Sheet1Team Ring Toss ResultsRound 1Round 2Total PointsTeam NameDistancePayoffDistancePayoffBlue Cheetahs661206Team Gucci82483660The Winners8129384396Big Reds12126938451056s12010576576
Sheet2
Sheet3
Ring Toss
Rules
1.
Each team will choose a team member (the player), who will have 4 official tosses per round.
2.
The same player must toss the rings for all rounds.
3.
Once the player selects a distance and tosses the first ring, all other rings must be tossed from that same distance for that round. Adjustments may be made between rounds.
4.
The player achieves team points according to the payoff schedule (see below).
5.
The player must toss the rings with his/her toes behind the distance line.
6.
The playing field cannot be changed.
7.
Time limits may be imposed by the instructor and must be strictly adhered to or loss of points may result.
Process
A.
Preparation and practice (5 minutes): Teams will come up with a team name to be used throughout this activity. During this time, each team may have 8 practice tosses. Rings may be tossed from any distance during practice.
B.
Round 1: Teams will take their turn in an order determined by number draw.
C.
Caucus (5 minutes): Each team may hold a brief team meeting to reorganize strategy (although the same player must toss the rings each round).
D.
Round 2: Teams will take their turn in the same order as in round 1.
Payoff Schedule
Distance
Payoff
1
1
2
1
3
1
4
2
5
4
6
6
7
8
8
12
9
16
10
24
11
32
12
42
Journal Entries: Format and Grading Criteria
Points: /100 points
Following specific in-class exercises (see Syllabus for Learning Journal Activities) you will choose one of the LJ activities and write a 3-6 page journal entry. This assignment is your way of reflecting and commenting on the experience. The format is designed to mirror the learning process, making you conscious of each element as you work to actively learn from the class or group exercises. The following questions should be used as a guide for structuring your journal entries; however the content of each entry is up to you. That is, which elements of an exercise you choose to address depend upon what you feel was most important, interesting, and/or surprising about the experience.
I. CONCRETE EXPERIENCE Exercise Description: What happened during the experience?
Does this section contain a clear, objective description of the exercise? (e.g., as if describing to others)
Does it contain a subjective description of feelings and perceptions that occurred during the experience?
Does it provide too much irrelevant detail? This section should not be longer than 1-2 paragraphs
II. REFLECTIVE OBSERVATION Themes: Upon further review, what seemed to be happening?
Does this section look at the experience from the different points of view of the major actors involved?
Did you attempt to figure out why the people involved, and you in particular, behaved as they did?
Did you make use of verbal and non-v.
Module 1 - Case
Managing Individual Behavior
Assignment Overview
The cases in this class follow an experiential approach. This means you will reflect on your own experience in an organization and then apply the concepts from the module materials to
think critically
about these experiences and understand them better. The structure of the course and the assignments follow Kolb’s model of the adult learning process, which is discussed on the
Module 1 Home page
. [If you skipped the Module 1--Home page, you should read it now before you attempt to go any further.]
Case Assignment
Think about an experience you have had where you felt extremely motivated. Then, in a 4- page paper, analyze this experience according to the Kolb format below. Each subtitle represents a different section of the paper. You can use the subtitles as headings.
Introduction:
Discuss the topic of the paper and how you will approach it. It is best to write this section after you have written the rest of the paper.
Concrete Experience:
Begin with a specific situation/event. Describe the experience where you felt extremely motivated. Be objective and focus on just the facts: who, what, where, when, and how – similar to how a newspaper article is written -- as if you were composing a newspaper article.
Reflective Observation:
Reflect upon that experience from the multiple perspectives of other people involved or affected in the experience. Step back from the situation, look at the experience from your own viewpoint,
and
the viewpoints of all other parties involved or affected. You want to look at the circumstances surrounding the experience from every relevant perspective. Why was the experience motivating to you? What did others do that increased your motivation? Was the situation (or would the situation) also be motivating to others? (Note: Your discussion of theories and models from your module materials belongs in the following section.)
Abstract Conceptualization:
Use critical thinking skills in order to understand and interpret the experience at a deeper, more generalizable level. Interpret and understand the events you have described by drawing on the concepts, theories, and models in the background material from this module. What behavior patterns can you identify in yourself and others that are similar to the ones described in the material on motivation, values, and/or goals? How do these concepts and principles explain
why
you were motivated? What general principles of motivation can you derive from this analysis? Be sure to cite all references to concepts, ideas, and quotes you use that come from any outside source. Be sure to apply
at least
three concepts, theories, and/or models and cite all references to concepts, ideas, and/or quotes that you use from any outside source.
[This Abstract Conceptualization section is the “heart” of your paper. Using critical thinking skills, provide a clear, specific discussion on the logic, theories ...
MODULE 1 CASE ASSIGNMENTManaging Individual BehaviorAssignment O.docxclairbycraft
MODULE 1 CASE ASSIGNMENT
Managing Individual Behavior
Assignment Overview
The cases in this class follow an experiential approach. This means you will reflect on your own experience in an organization and then apply the concepts from the module materials to
think critically
about these experiences and understand them better. The structure of the course and the assignments follow Kolb’s model of the adult learning process, which is discussed on the
Module 1 Home page
. [If you skipped the Module 1--Home page, you should read it now before you attempt to go any further.]
Case Assignment
Think about an experience you have had where you felt extremely motivated. Then, in a 4- to 6-page paper, analyze this experience according to the Kolb format below. Each subtitle represents a different section of the paper. You can use the subtitles as headings.
Introduction:
Discuss the topic of the paper and how you will approach it. It is best to write this section after you have written the rest of the paper.
Concrete Experience:
Begin with a specific situation/event. Describe the experience where you felt extremely motivated. Be objective and focus on just the facts: who, what, where, when, and how – similar to how a newspaper article is written -- as if you were composing a newspaper article.
Reflective Observation:
Reflect upon that experience from the multiple perspectives of other people involved or affected in the experience. Step back from the situation, look at the experience from your own viewpoint,
and
the viewpoints of all other parties involved or affected. You want to look at the circumstances surrounding the experience from every relevant perspective. Why was the experience motivating to you? What did others do that increased your motivation? Was the situation (or would the situation) also be motivating to others? (Note: Your discussion of theories and models from your module materials belongs in the following section.)
Abstract Conceptualization:
Use critical thinking skills in order to understand and interpret the experience at a deeper, more generalizable level. Interpret and understand the events you have described by drawing on the concepts, theories, and models in the background material from this module. What behavior patterns can you identify in yourself and others that are similar to the ones described in the material on motivation, values, and/or goals? How do these concepts and principles explain
why
you were motivated? What general principles of motivation can you derive from this analysis? Be sure to cite all references to concepts, ideas, and quotes you use that come from any outside source. Be sure to apply
at least
three concepts, theories, and/or models and cite all references to concepts, ideas, and/or quotes that you use from any outside source.
[This Abstract Conceptualization section is the “heart” of your paper. Using critical thinking skills, provide a clear, specific discussion on the logic, theo ...
7012EHR
Organisational Change
AssEssent GuidE
Assessment 3: Reflective Learning Journal
Weight: 35%
Task Description:
You are required to maintain a record of what you have learned from readings, lectures and class discussions and incorporate them in a written report of 1800 words (plus or minus 10%), excluding cover page, contents, references and appendices.
The report is to comprise three main components:
1. Reflective observation — what you consider you have learned from the course:
• What did you notice or learn that you want to remember?
• How did what you have learned relate to your previous personal/professional experience?
2. Abstract generalisation — your conclusions from the learning outcomes:
What conclusions, principles, or guidelines can you draw from what you have learned from the course?
• About what you have learned from the topics covered?
• About your prior assumptions regarding the topics covered?
• About yourself?
3. Application — how you are going to apply what you have learned from the course:
• To future academic assignments (this course and/or others)?
• As a change agent/leader in the workplace?
Marking Criteria:
• Understanding and critical analyses of course concepts, theories and frameworks
• Evidence of critical reflection and evaluation of what you have learned
• Demonstrated ability to synthesise and apply course information to your future studies and or/work
• Report presentation (clarity, internal flow, referencing)
Reflective Learning Journal
Step 1: Record your reflections
· Use the Reflective Log Template (table attached below, full version can be found under the ‘Assessment tab’ at [email protected] to record your learning activities throughout the semester.
· The three columns in the learning log correspond with the three sections in the report.
· Reflections can be recorded during or closely after the sessions.
· The focus of the reflection could be the weekly lecture topic, or you may like to focus on a particular reading for the week.
· Remember you will need to incorporate at least 6 of the weekly readings into the final report.
Reflective Learning Log Template
Activity
(the focus of your reflection)
Weekly lecture topic or reading
What … Reflective observation
… is the situation?
… am I trying to achieve?
… actions did I take?
… was the response of others?
… were the consequences –
for myself/for others?
So what … Abstract generalisations or conclusions drawn from the reflection
… does this teach me?
… was I thinking and feeling?
… other knowledge can I bring to the situation?
… is my new understanding of the situation?
Now what … Application
… do I need to do to improve things?
… broader issues need to be considered if
this action is to be successful?
… might I do differently in the future?
… might be the consequences of this action?
Ie: Week 1 (24th July) –Introduction to the new economy
Article (Weick & Quinn, 1999)
Step 2: Write the report
Once you hav.
A guide to take you through how to use the training materials for the PMSD Roadmap.
Includes a collection of all of the Top Facilitation Tips used in the training materials, which can be used to provide guidance when running the training sessions, and also as tips for the participants themselves.
Tips created by Lindsay Berresford.
