This document provides information about the BUS 401 Strategic Management I course offered in the fall 2009 semester. It includes details about the lectures, classes, scope and expected learning outcomes of the course. Assessment will be based on a final exam, midterm exam, and team project. Students will work in teams on a semester-long project and submit weekly reports. The course will cover topics related to strategic management including the strategic management process, external and internal analysis, business and corporate level strategies. A textbook is also listed. The document emphasizes the importance of academic honesty and outlines penalties for cheating and plagiarism.
This document provides an overview of the GS503 Venture Capital Financing course. The course is led by Professor Stephen Ong and aims to provide an introduction to venture capital concepts, the venture capital industry, valuation analysis, and frameworks for investing in innovative companies and projects. The course consists of 14 sessions covering topics such as venture capital basics, risk and returns, valuation, and the finance of innovation. Students will be assessed through class participation, an individual written assignment, an individual project paper and presentation, and a final closed book exam. The goal is for students to understand venture capital principles and practices and be able to apply financial analytical tools to strategic decision making related to venture capital investing.
This document outlines the course syllabus for the Methods: Legal Analysis, Research and Writing course. It provides details on the course description, learning objectives, assignments, grading criteria, and timeline. The course aims to develop students' legal research, writing and analytical skills through lectures, skills training, and assignments. Students will analyze academic papers, complete a research proposal, and write a final paper applying legal research methodology to analyze two cases regarding asbestos regulations. The syllabus outlines five assignments, grading scales, and expectations for student performance and feedback.
Presentation given to the Onati Workshop on 'One World, Different Cultures, Clashing Values: Legal Education in a Global Context', Onati, Spain. Hosted by the International Institute for the Sociology of Law, April 2009. Paper available.
This document provides an overview and introduction to Module 3 which covers curriculum and professional issues. The module will explore definitions of curriculum, consider its history and introduce curriculum theories. Students will complete assignments on curriculum evaluation and professional issues. They will learn about curriculum requirements, models, contexts, concepts, education policy and quality assurance. The purpose is to help students explain curriculum in their field and apply critical thinking to curriculum design and evaluation.
The document discusses the use of simulations in professional legal education. It describes how simulations can provide authentic learning experiences that are safe for students, enable skills practice, and facilitate various forms of assessment. Simulations encourage collaborative learning and allow students to see technology's potential for changing how and what they learn. Transactional learning through simulations involves active learning, reflection, collaboration, and holistic assessment of professional skills.
This document provides information about the BUS 401 Strategic Management I course offered in the fall 2009 semester. It includes details about the lectures, classes, scope and expected learning outcomes of the course. Assessment will be based on a final exam, midterm exam, and team project. Students will work in teams on a semester-long project and submit weekly reports. The course will cover topics related to strategic management including the strategic management process, external and internal analysis, business and corporate level strategies. A textbook is also listed. The document emphasizes the importance of academic honesty and outlines penalties for cheating and plagiarism.
This document provides an overview of the GS503 Venture Capital Financing course. The course is led by Professor Stephen Ong and aims to provide an introduction to venture capital concepts, the venture capital industry, valuation analysis, and frameworks for investing in innovative companies and projects. The course consists of 14 sessions covering topics such as venture capital basics, risk and returns, valuation, and the finance of innovation. Students will be assessed through class participation, an individual written assignment, an individual project paper and presentation, and a final closed book exam. The goal is for students to understand venture capital principles and practices and be able to apply financial analytical tools to strategic decision making related to venture capital investing.
This document outlines the course syllabus for the Methods: Legal Analysis, Research and Writing course. It provides details on the course description, learning objectives, assignments, grading criteria, and timeline. The course aims to develop students' legal research, writing and analytical skills through lectures, skills training, and assignments. Students will analyze academic papers, complete a research proposal, and write a final paper applying legal research methodology to analyze two cases regarding asbestos regulations. The syllabus outlines five assignments, grading scales, and expectations for student performance and feedback.
Presentation given to the Onati Workshop on 'One World, Different Cultures, Clashing Values: Legal Education in a Global Context', Onati, Spain. Hosted by the International Institute for the Sociology of Law, April 2009. Paper available.
This document provides an overview and introduction to Module 3 which covers curriculum and professional issues. The module will explore definitions of curriculum, consider its history and introduce curriculum theories. Students will complete assignments on curriculum evaluation and professional issues. They will learn about curriculum requirements, models, contexts, concepts, education policy and quality assurance. The purpose is to help students explain curriculum in their field and apply critical thinking to curriculum design and evaluation.
The document discusses the use of simulations in professional legal education. It describes how simulations can provide authentic learning experiences that are safe for students, enable skills practice, and facilitate various forms of assessment. Simulations encourage collaborative learning and allow students to see technology's potential for changing how and what they learn. Transactional learning through simulations involves active learning, reflection, collaboration, and holistic assessment of professional skills.
The document discusses issues with the current model of professional legal education in Scotland and proposes reforms to address past deficits. Specifically:
1. There is currently no clear concept of linkage between different stages of legal education and no agreed performance standards across providers.
2. A new curriculum structure is proposed that has professionalism at its core, is flexible, and builds on jurisdictional knowledge through a community of practice approach.
3. Forming a community of practice among legal education providers is suggested, with initiatives like shared resources, peer review, and disseminating innovative practices.
Course outline PHI-401, Business Ethics sec 0 Syllabus.docxSajuSaha
This document provides information about a Business Ethics course offered at North South University in Dhaka, Bangladesh. It outlines details of the course such as the title, instructor, time, goals, expectations, assignments and grading. The course will explore business ethics from various perspectives and traditions. It aims to help students develop critical thinking skills and the ability to analyze and evaluate business concepts and norms. Students will complete quizzes, exams, presentations and papers. Plagiarism is strictly prohibited. The course materials will be provided online and draw from various textbooks and readings on business ethics.
This document provides guidance on developing academic writing skills through a one-day workshop. It discusses the key components of a research proposal, including defining the problem, reviewing relevant literature, and describing the proposed research methodology. It also outlines the typical structure of a research proposal into three chapters: introduction, literature review, and research methodology. Finally, it discusses how the proposal is transformed into a thesis research report, with additional chapters for data presentation and analyses and conclusions. The overall document serves as a handbook to train participants in best practices for academic writing, research proposals, and thesis reports.
