KIA ORA from the NCTL
This document provides information about an orientation quiz and tips for MaSW writing. It begins with details about joining an orientation quiz using Kahoot, including entering a game pin and nickname. It then lists 10 tips for MaSW writing, such as using NCTL online resources, treating study like a job, starting assignments early, and learning APA referencing style. Key information is concisely summarized while maintaining the overall context and purpose of the document.
Presentation for the HEA-funded workshop ‘Teaching Research Methods in Business and Management’.
Drawing on a mixture of practice and evidence, this one-day event provided an opportunity for those interested in the teaching of research methods in Business and Management – including qualitative, quantitative and mixed methods – to share experiences, insights, and good practice, and to discuss challenges and explore potential solutions.
This presentation forms part of a blog post reporting on the event which can be accessed via: http://bit.ly/1fcTwna
For further details of HEA Social Sciences work relating to teaching research methods in the Social Sciences please see http://bit.ly/15go0mh
Presentation for the HEA-funded workshop ‘Teaching Research Methods in Business and Management’.
Drawing on a mixture of practice and evidence, this one-day event provided an opportunity for those interested in the teaching of research methods in Business and Management – including qualitative, quantitative and mixed methods – to share experiences, insights, and good practice, and to discuss challenges and explore potential solutions.
This presentation forms part of a blog post reporting on the event which can be accessed via: http://bit.ly/1fcTwna
For further details of HEA Social Sciences work relating to teaching research methods in the Social Sciences please see http://bit.ly/15go0mh
These slides were prepared for a workshop with postgraduate Management students at Massey University, New Zealand. They focus on writing scholarly critique paragraphs, as part of the reflective journals for 152707 Leading and Organising Change.
Presentation for the HEA-funded workshop ‘Teaching Research Methods in Business and Management’.
Drawing on a mixture of practice and evidence, this one-day event provided an opportunity for those interested in the teaching of research methods in Business and Management – including qualitative, quantitative and mixed methods – to share experiences, insights, and good practice, and to discuss challenges and explore potential solutions.
This presentation forms part of a blog post reporting on the event which can be accessed via: http://bit.ly/1fcTwna
For further details of HEA Social Sciences work relating to teaching research methods in the Social Sciences please see http://bit.ly/15go0mh
Its a brief description of writing of proposal of educational research. it would be useful for teachers in school who want to conduct a small scale research to solve the problem in their school. It would be also useful to give ur educational research proposal for funding
These slides were prepared for a workshop with postgraduate Management students at Massey University, New Zealand. They focus on writing scholarly critique paragraphs, as part of the reflective journals for 152707 Leading and Organising Change.
Presentation for the HEA-funded workshop ‘Teaching Research Methods in Business and Management’.
Drawing on a mixture of practice and evidence, this one-day event provided an opportunity for those interested in the teaching of research methods in Business and Management – including qualitative, quantitative and mixed methods – to share experiences, insights, and good practice, and to discuss challenges and explore potential solutions.
This presentation forms part of a blog post reporting on the event which can be accessed via: http://bit.ly/1fcTwna
For further details of HEA Social Sciences work relating to teaching research methods in the Social Sciences please see http://bit.ly/15go0mh
Its a brief description of writing of proposal of educational research. it would be useful for teachers in school who want to conduct a small scale research to solve the problem in their school. It would be also useful to give ur educational research proposal for funding
HSL 4850 Human Services Programs Community, Culture and InterLizbethQuinonez813
HSL 4850 Human Services Programs: Community, Culture and Intersectionality
Final Professional Development Plan Part III
The goal of the Professional Development Plan is to 1) analyze aspects of professional ethical
conduct, 2) articulate a specific area & areas of activism, and 3) Develop a professional plan for
your career in this area. Part III will allow you to focus specifically on your area of interest and
explore agencies in your geographic area.
You have a choice here. You can either:
➢ Analyze human services available in your geographic location (i.e., town/city)
OR
➢ Analyze human services available in your geographic region (i.e., Central Illinois)
that address a particular problem or issue of your choice (e.g., food insecurity,
families, child welfare)
*Clearly identify which option you are selecting at the beginning of this assignment.
Develop a resource list of at least 15 programs that meet your criteria (either in your
geographic area OR address a specific topic and are within a geographic region). For each
agency, write a brief summary that includes name, population served/services offered, website or
contact information, & a 1-3 sentence description of each (could be taken from their website).
After you have completed the resource list, select one agency at which you might like to work
and discuss it in more detail. For example, you could discuss the history of the organization, the
clientele, the size of the organization and number of employees, or what a human services
employee might do at the agency. This should be about a page and include discussion of at least
2-3 different areas (those listed or other areas of your choice).
Lastly, describe your dream job in 10 sentences or less. Talk about what it is, why it’s your
dream job, and how your education at EIU is preparing you for this role.
