...Lesson| Course Number Version Course Title 750-BT B Basic Combat Training| Task(s)Taught(*) or Supported|Task Number Task Title Individual 071-311-2125 (*) Maintain an M203 Grenade Launcher 071-311-2126 (*) Perform a Function Check on an M203 Grenade Launcher 071-311-2127 (*) Load an M203 Grenade Launcher 071-311-2128 (*) Unload an M203 Grenade Launcher 071-311-2129 (*) Correct Malfunctions of an M203 Grenade Launcher071-311-2130 (*) Engage Targets with an M203 Grenade Launcher| Reinforced Task(s)| Task Number Task Title| Academic Hours|The academic hours required to teach this lesson are as follows: Resident Hours/Methods 10 mins / Conference / Discussion 2 hrs 40 mins / Practical Exercise (Performance) Test 0 hrs Test Review 0 hrs Total Hours: 3 hrs | Test Lesson Number| Hours Lesson No. Testing (to include test review) N/A | Prerequisite Lesson(s)| Lesson Number Lesson TitleNone| Clearance Access|Security Level: UnclassifiedRequirements: There are no clearance or access requirements for the lesson.| Foreign Disclosure Restrictions|FD6. This product/publication has been reviewed by the product developers in coordination with the (installation/activity name) foreign disclosure authority. This product is releasable to students from foreign countries on a case-by-case basis.| References|Number|Title|Date|Additional Information| ...
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...teaching to be explored and strategies to address challenges to be identified. THE fACILITATor roLE It is essential that this role is one of facilitation and not that of a lecturer. It is not essential to have expert knowledge of the topic. What is essential in a facilitator of this workshop are the following. • A robust understanding of clinical teaching practices. • Knowledge of clinical teaching theory. AbouT THIS GuIdE The purpose of this brief guide is to help you facilitate the clinical teaching skills workshops. Contained within it should be all the information that you need to run the workshop on the day. The notes contain copies of the slides that are provided with the course. The slides and notes suggest approaches to sessions. However, you may decide not to use some of the slides and may use instead slides or activities that you develop for individual sessions. • The ability to draw effectively on the experience within the group, in order to make full use of the knowledge and understanding that different participants bring to the workshop. • The ability to present clearly the different activities contained with the workshop and manage the time effectively so that the necessary material is covered. • The confidence, if necessary, to challenge participants if they are unduly cynical about educational supervision or about...
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...Running head: OUTLINE AND NOTES FOR PRESENTATION Outline and Notes for Presentation Outline and Notes for Presentation Title Page of Presentation Slide 1 This Assessment Interview is being presented for AET 535, Assessment and Evaluation in Adult Learning, University of Phoenix. Outline of PowerPoint Presentation Slide 2 These are the topic areas that will be discussed today, in reference to the assessment interviews that were conducted: Introduction Interview Questions Purpose of Assessment Development of Assessment Implementation of Assessment Analysis of Assessment Conclusion Introduction Notes Slide 3 Team A interviewed two post-secondary instructors and two corporate trainers. When asked several questions on assessments, the answers showed a variance in techniques and purposes. In addition, a variety of assessment tools produce results appropriate for the diverse educational environments. Purpose of Assessment Notes Slide 4 Assessment is the systemic collection and analysis of information. When comparing and contrasting both the post-secondary and corporate trainer, the following was found for each question asked on the Purpose of Assessments: 1. Based on your purpose for assessment, which format for assessment do you use in your learning environment and why? a. Both the corporate trainers and the post-secondary instructors stated many forms of assessments. b. One trainer mentioned doing an initial level of knowledge...
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...Observing Bacteria and Blood Student Jamie Chrostowski Lab 1 – Due 2/15/15 Microbiology DL1, Professor Newton Abstract: The different objectives of a microscope allow for a range of observations. At the highest objectives, the resolution can easily be lost which is why the oil immersion lens is used to minimize refraction. While observing specimens, both dead and active, their shapes and arrangements can be observed. This allowed for hands on learning, observation, and identification of the bacterial shapes and arrangements. At the 10x magnification, generally the slides showed tiny dots or it was difficult to properly make any identification. At 100x magnification, identification of structures was possible, such as the nucleus. Purpose: The purpose of this experiment is to gain knowledge of the functions and operations of the compound light microscope and an immersion oil lens by observing prepared slides of various bacteria slides. Learnings also included the identification and observation of various shapes and characteristics of bacteria, as well as, yogurt cultures (fresh and prepared) under a microscopic view. Procedure: Exercise 1: Viewing Prepared Slides * The first step is to assemble the compound light microscope. * Next the slides and cover slips were cleaned for dust and other particles. * Once assembled, the prepared letter “e” slide was placed on the stage and adjustments were made to the condenser, diaphragm, and course/fine adjustment knobs...
