...and the corresponding recommendations. This study was taken with the general objective of identifying the major factors that affect the mastery skills of the fourth year, Bachelor of Science in Accountancy students in Jose Rizal University for the School Year, 2011-2012. Specifically, this study sought to answer the following questions: 1. How does cheating affect the mastery skills of the senior students? 2. Why do personal problems affect the mastery skills of the senior students? 3. What are the implications of the absence of comprehensive examination in the training of the students for the different accounting subjects? 4. Why does the University’s BSA Program System affect the learning habits of their students? 5. Why does the natural complexity of the accounting course, combined with poor study habits, pose a problem towards the mastery of the students? Summary of Findings: 1. Effect of Cheating on the mastery skills of the College students: 2.1. Nine out of ten college students admit to copying someone else's homework; two-thirds say they have cheated on exams 2.2. 75%-98% percent of college students surveyed each year admit to cheating at some time in their academic careers 2.3. The college students who are most likely to cheat are business majors 2. Effect of Personal problems to the mastery skills of the College students: It has been studied that personal problems play a major impact on a student’s academic...
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...Change and Culture Case Study Two Managing in today’s Health Care Organizations HCS/514 Change and Culture Case Study Two The basic principle in designing jobs is to create jobs that employees enjoy performing because the job is naturally appealing. There are several ways to which designing jobs can be performed efficiently, pleasant, and enjoyable ("Designing jobs that motivate," nd). There are five important job dimensions, skill variety, task identity, task significance, autonomy, and feedback ("Designing jobs that motivate," nd). A learning organization is one where employees continually expand their abilities to create desired results (Smith, 2001). Designing jobs must start with the review of information views. Systems thinking are the theoretical framework which provides information to help understand factors that are involved in change allowing for clearer understanding of how to facilitate the process (Smith, 2001). With organizations facing falling reimbursements and climbing costs for services, they face the hard decision of doing more for less. Process of Job Design The redesign of an organization has several steps. The first step in the organization design process is designing principles that would be applied to certain situations ("Application of principles," nd). The ideas surrounding the first step are skills, abilities, needs, and motivation. The design team will help to formulate an acceptable model of the employee behavior ("Application...
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...The Congruence Model by: Nadler & Tushmans Aligning the Drivers of High Performance [pic] Performance comprises four interlocking elements. © iStockphoto/dt03mbb Is your organization's performance as good as it could be? What could be changed to improve things and why would this help? Does the key lie in the work itself? Or with the people doing it? Should you reorganize the corporate structure? Or try to change the prevailing culture? And why does one organization seem to thrive on a certain corporate structure or type of work, while another struggles to make a profit? The answer lies in understanding the key causes or drivers of performance and the relationship between them. The Congruence Model, first developed by David A Nadler and M L Tushman in the early 1980s, provides a way of doing just this. It's a powerful tool for finding out what's going wrong with a team or organization, and for thinking about how you can fix it. Understanding the Tool The Congruence Model is based on the principle that an organization's performance is derived from four elements: tasks, people, structure, and culture. The higher the congruence, or compatibility, amongst these elements, the greater the performance. For example, if you have brilliant people working for you, but your organization's culture is not a good fit for the way they work, their brilliance will not shine through. Likewise, you can have the latest technology and superbly streamlined processes to support...
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...extent to which individuals believe they can organize and execute actions necessary to bring about a desired outcome. Self-efficacy is fundamentally concerned with the execution of control rather than the outcome action produces. In 1984, Patricia Ashton (1946–) published a groundbreaking study that fundamentally expanded the concept of efficacy to include the extent to which teachers feel confident they are capable of bringing about learning outcomes. Ashton identified two dimensions of teaching efficacy: general, the extent to which a teacher believes her students can learn material; and personal, the extent to which a teacher believes her students can learn under her instruction. Ashton argued that teachers' beliefs Figure 1ILLUSTRATION BY GGS INFORMATION SERVICES. CENGAGE LEARNING, GALE. about their ability to bring about outcomes in their classrooms, and their confidence in teaching in general, play a central role in their abilities to effectively serve their students. Since then, studies of teaching efficacy and its inclusion in studies of teacher effectiveness have grown exponentially. Subsequent understandings of teaching efficacy have refined Ashton's understanding of personal efficacy. In a seminal review of teacher efficacy, Megan Tschannen-Moran (1956–) and Anita Woolfolk Hoy (1947–) operationalized teachers' sense of control over student outcomes in the Teachers' Sense of Efficacy Scale (TSES) (Tshannen-Moran & Woolfolk Hoy 2001). Rather than thinking about efficacy...