Grading Rubric
Assignment requirements (5 points)
The assignment is no more than 3 pages of content, double-spaced, uses 12 point Times New
Roman font throughout, has 1” margins, each section is clearly labeled with an appropriate
heading. No points will be earned if these criteria are not present.
Clearly identified the focus of the assignment (2 points)
The student clearly stated which option they are completing (all human services in their town or
human services focused on a particular topic in their region).
Resource List of 15 Agencies (30 points)
At least 15 agencies are identified and described in this section including name, population
served/services offered, website or contact information, & a 1-3 sentence description of each.
Selected Agency (8 points)
This section is included and clearly discusses one agency at which the student might like to
work. Additional information is provided on the agency (above and beyond what is provided in
the list of agencies). This section is about one page and disc ...
This presentation was used to deliver the academic writing workshop for taught postgraduate students at Business School, the University of Edinburgh. All content was prepared by Bing Wu Berberich (previously known as Bing Tate), with the support from Deborah Morrison at the School.
· · · Must be a foreign film with subtitles· Provide you wit.docxLynellBull52
·
·
· Must be a foreign film with subtitles
· Provide you with a glimpse of what life is like in another culture
· The process of watching this movie or TV show should provide you with a unique cultural experience.
· Watch the movie or TV show that you selected, and use your reactions as part of your response to the following topic:
· Define ethnocentrism. Discuss how ethnocentrism affects individuals and societies.
Write a paper of 2–3 pages addressing the following:
· Provide a comprehensive overview of the concept of ethnocentrism.
· Use your cultural experience of watching the selected movie or TV show to discuss the effect of ethnocentrism on individuals and societies.
· Use any personal experiences that you may have had visiting different countries around the world as part of this paper; however, do not let your personal experiences with other cultures be the focal point of this paper.
· The focal point of the paper is your cultural experience watching the selected movie or TV show and your comprehensive overview of the concept of ethnocentrism.
· Please note that this paper is not intended to be a summary of the movie or TV show.
· This paper is not a book review or overview of the movie or TV show you selected.
· Focus on the cultural observations that you are able to make based on this experience and your discussion of the concept of ethnocentrism.
Please submit your assignment.
The following rubric will be used for grading:
Grading Rubric
Submission addresses content requirements
30%
Evidenced critical thinking and connection to real-world and assignment scenario applicability
40%
Justified ideas and responses by using appropriate examples and references from texts, Web sites, and other references or personal experience
20%
Adherence to assignment deadlines, length requirement, correct spelling and proper grammar, and properly formatted per APA style
10%
For assistance with your assignment, please use your text, Web resources, and all course materials. Please refer to the following multimedia course material(s):
· Unit 2: Social Interaction (Watch It)
· Unit 2: Social Interaction and Group Functioning
· Unit 2: Social Interaction (Answer It)
· Unit 2: Concepts in Sociology
· Unit 2: Social Groups and Organizations
Instructions
You and your teammates are working for a company as members of their management team.
Write a 1,300- to 1,500-word management plan that includes the following:
•Discuss the best methods that the management team can use to problem solve areas under consideration.
•Discuss how judgment is included in these processes.
•Provide an example in your plan.
Sources should include the course text and at least 1 peer-reviewed journal article.
Papers should adhere to APA style.
Problem Solving and Judgment
Everyday we’re faced with making a decision or decisions, some are life changing, and others may be derived from a policy or procedure that has little or no input from the individual that requires a judgment t.
Assessment 3 Group written assignment Predicting the future of wor.docxwildmandelorse
Assessment 3: Group written assignment: Predicting the future of work
Due Date
T
ues 7
th
of April
Length
6000 words
The purpose of this assessment is to evaluate skills in research, the application of ideas from the literature, problem solving and critical analysis.
Your assignment will outline your team’s vision of identifying future trends in work in 2040. You will need to incorporate key theory and identify factors that can affect changes in work trends and affects on individuals, organisations and society.
Focus on one of the four key themes in your report (Globalisation, Gender and diversity, Technology and Management innovation – labour use) to guide your discussion of the literature and recommendations.
This task is designed to develop research, communication, and team project management skills. In addition, you report should demonstrate evidence of critical thinking, analysis and problem solving in the way your team discusses and reports on the future of work.
In developing your recommendations, the written report
must utilise scenario planning, reflect on key readings and recommended readings relevant to your chosen theme and demonstrate understanding of relevant theories such as commodification, labour process, division of labour, Informalisation and formalisation and issues of relevance in applying these to a HRM or Management context.
Changing Context of Work Themes
(note The chosen theme is GENDER AND DIVERSITY)
Globalisation
:
How do the shifts in global production and consumption impact on workers, and does this vary for workers in developed and developing countries?
What changes have occurred in the labour process and what impact does this have on the types of work available?