Last updated 21/06/12
- 2 -Section CPlease write your essay in the blue book.docxgertrudebellgrove
- 2 -
Section C
Please write your essay in the blue book.
Write an informal narrative about "some" composing process of yours. Essentially, you will write a Reflective Self-Evaluation of yourself as a college writer. What exactly does that mean? It requires you to:
a. look back over a recently completed process
b. think reflectively about that process
c. critically evaluate what went well, what didn’t go well, or what you might have done differently
As the aforementioned examples suggest, reflective writing is writing that describes, explains, interprets, and evaluates any past performance, action, belief, feeling, or experience. To reflect is to turn or look back, to reconsider something in the past from the perspective of the present. So, in your final essay, you will reflect and make an evaluation of your experience in this course.
Remember, reflection involves multiple angles of vision. Just as light waves are thrown or bent back from the surface of a mirror, so, too, reflective writing throws our experience, action, or performance back to us, allowing us to see differently. We view the past from the angle of the present, what was from the angle of what could have been or what might be. Multiplying your angle of vision through reflection often yields new insights and more complicated (complex) understanding of the issue on which you are reflecting.
Professors generally look for four kinds of knowledge in reflective self-evaluation essays: self-knowledge, content knowledge, rhetorical knowledge, and critical knowledge (aka judgment). Following are ideas for each of these types of knowledge, which may be used to generate ideas for your essay. Choose only a few of the questions to respond to, questions that allow you to explain and demonstrate your most important learning for the course.
You may write about your composing process for academic papers or creative genres or a combination of both. Reflect as thoroughly as possible upon your writing process and explain it. Your narrative should include whatever you DO when you write, as well as whatever you DO when you compose. Composing should be understood in the broad sense, i.e. composing goes on in your mind when you are cleaning your refrigerator, mowing your grass, etc. It also occurs when you are researching, taking notes, or procrastinating. In essence you are NEVER NOT composing something. So the key to your reflections is to include everything you do that makes a difference in your writing, from having to use a certain pen, to listening to music or sitting in the library. Both your formal and informal processes impact the way you produce a written work, if you use a formal method of note taking or outlining, if you compose on the computer or with pen and paper explore any and all of these activities that are helpful to you in your process. Explore all possible aspects that apply. This is a useful exercise for now and for you to revisit and revise in the future .
- 2 -Section CPlease write your essay in the blue book.docxgertrudebellgrove
- 2 -
Section C
Please write your essay in the blue book.
Write an informal narrative about "some" composing process of yours. Essentially, you will write a Reflective Self-Evaluation of yourself as a college writer. What exactly does that mean? It requires you to:
a. look back over a recently completed process
b. think reflectively about that process
c. critically evaluate what went well, what didn’t go well, or what you might have done differently
As the aforementioned examples suggest, reflective writing is writing that describes, explains, interprets, and evaluates any past performance, action, belief, feeling, or experience. To reflect is to turn or look back, to reconsider something in the past from the perspective of the present. So, in your final essay, you will reflect and make an evaluation of your experience in this course.
Remember, reflection involves multiple angles of vision. Just as light waves are thrown or bent back from the surface of a mirror, so, too, reflective writing throws our experience, action, or performance back to us, allowing us to see differently. We view the past from the angle of the present, what was from the angle of what could have been or what might be. Multiplying your angle of vision through reflection often yields new insights and more complicated (complex) understanding of the issue on which you are reflecting.
Professors generally look for four kinds of knowledge in reflective self-evaluation essays: self-knowledge, content knowledge, rhetorical knowledge, and critical knowledge (aka judgment). Following are ideas for each of these types of knowledge, which may be used to generate ideas for your essay. Choose only a few of the questions to respond to, questions that allow you to explain and demonstrate your most important learning for the course.
You may write about your composing process for academic papers or creative genres or a combination of both. Reflect as thoroughly as possible upon your writing process and explain it. Your narrative should include whatever you DO when you write, as well as whatever you DO when you compose. Composing should be understood in the broad sense, i.e. composing goes on in your mind when you are cleaning your refrigerator, mowing your grass, etc. It also occurs when you are researching, taking notes, or procrastinating. In essence you are NEVER NOT composing something. So the key to your reflections is to include everything you do that makes a difference in your writing, from having to use a certain pen, to listening to music or sitting in the library. Both your formal and informal processes impact the way you produce a written work, if you use a formal method of note taking or outlining, if you compose on the computer or with pen and paper explore any and all of these activities that are helpful to you in your process. Explore all possible aspects that apply. This is a useful exercise for now and for you to revisit and revise in the future ...
Module 1 - Case
Managing Individual Behavior
Assignment Overview
The cases in this class follow an experiential approach. This means you will reflect on your own experience in an organization and then apply the concepts from the module materials to
think critically
about these experiences and understand them better. The structure of the course and the assignments follow Kolb’s model of the adult learning process, which is discussed on the
Module 1 Home page
. [If you skipped the Module 1--Home page, you should read it now before you attempt to go any further.]
Case Assignment
Think about an experience you have had where you felt extremely motivated. Then, in a 4- page paper, analyze this experience according to the Kolb format below. Each subtitle represents a different section of the paper. You can use the subtitles as headings.
Introduction:
Discuss the topic of the paper and how you will approach it. It is best to write this section after you have written the rest of the paper.
Concrete Experience:
Begin with a specific situation/event. Describe the experience where you felt extremely motivated. Be objective and focus on just the facts: who, what, where, when, and how – similar to how a newspaper article is written -- as if you were composing a newspaper article.
Reflective Observation:
Reflect upon that experience from the multiple perspectives of other people involved or affected in the experience. Step back from the situation, look at the experience from your own viewpoint,
and
the viewpoints of all other parties involved or affected. You want to look at the circumstances surrounding the experience from every relevant perspective. Why was the experience motivating to you? What did others do that increased your motivation? Was the situation (or would the situation) also be motivating to others? (Note: Your discussion of theories and models from your module materials belongs in the following section.)
Abstract Conceptualization:
Use critical thinking skills in order to understand and interpret the experience at a deeper, more generalizable level. Interpret and understand the events you have described by drawing on the concepts, theories, and models in the background material from this module. What behavior patterns can you identify in yourself and others that are similar to the ones described in the material on motivation, values, and/or goals? How do these concepts and principles explain
why
you were motivated? What general principles of motivation can you derive from this analysis? Be sure to cite all references to concepts, ideas, and quotes you use that come from any outside source. Be sure to apply
at least
three concepts, theories, and/or models and cite all references to concepts, ideas, and/or quotes that you use from any outside source.
[This Abstract Conceptualization section is the “heart” of your paper. Using critical thinking skills, provide a clear, specific discussion on the logic, theories ...
MODULE 1 CASE ASSIGNMENTManaging Individual BehaviorAssignment O.docxclairbycraft
MODULE 1 CASE ASSIGNMENT
Managing Individual Behavior
Assignment Overview
The cases in this class follow an experiential approach. This means you will reflect on your own experience in an organization and then apply the concepts from the module materials to
think critically
about these experiences and understand them better. The structure of the course and the assignments follow Kolb’s model of the adult learning process, which is discussed on the
Module 1 Home page
. [If you skipped the Module 1--Home page, you should read it now before you attempt to go any further.]
Case Assignment
Think about an experience you have had where you felt extremely motivated. Then, in a 4- to 6-page paper, analyze this experience according to the Kolb format below. Each subtitle represents a different section of the paper. You can use the subtitles as headings.
Introduction:
Discuss the topic of the paper and how you will approach it. It is best to write this section after you have written the rest of the paper.
Concrete Experience:
Begin with a specific situation/event. Describe the experience where you felt extremely motivated. Be objective and focus on just the facts: who, what, where, when, and how – similar to how a newspaper article is written -- as if you were composing a newspaper article.
Reflective Observation:
Reflect upon that experience from the multiple perspectives of other people involved or affected in the experience. Step back from the situation, look at the experience from your own viewpoint,
and
the viewpoints of all other parties involved or affected. You want to look at the circumstances surrounding the experience from every relevant perspective. Why was the experience motivating to you? What did others do that increased your motivation? Was the situation (or would the situation) also be motivating to others? (Note: Your discussion of theories and models from your module materials belongs in the following section.)
Abstract Conceptualization:
Use critical thinking skills in order to understand and interpret the experience at a deeper, more generalizable level. Interpret and understand the events you have described by drawing on the concepts, theories, and models in the background material from this module. What behavior patterns can you identify in yourself and others that are similar to the ones described in the material on motivation, values, and/or goals? How do these concepts and principles explain
why
you were motivated? What general principles of motivation can you derive from this analysis? Be sure to cite all references to concepts, ideas, and quotes you use that come from any outside source. Be sure to apply
at least
three concepts, theories, and/or models and cite all references to concepts, ideas, and/or quotes that you use from any outside source.
[This Abstract Conceptualization section is the “heart” of your paper. Using critical thinking skills, provide a clear, specific discussion on the logic, theo ...
7012EHR
Organisational Change
AssEssent GuidE
Assessment 3: Reflective Learning Journal
Weight: 35%
Task Description:
You are required to maintain a record of what you have learned from readings, lectures and class discussions and incorporate them in a written report of 1800 words (plus or minus 10%), excluding cover page, contents, references and appendices.
The report is to comprise three main components:
1. Reflective observation — what you consider you have learned from the course:
• What did you notice or learn that you want to remember?
• How did what you have learned relate to your previous personal/professional experience?
2. Abstract generalisation — your conclusions from the learning outcomes:
What conclusions, principles, or guidelines can you draw from what you have learned from the course?
• About what you have learned from the topics covered?
