...How to Write a Good Report Bhaskaran Raman, Apr 2004 This short document describes how to write a good report. This is based on common mistakes I have observed over a period of time. While most of the following apply in general, they have been written with BTech/MTech/PhD students in mind. The comments below apply for course projects, other semester projects, technical reports, theses (BTech/MTech/PhD). That is, technical writing in general. While a google search on the topic may churn out many hits, the following is tailored for IIT (Kanpur) students in particular. I will first mention some general guidelines, then the structure of the report. Towards the end, I will also describe how to refine your writing, and how to give feedback on others' writing. Based on these, I will recommend a possible strategy for producing high-quality reports which have high potential for being published. General Guidelines These are some general things you should know before you start writing. I will try to answer the questions of the purpose of report writing, and the overall approach as well. Purpose of a report: writing to be read A key thing to keep in mind right through your report writing process is that a report is written to be read, by someone else. This is the central goal of report-writing. A report which is written for the sake of being written has very little value. Before you start writing your report, you need to have in mind the intended audience. In the narrowest...
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...weekly basis) * Summative assessment provides a description of students' level of attainment upon completion of an activity, module, or course * Evaluative assessment provides instructors with curricular feedback (e.g., the value of a field trip or oral presentation technique) * Educative assessment Integrated within learning activities themselves, educative assessment builds student (and faculty) insight and understandings about their own learning and teaching. In short, assessment IS a form of learning. At its most useful, educative assessment (sometimes termed active assessment) is an episode in the learning process; part of reflection and autobiographical understanding of student progress. Diagnostic and Formative Assessment Diagnostic Pre-Assessments Diagnostic assessments (also known as pre-assessments) provide instructors with information about student's prior knowledge and misconceptions before beginning a learning activity. They also provide a baseline for understanding how much learning has taken place after the learning activity is completed. Instructors usually build...
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...Effectiveness of Technology on Math Facts Fluency Name: Institution: Course: Tutor: Date: A. RESEARCH TOPIC The majority individuals would have the same opinion that a key objective of education must involve the expansion of learners’ comprehension of fundamental mathematical theories along with procedures. Every student, comprising learners with impairments and students vulnerable to failure, require gaining the know-how and capabilities that may allow them into “understanding” math-associated questions which they come across everyday at domicile as well as in upcoming work incidences. Unluckily, substantial evidence exists to designate that such goal isn’t being achieved, particularly for kids manifesting learning problems. Because the initial dispiriting outcomes of arithmetic accomplishment discovered with State Evaluation of Schooling Progress (SESP) during 1974, insufficient evidence exists to indicate that arithmetic accomplishment has increased considerably, particularly for learners with impairments (Spinelli, 2012). The intention for this research is to identify technology effectiveness towards fundamental arithmetic fluency. As a component of the classroom educational involvement, the research was carried out with ten learners with fair to stern cognitive impairments registered into a school of special training. This five-week research employed a solitary-case turnaround plan (ABAB). Data...
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...of a mature (well-functioning) group. The distinguishing characteristics includes (1) a clear purpose and mission, (2) well-understood norms and standards of conduct (3) a high level of group cohesion (4) a flexible status structure. Stating the purpose in terms specific goals enhances productivity over and above any performance benefits achieved through individual goal setting. Behavioral norms for high performance and productivity set above organizational norms characterizes high performing work groups. Smaller groups tend to be more cohesive than large groups, and cohesion based on attraction results in effective control over members with respect to important performance norms. Successful resolution of authority issues within a group result in a well understood status structure. This contributes to group functioning. 2. Describe the five stages of Tuckman's Group Development Process. What individual and group issues are addressed in each stage? Forming Storming Norming Performing Adjourning Individual How do I What's my What do the How can I Whta's issues fit in? role here? Others expect best perform next? me to do? my role? Group Why are we Why...
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...This essay aims to describe a change in an organisation drawing on the theories of organisation, partnership and theories like systems change of social work. It will identify and analyse any barriers to change and examine the change plan using Lewin’s model of change. The essay will look at methods of intervention and relate to professional development. The organisation I work for is a charity which operates across twenty three London Boroughs. It aims to support a diverse group of different service users of various ethnic origins such as African – Caribbean, Asian, British etc. A wide range of services are provided covering various mental and general health needs of vulnerable people, as well as supporting families and people at risk of...
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...be driven by many factors, including slumping or declining sales numbers. Alternatively, a change in focus may occur, from a customer-service-orient- ed sales team taking inbound leads to a more direct-selling model in which outbound calling becomes a prior- ity. Or perhaps there is a change in direction, such as a focus on growing new accounts. Sometimes a total transformation is in order, whereby an entirely new sales methodology is required and selling systems, processes, and other key sales drivers are developed and implemented. Regardless of the change, and in spite of the work necessary, one common challenge remains consistent: getting buy-in from your existing sales team to adopt and implement the skills, processes, and procedures needed to make the change successful. THE PROBLEM IS WITH PEOPLE, NOT PROCESSES Changing processes and proce- dures is relatively straightforward; changing the attitudes and actions of experienced sales reps isn’t. Those of you who have been involved in managing or directing a sales team know firsthand the resistance reps exert against changing the way they sell. Even when their current sales skills are ineffective, sales reps are reluctant to try something different. Many sales reps resist a scripted or process-oriented approach, prefer- ring to ad lib their way through their sales presentation and arguing that they would sound canned if they did otherwise. In addition, many experienced sales reps have been through enough...
