...Examining Different Arguments Related to the Choice of a Career Assessment Part A: Critically Evaluating an Argument Build your mindmap. Arts and Sciences (Advantage): Lots of flexibility in career choices: Overgeneralization Arts and Sciences (Disadvantage): Leads to a career in food service –“Do you want fries with that?”: irrational appeal Education (Advantage): The best way to make a difference in the world: overgeneralization Education (Disadvantage): Guaranteed low paying job: either/ or thinking Nursing (Advantage): People always will need nurses: logically sound Nursing (Disadvantage): Too much schooling (according to Theo, the Law student): double standard Information Systems and Technology (Advantage): No other degree concentration is as innovative (according to Grace): irrational appeal Information Systems and Technology (Disadvantage): Too limited in scope for much advancement in business situation (according to Ritesh): Logically Sound Business (Advantage): Infinite career options (according to Ritesh): Logically Sound Business (Disadvantage): Boring work, stuck behind a desk all day: oversimplifying Health and Human Services (Advantage): All the benefits of Arts and Sciences, but vastly more focused and relevant: Logically Sound Health and Human Services (Disadvantage): Job options are all in very un-creative fields.: Irrational Appeal Assessment Part B: Articulating the Steps Involved in Evaluating an Argument Write out the two...
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...Examining Different Arguments Pamela C Purvis HUM/111 July 29, 2012 Jennifer L. Bingham, JD Examining Different Arguments Title | Examining Different Arguments Related to the Choice of a Career | Assessment Part A: Critically Evaluating an Argument | Build your mindmap. | Arts and Sciences (Advantage): Lots of flexibility in career choices: Logically Sound | Arts and Sciences (Disadvantage): Leads to a career in food service - 'Do you want fries with that?': Irrational Appeal | Education (Advantage): The best way to make a difference in the world: Either/Or Thinking | Education (Disadvantage): Guaranteed low paying job: Overgeneralization | Nursing (Advantage): People always will need nurses: Logically Sound | Nursing (Disadvantage): Too much schooling (according to Theo, the Law student): Overgeneralization | Information Systems and Technology (Advantage): No other degree concentration is as innovative (according to Grace): Either/Or Thinking | Information Systems and Technology (Disadvantage): Too limited in scope for much advancement in business situation (according to Ritesh): Shifting the Burden of Proof | Business (Advantage): Infinite career options (according to Ritesh): Overgeneralization | Business (Disadvantage): Boring work, stuck behind a desk all day: Overgeneralization | Health and Human Services (Advantage): All the benefits of Arts and Sciences, but vastly more focused and relevant:...
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...Different Arguments Related to the Choice of a Career Assessment Part A: Critically Evaluating an Argument Build your mindmap. Arts and Sciences (Advantage): Lots of flexibility in career choices: Overgeneralization Arts and Sciences (Disadvantage): Leads to a career in food service - 'Do you want fries with that?': Irrational Appeal Education (Advantage): The best way to make a difference in the world: Overgeneralization Education (Disadvantage): Guaranteed low paying job: Either/Or Thinking Nursing (Advantage): People always will need nurses: Logically Sound Nursing (Disadvantage): Too much schooling (according to Theo, the Law student): Double Standard Information Systems and Technology (Advantage): No other degree concentration is as innovative (according to Grace): Irrational Appeal Information Systems and Technology (Disadvantage): Too limited in scope for much advancement in business situation (according to Ritesh): Logically Sound Business (Advantage): Infinite career options (according to Ritesh): Logically Sound Business (Disadvantage): Boring work, stuck behind a desk all day: Oversimplifying Health and Human Services (Advantage): All the benefits of Arts and Sciences, but vastly more focused and relevant: Logically Sound Health and Human Services (Disadvantage): Job options are all in very un-creative fields.: Irrational Appeal Assessment Part B: Articulating the Steps Involved in Evaluating an Argument Write...
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...Different Arguments Related to the Choice of a Career Assessment Part A: Critically Evaluating an Argument Build your mind map. Arts and Sciences (Advantage): Lots of flexibility in career choices: Logically Sound Arts and Sciences (Disadvantage): Leads to a career in food service - 'Do you want fries with that?': Irrational Appeal Education (Advantage): The best way to make a difference in the world: Oversimplifying Education (Disadvantage): Guaranteed low paying job: Either/Or Thinking Nursing (Advantage): People always will need nurses: Oversimplifying Nursing (Disadvantage): Too much schooling (according to Theo, the Law student): Double Standard Information Systems and Technology (Advantage): No other degree concentration is as innovative (according to Grace): Overgeneralization Information Systems and Technology (Disadvantage): Too limited in scope for much advancement in business situation (according to Ritesh): Avoiding the Issue Business (Advantage): Infinite career options (according to Ritesh): Double Standard Business (Disadvantage): Boring work, stuck behind a desk all day: Overgeneralization Health and Human Services (Advantage): All the benefits of Arts and Sciences, but vastly more focused and relevant: Logically Sound Health and Human Services (Disadvantage): Job options are all in very un-creative fields.: Irrational Appeal Assessment Part B: Articulating the Steps Involved in Evaluating an Argument Write out...
