Portfolio 1:
Overview
The Portfolio is part of the academic programme of work you are required to complete for Co-operative Education.
It is designed to ensure that you are achieving the goals and objectives you planned for your Co-operative Education Placement.
Please note that throughout your Portfolio you must:
·
apply
concepts, models, frameworks, theories and/or technical competencies from your major, and other areas of study
·
use authoritative sources
·
provide in-text references in APA (6th ed.)
·
update your Reference List with the full reference (APA 6th ed.)
Throughout Co-operative Education you will be focusing on how you are achieving the BBus Learning Goals set out below:
Learning Goal 1:
Be self-directed, reflective learners
Learning Goal 2
:
Be knowledgeable in their major field(s) of study
Learning Goal 3:
Be critical enquirers and creative problem solvers
Learning Goal 4:
Be able to make business decisions that take into account social, ethical, environmental and global dimensions
Learning Goal 5:
Be able to work effectively with others
Learning Goal 6:
Be effective communicators
Learning Goal 7:
Be connected to business
The Portfolios are the next stage of the assessment programme that culminates in an Oral Brief and Final Report. In the Co-operative Education assessments you will critically reflect on, analyse and evaluate your development throughout the Co-operative Education Placement and work on and complete a topic of your choice.
Instructions for completing this document
You are required to address all of the points in each of the sections. You may either answer each point individually or you may choose to respond to all points in one discussion using paragraphs with appropriate headings and sub-headings.
Note: Do not delete any of the information or instructions from the template
Portfolio 1 Checklist
o
Completed each section.
o
APA referencing and in-text citations.
o
Tasks discussed relate to major.
o
Research topic finalised and is focused towards the use of authoritative secondary resources.
o
Theories, concepts, frameworks introduced throughout.
o
Two personal goals reviewed and progress discussed.
o
Media log completed
o
Evidence of workspace provided.
o
Spellchecked and proof read document.
A.
Your Co-operative Education Role
: being knowledgeable in your major field(s) of study by demonstrating the application of knowledge from your major(s) to your Co-operative Education Placement
The aim of Section A is as follows:
·
To demonstrate how relevant the various theories and concepts from your major have been in completion of your tasks to date
·
To reflect on your performance to date
THE TASKS:
1.
For each key task that you have undertaken so far, briefly describe the task and explain how
theories, concepts, models, frameworks and/or technical competencies, from your
major(s)
have applied. In your discussion you should:
·
refer to a comprehensive .
Page 1 of 8
School of Management
—
BUSM4551 CID/Innovation Management
Assessment 3: Reflective piece
Assessment type: Essay Word limit: 1,000 (+/- 10%)
The word count excludes
the cover page, reference
list, and any appendices
that you may wish to
include.
Due Date: On or before Monday of Week 13 @
23:59 (Singapore time)
Weighting: 20%
Overview
You are required to engage in creative writing of a reflective essay consisting of an academic
analysis of your own learning experiences through self-reflection.
The purpose of writing a reflective essay is to provide you with a platform to not only recount a
particular life experience, but to also explore how you have changed or learned from those
experiences. Essays should be authored individually; all ideas and words should be your own.
Assessment criteria (100 marks equate to 20% of overall course assessment)
This assessment will measure your ability to:
• Introduce the context, background, scope and purpose of your essay (10 marks)
• Provide a quality encounter of your learning (15 marks)
• Reflect at a level that reveals deep insights (20 marks)
• Evaluate the significance and impact of your learning (20 marks)
• Implicate the significance of your learning to your future career (15 marks)
• Draw a meaningful conclusion (10 marks)
• Professionally present your encounter (10 marks)
Learning outcomes
Course Learning Outcomes related to this assessment are:
Page 2 of 8
CLO1 Explain the relationship between creativity, innovation and entrepreneurship and how
it impacts business growth, sustainability and wealth creation
CLO2
Investigate factors that inhibit creativity in individuals and innovation within teams and
organisations, and recommend strategies and tactics to encourage entrepreneurial
behaviour
CLO3 Identify and critique organisational models of innovation management
CLO4 Work individually, and collaboratively with others in applying a range of tools that assist
the creative front end of innovation that leads to problem solving
CLO5 Evaluate the characteristics that make innovative organisations successful and discuss
how a business might emulate these traits
CLO6 Demonstrate learning through presentation and communication skills in a variety of
business and professional contexts
The Program Learning Outcomes related to this assessment are:
PLO1 Explain their role as a local, national and global citizen and be able to apply these
perspectives in business contexts.
PLO4
Reflect on and continuously progress their own professional development, enhancing
their intellectual agility and adaptability as tools for success in ever-changing business
contexts.
Assessment details
This assessment requires you to look back on your learning and experiences in this course and
provide a personal reflection of what you learned from the course and how you have both used and
will use this learning in the futu ...
ENT 435 Effective Communication/tutorialrank.comjonhson277
For more course tutorials visit
www.tutorialrank.com
Hypothesize a set of at least three arguments as to why innovation is important to the competitiveness of nations, companies, leaders, and individual employees.
Learning PlanOverviewThe Learning Plan is part of the academ.docxsmile790243
Learning Plan
Overview
The Learning Plan is part of the academic programme of work you are required to complete for Co-operative Education.
It is designed to ensure that you have goals and objectives planned for what you want to achieve from your Co-operative Education Placement and to provide you with a solid foundation for the rest of the academic programme.
Please note that throughout your Learning Plan you must:
apply concepts, models, frameworks, theories and/or technical competencies from your major, and other areas of study
use authoritative sources
provide in-text references in APA (6th ed.)
include a Reference List with the full reference (APA 6th ed.)
Throughout Co-operative Education you will be focusing on how you are achieving the BBus Learning Goals set out below:
Learning Goal 1:Be self-directed, reflective learners
Learning Goal 2: Be knowledgeable in their major field(s) of study
Learning Goal 3:Be critical enquirers and creative problem solvers
Learning Goal 4: Be able to make business decisions that take into account social, ethical, environmental and global dimensions
Learning Goal 5:Be able to work effectively with others
Learning Goal 6:Be effective communicators
Learning Goal 7: Be connected to business
The Learning Plan is the first stage of the assessment programme that culminates in an Oral Brief and Final Report. In the Co-operative Education assessments you will critically reflect on, analyse and evaluate your development throughout the Co-operative Education Placement and work on a topic which will form the basis of your Co-operative Education Final Report.
Instructions for completing this document
You are required to address all of the points in each of the sections. You may either answer each point individually or you may choose to respond to all points in the one discussion using paragraphs with appropriate headings and sub-headings.
Note: Do not delete any of the information or instructions from the template
Co-operative Education Learning Plan Checklist
Completed each section.
APA referencing and in-text citations.
Job description attached.
Research topic is focused towards the use of authoritative secondary resources.
Theories, concepts, frameworks introduced throughout.
Two personal goals included.
Personality test completed.
Personal SWOT completed.
Spellchecked and proof read document.
------------------------------------------------------------------------------------------------------------------------------------
A.Your Co-operative Education Role: being knowledgeable in your major field(s) of study by demonstrating the application of knowledge from your major(s) to your Co-operative Education Placement
The aim of Section A is as follows:
To introduce the reader to your placement organisation as well as the specific role you will have
To examine how the role and tasks you will be doing might draw on theory ...
OL 421 Final Project Guidelines and Rubric Overview .docxcherishwinsland
OL 421 Final Project Guidelines and Rubric
Overview
You will complete a capstone that integrates the knowledge and skills you have developed in the business core coursework and over the duration of the term by
creating an executive summary that highlights the performance of your company from the Capsim simulation. The executive summary is your opportunity to
show your knowledge of the organization, products, and business functions—skills that professionals in this field must possess. You will also reflect on your
journey through the business core and how you plan to position yourself both professionally and in your upcoming program of study. This personal and
professional reflection will specifically focus on business communication skills, professional etiquette, and peer-to-peer and peer-to-leader collaboration.
Evaluation of Capstones
This capstone will be assessed somewhat differently than other courses you have taken online at SNHU. There are two separate components, which will be
evaluated as a unit in determining whether you have demonstrated proficiency in each outcome. Your instructor will guide you through this process, keeping a
running narrative of your strengths and weaknesses in relation to the outcomes as you progress through the class. Your work is expected to meet the highest
professional standards.
This assessment will evaluate your mastery with respect to the following outcomes:
Demonstrate business communication skills and etiquette for constructing personal and professional reflections in a variety of business environments
Analyze strategic problem-solving skills for enhancing business success
Analyze the use of quantitative and qualitative tools for informing strategic decision-making
Assess ethical, legal, and social challenges for suggesting improvement and enhancement strategies
Assess peer-to-peer and peer-to-leader collaboration for improving performance and decision making
Analyze global business markets for informing future business expansion choices
Analyze entrepreneurial and innovative approaches for solving authentic business problems
Prompt
Since you just finished the Capsim simulation, compiled your results, and are now looking to the future of your company, the first component of your capstone
requires you to compose a company performance summary. Imagine that this summary is for new members of the board of directors of your company. It is
imperative that the board understand your company, its value, and its development cycle over the last eight years. This is your opportunity to exhibit your
knowledge of your organization, your products, and how your business functions.
High-level business executives are often short on time, so it is important that your summary is concisely written and rich in content. As has been emphasized in
previous classes in the business core, effective business communication, peer-to-peer and peer-to-leader collaborat.
Page 1 of 8
School of Management
—
BUSM4551 CID/Innovation Management
Assessment 3: Reflective piece
Assessment type: Essay Word limit: 1,000 (+/- 10%)
The word count excludes
the cover page, reference
list, and any appendices
that you may wish to
include.
Due Date: On or before Monday of Week 13 @
23:59 (Singapore time)
Weighting: 20%
Overview
You are required to engage in creative writing of a reflective essay consisting of an academic
analysis of your own learning experiences through self-reflection.
The purpose of writing a reflective essay is to provide you with a platform to not only recount a
particular life experience, but to also explore how you have changed or learned from those
experiences. Essays should be authored individually; all ideas and words should be your own.
Assessment criteria (100 marks equate to 20% of overall course assessment)
This assessment will measure your ability to:
• Introduce the context, background, scope and purpose of your essay (10 marks)
• Provide a quality encounter of your learning (15 marks)
• Reflect at a level that reveals deep insights (20 marks)
• Evaluate the significance and impact of your learning (20 marks)
• Implicate the significance of your learning to your future career (15 marks)
• Draw a meaningful conclusion (10 marks)
• Professionally present your encounter (10 marks)
Learning outcomes
Course Learning Outcomes related to this assessment are:
Page 2 of 8
CLO1 Explain the relationship between creativity, innovation and entrepreneurship and how
it impacts business growth, sustainability and wealth creation
CLO2
Investigate factors that inhibit creativity in individuals and innovation within teams and
organisations, and recommend strategies and tactics to encourage entrepreneurial
behaviour
CLO3 Identify and critique organisational models of innovation management
CLO4 Work individually, and collaboratively with others in applying a range of tools that assist
the creative front end of innovation that leads to problem solving
CLO5 Evaluate the characteristics that make innovative organisations successful and discuss
how a business might emulate these traits
CLO6 Demonstrate learning through presentation and communication skills in a variety of
business and professional contexts
The Program Learning Outcomes related to this assessment are:
PLO1 Explain their role as a local, national and global citizen and be able to apply these
perspectives in business contexts.
PLO4
Reflect on and continuously progress their own professional development, enhancing
their intellectual agility and adaptability as tools for success in ever-changing business
contexts.
Assessment details
This assessment requires you to look back on your learning and experiences in this course and
provide a personal reflection of what you learned from the course and how you have both used and
will use this learning in the futu ...
ENT 435 Effective Communication/tutorialrank.comjonhson277
For more course tutorials visit
www.tutorialrank.com
Hypothesize a set of at least three arguments as to why innovation is important to the competitiveness of nations, companies, leaders, and individual employees.
Learning PlanOverviewThe Learning Plan is part of the academ.docxsmile790243
Learning Plan
Overview
The Learning Plan is part of the academic programme of work you are required to complete for Co-operative Education.
It is designed to ensure that you have goals and objectives planned for what you want to achieve from your Co-operative Education Placement and to provide you with a solid foundation for the rest of the academic programme.
Please note that throughout your Learning Plan you must:
apply concepts, models, frameworks, theories and/or technical competencies from your major, and other areas of study
use authoritative sources
provide in-text references in APA (6th ed.)
include a Reference List with the full reference (APA 6th ed.)
