...Sample Essay The following winning essay was submitted in 2009 by a UK higher education student for an essay writing competition sponsored by the LearnHigher Centre of Excellence in Teaching and Learning (CETL) network. The set title was ‘What is the point of referencing?’, and there was a maximum word limit of 1,500 words. There is a tutor commentary on the points made by the student to the left of the essay. The introduction to an essay is very important. Here the student immediately addresses the question. | What is the point of referencing?The reasons why accurate referencing is essential for academic work are not immediately apparent, particularly for students new to higher education. This essay will, therefore, examine why referencing is an essential part of academic writing and in the process address the question: ‘what is the point of referencing?’ | The student introduces the main reasons for referencing. | There are three main reasons for referencing. Firstly, referencing helps student writers to construct, structure, support and communicate arguments. Secondly, references link the writer’s work to the existing body of knowledge. Thirdly, only through referencing can academic work gain credibility. | Summarises the structure of the essay. | This essay will discuss these three aspects of referencing in detail, examine their validity, identify how referencing affects a writer’s writing style, and show how referencing helps students to present their own ideas...
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...opportunity to relate theory to practice, the unit will enable you to bring together your learning from other units. You will initially explore factors that affect learning, then plan and monitor your own personal and professional development and reflect on it. You will also gain key understanding of the health and social care sectors, including aspects of service delivery, and the fundamentals of research methodology. This unit explores the different ways in which learning can take place and how learning from individual experience can be used to enhance the quality of knowledge, skills and practice. You will initially explore your own knowledge, skills, practice, values and beliefs in relation to working in health and social care. You will then draw up a personal plan for self-development over the duration of the programme. The unit also introduces you to health and social care service provision. A minimum of 100 hours work experience is required for successful completion of this unit. Learning Outcomes On completion of this unit you should: 1. Understand the learning process 2. Be able to plan for, monitor and reflect on own development 3. Understand service provision in the health or social care sectors HOW THIS UNIT WILL BE ASSESSED To reach Pass level, the evidence must show that the learner is able to: P1 explain key influences on personal learning processes of individuals P2 describe own knowledge, skills, practice, values, beliefs and career...
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...opportunity to relate theory to practice, the unit will enable you to bring together your learning from other units. You will initially explore factors that affect learning, then plan and monitor your own personal and professional development and reflect on it. You will also gain key understanding of the health and social care sectors, including aspects of service delivery, and the fundamentals of research methodology. This unit explores the different ways in which learning can take place and how learning from individual experience can be used to enhance the quality of knowledge, skills and practice. You will initially explore your own knowledge, skills, practice, values and beliefs in relation to working in health and social care. You will then draw up a personal plan for self-development over the duration of the programme. The unit also introduces you to health and social care service provision. A minimum of 100 hours work experience is required for successful completion of this unit. Learning Outcomes On completion of this unit you should: 1. Understand the learning process 2. Be able to plan for, monitor and reflect on own development 3. Understand service provision in the health or social care sectors HOW THIS UNIT WILL BE ASSESSED To reach Pass level, the evidence must show that the learner is able to: P1 explain key influences on personal learning processes of individuals P2 describe own knowledge, skills, practice, values, beliefs and career...
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...Terms in Chapter 7: Outpatient Services and Primary Care Ambulatory care Outpatient services, including (1) care rendered to patients who come to physicians’ offices, outpatient departments of hospitals, and health centers to receive care; (2) outpatient services intended to serve the surrounding community (community medicine); and (3) certain services that are transported to the patient. Community-oriented primary care Health care that incorporates the elements of good primary care delivery and adds a population-based approach to identifying and addressing community health problems. Complementary and alternative medicine The broad domain of all health care resources other than those intrinsic to biomedicine. Gatekeeping The use of primary care physicians to coordinate health care services needed by an enrollee in a managed care plan. Hospice A cluster of special services for dying persons (those with a life expectancy of six months or less), which blends medical, spiritual, legal, financial, and family-support services. The venue can vary from a specialized facility to a nursing home to the patient’s own home. Medical home Patient-centered care based on the principles of the Chronic Care Model-that is, use of evidence-based guidelines, application of appropriate health information technology, and use of “best practices”-that seeks to consistently and reliably meet the needs of patients while being accountable for the quality and value of care provided. Outpatient ...
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...responsibility during his tenure. According to chapter 5 in the text, corporate social responsibility (CSR) is defined as, “the corporate duty to create wealth by using means that avoid harm to, protect, or enhance societal assets,” and by this definition GE under Welch failed to fulfill its duty of corporate social responsibility. While during the Welch era GE was successful in achieving a corporation’s primary economic responsibilities, generating immense profits, sharing the wealth with shareholders, and paying taxes, it did so in a way that did not protect societal assets, or avoid harm to the environment. GE failed to fulfill its duty of CSR by causing environmental damage in areas where the company manufactured its products. The prime example of this is GE’s 35-year pollution of the Hudson River in New York. Between 1945 and 1977, GE is accused of releasing approximately 1.5 million pounds of a toxic substance known as polychlorinated biphenyls (PCBs) into the river. When confronted with the wide spread consequences of its actions, after scientific evidence linking PCBs to cancer and other illnesses was revealed, and a study conducted by The Environmental Protection Agency (EPA), concluded that dredging the bottom was necessary to remove the dangerous deposits, GE refused to accept responsibility for the pollution of...