• About your prior assumptions regarding the topics covered?
• About yourself?
3. Application — how you are going to apply what you have learned from the course:
• To future academic assignments (this course and/or others)?
• As a change agent/leader in the workplace?
Marking Criteria:
• Understanding and critical analyses of course concepts, theories and frameworks
• Evidence of critical reflection and evaluation of what you have learned
• Demonstrated ability to synthesise and apply course information to your future studies and or/work
• Report presentation (clarity, internal flow, referencing)
Reflective Learning Journal
Step 1: Record your reflections
· Use the Reflective Log Template (table attached below, full version can be found under the ‘Assessment tab’ at [email protected] to record your learning activities throughout the semester.
· The three columns in the learning log correspond with the three sections in the report.
· Reflections can be recorded during or closely after the sessions.
· The focus of the reflection could be the weekly lecture topic, or you may like to focus on a particular reading for the week.
· Remember you will need to incorporate at least 6 of the weekly readings into the final report.
Reflective Learning Log Template
Activity
(the focus of your reflection)
Weekly lecture topic or reading
What … Reflective observation
… is the situation?
… am I trying to achieve?
… actions did I take?
… was the response of others?
… were the consequences –
for myself/for others?
So what … Abstract generalisations or conclusions drawn from the reflection
… does this teach me?
… was I thinking and feeling?
… other knowledge can I bring to the situation?
… is my new understanding of the situation?
Now what … Application
… do I need to do to improve things?
… broader issues need to be considered if
this action is to be successful?
… might I do differently in the future?
… might be the consequences of this action?
Ie: Week 1 (24th July) –Introduction to the new economy
Article (Weick & Quinn, 1999)
Step 2: Write the report
Once you hav.
A guide to take you through how to use the training materials for the PMSD Roadmap.
Includes a collection of all of the Top Facilitation Tips used in the training materials, which can be used to provide guidance when running the training sessions, and also as tips for the participants themselves.
Tips created by Lindsay Berresford.
Last updated 21/06/12
- 2 -Section CPlease write your essay in the blue book.docxgertrudebellgrove
- 2 -
Section C
Please write your essay in the blue book.
Write an informal narrative about "some" composing process of yours. Essentially, you will write a Reflective Self-Evaluation of yourself as a college writer. What exactly does that mean? It requires you to:
a. look back over a recently completed process
b. think reflectively about that process
c. critically evaluate what went well, what didn’t go well, or what you might have done differently
As the aforementioned examples suggest, reflective writing is writing that describes, explains, interprets, and evaluates any past performance, action, belief, feeling, or experience. To reflect is to turn or look back, to reconsider something in the past from the perspective of the present. So, in your final essay, you will reflect and make an evaluation of your experience in this course.
Remember, reflection involves multiple angles of vision. Just as light waves are thrown or bent back from the surface of a mirror, so, too, reflective writing throws our experience, action, or performance back to us, allowing us to see differently. We view the past from the angle of the present, what was from the angle of what could have been or what might be. Multiplying your angle of vision through reflection often yields new insights and more complicated (complex) understanding of the issue on which you are reflecting.
Professors generally look for four kinds of knowledge in reflective self-evaluation essays: self-knowledge, content knowledge, rhetorical knowledge, and critical knowledge (aka judgment). Following are ideas for each of these types of knowledge, which may be used to generate ideas for your essay. Choose only a few of the questions to respond to, questions that allow you to explain and demonstrate your most important learning for the course.
You may write about your composing process for academic papers or creative genres or a combination of both. Reflect as thoroughly as possible upon your writing process and explain it. Your narrative should include whatever you DO when you write, as well as whatever you DO when you compose. Composing should be understood in the broad sense, i.e. composing goes on in your mind when you are cleaning your refrigerator, mowing your grass, etc. It also occurs when you are researching, taking notes, or procrastinating. In essence you are NEVER NOT composing something. So the key to your reflections is to include everything you do that makes a difference in your writing, from having to use a certain pen, to listening to music or sitting in the library. Both your formal and informal processes impact the way you produce a written work, if you use a formal method of note taking or outlining, if you compose on the computer or with pen and paper explore any and all of these activities that are helpful to you in your process. Explore all possible aspects that apply. This is a useful exercise for now and for you to revisit and revise in the future .
- 2 -Section CPlease write your essay in the blue book.docxgertrudebellgrove
- 2 -
Section C
Please write your essay in the blue book.
Write an informal narrative about "some" composing process of yours. Essentially, you will write a Reflective Self-Evaluation of yourself as a college writer. What exactly does that mean? It requires you to:
a. look back over a recently completed process
b. think reflectively about that process
c. critically evaluate what went well, what didn’t go well, or what you might have done differently
As the aforementioned examples suggest, reflective writing is writing that describes, explains, interprets, and evaluates any past performance, action, belief, feeling, or experience. To reflect is to turn or look back, to reconsider something in the past from the perspective of the present. So, in your final essay, you will reflect and make an evaluation of your experience in this course.
Remember, reflection involves multiple angles of vision. Just as light waves are thrown or bent back from the surface of a mirror, so, too, reflective writing throws our experience, action, or performance back to us, allowing us to see differently. We view the past from the angle of the present, what was from the angle of what could have been or what might be. Multiplying your angle of vision through reflection often yields new insights and more complicated (complex) understanding of the issue on which you are reflecting.
Professors generally look for four kinds of knowledge in reflective self-evaluation essays: self-knowledge, content knowledge, rhetorical knowledge, and critical knowledge (aka judgment). Following are ideas for each of these types of knowledge, which may be used to generate ideas for your essay. Choose only a few of the questions to respond to, questions that allow you to explain and demonstrate your most important learning for the course.
You may write about your composing process for academic papers or creative genres or a combination of both. Reflect as thoroughly as possible upon your writing process and explain it. Your narrative should include whatever you DO when you write, as well as whatever you DO when you compose. Composing should be understood in the broad sense, i.e. composing goes on in your mind when you are cleaning your refrigerator, mowing your grass, etc. It also occurs when you are researching, taking notes, or procrastinating. In essence you are NEVER NOT composing something. So the key to your reflections is to include everything you do that makes a difference in your writing, from having to use a certain pen, to listening to music or sitting in the library. Both your formal and informal processes impact the way you produce a written work, if you use a formal method of note taking or outlining, if you compose on the computer or with pen and paper explore any and all of these activities that are helpful to you in your process. Explore all possible aspects that apply. This is a useful exercise for now and for you to revisit and revise in the future ...
This slide set provides an overview of reflective practice, geared towards teachers. It describes what it is, how to undertake it, and how it supports teachers' professional development.
21. Farmers field school (training of trainers to t and ffs)Mr.Allah Dad Khan
A Series of Lectures By Mr. Allah Dad Khan Provincial Director IPM ( Master Trainer ) KPK Ministry of Food Agriculture and Livestock (MINFAL) Islamabad Pakistan
Teambuilding through chemistry example lessonFrank R. Morris
A small, 1 lesson, example of a slide deck prepared for an Instructor-led training session. Illustrates some of the instructional design principles important in ILT work.
These slides were prepared for a writing workshop for postgraduate students writing a reflective journal based on their experiences of leadership for course 152707 at Massey University, Albany Campus, New Zealand.
Biology 112 Spring 2016
Scientific Journal Article Critique
Each time you evaluate an article, you will complete Part I and Part II. You will submit on a typed hardcopy Part I., and Part II on the due date listed in your syllabus.
Part I.
1. Skim the article (take light notes)
· Read the abstract. The abstract informs you of the major findings of the study, and the importance.
· What is the big picture of the study (this is done as you read the article)
· Record terms or techniques you are not familiar with.
· Include questions to parts of the article you do not understand.
· If you are unfamiliar with concepts discussed throughout the article, then perform a Google search.
2. Re-read the article
· Go to the Materials and Methods and Results section, and ask the following questions within each section
· Was the study repeated? (You should know why a study must be repeated. If you do not know ask Prof. Olave or Dr. Bignami ASAP)
· What was the sample size? Is this representative of a large population?
· What were the variables? Controls?
· What factors might affect the outcome (according to the investigators)
· Interpret the data within each figure without looking at the text. Once you have done this, then read the text.
· Understand the purpose of the Materials and Methods
3. Preparing to summarize the article:
· Describe the article in your own words first. Can you explain to a friend without looking at your notes? If not, then most likely you do not understand. Go over your notes again.
· What was the purpose of the study?
· A reader who has not read your article must understand your summary.
4. Write a draft of your summary:
· Begin to write the article without looking at your notes. If you choose to look at your notes, then you may not understand the article, and may unintentionally plagiarize.
· Ask yourself the following questions to write your summary (without looking at your notes) in your own words:
· What was the purpose of the study?
· What questions were asked?
· How did the study address these questions?
· What assumptions did the author make?
· What were the major findings?
· What questions are still unanswered (according to the authors of the article)
Part II. Critical Review and Assessment of the Article
· In your summary, include your own analysis and evaluation of the article.
· Do not include personal opinions
· Use professional language. For example:
Common language: Dipodomys merriami is a kangaroo rat that has a longer Loop of Henle, and this helps it survive better in the desert by retaining more water.
Professional language: A longer Loop of Henle in Dipodomys merriami allows for greater water absorption, an adaptation that has led to survival in an arid environment.
· How did this study answer questions proposed in the introduction section of the paper?
· Include the limitations of the study:
· Does the data support the co ...
