...SOC 110 TEAMWORK, COLLABORATION, AND CONFLICT RESOLUTION GROUP: WCICS178 DATES: October 28, 2008 November 4, 2008 November 11, 2008 November 18, 2008 November 25, 2008 INSTRUCTOR: Dr. Brian N. Hewlett Program Council The Academic Program Councils for each college oversee the design and development of all University of Phoenix curricula. Council members include full-time and practitioner faculty members who have extensive experience in this discipline. Teams of full-time and practitioner faculty content experts are assembled under the direction of these Councils to create specific courses within the academic program. Copyright Copyright ( 2003 by the University of Phoenix. All rights reserved. University of Phoenix® is a registered trademark of Apollo Group, Inc. in the United States and/or other countries. Microsoft®, Windows®, and Windows NT® are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks or their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation. Edited in accordance with University of Phoenix® editorial standards and practices. Course Syllabus |Course Title: |Teamwork, Collaboration, and Conflict Resolution | |Course Schedule: |Tuesdays, October 28 – November...
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...Office hours by appointment Lecture: Mondays & Wednesdays, 10:00-10:50 AM in 112 Huff Hall Discussion: Mondays 9:00-9:50 AM in 429 Armory Tuesdays 9:00-9:50 AM in 1002 Huff Hall Wednesdays 12:00-12:50 PM in 429 Armory Thursday 1:00-1:50 PM in 1002 Huff Hall Course Description This course will take a community health perspective in introducing students to a wide range of issues in modern medical ethics. It will address research ethics and ethical issues in clinical practice. This course will inform issues of practical, philosophical importance for all members of our society. The Department of Community Health, which is involved in professional preparation and research in areas of health education, health behavior, health administration, and epidemiology, is uniquely equipped to present these issues from a biopsychosocial perspective. The rapid pace of change in clinical practice, basic and applied research, policy development, health law, and other related fields of medical ethics ensure a constant supply of new subject matter. All of us will participate in medical decision making in our lifetimes, as patients or as family members, so this class has the potential to be enormously influential. It will not be taught from a clinical or professional perspective, but rather from community-based approach. At this level of analysis, which examines personal decision-making, social dynamics, policy constraints...
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...understanding the current environment and innovation in which the organization competes and forecasting how that environment may change. Course assignments focus on the practical application of writing and critical-thinking skills and the integration of professional practice at the doctoral level. Learning Objectives Stated in Terms of Learning Outcomes By the end of this course, you will be able to: * Demonstrate an understanding of the evolution of traditional concepts of strategic management and thinking, including models of business-level competitive advantage * Evaluate contemporary challenges to traditional strategic management and thinking models * Apply systems-thinking principles to the framing and analysis of business problems and opportunities * Develop innovative business strategies designed to achieve sustainable solutions * Synthesize principles of sustainable strategic management and thinking into a viable problem statement for use in the Doctoral Study project Course Materials Texts Harvard Business School Press. (2005). Strategy: Create and implement the best strategy for your business.Boston, MA: Author. Senge, P., Smith, B., Kruschwitz, N., Laur, J., & Schley, S. (2010).The necessary revolution: How individuals and organizations are working together...
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...GS1145 Strategies for the Technical Professional Syllabus COURSE SUMMARY COURSE DESCRIPTION This course reviews characteristic and trends of the global information society including basic information processing, Internet research, other skills used by the technical professionals and techniques that can be used for independent technical learning. MAJOR INSTRUCTIONAL AREAS 1. Getting Started at ITT Technical Institute 2. Productivity Software 3. Overview of Technology Tools 4. Microsoft Word 5. Microsoft PowerPoint 6. Microsoft Excel 7. Microsoft Access 8. Communication Tools 9. Exploring Career Goals 21st-century skills o Changes in work and the workplace o Building marketable proficiencies o Projecting professionalism ITT Technical Institute Career Services Resources o Targeting job descriptions o Transferable skills Crafting a Resume 10. Skills and Techniques of a Successful Student Strategies for independent learning Learning styles Note-taking strategies Test-taking techniques © ITT Educational Services, Inc. All Rights Reserved. [2] 10/29/2013 GS1145 Strategies for the Technical Professional Syllabus Critical thinking Problem solving Basic research skills o ITT Tech Virtual Library o Web searches o Citing sources Time management Working in teams COURSE LEARNING OBJECTIVES By the end of this course, you should be able to: 1. Gather relevant information using ITT Technical Institute resources, such as student email, ITT Tech Virtual Library, and ITT...
