...Learning Team Reflection for Week Two Learning Team A Kimberly Johnson, Vanessa Fleming, and Trina Bradley RES/351 October 12, 2012 Dr. Jan Bella Learning Team Reflection for Week Two After reading chapter one Research in Business, Learning team A learned that it is important to define business research. In this chapter we also learned the difference between decision support systems and business intelligence system. This chapter explained that Business Research is a systematic inquiry that provides the process of planning. After reading chapter two Ethics in Business Research, Learning Team A learned the issues that are in research ethics. This chapter also explained that the purpose of ethics research is to reassure the safety to those involved in the research process. This chapter explained that Ethic Research requires personal integrity and the need to have middle ground. After reading chapter four The Research Process, we learned the steps in this process. We also learned that research is a centered dilemma and decision. Once we found a topic we would like to write about we would start to find information on the topic and record this information on paper. Another factor that was learned in chapter four was how budgeting and value assessments influence our process for research design and proposing research. After reading chapter three Thinking Like a Researcher, we learned that the first step is finding out what you want to learn...
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...Week Five Learning Team Reflection Summary BIS/220 December 2012 Week Five Learning Team Reflection Summary With the advancements in technology we all are introduced to new or improved forms. There are times when advancing and learning of new technologies is a wonderful thing as long as one can also retain new information along with previously learned knowledge. In last week’s teachings we have learned new functions and capabilities as well as had a refresher course on the Microsoft PowerPoint program. Along with this informative we have also learned of the importance of the system development life cycle (SDLC) in regards to the planning, organizing, and implementing of information systems to include the project management of IT acquisitions, hardware and software selections. Last week, during week 4 we learned about the program and functions of Microsoft PowerPoint. There is a number of things that many have previous learned of have knowledge of pertaining to PowerPoint although one very important function that were unaware of to many, if not all, members of Team A. Those features consisted of the Notes Page View, Slide Sorter View and the Presenter View. The Notes Page comes in handy when you do not want to apply too much text to a slide(s) and you type the additional information below the slide in the “notes” section. The notes you right are not visible to the audience, so clicking on the notes page, you can view all the notes you wrote for that slide...
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...Office & Feedback hours. The module leader has two office hours per week commencing 5th October 2015. Keith Seed’s office hours are Monday 2.30pm-3.30pm and Friday 2.30pm-3.30pm. | 2a Module aims Appreciate a range of issues and challenges confronting strategic leaders of public, private and third sector organisations in a turbulent global environment. 2b Learning Outcomes Knowledge and understanding Successful students will typically have a knowledge and understanding of: 1. the risks and opportunities confronting strategic leaders in a changing world; 2. the challenges facing organisations in times of economic growth and recession; 3. theoretical approaches to the evaluation of an organisation's strategic position, choices and implementation of options for change; 4. the distinctions between differing change contexts and styles of leadership. Skills and attributes Successful students will typically be able to: 5. research, diagnose and analyse a complex range of strategic problems 6. critically evaluate strategic concepts and theory, decision-making and planning, using practical examples of strategic leadership and change processes; 7. develop the ability to work as part of a team on a group project 3 Format of delivery-nature of contact hours per week The module is delivered through a one hour’s lecture every week and A SEMINAR OF TWO HOURS DURATION EVERY TWO WEEKS. Students are active participants...
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...MUS180-82 | SYLLABUS | SP16 HUMANITIES: FINE ARTS Section D M/W/F 11:15 AM–12:10 PM Section classrooms: Art: Goodman 204 Music: PPAC135 Theatre: Elder 146 Prof Anne Greeley anne.greeley@indwes.edu Beard, Office 115 Office hours: M/W 1:00–5:00 PM T/TH by appointment Prof Davy Chinn davy.chinn@indwes.edu PPAC, Office 164 Office hours: M/W 1:00–3:00 PM T/TH 10:30 AM–12:30 PM All others by appointment COURSE DETAILS Description MUS180 is an integrated arts appreciation course. It is part of the Humanities Core Curriculum. Each week, you will rotate between classes in art, music, and theatre appreciation (see p. 11 for course rotation schedule). Classes will be structured around a common topic or theme, enabling you to make connections between the different art forms. Required Course Texts Erwin Raphael McManus, The Artisan Soul: Crafting Your Life Into a Work of Art, HarperOne, 2014. Other texts as assigned, available via Learning Studio. Required Course Fee Our class field trip to the BSU David Owsley Museum on Jan. 22 will cost $10, due by Jan. 20 to Amanda Dyer in the BAC office. Prof Katie Wampler katie.wampler@indwes.edu Elder, Office 140E Office hours: M/W/F 12:10–1:25 PM W 2:30–3:30 PM T/TH 11:00 AM–1:30 PM Syllabus Contents Course details Learning outcomes Policies & expectations Course evaluation Museum Artwork Analysis paper Museum Art & Music Integration paper Mix-tape project Concert reports ...
