...|[pic] |Syllabus | | |College of Humanities | | |US/101 Version 8 | | |Introduction to University Studies | Copyright © 2013, 2012, 2011, 2010, 2009 by University of Phoenix. All rights reserved. Course Description The essential information, skills, tools, and techniques necessary for academic success and personal effectiveness at University of Phoenix are introduced in this course. The course develops and applies practical knowledge and skills immediately relevant to first-year university students. Course topics include goal setting and working with personal motivation, understanding and using university resources, developing efficient study habits, making the most of personal learning styles, and how best to manage time and reduce personal stress levels. Policies Faculty and students will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to...
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...For this discussion, pick a company from Forbes' most generous companies list. What makes these companies stand above the rest? Visit the company's website to examine how closely this company's philanthropic efforts are strategically aligned with its core competencies. This can be accomplished through reading its annual reports, as well as other sources outside of the website. The discussion should also include a breakdown of how the company's core competencies are linked to various philanthropic projects and stakeholder groups. Your initial response should be a minimum of 200 words. Your responses to your classmates should be a minimum of 75 words. Company Chosen: United Parcel Service (a.k.a. UPS) UPS is very committed to promoting sustainability with a program they call “Committed To More.” This program includes environmental responsibility, economic enhancement, connecting with communities, and empowering their employees with safety and education. Along with the sustainability efforts UPS puts towards their communities, they also claim that logistics is their core competency. UPS provides a list that breaks down the logistics in simpler terms for the stakeholder and future customers; networks of strategically located distribution centers, products that are positioned closer to customers (which basically means reduced wait time for packages), multi-carrier capabilities, a single source to manage global transportations and freight, highly integrated systems to manage...
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...Annotated Bibliography II Henrietta Cummings Psychology winter 2012 Christensen,K.M., Mateer,C.A.,Williams,R.,Woodward,T.S. (2005) Neuropsychological deficits, syndromes, and cognitive competency in schizophrenia, Cognitive Neuropsychiatry, 10(5) 361-378. Http//: moe.highline.edu:2065/ehost/ Dr. Catherine A. Mateer is a professor at the University of British Columbia where her areas of clinical and research interest include cognitive rehabilitation; brain organization for attention, language, memory and praxis. She also has clinical research studies related to traumatic brain injury, dementia, and cerebrovascular disease among others. Dr. Richard Williams is a Director of schizophrenia services at the Royal Jubilee Hospital in Victoria, British Columbia, Canada. He is also a clinical professor in the Dept. of Psychiatry at the University of British Columbia in Victoria, BC, Canada. He has also written over 40 published articles on research associated with schizophrenia and the effectiveness, epidemiology, pharmacology and movement disorders of this illness. Dr. Todd S. Woodward is a professor at the University of British Columbia who has conducted research on the brain system. His expertise is in cognitive neuropsychiatry, cognitive psychology and functional neuroimaging. He is also affiliated with the B.C. Mental Health and Addiction Research Institue. As for Karin M. Christensen I was not able to find any information linking her as a doctor or professor...
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...http://tychong.umuc.edu/wws/showSyllabus.jsp?sectionTitle=all Syllabus for 1206AMBA6509044 Faculty Contact Information Dr. Murray R. Millson Email: mmillson@csumb.edu Course Introduction AMBA 650, Marketing Management and Innovation is a 6-credit seminar in the MBA Program. There are 10 weeks in the semester. There is no break in the semester The Summer 2012 semester begins July 5 and ends September 11, 2012 The last date to withdraw is August 18, 2012 Course Description (Formerly AMBA 603.) Prerequisite: AMBA 640. An exploration of the essentials of marketing management: setting marketing goals for an organization with consideration of internal resources and marketing opportunities, planning and executing activities to meet these goals, and measuring progress toward their achievement. Focus is on the concept of innovation in business, including the introduction of new market offerings and the use of new technologies, strategies, and tactics for achieving marketing objectives. An integrative approach combines discussions on theory of marketing management with industry analysis and practical implications. Assignments include the design and marketing of innovative products, analysis of the application of modern marketing strategies and tactics using examples from participants organizations, and practicing a holistic approach to marketing management. Course Goals/Objectives At the end of this course, students should be able to: 1. Assess the role marketing plays in...
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...198-750 Field Problem in Training and Development _________________________ Research Advisor The Graduate College University of Wisconsin-Stout December 2001 2 The Graduate College University of Wisconsin-Stout Menomonie, Wisconsin 54751 ABSTRACT Drengler (Writer) (Last Name) Kathleen (First) A (Initial) The Design and Implementation of a Leadership Development Program for Greenheck Fan Corporation Training & Development (Graduate Major) Jerry Coomer (Research Advisor) December 2001 (Month/Year) (No. Pages) Publication Manual of the American Psychological Association (Name of Style Manual Used in this Study) The purpose of this field problem was to design and implement a leadership development program for Greenheck Fan Corporation. Consistent growth over the prior five years and aggressive growth projections created leadership opportunities throughout the organization. A corporate culture that supports promotions from within and a projected workforce labor shortage required development of the skills of existing employees to fill emerging leadership roles. This leadership development program defines the competencies necessary to be an effective leader at Greenheck; outlines a procedure for selection of employees to participate in the program, and defines employee development methodologies. 3 ACKNOWLEDGEMENTS As I reflect on my graduate studies, it is clear that I would never have made it through the process without the...
