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Welcome to psy201
Robyn Brunton welcomes students to PSY201 and introduces herself as the subject coordinator. She acknowledges that some may find statistics daunting but encourages students to approach the subject with an open mind. The document provides an overview of the new learning platform, Interact2. It outlines the main areas students need to access, including the subject outline, weekly content and resources, and discussion forums. It emphasizes the importance of SPSS proficiency and encourages students to set up their Thin Client access promptly to avoid last-minute issues.
Ap counselor-teacher-conversation-starter
This document provides guidance for students interested in exploring Advanced Placement (AP) courses. It outlines questions for students to consider about which subjects they enjoy and excel in, potential college majors and careers, and which AP courses their school offers. It recommends students discuss their answers and potential AP course choices with their counselor or teacher to determine if AP is right for them and to learn about enrollment requirements and deadlines.
Old Technology, New Learning: Using Video Feedback to Enhance Student Writing
This document outlines goals and tips for providing effective feedback. It discusses identifying limitations in current feedback practices and developing a plan to evaluate and motivate through feedback. Five tips for great evaluations are presented: 1) be descriptive, 2) use the "sandwich" method of positive-negative-positive feedback, 3) use detailed feedback, 4) show improvements rather than just telling, and 5) use question prompts. Videos are shown applying these tips. Student feedback indicates the value of feedback that identifies weaknesses and improvements. The document concludes by asking about first steps to improve feedback outcomes.
Taking your website to the next level
The document provides six steps to take a website from good to great. Step 1 is to improve story pages by varying story lengths, updating stories as information becomes available, adding pull quotes and polls. Step 2 is to improve multimedia content by adding video, audio, soundslides and podcasts. Step 3 is to go "all-in" with social media by creating multiple accounts tailored to audiences and live tweeting events. Step 4 suggests trying tools like Thinglink, Storify, Infogr.am and Piktochart. Step 5 is to manage the site every day. Step 6 is to learn from professional news sites and assess your own work.
How to Remember Formulas During Examinations
Understanding and memorizing formulas can be a little critical process, but with our fantastic tips, you will surely figure out steps and will learn by heart for your coming exams.
Online course
This document outlines 8 steps to create an online course:
1. Pick a topic with high market demand
2. Define clear learning outcomes and the value the course will provide
3. Gather relevant course content to achieve the learning outcomes
4. Plan the course structure and most engaging lessons to deliver the content
5. Enter the execution phase of recording videos, editing content, and preparing modules
6. Structure the course into appropriate modules with appealing titles and delivery details
7. Write a description that outlines the modules, length, and delivery of the course
8. Thank the reader for their time
7 Reasons for Music Teachers to Learn New Music
Music teachers sometimes get so busy with teaching that they don't take time to learn new music. Learn why you should take time to learn and explore new music.
Start your journey to become a teacher
Start your journey to Become A Teacher much before you join a Teaching course. See what works best for you, follow appropriate teaching blogs and check the various Online Teacher Certification courses to choose from. Get started in the right track.
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Welcome to psy201
Robyn Brunton welcomes students to PSY201 and introduces herself as the subject coordinator. She acknowledges that some may find statistics daunting but encourages students to approach the subject with an open mind. The document provides an overview of the new learning platform, Interact2. It outlines the main areas students need to access, including the subject outline, weekly content and resources, and discussion forums. It emphasizes the importance of SPSS proficiency and encourages students to set up their Thin Client access promptly to avoid last-minute issues.
Ap counselor-teacher-conversation-starter
This document provides guidance for students interested in exploring Advanced Placement (AP) courses. It outlines questions for students to consider about which subjects they enjoy and excel in, potential college majors and careers, and which AP courses their school offers. It recommends students discuss their answers and potential AP course choices with their counselor or teacher to determine if AP is right for them and to learn about enrollment requirements and deadlines.
Old Technology, New Learning: Using Video Feedback to Enhance Student Writing
This document outlines goals and tips for providing effective feedback. It discusses identifying limitations in current feedback practices and developing a plan to evaluate and motivate through feedback. Five tips for great evaluations are presented: 1) be descriptive, 2) use the "sandwich" method of positive-negative-positive feedback, 3) use detailed feedback, 4) show improvements rather than just telling, and 5) use question prompts. Videos are shown applying these tips. Student feedback indicates the value of feedback that identifies weaknesses and improvements. The document concludes by asking about first steps to improve feedback outcomes.
Taking your website to the next level
The document provides six steps to take a website from good to great. Step 1 is to improve story pages by varying story lengths, updating stories as information becomes available, adding pull quotes and polls. Step 2 is to improve multimedia content by adding video, audio, soundslides and podcasts. Step 3 is to go "all-in" with social media by creating multiple accounts tailored to audiences and live tweeting events. Step 4 suggests trying tools like Thinglink, Storify, Infogr.am and Piktochart. Step 5 is to manage the site every day. Step 6 is to learn from professional news sites and assess your own work.
