... | |Brief Summary of Unit | |(Describe the context for this unit within the curriculum, and the curricular aims of the unit.) | | | |What understandings or goals will be assessed through this task? (Students will…) | | | |Will understand how water is a way of life for people. They will also gain recognition of various types of things we use water for.| |The students will develop enhanced language skills and the ability to speak well. Students will exercise the skills in fine arts | |through drawings. | | | |...
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...http://clep.collegeboard.org/exam. Check with your librarian about locating study aids relevant to the exams you plan to take. These supplementary materials may include videos or DVDs made by education-oriented companies and organizations, language tapes and computer software. And don’t forget that what you do with your leisure time can be very educational, whether it’s surfing current-events websites, watching a PBS series, reading a financial newsletter, or attending a play. 3. Find a good place to study. To determine what kind of place you need for studying, ask yourself the following questions: Do I need a quiet place? Does the telephone distract me? Do objects I see in this place remind me of things I should do? Is it too warm? Is it well lit? Am I too comfortable here? Do I have space to spread out my materials? You may find the library more conducive to studying than your home. If you decide to study at home or in your dorm, you might prevent interruptions by other household members by putting a sign on the door of your study room to indicate when you will be available. 4. Schedule time to study. To help you determine where studying best fits into your schedule, try this exercise: Make a list of your daily activities (for example, sleeping, working, eating, attending class, sports or exercise) and estimate how many hours a day you spend on each activity. Now, rate all the activities on your list in order of their importance and evaluate your use of time...
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...Assessment Task: Critically assess management practices and the impact of culture upon them, including work, motivation, entrepreneurship, leadership and team-working. Impact of culture on work Management practices are task oriented and relationship oriented. Task oriented relationship is that in which the head fixates on the tasks which need to be accomplished in order to meet several goals or to complete a certain work standard. On the other hand, relationship oriented is a behavior dependent which could be the satisfaction focused by the leader as well as ordinary health of the team members. To illustrate this , Australian are task oriented in that they want to get a job done while Indians are more relationship focused; more interested in the way they work with other colleagues. Moreover in a task focused relationship there would be high turnover, whereas in the relationship focused the leader is trust worthy. Impact of culture on Motivation Motivation is a state arising in processes that are internal and external to the individual, in which the person perceives that it is appropriate to pursue a certain course of action directed at achieving a specified outcome (Rollinson ,2005, pp.189). Motivation depends on the relationship and cultural factors in which performance plays an important role. In task focused relationship progress and productivity of the individual is measured. On the other hand, in relationship oriented motivation, comfort and feelings...
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...SHOWING YOU HOW TO GET BAND 9 IN ACADEMIC WRITING TASK 2 Published by Cambridge IELTS Consultants Cambridge, United Kingdom Copyright © Cambridge IELTS Consultants and Jessica Alperne, Peter Swires 2014. All rights are reserved, including resale rights. This e-book is sold subject to the condition that it will not be copied, stored or redistributed in any form. Also on Kindle from the same publisher: . Packed with advice, examples, models to follow and real Band 9 essays to help you get the best possible result. Get IELTS Band 9 In Academic Writing Contents Introduction from the authors Explanation of the different types of Academic Task 2 essay OPINION type tasks: Model essays IDEAS type tasks: Model essays Summary of the model essays Tasks for you to practice Key to practice tasks The 10 most common mistakes in IELTS academic writing Help from the experts Introduction from the authors For many people, the most difficult part of the IELTS Academic exam is the Task 2 essay in the writing test. This is because few people understand the different types of Task 2 essay, and few people take the time to read examples of high quality Task 2 essays before they take the exam. We are here to help! In this book we show you how to analyze the Task 2 question, and we explain the different types of essay you may be asked to write. Most importantly, this book provides you with fifteen examples of Task 2 essays, all written to Band 9 standard. Each...
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... Goals Successful completion of this assessment will contribute evidence of your knowledge and skills in the following elements from the unit of competency: • Take notes • Transcribe notes • Edit and revise text Assessment guidelines Before commencing this assessment it is recommended you read through all the content for this unit. It is important that all your tasks for this assessment are received together. Please complete all tasks in this assessment before submitting; your work will not be assessed if you submit partial assessment. • Complete all assessment tasks below in a Microsoft Office compatible document or a PDF. • If you need to provide supporting documentation please ensure it is in Microsoft Office or Office compatible document such as PDF. • It is recommended that you include your name on each page of all documents you submit. For more information on assessment procedures, appeals and recognition of prior learning please refer to the student handbook. Task 1 If you are in a workplace, locate your company style guide and document storage policy. If you are not in a workplace (or your workplace does not have a style guide or document storage policy) use the XYZ Company style guide and the XYZ Company document storage policy. (The XYZ Company style guide and document storage policy can be downloaded from the screen where you accessed this assessment.) Imagine...
