...the different organizations. Below is a discussion of these models and how they can be implemented in an academic institution. Lecture: It is an oral presentation intended to present information or teach people about a particular subject. The criticisms of lectures are often summarized by a quote generally misattributed to Mark Twain: “College is a place where a professor’s lecture notes go straight to the students’ lecture notes, without passing through the brains of either.” Critics point out that lecturing is mainly a one-way method of communication that does not involve significant audience participation, often contrasted to active learning. This type of communication is linked to the linear model that is an early communication model created by Shannon and Weaver which visualizes the transfer of information as an act being done to the receiver by the sender. The linear model views communication as a one-way or linear process in which the speaker speaks and the listener listens. It consists of the sender encoding a message and channeling it to the receiver in the presence of noise. Thus in academics a lecturer is the sender and the students are the receivers. It is an efficient, cheap way of conveying a topic to a large student body as it can be delivered as a weekly series designed to provide the basic framework of a course. The lecture is particularly suitable for introducing a subject to ensure that all students have the necessary understanding to learn a subject...
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...The Review on the Last Lecture by Randy Pausch. Randolph Frederick "Randy" Pausch (October 23, 1960 – July 25, 2008) was an American professor of computer science and human-computer interaction and design at Carnegie Mellon University (CMU) in Pittsburgh, Pennsylvania. Pausch was the author or co-author of five books and over 70 articles. Pausch died from pancreatic cancer at his family's home in Chesapeake, Virginia on July 25, 2008, at the age of 47. The last lecture by Randy Pausch to the 400 students in Carneige Mellon University mainly focuses on how to live the prosperous life. It specifically talks about the childhood dreams and how to achieve those dreams and become successful in life. Following are the things that I have learned from the lecture. To achieve success in life we need to have dreams; be it a childhood dream or the dreams that we dream when we grow up but we always need to have dreams. And then we should work towards achieving those dreams. And when we work towards achieving those dreams we can never say that those dreams can be achieved at one go. We are going to face lot of failure and obstacles blocking our way. And then when we experience failure and other problems, complaining and wining is never going to solve our problem. Instead we should never think that it's the end of our dream and we should consider those failure as the inspiration to work harder and the we should keep on trying because everything is possible in life. Now to have...
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...Robert B. Burnish The Last Lecture by Randy Pausch The Last Lecture is a New York Times best-selling publication co-authored by Randy Pausch, a lecturer of computer research, human-computer interaction, and conceive at Carnegie Mellon University in Pittsburgh, Pennsylvania, and Jeffrey Zaslow of the Wall Street Journal. The publication was born out of a lecture Pausch provided in September 2007, Really Achieving Your Childhood Dreams. (Dann, 14-19) The publication has often been in evaluation with Mitch Albom's Tuesdays with Morrie, a publication on courses the scribe wise from his staining school professor. When inquired about his information of the publication, Pausch answered that he had not ever read that publication, and commented that he "didn’t understand there was a dying-professor part at the bookstore” with his usual sardonic wit. Speculation that the publication would be turned into a video was turned down by Pausch himself. Pausch consigned his "Last Lecture", titled “Really Achieving Your Childhood Dreams,” at Carnegie Mellon on September 18, 2007. This converse was modeled after an ongoing sequence of addresses where peak academics are inquired to believe profoundly about what matters to them, and then give a hypothetical "final talk," i.e., "what wisdom would you try to impart to the world if you knew it was your last chance?" (Dann, 14-19) A month before giving the address, Pausch had obtained a prognosis that the pancreatic cancer, with which...
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...The Use of Guided Notes for Active Engagement during Teacher-Directed Lectures By Anna Jessica B. Pantujan Holy Cross of Davao College, Sta. Ana Ave., Davao City Introduction It has been said that students learn by doing. It follows that if one increases the doing, the result is an increase in learning (Blackwell & McLaughlin, 2005). Research indicates that student achievement improves when teachers provide opportunities for active engagement (Konrad, Joseph & Eveleigh, 2009). The major educational goals of student understanding of content and application of skills are commonly pursued via lecture in classroom settings. Students are held accountable for obtaining information from the lectures, and performance is evaluated on class exams and quizzes. Therefore, students should take thorough notes during lectures so they can refer to the content at a later time (Boyle, 2001). Marzano, Pickering and Pollock (2001) identify note taking as one of the research based strategies for increasing student achievement. Despite the importance of this behavior, however, students are often poor note takers (Austin, Lee & Carr, 2004). Since note-taking can be a difficult task for some students, the use of guided notes can give students a standard set of notes for future references (e.g., tests and quizzes) as well as eliminate the possible frustration, lack of motivation, and off-task behaviors that may exist due to poor note-taking skills (Anderson, Yilmaz &...
