...On this experiential exercise, I scored at the high end of the numerical range for 68% of the population (well within one to one and one half standard deviations above the mean). I scored 86 on the self and communication competencies, which means I see myself as above average on these competencies and very good on many of the components that make them up. I scored between 90 and 97 on the remaining competencies, meaning that I see myself as outstanding in these areas. I have taken similar assessments several times throughout my career, and have noticed significant changes in the results each time. I have consistently worked on my shortfalls over the years. I feel that after more than nineteen years serving in the Army, my core competencies’ are developed to as close to their full potential as possible. My strengths have always been based on my ability to adapt to situations, understand and motivate people, and to effectively use communication. Experience has taught me that one of the greatest challenges for long term success is the ability to adapt to situations and to embrace change. In order to do this, it is paramount to be able to effectively communicate the importance of team-work, new technologies, and strategies. An example would be when the Army changed the physical readiness training program a few years ago. Almost all of my senior Noncommissioned Officers rejected the merits of the new program, I understood at the time that the Army was going to embrace this new program...
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...For the eight week experiential exercise I decided to sacrifice meat. On day one I made a decision to sacrifice meat but each day after that I must make a decision to live it out. I've had my share of struggles and as I near the close of this exercise it has only become harder to complete. I noticed that on my most trying days it has been much harder to encourage myself not to give into temptation. During the fourth week I found that many of my days were filled with the ups of praying to God for strength and the downs of displaying frustration when temptation was present. Sometimes were uncomfortable and other times inconvenient but during week five I declared that I would no longer allow myself to get discouraged in the process. Obstacles...
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...With your group, consider a fast food chain going into Eastern Europe. Decide on your initial level of desired international involvement and your entry strategy. Draw up an appropriate organizational design, taking into account strategic goals, relevant variables in particular countries in which you will have operations, technology used, size of the firm, and other related issues. Post your organization chart, including a description of operations and rationale. What are some of the major control issues to be considered? Your final product should be clear, detailed, and demonstrate mastery of organization structure and control systems. Scenario Assumptions An American fast-food chain plans its market entry in Russia. Country Profile – Major Concerns of a Market Entry in Russia Table 1 summarizes the main general, current opportunities and risks prevalent for doing business in Russia. Opportunities in Russia | Risks in Russia | - Russia has a population of 142.9 million. This offers a great growth potential of our customer base. (Ernst&Young, 2012) The population is broad-based, young and not picky (Wilson, 2004). | - The Russian labor market is highly segmented. Earning, income and educational inequalities are large. Additionally, the enforcement of labor standards is lax and collective bargaining is underdeveloped. (OECD, 2012) Therefore, we will need mechanisms to control their enforcement after the market entry. | - Russia is still experiencing an economic...
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...a di v i si on of gospel for www.gfa.org a si a Re a de rs Re spo nd t o Revolution in World Missions “I have just read Revolution in World Missions. This book greatly ministered to me and stirred me in a way no book has ever done. How can we order more copies?” —Pastor J.P., Lakeside, Oregon “Your book stirred me to tears and drove me to prayer!” —Miss J.S., Towson, Maryland “I have read Revolution in World Missions twice, and now I am more convinced than ever that investing in national missionaries and Bridge of Hope children will yield better returns than silver or gold. Thank you for waking me up, Brother K.P.” —Mr. K.G., Calgary, Alberta “I read your book and think it is one of the most dynamic, down-to-earth books that I have ever read. I want to give a copy to our pastor, each board member and selected other people at our church.” —Mr. P.W., Santa Margarita, California “K.P. Yohannan’s book draws the Church back to the very heart of what Christ has called us to do. I would urge every Christian, and especially every pastor, to read this book with a humble heart before the Lord. I’m reading it through again, and it’s still a heart-stirring blessing.” —Pastor M.W., Worthing, England “We have been challenged and convicted by Revolution in World Missions. We believe that our Lord Jesus is offering us the chance to share in His work in Asia—a chance we don’t want to miss!” —Mr. and Mrs. M.D., Pacifica, California “We...
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...Experiential learning From EduTech Wiki John Dewey's philosophy proposed that each experience builds upon previous experiences and influences the way future experiences will affect the learner. The role of the educator is to provide experiences that will provide learners with meaningful experiences that will enable the individual to contribute to society. According to Kolb (2005) “ Experiential learning theory (ELT) draws on the work of prominent twentieth century scholars who gave experience a central role in their theories of human learning and development-notably John Dewey, Kurt Lewin, Jean Piaget, William James, Carl Jung, Paulo Freire, Carl Rogers, and others-to develop a holistic model of the experiential learning process and a multi-linear model of adult development. The theory, described in detail in Experiential Learning: Experience as the Source of Learning and Development (Kolb 1984), is built on six propositions that are shared by these scholars.” 1. Learning is best conceived as a process, not in terms of outcomes. 2. All learning is relearning. Learning is best facilitated by a process that draws out the students' beliefs and ideas about a topic so that they can be examined, tested, and integrated with new, more refined ideas. 3. Learning requires the resolution of conflicts between dialectically opposed modes of adaptation to the world, i.e. reflection and action - and feeling and thinking. 4. Learning is a holistic process of adaptation...