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...quality of work, imposes own standards of excellence, works without supervision, follows up on own. | Organizational and planning skills | Evident in time management, prioritizing, using resources effectively, meeting deadlines, multi-tasking, dealing with competing demands, achieving objectives and goals, setting targets, maintaining schedules and calendars, optimal use of available resources, coordination of resources to complete projects. | Flexible and adaptable | Able to change activities and priorities to meet new demands, willing to learn new skills and knowledge, make a positive effort to accept changes, able to work and communicate effectively with diverse people, willing to work in different environments, willing to attempt new tasks. | Decision-making/judgment | Gather the necessary information to make a sound decision, come up with viable alternatives, consider pros and cons for each, fully commit to the best action, follow through on decision. | Problem solving | Able to identify and define problems, analyze problems to find causes, find possible solutions, consider the possible outcomes of each solution, decide on the best solution and implement it. | Gathering, analyzing and managing information | Collect required information efficiently from different sources, integrate information and put it together in a logical format, process information, identify trends and patterns, distribute and...
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...Perfect Phrases for the TOEFL Speaking and Writing Sections This page intentionally left blank Perfect Phrases for the TOEFL Speaking and Writing Sections Hundreds of Ready-to-Use Phrases to Improve Your Conversational Ability, Develop Your Writing Skills, and Build Exam Confidence Roberta G. Steinberg New York Chicago San Francisco Lisbon London Madrid Mexico City Milan New Delhi San Juan Seoul Singapore Sydney Toronto Copyright © 2008 by The McGraw-Hill Companies, Inc. All rights reserved.Manufactured in the United States of America. Except as permitted under the United States Copyright Act of 1976, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written permission of the publisher. 0-07-159247-4 The material in this eBook also appears in the print version of this title: 0-07-159246-6. All trademarks are trademarks of their respective owners. Rather than put a trademark symbol after every occurrence of a trademarked name, we use names in an editorial fashion only, and to the benefit of the trademark owner, with no intention of infringement of the trademark. Where such designations appear in this book, they have been printed with initial caps. McGraw-Hill eBooks are available at special quantity discounts to use as premiums and sales promotions, or for use in corporate training programs. For more information, please contact George Hoare, Special Sales, at...
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...Teamwork (AACU): Team 3 Name: Andres Noboa Submissions will be kept confidential and will not impact another student’s grade. Category | 4 | 3 2 | 1 | 0 | Contributes to Team Meetings | Helps the team move forward by articulating the merits of alternative ideas or proposals. | Offers alternative solutions or courses of action that build on the ideas of others. | Offers new suggestions to advance the group’s work. | Shares ideas but does not advance the group’s work. | Not Demonstrated | List each teammate’s name in the appropriate column; 4 is the highest rating and 0 the lowest. | John Schneider | | | | | | Angela Montes | | | | | | Allison Stein | | | | | | | | | | | Facilitates the Contributions of TeamMembers | Engages team members in ways that facilitate their contributions to meetings by both constructively building upon or synthesizing the contributions of others as well as noticing when someone is not participating and invitingthem to engage. | Engages team members in ways that facilitatetheir contributions to meetings by constructively building upon or synthesizing the contributions of others. | Engages team members in ways that facilitatetheir contributions to meetings by restating theviews of other team members and/or askingquestions for...
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...depends on what is being demonstrated in the picture. If the instruction calls for a specific part of the pictured object to be manipulated, coloring just that part proves most effective. If the intended audience is people with poor reading and interpreting skills, then it is highly recommended that color be used in this manner. All the results from the research suggest that people who are easily frustrated with instructions prefer highlights to black and white, and full color. Furthermore, the color should be strictly limited to the major functions of the task being illustrated. Unnecessary highlights increase the complexity, and in turn the understandability of the picture. A further recommendation can be made concerning the amount of highlighting that should be used. The number of different colors in any given picture instructing a complex task should be limited. When highlighting the important functions of the task, only a small range of colors should be included. If a broad range of colors is used, the reader could interpret their meaning incorrectly. They could, for example, think one color is more important than another is or think that the colors are implying a sequence in the instructions. If the picture is of a general object or action with no focus, then using full color, as opposed to black-and-white, is more effective. Overall, color is more attractive and appeals to the reader and will help to limit the frustration they may encounter. Full color pictures...
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...Efficiency Chapter 8 .......................Prepare Thoroughly Before You Begin Chapter 9 .......................Do Your Homework Chapter 10 .....................Leverage Your Special Talents Chapter 11 .....................Identify Your Key Constraints Chapter 12 .....................Take It One Oil Barrel At A Time Chapter 13 .....................Put the Pressure on Yourself Chapter 14 .....................Maximize Your Personal Power Chapter 15 .....................Motivate Yourself Into Action 2 Chapter 16 .....................Practice Creative Procrastination Chapter 17 .....................Do the Most Difficult Task First Chapter 18 .....................Slice and Dice the Task Chapter 19 .....................Create Large Chunks of Time Chapter 20 .....................Develop a Sense of Urgency Chapter 21 .....................Single Handle Every Task Putting It All Together 3 Preface Thank you for picking up this book. I hope these ideas help you as much as have helped me and thousands of others. In fact, I hope that this book changes your life forever. There is never enough time to do everything you have to do. You are literally swamped with work and personal responsibilities, projects, stacks of magazines to read and piles of books you intend to get to one of these days as soon as you get caught up. But the fact is that you are never going to get caught...