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Online course
This document outlines 8 steps to create an online course:
1. Pick a topic with high market demand
2. Define clear learning outcomes and the value the course will provide
3. Gather relevant course content to achieve the learning outcomes
4. Plan the course structure and most engaging lessons to deliver the content
5. Enter the execution phase of recording videos, editing content, and preparing modules
6. Structure the course into appropriate modules with appealing titles and delivery details
7. Write a description that outlines the modules, length, and delivery of the course
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What are the basic service classifications and how can under.docx
What are the basic service classifications and how can understanding these classifications be important to the data collection and statistics?
a. endometriosis
b. hemophilia
c. ventricular tachycardia
response have to be 200 word in length, APA format, no plagiarism
What are the basic service classifications and how can understanding these classifications be
important to the data collection and statistics?
a. endometriosis
b. hemophilia
c. ventricular tachycardia
response have to be 200 word in length, APA format, no
plagiarism
What are the basic service classifications and how can understanding these classifications be
important to the data collection and statistics?
a. endometriosis
b. hemophilia
c. ventricular tachycardia
response have to be 200 word in length, APA format, no plagiarism
HTH 1306, Introduction to Health Care Statistics 1
Course Description
This course introduces students to basic statistical principles and calculations as applied in the health care environment.
This course focuses on procedures for collecting and reporting vital statistics and basic quality control population
statistics. In addition, students will learn the fundamentals of displaying statistical information using a variety of graphs
and charts.
Course Textbook
Koch, G. (2008). Basic allied health statistics and analysis (3rd ed.). Clifton Park, NY: Delmar.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Explain how statistics are used in healthcare.
2. Differentiate between descriptive and inferential statistics.
3. Formulate statistics that meet medical and administrative reporting needs and requirements of government
regulatory and voluntary agencies.
4. Prepare statistical reports to support healthcare information and department operations and services.
5. Analyze health care statistics, vital statistics, descriptive statistics, data validity, and reliability.
6. Utilize appropriate methods of data display.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Unit Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and
knowledge students should gain upon completion of the unit.
2. Unit Lesson: Each unit contains a Unit Lesson, which discusses unit material.
3. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook.
Suggested Readings are listed in Units I, II, III, and VI. The readings themselves are not provided in the course,
but students are encouraged to read the resources listed if the opportunity arises as they have valuable
information that expands upon the lesson material.
4. Discussion Boards: Discussion Boards are a part of all CSU term courses. Information and specifications
regarding these assignments are provided in the Academic Policies listed in the Course Menu.
dateLearning activities Impact example1 st feb ( module 1).docx
date
Learning activities
Impact
example
1 st feb ( module 1)
Poter’s value chain supply where I might learn so many things such as I learned primary and secondary activities
I learn about how I used this learning in my workplace
I worked in supermarket I did pratical trip to farm and see how supply chain happen in real market
Achroff data hierarchy
How data collected and learn to use of those data in my orgainsation
Supply chain
Cyber security
date
L
earning
activities
I
mpact
example
1 st feb (
module 1)
P
oter
’
s value
chain supply
w
here
I
might
learn so many
things such as
I
learned
primary and
secondary
activities
I
learn about
how
I
used
this learning in
my workplace
I
worked in
supermarket
I
did pratical
trip to farm
and see how
supply chain
happen in real
market
A
chroff
data
hierarchy
H
ow
data
collected and
learn to
use of
those data in
my
o
rgainsation
S
upply
chain
C
yber
security
date Learning
activities
Impact example
1 st feb (
module 1)
Poter’s value
chain supply
where I might
learn so many
things such as
I learned
primary and
secondary
activities
I learn about
how I used
this learning in
my workplace
I worked in
supermarket I
did pratical
trip to farm
and see how
supply chain
happen in real
market
Achroff data
hierarchy
How data
collected and
learn to use of
those data in
my
orgainsation
Supply chain
Cyber security
MIS500-Assign3 Page 1 of 3
ASSESSMENT BRIEF
Subject Code and Name MIS500 Foundations of Information Systems
Assessment Assessment Three – Reflective Portfolio
Individual/Group Individual
Length 3000 words
Learning Outcomes This assessment addresses the following subject learning
outcomes:
d) Develop own professional practice and ethical
standards around business problems and
implementation of solutions
Submission By 11:59 PM AEST/AEDT Friday of Module 6.1 (week 11)
Weighting 40%
Total Marks 40 marks
Context:
The assessment suite in this subject is built on top of skills you are building in your learning activities.
Although the learning activities do not carry any assessable weight by themselves, completing them
and seeking input from your peers and the learning facilitator is essential for you to achieving a
positive result in the subject. Before beginning this assessment, be sure that you have completed the
learning activities in all of the modules.
Instructions:
As you begin this subject, start and keep a learning journal that you add to during the process of
learning about the foundations of information systems. A suggested format for the learning journal
is as follows:
Date Learning Activity Impact Evidence
(You are free to have another format of your choosing, and if you do, the following comments will
need to be adjusted.)
MIS500-Assign3 Page 2 of 3
For each day in your learning journey, write the date and then t.
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The document provides top tips for engaging students in online tutoring. It recommends (1) designing online material around learning goals rather than adapting face-to-face content, (2) planning ahead and being familiar with content, (3) creating a timetable to dedicate sufficient time, and (4) making introductions personal to set clear expectations. Additionally, it suggests (5) explaining goals, (6) understanding strengths and limitations of students and tutors, (7) incentivizing participation with marks, (8) using forums for questions, (9) making frequent announcements, and (10) providing feedback to students on their progress.