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...focused on a particular topic or task and with regards to psychology, qualitative research is found to be the most useful and accurate as it tries to find a deeper understanding of the person’s inner most emotions and experiences. Research ethics “are guidelines researchers have to follow to protect the rights of humans participating in research” (Louw & Louw. 2007: 43) and serve the purpose of protecting the rights of participants in any research and consists of a number of guidelines in which researchers have to adhere to. This essay will evaluate this study according to the guidelines provided by the Psychological Society of South Africa which ensures that all the rights of participants participating in research are protected. Research and tests conducted using humans need to be consistent for the group of people in which are being used, such as different cultures or nationalities as well as being “valid, reliable and normed.” (Louw & Louw. 2007: 43) The research ethics committee of South Africa defines its role as “to safeguard the dignity, rights, safety and well- being of all trial participants” (Research Ethics Committee South Africa Health Department. 2005) and any research wanting to be conducted therefore has to be approved by the ethics committee. The ethics guidelines in which researchers have to abide by include the following: ‘Non-harmful procedures’ which prohibits researchers from conducting any research...
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...Unit 1 Developing effective communication in health and social care Jordanne Dixon Miss Marsh Unit 1 Developing effective communication in health and social care Unit 1 Developing effective communication in health and social care Jordanne Dixon Miss Marsh Unit 1 Developing effective communication in health and social care Assignment 1 – Types of communication and interpersonal interactions Assignment 1 – Types of communication and interpersonal interactions The role of effective communication and interpersonal interaction in building trusting relationships, improving self-esteem and providing appropriate support to meet the needs of individual service users. Communication is used for giving information, obtaining information and exchanging ideas between two or more individuals. To make communication effective you must do more than simply pass on the information, it means involving and engaging the other person or people. An example of effective communication in relation to health and social care would be in a counselling session. A support worker would say ‘Marcus, what would like to achieve from this session today?’ The individual who is using the service listens to the care worker and responds in the appropriate way. For example, ‘I would like to learn some alternatives of coping with my addiction.’ Effective communication must be clear, accurate and legible. Without these 3 rules information would deem inaccurate. Inaccuracies could result in inappropriate...
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...Unit 1 Developing effective communication in health and social care Jordanne Dixon Miss Marsh Unit 1 Developing effective communication in health and social care Unit 1 Developing effective communication in health and social care Jordanne Dixon Miss Marsh Unit 1 Developing effective communication in health and social care Assignment 1 – Types of communication and interpersonal interactions Assignment 1 – Types of communication and interpersonal interactions The role of effective communication and interpersonal interaction in building trusting relationships, improving self-esteem and providing appropriate support to meet the needs of individual service users. Communication is used for giving information, obtaining information and exchanging ideas between two or more individuals. To make communication effective you must do more than simply pass on the information, it means involving and engaging the other person or people. An example of effective communication in relation to health and social care would be in a counselling session. A support worker would say ‘Marcus, what would like to achieve from this session today?’ The individual who is using the service listens to the care worker and responds in the appropriate way. For example, ‘I would like to learn some alternatives of coping with my addiction.’ Effective communication must be clear, accurate and legible. Without these 3 rules information would deem inaccurate. Inaccuracies could result in inappropriate...
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... International University of Management 59 Bahnhof Street Private Bag 14005 Windhoek Telephone (264 61) 245150/84 Fax (264 61) 248112 E-mail: ium@ium.edu.na Website: www.ium.edu.na TABLE OF CONTENTS Chapter 1 System Development Fundamentals System Design Methods Structured System Analysis and Design Method (SSADM) Rapid Application Development (RAD) Joint Application Development (JAD) Skilled Small Team Development End of Chapter Questions Chapter 2 The Design and Implementation Process End of Chapter Questions Chapter 3 Assessing Systems Impact Prototyping End of Chapter Questions Chapter 4 Design for User Tasks and Organizational Requirements Stages of a BPR Development Project End of Chapter Questions Chapter 5 System Implementation and Security User Involvement Change Over Strategies End of Chapter Questions References MODULE OUTCOMES • Differentiate and access different system design methods. • Evaluate different systems implementation issues. CHAPTER 1 Module Outcome: To understand the common and various system...
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...A. The sentinel event was related to respiratory arrest secondary to conscious sedation procedure. There were several factors that played a role which included high patient census, poor staffing, alarms dismissed by staff members, patient was left unmonitored, and no supplemental oxygen initated prior to the procedure. When the patient was pulseless no CPR was initiated until the code team arrived and critical interventions were delayed by the emergency room staff. The patients medication reconciliation or history weren’t reviewed by the emergency room physician. Tripple doses of intravenous valium and dilaudid were given without a lapse in time. The patient was elderly and on chronic oral opioid medications. “Normally these types of medications are administered with low doses and titrated per patient’s sedation level. Patient, monitoring or sedation level weren’t assessed between doses. This event is known as a sentinel event. In any situation that causes injury, or death a root cause analysis must be completed and reported to the Joint Commission. B. To implement a change in the conscious sedation procedure a team or committee needs to be established. All staff in the emergency room can become active participants by joining a committee or subcommittee. These main categories may include patient characteristics, task factors, individual staff members, team factors, work environment, and organizational management (IHI, 2014)...