Has commodification of work, life, leisure changed how we work, and are these shifts uniform or vary in different industries and locations? Are we working longer hours, doing more for less?
How can we understand global trends to inform what could happen locally? Is informalisation the new work order? Does neoliberal globalisation determine a race to the bottom for workers conditions?
Gender and diversity
:
Is the future female? Will women transcend the glass ceiling, take control of boards, and run companies of the future more successfully?
Do workplaces value diversity, such as, gender, race and ethnicity and abilities in the workplace?
Is work life balance a myth? Will gender divisions of labour diminish while women remain responsible for child rearing? To what extent does society value difference and is the workplace just a reflection of this? Will affirmative action for disadvantaged groups still be an option?
Technology
:
Can technology save us from labour intensive tasks?
Will technology enable work to be performed in different ways, in a variety of contexts and what will this mean for workers, organisations and society?
Will new technologies increase surveillance and control or provide flexibility an.
Communicating and Leading for Change and InnovationA key functio.docxclarebernice
Communicating and Leading for Change and Innovation
A key function of leadership is to facilitate change that acknowledges the present and embraces the future. Behn (as cited by Van Wart, 2013, p. 558) offers a reminder that environments within organizations are constantly changing, meaning the roles of their leaders must also adjust to ensure changes will be instituted as they become necessary.
After observing and interacting with the Riverbend City: Communicating and Leading for Change and Innovation scenario, and using the unit readings and media, address the following:
· Analyze two leadership models and corresponding communication skills that drive innovation.
· Describe the communication strategies you would use to introduce the proposed changes to your work team.
· Describe the organizational culture and its readiness for team creativity and innovation.
· Explain the causes of resistance to the changes and the corresponding tactics you would use to address each cause.
· Describe the manner in which the changes will be implemented, applying the 8-Step Process for Leading Change (see pages 262–263 in Leading With Communication).
Requirements
The assignment you submit is expected to meet the following requirements:
· Submit this assignment to Turnitin, and include a copy of the report as an attachment in the assignment area.
· Written communication: Written communication is free of errors that detract from the overall message.
· APA style and formatting: Resources and citations are formatted according to APA (current edition) style and formatting standards.
· Cited resources: Include a minimum of three scholarly sources outside of our course text. All literature cited should be current, with publication dates within the past five years.
· Length of paper: 4–6 pages, double spaced.
· Due date: Assignment must be submitted to your instructor in the courseroom no later than 11:59 p.m. on Sunday of this week.
Reference
Van Wart, M. (2013). Lessons from leadership theory and the contemporary challenges of leaders. Public Administration Review, 73(4), 553–565.
Textbook
From the Leading With Communication: A Practical Approach to Leadership Communication text by Gamble and Gamble, read:
· Chapter 14, "Innovating," pages 259–270.
Capella Library
· Read Lutz Allen, Smith, and Da Silva's 2013 article, "Leadership Style in Relation to Organizational Change and Organizational Creativity: Perceptions From Nonprofit Organizational Members," in Nonprofit Management & Leadership, volume 24, issue 1, pages 23–42.
Multimedia
· Click Riverbend City: Communicating and Leading for Change and Innovation to view the scenario. Your assignment due in this unit will be based on your interactions in and observations of this scenario.
1. Within the Riverbend City: Communicating and Leading for Change and Innovation scenario, click the tab titled John Kotter's 8-Step Process for Leading Change to review the process of change.
· Click Eight Steps for Successful, L ...
Florida National University NUR4516
Course Reflection
GuidelinesPurpose
The purpose of this assignment is to provide the student an opportunity to reflect on selected RN-BSN competencies acquired through the NUR4516 course. Course Outcomes
This assignment provides documentation of student ability to meet the following course outcomes:
· The student will identify the different types of crisis and their impact on the patient safety and health (AACN Essentials, QSEN: safety, teamwork and collaboration, quality improvement, informatics and patient centered care).
· The student will be able to approach and safely manage patient/families in crisis.
Points
This assignment is worth a total of 100 points (10%).
Due Date
Submit your completed assignment under the Assignment tab by Friday 11:59 p.m. EST of Week 15 as directed.Requirements
1. The Course Reflection is worth 100 points (10%) and will be graded on quality of self-assessment, use of citations, use of Standard English grammar, sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria/rubric.
2. Follow the directions and grading criteria closely. Any questions about your essay may be posted under the Q & A forum under the Discussions tab.
