...effectively in English speaking culture you need to have purpose. This means that you need to be clear about your reason for communicating and organise the message to achieve your purpose. Usage of communication channels to the best advantage. For example are you communicating via email or more formal written channels, over the telephone, or face to face? And recognise that your non-verbal communication may be contradicting what you are actually saying, and finally give your receivers the opportunity to respond, so that you can see whether they have understood your message. Cross-cultural communication tries to bring together such a relatively unrelated areas and establishment area of communication. Its core is to establish and understand how people from different cultures communicate with each other. Its aim is to produce some guidelines with which people from different cultures can better communicate with each other. The key to effective cross-cultural communication is knowledge. It is essential that people understand the potential problems of cross-cultural communication and make a conscious effort to overcome these problems. And it is important to assume that one’s efforts will not always be successful, and adjust one’s behaviour appropriately. This essay will discuss the importance of the issues and problems concerning the effectiveness of cross-cultural communication with supporting researched information. Firstly there are two types of communications; Verbal and non-verbal...
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...and regulations are being upheld, the nursing home is providing quality care to the patients. When a change happens at a nursing home there can be confusion and conflict with everyone involved. While following the chain of command can be long and even boring, it is needed to keep the communication process smooth and effective. The chain of command does help reduce the risk of a communication breakdown. If a communication breakdown is developed it can cause commotion in any health care facility which could jeopardize everyone involved. With being the nursing home administrator, the first job that I would need to do is have a full understanding of the new policies and procedures. I would need to know how the policies and procedures were put into place and how exactly this will affect the patient’s in the nursing home. In order to do this I would want to speak with the board members so my concerns could be addressed. In order to address these issues I could meet with the board members face to face, use social media, or by electronic communication. There are advantages to having traditional face to face meetings. The members are able to see my body language, facial expressions, and hear the tone of my voice while communicating my concerns. With the traditional meetings, it will also allow the board members to respond to my concerns right away with a limited amount of interruptions. While there are some advantages to having traditional meetings there are also some disadvantages...
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...SAMPLE ESSAY The essay which follows is not perfect! It was, however judged to be an excellent essay and was given a mark of 74%. It is presented here as an example of first class work. The mark reflects some weakness in content particularly in the second part of the question. The essay was also well over-length (4650 words for a 3500-4000 word essay.) N.B. word count does not include abstract or bibliography. The mark sheet is attached at the end. Please note that this has been amended for academic year 2003-2004. The occasional citation errors are pointed out but were not penalised. It is a well presented essay, with a clear structure. Points are well supported from the literature and there is some critical discussion of what the student has read. The essay showed evidence of very wide reading (nearly 40 items in the bibliography) but the writer could have achieved the same mark with a lot less. There was a heavy reliance on some basic reading list material in places that did not do justice to the amount of independent research. There are marginal comments throughout the essay. Passages referred to are marked in red. 1 "As new strategies are implemented in any organisation, tension and conflicts are likely to arise ... such conflicts must be confronted, no matter how uncomfortable it may feel to operate in such a situation. " Discuss in relation to LIS organisations and examine the management strategies which attempt to confront the problem of conflict. Note how...
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...SAMPLE ESSAY The essay which follows is not perfect! It was, however judged to be an excellent essay and was given a mark of 74%. It is presented here as an example of first class work. The mark reflects some weakness in content particularly in the second part of the question. The essay was also well over-length (4650 words for a 3500-4000 word essay.) N.B. word count does not include abstract or bibliography. The mark sheet is attached at the end. Please note that this has been amended for academic year 2003-2004. The occasional citation errors are pointed out but were not penalised. It is a well presented essay, with a clear structure. Points are well supported from the literature and there is some critical discussion of what the student has read. The essay showed evidence of very wide reading (nearly 40 items in the bibliography) but the writer could have achieved the same mark with a lot less. There was a heavy reliance on some basic reading list material in places that did not do justice to the amount of independent research. There are marginal comments throughout the essay. Passages referred to are marked in red. 1 "As new strategies are implemented in any organisation, tension and conflicts are likely to arise ... such conflicts must be confronted, no matter how uncomfortable it may feel to operate in such a situation. " Discuss in relation to LIS organisations and examine the management strategies which attempt to confront the problem of conflict. Note how...