InstructionsFor this assignment, select one of the following.docxmaoanderton
Instructions
For this assignment, select
one
of the following options:
Option 1: Imperialism
The exploitation of colonial resources and indigenous labor was one of the key elements in the success of imperialism. Such exploitation was a result of the prevalent ethnocentrism of the time and was justified by the unscientific concept of social Darwinism, which praised the characteristics of white Europeans and inaccurately ascribed negative characteristics to indigenous peoples. A famous poem of the time by Rudyard Kipling, "White Man's Burden," called on imperial powers, and particularly the U.S., at whom the poem was directed, to take up the mission of civilizing these "savage" peoples.
Read the poem at the following link:
(Links to an external site.)
After reading the poem, address the following in a case study analysis:
Select a specific part of the world (a country), and examine imperialism in that country. What was the relationship between the invading country and the native people? You can select from these examples or choose your own:
- Belgium & Africa
- Britain & India
- Germany & Africa
- France & Africa
Apply social Darwinism to this specific case.
Analyze the motivations of the invading country?
How did ethnocentrism manifest in their interactions?
How does Kipling's poem apply to your specific example? You can quote lines for comparison.
Writing Requirements (APA format)
-Length: 2-3 pages (not including title page or references page)
-1-inch margins
-Double spaced
-12-point Times New Roman font
-Title page
-References page
.
InstructionsFor this assignment, analyze the space race..docxmaoanderton
Instructions
For this assignment, analyze the space race.
What did it mean for the U.S. and USSR during the Cold War?
Is the space program still relevant?
Is it worth the cost, considering the growing debt?
How does the space program benefit the U.S. national economy in general?
How does it benefit the world?
Is space exploration the domain of the world's leading nations?
Writing Requirements (APA format)
Length: 2-3 pages (not including title page or references page)
1-inch margins
Double spaced
12-point Times New Roman font
Title page
References page
.
InstructionsFor the initial post, address one of the fol.docxmaoanderton
Instructions
For the initial post, address
one
of the following:
Option 1: Middle East
Examine the origins of the Arab-Israeli conflict from its beginnings some 4000 years ago and how it has evolved/devolved over the centuries to the current time? Analyze the role of the Balfour Declaration on Israel's rebirth in 1948 and its effectiveness in helping Jewish people in their quest to reclaim their ancient homeland.
Option 2: African Nation State Development
Examine some of the main (internal or external) reasons why the African people were to develop into nation states later than most experts feel was appropriate/normal. Examine the role of European imperial powers and the role of tribal chieftans in the international slave trade and African nation state
Writing Requirements
1 page (excluding reference page)
Minimum of 2 sources cited
APA format for in-text citations and list of references
.
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This slide set provides an overview of reflective practice, geared towards teachers. It describes what it is, how to undertake it, and how it supports teachers' professional development.
21. Farmers field school (training of trainers to t and ffs)Mr.Allah Dad Khan
A Series of Lectures By Mr. Allah Dad Khan Provincial Director IPM ( Master Trainer ) KPK Ministry of Food Agriculture and Livestock (MINFAL) Islamabad Pakistan
Teambuilding through chemistry example lessonFrank R. Morris
A small, 1 lesson, example of a slide deck prepared for an Instructor-led training session. Illustrates some of the instructional design principles important in ILT work.
These slides were prepared for a writing workshop for postgraduate students writing a reflective journal based on their experiences of leadership for course 152707 at Massey University, Albany Campus, New Zealand.
Biology 112 Spring 2016
Scientific Journal Article Critique
Each time you evaluate an article, you will complete Part I and Part II. You will submit on a typed hardcopy Part I., and Part II on the due date listed in your syllabus.
Part I.
1. Skim the article (take light notes)
· Read the abstract. The abstract informs you of the major findings of the study, and the importance.
· What is the big picture of the study (this is done as you read the article)
· Record terms or techniques you are not familiar with.
· Include questions to parts of the article you do not understand.
· If you are unfamiliar with concepts discussed throughout the article, then perform a Google search.
2. Re-read the article
· Go to the Materials and Methods and Results section, and ask the following questions within each section
· Was the study repeated? (You should know why a study must be repeated. If you do not know ask Prof. Olave or Dr. Bignami ASAP)
· What was the sample size? Is this representative of a large population?
· What were the variables? Controls?
· What factors might affect the outcome (according to the investigators)
· Interpret the data within each figure without looking at the text. Once you have done this, then read the text.
· Understand the purpose of the Materials and Methods
3. Preparing to summarize the article:
· Describe the article in your own words first. Can you explain to a friend without looking at your notes? If not, then most likely you do not understand. Go over your notes again.
· What was the purpose of the study?
· A reader who has not read your article must understand your summary.
4. Write a draft of your summary:
· Begin to write the article without looking at your notes. If you choose to look at your notes, then you may not understand the article, and may unintentionally plagiarize.
· Ask yourself the following questions to write your summary (without looking at your notes) in your own words:
· What was the purpose of the study?
· What questions were asked?
· How did the study address these questions?
· What assumptions did the author make?
· What were the major findings?
· What questions are still unanswered (according to the authors of the article)
Part II. Critical Review and Assessment of the Article
· In your summary, include your own analysis and evaluation of the article.
· Do not include personal opinions
· Use professional language. For example:
Common language: Dipodomys merriami is a kangaroo rat that has a longer Loop of Henle, and this helps it survive better in the desert by retaining more water.
Professional language: A longer Loop of Henle in Dipodomys merriami allows for greater water absorption, an adaptation that has led to survival in an arid environment.
· How did this study answer questions proposed in the introduction section of the paper?
· Include the limitations of the study:
· Does the data support the co ...
InstructionsFor this assignment, select one of the following.docxmaoanderton
Instructions
For this assignment, select
one
of the following options:
Option 1: Imperialism
The exploitation of colonial resources and indigenous labor was one of the key elements in the success of imperialism. Such exploitation was a result of the prevalent ethnocentrism of the time and was justified by the unscientific concept of social Darwinism, which praised the characteristics of white Europeans and inaccurately ascribed negative characteristics to indigenous peoples. A famous poem of the time by Rudyard Kipling, "White Man's Burden," called on imperial powers, and particularly the U.S., at whom the poem was directed, to take up the mission of civilizing these "savage" peoples.
Read the poem at the following link:
(Links to an external site.)
After reading the poem, address the following in a case study analysis:
Select a specific part of the world (a country), and examine imperialism in that country. What was the relationship between the invading country and the native people? You can select from these examples or choose your own:
- Belgium & Africa
- Britain & India
- Germany & Africa
- France & Africa
Apply social Darwinism to this specific case.
Analyze the motivations of the invading country?
How did ethnocentrism manifest in their interactions?
How does Kipling's poem apply to your specific example? You can quote lines for comparison.
Writing Requirements (APA format)
-Length: 2-3 pages (not including title page or references page)
-1-inch margins
-Double spaced
-12-point Times New Roman font
-Title page
-References page
.
InstructionsFor this assignment, analyze the space race..docxmaoanderton
Instructions
For this assignment, analyze the space race.
What did it mean for the U.S. and USSR during the Cold War?
Is the space program still relevant?
Is it worth the cost, considering the growing debt?
How does the space program benefit the U.S. national economy in general?
How does it benefit the world?
Is space exploration the domain of the world's leading nations?
Writing Requirements (APA format)
Length: 2-3 pages (not including title page or references page)
1-inch margins
Double spaced
12-point Times New Roman font
Title page
References page
.
InstructionsFor the initial post, address one of the fol.docxmaoanderton
Instructions
For the initial post, address
one
of the following:
Option 1: Middle East
Examine the origins of the Arab-Israeli conflict from its beginnings some 4000 years ago and how it has evolved/devolved over the centuries to the current time? Analyze the role of the Balfour Declaration on Israel's rebirth in 1948 and its effectiveness in helping Jewish people in their quest to reclaim their ancient homeland.
Option 2: African Nation State Development
Examine some of the main (internal or external) reasons why the African people were to develop into nation states later than most experts feel was appropriate/normal. Examine the role of European imperial powers and the role of tribal chieftans in the international slave trade and African nation state
Writing Requirements
1 page (excluding reference page)
Minimum of 2 sources cited
APA format for in-text citations and list of references
.
InstructionsFollow paper format and Chicago Style to complete t.docxmaoanderton
Instructions:
Follow paper format and Chicago Style to complete this analytical written assignment on the Holocaust Museum(Houston).
Also, attach museum ticket with your final submission(not needed if you attended my only tour).
Paper will need to be formatted with the following information:
Student Name
Date of Museum Attendance
Name of Museum: Holocaust Museum(Houston)
Year Founded:
Physical Address:
5401 Caroline St, Houston, TX 77004
Museum Layout:
In two paragraphs, describe the 1st floor exhibitions. This includes the permanent and featured exhibitions.
Artifacts:
In two paragraphs, describe the Holocaust artifacts on exhibition. This includes personal belongings, clothing, furniture and transportation objects.
Photos, Maps and Films:
In two paragraphs, describe the photos, maps and films that depict the Holocaust.
.
InstructionsFind a NEWS article that addresses a recent t.docxmaoanderton
Instructions:
Find a
NEWS
article that addresses a recent technological development or the impact of a technological innovation on society. For example, there are many news articles about the impact of cell phone use on human cognition, social media on self-esteem or elections, gene editing, renewable energy, etc. (A news article is an article from a media source like a newspaper or magazine such as the New York Times, FOX, The Washington Post, VICE, etc. that
addresses a current event
. It does not include sources like Wikipedia, eHow, dictionaries, academic journals, or other information websites.)
Write a minimum 300 word essay that answers the following questions:
Based on the article you chose, how is the technological innovation described?
According to the article, what is the impact of the technological innovation on human society and culture? How is this similar to previous technological innovations discussed in the book?
