This document provides information about the writing process. It discusses the key stages of writing which include pre-writing, writing, and post-writing. In pre-writing, writers choose topics, determine purpose and audience. The writing stage involves developing a thesis, organizing ideas and drafting the paper. Post-writing involves revision and editing to improve content, organization and mechanics. Revision ensures meaning is clear while editing fixes grammar, spelling and punctuation.
Table of Contents1Individual Assignment21.1Aims of the assignm.docxssuserf9c51d
Table of Contents
1Individual Assignment2
1.1Aims of the assignment2
1.2The Assignment Topic2
1.3Resources for the Individual Assignment2
2Process and Preparation4
2.1Plan Your Essay5
2.1.1Know the Purpose of Assignments5
2.1.2Addressing the Topic5
2.2Academic reading7
2.2.1How to Incorporate Your Own Ideas8
2.2.2Producing a Draft8
2.2.3Working towards the Final Version9
2.3Referencing9
2.3.1When to cite references9
2.3.2Citing Internet sources10
2.3.3The Reference List10
3Guide to Presentation and Structure10
3.1.1Introduction10
3.1.2Body of the Essay11
3.1.3Conclusion11
3.2Assignment Checklist12
4Assessment One Marking Rubric13
Individual AssignmentAims of the assignment
The aims of this assignment are for you to:
· Develop your understanding of the nature of the key organisational perspectives and their related theories;
· Demonstrate an understanding of the key perspectives and the meta-theoretical assumptions that underpin each;
· Develop research skills and the ability to assess the strengths and weaknesses of various debates and arguments;
· Demonstrate the ability to critically engage with academic literature and develop your own answer to a set question.
· Gain skills in the written presentation of an argument, including the ways in which scholars incorporate and acknowledge the ideas of other writers.The Assignment Topic
The assignment topic is as follows:
Four Organizational Theory perspectives, namely Modernist, Critical theorist, Symbolic Interpretivist and Postmodernist, produce different narratives about technology.
Choose two Organisational Theory perspectives. Based on your selected perspectives, identify and draw out the two readings out of the given list that match your chosen perspectives.
Critically analyse the two readings and evaluate how their ontological and epistemological positions result in a different understanding and narrative of technology within organisations. Resources for the Individual Assignment
The following are assignment resources from which you choose four that are relevant to your chosen perspectives:
1. Selwyn, N. (2002). ‘E-stablishing’an inclusive society? Technology, social exclusion and UK government policy making. Journal of Social Policy, 31(01), 1-20. CRITICAL THEORY
2. Spanos, Y. E., Prastacos, G. P., & Poulymenakou, A. (2002). The relationship between information and communication technologies adoption and management. Information & Management, 39(8), 659-675. MODERNIST
3. Cukier, W., Ngwenyama, O., Bauer, R., & Middleton, C. (2009). A critical analysis of media discourse on information technology: preliminary results of a proposed method for critical discourse analysis. Information Systems Journal, 19(2), 175-196. POSTMODERNIST
4. Ciborra, C. U., & Lanzara, G. F. (1994). Formative contexts and information technology: Understanding the dynamics of innovation in organizations.Accounting, management and information technologies, 4(2), 61-86. SYMBOLLIC INTERPRETIVIST
Based on your selected pers ...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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!
Table of Contents1Individual Assignment21.1Aims of the assignm.docxssuserf9c51d
Table of Contents
1Individual Assignment2
1.1Aims of the assignment2
1.2The Assignment Topic2
1.3Resources for the Individual Assignment2
2Process and Preparation4
2.1Plan Your Essay5
2.1.1Know the Purpose of Assignments5
2.1.2Addressing the Topic5
2.2Academic reading7
2.2.1How to Incorporate Your Own Ideas8
2.2.2Producing a Draft8
2.2.3Working towards the Final Version9
2.3Referencing9
2.3.1When to cite references9
2.3.2Citing Internet sources10
2.3.3The Reference List10
3Guide to Presentation and Structure10
3.1.1Introduction10
3.1.2Body of the Essay11
3.1.3Conclusion11
3.2Assignment Checklist12
4Assessment One Marking Rubric13
Individual AssignmentAims of the assignment
The aims of this assignment are for you to:
· Develop your understanding of the nature of the key organisational perspectives and their related theories;
· Demonstrate an understanding of the key perspectives and the meta-theoretical assumptions that underpin each;
· Develop research skills and the ability to assess the strengths and weaknesses of various debates and arguments;
· Demonstrate the ability to critically engage with academic literature and develop your own answer to a set question.
· Gain skills in the written presentation of an argument, including the ways in which scholars incorporate and acknowledge the ideas of other writers.The Assignment Topic
The assignment topic is as follows:
Four Organizational Theory perspectives, namely Modernist, Critical theorist, Symbolic Interpretivist and Postmodernist, produce different narratives about technology.