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...Change and Culture Case Study II Phyllis Parker University of Phoenix Change and Culture Case Study II The new merger between Park Care Hospital and Central Hospital now known as Park Central Hospital has provided quality care for the community since its beginning six months ago. However, since there has been a significant reduction in the workforce a new design for patient care delivery is needed. A redesign of the universal worker may be an option for Park Central. Other options need to be examined in hopes that a new delivery system of health care can be provided for the growing community. Quality care and team-work will be the cornerstone of Park Central. The universal worker is a person who is cross trained in many job departments and can provide coverage to another area in the hospital to alleviate staffing shortages. Universal workers in an assisted care facility are certified nursing assistants who provide personal care and services, and also facilitate other needs of the client (Jenkins, 2008, p. 4). Beginning The Process of Job Redesign As the nation’s largest group of health professionals, nurse’s roles are constantly evolving. They play an important role in the delivery of quality and cost effective health care. Since we have nursing shortages, traditional systems of health care delivery cannot be sustained. Reports have highlighted the underutilization of health care professionals (Fyke,2001;Mazankowski,2001; Gieni; ACHHR,2002). As a result of focusing...
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...RESEARCH RESULTS AND IMPLICATIONS Few programs have been implemented as broadly or evaluated as thoroughly over the last four decades in education as those associated with mastery learning. Programs based on mastery learning principles operate today in nations throughout the world and at every level of education. When compared to traditionally taught classes, students in mastery learning classes consistently have been shown to learn better, reach higher levels of achievement, and develop greater confidence in their ability to learn and in themselves as learners (Guskey, 1997, 2001). THE DEVELOPMENT OF MASTERY LEARNING Although the basic tenets of mastery learning can be traced to such early educators as Comenius, Pestalozzi, and Herbart (Bloom, 1974), most modern applications stem from the writings of Benjamin S. Bloom of the University of Chicago. In the mid-1960s Bloom began a series of investigations on the variation that existed in student learning outcomes. He recognized that while Figure 1ILLUSTRATION BY GGS INFORMATION SERVICES. CENGAGE LEARNING, GALE. students vary widely in their learning rates, virtually all learn well when provided with the necessary time and appropriate learning conditions. If teachers could provide the time and more appropriate conditions, Bloom reasoned that nearly all students could reach a high level of learning. To determine how this might be practically achieved, Bloom first considered how teaching and learning take place in typical group-based...
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...Syllabus 1 MTH/209 Version 6 Course Syllabus College of Natural Sciences MTH/209 Version 6 College Mathematics II Copyright © 2012, 2011, 2008, 2007, 2006, 2005 by University of Phoenix. All rights reserved. Course Description This course continues the demonstration and examination of various algebra concepts that was begun in MTH/208: College Mathematics I. It assists in building skills for performing more complex mathematical operations and problem solving than in earlier courses. These concepts and skills should serve as a foundation for subsequent quantitative business coursework. Applications to real-world problems are emphasized throughout the course. 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 in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Rockswold, G. K., & Krieger, T. A. (2013). Beginning and intermediate algebra with applications and visualization. (3rd ed.). Boston, MA: Addison-Wesley. All electronic materials are available on the...