3. The length of the reflection is to be within three to six pages excluding title page and reference pages.
4. APA format is required with both a title page and reference page. Use the required components of the review as Level 1 headers (upper and lower case, centered):
Note: Introduction – Write an introduction but do not use “Introduction” as a heading in accordance with the rules put forth in the Publication manual of the American Psychological Association (2010, p. 63).
a. Course Reflection
b. ConclusionPreparing Your Reflection
The BSN Essentials (AACN, 2008) outline a number of healthcare policy and advocacy competencies for the BSN-prepared nurse. Reflect on the NUR4516 course readings, discussion threads, and applications you have completed across this course and write a reflective essay regarding the extent to which you feel you are now prepared to:
1. “Integrate theories and concepts from liberal education into nursing practice.
2. Synthesize theories and concepts from liberal education to build an understanding of the human experience.
3. Use skills of inquiry, analysis, and information literacy to address practice issues.
4. Use written, verbal, nonverbal, and emerging technology methods to communicate effectively.
5. Apply knowledge of social and cultural factors to the care of diverse populations.
6. Engage in ethical reasoning and actions to provide leadership in promoting advocacy, collaboration, and social justice as a socially responsible citizen.
7. Integrate the knowledge and methods of a variety of disciplines to inform decision making.
8. Demonstrate tolerance for the ambiguity and unpredictabil ...
Overview Our team has been immersed in ‘whole .docxgertrudebellgrove
Overview
Our team has been immersed in ‘whole system change’ for the past few years
in Ontario, Canada; California; Australia and New Zealand; and elsewhere. Our main
mode of learning is to go from practice to theory, and then back and forth to obtain
more specific insights about how to lead and participate in transformative change in
schools and school systems.
In this workshop we take the best of these insights from our most recent
publications: Stratosphere, The Professional Capital of Teachers, The Principal,
Freedom to Change, and Coherence and integrate the ideas into a single set of
learnings.
The specific objectives for participants are:
1. To learn to take initiative on what we call 'Freedom to Change’.
2. To Understand and be able to use the ‘Coherence Framework’.
3. To analyze your current situation and to identify action strategies fro making
improvements.
4. Overall to gain insights into ‘leadership in a digital age’.
We have organized this session around six modules:
Module I Freedom From Change 1-4
Module II Focusing Direction 5-10
Module III Cultivating Collaborative Cultures 11-14
Module IV Deepening Learning 15-22
Module V Securing Accountability 23-30
Module VI Freedom To Change 31-32
References 33
Please feel free to reproduce and use the
material in this booklet with your staff and others.
2015
Freedom From Change
1
Shifting to
the Right Drivers
Right Wrong
§ Capacity building
§ Collaborative work
§ Pedagogy
§ Systemness
§ Accountability
§ Individual teacher and
leadership quality
§ Technology
§ Fragmented strategies
Freedom:
If you could make one
change in your school or
system what would it be?
What obstacles stand in
your way?
What would you change? What are the obstacles?
Trio Talk:
§ Meet up with two colleagues.
§ Share your choice and rationale.
§ What were the similarities and differences in the choices?
Module 1
2
The Concepts of Freedom § Freedom to is getting rid of the constraints.
§ Freedom from is figuring
out what to do when you
become more liberated.
Seeking Coherence § Within your table read the seven quotes from Coherence and circle
the one you like the best.
§ Go around the table and see who selected which quotes.
§ As a group discuss what ‘coherence’ means.
Coherence: The Right Drivers in Action for Schools, Districts, and Systems
Fullan, M., & Quinn, J. ( 2015). Corwin & Ontario Principals’ Council.
# Quote
1. There is only one way to achieve greater coherence, and that is through purposeful action and interaction,
working on capacity, clarity, precision of practice, transparency, monitoring of progress, and continuous
correction. All of this requires the right mixture of “pressure and support”: the press for progress within
supportive and focused cultures. p. 2
2. Coher ...
For Prof. Goodman!Global Economic Environment Course A.docxMorganLudwig40
For Prof. Goodman!
Global Economic Environment Course
Assignments
Hello!
Here’s the Unit 1 Assignment 1 (Unit 1 Economic Problems) which is due by Sunday, 1/17/16 by 11:59am CT:
In your textbook, please answer the following problems and submit your assignment:
Chapter 1: Problem 5, a through d, on page 23.
Chapter 3: Problem 7, a through d, on page 74
---------------------------------------------------------
Class,
Hello! Here’s the Unit 2 Assignment 1 (Unit 2 Economic Problems) which is due by Sunday, 1/24/16 by 11:59am CT:
In your textbook, please answer the following problems and submit your assignment:
Chapter 6, Problem 6 on p.151.
Chapter 7, Problem 6 on p.165.
---------------------------------------------------
Class,
Hello! Here’s the Unit 3 Assignment 1 (Unit 3 Economic Problems) which is due by Sunday, 1/31/16 by 11:59am CT:
In your textbook, please answer the following problems and submit your assignment:
Chapter 9, Problem 3 on p.219.
Chapter 10, Problem 4 on p.238.
Chapter 11, Problem 2 on pp.252-253.