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...|[pic] |Syllabus | | |College of Humanities | | |GEN/105 Version 10 | | |Skills for Learning in an Information Age | Copyright © 2012, 2011, 2010, 2009, 2007, 2006 by University of Phoenix. All rights reserved. Course Description This course introduces students to learning in an information-rich society. Students develop strategies for successful distance learning, time management, and for managing the abundance of information available in today’s society. Students also explore the appropriate use of information in an academic environment. Specific topics for the course include computing skills for distance learning, online library use, academic honesty, and the development of effective study skills. Policies Faculty and students will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted...
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...vary and is dependent on the context, having consideration for the target audience and purpose of presenting the portfolio to them (Andre, 2010). The NRSG137 unit of study includes a requirement to develop a portfolio that I will continue add to as I progress through the Bachelor of Nursing (BN) program. In this context, I will be presenting my portfolio to university lecturers for the purpose of assessing my performance against defined learning outcomes which in turn are mapped to the university’s graduate attributes. The BN program is accredited by the Australian Nursing and Midwifery Accreditation Council, which means that the curricula and student assessment criteria comply with the Nursing and Midwifery Board of Australia (NMBA) competency standards for the registered nurse (Australian Health Practitioner Regulation Agency, 2013). My portfolio will therefore contain artefacts that demonstrate my learning progress towards competence in the provision of nursing care (Australian Nursing and Midwifery Council...
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...guide provides detailed descriptions of all components of the CMA Strategic Leadership Program, at the end of which all conditions for obtaining the CPA designation should be fulfilled. This guide is an essential tool that you should read carefully since it outlines all of the rules governing the Program. These rules are intended to ensure, on the one hand, that all candidates master the skills necessary to practice the profession and, on the other hand, that everyone is treated equally. It is in this spirit that the moderators, correctors and staff of the Order make sure that they are respected. Note: Wherever there is a difference in interpretation, the French version of this Guide will prevail over the English version. o Happy reading! 2 2013-2014 Candidate’s Guide Table of contents Note to Readers Chapter 1 CMA Strategic Leadership Program (SLP) 1.1 1.2 SLP objectives and basics The SLP in steps 1.2.1 Phase 1 - Development 1.2.1.1 Learning activities 1.2.2 Case Examination 1.2.3 Phase 2 - Application 1.2.4 Report to the Board 1.2.5 Practical experience Evaluation methods for learning activities and national examinations 1.3.1 Evaluation of learning activities 1.3.2 Evaluation of the national examinations SLP management rules 1.4.1 Educational material and SLP Site 1.4.2 Attendance at interactive sessions 1.4.2.1 Lateness or absences of less than three hours 1.4.2.2 Absences of three hours or more 1.4.3 Group and team formation 1.4.4 Changing groups and teams...
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...Mytech LLC | Marketing Plan Proposal | Stupid Boy Comic Book | | | 1/15/2016 | Stupid Boy Marketing Plan – Initial First Draft | Stupid Boy Marketing Plan 1. Identify the correct target market 2.1. The current target market is simply too young to fully grasp the meaning of the comic. Stupid boy is a philosophical lesson to teach which is good however a 4 year old will simply not have interest in getting such a book. 2.2. 4 – 8 year olds are also more engaged if the content has good visuals, bright colours and easy messages thus the new target group should be from 7 – 12 year olds. 2.3. Through direct marketing get to the group by cold selling to preschools, kindergartens, primary schools, local churches, monastery’s, teachers forums and offer incentives listed below. Be aggressive to drive sales. 2. Get creative with your merchandising even when using different locations to sell your book. 3.4. Make banners of characters using your current workforce, with the character and the company’s name/logo and get an advantageous spot in the other retailers to attract attraction to your book e.g. the centre spot by the entrance with higher customer traffic. 3.5. Seal and cover your book so that customers are not able to read the comic book. 3.6. At EduMall, have a reading corner with bean bags and some chairs, decorate it, get a mascot who can also go to the other retailing outlets and get customers immediately...
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...disability. The discussion represents your mastery of the Course Learning Outcomes 1 & 4 and Program Learning Outcome 8 and reinforces your competency with the MAED Program Learning Outcome 7. Hallahan, Kauffman, and Pullen (2012) definecollaborative consultation as when “…the special education teacher or psychologist acts as an expert who provides advice to the general education teacher,” (p. 37). The key to the success of this model is “collaboration” of the general education teacher’s content knowledge and the special educator’s curriculum delivery expertise. The special educator’s role is to provide strategies to the general educator, outside of class time, on curriculum accommodations, meeting and documenting the IEP goals, and review student progress for those who have an identified disability (Why Co-Teaching and Collaborative Consultation, 2008). The special educator and general educator must acknowledge their individual and team value in providing an equal contribution in the student’s education, recognize personal areas of strength and weakness, and share an open line of communication and honesty (Facilitating Collaborative Consultation, 2009). Additional explanations for the purpose and roles involved in the Collaborative Consultation model visit Inclusion in the Secondary Classroom (Collaborative Consultation, n.d.). Initial Post –...