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...BUSINESS AND ECONOMICS REFLECTIVE JOURNAL OUTLINE Overview As part of evaluating the participative process, an individual reflective journal is required to be maintained throughout the course, due for submission after the group presentation and final group report has been submitted. There are two parts to this assignment. The first Part A consists of a pre-activity self-rating of graduate capabilities. The ratings are intended to be your perception of your own capabilities. This perception should draw on your prior experiences, including your university or other studies, paid employment or volunteer work, and from sport, hobbies and other interests. The self-assessment will not be graded, nor will it be shared with others in your class. Part A serves the purpose of allowing the student to focus on graduate capabilities and reflective points to be considered while collecting material and writing up the final reflective journal. Part A is due in your tutorial class in Week 4, Thursday 28th August. Part B, consists of the self assessment post activity audit of graduate capabilities and a 2,000 word reflective journal report. The self assessment post activity audit will not be marked, but will act as support for your findings in the final report. The final report provides your analysis and reflections about the process of self-assessment that you have undertaken and analyse the evidence you have gathered. Part B is due after week 13 by midnight Sunday 16th November via Turnitin...
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...BUSINESS AND ECONOMICS REFLECTIVE JOURNAL OUTLINE Overview As part of evaluating the participative process, an individual reflective journal is required to be maintained throughout the course, due for submission after the group presentation and final group report has been submitted. There are two parts to this assignment. The first Part A consists of a pre-activity self-rating of graduate capabilities. The ratings are intended to be your perception of your own capabilities. This perception should draw on your prior experiences, including your university or other studies, paid employment or volunteer work, and from sport, hobbies and other interests. The self-assessment will not be graded, nor will it be shared with others in your class. Part A serves the purpose of allowing the student to focus on graduate capabilities and reflective points to be considered while collecting material and writing up the final reflective journal. Part A is due in your tutorial class in Week 4, Thursday 28th August. Part B, consists of the self assessment post activity audit of graduate capabilities and a 2,000 word reflective journal report. The self assessment post activity audit will not be marked, but will act as support for your findings in the final report. The final report provides your analysis and reflections about the process of self-assessment that you have undertaken and analyse the evidence you have gathered. Part B is due after week 13 by midnight Sunday 16th November via Turnitin...
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...Visualizing Research This page intentionally left blank Visualizing Research A Guide to the Research Process in Art and Design Carole Gray and Julian Malins © Carole Gray and Julian Malins 2004 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without the prior permission of the publisher. Carole Gray and Julian Malins have asserted their right under the Copyright, Designs and Patents Act, 1988, to be identified as the authors of this work. Published by Ashgate Publishing Limited Gower House Croft Road Aldershot Hants GU11 3HR England Ashgate website: http://www.ashgate.com British Library Cataloguing in Publication Data Gray, Carole Visualizing research : a guide to the research process in art and design 1.Art – Research 2.Design – Research 3.Universities and colleges – Graduate work I.Title II.Malins, Julian 707.2 Library of Congress Cataloging-in-Publication Data Gray, Carole, 1957Visualizing research : a guide to the research process in art and design / by Carole Gray and Julian Malins. p. cm. Includes index. ISBN 0-7546-3577-5 1. Design--Research--Methodology--Handbooks, manuals, etc. 2. Art--Research--Methodology-Handbooks, manuals, etc. 3. Research--Methodology--Handbooks, manuals, etc. I. Malins, Julian. II. Title. NK1170.G68 2004 707’.2--dc22 ISBN 0 7546 3577 5 Typeset by Wileman Design Printed and bound...
