...you-are-solely-responsible- for-the-success-of-this-group way I thought it would when I was elected president of my high school’s Junior Classical League. Granted, I did garner membership, coordinate meetings, and maintain our presence on campus, but I now know that my leadership stemmed more from the relationships I made with the club members rather than my ability to create scintillating PowerPoints (a seemingly impossible feat). The core attraction of Junior Classical League is Certamen (a team trivia game with questions regarding classical history, language, and culture). I realized that camaraderie was essential to leadership the first night of our Area Certamen competition - this was the first rung in a series that culminated in the State Certamen competition. That night our novice team advanced to the next round, a triumph that my school had yet to achieve. However, my pride stemmed not only from the fact that the practice schedule I maintained yielded a victory, but also that my club’s Certamen teams were together that night, sitting on wide stairs outside the school the competition was hosted, laughing and eating the disjunct combination of avocado, Cadbury creme eggs, and challah bread that we chose to bring as snacks before competing....
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...The Middle School girls lacrosse team had a great season filled with numerous wins. Coach Amanda Carrico and Coach Lucia Wilson lead 24 girls from grades sixth through eighth that are part of the team. This year was a season of growth, learning and bonding. Maya Cortez (8) catches the ball and cradles it during a practice drill at the beginning of the season. This was a warm up to enhance their skills before they scrimaged at the end of practice. Maya said, “My favorite practice drill is three vs two, which is when their are three offense players and two defense players. I like the drill a lot because it gives me real life game situations and helps me improve so I can do my best.” During a timeout, Coach Amanda Carrico calls the girls...
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...International Year One (IY1) UNIT 9 - STUDY AND COMMUNICATION SKILLS FOR BUSINESS Subject Leader: Sarah Dye E-mail address: sdye@oncampus.global ASSESSMENT 2 Independent Learner Journal Student Name: ………………………………………………………………………………….. CEG Number: …………………………………………………………………………………….. Tutor Name: ……………………………………………………………………………………… To complete this assessment you will need to submit a ‘journal’ containing the following: 1. Three independent learner journal logs (weeks 3, 5 & 7) 2. Two reflective essays (150-200 words) on the following experiences: * Participating in a seminar (week 4) * Participating in a team activity (week 6) On the following pages you will find templates for the completion of the Independent Learner Journal. There are three (3) Individual Learner Logs and two (2) reflective essays. Use the information given in the INDEPENDENT LEARNER JOURNAL Student Guide to help you complete these entries. Your portfolio will be reviewed regularly by your tutor during the programme – please ensure you keep it up to date. Final submission: 4th March 2016 (on Turnitin) Individual Learner Log 1 Date | Resource used (e.g. lecture, podcast, Radio 4 business programme, video)*full reference to be provided (e.g. URL) | Aim (i.e. why did you do this activity? What did you want to achieve/improve?) | | | | Key focus of the resource: | What information/knowledge was new to you? | How could this activity be useful to...
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...It is the objective of this essay to critically evaluate one significant experience within my KOLB class. Secondly, this essay will critically evaluate the first meeting of my team and my thoughts, feelings and behaviours. Thirdly, this essay with draw upon Tuckman’s team formulation theory to assist in the evaluation of a team meeting held on 16th August, 2009. Fourthly, this essay will also refer to the Myers-Briggs personality profile questionnaire to assist in analysing how different personalities impact on the effective formulation of team roles and responsibilities. The analysis of this critical incident will be referenced to the Kolb model that consists of concrete experience, reflective observations, abstract conceptualisation and active experimentation. On 30th September 2009, I had a significant experience where I took part in a communications exercise facilitated by my quite engaging KOLB tutor. The purpose of the exercise was to demonstrate the differences between one-way and two-way communication. Students were split into pairs where one student would sit behind the other. The student in front was given a blank A4 piece of paper and a pen. The student sitting behind them was given an A4 piece of paper with a series of shapes printed on it. The object was for the student sitting behind to tell the student sitting in front how to replicate the shapes onto their blank A4 piece of paper. The only rule was that the student listening to the instructions was not aloud...