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...mentioned, teaches no class. Class of Professor of Divinity. The duty imposed upon the Professor of Divinity is very arduous. In addition to the Lectures which ne has to deliver, he was in the practice of hearing the numerous Discourses which the Church requires before young men can be admitted to probationary trials. Pre viously to the appointment of Dr. Chalmers as joint Professor with Dr. Ritchie, the whole of the Discourses were heard by the Professor of Theology ; and some conception of the arduousness of the task may be formed from the following account given in the Appendix to the Returns from the University of Edinburgh. The number of Students enrolled each Session, has for these five years past been above 200. The Law of the Church impera tively prescribes that each of them shall deliver five Discourses before being taken on trials for licence. It is obvious, therefore, from this, taken in conjunction with the period during which continuance at the Divinity Hall is necessary, that each Student must deliver at least one Discourse, and many of them two or more in one and the same Session. This necessa rily interfered very much with the lecturing department, the number of Lectures delivered each Session amounting to 40, and the Professor, from the causes stated, finding it impos sible to enlarge the number. Dr. Ritchie's Lectures explained and illustrated the topics, both direct and collateral, suggested by the successive articles contained in the Apostles' Creed ; and the...
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...1. Record. During the lecture, record in the main column as many meaningful facts and ideas as you can. Write legibly. 2. Reduce. As soon after as possible, summarize these ideas and facts concisely in the Recall Column. Summarizing clarifies meanings and relationships, reinforces continuity, and strengthens memory. Also, it is a way of preparing for examinations gradually and well ahead of time. 3. Recite. Now cover the column, using only your jottings in the Recall Column as cues or "flags" to help you recall, say over facts and ideas of the lecture as fully as you can, not mechanically, but in your own words and with as much appreciation of the meaning as you can. Then, uncovering your notes, verify what you have said. This procedure helps to transfer the facts and ideas of your long term memory. 4. Reflect. Reflective students distill their opinions from their notes. They make such opinions the starting point for their own musings upon the subjects they are studying. Such musings aid them in making sense out of their courses and academic experiences by finding relationships among them. Reflective students continually label and index their experiences and ideas, put them into structures, outlines, summaries, and frames of reference. They rearrange and file them. Best of all, they have an eye for the vital-for the essential. Unless ideas are placed in categories, unless they are taken up from time to time for re-examination, they will become inert and soon forgotten...
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...filled in for you convenience:- |C.W. |He / She has been doing C.W. regularly & neatly/nicely/charmingly. | |H.W. |A bit irregular in doing H.W. / Has been doing H.W. with due care. | |Hand-Writing |Can / Can’t write neatly & independently. / Hand Writing still needs improvement. | |Reading |Can / Can’t pronounce letters and words correctly. | |Attention In Class |Listens the lectures with due care. / Careless in attending class lectures. | |Participation in |Is shy but friendly. / Shows reluctance/active participation in group discussions. | |Group Activities |/ is being encouraged to participate in group discussions. | |Games & Sports |Active in sports & games. / Eagerly participate in games. | |Discipline |Well...
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...AMB200 Consumer Behaviour Portfolio Purpose The purpose of this assessment is for you to understand consumer behaviour by applying theories to your own behaviour. In this assessment, you will submit three (3) out of six (6) tutorial worksheets as part of a portfolio. You must submit worksheet 1 and then choose any two (2) from worksheet 2 to 6. The tutorial program has been designed to assist your learning and is directly linked to this assessment. You should aim to attend most of the tutorials if you seek a good mark. Consumer Behaviour List In the first tutorial, you will be select ONE consumer behaviour from the list below that you have done in the last three months. You will then complete worksheets in the tutorials of weeks 2 – 7 on that consumer behaviour. Once you have selected a behaviour you cannot change as your assessment requires to submit worksheets on the same behaviour. List of Consumer Behaviours * Buying a PC/laptop/high-technology item * Booking/arranging/going on an overseas holiday * Selecting a university * Going to the movies * Choosing a restaurant for a special occasion * Evaluating and selecting a mobile phone plan * Choosing to do volunteer work * Buying a fashion item * Going to a concert * Changing a bad habit (smoking, reducing alcohol intake, getting fit, eating better) Assignment structure and requirements You must follow this structure, do not change the order of the content of the worksheets...
