...product names are trademarks or registered trademarks of 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. Facilitator Information Michael Gutierrez gofiguretravel@email.phoenix.edu (University of Phoenix) gofiguretravel@q.com (Personal) 602-301-2633 (mountain) Facilitator Availability I am available from 10 a.m.-10 p.m. Mountain Time on most days, but I attempt to reserve Saturday for my family. On Sundays, I tend to be online in the late evening only. If these times are not convenient for you, please let me know. I will be happy to accommodate your schedule, if possible. I provide you with these times to make it easier to communicate with me, and not to limit our contact. I want you to know that, should you need to contact me outside these time frames, you should not hesitate to do so. For emergencies, when you are not able to gain access to messages on the Online Learning System...
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...Associate Program Material Appendix I Critical Thinking Worksheet Chose one of the following scenarios: • You are a member of a group working on a class project. The group members are enthusiastic about the project and arrange a meeting time to begin planning. You forget to mark your calendar and miss the meeting. The group posts a summary of the meeting with assignments and deadlines for the project. You apologize to the group and agree to complete the topic research for the project. You realize you have a paper due in another course on the same day your research is due and concentrate most of your time on your individual assignment. The paper takes longer than you thought, and you are unable to conduct research for the group project by the deadline. You feel bad about this and do not respond to inquiries from group members. You post a message to the group explaining you are having computer problems. The group expresses their empathy and proceeds without you, completing and submitting the project with your name included. • A position opens in your department at work. You recommend to a coworker and friend in another department that she should apply. You previously consulted with this person on small projects, and she appears knowledgeable and responsible. In fact, you became friends through these work contacts. Your friend appreciates your recommendation and arranges a meeting to ask you more details about the work done by your department. The meeting is productive...
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...Associate Level Material Appendix I Critical Thinking Worksheet Chose one of the following scenarios: • You are a member of a group working on a class project. The group members are enthusiastic about the project and arrange a meeting time to begin planning. You forget to mark your calendar and miss the meeting. The group posts a summary of the meeting with assignments and deadlines for the project. You apologize to the group and agree to complete the topic research for the project. You realize you have a paper due in another course on the same day your research is due and concentrate most of your time on your individual assignment. The paper takes longer than you thought, and you are unable to conduct research for the group project by the deadline. You feel bad about this and do not respond to inquiries from group members. You post a message to the group explaining you are having computer problems. The group expresses their empathy and proceeds without you, completing and submitting the project with your name included. • A position opens in your department at work. You recommend to a coworker and friend in another department that she should apply. You previously consulted with this person on small projects, and she appears knowledgeable and responsible. In fact, you became friends through these work contacts. Your friend appreciates your recommendation and arranges a meeting to ask you more details about the work done by your department. The meeting is productive...
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...assessed Lab 5 Built-in functions and methods ASSESSMENT INFORMATION This worksheet is one of the seven assessed lab sheets. It can be assessed within the next 5 weeks. Let me know in advance when you’d like to be assessed. Deadline: Thursday, 17th of July. Do not forget to have it ‘signed off’ after you have been assessed. 1 introduction This laboratory worksheet covers the use of built in functions, methods and classes within the Java programming environment. This laboratory involves the creation of a number of Java programs. Make sure that you save any code you write. Also make sure you save any results or notes that you observe about your work. Note that you are unlikely to complete this worksheet in just one laboratory session. 2 Preliminaries Create a project in Eclipse called CS1002_Lab5 and create a corresponding class (say CS1002_Lab5). Try and organise your work (from the following exercises) into separate methods as we did in the previous worksheet. 3 Strings Copy the following code into your project and run the program. public static void main(String args[]) { double number = 1.0/3.0; System.out.println(number); DecimalFormat number_format = new DecimalFormat("#.##"); String formatted_string = number_format.format(number); System.out.println(formatted_string); } Is it showing you an error? Can you fix it? The DecimalFormat class enables us to format numbers (and other classes) in a variety of ways. In the above example we are formatting the number to...