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...Organization Management Journal Linking Theory & Practice: EAM White Papers Series 2006 Vol. 3, No. 3, 210-231 © 2006 Eastern Academy of Management ISSN 1541-6518 www.omj-online.org Effective Empowerment in Organizations GARY A. YUKL University at Albany WENDY S. BECKER University at Albany Psychological empowerment is the perception that workers can help determine their own work roles, accomplish meaningful work, and influence important decisions. Empowerment has been studied from different perspectives, including employee perceptions, leadership behaviors, and management programs. Despite positive rhetoric, programs designed to increase empowerment seldom achieve the benefits promised. Inconclusive and seemingly contradictory outcomes stem from the fact that few companies give employees significant control and access to management information. A half century of research suggests that empowerment strategies can offer real benefits. We outline facilitating conditions for effective empowerment, including characteristics of organizations, leaders, employees, and the work itself. Keywords: Empowerment, Leadership, Teams, Power Sharing Effective Empowerment in Organizations Psychological empowerment in organizations is the perception by members that they have the opportunity to help determine work roles, accomplish meaningful work, and influence important decisions. Over the past several decades an interest in empowerment can be seen in many subject areas within psychology...
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...CURRICULUM REVIEW Search using the ref: 00045-2007DOM-EN Copies of this publication can also be obtained from: DfES Publication PO Box 5050 Sherwood Park Annesley Nottingham NG15 0DJ Tel: 0845 60 222 60 Fax: 0845 60 333 60 Textphone: 0845 555 60 Please quote ref: 00045-2007DOM-EN ISBN: 978-1-84478-883-5 PPSLS/D35/0107/14 © Crown Copyright 2007 Produced by the Department for Education and Skills Extracts from this publication may be reproduced for non commercial education or training purposes on the condition that the source is acknowledged. For any other use please contact HMSOlicensing@cabinet-office.x.gsi.gov.uk DIVERSITY & CITIZENSHIP You can download this publication or order copies online at: www.teachernet.gov.uk/publications Diversity and Citizenship Curriculum Review Review Group members Sir Keith Ajegbo retired in July 2006 as Headteacher of Deptford Green School, a multiethnic school with a strong reputation for Citizenship education. He is currently working as a coach on the Future Leaders Project, as a School Improvement Partner, and as an education consultant for UBS. He is also a Governor of Goldsmiths College and a trustee of the Stephen Lawrence Trust. Dr Dina Kiwan is a Lecturer in Citizenship Education at Birkbeck College, University of London. Previously she was seconded to the Home Office as the Head of Secretariat to the Advisory Board for Naturalisation and Integration (ABNI), carrying forward the implementation...
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...AIS Overview What can an AIS do? * Companies are able to track a variety of things. * The number of hours worked by employees all over the world. * The amount of sales taxes to be paid by one store. Types of AIS: Three categories of AIS: know the difference Manual systems * Generally used by small organizations. Entirely manual system would require: * Source document * Turnaround document- Company output sent to an external party, who often adds data to the document and then are returned to the company as an input document. Machine readable format. Improves accuracy by eliminating the potential for input errors when entering data. Paper based, sent from organization to customer, same doc is returned by customer to organization. * General ledger * General journal * Special journals * Subsidiary ledgers Legacy systems * Existing system, often based on old technology. Advantages are that legacy systems: * Customized to specific needs. * Support unique business processes not inherent in generic accounting software. * Contain invaluable historical data that may be difficult to integrate into a new system. * Well supported and understood by existing personnel. * Disadvantages are that legacy systems: * Costly to maintain. * Often lack adequate supporting documentation. * Hardware needed to maintain may become obsolete. * Not usually based on user-friendly...
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...Technical Educators Employ a Variety of Strategies for Teaching Generic Skills The Secretary's Commission on Achieving Necessary Skills (SCANS) identified the general skills that most workplaces require, thus providing a basis for programs that prepare students for employment. Reform programs such as Tech Prep and High Schools that Work strive to incorporate these "generic" skills as they offer students a rigorous academic background, technological literacy skill development, and learning experiences that are situated in the context of real-world environments (Pucel 1999). Integrated academic and CTE programs and contextual learning efforts offer similar opportunities to promote the learning of generic skills by linking them to specific workplace and social practices. Workplace learning experiences are another way of highlighting generic skill development by placing students in job situations where these generic skills are used in combination with occupational or technical skills. Although the United States has adopted a variety of strategies for the teaching of generic skills, it is not the only country to do so. Canada, Australia, and the United Kingdom have initiated similar programs to address generic skill development. In Australia, integrated curriculum that infuses literacy into specific vocational courses has served to illustrate the necessity of contextualized, multiple literacies (Searle et al. 1999). Case Studies to Advance Skills and Employability, a project conducted...