Throughout Co-operative Education you will be focusing on how you are achieving the BBus Learning Goals set out below:
Learning Goal 1:Be self-directed, reflective learners
Learning Goal 2: Be knowledgeable in their major field(s) of study
Learning Goal 3:Be critical enquirers and creative problem solvers
Learning Goal 4: Be able to make business decisions that take into account social, ethical, environmental and global dimensions
Learning Goal 5:Be able to work effectively with others
Learning Goal 6:Be effective communicators
Learning Goal 7: Be connected to business
The Learning Plan is the first stage of the assessment programme that culminates in an Oral Brief and Final Report. In the Co-operative Education assessments you will critically reflect on, analyse and evaluate your development throughout the Co-operative Education Placement and work on a topic which will form the basis of your Co-operative Education Final Report.
Instructions for completing this document
You are required to address all of the points in each of the sections. You may either answer each point individually or you may choose to respond to all points in the one discussion using paragraphs with appropriate headings and sub-headings.
Note: Do not delete any of the information or instructions from the template
Co-operative Education Learning Plan Checklist
Completed each section.
APA referencing and in-text citations.
Job description attached.
Research topic is focused towards the use of authoritative secondary resources.
Theories, concepts, frameworks introduced throughout.
Two personal goals included.
Personality test completed.
Personal SWOT completed.
Spellchecked and proof read document.
------------------------------------------------------------------------------------------------------------------------------------
A.Your Co-operative Education Role: being knowledgeable in your major field(s) of study by demonstrating the application of knowledge from your major(s) to your Co-operative Education Placement
The aim of Section A is as follows:
To introduce the reader to your placement organisation as well as the specific role you will have
To examine how the role and tasks you will be doing might draw on theory ...
OL 421 Final Project Guidelines and Rubric Overview .docxcherishwinsland
OL 421 Final Project Guidelines and Rubric
Overview
You will complete a capstone that integrates the knowledge and skills you have developed in the business core coursework and over the duration of the term by
creating an executive summary that highlights the performance of your company from the Capsim simulation. The executive summary is your opportunity to
show your knowledge of the organization, products, and business functions—skills that professionals in this field must possess. You will also reflect on your
journey through the business core and how you plan to position yourself both professionally and in your upcoming program of study. This personal and
professional reflection will specifically focus on business communication skills, professional etiquette, and peer-to-peer and peer-to-leader collaboration.
Evaluation of Capstones
This capstone will be assessed somewhat differently than other courses you have taken online at SNHU. There are two separate components, which will be
evaluated as a unit in determining whether you have demonstrated proficiency in each outcome. Your instructor will guide you through this process, keeping a
running narrative of your strengths and weaknesses in relation to the outcomes as you progress through the class. Your work is expected to meet the highest
professional standards.
This assessment will evaluate your mastery with respect to the following outcomes:
Demonstrate business communication skills and etiquette for constructing personal and professional reflections in a variety of business environments
Analyze strategic problem-solving skills for enhancing business success
Analyze the use of quantitative and qualitative tools for informing strategic decision-making
Assess ethical, legal, and social challenges for suggesting improvement and enhancement strategies
Assess peer-to-peer and peer-to-leader collaboration for improving performance and decision making
Analyze global business markets for informing future business expansion choices
Analyze entrepreneurial and innovative approaches for solving authentic business problems
Prompt
Since you just finished the Capsim simulation, compiled your results, and are now looking to the future of your company, the first component of your capstone
requires you to compose a company performance summary. Imagine that this summary is for new members of the board of directors of your company. It is
imperative that the board understand your company, its value, and its development cycle over the last eight years. This is your opportunity to exhibit your
knowledge of your organization, your products, and how your business functions.
High-level business executives are often short on time, so it is important that your summary is concisely written and rich in content. As has been emphasized in
previous classes in the business core, effective business communication, peer-to-peer and peer-to-leader collaborat.
Reflective Assessment Category 2 Written Assignment Self-re.docxcarlt3
Reflective
Assessment Category 2: Written Assignment / Self-reflective writing 1 - Critical Reflection on Dissertation/project completion
During this week, you are required to submit your second written summative assessment of 3.600 words, which counts for the 30% of your overall grade.
Please pay attention on the below Task Requirements:
Task: Provide a critical self-reflection of the process of completing your dissertation project through different phases.
During the process of completing your dissertation, you have gone through different phases as an attempt to act as business consultants and assist the client to meet its requirements. In order to do this successfully you have gone through the identification of aims and objectives towards client’s requirements, located and discussed industry’s related information as supportive evidence for business position and your aims and objectives towards the suggestions you made, completed an A3 map including a Gantt Chart that comprised a concise summary of the problem and solution as well a communication tool for reporting problems and suggestions for improvement to management.
Now in this summative assessment you need to identify how the process of completing your dissertation/project that included the above brief main steps will assist you to apply this knowledge to your business’ future operations as well identify how this learning process expanded your thinking as well developed your skills as future business leader.
You can approach your Self Reflective writing as per the below:
1. Assumptions 25%
Why it is critical to identify clearly stated business’ requirements? If the clients’ requirements were not provided in a pre-determined view and you were responsible to identify or assume what is required to improve a business, will you be able to summarize all the information needed? You can rely your answers based on the below:
· Challenging assumptions ie double loop learning (Argyris and Schon, 1974)
· Reflection, reflectivity and reflexivity
2. Ethics and values 25%
How did you come up with the specific aims and objectives? Did your ethical principles and values play any role to your proposed intentions to come up with certain aims and objectives to assist the Client to meet its requirements? Should our aims and objectives reflect corporate social responsibility by avoiding decisions that could possible harm organizations or society?
You can rely your answers based on the below:
· Understanding our personal values
· Transactional Analysis Drivers (Kahler, 1975)
· Be perfect; Be strong; Try hard; Please people; Hurry up
· The impact of values on professional work (Anti) -discriminatory practices (Thompson, 2012)
3. Time Management 25%
Why it is important to create a Gantt chart that outlines the main tools and timeframes of the completion of your suggestions? Do you believe that listing down certain timeframes for future actions may impact the way of dealing with tas.
Importance of the Learning AgreementPurpose of the Learnin.docxwilcockiris
Importance of the Learning Agreement
Purpose of the Learning Agreement: The learning agreement is designed to ensure students are mindful about the learning expectations in their field placement. It was developed to help students and supervisors/instructors plan a well-rounded experience that will help students meet the learning objectives.
Learning Objectives: The Council on Social Work Education (CSWE) requires students gain competency in nine areas of social work practice. These areas of practice are defined as core competencies of the profession. Each core competency requires particular behaviors students should be able to engage and gain competency in. Students should provide examples of activities in the agency they can participate in to help them meet the learning objectives. Some examples of activities are provided. This is not an exhaustive list, so others can be added. Students must have an opportunity to complete tasks in all nine areas of competency.
Connection to the Student Evaluation: Not only is the learning agreement a helpful tool to plan the learning goals for the term, but it connects directly to the evaluation points in the student evaluation. Field Instructors/supervisors will be asked to complete student evaluations. Each student is evaluated on the nine core competencies of social work. Having a solid learning agreement aligns the learning goals with the student’s evaluation, so no areas are missed.
Instructions
Negotiating the Agreement: The learning agreement should be completed by week 3 at the agency. This is a collaborative process, where the field instructor/supervisor and student meet to establish goals for the term. The student will then submit the agreement to the faculty liaison for feedback and comments. Once everyone is happy with the agreement, all parties sign the agreement. During the evaluation session, toward the end of the quarter, the student and instructor/supervisor should meet to discuss progress and challenges with the plan and develop ways to adjust the learning for the remainder of the placement and the next quarter.
Form Layout:
Each page/grid is devoted to one of the nine Social Work Core Competencies. Students must have experience in all nine competencies.
Section Descriptions:
Expected Behaviors – the expected behaviors are those that are identified by the Council on Social Work Education (CSWE). These behaviors should be demonstrated by students during the term of the field placement/internship.
Agency Activities-These are examples of particular activities that students can do at the agency to demonstrate the expected behaviors. Most of these are general to all settings. However, if they don’t quite match, feel free to add/change these to fit with the context of your agency. Check all activities that apply.
Field Course Assignments-These are a few examples of field course assignments that help reinforce the Social Work Core Competencies.Students will be required to complet.
Course SyllabusCourse DescriptionPresents the fundamen.docxvanesaburnand
Course Syllabus
Course Description
Presents the fundamentals of business principles and practices. Business strategies emphasized are decision-making and
planning, teamwork, technology, and communication. Topics include analysis of the business environment, starting a new
business, managing business and employees, marketing, accounting, and finance.
Course Textbook(s)
No physical textbook is required; resources are integrated within the course.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Identify basic business concepts.
2. Examine the different environments in which businesses operate, to include social, technological, economic, legal,
and market.
3. Explain management functions of planning, organizing, leading, and controlling.
4. Identify the basic principles of marketing.
5. Determine the function and role of human resources, including key aspects of human resource management.
6. Discuss the importance of ethics and social responsibility in business.
7. Evaluate concepts associated with entrepreneurship.
8. Explain how outsourcing, offshoring, and foreign entities affect the operation of businesses in the United States.
Credits
Upon completion of this course, the students will earn 3 hours of college credit.
Course Structure
1. Study Guide: Course units contain a Study Guide that provide students with the learning outcomes, unit lesson,
required reading assignments, and supplemental resources.
2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge
students should gain upon completion of the unit.
3. Unit Lesson: Unit Lessons, which are located in the Study Guide, discuss lesson material.
4. Reading Assignments: Units contain Reading Assignments from one or more chapters from the textbook and/or
outside resources.
5. Suggested Reading: Suggested Readings are listed within the Study Guide. Students are encouraged to read the
resources listed if the opportunity arises, but they will not be tested on their knowledge of the Suggested Readings.
6. Discussion Boards: Discussion Boards are part of all CSU Term courses. More information and specifications can
be found in the Student Resources link listed in the Course Menu bar.
7. Unit Quizzes: This course contains Unit Quizzes. It is suggested that the quizzes be completed before students
complete the Unit Assessments. Quizzes are used to give students quick feedback on their understanding of the unit
material.
8. Unit Assessments: This course contains Unit Assessments, which test student knowledge on important aspects of
the course. These tests may come in many different forms, ranging from multiple choice to written response
questions.
9. Unit Assignments: Students are required to submit for grading Unit Assignments. Specific information and
instructions regarding these assignments are provided below. Grading rubrics are included with each assignment.
Specific information about a.
Unit V Homework Apprenticeship Proposal Use the Department.docxmarilucorr
Unit V Homework
Apprenticeship Proposal
Use the Department of Labor’s Employment and Training Administration website and find the area on Registered Apprenticeship. Explore the Employers section. Based on the information found here, create an apprenticeship proposal for a position in the company you work for or wish to work for. In your apprenticeship, make sure to include specific skills the apprentice will be learning, the modeling and practice techniques that will be used, and the feedback process that will be incorporated (both informal and formal). Explain how many hours per week the apprentice will work, and how long the entire apprenticeship should take. Discuss the advantages and disadvantages of your apprenticeship program.
Use Microsoft Word to create your proposal. The proposal should be between two to three pages in length, and all sources used need to be cited according to APA format.
BHR 4680, Training and Development 1
Course Learning Outcomes for Unit V
Upon completion of this unit, students should be able to:
2. Compare and contrast the training implications of behavioral and cognitive learning in the training
environment.
2.1 Discus how training is influenced by new technologies.
2.2 Discuss the advantages and disadvantages of e-learning, mobile technology, and simulations.
2.3 Explain the pros and cons of multimedia training.
6. Describe classroom-based training programs.
6.1 Discuss the pros and cons of traditional training methods.
6.2 Explain how group building methods improve team/group effectiveness.
6.3 Discuss the steps necessary to develop effective self-directed learning.
Reading Assignment
Chapter 7:
Traditional Training Methods
Chapter 8:
Technology-Based Training Methods
Unit Lesson
Company A
Company A’s training sessions are always the same—hour-long lectures. Employees file into a room
composed of rowed seating. A lectern is in front of the room and the training manager, John, stands behind it.
He greets the employees and begins a lecture. This particular session is on how to use Microsoft Excel. He is
reading from a book, but occasionally looks up to glance at his audience. When an employee raises their
hand, John asks that all questions be saved for the end of the session. Most of the group tries to follow what
he says, but have blank expressions on their faces since they are not sure what John is even talking about.
One employee in the back row has nodded off, and a few others are having a hard time keeping their eyes
open. At the end of the session, the manager asks for questions. No one raises their hand. Could it be that
the manager has conveyed the material so well that everyone now understands how to use a spreadsheet?