This document provides a course description for a Fundamentals of Law unit within a Business Management program. The 3-credit course is taught fully in-person and aims to teach basic legal principles, concepts, and theories. Over 14 weeks, students will study topics like constitutional law, different legal systems, and human rights through lectures, assigned readings, and a midterm exam. The course contributes to several learning outcomes for the program, including comprehending legal rules and acquiring specialized knowledge of various legal topics.
This 3-credit course covers the legal basis of education and school administration in the Philippines. Over 18 weeks, it will introduce students to education acts, laws, and policies, and teach them about managing human resources, such as job analysis, recruitment, performance reviews, and labor relations. The course aims to help students understand the legal framework of education and develop skills for leadership roles. Assessment includes presentations, assignments, exams, and a research paper.
This document provides an overview of a book about transforming legal education through the use of simulations. It discusses several key themes:
1. Using simulations to provide experiential learning opportunities for students that mimic real-world legal transactions and practice.
2. Developing students' professional skills and identities through simulated learning experiences.
3. Outlining various legal simulation projects, including ones focused on personal injury negotiation and private client work, that provide transactional learning.
4. Describing the development of a "SIMPLE" platform to facilitate the design and implementation of online legal simulations across multiple institutions.
Running head IDENTITY AND DEFEND1DOCTORAL IDENTITY 4.docxwlynn1
Running head: IDENTITY AND DEFEND 1
DOCTORAL IDENTITY 4
The Transition of Doctoral student into independent scholar
Grand Canyon University
RES 850
January 20, 2020.
Pifer, M. J., & Baker, V. L. (2016). Stage-based challenges and strategies for support in doctoral education: A practical guide for students, faculty members, and program administrators. International Journal of Doctoral Studies, 11(1), 15-34.
The current article, which appears in, International Journal of Doctoral Studies, is authored by experienced doctoral authors, Meghan J. Pifer and Vicki L. Baker. The authors synthesize a research concerning doctoral studies by systematically considering how the research on doctoral studies can best inform the scholars and their supporters in the doctoral journey. (Pifer and Baker, 2016)
In their findings, these authors bring out three primary phases of doctoral education: Knowledge consumption (first-years joining school and cultivating their identities as doctoral learners); knowledge creation (the candidacy exams, coursework completion and development of the proposal, defense and dissertation); and knowledge enactment (learners endorse the sociocultural and technical knowledge they gained to engross scholar roles).
These authors assert that program effectiveness and success of the student in the doctoral journey would be promoted and elevated through effective communication of policies and guidelines, acceptance and support of culture, resource investment, and regular and frequent feedbacks by faculty administrators and members concluded by reminding those in the doctoral process on the importance of comprehending the three stages and therefore creating awareness of the potential challenges through their transition in the doctoral journey. (Pifer and Baker, 2016)
They encourage proactive responses to the challenges. However, this stage model research and experiences are analyzed from the authors’ own perspective and therefore influenced by their academic biases. (Pifer and Baker, 2016)
Smith, A. E., & Hatmaker, D. M. (2014). Knowing, doing, and becoming: professional identity construction among public affairs doctoral students. Journal of Public Affairs Education, 20(4), 545-564.
This article, found in the Journal of Public Affairs Education, has been authored by Amy E. Smith and Deneen M. Hatmaker, who are prominent leaders in public universities. They examine the process of training and preparing doctoral scholars to become researchers in public domains. The article highlights the construction processes of professional identity and socialization as the primary elements in this public domain doctoral process. It asserts that professional socialization enhances the development of knowledge and the skills which brace the doctoral students for a better understanding of the expectations, behavior, and cultural norms. As a result, the students become fit for carrying out research.
Prof.
Week 3 - AssignmentEstablishing ThemePlease click here to view.docxcockekeshia
Week 3 - Assignment
Establishing Theme
Please click here to view the Week Three Assignment Video transcript. NOTE: the transcript is attached as a separate document.
Select a movie from AFI’s 10 Top 10 ( http://www.afi.com/10top10/ lists) and explain how three cinematic techniques and/or design elements have helped establish a major theme in that film. Note: While you are allowed to choose a film that does not come from the AFI lists, you are strongly encouraged to email your professor to receive approval before doing so.
NOTE: The movie selected is The Godfather
In 800 words
· Describe a major theme of the movie you have selected using evidence from the movie itself as well as course resources and other scholarly sources to support your position.
· Identify at least three techniques (cinematography, lighting, acting style, or direction) and/or design elements (set design, costuming, or hair and makeup), and explain how these techniques and/or design elements contribute to the establishment of the theme. Reference particular scenes or sequences in your explanations.
· State your opinion regarding the mise en scène, including
· How the elements work together.
· How congruent the design elements are with the theme of the movie.
· Whether or not other techniques would be as effective (Explain your reasoning).
Note: Remember that a theme is an overarching idea that recurs throughout the plot of a film. It is the distilled essence of what the film is about, the main design which the specific scenes and actions lead a viewer to understand.
Your paper should be organized around a thesis statement that focuses on how the elements of your chosen feature-length film both establish and maintain one of its major themes. Review the Week Three sample paper, which provides an example of a well-developed analysis as well as insight on composition.
The paper must be 800 words in length and formatted according to APA style as outlined in the Ashford Writing Center. NOTE: the style guide is attached as a separate document
You must use at least two scholarly sources other than the textbook to support your claims. Cite your sources (including the feature-length film) within the text of your paper and on the reference page.
1. Reasons for interest in the MPA(Master of Public Administration) programme? (Maximum 350 words)
2. Indicate briefly the personal and professional benefits that you expect to derive from this programme. (Maximum 350 words)
3. What are your future career plans and expectations? (Maximum 350 words) (undergraduate: major in Finance, future career plan: business management; enterprise management or finance related occupations )
note: please answer all of three questions related to file---MPA program introduction and Crouse description, which I attached below, especially for no.1 and no.2
As a global city, Hong Kong is undergoing major political and socioeconomic change. Our public managers and professionals are increasingly challenged by .
3 pagesAPASOURCES 4MUST HAVE INTRODUCTION, SUBHEADINGS AN.docxrhetttrevannion
3 pages
APA
SOURCES: 4
MUST HAVE INTRODUCTION, SUBHEADINGS AND CONCLUSION
Assignment
• Continue to build your plan based on the introduction you created in your last assignment. (See Below).
• Tell the audience your reasons for using an instructional plan.
• Be sure to describe what types of instructional resources you are creating.