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...towards better performance? - Findings from Qualitative interviews" Motivation Teachers are the focal point of knowledge dissemination anywhere in the world. A teacher discharges various roles in a society besides assisting learning in the classroom – that of a motivator, nurturer, critic, life coach, leader and a continual learner herself. During the course of her lifetime, a teacher touches multiple lives and engenders positive externalities in the community through her students and herself. Her role becomes all the more important in the context of primary and secondary education as development of a child’s personality takes place during her early years and a great deal of that development is built on learning that happens at school. It is the teacher who creates an environment conducive for learning. Learning takes place by constant engagement of both student and teacher. While the student’s engagement is for her own good, the teacher needs to engage in the heterogeneous learning needs of students she teaches, has taught or is connected to. That requires constant, untiring efforts on the part of the teacher. Edwards, Gandini and Forman (1998) describes optimal teaching to be a complex, delicate, multifaceted task, involving many levels and calling for much expertise and continuous self-examination. Given the pivotal role a teacher plays in the society it is imperative to understand the factors that drives her to keep her motivation levels high and continue serving the society...
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...Leadership styles, entrepreneurial orientation and family business growth in Ghana. The research problem While the number of family business abounds in Ghana, one sees lots of these slowly dying and some going bankrupt (Wolf, 2004). The lack of continuity and growth in family businesses is a major concern because of the primary contributory role that family businesses play in the world economy (Lansberg 1999: 1). It is perceived that entrepreneurial activities in Ghana lack the dynamism and competitive edge of those in more developed countries (Saffu, 2004). One reason that can be advanced is the lack of appropriate leadership style and competencies to manage the family business enterprises in Ghana (Wolf, 2004). Researchers in the fields of organizational behavior and leadership have examined leadership styles and their effects on such variables as job satisfaction, job stress, role conflict, job performance and organizational commitment (Humphreys et al., 2003, MacKenzie et al., 2001 and Stock and Hoyer, 2002), in the context of the North American and other developed countries and has rarely been conducted in emerging economies with different cultural orientation (Fakhrul et al 2011), and the Ghanaian context is no exception in this regard. Globally, there is a dearth of research regarding the influence of leadership styles and entrepreneurial orientation on the growth of service sector businesses including private schools. According to (Kest, 2007) there is a lack...
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...methodology to investigate the effect of an intervention using the metaphor ``learning is constructing'' on students' metacognition and learning processes. The metaphor was used to communicate with students regarding learning processes consistent with constructivism. Students were initially found to be generally non-metacognitive regarding their learning processes. Despite some students possessing metacognitive knowledge consistent with a constructivist learning orientation, their pre-intervention views and preferences in relation to teaching and learning were predominantly consistent with transmission models. The effect of the intervention on students' metacognition was variable. Some students became increasingly metacognitive and reported evidence of revision of their learning processes. Others reported little or no effect. The effects of the intervention can be partially explained by considering changes to students' metacognition as conceptual change. However, this study also shows that contextual factors are key determinants of students' propensity to enhance their metacognition and learning processes. This study highlights the potential of using metaphor as a means to assist teachers and students develop a shared language of learning in classroom settings. ß 2001 John Wiley & Sons, Inc....
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...dialogue by; - focusing on common concerns, identifying shared needs, and conflict resolution - encouraging self-reliance, problem solving and united action and - sharing important experiences and producing a synergy of perception, intellect and emotion. In this way organisations can represent a more flexible, inclusive, human way of working, with increased opportunity for leading more satisfying work lives amongst their own employees. Strategic changes of various types and nature have been introduced in this regard and implemented extensively in business organisations in recent times Assignment Tasks You have already been asked to complete a range of seminar-based research and reflections on the strategic change practices/problems in the British Airways....
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...dialogue by; - focusing on common concerns, identifying shared needs, and conflict resolution - encouraging self-reliance, problem solving and united action and - sharing important experiences and producing a synergy of perception, intellect and emotion. In this way organisations can represent a more flexible, inclusive, human way of working, with increased opportunity for leading more satisfying work lives amongst their own employees. Strategic changes of various types and nature have been introduced in this regard and implemented extensively in business organisations in recent times Assignment Tasks You have already been asked to complete a range of seminar-based research and reflections on the strategic change practices/problems in the British Airways. This particular takes the format...
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...AS Philosophy & Ethics Course Handbook 2013 to 2014 [pic] OCR AS Level Religious Studies (H172) http://www.ocr.org.uk/qualifications/type/gce/hss/rs/index.aspx OCR AS Level Religious Studies (H172) You are studying Philosophy of Religion and Religious Ethics and will be awarded an OCR AS Level in Religious Studies. The modules and their weightings are: |AS: |Unit Code |Unit Title |% of AS |(% of A Level) | | |G571 |AS Philosophy of Religion |50% |(25%) | | |G572 |AS Religious Ethics |50% |(25%) | If you decide to study for the full A Level you will have to study the following modules at A2: |A2: |Unit Code |Unit Title |(% of A Level) | | |G581 |A2 Philosophy of Religion |(25%) | | |G582 |A2 Religious Ethics |(25%) | Grading | ...
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