...and social studies to my teaching license. About three weeks into my first year teaching I was asked if I would be willing to teach science in addition to physical education to which I agreed. Since then I’ve either taught exclusively seventh and eighth grade science or a combination of physical education and science classes at said level. I also was the head coach for eighth grade girls sports and assistant for seventh grade girls sports which include: volleyball, basketball, and track and field. For this project I chose to concentrate on the interactions taking place in the science classroom setting as I feel it provides a more appropriate backdrop for this project. I feel like one of the more important qualities in both my personal and professional life is my ability to easily learn and process new information. This quality helped me immensely when I began teaching science because I had very little experience teaching in the classroom setting (just a semester of student teaching health) and no experience teaching science. Because of this quality I also have good problem solving skills which are obviously extremely useful when exposed to new situations or surroundings. When you combine both of these qualities you are provided the added benefit of adaptability. My mentor teacher my first year teaching said she was very surprised with the ease I made the switch from physical...
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...Individual or Small Group Student Projects Contacting Community Partners When contacting an outside organization about a service-learning project, you want to make sure to maintain a professional attitude. So how do you make the first call? Below follows a possible introduction to use when calling and making that first contact with an agency of your choice. Hello, my name is _______________________. I am presently enrolled in a ___________course at [name of campus]. My [instructor or Student Success Lead] gave me your name and number. I am very interested in doing a service-learning project for your agency. I want to apply the _________skills I am learning in my _________class to the volunteer position. When can I meet with you to discuss this further? If you have to leave a message, don’t be discouraged. Because many nonprofit and community agencies are understaffed, they might not return your call right away. Persistence is important in regards to making contacts and starting your service experience. More Communication Tips: When speaking to the site supervisor… * Ask about the organization’s volunteer policies and training guidelines. It is possible that you need to fill out additional paperwork with their agency as well as the GU/MSB/UCC paperwork. * Explain the course objectives (provided in your course syllabus) and tell them that you have __ service-learning hours to fulfill for your course. * Tell them your availability. What times are best...
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...Leadership Development Program 2001/2002 Student Portal Project May 22, 2002 Cecille Cabacungan, Goldman School of Public Policy Lesley Clark, Center for Organizational Effectiveness Rachelle Feldman, Financial Aid Office Paula Flamm, University Health Services Gail Ford, The Library Kati Markowitz, Neuroscience Institute Stacey Shulman, Department of Chemical Engineering Dan Sullivan, Haas School of Business Imagine a single Website personalized to meet all your cyberneeds – one that would keep you up-to-date on campus events and academic information and would be accessible from any computer. -- The Daily Californian, April 15, 2002 Table of Contents Executive Summary Main Report I. Charge and Methodology II. Findings III. Portal Development, Current Practices IV. Costs and Phased Implementation V. Conclusions and Recommendations; Criteria for Measuring Portal Success VI. Three Portal Interface Options for Look and Feel; Criteria for Evaluating Options VII. Portal Names Appendices Introduction, Charge, and Methodology Appendix I – Definitions Appendix II – Respondents Appendix III – Student Survey Instrument Appendix IV – Staff, Faculty, Administrator One-on-One Interview Questions Appendix V – Staff Focus Group Questions Appendix VI – Staff, Faculty, and Administrator Survey Instrument Appendix VII – Portal Developer Questionnaire UCB Student Response Appendix VIII – Undergraduate Affairs Focus Groups, Raw Data, 2001 Appendix...
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...My theory for this project was that students that access social media at least 4 times a day have lower grades than students that access social media less than 2 times a day. I used this because I realize that social media can be a major hinderance and can distract students from completing their schoolwork. I am a prime example of this. Before I created any social networking accounts, I had straight A’s and had much more free time than I knew what to do with. Now however, I use social media frequently and it has eaten up my time and concentration. I began to complete my homework at school in the mornings before classes because I concluded that talking to my “friends” and seeing who was posting what was more important than my schoolwork. This behavior began to cause my grades to plummet. Realizing what I was doing to myself, I decided to make a change. I do not check my social networking accounts as much as I used to and my grades reflect it! After long contemplation, I realized that I couldn’t be the only one that had this horrible habit of putting social media before education; someone else absolutely had to do it as well. I had many questions in my head about why such a thing would happen with others. “Do they do it because of boredom? What if they focus more on it because their friends do?” After testing 30 students at Frederick Douglass High School with the amount of time spent on social media as the independent variable and the condition of the grades as a result...
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...McCoy College of Business Administration TEXAS STATE UNIVERSITY Department of Marketing Consumer Behavior: MKT 3350 |Instructor |Kathryn Davis, Ph.D |Phone: 512-245-4378 | | |Office: McCoy 417 |Email: ksd27@txstate.edu | |Office hours |MWF: 8:00 AM – 9:00 AM and Wed: 1:00 PM – 3:00 PM and by appointment as needed | |Course Description |Students examine the psychological and sociological factors that influence consumption and decision-making. During the | | |course, students learn the practical implications of consumer attitudes and behavior for marketing activities. This | | |course is part of Texas State’s Service-Learning Initiative. | |Course Materials |Consumer Behavior: Building Marketing Strategy, 12/e (note: 11/e is also accepted) | | |Hawkins, Mothersbaugh, Best | | |ISBN 13: 978-0-07-353004-8 ...