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...with the learning cycle, as they are asked to think about a concrete situation, reflect on it, afterwards we move on to the theory and we finish by planning what they would do differently next time. In order to appeal to different learning styles, different methods are used in this training. We have a case study, group discussions, an established theory and a video. Several factors that may affect learning are considered to help the learners to achieve the objectives. Firstly, individual factors, i.e. prior knowledge, the presentation starts with a short discussion of the concept of ‘Time Management’ (TM) to find out what information needed to pre-teach before jumping into the actual lesson. Another individual factor is motivation; people who are motivated to learn something generally succeed, even if they have to work hard to do so. The benefits are highlighted at the beginning of the presentation in order to make it relevant to the participants and increase their motivation. Secondly, environmental factors, i.e. physical conditions, the room layout should be appropriate, with good lighting, comfortable temperature and ventilation; and trainer’s approach, where the session should have a participatory climate to facilitate learning. The training session meets an identified need in both individual and group levels. This activity aims to provide tips, tools and techniques that will help to manage time, reduce stress, achieve more and be more effective. Two learning outcomes...
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...CPA PROGRAM GLOBAL STRATEGY AND LEADERSHIP STUDENT SUPPORT SLIDES Semester 1, 2016 MODULE 1 AN INTRODUCTION TO STRATEGY AND LEADERSHIP NEED TO MEET MODULE OBJECTIVES • • • • • • • • Explain the development of the evolution of strategy Outline the ethical responsibilities and challenges that leaders of organisations are confronted by Discuss the different approaches to strategy, and how they differ from one another Identify the strategy process and describe the purpose of each step Explain the concepts of strategic thinking and analysis Describe the various levels of strategy and the links between them Explain the drivers, challenges and benefits of globalisation Discuss the role of the accountant in the strategy process PRACTICE • • • Have you completed the questions in the Study Guide? Have you completed the Learning Examples in the Student Notes? Have you completed the knowledge check questions from this module? Key revision areas: • The different approaches to strategy: rational, processual, evolutionary, systemic • The levels of corporate strategy and the scope/content of each • The drivers, challenges and benefits of globalisation • Evolution of corporate strategy as a concept – Porter, Mintzberg • Operational effectiveness v. strategic positioning • Developing the strategy – see Focus slide • Ethics in leadership: classical and socioeconomic views Strategy and leadership Approaches ...
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...COURSE DESCRIPTION This course is designed to enrich the students’ experiences in developing and utilizing appropriate technology to facilitate learning. It shall also provide exposure and hands-on opportunities in the use of Information and Communications Technology (ICT). Field Study 3 can be anchored on the following Professional education subject: * Educational Technology 1 * Educational Technology 2 GENERAL OBJECTIVES 1. Select the teaching materials that best suit the needs of the learners 2. Apply the principles of developing instructional materials 3. Develop and utilize instructional materials appropriate to a chosen subject area Acknowledgement I just want to express my heartfelt gratitude to those who were so generous with their time and expertise: To our Almighty God for the knowledge, strength and wisdom. His guidance leads me to select the most desirable way to success. To my parents who provided me their financial support, love, moral values and advices. To Prof. Dominic Dizon,MAEd as my mentor for my Field Study 3. I really appreciate your utmost effort in facilitating and checking my errors. Thank you for molding us to be competent and knowledgeable about Technology in the Learning Environment. I am so grateful to have you as my mentor and I feel so blessed. To Ms. Shienna Mae Eramis for your cooperation and to your students who also gave their cooperation. I wish...