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...[pic] | |peter senge and the learning organization | | | |Peter Senge’s vision of a learning organization as a group of people who are | | | | |continually enhancing their capabilities to create what they want to create has been | | | | |deeply influential. We discuss the five disciplines he sees as central to learning | | | | |organizations and some issues and questions concerning the theory and practice of | | | | |learning organizations. | | | | | | | | |contents: introduction | peter senge | the learning organization | systems thinking – the cornerstone of the | | | |learning organization | the core disciplines | leading the learning organization | issues and problems | | | | |conclusion | further reading and references | links | | | |Peter M. Senge (1947- ) was named a ‘Strategist of the Century’ by the Journal of Business...
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...another through the transfer of the ability to read to that of writing. The skills transfer is integral in raising the awareness of how the structural components involved in learning are shared in both reading and writing modalities (VARK, 2016). One of the reasons a leaner may choose to embrace the read/write learning style is because it facilitates cognitive concept mastery since it brings out the aspect of making sense of what is read through fixing it in memory by writing it down (Crawford, 2005). Therefore, the method strengthens the learning quality by incorporating both the senses of sight and touch. Pointed out herein is how personal reading/writing strategies compare to the VARK preferred read/write learning style strategies and how the awareness of the individual learning style (read/write style) influences teaching and learning. Preferred learning strategies for read/write learning style * Identification of the item or subject that require a study. * Development of learning goals and questions or hypotheses with regard to the subject of study. * Identification of the sources from which the study will derive concepts from. The sources ought to be relevant. * Selecting the best sources from a group of several sources to be used for learning. Most recent and those preferred by most learners and educators should top the list. * Skimming through selected sources one at a time to ascertain if they actually have relevant information needed for learning and to...
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...Week 2 Knowledge Check Study Guide Concepts Intentional business related torts Negligence torts Strict liability torts White collar crimes 100% 100% 67% 100% Mastery Questions 1 2 3 Score: 11 / 12 4 5 6 7 8 9 10 11 12 Concept: Intentional business related torts Mastery 100% Questions 1 2 3 1. Identify the true statement about a claim of defamation. A. A statement must have the ability to hurt the reputation of an individual in order to qualify as defamatory. B. A statement does not have to be heard by a third party in order to qualify as defamatory. C. An unkind statement made against a profession as a whole is also considered defamatory. D. A statement should be based on pure opinion to qualify as defamatory. Correct: The Correct Answer is: A. In a defamation case, the plaintiff must prove that the defamatory statement was heard or seen by a third party and that the statement had the ability to hurt the reputation of the plaintiff. 2. Who among the following is given absolute privilege or immunity against defamation? A. Journalists while covering the news B. Employers while recruiting new employees C. Business owners during press conferences D. Congress members during congressional debates Correct: The Correct Answer is: D. The members of Congress have absolute privilege against defamation for statements made during congressional debates. This immunity was given through the “speech and debate clause.” 3. ...
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...another through the transfer of the ability to read to that of writing. The skills transfer is integral in raising the awareness of how the structural components involved in learning are shared in both reading and writing modalities (VARK, 2016). One of the reasons a leaner may choose to embrace the read/write learning style is because it facilitates cognitive concept mastery since it brings out the aspect of making sense of what is read through fixing it in memory by writing it down (Crawford, 2005). Therefore, the method strengthens the learning quality by incorporating both the senses of sight and touch. Pointed out herein is how personal reading/writing strategies compare to the VARK preferred read/write learning style strategies and how the awareness of the individual learning style (read/write style) influences teaching and learning. Preferred learning strategies for read/write learning style * Identification of the item or subject that require a study. * Development of learning goals and questions or hypotheses with regard to the subject of study. * Identification of the sources from which the study will derive concepts from. The sources ought to be relevant. * Selecting the best sources from a group of several sources to be used for learning. Most recent and those preferred by most learners and educators should top the list. * Skimming through selected sources one at a time to ascertain if they actually have relevant information needed for learning and to...