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...Assessment - MGT3193 – Business Start-up There is a stream of coursework activities which reflect the practical approach of this module. Students are expected to keep up with weekly exercises and periodic assignments as part of what they would need to do when setting up a business. They are also expected to approach this work in a pragmatic way, demonstrating an understanding of value for effort in what they do. The module is entirely assessed via coursework. This involves three components, as detailed below: 1. Business Portfolio (group work but individually assessed, 20%) 2. Business Plan (group work, 60%) 3. Reflective Essay (individual work, 20%) Deadlines: the module adopts university coursework deadlines unless otherwise specified. Please refer to the university calendar on UniHub (http://unihub.mdx.ac.uk). All pieces of assessment need to be submitted directly to the student office. Submissions made by directly by e-mail cannot be taken into consideration. Please ensure you obtain a receipt from the student counter when submitting. Extensions cannot be granted by module tutors. Should you believe you have extenuating circumstances, you are advised to talk to your tutor and/or the assessment manager as soon as possible. 1. Business Portfolio (20%) Documents need to include, but not limited to: 1. Business name and organisational Statement 2. Contract 3. Entrepreneurial CVs 4. Minutes of all meetings 5. Activities ...
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...w/c 9th September 2013 | Hand in Date | 13th June 2014 | Learner Name | | Assessor name | Adelaide McLaughlin & New Lecturer (TBC) | | Assignment title | Vocational Experience | Criteria Assessed | P1 explain the structure and function of a health or social care organisationP2 report on own contributions to a specific team activity relating to health and social careP3 make regular reflective entries in a personal journal related to own contributions to work in a health and social care settingP4 present a portfolio of evidence from all placements that demonstrates the development of own practice in health and social care settingsP5 explain how continuing development of staff influences practice in settings.M1 assess how their contributions to the team influenced the success of the activityM2 assess how own development of knowledge, skills and understanding has made a difference to teams and individuals in health and social care settings M3 assess how continuing development of staff can enhance the care of patients/ users of services.D1 make recommendations as to how they could have adapted their own contributions to the team to enhance the success of the activityD2 evaluate how own effectiveness as a carer has developed as a result of workplace experiences. | The purpose of this assignment is to: to explore a health and social care organisation, participate in teamwork and reflect on learning from the 100 hours of health and social care work experience incorporated...
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...w/c 9th September 2013 | Hand in Date | 13th June 2014 | Learner Name | | Assessor name | Adelaide McLaughlin & New Lecturer (TBC) | | Assignment title | Vocational Experience | Criteria Assessed | P1 explain the structure and function of a health or social care organisationP2 report on own contributions to a specific team activity relating to health and social careP3 make regular reflective entries in a personal journal related to own contributions to work in a health and social care settingP4 present a portfolio of evidence from all placements that demonstrates the development of own practice in health and social care settingsP5 explain how continuing development of staff influences practice in settings.M1 assess how their contributions to the team influenced the success of the activityM2 assess how own development of knowledge, skills and understanding has made a difference to teams and individuals in health and social care settings M3 assess how continuing development of staff can enhance the care of patients/ users of services.D1 make recommendations as to how they could have adapted their own contributions to the team to enhance the success of the activityD2 evaluate how own effectiveness as a carer has developed as a result of workplace experiences. | The purpose of this assignment is to: to explore a health and social care organisation, participate in teamwork and reflect on learning from the 100 hours of health and social care work experience incorporated...