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...are receiving additional reading help and one students is in a block math, and three students have specialized study halls. Interventions in the district are block classes co-taught with a special education teacher, remedial reading classes, or smaller more supportive study halls. This class has many hard working students that ask questions and have good rapport with each other. During many of the assignments and labs, the students worked collaboratively with their shoulder partner. This unit had aspects that were challenging for the students. Higher level thinking was demonstrated often with an analogy and writing conclusions and summaries of activities and labs. To help the students, assignments and rubrics were uploaded to Schoology, an online learning management system. All lab space is shared, so planning with the other Biology teachers was necessary so classes didn’t overlap. The high school is not one to one with technology, so computers need to be checked out. One student in class did not have access to computers at home, so it was necessary to make sure she had access to all assignments will she was at school. 2. Planning Instruction: Goals for this unit were to show that the process of structure determines function starts in cells and this process enables living things to maintain a balanced equilibrium, homeostasis. Within this unit, we covered cell parts, cell transport, effect of energy drinks on cells, how the excretory system uses cell transport,...
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...JONES & BARTLETT LEARNING INFORMATION SYSTEMS SECURITY & ASSURANCE SERIES LABORATORY MANUAL TO ACCOMPANY Security Strategies in Windows Platforms and Applications 1E REVISED 38542_FMxx.indd i 9/5/12 10:48 AM World Headquarters Jones & Bartlett Learning 5 Wall Street Burlington, MA 01803 978-443-5000 info@jblearning.com www.jblearning.com Jones & Bartlett Learning books and products are available through most bookstores and online booksellers. To contact Jones & Bartlett Learning directly, call 800-832-0034, fax 978-443-8000, or visit our website, www.jblearning.com. Substantial discounts on bulk quantities of Jones & Bartlett Learning publications are available to corporations, professional associations, and other qualified organizations. For details and specific discount information, contact the special sales department at Jones & Bartlett Learning via the above contact information or send an email to specialsales@jblearning.com. Copyright © 2013 by Jones & Bartlett Learning, LLC, an Ascend Learning Company All rights reserved. No part of the material protected by this copyright may be reproduced or utilized in any form, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without written permission from the copyright owner. The Laboratory Manual to accompany Security Strategies in Windowa Platforms and Applications is an independent publication and has not been authorized, sponsored, or otherwise...
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...BA 2196: Business Communications Syllabus Instructor: Dr. Larry Bailis Email: lbailis@temple.edu Office: Speakman 208K Office Hours: Monday, Wednesday 4:30 – 5:30, or by appointment Course Objectives You will learn useful and relevant business communication skills, including: * how to write clearly and how to effectively edit your own writing * how to target a results-oriented business audience using business documents, websites, and correspondence * how to formulate reasoned oral arguments and enhance your presentations * strategies to enhance critical thinking and analytical skills The Fox School understands that our graduates must meet the highest standards in these skills, and this course will be demanding. Fox BBA Learning Goals Business Communications supports the following Fox Bachelor of Business Administration Learning Goals: 1. Apply critical thinking to business problems a. Use cross-disciplinary knowledge to identify problems and their causes, generate alternative solutions, and arrive at reasoned conclusions. 2. Demonstrate effective oral and written communication a. Formulate reasoned arguments orally. b. Formulate reasoned arguments in written communication. c. Apply team-work and communication skills to present and support conclusions. 3. Understand the ethical, legal, and social responsibilities of individuals and organizations. a. Understand ethical issues. b. Assess the impact of...