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...Essay Questions (Ch 9) 1. Identify and briefly discuss the four distinguishing characteristics of a mature (well-functioning) group. The distinguishing characteristics includes (1) a clear purpose and mission, (2) well-understood norms and standards of conduct (3) a high level of group cohesion (4) a flexible status structure. Stating the purpose in terms specific goals enhances productivity over and above any performance benefits achieved through individual goal setting. Behavioral norms for high performance and productivity set above organizational norms characterizes high performing work groups. Smaller groups tend to be more cohesive than large groups, and cohesion based on attraction results in effective control over members with respect to important performance norms. Successful resolution of authority issues within a group result in a well understood status structure. This contributes to group functioning. 2. Describe the five stages of Tuckman's Group Development Process. What individual and group issues are addressed in each stage? Forming Storming Norming Performing Adjourning Individual How do I What's my What do the How can I Whta's issues fit in? role here? Others expect best perform next? ...
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...INT401I/202/0/2013 Tutorial Letter 202/0/2013 Information and Technology Management IV INT401I Year module School of Computing This tutorial letter contains the model answers to assignment 1 & 2, and the Oct/Nov 2013 examination and Jan/Feb 2014 supplementary examination preparation notes. Bar code CONTENTS 1 TUTORIAL MATTER THAT YOU SHOULD HAVE RECEIVED TO DATE .................................. 3 Plagiarism ................................................................................................................................... 3 2 THE MODEL ANSWERS TO ASSIGNMENT 1 ........................................................................... 3 3 THE MODEL ANSWERS TO ASSIGNMENT 2 ........................................................................... 6 4 THE OCT/NOV 2013 EXAMINATION AND JAN/FEB 2014 SUPPLEMENTARY EXAMINATION PREPARATION NOTES ............................................................................................................12 2 INT401I/202 1 TUTORIAL MATTER THAT YOU SHOULD HAVE RECEIVED TO DATE Title Description TUTORIAL LETTER 101/0/2013 Tutorial letter 101 contains important information about your module. VERY important information. TUTORIAL LETTER 201/0/2013 TUTORIAL LETTER 202/0/2013 Tutorial letter 202 contains the model answers to assignment 1 & 2, and the Oct/Nov 2013 examination and Jan/Feb 2014 supplementary examination preparation notes (this tutorial letter). Plagiarism NB: Plagiarism is the act of taking words...
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...despite the most grueling and formidable of circumstances. The conflict of the story is When Solomon protests his captivity and asserts his right to freedom, Burch, a brutal slave trader in Washington, D.C, responds by beating him into submission and threatening to kill him if he ever mentions his freedom again. If I faced the same conflict, I would feel very angry because my...
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...between government branches like shipping, defense, agriculture, organizations, and corporations involved, as well as individuals and the community. Furthermore, expectations of a long-term career mean that leadership is a necessary discipline. Leadership as never just an academic discipline: it is a mix of the theory, tools, and applications that will give an individual the best chance of developing a winning reputation for themselves and the organization they work for. In a modern business environment the skill of building great relationships within and without the organization gives a strategic edge. Organizations are not only looking for renewable contracts, lower turnover of staff, and greater return on investment, they are also looking for individuals with vision who can understand what work is, and make it better. Who act with courage, competence, and commitment and yet remain themselves. The Power of Servant Leadership by Robert K. Greenleaf: The slogan “Servant Leadership” was presented by Robert K. Greenleaf in The Servant as Leader, an essay that he first published in 1970. In that essay, he said: "The servant-leader is servant first… It begins with the natural feeling that one wants to serve, to serve first. Then conscious choice brings one to aspire to lead. That person is sharply different from one who is leader first, perhaps because of the need to assuage an unusual power drive or to acquire material possessions. The leader-first and the servant-first...