Or could it be that the audience is so bored with the material that they are in a hurry to leave the session?
Company B
Company B is also offering a training session on how to use formulas in an Excel spreadsheet. ...
Importance of the Learning AgreementPurpose of the Learning LizbethQuinonez813
Importance of the Learning Agreement
Purpose of the Learning Agreement: The learning agreement is designed to ensure students are mindful about the learning expectations in their field placement. It was developed to help students and supervisors/instructors plan a well-rounded experience that will help students meet the learning objectives.
Learning Objectives: The Council on Social Work Education (CSWE) requires students gain competency in nine areas of social work practice. These areas of practice are defined as core competencies of the profession. Each core competency requires particular behaviors students should be able to engage and gain competency in. Students should provide examples of activities in the agency they can participate in to help them meet the learning objectives. Some examples of activities are provided. This is not an exhaustive list, so others can be added. Students must have an opportunity to complete tasks in all nine areas of competency.
Connection to the Student Evaluation: Not only is the learning agreement a helpful tool to plan the learning goals for the term, but it connects directly to the evaluation points in the student evaluation. Field Instructors/supervisors will be asked to complete student evaluations. Each student is evaluated on the nine core competencies of social work. Having a solid learning agreement aligns the learning goals with the student’s evaluation, so no areas are missed.
Instructions
Negotiating the Agreement: The learning agreement should be completed by week 3 at the agency. This is a collaborative process, where the field instructor/supervisor and student meet to establish goals for the term. The student will then submit the agreement to the faculty liaison for feedback and comments. Once everyone is happy with the agreement, all parties sign the agreement. During the evaluation session, toward the end of the quarter, the student and instructor/supervisor should meet to discuss progress and challenges with the plan and develop ways to adjust the learning for the remainder of the placement and the next quarter.
Form Layout:
Each page/grid is devoted to one of the nine Social Work Core Competencies. Students must have experience in all nine competencies.
Section Descriptions:
Expected Behaviors – the expected behaviors are those that are identified based on the concentration area. These behaviors should be demonstrated by students during the term of the field placement/internship.
Agency Activities-These are examples of particular activities that students can do at the agency to demonstrate the expected behaviors. Most of these are general to all settings. However, if they don’t quite match, feel free to add/change these to fit with the context of your agency. Check all activities that apply.
Field Course Assignments-These are a few examples of field course assignments that help reinforce the Social Work Core Competencies.Students will be required to complete all field co ...
To help you explore ways of developing more powerful learnin.docxjuliennehar
To help you explore ways of developing more powerful learning experiences for your students, I suggest some ideas for each of three components of active learning:
Rich Learning Experience, In-Depth Reflective Dialogue, and Information and Ideas. Rich Learning Experiences. As you try to add an experiential component to the learning experience, look for “Rich Learning Experiences.” Certain learning experiences are “rich” because they allow students to acquire several kinds of significant learning simultaneously. What are some ways this can be done? The list below identifies in-class and out-of-class activities that promote multiple kinds of significant learning—all at the same time.
In Class: • Debates • Role playing • Simulations • Dramatizations
Outside of Class: • Service learning • Situational observations • Authentic projects
Action: Identify some learning activities to add to your course that will give students a “Doing” or “Observing” Experience. What “Rich Learning Experiences” are appropriate for your course?
In-Depth Reflective Dialogue. Another important ingredient of active learning is giving students time and encouragement to reflect on the meaning of their learning experience. There are various forms of reflective dialogue (See Table 3, next page). One can reflect with oneself (as in writing in a journal or diary) or with others (as in engaging in discussions with a teacher or others). Another key distinction is between substantive writing, in which one writes about a subject (e.g., a typical term paper), and reflective writing, in which one writes about one’s own learning. In reflective writing, students address a different set of questions, such as: What am I learning? What is the value of what I am learning? How am I learning? What else do I need to learn?
Information and Ideas. In order to free up some class time for the experiential and reflective activities identified above, you will probably need to explore alternative ways of introducing students to the key information and ideas of the course, i.e., the content. This might involve having them do more reading before they come to class. Or it may mean creating a course-specific website where you put content-related material. Or you can direct students to go to selected websites that have good content related to the course.
Action: Other than lectures, what ways can you identify to cause students to get their initial exposure to subject matter and ideas (preferably outside of class)?
Step 5. Integration In this INITIAL DESIGN PHASE (Steps 1-4),
you have created strong primary components for the design of your course. In order to complete this initial phase, you need to check how well these four components are aligned. Step 5 Worksheet gives a detailed explanation of how these four components can be integrated with each other.
Step 5: Integrating Steps 1-4 1. Situational Factors • Assuming you have done a careful, thorough job of reviewing the situational factors, how wel ...
Degree focus: EDD Performance Improvement Leadership
Week 9
Critical Reflection and Writing Process Evaluation
Critical Thinking and Professional Growth
The core of effective leadership in education is centered on critical thinking. All the tough decisions require leaders to critically analyze problems, challenges, and issues through the lens of the critical thinker who consistently integrates critical thinking principles into all decisions about how to best lead educational organizations.Throughout the course, we have emphasized key elements of your program and specialization while remaining focused on the factors needed for success as leaders in education. These factors are represented through the essential course competencies:
Determine how action research and systems thinking apply to professional problems, challenges, or issues in education.
Apply information literacy skills to locate and critically evaluate scholarly data, theories, and research.
Critically reflect on one's own professional decisions, attitudes, actions, and skills to direct one's own learning and growth.
Analyze the characteristics of ethical behavior and respect for diversity and civil discourse.
Communicate in a manner that is scholarly, professional, and appropriate to purpose.
This week, you will work to transition what you have learned in this course to the start of your specific program or organization. As you prepare to progress from your first course at Capella to the program-specific requirements and courses for your own field or specialization, we encourage you to save the resources, links, materials, tools, and feedback to help you create your success. You will also continue your focus on critical thinking this week with emphasis on Paul and Elder's universal intellectual standards.
TO DO LIST:
Assignment
: Write a 12–15-page paper in which you compile your previous assignments and reflect on your experience writing papers for the course.
What You Need to Know
: Read about intellectual standards.
Assignment Overview
For this final assignment, you will revise and compile the assignments you have developed throughout this course and reflect on your experience writing papers.
What You Need to Know
Final Assignment
Your reading time this week will be devoted to completing your final assignment. The final assignment is a compilation of the revised assignments you developed throughout this course, along with your final reflection.
This week:
Review each writing revision matrix you worked on for your assignments in Weeks 4 and 7. Your final assignment is expected to include a reflection on how you addressed the feedback you received from Smarthinking, the Writing Center, and your instructor for each assignment. Revise your previous assignments to reflect the feedback you received.
Be sure to use the
Week 9 Assignment Template [DOCX]
as a guide to format, organize, and address the final assignment components.
Rework your assignments.
#1 Assignment Objectives (The Successful Leader - Assessing Your.docxmayank272369
#1 Assignment Objectives (The Successful Leader - Assessing Your Leadership Traits)
Describe and recognize organizational culture, with specific examination of organizational change models.
8 total pages
Leadership is one of the essential ingredients in effectively leading and managing a project. Without excellent leadership skills, the best planned projects are at a risk for failure. In this class, you are asked to examine your leadership strengths and weaknesses and determine how to adapt them to one of the effective project management leadership styles. You will be provided with an opportunity to perform a personal leadership assessment, enhance project leadership skills, promote teamwork and innovation, determine some best practices, and build a culture to support and manage change.
Throughout this course, you will be working on developing several components of your final Key Assignment. Additional information and the deliverables for each Individual Project will be provided in each Individual Project assignment description.
You will also be setting up the final Key Assignment outline that you will add to each week. The combined Individual Project (IP) assignments will be your final Key Assignment deliverable.
Project Selection
The first step will be to select an organization of your choice in which you will implement your project. This organization will be used as the basis for each of the assignments throughout the course and should conform to the following guidelines:
•Nontrivial: The selected organization candidate should reflect a real-life organization.
•Domain knowledge: Students will utilize their knowledge of this organization to address assignments that are related to discussing the organization’s structure and its impact on organizational members.
Select an organization that fits these requirements, and submit your proposal to your instructor before proceeding further with the assignments in the course. Approval should be sought within the first few days of the course. Your instructor will tell you how to submit this proposal and what notification will be given for project approval.
Your first task in this process will be to select an organization to use as the basis of your Key Assignment. You will also create the shell document for the final project Key Assignment document deliverable that you will be working on throughout the course. As you proceed through each project phase, you will add content to each section of the final document to gradually complete the final project delivery.
The project deliverables are as follows:
1. Submit a project proposal to instructor for approval
2. Key Assignment Document Shell
•Use Word
•Title Page
1.Course number and name
2.Project name
3.Student name
4.Date
•Table of Contents
1.Use auto-generated TOC
2.Separate page
3.Maximum of three levels deep
4.Be sure to update the fields of the TOC so that it is up-to-date before submitting your project
•Section Headings (create ea ...
1What did you do best in your undergraduate studies Have you ever.pdfchughakshit42
1
What did you do best in your undergraduate studies? Have you ever had an interdisciplinary
learning experience? If so, what impressed or interested you?
2
What knowledge and skills have you learned by participating in a class, such as an undergraduate
class, that is relevant to the major you are applying for? What do you think will help you succeed
in applying for the major? Please make a summary from the aspects of professional knowledge,
research methods, skills tools, etc.
Course 1
TitleFoundation of Finance (90/100)
Content of the course and your learning focus
Why are you impressed
Your Achievements
Course 2
TitleInvestment Analysis (86/100)
Content of the course and your learning focus
Why are you impressed
Your Achievements
Course3
TitleFinancial Decision Making (92/100)
Content of the course and your learning focus
Why are you impressed
Your Achievements
3
Please list any project activities you have participated in; certain experimental research projects;
or some kind of academic competition; (what research experience do you have related to the
major you are aiming to apply for? And can this experience prove your learning and research
ability to the university? Did you encounter any academic difficulties in your research, how did
you overcome them, or how did you conduct your research? Please mainly describe what you
have done and achieved. Please highlight the professionalism and depth of the activity, please
note that what you have done reflects the quality characteristics of your study target major)
Academic Programs 1
Situation: Project name, purpose, specific academic fields: AIA GROUP LIMITED (HONG
KONG STUDY TOUR) 2019.07-2019.08
Task: Academic key points and what you need to accomplish
Participated in the planning and promotion of insurance products in AIA Group Limited, and
cooperated with team members to design product recommendation advertisements, which won
the second place Participated in a business case analysis competition at the University of Hong
Kong: Why Samsung is successful. Analyzedthe industry competitiveness of the company by
means of SWOT and Porter's Five Forces Model within three hoursParticipated in writing
analysis reports on the development of Samsung products, marketing strategies and enterprise
competitiveness; made PowerPoint independently and participated in presentation of the results
Action: The obstacles you encounter, your academic understanding and practical operation
Result: Your results
Thinking & Reflection: What kind of progress, new ideas and reflections you have generated
throughout the process:
Academic Programs 2
Situation: Project name, purpose, specific academic fields:
Task: Academic key points and what you need to accomplish
Action: The obstacles you encounter, your academic understanding and practical operation
Result: Your results
Thinking & Reflection: What kind of progress, new ideas and reflections you have generated
throughout the process:
4
What has helped you most in your ac.
Edu 650 Massive Success / snaptutorial.comNorrisMistrym
Choose a class you teach or one you hope to teach in the future and describe your classroom management plan. Because a classroom management plan refers to the things that a teacher does to organize students’ time, space, and materials so that instruction and student learning can effectively take place, your plan should discuss these factors and demonstrate your ability to create a climate conducive to learning. Your plan should also establish high expectations for student behavior and learning. At a minimum, your plan should do the following:
1. Explain the goal of the plan, including the grade
Which of the following statements regarding components of a time ser.docxjolleybendicty
Which of the following statements regarding components of a time series are true? (Check all that apply.)
[removed]
1
Trend is a constant or steady increase or decrease in the data/measurements over time.
[removed]
2
Cyclical variation is gradual movement around the trend line that is
always
attributable (caused by) the business cycle and economic conditions.
[removed]
3
Seasonal variation is
unpredictable
increases and decreases that occur within a calendar year.
[removed]
4
Irregularity is what is left after taking into account Trend, Cyclical, and Seasonal behavior. It has no observable patterns. It is random.
.