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...186ACC Coursework Assignment 2 A Reflective Essay Student ID: 186 ACC Coursework Assignment 2 – A Reflective Essay Introduction In this assignment I will be drawing upon what I have learnt in this semester’s module in order to better reflect on my strengths and weaknesses by supporting it with work and research conducted throughout the course. In conjunction with this I will be drawing upon the skills audit I conducted to help me create an action plan that addresses my individual needs and help develop a broader skill set. This would therefore make me more confident in communicating effectively in different situations. The course aims and objectives will be used with questionnaires, quizzes and other formats that were used to evaluate myself and preferential styles to show my strengths and weaknesses in this essay. In the introductory week we undertook a skills audits that helped us identify what our individuals learning styles where. I quickly learnt that I had similar results from both the audits and questionnaires which hinted that I am more reserved and observant. I was also told that I am very insightful and can express my own opinions well. The skills audit showed that I am more of a reflector/theorist (Online Skills Audit). Strengths and weaknesses: Main body I believe that all of my strengths are rather similar and therefore helps me conform very strong arguments which boast depth, analytical flare, and descriptive...
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...INDUSTRIAL PLACEMENT HANDBOOK –PART 2 (PA003-5-3) CONTENTS Introduction 3 Internship Mechanism and Process Flow 7 Visiting Academic Supervisor/ Industrial 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...
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...“Effective study skills are the soul foundation of a sound education” The title of this essay could suggest that by applying the correct methods, habits and practices to the learning experience (study skills) and by developing these through practice and reflection that this in itself provides the exclusive means of progress in learning. Wikipedia (2013) suggests “Any skill which boosts a person’s ability to study and pass exams can be termed a study skill.” We may define a skill as the ability to perform a learned activity and then develop this through practice and reflection. However, the temptation may be too narrowly define the acquisition of a particular skill say, being able to achieve a good mark in an essay, as an end in itself. Consequently, it may be better to perceive study skills as part of a wider process of learning which contains other aspects for consideration so the student may be able to achieve a greater perspective and understanding. Burns et al (2000) suggests that the student needs to combine and integrate different elements in order to learn. This may for instance involve developing a positive attitude for self-motivation which has been built upon a reflective sense of self-awareness which measures personal potential, both strengths and weaknesses, or a self-belief which encourages the desire to succeed. Potter (2011) suggests that a grasp of key study skills gives a student greater confidence, insight and efficiency which would also be another added...
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...WORKING IN THE 21st CENTURY SEMESTER 1 ACADEMIC YEAR 2012/2013 LECTURE 1 Overview of Course Description of Assignment © KAMAL KANT, 2012 1 COURSE OBJECTIVES 1. 2. 3. 4. NEW PARADIGM OF WORK CAREER THEORIES ABOUT UNDERSTANDING YOU LEARN TO WORK IN 21st CENTURY MOTIVATION, LEADERSHIP, TEAMS, INTELLIGENCE & STRESS 5. SUCEEDING IN CAREER 6. CAREER PLANNING AND JOB HUNTING © KAMAL KANT, 2012 SEE COURSE OUTLINE & CONTENTS OF TEXT FOR DETAILS 2 WORKING IN THE 21st CENTURY • 13 lectures. • PowerPoint slides of lectures will be posted at least a day before the lecture. • There is a prescribed text for course • There will be recommended readings. • These [prescribed text & recommended readings] must be read if you hope to do well/pass – applicable to S/U candidates too! © KAMAL KANT, 2012 3 FORMAT OF LECTURE • Tuesday Sessions 4.30 pm to 7.30 pm • Wednesday Sessions 1.30 pm to 4.30 pm. • Schedule during Lectures – About 1 hour LECTURE – 15 min – 20 min BREAK – About 1 hour LECTURE © KAMAL KANT, 2012 • Time at end of lecture for Discussion/ Consultation/Clarification with fellow students/instructor. [There are no tutorials for this course.] 4 • It is an paired assignment [40%]. ASSIGNMENT • The assignment essentially requires you to interview three individuals with at least 15 years of career history; and subsequently answer two questions related to information gained from the interviewees and applying your knowledge of the learning...