---------------------------------------------------
Class,
Hello! Here’s the Unit 5 Assignment 1 (Unit 5 Economic Problems) which is due by Sunday, 2/14/16 by 11:59am CT:
In your textbook, please answer the following problems and submit your assignment:
Chapter 25, Problem 4 on pp.566-567.
Chapter 27, Problem 4 on p.612.
Chapter 29, Problem 8 on pp.657-658.
Chapter 30, Problem 3a on p.680.
WEEK 1 - Reflection
Throughout the course, you have been building toward the achievement of the following competencies:
Analyze contemporary leadership practices from the perspective of innovation in a global environment.
Evaluate the leadership skills that drive innovation.
Evaluate what leaders of innovation do to shape organizational culture.
Communicate in a manner that is professional and consistent with expectations for members of the business professions.
For this discussion, reflect on the knowledge and skills you developed over the past six weeks. Address the following in your post:
Select one competency that you feel is the most important to you. How has your ability to perform these skills and apply this knowledge evolved? What concepts, skills, or insights were most relevant to you?
How have you grown in your academic and professional goals? Have you made progress on any items in the action plan you developed during first course?
---------------------
Leading Innovation
The white paper by Leslie, which you read earlier in this unit, presented a comprehensive study of 10 leadership skills and practices that will be needed to effectively lead organizations into and in the future. Based on what you know so far about the DNA of disruptive innovators, explain which of these leadership skills provides the best support for leading innovation and creating innovative organizations. What are the specific attributes of the leade.
BIZ102_Assessment 4 Brief.Docx Page 1 of 6 ASSESSMEN.docxmoirarandell
BIZ102_Assessment 4 Brief.Docx Page 1 of 6
ASSESSMENT BRIEF
Subject Code and Title BIZ102 Understanding People and Organisations
Assessment Reflective Report
Individual/Group Individual
Length 1,500 words (+/- 10%)
Learning Outcomes
a) Explain the importance of self- awareness and
emotional intelligence, and analyse their impact on
professional competencies
b) Integrate strategies to effectively interact with
others in a diverse professional context
c) Identify and reflect on own strengths and their
application in the business context
d) Reflect on feedback to identify opportunities for
self-improvement and professional development
Submission By 11:55pm AEST/AEDT Sunday of module 6.1 (week 11)
Weighting 40%
Total Marks 100 marks
Context
In the dynamic 21st century economy where mobility is often not only possible but also
integral to a successful career, being able to work in an intercultural and diverse
environment is essential. Organisations frequently need their people to develop their
capacity to work effectively in diverse teams and resolve or diffuse conflicts and
miscommunication quickly and efficiently.
The keys to your ability to work effectively in intercultural and diverse teams are the
development of emotional intelligence and awareness of cultural differences. Emotional
intelligence enables the ability to consciously examine group and team dynamics in real
time in order to facilitate effective individual and team performance.
This assessment aims to develop your understanding of how intercultural and diverse teams
function, and how you can use this knowledge to help them develop into high performing
teams.
BIZ102_Assessment 4 Brief.Docx Page 2 of 6
Instructions
The assessment requires the completion of an individual reflective report. You will analyse
the expected strengths and weaknesses of your group, then as a group, you will choose,
conduct and document a team-building activity. Each member of the group will then reflect
on their own contribution to the group, and how this may be improved. Finally, each
student will prepare an individual reflective report based on the experience.
It is expected that your report will:
• be written individually, but include some common elements with your teammates
• be presented in a business report format
• show evidence of research and application of concepts and theories
• demonstrate effective referencing skills (APA 6th ed. style)
Steps
Step 1: Team allocation and initial assessment (Individual)
Your learning facilitator will randomly assign you to a group. After that has occurred, each team
member will write their own response to the two issues below (the response is included as part of
your individual Reflective Report):
1. Using information about team members’ LPA, EI and Clifton Strengths to support your views,
discuss why you think this group of students has the pote.
BIZ102_Assessment 4 Brief.Docx Page 1 of 6 ASSESSMEN.docxjasoninnes20
BIZ102_Assessment 4 Brief.Docx Page 1 of 6
ASSESSMENT BRIEF
Subject Code and Title BIZ102 Understanding People and Organisations
Assessment Reflective Report
Individual/Group Individual
Length 1,500 words (+/- 10%)
Learning Outcomes a) Explain the importance of self- awareness and
emotional intelligence, and analyse their impact on
professional competencies
b) Integrate strategies to effectively interact with
others in a diverse professional context
c) Identify and reflect on own strengths and their
application in the business context
d) Reflect on feedback to identify opportunities for
self-improvement and professional development
Submission By 11:55pm AEST/AEDT Sunday of module 6.1 (week 11)
Weighting 40%
Total Marks 100 marks
Context
In the dynamic 21st century economy where mobility is often not only possible but also
integral to a successful career, being able to work in an intercultural and diverse
environment is essential. Organisations frequently need their people to develop their
capacity to work effectively in diverse teams and resolve or diffuse conflicts and
miscommunication quickly and efficiently.