How do you imagine the technology discussed will develop in the future, i.e. what do think the long-term impact will be?
Guidelines
Your essay should:
be a total of
300 words or more
.
The 300 word limit DOES NOT include the questions, names, titles, and references.
It also does not include meaningless filler statements
have
factual information from the textbook and/or appropriate articles and websites
.
be original work
and will be checked for plagiarism.
.
InstructionsFind a NEWS article that addresses a current .docxmaoanderton
Instructions:
Find a
NEWS
article that addresses a current social problem facing your community (local, national, or global) that you are concerned about. (A news article is an article from a media source like a newspaper or magazine such as the New York Times, FOX, The Washington Post, VICE, etc. that
addresses a current event
. It does not include sources like Wikipedia, eHow, dictionaries, academic journals, or other information websites.)
Write a minimum 300 word essay that answers the following questions:
Based on the article you chose, what is the social problem and who does it impact?
How can the social sciences be used to research the issue? Name specific methods and disciplines from Chapter 1.
What are some solutions you can think of to address the issue?
Guidelines:
Your essay should:
be a total of
300 words or more
.
The 300 word limit DOES NOT include the questions, names, titles, and references.
It also does not include meaningless filler statements
have
factual information from the textbook and/or appropriate articles and websites
.
be original work
and will be checked for plagiarism.
You will receive a zero if substantial portions of your work are taken from other sources without proper citation
have
references and citations
for your sources, including the textbook
Cite your sources in-text and provide references for each sources according to the
APA Style Guide
. FYI web addresses or links are not full references!
.
InstructionsFinancial challenges associated with changes.docxmaoanderton
Instructions
Financial challenges associated with changes to how healthcare organizations are reimbursed for healthcare services, the cost of implementing new technology and professionals to comply with federal requirements for electronic health records, and the increasing numbers of individuals who cannot pay for their healthcare represent only one issue for healthcare executives in the healthcare delivery system. But it has significant consequences for the viability and solvency of healthcare organizations. Healthcare executives don’t have a crystal ball; however, they do engage in forecasting the future based on what is currently known and examination of trends (Lee, 2015). To do this type of forecasting, healthcare executives are demonstrating techniques found in anticipatory management. According to their seminal research, Ashley and Morrison (1997) reported there are severe consequences for not anticipating future trends in a rapidly changing and complex society. The anticipatory management process they describe begins with scanning the environment to identify issues; creating issues briefs to inform stakeholders; prioritizing issues; assembling the team of experts; creating, implementing, and evaluating action plans and outcomes; and adjusting the course when necessary.
Last week, you compared healthcare delivery and costs in the United States with those in developed countries. This week, you will focus U.S. healthcare executives and how they prioritize the challenges confronting them to minimize the impact to their organizations.
As you prepare your assignment, consider these questions:
What challenges you have experienced in the healthcare workplace or when you have accessed your own healthcare provider?
Have you observed changes to how your personal health information is gathered and documented?
What technology is now being used which may be new to your workplace?
Were you required to take additional training in your current healthcare position due to the implementation of new technology?
Have you experienced a shortage of healthcare personnel in your workplace or at your healthcare provider’s office?
What effect have these situations had on you as the employee and patient?
After your examination of current literature on the trends, issues, and challenges for healthcare executives and their organization's review Ashley and Morrison’s seminal article (1997) on anticipatory management and utilize the sample chart shown for this assignment.
You may recreate this four-column table in a Word document and insert your issues/trends, identify which organizational area is/will be impacted by each issue/trend, and provide your rationale for the priority level you assigned each issue/trend. Be sure to use a title page for this assignment and a reference page in APA format. You will add rows to your tabl.
InstructionsExplain the role of the U.S. Office of Personnel.docxmaoanderton
Instructions
Explain the role of the U.S. Office of Personnel Management and its impact on public administration.
Write a two-page paper (maximum) that explains the role of the
U.S. Office of Personnel Management (Links to an external site.)
and its impact on public administration.
Be certain to include the website of this and any other organizations used to access the information by creating a References page as a document.
Follow APA style format.
Include in-text reference citation and a References page in APA format.
.
Instructions
Evaluate: Personality Tests
Evaluation Title: Personality Assessments
Select
two
of the personality assessments from the
Personality Tests
list below. Compare the two personality assessments and respond to the following questions:
Describe the history of each test.
Who developed it and why?
Where would it be administered? (as part of job interview, in a psychiatric setting, to determine a field of study, to set up a good dating match)
What is your opinion of each test? Be sure to include evidence to support your opinion.
What are the pros and cons or strengths and weaknesses of each test?
Personality Tests
The Rorschach Inkblot Test
The Thematic Apperception Test (TAT)
Rotter’s Internal Locus of Control Test
The NEO-PI Test
The MMPI-2 Test
The Myers-Briggs Type Indicator (MBTI)
Your assignment should be typed into a Word or other word processing document, formatted in APA style.
Please include 2 to 3 credible resources as evidence to support your comparisons.
The assignments must include:
Running head
A title page with Assignment name
Your name
Professor’s name
Course
.
InstructionsEach of your responses will be graded not only for .docxmaoanderton
Instructions:
Each of your responses will be graded not only for its mastery of content, but also upon its efficacy as an academic essay. As such, it is expected that each response include an introduction with a thesis statement, body paragraphs which build upon each other, and a conclusion. Additionally, it is imperative that you use precise information when supporting your claims – remember to always cite your sources. Finally, proofread and edit your responses to ensure that your writing is clear, concise, and fully answers the prompt. Please do not plagiarize from the web. We check and if we do discover plagiarism we will immediately report it.
For writing assistance, you may want to contact Learning Support Services (located in the Academic Resource Center).
Formatting Papers:
400 words minimum (2 page maximum) response
per prompt
(1200 word minimum in total for all three responses)
Number your essays so that we understand which prompt (1, 2, 3, 4, 5, 6) you are answering
List all citations on a separate page, keeping the works cited page specific to and directly after each prompt question response (3 separate works cited pages)
Helvetica or Times New Roman, 12 point
Double spaced
1 inch margin on all sides (No header with name, title etc)
Saved as .pdf
Please
choose three
of these six questions to answer. EACH answer must be at least four paragraphs (400 words) but no longer than two pages. Each page should be double spaced, Times, 12pt.
What does “What you do to the land you do to your body” mean and where did it come from? (Some independent research might be necessary here.) Discuss three artists whose artwork directly addresses the concepts in this statement. In your answer be sure to describe at least one artwork by each artist and clearly state how the artworks relate to the statement.
Pick one environmental artist (eco-artist) that has been part of the modules so far. Do some outside research on them and explore their website and artworks. Choose one of their artworks to discuss, paying careful attention to choose one that has not mentioned so far in the readings/interviews/modules. Clearly state what materials and methods they use to make their artwork. Describe what influenced the artwork. Explain how this work can be or is considered environmental art? Use Linda Weintraub's readings to help you to define environmental art (eco-art) and defend your arguments as to how the work can be considered environmental art. Also look at other writings and articles to help understand and explain the context in which the artist makes their work.
How have different artists used walking to activate connections to land/landscape and how can artists represent an environmental issue through walking? Please name at least 2 specific artists we have discussed in class and cite examples of their walking pieces. Describe how these artists use embodiment in their work and are they effective in terms of heightening awareness.
InstructionsEffective communication skills can prevent many si.docxmaoanderton
Instructions
Effective communication skills can prevent many situations from escalating to a physical altercation. Officers revert to their training when involved in situations. For this assignment, prepare a PowerPoint training presentation for officers on how to communicate with hostile citizens. Include recommended techniques in verbal and nonverbal communications, along with how technology can play a role. Be sure to explore any legal and ethical considerations the officers must remember and do when dealing with hostile individuals.
Incorporate appropriate animations, transitions, and graphics as well as speaker notes for each slide. The speaker notes may be comprised of brief paragraphs or bulleted lists and should cite material appropriately. Add audio to each slide using the
Media
section of the
Insert
tab in the top menu bar for each slide.
Support your presentation with at least three scholarly resources
.
In addition to these specified resources, other appropriate scholarly resources may be included.
Length: 10-12 slides (with a separate reference slide)
Notes Length: 200-350 words for
each slide
.
InstructionsEcologyTo complete this assignment, complete the.docxmaoanderton
Instructions
Ecology
To complete this assignment, complete the steps below.
Download the Unit V Assignment Worksheet.
Save the document to your computer using your name and student ID in the file name.
Follow the directions to review and research the website.
After selecting and studying your species, answer the questions in the “What Information Did You Find?” section.
Once you have completed the worksheet, upload it to Blackboard for grading (make sure your name and student ID are provided).
.
InstructionsDevelop an iconographic essay. Select a work fro.docxmaoanderton
Instructions
Develop an iconographic essay. Select a work from this module to write the essay on. Utilize the objectives and above information to develop the statement. The essay must include a thesis statement/introduction, supporting body, and conclusion. The conclusion should provide a synthesis of the statements and thesis into a final idea about what the audience should remember and take away from the assignment.
List the objects and subjects included in the painting
Provide an iconographic definition (ala dictionary or glossary for each item)
Identify the narrative source for each item (artist invention, poem, narrative, biblical, greco-roman, other presence, real life historical or cultural artifact as symbol, other artworks and ideas as symbols, etc.) (
ex. Alexander the Great as a symbol; American Flag as a symbol; Greek mythology as symbols; The hammer and sickle in Russia, the american eagle, a soldier, etc.)