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...and the increasing importance of inter-organizational alliances and partnerships, have resulted in the emergence of global information systems as a necessary core component for contemporary organizations. This course covers concepts related to the role of and impact of information systems in global enterprises, including; conceptual foundations, business applications, impacts on organizational behavior, ethics of global systems, the influence of varied cultures, and how IT may be used to implement global strategies to gain a competitive advantages. II. Goals and Learning Outcomes The main objective of the course is for students to study how variations in the information culture and systems may vary across different countries, and how these variations may impact the adoption of information technologies. In addition, an objective of this course is for students to learn the managerial issues related to the development of global information systems that support the strategic efforts of an organization operating in increasingly complex competitive global markets. III. Course Materials & Resources 1. Laudon and Laudon (2010)“Management Information Systems: Managing the Digital Firm” (11th Edition - 2010). ISBN: 0-13-607887-7. (***You can use either the 11th or 12th Edition, they are very similar – if you can find it the 11th addition will probably be cheaper!!!) 2. Don Tabscott (2009)“Grown up Digital: How the Net...
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...Every February, the Denver Metro Regional Science Fair takes place at the Denver Museum of Nature and Science. Students are judged in a multitude of categories, with the best projects being those that are best thought out, most interesting, or best presented. The highest performing projects have the opportunity to go on to the state and national levels of competition where they are faced with higher scrutiny and face tougher competition. To an outsider, the metrics on which the students are judged may seem confusing for their lack of connection to the student’s overall demeanor and intelligence. 5. The IQ test as known by Americans today was first introduced in 1916, an adaptation of a French intelligence scale invented by Alfred Binet a few years prior. The test was initially intended to be an indicator of “mental age” in comparison to the patient’s real age. During World War I, the test was used to determine the aptitude of soldiers to perform various tasks. In the intervening years, this test has come to be a determiner of human intelligence...
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...learning organization, Fremont Unified school district keeps its focus on the implementing innovative projects and initiatives. By joining the Black Mind Natters initiative and implementing the project “Supporting the educational success of Black children in California” the district proves its innovative spirit. What speaks to the innovativeness of the program? First of all, it is based on the appreciative inquiry. Fremont Unified School District is predominately Asian and has only 5% of the African-American population. Nevertheless, the leadership decided to implement the initiative in order to create more opportunities and inclusion to all students’ populations. The philosophy behind this decision is to promote successful practices rather than focusing on the biggest deficits. The initiative itself started from the positive inquiry and exploring the successful practices. The authors of the project looked at the schools across the California and nationwide, and studied the best practices of the schools that managed to close the gap of opportunity and achievement for African American...
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...High Educ (2009) 58:563–584 DOI 10.1007/s10734-009-9216-y Groupwork as a form of assessment: common problems and recommended solutions W. Martin Davies Published online: 20 March 2009 Ó Springer Science+Business Media B.V. 2009 Abstract This paper reviews some of the literature on the use of groupwork as a form of assessment in tertiary institutions. It outlines the considerable advantages of groupwork but also its systemic associated problems. In discussing the problems, the paper considers issues such as ‘‘free riding’’ and the ‘‘sucker effect’’, issues associated with ethnic mix in groups, and the social dilemma problem—in which students face conflicting demands between altruism and self-interest. The paper then outlines several models of effective groupwork and makes suggestions for implementing groupwork tasks. The paper also looks at the key assessment tasks which are commonly employed—namely, additive, conjunctive, disjunctive and discretionary tasks—and assesses which are most suited to groupwork. The paper considers the related issues of task complexity, recognition for effort, and strategies for minimising issues concerning group size. The paper also briefly considers strategies for implementing incentives for groupwork members, and outlines the issue of penalties for unproductive group members. The paper concludes by providing recommendations for how to maximise the advantages of groupwork while trying to minimise the disadvantages. Keywords ...
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...free to come by my office anytime during these hours. Course Description This course is a global investigation of the styles and methods of artistic production covering Prehistoric through Gothic periods. Media studied include: drawing, painting, sculpture, architecture, printmaking, textiles, ceramics, and metal arts. Using this framework, universal themes are studied within their historical, political, economic, theological, sociological, and ethnic contexts. Prerequisites Must be placed into college-level reading and college-level writing Academic Learning Outcomes for Program Lecture Courses 1. Identify the formal elements and principles of design.***** 2. Apply critical thinking when comparing works of art. Course Student Learning Outcomes (SLO): 4 to 7 1. Identify and describe works of art based on their chronology and style, using standard categories and terminology. 2. Investigate major artistic developments and...