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...to learn not only subject matter through traditional methods in a classroom, but foundational learning through experiences obtained directly in the workplace. The terminology used today for this student experience is referred to as experiential learning. This experiential learning comes in two forms, either (1) learning by yourself or (2) through experiential education (learning through programs established by others). You can kindly refer to learning by yourself as “nature’s way of learning” as it occurs as a direct participation in the life cycle. However experiential education can be defined more succinctly as a structured approach, using experiences and the direction of others to create the learning curve. The issue at hand is simple - does participatory (experiential) education create critical thinkers among our students and make them more aware of and able to more easily solve the problem(s) at hand? Our diligence has focused on two distinctly different courses in two different semesters (fall 2011 and spring 2012) in two different business disciplines (business marketing and entrepreneurship) at two distinctly different universities (Wagner College and Monmouth University) with one similar problem, is there a significant benefit to experiential learning over traditional classroom pedagogy? Our findings are profound in the respect that both the participating subjects (students) and the participating businesses achieved significant benefits when this...
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...PERCEPTIONS OF THE VALUE OF CAREER DEVELOPMENT LEARNING TO A WORK-INTEGRATED LEARNING COURSE IN EXERCISE SCIENCE What I summed this article up to is that Work-integrated Learning/ Education is defined as an educational approach that uses relevant work-based projects that form an integrated and assessed part of an academic program of study, work, placements, internships, and practicum. These programs can be described by a variety of names such as work-based learning, workplace learning, work-engaged learning, professional training, industry-based learning, engaged industry learning, career and technical education, internships, experiential education, experiential learning, vocational education and training, fieldwork education, and service learning. The article’s main point is to allow specialists working in these areas to prove their findings and share their knowledge for the benefit of colleges, work-integrated learning practitioners, and researchers. The article desires to encourage quality research and explorative critical discussion that will lead to the advancement of effective practices, development of further understanding of career development and work- integrated learning, and promotes further research. Author: Gregory Reddan/Maja Rauchle Year Article Pub.: 2012 Article Title: STUDENT PERCEPTIONS OF THE VALUE OF CAREER DEVELOPMENT LEARNING TO A WORK-INTEGRATED LEARNING COURSE IN EXERCISE SCIENCE. Publication Title: Australian Journal of Career Development Vol. 21 Issue Article...
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...need, please email me on any aspect of the course and I will try and respond to you as quickly as I can. 2. REQUIRED READING MATERIAL The custom e-book for the course is as follows: Title: Business, Government, Society Publisher: McGraw Hill ISBN: 9781308623580 Instructions to purchase the book: 1. Go to http://create.mheducation.com/shop/ 2. Search for and select book by Title/ISBN. 3. Add the book to your cart and pay using a credit card. I expect the students to thoroughly and critically read the assigned reading material before they come to class. Students should be prepared to discuss the material as part of class participation. In addition, there will be review of Powerpoint slides and conduct of in-class experiential exercises. Finally, we will be using the Whiteboard during class discussions. Given the impromptu and dynamic nature of this material, there will be no record of it after class. Keeping up-to-date class notes and thoroughly understanding the assigned material will be vital for the mid-term exam, which will be...
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...MKTG304 Marketing Project Session 2, 2014 Reflective Journal Outline Department of Marketing and Management MACQUARIE UNIVERSITY FACULTY OF 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...
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...MKTG304 Marketing Project Session 2, 2014 Reflective Journal Outline Department of Marketing and Management MACQUARIE UNIVERSITY FACULTY OF 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...
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...* slideshare * Upload * Login * Signup * * ------------------------------------------------- Top of Form Bottom of Form * Home * Leadership * Technology * Education * Marketing * Design * More Topics * Email * Embed * Like * Save 1 of 87 * ------------------------------------------------- Recommended ------------------------------------------------- * ------------------------------------------------- More from User * Factors that affect the on the-job training ofSunjay Taladtad35,054 views * Narrative report in ojtFate Capa157,951 views * Factors that affect the on the-job training ofSunjay Taladtad4,407 views * On the-job-trainee (NARRATiVE REPORT) Sheenbie PaladoSheenbie Palado20,403 views * My thesis proposalPolytechnic University of the Philippines137,851 views * Ojt final documentationAr-jay de Guzman15,180 views * Thesis elaineCarie Justine Estrellado15,613 views * Final na final thesisjennilynbalbalosa90,807 views * Ojt narrative report - an exampleRenz Aldaine Engada2,453 views * Ojt report final2Rajen...