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...Knowledge Together (21-45). Extract from Telecollaborative Language Learning. A guidebook to moderating intercultural collaboration online. M. Dooly (ed.). (2008) Bern: Peter Lang. Chapter 1 Constructing knowledge together Melinda Dooly Coming together is a beginning. Keeping together is progress. Working together is success. (Henry Ford) Summary In this chapter, we briefly explain what we propose as a working definition of cooperative and collaborative learning and why it is important. This chapter gives an overview of how the premise of constructivism provides an important axis for collaborative and cooperative work. We also examine how this type of approach easily fits with online language learning projects. Basic points for setting up online collaborative projects are given, however these examples are quite general in this chapter. Specific examples of how collaborative and/or cooperative learning can be explored with network-based learning are provided in Chapters 3 and 4, which describe some ICT tools in more detail. Constructing knowledge together: collaborative or cooperative learning? Collaborative learning requires working together toward a common goal. This type of learning has been called by various names: cooperative learning, collaborative learning, collective learning, learning communities, peer teaching, peer learning, or team learning. What they have in common is that they all incorporate group work. However, collaboration is more than co-operation. Collaboration...
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...Student Lab Manual © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION © Jones & Bartlett Learning, LL NOT FOR SALE OR DISTRIBUT © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION Student Lab Manual © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION © Jones & Bartlett Learning, LL NOT FOR SALE OR DISTRIBUT Auditing IT Infrastructures for Compliance © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION IS4680 © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION © Jones & Bartlett Learning, LL NOT FOR SALE OR DISTRIBUT © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION © Jones & Bartlett©Learning, LLC Learning, LLC, an Ascend Learning Company Bartlett Current Version Date: 11/21/2011 © Jones & Learning, LLC Copyright 2013 by Jones & Bartlett www.jblearning.com! NOT FOR SALE OR DISTRIBUTION ...
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...Preheim, Chair Linda Siktberg Gale R. Woolley, Chair A comprehensive literature review was completed, reflecting best practices in assessment, evaluation, and grading in nursing. This annotated bibliography of the literature is organized into four areas: assessment and evaluation in (a) the classroom, (b) the online environment, (c) clinical practice, and (d) learning and simulation laboratories. There is a fifth section that provides references on the assessment of psychomotor learning and performance; that section is not annotated. This work was completed by members of ELAC and its subcommittees as noted above. 1 CLASSROOM ASSESSMENT Ahmad, N. (2002). Evaluation of teaching: Through eyes of students. Plano: Institutional Research Office, Collin County Community College District. This article reviews the student evaluations instruments used to evaluate learning and faculty in the classroom. The purpose of this article was to search for come standardized instruments of student evaluations. Instruments used are: Individual Developmental and Educational Assessment (IDEA), Student Assessment of Learning Gains( SALG), Instructional Assessment System (IAS), Student Instructional Report II (SIR II), Course/Instructor Evaluations Questionnaire (CIEQ), Student Evaluation of Educational Quality (SEEQ), San Francisco State University Instrument, Indiana University at Bloomington’s Multi-Op (Multiple Option System of Course and Instructor Evaluation), Student Evaluation...
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...University Standard GPS Business and Gen Ed Syllabus |REGION |Central Virginia | |INSTRUCTOR |Dr. Edward Olanrewaju | |COHORT NUMBER |MBA 3174 | |COURSE NUMBER |BSA -518 | |COURSE TITLE |Business Research and Applications | |MEETING DATES |1/20/2016, 1/27, 2/03, 2/10, 2/17, 2/24, 03/02, 03/09, 03/16, 03/23 | |CLASS MEETING TIMES |6:00PM to 10:00PM | |LOCATION |Innsbrook/122 | |CONSULTATION HOURS |By Appointment | |PHONE HOME ...