Which of the works we read was used by President Bushs 2002 appoint.docxjolleybendicty
Which of the works we read was used by President Bush's 2002 appointed bioethical committee as a warning about possible problems/dangers with embryonic stem cell research?
Explain the importance of the
setting
(of INSIDE the house) in "Home Burial."
(a) Identify the
author
of
Fences
, (b) discuss his/her
ongoing drama project
for the 29th century, (c) the
progress completed
on that project, and (d)
how
Fences
fits into the project
.
Identify the effect of Troy's actions throughout the drama on Rose, Cory, and Raynell.
What is the
symbolic role
of "fences" in the drama
Fences
? (Identify at least
three uses
of fences throughout the play.)
If we consider these two stories
together,
DISCUSS
two types of literary criticism
that might best be used to study them as a
whole
: "The Story of an Hour," "The Birthmark," and "Home Burial."
DO NOT USE READER RESPONSE AS ONE OF THE LITERARY APPROACHES.
Identify
two literary works
from the works we have studied in these units and explain how
GENDER CRITICISM
might best be used to aid in understanding the works. Be sure to identify
specific time
periods
and how these time periods might affect a contemporary gender reading.
(Do not use ,"The Story of an Hour," "The Birthmark" or "Home Burial" to answer this questions)
Identify
two literary works, along with their authors,
from those that we studied and explain specifically how
BIOGRAPHICAL CRITICISM
might be used to aid in understanding the works. Remember that biographical criticism can be used only when there is a known established connection between the author and his/her work so that means you will have to connect the works to the authors' lives.
Identify
one literary work
from the works we studied and explain how
HISTORICAL CRITICISM
might best be used to aid in understanding this particular wor. Be sure to identify the specific time periods during which the work was written.
(Do not use "The Story of an Hour," "Home Burial" or "The Birthmark" to answer this question.)
Discuss the similarities and differences between the character in O'Brien's "The Things They Carried" and in Henry in Erdrich's "The Red
Convertible."
The frist five just couple sentences and next five a little bit longer than
.
Which of these articles confirms or negates your view on housing ava.docxjolleybendicty
Which of these articles confirms or negates your view on housing availability and affordability?
ARTICLE:
Butler, T. and Lees, L. (2006). Super-gentrification in Barnsbury, London: Globalization and Gentrifying Global Elites at the NeighbourhoodLevel.
Transactions of the Institute of British Geographers,
31, 467-487.
or
ARTICLE:
Sivam, A. (2003). Housing Supply in Delhi.
Cities
20 (2003): 135-141.
Must begin with a quotation from either article (with page number);
Must have
at least 300 words
(not including the required quotation) with proper spelling and grammar;
Must include your explanation of how the quotation address one of the Meta-themes
.
Which of these images represents the following system of equations b.docxjolleybendicty
Which of these images represents the following system of equations being solved graphically?
6x – 6y = -48
-10x + 4y = 92
2. Which of these images represents the following system of equations being solved graphically?
6x - 2y = -16
4x + 4y = -32
3. Which of these images represents the following system of equations being solved graphically?
-6x + 2y = -44
-10x + 2y = -60
4. Which of these images represents the following system of equations being solved graphically?
-4x - 10y = 132
-4x + 2y = 12
5. Which of these images represents the following system of equations being solved graphically?
7x – y = 10
4x + y = 1
6. How many solutions exist for the following system of equations?
-10x – 10y = 20
-10x + 6y = -108
None 1
2 infinitely many
7. How many solutions exist for the following system of equations?
-4x – 6y = -28
2x + 3y = 14
None 1
2 infinitely many
8. How many solutions exist for the following system of equations?
4x - 6y = -52
6x - 2y = -64
none 1
2 infinitely many
9. How many solutions exist for the following system of equations?
4x - 8y = 30
6x - 12y = -64
none 1
2 infinitely many
Part 2
Select the best answer from the choices provided. (Each question is worth one point)
10. In the following system of equations, what does x equal?
0x + 8y = -16
-10x + 8y = 64
x = -8 x = -16
x = -2 x = 0
11. In the following system of equations, what does y equal?
0x + 8y = -16
-10x + 8y = 64
y = -8 y = -16
y = -2 y = 0
12. In the following system of equations, what does y equal?
-2x – 0y = -4
-6x – 2y = -12
y = 2 y = -2
y = -10 y = 0
13. In the following system of equations, what does y equal?
0x + 8y = 16
-2x - 8y = -24
y = -2 y = 2
y = 0 y = 4
14. In the following system of equations, what does y equal?
-8x - 8y = 0
-8x + 8y = -128
y = 8 y = -8
y = -2 y = 0
15. In the following system of equations, what does x equal?
-8x - 8y = 0
-8x + 8y = -128
x = 8 x = -8
x = -2 x = 0
16. In the following system of equations, what does y equal?
-10x - 2y = 56
6x - 2y = -40
y = 6 y = -6
y = 2 y = -2
17. In the following system of equations, what does x equal?
-10x - 2y = 56
6x - 2y = -40
x = 6 x = -6
x = 2 x = -2
18. In the following system of equations, what does x equal?
8x - 8y = 16
4x + 4y = -72
x = -10 x = 10
x = -8 x = 8
Part 3
Select the best answer from the choices provided. (Each question is worth one point)
19. In the following system of equations, what does x equal?
5x + 9y = 0
6x + 6y = 2
x = 3
4
x = -3
4
.
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Reflective
Assessment Category 2: Written Assignment / Self-reflective writing 1 - Critical Reflection on Dissertation/project completion
During this week, you are required to submit your second written summative assessment of 3.600 words, which counts for the 30% of your overall grade.
Please pay attention on the below Task Requirements:
Task: Provide a critical self-reflection of the process of completing your dissertation project through different phases.
During the process of completing your dissertation, you have gone through different phases as an attempt to act as business consultants and assist the client to meet its requirements. In order to do this successfully you have gone through the identification of aims and objectives towards client’s requirements, located and discussed industry’s related information as supportive evidence for business position and your aims and objectives towards the suggestions you made, completed an A3 map including a Gantt Chart that comprised a concise summary of the problem and solution as well a communication tool for reporting problems and suggestions for improvement to management.
Now in this summative assessment you need to identify how the process of completing your dissertation/project that included the above brief main steps will assist you to apply this knowledge to your business’ future operations as well identify how this learning process expanded your thinking as well developed your skills as future business leader.
You can approach your Self Reflective writing as per the below:
1. Assumptions 25%
Why it is critical to identify clearly stated business’ requirements? If the clients’ requirements were not provided in a pre-determined view and you were responsible to identify or assume what is required to improve a business, will you be able to summarize all the information needed? You can rely your answers based on the below:
· Challenging assumptions ie double loop learning (Argyris and Schon, 1974)
· Reflection, reflectivity and reflexivity
2. Ethics and values 25%
How did you come up with the specific aims and objectives? Did your ethical principles and values play any role to your proposed intentions to come up with certain aims and objectives to assist the Client to meet its requirements? Should our aims and objectives reflect corporate social responsibility by avoiding decisions that could possible harm organizations or society?
You can rely your answers based on the below:
· Understanding our personal values
· Transactional Analysis Drivers (Kahler, 1975)
· Be perfect; Be strong; Try hard; Please people; Hurry up
· The impact of values on professional work (Anti) -discriminatory practices (Thompson, 2012)
3. Time Management 25%
Why it is important to create a Gantt chart that outlines the main tools and timeframes of the completion of your suggestions? Do you believe that listing down certain timeframes for future actions may impact the way of dealing with tas.
Importance of the Learning AgreementPurpose of the Learnin.docxwilcockiris
Importance of the Learning Agreement
Purpose of the Learning Agreement: The learning agreement is designed to ensure students are mindful about the learning expectations in their field placement. It was developed to help students and supervisors/instructors plan a well-rounded experience that will help students meet the learning objectives.
Learning Objectives: The Council on Social Work Education (CSWE) requires students gain competency in nine areas of social work practice. These areas of practice are defined as core competencies of the profession. Each core competency requires particular behaviors students should be able to engage and gain competency in. Students should provide examples of activities in the agency they can participate in to help them meet the learning objectives. Some examples of activities are provided. This is not an exhaustive list, so others can be added. Students must have an opportunity to complete tasks in all nine areas of competency.
Connection to the Student Evaluation: Not only is the learning agreement a helpful tool to plan the learning goals for the term, but it connects directly to the evaluation points in the student evaluation. Field Instructors/supervisors will be asked to complete student evaluations. Each student is evaluated on the nine core competencies of social work. Having a solid learning agreement aligns the learning goals with the student’s evaluation, so no areas are missed.
Instructions
Negotiating the Agreement: The learning agreement should be completed by week 3 at the agency. This is a collaborative process, where the field instructor/supervisor and student meet to establish goals for the term. The student will then submit the agreement to the faculty liaison for feedback and comments. Once everyone is happy with the agreement, all parties sign the agreement. During the evaluation session, toward the end of the quarter, the student and instructor/supervisor should meet to discuss progress and challenges with the plan and develop ways to adjust the learning for the remainder of the placement and the next quarter.
Form Layout:
Each page/grid is devoted to one of the nine Social Work Core Competencies. Students must have experience in all nine competencies.
Section Descriptions:
Expected Behaviors – the expected behaviors are those that are identified by the Council on Social Work Education (CSWE). These behaviors should be demonstrated by students during the term of the field placement/internship.
Agency Activities-These are examples of particular activities that students can do at the agency to demonstrate the expected behaviors. Most of these are general to all settings. However, if they don’t quite match, feel free to add/change these to fit with the context of your agency. Check all activities that apply.
Field Course Assignments-These are a few examples of field course assignments that help reinforce the Social Work Core Competencies.Students will be required to complet.
Course SyllabusCourse DescriptionPresents the fundamen.docxvanesaburnand
Course Syllabus
Course Description
Presents the fundamentals of business principles and practices. Business strategies emphasized are decision-making and
planning, teamwork, technology, and communication. Topics include analysis of the business environment, starting a new
business, managing business and employees, marketing, accounting, and finance.
Course Textbook(s)
No physical textbook is required; resources are integrated within the course.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Identify basic business concepts.
2. Examine the different environments in which businesses operate, to include social, technological, economic, legal,
and market.
3. Explain management functions of planning, organizing, leading, and controlling.
4. Identify the basic principles of marketing.
5. Determine the function and role of human resources, including key aspects of human resource management.
6. Discuss the importance of ethics and social responsibility in business.
7. Evaluate concepts associated with entrepreneurship.
8. Explain how outsourcing, offshoring, and foreign entities affect the operation of businesses in the United States.
Credits
Upon completion of this course, the students will earn 3 hours of college credit.
Course Structure
1. Study Guide: Course units contain a Study Guide that provide students with the learning outcomes, unit lesson,
required reading assignments, and supplemental resources.
2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge
students should gain upon completion of the unit.
3. Unit Lesson: Unit Lessons, which are located in the Study Guide, discuss lesson material.
4. Reading Assignments: Units contain Reading Assignments from one or more chapters from the textbook and/or
outside resources.
5. Suggested Reading: Suggested Readings are listed within the Study Guide. Students are encouraged to read the
resources listed if the opportunity arises, but they will not be tested on their knowledge of the Suggested Readings.
6. Discussion Boards: Discussion Boards are part of all CSU Term courses. More information and specifications can
be found in the Student Resources link listed in the Course Menu bar.
7. Unit Quizzes: This course contains Unit Quizzes. It is suggested that the quizzes be completed before students
complete the Unit Assessments. Quizzes are used to give students quick feedback on their understanding of the unit
material.
8. Unit Assessments: This course contains Unit Assessments, which test student knowledge on important aspects of
the course. These tests may come in many different forms, ranging from multiple choice to written response
questions.
9. Unit Assignments: Students are required to submit for grading Unit Assignments. Specific information and
instructions regarding these assignments are provided below. Grading rubrics are included with each assignment.
Specific information about a.
Unit V Homework Apprenticeship Proposal Use the Department.docxmarilucorr
Unit V Homework
Apprenticeship Proposal
Use the Department of Labor’s Employment and Training Administration website and find the area on Registered Apprenticeship. Explore the Employers section. Based on the information found here, create an apprenticeship proposal for a position in the company you work for or wish to work for. In your apprenticeship, make sure to include specific skills the apprentice will be learning, the modeling and practice techniques that will be used, and the feedback process that will be incorporated (both informal and formal). Explain how many hours per week the apprentice will work, and how long the entire apprenticeship should take. Discuss the advantages and disadvantages of your apprenticeship program.
Use Microsoft Word to create your proposal. The proposal should be between two to three pages in length, and all sources used need to be cited according to APA format.