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...In Press, Business Ethics Quarterly Getting to the Bottom of “Triple Bottom Line”* by Wayne Norman and Chris MacDonald March 2003 Abstract: In this paper, we examine critically the notion of “Triple Bottom Line” accounting. We begin by asking just what it is that supporters of the Triple Bottom line idea advocate, and attempt to distil specific, assessable claims from the vague, diverse, and sometimes contradictory uses of the Triple Bottom Line rhetoric. We then use these claims as a basis upon which to argue (a) that what is sound about the idea of a Triple Bottom Line is not novel, and (b) that what is novel about the idea is not sound. We argue on both conceptual and practical grounds that the Triple Bottom Line is an unhelpful addition to current discussions of corporate social responsibility. Finally, we argue that the Triple Bottom Line paradigm cannot be rescued simply by attenuating its claims: the rhetoric is badly misleading, and may in fact provide a smokescreen behind which firms can avoid truly effective social and environmental reporting and performance. Introduction The notion of “Triple Bottom Line” (3BL) accounting has become increasingly fashionable in management, consulting, investing, and NGO circles over the last few years. The idea behind the 3BL paradigm is that a corporation’s ultimate success or health can and should be measured not just by the traditional financial bottom line, but also by its social/ethical and environmental performance...
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...Standard 1: A school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community. The effective administrator: 1.1 Uses research about best professional practice. Cooperative Learning "Cooperative learning is the instructional use of small groups so that students work together to maximize their own and each other's learning." WHAT IS IT? Cooperative learning is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement. WHY USE IT? Documented results include improved academic achievement, improved behavior and attendance, increased self-confidence and motivation, and increased liking of school and classmates. Cooperative learning is also relatively easy to implement and is inexpensive. HOW DOES IT WORK? Here are some typical strategies that can be used with any subject, in almost any grade, and without a special curriculum: Group Investigations are structured to emphasize higher-order thinking skills such as analysis and evaluation. Students work to produce a group project, which they may have a hand...
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...BONIFACE NDOLE ID UB39054BBU47719 SCHOOL OF BUSINESS AND ECONOMICS ------------------------------------------------- Top of Form Bottom of Form ORGANISATIONAL BEHAVIOUR HONOLULU, HAWAII MAY, 2016 Table of contents INTRODUCTION 5 1.1. Definition of Organizational Psychology 5 1.2. Differences Between Psychology And Organizational Psychology 6 1.3. Current Psychological 9 Current Psychology of Basics Knowledge Management & Organizational Learning 9 Knowledge Management and Organizational Learning 9 Knowledge Management Processes and Goals 10 Current Knowledge Management Systems 11 Organizational Learning 11 Knowledge Management in Organizations 12 The Knowledge Management Processes Cycle 12 KM Strategies 14 Codification Sub-Strategies – Earl’s codification-oriented sub-strategies are: 15 2. MOTIVATION 16 2.1 Motivational Concept 16 Ego-focused versus other-focused emotions 17 2.2 HIERARCHY OF NEEDS 19 Herzberg’s Two-Factor (Motivation-Hygiene) Theory 20 2.3 MOTIVATIONAL THEORIES 21 MOTIVATION THEORIES ARE OFTEN CULTURE-BOUND 23 Maslow's Needs Hierarchy. 23 McClelland's Three Needs Theory 23 Adams' Equity Theory 23 Hertzberg's Two-Factor Theory 23 3. RECRUITMENT 23 3.1 Sources of recruitment 23 The traditional recruitment sources were: 24 The modern recruitment sources are: 24 3.2 Internal recruitment 24 3.3 External recruitment 25 3.4 Recruitment process 26 4. EMOTIONAL BEHAVIOR IN ORGANIZATIONS 27 4...
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...Before You Sue The Accountants Daniel J. Hurson Even if it looks like a strong case, be careful—there are some surprising defenses. IN THE WAKE OF the corporate accounting scandals that have dominated the business news for the last few years, as well as recurring announcements of large settlements in class action suits against major accounting firms, the prospect of a malpractice case against an accounting firm would at first glance seem attractive. Juries are presumably more predisposed to view accountants with renewed skepticism, when hardly a news cycle passes without some reference to accounting fraud, investigations, and the occasional large-scale debacles like the demise of Arthur Andersen, not to mention the high-profile criminal prosecutions that have recently gone to trial. Daniel J. Hurson, formerly Assistant Chief Litigation Counsel at the SEC, practices securities enforcement and accounting malpractice law in Washington, D.C. His website is www.hursonlaw.com. 25 26 The Practical Lawyer April 2006 Accountant malpractice litigation is a minefield of arcane judicial doctrines layered over pleading and discovery traps that can bury the best plaintiffs’ counsel. Indeed, among the players in these sagas, the accountants sometimes offer the best litigation target. The companies themselves have often tanked; the errant executives dismissed, awash in legal problems, and without insurance coverage; but the accountants (Andersen notwithstanding)...