• Align the chosen ID model to your organization (for example, if you are working in a K-12 school environment, student learning needs and learning objectives may be driven by state or federal performance standards; versus, if you are working in a non-profit organization and training adults, the learning needs of your adult learners may be driven by a “gap analysis” or “business objectives” identified by the organization).
• This section should be 3 pages.
• Include a reference page.
Additional Information
Begin with an outline of your project. Tell the audience your reasons for using an instructional plan.
Description of your Instructional Event or Course - The instructional plan being presented is a college-level Political Science course
Also, be sure to describe what types of instructional resources you are creating. Include an explanation of who has authorized or funded the instructional event or course you propose, and what they expect.
Finally, once you have introduced the instructional event or course, you will align it to an ID model of your choice.
Assignment Expectations
To receive maximum credit, you must demonstrate understanding of context and purpose of the assignment by bringing all required elements (described above) to the discussion, and meeting additional expectations (described below).
Cite a minimum of four sources and incorporate them into your paper. It is expected that you analyze and synthesize, not merely summarize, sources. The reference page and overall paper must be formatted properly in APA format and style include a strong introduction, subheaders and conclusion.
***Last Assignment Introduction**
Student Population & Needs Assessment
The instructional plan being presented is a college-level political science course. The political science course targets college students in other areas of specialization. The introductory course will provide the students with the fundamental knowledge on the key aspects of political science. The student population is not expected to have extensive knowledge of political science.
The training program will begin by assessing the current beliefs and attitudes of the students towards the position and value of political science. The objective of the learning needs assessment is to establish the knowledge gaps that can be addressed through the training program (Spooner et al., 2007; Edwards et al., 2014).
Learning Objectives
The specific learning objectives are:
• To introduce the students to the key concepts in political science
• To introduce the students to some of the major political ideologies and philosophies
• To introduce the studen.
Professor’s question What criminal justice policies and practi.docxbriancrawford30935
Professor’s question:
What criminal justice policies and practices are suggested by the theories you've been discussing for the past several weeks? How have they been evaluated, and how might they most effectively be implemented and evaluated?
My response:
The criminal justice policies that I have familiarized myself with during the last weeks of class and on are based on the justice or the punishment for those who are dishonest and justice for those who are not involved in any crime, such as , biological theory of crime, social learning theory, social disorganization theory, psychological theories of crime and others.
All these theories share a main focus on the most common crimes and their punishment and how we can avoid these acts. These policies and theories also teach us the lesson to be honest, faithful and trustworthy in society otherwise we may have to spend out life in prison.
They have been evaluated in different ways, such as, on the basis of crimes, ratio, and age percentage in the specific areas. These theories might be most effectively implemented in areas of crime such as murder, robberies, and other street crimes in general. However, in areas like White Collar crime, the end results may fluctuate in comparison with street crimes. The more the street crimes can be stopped, the easier it becomes for the authorities and all forces applied to lower the ration in which these crimes occur. The higher the crime rate, the more necessary it becomes for these theories to be applied in order to stop or at least decrease the crimes. From a theoretical perspective, these policies ensure that the criminal receive the punishment they deserve once they get caught and do not feel the need to become repetitive criminals once they serve their sentence.
Discussion 1: Reply to Jordan’s response to my response.
Jordan’s response:
There are plenty of theories that hold validity and allow us, as researchers, to focus on a particular area of crime and incorporate countermeasures to improve. When examining the cause, it becomes a much easier task to find remedies for the effect in a causal relationship, as many of these theories outline. I find that many of the theories that deal with social influence are a good focal point for research and making positive change in crime rates. Which criminological theory or theories based in social behavior do you find to be most relevant and what do you think would be best as an outcome of interpreting those social factors?
Discussion 2: Reply to Cameron’s response to professor’s question:
Cameron’s response:
There are many theories that were talked about over the 7 weeks we have been in class. For example, there is social control theory, classical theory, positivist theory, rational choice theory, or another theory could be determinism. Social control theory is a huge example of how crime is prevented. It is said, social control theory is when people avoid crime because they are too afraid of .
The document discusses transforming legal education through the use of simulations. It discusses key thinkers like Dewey and Thorndike who emphasized learning through experience. The SIMPLE project aims to create a simulated professional learning environment for law students through online simulations. These simulations are designed to be authentic representations of legal practice that facilitate assessment and collaborative learning. The project will develop tools to build simulations and evaluate their implementation in various law degree programs.
This document is a course manual for the ICA International Diploma in Governance, Risk and Compliance. It provides an introduction and overview of the course, including information on the course structure and units, assessment requirements, and support resources available to students. The manual guides students on how to make the most of their studies, including familiarizing themselves with course materials, planning their study schedule, and utilizing available tutor and administrative support. It aims to equip students with the knowledge and skills needed to successfully complete the program and demonstrate their understanding of governance, risk and compliance.
An Analysis Of Professional Practice Ed.D. Dissertations In Educational Techn...April Smith
This document analyzes 23 professional practice dissertations completed as part of the online Ed.D. in Educational Technology program at the University of Florida. The program aims to prepare practitioner-scholars through online coursework and a dissertation embedded in their professional context. The analysis finds that the dissertations generally adhered to the program's guiding principles of being situated in the student's professional practice, addressing an educational technology-related problem of practice, using relevant literature and methods, and discussing implications for practice. The document provides an overview of dissertation structures, the program's guiding principles, and methods for analyzing how the principles were realized in the dissertations. It concludes the dissertations successfully demonstrated students' ability to conduct research on
The document provides guidance for students writing dissertations or extended essays in sociology. It discusses C. Wright Mills' concept of the sociological imagination and the importance of linking individual experiences to broader social and historical contexts. Students are encouraged to develop research questions that interest them and to consider appropriate methods for investigating their chosen topics. The document offers advice on various stages of the research process, including developing proposals, conducting research, and structuring final written assignments. It also provides examples of potential dissertation topics.
Doctor of Education in Educational LeadershipThe Doctor of EDustiBuckner14
The Doctor of Education in Educational Leadership program at Temple University prepares students to become effective administrators and visionary leaders through coursework that combines theoretical foundations with an applied focus. Students learn skills in leading organizations, managing change, and applying research to solve real-world problems. The executive cohort-based program consists of fixed courses offered one weekend per month over three years. Graduates are prepared to conduct research and lead schools, districts, and other organizations by developing professional wisdom to manage complex change.