BHR 4680, Training and Development 1
Course Learning Outcomes for Unit V
Upon completion of this unit, students should be able to:
2. Compare and contrast the training implications of behavioral and cognitive learning in the training
environment.
2.1 Discus how training is influenced by new technologies.
2.2 Discuss the advantages and disadvantages of e-learning, mobile technology, and simulations.
2.3 Explain the pros and cons of multimedia training.
6. Describe classroom-based training programs.
6.1 Discuss the pros and cons of traditional training methods.
6.2 Explain how group building methods improve team/group effectiveness.
6.3 Discuss the steps necessary to develop effective self-directed learning.
Reading Assignment
Chapter 7:
Traditional Training Methods
Chapter 8:
Technology-Based Training Methods
Unit Lesson
Company A
Company A’s training sessions are always the same—hour-long lectures. Employees file into a room
composed of rowed seating. A lectern is in front of the room and the training manager, John, stands behind it.
He greets the employees and begins a lecture. This particular session is on how to use Microsoft Excel. He is
reading from a book, but occasionally looks up to glance at his audience. When an employee raises their
hand, John asks that all questions be saved for the end of the session. Most of the group tries to follow what
he says, but have blank expressions on their faces since they are not sure what John is even talking about.
One employee in the back row has nodded off, and a few others are having a hard time keeping their eyes
open. At the end of the session, the manager asks for questions. No one raises their hand. Could it be that
the manager has conveyed the material so well that everyone now understands how to use a spreadsheet?
Or could it be that the audience is so bored with the material that they are in a hurry to leave the session?
Company B
Company B is also offering a training session on how to use formulas in an Excel spreadsheet. ...
Importance of the Learning AgreementPurpose of the Learning LizbethQuinonez813
Importance of the Learning Agreement
Purpose of the Learning Agreement: The learning agreement is designed to ensure students are mindful about the learning expectations in their field placement. It was developed to help students and supervisors/instructors plan a well-rounded experience that will help students meet the learning objectives.
Learning Objectives: The Council on Social Work Education (CSWE) requires students gain competency in nine areas of social work practice. These areas of practice are defined as core competencies of the profession. Each core competency requires particular behaviors students should be able to engage and gain competency in. Students should provide examples of activities in the agency they can participate in to help them meet the learning objectives. Some examples of activities are provided. This is not an exhaustive list, so others can be added. Students must have an opportunity to complete tasks in all nine areas of competency.
Connection to the Student Evaluation: Not only is the learning agreement a helpful tool to plan the learning goals for the term, but it connects directly to the evaluation points in the student evaluation. Field Instructors/supervisors will be asked to complete student evaluations. Each student is evaluated on the nine core competencies of social work. Having a solid learning agreement aligns the learning goals with the student’s evaluation, so no areas are missed.
Instructions
Negotiating the Agreement: The learning agreement should be completed by week 3 at the agency. This is a collaborative process, where the field instructor/supervisor and student meet to establish goals for the term. The student will then submit the agreement to the faculty liaison for feedback and comments. Once everyone is happy with the agreement, all parties sign the agreement. During the evaluation session, toward the end of the quarter, the student and instructor/supervisor should meet to discuss progress and challenges with the plan and develop ways to adjust the learning for the remainder of the placement and the next quarter.
Form Layout:
Each page/grid is devoted to one of the nine Social Work Core Competencies. Students must have experience in all nine competencies.
Section Descriptions:
Expected Behaviors – the expected behaviors are those that are identified based on the concentration area. These behaviors should be demonstrated by students during the term of the field placement/internship.
Agency Activities-These are examples of particular activities that students can do at the agency to demonstrate the expected behaviors. Most of these are general to all settings. However, if they don’t quite match, feel free to add/change these to fit with the context of your agency. Check all activities that apply.
Field Course Assignments-These are a few examples of field course assignments that help reinforce the Social Work Core Competencies.Students will be required to complete all field co ...
To help you explore ways of developing more powerful learnin.docxjuliennehar
To help you explore ways of developing more powerful learning experiences for your students, I suggest some ideas for each of three components of active learning:
Rich Learning Experience, In-Depth Reflective Dialogue, and Information and Ideas. Rich Learning Experiences. As you try to add an experiential component to the learning experience, look for “Rich Learning Experiences.” Certain learning experiences are “rich” because they allow students to acquire several kinds of significant learning simultaneously. What are some ways this can be done? The list below identifies in-class and out-of-class activities that promote multiple kinds of significant learning—all at the same time.
In Class: • Debates • Role playing • Simulations • Dramatizations
Outside of Class: • Service learning • Situational observations • Authentic projects
Action: Identify some learning activities to add to your course that will give students a “Doing” or “Observing” Experience. What “Rich Learning Experiences” are appropriate for your course?
In-Depth Reflective Dialogue. Another important ingredient of active learning is giving students time and encouragement to reflect on the meaning of their learning experience. There are various forms of reflective dialogue (See Table 3, next page). One can reflect with oneself (as in writing in a journal or diary) or with others (as in engaging in discussions with a teacher or others). Another key distinction is between substantive writing, in which one writes about a subject (e.g., a typical term paper), and reflective writing, in which one writes about one’s own learning. In reflective writing, students address a different set of questions, such as: What am I learning? What is the value of what I am learning? How am I learning? What else do I need to learn?
Information and Ideas. In order to free up some class time for the experiential and reflective activities identified above, you will probably need to explore alternative ways of introducing students to the key information and ideas of the course, i.e., the content. This might involve having them do more reading before they come to class. Or it may mean creating a course-specific website where you put content-related material. Or you can direct students to go to selected websites that have good content related to the course.
Action: Other than lectures, what ways can you identify to cause students to get their initial exposure to subject matter and ideas (preferably outside of class)?
Step 5. Integration In this INITIAL DESIGN PHASE (Steps 1-4),
you have created strong primary components for the design of your course. In order to complete this initial phase, you need to check how well these four components are aligned. Step 5 Worksheet gives a detailed explanation of how these four components can be integrated with each other.
Step 5: Integrating Steps 1-4 1. Situational Factors • Assuming you have done a careful, thorough job of reviewing the situational factors, how wel ...
Degree focus: EDD Performance Improvement Leadership
Week 9
Critical Reflection and Writing Process Evaluation
Critical Thinking and Professional Growth
The core of effective leadership in education is centered on critical thinking. All the tough decisions require leaders to critically analyze problems, challenges, and issues through the lens of the critical thinker who consistently integrates critical thinking principles into all decisions about how to best lead educational organizations.Throughout the course, we have emphasized key elements of your program and specialization while remaining focused on the factors needed for success as leaders in education. These factors are represented through the essential course competencies:
Determine how action research and systems thinking apply to professional problems, challenges, or issues in education.
Apply information literacy skills to locate and critically evaluate scholarly data, theories, and research.
Critically reflect on one's own professional decisions, attitudes, actions, and skills to direct one's own learning and growth.
Analyze the characteristics of ethical behavior and respect for diversity and civil discourse.
Communicate in a manner that is scholarly, professional, and appropriate to purpose.
This week, you will work to transition what you have learned in this course to the start of your specific program or organization. As you prepare to progress from your first course at Capella to the program-specific requirements and courses for your own field or specialization, we encourage you to save the resources, links, materials, tools, and feedback to help you create your success. You will also continue your focus on critical thinking this week with emphasis on Paul and Elder's universal intellectual standards.
TO DO LIST:
Assignment
: Write a 12–15-page paper in which you compile your previous assignments and reflect on your experience writing papers for the course.
What You Need to Know
: Read about intellectual standards.
Assignment Overview
For this final assignment, you will revise and compile the assignments you have developed throughout this course and reflect on your experience writing papers.
What You Need to Know
Final Assignment
Your reading time this week will be devoted to completing your final assignment. The final assignment is a compilation of the revised assignments you developed throughout this course, along with your final reflection.
This week:
Review each writing revision matrix you worked on for your assignments in Weeks 4 and 7. Your final assignment is expected to include a reflection on how you addressed the feedback you received from Smarthinking, the Writing Center, and your instructor for each assignment. Revise your previous assignments to reflect the feedback you received.
Be sure to use the
Week 9 Assignment Template [DOCX]
as a guide to format, organize, and address the final assignment components.
Rework your assignments.
#1 Assignment Objectives (The Successful Leader - Assessing Your.docxmayank272369
#1 Assignment Objectives (The Successful Leader - Assessing Your Leadership Traits)
Describe and recognize organizational culture, with specific examination of organizational change models.
8 total pages
Leadership is one of the essential ingredients in effectively leading and managing a project. Without excellent leadership skills, the best planned projects are at a risk for failure. In this class, you are asked to examine your leadership strengths and weaknesses and determine how to adapt them to one of the effective project management leadership styles. You will be provided with an opportunity to perform a personal leadership assessment, enhance project leadership skills, promote teamwork and innovation, determine some best practices, and build a culture to support and manage change.
Throughout this course, you will be working on developing several components of your final Key Assignment. Additional information and the deliverables for each Individual Project will be provided in each Individual Project assignment description.
You will also be setting up the final Key Assignment outline that you will add to each week. The combined Individual Project (IP) assignments will be your final Key Assignment deliverable.
Project Selection
The first step will be to select an organization of your choice in which you will implement your project. This organization will be used as the basis for each of the assignments throughout the course and should conform to the following guidelines:
•Nontrivial: The selected organization candidate should reflect a real-life organization.
•Domain knowledge: Students will utilize their knowledge of this organization to address assignments that are related to discussing the organization’s structure and its impact on organizational members.
Select an organization that fits these requirements, and submit your proposal to your instructor before proceeding further with the assignments in the course. Approval should be sought within the first few days of the course. Your instructor will tell you how to submit this proposal and what notification will be given for project approval.
Your first task in this process will be to select an organization to use as the basis of your Key Assignment. You will also create the shell document for the final project Key Assignment document deliverable that you will be working on throughout the course. As you proceed through each project phase, you will add content to each section of the final document to gradually complete the final project delivery.
The project deliverables are as follows:
1. Submit a project proposal to instructor for approval
2. Key Assignment Document Shell
•Use Word
•Title Page
1.Course number and name
2.Project name
3.Student name
4.Date
•Table of Contents
1.Use auto-generated TOC
2.Separate page
3.Maximum of three levels deep
4.Be sure to update the fields of the TOC so that it is up-to-date before submitting your project
•Section Headings (create ea ...
1What did you do best in your undergraduate studies Have you ever.pdfchughakshit42
1
What did you do best in your undergraduate studies? Have you ever had an interdisciplinary
learning experience? If so, what impressed or interested you?
2
What knowledge and skills have you learned by participating in a class, such as an undergraduate
class, that is relevant to the major you are applying for? What do you think will help you succeed
in applying for the major? Please make a summary from the aspects of professional knowledge,
research methods, skills tools, etc.
Course 1
TitleFoundation of Finance (90/100)
Content of the course and your learning focus
Why are you impressed
Your Achievements
Course 2
TitleInvestment Analysis (86/100)
Content of the course and your learning focus
Why are you impressed
Your Achievements
Course3
TitleFinancial Decision Making (92/100)
Content of the course and your learning focus
Why are you impressed
Your Achievements
3
Please list any project activities you have participated in; certain experimental research projects;
or some kind of academic competition; (what research experience do you have related to the
major you are aiming to apply for? And can this experience prove your learning and research
ability to the university? Did you encounter any academic difficulties in your research, how did
you overcome them, or how did you conduct your research? Please mainly describe what you
have done and achieved. Please highlight the professionalism and depth of the activity, please
note that what you have done reflects the quality characteristics of your study target major)
Academic Programs 1
Situation: Project name, purpose, specific academic fields: AIA GROUP LIMITED (HONG
KONG STUDY TOUR) 2019.07-2019.08
Task: Academic key points and what you need to accomplish
Participated in the planning and promotion of insurance products in AIA Group Limited, and
cooperated with team members to design product recommendation advertisements, which won
the second place Participated in a business case analysis competition at the University of Hong
Kong: Why Samsung is successful. Analyzedthe industry competitiveness of the company by
means of SWOT and Porter's Five Forces Model within three hoursParticipated in writing
analysis reports on the development of Samsung products, marketing strategies and enterprise
competitiveness; made PowerPoint independently and participated in presentation of the results
Action: The obstacles you encounter, your academic understanding and practical operation
Result: Your results
Thinking & Reflection: What kind of progress, new ideas and reflections you have generated
throughout the process:
Academic Programs 2
Situation: Project name, purpose, specific academic fields:
Task: Academic key points and what you need to accomplish
Action: The obstacles you encounter, your academic understanding and practical operation
Result: Your results
Thinking & Reflection: What kind of progress, new ideas and reflections you have generated
throughout the process:
4
What has helped you most in your ac.