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The document discusses how to design effective survey questionnaires, explaining the differences between closed and open questions and how each type can be used. It also covers best practices for questionnaire design like clearly defining aims, keeping the length short, and conducting a pilot study to test questions. Well-designed questionnaires can efficiently gather both quantitative and qualitative data from a large sample.
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The document outlines 11 ways to motivate students in the classroom: 1) Praise students, 2) Expect excellence, 3) Spread excitement, 4) Mix up teaching methods, 5) Assign classroom jobs, 6) Hand over some control of classroom activities to students, 7) Have open-format Fridays, 8) Relate lessons to students' lives, 9) Track improvement, 10) Reward positive behavior outside the classroom, and 11) Plan dream field trips. The overall aims are to acknowledge new ways to motivate students, apply these motivational strategies in the presenter's school, and learn from teachers' experiences.
CHAMPS Chapter 3
The document provides guidance on developing an effective classroom management plan, including determining the appropriate level of structure, establishing clear rules, teaching rules to students, and establishing consistent consequences for rule violations. It emphasizes the importance of establishing high structure initially and adjusting over time based on student needs. It also discusses factors to consider for setting rules and consequences, such as making rules positive, specific, observable, and posted visibly.
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1. Bronwyn, a healthcare professional, is unsure whether to immunize her 11-month old daughter Amy against measles, mumps, and rubella due to debates about potential side effects like autism.
2. She decides to develop a PICO question to structure her search for the best available evidence on benefits and risks of immunization to make an informed decision.
3. The PICO question will focus on immunizing Amy, identify the population as 11-month old babies, intervention as specific immunizations, and outcomes of interest like autism.
English-6-Quarter-3-Module 1.pdf
This document provides an English module for Grade 6 students in the MIMAROPA region of the Philippines. The module focuses on teaching students how to support opinions with evidence. It includes introductory messages, lessons on facts versus opinions and supporting claims. There are various exercises for students to practice forming opinions on topics and providing reasons, examples, statistics or quotations to back up their views. The document aims to help students develop the important skill of supporting opinions with evidence to make their perspectives more credible.
Critique
The document discusses different types of feedback and their effectiveness. It summarizes a study that found students who received only comment feedback made more progress than those who received grades/marks alone or with comments. Comments alone avoided issues like students focusing on grades over learning or becoming complacent/demoralized by grades. Studies show comment-only feedback initially, with marks later, increases motivation and attainment by focusing students on improving versus comparing to others. The goal should be a culture where all students can succeed by building on their work, not competing with peers.
109802003_Lefebvre-Production-of-Space-excerpts-1-2_1.pdf.docx
109802003_Lefebvre-Production-of-Space-excerpts-1-2_1.pdf
TheProductionOfSpace0001.bmpTheProductionOfSpace0002.bmpTheProductionOfSpace0003.bmpTheProductionOfSpace0004.bmpTheProductionOfSpace0005.bmpTheProductionOfSpace0006.bmpTheProductionOfSpace0007.bmpTheProductionOfSpace0008.bmpTheProductionOfSpace0009.bmpTheProductionOfSpace0010.bmpTheProductionOfSpace0011.bmpTheProductionOfSpace0012.bmpTheProductionOfSpace0013.bmpTheProductionOfSpace0014.bmpTheProductionOfSpace0015.bmpTheProductionOfSpace0016.bmpTheProductionOfSpace0017.bmpTheProductionOfSpace0018.bmpTheProductionOfSpace0019.bmpTheProductionOfSpace0020.bmpTheProductionOfSpace0021.bmpTheProductionOfSpace0022.bmpTheProductionOfSpace0023.bmpTheProductionOfSpace0024.bmpTheProductionOfSpace0025.bmpTheProductionOfSpace0026.bmpTheProductionOfSpace0027.bmpTheProductionOfSpace0028.bmpTheProductionOfSpace0029.bmpTheProductionOfSpace0030.bmpTheProductionOfSpace0031.bmpTheProductionOfSpace0032.bmpTheProductionOfSpace0033.bmpTheProductionOfSpace0034.bmpTheProductionOfSpace0035.bmpTheProductionOfSpace0036.bmpTheProductionOfSpace0037.bmpTheProductionOfSpace0038.bmpTheProductionOfSpace0039.bmpTheProductionOfSpace0040.bmpTheProductionOfSpace0041.bmpTheProductionOfSpace0042.bmpTheProductionOfSpace0043.bmpTheProductionOfSpace0044.bmpTheProductionOfSpace0045.bmpTheProductionOfSpace0046.bmpTheProductionOfSpace0047.bmpTheProductionOfSpace0048.bmpTheProductionOfSpace0049.bmpTheProductionOfSpace0050.bmpTheProductionOfSpace0051.bmpTheProductionOfSpace0052.bmpTheProductionOfSpace0053.bmpTheProductionOfSpace0054.bmpTheProductionOfSpace0055.bmpTheProductionOfSpace0056.bmpTheProductionOfSpace0057.bmpTheProductionOfSpace0058.bmpTheProductionOfSpace0059.bmpTheProductionOfSpace0060.bmpTheProductionOfSpace0061.bmpTheProductionOfSpace0062.bmpTheProductionOfSpace0063.bmpTheProductionOfSpace0064.bmpTheProductionOfSpace0065.bmpTheProductionOfSpace0066.bmpTheProductionOfSpace0067.bmpTheProductionOfSpace0068.bmpTheProductionOfSpace0069.bmpTheProductionOfSpace0070.bmpTheProductionOfSpace0071.bmpTheProductionOfSpace0072.bmpTheProductionOfSpace0073.bmpTheProductionOfSpace0074.bmpTheProductionOfSpace0075.bmpTheProductionOfSpace0076.bmpTheProductionOfSpace0077.bmpTheProductionOfSpace0078.bmpTheProductionOfSpace0079.bmpTheProductionOfSpace0080.bmpTheProductionOfSpace0081.bmpTheProductionOfSpace0082.bmpTheProductionOfSpace0083.bmpTheProductionOfSpace0084.bmpTheProductionOfSpace0085.bmpTheProductionOfSpace0086.bmpTheProductionOfSpace0087.bmpTheProductionOfSpace0088.bmpTheProductionOfSpace0089.bmpTheProductionOfSpace0090.bmpTheProductionOfSpace0091.bmpTheProductionOfSpace0092.bmpTheProductionOfSpace0093.bmpTheProductionOfSpace0094.bmp
Cover Page
Student
James Johnson
Internal/Student ID
34697061
Account
Argosy University
Assessment Started
July 16, 2015 @ 2:00 PM CDT
Assessment Completed
July 16, 2015 @ 3:20 PM CDT
Assessment Summary
General Summary Learning Styles
You.