Choose two Organisational Theory perspectives. Based on your selected perspectives, identify and draw out the two readings out of the given list that match your chosen perspectives.
Critically analyse the two readings and evaluate how their ontological and epistemological positions result in a different understanding and narrative of technology within organisations. Resources for the Individual Assignment
The following are assignment resources from which you choose four that are relevant to your chosen perspectives:
1. Selwyn, N. (2002). ‘E-stablishing’an inclusive society? Technology, social exclusion and UK government policy making. Journal of Social Policy, 31(01), 1-20. CRITICAL THEORY
2. Spanos, Y. E., Prastacos, G. P., & Poulymenakou, A. (2002). The relationship between information and communication technologies adoption and management. Information & Management, 39(8), 659-675. MODERNIST
3. Cukier, W., Ngwenyama, O., Bauer, R., & Middleton, C. (2009). A critical analysis of media discourse on information technology: preliminary results of a proposed method for critical discourse analysis. Information Systems Journal, 19(2), 175-196. POSTMODERNIST
4. Ciborra, C. U., & Lanzara, G. F. (1994). Formative contexts and information technology: Understanding the dynamics of innovation in organizations.Accounting, management and information technologies, 4(2), 61-86. SYMBOLLIC INTERPRETIVIST
Based on your selected pers ...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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!
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
1. CHALLENGING BRAINTEASERS
1. If you had only one match, and entered a dark room containing
an oil lamp, some newspaper, and some kindling wood, which would
you light first?
ANSWER : (The match.)
2. Some months have 31 days, others have 30 days. How many
have 28 days?
ANSWER (All months have 28 days.)
3. Larry’s father has five sons named Ten, Twenty, Thirty,
Forty…Guess what would be the name of the fifth?
ANSWER : (Larry! He would be the fifth son)
2. 4. If you throw a red stone into the blue sea what it will become?
ANSWER : (It will become wet.)
5. What has a head and a tail but no body?
ANSWER: (A coin)
6. Imagine you are in a sinking row boat surrounded by sharks. How
would you survive?
ANSWER: (Stop imagining!)
9. THE PRE-WRITING STAGE
1. CHOOSING A TOPIC
• BRAINSTORMING- generating possible topics as many as
you can.
• FREEWRITING- freewriting is similar to brainstorming in that you just
write any idea that comes to your mind.
• CLUSTERING- provides a graphic representation of your ideas,
allowing you to visualize the connections of your ideas.
10. 2. DETERMINING YOUR PURPOSE
Determining your purpose will help you communicate clearly your
ideas to your readers.
Your purpose in writing maybe one of the ff:
• to inform
• to persuade
• to entertain
11. 3. IDENTIFY YOUR READER OR AUDIENCE
Why is it important to know your readers or audience?
The knowledge, interests, attitudes and needs of your reader will give
you idea as to how you will organize your points and claims .
Knowledge of who your audience are, what they need, and what
their interests are will help you adjust your language, tone, and style
in writing.
12. THE WRITING STAGE
1. DEVELOPING YOUR THESIS STATEMENT
A thesis statement is the claim or stand that you will
develop in your paper. It is the controlling idea of your essay. It gives
your readers idea of what your paper is all about.
13. 2. ORGANIZING YOUR PAPER
Organizing your ideas means finding the connections of point to to
another and establishing a link from one idea to another.
Outlining- is an effetive way of ensuing the logical flow of your ideas.
14. ORGANIZING YOUR PAPER
INTRODUCTION
- provides a background of your topic, poses a question
regarding the topic, explains how the question is significant and gives
the writer's thesis statement.
15. BODY
- this is where the bulk of the essay is found and
where you develop an answer or propose a solution to the thesis
statement that you have given in the introduction.
18. POST WRITING
POST WRITING - final stage of the writing processs. This part entails
looking over your draft critically, paying attention to content,
organization, and mechanics by using techniques.
19. DEFINING REVISION AND EDITING
EDITING- sometimes known as proofreading, is revising your draft
line by line, word per word
This include working on grammatical principles such as subject-
verb agreement, verb tense, noun and pronoun usage and
typographical matters such as punctuation, spelling and
capitalization.
20. POST WRITING TECHNIQUES
REVISING- is the general process of going back through your whole
draft from start to end, and improving on or clarifying your
writing subject's meaning.
This can include adding in, taking out, moving around, and
polishing parts of your draft to make it more understandable
and easier for reading.
21. REVISING LETS YOU DO TWO THINGS:
1. check if you have attained your writing purpose( to entertain, to
enlighten, to persuade, etc.)
2. check if you have used language and tone that best serve your
writing purpose