Edu 650 Massive Success / snaptutorial.comNorrisMistrym
Choose a class you teach or one you hope to teach in the future and describe your classroom management plan. Because a classroom management plan refers to the things that a teacher does to organize students’ time, space, and materials so that instruction and student learning can effectively take place, your plan should discuss these factors and demonstrate your ability to create a climate conducive to learning. Your plan should also establish high expectations for student behavior and learning. At a minimum, your plan should do the following:
1. Explain the goal of the plan, including the grade
Which of the following statements regarding components of a time ser.docxjolleybendicty
Which of the following statements regarding components of a time series are true? (Check all that apply.)
[removed]
1
Trend is a constant or steady increase or decrease in the data/measurements over time.
[removed]
2
Cyclical variation is gradual movement around the trend line that is
always
attributable (caused by) the business cycle and economic conditions.
[removed]
3
Seasonal variation is
unpredictable
increases and decreases that occur within a calendar year.
[removed]
4
Irregularity is what is left after taking into account Trend, Cyclical, and Seasonal behavior. It has no observable patterns. It is random.
.
Which of the works we read was used by President Bushs 2002 appoint.docxjolleybendicty
Which of the works we read was used by President Bush's 2002 appointed bioethical committee as a warning about possible problems/dangers with embryonic stem cell research?
Explain the importance of the
setting
(of INSIDE the house) in "Home Burial."
(a) Identify the
author
of
Fences
, (b) discuss his/her
ongoing drama project
for the 29th century, (c) the
progress completed
on that project, and (d)
how
Fences
fits into the project
.
Identify the effect of Troy's actions throughout the drama on Rose, Cory, and Raynell.
What is the
symbolic role
of "fences" in the drama
Fences
? (Identify at least
three uses
of fences throughout the play.)
If we consider these two stories
together,
DISCUSS
two types of literary criticism
that might best be used to study them as a
whole
: "The Story of an Hour," "The Birthmark," and "Home Burial."
DO NOT USE READER RESPONSE AS ONE OF THE LITERARY APPROACHES.
Identify
two literary works
from the works we have studied in these units and explain how
GENDER CRITICISM
might best be used to aid in understanding the works. Be sure to identify
specific time
periods
and how these time periods might affect a contemporary gender reading.
(Do not use ,"The Story of an Hour," "The Birthmark" or "Home Burial" to answer this questions)
Identify
two literary works, along with their authors,
from those that we studied and explain specifically how
BIOGRAPHICAL CRITICISM
might be used to aid in understanding the works. Remember that biographical criticism can be used only when there is a known established connection between the author and his/her work so that means you will have to connect the works to the authors' lives.
Identify
one literary work
from the works we studied and explain how
HISTORICAL CRITICISM
might best be used to aid in understanding this particular wor. Be sure to identify the specific time periods during which the work was written.
(Do not use "The Story of an Hour," "Home Burial" or "The Birthmark" to answer this question.)
Discuss the similarities and differences between the character in O'Brien's "The Things They Carried" and in Henry in Erdrich's "The Red
Convertible."
The frist five just couple sentences and next five a little bit longer than
.
Which of these articles confirms or negates your view on housing ava.docxjolleybendicty
Which of these articles confirms or negates your view on housing availability and affordability?
ARTICLE:
Butler, T. and Lees, L. (2006). Super-gentrification in Barnsbury, London: Globalization and Gentrifying Global Elites at the NeighbourhoodLevel.
Transactions of the Institute of British Geographers,
31, 467-487.
or
ARTICLE:
Sivam, A. (2003). Housing Supply in Delhi.
Cities
20 (2003): 135-141.
Must begin with a quotation from either article (with page number);
Must have
at least 300 words
(not including the required quotation) with proper spelling and grammar;
Must include your explanation of how the quotation address one of the Meta-themes
.
Which of these images represents the following system of equations b.docxjolleybendicty
Which of these images represents the following system of equations being solved graphically?
6x – 6y = -48
-10x + 4y = 92
2. Which of these images represents the following system of equations being solved graphically?
6x - 2y = -16
4x + 4y = -32
3. Which of these images represents the following system of equations being solved graphically?
-6x + 2y = -44
-10x + 2y = -60
4. Which of these images represents the following system of equations being solved graphically?
-4x - 10y = 132
-4x + 2y = 12
5. Which of these images represents the following system of equations being solved graphically?
7x – y = 10
4x + y = 1
6. How many solutions exist for the following system of equations?
-10x – 10y = 20
-10x + 6y = -108
None 1
2 infinitely many
7. How many solutions exist for the following system of equations?
-4x – 6y = -28
2x + 3y = 14
None 1
2 infinitely many
8. How many solutions exist for the following system of equations?
4x - 6y = -52
6x - 2y = -64
none 1
2 infinitely many
9. How many solutions exist for the following system of equations?
4x - 8y = 30
6x - 12y = -64
none 1
2 infinitely many
Part 2
Select the best answer from the choices provided. (Each question is worth one point)
10. In the following system of equations, what does x equal?
0x + 8y = -16
-10x + 8y = 64
x = -8 x = -16
x = -2 x = 0
11. In the following system of equations, what does y equal?
0x + 8y = -16
-10x + 8y = 64
y = -8 y = -16
y = -2 y = 0
12. In the following system of equations, what does y equal?
-2x – 0y = -4
-6x – 2y = -12
y = 2 y = -2
y = -10 y = 0
13. In the following system of equations, what does y equal?
0x + 8y = 16
-2x - 8y = -24
y = -2 y = 2
y = 0 y = 4
14. In the following system of equations, what does y equal?
-8x - 8y = 0
-8x + 8y = -128
y = 8 y = -8
y = -2 y = 0
15. In the following system of equations, what does x equal?
-8x - 8y = 0
-8x + 8y = -128
x = 8 x = -8
x = -2 x = 0
16. In the following system of equations, what does y equal?
-10x - 2y = 56
6x - 2y = -40
y = 6 y = -6
y = 2 y = -2
17. In the following system of equations, what does x equal?
-10x - 2y = 56
6x - 2y = -40
x = 6 x = -6
x = 2 x = -2
18. In the following system of equations, what does x equal?
8x - 8y = 16
4x + 4y = -72
x = -10 x = 10
x = -8 x = 8
Part 3
Select the best answer from the choices provided. (Each question is worth one point)
19. In the following system of equations, what does x equal?
5x + 9y = 0
6x + 6y = 2
x = 3
4
x = -3
4
.
Which of these images tells us the most about the rise, fall and the.docxjolleybendicty
Which of these images tells us the most about the rise, fall and the lasting legacy of the Roman Empire?
What do these images tell us about the early history of the Christian church?
the book is the making of the west third edition! Chapter 4 Pages 127 (Household Religious Shrine), 136 (Aqueduct at Nimes, France) 165 (Julius Caesar Coin).
.
Which of the following was a component of the Earths Hadean atm.docxjolleybendicty
Which of the following was a component of the Earth's Hadean atmosphere?
Choose one:
A. oxygen
B. ammonia
C. iron
D. ozone
Which of the following statements is true?
Choose one:
A. Limestone that contains coral fossils probably developed in a shallow sea.
B. A piece of gneiss radiometrically dated as 4.4 billion years old is the oldest whole rock yet found.
C. Marine limestone that overlies alluvial fan conglomerate shows that the sea level dropped at that site.
D. Shale that contains land plants probably formed in an alluvial fan or a stream channel.
Which of the following refers to fossils of early multicellular invertebrates that are 565 to 620 million years old?
Choose one:
A. Rodinia
B. stromatolites
C. cyanobacteria
D. Ediacaran fauna
Banded iron formations (BIFs) formed
Choose one:
A. beneath the Laurentide ice sheet.
B. in the Proterozoic deep ocean.
C. in alluvial fans at the base of the proto-Appalachian Mountains.
D. during uplift of the Tibetan Plateau.
Geologists believe that the impact of a 13-km-wide meteorite 65 million years ago
Choose one:
A. generated 20-km-high tsunamis.
B. generated a hot-air blast and blaze that caused worldwide forest fires.
C. ejected debris into the atmosphere that produced acid rain.
D. ejected chemicals into the atmosphere that caused thousands of years of winter-like night conditions that halted photosynthesis.
The continents that made up Pangaea came together in the early Paleozoic but began to split apart during the
Choose one:
A. late Paleozoic.
B. Late Triassic/Early Jurassic.
C. middle Proterozoic.
D. Early Devonian.
We know that the atmosphere became more oxygen-rich around 1.8 billion years ago (Ga) because of geologic evidence such as
Choose one:
A. BIFs that occurred prior to 1.8 Ga but disappeared from the rock record after that time.
B. abundant fossils of land plants, signifying the start of photosynthesis.
C. redbeds that formed after 1.8 Ga.
D. the presence of abundant pyrite after 1.8 Ga.
According to this diagram, which shows the stratigraphic record produced when sea level rises and falls over time, which of the following statements is true?
Choose one:
A. Shale, covered by limestone and then sand, represents a transgression.
B. Unconformities develop when sea level is at its highest point.
C. Sand, covered by limestone and then shale, represents a sea-level rise.
D. Each sequence represents two cycles of sea-level rise and fall.
Solar storms, like the one in the video, may have caused a dramatic increase in nitrous oxide in Earth's early atmosphere, allowing it to warm enough to support life. What is the earliest life form found in the fossil record?
Choose one:
A. trilobites
B. cells from an unknown organism
C. cyanobacteria
D. stromatolites
This video discusses how glacial deposits support the theory that Antarctica and North America were once connected. Think back to the Proterozoic Eon and the supercontinent named .
Which of the following statements was true of the Homestead Strike.docxjolleybendicty
Which of the following statements was true of the Homestead Strike?
Answer
A. Carnegie had laid off a large number of workers, and that had triggered the strike.
B. During the strike, an anarchist assassinated Carnegie.
C. It took place at Carnegie's steel plant in Chicago.
D. Even guards from the famous Pinkerton Agency refused to take the job of entering the plant.
E. The state militia was sent in to allow strikebreakers to come in.
During the Civil War, Congress took advantage of the absence of southerners in the House and Senate to do all of the following, EXCEPT:
Answer
A. develop a national currency.
B. pass several national internal improvement projects.
C. authorize the construction of land grant universities.
D. support scientific training and research.
E. prohibit child labor.
General George Custer and his division were annihilated by a group of Sioux and Cheyenne warriors led by
Answer
A. Sitting Bull and Crazy Horse.
B. Chief Pontiac.
C. Tecumseh.
D. Nez Perce.
E. Chief Joseph.
Between 1860 and 1915, America's rail lines grew from 30,000 miles of track to more than
Answer
A. 100,000 miles.
B. 150,000 miles.
C. 200,000 miles.
D. 300,000 miles.
E. 250,000 miles.
The Chinese who settled in the West and became the victims of anti-Chinese sentiments had, in many cases, been recruited by Americans to
Answer
A. establish laundries in the new boomtowns of California.
B. help build the western portion of the Transcontinental Railroad.
C. help cultivate the Great Plains.
D. work as laborers and servants for the wealthy.
E. work as gold panners during the Gold Rush.
Andrew Carnegie's steel was used in which of the following American projects?
Answer
A. Statue of Liberty
B. Lincoln Monument
C. White House
D. Brooklyn Bridge
E. Transcontinental Railroad
The final act in the U.S. war against the Plains Indians took place at
Answer
A. the Canadian border.
B. Wounded Knee.
C. Pine Ridge.
D. Little Big Horn.
E. Sand Creek.
Abilene, Kansas was the nation's first "cow town" because
Answer
A. barbed wire was invented here.
B. Abilene city-bosses had lobbied Congress to become the nation's first town for cattle shipment.
C. most cowboys came from Kansas.
D. from here, cattle could be shipped by rail to meatpacking plants in Chicago.
E. the town had an old and established meatpacking tradition.
The entrepreneurs that served as the main stimulants of economic growth in the United States between 1865 and 1915 were all of the following, EXCEPT:
Answer
A. aggressive.
B. far-sighted.
C. incorruptible.
D. opportunistic.
E. innovative
The Transcontinental Railroad was completed in
Answer
A. 1877.
B. 1864.
C. 1873.
D. 1869.
E. 1859.
The person who cornered the market on oil refining in the late 1800s was
Answer
A. John D. Rockef.
Which of the following studies would require a scientist to have e.docxjolleybendicty
Which of the following studies would require a scientist to have extensive knowledge in geology, meteorology, and astronomy?