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...Vermont Highway Patrol are that applicants must be a U.S. Citizen; must be at least 21 years of age as of initial testing date; must have a high school diploma or equivalent; may not have received more than three minor traffic violations within two years prior to the initial test date; not been convicted of driving under the influence of alcohol or drugs, or pled guilty to a lesser charge within two years prior to the initial test date; not been convicted of driving under the influence of alcohol or drugs, or pled guilty to a lesser charge within two years prior to the initial test date; not been convicted of, or used hard drugs within five years prior to the initial test date; not been convicted of, or used other drugs not classified as hard drugs within two years prior to the initial test date; not been convicted of, or involved in the sale, manufacturing or cultivation of illegal drugs within five years prior to the initial test date; not been convicted of a felony as an adult, may not have been convicted of a misdemeanor crime of domestic violence; not been convicted of, or involved in crimes of dishonesty within four years prior to the initial test date; not been convicted of, or involved in crimes of unlawful sexual conduct within four years prior to the initial test date; not been convicted of, or involved in crimes of physical violence within four years prior to the initial test date; not been convicted of, or involved...
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...Welcome to the Case Analysis Coach This tutorial is designed to start you down the road toward becoming an expert at analyzing business cases. You'll learn how to identify and define the business concepts raised by a case, as well as to develop analysis-based solutions, recommendations, and action plans. These skills will prepare you for class discussions and exams. You will have access to a complete real case, called Komatsu Ltd. and Project G., so that you can apply what you learn to a concrete example. You will also get other helpful resources, such as a Case Analysis Worksheet and samples of classdiscussion notes on the Komatsu case that were prepared by real students like you. In addition, smaller excerpts from other real cases are used to illustrate some of the steps in case analysis. 1 Introduction to Case Analysis Types of Cases The "case method" is an approach to learning that encourages students to extract useful lessons from the experiences of others ("cases"). Students study accounts of specific events in order to discover general principles that they can apply in other situations. Cases tend to fall into one of three categories that sometimes overlap: • • • Decision Cases describe a decision faced by the case protagonist. The student ultimately must choose among a finite set of distinct decision alternatives. Problem Cases require a student to diagnose a problem in a business case and to formulate possible solutions. Evaluation Cases illustrate a...
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...ESE 633 Week 3 DQ 1 Concerns of the General Educator in the Co-Teaching Environment To Buy This material Click below link http://www.uoptutors.com/ese-633-ash/ese-633-week-3-dq-1-concerns-of-the-general-educator-in-the-co-teaching-environment This discussion is your opportunity to demonstrate mastery of the objective analyze ways to create a collaborative school culture to promote professional growth and leadership and analyze the value of co-teaching as an inclusion model of instructional delivery. The discussion represents your mastery of the Course Learning Outcomes 1 & 2 and MAED Program Learning Outcome 8 and reinforces your competency with the MAED Program Learning Outcome 7. Before the reauthorization of IDEA in 2004, schools were implementing inclusion, but it was not necessarily the ‘norm’; instead, children with a disability were educated in a self-contained classroom within the general school population. Included with the most updated changes was a closer alignment with NCLB (No Child Left Behind) requirement for data-based decisions, more rigorous standards and highly qualified teachers (No Child Left Behind, 2013). Teachers new to the field of education are being taught during their coursework how to implement inclusive, co-teaching practices and are therefore unfamiliar with past teaching practices. On the other hand, teachers who have been practicing for more than 10 years have experiences in both education environments. While it is clear that...
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...edu/bookstore METHOD OF CONTACT: PREREQUISITE: IST7000, IST7020, IST7040, IST7060 All courses are open to students from all divisions. Only where a course is preceded by an introduction course is there a need to observe a prerequisite. However, students might benefit from prior knowledge on some of the courses, and this is given as the content found in your course catalogue by course code. I. COURSE DESCRIPTION The focus of this course includes: 1) The top management’s strategic perspective for aligning competitive strategy, core competencies, and information systems; 2) The development and implementation of policies and plans to achieve organizational goals; 3) Defining the systems that support the operational, administrative, and strategic needs of the organization, its business units, and individual employees; 4) Approaches to managing the information systems’ function in organizations, including examination of the dual challenges of effectively controlling the use of well-established...
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...Patient-Centered Care: Core Competency Patient centered care is considered the key competency in which the other four competencies function. The other four competencies include: working with an interprofessional team, employing evidence-based practice, ensuring quality improvement, and utilizing informatics. The Institute of Medicine (IOM) describes patient-centered care as being able to identify, respect and care about patients’ differences, their values, preferences, and expressed needs. Patient-centered care also includes being able to relieve pain and suffering, coordinate continuous care including: listening to, clearly informing, communicating with, educating patients, sharing decision-making and management; and continuously advocating disease prevention, wellness, and the promotion of living a healthy lifestyle, including a focus on population health (Finkelman...
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