Essay On Exam 05002200
Here are the answers to the English Form 1 Model Test:
1. B
2. C
3. A
4. D
5. B
6. A
7. C
8. B
9. A
10. C
11. D
12. B
13. A
14. C
15. B
16. D
17. A
18. C
19. B
20. A
21. D
22. B
23. C
24. A
25. D
26. B
27. A
28. C
29. D
30. B
31. A
32. C
33. B
Schools That Work
The document outlines 10 strategies for establishing a culture of high expectations in schools. The strategies include developing classroom management plans, maximizing instructional time, organizing classrooms for productivity, communicating clear expectations to students and parents, actively engaging students in learning, providing frequent and relevant feedback, and establishing consistent grading and behavior policies. Implementing these strategies along with teacher collaboration, parent engagement, and maintaining high expectations for all students can help create a positive school culture.
Assignment 2 Fink Step 3Due Week 7 and worth 200 pointsFor .docx
Assignment 2: Fink Step 3
Due Week 7 and worth 200 points
For this assignment, you will look at the technology you have integrated into your unit/training and develop ways to assess student performance when they use those technologies.
Often, educators find a great new technology or app to use with their students but then have no idea how to evaluate if it is actually helping students learn. Or, educators find that grading student performance using the new technology is cumbersome and doesn’t actually save any time or provide any value.
For example, if students have an assignment to create a PowerPoint presentation, how will they submit it to you? How will you check to make sure they didn’t just copy it from someplace on the Internet? If students are working on a group project, how can you assess student contributions? These are some issues you will need to think about when you apply technology to your lessons.
First, provide a brief (1-2 pages) description of the specific education technology you intend to incorporate into your unit/training. Include links to the product or app and describe how the students will use it. You do not need to provide specific lesson plans, but need to demonstrate that you have a clear idea of what you want the students to use and how they will use it.
For example, if you were to start using MS Office in the classroom, you could describe how you would allow students to type their papers using MS Word and create presentations using MS PowerPoint instead of hand-writing papers and doing traditional poster projects.
Next, complete the questions for Step 3 of page 15 of Fink’s guide. Include the following information when you answer each question in the worksheet. You will have to copy each question to a new Word document in order to answer it.
1. Forward-looking Assessment: The key is that you have students work on real-world problems. Think about how they will apply the knowledge you are teaching as well as how they will use the technology in the future. How can you create assessments such as a class project, portfolio assignment, a case-study, or other activity where they apply their knowledge?
2. Criteria & Standards: Think about what qualifies as poor work that does not meet your standards, satisfactory work that does meet your standards, and excellent work that exceeds your standards. Be specific. Look at your assignment rubrics for examples of this.
3. Self-Assessment: Students should have some idea of how they are doing without having to ask the teacher or instructor. How will you help them evaluate their own work and learning as they work on their assignments?
4. “FIDeLity” Feedback: This will be the formal feedback that you will give to students as well as informal feedback you will give them as they work on their assignments and assessments.
It would be a good idea to use the information that you provided for the discussion questions in the following weeks. (Note: you are not expected to use all of it if ...
Wk 4 module2 presentation
The document discusses techniques for gaining and sustaining long-term employment for formerly homeless individuals. It covers searching for jobs that match one's skills, obtaining new skills through education, and the benefits of job coaching support in helping the homeless secure and maintain employment. Sustaining work requires recovering homeless people to learn new skills that have developed in the workforce during their absence of three years to make themselves competitive candidates.