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...Objectives ................................................................................................................................ 6 Tools and Software ................................................................................................................................. 7 Deliverables ............................................................................................................................................. 7 Evaluation Criteria and Rubrics ........................................................................................................... 7 Hands-On Steps ....................................................................................................................................... 8 Part 1: Exploring Wireshark ............................................................................................................... 8 Part 2: Analyzing Wireshark Capture Information .......................................................................... 12 Lab #1 - Assessment Worksheet .............................................................................................................. 19 Analyzing IP Protocols with Wireshark ............................................................................................. 19 Overview...
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...GSCM326 full course latest all discussions all quizzes and all week Course Project Click Link Below To Buy: http://hwcampus.com/shop/gscm326-full-course-latest-discussions-quizzes-week-course-project/ GSCM326 Week 1 Discussion DQ1 & DQ 2 Latest DQ 1 Total Quality Management (graded) What is total quality management (TQM)? Is it something you can install, like a refrigerator? How do you know TQM when you see it? DQ 2 A System Perspective (graded) When we talk about a system view, what are we interested in and why? Why is a system view so important to have if you are going to implement TQM? GSCM326 Week 2 Discussion DQ1 & DQ 2 Latest 2016 Jan. DQ 1 Deming's 14 Points (graded) Are Dr. Deming’s 14 points clear, concise, and achievable? If not, what do you think he had in mind? In Deming’s view, who needs to do what and why? DQ 2 Quality Awards and Standards (graded) The authors of our text talk about the Baldrige Award throughout their book. In previous versions, they even designed their text around this award. Given that our course is about TQM, an in-depth discussion of the Deming Prize would seem to be appropriate since it is the framework of company-wide quality control in Japan, which embodies what we call TQM in the United States, but is hardly discussed in our text. So let's do some research. Put on your investigative hats and see what you can find about the Deming Prize. You...
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...MaDora Law January 11, 2015 EDU-225 Comprehensive Classroom Technology Plan Instructor Faux Comprehensive Classroom Technology Plan Technology has become the focus of our education today and is the building blocks to help students achieve the goals not only in their personal lives but also their academic. Computers are a large facet of our future allowing students to learn through the advances of technology to help them succeed into adulthood. A specific plan of communication will ensure a smooth flow of information to both parents and students. In order for this plan to become successful it will take a constant effort. Every parent’s type of communication will differ; therefore we must have several different communication strategies on hand. Using technology in the classroom will allow students to be more in touch with learning only help improve their leaning potentials. Having a technology in the classroom is a benefit for everyone. Teachers will be able to work with students more and spend less time worrying about how they are going to compute students’ grades. This generation is a technology based generation, and will learn best through technology. Section One: Mission and Vision Statement Mission Statement: By providing students with technology both in and out of the classroom, they will become more familiar with how to properly use today's technologies and stay updated with the technologies of the future, ensuring a brighter tomorrow for each of them. Students...
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...course and emerging controversies will be highlighted to provide students with an up-to-date view of the profession. INSTRUCTIONAL MATERIALS Required Resources Compton, P. B. (2010). Federal acquisition: Key issues and guidance. Vienna, VA: Management Concepts, Inc. Feldman, S. W., & Keyes, W. N. (2011). Government contracts in a nutshell (5th ed.). St. Paul, MN: Thomson Reuters. Supplemental Resources Brown, T. L., Potoski, M., & Van Slyke, D. M. (2009). The challenge of contracting for large complex projects: A case study of the coast guard’s Deepwater program. IBM Center for the Business of Government. Retrieved from http://www.businessofgovernment.org/sites/default/files/deepwater_magazine_0.pdf Rendon, R. G. Critical success factors in government contract management. Retrieved from http://www.ippa.org/IPPC4/Proceedings/19Others/Paper19-2.pdf Schwartz, M. (2009). Defense Acquisitions: How DOD Acquires Weapon Systems and Recent Efforts to Reform the Process. Retrieved from http://assets.opencrs.com/rpts/RL34026_20090710.pdf COURSE LEARNING OUTCOMES 1. Analyze the source of government funding to determine a cost estimate for the acquisition requirements. 2. Given a defined requirement and market research results, apply the actions required to formulate a statement of work. 3....
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