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...suggest balance and to present pairs of ideas of equal value. 3. Use complex sentence to emphasize the most important ideas and to subordinate less important ideas. 4. Avoid "empty" sentence frames that say little or restate the obvious. 5. Use present tense when referencing details in a literary work except for passages written in the past tense. 6. Incorporate short, key quoted phrases into analytical sentences. 7. Avoid the use of such words and phrases as "you" and "the reader" that often lead to wordiness. 8. Avoid the phrase, "In conclusion," when opening the concluding paragraph. 9. Avoid gratuitous complements and superlatives. Paragraph Development 1. Use Pattern 1 paragraph frames for most paragraphs in the body of academic essays. 2. Begin body paragraphs with claims as topic sentences that repeat key concepts from the thesis sentence. 3. Always introduce the speaker, context, and/or significance of block quotations. 4. Always follow block quotations with a response that clarifies the significance of the quoted passage. 5. Avoid lengthy quotations. 6. Use a balanced reference to the readings of a text, including combinations of allusions, paraphrases, summaries, and quotations. 7. Enhance the discussion of the topic sentence with both primary development (explanation of the main idea in the topic sentence) and...
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... and determine how each event explains past or present actions or foreshadows future actions. ARG LRA 3.4 (Fall EOC) Identify and analyze recurring themes across works (e.g. the value of bravery, loyalty, and friendships; the effects of loneliness). ARG V1.1 (Fall EOC) Identify idioms, analogies, metaphors, and similes in prose and poetry. V 1.3 (Fall EOC) Clarify word meanings through the use of definition, example, restatement or contrast. WA 2.5‐ (STAR) Write summaries of reading materials. SUM WA 2.2 (On Demand/ STAR) Write Responses to Literature. ARG WS 1.2 (On Demand) Support all statements and claims with anecdotes, descriptions, facts and statistics, and give examples. REF WS 1.3 Use strategies of note‐taking, outlining and summarizing to impose structure on composition drafts. AN, SUM, REF WS 1.4 (Fall EOC) Identify topics and evaluate questions and develop ideas leading to inquiry, investigation, and research. AN, ARG WS 1.7 (On Demand, Fall EOC) Revise writing to improve organization and word choice after checking the logic of ideas and the precision of vocabulary. ALANG WOC 1.4 (On Demand) Demonstrate the mechanics of writing (e.g. quotation marks, commas at the end of dependent clauses) and appropriate English usage (e.g. pronoun reference). ALANG Big Ideas & Understanding(s): Students will understand that: ‐ ‐ Narratives are organized by a series of events and important events move a story forward. Essential Question(s): What is the author’s perspective and how do you ...
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...evil “minions,” you need to read this handbook carefully. It explains everything you need to know. “English,” as you may know, is shorthand for “English Language Arts.” Being that we are in an Arts school, but one where academics must and always do come first, it is important that we approach the subject as what it is: an art form. How does one study the arts? What exactly do we do when we study drawing, sculpture, music, or dance? Well, anyone who has studied the arts will tell you that studying the arts essentially involves two things: • Learning about, and developing an awareness of and appreciation for, existing works of art in that particular form; • Developing the skills and techniques associated with the art form, in order to create our own works. In the case of language arts, much like any other art form, we will be studying existing works of art (i.e., reading books, stories and poems), and developing the skills to produce our own (i.e., writing). That’s what English Language Arts is. We will also be preparing ourselves for New York State’s Regents Comprehensive Examination in English, which we’ll all be taking in June. This two-day, six-hour, four-part exam requires no specific knowledge or content, but it does require the skills to listen, read, understand, respond, interpret, analyze, and of course, write. Everything we do in class is designed to develop those skills, and prepare your for that exam. So, So what does that mean to you, the student? It means we’re going...