Proposal for behavior change plan.pdf
This document outlines the requirements for proposing a behavior change plan for a student named Joseph. It involves 5 parts: 1) Collecting data on Joseph's behaviors using an ABC chart and creating an operational definition. 2) Analyzing the data to form a hypothesis about the function and triggers of Joseph's behavior. 3) Identifying an appropriate replacement behavior based on the analysis. 4) Proposing an intervention plan with goals, strategies, rewards, and progress monitoring. 5) Reflecting on ensuring assessments are unbiased and consider cultural and individual differences. The proposal must use the provided template and cite 1-2 scholarly sources.
Chapter 13 discussion questions
This document discusses techniques for motivating low-achieving secondary students and developing their self-management skills. It recommends using extrinsic reinforcers like rewards for academic progress as well as increasing intrinsic motivation by giving students choices and feedback. The document also outlines activities for teaching time management, study skills, note-taking, and sequential study methods to help students with learning problems.
MailCom 2009 Train The Trainer
The document outlines the agenda and materials for a "Train the Trainer" workshop. The workshop will cover principles of training, how to conduct classroom presentations, instructional methods, developing lesson plans, and evaluating training. It provides an in-depth look at how to identify training needs, establish objectives, develop lesson plans, conduct training sessions, and evaluate programs. Key aspects of effective instruction such as preparing, engaging learners, and checking for understanding are also addressed.
EAPP Quarter 2 – Module 6 Gathering Information from Surveys, Experiments, or...
This module discusses conducting surveys to gather information. It explains that a survey involves collecting data from a sample of a population to analyze trends, while a questionnaire simply collects answers to specific questions. The module then provides steps for constructing a survey, including clarifying the goal, selecting a sample to interview, choosing an administration method, and creating a data collection sheet. It emphasizes that a well-designed sampled survey can reflect the views of the entire population if the sample is carefully chosen. Surveys are used to collect opinions, behaviors, needs and attitudes in a uniform way from respondents.
what-is-responsibility-SEL-presentation.pptx
This document outlines key responsibilities for post-graduate students. It discusses regulations, intellectual property, thesis/research publications, communication, safety, financial support, academics, integrity, work environment, effort, and strategies to enhance responsibility. Key responsibilities include following regulations, developing a research plan, communicating absences, maintaining safety and integrity, and devoting full effort to degree requirements. The document provides contacts for various resources.
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What are the basic service classifications and how can under.docx
What are the basic service classifications and how can understanding these classifications be important to the data collection and statistics?
a. endometriosis
b. hemophilia
c. ventricular tachycardia
response have to be 200 word in length, APA format, no plagiarism
What are the basic service classifications and how can understanding these classifications be
important to the data collection and statistics?
a. endometriosis
b. hemophilia
c. ventricular tachycardia
response have to be 200 word in length, APA format, no
plagiarism
What are the basic service classifications and how can understanding these classifications be
important to the data collection and statistics?
a. endometriosis
b. hemophilia
c. ventricular tachycardia
response have to be 200 word in length, APA format, no plagiarism
HTH 1306, Introduction to Health Care Statistics 1
Course Description
This course introduces students to basic statistical principles and calculations as applied in the health care environment.
This course focuses on procedures for collecting and reporting vital statistics and basic quality control population
statistics. In addition, students will learn the fundamentals of displaying statistical information using a variety of graphs
and charts.
Course Textbook
Koch, G. (2008). Basic allied health statistics and analysis (3rd ed.). Clifton Park, NY: Delmar.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Explain how statistics are used in healthcare.
2. Differentiate between descriptive and inferential statistics.
3. Formulate statistics that meet medical and administrative reporting needs and requirements of government
regulatory and voluntary agencies.
4. Prepare statistical reports to support healthcare information and department operations and services.
5. Analyze health care statistics, vital statistics, descriptive statistics, data validity, and reliability.
6. Utilize appropriate methods of data display.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Unit Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and
knowledge students should gain upon completion of the unit.
2. Unit Lesson: Each unit contains a Unit Lesson, which discusses unit material.
3. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook.
Suggested Readings are listed in Units I, II, III, and VI. The readings themselves are not provided in the course,
but students are encouraged to read the resources listed if the opportunity arises as they have valuable
information that expands upon the lesson material.
4. Discussion Boards: Discussion Boards are a part of all CSU term courses. Information and specifications
regarding these assignments are provided in the Academic Policies listed in the Course Menu.
dateLearning activities Impact example1 st feb ( module 1).docx
date
Learning activities
Impact
example
1 st feb ( module 1)
Poter’s value chain supply where I might learn so many things such as I learned primary and secondary activities
I learn about how I used this learning in my workplace
I worked in supermarket I did pratical trip to farm and see how supply chain happen in real market
Achroff data hierarchy
How data collected and learn to use of those data in my orgainsation
Supply chain
Cyber security
date
L
earning
activities
I
mpact
example
1 st feb (
module 1)
P
oter
’
s value
chain supply
w
here
I
might
learn so many
things such as
I
learned
primary and
secondary
activities
I
learn about
how
I
used
this learning in
my workplace
I
worked in
supermarket
I
did pratical
trip to farm
and see how
supply chain
happen in real
market
A
chroff
data
hierarchy
H
ow
data
collected and
learn to
use of
those data in
my
o
rgainsation
S
upply
chain
C
yber
security
date Learning
activities
Impact example
1 st feb (
module 1)
Poter’s value
chain supply
where I might
learn so many
things such as
I learned
primary and
secondary
activities
I learn about
how I used
this learning in
my workplace
I worked in
supermarket I
did pratical
trip to farm
and see how
supply chain
happen in real
market
Achroff data
hierarchy
How data
collected and
learn to use of
those data in
my
orgainsation
Supply chain
Cyber security
MIS500-Assign3 Page 1 of 3
ASSESSMENT BRIEF
Subject Code and Name MIS500 Foundations of Information Systems
Assessment Assessment Three – Reflective Portfolio
Individual/Group Individual
Length 3000 words
Learning Outcomes This assessment addresses the following subject learning
outcomes:
d) Develop own professional practice and ethical
standards around business problems and
implementation of solutions
Submission By 11:59 PM AEST/AEDT Friday of Module 6.1 (week 11)
Weighting 40%
Total Marks 40 marks
Context:
The assessment suite in this subject is built on top of skills you are building in your learning activities.