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...[pic] Australian School of Business School of Banking and Finance FINS 5516 International Corporate Finance Course Outline Session 1, 2010 1. Course Staff 3 1.1 Communication with Staff 3 2. Information about the course 3 2.1 Teaching Times and Locations 3 2.2 Units of Credit 3 2.3 Parallel Teaching in the Course 3 2.4 Relationship of This Course to Other Course Offerings 3 3. Course Aims and Learning Outcomes 3 3.1 Course Aims 3 3.2 Student Learning Outcomes 4 3.3 Approach to Learning and Teaching 5 3.4 Teaching Strategies 5 4. Continual Course evaluation and Improvement 5 5. Learning Assessment 5 5.1 Formal Requirements 5 5.2 Assessment Details 5 5.3 Assignment Format 6 5.4 Assignment Submission Procedure 6 5.5 Late Submission 6 5.6 Special Consideration and Supplementary Examinations 6 6. Academic Honesty and Plagiarism 7 7. Student responsibilities and conduct 7 7.1 Workload 8 7.2 Attendance 8 7.3 General Conduct and Behaviour 8 7.4 Keeping Informed 8 8. Student Resources 9 8.1 Course Resources 9 8.2 Other Resources, Support and Information 9 9. Course Schedule 12 1. Course Staff A/PROF. DONGHUI LI Office: ASB 342 Email: donghui@unsw.edu.au Tel: 9385 5873 1.1 Communication with Staff Consultation Hours: Friday 9:00 –11:00 Outside these times, meetings are by prior appointment only. E-mail the staff in question and arrange a mutually convenient time. Teaching staff will only respond to...
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...Building high performance, result oriented teams © all right are reserved by Possibilities (Pvt) Ltd. A truth about life is our interdependence. Everything we accomplish within an organization is through the efforts of people working together. In spite of our technological advances, our competitive advantage lies in our ability to work effectively with other people. OUTCLASS TEAMS™ utilizes extensive group activities that help participants learn and practice new skills. Using techniques of debriefing, learnings are linked with their workplace application. In a highly interactive environment, team members have fun while learning principles and skills to ensure that they communicate, resolve conflicts, solve problems, make decisions and maintain a positive social environment. www.possibilities.net.pk Building high performance, result oriented teams Discovering ways to contribute positively to team Aligning with the bigger picture of the organization Generating emotional energy through trust Learn the principles and advantages of High Performance teams Be able to give and receive feedback effectively Understand the dynamics of how teams work Actually teaming up with your colleagues Building a winning team Goal Achievement Accelerating motivation Foster trust in the organization's leadership Create an atmosphere of openness and honest information exchange within the organization www.possibilities.net.pk www.possibilities.net.pk Building high performance...
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...MY LEARNING PORTFOLIO- How I apply learning experiences in my life Abstract Until early last century Pedagogy was widely advocated as the foundation of all education, irrespective of the age group or subject area being taught. The word itself is from ancient Greek ‘paidagageo’ meaning literally ‘to lead the child’. Rote learning was a small part of pedagogy, which conditioned the learner for a known outcome or answer, however one in which there was no variables. It wasn’t until the two World Wars and the industrial revolution, that the practice of adult teaching became accepted as having different methodologies from pedagogy. Many adults that undertake learning do so in the knowledge that they bring different life experiences into the medium, however these experiences can draw in environmental and motivational factors that could become barriers in the absorption of the content. Elton, M (1949) and his studies into the Hawthorn experiments conducted from 1924-1932, provides an example of the increase in productivity (learning or motivation) being attributed to the interest being shown in the individual. From my limited experience within an adult learning environment, I see the Hawthorn effect as a practice example of adult learning, whereby the tutor (employer) engages with, shows interest in and motivates the individual for productivity or knowledge gains. In centuries past, the learning experience was very much one-way communication, however with the advent of adult...
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...Re-Centering Academic Centers Abstract This paper argues that we have lost the original intent and power of an institutional Center. Theoretically, Centers use centralized resources to support people and projects core to the mission of the institution. Many Centers now are located external to the campus, where isolated directors pursue specialized interests. Thus, Centers, which serve the entire community, become marginalized. This paper provides a model to re-center academic Centers toward their original intent, through collaboration between specialized and generalized centers. The authors also suggest concrete steps to help examine, evaluate and create clear structures and communication for effective use of Centers in Higher Education. Introduction There seems to be an increase in institutional Centers around the world, which can be favorable, although it also has the potential to dilute the power of a centralized location and operation. To address this issue, this paper describes the idea of partnering Centers around a collaborative hub to offer more powerful opportunities in the context of resource utilization. It would appear that many institutions had originally used the word “Center” in association with typical mainstream definitions of center, which include a person, or group, or thing in the middle; to focus or bring together; to have as a main point, or theme. Others may perceive Centers as the ring around a bull’s eye, i.e., a potential target. Regardless, of...
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