Save
Question 2
(1 point)
If a scientist is studying whether there are tornadoes on planet Venus, what areas of earth science are involved?
Save
Question 3
(1 point)
A scientist with extensive knowledge in the areas of astronomy and meteorology would be best suited to study which of the following?
Save
Subsection
Question 4
(1 point)
Oceanography formally began as a discipline in the 1800s with studies by
Save
Question 5
(1 point)
Which earth science area has its formal beginning in the 1800s with studies by Darwin, Cook, and Thompson?
Save
Question 6
(1 point)
Which earth science area was involved in producing the first calendars?
Save
Subsection
Question 7
(1 point)
A scientist who investigates how to generate electricity from the ocean's tides would most likely study
Save
Question 8
(1 point)
A scientist who examines dinosaur fossils to understand what they ate would most likely study
Save
Subsection
Question 9
(1 point)
Which planet is the appropriate distance from the Sun to have liquid water?
Save
Question 10
(1 point)
Which of the following is true concerning planet Earth?
Save
Subsection
Question 11
(1 point)
Which of the following is true concerning Venus?
Save
Question 12
(1 point)
Which of the following is one reason Venus can NOT sustain life?
Save
Question 13
(1 point)
What characteristic of Mars leads scientists to believe it may have once sustained life?
Save
Subsection
Question 14
(1 point)
Which of the following is NOT an example of technology in medicine?
Save
Question 15
(1 point)
Which of the following is an example of technology?
Save
Subsection
Question 16
(1 point)
Which of the following is true concerning technology?
Save
Question 17
(1 point)
Which of the following is an example of a positive effect of technology on childhood obesity?
Save
Subsection
Question 18
(1 point)
Which of the following statements is NOT true concerning the scientific method?
Save
Question 19
(1 point)
When you perform an experiment, you are completing which step of the scientific method?
Save
Question 20
(1 point)
Generally, the first step of the scientific method is
Save
Subsection
Question 21
(1 point)
A well-tested concept that explains a wide range of observations is known as a(n)
Save
Question 22
(1 point)
Which of the following is NOT true concerning laws?
Save
Question 23
(1 point)
Which of the following is true concerning scientific theories and laws?
Save
Subsection
Question 24
(1 point)
Which of the following is NOT true concerning models?
Save
Question 25
(1 point)
Which of the following is true concerning models?
Save
Subsection
Question 26
(1 point)
You have completed an experiment to test the hypothesis: "If plant growth is dependent on nitrogen, then plants given more nitr.
Which of the following occurred after the Civil WarAnswer.docxjolleybendicty
Which of the following occurred after the Civil War?
Answer
Plantation owners lost their free labor.
Southern infrastructure was left intact.
Plantations were given to the freed African-Americans.
none of the above
1 points
Question 2
Which of the following is a term given to farmers who rented land to farm?
Answer
tenant farmer
sharecropper
carpetbagger
both a and b
1 points
Question 3
The Freedman's Bureau was established by
Answer
the federal government.
state governments.
charity organizations.
churches.
1 points
Question 4
________ prior to the end of Reconstruction.
Answer
Northern support for reconstruction increased
The number of military troops increased in the South
White southern Democrats took control of state government
all of the above
1 points
Question 5
Whose Republican group wanted full equality for African-Americans after the Civil War?
Answer
Andrew Johnson
Rutherford Hayes
Abraham Lincoln
Charles Sumner
1 points
Question 6
The Transcontinental Railroad connected
Answer
Oregon and Washington, D.C.
Texas and Chicago.
New York and California.
Kansas and Utah.
1 points
Question 7
The Timber Culture Act gave land to setters who
Answer
cut down timber for homes.
planted trees on the land.
cleared land for industry.
none of the above
1 points
Question 8
A common use for sod by settlers in the Great Plains was to
Answer
build houses.
burn for fuel.
plant cotton.
none of the above
1 points
Question 9
Which of the following statements is true?
Answer
Most Native American families in the late 1800s were living on their own land under the Dawes Severalty Act.
Most Native Americans in the late 1800s died from disease.
Most Native Americans in the late 1800s were either dead or living on reservations.
none of the above
1 points
Question 10
Who built the Union Pacific track of the Transcontinental Railroad?
Answer
Leland Stanford
Thomas Durant
Cornelius Vanderbilt
John D. Rockefeller
1 points
Question 11
Where were the first factories built?
Answer
South America
Asia
Europe
Canada
1 points
Question 12
Select the statement below that is true.
Answer
Many girls worked in cotton mills to pay for their college education.
Many girls worked in cotton mills to get free schooling
Many girls worked in cotton mills to pay for a male family member's education
Many girls worked in cotton mills because there were no other opportunities for women.
1 points
Question 13
Patents were issued to
Answer
inventors.
manufacturers.
government employees.
laborers.
1 points
Question 14
In which type of system does supply and demand control price?
Answer
merchant economic sy.
Which of the following statements about bodhisattvas is true..docxjolleybendicty
Which of the following statements about bodhisattvas is true?
.aThey are rejected in Mahayana Buddhism
.bThey are laypeople in Theravada Buddhism
.cThey are enlightened beings who refrain from entering nirvana in order to save others.
.dThey are monks who failed to enter nirvana and are sentenced to work for the poor.
.
Which of the following statements about Mexican immigration to.docxjolleybendicty
Which of the following statements about Mexican immigration to the United States are accurate?
The flow of population from Mexico has not been stimulated by U.S. employers.
Mexican Americans continue to be treated as a colonized group as a result of the political and economic systems that were formed in the 19th century.
Discrimination toward Mexican immigrants declines as a sense of competition and threat between such immigrants and other racial and ethnic groups increases.
All of the above.
None of the above.
5 points
QUESTION 2
This key leader in the Chicano movement sought to protect the rights of migrant farm workers and advocated nonviolent protest, particularly the use of boycotts:
José Angel Guttiérrez.
Rodolfo Gonzalez.
Reies López Tijerina.
César Chávez.
None of the above.
5 points
QUESTION 3
Which of the following statements best describes research and data on Latino acculturation in the United States?
Second generation immigrants are more likely to speak English than their parents.
The majority of Hispanics speak Spanish only.
The majority of Hispanics speak English only or are bilingual.
Both A and B.
Both A and C.
5 points
QUESTION 4
Which of these characteristics demonstrates the third wave of mass immigration to the United States?
It began after 1965 as a result as a shift in U.S. immigration policy.
It is more diverse than previous waves of immigration.
While the number of immigrants arriving per year is higher than earlier waves of immigration, the percentage of immigrants that comprise the U.S. population is lower today than in the past.
All of the above.
None of the above.
5 points
QUESTION 5
This policy, passed in 2001, allows for long-term detention of suspects and more latitude for searches and surveillance and raised concerns about how to balance the need for public safety with individual civil liberties:
USA Patriot Act.
Executive Order 13769.
Muslim Ban.
Civil Rights Act.
All of the above.
5 points
QUESTION 6
According to sociologist Douglas Massey, which statement does NOT characterize differences between contemporary and historic assimilation patterns?
The ease and speed of modern modes of communication and transportation will maintain cultural and linguistic diversity.
Immigrants today face an economy and labor market similar to that experienced by Europeans immigrants in the late 19th and early 20th centuries.
Immigration today is continuous rather than cyclical.
All of the above.
None of the above.
5 points
QUESTION 7
You are a sociologist who is making an argument that traditional assimilation theory applies to recent immigrants. Which of the following statements would you include in your argument?
Contemporary assimilation will not follow the same course that it followed for European immigrants in the late 19th and early 20thcenturies.
Studies of acculturalization show that contemporary immigrants achieve Engl.
Which of the following statements is NOT true of an atomthat.docxjolleybendicty
Which of the following statements is NOT true of an atom
that it is composed of extremely small particles that are too small to be seen with an optical microscope and that size at the atomic level is measured on the nanoscale.
There are three basic particles in the atom (proton, neutron, and electron).
The Proton is Positive, the neutron is negative and the electron is neutral
The atom is the basic building block of all matter.
.
Which of the following is true in a monopolyA.)Business owner.docxjolleybendicty
Which of the following is true in a monopoly?
A.)Business owners should focus on pricing products correctly so customers will choose it over other products.
B.)Business owners should focus on other business functions, since advertising will not impact the success of their products.
C.)Business owners should use marketing to emphasize the unique features offered by their products.
D.)Business owners should bring their products to market quickly, before another company can create a similar product
This is the Passage for this question
1. Suppy and Demand
The law of demand in economic terms is defined as a downward sloping curve on a graph where price is the y-axis and quantity is the x-axis. What we're going to see is as price goes down, quantity sold increases. So, as a product becomes more available at a lower price, people will tend to want to buy more of it, and therefore, the quantity demanded will go up.
The law of supply, on the other hand, is the opposite story. As the price increases, more producers will want to get into the market, which will affect how much product will be available in the market, because more people are coming in and trying to make a profit on the current price. As price goes lower, the law of supply says that the quantity will also go down.
1a. Market Price and Equilibrium
Market price
is the current price of a good or service at which a customer is willing to pay. Let's put our supply and demand curves together on a graph, and set the market price at the point marked with the dot. This will represent, given the current situation, what a customer is willing to pay.
hint Keep in mind that these things are always in flux, so you'll never see them static, like they're represented here. This is just for the sake of demonstration.
Equilibrium price
is the price at which quantity demanded and quantity supplied will meet. Recall where we set our market price, the price at which a customer is willing to pay given the supply of a particular product. What's going to happen is that the lines will move around until equilibrium is met, as shown below.
This is the price, given the supply and demand curves, where price will be at an equilibrium, all other things being equal.
terms to know
Market Price The current price of a good or service which a customer is willing to pay Equilibrium Price The price at which quantity demanded and quantity supplied meet
1b. Surplus and Shortage
Surplus
is when there's more supply of a product than demand.
Shortage
is when there's more demand for a product than there is supply.
This is going to affect the price, obviously. Surpluses will mean lower prices, while shortages mean higher prices.
The size of a business is going to have an effect on how they can cope with surpluses and shortages. Larger organizations have more flex--more money--available, and they're able to look for more substitutions for a product than a smal.
Which of the following psychological perspectives is most likely to .docxjolleybendicty
Which of the following psychological perspectives is most likely to focus on the interrelations among the mind, body,
and behaviour?
a. the biological perspective
b. the cognitive perspective
c. the behavioural perspective
d. the evolutionary perspective
.
Which of the following is true a. Economics is the study of the .docxjolleybendicty
Which of the following is true?
a. Economics is the study of the choices we make among our many wants and desires, given our scarce resources.
b. In a world of scarcity, our unlimited wants exceed our limited resources.
c. Rational behavior involves doing the best you can, based on your values and information, under current and anticipated future circumstances.
d. Choices are costly because they require that we must give up other opportunities that we value.
e. All of the above are true.
.
Which of the following is the net requirement using an MRP program i.docxjolleybendicty
Which of the following is the net requirement using an MRP program if the gross requirement is 10,000 and the inventory on hand is 4,000?
·
[removed]
14,000
·
[removed]
4,000
·
[removed]
6,000
·
[removed]
10,000
2
Which of the following is a characteristic that can be used to guide the design of service systems?
·
[removed]
Quality work means quality service.
·
[removed]
Services cannot be inventoried.
·
[removed]
Services businesses are inherently entrepreneurial.
·
[removed]
Services are all similar.
Which of the following is considered a major process flow structure?
·
[removed]
Project
·
[removed]
Lead Time
·
[removed]
Lean Manufacturing
·
[removed]
Fabrication
4
Which of the following is an analytical tool used in Six-Sigma quality improvement programs?
·
[removed]
Pareto charts
·
[removed]
Pedigree charts
·
[removed]
Tree charts
·
[removed]
Gantt charts
5
Which of the following is ISO 14000 primarily concerned with?
·
[removed]
Time management
·
[removed]
Quality management
·
[removed]
Environmental management
·
[removed]
Continuous improvement management
6
Considering Hau Lee’s uncertainty framework for classifying supply chains, which of the following is given to a supply chain which has an evolving supply process based on functional products?
·
[removed]
Risk hedging
·
[removed]
Forward looking
·
[removed]
Agile
·
[removed]
Efficient
7
Which production process term best describes the situation when activities in a stage of production must stop because there is no work?