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...Action Review Supported Task(s) Task Number Task Title Supported N/A NA Academic The academic hours to teach this class are as follows: Hours PEACETIME HOURS/METHODS 100 mins/CO/PE/ 20 minutes video Total Hours 2 hrs Test Lesson Type of Test: Brigade Certification Test Number Total Hours: 3 hours Prerequisite Lesson Number Lesson Title Lesson(s) None None Clearance There are no clearance or access requirements for this lesson. and Access References |NUMBER |TITLE |DATE |PARA/ | | | | |PAGE | | | | |NO. ALL | |TC 25-20 |A Leader’s Guide To After Action Reviews |Sept 93 |All | |TC 25-10 |A Leader’s Guide To Lane Training |Aug 96 |Chapter 5 | Student Provide Slides to students one day prior to the start of class. Students Study must be prepared to discuss the Slides during class. Scan TC 25-20. Assignments Instructor One instructor, familiar with TC 25-20, Requirements Additional None Personnel Requirements Equipment Overhead Projector, Screen Required Materials INSTRUCTOR MATERIALS:...
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...Chapter 9 and 10 Click Link Below To Buy: http://hwcampus.com/shop/6172/ Business W-3120 Read Chapter 9 and 10,answer the qustions.What do you think is the toughest question to get in an interview? How would you answer that question? Detailed responses. Please write more detailes and more words. Chapter 9 Understanding the Report Process and Research Methods Chapter 9 Understanding the Report Process and Research Methods Learning Objectives 1. 2. 3. 4. 5. Identify the characteristics of a report and the various classifications of business reports. Apply steps in the problem-solving process and methods for solving a problem. Use appropriate printed, electronic, and primary sources of information. Demonstrate appropriate methods of collecting, organizing, and referencing information. Explain techniques for the logical analysis and interpretation of data. Chapter Overview After having studied informal communications including letters, memos, and electronic communication, students seem to understand the objective and formal nature of reports simply because of the contrast. Chapter 9 follows a sequence that begins with report characteristics and then covers the four steps in problem solving. Methods of research are presented, with considerable attention given to sampling and designing survey instruments used in normative surveys. Information is included for locating both printed and electronic sources of information. Chapter Outline CHARACTERISTICS...
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...strategic objectives and within its context. All CEO surveys in recent years list among their top-5 concerns: how to grow revenues, how to make their organization more efficient, and how to lower costs. Achieving these is the remit of operations strategy. Overall we wish to figure out how we can achieve desired strategic objectives of an organization across multiple functions, and even across organizations through analysis –qualitative as well as quantitative – and managing change. Module Leaders: Professor ManMohan S. Sodhi Cass Business School City University London manmohan_sodhi@isb.edu Professor Haresh Gurnani School of Business Wake Forest University hgurnani.isb@gmail.com (Professor Sodhi will lead Sessions 1-5 and Professor Gurnani Sessions 6-10.) Course objective and content: The overall goal is to develop an understanding of how to determine the general direction to ensure that the decisions being made to improve or create operations are coherent, i.e., towards the same organizational objectives. We will refer to a framework (7V framework under development by Professor Sodhi) as a lens for viewing and re-positioning operations using a subset of the 7Vs. The same framework can be used to justify or fine-tune a decision that has already been made, e.g., merger with a company or adoption of a new IT platform. Course Schedule: 1) Please prepare for the case discussions beforehand as outlined below. 2) Teaching notes and slides will be available...
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...Manufacturing overhead is allocated to products using a single plantwide overhead rate based on machine hours. McGraw-Hill/Irwin Slide 14 Define Activities, Activity Cost Pools, and Activity Measures At Baxter Battery, the ABC team, selected the following activity cost pools and activity measures: McGraw-Hill/Irwin Slide 15 Define Activities, Activity Cost Pools, and Activity Measures Customer Orders - assigned all costs of resources that are consumed by taking and processing customer orders. Design Changes - assigned all costs of resources consumed by customer requested design changes. Order Size - assigned all costs of resources consumed as a consequence of the number of units produced. Customer Relations – assigned all costs associated with maintaining relations with customers. Other – assigned all organization-sustaining costs and unused capacity costs McGraw-Hill/Irwin Slide 16 Learning Objective 2 Assign costs to cost pools using a first-stage allocation. firstallocation. McGraw-Hill/Irwin Slide 17 Assign Overhead Costs to Activity Cost Pools McGraw-Hill/Irwin Slide 18 Assign Overhead Costs to Activity Cost Pools Direct materials, direct labor, and shipping are excluded because Baxter Battery’s existing cost system can directly trace these costs to products or customer orders. McGraw-Hill/Irwin Slide 19 Assign Overhead Costs to Activity Cost Pools At...