Although the learning activities do not carry any assessable weight by themselves, completing them
and seeking input from your peers and the learning facilitator is essential for you to achieving a
positive result in the subject. Before beginning this assessment, be sure that you have completed the
learning activities in all of the modules.
Instructions:
As you begin this subject, start and keep a learning journal that you add to during the process of
learning about the foundations of information systems. A suggested format for the learning journal
is as follows:
Date Learning Activity Impact Evidence
(You are free to have another format of your choosing, and if you do, the following comments will
need to be adjusted.)
MIS500-Assign3 Page 2 of 3
For each day in your learning journey, write the date and then t.
FacultyClub Career Tips - Ace Your Interview
When preparing for an interview for a faculty position, you may encounter questions that directly apply to your experience as a faculty member, or question your ability to teach. Here are some tips to help you stand out from the crowd, and showcase your best skills.
eTutoring - Top Tips for Engaging Students
The document provides top tips for engaging students in online tutoring. It recommends (1) designing online material around learning goals rather than adapting face-to-face content, (2) planning ahead and being familiar with content, (3) creating a timetable to dedicate sufficient time, and (4) making introductions personal to set clear expectations. Additionally, it suggests (5) explaining goals, (6) understanding strengths and limitations of students and tutors, (7) incentivizing participation with marks, (8) using forums for questions, (9) making frequent announcements, and (10) providing feedback to students on their progress.
EAPP Quarter 2 – Module 5 Designing, Testing, and Revising Survey Questionnai...
The document discusses how to design effective survey questionnaires, explaining the differences between closed and open questions and how each type can be used. It also covers best practices for questionnaire design like clearly defining aims, keeping the length short, and conducting a pilot study to test questions. Well-designed questionnaires can efficiently gather both quantitative and qualitative data from a large sample.
Ways to Motivate Students.pptx
The document outlines 11 ways to motivate students in the classroom: 1) Praise students, 2) Expect excellence, 3) Spread excitement, 4) Mix up teaching methods, 5) Assign classroom jobs, 6) Hand over some control of classroom activities to students, 7) Have open-format Fridays, 8) Relate lessons to students' lives, 9) Track improvement, 10) Reward positive behavior outside the classroom, and 11) Plan dream field trips. The overall aims are to acknowledge new ways to motivate students, apply these motivational strategies in the presenter's school, and learn from teachers' experiences.
CHAMPS Chapter 3
The document provides guidance on developing an effective classroom management plan, including determining the appropriate level of structure, establishing clear rules, teaching rules to students, and establishing consistent consequences for rule violations. It emphasizes the importance of establishing high structure initially and adjusting over time based on student needs. It also discusses factors to consider for setting rules and consequences, such as making rules positive, specific, observable, and posted visibly.
PICO question.docx
1. Bronwyn, a healthcare professional, is unsure whether to immunize her 11-month old daughter Amy against measles, mumps, and rubella due to debates about potential side effects like autism.
2. She decides to develop a PICO question to structure her search for the best available evidence on benefits and risks of immunization to make an informed decision.
3. The PICO question will focus on immunizing Amy, identify the population as 11-month old babies, intervention as specific immunizations, and outcomes of interest like autism.
English-6-Quarter-3-Module 1.pdf
This document provides an English module for Grade 6 students in the MIMAROPA region of the Philippines. The module focuses on teaching students how to support opinions with evidence. It includes introductory messages, lessons on facts versus opinions and supporting claims. There are various exercises for students to practice forming opinions on topics and providing reasons, examples, statistics or quotations to back up their views. The document aims to help students develop the important skill of supporting opinions with evidence to make their perspectives more credible.
Critique
The document discusses different types of feedback and their effectiveness. It summarizes a study that found students who received only comment feedback made more progress than those who received grades/marks alone or with comments. Comments alone avoided issues like students focusing on grades over learning or becoming complacent/demoralized by grades. Studies show comment-only feedback initially, with marks later, increases motivation and attainment by focusing students on improving versus comparing to others. The goal should be a culture where all students can succeed by building on their work, not competing with peers.