Is there more than one context for the iconographic or symbolic representation of the idea? How many contexts or roles is each symbolic object fulfilling in presenting, adding, or relaying meaning about the subject; (current age vs. past age; multiple metaphors; multiple layers of ideas etc.)
Symbols and Icons in different contexts - define how the symbols and subjects make one idea serve another idea (A Greek god is rebranded and used in Rome. What does this act mean for Rome to use a Greek Religious concept)
What do the symbols mean in the age, or multiple ages, and how are we supposed to connect to them in the context of the work? - ex. How are greco-roman subject and symbols used and perceived in a Renaissance age? Why would someone in the Renaissance care about Ancient Greco-Roman gods and subjects, what’s in it for a Renaissance Italian or Renaissance Italy for that matter?
Analysis through Iconology
This kind of analysis usually is most useful for narrative works and art before the Modern period. Non-objective art or art with arbitrary subjects (such as DADA) don't work as well with this kind of analysis because narratives and conventional symbols are not a part of these works. Here you will look for a particular element that occurs in the object (an object, action, gesture, pose) and explain either:
when that same element occurs in other objects through history and how this object’s representation of it is unique, or
what that element means generally in art or to art historians—in other words, the traditional association an art historian might make between that depiction and some other thing.
The following video provides an example of Iconological analysis. The video speaks to the meaning of the gestures, iconography, meaning of certain types of depiction, and other narrative imagery and symbolism related to those narrative elements. https://youtu.be/rKhfFBbVtFg
If you are confused, read Erwin Panofsky’s essays on iconology and iconography, in which he defines these terms more extensively. Be w.
InstructionsDEFINITION a brief definition of the key term fo.docxmaoanderton
Instructions:
DEFINITION:
a brief definition of the key term followed by the APA reference for the term; this does not count in the word requirement.
SUMMARY:
Summarize the article in your own words-this should be in the 150-200-word range. Be sure to note the article's author, note their credentials and why we should put any weight behind his/her opinions, research or findings regarding the key term.
DISCUSSION:
Using 300-350 words, write a brief discussion, in your own words of how the article relates to the selected weekly reading assignment Key Term. A discussion is not rehashing what was already stated in the article, but the opportunity for you to add value by sharing your experiences, thoughts and opinions. This is the most important part of the assignment.
REFERENCES:
All references must be listed at the bottom of the submission--in APA format.
.
InstructionsCreate a PowerPoint presentation of 15 slides (not c.docxmaoanderton
Instructions
Create a PowerPoint presentation of 15 slides (not counting title and reference slides) that provides an overview of the three major environmental, health, and safety (EHS) disciplines. Include each of the following elements:
summary of the responsibilities for the discipline,
evaluation of types of hazards addressed by the discipline,
description of how industrial hygiene practices relate to safety and health programs,
description of how industrial hygiene practices relate to environmental programs,
evaluation of types of control methods commonly used by the discipline,
interactions with the other two disciplines, and
major organizations associated with the discipline.
Construct your presentation using a serif type font such as Times New Roman. A serif type font is easier to read than a non-serif type font. For ease of reading, do not use a font smaller than 28 points.
.
Instructions
Cookie Creations (Continued)
Part I
Natalie is struggling to keep up with the recording of her accounting transactions. She is spending a lot of time marketing and selling mixers and giving her cookie classes. Her friend John is an accounting student who runs his own accounting service. He has asked Natalie if she would like to have him do her accounting.
John and Natalie meet and discuss her business. John suggests that he do the tasks listed below for Natalie.
Hold cash until there is enough to be deposited. (He would keep the cash locked up in his vehicle). He would also take all of the deposits to the bank at least twice a month.
Write and sign all of the checks.
Record all of the deposits in the accounting records.
Record all of the checks in the accounting records.
Prepare the monthly bank reconciliation.
Transfer all of Natalie’s manual accounting records to his computer accounting program. (John would maintain all of the accounting information that he keeps for his clients on his laptop computer.)
Prepare monthly financial statements for Natalie to review.
Write himself a check every month for the work he has done for Natalie.
For Part I of the assignment, identify the weaknesses in internal control that you see in the system that John is recommending. Can you suggest any improvements if Natalie hires John to do the accounting?
Part I should be a minimum of two pages in length. Please use APA format. While there are no required resources, please be sure that any sources used have proper citations.
Part II
Natalie decides that she cannot afford to hire John to do her accounting. One way that she can ensure that her cash account does not have any errors and is accurate and up-to-date is to prepare a bank reconciliation at the end of each month. Natalie would like you to help her. She asks you to prepare a bank reconciliation for June 2020 using the information below.
Additionally, take the following information into account.
On June 30th, there were two outstanding checks: #595 for $238 and #604 for $297.
Premier Bank made a posting error to the bank statement: Check #603 was issued for $425, not $452.
The deposit made on June 20 was for $125, which Natalie received for teaching a class. Natalie made an error in recording this transaction.
The electronic funds transfer (EFT) was for Natalie’s cell phone use. Remember that she uses this phone only for business.
The NSF check was from Ron Black. Natalie received this check for teaching a class to Ron’s children. Natalie contacted Ron, and he assured her that she will receive a check in the mail for the outstanding amount of the invoice and the NSF bank charge.
For Part II of the assignment, complete the tasks below.
Prepare Cookie Creations’ bank reconciliation for June 30.
Prepare any necessary adjusting entries at June 30.
If a balance sheet is prepared for Cookie Creations at June 30, what balance will be reported as cash in the Current Asse.
InstructionsCommunities do not exist in a bubble. Often changes .docxmaoanderton
Instructions
Communities do not exist in a bubble. Often changes made in the larger society, driven by technology, have an unexpected effect on local communities. Consider the effects of the advancements in transportation technologies on communities. Routes of transportation have evolved from water to train to the road and then to air. Each of these advancements led to job displacement and changes in travel routes. In the United States, prior to the mid-1800s, the communities that thrived had water access and ports where the exchange of goods and services occurred. With the building of the transcontinental railway and the growth of transportation by rail, the communities that thrived had train depots. With the building of major highways in the 1900s, access to those roads became critical to survival. With each advancement, local communities were impacted, such that many communities that grew around train depots became ghost towns full of poverty, homelessness, and despair once train travel was no longer the primary means of human transportation.
In this assignment, you are asked to create a presentation on one of the following topics:
Green Energy
Globalization
Communication Technology
Remote Elementary Education
Remote High School Education
Remote Work
You can create your presentation in your choice of presentation media. For example, you could choose to create a PowerPoint presentation, a video, or use Prezi. (refer to the Unit 1 assignment) If you choose to use video, you are required to supply a script as well as the URL of the video.
In your presentation, you must address the following:
Describe the specific technological development and its association with your chosen topic.
Explain why you chose that topic and the technological advancement associated with it.
Discuss which demographic (income, age, sexual preference, ethnicity) and/or geographic feature (urban, suburban, rural) might be most affected by the changes. Support your opinion with three (3) external references.
Explore the societal impacts (good and bad) associated with the technology. include a discussion for each of the following:
Economic impacts (unemployment, loss of revenue, poverty), include one (1) external reference
Health impacts (including mental health), include one (1) external reference
Privacy concerns, include one (1) external reference
Community life, include one (1) external reference
Be sure to use appropriate sources for the external references required for this assignment.
.
InstructionsChoose only ONE of the following options and wri.docxmaoanderton
Instructions
Choose only
ONE
of the following options and write a post that agrees OR disagrees with the assertion.
Cite specific scenes and/or use specific quotes
from the novel to support your position. Your answer should be written in no fewer than
200 words
.
When you are done posting your response, reply to at least
one classmate
in no fewer than
75 words
.
Although the novel is titled
Sula
, the real protagonist is Nel because she is the one who is transformed by the end.
80% - Thoughtful original post that includes specific scenes from the novel to support your position
(at least 200 words)
.
InstructionsChoose only ONE of the following options and.docxmaoanderton
Instructions
Choose only
ONE
of the following options and write a post that agrees OR disagrees with the assertion.
Cite specific scenes and/or use specific quotes
from the novel to support your position. Your answer should be written in no fewer than
200 words
.
When you are done posting your response, reply to at least
one classmate
in no fewer than
75 words
.
Although the novel is titled
Sula
, the real protagonist is Nel because she is the one who is transformed by the end.
80% - Thoughtful original post that includes specific scenes from the novel to support your position
(at least 200 words)
.
InstructionsBeginning in the 1770s, an Age of Revolution swep.docxmaoanderton
Instructions
Beginning in the 1770s, an “Age of Revolution “ swept through the Atlantic World. These were inspired in different ways by the political and philosophical ideas of the Enlightenment. The goal of every revolution is change, but not every revolution succeeds in creating change that is lasting, or that makes life better for everyone in society. In this milestone, you'll research a revolution and draw some conclusions about that revolution's ultimate outcome.
Delivery:
5-7 paragraph essay and APA style reference list.
Instructions:
First, choose
one
revolution to study:
French Revolution
Haitian Revolution
American Revolution
List of suggested sources
for ALL three revolutions
Then, in a 5-7 paragraph essay, answer the following questions using detail and evidence. Be sure to cite all of your evidence using APA in-text citations and an APA format reference list at the end:
Provide some background on the revolution you chose (1-2 paragraphs):
When did it begin and how?
What circumstances or key events led to the outbreak of revolution?
In what ways did the political ideas and philosophies of the Enlightenment contribute to the outbreak of revolution? (1 paragraph)
What were some key events or turning points in this revolution? Be sure to identify at least three key moments, providing factual detail and an explanation for why each moment was significant. (1-2 paragraphs)
Finally, consider, how did this revolution impact various groups of people in different ways -- was this revolution “revolutionary” from everyone’s perspective? (1-2 paragraphs)To answer this, you must consider :
Did everything change, or did some things stay the same?