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...Ch 4: "Job Costing" A. Ch 4 Learning Objective 1: Describe the building-block concepts of costing systems. 1. LO 4-1 overview: The building-block concepts of a costing system are cost object, direct costs of a cost object, indirect costs of a cost object, cost pool, and cost allocation base. Costing systems should report cost numbers that reflect the way chosen cost objects, such as products or services, use the resources of the organization. 2. Study pages 98-100. 3. LO 4-1 lecture slides. Note: Look for the image of your instructor within the slides. Clicking on his smiling face will start a short lecture. 4. Q1: Define cost pool, cost tracing, cost allocation, and cost allocation base. Cost pool––a grouping of individual indirect cost items. Cost tracing––the assigning of direct costs to the chosen cost object. Cost allocation––the assigning of indirect costs to the chosen cost object. Cost-allocation base––a factor that links in a systematic way an indirect cost or group of indirect costs to cost objects. 5. A ___ is a grouping of individual indirect cost items. a. cost allocation base b. cost assignment c. cost pool d. job-costing system The correct answer is "c," cost pool. | 6. Q5: Give examples of two cost objects in companies using job costing. Major cost objects that managers focus on in companies...
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...• 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 Gómez-Mejía, L., Balkin, D., & Cardy, R. (2010). Managing human resources. (6th ed.). Upper Saddle River, NJ: Prentice Hall. All electronic materials are available on the student website. Week One: Human Resources in Health Care Details Due Points Objectives 1.1 Identify human resource management’s role in the health care industry. 1.2 Describe the functional roles of the human resource department. 1.3 Examine the effect of legal, safety, and regulatory requirements on human resource processes. Readings Read Ch. 1–3 & 16 of Managing Human Resources. Read...
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...Because online learning and college assignments can often feel overwhelming, I am providing a sample outline and some tips on completing your work. If you aren't sure where you start or would like a bit of help, please use this information as a helpful tool! Also, I am a resource as well. If you go through the lesson, the Quick Reference Guide and this information and you still have questions please feel free to reach out to me via phone, e-mail, GChat or Skype. Week 1 – Leaders v. Managers For Week 1, you have 3 options to choose from for your assignment. Please review each of the options and choose the option in which you feel you can be most successful. It’s not necessary to do a traditional paper if writing isn’t your strong suite, I encourage you to take a look at the other options and always review the assignment requirements. Option 1 - Get Creative If you are completing option 1, the Week 1 Assignment is to creat a PowerPoint presentation that relates to one of the learning objectives found in the Getting Started – This Week’s Activities folder. If you are completing Option 1, the Power Point presentation the following requirements below must be met in order for your assignment to be accepted and graded. Design and format each slide for a presentation, see example below. The notes sections must total a minimum of 250 words for the entire presentation. Use these sections to explain and support information provided on your slides. Include a cover slide and reference...
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...13-1 Learning Objective 1 Identify relevant and irrelevant costs and benefits in a decision. Relevant Costs for Decision Making Chapter 14 © 2012 McGraw-Hill Education (Asia) Cost Concepts for Decision Making McGraw‐Hill Education (Asia) Garrison, Noreen, Brewer, Cheng & Yuen Slide 2 Identifying Relevant Costs An avoidable cost is a cost that can be eliminated, in whole or in part, by choosing one alternative over another. Avoidable costs are relevant costs. Unavoidable costs are irrelevant costs. A relevant cost is a cost that differs between alternatives. Two broad categories of costs are never relevant in any decision. They include: McGraw‐Hill Education (Asia) Garrison, Noreen, Brewer, Cheng & Yuen Slide 3 Relevant Cost Analysis: A Two-Step Process Sunk costs. Future costs that do not differ between the alternatives. McGraw‐Hill Education (Asia) Costs that are relevant in one decision situation may not be relevant in another context. Thus, in each decision situation, the manager must examine the data at hand and isolate the relevant costs. Step 2 Use the remaining costs and benefits that differ between alternatives in making the decision. The costs that remain are the differential, or avoidable, costs. Garrison, Noreen, Brewer, Cheng & Yuen Slide 4 Different Costs for Different Purposes Step 1 Eliminate costs and benefits that do not differ between alternatives. McGraw‐Hill Education (Asia) ...
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