20134 Intro.pptMGMT20134An introduction to Bus.docxvickeryr87
20134 Intro.ppt
MGMT20134
An introduction to Business Ethics and Sustainability.
*
Welcome to Business Ethics
This is a 6 credit postgraduate unit available as an elective, offered by the School of Business and Law, to students undertaking postgraduate courses at CQU.
This unit is designed to introduce you to concepts related to ethics, morality, corporate accountability and sustainability.
It requires you to reflect on your own practice, believes and values and understand how they have developed, how they have informed your practice and whether they are defendable.
This unit has the following learning objectives:
This unit examines the interrelated topics of personal and business ethics and business sustainability.
It critically reviews the socio-cultural environment in which business operates and how this can change dramatically between countries and cities.
Ethical frameworks for managerial decision-making are critiqued with reference to various stakeholder groups and you will examine the debates surrounding sustainable development as they impact on organisations in their local and global contexts.
The interactions between personal ethics and how ethics is managed within an organisation are also considered.
Technological, societal and cultural sources of ethical challenges are reviewed and cases will be discussed outlining how various organisations might respond to these challenges.
Unit Learning Outcomes
On successful completion of this course, you will be able to:investigate the interconnections between business ethics, sustainability and globalisation; and evaluate the differences between ethics, legal requirements and cultural factors in a business setting;
explain the various aspects of business sustainability and how these impact upon business strategy;
critique the major ethical theories and frameworks and be able to compare these in a contemporary business setting;
discuss the management of business ethics within an organisation and explore the role of tools such as Codes of Conduct, Risk Management frameworks and gift policies in assisting such management; and
demonstrate commonly accepted professional ethical standards in the work place and in your behaviour toward others.
Texts and Journals
Ferrell,O.C., Fraedrich, J., and Ferrell, L. (2015), Business ethics: Ethical decision making and cases, Cengage, Stamford. ( A newer edition is now available)
Other texts which can be sourced at most libraries include:
MacDonald, G. (2015). Business ethics: A contemporary approach, Cambridge University Press, Port Melbourne.
Donaldson, T., Werhane, P. and Van Zant, J.D. (2008). Ethical issues in business: A philosophical approach, Pearson, Upper Saddle River.
De George, R.T.(2010). Business ethics, 7th edn, Prentice Hall, New York.
Trevino, L.K., and Nelson, K. (2013). Managing business ethics: Straight talk about how to do it right, 6th edn, Wiley and Sons, New York.
Velasquez, M. (2013). Business ethics.
The document discusses simulation design and learning through simulations. It provides an example of SIMPLE, an open-source online simulation environment that allows students to simulate professional practice. The document also discusses a personal injury negotiation project conducted with law students, including how it was implemented, what students learned from it, and what they would have done differently.
The document discusses developments in social work education and outlines a module on Preparation for Practice (PFP). It summarizes the module content, findings from evaluating the module, and implications for curriculum planning. A framework called "PREPARES" is presented to guide practice learning consisting of personal skill development, reflective practice, exploration of theory, professionalism, anti-oppressive practice, realities of social work environments, and service user perspectives.
The document discusses three popular approaches to leadership: situational leadership, transformational leadership, and charismatic leadership. Situational leadership involves tailoring one's leadership style to match the situation. Transformational leadership inspires followers to achieve extraordinary outcomes and change organizations. Charismatic leadership involves leaders who have a vision that inspires enthusiasm and inspires followers. Understanding these approaches helps leaders determine their own style and implement principles effectively.
Using Twitter can help students get jobs and opportunities in several ways: 1) Employers and organizations tweet about open jobs and internships; 2) University lecturers advertise scholarships and post-grad opportunities; 3) Twitter keeps you up to date with recruitment policies and developments in your field. Employers are impressed by applicants who demonstrate knowledge of current issues through their Twitter use.
The document provides tips for criminology students on creating an effective CV, including focusing the CV on demonstrating skills required for the target job through concrete examples from work and education experiences, keeping the CV concise at 1-2 pages with a consistent layout, and highlighting relevant qualifications, employment history, skills, and activities rather than including every detail of one's background. It also discusses the importance of understanding the skills employers seek and reflecting those skills in the CV through a targeted skills-based approach.
The document discusses issues with the current model of professional legal education in Scotland and proposes reforms to address past deficits. Specifically:
1. There is currently no clear concept of linkage between different stages of legal education and no agreed performance standards across providers.
2. A new curriculum structure is proposed that has professionalism at its core, is flexible, and builds on jurisdictional knowledge through a community of practice approach.
3. Forming a community of practice among legal education providers is suggested, with initiatives like shared resources, peer review, and disseminating innovative practices.
Course outline PHI-401, Business Ethics sec 0 Syllabus.docxSajuSaha
This document provides information about a Business Ethics course offered at North South University in Dhaka, Bangladesh. It outlines details of the course such as the title, instructor, time, goals, expectations, assignments and grading. The course will explore business ethics from various perspectives and traditions. It aims to help students develop critical thinking skills and the ability to analyze and evaluate business concepts and norms. Students will complete quizzes, exams, presentations and papers. Plagiarism is strictly prohibited. The course materials will be provided online and draw from various textbooks and readings on business ethics.
This document provides guidance on developing academic writing skills through a one-day workshop. It discusses the key components of a research proposal, including defining the problem, reviewing relevant literature, and describing the proposed research methodology. It also outlines the typical structure of a research proposal into three chapters: introduction, literature review, and research methodology. Finally, it discusses how the proposal is transformed into a thesis research report, with additional chapters for data presentation and analyses and conclusions. The overall document serves as a handbook to train participants in best practices for academic writing, research proposals, and thesis reports.
This document provides a course description for a Fundamentals of Law unit within a Business Management program. The 3-credit course is taught fully in-person and aims to teach basic legal principles, concepts, and theories. Over 14 weeks, students will study topics like constitutional law, different legal systems, and human rights through lectures, assigned readings, and a midterm exam. The course contributes to several learning outcomes for the program, including comprehending legal rules and acquiring specialized knowledge of various legal topics.
This 3-credit course covers the legal basis of education and school administration in the Philippines. Over 18 weeks, it will introduce students to education acts, laws, and policies, and teach them about managing human resources, such as job analysis, recruitment, performance reviews, and labor relations. The course aims to help students understand the legal framework of education and develop skills for leadership roles. Assessment includes presentations, assignments, exams, and a research paper.
This document provides an overview of a book about transforming legal education through the use of simulations. It discusses several key themes:
1. Using simulations to provide experiential learning opportunities for students that mimic real-world legal transactions and practice.