·
[removed]
Buffering
·
[removed]
Blocking
·
[removed]
Starving
·
[removed]
Staging
8
Which of the following is one of Dr. Eli Goldratt's rules of production scheduling for optimized production technology?
·
[removed]
If you lose an hour at a bottleneck it is better than making scrap.
·
[removed]
Utilization and activation of a resource are not the same.
·
[removed]
An hour saved at a bottleneck operation does not increase the process flow.
·
[removed]
Do not allow bottlenecks to govern the flow of the line.
9
Which of the following is considered an organizational blueprint, which prescribes the quantity and time frame for when each end product will be assembled?
·
[removed]
MPS (Master Production Schedule)
·
[removed]
ERP (Enterprise Resource Planning)
·
[removed]
MRP (Material Requirements Plan)
·
[removed]
WBS (Work Breakdown Structure)
10
There are many applications of poka-yokes in service organizations. Which of the following is one of the three-T's used to classify poka-yokes?
·
[removed]
Trust
·
[removed]
Time
·
[removed]
Teamwork
·
[removed]
Task
11
Which of the following is usually included as an inventory holding cost?
·
[removed]
Order placing
·
[removed]
Typing up an order
·
[removed]
Breakage
·
[removed]
Quantity discounts
12
Which of the following terms describes the time a unit spends actually being worked on together with the time spent waiting in a queue?
·
[removed]
Cycle time
·
[removed]
Flow time
·
[.
Which of the following is not a way managers generally benefit from .docxjolleybendicty
Which of the following is not a way managers generally benefit from acquisitions?
A.
Social prominence
B.
Shielding against risk
C.
Consolidation of other senior executives
D.
Increased compensation
E.
Political power
What measure, that depends on how much of a firm’s revenues are attributable to product market activities that have shared technological characteristics, production characteristics, or distribution channels, is used to determine how diversified a firm is at a given time?
A.
Relatedness
B.
Rumelt score
C.
Conglomerate level
D.
Integration level
E.
Activity share
Which of the following is not generally a potential benefit of diversification?
A.
Economies of scale and scope
B.
Control systems rewarding/penalizing division managers based on business unit objective
C.
Identifying undervalued firms
D.
Economizing on transaction costs
E.
Diversifying shareholder portfolios
Suppose the cost of producing a 30 second commercial for television is $100,000. If airtime on the evening news costs $200,000 and is viewed by 5 million people, what is the advertising cost per potential customer?
A.
$.02 per potential customer, or $2.00 per 1000 customers
B.
$.06 per potential customer, or $6.00 per 100 customers
C.
$.03 per potential customer, or $3.00 per 1000 customers
D.
$.04 per potential customer, or $4.00 per 1000 customers
E.
none of the above
.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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.
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.
Portfolio 1Overview The Portfolio is part of the academic pro.docx
1. Portfolio 1:
Overview
The Portfolio is part of the academic programme of work you
are required to complete for Co-operative Education.
It is designed to ensure that you are achieving the goals and
objectives you planned for your Co-operative Education
Placement.
Please note that throughout your Portfolio you must:
·
apply
concepts, models, frameworks, theories and/or technical
competencies from your major, and other areas of study
·
use authoritative sources
·
provide in-text references in APA (6th ed.)
·
update your Reference List with the full reference (APA 6th
ed.)
Throughout Co-operative Education you will be focusing on
how you are achieving the BBus Learning Goals set out below:
Learning Goal 1:
Be self-directed, reflective learners
Learning Goal 2
:
Be knowledgeable in their major field(s) of study
2. Learning Goal 3:
Be critical enquirers and creative problem solvers
Learning Goal 4:
Be able to make business decisions that take into account social,
ethical, environmental and global dimensions
Learning Goal 5:
Be able to work effectively with others
Learning Goal 6:
Be effective communicators
Learning Goal 7:
Be connected to business
The Portfolios are the next stage of the assessment programme
that culminates in an Oral Brief and Final Report. In the Co-
operative Education assessments you will critically reflect on,
analyse and evaluate your development throughout the Co-
operative Education Placement and work on and complete a
topic of your choice.
Instructions for completing this document
You are required to address all of the points in each of the
sections. You may either answer each point individually or you
may choose to respond to all points in one discussion using
paragraphs with appropriate headings and sub-headings.
Note: Do not delete any of the information or instructions from
the template
Portfolio 1 Checklist
o
Completed each section.
3. o
APA referencing and in-text citations.
o
Tasks discussed relate to major.
o
Research topic finalised and is focused towards the use of
authoritative secondary resources.
o
Theories, concepts, frameworks introduced throughout.
o
Two personal goals reviewed and progress discussed.
o
Media log completed
o
Evidence of workspace provided.
o
Spellchecked and proof read document.
A.
Your Co-operative Education Role
: being knowledgeable in your major field(s) of study by
demonstrating the application of knowledge from your major(s)
to your Co-operative Education Placement
The aim of Section A is as follows:
·
To demonstrate how relevant the various theories and concepts
4. from your major have been in completion of your tasks to date
·
To reflect on your performance to date
THE TASKS:
1.
For each key task that you have undertaken so far, briefly
describe the task and explain how
theories, concepts, models, frameworks and/or technical
competencies, from your
major(s)
have applied. In your discussion you should:
·
refer to a comprehensive range of theory, concepts, models,
frameworks and/or technical competencies using in-text
citations.
·
explain how the theory was relevant and guided you to complete
your tasks.
2.
Evaluate your performance to date:
discuss and reflect on how well you perceive you have
performed your tasks and other activities to date. You must use
supporting evidence and/or examples of progress made.
B.
Your Professional Identity:
communicate effectively in professional settings, working
effectively with others including intercultural perspectives
5. The aim of Section B is as follows:
·
To restate (and revise if required) your TWO chosen goals and
actions for professional development
·
To reflect on your progress and development to date in both of
these chosen goals
·
To review how your planned actions are supporting your
progress
In your Learning Plan you developed
TWO goals
for your professional development to work on during your
placement. These related to you
1.
working
effectively with others to make constructive contributions
2.
working
with one’s own and other cultures and diverse perspectives in
professional settings
In this section you will
reflect
on your placement experiences in your chosen aspects of your
Professional Practice so far.
NOTE:
You may have
refined or revised
your goal(s)from feedback in your Learning Plan, as well as
your specific actions you have put in place to achieve your
6. goal(s). Please include these updates in your reflection below.
THE TASKS:
Goal ONE:
Working effectively with others to make constructive
contributions
State
your specific aspect here:
Building effective working relationship.
·
My current goal is (include any changes):
By the end of my Co-operative Education Placement, I will
continue to work in teams in order to achieve the optimal results
for my organization. Although I will face many challenges in
my new role, by the end of the internship period I will need to
prove my abilities in coping with others.
·
Outline your planned actions (include original and any
additional/new actions)
My planned action was to use the professional communication
theory, where I need to communicate effectively with my
teammate. Communicating with my team members is an
important tool because it clarifies any vague information for
me; also it helps to do my task correctly (Mohan, McGregor,
Saunders, & Archee, 2008).
·
Evaluate how your actions have helped towards achieving your
goal. Discuss achievements you are making and/or issues you
are encountering that may be preventing progress being made,
include specific workplace examples and evidence.
Note: You are required to integrate authorised sources to
support your actions
7. My first week at Almajdouie was excellent in all aspects; my
primary goal was to be working effectively with others. The
accounting department is divided into many sections, which are
account receivable, account payable and cashier. I am working
with the A/R team next to the other sections. I mean by section
that the offices have partitions, so it looks like sections. I like
this idea because it helps in the communication process and in
the exchange of tasks. Also, because we are using new
accounting software, which is called Oracle, if some workmate
faces an issue in it, they don't need to leave their desk they just
ask their neighbour over the partition for help. Also, it is easy
in exchanging the papers from and to the workmate. At the first
day, I was nervous and shy, so I decided to break the barriers
between my workmates and me. Firstly, I introduced myself to
the people I will be working with, I told them that I am doing
co-op for the sake of learning and helping in achieving any
tasks. Honestly, they were helpful and kind to me, they explain
to me anything I don't understand. For example, one day my
supervisor emailed me the code number for a customer and
asked me to find the statements this particular customer from
the Oracle then send it to him. He verbally explained to me how
to find it but the system was complicated so I have asked my
workmate to help and he did. After that, I was really good at
this task I have submitted more than 35 statements to my
supervisor. I think that introducing my self at the first day was
a good reason in achieving my goal. Also, I always keep
smiling, because I believe that it gives an impression to the
person in front of me that I am easy-going person and willing to
help.
https://www.themuse.com/advice/how-to-make-your-new-
employees-first-day-a-huge-success
Goal TWO:
8. Work with one’s own and other cultures and diverse
perspectives in professional settings
State
your specific aspect here:
Improve my listening skills
.
·
My current goal is (include any changes):
During my Co-Operative Education Placement, my goal is to
continue to work on improving my listening skills in order to
achieve the desired results for my organization. Although I will
face many challenges in my new role, I can show my supervisor
and the people I am working with that I can improve my
listening skills by the end of the internship period.
·
Outline your planned actions (include original and any
additional/new actions)
·
Evaluate how your actions have helped towards achieving your
goal. Discuss achievements you are making and/or issues you
are encountering that may be preventing progress being made,
include specific workplace examples and evidence.
Note: You are required to integrate authorised sources to
support your actions
C.
Your Co-operative Education Placement Organisation and the
environment it operates in:
being critical enquirers and creative problem solvers.
The aim of Section C is as follows:
9. ·
To critically examine the impact of a current event or issue
from your media log on your organisation
·
To reflect on your integration into your organisation
·
To provide evidence and discuss your
personal
work environment
In this section you must:
·
support your answers
with examples and evidence and reference using APA 6
th
ed.
THE TASKS:
1.
Briefly state who your CPO is, their core business and the
industry sector to which they belong
2.
Identify and discuss one current event from your media log
(Appendix 1) that is particularly relevant to your Co-operative
Education Placement Organisation, including your
understanding of this current event and the implications for
your Organisation and how they could manage this.
3.
Reflect on your integration into your organisation and its
10. internal
environment. You should include discussion on your
personality type and the strengths and weaknesses identified in
your Learning Plan together with any challenges or successes
achieved to date.
4.
Personal Work environment:
·
Use visual images to illustrate your
personal work environment
(insert below) e.g. work stations, office space and facilities.
·
Discuss why you have chosen these images.
I agree to the following (please tick)
☐
Permission has been given by my workplace supervisor to
provide this these images
☐
No private or confidential content has been included in these
visual images
Note: If permission has not been granted you must describe your
personal work environment in 2-3 paragraphs below
PLEASE NOTE: YOU MAY NEED TO RESIZE YOUR
IMAGES TO UPLOAD TO BLACKBOARD.
11. D.
Your Topic
developing your skills as a critical enquirer and creative
problem solver, being knowledgeable in your major field of
study by demonstrating the application of knowledge from your
major(s) to your Co-operative Education role, placement, or
industry
The aim of Section D is as follows:
·
To finalise and justify the working title for your topic
·
To demonstrate progress being made in researching your topic,
with evidence of at least 4-5 appropriate resources
In the Final Report you will be
required
to critically analyse and evaluate your chosen topic from your
discipline perspective. This
MUST be applied
either to your role and/or your organisation and/or industry
sector. This topic should develop your discipline knowledge
beyond that acquired in your role and your skills as a critical
enquirer and creative problem solver. You must demonstrate
comprehensive understanding of your topic through research
and apply it to your role and/or industry and/or organisation.
In your Learning Plan you listed your initial ideas on your area
of interest from your discipline perspective. This is an
opportunity for you to refine your topic and receive feedback
from your Academic Supervisor. Your topic will be developed
further in Portfolio 2, Oral Brief and Final Report.
Your role, organisation or its industry should provide context or
background for your research. You must avoid disclosing any
confidential information. You should only draw on secondary
research i.e. relevant academic literature for your research and
12. to support your discussion.
1.
You
must not
disclose any confidential information from your organisation or
complete any primary research.
2.
The work
must not
have previously been submitted by yourself or another person.
3.
All researched information must be acknowledged by citing and
referencing in APA 6
th
ed.
THE TASK:
In approximately 250-350 words expand on the information you
provided in your Learning Plan.
You must:
·
Provide a working title for your topic (this is often best stated
as a question)
·
Provide a rationale for your topic with some detail
·
Discuss how your topic is related to either your role, CPO
and/or industry
·
13. Identify and outline the supporting information you have
gathered from your research including academic literature from
your major. Cite and reference appropriately and add to the
reference list at the end of this document. 4-5 authoritative
resources are expected.