Did the revolutionaries have limits on how much change they wanted?
Put yourselves in the shoes of those who lived through this revolution - did the revolution bring positive change for everyone, or did some people lose, some people win, and some people come out the same as before?
.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
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!
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.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
1.4 modern child centered education - mahatma gandhi-2.pptx
Sheet1Team Ring Toss ResultsRound 1Round 2Total PointsTeam NameDis.docx
1. Sheet1Team Ring Toss ResultsRound 1Round 2Total
PointsTeam NameDistancePayoffDistancePayoffBlue
Cheetahs661206Team Gucci82483660The
Winners8129384396Big Reds12126938451056s12010576576
Sheet2
Sheet3
Ring Toss
Rules
1.
Each team will choose a team member (the player), who will
have 4 official tosses per round.
2.
The same player must toss the rings for all rounds.
3.
Once the player selects a distance and tosses the first ring, all
other rings must be tossed from that same distance for that
round. Adjustments may be made between rounds.
4.
The player achieves team points according to the payoff
schedule (see below).
5.
The player must toss the rings with his/her toes behind the
distance line.
6.
The playing field cannot be changed.
7.
2. Time limits may be imposed by the instructor and must be
strictly adhered to or loss of points may result.
Process
A.
Preparation and practice (5 minutes): Teams will come up with
a team name to be used throughout this activity. During this
time, each team may have 8 practice tosses. Rings may be
tossed from any distance during practice.
B.
Round 1: Teams will take their turn in an order determined by
number draw.
C.
Caucus (5 minutes): Each team may hold a brief team meeting
to reorganize strategy (although the same player must toss the
rings each round).
D.
Round 2: Teams will take their turn in the same order as in
round 1.
Payoff Schedule
Distance
Payoff
1
1
2
1
3
1
4
2
5
4
3. 6
6
7
8
8
12
9
16
10
24
11
32
12
42
Journal Entries: Format and Grading Criteria
Points: /100 points
Following specific in-class exercises (see Syllabus for Learning
Journal Activities) you will choose one of the LJ activities and
write a 3-6 page journal entry. This assignment is your way of
reflecting and commenting on the experience. The format is
designed to mirror the learning process, making you conscious
of each element as you work to actively learn from the class or
group exercises. The following questions should be used as a
guide for structuring your journal entries; however the content
of each entry is up to you. That is, which elements of an
exercise you choose to address depend upon what you feel was
most important, interesting, and/or surprising about the
experience.
I. CONCRETE EXPERIENCE Exercise Description: What
happened during the experience?
4. Does this section contain a clear, objective description of
the exercise? (e.g., as if describing to others)
Does it contain a subjective description of feelings and
perceptions that occurred during the experience?
Does it provide too much irrelevant detail? This section
should not be longer than 1-2 paragraphs
II. REFLECTIVE OBSERVATION Themes: Upon further
review, what seemed to be happening?
Does this section look at the experience from the different
points of view of the major actors involved?
Did you attempt to figure out why the people involved, and
you in particular, behaved as they did?
Did you make use of verbal and non-verbal cues to
understand how others viewed the experience?
III. ABSTRACT CONCEPTUALIZATION Theories: How
did you make sense of the experience?
Did you draw on at least two course concepts to
understand what was happening in the experience?
Did you accurately apply concepts or theories from the
assigned reading, either for today or earlier?
Did these concepts help you sort through the experience, to
find meaning in what the exercise was about?
IV. ACTIVE EXPERIMENTATION Relevance, Future Skill
Development: So what?
Did you summarize practical learnings that you derived from
the exercise? These could be about yourself, others, or similar
experiences at school or work?
Did you thoroughly describe actions you will take in the
future to put these learnings into action?
(e.g., in the workplace, or other group projects?)
5. INTEGRATION AND WRITING QUALITY
Is the entry clear and well-written – cohesive, organized,
striking a professional tone?
Is the entry free of spelling and grammar errors? Have you
provided appropriate citations from readings?
Are the four sections integrated, drawing your major
theme(s) through all parts?
Elements of the Journal Entry (Management 417)
1. Concrete Experience (CE)
In this part of the journal entry, briefly describe what happened
in the experience – a simple description of events is not
sufficient! The feelings you experienced as well as your
thoughts/perceptions during the experience are relevant. Think
about this section as possessing both an objective and subjective
component:
Objective component: facts of the experience, like a newspaper
account – with no attempt to analyze the content.
Subjective component: “here and now” personal experience of
the event. This is composed of feelings, perceptions and
thoughts.
It might help to replay the experience in your mind. Then,
write a report of what you saw, heard, felt, thought, and what
you heard and saw others doing. Keep feelings and thoughts
confined to those felt/thought during the experience, anything
after the experience is part of your retrospection, and should be
included in the reflective observation section. Finally, avoid
presenting the detailed mechanics of the experience.
2. Reflective Observation (RO)
Ask yourself: what did I observe in the experience and what
6. possible meanings could these observations have. Your task
here is to gather as many observations as possible by observing
the experience from different points of view.
Your main skill to work on is perspective taking or “re-
framing.” Look at the experience from and describe it from
different perspectives. How did other participants view the
situation and what did it mean to them? What would a neutral,
or objective, observer have seen and heard?
Try to figure out why people, you in particular, behaved as they
did. Look beneath the surface to try to explain why the people
involved (yourself included) acted the way that they did.
Moreover, what can you learn about yourself, looking back at
the experience?
3. Abstract Conceptualization (AC)
In this section, you must relate assigned readings and lectures
to what you experienced. Through this process, you will
demonstrate your ability to understand conceptually abstract
material through your experiences. This will help you refine
your model of people and organizations. Assigned readings will
have varying degrees of helpfulness to your experience – but it
is important that you make several references and not limit your
conceptualizing to just one source. Learning ACROSS the
course modules is important.
Try to use at least two concepts or theories from course
readings. Provide sources where appropriate (for example, Kolb
et al., p27; Robbins and Judge, p125. This is also the place to
insert your own personally developed theories and/or models if
they assist you in making sense of the experience.
Overall –identify several specific concepts or theories that
relate to your experience. First, briefly define the concept or
theory as you would for someone who was not familiar with it.
Next apply the concept thoroughly to your experience. Linking
the theory or concept to your experience should include specific
details of how the theory relates to and provides insight into
your experience. Does the experience support or refute the
7. theory? Most importantly, avoid merely providing a data dump
of what you have read – you should discuss in some detail how
you see concepts and theories relating to your experience.
4. Active Experimentation (AE)
This section should summarize the practical lessons you have
learned and the action steps you will take to make you more
effective in the future. You should consider the following
question: How can I test out the concepts I developed in the
preceding phase (AC)?
Present your “lessons learned” in the form of rules of thumb or
action resolutions. You should elaborate in detail how you see
your action ideas being carried out.
· Be specific and thorough
· Don’t just repeat tips from the book
· Include at least one action resolution that is built from the new
knowledge that you gained about yourself because of writing
this journal entry.
For example, if you were to relive your experience, what would
you do differently?
Based on the insight you’ve gained about yourself and others,
how would you handle a similar situation in the future? Try to
describe a future experience where you might be able to
implement your ideas. Then elaborate on that experience as a
way of demonstrating how your actions will be carried out.
Examples:
CE example.
We all sat at the table together. Not a sound came from any of
us. Finally, after what felt like an hour to me, I simply had to
say something. “Why are all of you taking this course?” I
asked. One person, a small, male international student, said “I
needed this course to complete my BS in Finance.” Others
8. laughed. Another person, a nicely-dressed woman, said, “I’d
like to get an easy ‘A’”. I thought to myself: What a bummer!
I don’t want to be in a group with people who didn’t want to
take the subject matter seriously. When the meeting ended, my
perceptions of the group had somehow changed. Maybe this
was a good group to be in after all. Some of the members had
similar interests to mine, and most of them were nice people
that I could see getting along with. I felt somehow hopeful that
this quarter wouldn’t be so bad after all.
RO Example:
I found it interesting to note the role reversal of the instructor
and the class between the first and second attempts. During the
first run, it was the class that appeared apprehensive. We
lacked confidence and understanding, and were confused by the
objective. Our instructor, on the other hand, was confident that
she was doing a good job. Since she couldn’t view our reaction,
she had no feedback or pressure to change her behavior. On the
second run, however, there was an amazing change. Since the
instructor was looking at us, she became more human and
approachable. We had the freedom to question her instructions
in order to better understand the picture. As a class, we were
able to learn. However, the teacher’s confidence went down.
She appeared uncomfortable at being put on the spot, frustrated
at not getting her point across and challenged by her limitation.
AC Example:
There are several organizational behavior concepts that helped
me to understand this experience. One is the Thomas-Kilman
story of conflict (Kolb, p284-285), which is based upon two
axes, either the concern for one’s own interests or the concern
for the interests of the other party. The five styles reflect a low
or high position on these two axes, and are labeled competition,
compromise, avoidance, accommodation, and collaboration. In
the incident I described, my coach began with a collaborative
style, high concern for both his own interests, and the interests
9. of the other party. He tried to work out a solution that would
satisfy both of us, but I neither saw, nor heard, his point of
view. I just wanted to get my way and practice in the same way
I had on my previous team. I can see now that the conflict style
I used was the competitive style, high concern for my own
interests and low concern for the interests of the other party.