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...Wednesday: February 26 I. Desired Results a. Unit Enduring Understanding(s) – i. Students will understand the structures and functions of cell organelles ii. Students will understand how each organelles help the living organisms b. Unit Essential Question(s) – iii. Why each organelle has a specific function to carry? iv. Where do all cells come from? c. Daily Learning Objective v. Students will know the differences between eukaryotic and prokaryotic cells – I. GPS Standards SB1: Students will analyze the nature of the relationships between structures and functions in living cells. 1. Explain the role of cell organelles for both prokaryotic and eukaryotic cells, including the cell membrane, in maintaining homeostasis and cell reproduction. SCSh3: Student will identify and investigate problems scientifically 1. Suggest reasonable hypotheses for identified problems 2. Develop procedures for solving scientific problems 3. Collect, organize and record appropriate data SCSh6: Students will communicate scientific investigations and information clearly 1. Use data as evidence to support scientific arguments and claims 2. Participate in group discussions of scientific investigation II. Introduction (TIME) a. The lesson start with an on-time quiz (15-20 minutes) 1. Students are expected to read page 96-99 on...
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...Associate Level Material Appendix I Critical Thinking Worksheet Chose one of the following scenarios: You are a member of a group working on a class project. The group members are enthusiastic about the project and arrange a meeting time to begin planning. You forget to mark your calendar and miss the meeting. The group posts a summary of the meeting with assignments and deadlines for the project. You apologize to the group and agree to complete the topic research for the project. You realize you have a paper due in another course on the same day your research is due and concentrate most of your time on your individual assignment. The paper takes longer than you thought, and you are unable to conduct research for the group project by the deadline. You feel bad about this and do not respond to inquiries from group members. You post a message to the group explaining you are having computer problems. The group expresses their empathy and proceeds without you, completing and submitting the project with your name included. Write five questions to help you think through the situation and determine a course of action. Question 1: How much time was allotted for the completion of this project? * Question 2: Who in the group could I have gotten notes from in order to make my portion easier? * Question 3: Am I trying to do too much outside of school which is affecting my schoolwork? * Question 4: What can I do differently to make sure I am doing my part with...
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...Associate Level Material Appendix I Critical Thinking Worksheet Chose one of the following scenarios: • You are a member of a group working on a class project. The group members are enthusiastic about the project and arrange a meeting time to begin planning. You forget to mark your calendar and miss the meeting. The group posts a summary of the meeting with assignments and deadlines for the project. You apologize to the group and agree to complete the topic research for the project. You realize you have a paper due in another course on the same day your research is due and concentrate most of your time on your individual assignment. The paper takes longer than you thought, and you are unable to conduct research for the group project by the deadline. You feel bad about this and do not respond to inquiries from group members. You post a message to the group explaining you are having computer problems. The group expresses their empathy and proceeds without you, completing and submitting the project with your name included. • A position opens in your department at work. You recommend to a coworker and friend in another department that she should apply. You previously consulted with this person on small projects, and she appears knowledgeable and responsible. In fact, you became friends through these work contacts. Your friend appreciates your recommendation and arranges a meeting to ask you more details about the work done by your department. The meeting is productive...
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...financial reporting to external users will be stressed. In addition to studying current financial reporting and disclosure requirements, we will also discuss current reporting controversies and practices. Course Objectives: Students will be expected to develop and demonstrate: • an understanding of complex financial events and their effect on financial statements, cash flows, and accounting-based contracts; • critical thinking skills (i.e., gathering and integrating data for complex situations); • an understanding of the interrelationships among the income statement, balance sheet, statement of cash flows, and footnotes; Course Materials: Textbook: Intermediate Accounting, 15th Edition by Donald E. Kieso, Jerry J. Weygandt, Terry D. Warfield, March 2013 Additional course materials will be provided on SmartSite under Resources. Note that electronic copies of the class notes are not a substitute for the material covered in class. They are intended to assist you in note taking during class. 1 Attendance: Although I do not take attendance, I strongly suggest that you attend class, as it is...