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...will help the university to maintain student’s details as well as staff. In addition to this, the system will work as a platform communication where lectures, non-academic staff and students can communicate. Resource, announcements and other important materials will be uploaded on the system. On the other hand, student will use the system to register online and check their grades without going to the registry office. By using this online computerized system, the university will be able to save a lot of time and money since tedious and manual work is eliminated. 1.1. Problem Statement It is very time consuming and expensive to handle large number of students and doing things manually will exponentially increase time and money spent on it. More staff will be needed and the workflow will be very slow thus making it very inefficient and tedious. The ABC University has realized the benefits of computerized system to manage such a large number of students and staff. It is expected that this new system will cater all the needs of the university and enable it to save more money and time. In addition to the previous two advantages, the main goal of the system is to make the university day to day operations and functions faster, more efficient and reliable. 1.2. Purpose (Objectives) The main purpose of this project is to set up a complete computer based campus management system for ABC which is more efficient and faster than the paper based system. The aim of this is to utilize the power of...
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...Placement Handbook 12 Part 2-During Internship Appendix 1 – Logbook Template 18 Appendix 2– Logbook Cover Page 19 Post-Internship Appendix 3 – Content Guidelines for Industrial Placement Essay 20 Appendix 4 – Industrial Placement Report Cover Page 27 Appendix 5– Essay Clearance Form 28 Appendix 6 – Student Feedback Form 29 Assessment and Grading Appendix 7 – Industrial Placement Essay Assessment 31 Appendix 8 – Industrial Placement Visit Report Form 34 Appendix 9 – Industrial Placement Assessment Forms 36 Introduction 1. Industrial Experience Rationale The aim of the Industrial Experience programme is to enable students to gain industrial or professional learning experiences to develop transferable skills for employability and thereby to enhance their future value to employers. Familiarity with all common processes is essential and exposure at a practical level to a wide variety of processes is required at a level appropriate for young professional. Whilst it is clearly desirable for students to get a feel for the skills involved, the central aim is to achieve appreciation of business processes. Industrial training is a key component of learning in an integrated academic curriculum. 2. Part 2-Industrial Experience Period 12 weeks of industrial experience programme is equivalent to 5 credits. As per the requirement of...
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...Contact: Name Juliana Swatko Phone 9852 5441 Email : j.swatko@uws.edu.au Student Consultation A time for face-to-face consultations can be arranged by email. Email enquiries will be answered at regular intervals during the week. Provide details of times that are available for student consultation, including face to face, answering email or phone enquiries. It is a condition of enrolment at UWS that students must use their UWS student email account when corresponding with UWS staff by email in relation to their studies. The UWS Policy relating to this requirement is accessible at the following address : http://policies.uws.edu.au/view.current.php?id=00019#maj3 Attendance Requirements Students are expected to attend at least 80% of face-to-face sessions, and should contact the unit coordinator and lecturer by email to explain any non-attendance in advance. Essential Equipment and/or Resources Equipment Students need to have access to a computer where the Internet can be used to logon to E-learning at UWS and the VUWS website for this unit. It would be useful to have Adobe Acrobat Reader. It can be downloaded from the link at E-learning at UWS http://www.uws.edu.au/students/onlinesupport There are computer labs for student use on each campus. And there are provisions for students to access online materials at each of the campus libraries. Students are expected to use the Internet to access electronic databases and E-learning at UWS...
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...[pic] Introduction to American Business College of Adult Professional Studies Course Number: BUS105 Syllabus Course Overview Introduction to American Business will take you on a journey of understanding the science of business. Even though new business applications are emerging some foundational principles remain unchanged. This course will include both basic business applications and new emerging trends. As you read the material and interact with classmates you will gain a greater understanding of entrepreneurship, quality of life, revenue, profit and loss, risk taking, production and return on investment. The course will highlight the importance of finance, the role of a financial manager, where to get long term funding and how to finance large capital. The financial principles that are taught will have applications to you personally. You will learn about controlling your assets, building a capital account and planning for your retirement. American business is an ever-changing science. Today’s businesses are challenged with global competition and faster technological changes; these changes will have a direct impact on you as a manager. The information and learning activities presented in the course will help you to examine up-and-coming business strategies that influence traditional management. You will learn about management approaches that are more customer-driven than they were a decade ago. You will understand and study the necessity of developing...
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...Berkeley Master of Engineering Program Student Handbook 2014-2015 edited 6/17/14 ld 1 Table of Contents MASTER OF ENGINEERING PROGRAM CONTACT INFORMATION ........................................................ 4 FUNG INSTITUTE FACULTY & STAFF .......................................................................................................................... 4 DEPARTMENT STAFF .................................................................................................................................................. 5 ADDITIONAL RESOURCES CONTACT INFORMATION ................................................................................ 6 MASTER OF ENGINEERING HONOR CODE ..................................................................................................... 7 ACADEMIC INTEGRITY................................................................................................................................................ 7 ACADEMIC AFFAIRS ............................................................................................................................................. 10 THE ACADEMIC PROGRAM ....................................................................................................................................... 10 ADVANCEMENT TO CANDIDACY .............................................................................................................................. 10 REGISTRATION...
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