commitment for ideas.
• More effectively resolve, or
even avert, unnecessary conflict
caused by “interpersonal friction.”
• Leave voicemails appropriate
to each SOCIAL STYLE.
• Create emails to which
each SOCIAL STYLE will
be most receptive.