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...TOPICS COVERED | READING MATERIAL | T& L | 17/7- 11/7 | * 1st lecture- Introduction to Module Understanding the concepts of IB * 2nd lecture- Evolution of International Business Globalization and International Business * Tutorial – Debate on the merits and demerits of Globalization | IB by Wall and Rees ch- 1 | LecturesGroup DiscussionsQ&A | 214/7-18/7 | * 1st lecture- Internationalization Process ( Exports, Non-equity and equity based) * 2nd lecture- Factors contributing to International Business Assignment hand over and discussion * Tutorial – Discussion on the factors that contributed for the growth of IB | IB by Wall and Rees ch- 2 | LecturesGroup DiscussionsQ&A | 321/7-25/7 | * 1st lecture- Why Firms invest abroad Gains from Trade Shift from developed countries to developing and emerging countries * 2nd lecture- International Business Strategies * Tutorial – Case study | IB by Wall and Rees ch- 3IB by Alan and Simon Ch- 2 & 9 | LecturesGroup DiscussionsQ&A | 428/7-1/8 | * 1st lecture- International Business Strategies * 2nd lecture- International Institutions and Markets * Tutorial – Case study | IB by Wall and Rees ch- 4 | LecturesGroup DiscussionsQ&A | 54/8-8/8 | * 1st lecture- Regional Strategies * 2nd lecture- Regional Strategies cont * Tutorial – Debate on the shifting production...
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...com/downloads/res-111-presentation-essentials-unit-1-db-rhetorical_triangle/ For More Courses and Exams use this form ( http://hwguiders.com/contact-us/ ) Feel Free to Search your Class through Our Product Categories or From Our Search Bar (http://hwguiders.com/ ) Use the Internet, library, and unit resources to research each of the following four approaches for developing a presentation: a speech or lecture a workshop a discussion a group activity You are expected to do the following: Explain the reasons why or when you would use each of these approaches. Describe how the three attributes of the Rhetorical Triangle (speaker, audience, and situation) are utilized in each of the four approaches LAYOUT OF PAPER: Part 1: A speech or lecture - Begin this section of your paper by explaining how, why and/or when you would use a speech or lecture to develop a presentation. - Then you should explain how the three components of the Rhetorical Triangle (i.e., the speaker, the audience, and the situation) operate within the dynamics of a speech or lecture. Part 2: A workshop - Begin this section of your paper by explaining how, why and/or when you would use a workshop to develop a presentation. - Then you should explain how the three components of the Rhetorical Triangle (i.e., the speaker, the audience, and the situation) operate within the dynamics of a workshop. Part 3: A discussion - Begin this section of your paper by explaining...
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...What is the lecture method of teaching? In: Educational Methods and Theories, Learning Theories, General Educational Development (GED) [Edit categories] Answer: It is the practice of having the teacher, or lecturer, at the front of the classroom talking to students. This is seen as one-way communication, since the lecturer is the only one speaking. An effective use of this is a short talk to provide students with the background information they need to do the work. What are the steps in lecture method? In: Uncategorized [Edit categories] Answer: student analysis lesson planning formulation of the lesson guide prepration for presenting the lecture presentation of the lecture testing follow-up What is lecture method? In: Learning Theories [Edit categories] Answer: The lecture method is a teaching method, in fact the teaching method most often found in universities today. It bases itself upon the transmissive teaching model, in brief terms that knowledge is an object that can be transferred from the teacher to the learner. Practically it implies a lecturer holding a lecture for a group of people. A strength is that it is possible to educate large number of people at once, thereby lowering costs. A limitation is that it yields less deep knowledge compared to other teaching methods such as case-based learning. (Chaplin 2009, White et al. 2009, Grunwald & Hartman 2010). Advantages of lecture method in teaching? Answer: The lecture method of teaching...