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...Associate Level Material Appendix I Critical Thinking Worksheet Chose one of the following scenarios: • You are a member of a group working on a class project. The group members are enthusiastic about the project and arrange a meeting time to begin planning. You forget to mark your calendar and miss the meeting. The group posts a summary of the meeting with assignments and deadlines for the project. You apologize to the group and agree to complete the topic research for the project. You realize you have a paper due in another course on the same day your research is due and concentrate most of your time on your individual assignment. The paper takes longer than you thought, and you are unable to conduct research for the group project by the deadline. You feel bad about this and do not respond to inquiries from group members. You post a message to the group explaining you are having computer problems. The group expresses their empathy and proceeds without you, completing and submitting the project with your name included. • A position opens in your department at work. You recommend to a coworker and friend in another department that she should apply. You previously consulted with this person on small projects, and she appears knowledgeable and responsible. In fact, you became friends through these work contacts. Your friend appreciates your recommendation and arranges a meeting to ask you more details about the work done by your department. The meeting is productive...
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...Course: BUS 363.01 Brand Management Professor: Camille Abbruscato Semester: Spring 2013 Course Syllabus E-Mail: camille.abbruscato@stonybrook.edu Office: Harriman 305 Office Hours: Monday and Wednesday 11:30 – 12:50 or by appointment Classroom: Frey Hall Room 205 Time: Tuesday and Thursday 10:00 am – 11:20 am COURSE MATERIALS To keep costs down, there is no required textbook; instead, we will rely on my lecture slides, adapted from Keller’s, Strategic Brand Management text (Prentice Hall). However, as everyone learns differently, there will be copies of the textbook available for sale in the University bookstore and on reserve in the library. RECOMMENDED READINGS To enhance your professionalism and marketing perspective, reading the following business newspapers and magazines is beneficial: * Business Week * Brandweek * Marketing News * Advertising Age * Wall Street Journal * Adweek * USA Today Money Section COURSE OVERVIEW Which brands make you happy? Starbucks? Apple? Nike? Coca Cola? What draws you into these brands? Do you think the brands you purchase are a reflection of who you are? How do companies create compelling brand experiences? How could you cultivate a brand that makes consumers happy? This course explores such questions with the goal of identifying the ingredients for building and managing an inspired brand. The course will interweave lectures, guest speakers, readings and in-class exercises—all of...
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...Shake and Erupt: A critical reflection on teaching earthquakes and volcanoes to KS3 Rationale: Perhaps the most dynamic features of the Earth’s awesome power and nature are when Volcanoes and Earthquakes occur. Their workings are at the very core of our planet’s history and their unpredictable activity continues to shake mankind’s understanding of the planet. This topic or scheme of work for my mixed ability year nine class offers a plethora of attributes that both incorporates sound core Geographic knowledge and divers teaching formats that can present a degree of awe and wonder into the minds of young people. Planning and teaching such a topic at a time when the Geography National Curriculum is being reviewed by the new coalition Government, seems to provide somewhat of a blank canvass as to what pedagogical approaches might be the most appropriate to adopt. Whatever the NC will look like, we are led to believe that there will be a re-focus on the ‘core’ knowledge in subjects like Geography. This is not to say a return to didactic teaching where teachers are merely transmitters of information, or indeed to adopt a textbook pedagogy which is reminiscent of the late 1970s and 1980s. The Geography Curriculum Consultation Full Report makes it clear “That a line-by-line, detailed list of geography’s contents is not the best way to draw a positive response from teachers . . . though there is strong support for the national curriculum achieving greater clarity over the core...