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...Impact assessment of capacity building and training: assessment framework and two case studies Jenny Gordon and Kevin Chadwick Centre for International Economics, Canberra February 2007 The Australian Centre for International Agricultural Research (ACIAR) operates as part of Australia’s international development cooperation program, with a mission to achieve more-productive and sustainable agricultural systems, for the benefit of developing countries and Australia. It commissions collaborative research between Australian and developing-country researchers in areas where Australia has special research competence. It also administers Australia’s contribution to the International Agricultural Research Centres. ACIAR seeks to ensure that the outputs of its funded research are adopted by farmers, policy makers, quarantine officers and other beneficiaries. In order to monitor the effects of its projects, ACIAR commissions independent assessments of selected projects. This series reports the results of these independent studies. Communications regarding any aspects of this series should be directed to: The Research Program Manager Policy Linkages and Impact Assessment Program ACIAR GPO Box 1571 Canberra ACT 2601 Australia tel +612 62170500 email © Australian Centre for International Agricultural Research GPO Box 1571, Canberra ACT 2601 Gordon, J. and Chadwick, K. Impact assessment of capacity building and training: assessment framework and two case studies. Impact Assessment Series...
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...Business Plans KEVIN HINDLE AND BRENT MAINPRIZE KEVIN HINDLE is a professor of entrepreneurship at the Australian Graduate School of Entrepreneurship, Swinburne University of Technology. Melbourne, Australia. khindle@swin.edu.au BRENT MAINPRIZE is the core professor of entrepreneurship in the Faculty of Management at Royal Roads University in British Columbia, Canada. brent.inainprize@royalroads.ca T here is a small but growing b o d y of research that details many desirable attributes a n d qualities that, at a general level, any entrepreneurial business plan should contain. It is a reasonable proposition that this research, and any principles it may contain, can and should provide the basis for a systematic approach t o b o t h the writing and evaluation of entrepreneurial business plans. Despite this, the majority of entrepreneurial business plan writing and evaluation is unsystematic—if systematic is taken to mean "based o n empirical evidence and developed theory." T h e vast majority of the a b u n d a n t literature on " h o w to write a successful business p l a n " is n o t research-based (Hindle [1997]). T h e espoused criteria of its authors far o u t weigh the formal application of the k n o w n attributes of successful ventures (Hindle and Mainprize [2002]). This article seeks to articulate a research-based system for assessing the c o n t e n t quality of e n t r e p r e n e u r i a l business plans (EBPs) from t h e p o i n...
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...Strategic Management of Human Resources Section A: (Take around 15 minutes to answer each question, 1 or max 1.5 pages for each question) 1. What do we mean by the terms ‘Best fit’ and ‘Best practice’ to describe SHRM (Strategic Human Resource Management). Which is better? Use any short case examples to illustrate your discussion? Answer: By Definition ‘SHRMis that approach of HRM that refers that how all the aims and the objectives of the organization can be achieved through the people of the organization itself. It is a very critical approach of HRM. These objectives are realized by the employees of the organization, where each employee is given some objectives to achieve. Through this the employee also showcases his performance and thus grows.’ Two approaches of SHRM are: 1) Best Fit 2) Best Practice Discussing both here below, Best Fit Approach: takes into consideration all the circumstances that the organization is facing and hence create a best fit of strategies to best solve the problems. These circumstances that the approach takes into account could be internal as well as external to the organization. The people working in the organization become the center to the approach and it is these people that help is sort out the circumstances. The strategies thus developed under this approach focuses on the needs of the organization and the people. This approach is said to be important and one of the best practices because it keeps into consideration the...
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...A Handbook for Development Practitioners Ten Steps to a 29672 ResultsBased Monitoring and Evaluation System Jody Zall Kusek Ray C. Rist THE WORLD BANK A Handbook for Development Practitioners Ten Steps to a Results-Based Monitoring and Evaluation System A Handbook for Development Practitioners Ten Steps to a Results-Based Monitoring and Evaluation System Jody Zall Kusek Ray C. Rist THE WORLD BANK Washington, D.C. © 2004 The International Bank for Reconstruction and Development / The World Bank 1818 H Street, NW Washington, DC 20433 Telephone 202-473-1000 Internet www.worldbank.org E-mail feedback@worldbank.org All rights reserved. 1 2 3 4 07 06 05 04 The findings, interpretations, and conclusions expressed herein are those of the author(s) and do not necessarily reflect the views of the Board of Executive Directors of the World Bank or the governments they represent. The World Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and other information shown on any map in this work do not imply any judgment on the part of the World Bank concerning the legal status of any territory or the endorsement or acceptance of such boundaries. Rights and Permissions The material in this work is copyrighted. Copying and/or transmitting portions or all of this work without permission may be a violation of applicable law. The World Bank encourages dissemination...
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