109802003_Lefebvre-Production-of-Space-excerpts-1-2_1.pdf.docx
109802003_Lefebvre-Production-of-Space-excerpts-1-2_1.pdf
TheProductionOfSpace0001.bmpTheProductionOfSpace0002.bmpTheProductionOfSpace0003.bmpTheProductionOfSpace0004.bmpTheProductionOfSpace0005.bmpTheProductionOfSpace0006.bmpTheProductionOfSpace0007.bmpTheProductionOfSpace0008.bmpTheProductionOfSpace0009.bmpTheProductionOfSpace0010.bmpTheProductionOfSpace0011.bmpTheProductionOfSpace0012.bmpTheProductionOfSpace0013.bmpTheProductionOfSpace0014.bmpTheProductionOfSpace0015.bmpTheProductionOfSpace0016.bmpTheProductionOfSpace0017.bmpTheProductionOfSpace0018.bmpTheProductionOfSpace0019.bmpTheProductionOfSpace0020.bmpTheProductionOfSpace0021.bmpTheProductionOfSpace0022.bmpTheProductionOfSpace0023.bmpTheProductionOfSpace0024.bmpTheProductionOfSpace0025.bmpTheProductionOfSpace0026.bmpTheProductionOfSpace0027.bmpTheProductionOfSpace0028.bmpTheProductionOfSpace0029.bmpTheProductionOfSpace0030.bmpTheProductionOfSpace0031.bmpTheProductionOfSpace0032.bmpTheProductionOfSpace0033.bmpTheProductionOfSpace0034.bmpTheProductionOfSpace0035.bmpTheProductionOfSpace0036.bmpTheProductionOfSpace0037.bmpTheProductionOfSpace0038.bmpTheProductionOfSpace0039.bmpTheProductionOfSpace0040.bmpTheProductionOfSpace0041.bmpTheProductionOfSpace0042.bmpTheProductionOfSpace0043.bmpTheProductionOfSpace0044.bmpTheProductionOfSpace0045.bmpTheProductionOfSpace0046.bmpTheProductionOfSpace0047.bmpTheProductionOfSpace0048.bmpTheProductionOfSpace0049.bmpTheProductionOfSpace0050.bmpTheProductionOfSpace0051.bmpTheProductionOfSpace0052.bmpTheProductionOfSpace0053.bmpTheProductionOfSpace0054.bmpTheProductionOfSpace0055.bmpTheProductionOfSpace0056.bmpTheProductionOfSpace0057.bmpTheProductionOfSpace0058.bmpTheProductionOfSpace0059.bmpTheProductionOfSpace0060.bmpTheProductionOfSpace0061.bmpTheProductionOfSpace0062.bmpTheProductionOfSpace0063.bmpTheProductionOfSpace0064.bmpTheProductionOfSpace0065.bmpTheProductionOfSpace0066.bmpTheProductionOfSpace0067.bmpTheProductionOfSpace0068.bmpTheProductionOfSpace0069.bmpTheProductionOfSpace0070.bmpTheProductionOfSpace0071.bmpTheProductionOfSpace0072.bmpTheProductionOfSpace0073.bmpTheProductionOfSpace0074.bmpTheProductionOfSpace0075.bmpTheProductionOfSpace0076.bmpTheProductionOfSpace0077.bmpTheProductionOfSpace0078.bmpTheProductionOfSpace0079.bmpTheProductionOfSpace0080.bmpTheProductionOfSpace0081.bmpTheProductionOfSpace0082.bmpTheProductionOfSpace0083.bmpTheProductionOfSpace0084.bmpTheProductionOfSpace0085.bmpTheProductionOfSpace0086.bmpTheProductionOfSpace0087.bmpTheProductionOfSpace0088.bmpTheProductionOfSpace0089.bmpTheProductionOfSpace0090.bmpTheProductionOfSpace0091.bmpTheProductionOfSpace0092.bmpTheProductionOfSpace0093.bmpTheProductionOfSpace0094.bmp
Cover Page
Student
James Johnson
Internal/Student ID
34697061
Account
Argosy University
Assessment Started
July 16, 2015 @ 2:00 PM CDT
Assessment Completed
July 16, 2015 @ 3:20 PM CDT
Assessment Summary
General Summary Learning Styles
You.
Essay On Exam 05002200
Here are the answers to the English Form 1 Model Test:
1. B
2. C
3. A
4. D
5. B
6. A
7. C
8. B
9. A
10. C
11. D
12. B
13. A
14. C
15. B
16. D
17. A
18. C
19. B
20. A
21. D
22. B
23. C
24. A
25. D
26. B
27. A
28. C
29. D
30. B
31. A
32. C
33. B
Schools That Work
The document outlines 10 strategies for establishing a culture of high expectations in schools. The strategies include developing classroom management plans, maximizing instructional time, organizing classrooms for productivity, communicating clear expectations to students and parents, actively engaging students in learning, providing frequent and relevant feedback, and establishing consistent grading and behavior policies. Implementing these strategies along with teacher collaboration, parent engagement, and maintaining high expectations for all students can help create a positive school culture.
Assignment 2 Fink Step 3Due Week 7 and worth 200 pointsFor .docx
Assignment 2: Fink Step 3
Due Week 7 and worth 200 points
For this assignment, you will look at the technology you have integrated into your unit/training and develop ways to assess student performance when they use those technologies.
Often, educators find a great new technology or app to use with their students but then have no idea how to evaluate if it is actually helping students learn. Or, educators find that grading student performance using the new technology is cumbersome and doesn’t actually save any time or provide any value.