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...the concept of student engagement. The purpose of this project was also to find out the usage of engagement based approaches in the classroom. The survey results in this project indicate that teachers do use these approaches in the classroom but not frequently enough. Usage of engagement based approaches in the classroom can be increased with changes in attitudes of teachers, sufficient support from schools and changes in modes of assessment. i AKNOWLEDGEMENTS I would like to thank the following people who have helped me in making this Masters Project interesting and a memorable one: Associate Professor Helmer Aslaksen for his guidance and patience. Without his constant assurance and encouragement this would not be possible. Colleagues and friends who contributed to the survey in this project. My family for all their support and encouragement. ii TABLE OF CONTENTS Abstract............................................................................................................................................i Acknowledgements………………………………………………………………………………ii Table of Contents………………………………………………………………………………..iii List of Tables and...
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................................................. Page 2 INTRODUCTION: PURPOSES, PARAMETERS AND CONTEXT..........................Page 3 CRITICAL REVIEW OF LITERATURE.....................................................................Page 7 SCOPE, SAMPLE AND ETHICAL CONSIDERATION........................................... Page 15 CRITICAL REFLECTION ON OWN RESEARCH FINDINGS.....................................................................................................................Page 17 MY CHANGE INITIATIVE.........................................................................................Page 28 REFERENCES...............................................................................................................Page 44 ABSTRACT This paper reports the findings of a small scale enquiry and the change initiative based on the findings and outcomes of leading a change initiative in a secondary school in the South East of England. The paper evaluates the impact of a change theory on teaching and learning and it assesses the implications of new knowledge on practices and performances of students in Religious Education. The focus of change is on the utilisation of planning strategies to promote interest in learning and the adaptation of critical thinking tools for the purpose of engaging the students in learning. A critical evaluation of the impact of effective questioning and dialogue forms part of the recommendations made. The new knowledge in this report...
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...countries. All other company and product names are trademarks or registered trademarks of 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 PSY/201 Foundations of Psychology 2 Facilitator Information Janie Lacy JanieLacy@email.phoenix.edu (University of Phoenix) Janie@JanieLacy.com (Personal) 407-924-7533 (EST) Facilitator Availability I am available from 9 a.m.-12 p.m. Eastern Standard Time on most days, but I attempt to reserve Sundays as my rest day. During the week, I am available most of the time during that 9 a.m.-12 p.m. time frame. On Saturdays, I tend to be available in the morning only. If these times are not convenient for you, please let me know. I will be happy to accommodate your schedule, if possible. I provide you with these times to make it easier to communicate with me, and not to limit our contact. I want you to know that, should you need to contact me outside these time frames, you should not hesitate to do so. For emergencies, when you are not able to gain access to messages on the Online Learning System (OLS), please send a message to my personal email address. In the...
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...T1 Consultants The Case of Community Health Initiatives MBA #511 (Stark) Spring 2011 Team #1 Prepared by: Jim Arthur Bob Bordine Wanyun Zhong (Emily) Lu Tang Jason Blevins Respectfully Submitted: October, 2011 A Plan for Stephanie & CHI TABLE OF CONTENTS Plan summary…………………………………………………………………………3 Budgeting Process…………………………………………………………………….4 Dash Board……………………………………………………………………………5 Non-Profit Ratio Measurements’/Standards………………………………………..9 Professional Development..................................................................................….....12 14 Rules for Managing the Board…………………………………………………..13 Closing Statement……………………………………………………………………16 Appendix……………………………………………………………………………..17 Supplemental Dash Board calculations…..………………………attached via Excel Plan Summary Community Health Initiatives (CHI) is a nonprofit whose mission is to provide education and support to chronically ill individuals and their families who reside in the surrounding metropolitan area. Stephanie has recently been hired as the director of finance of CHI and faces many challenges as the organization has doubled in size over the past year. The goal for both CHI and Stephanie is to develop a plan which Stephanie can follow over the next 3 months as she develops accounting processes that will provide the CHI leadership (executive director...
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