The keys to your ability to work effectively in intercultural and diverse teams are the
development of emotional intelligence and awareness of cultural differences. Emotional
intelligence enables the ability to consciously examine group and team dynamics in real
time in order to facilitate effective individual and team performance.
This assessment aims to develop your understanding of how intercultural and diverse teams
function, and how you can use this knowledge to help them develop into high performing
teams.
BIZ102_Assessment 4 Brief.Docx Page 2 of 6
Instructions
The assessment requires the completion of an individual reflective report. You will analyse
the expected strengths and weaknesses of your group, then as a group, you will choose,
conduct and document a team-building activity. Each member of the group will then reflect
on their own contribution to the group, and how this may be improved. Finally, each
student will prepare an individual reflective report based on the experience.
It is expected that your report will:
• be written individually, but include some common elements with your teammates
• be presented in a business report format
• show evidence of research and application of concepts and theories
• demonstrate effective referencing skills (APA 6th ed. style)
Steps
Step 1: Team allocation and initial assessment (Individual)
Your learning facilitator will randomly assign you to a group. After that has occurred, each team
member will write their own response to the two issues below (the response is included as part of
your individual Reflective Report):
1. Using information about team members’ LPA, EI and Clifton Strengths to support your views,
discuss why you think this group of students has the potent ...
1. Earlier in the class, we considered the various numeric types a.docxambersalomon88660
1. Earlier in the class, we considered the various numeric types available in VB. We even talked about the bounds for these numeric types. Please identify each of the numeric types in VB and their numeric bounds (e.g., from 2 to 63). Order those types from smallest to largest by their upper bound. Once you have done that, find an example of something in the world that fits between the upper bound of its predecessor and its own upper bound.
For example: if you have a class that goes from 1 to 5 and another that goes from 1 to 20, you could say that there are 16teams in the American Football Conference in the NFL (16 is between 5 and 20).
Your answer should include each of the types, their bounds, AND an example.
2. You have gone to work for Apple circa 2007 and they have asked you to create a simple application for a cell phone that will allow a user to search their contacts list by typing.
The user starts typing a name. If what they have typed begins a string or is a substring of some other string in the contact list, it will pull up those entries. After each new character is typed or deleted, the list is changed that is available to see. Once the user selects a contact, the process ends.
Construct a simple flow chart that will model that process. Make sure that each waypoint along the way is included here. If the program is making a decision or the user is reacting, include it.
Attach a photo.
3. Let's revisit part of Assignment 1. You constructed a pseudocode that would allow for the advancement of dates. In this case, we are going to work with that to write a function.
Write a function called maxDate that takes in two arguments (I won't tell you what they are, but the notes below should cue you in as to what they would be). That function should return an integer that declares the maximum number of days that month can have as an integer. Think about what would be the easiest thing for this type of function to receive from another part of the program.
Notes:
1. Different months have different numbers of available days
2. Certain months in certain years have a different number of available days. Those years are predictable. If it is divisible by 4, it is a leap year with a somewhat tricky exception: if it is divisible by 100 and not by 400, it is not a leap year. So, 2000 is a leap year, but 1900 is not.
Submit the code of your function here by copying and pasting.
Assessment 1
Top of Form
Bottom of Form
Interprofessional Collaboration
Draft a proposal of 4–5 pages for the development of an interprofessional team to address a problem in delivering safe, high-quality health care.
Note: Submit your assessment to Turnitin prior to grading. Then, only submit your final assessment to faculty for grading.
SHOW LESS
Read each portion of the assessment carefully and see if the suggested resources can help you complete it.
Effective interprofessional collaboration is an essential strategy for health care leaders.
Similar to Masters of Applied Social Work academic writing orientation 2018 (20)
Writing findings & discussion chapters for qualitative theses.pdfMartin McMorrow
This presentation was designed for postgraduate students at the University of Notre Dame Australia. It provides advice on how to write findings and discussion chapters for theses based on qualitative research.
This presentation is intended for students of the Bachelor of Nursing at the University of Notre Dame Australia. It focuses on the first two assessments in NURS 1018: an annotated bibliography and a report.
These slides were prepared for a workshop for teachers at King George V & Ellaine Bernacchi School in Kiribati. The presenter was Martin McMorrow, who was an English language advisor at the school in 2019 under the auspices of VSA (Volunteer Service Abroad), New Zealand.
These slides were prepared for Masters of Management students at Massey University, New Zealand. They focus on how to write a reflective journal for assignment 3 of Leading and Organising Change (152.707).
These slides were prepared for students at Massey University, Albany in 2018. They focus on writing analytical paragraphs as part of a reflective journal.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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.