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...Assessment/Treatment Plan Christina Blair CMHC/581 June 12, 2012 Shannon Anderson Brice Family Assessment/Treatment Plan Assessment The writre interviewed the Brice family of 5. The family consisted of a father, a mother, 2 girls and 1 boy. David, the father, is mid to late 60 year old Caucasian male. He is tall with square shoulders wearing glasses. He metacommunication Presenting Problem History of Problem- BRIEF Family History Assessment Summary: Another important quality of the co-research position is that of valuing emotional experiences and reflections. Our understanding of the preceding conversation is that in the state of being oppressed by violence, a person is defined by the violence. The concept of choice in that state is a mirage; a woman would not choose violence, but inside of a war zone there is no violence free territory. If the person and the context of violence are separated (deconstructed through externalization) the person's preferred story of their lives outside the "war zone" context can become visible. This distinction became available in the training conversation due to the process of allowing for correction and respecting the trainees feelings of being emotionally connected or disconnected to the unique accounts of those persons oppressed by the problem. Doherty (1991) has described negotiating meanings versus dictating a theme (p. 134). From our reflections about the interviewing process, we have been able to articulate...
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...1 International College of Manitoba: Course Outline ENGLISH: Literary Topics 1400 - An Introduction to Canadian Literature Term: Fall 2014 Class Time: Tuesday – 1:30-5:30 Location: Fitzgerald 207 Instructor: Dr. Barry Pomeroy Email: pomeroyb@learning.icmanitoba.ca Office Hours: 5:30-6:30, or by appointment Location for Office Hours: Fitzgerald 207 Withdrawal no financial penalty: Sept 26, 2014 Withdrawal no academic penalty: Nov 12, 2014 COURSE DESCRIPTION This introduction to Canadian Literature is meant to expose the student to the landscape, history, and cultural milieu that is Canada, a country made up of many different cultural groups of immigrants as well as the many distinct cultures that are Canada’s Aboriginal people. As well, this course operates as an introduction to the techniques and forms of both poetry and prose, and introduces the process of literary research and the writing of academic prose. You will be required to submit many writing assignments as well as play an active part in class discussions. This course is writing intensive and you will see a marked improvement in your ability to express yourself clearly and concisely. This course emphasizes persuasive or argumentative writing, and therefore, critical reading, writing and thinking. This course intends to extend your understanding of effective argumentation beyond mere grammatical correctness into how to interpret what is written, how to research a topic, organize an argument, and articulate it concisely...
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...citizenship was, of course, also the motive force of the anti-colonial struggles of the 18th to 20th centuries. A further fact to keep in mind is that the largest cities in the world today, especially those that grew most rapidly in the second half of the twentieth century, are not Western cities. Our course will examine concepts of citizenship and the new urban spaces that emerged, along with the crucial third term of the triad, technology. Moreover in the new grid of electronic capital, as the globe is re-drawn by virtual lines, the histories of the global South are being flattened out in very specific ways. The pervasive NGO culture of our times with its impatient philanthropy and electronic databasing needs more than ever to be ‘supplemented’ by the skill of slow and patient reading that is the unique mandate of Literature. Through our analyses of some of the new institutions and megacities in India(/Asia/ the East), we will try to understand the ways in which cities are being re-imagined in the late-twentieth century and the new struggles over democracy and equality they represent. Required texts: 1. Stuart Hall and Bram Gieben, eds., Formations of Modernity: Understanding Modern Societies Book 1, Cambridge: Blackwell & The Open University, 1993....