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...EFFECT OF NON-UTILZATION OF GROUP COUNSELLING PROCEDURE BY THE TEACHER ON THE STUDENTS. A TERM PAPER PREPARED IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE COURSE VTE401 (VOCATIONAL GUIDANCE) BY AMEH, KINGSLEY IFESINACHI 2006/143935 LECTURER: PROF. EZEJI, S.C.O.A. APRIL, 2011 TITLE PAGE THE EFFECT OF NON-UTILZATION OF GROUP COUNSELLING PROCEDURE BY THE TEACHER ON THE STUDENTS TABLE OF CONTENTS CHAPTER ONE Introduction What is Group guidance? What is group counseling? Differences between group guidance and group counseling CHAPTER TWO Role of the Group Counselor Ethical issues involved in group Counseling includes Characteristics of a Group leader Stages in the Development of the group CHAPTER THREE Group Counseling Leadership Skills Preferred Group Counseling Techniques/Strategies CHAPTER FOUR Impediments of group counseling Advantages of Group Counseling CHAPTER FIVE Effect of non-utilization of group counseling procedure by the teacher on the students Conclusion CHAPTER ONE Introduction What is Group guidance? Group guidance is a term that has been around as long as the guidance movement. Parsons (1909), the founding father of the guidance movement, used the term early in his writings. According to him; group guidance is considered to be an approach aimed at providing helpful personal, emotional, and/or occupational and vocational information to groups of individuals. The information...
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...TAEDEL401A, TAEDEL301A, BSBITU302B, BSBCMM401A units Session 1 Quiz 1. What information and documentation can be used to find out about the needs of your learners? Documents and information sources that can be used to identify group and individual needs can include: (1) course enrolment forms; (2) employer-provided information; (3) interviews with stakeholders (employers, learners); (4) training records, records or reports of previous courses conducted; and (5) learning style questionnaires - either self-compiled or based upon existing research (e.g., MBTI). Comment: excellent. 2. What is meant by "Diversity" in the learning environment? Diversity means difference, and can encompass differences in characteristics such as: ability; age; belief systems/values; culture; expertise/experience/working styles; gender; interests; interpersonal style; language (LLN skills); mental ability; past experiences; physical characteristics; politics; race; religion; sexual orientation; and thinking and learning styles. 3. List and explain 3 barriers to learning. 1. One barrier to learning is the level of language, literacy and numeracy (LLN) skills, which is an internal factor. This may be for a number of reasons, such as issues learning these skills at school, English not being the learner's first language, learning difficulties such as dyslexia, et cetera. These skills are integral to being able to learn and work, but certain skills might also underpin the type of work in a particular...
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...subsumed under Technical Writing. All professional fields require technical documents that help readers perform tasks and understand specific tasks. As mentioned by some authors, thesis is classified under technical writing as it provides vital information to specific readers. Technical Writing refers to the provision of specific information to clearly identified readers who will use the information for a specific purpose. KEY FEATURES OF TECHNICAL WRITING Three Elements of Technical Writing. The elements are reader, purpose and writing situation. The reader seeks information for a specific purpose. The purpose is to design a document that will serve the reader's need and help the reader understand the information. The writing situation consist of both reader and purpose, as well as such factors such as the sponsoring organization's size, budget, ethics, deadlines, policies, competition and priorities. Three General Stages of Technical Writing. The stages are planning, multiple drafting and revising/editing. In the Planning stage– a writer analyzes the reader, purpose and writing situation; gathers information and tentatively organizes the document. All these may recur several times during the writing. Multiple drafting – a rough draft is the next step. It focuses on thoroughly developing the information you have gathered...
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... to be delivered in your scheduled workshop session in the week th beginning on 20 February 2012. Project Report, due as an on-line submission, by the time of your scheduled workshop session in the week th beginning on 19 March 2012. One A2 size Project Poster, prepared in any technique, to be presented during your scheduled workshop th session in the week beginning on 30 April 2012, th Project Review, due as an on-line submission, by 11:59 p.m. on 16 May 2012. You will be working in a team made up from other members of your workshop group. This document presents some general information regarding your assignment, like: major deliverables, teamwork and team allocation, marking, mode of submission, as well as detailed marking scheme. The specification of your project is provided as a separate brief. 2. TEAMS AND TEAM ALLOCATION You will be working in teams made up from three or four members of your workshop groups. You should form th your project team during your scheduled workshop session in the week beginning on 13 February 2012. One week later, together with your Project Proposal in-class presentation you will have to provide a complete list of team members. From that day any change in your team will be subject to formal approval by your Workshop Tutor, using Project Change Request form (see Appendix B). Any work submitted by a team larger than four members, smaller than three members, or prepared individually,...
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