2. Developing students' professional skills and identities through simulated learning experiences.
3. Outlining various legal simulation projects, including ones focused on personal injury negotiation and private client work, that provide transactional learning.
4. Describing the development of a "SIMPLE" platform to facilitate the design and implementation of online legal simulations across multiple institutions.
Running head IDENTITY AND DEFEND1DOCTORAL IDENTITY 4.docxwlynn1
Running head: IDENTITY AND DEFEND 1
DOCTORAL IDENTITY 4
The Transition of Doctoral student into independent scholar
Grand Canyon University
RES 850
January 20, 2020.
Pifer, M. J., & Baker, V. L. (2016). Stage-based challenges and strategies for support in doctoral education: A practical guide for students, faculty members, and program administrators. International Journal of Doctoral Studies, 11(1), 15-34.
The current article, which appears in, International Journal of Doctoral Studies, is authored by experienced doctoral authors, Meghan J. Pifer and Vicki L. Baker. The authors synthesize a research concerning doctoral studies by systematically considering how the research on doctoral studies can best inform the scholars and their supporters in the doctoral journey. (Pifer and Baker, 2016)
In their findings, these authors bring out three primary phases of doctoral education: Knowledge consumption (first-years joining school and cultivating their identities as doctoral learners); knowledge creation (the candidacy exams, coursework completion and development of the proposal, defense and dissertation); and knowledge enactment (learners endorse the sociocultural and technical knowledge they gained to engross scholar roles).
These authors assert that program effectiveness and success of the student in the doctoral journey would be promoted and elevated through effective communication of policies and guidelines, acceptance and support of culture, resource investment, and regular and frequent feedbacks by faculty administrators and members concluded by reminding those in the doctoral process on the importance of comprehending the three stages and therefore creating awareness of the potential challenges through their transition in the doctoral journey. (Pifer and Baker, 2016)
They encourage proactive responses to the challenges. However, this stage model research and experiences are analyzed from the authors’ own perspective and therefore influenced by their academic biases. (Pifer and Baker, 2016)
Smith, A. E., & Hatmaker, D. M. (2014). Knowing, doing, and becoming: professional identity construction among public affairs doctoral students. Journal of Public Affairs Education, 20(4), 545-564.
This article, found in the Journal of Public Affairs Education, has been authored by Amy E. Smith and Deneen M. Hatmaker, who are prominent leaders in public universities. They examine the process of training and preparing doctoral scholars to become researchers in public domains. The article highlights the construction processes of professional identity and socialization as the primary elements in this public domain doctoral process. It asserts that professional socialization enhances the development of knowledge and the skills which brace the doctoral students for a better understanding of the expectations, behavior, and cultural norms. As a result, the students become fit for carrying out research.
Prof.
Week 3 - AssignmentEstablishing ThemePlease click here to view.docxcockekeshia
Week 3 - Assignment
Establishing Theme
Please click here to view the Week Three Assignment Video transcript. NOTE: the transcript is attached as a separate document.
Select a movie from AFI’s 10 Top 10 ( http://www.afi.com/10top10/ lists) and explain how three cinematic techniques and/or design elements have helped establish a major theme in that film. Note: While you are allowed to choose a film that does not come from the AFI lists, you are strongly encouraged to email your professor to receive approval before doing so.
NOTE: The movie selected is The Godfather
In 800 words
· Describe a major theme of the movie you have selected using evidence from the movie itself as well as course resources and other scholarly sources to support your position.
· Identify at least three techniques (cinematography, lighting, acting style, or direction) and/or design elements (set design, costuming, or hair and makeup), and explain how these techniques and/or design elements contribute to the establishment of the theme. Reference particular scenes or sequences in your explanations.
· State your opinion regarding the mise en scène, including
· How the elements work together.
· How congruent the design elements are with the theme of the movie.
· Whether or not other techniques would be as effective (Explain your reasoning).
Note: Remember that a theme is an overarching idea that recurs throughout the plot of a film. It is the distilled essence of what the film is about, the main design which the specific scenes and actions lead a viewer to understand.
Your paper should be organized around a thesis statement that focuses on how the elements of your chosen feature-length film both establish and maintain one of its major themes. Review the Week Three sample paper, which provides an example of a well-developed analysis as well as insight on composition.
The paper must be 800 words in length and formatted according to APA style as outlined in the Ashford Writing Center. NOTE: the style guide is attached as a separate document
You must use at least two scholarly sources other than the textbook to support your claims. Cite your sources (including the feature-length film) within the text of your paper and on the reference page.
1. Reasons for interest in the MPA(Master of Public Administration) programme? (Maximum 350 words)
2. Indicate briefly the personal and professional benefits that you expect to derive from this programme. (Maximum 350 words)
3. What are your future career plans and expectations? (Maximum 350 words) (undergraduate: major in Finance, future career plan: business management; enterprise management or finance related occupations )
note: please answer all of three questions related to file---MPA program introduction and Crouse description, which I attached below, especially for no.1 and no.2
As a global city, Hong Kong is undergoing major political and socioeconomic change. Our public managers and professionals are increasingly challenged by .
3 pagesAPASOURCES 4MUST HAVE INTRODUCTION, SUBHEADINGS AN.docxrhetttrevannion
3 pages
APA
SOURCES: 4
MUST HAVE INTRODUCTION, SUBHEADINGS AND CONCLUSION
Assignment
• Continue to build your plan based on the introduction you created in your last assignment. (See Below).
• Tell the audience your reasons for using an instructional plan.
• Be sure to describe what types of instructional resources you are creating.
• Align the chosen ID model to your organization (for example, if you are working in a K-12 school environment, student learning needs and learning objectives may be driven by state or federal performance standards; versus, if you are working in a non-profit organization and training adults, the learning needs of your adult learners may be driven by a “gap analysis” or “business objectives” identified by the organization).
• This section should be 3 pages.
• Include a reference page.
Additional Information
Begin with an outline of your project. Tell the audience your reasons for using an instructional plan.
Description of your Instructional Event or Course - The instructional plan being presented is a college-level Political Science course
Also, be sure to describe what types of instructional resources you are creating. Include an explanation of who has authorized or funded the instructional event or course you propose, and what they expect.
Finally, once you have introduced the instructional event or course, you will align it to an ID model of your choice.