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.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Masters of Applied Social Work academic writing orientation 2018
1. KIA ORA from the NCTL
MaSW ORIENTATION 2018
National Centre for Learning and Teaching,
Library level 3 tinyurl.com/masseynctlhome
2. You’ll see a question on the screen and then, a
few moments later, a photo of somewhere
on the campus, together with four options.
For example:
Orientation Quiz
Where can you sit down on
these colourful chairs?
3. You need to select the correct answer
by pressing the appropriate square on your
smartphone or tablet.
You’ll receive points not only for correct answers
but also according to the speed of your selection.
4. • Open kahoot.it
in your browser
• Enter the game pin
which I will show you
in a minute
• Enter your nickname
(and you will see it
appear on the public
screen)
To join the quiz you need to:
5. 10 Top Tips for MaSW Writing
View these slides online at:
tinyurl.com/masw2018
11. DROP-IN SERVICE Just ask at the library desk
APPOINTMENTS email ctlalb@massey.ac.nz
CHECK YOUR
ASSIGNMENT
PLAN
GET FEEDBACK ON
YOUR DRAFTS
DISCUSS YOUR
STUDY SKILLS
13. First, put in your lectures and labs
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Then add in several study blocks for each course
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PRINT OR MAKE UP A WEEKLY GRID
17. Imagine you are writing a paragraph about
approaches to leadership in society, and you think
Confucianism would be an interesting choice.
Where do you find out about Confucian ideas about
leadership?
18. You need to get used to using the library as your main
‘vehicle’ for research.
And, like driving any new vehicle, you need to spend time
learning the controls (and maybe taking lessons!)
21. Provide a critical analysis of a specific education policy
document (or Government report) in Aotearoa New Zealand.
Your analysis should include:
A summary of the policy’s contents, relevance and purpose.
The extent that the document achieves its stated purpose
The theoretical influences on the document and critique of
these.
(3000 words)
Example essay question:
22. Step 1: How many parts will your essay have?
• 3
Step 2: How many paragraphs will your essay
have?
• 3000 words
• 150 – 200 words per paragraph (about 5 to 8
sentences)
• 15 – 20 paragraphs
Step 3: Decide how many paragraphs each part
is going to have.
Three-step planning process
25. Situational Leadership Theory is based on the notion
that there is no single best leadership style; rather,
effective leadership is dynamic and adaptive. Leaders
need to adapt constantly both to environmental
changes and the developing needs of their diverse
followers (Brown, 2014). The starting point for
situational leadership is needs analysis. One
approach to needs analysis is to categorise team
members according to their performance readiness
levels (R1, R2, R3, R4). This analysis needs to take
account both of individuals’ ability (relevant
knowledge, skill, and experience) and willingness
(confidence, commitment, and motivation towards
the tasks). It is also essential for leaders to analyse
their own leadership behaviours; in particular, how
they tell their team members their duties and
responsibilities, provide guidance, communicate
(listening and explaining) and provide supportive
behaviors. This should allow them to identify
examples of four major styles: telling, selling,
participating and delegating. Their task is then to use
the style which is best suited to the needs of each
individual in their team, according to their
performance readiness (Ronaldson, 2010).
A paragraph that flows
Topic
sentence
Sentences
start with
previous topic
and then add
something
new
Concluding
sentence
26. They can categorise team members according to
their performance readiness levels (R1, R2, R3,
R4) to carry out a needs analysis leaders need to
analyse their leadership behaviours (Ronaldson,
2010). The ability (relevant knowledge, skill, and
experience) and willingness (confidence,
commitment, and motivation towards the tasks)
of team members both need to be considered.
How they tell team members their duties and
responsibilities, provide guidance, communicate
(listening and explaining) and provide supportive
behaviors. In Situational Leadership Theory there
is no single best leadership style; it is dynamic
and adaptive (Brown, 2014). The four major
leadership behaviours are telling, selling,
participating and delegating. They need to
identify the needs of team members. Leaders
should try to use a style which is best suited to
their needs. The performance readiness of team
members is the key thing leaders need to know
about team members (Ronaldson, 2010).
An information dump
Dives straight
into details
Run-on
sentences and
sentence
fragments
Vague pronouns
Most sentences
are strangers to
what came
before
Random ending
28. As Mundell (2002, p. 4) argued, “If it’s right for Europe to scrap
its national currencies, why is it wrong for other countries to do
the same thing?”
Only quote definitions:
And, as in the above examples, copy as few words as
possible and put these inside “…..” after your own
introductory phrase.
Quotations need full citations, including page numbers
(See tip 10)
..... or really memorable phrases:
The concept of comparative advantage states that “everyone
does best when each concentrates on the activity for which he or
she is relatively most productive” (Frank & Bernanke, 2001, p.
23).