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...NERINX' COMMUNITY SERVICE COURSE PURPOSE: The Theology Departments sponsors this course in Community Service in order to provide an opportunity for you to integrate your religious learning within the Christian call to serve. You are now an empowered woman to share your gifts with the world! OBJECTIVES: 1. to provide an opportunity through service in which you can explore your own giftedness and ways of sharing it with others. 2. to help raise your social awareness through service. 3. to challenge you to broaden your personal commitment to serve others both in the present and the future. 4. to provide you with an opportunity to reflect on particular social issues connected with the population you serve through your reading, writing and discussion with others. REQUIREMENTS: The service project which you choose must comply with the following guidelines: 1. The work must serve persons directly (e.g., secretarial work without relating directly to clientele served is not allowed). 2. These persons should have "special needs" -- those associated with age, social or economic background; physical, mental or emotional deprivation or disabilities. 3. The student may not receive pay (monetary compensation) for her service. 4. The project should include a minimum of 30 hours or service as well as a minimum of 5 days of service; with the exception of Nerinx-sponsored Spring Break Service, the hours cannot count until after Junior final...
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... You should consider working and experimenting with one or two concepts from each lecture in an effort to improve your performance or the performance of your team or the wider organisation. Format: The entries should be written in a word document in font 12, double spaced. Each entry is a dialogue between yourself and Jolyon Allen, the course lecturer, who will mark the learning journal and provide feedback for you to consider when you write the next journal. Your entries will be strictly confidential. You are expected to use some of the key concepts you discussed in the lectures. You are not expected to write in a strictly formal academic manner but your writing should be clear and well-organised. For this assignment you will not need to adhere to formal referencing systems but should acknowledge your sources. After each journal, re-read the journal and reflect on the feedback you have received from the lecturer before preparing your next journal. Journals are to be handed in hard copy at Lectures 4 and 8; and, submitted soft copy to Molly Freeman at m.freeman@auckland.ac.nz by the Friday of Week 10. Marking criteria: Comprehension of concepts: 20% Application to practice: 20% Quality of reflection: 20% Depth of learning: 20% Clarity of writing:...
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... September 25, 2012 Strawbridge’s 678 Presedential St. Philadelphia, PA 19116 Store Managers Strawbridge’s 2469 Ridge Ave Philadelphia, PA 19137 Dear Store Managers; As some of you are aware there has been many budget cuts within the company, in result we had to make some changes in order to save your jobs. Due to the Issues Strawbridge’s is currently facing there will be some adjustments made that will affect your work schedule. All Managers will have to work fewer days a week. The company is forced to make these adjustments in effort to combat rising gas prices and save money on store operations. In the upcoming week Stores will be closed on Sundays. On Monday through Saturday, stores will open an hour later and close an hour earlier. Full-time employees, including managers, work four 10-hour days a week. Part-time employees consolidate their hours 1, 2 or 3 day workweeks; depending on how many hours they are scheduled to work. No stores are closing and no new stores are opening. We are sorry for any inconvenience this new change may have caused. As always we appreciate your hard work and dedication to our company. If you have any questions and or concerns, please...
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...|[pic] |Syllabus | | |School of Business | | |RES/351 Version 1 | | |Business Research | Copyright © 2011 by University of Phoenix. All rights reserved. Course Description This course evaluates the process of conducting business research for improving decision making within an organization. Students will learn to apply an understanding of commonly employed business research techniques to improve a situation, solve a problem, or change a process. Other topics include problem framing, data collection, data analysis, and data presentation. Policies Faculty and students/learners 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...
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...Hawker centres Background Hawker centres offer a diverse range of food, and dining in this natural open-air environment has become a reflection of life in Singapore. (National Environment Agency (NEA), 2009). Hawker centres are not only an integral part of Singapore’s street food culture, but also a significant part of Singapore’s social and cultural heritage. (Ministry of the Environment and Water Resources (MEWR), 2008). The National Environment Agency (NEA) has conducted a study and results has shown that hawker centres are popular amongst Singaporeans, with 55% stating that they dine out at hawker centres at least once a week (MEWR, 2008). The NEA manages 109 hawker centres in Singapore, with a total of 15,000 stalls altogether. These centres can be found in both residential and non-residential estates. There are 25 hawker centres owned by the Ministry of the Environment and Water Resources (MEWR) and the other 84 centres are owned by the Housing & Development Board (HDB) (NEA, 2009). Design Most hawker centres typically comprise of two sections. They are the cooked food section and a market produce section, although there are some 30 stand-alone centres that offer either solely cooked food or fresh produce. (NEA, 2009). At present, the government is putting in effort to make hawker centres more environmentally friendly. The Straits Times (2012) mentioned that “green" features such as composting stations, energy-efficient light bulbs and solar panels...