Assignment Expectations
To receive maximum credit, you must demonstrate understanding of context and purpose of the assignment by bringing all required elements (described above) to the discussion, and meeting additional expectations (described below).
Cite a minimum of four sources and incorporate them into your paper. It is expected that you analyze and synthesize, not merely summarize, sources. The reference page and overall paper must be formatted properly in APA format and style include a strong introduction, subheaders and conclusion.
***Last Assignment Introduction**
Student Population & Needs Assessment
The instructional plan being presented is a college-level political science course. The political science course targets college students in other areas of specialization. The introductory course will provide the students with the fundamental knowledge on the key aspects of political science. The student population is not expected to have extensive knowledge of political science.
The training program will begin by assessing the current beliefs and attitudes of the students towards the position and value of political science. The objective of the learning needs assessment is to establish the knowledge gaps that can be addressed through the training program (Spooner et al., 2007; Edwards et al., 2014).
Learning Objectives
The specific learning objectives are:
• To introduce the students to the key concepts in political science
• To introduce the students to some of the major political ideologies and philosophies
• To introduce the studen.
Professor’s question What criminal justice policies and practi.docxbriancrawford30935
Professor’s question:
What criminal justice policies and practices are suggested by the theories you've been discussing for the past several weeks? How have they been evaluated, and how might they most effectively be implemented and evaluated?
My response:
The criminal justice policies that I have familiarized myself with during the last weeks of class and on are based on the justice or the punishment for those who are dishonest and justice for those who are not involved in any crime, such as , biological theory of crime, social learning theory, social disorganization theory, psychological theories of crime and others.
All these theories share a main focus on the most common crimes and their punishment and how we can avoid these acts. These policies and theories also teach us the lesson to be honest, faithful and trustworthy in society otherwise we may have to spend out life in prison.
They have been evaluated in different ways, such as, on the basis of crimes, ratio, and age percentage in the specific areas. These theories might be most effectively implemented in areas of crime such as murder, robberies, and other street crimes in general. However, in areas like White Collar crime, the end results may fluctuate in comparison with street crimes. The more the street crimes can be stopped, the easier it becomes for the authorities and all forces applied to lower the ration in which these crimes occur. The higher the crime rate, the more necessary it becomes for these theories to be applied in order to stop or at least decrease the crimes. From a theoretical perspective, these policies ensure that the criminal receive the punishment they deserve once they get caught and do not feel the need to become repetitive criminals once they serve their sentence.
Discussion 1: Reply to Jordan’s response to my response.
Jordan’s response:
There are plenty of theories that hold validity and allow us, as researchers, to focus on a particular area of crime and incorporate countermeasures to improve. When examining the cause, it becomes a much easier task to find remedies for the effect in a causal relationship, as many of these theories outline. I find that many of the theories that deal with social influence are a good focal point for research and making positive change in crime rates. Which criminological theory or theories based in social behavior do you find to be most relevant and what do you think would be best as an outcome of interpreting those social factors?
Discussion 2: Reply to Cameron’s response to professor’s question:
Cameron’s response:
There are many theories that were talked about over the 7 weeks we have been in class. For example, there is social control theory, classical theory, positivist theory, rational choice theory, or another theory could be determinism. Social control theory is a huge example of how crime is prevented. It is said, social control theory is when people avoid crime because they are too afraid of .
The document discusses transforming legal education through the use of simulations. It discusses key thinkers like Dewey and Thorndike who emphasized learning through experience. The SIMPLE project aims to create a simulated professional learning environment for law students through online simulations. These simulations are designed to be authentic representations of legal practice that facilitate assessment and collaborative learning. The project will develop tools to build simulations and evaluate their implementation in various law degree programs.
This document is a course manual for the ICA International Diploma in Governance, Risk and Compliance. It provides an introduction and overview of the course, including information on the course structure and units, assessment requirements, and support resources available to students. The manual guides students on how to make the most of their studies, including familiarizing themselves with course materials, planning their study schedule, and utilizing available tutor and administrative support. It aims to equip students with the knowledge and skills needed to successfully complete the program and demonstrate their understanding of governance, risk and compliance.
An Analysis Of Professional Practice Ed.D. Dissertations In Educational Techn...April Smith
This document analyzes 23 professional practice dissertations completed as part of the online Ed.D. in Educational Technology program at the University of Florida. The program aims to prepare practitioner-scholars through online coursework and a dissertation embedded in their professional context. The analysis finds that the dissertations generally adhered to the program's guiding principles of being situated in the student's professional practice, addressing an educational technology-related problem of practice, using relevant literature and methods, and discussing implications for practice. The document provides an overview of dissertation structures, the program's guiding principles, and methods for analyzing how the principles were realized in the dissertations. It concludes the dissertations successfully demonstrated students' ability to conduct research on
The document provides guidance for students writing dissertations or extended essays in sociology. It discusses C. Wright Mills' concept of the sociological imagination and the importance of linking individual experiences to broader social and historical contexts. Students are encouraged to develop research questions that interest them and to consider appropriate methods for investigating their chosen topics. The document offers advice on various stages of the research process, including developing proposals, conducting research, and structuring final written assignments. It also provides examples of potential dissertation topics.
Doctor of Education in Educational LeadershipThe Doctor of EDustiBuckner14
The Doctor of Education in Educational Leadership program at Temple University prepares students to become effective administrators and visionary leaders through coursework that combines theoretical foundations with an applied focus. Students learn skills in leading organizations, managing change, and applying research to solve real-world problems. The executive cohort-based program consists of fixed courses offered one weekend per month over three years. Graduates are prepared to conduct research and lead schools, districts, and other organizations by developing professional wisdom to manage complex change.
20134 Intro.pptMGMT20134An introduction to Bus.docxvickeryr87
20134 Intro.ppt
MGMT20134
An introduction to Business Ethics and Sustainability.
*
Welcome to Business Ethics
This is a 6 credit postgraduate unit available as an elective, offered by the School of Business and Law, to students undertaking postgraduate courses at CQU.
This unit is designed to introduce you to concepts related to ethics, morality, corporate accountability and sustainability.
It requires you to reflect on your own practice, believes and values and understand how they have developed, how they have informed your practice and whether they are defendable.
This unit has the following learning objectives:
This unit examines the interrelated topics of personal and business ethics and business sustainability.
It critically reviews the socio-cultural environment in which business operates and how this can change dramatically between countries and cities.
Ethical frameworks for managerial decision-making are critiqued with reference to various stakeholder groups and you will examine the debates surrounding sustainable development as they impact on organisations in their local and global contexts.