30. On the next slide is an extract from an article about how leaders
communicate with team members.
Let’s see how we can summarise the main points, so that this can
be part of an essay about effective leadership in Social Work
90% of the time, when you use ideas from your reading, you’ll
need to summarise these in your own words. This four-step
process is the most effective way to do this:
a) highlight the relevant information
b) turn this into brief notes
c) close the original text
d) expand your notes into one or more linked sentences
31. A strengths-based model can be a suitable approach to social work
practice with migrants, families and communities (Sisnerous et al.,
2008). This approach is focused on the strengths, possibility and
resilience of individuals and their families, rather than addressing
their deficits and weaknesses (Saleebey, 2006). For Korean
migrants, the transnational community is a vital source of strength,
opportunities, resilience and belonging. To meet the needs of
migrants and their families, it is important for practitioners to work
with groups, organisations and other institutions at the community
level (Berg-Weger, 2010). This community-level social work
practice, based on the strengths-based approach, can be extended
to macro practice in the transnational context within which Korean
clients are positioned. The roles of social work practitioners with
migrant communities can range from empowering clients and their
families, to utilising the community’s own resources, and to
promoting the participation and inclusion of migrant clients in their
host society. (p. 38)
Original text
Hong-Jae, P., & Anglem, J. (2012). The 'transnationality' of Koreans, Korean families and
Korean communities in Aotearoa New Zealand--implications for social work
practice. Aotearoa New Zealand Social Work Review, 24(1), 31-40.
32. A strengths-based model can be a suitable approach to social work
practice with migrants, families and communities (Sisnerous et al.,
2008). This approach is focused on the strengths, possibility and
resilience of individuals and their families, rather than addressing
their deficits and weaknesses (Saleebey, 2006). For Korean
migrants, the transnational community is a vital source of strength,
opportunities, resilience and belonging. To meet the needs of
migrants and their families, it is important for practitioners to work
with groups, organisations and other institutions at the community
level (Berg-Weger, 2010). This community-level social work
practice, based on the strengths-based approach, can be extended
to macro practice in the transnational context within which Korean
clients are positioned. The roles of social work practitioners with
migrant communities can range from empowering clients and their
families, to utilising the community’s own resources, and to
promoting the participation and inclusion of migrant clients in their
host society. (p. 38)
1. Highlight main points
33. • SWs can use a strengths-based approach with
migrants
• Focus on resilience, ops, belonging
• Work with groups + insts at comm level
• empower clients, use comm res, promote incl +
part.
2. Make brief notes
34. Social workers in New Zealand / Aotearoa are
recommended to adopt a strengths-based approach
to working with migrants. This approach involves
working with community organisations and building
on existing strengths, such as resilience and a sense
of belonging. Using these community resources,
social workers can both empower individual clients
and promote broader social inclusion and
participation (Hong-Jae, & Anglem, 2012).
3. Expand these notes into linked sentences
36. Recent research has found evidence of such
practices, where age is used as an unjustified
barrier to employment or promotion, in over half
of New Zealand employers (Brown, 2012).
The most common way to do this is to put the author’s
surname and the date of publication in brackets AFTER
you’ve used the information.
In-text citations
37. Atkinson, D. (2013, January 24). Too old to work: Too young to die? Retrieved from
http://www.nzherald.co.nz/1004532.htm
Brooks, R. M. (2010). Financial management: Core concepts. Boston, MA: Pearson
Brown, P. (2012). Equal opportunities in New Zealand: Myth or reality? Australasian
Journal of Human Resources, 41(3), 46-68.
Davidson, C., & Tolich, M. (2001). Social science research in New Zealand.
Auckland, New Zealand: Pearson Education.
Khan, I., & Chen, T. (2010). Tackling ageism: A cross-institutional approach. In J.
Johnson & T. Peterson (Eds.), An equal opportunities handbook (pp. 102-131). San
Francisco, CA: Pilot Press.
Smith, P., & Davidoff, R. (2003). Equal opportunities: From policy to practice. Central
Islip, NY: Progressive Press.
Statistics New Zealand. (2008). Demographic Trends – 2001-2006. Retrieved from
http://stats.govt.nz/demotrends-2012.pdf
End-of-text references
References
38. Smith, P., & Davidoff, R. (2003). Equal opportunities: From policy to
practice. Central Islip, NY: Progressive Press.
(year) title of book
city publisher
In academic writing, most references are to
books and journal articles
surname,
initial
Brown, P. (2012). Equal opportunities in New Zealand: Myth or
reality? Australasian Journal of Human Resources, 41(3), 46-68.
doi: 10.1037/0278-6133.24.2.225
(year) title of article
surname,
initial
volume / issue number
page numbers
name of journaldoi number
39. For more on referencing, go back to ....
See you around the campus and best wishes for a
successful start to your Social Work career!