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...that you access your Unit website regularly. Acknowledgement of Country We respectfully acknowledge and recognise the traditional owners, their Elders past and present, their descendants and kin as the custodians of this land. Introduction to the unit Unit Title: Applied Business Challenge Unit Code: BPD3100 Other details: Key staff Unit co-ordinator Name: Andrew Stein Location: CF1024 Contact number: 061-99194332 Contact email: Andrew.stein@vu.edu.au Name: Maria De Sensi Location: G425 Contact number: 061-99195484 Contact email: Maria.De Sensi@vu.edu.au Teaching team Campus: Days and times: Year: 2015 Semester/Dates: 1 Credit Points: 12 alagarania@sunway.edu.my Sunway KL Campus Hector.Elias@vu.edu.au VU Sydney Campus Petert@sunway.edu.my Sunway JB Campus Unit Guide Version Number: V17-5 Last Validation Date:February 5th 1/12/14 @ 2 PM Unit description This unit is the third unit in the Business Challenge stream covering three broad areas of specialised business knowledge, interna tionalisation, personal attributes and professional skills....
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...MGMT301: Managing Across Cultures Subject Outline Subject Information Semester One, 2015 Offshore Campus (INTI International College Subang) Lecture Information: 3 hours lecture, 1 hour tutorial Pre-requisites: MGMT110 plus 12 cps from 200 or 300 level Faculty of Commerce subjects Co-requisites: Nil Teaching Staff Teaching Role | Lecturer | Name | Mr. Ronald Hor Yew Kheong | Telephone | 603-5623 2800 (UOW Program Office) | Email | ronald.hor@gmail.com | Room | UOW Program Office | Consultation Times | To be advised | Email Etiquette: Consultation with your subject coordinator and/or teachers via email Your teachers receive many emails each day. In order to enable them to respond to your emails appropriately and in a timely fashion, students are asked to observe basic requirements of professional communication: Consider what the communication is about * Is your question addressed elsewhere (e.g. in this subject outline or, where applicable, on the subject's eLearning site)? * Is it something that is better discussed in person or by telephone? This may be the case if your query requires a lengthy response or a dialogue in order to address. If so, see consultation times above and/or schedule an appointment. * Are you addressing your request to the most appropriate person? Specific email title/ header to enable easy identification of subject related/ student emails * Identify the subject code of the subject you are enquiring...
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...RLL NURS1101 Week 3: Nursing as an Art & Science Week 3’s NURS1101 class commenced with a DVD lecture on seizures & the different type’s people could succumb to. The level & seriousness is determined by the seizure classification indicator. First it is divided into being a partial or generalised activity, a partial seizure is one originating in one part of the brain & is diagnosed as simple or complex, whereas a generalised seizure’s activity involves the entire brain & diagnosed as absence, myoclonic, tonic clonic, tonic or atonic. The information is set out in a table for on the website: www.epilepsy.org.au/aboutepilepsy/understandingepilepsy/seizuretypeclassification. Discussion about the different types of seizures people can have is included in the opening tasks of this week’s tutorial. Displayed for students information & awareness on the room display boards is “Maslow’s Hierarchy of Needs”, students are asked to interpret this information, discuss & describe how a nurse needs to apply it as professional activity during working hours, keeping in mind OH&S & the level of safety & security. Included in Maslow’s Hierarchy & displayed as a pyramid connecting on thing to the one above are self actualisation, esteem, belongingness & love, safety & physiological needs. For the first case study you have to apply Maslow’s Hierarchy of Needs to Mrs Wall the 80 year old with history of MRSA, diagnosed early dementia & dysphagia. Also discuss the risks for the attending nurse, the...
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