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...U.S. History and Constitution HIS120 Student Learning Outcomes (SLO) At the end of the course, students will be able to: SLO1. Describe the cultural, geographic and climatic influences on Native American societies. SLO2. Compare and contrast religious, social and cultural differences among the major European settlers. SLO3. Describe the events that helped create American nationalism and lead to the American Revolution. SLO4. Explain the Constitutional Convention, the Articles of Confederation, and the emergence of a democratic nation. SLO5. Explain the U.S. Constitution as it related to the separation of powers, checks and balances, the Bill of Rights, and the major principles of democracy. SLO6. Evaluate the Jeffersonian dream of expansion and its effect on Native Americans SLO7. Describe Jacksonian democracy and the creation of a two party system SLO8. Explain slavery and associated issues that led to the Civil War and its aftermath. Module Titles Module 1—Early American exploration and colonization (SLO1) Module 2—British colonies (SLO2) Module 3—Road to the Revolution and the American Revolution (SLO3) Module 4—Early Republic (SLO4 and SLO5) Module 5—Jacksonian America (SLO 6 and SLO7) Module 6—Road to the Civil War (SLO8) Module 7—Civil War (SLO8) Module 8—Shaping American history: Signature Assignment (all SLOs) Module 1 Early Exploration and Contact with Native Americans Welcome to HIS 120: U.S....
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...English-E11-12 7/27/07 2:24 PM Page 1 Ministry of Education The Ontario Curriculum Grades 11 and 12 English Printed on recycled paper 07-003 ISBN 978-1-4249-4741-6 (Print) ISBN 978-1-4249-4742-3 (PDF) ISBN 978-1-4249-4743-0 (TXT) © Queen’s Printer for Ontario, 2007 2007 REVISED CONTENTS INTRODUCTION 3 Secondary Schools for the Twenty-first Century . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The Importance of Literacy, Language, and the English Curriculum . . . . . . . . . . . . . . . . . . . Principles Underlying the English Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Roles and Responsibilities in English Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . THE PROGRAM IN ENGLISH 3 3 4 5 9 Overview of the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Curriculum Expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Strands in the English Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 ASSESSMENT AND EVALUATION OF STUDENT ACHIEVEMENT Basic Considerations . . . . . . . . . . . ....
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...Market Solutions to the Agency Problem in Periodic Financial Reporting Edgar Carlos Duarte Aguilar “The statesman, who should attempt to direct private people in what manner they ought to employ their capitals, would not load himself with a most unnecessary attention, but assume an authority which could safely be trusted, not only to no single person, but to no council or senate whatever, and which would nowhere be as dangerous as in the hands of a man who had folly and presumption enough to fancy himself fit to exercise it.” Adam Smith Introduction Enron’s bankruptcy in 2001 was a milestone in recent times as far as corporate governance regulations it is concerned. Besides the executives, the external auditors were accused and found guilty as accomplices in distorting the accounting information the Securities and Exchange Commission (SEC) required from them as a public company that traded its securities in the New York Stock Exchange (NYSE). US Government’s reaction was to increase the regulation on the activities performed by all public companies by issuing the Sarbanes-Oxley Act (SOA) and creating the Public Company Accounting Oversight Board (PCAOB). It was now required that the Chief Financial Officer (CFO) of each company signed a statement on the effectiveness of the Company’s internal control and that the external auditors issued a report on this management’s statement, besides their previously required report on the fair presentation of its financial statements....
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...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 Schultz, K. M. (2012). HIST2, volume 2 (2nd ed.). Boston, MA: Wadsworth, Cengage Learning. All electronic materials are available on the student website. Week One: Reconstruction and the New South Details Objectives 1.1 Evaluate the outcomes of Reconstruction. 1.2 Summarize the economic, political, and social characteristics of the New South. 1.3 Explain the populist response to late 19th-century developments. Read the course description and objectives. Read the instructor’s biography and post your own. Read Ch. 16 of HIST2, Volume 2. Read pp. 318–325 in Ch. 19 of HIST2, Volume 2. Read this week’s Electronic Reserve Readings. Participate in class discussion. Respond to weekly discussion questions. 9/1 9/1 20 10 Due Points Course Preparation Reading Reading Reading Participation Discussion Questions Nongraded Activities and Preparation Freeman or Freedman Nongraded Activities and Preparation Populists: Elections of 1892 and 1896 Nongraded...
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