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...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 Groupwork Á Assessment Á Free-riding Á Sucker effect Introduction: the advantages of groupwork The importance of groupwork as a form of assessment has long been recognised among educators. Its use has been...
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...was going on a. The topic - goal of group activity The goal of this group activity is to create harmony, create the identity. To accomplish a task successfully together as a group is to create social identity and pride of being GSB students of Assumption University. Even we are from different places and cultures but we can well fit in together through the activities we participated. b. The process - What was going on The first process was a forming stage. In some activities, we were grouped by ourselves. But in some activities, the groups were formed by randomly grouped by color of name tags. There was no clear group purpose and leader yet. The second process was a storming stage. There were decisions of whom to be the leader. It was not obviously selected but can be noticed when a person in a group say the opinion. The third process was a norming stage. There were close relationships developed. We get to know each other after a short conversation. Everyone knows their roles and group’s expectation. The fourth stage was a performing stage. The close relationship fully developed after a while of chatting together. Group members are fully function, understand each other and performing well together. Everyone doing their best to have their group win the activities. The last stage was the adjourning stage. As we only have limited task to do together. We wrapped up the activities and the group was dissolved. c. The result The activities created friendship, harmony and social...
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...QAT Form F004 ------------------------------------------------- Student Assessment Cover Sheet Student Name | Natalie McSweeney | Student Number | | Course Code | BSB40507 | Course Name | Diploma of Business Administration | Unit Code | BSBADM502B | Unit Name | Manage meetings | Assessor’s Name | | Due Date | | Assessment Number | Assessment 1 | I confirm that the attached work is entirely my own, except where other writers have been referenced. I I confirm that this assignment has not been submitted before at QAT or other institutions. I understand that plagiarism and other forms of cheating will result in academic penalty.By submitting this assessment, I agree that: * I have and read and understood the details of the assessment * I understand the conditions of the assessment and the QAT appeals process * I have two weeks from the due date of this assessment in which to resubmit, if I am deemed unsuccessful. | Student’s Signature | | Date | | QAT Assessor to complete | Initial Submission | Resubmission 1 | Resubmission 2 | Date | Satisfactory (S)Unsatisfactory (U)Did Not Submit (DNS) | Resubmission required(Y/N) | Date | Satisfactory (S)Unsatisfactory (U)Did Not Submit (DNS) | Resubmission required(Y/N) | Date | Satisfactory (S)Unsatisfactory (U)Did Not Submit (DNS) | | | | | | | | | comments/observations/feedback | comments/observations/feedback | comments/observations/feedback | By signing this document, assessors are...
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...assessment, and portfolios. Other activities included in this type are teacher observation and student self-assessment. * Components of Alternative Assessment a) Assessment is based on authentic task that demonstrate students’ ability to accomplish communication goals. b) The teacher and students focus on communication, not on right and wrong answers. c) Students help the teacher to set the criteria for successful completion of communication tasks. d) Students have opportunities to assess themselves and their peers. Performance-based Assessment Performance assessment ( Mueller, 2010) is an assessment in which students are asked to perform real world tasks that demonstrate meaningful application of essential knowledge and skills. It is a direct measure of student performance because the tasks are designed to incorporate context, problems and solution strategies that students would use in real life. It focus on processes abd rationales. There is no single correct answer; instead students are led to craft polished, thorough and justifiable responses, performances and products. It also involved long-range projects, exhibits, and performances that are linked to the curriculum. In this kind of assessment, the teacher is an important collaborator in creating tasks, as well as in developing guidelines for scoring and interpretation. Details regarding performance-based assessment will be discussed in chapter 7. Performance-Based Assessment Performance-based...
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...22/3/15 Introduction In this assignment I will be matching my knowledge and skills to a possible job and completing a application and a interview. Task 1 Job Description: http://www.jwu.edu/uploadedFiles/Documents/Alumni/JWUTopWorkSkills.pdf The Skills My key skills are organizational computer,interpersonal,analytical,leadership, problem solving,time management,mathematical and professional skils. Communication • I can Negotiate issues without being unpleasant to any member the argument • when representing others I can greet the general public I can report information on topic of issues or procedures in the company rule book • I can listen and take on bored what I have herd and put it into action •I can take interviews and ask reverent questions regarding the organisation and the views of the employee, organisatin •I can show that I have skills in language,grammar and punctuation. •I have the ablty to put my ideas in written format: I can also prepar for prestion. •I can give my opinion in a group conversation and brainstorm ideas to plain ahed. • I can give feed back to others while motivating them Leadership •I can understand and work to accomplish the need each member of the team • I khnow how locate resources for the team Organizational •I can always find out what tasks I need to accomplish. • I can plain ahead and try to adapt to what ever comes in the future. Time Management I consider the dead line of any pease of...
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