The interactions between personal ethics and how ethics is managed within an organisation are also considered.
Technological, societal and cultural sources of ethical challenges are reviewed and cases will be discussed outlining how various organisations might respond to these challenges.
Unit Learning Outcomes
On successful completion of this course, you will be able to:investigate the interconnections between business ethics, sustainability and globalisation; and evaluate the differences between ethics, legal requirements and cultural factors in a business setting;
explain the various aspects of business sustainability and how these impact upon business strategy;
critique the major ethical theories and frameworks and be able to compare these in a contemporary business setting;
discuss the management of business ethics within an organisation and explore the role of tools such as Codes of Conduct, Risk Management frameworks and gift policies in assisting such management; and
demonstrate commonly accepted professional ethical standards in the work place and in your behaviour toward others.
Texts and Journals
Ferrell,O.C., Fraedrich, J., and Ferrell, L. (2015), Business ethics: Ethical decision making and cases, Cengage, Stamford. ( A newer edition is now available)
Other texts which can be sourced at most libraries include:
MacDonald, G. (2015). Business ethics: A contemporary approach, Cambridge University Press, Port Melbourne.
Donaldson, T., Werhane, P. and Van Zant, J.D. (2008). Ethical issues in business: A philosophical approach, Pearson, Upper Saddle River.
De George, R.T.(2010). Business ethics, 7th edn, Prentice Hall, New York.
Trevino, L.K., and Nelson, K. (2013). Managing business ethics: Straight talk about how to do it right, 6th edn, Wiley and Sons, New York.
Velasquez, M. (2013). Business ethics.
The document discusses simulation design and learning through simulations. It provides an example of SIMPLE, an open-source online simulation environment that allows students to simulate professional practice. The document also discusses a personal injury negotiation project conducted with law students, including how it was implemented, what students learned from it, and what they would have done differently.
The document discusses developments in social work education and outlines a module on Preparation for Practice (PFP). It summarizes the module content, findings from evaluating the module, and implications for curriculum planning. A framework called "PREPARES" is presented to guide practice learning consisting of personal skill development, reflective practice, exploration of theory, professionalism, anti-oppressive practice, realities of social work environments, and service user perspectives.
The document discusses three popular approaches to leadership: situational leadership, transformational leadership, and charismatic leadership. Situational leadership involves tailoring one's leadership style to match the situation. Transformational leadership inspires followers to achieve extraordinary outcomes and change organizations. Charismatic leadership involves leaders who have a vision that inspires enthusiasm and inspires followers. Understanding these approaches helps leaders determine their own style and implement principles effectively.
Using Twitter can help students get jobs and opportunities in several ways: 1) Employers and organizations tweet about open jobs and internships; 2) University lecturers advertise scholarships and post-grad opportunities; 3) Twitter keeps you up to date with recruitment policies and developments in your field. Employers are impressed by applicants who demonstrate knowledge of current issues through their Twitter use.
The document provides tips for criminology students on creating an effective CV, including focusing the CV on demonstrating skills required for the target job through concrete examples from work and education experiences, keeping the CV concise at 1-2 pages with a consistent layout, and highlighting relevant qualifications, employment history, skills, and activities rather than including every detail of one's background. It also discusses the importance of understanding the skills employers seek and reflecting those skills in the CV through a targeted skills-based approach.
This document outlines the lecture and seminar program for a criminology module over 10 weeks. It includes sessions on career planning, presentations by students on life after criminology studies, and practitioner lectures. Students are divided into working groups responsible for developing questions for practitioners and leading seminar discussions. Tasks include career research, presentations, CVs, reflection assignments, and developing materials for practitioner seminars. The module aims to help students apply criminology theory to practice and explore professional opportunities.
This document provides a beginner's guide to using PowerPoint. It outlines how to change slide designs and formats using the menu arrows. It describes how to pick slide layouts for different options and experiment with backgrounds. The document instructs how to add text, pictures, tables, and hyperlinks. It explains how to move, resize and rotate images using the picture toolbar. Finally, it discusses showing slideshows, navigating through slides, and printing handouts.
This document provides instructions for using Mahara, an online portfolio tool available through the University of Lincoln. It outlines how to log in to Mahara using university credentials, then describes the main interface elements for creating a resume, profile, and views to organize files. Step-by-step instructions are given for adding files, images, and other content to views; editing view titles, descriptions and access permissions; and sharing a view publicly or with a secret URL. The goal of Mahara is to allow students to develop an online portfolio of their work and credentials.
CIP coursework Personal statement exercisejilljameson24
The University of Lincoln is seeking a Research Assistant for an 18-month project exploring the effectiveness of various agencies in recruiting the best applicants. The study aims to provide key policy messages to inform innovative recruitment strategies. The Research Assistant will assist with data collection through organizational analysis, interviews, focus groups and more. They will also contribute to writing up findings for publication and disseminating results. Relevant experience and excellent communication, research, and IT skills are required for the role.
The document provides a 10 question quiz about careers in criminology and the criminal justice system. The quiz covers topics such as qualifications needed for jobs in law enforcement, intelligence agencies, social work, teaching, and housing. It also asks about government training programs and sources of information for vacancies.
This document lists various websites related to careers in criminology and criminal justice. It provides links to websites for government agencies, charities, and private companies involved in law enforcement, corrections, social work, and security. It also includes resources for postgraduate study, teaching opportunities, jobs abroad, and volunteering. The document serves as a comprehensive guide for criminology students seeking employment or further education in various criminology-related fields.
This document provides instructions for two tasks:
1) Students must create a 5-minute PowerPoint presentation on career opportunities after studying criminology. The presentation can focus on a single career path or cover multiple options.
2) Students are assigned to seminar groups to lead discussions on practitioner lectures. As a group, they must engage their peers in tasks and discussions, rather than simply lecturing for 50 minutes. Effective techniques include assigning questions, organizing small group work, or showing relevant videos. Leading the seminar provides skills applicable to graduate jobs.
This document provides guidance for completing a discourse analysis comparing practitioner talks on criminology in the professions. The discourse analysis should be 1500 words and examine the talks for evidence of professionalism and power, organizational cultures, managerialism, multi-agency partnerships, and equal opportunities. Sources must be used to define discourse analysis and inform discussions of these issues.