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...Department of Management Personal Effectiveness Certificate of Higher Education in Management/ Funeral Management Draft Module Outline (2015/16) Code: FFMN009H4 Term: Autumn and Spring Day – Autumn Term: Tuesday or Saturday (Bloomsbury) Day – Spring Term: Saturday (Bloomsbury) Time: Weekday Evenings 18:00 to 21:00; Saturdays 10:00 Time: Room(s): TBC Code: {{module code}} Term: {{term}} to 17:00 {{day/s}} 6.00pm to 9.00pm Room: {{room}} Lecturers: Ian Harrison Peter Hirsch Keith Mattacks V1:06/07/2015 Table of Contents Personal Effectiveness – Module Overview............................................................................................ 2 Aims and Objectives................................................................................................................................ 2 Learning Outcomes ................................................................................................................................. 2 Key Readings ........................................................................................................................................... 2 Required Reading................................................................................................................................2 Recommended Reading ...................................................................................................................... 2 Journal Articles....
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...MKTG303 Marketing Strategy Analysis and Decisions Assessment Guide Session 1, 2015 Department of Marketing and Management ASSESSMENT OVERVIEW Assessment 1 (A1) Case Study: Individual Assessment (30%) The case facilitates the discussion of marketing problems in real situations. Each student is to individually conduct a case study analysis during the semester. You should read these cases carefully and come to class prepared to provide constructive input as the class works together to address the issues of the case. 1. Practice Cases (Not assessable but required for class discussion) There will be two practice case studies to be prepared before the relevant class and discussed during class. Participation in these cases is important and will greatly assist you in understanding how to prepare the three assessable cases. Practice Case 1: Discussion Week 2- Seminar 4 - Dr Pepper Snapple Group, Inc: Energy Beverages– Kerin & Peterson page 105. Case Questions: 1. How would you characterise the energy beverage category, competitors, consumers, channels, and DPSG’s category participation in late 2007? 2. Does your characterisation bode well for a new energy beverage brand introduction generally and for Dr Pepper Snapple Group, in particular? 3. What target consumer market should be chosen for a new energy beverage brand? 4. What product should be introduced and how should it be positioned/differentiated? 5. Through which channel(s) should a new energy beverage brand...
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...eye-openers that revealed progress and improvement as a doctoral student. In the last five days, various lessons and experiences were imparted and learned but the most important lessons for me include the learning team experiences, scholarly writing, and reflective journaling on the lessons learned. Learning Teams During this residency experience, I acquired a lot about learning teams. In my academic and professional experience, I have been a part of numerous teams. I have had some bad encounters with teams during my period with the University of Phoenix and acknowledged that the team experiences at residency would be similar. I definitely applied my situatedness but I understand now a cohort of different personalities can form a successful team where all opinions are heard, all ideas count, all contribute and all appear to demonstrate an authentic interest for one another. We had various chances to work in learning teams. We reviewed course articles, course competencies, and were given several activities to develop team organization.Team learning arose from collaborative learning, finding its way in educational and organizational science (Dechant, 1993; Edmonson, 2007; Illeris, 2009). In educational science, studies focussed on the effects of team learning as a...
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...REFLECTIVE ESSAY FOR MARKETING, INNOVATION AND DESIGN Reflective writing is an intricate process of inscription, what one learned from a particular area and how it would be useful in the future. In my reflection I would construct an assertive image of what exactly happened during the marketing module. Looking at the outcome of my reasons to pursue my MBA, my strengths, and the areas I want to improve on. The marketing, development and Innovations module has the learning and developing goals for me as I see a clear need to reintegrate into the learning environment, since I do not have a first degree, I was exempted because of my eight years of management experience. Being part of a working world and doing a MBA means that I would be faced with many challenges, personally, professionally and educationally. However, I embraced the challenge even at times it was difficult to juggle my commitments. Initially my thoughts were that marketing module was simply about sales, however, it was mainly about Innovation and design. From the first lecture, the main thing that attracted me towards marketing was the efficient teaching style of the Lecturer, practically the way of explanation, teaching methods and the learning tools that the lecturer used which were mainly power point slides, which was then emailed to the class. The Lecturer motivated and encouraged me, this factor has positively contributed to the amount of interest I formed towards the subject. The marketing module has...
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