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...1 A User’s Guide to Learning Styles and Math Tools T he journey of developing this book began almost five years ago. After over sixty combined years of service in schools, two of us—John R. Brunsting and Terry Walsh—were coming to the end of our careers as mathematics instructors and administrators. For most of those sixty years, we had the pleasure of working together in Hinsdale Central High School in Hinsdale, Illinois, where we met Harvey Silver and were introduced to the Thoughtful Classroom professional development model he designed with Richard Strong. What we quickly came to learn is that the Thoughtful Classroom really works. Whenever we implemented Thoughtful Classroom strategies in our classrooms or worked with other teachers to help them implement Thoughtful Classroom strategies in their own classrooms, the effect on student learning was palpable—students became more engaged, discussions got richer, student thinking went deeper, and test scores went up. There was, however, one particular Thoughtful Classroom text that always seemed to make the biggest difference in classrooms in the shortest amount of time. That text was Tools for Promoting Active, In-Depth Learning (Silver, Strong, & Perini, 2001; Silver, Strong, & Commander, 1998). The idea behind Tools for Promoting Active, InDepth Learning is simple. It is a collection of classroom-tested tools, or simple teaching “moves,” that teachers can use to foster active, in-depth learning. These tools are based on the...
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...assessment. Several studies show firm evidence that innovations designed to strengthen the frequent feedback that students receive about their learning yield substantial learning gains. The perceptions of students and their role in self-assessment are considered alongside analysis of' the strategies used by teachers and the formative strategies incorporated in such systemic approaches as mastery learning. There follows a more detailed and theoretical analysis of the nature of feedback, which provides a basis for a discussion of the development of theoretical models for formative assessment and of the prospects for the improvement of practice. Introduction One of the outstanding features of studies of assessment in recent years has been the shift in the focus of attention, towards greater interest in the interactions between assessment and classroom learning and away from concentration on the properties of restricted forms of test which are only weakly linked to the learning experiences of" students. This shift has been coupled with many expressions of hope that improvement in classroom assessment will make a strong contribution to the improvement of learning. So one main purpose of this review is to survey the evidence which might show whether or not such hope is justified. A second purpose is to see whether the theoretical and practical issues associated with assessment for learning can be illuminated by a synthesis of the insights arising amongst the diverse studies that have been...
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...Increasing the pace of change within the organization[1] However there are of course some obstacles that the company will have to tackle in order to successfully transition from a hierarcgial to a learning organization, such as Even within or without learning organization, problems can stall the process of learning or cause it to regress. Most of them arise from an organization not fully embracing all the necessary facets. Once these problems can be identified, work can begin on improving them. Some organizations find it hard to embrace personal mastery because as a concept it is intangible and the benefits cannot be quantified;,[3] personal mastery can even be seen as a threat to the organization. This threat can be real, as Senge[3] points out, that “to empower people in an unaligned organization can be counterproductive”. In other words, if individuals do not engage with a shared vision, personal mastery could be used to advance their own personal visions. In some organizations a lack of a learning culture can be a barrier to learning. An environment must be created where individuals can share learning without it being devalued and ignored, so more people can benefit from their knowledge and the individuals becomes empowered.[2] A learning organization needs...
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...assessment. Several studies show firm evidence that innovations designed to strengthen the frequent feedback that students receive about their learning yield substantial learning gains. The perceptions of students and their role in self-assessment are considered alongside analysis of' the strategies used by teachers and the formative strategies incorporated in such systemic approaches as mastery learning. There follows a more detailed and theoretical analysis of the nature of feedback, which provides a basis for a discussion of the development of theoretical models for formative assessment and of the prospects for the improvement of practice. Introduction One of the outstanding features of studies of assessment in recent years has been the shift in the focus of attention, towards greater interest in the interactions between assessment and classroom learning and away from concentration on the properties of restricted forms of test which are only weakly linked to the learning experiences of" students. This shift has been coupled with many expressions of hope that improvement in classroom assessment will make a strong contribution to the improvement of learning. So one main purpose of this review is to survey the evidence which might show whether or not such hope is justified. A second purpose is to see whether the theoretical and practical issues associated with assessment for learning can be illuminated by a synthesis of the insights arising amongst the diverse studies that have been...
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