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...school. Students should devote a considerable amount of time reviewing information discussed during classroom lectures. It is very difficult remembering specific details from classroom lectures without good notes. These note taking strategies will help you to take better notes: ▪ Make clear and accurate notes Make sure to take legible and accurate notes since it is not uncommon to forget key details discussed in class after it has ended. Frequently, students comprehend the teacher's lecture, so they'll neglect to jot down specific details only to forget them later. Students who keep accurate notes can review them later to fully grasp key concepts during personal study time. Additionally, since during classroom lectures teachers frequently cover many topics, effective notes enable students to concentrate on specific topics. ▪ Come to class prepared Students properly prepared for class usually take better notes. Proper preparation includes completing assigned reading prior to class and reviewing notes from previous lectures. Students who do this can ask questions about confusing concepts and be prepared for new topics. ▪ Compare your notes To ensure your notes are as accurate and detailed as possible, compare them with the notes of other students after class is over. This is useful because your colleagues will frequently write down lecture details that you forgot or missed. This strategy will make classroom notes more thorough and precise. ...
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...In“College Lectures: Is Anybody Listening?” David Daniels argues that lecture system influences students, professors, and even American business. According to Daniels, the present system makes American education less challenged and thus results in the lack of basic skills and general culture of college graduates. The lectures are ineffective and should be replaced by workable methods. He says large lecture classes harm not only students, who became impatient listeners because of the lack of“active listening” as they begin their college life, but also professors on account of less feedback, few questions and comments. In spite of the shortcomings, the lecture system will continue to be carried out because of its economic necessity and long tradition. Therefore, Daniels suggests that smaller discussion classes are supposed to be given during the first two years of college, when students need close and respective instruction, in order to improve their intelligent listening skills and creative thinking way. I am partly convinced of Daniels’ opinion. However, my personal experiences show that lectures are not exactly so redundant while small discussion classes are not really adorable. As far as I am concerned, classes respecting languages should indeed be given as small classes, instead of large lecture classes that consist of a great number of students. Take my Japanese and Spanish classes for example; these courses are exactly given as large classes. The instructors are quite fine...
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...The core of this article is about the negative impacts that lecture absenteeism can have on a student’s performance throughout the course as well as the motivation that students have for actually attending lectures. The first topic the author starts with is the effect that lecture absenteeism has on academic performance within the student body. The authors site studies that are less certain about the link between lecture absenteeism and poor academic performance and studies that shows that this bond is stronger in minorities (Moore, Armstong, & Pearson, 2008). After this, they go on to discuss how studies show how poor attendance can affect performance in university. It seems that the relationship between academic performance and lecture absenteeism pretty much explains itself (Moore, Armstong, & Pearson, 2008). However, this particular study shows that the student can gain knowledge by attending lectures that you normally would not receive from your text book. The study involved mainly undergraduate students in their early twenties, all in their third year and all were business students. The study consisted of 230 students. After evaluating all 230 students, they were able to come up with three different factors that show student motivation for being absent from lecture (Moore, Armstong, & Pearson, 2008). The first level is low student motivation. Some examples of this level are too tired to attend, bad weather, watching TV. Mid-level motivation is considered moderate motivation...
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...ENG 101E J.Mullen Living in Wonderland Kaloyan Kolev The life of a college student has given me the great opportunity to observe student behavior. Usually I meet quite ordinary students. Some of them are interested in studying, others in fashion, music or computer games. However, I have also met students who are intriguingly different - to say the least. Recently I received the divine inspiration that there are four main types of abnormal students that are either of extraterrestrial origin or are the product of some kind of evil sorcery: The Zealot, The Casper, The Bear and The Challenger. The Zealot takes classes more seriously than he should. He believes that if he doesn’t get an “A” on every single test, he will be crucified, God himself will come down to earth to unleash the Holy Armageddon upon him and the gates of Heaven will forever stay closed for his soul. The Zealot always comes to class looking as if wild wolves have been chasing him to school. Looking like he has seen the headless horseman, he quickly makes his way to his desk and immediately opens his books and starts reading. For him every second counts when it comes to studying. During a class, the Zealot is always listening...
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