For example, if students have an assignment to create a PowerPoint presentation, how will they submit it to you? How will you check to make sure they didn’t just copy it from someplace on the Internet? If students are working on a group project, how can you assess student contributions? These are some issues you will need to think about when you apply technology to your lessons.
First, provide a brief (1-2 pages) description of the specific education technology you intend to incorporate into your unit/training. Include links to the product or app and describe how the students will use it. You do not need to provide specific lesson plans, but need to demonstrate that you have a clear idea of what you want the students to use and how they will use it.
For example, if you were to start using MS Office in the classroom, you could describe how you would allow students to type their papers using MS Word and create presentations using MS PowerPoint instead of hand-writing papers and doing traditional poster projects.
Next, complete the questions for Step 3 of page 15 of Fink’s guide. Include the following information when you answer each question in the worksheet. You will have to copy each question to a new Word document in order to answer it.
1. Forward-looking Assessment: The key is that you have students work on real-world problems. Think about how they will apply the knowledge you are teaching as well as how they will use the technology in the future. How can you create assessments such as a class project, portfolio assignment, a case-study, or other activity where they apply their knowledge?
2. Criteria & Standards: Think about what qualifies as poor work that does not meet your standards, satisfactory work that does meet your standards, and excellent work that exceeds your standards. Be specific. Look at your assignment rubrics for examples of this.
3. Self-Assessment: Students should have some idea of how they are doing without having to ask the teacher or instructor. How will you help them evaluate their own work and learning as they work on their assignments?
4. “FIDeLity” Feedback: This will be the formal feedback that you will give to students as well as informal feedback you will give them as they work on their assignments and assessments.
It would be a good idea to use the information that you provided for the discussion questions in the following weeks. (Note: you are not expected to use all of it if ...
Wk 4 module2 presentation
The document discusses techniques for gaining and sustaining long-term employment for formerly homeless individuals. It covers searching for jobs that match one's skills, obtaining new skills through education, and the benefits of job coaching support in helping the homeless secure and maintain employment. Sustaining work requires recovering homeless people to learn new skills that have developed in the workforce during their absence of three years to make themselves competitive candidates.
Proposal for behavior change plan.pdf
This document outlines the requirements for proposing a behavior change plan for a student named Joseph. It involves 5 parts: 1) Collecting data on Joseph's behaviors using an ABC chart and creating an operational definition. 2) Analyzing the data to form a hypothesis about the function and triggers of Joseph's behavior. 3) Identifying an appropriate replacement behavior based on the analysis. 4) Proposing an intervention plan with goals, strategies, rewards, and progress monitoring. 5) Reflecting on ensuring assessments are unbiased and consider cultural and individual differences. The proposal must use the provided template and cite 1-2 scholarly sources.
Chapter 13 discussion questions
This document discusses techniques for motivating low-achieving secondary students and developing their self-management skills. It recommends using extrinsic reinforcers like rewards for academic progress as well as increasing intrinsic motivation by giving students choices and feedback. The document also outlines activities for teaching time management, study skills, note-taking, and sequential study methods to help students with learning problems.
MailCom 2009 Train The Trainer
The document outlines the agenda and materials for a "Train the Trainer" workshop. The workshop will cover principles of training, how to conduct classroom presentations, instructional methods, developing lesson plans, and evaluating training. It provides an in-depth look at how to identify training needs, establish objectives, develop lesson plans, conduct training sessions, and evaluate programs. Key aspects of effective instruction such as preparing, engaging learners, and checking for understanding are also addressed.
EAPP Quarter 2 – Module 6 Gathering Information from Surveys, Experiments, or...
This module discusses conducting surveys to gather information. It explains that a survey involves collecting data from a sample of a population to analyze trends, while a questionnaire simply collects answers to specific questions. The module then provides steps for constructing a survey, including clarifying the goal, selecting a sample to interview, choosing an administration method, and creating a data collection sheet. It emphasizes that a well-designed sampled survey can reflect the views of the entire population if the sample is carefully chosen. Surveys are used to collect opinions, behaviors, needs and attitudes in a uniform way from respondents.
what-is-responsibility-SEL-presentation.pptx
This document outlines key responsibilities for post-graduate students. It discusses regulations, intellectual property, thesis/research publications, communication, safety, financial support, academics, integrity, work environment, effort, and strategies to enhance responsibility. Key responsibilities include following regulations, developing a research plan, communicating absences, maintaining safety and integrity, and devoting full effort to degree requirements. The document provides contacts for various resources.
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- 1. UOP PSY 110 Week 3 Applying Positive Habits NEW Check this A+ tutorial guideline at http://www.uopassignments.com/psy-110- uop/psy-110-week-3-applying-positive-habits- recent For more classes visit http://www.uopassignments.com PSY 110 Week 3 Applying Positive Habits NEW Applying Positive Habits This week's assignment offers you the opportunity to think of developing study habits that can guide success in your studies and in your career. You read about how to take notes and process information in Ch. 3 of P.O.W.E.R. Learning. Next, Ch. 7, reinforces some of this information as you read about how to better use technology and sort through information. Imagine now that you are working part-time at the university's student resource center. It is your turn to provide advice to a student who is asking for help.
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