Looking back, this is the style I have used most often through
my life, and I usually got away with it because I was such a
good athlete. However, my experience with the coach supports
Kolb’s description of the losses that may result from using this
style. I lost everything when I was kicked off the team and I
certainly alienated the coach and the other players and
discouraged them from wanting to work with me.
AE Example
If I were in a situation like this again, I would first try to do a
better job of managing myself. I would remember that it takes
two sides to make a conflict and I need to be as objective as
possible and not go along with the group in criticizing “them”
so that I feel more a part of the group. Second, had I made the
effort, I might have been able to establish at least one positive
relationship with someone in graphics. I should have asked my
positive colleague how he managed to develop such a good
relationship with them. I suspect his advice would have been to
spend more time with them, treat them with greater respect,
refrain from blaming them when things go wrong, and be more
empathetic. Third, I would talk to my manager or supervisor
about the problem. By making my feelings known and telling
him or her that I wanted to do my part in conflict management
maybe he or she would be more willing to take action. if not, at
least I tried. At the bottom line, my negative actions only made
my job more difficult. I now realize that was not a very smart
or effective way to conduct myself. The positive thing about
having negative experiences is that hopefully I learn from them.
I do not have control over other people but if I act
appropriately, I will have a much better chance of getting the
10. cooperation that I desire. This experience taught me about the
dangers of going along with the group. I know that the next
time I am in this situation, I will behave differently.
Learning Journal 2
Letter Ranking
CE
The letter ranking exercise had two parts, an individual
portion and a group portion. We were given a list of 15 letters
from the alphabet and were given instruction to arrange them in
the order we thought they were most frequently used in
American language. We were told that the winning group won
prizes! The prize selection consisted of chips and candy. First
we did this as an individual exercise then we combined into
groups and did the same exercise again. When I did this
individually it only took me about two minutes. At first I
thought I had it down because I instantly thought of “RSTLNE”
from Wheel of Fortune. But then I realized there were other
vowels to choose from and I should probably mix a few of those
with the Wheel of Fortune letters. It took me a while because I
kept seeing new letters that I thought were better and I had to
keep rearranging my list.
After we completed our rankings individually, we grouped
up and did the same exercise. Now that we were in a group I got
to listen to other people’s explanations on why they thought
certain letters should be ranked higher. I mentioned to my group
I was hungry and really wanted to win. I was going to tell them
about Wheel of Fortune but some guy in my group beat me to it.
I thought it was absolutely insane that he thought of that also.
We arranged the letters in the order we thought was best as a
group. From there we were saying random words and seeing
which letters seemed to be the most common. While working
with my group on this exercise it took about six minutes for us
to rank the letters. It took a longer amount of time because we
were talking and sharing our opinions with each other. We had
11. to come to a conclusion as a group, which was sometimes hard
to do. I could tell everyone in my group found this assignment
to be very odd. We were all talking about how weird it was to
be given this assignment and how we had never thought about
how frequently used certain letters were before. We eventually
finished our rankings and from there were did some math to find
our correlation coefficient. The closer the number was to 1.0 the
better. Our correlation coefficient was .77. We also calculated
this for our individual rankings and mine was a .53. My group
worked much better together than we had individually. Each
group gave their numbers to the professor and we determined
the winner, which was not my group! I was disappointed but
only because I could not take the thought of Reese Cups off my
mind.
RO
During this exercise I was very into it. I was much more
into this than any of the other learning journal opportunities we
had done in the past. From the beginning of the exercise, it was
very clear to me why I was trying so hard. I was hungry. When I
saw the sour cream and cheddar chips and the Reese Cups on
the front table, I was motivated. I recently moved out of my
parents’ house and now know how expensive food is. I didn’t
eat much breakfast and didn’t have any cash for lunch, so
seeing that food really motivated me to try hard on this
exercise! The food definitely made me behave in a certain way.
I really wanted my group to try hard with this exercise, but
apparently not everyone in my group was hungry.
Everyone in my group acted differently. One girl in my group
seemed very uninterested with the exercise. She was very
unconcerned and just sat back and didn’t do much. She would
agree with what each person said and did not put out her own
opinions. I think that she behaved this way because she didn’t
care about the assignment. There are always people in classes
just because the class is required, and they don’t actually care
about the work or their grade. Since attendance is mandatory in
12. this class I think she was just there to get attendance points.
Another person in my group took the leader ship role. He kept
the group on track. When we couldn’t come to an agreement he
would restate each choice and push us to come to a conclusion.
I believe that he behaved in the way that he did just because he
is a very social and outgoing person. I would never take control
like that because I am so introverted. I think he did this because
he is comfortably in that position and he is very extroverted.
If a neutral observer had watched my group in this exercise they
would have noticed a couple different things. They would notice
that there were a couple people really into the exercise for the
food and others who really didn’t care much at all. They would
have noticed that for the most part we worked really well
together. We all listened to each other’s points and decided the
best order to rank the letters in. For the most part I think most
the people in my group felt that this exercise was weird and
they weren’t too involved. I don’t think this had much meaning
to anyone besides the fact that we might be able to win food.
Although most of the group wasn’t that interested in the
exercise we still worked well together and got the assignment
done.
I have learned a lot about myself from this experience. I am
really motivated by prizes. I picked up on this while at work
lately. Recently my manager has been giving us prizes for
whoever has the best sales. Because of this, I have been doing a
lot better than usual. The same thing happened with this
exercise. I was really interested in thinking logically about
letter rankings so we could get a good correlation coefficient.
At the same time I feel like since I am so motivated by prizes I
don’t work as hard when there aren’t any prizes. This can be a
bad thing. During the ring toss exercise there was no prize. I
hardly participated in that because there was no prize to hold
my attention. I feel like this could be bad down the road when I
have a career. What if I only perform well when I know there is
a bonus coming up?
13. AC
There are several recent concepts we have learned in class
that relate to my experience. I now understand the five stages of
group development better than I had before. In Organizational
Behavior by Robbins and Judge, they define this, “The five-
stage group-development model characterizes groups as
proceeding through five distinct stages: forming, storming,
norming, performing, and adjourning” (page 286). They go on
to explain each phase. The forming phase is when the group is
beginning to come together. The group gets to know each other
but is uncertain at how things will go. The storming stage is
when the group begins to define certain roles and appoint a
leader. The norming stage is when there is cohesion among the
group. There begin to be certain norms throughout the group.
The performing stage is when the group gets down to business
and they are there to perform there given task. The last stage is
the adjourning stage, which is when groups begin to wrap up
their activities and eventually separate.
Now that I have worked in a group after reading about
these stages, I can clearly see when they happened. The forming
stage was easy to see. This was when we all looked around and
decided who would be in the group. We socialized for a minute
to kind of get to know each other. The storming, norming, and
performing stages almost happened at the same time. This
happened because we were only a group for ten minutes. We
didn’t have much conflict about who would be in control of the
group. One person stepped up and we let them be in control. At
the same time that we were defining our roles in the group we
also started to become unified. Robbins and Judge describe the
norming phase, “This norming stage is complete when the group
structure solidifies and the group has assimilated a common set
of expectations of what defines correct member behavior” (page
286). This is basically exactly what we did, just very quickly.
We figured out how we all worked well together and just started
working on the task at hand. We began to perform very quickly
and get to the point of what we were to be doing. We were
14. quickly in the adjourning stage because the exercise was so
short. This stage was when we finished our numbers and were
done working with each other. My experience supports the
theory of the five-stage group development model although it is
hard to say for sure since my group was only together for ten
minutes. It was difficult to see each phase separately. Robbins
and Judge state, “Sometimes several stages go on
simultaneously, as when groups are storming and performing at
the same times” (page 287). This statement helps me to support
the theory of the five-stage model.
In this exercise I also witnessed social loafing while
working with the group. Social loafing is defined on page 299
as, “The tendency for individuals to expend less effort when
working collectively than when working individually” (Robbins
and Judge). The one girl in my group was definitely social
loafing. She was kind of just riding on what everyone else was
saying. She gave no input of her own and just went along with
everyone else. My experience in the letter ranking exercise
supports the theory of social loafing. It is very clear that this
happens quite often in different classes I have had and even at
work.
AE
From this experience I have learned that I should always
participate in group activities. I now know that social loafing is
an actual concept and I need to stay away from it. During this
exercise I was in a group with someone who was social loafing
and I didn’t enjoy it. It was annoying that this person was not
helping and did not give any sort of input. When I look back at
the ring toss exercise I’m sure my group was annoyed with me
because I was social loafing. I did not give any input and wasn’t
very into the group. Now I know how irritating I was to my
group members during that exercise. If I were to relive the letter
ranking exercise I wouldn’t do anything differently. I think
during this exercise I worked well with my group- I offered my
own opinions and commented on others. If I were to relive the
15. ring toss exercise I definitely would have participated more and
acted more like a group member! In the future I will try to be
more aware of myself in different group activities and make
sure that I do not act like the “free rider.”
I have also learned that roles and their expectations and
perceptions are very important within groups. I now understand
that group members have certain expectations when it comes to
ways we should behave and act within the group. I had certain
expectations for my group members and now I know they feel
the same. I should always put forth my best effort when working
within a group and not just sit back and let everyone else do the
work. Even though I may find the assignment lackluster, it is
best to exert as much effort as expected so that I am not
perceived to be social loafing.
In the future when I am required to work with a group, I will
take my role seriously. I will be sure to put forth my ideas and
also listen to others. I will try to work just as hard on
assignments when there are prizes and bonuses and when there
are not. I would also like to step up to the plate and try to take a
leadership role when given the opportunity. I think it would be
best if I at least tried, if not I will never know if I have
management opportunities in my future. Maybe I will enjoy
being a group leader.