The document provides guidance for criminology students on writing a career plan in 3 sections: 1) reflection on current skills and experience, 2) goals for the short and long-term, and 3) steps to achieve goals. It emphasizes using external sources to inform discussions and having a reasonable bibliography. Sources could include university descriptions, careers websites, and academic literature on careers, organizations, and political/economic issues. The plan should match current skills to requirements and identify skills to develop if needed.
This document introduces various theoretical perspectives and methods for analysing meaning in discourse, including content analysis, grounded theory, semiotics, and discourse analysis. It provides examples of how each method can be applied, such as using content analysis to quantify word frequencies, predicate analysis to examine how nouns are defined, and semiotics to analyse the denotation and connotation of signs. The key point is that discourse analysis examines language as a way to understand how versions of the world are constructed and the purposes behind representations in discourse.
This document outlines the requirements for a professional development file, including: [1] a 1500-word discourse analysis of five practitioner lectures, [2] a 1500-word career plan, and [3] evidence of participation such as attendance, presentations, CV, and group seminar materials. It warns that missing sessions could require finding help from other students and that absences require evidence to receive help catching up. Both assignments need individual bibliographies.
This document contains answers to frequently asked questions about a criminology module. It addresses questions about careers not covered by module lectures, doing work placements instead of seminars, the relevance of the module to criminology, criticisms of the basic career plan assignment, and participation marks. The answers emphasize developing transferable skills, utilizing university resources, gaining experience beyond the classroom, and creating an informed career plan that reflects the student's goals and interests.
This document provides guidance for analyzing practitioner talks using discourse analysis methods. It outlines topics to examine like professionalism, organizational culture, managerialism, partnerships, and equality. Theoretical perspectives like content analysis, grounded theory, and criminological theories should inform the analysis. Quotes from practitioner talks should be used to illustrate points. Sources must be cited in a bibliography. Examples of previous student analyses are provided to demonstrate effective application of the guidance.
1. The document discusses organizational culture and how understanding it is important both academically and personally for career planning.
2. It notes that employers seek graduates who want challenges and experience, as careers are less stable now.
3. Understanding current employment trends can help individuals stay employable by updating skills and maintaining networks to handle uncertainty.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
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Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
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
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
1. Criminology in the professions
Module Synopsis:
The aim of the module is to set out how the methodological, academic and practical skills
gained from your degree can be applied to your professional development culminating in
the production of a professional development file. In partnership with the university’s
careers service you will be encouraged to explore potential links between researching for
academic work and researching for relevant career applications and week by week you
will be involved in the development of a reflexive log, and various other items that are
designed to develop your awareness of professional practice in professions related to your
criminology degree.
Outline syllabus
Identification of career planning in a criminological context.
Development of practical career planning skills.
Reflection on the political, theoretical and practical context of the work done by
selected visiting practitioners.
Coverage of a variety of career possibilities and experiences.
Evaluation and reflection.
Learning Outcomes:Upon completion of this module you will be able to:
Explore professional opportunities and recruitment and selection methods related
to criminological study and understand how methodological and academic skills
can support this exploration.
Understand how a theoretical, political and practical reflection is useful in your
personal professional development.
To work independently and in a group situation to develop knowledge and
techniques that can be applied to future recruitment opportunities.
Reflect critically upon your own research skills and academic development.
Teaching and Learning Strategy:
Whilst it is clear how research skills are essential for academic study, this module shows
how research techniques can be applied to other tasks, and encourages you to understand
the transfer of such skills to other life long learning strategies, such as personal career
development. The module starts with an introductory lecture that considers the many
different professional opportunities that might be available for graduates in criminology.
This is supplemented by IT workshops to explore the availability and locations of
graduate career information, and to work on C.V. building techniques plus number of
student led seminars that cover important practical career development skills. Leading on
from this, a series of practitioner led lectures with supporting student led seminars will
take place where you will be asked to evaluate the practitioner contributions on a number
of levels. Throughout the module you will be expected to be involved in leading seminars
and also make weekly contributions to your personal reflexive log which will become
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2. Criminology in the professions
part of your personal professional development file (PDF) along with the practitioner
evaluations, career development tasks, and a career development information
leaflet/magazine article. As is the case in the workplace, you will be expected to attend
and participate professionally in all sessions. All students will take part in at least one
informal presentation and one student led discussion and will be required to incorporate
an assessment of their own and other student presentations/discussions in their PDF.
Indicative Reading:
Brown, A. (1998) Organisational Culture. London: Pitman.
Burnett, R. & Roberts, C. (eds) (2004) What works in Probation and Youth Justice:
Developing evidence based practice. Devon: Willan.
Burgess, R. (ed) (1997) Beyond the first degree: graduate education, life long learning and
careers. Buckingham OUP.
Crawley E. (2004) Doing Prison work: The public and private lives of prison officers. Devon:
Willan.
Elsmore, P. (2001) Organisational Culture: Organisational change? Aldershot: Ashgate.
Foskett, N. (2001) Young peoples decision making in education, training and careers
markets. London: Routledge Farmer.
Rogers, C. and Lewis R. (eds) (2007) Introduction to police work. Devon: Willan.
Thompson, P & McHugh D. (2002) Work organisations. Basingstoke: Palgrave.
Ward, D., Scott, J. &Lacey, M. (2002) Probation: Working for justice.Oxford: Oxford
University Press.
Westmarland, L. (2001) Gender and Policing, sex power and police culture. Devon: Willan.
Some useful websites:
Civil Service fast track http://faststream.civilservice.gov.uk/
Government departments at www.open.gov.uk/
‘Hot Prospects’ East Midlands graduate recruitment service at www.hotprospects.org.uk/
Ministry of Justice (Prisons) https://www21.i-grasp.com/fe/tpl_hmps03.asp?newms=se and
http://www.justice.gov.uk/jobs/noms
National Probation Service on ‘join us’ at
www.probation.homeoffice.gov.uk/output/page8.asp
Police recruitment ‘Could you?’ at www.policecouldyou.co.uk/
Prospect web site which allows you to search on over 800 career areas www.prospects.ac.uk
Private Prisons
Serco http://www.serco.com/instituteresource/market/Justice/prisons/index.asp or
G4S http://www.g4s.uk.com/EN-GB/Media%20Centre/News/2011/11/21/Working%20Prisons/
Teaching at http://www.education.gov.uk/schools/ or http://graduates.teachfirst.org.uk/
Or http://www.gttr.ac.uk/
University of Lincoln careers service at www.ulcareers.co.uk
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